V.Yanson
L.Svistun
S.Bogatyryeva
S.Lezhnyev
Book I
PRACTICAL GUIDE FOR
LEARNERS OF ENGLISH
ПРАКТИЧНИЙ КУРС
АНГШЙСЬКО! мови
THE ABC OF A HARMONIOUS EXISTENCE
Admire the beauty of nature
Be in the forefront of the green movement
Care about the environment
Defend animals and birds from harm
Educate yourself about the complex environmental and natural resources issues
that effect your life every day
Fight air and water pollution
Gain a better idea of your own environment
Help people to learn foreign languages to cooperate with each other and better
understand each other’s problems
Investigate pollution concerns in your community
Join an environmental group
Keep in touch with ecological groups of different countries
Learn how to live simply
Make thrifty use of natural resources
Never forget to affirm the significance of the individual
Organise environmental work camps
Protect the environment: the natural world of land, sea, air, plants, animals
8uestion the actions people take to make changes to the environment
ecycle things that have already been used
Save rare plants
Teach children to understand environmental problems
Unite your strength to stand against those who would disregard environmental
concerns
Vigorously assert the right to a clean environment
W hen it comes to environmental concerns, do not be passive listeners
eXchange ideas with other people
Yearn to live in harmony with nature
Zealously support the green movement
6
INTRODUCTORY COURSE

UNIT 1

SPEECH SOUNDS AND SOUND PHENOMENA
THE ORGANS OF SPEECH:
The mouth cavity: the nasal cavity: the pharynx: the lips; the teeth; the tongue; the roof of the
mouth: the larynx containing the vocal cords
1.	The wind-pipe.
2.	The vocal cords
3.	The lips.
4.	The teeth.
5.	The tongue
6.	The hard palate.
7.	The soft palate with the uvula.
8.	The blade with the tip.
9.	The front of the tongue.
10.	The back of the tongue.
11.	The pharynx.
12.	The epiglottis.
Fig. 1. The organs of speech
PRONUNCIATION
SPEECH SOUNDS SYLLABLE WORD ACCENT INTONATION
ENGLISH SPEECH-SOUNDS
VOWELS (20)
CONSONANTS (24)
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Unit 1
Introductory Course
The phoneme is the smallest language unit that exists in speech as such speech sounds which
are capable of distinguishing one word from another word, otherwise alike, or one grammatical form
of a word from another grammatical form of the same word.
Bad / baed / - bed / bed I, man /maen I — I men I
An actually pronounced speech-sound is always a variant (allophone) of a phoneme. E.g., the
phoneme /t/ is occlusive, noise, plosive, lingual (forelingual, apical-alveolar), voiceless, strong =
fortis, oral.
Some allophones of the phoneme /t/ are: tea ( aspirated ), stake (unaspirated), at the
(dental), twice (rounded), little (lateral release), football (no audible release), utmost (nasal
release), tree (post-alveolar).
A vowel is a voiced sound produced in the mouth with no obstruction to the air stream.
A consonant is a sound produced with an obstruction to the air stream.
Vowels are sounds of pure musical tone while consonants may be either sounds in which noise
prevails over tone (noise consonants), or sounds in which tone prevails over noise (sonorants)
Transcription is a set of symbols representing speech sounds.
Pronunciation Tabie
Consonants: p, b, k, g, t, d, f, v, 0, S, s, z, J, 3, h, tf, ф, m, n, rj, w, 1, r, j
Vowels: short: 1, e, ae, о, л, v, a
long: i:, a:, a:, u:, 3:
diphthongs: ei, ai, oi, av, av, ia, ea, va
Using a dictionary transcribe the following words. Match the words to obtain minimal pairs
(a minimal pair is a pair of words which are differentiated by only one phoneme in the same posi-
tion).
Man, pan, lay, cap, dog, bad, walk, pot, sit, it, foot, goal, rod, men, say, pen, dock, cab, port,
work, bed, seat, eat, feet, red, goat.
THE CLASSIFICATION OF ENGLISH VOWELS
1.	The stability of articulation (monophthongs, diphthongs, diphthongoids).
2.	The tongue position (according to the horizontal movement of the tongue: front, front-
retracted, central, back, back-advanced; according to the vertical movement of the tongue: close, or
high; open, or low; mid-open, or mid vowels)
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Introductory Course
Unit 1
3.	The lip position (rounded, unrounded vowels).
4.	The length of the vowel (long, short vowels).
5.	The degree of tenseness (tense - long vowels, lax - short vowels).
TABLE OF ENGLISH VOWELS
According to the height of the raised part of the tongue	According to the position of the bulk of the tongue	Front	Front-re- tracted	Central	Back-ad- vanced	Back
Closet high)		i:	i		и	u:
Mid-open (mid)		e E*		3: a’”		3:
Open (low)		ae	a!	л	a:	o' D
1.	/е/ — the nucleus of the diphthong /еэ/
2.	lai - the nucleus of the diphthongs /ai/ and au.
3.	/э/ - the nucleus of the diphthong /эи/
4.	/э/ - the nucleus of the diphthong /01/
the diphthongs /ia/, 'из/, /ei
THE CLASSIFICATION OF ENGLISH
CONSONANTS
1.	The type of obstruction and the manner of the production of noise (occlusive noise conso-
nants and sonorants/, constrictive /noise consonants and sonorants/).
2.	The active speech organ and the place of obstruction (labial /bilabial, labio-dental/. lingual/
forelingual, mediolingual, backlingual/, glottal consonants).
3.	The work of the vocal cords and the force of articulation (voiced - weak = lenis, voiceless -
strong = fortis consonants).
4.	The p< »sition of the soft palate (oral, nasal consonants).
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Unit 1
Introductory Course
TABLE OF ENGLISH CONSONANTS
According to the active speech organ		Labial		Lingual							
				Forelingual According to the position of the tongue tip					Medio- lingual	Back- lingual	Glottal
\	According to the \	place of \	obstruction According X to the manner \ of the production \ of noise and according \ to the type of obstruction \		Bila- bial	Labio dental	Apical			Cacumi- nal		Palatal	Velar	
				Dental	Alveolar	Palato-alveolar	Alveolar	Post-alveolar			
Occlusive	Noise (plosive, affricates)	Pb			t d	£				kg	
	Sonorants	m			n						
Constrictive	Noise (fricatives)		fv	e d	s z	J 3					h
	Sonorants	w			4/1			r	J		
VOWEL AND CONSONANT PRACTICE
J. Study the reading rules (see Supplement. Sound-Spelling Correspondences).
2. Read out the following words. Observe positional variation of vowel length.
Par' pa: /	Palm 1 pa:m /	Part / pa:t /
(in word final position) the greatest length	(before a voiced consonant) reduced length	(before a voiceless consonant) the shortest length
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Introductory Course
Unit 1
	1. /1/ - /i:/	/f, v, n, t, d, s, z/		
tin — tea	sit - seat	din - dean	did - deed
fill - feel	fit - feet	Viv - Vivie - Steve	Sid - seed
fit — fee	sin - seen	in- niece	tin - teen
it - eat	knit - neat	Dick - indeed	sin - seam
insist - see	is - easy	cyst - cease	pin - peep
2. /яв/ - /е/	/р, b, к, g, m, j/
man — men	pat - pet	sad - said	bat - bet	pan -pen
pack -peck	had — head	at - ate	bad -bed	pea - bee
pal - pell	Dan - den	tan - ten	lap- lead	nip — nib
tap - tell	back - beg	and - end	lad - led	pick -pig
me - miss seems - mist yeast - yield - yippee
3./l/,/J/,/3/,/y/,/cb/
lead - hp	shall - yell	slop - sleep	sheep - ship	she - fashion
left - tell	bill - kill	shilly - shally	fish - dash	dish - decision
measure - pleasure - leisure — vision - treasure
4.	/ei/, /еа/
a - may - bay — say - play	aid - made - bade - save - played
eight - mate - bait - safe - plate	ail - fail - pale - mail - sail - take
air - bear - share — pear - chair - tear - fare - lair - dare - pair
5.	/at/, Ла/
I - tie - sigh - lie - eyed - tide - side - lied - ice - tight - sight
Light - I’ll - mile - pile - vile - file - aisle - child - lied - eyes
Mine - side — fight - might - night - bike - like - kite — pike
near - dear - cheer — sheer - beer — mere — idea -year - ideal
6.	/0/, /9/
three - theme - thin - fifths - faiths - Smith’s - thick
the - thee - they - their - these - breathe - either - then - this - thigh
seventh - eighth — ninth — tenth - thread - thief -fifth - sixth
7.	/Г)/
sing - sings - sang - fangs - singing - banging - finger - English
thing - bang - tang - king - ping — ankle - bank - think
fang - pang - ling - clang - bring - saying - keeping - thanks
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Unit 1
Introductory Course
8.	/а:/, /г/
are - bar - car - char - far - star - arm - bard - card - charge
farm - starve - art - bart - cart - chart - pass - class - shan’t
read - right - spring - spread - strike - scream - free - friend
fry - shrill - prize - cry - crab - cream - three - thread - dream
9./Л/
come - some - none - done - mud - tongue - cut - but - just
dull - lull - bulk - cult - pulse - shut - must — puff - stuff
bud - buzz - duck - buck- puck - tut - tusk - cluck - luck
10. /h/, /w/, /и:/, /и/
he - who - high - here - hair - harm - him - hen — huge - hat
hear - whom - ham - Hank - hard - Harry - hut - happy
we - way - win - swee t - swift — swam — twice — twin - twist
where — wear -which - witch - whale - wail - queen - quick
who — should - food - fool - full — pool — pull - hook - foot - shoes
two — noon - cool - nook - sooth - soot — took - shoot - shook - cook
woo - wool - wolf — poodle — loop — look -woof - boot - book - put
И. /иэ/, /аи/
tour - sure -poor -moor - doer - cure -tours - moors
lure - pure - fury — during - cruel - usual - duel - fuel - fewer
bow - cow - how - row - plough - owl - foul - bout -count
hound - round - howl - fowl - county - house - rout - louse
12.	/о/, /э:/, /at/
on - odd - dog - gone - fog - off - ox - clock - loss - moth - want
doll - golf - Pol - loll - vol - sol - coffee - sorry - porridge
door - four - more - law - lawn - daughter - naughty - orchard
John - join - Sol - soil — spoilt - joint - toss - toys - spot—jot
boy - Joy - enjoy - doily - dolly - pot - point - Joice
13.	/з:/, /а/
sir - fir - her - purr - serve - firm — heard - bird - term - earn
learn - early — certain - world -girl - surf - first - hurt - burst
about - away - absent - present - attend - mother -father-sister
brother — either - neither — rather — teacher - pleasure — measure
potato — surprise — better — matter — never - clever - cinema
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Introductory Course
Unit 1
14.	/эи/
bow - so - toe - low - bone - soul - road - boat - dote - toast
roll - poll - old - told - cold - stroll - roast - loaf - host — window
yellow - cargo — tomato — photo — shoulder - stone - woke
3.	The following words are written on the basis of contrasting sounds. Read out the words
from the columns while the teacher or other students indicate which words they think are
being said (decide which column they come from). If the word has not been pronounced
correctly, both parts of the minimal pair must be repeated.
1	2
seat	sit
neat	knit
peel	pill
feel	fill
read	rid
pan	pen
tan	ten
man	men
dad	dead
bag	beg
mass	mess
bad	bed
cart	cut
heart	hut
beer	bear
dear	dare
fool	full
pool	pull
4.	Put the following words in the correct column according to the pronunciation of “ea”,
“ее”, “ei”, “ie”, “ou”, “oe”, “ow”, “ar”.
A) East, head, learn, appear, theatre, bear, tea, ready, early, near, idea, wear, bread, break, great,
spread, steak, team, fear, pearl, mean.
/е/ (4 words)	/i:/ (4 words)	/з:/ (3 words)	/ia/ (5 words)	/£Э/ (2 words)	/ei/ (3 words)
					
B) Feel, fiancee, cheer, see, engineer, sheer, agree, deer, peel, wheel.
/i:/ (5 words)	/ei/ (1 word)	/ia/ (4 words)
		
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Introductory Course
C) Receive, weight, deceive, eight, veil, rein, weir, heir.
Zi:/ (2 words)	/ei/ (4 words)	Лэ/ (1 word)	/£э/ (1 word)
			
D) Piece, kerchief, die, believe, mischief, chandelier, thief, prairie, tie, fierce.
/i:/ (3 words)	/I/ (3 words)	/al/ (2 words)	Лэ/ (2 words)
			
E) Your, youth, double, famous, four, wound, couple, court, group, sour, journalist, route, hour,
favour, cousin, shoulder, journey, out. bough, cloud, soul, about, plough, fountain, tour, cough, con-
tour.
/a:/ (3 words)	/u:/ (4 words)	/Л/ (3 words)	/з:/ (2 words)	/Э/ (2 words)
				
/av/ (6 words)	/av/ (2 words)	/иэ/ (2 words)	/аиэ/ (2 words)	/о/ (1 word)
				
F) Toe, foe, doe, amoeba, roe, woe.
/i:/ (1 word)	/av/ (5 words)
	
G) Power, vow, arrow, flower, cow, yellow, now, tower, flow, shower.
/аиэ/ (4 words)	/av/ (3 words)	/av/ (3 words)
		
H) Care, award, march, compare, ward, far, parent, warm, part, hard, vary, sugar, area, liar,
coward, arm.
/еэ/ (5 words)	/а/ (3 words)	/а:/ (5 words)	/□:/ (3 words)
			
5.	In the following lists of words four words rhyme. Circle the odd man out in each case.
A)	Feast, beast, best, priest, least.
B)	Tea, pea, sea, tee, tie.
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Introductory Course
Unit 1
C)	Bough, now, vow, sow, cow.
D)	Weigh, high, pay, obey, gray.
E)	Care, fair, fire, dare, pair.
F)	Raft, what, daft, can’t, haft.
G)	Pull, bull, wool, dull, full.
H)	Cart, part, ward, dart, heart.
I)	Tough, cough, rough, enough, muff.
J)	Load, road, toad, loud, goad.
6.	Remember the following.
Through the system of rules of reading phonetics is connected with grammar. It helps to
pronounce correctly singular and plural forms of nouns, the past tense forms and past
participles of English regular verbs. Put the following words in the correct column,
according to the pronunciation of a) a plural ending; b) the possessive “s”; c) the Present
Simple “s”; d) the Past Simple “ed”.
A)	Pencils, maps, rooms, books, desks, chairs, classes, boxes, cities, days, places, classes, stu-
dents, families, boys, photos, dishes, heroes, chiefs, roofs, handkerchiefs, leaves, wives, keys, pupils,
lessons, pens, duties, tomatoes.
/ z / (after a voiced consonant or a vowel)	/ s / (after a voiceless consonant)	/ iz / (after -ss, -x, -sh, -ch; se, ce, ze, ge)
bags	hats	inches, judges
B)	The girl’s bag, the horse’s leg, John’s book, Jack’s room, the student’s dictionaiy, the chil-
dren’s parents, the teacher’s question, a month’s holiday, the Jones's children, my sister-in-law’s hat,
Peter’s brother, the students’ desks, yesterday’s meeting, for order’s sake, at a stone’s throw.
/ z / (after a voiced consonant or a vowel)	/ s / (after a voiceless consonant)	/ iz / (after -ss, -x, -sh, ch; se, ce, ze, ge)
The girl’s book	Kate’s hat	The judge’s bag
C)	He reads, she works, he sees, he passes, she dresses, he teaches, she goes, he washes, he fixes,
he places, she studies, he copies, she plays, he buys, she writes, he paints, she answers, he says, she draws.
/z/ (after a voiced consonant or a vowel)	/ s / (after a voiceless consonant)	/ iz / (after -ss, ch, sh, x)
He reads	She writes	He teaches
D) I lived, she worked, we expected, they arrived, it ended, he called, I received, she recog-
nized, he looked, they wanted, she used, he paid, we watched, they gathered, she picked, he played,
she said, they answered, she asked, they moved, he turned, she examined.
/ d / (after a voiced consonant or a vowel)	/1 / (after a voiceless conso- nant)	/ id / (after - d, -t)
They informed	He asked	They waited
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Unit 1
Introductory Course
7.	Remember the following vowel and consonant alternations which help to differentiate
a) singular and pluralforms of nouns, b) irregular verbal forms, c) parts of speech in ety-
mologically correlated words:
a)	man - men. woman - women, child - children, tooth - teeth, foot - feet, goose - geese, mouse -
mice, basis bases, crisis - crises, phenomenon - phenomena...;
b)	become - became - become, find - found - found, fight - fought - fought, get - got -got, give -
gave - given, know - knew - known, speak - spoke - spoken ...;
c)	house - houses, leaf - leaves, relief -relieves, use - use, advice — advise ....
Consult a dictionary and pick up some more examples of words in which vowel / consonant
alternations are observed.
8.	Read and transcribe the following words. Explain the reading rules. /See Supplement.
Sound-Spelling Correspondences/.
1.	Be. he. me, we. she. these, eat. tea. meat, pea, east, heat, feel, meet, see, agree, piece,
believe, receive, machine, ski, people.
2.	Sister, widow, city, taxi, myth, rhythm, syllabus, pretty, eleven, excuse, enemy, chocolate,
manager, orange, palace, preface, honey, money, forehead, coffee, biscuit, women.
3.	Egg, end, let, send, address, head, ready, deaf, heavy, any, many, Thames, friend, said, says,
leisure.
4.	Cats, cap. hat, carry, marry, humanity.
5.	Offer, odd. office, body, copy, sorry, what, want, swan, because, cough, knowledge.
6.	Order, port. nor. ball, alter, false, bald. salt. talk. walk, water, August, author, draw, thaw,
dawn, awful, warm, quarter, war, wore, implore, your, four, pour, fought, bought, thought, brought,
daughter, naughty, caught, taught, door, floor, broad, often.
7.	Bull, pull, put. careful, cushion, sugar, good, room, foot, stood.
8.	Union, duty, menu, amuse, nephew, blue, fruit, juice, cool, do, move, who.
9.	Arm, far, answer, father, tomato, garage, vase.
10.	Ugly, son, onion, done, some, glove, couple, cousin, flourish, double.
11.	Term, dessert, her. purse, fur. occur, skirt, sir, early, earn, heard, learn, work, worse, worth,
journey, journalist, were, connoisseur.
12.	Struggle, egg, guest, guitar, monologue, language, distinguish.
13.	Duck. pack, architect, mechanic, queue, antique.
14.	Measure, division, usual, genre, rouge.
15.	Think, three, tenth, method, bathe, mother, they. thus. than. that.
9.	Choose the appropriate word.
1.	The (pen, pan) leaks. 2. There’s something wrong with my (bag, back). 3. Don’t (seat, sit) on
that (seat. sit). 4. Don’t (slip, sleep) on the floor. 5. The (man, men) are tired. 6. My (foot, feet) aches.
7. His (tooth, teeth) has been stopped. 8. It’s a (bed, bad) mistake. 9. He is at (walk, work) now. 10.1
(bag, beg) your pardon. 11 The boot is (fool, full). 12. The hotel has a (pull, pool). 13. There is a
16
Introductory Course Unit 1
(ship, sheep) in the field. 14. He (tasted, tested) the pie. 15. It’s a wooden (shed, shade). 16. It’s a
bad (pain, pen). 17. She is (lacy, lazy). 18. We hear a (bus, buzz). 19. The (price, prize) is high. 20. He
feeds the (dock, dog). 21. The (kick, cake) is hard. 22. In the evening I (read, rid) books. 23. His eye-
brows are (sick, thick). 24. Stop talking. I’m (sinking, thinking). 25. (Fast, past) means “quick”. 26. The
(rack, rag) is on the (rack, rag). 27. We (leave, live) in Kyiv. 28. It’s (heat, hot) in the room.
10.	Pick out all the nouns in the passage, transcribe them and group them according to the
pronunciation of the vowel sounds in them.
This is a boy. The boy has a toy. It is a ball. The ball is at the wall in the hall. The hall is on the
ground floor of a big house. The house has a comfortable lounge. There is a table in the lounge. There
is a plate on the table. The boy’s mother and his brother are in the lounge. The boy’s father is in the
garden. The boy is going to play with his ball.
11.	Pick out the reiterated sounds in the following English proverbs and comment on their
pronunciation.
1.	Advice when most needed is least heeded. 2. Make the best of a bad bargain. 3. The early
bird catches the worm. 4. Care killed a cat. 5. Better an egg today than a hen tomorrow. 6. Health
is better than wealth. 7. The pot called the kettle black. 8. Manners make the man. 9. Necessity
knows no law. 10. Little strokes fell great oaks. 11. Praise without profit puts little in the pot. 12. There
is no royal road to learning. 13 Speech is silver, silence is golden. 14. The tongue is not steel, yet it
cuts. 15. Where there’s a will there’s a way.
12.	Answer the following questions:
1 How many front vowels are there in English? 2. What makes the sound /е/ different from
the sound /ae/? 3. What are the main articulatory features of the sound /i:/? 4. What articulatory fea-
tures do the sounds /о/, /э:/; /и/, /и:/ have in common? 5. What groups of vowels do the sounds ,'ai/,
/л/ belong to according to the stability of pronunciation? 6. What factors is the vowel length deter-
mined by? 7. What English consonant sounds belong to a group of plosives? 8. How many sono-
rants are there in English? 9. What English fricative consonants do you know? 10. How can you
prove that phonetics is connected with grammar?
SOUND PHENOMENA
Aspiration is a slight puff of breath that is heard after the plosion of a voiceless plosive con-
sonant /p, t, к/ before the beginning of the vowel immediately following.
But aspiration is not heard in the following consonant clusters: /sp, st, sk/.
pace — space	pan	- span
take - stake	tone	- stone
Kate - skate	tick	- stick
table-stable	pot	-spot
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Unit 1
Introductory Course
Pronounce the following words. Avoid aspiration in the consonant clusters /st, sk, sp/.
Speak, spoon, sparkle, spin, stock, spend, spectator, spectacles, spread, star, state, starve,
stand, stay, stadium, sky. ski, skating-rink.
Two adjacent consonants within a word or at word boundaries often influence each other in
such a way that the articulation of one sound becomes similar to or even identical with the articula-
tion of the other one. This phenomenon is called assimilation.
ASSIMILATION 	- -		
REGRESSIVE	PROGRESSIVE	DOUBLE
AFFECTS		
1. The point of articulation:	l.The work of the	Two adjacent
/t/. /d/, /п/, /1/, /s/, /z/+ /6/, /6/; /t/, /d/ + /г/	vocal cords: a	consonants
E.g.: tenth, in them, read this, all that, try. The alveolar	voiceless consonant	influence each
variants of the phonemes are replaced by their dental	+ /1/, /г/, /w/.	other.
variants: postalveolar variants.	The sonorants are	E.g.: twenty, try,
2. The point of articulation and the active organ of	devoiced.	please, sweater.
speech. In the words v, ith the stressed prefix con-	E.g.: please, try. quick.	
+ /k/,/g/-/n/-/ij/.	twenty, sweater, pray.	
The forelingual alveolar sound is replaced by the back- lingual velar sound. E.g.: congress. 3.	The lip position. /к/, /g/. /t/, /s/. /d/ + /w/. The variants of the phonemes are replaced by their labialized variants. E.g.: quick, twenty. 4.	The manner of the production of noise: a)	loss of plosion: /t/. /d/, /р/. /Ь/, /к/, /g/ + /V, /d/. /р/, /Ь/. /к/, /g/. E.g.: doctor, blackboard, bookcase. There’s a complete loss of plosion of the first sound: b)	nasal plosion: it/. id/, /pi. /Ъ/. /к/, /g/ + /п/. /т/. E.g.: curtain, student: c)	lateral plosion: /V. /d/. р/. 'Ь/, /к/, /g/ + /1/. F g.: plan, simple, table: d)	fricative plosion: /t/. /d/, /р/. /Ь/, /к/, /g/ + a fricative sound. E.g.: sets, wants, besides, lamps, rugs, takes.	price, tree, place.	
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Introductory Course Unit 1
Assimilation may be of three degrees: complete, partial and intermediate
Assimilation is said to be complete when the articulation of the assimilated consonant fully
coincides with that of the assimilating one. E.g.: horseshoe
Assimilation is said to be partial when the assimilated consonant retains its main phonemic
features and becomes only partly similar in some feature of its articulation to the assimilating sound.
E.g.: twice, please, tenth.
The degree of assimilation is said to be intermediate between complete and partial when the
assimilated consonant changes into a different sound, but does not coincide with the assimilating
consonant. E.g.: gooseberry.
J3. Pronounce the words given below and state the type of assimilation in them:
hidden, battle, fact, garden, although, breadth, close, place, cram, press, thread, trace, quiet,
question, twelve, twin, sweet, drink-
74.	Pronounce the following words observing a) loss of plosion; b) nasal plosion; c) lateral
plosion: d) fricative plosion; e) assimilation in consonant clusters with /w/; f) assimilation
in consonant clusters with the interdental consonants /д/, /6/; g) progressive assimilation.
a)	actor, accept, collect, attempt, blackboard, bookcase, doctor, football, weekday, sit down:
b)	student, sudden, didn’t, shouldn’t, modem, department, admit, admire, appointment, right now:
c)	plan, bottle, little, black, clock, table, article, middle, comfortable, that’ll do:
d)	units, lamps, sets. pots, bags, besides, upside, outside, needs, I think so:
e)	twice, sweater, swim, question, quite, dwelling, language, persuade. Gwendolyn, bad weather:
f)	ninth, tenth, eleventh, thirteenth, sixth, in the morning, at the end of the lesson, tell the
teacher, put the book, read the text:
g)	place, proud, tree, trade, crab. swim, twenty, thread, front, afraid.
75.	Transcribe the following words. Comment on the allophonic difference of one and the
same phoneme.
a)	Zt/ : step, tread, twin, at this, bottle, meet me. lets, football:
b)	/d/ : drink, dress, a sad thing, dwelling, needs, sudden, fiddle, an old bag;
с)	/г/: proud, cry. track, dry;
d)	/s/ : this thing, sweater, swing;
e)	'M : tell them. able, place.
19
ФФФФФ	UNIT 2	ффффф
SYLLABLE FORMATION
AND SYLLABLE DIVISION
The syllable is one or more speech sounds, forming a single uninterrupted unit of utterance,
which may be a word (e.g., late), or a commonly recognized subdivision of a word (e.g., later).
In English a syllable is formed by any vowel alone or in combination with one or more con-
sonants and by a word-final sonorant / m, n, 1 / immediately preceded by a consonant
Are, it, man - 1 syllable	Table, rhythm, garden, paper - 2 syllables
An intervocalic consonant tends to belong to the following syllable sound when a consonant
is preceded by a long vowel or a diphthong (e.g., party / 'pa: I ti, native / 'net / tiv /). When it is
preceded by a short stressed vowel, it belongs to this short vowel (to make it checked) (e.g., better /
' bet / a /. Intervocalic combinations of consonants belong to the following syllabic sound, if such
combinations are typical of English (e.g., naturally I 'nastf / ra / li I. In the words with a consonant
preceding a sonorant the syllable boundary goes through the consonant (e.g., in the word “didn't’’
I ’didnt I the syllable boundary goes through the consonant / d /.
1.	Transcribe the following English words and underline the transcription symbol which
corresponds to each syllabic sound in the words. Show the point of syllable division in
these words:
ask, leader, fire, friend, teacher, candle, couldn’t, answer, beautiful, our, music, again, floor,
didn’t, don’t, player, behind, English, language, family, student, tower, question, examination, foot-
ball, dictionary, city, coffee, rhythm, capital.
2.	Group the following words according to the number of syllables in them.
Mother, grandfather, son, aunt, cousin, daughter, student, teacher, doctor, university, study, les-
son, stress, syllable, map, picture, book, library, pronunciation, wonderful, plain, clever, able, attrac-
tive, school, table, road.
WORD ACCENT / STRESS IN ENGLISH
Every monosyllabic, disyllabic and polysyllabic word pronounced in isolation has word-stress.
WORD-STRESS
PRIMARY
3ECONDARY
Pro,nunci'ation
20
Introductory Course Unit 2
In most disyllabic words the accent falls on the initial syllable. E.g.: 'mother, 'colour.
In disyllabic words with a prefix which has lost its meaning the stress falls on the second syl-
lable. E.g.: be'come. be'gin.
In most words of three or four syllables the accent falls on the third syllable from the end of
the word. E.g.: 'family, 'cinema.
Most words of more than four syllables have two stresses: secondary and primary. E.g.:, into-
'nation; numerals from 13 to 19, compound adjectives (.well-'known). compound nouns (,ice-'cream),
words with separable prefixes (.un’known, .un'kind, ,disappear. .under'go, .anti'climax, ,sub-’editor,
.international, .misbe'have, .vice-president, .pre'war, .outdated).
Word accent is capable of distinguishing words in English, e.g., the 'object — to ob'ject, the
'export - to ex'port, the 'increase - to in'crease, the 'accent - to a'ccent. the 'present - to pre'sent, the
'record - to re'cord.
3.	State the accentual structure of the following words: mother, sister, grandfather, house,
apartment, sitting-room, engineer, blue-eyed, conversation, accent, to accent, disappear,
unknown, rewrite, dining-room, armchair, hard-working, to get up, to come in.
4.	Transcribe (marking the stress) the words in italics.
1.	They export oil and gas to the UK. 2. The export of oil and gas has risen sharply. 3. He wants
to present his friend with a book. 4. His friend liked tire present. 5. We'll record today's concert. 6. His
medical record is on the desk. 7. They are going to increase our rents. 8. We are against tax increas-
es. 9. “I am not small”, the child objected. 10. His main object is to make money.
REDUCTION
In English form-words and some pronouns (personal, possessive, reflexive, relative, the indef-
inite pronoun some denoting indefinite quantity) have two forms of pronunciation: strong, or full,
form and weak, or reduced, form. They have strong forms when they are stressed. There are three
degrees of the reduction of strong forms.
1.	The reduction of the length of a vowel without changing its quality (quantitative reduc-
tion).
E.g.: you /ju:Z - Zju7
2.	The reduction of the quality of a vowel (qualitative reduction).
E.g.: you/ju:/-/jv/
3.	The omission of a vowel or consonant sound (zero reduction).
E.g.: He is - he's /hi: izZ - /hiz/.
21
Unit 2
Introductory Course
LIST OF STRONG AND WEAK FORMS
	STRONG FORMS	WEAK FORMS
The	/di:/	/э/ (before consonants)
		/1/- (before vowels)
A	/ei/ - (before consonants)	/э/ - (before consonants)
An	/аеп/ - (before vowels)	/an/, /n / - (before vowels)
At	/set/	/at/
For	/fo:/	/fa/
From	/from/	/ffam/
Of	/dv/	Zav/
To	/tu:/	/ta/ - (before consonants)
Can	/кгеп/	/кэп/, /кп/
Must	ZmAst/	/mast/, /mas/
Shall	/fzeV	Jal/, /JI/
Do (auxiliary)	/du:/	/dv/ /da/
Does (auxiliary)	/dAz/	/daz/
Have (auxiliary)	/haev/	/hav/
Has (auxiliary)	Ihze-zJ	/haz/
Had (auxiliary)	/haed/	/had/
Be	/bi:/	/Ы/
Am	/asm/	/am/
Are	/a:/	/Э/
Was	vsotJ	/waz/
Were	/w3:/	/wa/
You	/ju:/	/jv/
He	/hi:/	/hi/
She	/Л=/	Ji/
We	/wi:/	/wi/
Some	/sAm/	/sam/
And	/aend/	/and/
But	/bAt/	/bat/
Or	/о:/	/Э/
As	/aez/	!&zJ
To	/tu:/	/ta/ (before consonants)
		/tv/ (before vowels)
22
Introductory Course
Unit 2
WORDS ALWAYS STRONG IN AN UNSTRESSED POSITION
To be (is. are) (when thev function as main verbs)	/iz/, /a:/
To do (do, does) (when they function as main verbs)	/du:/, /dAz/
To have (have. has. had) (when they function as main verbs)	/haev7. /haez/, /haed7
When, then (adverbs)	<wen/, 'Sen/
On, off, in	/on/, /of/, 'in/
Will (modal verb)	/wil/
That (demonstrative pronoun)	/Saet/
Some (indefinite pronoun)	/sAm/
5.	Using a dictionary give the transcription of the strong and weak forms of the following
words:
the. a, at, for, to, of, from, can, must, shall, do, does, could, would, have, has, had, be, am, are,
was, were, you, he, she, we, me, them, her, your, some, that, and, but, than, as, or, there, on, an, into,
will, should.
6.	Here are some phrases with common function words. Listen to them, note the stresses and
pronounce the phrases.
Remember: Stress in speech is the greater prominence which is given to a word (some words)
in an utterance as compared with the other words of the same utterance. Function words are normally
unstressed and they have their weak (reduced) forms.
A / an a book, a pen, a large room, a wonderful sight, a clever child, a friendly family, an apple,
an eye. an easy task; It is a dull film. It is an interesting book.
The the table, the chair, the garden, the park, the family, the eighth floor, the eleventh row; The
lesson is over. The answer is correct.
As as often as possible, as quick as lightning, just as you say, English as a second language;
The boy is as clever as his sister. It is as cold today as it was yesterday.
Of o/hundreds of people, lots of books, it’s nice of you, the poems of Byron: One of his friends
is a teacher. The house of my grandparents is large and comfortable.
From from here to there, a present from London, a long way from home, speak from experi-
ence; I live far from the University. I've come from London.
23
Unit 2
Introductory Course
For two for a shilling, not for a long time, once and for all, see for yourself; I’ll call for you
on my way home; They go for a walk in the evenings.
To five to four, take to drink, on the way to the bank, turn to the right.
At at the table, not at home; Look at these sentences; Meet me at six; Look at me.
Or five or six, this or that, someone or other, whether you like it or not; Do it today or
tomorrow.
Than more than ever, better than that, less than I expected; He is two years older than his sis-
ter is.
And girls and boys, bread and cheese, stress and rhythm; Run and fetch it; I study English and
German.
But I can swim, but I cannot skate. The flat is not large, but it is comfy.
Pronouns do not usually receive sentence stress. Listen to the sentences, note the stresses and
the weak forms of the pronouns, pronounce the sentences.
Her Ask her to come and sit down. Give her a book. Tell her I’ll see her soon.
Him I can attend to him now. Ask him to come back later.
His Find out how he pronounces his name. Bring me his file.
Them It’s nice of them to invite me. I’ll meet them at the swimming pool.
Their I’ve listened to their records. I think their songs are silly.
They They’re very popular. They’ve got good voices. They have a strong sense of rhythm.
We We’ll make some new cotton dresses. We’ll need several yards of material
I I’ll give you some money. I’ll give what I can. Where did 1 put my purse?
You You must re-write this composition. I’d like you to give it back to me tomorrow.
He He’s a teacher. He marks homework and prepares lessons.
She She goes to school in the village. She says she wants to be a teacher
Some Give me some water. There are some pencils on the desk. There is some butter on
the plate.
Auxiliary verbs have reduced forms, which are always used in rapid speech unless the speak-
er wishes to give them special emphasis. Here are some sentences giving the unstressed forms of be
and have used as auxiliary verbs.
Listen to the sentences, note the stresses and pronounce the phrases.
Am I’m going away tomorrow. I'm not taking my car.
Is I’m afraid it’s getting cold. It isn’t going to last much longer
24
Introductory Course Unit 2
Are My friends are meeting me at the station. They aren’t expecting me for lunch.
Was He was going to be a football player. He wasn’t planning to get married
Were They were in London last year. They weren’t able to go abroad for their honey-
moon.
Been I have never been to Italy. Have you ever been to London?
Have I have done it We have translated the article. I have read the text. We have done our
homework. I have answered his question.
Has He has sent him a letter. She has had dinner. It has got cold. He has watched the film. She
has just arrived.
Had They said he had had a serious accident. She asked if he had finished his work.
You will have realised that the written form of English often differs from the spoken form.
There is an increasing tendency to write some words as they are spoken. E.g., the last two sentences
could have been written like this:
You’ll have realised that the written form of English often differs from the spoken form.
There’s an increasing tendency to write some words as they’re spoken.
These abbreviations are appropriate in writing that is meant to be read aloud, in the repre-
sentation of dialogue, and in informal writing, where the writer wants to give the impression that
he is speaking directly to the reader. Unless you are very sure of the effect you want to produce,
however, it is probably better for you to write formally in such things as essays, articles, and let-
ters to people you don’t know well.
Remember that some form-words in certain positions are used in their strong forms, even
when they are unstressed. Some form-words are never reduced. Read out the following sentences.
Where have you come from? What are you looking at? Whom are you looking for? Where
are you going to? Who is on duty today? — T am. We didn’t know where he was.
For some (“certain”) reason they haven’t arrived on time. On the ground floor there are three
rooms. Then go and help him. That dress is more beautiful than this one.
UNKING / r /
When a word ending in the neutral sound, /а: /, / o: / or / 3: / is followed by a word beginning
with a vowel, the consonant / r / is often inserted at the end of it, joining it to the next word. When
the spelling of the word ends in the letter “r” (“re”), the sound / r / is called the linking / r /.
7.	Pronounce the linking sound / r / at the junction of the words.
Father and mother, brother and sister, daughter-in-law, a five-year-old boy, for a long time, far
away, for instance, never again, an hour and a half, as far as I know, as a matter of fact; there is a
letter and a pen on the desk; there are some letters on the desk; the door is open; the floor is clean;
the weather is fine; winter is cold; summer is hot.
25

UNIT 3

INTONATION
Intonation is a unity of speech melody, sentence-stress (accent), voice quality (timbre), speech
tempo, rhythm.
The sentence is the basic unit of language. It may consist of one, two or more intonational
units. This intonational unit is called the intonation group which has at least one accented word car-
rying a marked change in pitch (a rise, a fall, etc.). It is pronounced at a certain rate and without any
pause within it. It has some kind of voice quality. The most important factors which determine the
number of intonation groups in an utterance are: a) semantical reasons; b) the syntactical structure
of an utterance; c) the type and form of speech.
THE COMPONENTS OF AN INTONATION GROUP
The Pre-Head
The Head	The Nuclear Tone The Tail
A long dash (----) represents a fully stressed syllable.
A short dash (-) represents a partially stressed syllable.
A dot (.) represents an unstressed syllable.
A downward curve represents a stressed syllable pronounced with a fall in pitch within that
syllable.
TONES
High Fall Low Fall High Rise Low Rise
26
Introductory Course
Unit 3
Kinetic inuclear) tone	Mean..1ц
The Mid-Level Tone	Non-final, incomplete.
The High Falling Tone	Final, insistent, personally concerned.
The Low Falling Tone	Final, categoric, calm, serious, reserved, weighty.
The High Rising Tone	Non-final, questioning, expressing interest, sur- prise, asking for repetition.
The Low Rising Tone	Non-final, non-categoric, encouraging, wonder- ing, questioning, expressing interest, sceptical, soothing.
The Falling-Rising Tone // The Falling-Rising Tone Divided (the two ele- ments of the Fall-Rise are realized on two dif- ferent words: (‘That’s .good).	Expressing concern, reproach, contradiction, correction, other kinds of implication
The Rising-Falling Tone	A quizzical tone. What the speaker admits or denies is in conflict with his own or his inter- locutor's previous opinion.
1.	Practise various nuclear tones in the following contexts.
A)	The Low Falling Tone
1.	What season is it now? - It’s .Autumn.
2.	What day is it today? - It’s Monday.
3.	What is the weather like today? - It’s fine.
4.	How many lessons do you have today? - Four
5.	What’s your first lesson? - English.
B)	The High Falling Tone
1.	What’s your day off? - ' Sunday.
2.	What’s your hobby? - Drawing.
3.	What’s your favourite season? - Summer.
4.	What foreign language do you study? - English.
5.	What's your favourite pastime? - Reading.
C)	The Low Rising Tone.
1.	Excuse me. may I ask you a question? - ,Yes.
2.	Here’s your pen. - Thanks.
3.	Would you like to join us? - I’d love to.
4.	May I put it off till tomorrow? - It’s up to you.
5.	You look nice today. - Thank you.
D)	The High Rising Tone.
1.	Let’s meet at six. - At the 'theatre?
27
Unit 3
Introductory Course
2.	Let’s meet earlier. — At five?
3.	He studies English. - English?
4.	Is this film interesting? - Is it interesting?
5.	He is a famous writer. — Writer?
E)	The Falling-Rising Tone / The Falling-Rising Tone Divided
1.	The lecture is interesting. -vDull.
2.	He is a pupil. - Student.
3.	The lesson begins in five minutes. - 'Hurry .up.
4.	Everybody is present. - John is away.
5.	Everybody can do it. -1 can’t.
F) The Rising-Falling Tone.
1.	He is a gifted musician. - AReally!
2.	We’ll go abroad in summer. - How interesting!
3.	You must help him. - How?
4.	She studies at the University. - Does she?
5.	He speaks three foreign languages. — Does he?
SOME TYPES OF HEADS
In the High Level Head all the syllables are pronounced on the same high pitch. The High
Level Head is commonly used in conversation.
In the Descending Stepping Head there may be two or more fully stressed syllables. Each fully
stressed syllable beginning with the second is lower in pitch than the preceding syllable. Unstressed
and partially stressed syllables are said on the same pitch as the previous fully stressed syllable. The
Descending Stepping Head may be used in written texts being read aloud, formal conversation, lec-
turing.
The Descending Stepping Head may have a monotonous effect which can be avoided by mak-
ing an upward break in the middle of the head, after which a downward movement of the pitch is
resumed. This pattern is described in this case as the Broken Descending Stepping Head. The upward
break is usually made on words of sufficient semantic importance. They usually express a very great
or very small size, quantity, unexpected actions and so on.
The Sliding Head is formed by a sequence of slides. In the Descending Sliding Head each pre-
ceding stressed syllable starts on a higher pitch than the following one. The descent in pitch has a
jumpy or wavy character. Unstressed and partially stressed syllables in this type of head gradually
carry the pitch down. The Sliding Head is used in lively conversation and in reading emotionally
coloured texts.
The Descending Scandent Head is formed by a sequence of “climbs”, i.e. upward pitch changes
corresponding to each of the stressed syllables. The stressed syllables form a descending contour.
Unstressed and partially stressed syllables continue the rise of the voice initiated on the preceding
stressed syllable. Utterances pronounced with the Scandent Head sound lively and expressive.
28
Introductory Course
Unit 3
1. The High Level Head
He is a 'clever 'student.
2. The Descending Stepping Head.
He is a 'very 'clever 'student.
The commonest heads used
with all the English tones.
3. The Descending Stepping Upbroken Head.
'John 'Brown is a tvery 'clever 'student.
4. The Descending Sliding Head
He is a~\very~\clever 'student
5. The Descending Scandent Head
- He is an ‘ordinary student.
- He is a '’very '"clever 'student
It gives a slight effect of pro-
minence to the word on
which the pitch is moved up.
It gives additional prominence to
all the stressed words in the utter-
ance.
It is used for emphasis expressing
liveliness and sometimes impati-
ence.
2. Practise various kinds of heads in the following contexts.
A)	The High Level Head + The High Fall
1.	What city do you live in? -1 -* live in the ’capital of U'kraine.
2.	How long does it take you to get to the University? - It takes me half an hour to get to the
University.
3.	What do you do after classes? -1 go home after classes.
4.	What do you do in the evenings? -1 watch TV in the evenings.
5.	When do you have your vacation? -1 have my vacation in summer
B)	The Descending Stepping Head + The High Fall / The Low Fall / The Low Rise
1.	How’s John? -1 'haven’t 'seen him for 'years.
29
Unit 3
Introductory Course
2.	Where are you going to? - I’m 'going to the 'nearest .post-office.
3.	What are you going to do in the evening? - I’m going to visit my friends in the evening.
4.	I’ll be busy tomorrow. - 'Could we 'meet on .Friday perhaps?
5.	What time will you call on me? — 'Shall we 'say 'six o’ .clock?
C)	The Descending Stepping Broken Head ь The High Fall
1.	How do you find tliis medicine? — This 'new kind of'medicine is tsimply 'wonderful.
2.	What’s your opinion of the film? - It’s the 'best I’ve 'seen for a tvery 'long 'time.
3.	Is he a famous writer? - He is. His 'works are 'popular tall over the 'world.
4.	Is Betty Brown a talented actress? - 'Betty 'Brown is a tvery 'talented 'actress.
5.	How do you like tliis suit? - It 'certainly 'looks tvery 'smart.
D)	The Descending Sliding Head + The Fall-Rise / The Low Rise / The High Fall
1.	May I speak to Mr. Smith?- I’m^afraid he is ’not vin.
2.	It doesn’t suit me. -"^Don’t be~^bitter a .bout it.
3.	What did he say? —~\He was~\rather 'rude.
4.	Why don’t you go there with us? - ~^How Jewish I could 'go.
5.	I’ll do it tomorrow. - You’d~\better~^do it vnow.
E)	The Descending Scandent Head + The High Fall / The Low Rise
1.	Buy tliis suit. - It /’isn’t eExactly what I 'want.
2.	I’ll help you - I’d /’rather /’do it my’self.
3.	I’m afraid I must be going. - /’Don’t for/’get your .book.
4.1 cannot do it. I give up. - /’Try to /’do it a .gain.
5. I’ll send him a letter. — It’s the 'only /’sensible /’tiling to do
INTONATION CONTOUR / TUNE
SIMPLE
•COMPOUND
COM'BINED
1 intonation group.
1 kinetic tone
1 intonation group,
2 or more kinetic tones
2 or more intonation groups
He's a clever student
He's a 'clever 'student.
They .say, I he's a clever
'student.
30
Introductory Course
Unit 3
INTONATION OF DIFFERENT COMMUNICATIVE
TYPES OF UTTERANCES
STATEMENTS
Straightforward	Friendly	bnplicatory
High Fall, Low Fall	Low Rise	Fall-Rise. Rise-Fall
What kind of student is he? He’s a very 'clever student, (serious 1 calm)	I know, he is a student. He’s a very ,clever student. (warm, friendly)	He is an ordinary student. He’s a very Vclever student, (contradicting )
QUESTIONS
High Fall/Low Fall +
High Rise/Low Rise +
High Fall/Low Fall
Low Rise/Low Fall
Is he a student lor a teacher?
IMPERATIVES
He is a 'student,!,isn’t he?
(the answer is expected)
He is a 'student, Lisn’t he?
(the answer is not expected)
Commands, orders
High Fall
Answer my ‘questions!
Requests
Low Rise
Answer my questions.
31
Unit 3
Introductory Course
EXCLAMATORY UTTERANCES
High Fall
'Nice! 'Beautiful! 'Thank you!
3.	Answer the following questions in a straightforward way. Use the appropriate intonation
pattern. Follow the model:
- When does your academic year begin? - In Sep'tember. // It be'gins in September. // Our
aca'demic year be'gins in Sep'tember.
1 What is your name? 2. How old are you? 3. How many people are there in your family?
4. Where do you live? 5. What foreign language do you study? 6. What is your favourite English
writer? 7. When does your working day begin? 8. How many lessons do you have daily? 9. What do
you do in the evenings? 10. When do you go to bed? 11. What do you do on your days off? 12. What
is your hobby?
4.	Show a friendly attitude in the replies to the following questions. Follow the model:
— Do you think it suits me? - I’m 'sure it .does.
1 .Would you like some tea? - With pleasure. 2. - Do you think I can do it? - You can do it
easily. 3. - Do you like the plan? - I find it interesting. 4. - Would you mind if we don’t come? -
It’s up to you. 5. - Do you really think he’s a good student? - He’s a clever student indeed.6. - Do
you like it? -1 like it a lot. 7. - Is the dress smart? - The dress is really smart. 8. - Do you think the
weather will keep fine? — I hope it’ll keep fine.
5.	Express the following implications in your response: correction, contradiction, disagree-
ment, contrast, warning and hesitation /use the Fall-Rise/, impatience, irony, self-satis-
faction /use the Rise-Fall/. Follow the model:
- The 'film is “interesting. - It’s vboring.
1.1 think he is ten. - Twelve. 2. -1 hope you’ll come back on Saturday. - Sunday. 3.1 can do
it. - You can’t. 4. - This book is interesting. - This book is dull. 5. - The train leaves at five. - Hurry
up! 6. - Where are you going to in summer? -1 don’t know yet. 7. Do you think it may help me? -
It’s the only thing that can help you. 8.1 really ought to have known better. 9. You’ll see that I’m right.
6.	Identify the intonation patterns of the following questions. Use the questions in different
conversational contexts.
A.	1. Are you a student? 2. Do you have classes every day? 3. Do you come to the University
at 9 o’clock in the morning? 4. Are you in the classroom now? 5. Are there ten students in your
group? 6. Do you go to the refectory after classes? 7. Do you call at the library after classes? 8. Do
you stay at the library till late in the evening? 9. Do you come home from the University late?
10. Does your friend study English? 11. Do you see your friend often?
B.	1. Are you busy or free now? 2. Are the students in the classroom or in the corridor? 3. Are
there ten or twelve students in your group? 4. Do you learn English or French? 5. Can you speak
32
Introductory Course Unit 3
English or German? 6. Are you interested in literature or music? 7. Do you live in Ukraine or in
England? 8. Are you a student or a teacher? 9. Are you eighteen or seventeen? 10. Is your friend
a student or a worker? 11. Does your friend live in town or out of town?
C.	1. What is your name? 2. Where is your family? 3. How many people are there in your fam-
ily? 4. How old are you? 5. How are you? 6. Where do you study? 7. What foreign language do you
study? 8. What books do you usually read? 9. How long does it take you to do your lessons? 10. When
do you get up?
D.	(The answer is expected). 1. You learn English, don’t you? 2. Your friend is a student, isn’t
he? 3. There are twelve students in your group, aren’t there? 4. You have a watch about you. haven't
you? 5. You'll study German, won’t you? 6. You live in Kyiv, don't you? 7. Your friend studies
French, doesn't he? 8. You like sweets, don't you? 9. Your friends are interested in modern music,
aren't they? 10. Your friend likes ice cream, doesn't she?
(The answer is not expected; the speaker is sure of the answer he will get or expects the lis-
tener to agree with him - “Certainty Disjunctive Questions”). 1. The weather is nice today, isn't it?
2. It is warm today, isn’t it? 3. It’s stuffy here, isn’t it? 4. It's freezing hard, isn't it? 5. It looks like
rain, doesn't it? 6. It's difficult to study foreign languages, isn't it° 7. The Earth is round, isn't it? 8. The
sun rises in the east, doesn't it? 9. Kyiv is the capital of Ukraine, isn’t it? 10. So. you are a student
now, aren’t you?
7.	Act as a teacher. Give various instructions to the students Pronounce your utterances as
a) commands; b) polite requests. Follow the model:
a) ’Open the 'door! b i 'Open the .door.
1.	Sit down. 2. Open your books. 3. Read out the text 5. 4 Translate the text into Ukrainian.
5 Answer my questions. 6. Look at the board. 7. Write down some sentences. 8. Correct your mis-
takes. 9. Consult your dictionary. 10. Listen to the text
8.	Read out the following sentences. Use the High Level Head + the appropriate nuclear
tone. Provide contexts in which these sentences may be used.
1.	I'd like to be a teacher. 2. I'm fond of children. 3.1 need a dictionaiy. 4.1 bought a book. 5. Where
are the students? 6. Is he a teacher? 7. Is she a teacher or a doctor? 8. He is a bright child, isn't he?
9. Help him to do it! 10. It's an interesting book!
9.	Read out the following text. Use the Descending Stepping Head, the Low Fall /the Low
Rise.
I am a University student. We have lectures and tutorials every day. I come to the University
at about nine. Then I go to the classroom. I take my books and notebooks out of my bag and pul
them on the desk.
At nine o'clock our teacher comes into the room. He greets us and the class begins.
After classes I go to the students' refectory for lunch. Then 1 go to the library. I stay there till
late in the evening.
2 В. Янсон
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Unit 3
Introductory Course
10.	Read out the following sentences. Use the Descending Sliding Head and the Falling-
Rising Tone. Identify the meaning of the intonation contour.
1. I’m sorry to be so late. 2. Be careful when you cross the road. 3.1 wish you’d told me ear-
lier. 4. I’ve never heard anything so strange. 5. Don’t be late! 6. Mind what you’re doing. 7. He can’t
mean that. 8.1 can do it in five minutes. 9. The day is cold. 10. Nobody is waiting for you here.
11. Read out the following sentences. Use the Descending Scandent Head and the High-
Falling Tone. Identify the meaning of the intonation contour.
1.1 hate doing nothing. 2. You can’t do it alone. 3. When d’you want me to start? 4.1 hope I
haven’t kept you waiting. 5. You can’t go to the party dressed like that. 6.1 want you to be more
reasonable. 7.1 hate rainy weather! 8. I’m sick and tired of this noise! 9. Try and be there by six. 10. It’ a
very dangerous place!
NON-FINAL PARTS OF UTTERANCES
1.	Adverbial phrases:
In front of the .building / there is a greenjawn. (Low Rise + Low Fall)
2.	Enumeration:
On the .desk / there is a.book, / a.pen, I a.pencil I and a .dictionary. (Low Rise + Low Rise
+Low Rise + Low Rise + Low Fall)
3.	Initial subordinate clauses:
When mother comes home, I we’ll have .dinner. (Low Rise + Low Fall)
If the weather is .warm, / we’ll go for a walk. (Low Rise + Low Fall)
4.	Principal clauses formed by the initial author's words in reported speech:
He .says / that he is eager to become a,doctor (Low Rise + Low Fall)
5.	Parentheses:
As far as I.know, / he is a,teacher. (Low Rise + Low Fall)
Bythe’way, / he speaks .English. (High Fall + Low Fall)
6.	Direct address:
'Peter, / open the .door. (High Fall + Low Fall)
.Helen, / answer my .question. (Low Rise -t- Low Fall)
7.	Reporting phrases:
She.asked: / “Is he a, student?” (High Level/Low Rise + Low/High Rise)
He repeated his. question: / “Who’told you that?” (Low Fall 4- High Fall)
> Note: Direct address, parentheses, reporting phrases do not, as a rule, form an intonation
group of their own and are pronounced as unstressed or partially stressed postnuclear syllables /tail/
34
Introductory Course Unit 3
in the final position. A parenthesis placed in the middle of an utterance may join the first intonation
group as a tail or pan of the nucleus. Medial direct address is pronounced in the same way as in the
final position.
12.	Read out the following sentences. Choose the appropriate intonation patterns of non-
final parts of utterances. Provide contexts in which these sentences may be used.
A)	1. In front of the building there is a flower-bed. 2. Behind the house there is a garden. 3. On
the ground floor there is a sitting-room. 4. On the first floor there are two bedrooms. 5. In the mid-
dle of the room there is a table. 6. To the right of the desk there is a chair. 7. Next to the bookcase
there is a TV set. 8. On each side of the fireplace there is an armchair. 9. Opposite the house there
is a shop.
В)	1. On the ground floor there is a hall, a library, a gymnasium and some classrooms. 2. There
are ten desks, twenty chairs, a blackboard and a bookcase in the classroom. 3. There is a map, a clock
and some pictures on the wall. 4. There are some books, a dictionary, a notebook and some pens on
the desk.
C)	1. When autumn comes the days become shorter. 2. When the weather changes for the
worse people spend more time indoors. 3. When it gets dark we switch on the light. 4. When I get
tired I have a rest. 5. If the weather is fine I go for a walk.
D)	1. My friend says that she is fond of music. 2. She says that she has her piano-lessons twice
a week. 3. They say that she is a gifted person. 4. Our teacher says that we must work at our pro-
nunciation. 5. The Dean says that we have a meeting today.
E)	1. Generally, I work in the reading-room after classes. 2. Personally, I’m fond of reading.
3. Normally, I spend two hours in the reading-room daily. 4. As a matter of fact, there are a lot of
reference books in our library. 5. As far as I know, the hours of loan service are from 9 a.m. to 8 p.m.
daily.
F)	1. Children, open your books. 2. Girls, read the text to yourselves. 3. Students, listen to the
tape. 4. Mr Brown, may I ask you a question? 5. Students, let me introduce your new teacher to you
G)	The teacher asks: “Who is absent?” 2. One of the students says: “I’ll go to the library to
borrow a book from it”. 3. The Dean said: “I’m satisfied with the results of your work”. 4. The stu-
dent asked: “Shall I read the text out?” 5. The teacher insisted: “You must work hard at your
English”.
13.	Read out the following sentences. State the communicative types of them and the types
of their tunes and identify the components of their intonation contours (tunes).
1.1 have a family. 2. There are six members in their family. 3. Is she a teacher? 4. What does
her father do? 5. Is her mother a doctor or a teacher? 6. He studies English, doesn’t he? 7. Read the
text. 8. Answer my question, please. 9 Wonderful! 10. Where is your dictionary? 11. When does she
come? 12. Is he a good teacher? 13. He is ten. - Twelve. 14. It’s an interesting film. - Dull. 15. On
the ground floor there are four rooms. 16. To my mind, she is a nice woman. 17. Mary, help me.
35
Unit 3
Introductory Course
18. He asked: “ Did you like the cake?” 19. When he comes home, I’ll ask him this question. 20. To
my mind, he is a good student. 21. We grow different flowers: roses, tulips and so on. 22. In the cen-
tre of the room there is a large table
14. Remember the following: Any word in a sentence can be stressed if the speaker wishes
to emphasise it. When a word receives logical stress, this becomes the main primary
stress in the sentence or phrase. It carries the intonation curve. There are many situa-
tions in which logical stress is heard. For example, the speaker wishes to correct a state-
ment which has been misheard:
Hie meeting begins at five o’clock.
- Four o'clock?
- Five o'clock!
Practise putting the emphasis on each word in turn in these sentences:
Mr Brown lives in London.
Mary studies the French language.
Answer the questions. Put the emphasis on the appropriate word.
1 Where does Mr Brown live? 2. Is Mr Brown on a visit in London? 3. Who lives in London?
4 What does Mary do? 5. What language does Mary study? 6. Who studies the French lenguage?
Muddled proverbs
Read these proverbs aloud. Correct them. Follow the model:
He who dictates is lost. - He who 'hesitates is lost.
1. Geese of a feather flock together. 2. Speech is silver but music is gold. 3. Out of view, out
of mind. 4. A rolling wheel gathers no moss. 5. Don’t trouble judge until trouble troubles you.
15.	Analyse the following extracts for intonation and read them aloud.
1.	Nowadays you need no boats to visit the island, for there is a great bridge between the island
and the mainland. There are many houses, set in beautiful gardens where sick people live and
get well.
2.	There was once a little boy called Andy. One day And) ’s mother gave him a present, a cap
that she made for him. Andy thought it was the prettiest cap. Andy tried the cap on, and his mother
and father agreed that he looked very fine in it.
3.	One day, in the spring, when the sun was shining and the birds were singing, Peter was sit-
ting and thinking. “Why should 1 spend the whole of my life in one small place7” he asked himself.
“It’s time to go into the world and earn my fortune".
4.	Hie early summer days on a farm are the happiest and fairest days of the year. Lilacs bloom
and make the air sweet, and then fade. Apple blossoms come with the lilacs, and the bees visit
around among the apple trees. The days grow warm and soft. School ends, and children have time
to play and to fish for trout in the brook.
36
Introductory Course Unit 3
5.	The crickets sang in the grasses. They sang the song of summer’s ending, a sad, monoto-
nous song. “Summer is over and gone1', they sang. “Over and gone, over and gone. Summer is dying,
dying” The crickets felt it was their duty to warn everybody that summer-time cannot last forever.
Even on the most beautiful days in the whole year — the days when summer is changing into autumn—
the crickets spread the rumour of sadness and change. Everybody heard the song of the crickets.
ENGLISH RHYTHM
Rhythm in speech is the recurrence of stressed syllables in an intonation group at certain inter-
vals of time. In connected English speech stressed syllables have a strong tendency to follow each
other as nearly as possible at equal intervals of time. A stressed syllable pronounced together with
the unstressed syllables forms a rhythmic group. The alternation of stressed and unstressed syllables
is another characteristic feature of the rhythm of English speech. It results in the influence of rhythm
upon word-stress and sentence-stress.
E.g.: .Fifteen	He is 'fifteen 'years 'old.	She 'left 'Kyiv.
He is 'just fifteen.	'Nelly left 'Kyiv.
16.	Read out the following sentences and state the number of rhythmic groups in each into-
nation group.
1.1 think so. 2. It’s necessary. 3. Come here. 4. Sit down. 5. Try again. 6. It’s quite all right.
7. Where’s your book? 8. We’ll have a party. 9. What is the time? 10. Try to do it now. 11.1 want
you to write about it. 12. The train is very late. 13. It’s time the children went to bed. 14. An apple
a day keeps the doctor away.
17.	You can now combine stress, rhythm and speech melody in statements. Listen to this
lengthening sentence. Note the intonation curve at the end of each phrase or statement.
Practise the lengthening sentence until you can do it fast and smoothly.
A day.
A cool day.
A cool windy day.
A cool windy and rainy day.
A cool windy and rainy unpleasant day.
A cool windy and rainy unpleasant autumn day.
Divide the last sentence into rhythmic groups:
A 'cool windy and rainy un'pleasant 'autumn ’day.
Practise building up the sentence backwards, phrase by phrase, beginning with “day”.
Remember: reduced vowels, unstressed function words, a falling intonation on “day”.
Compose similar lengthening sentences. Possible beginnings are:
A ticket. A return ticket.
A journey. A long journey.
A book. An interesting book.
37
ффффф UNIT 4	ффффф
TEXTS, TONGUE-TWISTERS AND RHYMES
A tongue-twister is a phrase that is difficult to speak quickly or correctly.
1. Here are some well-known English tongue-twisters. Try saying each one as quickly as
possible.
Betty Botter bought some butter,
But she said the butter’s bitter;
If I put it in my batter,
It will make my batter bitier
But a bit of better butter
Will make my batter better.
* * *
Birds of a feather flock together.
* * *
A big blue bucket of blue blue-berries.
* * *
Don’t trouble trouble until trouble troubles you.
* * *
Critical cricket critic
A ★ й
A cup of coffee from a copper coffee pot.
* * *
Peter Piper picked a peck of pickled pepper,
a peck of pickled pepper Peter Piper picked.
* * *
She sells sea-shells down by the sea-shore.
She sells sea-shells on the sea-shore of the Seychelles
* * *
A small slim snake slept under the snow.
* * *
They made a sweet-smiling snow-man.
38
Introductory Course
Unit 4
* * *
Tall Tom took a tiny tool.
* * *
The man in the west is wearing a vest.
* * *
The good guest from the west weighed the wet wood.
* * *
A very waxy viper went up a western vine.
* * *
The weaver in Vienna weaves wonderful velvet,
* * *
But he never wears it since winters are warm.
Weather
Whether the weather is cold
Or whether the weather is hot
We’ll weather the weather
Whatever the weather
Whether we like it or not.
* * *
2. Play a guessing game. The aim of the game is for the group to guess which sound a stu-
dent has chosen.
• Model.
Student: I say, friends, guess what sound I’ve chosen
Group:	Is it a vowel?
Student:	It isn’t.
Group:	Is it a consonant?
Student:	Yes, it is.
Group:	Is it a noise consonant or a sonorant?
Student:	It’s a sonorant.
Group:	It’s an occlusive sonorant, isn’t it?
Student:	It is.
Group:	It’s the bilabial occlusive sound /m/, isn’t it?
Student:	It is.
39
Unit 4
Introductory Course
3 Each word on the left rhymes with one word only on the right. A) Match the words that
rhyme. B) Hr he short poems using some of the rhyming words.
sun	down
da\	bed
care	attend
sea	bring
guest	tea
small	climb
low n	fun
ring	rest
time	all
friend	dare
head	play
Q VOWEL AND CONSONANT PRACTICE IN DIALOGUES
I.	Read the folio» Ing dialogues to yourself. Note all unfamiliar words and look them up in
a dictionary. Single out all the words with the vowel sounds reiterated in the dialogues.
Read the words out.
2.	Mark on each of the following dialogues, according to the situations evident from the
context in each case, the intonation patterns most likely to be used by the speakers.
3.	Read the dialogues in parts, noting how people greet each other, ask about their health,
take leave of each other, what people say when someone has achieved something, how
invitations are worded and how they are accepted, how various kinds of offers are made,
how people can be thankedfor various things, how they can be complimented on various
things and how they respond in semi-format and informal situations.
4.	Make up short stories on the basis of the dialogues.
• Model: Steve and Vivie have been introduced. Vivie lives in London. Steve is a new-
comer. He finds London a most interesting capital city...
5.	Make up your own dialogues in the following situations:
a)	Greet your close friend/neighbour. Ask him/her about his/her health. Ask him/her to convey
greetings to a member of his/her family:
b)	Greet your neighbour. To start а сопл ersation use some comments about the weather;
c)	Your brother/sister has passed an exam. Congratulate him/her:
d)	Invite your friend to your birthday party. Your friend accepts your invitation:
e)	Compliment a friend on his/her coat (v ery good cut and colour: this style is just the fash-
ion now).
40
Introductory Course
Unit 4
1.
- Steve, tins is my niece Vivie.
- Hallo, Vivie.
- Hallo, Steve. Is this your first visit to London?
- It is.
- What do you think of the city?
— It’s a most interesting capital city.
2.
- Hallo, Ann.
- Hallo, Dan. How are you?
— Very well, thanks. How’s Mag?
— Oh, not too bad. How’s Pat?
— He’s not well
— That’s a pity.
3.
— It’s fair weather we are having today.
- Yes, it is. But I’m afraid the weather is breaking up
— I dislike rainy weather.
- But it rains every day in April.
— I dare say the weather will change for the worse
4.
- It’s time I was going.
- But it’s only five to nine.
- I’m afraid I must be going.
- Well, cheerio then. Say hallo to Mike. Tell him I miss him.
- Thanks, I will. Bye-bye.
5.
- How did you get on in your exams?
— I passed.
- Congratulations! What marks did you get?
- Three fives.
- Well done. Relax and enjoy yourself for a bit.
- Yes. It’s a big relief.
6.
- Let’s go to the Moonlight Restaurant. They say the food’s very good there. They serve you
very quickly.
41
Unit 4
Introductory Course
- That's a good idea. I'll call for you about two.
- That's fine.
7.
-	What a nice blouse on you!
-	Thanks. Do you think it suits me?
-	I’m sure it does. And I like your trousers too.
-	Do you really like them?
-	1 do.
8.
-	I’ll open the door for you
-	Thank you.
-	I'll show you the way.
-	Oh, please don't bother. I know how to get there now
-	Let me drive you there.
- No, that's all right, hank you. I’d rather walk.
9.
-	Julia, here’s a present for your birthday. And many happv returns.
-	Oh! A perfect purse! How wonderful! Thank you very much.
-	I’m glad you like it!
Q Texts
1.	1. Read the following texts to yourself. Note all unfamiliar words. Look them
up in a dictionary.
2.	Write out the initial forms of the words. Transcribe the words.
3.	Pick out all the words in the texts that illustrate different types of assimilation.
4.	Pick out al! the polysyllabic words in the texts and show the point of syllable division in
each of them by putting a bar between the syllables.
5.	Write the polysyllabic words in groups according to their accentual types.
6.	Analyse the following texts for intonation and read them out. Use the correct strong or
weak forms.
2.	Pick out the words from the texts, which may be grouped under the heading: Family;
Dwelling; Shopping; Education; Meals; Town; Vacation; Weather; New Year.
3.	1. Make up all kinds of questions from the underlined sentences. Let your friends answer
them.
2.	Ask your friend if he/she:
a)	lives with his/her parents;
b)	rents a flat,
42
Introductory Course Unit 4
c)	likes to shop for things that are cheap;
d)	has any periods of private study;
e)	eats three meals a day;
f)	likes a fine view;
g)	lives in a large city;
h)	likes camping;
i)	likes rainy weather;
j)	likes presents.
3.	Confirm or deny the statements. React to the statements by giving some additional infor-
mation:
a)	family members come together for the major turning points in each other’s lives;
b)	flats are expensive;
c)	a penny saved is a penny earned;
d)	the vacations between the terms are mainly periods of private study,
e)	health is wealth;
f)	people fail to see the views that are around them every day;
g)	the busy life and entertainment of the streets is one of the main attractions of town life;
h)	camping is a good way to spend a vacation;
i)	rainy weather is wonderful weather for ducks;
j)	as New Year approaches, excitement mounts to a pitch.
ft ★ ★
1.	When people grow up, they leave the family of their childhood and form their own families.
Some of them live with people they’re related to by blood or marriage. Most children live with their
parents at least until they finish school at age 17 or 18. Then, many go away to college. However,
many young, single adults stay with their parents during their college years or return home after
graduation. Sometimes there are hundreds of miles between people who once shared the same din-
ner table. But family members hop into a car or onto a plane to come together for the major turning
points in each other’s lives. Birthdays, graduations, marriages, anniversaries and funerals all reunite
families.
2.	Many young people have trouble renting a flat. Flats are expensive. Young people usually
don’t have much money. They can rent a small flat. It is a flat for one person. There is room for a
bed, a desk or a table and one or two chairs. The kitchen is usually in one comer. It has a small stove,
a small refrigerator and a few cupboards. This flat can be a restful place to live.
3.	Some people like to shop for things that are cheap. Most people like sales. Many stores have
sales after Christmas. These are usually called January White Sales. You can buy sheets and other
things at cheap prices. Some people like to shop at second-hand stores to save a few pounds They
can find chairs, dishes, shoes, dresses and small things that are used and cheap. Many grocery stores
have sales at weekends. Some people wait for weekend sales. Soap is on sale one weekend. Lamb
chops are cheap the next weekend. Sausage and cheese are on sale at one store. The next store has
sugar on sale. People have been taught that “a penny saved is a penny earned”.
43
Unit 4
Introductory Course
4.	Higher education in England has two main branches: colleges of education that mostly pre-
pare people to be teachers and universities. In the past there were polytechnics which prepared peo-
ple for careers but they have now been Up-graded to Universities. The academic year in England is
divided into three terms, which usually run from the beginning of October to the middle of
December, from the middle of January to the end of March and from the middle of April to the end
of June or the beginning of July. Each term is crowded with activity and the vacations between the
terms - a month at Christmas, a month at Easter, and three months in summer - are mainly periods
of private study.
5.	Somebody said, “health is wealth”. Many people are worried about their health when they
are not feeling well. Doctors advise us to eat three good meals every day. We should eat food from
the list of seven basic foods. They advise us to get enough exercise and to get enough sleep every
day. Most people listen to tins health advice only half of the time. The other half of the time the
advice falls on deaf ears. We should think about following this good advice. It will save us money.
Then we can say. “health is wealth”.
6.	Everybody likes a fine view. They travel for hundreds of miles to see a view they have heard
about. They fail to see the views that are around them every day When they come home after trav-
elling far away they often find that things have changed. It’s safe to say that they see their home with
new eyes.
7.	The busy life and entertainment of the streets has always been one of the main attractions
of town life in all ages, and one which makes urban life so different from that of the country. In the
beginning man created the town to give himself a safer, broader and better way of life. Today he is
caught up in the relentless race of working, travelling, shopping and searching for relaxation. We
may look at the great concrete buildings and bridges and roadways; at the steel trains and cars; at the
maze of wires and pipes and tunnels; at the complex web of organization, administration, law and
order, and we marvel.
8.	Camping can be a lot of fun. It can be a good way to spend a vacation. It is not expensive.
There are many camping spots in Great Britain. Sometimes you pay a little money to stay overnight.
Sometimes it is free. Often there are kitchens. You can cook there. Sometimes there are fireplaces.
Some people like to cook over an open fire when they are camping. Usually there are toilets and
showers at the camping spots. Many people like to go camping.
9.	Some people like rainy weather. They like to stay inside. They like a fire in the fireplace.
They read or write letters to their friends. They like the sound of the rain on the roof. It’s a lazy
sound. They feel a little sleepy. The raindrops are singing a lullaby. Some people like to go out in
the rain. They wear raincoats and rainboots. They carry umbrellas. Everything looks clean in the
rain. Some people don’t like rain at all. They don’t like to get wet. They think rainy weather is won-
derful weather for ducks.
10.	As New Year approaches, excitement mounts to a pitch. Theie are presents to be bought
cards to be sent, and rooms to be decorated. Parents are faced with the difficult task of concealing
presents from inquisitive young children. If the gifts are large, this is sometimes a real problem. On
44
Introductory Course Unit 4
New Year’s Eve, young children find the excitement almost unbearable. They are torn between the
desire to go to bed early so that Father Frost will bring their presents quickly and the desire to stay
up late in case they miss any of the fun The desire for presents usually proves stronger but though
children go to bed early, they often lie awake for a long time, hoping to catch a glimpse of Father
Frost.
Q ENGLISH RHYMES
From The Oxford Dictionary of Nursery Rhymes
Learn the following English rhymes by heart. Get ready to recite them in class.
A was an apple-pie;	M mourned for it.
В bit it.	N nodded at it.
C cut it.	О opened it,
D dealt it,	P peeped in it.
E ate it.	Q quartered it.
	R ran for it.
F fought for it.	S stole it.
G got it.	T took it.
H had it.	I upset it,
1 inspected it,	V viewed it,
J jumped for it,	W wanted it,
К kept it.	X, Y, Z and ampersand (&)
L longed for it.	All wished for a piece in hand.
* * *
How many days has my baby to play?
Saturday, Sunday, Monday,
Tuesday, Wednesday, Thursday, Friday.
Saturday, Sunday, Monday.
Hop away, skip away.
My baby wants to play.
My baby wants to play every day.
* * *
January comes with frost and snow
February brings us winds that blow,
March has winds and happy hours,
April brings us sun and showers.
Pretty is the month of May,
45
Unit 4
Introductory Course
June has flowers sweet and gay,
July begins our holiday,
August sends us all away,
September takes us back to school,
October days begin to cool,
November brings the leaves to Earth;
December dying sees the birth
Of the New Year and all its mirth.
Л Л Л
Winter brings us snowflakes,
Spring - green buds and shoots,
Summer brings us berries,
Autumn - golden fruits.
* * *
Mr. East gave a feast;
Mr. North laid the cloth;
Mr. West did his best;
Mr. South burnt his mouth
With eating a cold potato.
* * *
One, two, three, four, five,
Once I caught a fish alive,
Six, seven, eight, nine, ten,
Then I let it go again.
Why did you let it go?
Because it bit my finger so.
Which finger did it bite?
This little finger on my right.
* * *
One, two,	Eleven, twelve,
Buckle my shoe;	Dig and delve;
Three, four,	Thirteen, fourteen,
Knock at the door;	Maids a-courting;
Five, six,	Fifteen, sixteen,
Pick up sticks;	Maids in the kitchen;
Seven, eight,	Seventeen, eighteen,
Lay them straight;	Maids in waiting;
Nine, ten,	Nineteen, twenty,
A big fat hen;	My plate’s empty.
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Introductory Course
Unit 4
Л л Л
Married in white, you have chosen just right,
Married in gray, you’ll go far away,
Married in blue, your lover is true,
Married in red, you’ll wish you were dead,
Married in black, better turn back,
Married in green, ashamed to be seen,
Married in yellow, jealous of your fellow,
Married in brown, you’ll live out of town,
Married in pearl, you’ll live in a whirl.
Л Л Л
Be always on time,
Too late is a crime.
Eat at pleasure,
Drink by measure
* * *
Go to bed late,
Stay very small;
Go to bed early,
Grow very tall.
To sleep easy all night,
Let your supper be light,
Or else you’ll complain
Of a stomach in pain.
* * *
Hearts, like doors, will open with ease
To very, very little keys,
And don’t forget that two of these
Are “I thank you” and “If you please.”
47

UNIT 5

POETRY
The aim of this unit is to give you practice in reading, reciting and analysing poems. The exer-
cises are designed to "show” you how the language is manipulated by different poets to give their
poems their particular meaning and effect.
Read and remember:
1. “Figurative expressions” (e.g.. personification, simile, metaphor) are some of the “devices”
frequently used by poets to create the particular meaning and effects in his her poem.
Personification occurs when inanimate objects are given a human form or human feelmgs or
actions (e.g.. the rose is dead; soft voices die: Love itself shall slumber on. - “To-”. P. Shelley).
Simile is a direct comparison which can be recognized by the use of the words “like” and “as”
(e.g., Fair as a star, when only one Is shining in the sky. - "Lucy”. W Wordsworth. - The author
compares the girl to a star)
Metaphor is a stylistic figure of speech which is rather like simile, but the comparison is not
direct but implied and that makes the effect more striking (e.g.. A violet by a mossy stone Half hid-
den from the eye. - “Lucy”. W Wordsworth. - Lucy in these lines is a violet)
It is always a good idea to look at the title of a poem, as it often gives you a clue to the cen-
tral metaphor or controlling idea in the poem.
2. Unusual "patternings” of sounds and words are unlikely combinations of words not nor-
mally placed together in everyday language. Words in a poem relate to each other. They are not iso-
lated units. They form patterns, and these tell us something about the relationship between “things”
in the poem.
Phonetic devices help the impression of rhythmicality. They are the rhyme at line endings (e.g.,
wings-sings. bed-head, shutter-fl utter), assonance (imperfect rhymes: stone-one; youth-roof), allit-
eration (the repetition of the same sound at frequent intervals, e.g.. The rain is raining all around...
R. L. Stevenson), sound symbolism (imitation of the sounds of animals, birds, different things, e.g.,
Clickety-clack Wheels on the track... Song of the Irain. D. McCord; Our great Steeple clock Goes
Tick-fock... Clocks and Watches. O. Sansom).
QUESTIONS AND TASKS
I.	Read the poem (s) through to yourself to make sure you know the meaning of all the
words. Then read the poem (s) aloud. Mark its (their) intonation. Say what sound (s) is
(are) most often repeated in the poem (s)?
2.	What phonetic devices are used in the poem (s)?
3.	Which words would you call the key-words of the poem (s) and why?
48
Introductory Course Unit 5
4.	What gives the poem (s) its (their) melodious quality?
5.	Is the rhythm of the poem (s) slow or rapid9
6.	Read out the following lengthening sentences.
A. Practise the lengthening sentences until you can do it fast and smoothly
-	The city.
-	The southern city.
-	The centre of the southern city.
-	7 he streets and squares in the centre of the southern city.
-	The straight streets and small squares in the centre of the southern city.
* * *
-	The sky.
-	The stars in the sky.
-	The silver stars in the sky over the city
-	The silver stars in the sky over the southern city
* * *
-	The sea.
-	The seagulls over the sea.
— The seagulls over the southern sea.
-	The steamship in the southern seaport.
-	The seashells on the sand in the southern seaport.
B. Compose similar lengthening sentences. Use the wording of the poem (s).
7.	Pick out some examples of "figurative expressions".
8.	Recount the contents of the poem (s) in your own words.
9.	Expand upon the imagery of the poem Is).
10.	Recite the poem (s). Use the pitch / rhythm / tone that you think fits the emotion sug-
gested.
* * *
Q FLOWERS FOR MOTHER
I never have a special day
To give flowers to my mother;
I give them to her every day
To show how much I love her.
When I sweep the kitchen floor.
Or care for baby brother.
Run on errands, or make the beds.
I’m giving flowers to Mother
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Unit 5
Introductory Course
It’s lots of fun pretending
And to hear my mother say,
“Thank you, dear, for all the flowers
You've given me today’".
Clara Rader
* * *
$AL	AZYTHOUGHT		
There go the grown-ups To the office, To the store. Subway rush. Traffic crush; Hurry, scurry. Worry, flurry.		A *	No wonder Grown-ups Won't grow up Any more. It takes a lot Of slow To grow.	Merriam)
Q THE HOUSE THAT JACK BUILT			
This is the house That Jack built. This is the bread That was in the house That Jack built.	(Ext	ract)	This is the cow That tossed the dog That chased the cat That killed the rat That ate the bread That was in the house That Jack built.
This is the rat That ate the bread That was in the house That Jack built. This is the cat That killed the rat That ate the bread That was in the house That Jack built. This is the dog That chased the cat That killed the rat That ate the bread That was in the house That Jack built.			This is the girl That milked the cow That tossed the dog That chased the cat That killed the rat That ate the bread That was in the house That Jack built. This is the fellow That kissed the girl That milked the cow That tossed the dog That chased the cat That killed the rat That ate the bread That was in the house That Jack built.
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Introductory Course
Unit 5
4e Л A
I keep six honest serving-men
(They taught me all I knew);
Their names are What and Why and When
And How and Where and Who.
I send them over land and sea,
I send them east and west:
But after they have worked for me,
I give them all a rest.
I let them rest from nine till five.
For I am busy then.
As well as breakfast, lunch, and tea.
For they are hungry men.
But different folk hold different views;
I know a person small -
She keeps ten million serving-men,
Who get no rest at all!
She sends’ em abroad on her own affairs,
From the second she opens her eyes -
One million Hows, two million Wheres.
And seven million Whys.
(Rudyard Kipling)
* * *
Q BACON AND EGGS
Now blest be the Briton, his beef and his beer.
And all the strong waters that keep him in cheer,
But blest beyond cattle and blest beyond kegs
Is the brave British breakfast of bacon and eggs -
Bacon and eggs,
Bacon and eggs;
Sing bacon.
Red bacon.
Red bacon and eggs!
О breakfast! О breakfast! The meal of my heart
Bring porridge, bring sausage, bring fish for a start
Bring kidnej and mushrooms and partridges' legs.
But let the foundation be bacon and eggs -
Bacon and eggs.
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Unit 5
Introductory Course
Bacon and eggs;
Bring bacon,
Crisp bacon,
Xnd let there be eggs!
(A P Herbert)
* * *
$ CITY
In the morning the city
Spreads its wings
Making a song
In stone that sings.
In the evening the city
Goes to bed
Hanging lights
About its head.
(Langston Hughes)
* * л
WHERE GO THE BOATS?
Dark brown is the river.
Golden is the sand.
It flows along forever.
With trees on either hand.
Green leaves a-floating,
Castles of the foam,
Boats of mine a-boating -
When will all come home?
On goes the river
And out past the mill.
Away down the valley.
And down the hill.
Away down the river,
A hundred miles or more.
And other little children
Shall bring my boat ashore.
(Robert Louis Stevenson)
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Introductory Course
Unit 5
Л * Л
Q THE LAND OF STORY-BOOKS
At evening when the lamp is lit.
Around the fire my parents sit;
They sit at home and talk and sing.
And do not play at anything.
Now. with my little gun, I crawl
All in the dark along the wall.
And follow round the forest track
Away behind the sofa back.
There, in the night, where none can spy,
All in my hunter's camp I lie.
And play at books that I have read
Till it is time to go to bed.
There are the hills, there are the woods,
There are my starry solitudes;
And there the river by whose brink
The roaring lions come to drink.
So. when my nurse comes in for me.
Home I return across the sea.
And go to bed with backward looks
At my dear land of Story-books.
(Robert Louis Stevenson)
АЛЛ
Q NIGHT
The sun descending in the west.
The evening star does shine.
The birds are silent in their nest,
And I must seek for mine
The moon like a flower.
In heaven's high bower,
With silent delight
Sits and smiles on the night.
(William Blake)
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Unit 5
Introductory Course
* * *
ф THE SEASONS
Oh, do you remember
When springtime was here,
The snowdrops and catkins.
The bird songs so clear?
Oh, do you remember
The long summer hours.
The hum of the bees
And the scent of the flowers?
And do you remember
When autumn came round.
How leaves red and yellow
Lay thick on the ground?
But now it is winter.
The branches are bare:
There’s ice on the puddles
And frost in the air.
I played in the sunshine,
I play in the snow.
And which is my favourite?
I really don’t know!
(Ivy Russel)
54
MAIN COURSE
ФФФФФ
UNIT 1
ФФФФФ
ABOUT MYSELF. FAMILY LIFE
1.	About Myself
GRAMMAR Study the following
Forms of the verb be
	Present Forms
I	am (not) a student. Am I a student?
We, you, they	are (not) students. Are they students?
He, she.	is (not) a student. Is he a student?
It	is (not) a desk. Is it a desk?
	Past Forms
I, he, she,	was (not) a student. Was he a student?
It	was (not) a desk. Was it a desk?
We, you, they	were (not) students. Were they students?
• Examples
I am a student. We are students. She is a teacher. They are teachers. You are a pupil. You
are pupils.
I am sorry I’m late. All are present. Nobody is absent. They are at home / in / out.
It is late. It is dark / cold I hot... It is autumn now. It is 5 o’clock p.m.
We are ready (to answer the question).
I am sleepy / hungry I thirsty / tired I strong / healthy / ill...
I am fond of flowers.
I am interested in literature
I am keen on sport.
We are eager to buy a country house.
I am going to join a sports club.
We are about to leave.
Your time is up. The lesson is over. The lesson was interesting.
I was born on October 10 th, 1984 (on the tenth of October in 1984).
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Unit 1
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Forms of the verb have
	Present Forms
I, we, you, they	have (not) a lesson. Do I have a lesson?
He, she,	has (not) a lesson. Does he have a lesson?
It	has (not) a window. Does it have a window?
	Past Form
I, we, you, they, he, she,	had (not) a lesson. Did I have a lesson?
It	had (not) a window. Did it have a window?
> Notes: Instead of the main verb “have”, in speech they often use the idiom “have got”
E.g., I’ve got a new car. He’s got a new car.
• Examples
I have a family. We have a country house. It has five rooms.
We have breakfast at 9 o’clock in the morning. We have a light breakfast.
We have a walk in the evening. Let’s have a talk / a rest ...
In the evening I have a bath.
He is not well. He has a cold.
Let me have a look at the book.
Can I could / may I have the bill please?
We had a good time at the party.
The Indefinite Article
The Indefinite article is used:	Example:
before a noun that names something or someone that has not been mentioned before, or that the listener 1 reader does not know about;	There is a picture on the wall.
before a noun that is one of a particular group or class of people or things;	She is a teacher.
in the meaning of "one";	A thousand pounds, a dozen eggs.
before certain words that express an amount of something: a lot; a few; a little; a great deal, etc.;	There are a lot of people in the room.
In the meaning of "two times each month 1 week"; etc.: twice a month 1 a week;	I go to the library twice a week
before a noun to mean all things of that type;	A square has four sides.
before two nouns that are mentioned too often that they are thought of as one thing: a cup and saucer; a knife and fork, etc.;	There's a cup and saucer on the table.
before singular nouns, especially words for action;	Let me have a look at it.
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Main Course
Unit 1
before an uncountable noun when some informa- tion about the noun is added by an adjective or phrase;	He has a good knowledge of physics.
before an uncountable noun to mean a type of it;	I like a fine Stilton cheese.
before someone's name when you do not know who they are;	A Mr Brown is waiting for you.
before names of days, events in the year to mean a particular one;	Christmas falls on a Monday this year.
after such: what: rather; many to emphasize what you are saying.	What a day! I lost my purse.
The Definite Article
The Definite atricle is used:	Example:
before a noun that names something or someone that has been mentioned before, or that the listen- er / reader knows about;	They have a son and a daughter. The son is a teenager, the daughter is twenty two years old.
before certain geographical names;	The United Kingdom of Great Britain and Northern Ireland; The United States of America: The Indian Ocean; The Black Sea; The Rockies...
part of someone's title;	His Holiness the Pope; The Defence Minister ...
before the name of a family to refer to all the members of that family;	The Browns; the Smiths...
before an adjective to make it into a noun to refer to all the people who that adjective describes: the rich: the poor, the elderly: the disabled: used to refer to all the people from a particular country: the British; the Germans...,	People must help the poor
before a singular noun to make it general;	The rhino is in danger of extinction.
before activities that people do (not including sports);	She plays the violin well.
before the names of certain not very serious ill- nesses: (the) flu; (the) measles; (the) mumps;	The boy has (the) flu.
used with an of-phrase. relative clause, superla- tive;	I like the life of a traveller This dress is the best one. The food that you cook is tasty.
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Unit 1
Ма'П Course
The article is not used in the following situations:
with uncountable or plural nouns when you mean "all" of something in general;	I love life / music / flowers.
after al, by, on: at noon; by nighi; on Sunday;	I do not work on Sunday.
after at. before, during, after, for- the verb "have".	We discuss the events of the day after / at / before during dinner.
in some fixed expressions: by car bus. etc.; at to school; in to bed prison 1 church: arm in arm, face to lace, husband and wife, from begin- ning to end...,	I go to the University by bus. They are husband and wife.
with names of languages and most diseases;	I speak English. He speaks German. He’s got (the) mumps. He's got pneumonia.
with names of airports and railway stations;	Heathrow airport is in England
with many names of streets, places, countries.	He lives in London. We live in Oxford Street. They are in Holland now.
CHECK YOUR GRAMMAR
1.	Comment on the usage of the (in)deflnite article tn the following sentences. Expand on
them to develop a situation.
I.	He is a man of middle age. 2. What is the age of that girl? 3. They have a large coun-
try house. 4. Ask for a cup of tea. 5. It’s a beautiful city. 6. Go to bed. 7. The schoolyear begins
in a few days. 8. The child isn’t very big but clever. 9. There is a clock on the wall. The clock is
on the wall 10. This is a bit unusual. 11. She has black hair. 12. She has blue eyes and a straight
nose. 13. It's a fine blue day. 14. It’s a famous book on history. 15. He is an honest person.
16. They live in France. 17. It’s good advice. It’s a good piece of advice. 18. We have dinner at
5 p. m. We have a substantial dinner. 19. Even the best needle is not sharp at both ends. 20. I
watch TV in the evenings. This week I have an evening off. 21. Give me a cup and saucer.
22. Compare the following examples. 23. Knowledge is power. He has a good knowledge of
English. 24. Does he know the facts? 25. They are an average family in the middle class. 26. She
is an only daughter in a family of boys. 27. He lives with the family of his son. 28. It’s a great
day for all the family. 29. John is the head of the family. 30. What is the news about your father?
31. He has a deep respect for his father. 32. The night air feels fresh. 33. She knows the truth.
34. It’s a room on the first floor. 35. The two friends share the room. 36.1 have a great many
friends. 37. The weather is nice. I dislike rainy weather. What is the weather like today? 38. It’s
a house in an industrial town in the North of England. 39. Read Text 5. 40. It’s the biggest
room in the house. 41. He has a poor command of the English language. She speaks English.
42. A battery life is 500 hours. The life of the car may be 10 years. 43. He thinks money spent
on books is money saved. 44. He is shy by nature. Nothing in nature moves him so much as
fruit trees in blossom.45. It is hot in the sun
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Main Course
Unit 1
2.	A. Read out the following text. Fill in the blanks with the appropriate forms of the
verbs “to be” and “to have”.
B.	Build up a short story by analogy.
About Myself
My name ... Kate, short for Catherine. I ... 17 years old. I ... a mother, a father and a
brother. My family ... friendly. My father ... an engineer. My mother ... a teacher. And my
brother Alex... a pupil. We ... many relatives and friends.
My father... interested in politics. He ... clever and reasonable. My mother ... fond of liter-
ature. She ... a well-read person. Alex ... keen on sport. He ... strong and healthy. I... a stu-
dent and I... good at music.
We ... a large flat and we ... eager to have a country house. We ... also going to buy a
new car.
I...	four lessons a day. When my lessons ... over, I go home. We ... dinner at 5 o’clock
p. m. At dinner we discuss the events of the day. In the evenings we ... a walk. Sunday ... our
day off. We ... a rest on Sundays. In summer my parents ... their holiday, and my brother and
I... our vacation. We ... a good time at the seaside in summer. The weather ... usually fine in
summer. It... warm and sunny.
I like music, flowers, fruit and sweets. I dislike rude people and bad weather. I... fond of
my native town. I ... fond and proud of my family.
3.	Read out and translate into Ukrainian the following texts. Answer some questions about
the texts:
1.	How old is Mary? 2. Does Mary study? 3. What foreign languages does Mary speak?
4. What is Mary’s hobby? 5. What would Mary like to do? 6 Is Charles a student? 7. Does
Charles have any relatives? 8. What is Charles’s dream? 9. Does Judy work? 10. Is Judy a good
pupil? 11. What would Judy like to do?
4.	Say a) what kind offamily you come from; b) what your likes and dislikes are; c) what
your hobby is; d) if you are the healthy-eating and sporty type; e) if you have a role-
model; f) what your dream is; g) if you are pleased with your life.
S.	Compare your likes and dislikes / your hobby and Mary’s hobby. Say if you share
Charles’s views. Say if Judy is a likable person. Give your reasons.
.	Texts
A.
Hallo! My name is Mary. I’m 22 years old. I’m a University graduate. I speak Russian and Czech.
My parents speak French and German. My father is a teacher of foreign languages, and
my mother is a translator. My brother Charles is not interested in foreign languages. He is inter-
ested in sport. He is a sporty person.
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Unit 1
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I don’t smoke I have a glass of wine now and then, but I’m not
keen on it. I am not on a diet. If I know certain foods are bad for me,
or make me fat, I don’t eat them. My hobby is traditional Chinese
medicine. It helps with psychological things as well as physical prob-
lems. I’m also fond of literature and music. I’d like to travel more
and see different countries.
B.
Hallo! I’m Charles. I’m nineteen. I am о would-be teacher of
physical education. I play football and tennis. It’s good for my
health.
I started smoking but I managed to give up after about one
year. It’s a matter of will-power You can do absolutely anything if
you want to. That’s what I believe.
I have a lot of relatives and friends. I’m a good mixer.
My role-model is Pete Sampras, an outstanding American ten-
nis player.
I’d like to have more money and an interesting job. Now I’m
quite pleased with my life.
C.
Hi! I’m Judy. I’m fifteen. I attend a boarding school. It’s a good
school, but it does not affect me too much. For me the most impor-
tant thing about a school is the other kids that go there. I find some
lessons rather boring. I don’t like swots. They say I’m not hot on my
subjects at school. But I’m good at music and dancing.
I have a lot of friends, but my parents dislike them
because they smoke and rarely look at their books.
My parents travel around a lot. 1 do not like living away from
my parents. Vd like to spend more time with them.
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Main Course
Unit 1
2. Family Life
GRAMMAR Study the following
There is	a some no not any	pen dictionary box	on the shelf on the desk
There are	some no not any (not) many a lot of few a few	pens dictionaries boxes	on the shelf
There is	some no not any (no) much a lot of little a little	cheese chalk bread honey salt juice water	on the table
B.
Is there	any	pen dictionary	on the shelf ?
Are there	any many few	pens dictionaries	on the shelf ?
Is there	any much little	honey cheese	on the table?
> Notes: Begin your sentences with there + be + noun phrase when you want to say that
something exists. In this pattern there is an “empty grammatical word” (not an adverb of place)
(G. Leech). There is not stressed in this pattern. English sentences do not usually begin with an
indefinite noun phrase.
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Unit 1
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Some means a number of people or things or an amount of something, when the exact
number or amount is not stated (used in affirmative sentences with countable and uncountable
nouns, in special, general questions expressing suggestion, request, e.g. Why didn’t you buy
some butter? Can I have some water? In other types of questions and in negative sentences any
is used instead of some.).
Many means a large number of people or things (used especially in formal English, or in
ordinary written or spoken English when in questions and negative sentences with countable
nouns. Much is used with uncountable nouns. A lot of (informal) is used with countable and
uncountable nouns).
A few is positive and means a small number but not a lot. Few is negative and means not
many. Few / a few is used with countable nouns. Few used alone is fairly formal.
A little is positive and means some, but not a lot. Little is negative and means not much.
This is fairly formal. Little / a little is used with uncountable nouns.
SIMPLE PRESENT
I study.	Do I study?	I do not study, (don't)	Do I not study? (Don't I)
He studies, (she, it)	Does he study? (she, it)	He does not study (she, it) (doesn't)	Does he not study? (doesn't he) (she, it)
We study	Do we study?	We do not study, (don't)	Do we not study?
You study.	Do you study?	You do not study, (don't)	Do you not study?
They study.	Do they study?	They do not study, (don't)	Do they not study?
> Notes: Usage: 1. Habitual actions in the present (He goes to the University five times
a week); 2. General timeless truths (Water freezes at 0° C); 3. With be and other stative verbs
/sensory perception - see, hear, taste..., mental perception, emotions - know, doubt, love,
hate), relationships - have, own, belong to ...I (I see a beautiful picture on the wall. She loves
flowers. The house belongs to the Smiths); 4. In the subordinate clause with verbs in future
time (After we finish our work, we’ll go for a walk); 5. In the subordinate clause of future con-
ditional sentences (If the weather is warm, we’ll go for a walk); 6. Expresses future when a
scheduled event is involved (They have a meeting next Monday); 7. Conversational historical
present /used to refer to past events in narration/ (“So she waves her arm to catch their atten-
tion”).
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Main Course
Ur.'t 1
SIMPLE PAST
I studied.	Did I study?	I did not study, (didn't)	Did I not study? (Didn't I)
He studied, (she, it)	Did he study? (she. it)	He did not study, (didn't)	Did he not study? (didn't) (she, it)
We studied.	Did we study?	We did not study, (didn't)	Did we not study? (Didn't we)
You studied.	Did you study?	You did not study, (didn't)	Did you not study? (Didn't you)
They studied	Did they study?	They did not study, (didn't)	Did they not study? (Didn't they)
I went.	Did I go?	I did not go. (didn't)	Did I not go? (Didn’t I)
He went (she, it)	Did he go? (she, it)	He did not go. (she, it) (didn't)	Did he not go? (Didn't he) (she, it)
We went.	Did we go? (you, theyj	We did not go. (You, they) (didn't)	Did we not go? (Didn't we) (You, they)
> Notes: Usage: 1. A definite single completed event / action in the past (I went to the
University yesterday); 2. Habitual or repeated action / event in the past (It rained almost every
day last month): 3. An event with duration that applied in the past with the implication that it
no longer applies in the present (My mother taught at school for twenty years); 4. With stative
verbs in the past time (She loved animals and birds. I knew he was a teacher); 5. Past condi-
tional or imaginative events in the subordinate clause (If he studied well, he would pass his
exam successfully).
LIST OF IRREGULAR VERBS
The list below shows those verbs that have irregular past tense forms. The Infinitive form
is shown first.
be	was, were	choose	chose
become	became	come	came
begin	began	cost	cost
blow	blew	cut	cut
break	broke	dare	dared
bring	brought	dig	dug
build	built	do	did
buy	bought	draw	drew
catch	caught	dream	dreamed or dreamt
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drink	drank	ring	rang
drive	drove	run	ran
eat	ate	say	said
fall	fell	rise	rose
feed	fed	see	saw
feel	felt	sell	sold
fight	fought	send	sent
find	found	shake	shook
forget	forgot	shave	shaved
freeze	froze	sing	sang
get	got	sit	sat
give	gave	sleep	slept
go	went	smell	smelt
grow have hear hide	grew had heard hid	speak spend spread stand	spoke spent spread stood
hold	held		
keep	kept	sweep	swept
knit	knit or knitted	swim	swam
know	knew	take	took
lay	laid	teach	taught
lead	led	tell	told
learn	learned or learnt	think	thought
let	let	throw	threw
light	lit	understand	understood
make	made	wake	woke or waked
meet	met	wear	wore
pay	paid	weep	wept
put	put	win	won
read	read	write	wrote
THE ADJECTIVE. DEGREES OF COMPARISON
The Positive Form	The Comparative Form	The Superlative Form
cold	colder	coldest
busy	busier	busiest
difficult	more difficult	most difficult
good	better	best
bad	worse	worst
little	less	least
much, many	more	most
far	farther, further	farthest, furthest
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SPELLING RULES
1	If the adjective ends in a consonant preceded by a stressed short vowel the consonant is
doubled before -er, -est.
Big - bigger - (the) biggest
2.	If the adjective ends in -y preceded by a consonant, -y is changed into -i before -er and
-est.
Busy - busiet - ' the) busiest
If the adjective ends in -e the -e is dropped befoie -er and -est.
Fine - finer - (the) finest
4.	If the noun ends in -s. -ss. -x. -sh, -ch. -tch. the plural is formed by adding
es to the singular.
Bus - buses, box boxes, brush brushes, match matches
5.	If the noun ends in -y preceded by a consonant, -y is changed into -i before es
Fly flies, lady ladies
6.	If the noun ends in -o preceded by a consonant, the plural is generally formed by adding
-es. Only a few nouns ending in -o preceded by a consonant form the plural in -s
Cargo - cargoes, hero - heroes, potato potatoes,
but Piano pianos, photo photos
7.	With certain nouns the final voiceless consonants are changed into the corresponding
voiced consonants when the noun takes the plural form.
Wife - wives, knife - knives, life lives, leaf - leaves.
but Roof - roofs, chief chiefs, handkerchief - handkerchiefs
8.	As a rule, a compound noun forms the plural by adding -s to the headword
Brother-in-law hrothers-in-law
9.	In the third person singular we find the following orthographical change. A
final -y is changed into -i if it is preceded by a consonant and then -es is added.
To studv - he studies, to try - he tries
After a vowel -y is kept unchanged.
To play - he plays
10	Regular verbs form the Past Indefinite Tense by adding the suffix -ed to the infinitive
The mute -e is dropped before adding the suffix -ed
To taste - tasted
3 В. Янсон
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11.	The final consonant is doubled before the suffix -ed if it is preceded by a vowel letter
expressing a short stressed vowel sound.
To stop - stopped
12.	The final -1 is doubled if it is preceded by a vowel letter expressing a short vowel sound.
To travel - travelled
13.	The final -y is changed into -i before adding the suffix -ed if it is preceded by a consonant
letter
To try - tried
14.	The letter -r is doubled if the final syllable is stressed.
To prefer - preferred, but to offer - offered
CHECK YOUR GRAMMAR
1.	Look at the pictures (p. 67). Identify what the picture represents and introduce the things
you see in the picture.
E.g.: That’s a picture of a toy store There are several shoppers in the store.
2.	In a language class it is good if all the students know each other’s names and something
about each other’s background. Fill in class information sheets and describe the geo-
graphic composition of the class.
A.
Student	Native Language	Native Country / City	Hobby
Olga Petrenko	Ukrainian	Ukraine, Kyiv	Swimming
Igor Tarasenko	Ukrainian	Ukraine, Donetsk	Movies
Nina Ivanova	Russian	Russia, Rostov	Reading
There are two students from Kyiv in the class.
There is one student from Russia in the class.
Three adjectives	Something you are good at
that describe you	YOUR NAME
	Your likes and dislikes
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Prompts: a ship; a steamer; a tugboat; on deck; a cabin; a wheel-house; a porthole; a life-
boat; a ladder; a lifebelt; a bicyclist; in the sky; a star; an astronomer; an abacus; a tourist; a
cave; a child; an adult; a castle; a tower; a park; a tree.
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3.	A. Find the initial form of the following verbs.
B.	Make up your own sentences with these verbs.
C.	Use these verbs to say what you (your friend(s)) do / does usually /daily (did yester-
day /some time ago).
writes, reads , went, did comes, were, works, hates, was, had, stayed, joins, are, looked,
wore, married, envies, makes, graduated, studied, chose, means, attends, does, likes, causes,
took, hangs, looks, applied, tries, encourages, keeps, feels, got, travels.
4.	Refer the following sentences to the past and expand on them.
1.	They look alike. 2. He is a circus clown by profession. 3. John works as a teacher of
foreign languages. 4. He likes his job. 5. She envies her friend. 6. They stay at home all day.
7. They study English. 8. They choose roses. 9. He travels around a lot. 10. Judy does not like
apples. 11. She causes them a lot of anxiety. 12. The girl is very gifted. 13. Peter tries to encour-
age her. 14. He has little time. 15. His work keeps him very busy.
5.	Make up all kinds of questions from these sentences and let your friends answer them.
1. The Browns and the Smiths are relatives. 2. They have dark brown hair. 3. She mar-
ried John. 4. Mary’s parents studied West European languages. 5. He is a doctor. 6. She rarely
looks at her books. 7. The cousins get along very well. 8. Jill looks old. 9. Helen stays at home
all day. 10. Charles has little interest in other countries.
6.	A. Write the degrees of comparison of the following adjectives.
B.	Make up your own sentences with these adjectives.
C.	Compare the following people or things: hair, road, man, building, worker, trick, mis-
take, child, girl, student, secretary, dress.
i
Follow the model: This film is more interesting than that one. This film is the most interesting one.
Dark, long, thm, old, tired, dangerous, bad, little, young, gifted, busy, good.
7.	Put the adjectives in brackets in the required degree of comparison.
1.	The twenty-second of December is the (short) day in the year. 2. Elbrus is the (high)
peak in the Caucasian mountains. 3. His plan is (practical) than mine. 4. This room is (small)
than all the rooms in the house. 5. This wall is (low) than that one. 6. This book is (good) than
the last one. 7. My fllat is (bad) than yours. 8. This job is (interesting) than that one.
8.	Fill in as...as, so...as.
Remember! As old/fat/clever etc as somebody/something - equally old, fat etc as someone or
something else. E.g.: My brother is not as old as I am. Her ring is twice as big as mine.
Not so tall/big etc as - not as tall, big etc as something/someone else. E.g.: You know,
Harry's not so clever as I first thought.
1.	The temperature today is ... high ... it was yesterday. 2. He is not... old ... he looks.
3. He is ... strong ... his brother. 4. This street is ... wide ... the next one. 5. She is ... tall ...
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her sister. 6. She is ... clever ... her mother. 7. They are not... busy ... we are. 8. This boy is
not... tired ... that one. 9. This road is ... long ... that one. 10. The child is not... gifted ... his
sister.
9. Read the following information about some people and make comparisons:
	Age	Height	Weight	Year in College	Number of classes this term	Can run the mile in
John	22	5’8”	1701b	Junior	4	4,5 minutes
Mark	19	5’10”	1801b	Senior	3	5 minutes
Peter	18	5’9”	1651b	Junior	3	5,5 minutes
Jack	23	5’10”	1751b	Senior	5	5 minutes
• Examples
Peter is taller than John. Mark weighs more than John John runs (the mile) faster than
Mark.
> Notes: 1 lb (libra = pound) = 0,454 kg	1701b = 77,18 kg
1 inch = 2,54 cm	5’8” = 1,73 m
1 foot (ft) = 12 inches = 30,48 cm
10. Say what members of your family a) like (e.g., I like English); b) do every day (e.g., I
go to the University); c) did yesterday (e.g., I went to the library).
11. Look at the following charts. Each of them depicts Jack’s Daily Activities.
Chart 1 6:30 a.m. - get up 7:00	- fix breakfast 7:45	- go to school 9 00	- attend English class (a lecture)	Chart 2 12:15 p.m. - talk to Mary 12:30	eat lunch 2:30	- study in the library 4:30	- go to work
Say what Jack does every day.
12.	Translate the following sentences into English:
1.	Вони родич!. 2. Джон працюе в школ!. 3. Де вона навчаеться ? 4. У нього темне
волосся. 5. Олена - старша д!вчинка в родин!. 6. Джон ходить до школи. 7. Йому по-
добаеться англшська мова. 8. BiH багато подорожуе. 9. Вона часто пише листа. 10. Во-
на читае англшською мовою. 11. Вона не любить яблук. 12. BiH добре себе почувае. 13. Його
д!ти не ходять до школи. 14. П’ятир!чна дитана не розум!е цього. 15. У мене е книга.
16. Ц1 кв1ти кращк 17. Цей шлях довший. 18. Це найкраща сукня. 19. Ця задача
найскладжша. 20. Вчора я ходив до шституту. 21. Вони взяли книгу. 22. Вони пршхали
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вчора. 23. Вони були в шституп. 24. Bin був у юмна-п, чи не так? 25. BiH залишився у
Micri.
13.	Think about the following questions. Then ask your friend the same questions and let
him/her answer them.
1.	Who is an early riser (an early bird) in your family? 2. Who keeps house, goes shop-
ping, does all the cooking, washing and cleaning? 3. What do you have for your meals? 4. Who
in your family eats breakfast, dinner and supper together? 5. How many hours of TV does each
member of your family watch? 6. Who are the people who come to see your family? Do you
enjoy your relatives’ I friends’ visits?
14.	Answer the following questions. Then ask one of the students the same questions.
1.	Have you got many or few friends? 2. Who is your best friend? 3. Is he (she) a student?
4. Does he (she) study or does he (she) work? 5. Is he (she) 17 years old or is he (she) older?
6. Is your friend married or is he (she) single? 7. Has he (she) a large or a small family? 8. Are
there any other children in his (her) family? 9. Does he (she) get up early or late on week-days
(days off)? 10. What does he (she) like to do in the evening? 11. Does he (she) study English?
12. What was his (her) favourite subject at school? 13. Do his (her) parents work? 14. How old
is his (her) father? How old is his (her) mother? 16. Is his (her) mother younger than his (her)
father? 17. Is his (her) grandfather older than his (her) grandmother? 18. Who is the eldest per-
son in his (her) family? 20. Why do you like your friend?
IS.	It’s an extract from Theatre by W. S. Maugham.
A.	Put the verbs in brackets in the appropriate tense. The tenses used are Simple Past,
Simple Present.
B.	Say a) what sort of family Michael came from; b) why he didn’t tell his parents that Julia’s
father was a vet.
“I (to ask) my mother to invite you”. “You (to be) sweet.” “Well, dear, you know, my
father (to be) rather old-fashioned, and there (to be) some things he can’t be expected to under-
stand. When I (to write) and (to ask) if I could bring you down I (to say) your father (to be) a
doctor”.
“Oh, that (to be) all right, Michael”.
* * *
The Colonel (to be) thin and rather small, with a lined face and close-cropped white hair.
He (to be) civil, but reserved. He (to read) The Times, (to go) to church on Sunday and (to
accompany) his wife to tea-parties.
His wife (to be) a tall, stoutish, elderly woman, much taller than her husband. She (to
have) the remains of good looks. She (to wear) her hair parted in the middle with a bun on the
nape of her neck. Her classic features and her size (to make) her at first meeting somewhat
imposing, but Julia quickly (to discover) that she (to be) very shy. Her movements (to be) stiff
and awkward.
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ESSENTIAL VOCABULARY
RELATIONSHIP
BY BIRTH
BY MARRIAGE
aunt, brother, cousin, children,
daughter, father, grandmother,
grandfather, grandparents,
great-grandmother, great-grand-
father, nephew, niece, mother,
parents, uncle
brother (sister)-in-law. father-in
law, fiance, fiancee, husband,
mother-in-law, stepmother,
stepfather, stepchildren, step-
sister (brother, son, daughter),
wife
PEOPLE’S AGE
How old are you? What's youi
age?
I’m under (over) 17.
I’m your age.
He is in his twenties. He is in his
early (late) fifties. She is a teen-
ager. She is a middle-aged per-
son. She is an elderly person. They
are senior citizens. They have a baby,
(a new-born baby, a small child, a
baby in arms, an infant, a toddler).
Last year he came of age.
At an early age At the age of 30.
FAMILY
OCCUPATION
(PROFESSION)
architect, artist, actress, actor,
bank manager, banker,beautician,
builder, composer, chemist, com-
puter programmer, circus clown,
doctor, dentist, driver, engineer,
freelance translator, journalist,
lawyer, librarian, musician, me-
chanic, officer, pilot, police offi-
cer. physicist, painter, plumber,
shop assistant, sportsman, sur-
geon, soldier, sailor, scientific
worker, secretary, taxi driver,
teacher, typist, waitress, waiter,
worker, writer

APPEARANCE
What does he (she) look like?
What is he (she) like?
How does he (she) look?
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MAN’S APPEARANCE AND CHARACTER
И 'haI does he (she) look like 7
He (she) is handsome, beautiful, ugly, attractive, broad-shouldered, dark-eyed, dark-
skinned. long-sighted, long-legged, long-armed, near/short-sighted, good-looking, plain, short,
stout, slim, slender, stooping, solidly-built, tall. thin.
His (her) hair is curly, dark, fair, grey, straight, short, long, bobbed, thin, scanty, rich,
wavy.
He (she) wears his (her) hair parted in the middle, parted on the left (right) side, combed
back, done in a knot, in plaits. Her hair falls over her shoulders.
His (her) eyes ate dark, blue, hazel, green, close-set, deep-set. His (her) nose is straight,
hooked, flat, snub, up-turned, aquiline.
What is he (she) like.7
He (she) is generous, reasonable, reserved, frank, modest, shy, timid, reliable, ambitious,
pompous, obstinate, obedient, (un)selfish, self-confident, gifted, kind, rude, naughty, chival-
rous, straightforward, introverted, (dis)honcst, cold, vain, energetic, impulsive, even-tem-
pered, snobbish, hard-working, full of common sense, (unpractical, a man (woman) of action /
of few words, of strong will (power), irresponsible, thrifty, impudent, tactless, prudent, good-
humoured, two-faced, devoted, caring
How does he (she) look?
He (she) looks tired, fresh, upset, happy, disappointed, sleepy, worried, miserable, pale,
unwell, healthy, surprised, as glum as a bear
Phrases and Word Combinations
4 nuclear family - a family consisting only of husband, wife and their children, without
grandparents, uncles, etc.
An extended family - a family consisting not only of parents and children but also of
other close relations such as aunts, uncles, grandparents.
One-pui ent family - a family of at least one dependent child and a mother or father who
has no partner.
Tu look alike (of two or more things or people) to have the same or nearly the same
appearance. E.g.: They are one of those families where all the members look alike.
A twinkle in your eye - an expression in your eyes that shows you are happy or amused.
E.g.: Jill looks old and tired now but Jack still has a tw inkle in his eye.
Tu get along with someone to form or have a friendly relationship with someone. E.g. .
Despite the difference in their ages and interests, the cousins get along very well.
To marry somebody ( fur luxe / money) - to form a legal relationship with a person of the
opposite sex in a ceremony during which one makes particular promises to that person and
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becomes her husband / his wife. E.g.: Helen married her husband. John, when she was twenty
two and he was twenty five
To he (get) married to somebody. E.g. : She is married to my brother.
To follow in somebody's footsteps - to do the same job as someone else who did it before
you. E.g. : Their children decided to follow in their parents’ footsteps.
Elder brother (daughter, sister, etc.) - a brother etc who is older than other brothers etc.
E.g. : My elder brother looks nothing like me.
Older but not elder can be used with than. E.g.: She is older than her brother.
When you are talking about people, elderly is a polite way of saying old. Compare an old
church and an old/elderly lady. Most people however prefer to be called senior citizens, and this
is the most common, polite, and acceptable expression to use.
SOUND AND INTONATION PRACTICE
Vowel and consonant practice in sentences
Willie's quick-witted.
Never judge by/ from appearances
Barbara's art and part of the party.
My child's bright
Dolly is their adopted daughter,
I understand.
Peg s as pretty as a picture
Barbara’s as bus) as a bee.
[’wiliz kwik witid]
fneva djAdj bai a vpiaransiz]
fbcr.baraz 'a:t and 'pa:t av da ,pa:ti]
[mat 'tjaildz brait]
['dolt iz Scar a'doptid.dodar
ai Anda steend]
['pegz az 'pnti az a 'piktjaj
['bcubaraz az ’bizi az a bi:]
VOCABULARY ACTIVITY
1.	A. Give another word for:
relations, occupation, good-looking, slim, modest, snub.
B.	Make up some sentences with these words.
2.	A. Match the adjectives in part A with their fitting opposites in part В
В. Build up some sentences with these words.
A.	Handsome, tail, attractive, dark, straight, long, ill, thin, hard.
B.	Plain, snub, short, fair, ugly, short, stout, healthy, easy.
3.	Select the odd word that does not fit into a list, giving reasons for your choice:
A.	Father, daughter, husband, mother, son. brother.
B.	Teacher, doctor, clown, teenager, translator, shop assistant.
C.	Handsome, nice, ugly, good-looking, attractive, beautiful.
D.	Kind, obedient, frank, rude, generous, shy.
E.	Old. young, middle-aged, elderly, youth.
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F.	Tired, upsei, fresh, worried, sleep, healthy, surprised.
G.	Dark, grey fair, red, chestnut, hooked.
H.	Job, work, profession, action, occupation, career.
4.	Fill in the blanks with the vocabulary word that best fits the meaning of each sentence.
Look, twinkle, wear out. marry, clown, freelance, anxiety, hang out, young, busy.
I.	He was a ... by profession. 2. He... old and tired. 3. Jack still has a ... in his eye. 4. His
tricks ... her... with worry. 5. She ... her husband, John, when she was twenty-two. 6. She does
her work as a ... translator. 7. Peter brown is two years .. than his sister. 8. The girl causes her
parents, a lot of.... 9. He.....with a bad crowd. 10. His work keeps him very ....
5.	Remember some ways of referring to age. The following examples show ways of saying
how old someone is.
How old is she/ - She is twenty-five years old.
She must be nearly eighty.
He was a man between fifty and sixty. She was a young girl of sixteen. She died in 1999 at
the age of 82. I know their children, Julie, aged 16, and Peter, aged 12.
If you say that someone is in their twenties, you mean that they are between twenty and thir-
ty years old. If you say that someone is in their early fifties, you mean that they are over fifty but
less than fifty-five. If you say that someone is in their late fifties, you mean that they are over fifty-
five, but less than sixty.
The following examples show ways of referring to people who are a particular age
She is a forty-year-old woman. It is a class of four-year-olds. They have some nursery
schools for the fives and under.
The following examples show ways of referring to people and their birthdays.
Her father died just before her fourth birthday She's eighteen. She was thirty-four last
week.
Say it in English:
I У не!' e чот ириршна ди гина. 2.1й майже сорок роюв. 3. BiH - неповнодггтй юнак.
4. Це к.iac для д!тей шести роюв. 5. Вона гпшла до школи у Bini семи рокпв. 6. Mifi дщусь
помер у Bini восьмидесяти puKie. 7 Вона мюдина похилого вшу.
6.	A. Word choice: job, work, occupation, profession, career.
What you do to earn your living is your job, especially if you work for someone else. E.g.:
I need a part-time job.
Work is something you are paid for doing, especially regularly. E.g.: She wants to return
to work after having a baby. It can also be used where there is no payment or you are not work-
ing for someone else. E.g.: Voluntary work, housework.
More formally, your kind of work or job is your occupation. On a form you might see:
Please state your name and occupation.
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A profession is a kind of work such as that of a doctor or lawyer, for which you need spe-
cial training and a good education. Some professions such as teaching and nursing, are also
called vocations, which suggests that people do them in order to help others rather than to earn
a lot of money.
A career is a type of work that you do or hope to do for most of your life. E.g.: Her teach-
ing career began 20 years ago.
Fill in the blanks with the vocabulary word that best fits the meaning of each sentence.
1. The girl got a ... as a waitress. 2. His political... was over. 3. My mother started ... when
she was 19. 4. What made him choose teaching as a ...? 5. Please state your address and .. .
6. He’s got a temporary ... .7. His ... as an English teacher didn’t last long. 8. There isn’t a lot
of... at this time of the year. 9. He is a social worker by .	10. Knitting is her favourite ....
B. Word choice: beautiful, pretty, handsome, good-looking, attractive.
Beautiful and pretty can be used of women, children, and things, but not usually of men,
unless you want to suggest that they have female features. E.g.: A beautiful girl/house/view, a
pretty child/picture.
Beautiful is the strongest word to describe a very attractive appearance, it suggests that
someone has almost perfect good looks.
Pretty means good-looking in a more ordinary way, but not really beautiful.
Handsome is not common in spoken English. It’s usually used to describe men, especial-
ly if they have the strong regular features that men in romantic stories are supposed to have.
A handsome woman is good-looking in a strong, healthy way.
Good-looking can be used about men and women, but not usually about things. E.g.: Jack
and Jane are a good-looking couple.
Attractive can be used about men, women and things. E.g.: An attractive
colour/idea/young man.
Fill in the blanks with the vocabulary word that best fits the meaning of each sentence.
1. The weather was ... .2. She was a very ... girl. 3. The woman had an ... dress on. 4. He
was tall and ... . 5. Ann is a strikingly ... woman. 6. Jack was a tall, dark, and undeniably ...
man. 7. It was a ... bunch of flowers. 8.1 find the idea of travel very ....
7.	Say what sort of person he /she is. Give your reasons.
1.	He is willing to give money, spend time in order to help people or give them pleasure. 2. She
is fair and sensible. 3. He's unwilling to talk proudly about his abilities and achievements.
4. She can be trusted or depended on. 5. She’s determined to be successful and rich. 6. She’s
trying to make people think she's important. 7. He’s unreasonably refusing to change his ideas
or behaviour, even though people try to persuade him. 8. He’s sure that he can do things well,
that people like him. 9. He's speaking in a way that is not polite. 10. He behaves badly, he’s
rude and disobedient. 11. He behaves in a polite, kind, generous and honorable way, esp.
towards women. 12. She spends a lot of time thinking about her own problems and interests
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and finds it difficult to talk to other people. 13. She’s tending to do things as soon as she thinks
of them without considering the possible problems or dangers. 14. She’s sensible, she bases her
decisions on what is possible and what will really work.
8.	Say what you think about these people and why you think so.
I Kate loves to be admired. 2. Diana is too proud of her appearance, always calling
attention to herself. 3. Jack loves arguing. 4. Mike has a strange gift of attracting friends.
5. John loves to boast. 6. Denis is good at borrowing but bad at giving back. 7. Money burns
Betty’s fingers. 8. Money counts with Brian more than anything. 9. Ben falls for every pretty
face he sees. 10. Mark can make monev but he cannot keep it. 11. Bob keeps bad company.
12. Beatrice keeps in with all the right people 13. The Browns live honestly. 14. Charles lives
on his parents. 15. Nora is always looking in the mirror, admiring herself. 16. Mary always
seems to be acting. 17. Jim is devoted to his wife and famil) 18. Nothing helps when Vallery
becomes angry and trying to calm her down just adds fuel to the flames. 19. Norman is above talk-
ing behind somebody ’s back. 20. Bill has too high an opinion of himself. 21 Donald cares only for
himself. 22. Earnest is practically married to his work. He lets nothing come between himself and
his work. 23. Don takes a rose-coloured view of the world. 24. Nick is a two-faced person.
9.	Say what his / her profession is, comment on it and say if you find it interesting / exciting
/ challenging / useful / noble / dull / monotonous / difficult / easy / well-paid / badly-paid
/ underpaid.
1 Someone whose job is to design buildings. 2. A person who builds or repairs buildings.
3. Someone whose job is to give beauty treatments to your skin, hair, etc. 4. A professional
performer, esp. in music, dance, or the theatre. 5. Someone who produces art. esp. paint-
ings and drawings. 6. Someone who writes books, stories etc., esp. as a job. 7. One of the peo-
ple who works for an organization, business etc and are below the level of a manager. 8. A
man/woman who serves food and drink at the tables in a restaurant. 9. A secretary whose main
job is to type letters. 10. Someone who works in a bank in an important position. 11. Someone
who is in charge of a local bank. 12. A man who works at a fairly high level in a company.
13. Someone whose job is io teach. 14. Someone who works in an office typing letters, keeping
records, arranging meetings etc.. 15. Someone who works on a ship. 16. Someone who writes
music. 17. Someone who is trained to prepare drugs and medicines, who works in a shop; or a
scientist who has a special knowledge in chemistrv 18. A person who gives some instructions
to a computer in order to make it do a particular thing. 19. A member of the army of a country,
esp. someone who is not an officer. 20. Someone whose job is to treat people's teeth.
21. Someone who drives a car, bus etc 22 A doctor who does operations in hospital. 23. Someone
who designs the way roads, bridges, machines etc. are built. 24. Someone who has an impor-
tant job as a manager in a company or business. 25. Someone whose job is to advise people
about laws, write formal agreements, or present people in court. 26. A person who plays a
musical instrument, esp. very well or as a job. 27. Someone who is skilled at repairing motor
vehicles and machinery. 28. Someone who operates the controls of an aircraft or spacecraft. 29. A
person whose job is to make sure that people obey the law, to catch criminals and to protect
people and property. 30. Someone whose job is to repair waterpipes, baths, sinks etc
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10.	A GAME. Take turns in giving expressions concerning :
a) people’s age: b) relationship; c) occupation: d) appearance: e) character.
Those who don't know any are out.
11.	Spelling bee. One student writes the initial or the final letter of an English word related
to the topic they have covered in the unit on the board, and the other students suggest
the missing letters of the word.
12.	Draw a vocabulary map by grouping the words associated with the topic under the fol-
lowing headings or categories: Family life; Man's Character.
• Model:
our town ( streets, squares.... )
_	, ._	——• our country (cities, population,...)
Our Life • 5	'
- our University (classrooms, library,. .. )
hobbies (collecting rare books, stamps, painting,...)
13.	Answer the following questions:
1.	What does vour friend look like? 2. How old is he (she)? 8. What is his (her) occupa-
tion? 4. Is she pretty? Young? 5. Is he (she) hard to deal with? 6. Whom is he (she) married to?
7. Where does he (she) work? 8. What is he (she) interested in? 9. Do you get along well with
him (her)?
14.	Translate the following sentences into English:
I.	Джейн чотири роки. Вона гарна д!вчинка, але школи бу вас неслухняною. 2. У ми-
нулому poyi моя сестра вийшла зам!ж. 3. Hatui родич! живуть у Mockbl 4. Джейн -дуже
приваблива д!вчина. У не! cBirne хвилясге волосся, блакитш очг Вона - струнка та
завжди тримасться прямо. 5. Джек дуже зд!бний хлопсць. Й<>му приблизно 18 роклв. BiH
вивчас !ноземн1 мови. 6. Moi и 6aoyci вже 70 рокчв, але вона ви> лядас добре на сво! роки.
7. Вони живуть i3 родичами в злагодь 8. Мш брат добра, скромна людина. 9. - Як в!н
виглядае? - Я не знаю його. 10. Вони дуже схож!.
15.	Look at the pictures. Say what the people look like and how they look (p. 78).
16.	Describe the following people’s appearance and character.
Tom Sawyer [’so:ja] (The Adventures of Tom Sawyer by Mark Twain [twein]), Robinson
Crusoe ['rDbmsan'knrsavj (Robinson Crusoe by Daniel Defoe ['daenjal di'fav]), Alice (Alice’s
Adventures in Wonderland by Lewis Carroll flu:is 'kasral]), Sherlock Holmes ['|з:1ок ’havmz]
(a detective in stories by A. C. Doyle ['kavnan 'doil]), Hercule Poirot ['cakju.l 'pwa:rav] (The
ABC Murders by Agatha Christie ['asgaOa 'knsti]), Miss Marple [mcupal] (Miss Jane is a
character in many of the stories written by A. Christie).
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17. Study the family tree and answer the questions. Draw your family tree.
FAMILY TREE
JACK BROWN JILL BROWN
SMITH PETER BROWN - ALLY BROWN
MARY SMITH CHARLES SMITH JUDY BROWN
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1 Whose children are Helen and Peter? 2. How are Helen and John related? 3. How are
Helen and Ally related? 4. How are John and Peter related? 5. How are Jill and Judy relat-
ed? 6. How are Charles and Jack related? 7. Whose wife’s Ally? 8. Whose daughter's Mary?
9 Whose son’s Charles? 10. Whose son’s Peter?
Q Text
THE BROWNS AND THE SMITHS
The Browns and the Smiths are relatives Mr Peter Brown and Mrs Helen Smith are
brother and sister, the children of senior citizens. Jack and Jill Brown. They are one of those
families where all the members look alike They have dark brown hair, brown eyes and a dark-
ish skin. Their faces are long and thin. Jill looks old and tired now but Jack still has a twinkle
in his eye. He was a circus clown by profession, but some of the tricks he did were quite dan-
gerous and wore Jill out with worry.
Helen is the oldest of their two children. She married her husband, John, when she was
twenty-two and he was twenty-five. John works aa a teacher of foreign languages at a compre-
hensive school. He dislikes his job because the pupils he teaches have no interest in his subject.
He envies Helen who stays at home all day. She does her work as a freelance translator of
German and French in private. He wants to join her but he doesn’t make enough money doing
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the same. Their children, Mary, aged twenty-two, and Charles, aged nineteen, decided to fol-
low in their parents’ footsteps. Mary is a University graduate. She studied foreign languages.
The only difference is that while Mary’s parents studied West European languages, Mary her-
self is more interested in Eastern Europe and studied Russian and Czech. Charles has little
interest in other countries, but he wants to be a teacher of physical education.
Peter Brown is two years younger than his sister, who is forty- seven. He is a doctor, and
because of his circus background he chose to be a doctor to circus performers. This means that
he travels around a lot so it is impossible for his wife, Ally, to have a job. It also means that
their fifteen-year-old daughter, Judy, attends a boarding school. However, Judy does not like
living away from her parents and causes them a lot of anxiety by frequently getting into trouble.
She smokes and hangs out with a bad crowd. She rarely looks at her books, although she is
very gifted, especially in music. Peter tries to encourage her but he has so little time as his work
keeps him very busy. Ally is at a loss when it comes to her daughter. She doesn’t remember what
it feels like to be a teen-ager.
Despite the difference in their ages and interests, the cousins get along very well and both
families are regular visitors at each other’s homes.
CULTURE CONTEXT
1.	A comprehensive school (Br E) is a school where pupils of all abilities are taught from
the age of 11.
2.	A freelance translator does freelance work: he is not employed by one organisation, but
is paid for each piece of work he does by the organisation he does it for.
3.	A boarding school is a school at which children live instead of going there daily from
home.
4.	A senior citizen is an old person, especially someone who is old enough to receive an
old-age pension.
READING AND SPEAKING ACTIVITY
1. Read and translate the text. Answer the following questions.
1.	What do the Browns look like? 2. How do Jill and Jack look? 3. What was Jack’s pro-
fession? 4. What wore Jill out with worry? 5. Who is the oldest of the Browns’ two children?
6. When did Helen marry her husband ? 7. What’s John’s occupation? Does he like his job?
8. Why does John envy Helen? 9. How old are John’s children? What do they do? 10. What is
Mary interested in? 11. What is Peter Brown? 12. Why does Peter travel a lot? 13. Why is it
impossible for his wife to have a job? 14. Where does Judy study? 15. Why does Judy cause her
parents much anxiety? 16. Why is Ally at a loss when it comes to her daughter? 17. Do the
cousins get along very well?
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2.	Confirm or deny the statements. Make use of the following phrases: That’s it! Precisely.
Very true! I fully (quite) agree with you. Гт afraid not. You are not quite right, lam sorry
to say. Far from it.
1. Jack looks old and tired. 2. Peter is the oldest of the Browns’ two children. 3. John
works at a comprehensive school. 4. John likes his job. 5. Helen envies John. 6. Mary is inter-
ested in foreign languages. 7. Charles is interested in other countries. 8. Peter is a circus per-
former. 9. Ally travels a lot. 10. Judy is a gifted girl. 11. Peter’s work keeps him very busy.
3.	Choose two characters of the text and discuss with your fellow-students their differences
and likeness.
4.	Make up short conversations in the following situations (use the wording of the text “The
Browns and the Smiths’):
1.	Mary comes back after her visit to her relatives. Her parents are interested to know
everything about their life.
2.	You are at a party. One of the guests (Charles) attracts your attention. You ask the
hostess about him, his family and relatives.
3.	Ally and Judy are talking about the girl’s friends. The mother is rather critically dis-
posed towards them. The girl is indignant and says that the elder generation can never under-
stand the young.
5. Answer the following questions about your family.
1. Do you come from a large family? 2. How many brothers and sisters have you got? 3. Do
you have any other members of the family living with you? Say who they are. 4. Do you spend
much time with your family? 5. Who looks after the children? 6. Who looks after very old rel-
atives? 7. Are you homesick? 8. You are fond and proud of your family, aren’t you?
6.	Minitalks:
1.	Large families are happy families. 2. Nowadays people have quite small families.
3. Traditions in my family. 4. My family life. 5. Something about myself I’m trying to change.
ENVIRONMENTAL THINKING AND
LIFE STYLE
1.	Skim through the following passage in order to get its general idea.
2.	Summarize the information given in the passage about Laura Smith.
3.	State briefly in 2 or 3 sentences what Laura thinks about education and different envi-
ronments.
4.	What do you think of Laura? Is she a likable person? Give your reasons.
5.	What words can explain the main idea of the poem?
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Laura Smith is about the same age as
her husband. She is 75. She has the remains of
good looks. Her hair is dark and wavy. She
wears it combed back. With her splendid eyes
and her fine figure she is still a good-looking
woman. So she carries off her age well.
Laura was a teacher of Biology by pro-
fession. She was engaged in work which she
was capable of doing with zest and efficiency.
She found new theories and methods in edu-
cation exciting and challenging. She taught
children to love and understand nature. The
culmination of her lifetime’s teaching was a
thoroughly good text-book on Biology. The
focus of her book is on the structure andfunc-
tion of organisms with much regard for the role
of organisms in their particular environment,
which means that learning about organisms includes knowledge about the relationship to the envi-
ronment that supports them.
Laura is sure that education helps to make the connection between different environments
as they become part of our universe. In her book she cites the poem by Lawrence Collins which
illustrates this point.
Only a Little Planet
Every particle of every thing
Rock, waler, flower, human
Has been in the чате place flaming
In the heart о/ our ancient sun
Before the earth
Came flying out of it
The irises in your eyes
The tissue of roses
The slow giant rocks in mountain heart?
we’re all born flaming
locked in the sun as it drifted
like a light on dark water.
Now all Laura’s interest centres in her family. Her husband and she are on good terms
with the Browns and the Falcons. In fact, they are bound by a close friendship.
Laura is a well-read person. She’s got a nice collection of books. She is a real connoisseur
of books. Laura thinks that a book is a thing and not just a collection of thoughts. In heropin-
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ion money spent on books is money saved. Laura is fond and proud of her garden. She grows
different kinds of flowers. There are also some fruit trees and evergreen plants in her garden.
In the garden she doesn’t notice time passing.
As you see Laura is still an energetic and active woman
CONVERSATIONAL FORMULAS
INTRODUCTIONS
1.	Listen to the dialogues.
2.	Read the following dialogues. Copy the melody.
3.	Make up your own dialogues with a fellow-student. Introduce your friend to Mary,
Charles. Introduce Mary to your mother.
Item 1
- Harry! This is Mary.
-Hi!
- Hello!
- Harry! This is Mary.
- How do you do!
- How do you do!
- Harry! I’d like you to meet my sister Mary.
- How’d you do, Mary! I’m very glad to meet you!
- Thank you! I’m glad to meet you too!
Item 2.
- I’m glad to meet you! I’ve heard so much about you!
- Thank you! I’m glad to meet you!
- I’ve heard so many nice things about you, so many nice things.
- Thank you! I’m glad to meet you too!
Dialogues
THE FAMILY SNAPSHOT ALBUM
Mary and Charles decide to look at the family photograph album.
Charles: Mary, where is the photo album?
Mary:	It’s in the left-hand drawer in the sideboard
Charles: Ah, here it is. Let’s start at the beginning.
Mary:	Here’s an old photo of Mother and Father They were rather a nice couple, weren’t they?
Charles: It’s a pity, people get old, isn’t it?
Mary:	Our mother still looks attractive. She is a wonderful woman, and her qualities are
very special.
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Charles: I think you have picked up some of her traits
Mary: And I’m glad about that. And that’s you, when you were a month old, isn’t it?
Charles: I suppose so.
Mary: You were a funny little thing. And this is you again at the age of five, playing with a
dog.
Charles: Look, that’s you, isn’t it? You weren’t very beautiful yourself - a fat little girl with
short pig-tails and a sailor hat.
Mary: Look at this photograph. Do you recognize anybody?
Charles: Here’s aunt Ally and uncle Peter. And that’s their daughter Judy.
Mary: Where is Judy? Which is she?
Charles: That one there. She has long curly hair. And that’s her friend Helen, next to her
Mary: And that’s Helen’s mother, isn’t she? But where is Helen’s father9
Charles: He’s probably taking the photograph.
A WEDDING CEREMONY
Ally:	You know, Martha got married to her childhood friend, Alex. Though her parents
were against their daughter marrying young.
Helen: When did they get married?
Ally:	In July.
Helen: You were present at their wedding, weren’t you?
Ally:	Yes, I was.
Helen: Who were the bridesmaids?
Ally:	Sarah and Lucy were.
Helen: And who took part of the best man?
Ally:	Alex’s best friend did. Martha looked wonderful. She had a long white dress and a
white veil on. By tradition she also wore “something old, something new, something
borrowed and something blue”. And the groom wore a morning suit. It was very
exciting to see the bride and her father walking slowly up the aisle of the church. Then
Alex gave Martha a wedding ring and said: “With this ring I marry you”. At the end
of the ceremony, the priest said: “I pronounce you man and wife”. And after that they
signed the register.
Helen: Where did they have their wedding reception?
Ally:	They celebrated the wedding at the Moonlight Hotel. The party was a great success.
The guests rained presents on them. The wedding cake was delicious.
Helen: Where did they spend their honeymoon?
Ally:	In Spain. I think, they are a perfect match.
Helen: Oh, Martha is a nice girl. I’m sure, she’ll make Alex a good wife
A HAPPY FAMILY
Mary: Congratulations! I here there’s to be an addition to the family!
Donald: Oh yes, thank you.
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Mary: How’s your wife?
Donald: She is fine, thanks
Mary: And how are the children?
Donald: Very well, thank you. Ben is a bright boy. He can already draw, count, read the clock
and buckle up his shoes. Last month I enrolled him in the swimming class.
Mary: And how is Betty, the baby of the family?
Donald: Her teeth begin to come, and she likes to have something hard to chew on. Yesterday
I bought Betty a baby walker to support her while she’s learning to walk.
Mary: You are a good caring father, I'm sure.
Donald: I hope I am. I adore my children.
ACCIDENTS WILL HAPPEN IN THE BEST-REGULATED
FAMILIES
John: I heard Ann’s parents didn’t approve of her marriage to Jim, did they?
Mary: No, they didn’t. But she was in love with him. When he asked her to marry him, she was
over the moon. For the first two years of their marriage, she was blinded to his faults.
Helen: You know, when they were first married, they had no home of their own, so they had
to camp out with Ann’s parents. Her mother disliked Jim, and he found it difficult
to adjust to her. Ann’s father used to say: “Never come between husband and
wife”. Unfortunately, she didn’t follow his advice.
Mary: Then Ann had a child who became at once the apple of her eye. All her interest cen-
tred in her family. And Jim felt caged up. They began to argue with each other about
unimportant matters. That cooled Ann’s affection for him, and their marriage broke up.
Helen: Having different interests drove a wedge between them and they separated
John: Oh, trouble comes along when you least expect it.
Helen: They are living apart now. Ann loves her child dearly. She cannot refuse him any-
thing. Her parents don’t want him to become a mother’s boy and ask Ann to stop
dancing about him.
John: Of course, it’s not easy to bring up a child. It would be very nice for them to settle
their quarrel and raise their child well.
Mary: Who knows what the future holds for us? They may come around.
Helen: Let’s hope for the best.
★ * *
1.	Listen to the dialogues. Practise the speakers’ intonation a) in questions; b) in statements.
2.	Read and translate the dialogues. Make up short stories on the basis of the dialogues.
Compare Martha and Ann; Donald and Jim. Say what you think about them, their family
life.
3.	Enact similar dialogues.
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4.	Make up your own dialogues on the following situation:
You’re talking to your grandmother I grandfather. In her /his room there is a family
album. She /he knows every page of it by heart. Turning the pages one can trace the family his-
tory by its pictures.
WRITTEN PRACTICE
1.	Write a one-page long thank you-letter to your English friend.
Remember!
It’s very important to learn how to write letters in English. Letters should be easy and
natural. Good letters make friends, influence people favourably. Careless letters have the
opposite effect.
A letter consists of the heading (the address of the sender), the date line, the inside address
(the name and the address of the recipient), the salutation (the form of address), the opening
paragraph, the body, the closing paragraph, the complimentary close (conclusion), the signa-
ture, postscript (if any), the outside address (the envelope).
The address of the sender is usually placed on the right-hand side at the top of the letter.
The date is written under the address. The name of the day should precede the name of the
month. The name and the address of the recipient are usually written in formal letters in the
left margin of the page lower than the date. In informal letters they are usually omitted. The
salutation is written under the inside address (if any) in the left-hand side. In intimate letters to
one’s friends, relatives Christian names with the adjective “dear” are used as forms of saluta-
tion. The usual endings are: Yours sincerely, Sincerely yours, Your loving friend, etc. The clos-
ingparagraph of an intimate letter may end in: Hoping to hear from you; Give my kind regards
to your aunt; Please remember me to your grandmother; Give my love to the children etc.
A thank you-letter
J. Bolland
Titchfield Street, 32
London, GB
N. Smith
Foresters House, 10
Birmingham, GB
August 25, 2001
Dear Mr and Mrs Smith,
Thank you again for the wonderful weekend! I had such a good time visiting you and
your family, and I enjoyed meeting all your relatives. I’ll never forget the warm hospitality.
I hope that some day you’re able to visit me and my family.
I would like to return your kindness and to show you around my hometown.
Please, give my respects to all your family.
Sincerely, Jack.
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Dear Mary,
Thank you very much for the wonderful vacation! I enjoyed every minute of it Your
parents and your brother were very kind and hospitable I got a very good idea of your
native town. I liked it a lot. I hope that you can visit me and my family next summer. I’d like
to show you around my hometown.
My parents and my sister would like to get acquainted with you. I hope you’ll make
friends with them. They are sociable and jolly.
Remember me to your parents, please. Sav hallo to Charles.
Love, Kate
2.	Describe a happy couple you know.
3.	A. Read the following report on the life of Helen Smith.
B.	Write a brief biographical account of Helen’s husband, John Smith.
C.	Write a life-story of a member of your family / your relative / a famous person.
D.	Write your own biographical account
• Model:
Helen Smith was born on July 15, 1954. She was the first child of a family of two children.
She was three years older than her brother, Peter. Helen came from a family of a circus per-
former. Her maiden name was Helen Brown.
After attending a junior school she went to a grammar school. Helen obtained the General
Certificate of Education (GCE) at the advanced level. It allowed her to enter the University of
London.
Helen studied West European languages. During her vacations she worked as a guide She
graduated from the University with honours in 1977.
Helen married her husband, John when she was twenty two and he was twenty five. Until
she was twenty five she worked as a teacher of French at a comprehensive school.
Her daughter, Mary was born in 1979, and her son, Charles was born in 1982 When
Charles went to school, Helen began working as a freelance translator.
4.	Comment upon the following proverbs or make up short stories of your own, illustrating
their moral:
Appearances are deceptive Handsome is as handsome does. Marry in haste and repent
at leisure.
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Text
From THE PAINTED VEIL
by W. S. Maugham
There was a photograph of her mother in the room and Kitty's eyes fell on it. She did
not know why she kept it there, for she was not very fond of her mother; there was one of her
father too, but that was downstairs on the grand piano. He was a little man, with tired eyes, а
long upper lip. and a thin mouth. Kitty’s mother was very grand in the velvet gown, with feath-
ers in her hair and flowers in her hand. She held herself erect. She was a woman of fifty, thin
and flat-chested, with prominent cheek-bones and a large, well-shaped nose. She had a great quan-
tity of very smooth black hair. Her fine black eyes were never still and this was the most notice-
able thing about her. They moved from one part of you to another, to other persons in the
room, and then back to you; she criticized you, summed vou up, and the words she spoke had no
connection with her thoughts.
Mrs Garstin was a hard, cruel, managing, ambitious and stupid woman. She was the daugh-
ter. one of five, of a solicitor in Liveipool. Bernard Garstin was industrious, and capable, but
he had not the will to advance himself. Mrs Garstin despised h\vn But she could only achieve suc-
cess through him. Bernard's daughters, Kitty and Doris, looked upon him as a source of income.
The> didn’t know the feelings of the subdued little man who went out early in the morning and
came home at night only in time to dress for dinner. He was a stranger to them, but because he
was their father they took it for granted that he loved and cherished them.
Doris gave no sign of good looks, her nose was too long and her figure was lumpy. But
Kitty was a beauty. She gave promise of being so when she was still a child, for she had large,
dark eyes, brown, curling hair in which there was a reddish lint, exquisite teeth and a lovely skin.
Her beauty depended a good deal on her youth, and Mrs Garstin realized that she must
marry in the first flush of her maidenhood. When she came out she was dazzling: her skin was
still her greatest beauty, but her eyes with their long lashes were so starry and yet so melting
that it gave you a catch at the heart to look into them. She had a charming gaiety and the desire
to please.
Mrs Garstin dreamed ambitious dreams; it was not a good marriage she aimed at for her
daughter, hut a brilliant one.
> "Sotes:
To be fond of someone to like someone very much and hav e an emotional feeling for that
person which is not quite as strong as love.
To hold oneself erect - in a sraight upright position.
To advance oneself to make progress and become more sofisticated.
To achieve something - to succeed in doing something good or getting the result one want-
ed after trying hard for a long time.
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The source of something - the person, place or thing which you get it from.
Tn take something for granted - to benefit from a person or situation without showing
that one is grateful.
In the first flush of one's maidenhood - a state of being a maiden, period when one is a
maiden (a young unmarried woman).
* * *
/. Read and translate the text. Pick out the words in the text, which may be grouped under
the heading: Man’s Appearance and Character.
2.	Make up sentences illustrating the meaning of the following phrases: to achieve success;
a source of income; to take smth for granted.
3.	Listen to the text, read it aloud, copy the melody, answer the questions.
1 Why did Kitty keep her mother’s photograph in her room? 2. Where was her father’s
photograph? 3. What did Kitty’s mother look like? 4. What was Mrs Garstin like? 5. Why did
Mrs Garstin despise her husband? 6. Did Kitty and Doris like their father? 7. Why did Mrs
Garstin aim at a brilliant marriage for Kitty?
4.	Give a short summary in 9-10 sentences according to the following outline. Use the top-
ical phrases which are helpful to sum the idea up.
1. Kitty’s mother at large. 2. Kitty’s attitude towards her parents. 3. Kitty’s good looks.
4 What makes a woman beautiful.
5.	Discuss the qualities of an ideal husband, wife, daughter. Use the following phrases: An
idea!... is supposed to be ... ; He/She mustn *t be... ; He/She should always be....
6.	Minitalks: 1. Sharing responsibilities between husband and wife. 2. What makes family
life pleasant and easy.
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UNIT 2

DWELLING
GRAMMAR Study the following
SIMPLE FUTURE
I shall ' will study. (Г11)	Shall / will I study?	I shall / will not study. (I shan't! won't)	Shall / will I not study? (Shan't / won't)
He (she) will study. (He’ll, she’ll)	Will he study? (she)	He (she) will not study. (He, she, won't)	Will he (she) not study? (Won't) he
We shall 1 will study. (We’ll)	Shall / will we study?	We shall / will not study. (We shan't / won't)	Shall / will we not study? (Shan't 1 won't we)
You (they) will study, (you’ll, they'll)	Will you (they) study?	You (they) will not study. (You) they won't	Will (you, they) not study? (Won't you, they)
> Notes: In an older or more formal kind of English, “shall” is used istead of “will”
after “I” and “we” in statements about the future, especially in writing.
Usage: 1. An action to take place at some definite future time (He will go to the Univer-
sity tomorrow): 2. A future habitual action or future state (Everything will be fine); 3. A situ-
ation that may obtain in the present and will obtain in the future but with some future termi-
nation in sight (She will live in London until she graduates from the University); 4. Future con-
ditionals /main clause/ (If you wait for me. I’ll join you in some minutes).
Adverbial Clauses of Time and Condition
Simple Present is used in the subordinate clause of future conditional sentences (E.g., If I
see him tomorrow, I shall/will ask him about it.), in the subordinate clause of time (E.g., We
shall/will go for a walk when my mother comes home. As soon as she comes home, I shall/will
show her the letter.). Simple Future is used in the main clause
CHECK YOUR GRAMMAR
1.	Find the initial forms of the following verbs and make up some sentences with these
verbs:
bought, are, likes, admires, fixed, opens, moved, turned, satisfied, tries, sunbathes, finds,
chose, looks, got.
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away from
next to
to the left of
in front of
PREPOSITIONS
2.	Refer the following sentences to the future and expand on them:
1.	They travel around a lot. 2. They own a house. 3 The Browns like the flat very much.
4. They get on well with their neighbours. 5. They live in one of five flats on the fourth floor.
6. They have the park to stroll in. 7. They bought a house. 8. They had a swing in the garden.
3.	Make up all kinds of questionsfrom these sentences. Let yourfriends answer your questions.
1.	They will move from their old flat in a week. 2. She’ll buy a new flat. 3. They’ll have
a garden in front of the house. 4. I’ll come tomorrow. 5. We shall invite them to the party.
6. They’ll make their house attractive. 7. You’ll admire their house. 8. You’ll see a larger garden
at the back. 9. We shall get on well with our neighbours. 10. Their flat will be on the fourth floor.
4.	Translate the following sentences into English.
1.	Ми будемо общати, коли батько прийде додому. 2. Я гиду гуляти, якщо буде теп-
ло. 3. Якщо я складу тлит, я лощу додому. 4. Я допоможу To6i, якщо у мене буде велений
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час. 5. Якщо ми зум!емо дютати квитки, ми тпдемо ввечер! до театру. 6. Коли я прочитаю
цю книжку, я дам п тобк 7. Я скажу йому про це, коли його побачу. 8. Якщо я встигну
на по1зд, то при’Гду вчасно.
5.	Use the correct form of the verb in the adverbial clauses of time and condition.
1. If you (to translate) the article into English, we shall use it in our report. 2. If you don’t
(to hurry), you will miss the train. 3. If it (to rain), they won’t go to the country. 4. When my
friend (to come) to Kyiv, we shall go to the theatre. 5. What will you be doing when they (to
come) to your place? 6. Don’t forget to switch off the light before you (to leave) the flat. 7.1 shall
be able to translate the text if you (to give) me a dictionary. 8. You will have to work extra hard
if you (to miss) your lessons. 9. Where will you go when you (to come) to London? 10.1 shall lay
the table as soon as you (to wash) the dishes. 11. We shan’t have dinner before mother (to come)
home. 12. The moment they (to see) him, they’ll understand that something has happened. 13. He
will ring you up when he (to come). 14. They will do it when they (to return). 15.1 shall have fin-
ished the letter by the time that you (to come) back. 16. She’ll not go to bed until they (to return).
6.	Practise the specific-to-general or general-to-specific sequences typically signalled by at-
on-in in English for addresses and dates:
..................AT.....................ON..........................IN..................
Most specific	Most general
A. I live at 21 Westwood Blvd. I live on/in Westwood Blvd. I live in Westwood.	Most specific.
I live in London.	Progressively
I live in England. I live in Great Britain.	more general
В Our daughter was born at 6:30 a.m. Our daughter was bom on (a) Friday. Our daughter was born on October 10, (1999).	Most specific.
Our daughter was born in the morning.	Progressively
Our daughter was bom in October. Our daughter was born in 1999. Our daughter was born in the ‘90s.	more general
1. He often goes to the cinema ... the evening. 2. They used to live ... Bakersfield. 3. They
will come ... 9 p.m. 4. They play football... Mondays. 5. We bought our house ... 1995.6. This
style of art was popular ... Europe and America ... the 1920 s. 7. We’ll go to the seaside... July.
8. There are some shops ... the High Street. 9. They had a meeting ... September 8.
7.	A) Say what members of your family will do tomorrow (e.g., I shall go to the University.)
B)	Work in a group of three and make up questions about what your friends will do after
the lessons. Then ask the other groups.
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C)	A GAME: Fortune-teller. Work in a group offour or five. Write on a sheet of paper
one sentence about what will happen to your fellow students in the future. You can
write something realistic orfantastic. Fold the paper over and pass it on to each other.
Then read your fortune (e.g., You will go to the circus next month.)
8.	Fill in prepositions: on, inside, into, to, above, between, in front of, in, out of, under.
1.	Their flat is ... the fourth floor. 2. There is a garden ... the house. 3. There are six
rooms .... 4. They live ... one of five flats ... the sixth floor. 5. She came ... the room. 6.1 go ...
the University every day. 7. They went... the house. 8. There is a picture ... the table. 9. There
is a ball ... the sofa. 10 There is a picture ... the lamp and the door.
9.	Translate the following sentences into English:
A.	1. У мого друга велика квартира. BiH придбав iT минулого року. Квартира йому
дуже подобаеться. 2. Вони пере'щуть у свш новий будинок завтра. 3 Я прийду наступ-
ного дня. 4. Ми в‘1двщуемо своГх родич!в влггку. 5. Я познайомлю тебе з моГми батьками.
6. Ми будемо вивчати англшську мову. 7. BiH купив гарну картину. BiH повюить ГУ над
столом. 8. Вам сподобасться ця книжка. 9. Я ввечер! напишу листа бабусь 10. Ти зможеш
порозум!тися 3i своУми сусщами.
В.	1. Перед будинком знаходиться садок. 2. На другому noeepci е дв! юмнати. 3. Де
твоя юмната? - Праворуч. 4. Повернись л!воруч. 5. В юмнат! с плеть сплыдв i ст1л. 6. На
стол! - лампа. 7. Вони вийшли з будинку i тшли у парк. 8. Парк знаходиться за будин-
ком. 9. Парк розташований м!ж будинками. 10. Увшдпъ до будинку. 11. Поряд з будин-
ком е садок. 12. Пщ столом - м'яч.
С.	1. Я була дуже зайнята. Я зроблю це завтра. 2. Цим л!том я найму юмнату за
MicTOM. Я була там минулого року. 3. Ми завпасмо до вас увечерь 4. Прочитай цю книжку.
Вона To6i сподобасться. 5. Я подивлюсь цей фгльм завтра. Кажуть, що вш щкавий.
10.	It’s an extract from Theatre by W. S. Maugham. Put the verbs in brackets in the appro-
priate tense. The tenses used are Past Simple, Future Simple, Present Simple. Say why
Julia and Michael moved to a house in Regent Park and what kind of house it was.
Think over the way Julia furnished the house.
They still (to live ) in the small flat that they had taken when they (to come) first to
London. Though Juha had been for some time earning a good income it had not seemed worth
to move while Michael (to be) on active service, but now that a baby was coming the flat
(to be) obviously too small. Julia had found a house in Regent’s Park that she (to like) very
much The house (to face) the gardens. Above the drawing-room floor (to be) two bedrooms
and above these two rooms that could be made into a day and a night nursery. Michael was
pleased with everything; even the price (to seem) to him reasonable. Julia had, during the last
four years, been earning so much more money than he that she had offered to furnish the house
herself. They (to stand) in one of the bedrooms. “I (to get) you a nice suite at Maple’s”. “I (to
suppose) I (to use) it much, you know,” he smiled.
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ESSENTIAL VOCABULARY
ROOMS. LAYOUT
bathroom, bedroom, bedsitting-
room/bed-sitter. children’s room,
corridor, dining-room, hall,
kitchen/kitchenette,living-room/
lounge, lavatory/loo, pantry,
study, sitting-room, toilet
PARTS OF A HOUSE
attic, balcony, basement, ceiling,
cellar,chimney, door, fireplace,
floor, landing, papered wall,
roof, stairs, staircase, shutter,
storey .terrace, tiled wall. wall,
window,windowsill
HOUSING ESTATE “
garage, garden, gate, fence, hedge,
lawn
HOUSEHOLD APPLIANCES
AND UTENSILS
broom, carpet brush, coffee maker,
dishwasher, electric (gas) cooker,
electric coffee grinder, fridge, iron,
microwave oven, mixer, stereo, stove,
table lamp/standard lamp, telephone,
TV set, toaster, vacuum cleaner,
video, washing machine
DWELLING
- FURNISHINGS
armchair, bed, bedroom suite,
bookcase, built-in-cupboard,
bunk bed. chandelier, chair, chest
of drawers, china cabinet, coat
rack, coffee table, cupboard, cur-
tain rail, desk, dressing table/stool,
double/single bed, set/su.te of fur-
niture, shelf, sideboard, sofa, stool,
table, wardrobe, wail units (cup-
board base unit, display cabinet
unit, drinks cupboard)
------- DECOR
carpet, clock, curtain, lights and
lamps, knick-knacks, mirror, pic-
ture, rug
KINDS OF DWELLING
block of flats, basement flat, cot-
tage, detached house, multi-storey
building/block of flats, semi-de-
tached house, two-roomed flat
MODERN CONVENIENCES
bath, central heating, chute, elect-
ricity, gas, hot and cold running
water, lift, washbasin
HOUSE/FLATS MAY BE
accessible, attractive, beautiful,
comfortable/comfy, cosy, cluttered,
cramped, interesting, large, pleas-
ant, relaxing, spacious, small,
warm, well-kept, well/poorly fur-
nished; downstairs, upstairs
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Trees: oak, linden, chestnut, fir, pine, willow, ash, maple, poplar, elm, rowan, birch,
coconut palm, cherry, orange, olive, apple, plum, pear.
Flowers: rose, daisy, azalea, snapdragon, pansy, geranium, tulip, daffodil, orchid, carna-
tion, violet, dahlia, chrysanthemum, gladiolus, iris, tiger lily, white trumpet lily, water lily.
Wild Animals: lion, tiger, leopard, elephant, rhinoceros, hippopotamus, bear, polar bear,
zebra, camel, giraffe, deer, koala bear, kangaroo, monkey, fox, wolf.
Pets: puppy, dog, kitten, cat, hamster, guinea pig, rabbit, goldfish.
Domestic Animals and Birds: bull, cow, calf, pig/sow, piglit, hen/chicken, chick, horse,
foal, goat, kid, sheep, lamb, turkey, duck, goose.
Birds: swan, crane, gull, crow, eagle, owl, peacock, pigeon, swallow, parrot, sparrow.
Phrases and Word Combinations
To rent a flat/house - to regularly pay money to live in a house or flat that belongs to
someone else. E.g.: We rent our flat from an old retired couple.
To own a house - to have something. E.g.: Who owns that beautiful house?
It’s a dream of a flat/house - the flat / house you really want.
A housewarming - a party that you give to celebrate moving into a new house. E.g.: They
have their housewarming on Friday.
To have good taste - make good judgements. E.g.: Helen has good taste and every visitor
to the home admires its decor.
To be satisfied with - pleased because something has happened in the way that you want.
E.g.: Helen is not entirely satisfied with her home.
A blessing in disguise - something that seems to be bad or unlucky at first, but which you
later realise is good or lucky.
To be within easy reach of something -within a distance that you can easily travel.
E.g.: The shops are within easy reach.
To look over a park. To move to/into a new flat/house. To furnish a room. To open /close
the door (the window, etc.). To turn on/off the water (gas). To switch on/off (turn on/off) the
light (the radio, etc.). To clean something with a vacuum cleaner.
SOUND AND INTONATION PRACTICE
Vowel and consonant practice in sentences
I don’t care whether I live upstairs or
downstairs.
House and home.
Trifles make perfection, and perfection
is no trifle.
The Smiths keep themselves to themselves.
[ai 'daunt 'ксэ wedar ai 'liv,Apst£az|
□•'daunsteaz]
['havs and ,havm]
['traiflz meik pa'fekfnland pa''fekfn
iz 'паи ,traifl]
[da ’smiOs *ki:p damselvz ta dam,selvz]
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VOCABULARY ACTIVITY
1.	Select the odd word that does not fit into a list, giving reasons for your choice.
A.	Sideboard, lounge, cupboard, bookcase.
B.	Study, cellar, living-room, dining-room , kitchen.
C.	Ground floor, basement, stairs, backyard.
D.	Electricity , gas, gas-stove, chute.
E.	Bookcase, chair, wardrobe, bed-sitter, bunk bed.
F.	Carpet, attic, rug, curtain, knick-knacks.
J.	Coffee maker, coffee grinder, toaster, balcony, mixer.
H Block of flats, house, building, flat, cottage, cellar.
I.	Accessible, ceiling, comfy, cosy, cluttered, cramped
2.	Fill in the blank with the vocabulary word that best fits the meaning of each sentence:
fridge, picture, carpet, telephone, vase, bed, wardrobe, door, chest of drawers, curtain,
chair, stove, desk, lamp, cupboard, sink.
I In the hall there is a .... a and a ... 2. There are ... on the wall.
3. On the floor there is a .	4 There are ... on the table. 5. In the bedroom there is a ..., a ...
and a ... . 6. There are white ... on the window. 7. Under the window there is a .... 8. In front
of the desk there is a ... . 9. There is a ... above the picture. 10. In the kitchen there is a ..., a ...,
some... and a ..
3.	Learn to choose the correct word.
A.	Word choice, house, collage, bungalow, flat, bed-siller, mansion, palace, home.
A house is a building for people io live in, and is usually built on more than one level
(storey).
A collage is a small, old house, especially in the country, and a bungalow is a house built
on only one level.
A sei of rooms (including a kitchen and bathroom) within a larger building is a flat, and
a small one-room flat is called a bed-silter.
A large grand house is called a mansion, or (if it belongs to a king or queen) a palace.
The place where you live is your home, whatever type of house it is.
1 After the party, we went to our ... . 2. They divided the house into ... .3. They lived
in a ..in the country. 4. A lot of students live in flats and .... 5. It was a late eighteenth-cen-
tury ... 6. The Queen appeared with her family on the balcony of the ... .7. They dreamed of
buying a little ... in the country 8. They built a block of ... . 9. I left my bag at ... . 10. The
nobles of Floience built splendid ...
B.	Word choice: comfortable, convenient.
Comfortable - having or providing comfort.
Convenient - suited to one's needs.
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1.	It’s a ... chair. 2. She has a ... flat in London. 3. I’m afraid this isn’t a very ... time. 4. The
hotel was large and .. . 5. The train is ... - the service to London is fairly quick. 6. Are you ...
on that hard stool? 7. Will three o’clock be ... for you?
4.	Spelling Bee.
5.	Say what you have in your kitchen, living-room, bedroom and hall.
6.	Draw a vocabulary map by grouping the words under the following headings: House.
Flat.
7.	Describe your friend's (or neighbour’s) flat. Use the essential vocabulary.
8.	Translate the following sentences into English:
1.	Вчора моя сестра купила Hoei мебль 2. Ми живемо в багатоповерховому
будинку. 3. Завтра у нас новосшля. Ми переТжджаемо на нову квартиру. Це квартира з
уама зручностями: з газо-, водо- i електропостачанням. 4. У нас велика i затишна
квартира. 5. Де батько? - BiH у кабшеп. 6. У мого друга е великий будинок за MicroM. У
ньому два поверхи. Поряд з будинком е гараж. Перед будинком - невеличкий сад На
першому noeepci знаходяться кухня, {дальня, впальня. На другому поверс! - дв! спальнь
Клмнати дуже зручнь 7. Вщкрий вшно та вимкни газ. 8. Треба почистити килим пило-
сосом. 9. Я наймаю квартиру в центр! М1ста. 10. Це - мр!я, а не квартира. 11. Магазини роз-
ташоваш близько вщ дому. 12. Наша нова квартира тепл!ша i затишшша. Та квартира
була холодна i вогка, тому ми переТхали. Тож лихо не без добра.
9.	Make up short stories about your / your friends’ flat / house using the essential vocabu-
lary.
10.	Match the adjectives in Line A with the fitting nouns in Line B.
A. Stripy, blotchy, hairy, wooly, clumsy, dreadful, prickly, funny, slow, grey.
B. Elephant, crocodile, hedgehog, tortoise, monkey, rhinoceros, zebra, camel, leopard,
baboon.
11.	Insert the necessary word: mice, cat, dogs, hares, sheep, horse, bird(s) (2), hen, fish.
1. Barking ... seldom bite. 2. Better an egg today than ... tomorrow. 3. Better a small ...
than an empty dish. 4.... of a feather flock together. 5. Don’t look a gift... in the mouth. 6. The
early ... catches the worm. 7. Every family has a black ... . 8. If you run after two ... you’ll
catch none. 9. When the ... is away, the ... will play.
12.	Animal Idioms. How well do you know these “animal” idioms? Choose A, В or C as the
best explanations. Consult a dictionary.
1.	I’ve got a frog in my throat.
A. I keep having to clear my throat. B. I’ve got a sore throat. C. Something I’ve eaten is
stuck in my throat.
2.	Mary has got butterflies in her stomach.
A. She’s feeling nervous. B. She’s got indigestion. C. She feels sick.
4 В. Янсон
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3.	That vase ts rather a wh'te elephant.
A. It’s old and very valuable. B. Even though it was probably quite expensive, it’s useless.
C. It’s big and simple design.
4	He chickened out of climbing the tree.
A. He refused to climb the tree. B. He apologized for not being able to climb the tree. C.
He decided not to climb the tree after alt, because he was afraid to.
5	David drives at a snail’s pace.
A. David drives in the middle of the road. B. David drives very carefully. C. David drives
very slowly .
6.	There is something fishy about him
A. He smells. B. He likes swimming. C. There is something about him that I don’t entirely trust.
7.	You look very sheepish.
A. You look terrified. B. You look ashamed of yourself. C. You look warm.
8.	The little girl shed a few crocodile tears.
A. She shed big tears. B. Her tears were not real tears of sorrow. C. She was crying
because she was angry.
9.	I haven't been to the cinema for donkey’s year.
A. I haven't been to the cinema for a few years. В. I haven't been to the cinema for many
years. С. I haven’t been to the cinema for ages.
10.	Jane thinks she's the cat’s whiskers
A. Jane’s too self-important. B. Jane’s shy. C. Jane's mad
V 01 Э 6 9'8 '97. Э 9 ЭТ ЭТ 9T V c VI
Q Text
THE SMITHS’ AND THE BROWNS’ HOMES
Mr and Mrs Smith have a two-storeyed semi-detached home in a pleasant suburb of
Birmingham. It is very nice and quiet there. The houses and the surrounding scenery seem to
blend into each other. The Smiths bought their house twenty years ago, or rather, the bank
bought it for them. They must pay the bank back. Charles and Mary are very fond of this
house as it is the home of their childhood. However, Helen is not entirely satisfied with it, she
likes buildings that have character. To compensate, she lakes great pains to make Number
Sixty-Two, Heath Gardens, as interesting and attractive as possible. She has good taste and every
visitor to the home admires its decor. The house is always in apple-pie order. It is surrounded by
tall evergreen hedges. In front of the house there is a small garden with two large forsythia
bushes that flower in spring and some potted plants dotted about the yard in various corners. At
the back there is a large garden. This has an apple-tree and a pear-tree, plus several firs. Helen
likes to sunbathe here in summer. The Smiths often dine alfresco in warm summer evenings.
When the children were little they had a swing in this garden and John fixed them up with a
platform in the apple tree. Inside, there are six rooms - a lounge/dining-room and a kitchen
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downstairs, and four bedrooms upstairs. There is also a bathroom and toilet. The walls are cov-
ered with good wallpaper. They’ve got a parquet floor and an electric fire. The rooms are light
and spacious.
Because they travel around so much Ally and Peter Brown don’t find it practical to own
a house. Instead they bought a flat in London. They chose London because it is pretty acces-
sible from any place in the country. Their flat is a comfortable size. It has three bedrooms, a
large bathroom and a kitchen which opens onto the living area.
The Browns like this flat very much. It looks over a park and the shops are within easy
reach. They find it a very relaxing place. They also get on well with their neighbours. Their
block is four-storeys high and they live in one of five flats on the third floor. The building is
not very old. The Browns bought their flat five years ago. They moved from their old one
because it was damp. It turned out to be a blessing in disguise. It is warmer, the neighbours are
friendlier and they have the park to stroll in. Judy also likes living there.
CULTURE CONTEXT
1.	Forsythia is a bush that has yellow flowers on it in spring before the leaves have grown.
2.	A house is a building for people to live in, and is usually built on more than one level (storey).
3.	A cottage is a small, old house, esp. in the country.
4.	A detached house is not connected with any other building.
5.	A semi-detached house is one of a pair of joined houses.
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READING AND SPEAKING ACTIVITY
1. Read and translate the text. Answer the following questions.
1.	Where do the Smiths live? 2. Do they own a house or a flat? 3. When did they buy their
house? 4. Are they fond of their house? 5. Is Helen satisfied with her house? 6. What kind of
buildings does Helen like? 7. Why does every visitor to their home admire its decor? 8. What is
there in front of the house? 9. What is there at the back of the house? 10. What do the Smiths
like to do in the garden? 11. How many rooms are there in their house? 12. Do the Browns own
a house? 13. Why did they choose London to live in? 14. What kind of flat do they have? Where
is it situated? Why did it turn out to be a blessing in disguise?
2.	Confirm or deny the statements.
1. The Browns live in a detached house. 2. They bought their house twenty years ago. 3. Mary
doesn’t like her house. She is not satisfied with it. 4. In front of the house there is a green lawn.
5. The Browns live in Birmingham. 6. The Browns’ flat looks over a square. 7. The Browns
don’t get on well with their neighbours.
3.	Describe the Smiths' house and the Browns'flat. Discuss with your fellow-students their
differences and likeness.
4.	Make short conversations in the following situations:
1.	You meet Mr and Mrs Smith. They don’t know much about this country and the way
of life of its people. Tell them what sort of flats our people usually have. Describe your flat to
them.
2.	Mrs Smith wants to improve the appearance of her house. Ask her whai changes she
wants to make.
5.	Minitalks: 1. My dream house. 2. An ideal flat. 3. A family moves to another flat. 4. A fa-
mily buys a new set offurniture. 5. A city family moves to a country house.
6.	Describe your room/flat to your friends. They must draw the picture of the room/flat.
Then compare the drawings.
ENVIRONMENTAL THINKING
LIFE STYLE
1.	Skim through the following passage to get its general idea.
2.	Summarize the information given in the passage about Emma Falcon.
3.	State briefly in some sentences what Emma thinks about family life.
4.	What is Emma’s calling? What do you think of Emma? Is she an interesting person?
Give your reasons.
5.	Are there any animal shelters and animal hospitals in this country? Do you think a gov-
ernment should make laws to protect the rights of animals? Motivate your answer.
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6.	Do you agree that people who are
cruel to animals should be punished?
Emma Falcon, Ally’s mother, is 65. She
is her husband’s age. Emma is a short, slim
woman with dark curly hair and dark eyes.
She is even-tempered and full of common
sense. She is a retired medical nurse. Before
her daughter was born Emma was very
career-oriented. But then her daughter became
an immediate priority. Emma was in the habit
of saying: “My family comes first, my work
second”. She doesn’t understand young mar-
ried women saying that they feel that their
freedom is limited. She finds it difficult to
accustom herself to the new ideas of younger
people.
Emma keeps her family safe and sound. She believes in fresh air and exercise for every-
body’s health. The woman spends much time out-of-doors working in the garden or walking in
the park. She comes fresh from long hours in the open air Emma often visits Jill Brown. They
both enjoy each other’s company. The women love their granddaughter, Judy passionately.
They cannot refuse her anything.
Emma is fond of animals and birds. She likes to cite G.Eliot: “Animals are such agreeable
friends - they ask no questions, they pass no criticism". Emma has a cat in the house. The cat’s
name is Blacky. It is fluffy and beautiful and funny. It likes to sleep in the daytime and walk at
night. In summer Blacky suns itself in the garden.
Emma found it in the street and brought it home two years ago. The cat was little and
weak. Emma has looked after it. And Blacky has grown quite a lovely cat. Emma adores it.
Emma is a very kind and warm-hearted woman. She follows her calling and helps people
and animals.
CONVERSATIONAL FORMULAS
INVITING. ACCEPTING. REFUSING
1.	Listen to the dialogue.
2.	Read the dialogue. Copy the melody.
3.	Make up your own dialogues. Invite your friends to your house-warming party.
-	We’re having a party next Saturday night! Can you come?
-	I’d love to! That sounds great’ I’d love to!
-	We’re having a party! I hope you can come!
-	That sounds nice! I’d love to! Sounds great! Sounds good! Sounds like fun! I’d love to!
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Dialogues
ARRANGING THE HOUSE
Ally: Give me a hand with this table, Peter. I want it over there by the settee
Peter: I think it is better under that picture by the armchair.
Ally: No. I only hung it on the wall because it was in the way on the floor.
Peter: You hung it askew.
Ally: We can arrange the pictures when all the furniture is in place.
Peter: All right. Where do you want the piano to go?
Ally: I want it in the corner. And put these knick-knacks on the table. They help to furnish.
Peter: Where did I put my big screwdriver? It’s not in the toolbox and I want to tighten up
these loose screws on the door hangers.
Any: You had it in your hand when you went into the kitchen just now. Perhaps you left it
there.
Peter: Yes, I think I put it down on the shelf above the sink. I’llgo and fetch it.
Ally: Pass me that brush behind the chair before you go: and take your tools off that nice
polished table. You’ll spoil all our furniture before you finish.
Peter: I must put them somewhere. And where is the cat? You didn’t shut him outside last
night, did you? He’ll get lost.
Ally: No, he’s definitely inside the house. I expect he’s fed up with all the fuss and noise.
He’s probably in a cupboard somewhere. He wants to sleep.
Peter: That’s just what I want to do. I’m tired of it all as well.
FLATS AND HOUSES
Ally: I think living in a flat is much more preferable to living in a house.
Helen: Really? I’m afraid I can’t agree with you there. I prefer houses, because they general-
ly have more rooms.
Ally: That’s all very well, but the rooms in houses are often smaller and less conveniently
arranged than in a flat.
Helen: There’s something in what you say, of course, but modem houses have a nice layout.
Besides, don’t forget that most houses have a garden where one can relax and the chil-
dren can play in safety. Living in a flat must be like living in a box.
Ally: Nonsense, Helen! Modern flats often have balconies and there are lawns and gardens
near the buildings. Houses are all very well, but they’re much harder to keep clean than
flats.
Helen: I disagree with you, but I won’t argue. I think the worst thing about flats is that they’re
so noisy, their thin walls let the sound through.
Ally: That’s simply not true.
Helen: Well, I prefer houses.
Ally: Tastes differ, you know.
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HOUSEHOLD CHORES
Mary: Hi, Ann! How’s life?
Ann A bit hectic at the moment. Having a large family means doing much work about the
house.
Mary: I don’t know how you cope with looking after the family and doing a full-time job.
Ann: Oh, it's not easy. Of course, we do all the housework together. I do all the cooking and
washing, and Nick does the cleaning. It’s my children's duty to wash the dishes. But
they often argue about who should do it.
Mary. 1 know you like to have everything in apple-pie order.
Лии. You know, my surroundings are very important to me. I like to have my possessions
arranged nicely around me. Nick is helpful. He never does anything by halves. If he
starts something you can be sure that he will finish it and produce excellent results.
He's a handy man.
Mary: Do you have any free time I wonder?
Ann: Oh, this work allows me no free time, I'm afraid. They say, a woman’s work is never done.
Mary: I see. The trouble with your day is that you have too many activities crowded m
* * *
1.	Listen to the dialogues. Practise Ally's intonation in orders and requests; Ally's intona-
tion contrasting Helen's approach to houses; Mary's intonation in questions. Define the
intonation means for expressing contrast, surprise, interest.
2.	Read and translate the dialogues. Make up short stories on the basis of the dialogues.
3.	Enact similar dialogues.
4.	Make up your own dialogues on the following situations:
1.	You’re helping your friend to move into a new house 2. Talk about any room you've
seen and which impressed you.
WRITTEN PRACTICE
1.	Write to the landlady to say that you would like to rent her fiat. Follow the model:
8 Mill Street,
London
1 May 2002
Dear Mrs Smith,
following our conversation I would like to confirm that I am interested in renting your flat
for one year from I June 2002 to I June 2003 at 140 £ per month.
Yours sincerely,
Peter Blair
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2.	You have to go out for half an hour. Write a message to leave on your door for a friend
who is arriving today. Follow the model:
10:00
Gone out. Be back at 10:30.
Key with next door No 35.
Make yourself at home.
Helen
3.	Read the following text to yourselves. Name some reasons for people’s love of houses.
(Do the task in writing).
Almost everybody in Britain dreams of living in a detached house; that is. a house which
is a separate building. The saying “An Englishman’s home is his castle” is well-known.
A large, detached house not only ensures privacy. It is also a status symbol At the
extreme end of the scale there is the aristocratic “stately home” set in acres of garden. Of
course, such a house is an unrealistic dream for most people. But even a small detached house,
surrounded by a garden, gives the required suggestion of rural life which is dear to the hearts
of many British people.
Most people try to avoid living in blocks of Hats (what the Americans call “apartment
blocks). Flats, they feel, provide the least amount of privacy. With a few exceptions, mostly in
certain locations in central London, flats are the cheapest kind of home. The people who live
in them are those who cannot afford to live anywhere else.
Only 20" о of the country’s households live in flats of any kind.
(From Britain by J. O’Driscoll)
4.	Write a letter to your English friend about your house /flat.
S.	Comment upon the following proverbs or make up short stories ofyour own illustrating
their moral:
East or West, Home is Best. There is no Place like Home
Q Text
From CROME YELLOW
by A. Huxley
The house basked in full sunlight How ripe and rich it was. The doot stood hospitably
open. Denis left his bicycle near the wall and walked in He look nobodv by surprise: there was
nobody to take. All was quiet. Denis wandered from room to empty room. He looked with
pleasure at the familiar pictures and furniture, at all the little untidy signs of life that lav scat-
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tered here and there. He was rather glad that they were all out; it was amusing to wander
through the house.
There was the long gallery, with its rows of pictures. Its Chinese sculptures, its dateless
furniture. There was the panelled drawing-room, there the huge arm-chairs stood. There was
the morning-room, with its pale lemon walls, its mirrors, its modem pictures. There was the
library, cool and dark, booklinedfrom floor io ceiling. There was the dining-room, with its great
table, its eighteenth-century chairs and side board, its eighteenth-century pictures - family
portraits.
On the table in the morning-room he saw his own book of poems. What tact! He picked
it up and opened it and read some lines at hazard. Then he put it down again.
Mrs Wimbush’s boudoir was in the central tower on the garden front. A little staircase
corkscrewed up to it from the hall. Denis mounted, tapped at the door. “Come in.” Ah, the host-
ess was there.
> Notes:
To bask in full sunlight - to enjoy sitting or lying in the heat of the sun.
To take somebody by surprise - to happen unexpectedly.
A morning-room - old-fashioned - a comfortable room that is used in the morning, usu-
ally in a large house.
A boudoir - old use - a woman’s bedroom or private sitting-room.
* * *
1.	Read and translate the text. Pick out the words in the text, which may be grouped under
the heading: House. Furniture.
2.	Make up sentences illustrating the meaning of the following phrases:
to bask in full sunlight, to wander through the house; booklined from floor to ceiling; at
hazard; to take smb by surprise.
3.	Listen to the text. Read it aloud. Copy the melody. Answer the questions.
1.	Did Denis take anybody by surprise? 2. Why was he glad that they were all out?
3. What rooms were there in the house? 4. What did he see on the table in the morning-room?
5. Where was the hostess? 6. Was Denis the host of the house? 7. What was his occupation?
8. Was it his first visit to the house? Why do you think so?
4.	Give a short summary of the text. Use the topical phrases which are helpful to sum the
idea up. Follow the model:
At the beginning of the text the author introduces (describes) ... Then (further on) the
author portrays (depicts, mentions)... The concluding sentence of the text is .... The text ends
in the description....
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UNIT 3

DAILY PROGRAMME
GRAMMAR Study the following
PRESENT PROGRESSIVE
I am study ing. (I’m)	Am I study ing?	I am not studying	Am I not studying?
He is study ing (she) (He's)	Is he studying? (she)	He is not studying, (she)	Is he not studying? (she)
We are studying, (you, they) (We're)	Are we studying? (you. they)	We are not studying, (you. they)	Are we not studying? (you. they) Aren't we studying?
> Notes: Usage: 1. Event / action in progress (He is going to the University now); 2. Tem-
porary activity (She is living with her parents); 3. Repetition or iteration in a series of similar
ongoing actions (The child is kicking his ball in the yard); 4. Express future /when event is
planned/ (They are arriving tomorrow); 5. Emotional comment on present habit (They are
always quarrelling)'.
PAST PROGRESSIVE
I was studying.	Was I studying?	I was not study ing.	Was I not studying?
He was studying (she)	Was he studying? (she)	He was not studying, (she)	Was he not studying? (she)
We were studying, (they, you)	Were we studying? (they, you)	We were not studying, (they, you)	Were we not studying? (you. they)
> Notes: Usage: 1. An action in progress at a specific point of time in the past (She was
working in the library at 6:30 this evening); 2. Past action /simultaneous with some other event/
(The children were doing their homework when their father came home); 3. Repetition or iter-
ation in some ongoing past action (The child was coughing all night long).
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FUTURE PROGRESSIVE
I shall / will be studying.	Shall / will 1 be studying?	I shall / will not be studying.	Shall / will I not be studying?
He will be studying, (she)	Will he be studying? (she)	He will not be studying, (she)	Will he not be studying? (she)
We shall 1 will be studying.	Shall /will we be studying?	We shall / will not be studying	Shall / will we not be studying?
You will be studying, (they)	Will you be study ing? (they)	You will not be studying, (they)	Will you not be studying? (they)
> Notes: Usage: 1. An action that will be in progress at a specific time in the near future
(She will be working in the library at 9 a.m. tomorrow); 2 Duration of some specific future
action (He will be working at his book for the next two years).
SPELLING RULES
The following spelling rules should be observed in the formation of Participle 1:
1.	The mute -e is dropped before adding the suffix -ing.
To take - taking
2.	The final consonant is doubled (before the suffix -ing) if it is preceded by a
vowel expressing a short stressed sound.
To get  getting
3.	The final -I is doubled if it is preceded by a vowel expressing a short sound.
To travel - travelling
4.	In the verbs to die. to lie and to tie the letters -ie are replaced by -y before
the suffix -ing.
To die - dying, to lie - lying, to tie - tying.
5.	The final -y is not changed before adding the suffix -ing no matter whether it is preceded
by a consonant or by a vowel.
To say - saying, to dry - drying.
6.	The letter -r is doubled if the final syllable is stressed.
To prefer - preferring, to offer - offering.
CHECK YOUR GRAMMAR
1.	Write what people often do and what they are doing now. Use the following words:
A) Jack Smith, Helen, Mary, Charles. Peter, Judy, Ally;
Bi go, write, translate, do, jog, look, have breakfast, enjoy, sit, play, put, discuss, spend,
read, travel.
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2.	Refer the following sentences to present, past andfuture progressive and expand on these
sentences:
1. He jogs round the park. 2. He goes home for a shower and breakfast. 3. He has his
free period. 4. She marks homework and prepares lessons. 5. They sit and enjoy a conversa-
tion. 6. The teachers discuss their pupils. 7. He leads an assembly himself. 8. They do it them-
selves. 9. She writes a letter.
3.	Ask your friend about what he /she was doing at 5 o’clock yesterday, and what he /she
is doing now.
4.	Translate the following sentences into English. Use the present, past or future progres-
sive tense:
1. Вони зараз сныають. 2. Де тв>й брат? - BiH у своТй юмнатк BiH викону е домашне
завдання. 3. Вона читала книгу, коли я прийшов додому. 4. Дпи будуть спати. коли ми
повернемось. 5. Олена зайнята. Вона прибирае квартиру. 6. Хтось чекае вас у коридорг
7 Де дгги? Вони грають в садку. 8. Говорггь англшською мовою. У нас зараз урок
англшсько’Г мови. 9. Куди ги йдеш? - В шститут. У нас сьогодш два заняття. 10. Що
робить Джон? BiH читас казку. 11. Завтра вранщ о шостш годин! вона буде працювати
вдома. 12. Увечор! о тв на шосту ми будемо дивитися юно. 13. Коли дни повернулися 3i
школи. мати ще готу вал а общ. 14 Коли вони обговорювали це важливе питания, до
каб!нету увшшов директор.
5.	It’s an extract from Theatre by W.S.Maugham. Put the verbs in brackets in the appropri-
ate tense. The tenses used are Past Simple, Present Progressive, Future Simple. Say
what Julia’s occupation was and why it was important for her to have a short nap after
lunch.
There (to be) a knock at the door.
“Come in," (to say) Julia.
Evie (tu enter).
“(To go) you to bed today? She (to see) Julia sitting on the floor surrounded by masses
of photographs. “Whatever you (to do)?"
“Dreaming”.
“Come on now. or you (to be) tit for nothing tonight. I (to clear) up all this mess”.
She (to bustle) Julia upstairs. When she (to have) no matinee Julia (to go) to bed for a
couple of hours in the afternoon and then (to have) a light massage. She (to undress) now and
(to slip) between the sheets.
She (to sleep) soundly till Evie (to come) to awake her because the masseuse (to be) there.
MODAL VERBS
The verbs below are all modal verbs They are used as helping verbs with another verb to
change its meaning in some way. The lists tell you what the verbs mean, and how to use them.
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power	She can speak English. I could skate when I was five. I was able to lift the bag.	
permission	Can we go for a walk now, please? Could I turn the radio down? You may go home now. Might I open the door?	CAN is the most common word. COULD, MAY and MIGHT are more polite ways of asking for per- mission.
requests and suggestions	Can you open the window, please? Could you give me the book, please? Shaft we stay in tonight?	COULD is more polite than CAN. SHALL is usually used with I and we.
necessary	I must be off now - it's late. Do you have to/Have you got to go? I had to get up early yesterday. Need I do it? What am I to do?	
not necessary	I didn't need to/needn't have put on my thick coat. You needn't come until 10.00.	DIDN'T NEED TO/NEEDN’T HAVE means that it wasn't neces- sary to put my coat on, but I did.
right or wrong	You should/ought to be ashamed of yourself. I should't have/oughtn't to have done that.	SHOULD/OUGHT TO are used for actions which are thought to be good or right; MUST or HAVE TO for necessary actions. SHOULDN'T/ OUGHTN'T TO are used for actions which are thought to be bad or wrong, NEEDN'T for unneces- sary actions.
commands	You mustn't tell him. You must keep it secret. You are not to go. You are to stay here.	
certainly/ certainly not	You must be unwell. He can't be tired. They must have gone home. They can't have left the place.	CAN'T and CAN'T HAVE are the opposites of MUST and MUST HAVE in this meaning.
future	It will snow tomorrow. We shall come next week.	SHALL is usually used only with I and we, and is becoming less common than WILL.
perhaps	It may/might ram tomorrow.	MIGHT makes something sound less likely than MAY.
past	We used to work together. We would often go to the cinema together.	WOULD can only be used to describe a repeated action.
brave enough	How dare you say that! I daren't go there again.	
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CHECK YOUR GRAMMAR
I. A. Read the following words and word combinations and say what you /your friend can
do and what you /your friend can't do.
Play the piano, play tennis, swim, ride a bike, speak English, speak French, make tea.
plaj chess
B.	Tell us about the talents in your group. Say what sort of group you are (musical,
sport}’...).
3.	Speak polite English with your friends. Use the following verbs: MAY, CAN, COULD.
You want to: speak to your friend (on the phone); help him/her; close the door; have
another cup of tea; open the window; have his/her pen; come in; ask him/her a question.
4.	Say what a child should /shouldn 7 do: a) to be safe at home; b) to be safe in the road.
Close the window; turn the gas off; turn the gas on; put the knife in the drawer; turn the
water off; dose the door; play with matches; open the window; open the door; play a noisy
game.
Cross the street at the crossing; cross the street when the light is green; cross the street
when the light is red; first look right when he crosses the street; first look left when he crosses
the street, play football near a busy road; wait for traffic to pass.
5.	Choose between MUSTN' T and SHOULD. Motivate your choice.
1. Danger! Thin ice. You ... go there. 2. Poison! You ... drink this. 3. You ... put litter in the
bin. 4. You ... give up your seat to old people. 5. You ... keep your town tidy. 6. You ... come
in time. 7. It’s cold. You ... open the window. 6. You ... interrupt me 9. It's dark. You ..
switchoff the light. 10. It’s getting dark, You ... leave the house. 11. You ... make a noise. The
children are asleep. 12. You .. work hard to make good progress. 13. He ... do it. It’s dan-
gerous. 14. You ... tell them the truth. 15. You ... do it right now. Never put off till tomorrow
what you can do today.
6. Read and remember the following:
Each modal verb expresses some degree of prediction:
(Possibly) weak, outside chance	It (could, might) rain tomorrow
(Perhaps) stronger chance:	It may very well rain tomorrow
(Probably, likely) strong chance: It probably will rain tomorrow
(Certainly) certainty:	It will rain tomorrow.
Express (using a modal verb) the following situations with the degree of prediction
suggested by the context.
1. There’s a 30 percent chance of rain tomorrow. 2. There’s an 80 percent chance of rain
later today. 3 The probability of good weather this coming weekend. 4. The probability of
man’s landing on Mars during the next 20 years.
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7. Make inferences (guesses) about current states /situations. Give a modal paradigm, e.g.:
Someone’s knocking at the door. Weak inference:	That could/might be Jack.
Stronger inference:	That may be Jack.
Strong inference:	That should be Jack.
Very strong inference:	That must be Jack.
Absolute certainty in making an inference (rare):	That will be Jack.
React to the following situations (using a modal).
1. Student X is not in class today. 2. Student Y is falling asleep/is thinking of something
else. 3. Student Z is not listening to the teacher.
8. Translate the following sentences from Ukrainian into English.
1. Вона BMie плавати. 2. Вона вже вмша плавати, коли була маленькою дитиною.
3. Зачини BiKHO, будь ласка. 4. Ми повинж зробити це зараз. 5. Ми ловинHi були зро-
бити це вчора. 6. To6i не треба робити цього зараз. 7. To6i не треба було робити цього.
8. Вам слщ зробити це зараз. 9. Вам не слщ було приходите сюди. 10. Ви, мабуть,
втомилися. 11. Мабуть, завтра буде дощ. 12. Ми колись працювали разом. 13. Вони
колись були друзями. 14. Ми колись часто ходили до театру. 15. Я не наважусь зробити
цього ще раз.
PHRASES AND WORD COMBINATIONS
To get up (early), brush one’s teeth, take a cold shower, put on clothes, have breakfast (din-
ner, supper), go on foot, walk, go by bus (tram, trolley-bus), be busy doing something, be busy
with/over/at something, prepare lessons, call at a place, call on somebody, call for somebody
watch TV, listen to the news (radio), have a short rest. It takes her (him...) an hour (half an
hour...) to get to some place.
To be in charge (of) - to be the person who controls or is responsible for a group of peo-
ple or an activity. E.g.. John is in charge of a class as well as being a foreign languages teacher.
To mark homework - to read a piece of written work and put a number or letter on it to
show what standard it is. E.g.: John marks homework and prepares lessons in the afternoon.
Close at hand - near in time or space. E.g.: John always has a funny story, a reading from
the Bible and a number of his favourite hymns close at hand.
To queue (for) - to form or join a line of people or vehicles waiting to do something or
go somewhere. E.g.: John keeps his pupils orderly as they queue for the bus home.
To be over - to end. E.g.: The lesson is over.
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Unit 3
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ESSENTIAL VOCABULARY
PARTS OF DAY
(in the) afternoon, evening,
morning, (at) night
MEALS
I at) breakfast, brunch, dinner,
lunch, supper; meals
DAYS
(on) Sunday, Monday, Tuesday.
Wednesday, Thursday
Friday, Saturday.
A week day, a day off.
A five-da} working week.
TIME OF DAY (GB)
(at) 7.00 seven o’clock
8.15 a quarter past eight
9.45 a quarter to ten
4.30 half past four
5.10 ten (minutes) past
five
6.25 twenty-five (minu-
tes) past six
9.57 three minutes to ten
10.30 ten thirty
12.00 twelve o'clock=
midday/noon
24.00 midnight
DAILY
PROGRAMME
DAILY ROUTINE
the day-to-day life of
people, doing one’s
morning exercises,
washing oneself, making
one’s bed and doing
one's room, having one’s
working hours, spare/
leisure/free time
MONTHS
(in) January, February,
March, April, May, June,
July, August, September.
October, November,
December
HOUSEHOLD DUTIES
to prepare (cook, make),
breakfast (dinner), make
coffee (tea...), lay the
table, clear something
away, clear the table,
wash the dishes, wash up
tidy up the room, do the
room (flat, house),
give the house a special
clean, clean the room
(window), sweep the
floor, iron linen, press
clothes, do the shopping/
the ironing/ the washing
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SOUND AND INTONATION PRACTICE
Vowel and consonant practice in sentences
Who’ll do the rooms?	['hud 'du: da 'ru:mz]
Trudie is too busy doing the rooms.	['trwdi iz 'tu: 'bizi ,du:ir) da ,ru:mz]
I’ll turn in early.	[ail Чз:п in 'з:к]
I had a white night.	[ai heed a 'wait ,naitj
Tony oughtn’t to stay out late.	[’tavni *o:tnt ta stei 'avt ’leit]
VOCABULARY ACTIVITY
1. Remember the following.
There is no simple rule for when to use make or do. Generally you make something that
did not exist before.
E.g.: You make lunch / trouble /peace / a noise / a plan / a joke / a mistake / a speech / a
promise.
But other verbs are used in phrases like these: I asked a question. He gave an answer. We
nearly had an accident.
Make is also used when someone or something is changed in some way.
E.g.: She made him comfortable. He made a success of it. They made friends. How much
money did he make?
But they did a lot of harm/damage.
When travel is involved, it is safer to use go.
E.g.: They went shopping / for a picnic / on vacation / on a trip.
But you can also say: They did the shopping and they made a trip to Boston.
You do other actions. E.g.: They did some exercises / some research/ a test/ the TOEFL
exam. Would you do me a favour?
But you make fun of someone, make use of something, and make an effort /attempt /start.
Sometimes you would use take instead - you take a class/ take a look at something / take
a ride on something.
Do is especially frequent with words that describe work and activities, often ending in -
ing. E.g.: Her husband does all the shopping and cooking.
You make someone do something. E.g.: The police officer made them empty their pockets.
However, you do use to for the second verb when you are writing or speaking in the pas-
sive tense. E.g.: They were made to empty their pockets.
Choose the correct word.
1. I’m going to ... a cake for his birthday. 2. Have you ... your homework yet? 3. She ,..
aerobics three times a week. 4. Did you ... this dress yourself? 5. It’s a pleasure to ... business
with you. 6. The car is ... in Japan. 7. We ... a shelter from leaves and branches. 8. It’s your
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turn to ... the washing. 9. Shall I... you a cup of coffee? 10. She spends ages ... her hair in the
mornings. 11. Who ... those marks on the wall? 12. The children are ... very well at school.
13.1... French for 5 years. 14. It’s time to ... a decision. 15. He ... some mistakes in his dictation.
16. A break will .. you good. 17. The car ... 120 mph. 18. His one aim in life is to ... money.
2. Read and remember.
Call at something.
Call on somebody - to visit.
Call for somebody - to meet someone at their home in order to take them somewhere.
Choose the right word.
1.	We decided to call ... James on the way home. 2. I’ll call ... you at 8 o’clock.
Then we’ll go to the theatre. 3. I called ... the drycleaner’s to collect your suit. 4. We went to
pay a call ... some people I used to know. 5. We’ll go to the station tonight. I’ll call ... them
about eight. 6. The nine o’clock train calls ... every station between Glasgow and Edinburgh.
Remember the following.
Get along - to have a friendly relationship (with).
Gel away - to succeed in leaving a place especially when this is not easy.
Get back - to return to a place.
Get down to - to finally start doing something that needs a lot of time or energy.
Get off	- to finish work and leave your workplace at the end of the day.
Get up	- to wake up and get out of your bed after sleeping, especially in the morning.
Choose the correct word.
1.	What time did you get ... this morning? 2. He is a bit difficult to get... with. 3. What
time do you get... work? 4. There’s a meeting after work, but I hope to get... by seven. 5. After
Christmas I’m going to get...... some serious work. 6. We’ll probably get... at about nine.
Remember the following.
Go by	- to travel.
Go in for	- to like something or do something often because you enjoy it.
Go through	— to read a document from beginning to end.
Go on doing something - to continue without stopping or changing
Go on	- to continue talking.
Choose the correct word.
1.	We went ... bus. 2. Go ... working. 3. He goes..sports. 4. Go ..., I’m listening.
5. Could you just go ... this file and mark anything that’s relevant?
3.	Fill in the blank with the word that best fits the meaning of each sentence.
1.	Our University is situated an hour’s ... away from my home. 2. It... her an hour to get
to the University. 3. Go to the bathroom and ... your teeth. 4. Who is ... the dishes? 5. He is
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busy ... his work. 6. It’s cold today. Put your warm coat... . 7. Do you go to the University by ,..
or by ...? 8. - Where is John? - He is ... round the park. 9. Jack is a teacher. He is in ... of a
class. 10. We’re going to have dinner ... seven
4.	Spelling bee.
5.	Draw a vocabulary map by grouping the words under the following headings: A week-
day. A woman’s household duties.
6.	Answer the following questions:
1 When do you get up? Do you think that it is better for one’s health to get up early?
Why? 2. When do you like to work more, in the morning or in the evening? 3. How many meals
a day do you have? 4. Are you good at housekeeping? 5. When do we give our house a special
clean? 6 What kinds of work do women do while their husbands are at work? 7. How much
time do you leave for rest? 8. Which is the best way to spend free time? 9. Do you like to work
and rest alone or in company? 10. How do you spend the evenings?
7.	Translate the following sentences into English.
1. Я встаю раненько, роблю зарядку, noiiM ifly у ванну i приймаю душ. 2. Я сыдаю
о сьомш годин!, Пкля сшданку я одягаюсь i !ду в ушверситет. BiH знаходиться в годин!
Гзди вьт мого дому. 3. По понедглках у мене багато занять. Заняття починаються о восьмш
ранку i заюнчуються о третш годин! дня. 4. Я общаю в уыверситетсьюй Тдальнь Пкля
занять я трохи вшпочиваю, а пот!м виконую домашш завдання. 6. По суботах я при-
бираю в квартир!. Раз на мюяць у нас генеральне прибирания Bciei квартири. 7. Звичай-
но, я допомагаю мамц коли до нас приходять rocri. Я готую чай або каву, накриваю на
спл, мию посуд. 8. Моя мама - вчителька. Вона працюе в середнш школ!. Вона викладае
англшську мову, а також вона - класний кер!вник. Мама приходить додому тзно. П!сля
общу вона, звичайно, nepeeipae зошити учыв. 9. Ввечер! я дивлюсь телев!зор або читаю.
Mifi батько слухас останн! новини. Я щу спати об 11 годин! вечора. 10 По суботах i
недгпях я не ходжу в ушверситет. 1нколи я вщвшую cboix друз!в. 1нколи вони заходять до
мене. Ми добре проводимо час разом.
Q Text
MR SMITH’S WORKING DAY
John Smith’s school is situated a half-hour's drive away from his home. It is a comprehen-
sive school and all the pupils live near to it in its catchment area. The pupils there are aged
between eleven and eighteen. Every day John gets up at six-thirty in the morning. The reason
for this early start is that he is in training for the London Marathon. Every day he jogs round the
park near his home. Then he goes home for a shower and breakfast before driving to work. He
needs to be at school by’ half past eight.
John is in charge oj a class as well as being a foreign languages teacher. He takes the reg-
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ister for a first year class and looks after them if they have any worries. Registration is at ten to
nine and often they have an assembly, either with the other first year classes or with the whole
school. Sometimes John leads an assembly himself. He always has a funny story, a reading from
the Bible and a number of his favourite hymns close at hand in case he is asked to lead unex-
pectedly.
After the assembly the lessons begin. John teaches every year in the school. This means
that he discusses Brecht’s plays with the oldest pupils in one lesson and teaches first years very
simple sentences in French in the next.
Some of his periods are free. He marks homework and prepares lessons. In the morning
and afternoon breaks and at lunch-times John is either busy with his work or socialising with
the other teachers in the staff room. This is a welcome break for him. He can have a cup of tea,
sit back and enjoy a conversation over a sandwich. The teachers often discuss their pupils. In
fact, the staff room is a real centre for gossip. Some of the teachers are close friends. Others
find it difficult to get on with each other. It is a big school and there are many members of the
staff.
The school day finishes at twenty-past three. Sometimes John is on bus duty. He keeps
the pupils orderly as they queue for the bus home. John hates such times. He is always glad to
get back home and put his feet up for half an hour. Then he starts on all the work he has to
mark.
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CULTURE CONTEXT
1	The catchment area of a school, hospital, etc. is the area that it serves.
2	. A Marathon is a race in which people have to run about 26 miles (about 42 km) along
roads
3	Registration is the recording of smth such as a person’s name in an official list of
record.
4	. Assembly is a gathering of all the teachers and pupils in a school at the beginning of
each school day (= meeting).
READING AND SPEAKING ACTIVITY
1. Read and translate the text. Answer the following questions.
1.	Where is John’s school situated? 2. What kind of school is it? 3. Where do all the pupils
live? 4. When does John get up? Why? 5. What does he do every morning? 6. What does John
do when he comes to school in the morning? 7. When do the lessons begin? 8. How does John
spend his free periods? 9. What is John busy with at lunch time? 10. When does the school day
finish? 11. What does John do after his lessons?
2.	Confirm or deny the statements:
1.	John works at the University. 2. John never has breakfast. 3. John likes to get up early
in the morning. 4. John teaches Russian. 5. John goes home when he has his free periods. 6. John
never discusses his pupils. 7. The school day finishes at three o’clock. 8. John never brings
home any work to mark.
3.	Describe and compare John’s and Helen's working days (resort to Unit I).
4.	Make short conversations in the following situation: Helen and John Smith are talking
about their plans for a day.
5.	Minitalks:
1.	My activities in the morning. 2. My daily programme. 3. My daily programme for
today. 4. My friend’s ordinary working day.5. The worst day of my life. 6. The happiest day of
my life 7. A typical dav in my parents’ life. 8. My responsibilities at home. 9. Sharing house-
hold duties by different members of the family.
ENVIRONMENTAL THINKING AND
LIFE STYLE
1.	Skim through the following passage in order to get its general idea
2.	Summarize the information given in the passage about James Falcon.
3.	State briefly in some sentences what James understands by a healthy lifestyle
4.	What impression do you get of James Falcon? Give your reasons
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5.	Are there any environmental clubs in
this country / your native city? Why do people
join them? What is their goal?
James and Emma Falcon are an average
family in the middle class. James is 65. He is
tall and he has a gallant bearing. Now his hair
is grey and his face is a good deal lined. But his
figure is still fine. Every morning, wet or fine,
he gets up at seven o’clock to put on his sports
clothes and have a run round the local park. It
helps him to keep good health.
James is a doctor of good reputation. He
works part-time now. James treats people ill
with asthma. This disease makes breathing
difficult. James is certain that asthma is a
result of air pollution.
Being a member of an environmental club,
James stands up for a healthy lifestyle. Thus, he is against too much dependence on private cars
because they damage the environment. Most people are aware of this fact but they still use their cars
because they’re warm and comfortable. James says that it’s all a question of habit. He’s sure one
can get used to anything if one tries. He relies on his car less than he used to. He asks his patients
not to use their cars except when absolutely necessary. James himself is not only economising
on petrol but keeping fit at the same time.
James is an all-rounder. He is interested in politics and he always listens to the latest news,
and every morning he looks through his favourite newspapers. James is also keen on music. He
plays the piano well. He likes to spend his evening in the family circle talking about family
affairs. He’s never happier than in the company of his daughter. He brought up Ally to stand
on her own feet. Though he intended his daughter for the medical profession she went her own
way. James is proud of his daughter. He also loves his relatives. They have common interests
and get along very well.
CONVERSATIONAL FORMULAS
INVITING ACCEPTING. REFUSING
1.	Listen to the dialogue.
2.	Read it aloud. Copy the melody.
3.	Make up your own dialogues. Invite your friend to the evening party (the house-warming
party...). Accept or refuse the invitation. Speak polite English with your friends.
- Would you like to go to the movies tonight?
- I’d love to!
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-	1 feel like going to the movies tonight!
-	I do too! Let’s go!
-	1 don’t feel like studying tonight!
-	Neither do I! Let’s go!
Dialogues
A MORNING QUARREL
Mary: . I say, Charles, do hurry up! Come out of the bathroom. You’re too slow.
Charles: Certainly not!
Mary: I like that! You came in at least half an hour ago. You never think of others
Charles: You’re wrong, I always do.
Mary: Oh, Charles, do come out! I’m in such a hurry this morning I have to go to the
University in an hour. And its your turn to lay the table.
Charles: I’m not very good at housekeeping.
Mary: It’s high time you learned.
Helen: Where is Charles?
Mary: He is taking a shower. For heaven’s sake come out! On, here you are at last. You have
to clean the bath.
Charles: But you asked me to hurry, didn’t you?
Mary: I like that! You had plenty of time to do it!
Charles: I had not.
Mary: Oh, go on with you!
Helen: Who’s going to do the washing up after breakfast9
Charles: I am.
Mary: That’ll be the day.
Helen: Oh, please, stop quarrelling about trifles.
A LONG DAY
Donald: What’s the matter with you today? Did you get out of bed on the wrong side?
Jim:	It’s really not my day -1 overslept, my car broke down, and I spilt coffee on my new
trousers. And now I’m dying with sleep.
Donald: Oh dear! You sat up half the night again, didn’t you?
Jim:	I read far into the night and went to bed at 3 o’clock.
Donald: Who ever heard of going to bed at 3 o’clock? You should keep regular hours. As for
me, I’m accustomed to rising early. It comes easy with practice, you know.
Jim:	I hope to catch up on sleep on Sunday.
Donald: Now, let’s get down to work. We have to work non-stop to do the task on time.
Jim:	Oh, I cannot stand sitting at a desk day after day. I hate fixed working hours I’ll
make some calls first.
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Donald: You're on the phone morning, noon and night!
Jim. And you're a workaholic!
Donald: Not at all. I divide my time between work and play. But my motto is "what is worth
doing is worth doing promptly". Besides, time drags when you have nothing to do.
We'd better work now and then have a walk to blow the cobwebs away, so to speak.
Jim:	All right, settled.
tfr *
1.	Listen to the dialogues. Practise the speakers ’ intonation in exclamations.
2.	Read and translate the dialogues. Make up short stories on the basis of the dialogues.
3.	Enact similar dialogues.
4.	Make up your own dialogues on the following situation: You and yuur brother (sister,
friend) are atguing about who must prepare breakfast.
WRITTEN PRACTICE
1.	Write a two-page letter to your English friend about your daily programme.
2.	Make up a story Begin it with the sentence: One day I woke up late.
3.	Comment upon the following proverbs or make up short stories of your own illustrating
their moral:
Business before pleasure. Early to bed and early to rise makes a man healthy, wealthy and
wise. All work and no play makes Jack a dull boy.
Q Text
Well, the first thing that I do as soon as I wake up is to go and have a shower. I start with
a warm shower and then, just before I get out of the shower I turn the water onto cold and for
a few seconds I have a really cold shower and let the water run over me. It really wakes you
up, you know Let’s see, urn, after that I usually go into my bedroom, open the bedroom win-
dow and breathe in some fresh air and sit on the rloor and. er. do a few exercises. I think it’s
really important that you do a few exercises first thing in the morning: it makes your body feel
good and keeps the muscles firm. 1 usually exercise my stomach muscles and my leg muscles.
I also exercise my face muscles with my fingers for a few minutes and that keeps the skin on
my face very firm, which is, I think, important for a model. Well, then, I go and have my break-
fast. Now I really believe that it's important to have a really good breakfast. I don't think you
should just have a cup of coffee, like some of the girls do. Well, anyway, I have orange juice every
morning and often I have an egg and toast and er,... oh, yes, I have yoghurt and a grapefruit.
After breakfast. I'm ready to get dressed and go to work. I usuallv take a taxi to work,
and I usually arrive at about 11. Um, I don't usually have lunch ... I have a sandwich some-
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times, and a glass of milk. Then I work for about four hours with the photographer and he
takes pictures, a lot of pictures. Usually they are the sort of pictures, you know, that are used
in the weekly magazines, women’s weekly magazines. Well, I finish work then, about five, so
as you can see I’ve got quite good hours: I only work from about 11 to 5 and then it’s time to
go home. When I get home I make some telephone calls, watch the news on telly, have a bath
and change my clothes. Every night I usually go out. Um, I like dancing, I go dancing quite
often. I can’t cook very well, so I like to eat out as often as I can afford to. I have a good life
really, and I’m well paid when you think about the number of hours I work.
> Notes:
To take a picture - to use a camera to take a photograph.
Telly - informal-television. On telly.
To eat out - to eat in a restaurant instead of at home.
к к *
1.	Read and translate the text. Pick out the words in the text, which may be grouped under
the heading: A WEEK DAY.
2.	Make up sentences illustrating the meaning of the following phrasestto take pictures; to
watch the news on telly; to go out in the evening; to eat out.
3.	Listen to the text. Read it aloud. Copy the melody. Answer the questions:
I.	What is the first thing the girl does as soon as she wakes up? 2. Does she do morning
exercises? 3. Does the girl have a substantial breakfast? 4. What is the girl’s occupation?
5. How does she get to work? 6. When does she finish work? 7. What does she do after work?
6. Is she satisfied with her work and life?
4.	Give a short summary of the text. Use the topical phrases which are helpful to sum the
idea up.
5.	Discuss the qualities of an ideal model.
6.	Minitalk.
What Makes Our Life Pleasant and Easy.
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UNIT 4

UNIVERSITY
GRAMMAR Study the following
THE PRESENT PERFECT TENSE
I have studied. (I've)	Have I studied?	I have not studied. (I haven't)	Have I not studied?
He has studied, (she) (he's)	Has he studied? (she)	He has not studied, (she) (he hasn't)	Has he not studied? (she) (Hasn't she)
We have studied (you, they) (we've)	Have we studied? (you, they)	We have not studied (you, they) (we haven't)	Have we (you, they) not studied? (Haven't we)
> Notes: Usage: Often expresses how the speaker views himself relative to the event(s)
he is talking about. 1. A situation that began in the past and that continues into the present (He
has been a teacher since 1998); 2. A past experience with current relevance (I have already read
this book); 3. A very recently completed action (The students have just finished their work); 4. An
action that went on over a time in the past and that is completed with the moment of speaking
(The value of their house has doubled in the last 2 years); 5. With verbs in subordinate clauses
of time or condition (If he has done his work, he can watch TV. He won’t go anywhere until
he has finished his work).
THE PAST PERFECT TENSE
I He (she) We You They		had studied	I We He (she) You They		had not worked (hadn't) studied.
	I			I	
	he (she)			he (she)	
Had	we	studied?	Had	we	not studied?
	you			you	(Hadn't I)
	they			they	
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> Notes: Usage: An action completed in the past prior to some other past event (When
I came to the University, the lecture had already begun); 2. In the subordinate clause of past
conditional or imaginative events (If he had studied harder, he would have passed his exam
successfully).
THE FUTURE PERFECT TENSE
I shall have studied, fl’ll)	I shall not have studied. J shan't)
Shall I have studied?	Shall I not have studied?
He will have studied. (She, it) (He'll)	He will not have studied. (She) (He won't)
Will he have studied? (she, it) (he won't)	Will he not have studied? (she. it)
We shall have studied. (We'll)	We shall not have studied. (We shan't)
Shall we have studied?	Shall we not have studied?
You will have studied, (they) (You'll)	You will not have studied, (they) (You won't)
Will you have studied? (they)	Will you not have studied? (they)
> Notes: Usage: 1. A future action that will be completed prior to a specific future time
(He will have read the article by 5 p.m.); 2. A state or action that will be completed in the future
prior to some other future time or event /near or distant/ (At the end of the month the Smiths
will have been married for 5 years).
LIST OF IRREGULAR VERBS
be	was. were	been
become	became	become
begin	began	begun
blow	blew	blown
break	broke	broken
bring	brought	brought
buy	bought	bought
catch	caughi	caught
choose	chose	chosen
come	came	come
cost	cost	cost
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cut	cut	cut
dare	dared	dared
dig	dug	dug
do	did	done
draw	drew	drawn
dream	dreamed or dreamt	dreamed or dreamt
drink	drank	drunk
drive	drove	driven
eat	ate	eaten
fall	fell	fallen
feed	fed	fed
feel	felt	felt
fight	fought	fought
find	found	found
forget	forgot	forgotten
freeze	froze	frozen
get	got	got
give	gave	given
go	went	gone
grow	grew	grown
have	had	had
hear	heard	heard
hide	hid	hidden
hold	held	held
keep	kept	kept
knit	knit or knitted	knit or knitted
know	knew	known
lay	laid	laid
lead	led	led
learn	learned or learnt	learned or learnt
let	let	let
light	lit	lit
make	made	made
meet	met	met
pay	paid	paid
put	put	put
read	read	read
ring	rang	rung
rise	rose	risen
run	ran	run
say	said	said
see	saw	seen
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sell	sold	sold
send	sent	sent
shake	shook	shaken
shave	shaved	shaved
sing	sang	sung
sit	sat	sat
sleep	slept	slept
smell	smelt	smelt
speak	spoke	spoken
spend	spent	spent
spread	spread	spread
stand	stood	stood
sweep	swept	swept
swim	swam	swum
take	took	taken
teach	taught	taught
tell	told	told
think	thought	thought
throw	threw	thrown
understand	understood	understood
wake	woke or waked	woken or waked
wear	wore	worn
weep	wept	wept
win	won	won
write	wrote	written
CHECK YOUR GRAMMAR
1.	Find the initialforms of thefollowing verbs and make up some sentences with these verbs:
been, has, brought, called, gets, jogs, goes, needs, followed, plays, had, done, gone, spent,
finished.
2.	Give all the forms of the following verbs:
be, live, get, go, take, look, have, lead, ask, begin, mean, sit, spend, enjoy, discuss, find,
finish, keep, hate, put.
3.	Refer the following sentences to the present or past perfect. Use openings: She (he) says;
She (he) said. Add the following words: for four years, already, after, today, in the mor-
ning, for a month. E.g., She says she has learnt German for two years.
1. He learns Ukrainian. 2. She does her homework. 3. 1 make my bed, then I go to the
bathroom. 4.1 have six lessons. 5.1 do my morning exercises. 6. They stayed at the seaside. We
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came there too. 7. I read a book. 8. Do you translate the texts? 9. Does she do the flat? 10. Did
he write a letter?
4.	Make up all kinds of questions from these sentences. E.g., The students have read an
interesting article. Have the students read an interesting article? Have the students read
an interesting article or a book? The students have read an interesting article, haven 4
they? What sort of article have the students read?
1. He has come home late. 2. She has brought an interesting book. 3. They have done it
themselves. 4 We have finished our work in time. 5. He has got a good mark. 6. They had
brought some apples. 7. We had given him our address. 8. She has arrived in London. 9. They
had paid the bill. 10. He had stayed at home.
5.	Ask your friend about what he / she has done today. Use the present perfect of the fol-
lowing verbs:
be, see, play, read, go, write, do, buy, bring, read, ask.
Model: Have you done your room? - Yes, I have. / No, I haven’t.
6.	Translate the fallowing sentences into English.
1. Я вже закшчив свою роботу. 2 Вони вже поснщали i збираються Тхати в
ужверситет. 3. Ти прибрав у квартир!? 4. Ти приготував чай? 5. Июля того, як я приготую
уроки, я трохи прогуляюсь. 6. Вона вивчас англшську мову вже нпсть роюв. 7. Д1ти
проснулися? 8. Коли я прийшов додому, мати вже приготувала общ. 9. Вони заюнчать
роботу до шостоТ години. 10. Я прочитав цю книжку. Вона мен! дуже сподобалась. 11.
Ми прослухали текст, а зараз читаемо його вголос. 12. Я ходжу в ужверситет п’ять раз!в
на тиждень. Зараз я !ду в ужверситет. Я заходив до тебе вчора. Я вже був в ужверситет!.
Я пщу в ужверситет завтра. Сьогодж я себе погано почуваю.
7.	Imagine that yourfriends — Helen and her husband—have recently moved into a newflat.
They haven *t much money so they are furnishing it very slowly. Ask them whatfurniture
they have managed to buy for their kitchen, bedroom, sitting-room.
8.	Work in twos. Fill in the missing parts of the dialogue and then act it out.
- What’s everybody talking about?
- Haven’t you heard? Ann ...
- You are kidding. Has she ever been there before?
- Can she speak Spanish?
- Yes, she can.
-... ?
- She has made friends with a lot of students
- Then, Ann’s dream has come true,... ?
- Oh, yes. I envy her.
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9.	Do the following performance exercise. Your dream came true. You entered the English
Faculty of the University after you had studied English at school. Think about the
following questions and answer them. Make use of the questions while talking to your
friend. Take turns asking questions.
1. What was your favourite subject at school? 2. Had you read any English books before
you entered the University? 3. Did you read much at school? Had you read any English books
in translation before you began to learn English? 4. Who had advised you to enter the
University before you made your own choice?
10.	It’s an extract from Theatre by W. S. Maugham. Put the verbs in brackets in the appro-
priate tense. The tenses used are Past Simple and The Past Perfect Tense, Past
Progressive. Say why it created quite a little excitement when Julia went to Eton.
From the time that he first (to go) to his preparatory school Julia (to see) little of him.
During the holidays she (to act) always at night and he (to go) out with his father or with a boy
friend, and on Sundays he and his father (to play) golf together. If she (to happen) to be lunch-
ing out it often (to happen) that she (to see) him for two or three days together except for a few
minutes in the morning when he (to come) to her room It (to be) a pity he (can) not always
have remained a sweetly pretty little boy who (can) (to play) in her room without disturbing
her and be photographed, smiling into the camera, with his arm round her neck. She (to go)
down to see him at Eton occasionally and (to have) tea with him. It (to flatter) her that there
(to be) several photographs of her in his room. She (to be) conscious that when she (to go) to
Eton it (to create) quite a little excitement, and Mr Brackenbridge, in whose house he (to be),
(to make) a point of being very polite to her. When the half (to end) Michael and Julia already
(to move) to Taplow and Roger (to come) straight there. Julia (to kiss) him emotionally. He
(to be) not so much excited at getting home as she (to expect) him to be. He (to be) rather casu-
al. He (to tell) Julia at once that he (to desire) to leave Eton at Christmas, he (to think) he (to
get) everything out of it that he (can), and he (to want) to go to Vienna for a few months and
learn German before going up to Cambridge.
Essential Vocabulary
Library: librarian, head librarian, assistant, reader, user, borrower, bookworm, library
book, to borrow a book from a library, circulation department (lending department, loan divi-
sion), to loan books, to exchange books, to renew books, counter/charging desk, current peri-
odicals, main stocks, card index, classified catalogue, public catalogue, accessions/newly
acquired books, admission card/reader’s ticket/library card, date due, book card, call number,
display shelf, stack, stackroom, stand, bound set, books on ..., place of publication, publish-
ing house, imprint house, imprint date, rare book, volume, cover, jacket/wrapper, dog’s ear, to
dog’s-ear the pages, to subscribe to/to register in a library.
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BUILDING
ESSENTIAL VOCABULARY
assembly hall, basketball/
tennis court, classroom,
cloakroom, dean’s office,
department, football field,
gymnasium, hall of resi-
dence, hostel, language
laboratory, lecture room,
lending library and cata-
logue. library, reading-
room, rector’s office, refe-
rence library with reference
books (handbooks, encyclo-
pedias. dictionaries), refectory
KEY SUBJECTS
Grammar, History,
Latin, Linguistics,
Pedagogics, Phonetics,
Physical Education,
Psychology, Written
Practice and Conversa-
tion
EXAMS, MARKS
INSTITUTIONS OF
HIGHER LEARNING
college, institute, pedagogi-
cal institute of/for foreign lan-
guages, university
DEPARTMENTS
FACULTIES
correspondence, evening,
extramural courses;full-
time day studies; the Eng-
lish Faculty
A STAFF OF TEACHERS
(THE TEACHING STAFF)
assistant professor, examiner,
instructor, (senior) lecturer;
professor, reader
STUDENTS’ ACTIVITIES
concerts, drama, English speaking
club, meetings, teaching practice,
sports and games
UNIVERSITY
STUDENTS
entrance examinations,
exam results, bad/good/
satisfactory marks, final
exams, full/excellent marks,
mark/record book, oral/
written exams, question
paper, question card, a
three-hour written exam
ACADEMIC YEAR
holidays, test period, term,
vacation
entrant, extemal/intemal
students, fellow students,
first-year students, full-
time/part-time students,
groupmates, senior stu-
dents, top/bottom students
LESSONS/CLASSES
break, lecture on smth,
(double) period, seminar
on smth, time-table-
tutorials, workshop class
in smth (in Grammar,
Phonetics, Written
Practice and Conversation)
AT AN ENGLISH
LESSON
CLASSROOM
EQUIPMENT
blackboard sponge, board,
chalk, cassette recorder,
dictionary, headphones
(headset), microphone,
notice board, overhead
projector, register of atten-
dance, teacher’s desk,
textbook, three-part
board, television moni-
tor (a screen for educa-
tional programmes),
visual aids, work book,
exercise book
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PHRASES AND WORD COMBINATIONS
To enter the University, to attend classes, before (after) classes, in class, to be good at
smth., to be quick at smth., to be at the top (head) of the class in smth., to be at the foot (bot-
tom) of the class, to be present at the lesson, to be away from the lesson, to be late for the les-
son, to miss lessons, to play truant from classes, to lag (to fall, to get) behind the group in smth,
to work by fits and starts, to get (receive) full marks in smth.,to give a mark, to take (to sit for)
an exam, to pass an exam, to fail an exam, to be examined in a subject, to catch up with the
group, to use cribs, to do exercises orally/in written form (in writing), to ask (answer) questions,
to make (correct) mistakes, to make a lot of progress, to become discouraged, to work hard at,
to get rid of mistakes, a weak point, to graduate from a college (university), to go in for (sports,
music, research work) to master the language, to join a drama society, to make a report on
smth.
CLASSROOM ENGLISH
To have classes. Is this right (correct, wrong)? Go on reading (writing, speaking). To
give (set, check) homework. To collect (hand in) note-books. To give in (out), hand out
papers. Ask questions on (about) the text. May I say it this way? Shall I read (write, answer
your questions)? What's the English for... ? Will you repeat it? Will you pronounce (translate,
spell) it? Will you say it again? Stop talking. To write a test To do homework orally (in
written form, in writing).
SOME WAYS TO PRAISE A STUDENT
Super. You're special. Outstanding. Excellent. Great. Good. Neat. Well done.
Remarkable I knew you could do it. I'm proud of you. Fantastic. Nice work. Looking good.
You're on top of it. How nice. Good job. Good for you. Magnificent. Marvellous. Terrific.
Super work. Super job. You learned it right. What an imagination! Outstanding perform-
ance. That's correct. That's the best.
CRITICISM AND INSTRUCTIONS
Not really. I'm afraid that's not quite right. Now that's wrong. Have another try. Not
exactly. You find it difficult to read aloud. You need some more practice with these words
That is/was not very good. I am/was not very satisfied with that. You are still making the same
mistake. Untidy work. You should work extra-hard. I hope you do it better next time It needs
the blue pencil and a rewrite.
5 В Янсон
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SOUND AND INTONATION PRACTICE
Vowel and consonant practice in sentences
Eve, will you please read?
Steve is eager to please the teacher
The teacher has every reason to be
displeased.
The exam will be rather hard to pass
I can’t stay after classes.
Just imagine! Sam wrote a bad exam.
Fay's afraid she may fail.
Ernest is determined to learn German.
Fetch some chalk, Cherry.
School keeps on till six o’clock.
Money spent on the brain is never spent
in vain.
[J-.viwil jv pli:z ,ri:d]
fsti:v iz 'i:ga ta 'pli:z da ,ti:tja]
[da 'ti:tja haez 'evn ri:zn ta bi
displi:zd]
[di ig'zaem wil bi 'ra:da 'hcud ta ’pens]
[ai 'ka:nt 'stei a:fta ,kla:siz]
['djASt Tmsedjmrsaem ravt a 'baed ig’zaem]
['feiz a’freid Ji mei .fell]
['3:mst iz di‘t3:mind ta '1з:п ’dj3:mn]
['fetj sam ,tja:k tjeri]
['sku:l ki:ps on til 'siks a’kink]
['тлш ’spent on da .breinliz 'neva spent
in vein]
VOCABULARY ACTIVITY
1. Read and remember.
Word choice: know, find out, get to know, learn, study.
If you know a fact, person, or place, or how to speak a language, drive a car etc you have
information about it in your mind, or the skills to do it.
Often you know something only after you have heard or read about it, or if ром have found it
out (especially deliberately) or got to know about it (especially by chance). E.g.: When he heard
about the affair he became extremely angry. I use my dictionary to find out the correct pro-
nunciation (not know). During the visit we got to know something about the American way of
life. You also get to know a person.
If you learn something, that may mean that you find it out. but this is a formal use of the
word. E.g.: He learnt the news/that he had won a prize. Usually to learn means to make an
effort to remember something you have found out or been taught, or to practise a skill, so that
you then know it. E.g.: I’m trying to learn the names of all the students in my class. He is learn-
ing English/learning to drive.
If you spend time learning about something, especially in a school, university etc. you study
it. E.g.: He is studying engineering at London University.
Choose the correct word.
1.	Who ... the answer? 2. He hurried off to what the problem was. 3. I ... to drive
when I was 17.4.1... some French. 5. Did you...the fire? 6. I’ve been ... English for 3 years
at London University. 7. The kids had a chance io..him.
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Word choice: say, tell, repeat, give, tell (somebody about), talk about, speak about.
In general you say words to someone, but what you tell someone is facts, information etc.
E.g.: I said hello/sorry/thanks/a few words to her
I told her the reason/the trulh/a lie/а slory/a joke.
You usually only use say with the actual words that are spoken. E.g.: He said. “Open the
door”.
Only tell can be used to report commands. E.g.: He told me to open the door.
If you say something again, you repeal it.
With some kinds of information give is more usual than tell. E.g.: He gave (us) his opin-
ion/some advice/the details/a lot of information/an order/a message.
You usually tell someone about, talk about or speak about (formal) people, thing etc. that
are not themselves information. E.g.: He told us about them/the accident. Say cannot have a
person as its object. The person you are speaking to can be mentioned as well, but only after
to. E.g.: She said good-bye to her parents. I said to them “What do you need?” However, where
the object is a that clause, and you want to mention the person you are talking to as well, peo-
ple often use tell, which can have a person as object. E.g.: You used to tell me that he was a
nice person. With a wh-clause in indirect speech tell is far more common. E.g.: Tell me what
you need. Where the object is a clause and you do not want to mention the person you are talk-
ing to it is usual to use say. E.g.: Call us to say when you’ll arrive
Choose the correct word.
1.1 ... to him “I’ll never do anything like that”. 2.dear, don’t grunt. 3.1... her what
the doctor had ... .4. She ... with an Irish accent. 5. She ... what she had been ... by Jane.
6. He ... me all the information I needed.
2.	Fill in the blank with the vocabulary word that best fits the meaning of each sentence.
1. He has missed a lot - he’ll have to...the group. 2. We’ve done a lot of work today
Now let’s have a ... . 3. I ... you a four. 4. - Why are you so sad? - I ... my History exam.
5. I have ... from the University. 6. You look happy today - I have just... my Literature exam.
7. I think you are ... a lot of progress. 8. Last year I entered the ... 9. How many ... is the
University year divided into? 10. What lectures do you ...9 11. I'm going to be a teacher. I study
at.... 12. He gets only good and excellent marks. He is a ... student.
3.	Fill in the blank with the word that bestfits the meaning of each sentence and expand on
the sentences.
1. If you ... a book from a library, you take it away with you for a fixed period of time.
2. Most .. allow their members to borrow items for certain periods of time. 3. Some public
libraries have good ... sections. 4. If he wants to find a necessary book he uses the.... 5. Jack ...
to a local library. 6. We can ... this book for you to use at home. 7. It’s a ... library; you can
use these books, but you cannot take them away. 8. If you want to find this book, use our clas-
sified ....
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4.	Take turns in giving expressions concerning: a) University; b) classroom; c) subjects;
d) students' life.
5.	Spelling bee.
6.	Answer the following questions:
1.	Why do you want to take up the career of a teacher? 2. Was it difficult to enter the
University? What entrance exams to the University did you take? What marks did you get?
Were they oral or written exams? Which examination turned out to be the most difficult exam
of all for you? Why? 3. What is your purpose in learning English? Have you good knowledge
of English? Which aspect do you find the most difficult one? What should you do to acquire
good knowledge of English9 4. What subjects do you study? What is your favourite subject?
Why? 5. What do you do at your English lessons? 6 Where do you do your English
assignment? 7. Are you doing well at (in) English ?
7.	Translate the following text into English in writing:
Я закшчила школу piK тому. Мину лого Jiiia я склала три вступи! юпити на
“вщмтно" i вступила до inстатуту шоземних мов. Наш шститут знаходиться в центр!
м!ста на вулиш Jleci УкраУнки у гриповерховому будинку. Це великий новий будинок з
багатьма навчальними юмнатами (аудиторами), лаборатор!ями, великим актовим
залом, б!блютекою, читальним залом та (дальнею. В (нститул с шють факультелв. Вони
готують вчител!в англшськоУ, французько'У, кпанськоУ мови. В шституп багато
викладач!в. Багато хто з них займасться науковою роботою.
Наш навчальний piK дглиться на два семестри. Наприюнш кожного семестру сту-
дента складають !спити з шоземноТ мови, icropii УкраУни, мовознавства та шших
дисциплш. Пюля icnuTie у студенлв кашкули Моя профгпьна дисцишпна - англшська
мова.
Заняття з англшськоУ мови у нас кожен день. На заняттях ми розмовлясмо
виключно англшською мовою. Ми багато працюсмо, щоб оволодпи мовою та
позбутися помилок. I ми вже досягли певного ycnixy. МоУ однокурсники вступили до
драмгуртка та спортивного товариства. Багато студенлв беруть участь в робол науко-
вого товариства. На заняттях з англшськоУ мови ми виконуемо багато вправ в уснш i
письмовш форм!, на семшарах робимо доповщ!. Я захоплююсь поез!сю, багато читаю,
учу Bipuii напам’ять, працюю над своею вимовою. Хоч я першокурсниця, я не можу не
думати про свою майбутню професпо. Я спод!ваюсь, що буду добрим вчителем.
Q Text
MARY'S LIFE AT THE UNIVERSITY
Mary has just graduated from the University. She studied foreign languages for four years
and now she looks back on those happy days with nostalgia.
In the first year of her studies Mary lived in a Hall oj residence She had a room to her-
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self with a sink. The showers were at the end of the corridor. It was very easy to make friends
because every one was new and no one knew anyone else. The first few days were fun but
scary as she met new people and found her way around the town and University. It didn't take
long to settle in though, and by the end of the first term Mary was getting along fine. She had
twelve hours of classes a week - six in Russian and six in Czech. Czech was a new language
for her, so more time was devoted to grammar than to literature. However , Russian she had
already learnt for four years in school, so much time was spent reading Russian literature
and analysing it. Mary enjoyed her studies but sometimes she became discouraged when her
marks in Czech were poor. She found it difficult to learn as she was always confusing it with
Russian!
Outside her studies, Mary was an active member of the ball-room dancing club and the wind-
surfing club. She found many friends in these societies, some of whom she chose to rent a flat
with in her second year. Two boys and two girls along with Mary lived in an old house. There
were some flats in it. They had mice in their flat and a leaky roof when it rained heavily, but
they enjoyed their year together. Often they would invite friends over to dinner and during
exams they helped each other to revise.
Mary spent the third year of her study abroad. As part of her course Mary had to spend
some months in Prague, the Czech Republic and some months in Voronezh, Russia. These
trips were very exciting for her, even though she had occasional moments of homesickness. She
learnt a lot and made some interesting friends. At the end of the year she was reluctant to go
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home. But the final year of University beckoned. It was the most stressful year of her course
because the whole year she was preparing for her final exams. These contributed in a large way
to the grade she received in her degree. Nonetheless, she still found time to enjoy herself and
when the exams were over everyone held a big party.
Mary’s University education ended with her graduation ceremony . A month after the
exams she returned to her University to shake hands with the Vice-chancellor and be declared
a graduate. It was also a good opportunity to meet up with friends and find out what they
would be doing in the future.
CULTURE CONTEXT
1. Halls of residence are blocks of rooms or flats, usually built by Universities or colleges,
in which students live during termtime.
2. The Vice-chancellor of a British University is the person who is in charge of its aca-
demic and administrative policies and activities.
READING AND SPEAKING ACTIVITY
1. Read and translate the text. Answer the following questions.
1.	How long did Mary study foreign languages? 2. Where did Mary live in the first year
of her studies? 3. Why was it easy to make friends? 4. Why were the first few days at the
University scary? 5. What was a new language for Mary? 6. How long did she learn
Russian? 7. Why did Mary become discouraged? 8. What did the girl go in for outside her
studies? 9. Where did Mary spend her second and third academic year? 10. What was the most
stressful year of her course? Why? 11. What did Mary's University education end with?
12. Why did she return to her University a month after the exams?
2.	Confirm or deny the statements:
1.	Mary studied foreign languages for five years. 2. In the first year of her studies Mary
rented a flat. 3. It was hard to make friends with her neighbours. 4. Russian was a new lan-
guage for Mary. 5. Mary spent three years abroad. 6. The trips to the Czech Republic and
Russia were very exciting for Mary.
3.	Compare Mary's and your studies, lessons.
4.	Make short conversations in the following situation:
1.	Mary is speaking to her mother/fnend about her Russian lessons She thinks much of
them. Her mother/friend asks her what they usually do at their lessons.
5.	Minitalks:
1.	Learning a foreign language takes a lot of effort. 2. Our University. 3. Our Classroom.
4. At an English lesson.
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Unit 4
ENVIRONMENTAL THINKING
AND LIFE STYLE
1.	Skim through the following passage
in order to get its general idea.
2.	Summarize the information given in
the passage about John Smith.
3.	State briefly in some sentences what
John thinks about his profession. Say if he’s
a good teacher or not. Give your reasons.
What is John in charge of?
4.	What’s the aim of their school’s
Environmental club?
5.	How do you like the poem? What
must people do to keep the world wonderful?
John Smith is 50. He is tall and thin.
The man has regular features. He looks the very picture of his father.
When he was still a young boy his parents set their hearts on his becoming a teacher. John
took his parents’ advice and followed in his mother’s footsteps.
Now John is an experienced teacher. His prestige stands high in the school. They say he’s
a born organizer and very good at creating order from chaos. He’s able to keep order and never
attempts to shout his pupils down. John teaches carefully prepared lessons. He’s body and soul
absorbed in the school.
His responsibilities as a teacher are really heavy. He’s got four or five lessons a day.
Sometimes he’s got remedial classes. John is a form teacher too. He is also in charge of the
school’s Environmental club which is mainly a weekly lunchtime activity and is open to all. Its
aim is to expand the knowledge, understanding and skills of the pupils of his school to care for
the environment.
John is a gifted person. He likes poetry and writes poems. He often recites poems to his pupils.
One of his favourite poems is “The Wonderful World” by William Brightly Rands. Read it! You’re
sure to like it too!
Great, wide, beautiful wonderful world,
With the wonderful water round you curled.
And the wonderful grass upon your breast —
World, you are beautifully dressed!
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The wonderful air is over me,
And the wonderful wind is shaking the tree -
It walks on the water, and whirls the mills.
And talks to itself on the top of the hills.
CONVERSATIONAL FORMULAS
ABILITY OR INABILITY TO DO SOMETHING.
GIVING ENCOURAGEMENTS
1.	Listen to the dialogues.
2.	Read them aloud. Copy the melody.
3.	Make up your own dialogues. Express your ability or inability to do something.
Item 1.
-	Can you speak English?
-	Not very well.
-	Can you speak Spanish?
-	Not very well.
- Can you speak French?
-Just a little.
- Can you speak Chinese?
- Not at all.
- Can you understand French?
- Just a little.
- Can you understand Spanish?
- More or less.
- Can you understand Turkish?
- Not at all.
- Can you understand your teacher?
- Most of the time.
- Can she speak French?
- Of course, she can. It's her native language. She was bom in France.
- Can he speak Japanese?
- Of course, he can. It's his native language. He was born in Japan.
Item 2.
- Will I ever learn to speak English?
- Of course, you will. You're doing fine. You're getting better all the time
- Will I ever learn?
-	Of course you will.
-	Do you think I can do it?
-	Of course, you can!
-	Am I doing all right?
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- Of course, you are. You are doing fine. You are getting better all the time
You are getting better every day. You are getting better all the time.
Will I ever learn?
Of course, you will. You're doing fine. You're getting better all the time.
Dialogues
CONGRATULATIONS
Judy:	You look happy today!
Charles: I'm happy. I have just passed my Literature exam and mv History exam.
Judy:	Congratulations! I'm glad somebody's	happy.
Charles:	Why? What's the matter?
Judy:	Oh. I'm just worried I guess. I have to take a History exam next week
Charles: Oh, come, you are always worried about your exams. You've passed some exams
already, haven't you?
Judy Yes, I've passed my French exam.
Charles Oh, I give up. I simply can't learn French.
Judy:	Why do you say that? I think you're making a lot of progress.
Charles.	No, I'm not. I try and try and I still can't speak it very well.
Judy Learning any language takes a lot of effort. But don't give up One can scarcely get
on without some knowledge of a foreign language Why don't we practise those dia-
logues together?
Charles- Good idea. That just might help
AT THE UNIVERSITY
Michael: After I’ve been on my vacation, I find it hard to get started again.
Denis. So do 1.1 have to make an effort to get up an appetite for studying every day I think the
best part of University life is exchanging ideas with other students. I hate exams.
Michael- I look forward with fear to my exams, especially my French exam. I always pull an all-
nighter before it and feel rather nervous at the exam.
Denis.	Have you heard that Prof Greene gives us lectures on Linguistics this term? He is known
for his progressive methods of teaching.
Michael He is also known for his difficult questions at the exam. So. I’d better get down to my
studies. Г ve been lazy too long.
★ * *
1.	Listen to the dialogues. Practise the speakers' intonation in utterances expressing sad-
ness, sympathy; in exclamations.
2.	Read and translate the dialogues. Make up short stories on the basis of the dialogues.
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3.	Enact similar dialogues.
4.	Make up your own dialogues on the following situations:
I.	You meet your friend. She/he has just passed her/his exam. You congratulate her/him
2.	Your friend has failed his English exam. Try to cheer him/her up.
WRITTEN PRACTICE
1. Write a two-page letter to your English friend about your studies at the University.
2. Comment upon the following proverb or make up a short story of your own illustrating
its moral: You never know what you can do till you try.
Q Text
From THE SANDCASTLE
by 1. Murdoch
Mor taught history, and occasionally Latin, at St Bride's. He enjoyed teaching, and knew
that he did it well. His authority and prestige in the school stood high; higher than that of any
other master. Mor was well aware of this too, and it consoled him more than a little for failures
in other departments of his life.
"Rigden", said Mor.
A long silence followed. Mor was taking the Fifth Form Latin class, a chore which some-
times came his way during the absence on sick leave of Mr Baseford, the classics master. It was
a hot afternoon, the first period after lunch, a time which Mor hated. A fly buzzed on the win-
dow Twenty boys sat with the Elegies of Propertius open before them. Rigden clearly could
make nothing of the line in question.
"Come on, Rigden", said Mor rather wearily, "have a bash” You can translate the first
word anvway". "You", said Rigden. He was a slight crazy-looking boy with a small head. He
idolized Mor. His inability to please him was one of the tragedies of his school days. He leaned
intently over his book.
"That's right", said Mor, "and the second word". A yell of uncontrolled laughter went up
in the next room. That was Mr Prewett's mathematics class. Prewett was unhappily quite
unable to keep order. Mor knew that keeping order was a gift of nature but he could not but de-
spise Prewett a little all the same. Mor himself had but to look at the boys and they fell silent.
"Only", - said Rigden. "Yes", said Mor, "now go on". Rigden stared wretchedly at the page.
"Carde?" said Mor.
Jimmy Carde was one of Mor's enem es He was also the bosom-friend of Mor's son
Donald. Mor never felt at ease with Carde. He spoke in a casual and superior way.
"That's right", said Mor "Now, Rigden, you go on." Rigden was beginning to look des-
perate. He gazed into the book, biting his lip.
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"Get a move on", said Mor, "we haven't got all day. Did you prepare this, Rigden?"
"Yes, sir", said Rigden.
"Well, you'd better stay behind afterwards and talk to me about it", - said Mor. "Our
time's nearly up. Could somebody finish translating? Carde, what about you, could you do the
Iasi six lines for us?" Carde cleared his throat.
"Yes", said Mor. He looked at his watch. He saw that the period was nearly ended. Carde
was a good performer.
"Yes", said Mor. Yes. Very nice, Carde. Thank you. Now you can al 1 go."
An immediate chatter broke out, and amid a banging of books and desk tops there was
a rush for the door. The admonishing of Rigden took but little time, and Mor strode into the
corridor. A moment later he emerged from the centre door of what was called Main School
into the sunshine and looked about him.
* * *
The chief buildings of St Bride's were grouped unevenly around a large square of asphalt
which was called the playground, although the one thing that was strictly forbidden therein was
playing. The buildings consisted of four tall red-brick blocks: Main School, which contained
the hall, and most of the senior classrooms; Library, which contained the library and more
classrooms, and which was built close against Main School; School House, opposite to
Library, where the scholars ate and slept, and "phys" and "Gym" opposite the Main School,
which contained the gymnasium, some laboratories, the administrative offices, and two flats
for resident masters.
> Notes:
1.	Chore - a task that must be done and that you find unpleasant or boring.
2	Propertius Sextus (c.50 - c. 15 B.C.) - the greatest of the elegiac poets of Rome.
3.	To have a bash - to try, to make an attempt.
4.	Phys. - a physics room, a room used for lessons in natural science
5.	Gym - gymnasium, a hall or room used for gymnastics.
* * *
1.	Read end translate the text. Pick out the words in the text, which may be grouped under
the heading: LESSONS, SCHOOL.
2.	Make up sentences illustrating the meaning of the following phrases:
to stand high, to be aware of smth, to keep order, a gift of nature, to look desperate, to
have a bash.
3.	Listen to the text, read it aloud, copy the melody. Answer the questions:
1.	What subject did Mor teach? 2. What was Mor well aware of? 3. What class was Mor tak-
ing? 4. Who was translating the text? Was he good at it? 5. Who finished translating? 6. What was
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Jimmy like? Why didn't Mor like him? 7. Why did Mor despise Prewett? 8. What did Mor do after
the lesson?
4.	Describe the buildings of St Bride's.
5.	Give a short summary of the text. Use the topical phrases which are helpful to sum the
idea up.
6.	Discuss the qualities of an ideal teacher/student; an interesting and instructive lesson.
7.	Acting the scene. Characters: two students of a Teachers' Training Institute. They
exchange opinions about their teaching practice (the school, the pupils, the lessons, the
teaching staff) they have had.
8.	Read the following text and comment on it:
I've come to a frightening conclusion. I'm the decisive element in the classroom. It's my
personal aproach that creates the climate. It's my daily mood that makes the weather. As a
teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool
of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal In all situ-
ations it's my response that decides whether a crisis will be escalated or de-escalated and a child
humanized or de-humanized.
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UNIT 5

SHOPPING
GRAMMAR Study the following
THE PASSIVE VOICE
	Indefinite	Continuous	Perfect
Present	I am invited. Am I invited? I am not invited.	I am being invited. Am I being invited? I am not being invited.	I have been invited. Have I been invited? I haven't been invited.
Past	I was invited. Was I invited? I was not invited.	I was being invited. Was I being invited? I was not being mvted	I had been invited. Had I been invited? I hadn't been invited.
Future	I shall be invited. Shall I be invited? I shan't be invited.	—	I shall have been invited. Shall I have been invited? I shan't have been invited.
Future in the Past	I should be invited.	—	I should have been invited
CHECK YOUR GRAMMAR
1.	Make up your own sentences. Follow the model.
•	Model 1: Present Indefinite Passive.
She is always asked this question.
(to call, to wait for, to answer, to look at, to watch, to play, to do, to make, to read out,
to translate)
•	Model 2: Past Indefinite Passive.
The boy was taken to the hospital yesterday.
(to thank, to give, to bring, to ask, to cover, to send, to buy, to build, to sell, to rent)
•	Model 3: Future Indefinite Passive.
He will be allowed to go for a walk to-night.
(to translate, to read, to see, to find, to show, to display, to arrange, to announce, to fin-
ish, to receive)
•	Model 4: Present Continuous Passive.
The room is being cleaned
(to build, to do, to watch, to write, to lead, to look for, to boil, to wash, to iron, to describe)
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•	Model 5: Past Continuous Passive.
She was being asked when I entered the classroom
(to close, to telephone, to examine, to put down, to discuss, to polish, to build, to arrange,
to analyze, to watch)
•	Model 6: Present Perfect Passive.
The letter to Mr Gray has been posted already.
(to write, to send, to visit, to build, to read, to translate, to type, to receive, to organize,
to announce)
•	Model 7: Past Perfect Passive.
The report had been discussed by the time he came.
(to do, to tell, to buy, to check, to clean, to tell, to listen, to repair, to watch, to sell)
2.	Translate the following sentences into English. Use the Passive Voice.
1. Листа було отримано вчора. 2. В наступному рощ на щй вулищ буде збудовано
нову школу. 3. Коли буде перекладено цю статтю? 4. Не заходьте до юмнати. Там зараз
прибирають. 5. Яке питания обговорювали, коли ви прийшли? 6. Кого опитують зараз
на екзамеж? - 1ваненка. 7. Переклад закшчено. 8. Листа наделано. 9. Це питания вже
обговорено? - Ще Hi. 10. Наш клуб збудовано в цьому рощ. 11. Мене щойно запитали
про це. 12. Нам щойно сказали про це. 13. Йому вже дали це заедания? 14. Вчора до ще!
години роботу було закшчено. 15. Завтра о щй годин! роботу буде закшчено.
3.1.	Answer the questions.
A.	What language is spoken in the following countries?
• Model: German is spoken in Switzerland.
(French, Italian, English, Spanish, Russian, Ukrainian, Bulgarian, Greek, Dutch, Hun-
garian, Polish, Swedish)
(Russia, Ukraine, France, Italy, Poland, England, Hungary, Sweden, Holland, Greece,
Bulgaria, Spain)
B.	What are the following people bothered by?
• Model: Some people are bothered by smoke.
(They, I, we, some people, he, you, she)
(Noise, scent/perfume, buzzing, loud music, sharp sounds, husky voice, rattle).
II.	Talk about city planning in your town.
• Model: New hospitals must be built.
(Parking spaces, airport, schools, monuments, restaurants, museum)
(Provide, expand, build, reconstruct, refurbish, restore)
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III.	Use the following passage as a model for writing on a similar topic (e.g., about some
changes which have been made in yourflat / house).
An old section of the city has recently been restored. Many changes have been made.
Many of the old houses have been repaired. New businesses have been started. One old build-
ing has been converted into a theatre, and many cultural activities have been developed
Education has not been neglected. New elementary and secondary schools have been built, and
a new college has recently been opened. Now this old section of the city is no longer a slum. It
has been changed into an exciting place to live and work.
IV.	It’s an extract from Theatre by W. S. Maugham. Put the verbs in brackets in the appro-
priate tense. The tenses used are Past Simple, The Past Perfect Tense. Use either The
Active Voice or The Pasive Voice. Say why Julia felt like a queen returning from exile.
She (to arrive) in Paris in the afternoon, and when she (to show) into her suite at the Ritz,
she (to give) a sigh of satisfaction. It (to be) a treat to get back to luxury. Three or four people
(to send) her flowers. She (to have) a bath and (to change). Charley Deverill, who always (to
make) her clothes for her, an old friend, (to call) to take her to dinner in the Bois.
To drive up the Champs Elysees on that lovely evening (to fill) her with exhilaration. It
(to be) good to smell once more the smell of petrol. The cars, the taxis, the hooting of horns,
the chestnut trees, the street lights, the crowd sitting outside the cafes and the crowd on the
pavement; it (to be) an enchantment. And when they (to get) to the Chateau de Madrid, so gay,
so civilized and so expensive, it (to be) grand to see once more well-dressed women, decently
made-up, and tanned men in dinner-jackets.
“I (to feel) like a queen returning from exile”.
Julia (to spend) several happy days choosing her clothes and having the first fittings. She
(to enjoy) every moment of them
NUMBERS
> Note: “a hundred “is a less formal usage than “one hundred”.
Cardinal	Ordinal
1. one	1. st first
2. two	2. nd second
3. three	3. rd third
4. four	4. th fourth
5. five	5. th fifth
6. six	6. th sixth
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7.	seven 8.	eight 9.	nine	7.	th seventh 8.	th eighth 9.	th ninth
10. ten 11 eleven 12. twelve	10.	th tenth 11	th eleventh 12.	th twelfth
13.	thirteen 14.	fourteen 15.	fifteen 16.	sixteen	13.	th thirteenth 14.	th fourteenth 15.	th fifteenth 16.	th sixteenth
17.	seventeen 18.	eighteen 19.	nineteen	17.	th seventeenth 18.	th eighteenth 19.	th nineteenth
20.	twenty 21.	twenty-one 22.	twenty-two 23.	twenty-three 30.	thirty 38.	thirty-eight 40.	forty 50.	fifty 60.	sixty 70.	seventy 80.	eighty 90.	ninety 100. а/one hundred 1000. а/one thousand 10000. ten thousand 100000. а/one hundred thousand 1000000. а/one million	20.	th twentieth 21.	st twenty-first 22.	nd twenty-second 23.	rd twenty-third 30. th thirtieth 38. th thirty-eighth 40.	th fortieth 50.	th fiftieth 60.	th sixtieth 70.	th seventieth 80.	th eightieth 90.	th ninetieth 100. th а/one hundredth 1000. th а/one thousandth 10000. th ten thousandth 100000. th а/one hundred thousandth 1000000. а/one millionth
1/4	a / one quarter
1/2	a / one half
1/3	a / one third
3/4	three / quarters
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MATHEMATICAL EXPRESSIONS
+ X		plus / and	= minus / take away	% (is) multiplied by	° (is) divided by	is equal to / equals per cent degree
		MONEY	
1/2 1 2 5 10 50 1 5, 10 3.82	GREAT BRITAIN: £-pound; p - pence 100 pence (100 p) = 1 pound amount p	a half penny, half a penny p	a penny, (colloq.) one p. p	twopence, two pence, (colloq.) two p. p	five pence p	ten pence p	fifty	pence a pound, (si.) a quid , 20	five / ten / twenty pounds, (si.) five / ten / twenty quid three pounds eighty-two (pence)		(£1) coin a half penny a penny a twopenny piece a fivepenny piece a tenpenny piece (note) a fifty pence piece (note) a pound note a five / ten / twenty pound note
		THE USA $ - dollar; e - cent 100 cents (100 c) = 1 dollar (1$)	
amount 1	a cent 5	five cents 10	ten cents 25	twenty-five cents 50	half a dollar,	(si.) half a buck SI	a dollar, (si.) a buck $5, $10, $20 five / ten / twenty dollars $3.82	three dollars eighty-two (cents)			coin a penny a nickel a dime a quarter a half-dollar (note) a dollar bill a five / ten /twenty dollar bill
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WEIGHT
GREAT BRITAIN AND THE USA
1 ounce (oz)
16 ounces = 1 pound (1 b)
2.2046 pounds
1 ton
28.35 grams
0.454 kilograms (kg)
1 kilogram
1016.04 kilograms
LENGTH
GREAT BRITAIN AND THE USA
0.3937 inches (in)
12 inches = 1 foot (ft)
39.37 inches or 1.094 yards (yd)
0.62137 miles or about 5/8 mile
1 mile
1 centimetre (cm)
30.479 centimetres (cm)
1 metre (m)
1 kilometre (km)
1.6093 kilometres
LIQUID MEASURE OF CAPACITY
GREAT BRITAIN		THE USA	METRIC
1 pint (pt) 1 quart (qt) 1 gallon (gal)		1.201 pints 1.201 quarts 1. 201 gallons	0.5679 litres 1.1359 litres 4.5435 litres
Write in words.			
• Model:	2+5 = 7 30 - 5 = 25 40 : 10 = 4 3x7 = 21	(Two plus five is seven) (Thirty minus five is twenty five) (Forty divided by ten is four) (Three multiplied by seven is twenty one)	
24 + 12 = 36	6:2 = 3	134 + 56=190	(854+10)-14 = 850
19-4=15	55:11=5	200 - 31 = 169	13-(9+2) = 2
93 + 7 = 100	8x7 = 56	1000 + 284=1284	127 + 32= 159
72-18 = 54	99 : 3 = 33	974- 13 = 961	738- 19 = 719
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Shoppers and Shop Utensils: basket, bill, cashier, cashdesk, change, changing booth (fit-
ting booth), check out, computing scale, counter, customer, dummy, fashion journal (maga-
zine), money, price, price card, price label, purchase, receipt, receipted bill, shopping bag,
shelves, shop assistant, shopping list, showcase (display case, indoor display window), trading
hours, trolley, wrapping paper.
Kinds of Shops: (bargain) sale, bookshop/store, book stall, boutique, cash-and-carry, co-
op (co-operative), department store, flea market, gift shop, grocery store/the grocer’s, private
shop, provision shop, state-run, supermarket, the butcher’s, the confectionery, the dairy mar-
ket, the greengrocer’s.
Departments: Cosmetics, Electrical Goods, Footwear, Fur Department, Haberdashery,
Household Goods, Jewelry, Knitted Goods, Ladies' Wear Department, Leather Goods, Linen
Goods, Men's Wear Department, Millinery, Perfumery, Ready-made Clothes, Stationery and
Office Supplies, Textiles, Toy Department.
Women’s Clothing: bathing costume, blouse, cardigan, dress, dressing gown, evening
gown, frock, fur coat, gloves, hat, handkerchief, house frock (dress), jumper, kerchief, over-
coat, raincoat, scarf, skirt, stockings, suede jacket, summer dress, sweater, T-shirt, tights,
underwear, cast-off(s) (clothes, shoes), casual clothes (shirt...).
Men’s Wear: blazer, braces, cap, clothcoat, collar, coat, dinner-jacket, jacket/coat (of
suit), jeans, pullover, pajamas, shirt, shorts, short-sleeved shirt, socks, tails, T-shirt, tie,
trousers, two (three) piece suit, vest, waistcoat.
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Children’s Clothes: baby clothes (baby’s first walking boot, pramsuit, hood, bootees,
wrapover, vest, playsuit). Infants’ wear (child’s sundress, playsuit, children’s shorts).
School children’s wear (raincoat, snow suit, dungarees, bib skirt). Teenagers’ clothes
(girl’s overblouse, slacks, anorak).
Fabrics: cloth, material (cotton, nylon, silk, woolen), coloured, checked, plain, striped.
Length of cloth.
Footwear: boots, court shoes, evening sandals (sandal court shoes), ladies’ boots, mules,
sandals, shoes (platform shoes, tennis shoes), shoes (bareheeled, open-toed, high/low-heeled.
heelless, walking, for country/town wear), tennis shoes, tieshoes/laced shoes, training shoes.
Food: bread, canned food, chain-sausage, confectionery, dairy products, eggs, fish, fruit,
frozen food, ham, hard/soft drinks, herring, kipper, meat, poultry, sausage, sprats, tinned
fish/meat, vegetables.
PHRASES AND WORD COMBINATIONS
To go shopping, to run out of something, to pay the bill, to join a queue, to wrap up the pur-
chase, to try something on, to be tightAoose on somebody, to sell, to be in fashion/out of fashion,
to come into fashion, to go out of fashion.
Trading hours, a cheap/expensive/dear purchase, sky-high/soaring prices, reasonable price,
the most economical buy.
What size is it? I wear size ... My size is ... What do you charge for it? (How much is it?
What does it cost?) It’s too dear. I can’t afford it. What would you like? Just to have a look round.
I’m just looking round. Can I help you? Help me on /off with it, please. Here is your change. I have
a lot of shopping to do today. Prices are going up/coming down. You can buy it at a reasonable
price. Prices are at an all-time high/low; bargain prices.
Browse around the shops - to look at the goods in a shop without wanting to buy any par-
ticular thing. E.g.: If Helen wants to buy something other than food, she goes into the city centre.
Often she will take an afternoon off from her work and browse around the shops.
Fit somebody - if something is not too big and not too small for a person or other thing, it
fits them. E.g.. A size 12 dress should fit.
Suit - if clothes or other personal things are the right style, colour etc for someone, you say
they suit them. E.g.: Casual clothes really don’t suit her. A green dress won’t suit me. That new
haircut suits you.
Match somebody - if things are almost the same in some way and look good together, they
match. E.g.: The curtains don’t match the carpet (=they are not the samepattern/colour).
If things look right together in style, colour etc, they go together or go with each other. E.g.:
The curtains don’t go with the carpet (=they are not the same colour and do not look good togeth-
er either). Things can go together in other ways too. E.g.: Fish and white wine go particularly well
together.
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SOUND AND INTONATION PRACTICE
Vowel and consonant practice in sentences.
I expect Bell spends a pretty penny on
dress.
The sweater will wear well.
What size shoes does Susan wear?
Advertisement helps to sell.
[ai iks'pekt 'bel spendz a'pnti pent on
,dres]
[Sa 'swets wil 'Wes 'wel]
['wot saiz ju:z daz ,sju:zn wea]
[ad'vsrtismsnt helps ta sei]
VOCABULARY ACTIVITY
1.	Match the nouns in part A with the fitting adjectives in part B:
A.	Fashion, dress, shoes, material, bag, size, purchase, buy
B.	Well-made, woollen, latest, tight, small, shopping, expensive, economical.
2.	Read, match and write. Make up some sentences with these word combinations.
A.	1. a pound of. . ; 2. a bottle of...; 3. a box of...; 4. a bar of...; 5. ajar of...; 6. a loaf
of...; 7. a dozen ...; 8. a bunch of...; 9. a length of... .
B.	a) bread; b) honey ; c) chocolate: d) cheese) e) lemonade: f) eggs; g) cereal; h) grapes;
i) cloth.
3.	Select the odd word that does not fit into a list, giving reasons for your choice.
A.	Vest, dressing gown, clothesbasket, socks, blouse.
B.	Sweater, trousers, cardigan, pullover jumper.
C.	Collar, sleeve, belt, velvet.
D.	Slippers, sandals, tights, walking shoes, court shoes.
E.	Changing booth, computing scale, shelf, trolley, glove.
F.	Boutique, department store, bouquet, gift shop, bookshop.
G.	Frock, dress, dinner-jacket, blouse, kerchief.
H.	Confectionery, confession, meat, poultry, sausage, vegetables.
4.	Fill in the blank with the vocabulary word that best fits the meaning of each sentence:
1.	Go to the fitting-room and... the suit.... 2. What did she... at the party? - A white dress.
3. The jacket is ... on you. 4. How much do these shoes ... ? Nine pounds. 5. On our way to the
station we ... at the baker’s and bought some buns. 6.1... the bill, took my parcel and left the
shop. 7. The hat is too .... Will you ... me something cheaper? 8. The salesgirl... the parcel and
gave it to me. 9 The coat is just your size. It... you well. 10. Have you a blue tie to ... the shirt?
5.	Fill in the blanks with "fit. match, suit, become".
1.	I don't feel comfortable in these shoes. Do you think they ... me? 2. Could you show
me a pair of gloves ... my bag? 3. Buy a blue scarf; this colour ... you more than any other and
your coat. 4. The carpet should ... the curtains. 5. She was wearing a brown dress with hat and
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gloves ... 6. Oh, yes, the size is all right; it.. you very well but it does not... you to wear such
a short skirt. 7. You should also have shoes that... well when you intend to go for a walk.
6.	Read and remember.
Word choice: price, cost, charge.
When you are talking about the money you need to buy a particular thing, the usual word
is price. E.g.: The price of a piece of land/packet of cigarettes, cauliflower.
Cost is like price, but is used less for objects, and more for services or activities. E.g.: The
cost of having the house painted/going on holiday. It is also used for general things. E.g.: The cost
of living/the cost of food/lhe cost of production/postage. The cost of something may be high or
low. Hie amount of money you pay for something is what it costs you. E.g.; It cost $1000 to have
the house painted. Things may cost a lot.
The person who is selling goods or services to you charges you for them. E.g.: How much
did he charge you for mending the car? A charge is a sum of money asked, especially for allow-
ing someone to do something or for a service. E.g.: There will be a small charge for admission.
Make up you own sentences with the words mentioned above.
7.	Take turns in giving expressions concerning: a) kinds of shops: b) departments; c) clothes;
d) food.
8.	Spelling bee.
9.	Answer the following questions:
1.	How often do you go shopping? 2. What shops do you call at? 3. Where can you buy
a sweater, a pair of shoes, a book, a newspaper, a loaf of bread, sweets, vegetables, fruit, milk?
4. Do you like to go shopping? 5. Do you usually buy cheap things? 6. What are the latest
fashions?
10.	Translate the text into English in writing:
Кожного дня по дороз! додому я заходжу до магазину. Але я не люблю ходити по
магазинах. Це забирае дуже багато часу. До того ж не завжди можна придбати необхщш
продукта та речь Я також не люблю стояти в черзь Зазвичай, мен! потр!бно приблизно
годину, щоб зав!тати до деюлькох магазижв i купити необхщш товари. Я ходжу кожен
день до овочевого магазину, булочноУ, до магазину “Бакал1я” та в кондитерську. М’ясо
я звичайно купую на базар!.
У вихщы дш я ходжу до великого уншерсального магазину. Це новий двоповерхо-
вий будинок. В ньому багато р!зних вщдипв: “Взуття”, “Головы убори”. “Трикотаж”,
“Галантерея”, “Косметика”, “В!дд!л готового одягу”.
Звичайно, в недшю я ходжу за покупками разом з моею приятелькою. Вона любить
ходити по крамницях. Особливо вона любить заходити до ужвермагу. Вона вщразу ж ще
до вьддшу готового одягу i прим!ряе pi3Hi речь Пот!м ми йдемо до вцццлу “Взуття”. Моя
приятелька i я витратили багато часу, прим!рюючи взуття i одяг. Вчора ми знову були в
магазин!. Я купила co6i нов! рукавички, а приятелька - новий капелюшок. Говорять, це
модний капелюшок.
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$ Text
HELEN SMITH GOES SHOPPING
When both her children are at home from University for the holidays, Helen Smith often
has to go shopping. Mary and Charles eat her out of house and hume. Usually Helen does a big
shop once every two or three weeks. On these occasions she drives to a supermarket near her
home. She takes with her a list of all the things she wants to buy. If John goes with her, he takes
a calculator to add up the price as they go along and to work out the most economical buy. At
the entrance to the supermarket, Helen collects a trolley. She then walks up and down the aisles
picking out the items she wants. If Charles is helping, she usually ends up with things she doesn't
want as well.
When all the aisles have been covered, Helen goes to the checkout and waits in the queue
until it's her turn to pay. Then she packs up her car with the goods she’s bought and drives
home. Helen does not often buy fruit and vegetables in the supermarket, because they are
cheaper at the market. Every Friday lunchtime she meets John there and together they buy
enough fruit and vegetables to last them the week When the children are at home, Helen will
often have to stock up at a local greengrocer's or small supermarket, which are within easy
reach of her home.
If Helen wants to buy something other than food, she goes into the city centre. Often she
will take an afternoon off from her work and browse around the shops. If there's a sale on she
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may find a good bargain on a skirt or jacket. Helen buys most of her clothes when she is not
looking for anything in particular. Whenever she needs something, for example, a new outfit
for her cousin's wedding last year, it is impossible to find the right thing. Helen is not as gifted
as Mary in that. She cannot find any old outfit at a jumble sale and make something stunning
out of it. However, she is good at buying presents for people. At birthdays and Christmas, she
delights her family and friends by giving them just the r ght thing. She picks things up when she
sees them and often visits Stratford. This is the town where Shakespeare was born. It is not far
from Birmingham and is a tourist centre, so it has many gift shops.
With all this shopping and with her translating work, it is surprising that Helen has time
for housework. She cleans the house twice a week. One time is a thorough going-over. The other
time is just a quick flick. When Mary and Charles are at home, they help a lot. Charles will sort
the washing out and pul it in the machine. Mary will do the ironing Having children at home
may mean buying more food, but it also means more help around the house.
CULTURE CONTEXT
1.	Check-out — a desk in a self-service shop where one shows the goods one has chosen and
pays for them.
2.	Jumble sale (Br.E.) - a sale of used articles to get money, esp. for some good work.
3.	Eat someone out of house and home - make life difficult for someone by eating more food
than one can afford to provide.
READING AND SPEAKING ACTIVITY
1. Read and translate the text. Answer the following questions.
1.	Does Helen often go shopping? 2. Does John help Helen to do the shopping? 3. What
does John take a calculator for when he goes shopping? 4. Where does Helen buy clothes? 5.
What is Helen good at? 6. Where does she prefer to buy presents for her friends? 7. How often
does Helen do her house? 8. Who helps her about the house?
2.	Confirm or deny the statements.
1.	Helen never buys things and food at the market. 2. Every Friday lunchtime Helen goes
to Stratford. 3. Helen bujs most of her clothes when she is not looking for anything. 4. John
hates going to shops 5. When Ma^y and Charles are at home, Helen buys more food.
3.	Describe Helen *s visit to the supermarket / the department store.
4.	Make short conversations in the following situations:
1.	Helen is going to do some shopping. She is not sure whether there is enough food in her
refrigerator, in her cupboard. Mary is going to help her mother.
2.	You've stayed at the Smiths'. On Friday Mary and you went shopping. Mary acted as
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an interpreter and helped you in your talk with the shop assistant at the ready-made clothes'
department.
5.	Minitalks:
1.	At the Department Store. 2. At the Supermarket. 3. Some of the complaints house-
wives have about shopping. How can the problem be overcome?
ENVIRONMENTAL THINKING AND
LIFE STYLE
Ally is a lender and sensitive soul by
I.	Skim through the following passage
in order to get its general idea.
2.	Summarize the information given in
the passage about Ally Brown.
3.	Is Ally a likable person? Is she practi-
cal? Give your reasons.
4.	Does Ally support her father’s ideas?
5.	What makes Ally’s life happy?
Ally Brown is approaching 41, but her
energy and youthful looks are the envy of
many younger women. She carries herself
very well. Ally doesn’t look her age. She looks
younger. Her eyes make her beautiful. Ally
never dresses anyhow. She does herself well in
clothes. She is always very well-dressed, but
quietly, in good taste.
re. She is warm-hearted and kind but she is
unpractical. She doesn’t work. Ally spends her time reading, listening to music, attending exhi-
bitions and art galleries, fashion shows and theatres or browsing about the shops. She is well-
read in English literature. Ally likes to read far into the night. Time passes quickly when she is
absorbed in reading a good book.
When it comes to money matters and other serious things she’s at a loss. She always relies
on her husband’s decision.
Ally loves her parents. She often calls on them. She finds them very nice people. But Ally
doesn’t support her father’s idea of making people use their cars only when it’s absolutely nec-
essary. She thinks that her father is fighting windmills. The reality is that a person’s life is eco-
nomically determined. For instance, one may live in an area where public transport is impossi-
ble and perhaps be unable to sell one’s house and move nearer to work.
Ally and her husband travel around a lot. It’s impossible for her to have a job. But she
wouldn’t change places with anyone for anything. She’s happier the way she is.
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CONVERSATIONAL FORMULAS
GIVING AND RECEIVING COMPLIMENTS
1.	Listen to the dialogues.
2.	Read the dialogues. Copy the melody.
3.	Make up your own dialogues. Use the topical words and phrases.
Item 1.
- That’s a nice sweater! Is it new?
-Yes, it is!
- Where did you get it?
- I got it at Macy’s.
- It’s beautiful
- Thank you! I’m glad you like it.
- Those are nice boots! Are they new?
- Yes, they are.
- Where did you get them?
-1 got them at Macy’s.
- They are beautiful.
- Thank you! I’m glad you like them.
> Note: Macy’s - the largest department store in New York It’s motto is “It’s Smart
to be Thrifty”.
Item 2.
-1 like your gloves! Are they new?
- Oh, no! I’ve had them for years.
- Where did you get them?
-1 got them in London.
- They are beautiful!
- Thank you!
-1 like your ring! Is it new?
- Oh, no! I’ve had it for years.
- Where did you get it?
-1 got it in India.
- It’s beautiful!
- Thank you!.
Item 3.
- How much does it cost?
- It costs a lot. 1 can’t believe how much it costs.
- It costs a lot, an awful lot. It costs a lot, to live in the city.
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Item 4.
-	Why don’t you buy it?
-	1 can’t afford it. It’s too expensive. I can’t afford it.
-	Why don’t you buy it?
-	1 don’t have the money. It’s not worth it. I can’t afford it.
Dialogues
AT THE DEPARTMENT STORE
Shopwalker:	What can we show you today, madam?
Ally:	Millinery, please.
Shopwalker: Certainly, madam. This way. First floor. Please take the lift.
Shop-assistant: Can I help you, madam7
Ally:	Please show me a really smart hat to go with this coat and skirt.
Shop-assistant: Certainly, madam. Now here is a really chic little hat. Personally, I should call
it exquisite. Will you try it on, madam? A little small in the head? We can alter
it for you. Madam looks three years younger.
Ally:	No, I don't like it very much. Haven’t you something a little quieter - not so
striking. There were some very pretty hats in the window.
Shop-assistant: Now here is a lovely little hat, very quiet. Isn't that becoming?
Ally:	I like it awfully. How much is it?
Shop-assistant: Twenty-nine pounds, madam. A bargain.
Ally:	All right, I’ll buy it.
SHOPPING
Helen: Hallo, Ann! How are you?
Ann:	Hallo! I’m fine. And how are you?
Helen: Fine, thanks. We have our children staying with us now. You know, they eat us out
of house and home.
Ann:	Oh, young people have a healthy appetite.
Helen: I have to buy a lot of things. I’d better call at the supermarket. And where are you
going now?
Ann:	You see, I’m taking an afternoon off from my work and I’m browsing around the
shops.
Helen: Are you looking for anything in particular?
Ann:	Oh, I’d like to have a look round. I’ve already been to some boutiques. But the prices
are at an all-time high, I’m afraid.
Helen: Well, I must be going now. I have a lot of shopping to do today.
Arm:	Don’t hurry! The shops are open late on Saturday.
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* * *
1.	Listen to the dialogues. Practise the speakers' intonation in utterances expressing admi-
ration, doubt, hesitation.
2.	Read and translate the dialogues. Make up short stories on the basis of the dialogues.
3.	Enact similar dialogues.
4.	Make up your own dialogues on the following situations:
1. Your friend and you have come to the Department Store. You're choosing a dress for
evening wear.
2. You're at a men's ready-made clothes department. You want a suit for everyday wear,
some shirts and a tie to match the suit. The shop assistant is ready to help you
WRITTEN PRACTICE
1. Make up your own shopping lists. Work out the cost of your shopping.
2. Comment upon the following proverb or make up a short story of your own illustrating
its moral. "Tastes differ".
Q Text
From SISTER CARRIE
by Th. Dreiser
In the morning Carrie got up and started out a little early. She reached Dearborn Street.
Here was the great Fair store with its crowd of shoppers. She thought she would go in and see
She would look at the jackets .
Carrie began wandering around the Store. The jackets were the greatest attraction When
she entered the store, she already had her heart fixed upon the little jacket with large moth-
er of-pearl buttons which was all the rage that fall. When she got it in her hand it seemed so
much nicer. The saleswoman helped her on with it, and it fitted perfectly. She looked quite
smart. "That's the thing", Drouet said.
Carrie turned before the glass. She coidd not help feeling pleased as she looked at herself
"That's the thing", said Drouet. "Now pay for it".
"It's nine dollars", said Carrie.
"That's all right - take it", said Drouet
She reached in her purse and took out one of the bills. In a few minutes the saleswoman
was back and the purchase was closed.
Then they went to a shoe store, where Carrie was fitted for shoes. Drouet stood by, and
when he saw how nice they looked, he said, "Wear them". Drouet bought her a purse and a pair
of gloves and let her buy the stockings.
"Tomorrow", he said, "you come down here and buy yourself a skirt" .
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> Notes:
I. Fall - autumn m the American variant of English.
2. Drouet [dru: ei]
* * *
1.	Read and translate the text. Pick out the words in the text, which may be grouped under
the heading: Shopping.
2.	Make up sentences illustrating the meaning of the following phrases:
the greatest attraction; to be all the rage; to help smb on with smth; to look smart; can’t
(couldn’t) help doing smth.
3.	A. Listen to the text. B. Read it aloud, copy the melody. C. Answer the questions.
1. Where did Carrie go to in the morning? 2. What did she want to look at? 3. What was
the greatest attraction? 4. How much was the jacket? Was it expensive? 5. What other things
did Carrie buy?
4.	Give a short summary of the text. Use the topical phrases which are helpful to sum the
idea up.
5.	Discuss the qualities of a good department store.
6.	Minitalks:
1. A visit to the shops. 2. A present for my friend.
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UNIT 6
MEALS

GRAMMAR Study the following
DIRECT AND INDIRECT SPEECH
“Direct speech” means using the actual words spoken by someone. The direct speech can
be placed at the beginning, at the end, or at the beginning and end of the sentence.
E.g., “The cake is tasty”, Ann said.
Ann said, “The cake is tasty”.
“I think”, Ann said, “the cake is tasty”.
When we report what someone else has said, we use “indirect speech”.
CHANGING FROM DIRECT TO INDIRECT
SPEECH
Present forms change to Past forms
Present Simple E.g., “I speak English”.	Present Perfect E.g., “They have done their work”
Past Simple E.g., He told us that he spoke English	Past Perfect They said that they had done their work.
Present Progressive E.g., “Switch off the radio. I’m reading a book”.	Present Perfect Progressive E.g., “They’ve been having a good time at the seaside”.
Past Progressive E.g., She told him to switch off the radio because she was reading a book.	Past Perfect Progressive E.g., They said that they had been having a good time at the seaside.
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>	Notes: It is not always necessary to change the verb from present to past. E.g., “I like
flowers”, Ann said. Ann said that she liked / likes flowers. (Ann probably still likes flowers at
the time of the report.
After “tell” the person addressed must be mentioned (Ann told Jim...), after “say” we do not
mention the person addressed (Ann said that...).
Past Forms change to Past Perfect Forms
Past Simple E.g., “I saw you when you were in the library”	Past Progressive E.g., “I was watching TV when they arrived”.
Past Perfect E.g., He told her he had seen her when she was in the library.	Past Perfect Progressive E.g., He told her he had been watching TV when they arrived.
>	Notes: A Past Perfect form in direct speech does not change in indirect speech. E.g.,
“I visited her yesterday to find out if they had arrived”. He said that he had visited her the pre-
vious day to find out if they had arrived.
Other Changes in Indirect Speech
this	that
these	those
here	there
now	then / at that moment
today	that day
yesterday	the previous day
tomorrow	the next day
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Study the following: Pieces
Sometimes it is difficult to know which word you should use when you mean “a small
part or piece of something”. This diagram will help you find the right word.
(Active study Dictionary of English)
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CHECK YOUR GRAMMAR
1. Transform the following sentences from direct into indirect speech and expand on them.
1.	“1 like sweets”, said Helen. 2. “My sister is fond of ice-cream”, said Mark. 3. Ann said,
“My mother is good at cooking”. 4. Peter said, “My sister is preparing dinner now”. 5. Jane
smiled and said, “I have eaten the cake”. 6. “They have been having a birthday party”, said
Michael. 7. “We dined out yesterday”, said Jack. 8. “We saw them when they were in the
restaurant”, said Helen. 9. “We were having dinner when the telephone rang”, said Julia.
10 "The father called at the kitchen to find out if I had prepared dinner”, Mary said.
2.	A. Read the following extract. B. Give a summary of the extract. Avoid direct speech.
Francis heard Joyce’s high voice down the table. “After tea we are going to play hide and
seek in the dark”.
“Oh, no,” Peter said, watching Francis's troubled face with pity and understanding,
“don’t let’s. We play that every year.”
"But it’s in the programme,” cried Mabel Warren "I saw it myself. I looked over Mrs
Henne-Falcon’s shoulder. Five o’clock tea. A quarter to six to half past, hide and seek in the
dark. It’s all written down in the programme.”
Peter asked for another piece of birthday cake and drank his tea slowly. The children
were already leaving the table. He finished his cake thinking of the words, “There’s nothing to
fear in the dark.” The last to leave the table, the brothers came together to the hall to meet the
impatient eyes of Mrs Henne-Falcon.
(From The End of the Party by G. Greene)
3.	Put one word into each gap to express a unit. Sometimes there are several possibilities.
Make up some sentences with these word combinations. Prompts: dash, drop, patch,
clove, speck, breath, bar, slice, pinch, sliver.
A ... of chocolate/soap; a ... of meat; a ... of water; a ... of garlic; a ... salt; a ... of fog;
a ... of fresh air; a ... of dust; a ... of glass; a ... of sauce.
4.	Fill in the blank with the vocabulary word that best fits the meaning of each sentence and
expand on the sentences.
1. Look at this ... of rock. 2. Give me a ... of cheese. 3. Let’s buy a ... of chocolate. 4. Bring
a ... of soap. 5. I’d like two ... of sugar. 6. Take this ... of banknotes. 7. Cut the pork into thin ....
8 Everyone wants a ... of cake. 9. Put this ... of newspaper on the desk. 10. Pick up this ... of paper.
11. There are a lot of... of bread on the table. 12. Add a ... of salt to the soup. 13. Look at these
wonderful ... of snow. 14. Give me a ... of chocolate and a ... of orange, please. 15. There wasn’t
a ... of truth in what he said. 16. Her offer of help was our only ... of comfort.
6 В. Янсон
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Ma r, bourse
5.	Work in pairs. Write questions to ask your fellow-students which will elicit the use of some
of the above collocations.
• Model: A. What do you need from the butcher’s?
B. A nice joint of meat.
6. IPs an extract from Theatre by W. S. Maugham. Put the verbs in brackets in the appro-
priate tense. The tenses used are Past Simple, The Past Perfect Tense, Future Simple.
Say if Julia enjoyed her supper. Find in the text an example of a humorous hint
The head waiter (to be) surprised that Julia should be having supper by herself.
“I’m very tired, Angelo”.
“A little caviar to begin with, madam, or some oysters?”
“Oysters, Angelo, but fat ones”
“I (to choose) them myself. Miss Lambert, and to follow?”
Julia (to give) a long sigh, for now she (can), with a free conscience, order what she (to have)
in mind ever since the end of the second act. She (to feel) she (to deserve) a treat to celebrate her tri-
umph.
“Grilled steak and onions. Angelo, fried potatoes, and a bottle of Bass. Give it to me in a sil-
ver tankard."
She probably (not to eat) fried potatoes for ten years The oysters (to come) and she (to eat)
them with enjoyment. She (to eat) two pieces of brown bread and butter and she (to take) a long
drink from the silver tankard. The steak (to arrive). It (to cook) exactly as she (to like) it, and the
onions (to be) crisp and brown. She (to eat) the fried potatoes delicately, with her fingers.
The head waiter (to come) up to her with a smile.
“Everything all right, Miss Lambert?”
“Lovely. You know, it’s strange how people differ. Mrs Siddons (to be) a rare one for chops;
I’m not a bit like her in that; I’m rare one for steaks.”
PHRASES AND WORD COMBINATIONS
To have breakfast, lunch, dinner, supper, to have a bite, snack; to be hungry, thirsty; to taste
something; to one's taste; on the menu; to order something; to prefer something to something; to
begin with something; to pass something; to be out of the question; to help yourself to something;
to enjoy a good appetite; to give smb an appetite; to sit down to table; to be/sit at table; to dine
in/out; to treat smb to smth; to lay the table: to clear the table; to wash/dry the dishes; to pay the
bill; to have a sweet tooth: to get thinner; to keep to a slimming diet; a light breakfast/supper; a
substantial breakfast;... neither,.. nor...; Have some more'. No more, thank you! J don‘t like it. - You
don't say so!
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ESSENTIAL VOCABULARY
MEALS
(at) breakfast, brunch, dinner,
lunch, supper: alfresco lunch,
cream tea high tea, packed meal,
snack/bite; a light/substantial
meal
KITCHEN UTENSILS
TABLEWARE
bottle/can/tin-opener, bread basket, bowl, but-
ter dish, cockscrew, coffeepot, coffee set, cof-
fee cup. cup, dinner plate, dinner set, fork, hy-
ing pan, jug, knife, (soup) ladle, mug, oil and
vinegar bottle, (deep, soup) plate, saucer, sauce-
pan, serving trolley, spoon, soup tureen, sugar
bowl, tablecloth, tablemat, tea-kettle, teapot,
tray, toast rack, tumbler, vase, wine glass
MEALS
PLACES WHERE ONE CAN
HAVE A MEAL
(at a) bar. bistro, buffet, cafe, cafe-
teria, canteen, chip shop, open-air
cafe, refectory, restaurant, take-
away
PARTS OF A MEAL
(for) the first course, the second
course; dessert, appetizer, beve-
rage
LAY THE TABLE
clear the table, take away the dirty
dishes, sei the dinner table
MENU -------------
(on the) menu card, full a la carte
menu(s)
RECIPE 
ingredients, cook book=cookery
book
FOOD(S) MAY BE
bitter, bitter-sweet, boiled, bubbly,
crispy, crunchy, delicious, fresh, fried,
overdone (overcooked), rare, salty,
smooth, sour, sweet, tasty, tender,
underdone, well done
FOOD. TYPICAL DISHES
Meat: bacon, beef, beefsteak, chops, cold meat,
cutlets, jellied meat, rissoles, rumpsteak, sausage
Fish: herring, jellied fish, smoked fish, sea-food
Poultry: grilled chicken, goose, stuffed duck
Soup: clear/cabbage/pea/potato/onion/tomato
soup, borsch
Bread, butter, boiled/fried eggs, cheese, (mixed)
salad
Vegetables: cabbage, carrot, cucumber, horse-
radish. lettuce, radish, potato, pumpkin, sauer-
kraut. tomato
Spices: garlic, mustard, pepper, salt
Dr nks beer, cocoa, coffee, fruit-juice, milk,
mineral water, tea, wine
Fruits: apple, banana, grapes, orange, peach,
pear, plum, prunes with whipped cream, tange-
rine
Biscuit, cake, pancake, pie, pudding, roll
Candy floss, condensed milk, convenience food
=fast food, honey, ice-cream, jam, jelly, stewed
fruit, sweet, sugar
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MajnCpurse
SOUND AND INTONATION PRACTICE
Vowel and consonant practice in sentences
Eating between meals?
Pete eats chiefly meat.
Г11 treat Jean to peach ice-cream.
Rita likes her tea weak.
Rod wants his coffee strong.
Here's your cook-book.
I can always do with a cup of tea.
1 don't like my tea too strong.
I adore Dutch cheese.
Henry is as hungry as a hunter.
(’i:tir) bitwim mi:lz]
(’pi:t i:ts 'tfi:fli ,mi:t]
[ail *tri:t d3i:n ta'pktj ais kri:m]
['ri:ta 'laiks ho 'ti: ,wi:k]
['rod wonts hiz 'kofi .strorj]
[hioz jo,kvkbvk]
[ai kon 'odwoz du: wid о ХЛР 3V ,ti;]
[ai 'dovnt laik mat 'ti: 'tu: vstror)]
[ai o'do: ,dAtf ,tfi:z]
['henn iz oz Ьлддп oz о hAnto]
VOCABULARY ACTIVITY
1.	Fill in the blank with the vocabulary word that best fits the meaning of each sentence.
Jug, snack, washing-up, sandwich, teapot, to butter, slice, prefer, tea towel, kettle, help
oneself.
1 Mary and Charles only want a quick ... and a cup of tea. 2. There weren't any clean
cups or plates, so first Mary did the... 3. She dried a few cups and glasses with a .... 4. Charles
has cut a couple of .. of bread from the loaf to make himself a .... 5. Charles ... the bread, and
then put some ... of cheese and tomato in the sandwich. 6. He pours himself a glass of orange
juice from the ... 7. Mary puts some teabags into the . . ., and then pours boiling water into it
from the ... . 8. Charles.. to some tea as well. 9. Mary has his tea with milk, but Charles ..
tea with lemon.
2.	Spelling bee.
3.	Answer the questions.
1.	What do you usually have for breakfast (dinner, supper)? 2. Which drinks do you like
and which don't you like? 3. Which fruit do you like? 4 Which is your favourite food? 5. What
can you make yourself?
4.	Translate the following sentences into English.
1.	Я зголодыв. Я 6 xoTie попоУсти / випити / поснщати / пообщати / повечеряти /
покуштувати супу. 2. Я хочу пити Дайте мен! соку / компоту / кави. 3, Давайте по-
снщаемо в ресторан! / кав’ярж / буфет! / закусочнш. 4. Де можна швидко перехопити? 5.
Дайте, будь ласка, меню / ще один столовий прибор / ложку / виделку / н!ж / стакан. 6. Що
ви бажаете замовити? 7. Яю у вас е нацюнальн! / м’ясж / рибж / овочев! страви? 8. Що ви
будете пити?9. Що у вас с на десерт? 10. Передайте мен!, будь ласка, прчиц! / перцю / оцту
/ соусу. 11. Чому ви надаете перевагу - м’ясу чи птиц!? - Я вщдаю перевагу м’ясу над
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молоком. 12 Смак у uiei страви / напою дуже приемний. 13. Дайте, будь ласка, рахунок.
14. Дайте мен! ще трохи молока / супу / салату / каш! / сиру. 15. Дайте мен! ще яблуко /
грушу. 16. Тут багато страв на мш смак. 17. Кожен 1вась мае свш лас / не в кожного на
мак однаковий смак. 18. - Як Ви щодо ще одшеТ склянки мщного чаю? - Я не хочу а н!
чаю, а н! кави. 19. Пиво недоречне, про це не може бути й мови. 20. Накрий на спл, бу-
дем© общати. 21. Сщай до столу. Час снщати. 22. Прибери з! столу i помий посуд. 23. -
Берпъ ще. - Hi, спасиб!. 24. Заплати за рахунком. 25. Офадант несе борщ. Борщ дуже
смачний. 26. Я н!коли не Тм м’яса. - Що ви говорите! 27. Моя улюблена страва - яешня !
шинка. 28. Зранку я завжди п’ю каву. 29. У мене завжди легка вечеря. 30. Я хочу
схуднути. 31. Дай мен! води. Принеси води з кухж. 32. Випий молока. 33. Вш завжди
общае вдома.
5.	A. Study the following recipes. В. Write the recipes of the dishes you can make yourself
1. How to Make Tea and Scones.
A.	Fill the kettle with cold water. Boil the water. Warm the pot. Put one teaspoon of tea in
the pot for each person and one extra for the pot. Pour hot water into the pot. Enjoy your tea.
B.	Mix the flour and baking powder. Add the butter, sugar, raisins, an egg and milk.
Roll out the pastry to about 1 cm thick. Cut into rounds. Bake 15-20 minutes in a hot
oven. Enjoy your scones. For scones you need: 350 g flour, 1 teaspoon baking powder, 75 g
butter, 1 cup of milk, 1 teaspoon of sugar, 1 teaspoon of salt. 1 tablespoon of raisins, 1 egg.
2. Scrambled Eggs.
Break three eggs and drop them in a bowl. Add some salt and some milk. Mix the eggs
with a spoon. Oil the pan. Put it on the stove to heat it up. Pour the egg mixture into the pan
and cook it. Put it on your plate and eat it. Enjoy it.
6.	A. Read and say what there is on the menu.
B.	Make up your own dialogues in the following situation: two friends call at a cafe to
have a snack. They discuss the menu.
BREAKFAST MENU
Served from 7 a.m. until 10 a.m.
English Breakfast
Fruit jw< e
grapefruit or orange
hot or cold, cereal
bacon, mushrooms, sausage,
tomato with fried or scrambled eggs
and butter
marmalade or jam
Continental Breakfast
Fruit juice
grapefruit or orange
toast, roll or sweet
roll and butter
marmalade or jam
tea, coffee or hot chocolate
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7.	Write your healthy menu for dinner, supper.
8.	Read and remember how to lay the table. Explain to other students the procedure of lay-
ing the table.
I like to lay the table carefully. I put out the cutlery, which I clean and polish every week,
and I sharpen the carving-knife. The cutlery is kept in a drawer in the sideboard; the wine-
glasses are on shelves in the sideboard.
I spread the table cloth and then I put out table-mats to protect the table from hot plates
and dishes - a small mat for each guest and larger ones for the hot dishes. I take out of the
drawer in the sideboard all the cutlery a fish-knife and fork for the fish, a large knife and fork
for the meat, a small knife for the butter, and a fruitknife for the dessert. Then there is a pud-
ding-spoon and a fork for the sweet, and a soup-spoon for the soup.
I put the knives and the soup-spoon on the right-hand side and the forks on the left, except the
pudding-spoon and fork which I put across the top
Then I put out the serving-spoons and forks, the carving-knife and fork, the bread-board
and a knife to cut the bread.
On the left of each guest I put a small plate for bread and on his right a wine-glass if we
are having wine, and in the middle of the table I put a jug of water with a few pieces of ice from
the refrigerator in it. Then I put out the table-napkins for each guest, put the coffee-cups and
saucers, with cream and sugar and coffee-spoons on the tray, and I am ready for the guests to
come in.
(From Essential English for Foreign Students.
Book 2 by Eckersley C.)
Q Text
THE SMITHS' MEALS
Early in the morning, before John goes jogging, he has nothing to eat. It would be bad for
him to eat before exercise. But when he comes back, he has a shower and is more than ready for
his breakfast. It usually consists of a bowl of cereal with milk and sugar. This he follows by two
slices of toast and marmalade. He always needs a cup of tea, however, to really wake him up.
Helen has a lighter breakfast of just toast and jam. Mary often skips breakfast altogether. A
cup of coffee does her. Charles, on the other hand, eats the same as his father.
The Smiths don't have a main meal at lunchtime. John takes sandwiches with him to
school. He usually buys some chocolate at the school tuck shop. To be healthy, he also eats
fruit. Helen is able to be more varied in her lunches. Working at home means that she can pre-
pare what she likes. Her favourite is scrambled eggs and tomatoes on toast. As she likes to
bake, there is always some cake in the cupboard. Helen takes a break from her work. Sitting at
a desk all day can be rather tedious. Helen finds that baking is a pleasant break from translat-
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ing. Mary has inherited her mother's skill in cooking. At University she often impressed her
friends with interesting meals. Most students just ordered pizza when they had friends over.
Charles is like that sometimes, but he is also into whole food. He likes to invent new recipes out
of healthy ingredients.
The Smiths' evening meal is usually eaten at around half past six. They have one or two
courses, depending on whether or not Helen has prepared a pudding. The main course is often-
meat with vegetables. However, in the past few years the Smiths have begun to cook Italian
meals. They often eat pizza or pasta with a tasty sauce. John's favourite is roast chicken. This
they eat on Sunday at lunchtime, or some other kind of roast meat.
Whenever they can, the Smiths try to eat their main meal together. In their busy lives it
is the one time of day when they sit down and have a good talk.
CULTURE CONTEXT
I.	Pasta - an Italian food made from flour, eggs, and water and cut into various shapes,
usually eaten with a sauce.
2.	Toast - (U) bread that has been heated so that it is brown on both sides and no
longer soft.
3.	Tuck shop - a small shop near or in a school that sells cakes, sweets, etc.
4.	Wholefood - food that is considered healthy because it is in a simple natural form
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READING AND SPEAKING ACTIVITY
1. Read and translate the text. Answer the following questions.
1.	What does John do early in the morning? 2. Does John eat anything before he goes jog-
ging? 3. What does the Smiths' breakfast consist of? 4. Do the Smiths have a main meal at
lunchtime? 5. Does Helen like to cook? 6. What is Helen good at cooking? 7. Is Mary good at
cooking? 8. What kind of food does Charles prefer? 9. What do the Smiths have for supper?
10. What do the Smiths eat on Sunday?
2.	Describe the meals the Smiths usually have.
3.	Answer the following questions:
1.	How many meals a day do you generally have? 2. How many courses do these meals
consist of? 3. Do you eat out a lot? When do you mostly eat out? 4. What are your views, if
any, on English food?
4.	Make up a short conversation in the following situation: The Smiths have invited their
relatives to dinner at their place on Sunday.
5.	Read the text and do some role-playing on the part of a teacher talking to his/her school-
children about how to behave at table.
Table Manners
1. Don t put your elbows on the table. 2. Sit facing the table and keep your feet under
you, don't stretch them all the way under the table. 3. Never stretch over the table for some-
thing you want, ask your neighbour to pass it. 4. Take a slice of bread from the bread- plate by
hand, don't harpoon your bread with a fork. 5. Don't bite into the whole slice, break it off piece
by piece. 6. Vegetables, potatoes, macaroni are placed on your fork with the help of your knife.
7. Cut your meat into small pieces, one piece at a time. 8. Chicken requires special handling.
Just cut as much as you can, and when you can't use knife and fork any longer, use your fin-
gers. 9. Don't eat off the knife. 10. Don't lick your spoon. 11. Try to make as little noise as
possible when eating or they say you are a noisy eater. 12. Don’t talk with your mouth full.
13. Never read while eating (at least, in company). 14. Never spoil your neighbour’s appetite
by critisizing what he is eating. 15. The customary way to refuse a dish is by saying: "No, thank
you'. Don't say: "I don't eat that stuff”, and don’t make faces to show you don't like it. 16. If
you are really hungry, ask for a second helping. 17. And, finally, don't forget to say "thank
you" for every act of kindness. By the way, the English don't wish each other “Good appetite”.
They may say in French “Bon appetitl”.
6. Minitalks:
1. English breakfast. 2. English/Russian/ Ukrainian Cuisine. 3. My Favourite Dishes.
4 Women are always thinking about their figures. They're afraid of getting fat.
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ENVIRONMENTAL THINKING AND
LIFE STYLE
1.	Skim through the following passage in order to get its general idea.
2.	Summarize the information given in the passage about Kenneth Smith.
3.	Say what kind of person Kenneth is. Do you like him or not? Why has he a lot of friends
and acquaintances?
4.	Prove that Kenneth stands for a healthy
lifestyle. What do you understand by a healthy
way of life?
Kenneth Smith, John’s father, is a man
of 76 years old. Kenneth seemed in his youth
a young man of promise', they said he would go
far He was industrious and capable and he
had the will to advance himself The advertis-
ing agency he joined many years ago, was
about to fail when he was appointed as a new
director. He breathed new life into it and soon
it was successful. They say difficulties can
bring out a person’s best qualities.
Kenneth let nothing come between him-
self and his work. He was practically married
to his work His business absorbed him.
Kenneth has a wide circle of acquaintances. He’s got a strange gift of attracting friends. It’s
easy to deal with him.
Kenneth is fond of sports and games. His favourite game is tennis. What he likes about tennis
is that one gets more exercise in half an hour than one gets in two hours from any other sport. He
stands up for a healthy way of life. That's why he is against advertising cigarettes, hard drinks,
things tested on animals and those things which damage the environment.
Kenneth loves his family with his whole heart, and they love him dearly.
CONVERSATIONAL FORMULAS
INVITING. ACCEPTING.REFUSING
1.	Listen to the dialogue.
2.	Read it aloud. Copy the melody.
3.	Make up your own dialogues. Invite your friends to the evening party.
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- Can you come over for dinner tonight?
- I'd like that very much! What time shall I come?
- Come around at 6 if you can!
— Fine.
- Can you come over? Can you come over for a drink tonight?
- I'd love to!
- Can you come over for lunch tomorrow?
-1 wish I could! But I'm afraid I can't!
- Oh, I'm sorry! That's too bad!
-1 really wish I could.
Dialogues
BROTHER AND SISTER AT BREAKFAST
Mary:	Hullo, you're early this morning, Charles. It's only a quarter to eight
Charles: Ye-e-a. I'm going to be in time for the first lecture today.
Mary:	I'm delighted to hear that. You've been late twice this week.
Charles: That's no business of yours.
Mary:	Have you passed your test in French? You'd better dig into your studies. The exams
start next week.
Charles: Please stop nagging me at this time of the day. Mind your own business. And if you
want to hear, I've made good progress in French.
Mary:	You don't say!
Charles: Can you cook up a simple egg dish for us right away?
Mary:	O.K. Will you crush the juice from the oranges? And don’t eat chocolate. It will spoil
your appetite for breakfast.
Charles: This chocolate melts in the mouth. It’s delicious.
Mary:	You should cut down on sweets and chocolate.
Charles: I’m dying with hunger. May I have some toast, please?
Mary:	Help yourself, everything's ready for you.
Charles: Thanks. Has the post come in yet?
Mary:	Not yet. Will you pass me the butter; please?
Charles: Here it is. Honestly, I must hurry. Will you clear off the table?
Mary:	All right.
Charles: I’ll be late tonight
Mary:	Why?
Charles: I've got a date.
Mary:	Oh, I see.
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AT THE RESTAURANT
Peter: I’m hungry. Let’s go in here. Here’s a table.
Ally:	Let’s see what’s on the menu. I’ll have tomato soup, and stewed meat with mashed pota-
toes and peas.
Peter: And I’ll take broth and a steak with vegetables
Waiter: How do you want the steak - rare, medium or well done?
Peter: Well done, please, and will you please bring a bottle of water?
Waiter: Certainly.
Ally:	Tomato soup is my favourite. It’s delicious. I hope you like your soup too.
Peter:	I'm not enjoying it at all. It tastes awful. Ah, here comes the meat. The stew smells love-
ly, Ally. I almost wish that I had ordered it too
Ally But don’t you like your steak? It looks lovely.
Peter: Oh, yes! I do. It’s very tender
Ally:	I’d like some fruit.
Peter	Oh, I’d rather have some coffee and a cake.
Ally:	Ask the waiter to bring black coffee and two cakes. And tell him to give us the bill.
Peter: Certainly.
Л * Л
1.	Listen to the dialogues. Practise the speakers’ intonation in utterances expressing grati-
tude, requests, friendliness.
2.	Read and translate the dialogues. Make up short stories on the basis of the dialogues.
3.	Enact similar dialogues.
4.	Make up your own dialogues on the following situations:
1.	Your friend invites you to lunch in a restaurant You don't feel like going and try to
find an excuse but fail and finally accept the invitation.
2.	You’re a waiter/waitress in a busy restaurant and one of your customers keeps chang-
ing his/her order.
WRITTEN PRACTICE
1. Make up a short story based on the following suggestion: You have just finished your
meal and when the waiter brings the bill you realize you don't have enough money with
you to pay it. Begin with the following: “Гт terribly / awfully / dreadfully sorry but...
/Гт afraid I don't have enough money with me to pay the bill.
2. Comment upon the following proverb or make up a short story of your own illustrating
its moral, "An Apple a Day Keeps the Doctor Away".
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Text
From THE SANDCASTLE
by I. Murdoch
There was a knock on the outside door, and then Nan stepped into the hall. ‘'Nan!" said
Mor "Miss Carter, my wife”. The women smiled and greeted each other
"As I said before, the meal is ready”, said Miss Handforth, who was standing in the door-
way. They all went in to dinner
They had reached the dessert. Nan was methodically eating a pear and Miss Carter was
picking at a bunch of very small grapes. Mor was enjoying the port. Demoyte sat at the head of
the table and Mor sal at the fool with the ladies between them.
“And now, dear friends, it's time for coffee”, said Demoyte. Coffee was taken in the library.
Mor wandered about the room The others sat down near to one of the lamps. Mor felt free at ease,
almost for the moment happy.
“Mor, come and drink your coffee, or Handy will remove it”, - said Demoyte. Mor
gulped his coffee down and the tray was removed. Mor joined the conversation.
“I think we ought to be starting for home”, said Nan. After some little time she looked
at Mor. “Yes, I suppose so”, said Mor. He did not want to go yet.
Nan rose with determination. Demoyte did not try to detam her. The company began to
drift in a polite group towards the door. “Good night, sir”, said Mor, “and thank you”.
> Notes:
Pon - strong sweet Portuguese wine, usually drunk after a meal
* * *
7.	Read and translate the text. Pick out the words in the text, which may be grouped under
the heading: MEALS. FOOD.
2.	Listen to the text, read it aloud. Copy the melody.
3.	Give a short summary of the text. Use the topical phrases which are helpful to sum the
idea up.
4.	Minitalk: Eating habits.
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GETTING ABOUT TOWN
GRAMMAR Study the following
MODAL AUXILIARIES IN INDIRECT SPEECH
Will, can, 1	f would, could,
May. shall J -------------change to --------------L might, should
E.g., “I’ll help you."	-	He promised that he would help me.
“I can sing.”	-	She said she could sing
“We shall buy him a book.” —	We said we should buy him a book.
“He may be late.”	-	He said that he might be late.
> Notes: The modal auxiliaries must, ought to, used to do not change in indirect speech
Would, could, should, might do not change in indirect speech.
Different Kinds of Sentence in Indirect Speech
If the direct speech sentence is:	In indirect speech, use
A statement E.g., "I'll come later", said he.	Subject + verb (...) + (that) + subject + verb E.g., He said (that) he would come later.
A question E.g., The teacher asked the students, "Have you done the task?" Ann asked her friend, "Where are you going?"	If + subject + verb...; a wh-clause E.g., The teacher asked the students if they had done the task. Ann asked her friend where she was going.
A command (imperative) E.g., Ann said, "Tom, give me the book!" Ann said, "Tom, don't open the window!"	An Infinitive clause Ann told Tom to give her the book. Ann told Tom not to open the window.
CHECK YOUR GRAMMAR
1. Translate the following sentences into English. Be ready to explain the use of the tenses.
1.	Вона говорить, що знас дв! шоземж мови. Вона сказала, що знас дв! шоземш мо-
ей. 2. BiH сказав, що часто приТжджае до Micra. 3. Вони сказали, що скоро повернуться.
4. Я гадав, що вш чекае на мене на вулищ. 5. Ми чули, що вони були в Лондон! деюлька
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мшящв. 6. BiH сказав, що Олена в ceni з початку серпня. 7. Bih говорить, що вони пра-
цюють зараз у б1блютець 8. Джон сказав, що поТде до родич!в теля робота. 9. Вш думав,
що зробить домашне завдання до шостоУ години. 10. Вона сказала, що тшьки що заюн-
чила роботу. 11. Хлопчик сказав, що вже вивчив Bipui напам’ять. 12. Вона сказала, що
буде чекати на мене в б1блютець 13. Я спод!вався, що побачу цей фшьм по телебаченню.
14. Bih запитав, чи е у неУ словник. 15. Д!вчинка запитала, чи приходили гость
2.	Imagine you spent your holidays in Kyiv/Moscow. Your fellow-students have never been
there, so they asked you a lot of questions about it. Now you are telling your friend some
of the things they asked you about.
E.g.: They asked me if I had visited Kyiv / Moscow.
3.	Write down some requests you could ask your pupils before the lesson begins. Let your
friend report them to your fellow-students.
E.g.: He asks / asked you / them not to speak Ukrainian / Russian at the lesson.
4.	Paraphrase the following dialogue indirectly in a) the present; b) the past.
• Model: Jack: Hi, Mary. How are you?
Mary: Fine thanks, and you?
Jack: Pretty good, but I’m worried about my chemistry exam.
Mary: Have you studied?
Jack: Of course. It’s just that the class is very difficult.
A.	An immediate report in the present tense, “What happens?”
Jack says “Hi” to Mary and asks her how she is. Mary says that she is fine and returns
the question. Jack replies that he’s pretty good but that he is worried about the chemistry exam ...
B.	A report (remote /formal) in the past tense.
Jack said “Hi” to Mary and asked her how she was.
Dialogue 1.
Mrs Black: What a charming house you have! And the location is simply superb. So green and
peaceful. A welcome change after the city noise.
Mrs Smith: Oh, I’m glad you like it here. But it’s so much better in spring when the fruit trees are
in blossom.
Mrs Black: Fantastic! And only 50 miles from Birmingham!
Dialogue 2.
Ally: I’m at a loss. I’ve lost the keys to my flat.
Helen: Don’t worry! I expect they’ll turn up. And if not you can get another set made.
Ally: But I shall have to change the locks or the flat may be burgled. And I’m going away
tomorrow.
Helen: Take it easy and have a good look for the keys first. Perhaps you haven’t really lost them
after all. I’m sure you haven’t seen the last of them yet.
5. IPs an extract from Theatre by W. S. Maugham. Put the verbs in brackets in the appro-
priate tense. The tenses used are Past Simple, The Past Perfect Tense. Say if Julia was
in a good mood and why.
Charles (to be) extraordinarily nice at luncheon. His look, his manner bespoke the different
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world he (to live) in, and she (to feel) a sudden abhorrence for the circle in which on Tom’s account
she (to move) during the last year. He (to speak) of politics, of art, of books; and peace (to enter) into
her soul. Tom (to be) an obsession and she (to see) now that it (to be) hurtful; but she would escape
from it. Her spirits (to rise). She not (to want) to be alone, she (to know) that even though she went
home after luncheon she would not sleep, so she (to ask) Charles if he would take her to the National
Gallery. She (can) give him no greater pleasure; he (to like) to talk about pictures and he (to talk) of
them well. It (to take) them back to the old days when she (to make) her first success in London and
they used to spend so many afternoons together, walking in the park or sauntering through museums.
The day after that she (to have) a matinee and the next a luncheon-party, but when they (to separate)
they (to arrange) to lunch again together on the Friday and go to the Tate.
A few days later Michael (to tell) her he (to engage) Avice Crichton.
ESSENTIAL VOCABULARY
MEANS OF TRANSPORT----------------
bus, (at the) bus-stop, bus station,
catch/miss a bus. car. full/empty bus,
to get on/off a bus. lorry, the metro,
motor-cycle, overcrowded bus, taxi,
taxi rank/stand, tram, tram stopsign,
trolleybus, the tube, the underground,
underground station
ASKING THE WAY--------------------
Which is the way to ...?
Could you tell me the way to ...?
Could you tell me where ... is?
Am I right for... ?
How long does it take me to ...?
How far is it from here?
Can I get there by bus?
It’s on the way to ....
Take the first turning to the right/left.
Go as far as ....
It’s close by; at the top/bottom of
the street
PEOPLE LIVING IN A TOWN
guest, guide, inhabitant, news vendor,
passer-by, road sweeper, stranger, tra-
veller, travelled man, tourist, visitor;
a tourist information office
TOWN
— SIGHTSEEING
places of interest; tourist attracti-
ons; architectural monument, ca-
thedral. church, circus, exhibition,
historical building, gallery, monu-
ment, museum, palace, park, sta-
tue, theatre
—TRAFFIC RULES
avenue, crossroads, crossing/zebra
crossing, heavy/light traffic, high-
way, (in the) direction (of), pave-
ment, pedestrian, road, safety is-
land, speed limit, square, street,
street lamp, street sign showing
the name of the street, subway,
traffic lights, traffic police-man
on traffic duty, tramlines
- AREAS OF A TOWN
back street(s), centre, district, dor-
mitory suburb, downtown, outskirts,
residential area, shopping centre,
suburb, uptown
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PHRASES AND WORD COMBINATIONS
To arrive in (some country, a large city), to arrive at (some station, a village...), to go sight-
seeing, tu do the sights, to travel round/about the city, to travel by the underground, to go by bus,
tram .... to go on foot, to walk, to be on a conducted tour, to take a taxi, to change from No 7 to
No 12, to pay the fare, to go up/down/along the street, to show smb round the town, to cross to the
other side, to change from a tram to a bus, to lose one's way, to rush here and there, to walk down
the street, to be interested in smth, to be popular with smb, to be greatly impressed by smth, to
attract tourists (one's attention), to be surprised at smth. to be satisfied with smth, toget/giveanidea
of smth, to look forward to smth, to suggest (a walk, (our) taking a walk; that we should take a
walk); the rush/peak hours; immense size, ticket (season ticket).
Rural Life. Farming: farmer, combine operator, tractor driver, farmworker, sower; house,
farmyard, stable, cowshed, pigsty, machinery shed; agricultural machinery: tractor, combine har-
vester, plough; meadow, field, cornfield, stubble field, grazing cattle, seedlings, chemical fertiliz-
er; work in the fields: sowing, hay harvest (= haymaking), grain harvest and seedbed preparation;
vegetable grower, gardener, bee-keeper, cattle-breeder; flower garden, fruit and vegetable garden,
market garden, poultry farming, egg production, rearing of livestock, fish farming, dairy, beesand
beekeeping, wine growing.
SOUND AND INTONATION PRACTICE
Vowel and consonant practice in sentences
There’s a bus coming. Hurry up!
Does the bus run every other Monday?
Cars can’t be parked here after dark.
Oh. no. don’t let’s go home yet.
The theatre is somewhere near here
Come back as quick as you can.
[deaz a 'bAS клпнд II ’Ьлп,лр]
['dAZ da 'bAS глп 'evn ’лба ,niAndi]
['ka:z 'ka:nt bi pa:kt hia a:fta ,da:k]
[эи ’nauVdaunt lets дэи Tiaum Jet]
[ба 'Oiatar iz 'SAmwea nia Ijia]
['клт 'baek oz 'kwik az ju kaen]
VOCABULARY ACTIVITY
J. Match the nouns in part A with the fitting adjectives in part В
A.	Traffic, road. bus. cathedral, hours, sights.
B.	Overcrowded, rush, popular, busy, heavy, famous.
2.	Give the names of the means of transport you can go by, drive, ride, take, get on. Model:
go by tram.
drive a car
I can 4~-~— ------------- ride a bicycle.
“ '"	_ take a tax*
- get on a bus.
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3.	Explain what the following definitions refer to:
1.	Money you pay for a taxi. 2. Crowded traffic at the beginning and the end of the work-
ing hours. 3. The place where two streets meet. 4. A person who walks along the street. 5. To
go about to see places of interest. 6. A ticket for one or more months.
Key', fare; traffic jam; crossroads; pedestrian; to go sightseeing; a season ticket.
4.	Fill in the blank with the vocabulary word that bestfits the meaning of each sentence and
expand on the sentences.
1.	Cross the street with the ... light! 2. Are you getting off at the next... ? 3. I’m a tourist.
I have just been on a ... tour. 4. They arrived in the morning and went... at once. They were
eager to see as much as possible. 5. Each morning I go to the town by train because I live in
the... . 6. Am I right for the centre of the town? It seems to me I've lost my .... 7. How long
have you been there? What... have you seen? 8. We were greatly... by the ancient city. 9. Let’s...
a taxi, otherwise we'll ... our train. 10. How long does it take me to ... to the underground?
5.	Spelling bee.
6.	Explain how to get to your home. Say what means of transport to take, where to get off;
give directions to your home from the nearest bus/tram stop. Draw a sketch map with
arrows.
7.	A GAME. Where do I want to eo?
A. Think of a place you want to go to and the others in the class must guess its name by
asking questions, for example: Is it far from here? Is it within walking distance? Do you have
to take a bus? What tram goes there? How far do you have to walk there from the tram stop?
A. Think of a destination and the others must say how to get there as quickly as possible from
the centre of the town.
8.	Answer the following questions:
1.	Which is the cheapest (quickest, most comfortable) means of transport? 2. What are
the causes of most road accidents? 3. How frequent are the buses in your area? 4.How far is the
nearest bus stop from your house? 5. How do you get to the University (the bus station, mar-
ket)? 6. Have you ever been on a conducted tour? Where? What did you see? 7. Are there con-
ducted tours for tourists in your town? If there are, what do you know about them? 8. What
means of transport are there in your town? What’s the traffic like in your town? When is the
traffic the heaviest? Why?
9.	Translate the following text into English in writing:
У минулому poqi я побувала в Лондон!. Micro справило на мене велике враження.
Я школи не була в Лондон! рашше, але багато чула i читала про нього. Moi друз! i я
багато ходили по Micry, щоб подивитися визначш мкия Найбшьше мене щкавив icro-
ричний центр Micra. Вш завжди приваблюс туриспв. Та, щоб побачити побшьше, ми,
нареигп, вир!шили взяти такс!.
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Мене вразила велелюднкть у транспорт! i на вулицях. У години гпк yci види
транспорту переповненк Лондон - дуже метушливе Micro. Вцтому, я задоволена своею
поТздкою, адже я завжди холла побувати у Лондон!. Я спод!ваюсь пршхати до Лондона
ще раз. Думаю, що на той раз я буду мати бёльше часу, щоб подивитися Bci визначш
м1сця, вшвшати театри, 6ai ато з яких buxomi в усьому свт. Я з нетертнням чекаю на
мою насгупну поУздку до Лондона.
$ Text
THE CITIES THE BROWNS AND THE SMITHS LIVE IN
The Browns have a flat in London. London is a most interesting capital city. It is always
busy, full of traffic and people. There are many places of interest and sights to see. It would
take more than a week to do everything there is to do in London, and still you would need to
go there again. People who live in London are always rushing here and there. Life is very fast
there. Traffic is a big problem, so many people travel around London by tube. If, however, you
want a rest from the hurly-burly, you can walk in a park. The Browns’ favourite park is Hyde
Park They often go there on a sunny afternoon. Mrs. Brown also likes to shop in London. She
walks down Oxford street looking jor a bargain, but she's lucky if she can find one as London
is a very expensive city to live in. If she wants a cheap day out, she visits the National Gallery.
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It's free to get in and Ally spends hours looking at its famous paintings. She also enjoys the
Imperial War Museum, Madame Tussaud’s museum of wax figures and the Tower of London.
Ally, though, is rare among Londoners. Most of the people who live there do not visit these
famous sights unless they have visitors. Peter, for example, knows Birmingham, a city in which
he has only ever been a guest, better than London.
Birmingham is the home of his sister, Helen Smith. It is a large city in the centre of England.
In fact, not far from Birmingham in a village called Meriden, is the spot which marks the very
middle of England. Birmingham is the heart of the industrial midlands. A canal links all the
main industrial centres in the area. It was in use last century when the area prospered after the
Industrial Revolution. In Dudley, not far from Birmingham, there is a museum where people
dress up in old-fashioned clothes and perform the tasks of last century’s workers. Peter loves this
museum as he is interested in the social history of last century. Peter’s daughter, Judy, howev-
er, prefers a different museum when she visits her cousins in Birmingham. Mary often takes her
to a famous chocolate factory. It has opened its doors to visitors and is very popular, especial-
ly with children and chocoholics.
CULTURE CONTEXT
1.	Hurly-burly - noisy activity; the hurly-burly of city life.
2.	Hyde Park - a large London park where people go to walk or to relax.
3.	The National Gallery - an art gallery in Trafalgar Square, London, which contains the
largest permanent collection of western paintings in Britain, most of which were painted
between 1200 and 1900.
4.	The Imperial War Museum - a military museum in London, which contains informa-
tion about the wars which Britain has fought.
5.	Madame Tussaud’s museum - a museum in London which contains wax figures of
famous people, both living and dead. New models are made regularly as people become famous
and old models are melted down.
6.	Chocoholic - a person who cannot control the urge to eat chocolate.
READING AND SPEAKING ACTIVITY
1. Read and translate the text. Answer the following questions.
1.	Where do the Browns have a flat? 2. What is a big problem in London? 3. What is the
Browns’ favourite park? 3. How does Ally Brown spend her free time in the city? 4. Is London
a cheap city to live in? 5. Where do the Smiths live? 6. What are the sights in Birmingham?
7. What kind of museum is there in Dudley? 8. What is Meriden famous for? 9. What is Peter’s
favourite museum? 10. What place does Judy like to visit?
2.	Compare London and Birmingham.
3.	Make up short conversations in the following situations:
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A.	You’ve come to see the Browns (the Smiths). They are ready to show you round
London (Birmingham).
B.	Your brother/sister has just returned from London. Ask him/her about his/her trip
4.	Minitalks:
My Native Town. 2. The Town I’d Like to Live in.
ENVIRONMENTAL THINKING AND
LIFE STYLE
1.	Skim through the following passage in order to get its general idea.
2.	Summarize the information given in the passage about Michael Falcon.
3.	State briefly in some sentences what Michael thinks about his profession.
4.	What spheres of interest has he? Is he a
good journalist? Give your reasons.
5.	Is it important to write about ecological
movements in newspapers? Why?
Michael Falcon, Ally’s brother, is 30.
He is a handsome young man. His resem-
blance to his father is considerable. He is tall.
His hair is dark and his eyes are brown.
Michael is a very sociable man, a good mixer.
He is an easy-going person. The young man
has a good sense of humour. Michael has a
deep respect for his father. He adores his
mother and loves his sister.
Michael is married. His wife, Caroline
and he have been married over a year. They
are a perfect match and they’re very much
bound up in each other. They seem to be made
for one another. Michael has come out as a surprisingly good father.
He found it difficult to adjust to his wife’s parents. They were against their daughter marry-
ing young. But they couldn’t argue her out of her marriage to Michael. Now Caroline’s parents
and Michael are on good terms. But Michael thinks that some of their ideas are behind the times.
Michael is a University graduate. He’s a journalist. His profession often calls upon him to trav-
el everywhere. He lives in his trunks. He finds his profession very interesting and exciting. He
nas a gift of observation and he describes the characters of his articles vividly. He is not keen
on politics. Michael has several spheres of interest: scientific discoveries, ecology and ecological
movements. He writes about people concerned with the preservation of the environment and natu-
ral resources and improving the quality of life.
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CONVERSATIONAL FORMULAS
GREETINGS
1.	Listen to the dialogues.
2.	Read them aloud, copy the melody.
3.	Make up your own dialogues. Follow the model.
- Jack! You’re back! I haven’t seen you for a long time! How’ve you been?
- Just fine! It’s been a long time!
- I’m so glad you’re back, Jack!
-	So am I!
EXPRESSING LIKES AND DISLIKES.
ASKING FOR AND GIVING AN OPINION
-	How do you like it?
-	1 love it!
-	How do you like it?
-	1 like it a lot! It’s wonderful!
-	I’m glad you like it!
-	Is this O.K.?
-	It’s wonderful!
-	Is this all right?
-	It’s wonderful!
-	Good! I’m glad you like it!
Dialogues
DETAILED DIRECTIONS
Bob:	Hello, Charles. This is Bob. You were quite right in your letter: very few people have
any idea where Heath Gardens is. I’ve asked half a dozen people so far without suc-
cess.
Charles: I guessed you’d have difficulty. Where are you now?
Bob:	I’m in a telephone box. outside a post-office, at a cross-roads about a mile from the end of
the motorway.
Charles: O.K. Listen carefully then. Cany on along the road until you go down a steep hill. Take
the turning to the right at the bottom of the hill - there’s a pub called the Willow on the
right just before the turning.
Bob:	I’ve got that. Go on.
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Charles: The road winds through a small village, over a bridge across a river and then under a rail-
way. Just after the railway bridge the road forks: take the left hand fork ...
Bob:	Slow down a bit! I’m trying to write this down. I’ll never remember all that.
Charles: I’ve nearly finished. After about a mile you’ll drive through a wood and, as you come
out of the wood, turn right and go up the hill to Heath Gardens. It’s the second turning on
the left, and our house is at the end on the right. You’ll see our car, packed outside.
Bob:	I suppose, I’ll find it, but if I’m not there by midnight send out a search party!
A VISIT TO LONDON
Ally: London is a great city. Every year crowds flock to see it. This is Whitehall. All those
big buildings are Government offices. At the beginning of November every year the
Queen drives down Whitehall from Buckingham Palace to open Parliament. Many
people come to watch the Queen and the soldiers who ride with her.
Judy: What are those buildings at the end of the street?
A Uy:	You know the building with the clock; that’s the Houses of Parliament. The building beside
it with two towers is Westminster Abbey. Now we’ll go by boat to the Tower
Judy: How far is it?
Ally: About three miles. It’s near Tower Bridge.
Judy: Is that the bridge that opens in the middle to let boats go through?
Ally: Yes. now we’re going under London Bridge. This bridge isn’t old. but there was a bridge
here many years ago with houses and shops on it.
Judy: Is that the Tower of London? But there are lots of towers there.
Ally: Yes, but the one in the middle - the White Tower - is the Tower.
Judy: How old is it?
Ally: About a thousand years old. Years ago Kings and Queens lived and died here
Judy: Let’s go and see it.
ON THE FARM
Anna: It’s a lovely house. It must be very old.
Simon: My great-grandfather bought it in 1856. The farm was much bigger then, but my father had
to sell a lot of land. We’ve got about ninety acres now.
Anna: That's about forty hectares. My uncle’s got a farm in Bavaria. I used to spend most of my
holidays there when I was a schoolgirl.
Simon- What sort of farm is it?
Anna: Well, mainly crops, but he does keep a few cows.
Simon: We do mixed farming too. We grow a lot of com. We’ve also got quite a big herd of dairy
cattle. Well, I’ll show you round the farm.
(So after lunch, Simon took Anna on a tour of the farm.)
Anna: So you keep chickens too?
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Simon: Only for our own use. This is the stable, though we’ve only got two horses. My father had
twelve, but he sold the lot. (They moved on to a large building made of brick and
glass. J And here is the cow-shed. We are very proud of it. It is one of the most modem
in this part of the country. (They go inside.)
Anna: It’s luxurious! And so light and airy!
Simon: You see that thermostat? It controls the central heating. It keeps the temperature in the build-
ing at a steady 65° all the year round.
Anna: All the milking is automatic, I suppose?
Simon: Oh yes. It has to be nowadays. It’s very difficult to get labour - particularly in these parts.
Anna: How many men are working on the farm at the moment?
Simon: Only two. Frank, my son, helps at weekends. He’s still at school. He wants to be a farmer
but he’ll have to go to an agricultural college first. Those are our sheep on the hills, but we
rent the land from a neighbouring farmer. There’s some excellent grass on that slope. (He
points to a nearby hill, where most of the flock are grazing.) Anna, I’m afraid we’ll have
to get back. Frank and I are putting up a new fence around some land by the river.
Anna: I’ll come and help you.
Simon: No, take things easy today You can help us tomorrow if you like.
Anna: All right.
(From Anna in London by R. Beesley)
* * *
1.	Practise the reading of thefollowing names ofplaces of interest in London. Consult a dictionary.
The National Gallery, Buckingham Palace, the Houses of Parliament, Westminster
Abbey, Hyde Park, Regent’s Park, Piccadilly Circus, the British Museum, the Tower,
Trafalgar Square, Kensington Gardens, St.James’s Park, Madame Tussaud’s, St.Paul’s
Cathedral.
2.	Listen to the dialogues. Practise the speakers’ intonation in the narrative parts of the talk.
Define the intonation for expressing the communicative events of the narration.
3.	Read and translate the dialogues. Make up short stories on the basis of the dialogues.
4.	Enact similar dialogues.
5.	Make up your own dialogues on the following situations.
A.	Imagine you’re a tourist and have just been on a conducted tour. Speak to your local
friend. You may use the following questions and words: How did you find ...? How did you
like ...? What did you think of... ? What about... ?How did you spend ... ? (Impressive, inter-
esting, exciting).
B.	Imagine you’re a guide. Give a short commentary on any well-known place of interest in
your city / town.
C.	Suppose a tourist asked you for advice about places he could visit on foot What directions
would you give him?
6. Describe Anna’s visit to the farm and her impressions of it.
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WRITTEN PRACTICE
1.	Write a letter to your English friend about your city /town.
2.	Write directions for someone driving from the railway station to your place. Use the fol-
lowing structures: take the ... to; join the motorway at junction leave the motorway
at junction...; etc.
3.	Read the following extract and comment on the love of nature of the British.
Most of the British live in towns and cities But they have an idealized vision of the coun-
tryside. To the British, the countryside has almost none of the negative associations which it has
in some countries, such as poor facilities, lack of educational opportunities, unemployment and
poverty. To them the countryside means peace and quiet, beauty, good health and no crime.
The countryside represents stability Those who live in towns and cities take an active interest
in country matters and the British regard it as both a right and a privilege to he able to go "into the
country ” whenever they want to.
Even if they cannot get into the countryside, many British people still spend a lot of their time
with ' nature " They grow plants. Gardening is one of the most popular hobbies in the country
(From Britain by J. O'driscoll)
4.	Make up a short story. Begin it with the sentence: "One day I decided to take a bus as far
as it went”.
Q Text
LONDON SIGHTSEEING TOUR
Hello, ladies and gentlemen! We welcome you to London. London is one of the largest
cities in the world. About seven million people live here. London is more than two thousand
years old. London's most famous sights are Trafalgar Square, the Houses of Parliament.
Westminster Abbey, the Tower of London and St Paul's Cathedral. You’ll see all these places
and much more of London from our red double-decker.
We start from Trafalgar Square, which commemorates Nelson's victory at the battle of
Trafalgar in 1805 in which he was fatally wounded. Trafalgar Square was designed between 1829
and 1840. with Nelson's Column as a centre-piece. The column is over 170 feet high while the
statue of Nelson itself is 17 feet high. Bronze bas-reliefs at the foot of the column, made from
the metal of captured French cannon, represent Nelson’s four great naval victories The four
bronze lions at the base were added in 1867.
Now we are at the Houses of Parliament. Once a royal palace the Houses of Parliament are
now the seat of the Government and the heart of the Commonwealth. This enormous edifice,
probably the largest in the world contains over 500 apartments as well as the Central Hall,
Clock Tower, and the House of Lt >rds and tin House of Commons. The Clock Tower. 320 feet
high is famous for its immense hour bell, known as "Big Ben ”. The Houses of Parliament stretch
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for nearly 1.000 feet along the north bank of the Thames. When the House is in session, a Union
Jack flies from the tower by day, and a light burns in the clock tower by night.
Now we are coming to Westminster Abbey. It’s a symbol of English tradition at its best. The
coronation of nearly all English kings and queens since William the Conqueror has taken place
here. Many of them are buried within the Abbey. Beneath the roof of this Gothic building there
are also the graves and memorial slabs of statesmen, philosophers, men of letters and other dis-
tinguished people.
Now we are crossing Tower Bridge over the river Thames. From here you can see the
Tower of London. This massive pile which has been at one time or another citadel, palace,
prison, treasury, armoury is perhaps London’s most outstanding link in the long chain of its his-
tory. Nowadays the Tower is a museum, housing the National Collection of Armour and the
Crown Jewels and Royal Regalia.
The City’s greatest monument, St.Paul’s Cathedral was built by Sir Christopher Wren
between 1675 and 1710. The dome, perhaps, the best known of London’s landmarks, is 365 feet
high. Ch.Wren is buried there. His tombstone bears a Latin inscription, “Lector, si monumen-
tum requiris" (Reader, if you seek his monument, look around you).
We’ll stop at Covent Garden, an area of London once famous for its fruit and vegetable mar-
ket, now replaced by expensive but popular shops, eating places. Our tour has finished. I hope that
you have enjoyed this tour of London. Thank you and good-bye.
* * *
1.	A. Read and translate the text B. Take part of a guide. Name and describe the most inter-
esting places in London.
2.	Take part of a guide. Describe the most interesting places in Kyiv. See Writing. Unit 7. Text
"Kyiv”.
3.	Choose what you would like to see in London and act out a dialogue with your friend.
4.	Choose what you would like to see in Kyiv and act out a dialogue with your friend.
185

UNIT 8

WEEK-END
GRAMMAR Study the following
Had better is used for recommending action or giving advice. It is similar to a modal aux-
iliary It does not change its form for tense, person etc.
E.g., I / We / etc. had better / better not + Verb ....
You’d better (you had better) do it yourself.
We’d better not help him.
Would rather belongs to the so called “verb idioms” (G. Leech). It expresses wish.
E.g., I’d rather (I would rather) do it myself.
CHECK YOUR GRAMMAR
1. Translate the following sentences into English:
1. Вам краше залишитися вдома. На вулиш холодно. 2. To6i краше поТхати на шв-
день 1 провести вщпустку на узбережж! Чорного моря. 3. Я краше зроблю це сама. 4. Я кра-
ше напишу Тм листа. 5. Вам краще купити цю зелену сукню. Вона вам дуже до лиця. 6. Ми
краше проведемо щ вихщш дш за MicroM. 7. Вам краще зайнятися спортом i проводити
быьше часу на св!жому noeiTpi. 8. Нам краще обговорити це зараз. 9. Вам краще Тхати
зараз, шакше ви можете сшзнитися на по’Гзд. 10. Вам краще допомогти Тй.
2. Make up sentences giving advice, choosing one item from each column.
	have a rest.
	make some tea.
	have a walk.
	buy her some flowers.
	get up earlier.
You'd better	go to the south.
	work harder.
	give up smoking.
	eat more fruit.
	see a doctor.
	read more English books.
	take a taxi.
3. Reply to the following offers and suggestions, politely expressing a preference for what is
given in brackets. Use “I’drather...”
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1. Let’s go for a walk, (stay at home) 2. Would you like an apple? (an orange) 3. What
about fish for supper tonight? (meat) 4. Why don’t we discuss this question tomorrow? (on
Friday) 5. Have some more cake (another chocolate) 6. Let’s take a taxi (walk) 7. Buy this blue
dress (green) 8. You’d better buy roses (carnations) 9. Would you like ice-cream? (fruit) 10. Let’s
go to the theatre on Sunday (cinema).
4. It’s an extract from Theatre by W. S. Maugham. Put the verbs in brackets in the appro-
priate tense. The tenses used are The Past Perfect Tense, Past Simple, The Present
Perfect Tense, Present Simple, Past Progressive. Say a) where Julia spent her week-end;
b) if she enjoyed her week-end.
Michael and Roger (to go) to bed, but supper (to wait) for Julia and Tom in the dining-room.
The silent house (to give) them the feeling of being there without leave. They might have been a couple
of wanderers who (to stroll) out of the night into a strange house. It (to be) romantic. It (to have) a
little the air of a tale in the Arabian Nights. Julia (to show) Tom his room, which (to be) next door
to Roger’s, and then (to go) to bed. She not (to wake) till late next morning. It (to be) a lovely day.
She (to have) her breakfast and her bath. She (to put) on a little white frock that suited the sunny
riverside and her, and a large-brimmed red straw hat whose colour (to throw) a warm glow on her face.
She (to be) very little made-up. She (to look) at herself in the glass and (to smile) with satisfaction.
She really (to look) very pretty and young. She (to stroll) down into the garden. There (to be) a lawn
that stretched down to the river, and here she (to see) Michael surrounded by the Sunday papers. He
(to be) alone.
“I (to think) you (to go) to play golf’.
“No, the boys (to go). I (to think) they (to have) more fun if I (to let) them go alone”. He (to
smile) in his friendly way. “They (to be) a bit too active for me. They (to bathe) at eight o’clock this
morning, and as soon as they (to swallow) their breakfast they (to bolt) off m Roger’s car”.
“I (to be) glad they (to make) friends”.
PHRASES AND WORD COMBINATIONS
To do smth at the week-end, to go somewhere for the week-end, to watch TV, to listen to the
radio (concert of modern and old music), to see dances (football matches, detective films,
thrillers, comedies, romances), to hire a video, video shop, to go out. to be on (about a film), to
get tickets, to dine out, to have guests to dinner, to play badminton ( a game of badminton), to
have a swim, to be tired after/of smth, to feel refreshed, to play the piano (the violin), to get down
to work, to take a break from work, to spend one’s time in the open air, to swim in the river (lake),
to run about, to arrange smth, to have everything arranged (for), indoor/outdoor games, to real-
ize one’splans/dream. to stay at home, to make up one’s mind/to decide to do smth, to get bored
with smth, to go for a walk, to go boating /fishing, to skate/ski, to make a date, to go out with a
boyfriend/girlfriend, to date a girl, to have a steady, to have a date with smb, to go out on a date
with smb.
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ESSENTIAL VOCABULARY	
С1Ч 1 СП 1 MIIMIVICI4 1 о	LCIOUhC day off, evening off, free time, collecting coins (stamps...), knitting, sewing, embroi- dery, flying kites, photography, cookery, gardening, pottery, carpentry
cinema, circus, club, dance hall/studio, (at a) fair, film fan. museum, nightclub, open-air theatre, restau- rant, theatre, theatre-goer, discotheque/disco HI IPQT 		
UUEO 1 fancy-dress ball, garden party, get-together, party	amusement park, country-side, park/landscaped park
WEEK-END	
	
STAY-AT-HOME	SPORTS, GAMES, HOBBIES, PASTIMES children’s playground (swings, roundabouts, climbing frame, see-saw, slide, sandpit), recreation ground, soft toys, teddy bear, doll, bricks, jigsaw puzzles, crayons, paints, tricycle, bicycle, skipping rope, hopscotch, sports club, sports ground, tennis, badminton, other outdoor activities, dominoes, hide- and-seek, Monopoly, draughts, chess, crosswords, puzzles, ballet lessons, ballroom dancing lessons (tango, waltz, foxtrot, quickstep, samba, cha-cha), yoga, jogging, keep-fit classes ТЕ oung couple)
reading, lie-in, radio, television, video DA courting couple (y	
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SOUND AND INTONATION PRACTICE
Vowel and Consonant Practice in Sentences
They made a day of it.
1 had the time of my life at the Whites.
I dine with the Rights on Friday.
How about an outing1’
Howell is seldom out of town nowadays.
Won’t you go for a stroll?
Whatever will we do?
[dei 'meid э del av it]
[ai haed da 'taim av mai laif at da waits]
[ai 'dam wid ds 'raits on ,fraidi]
['hav sbaut an ,autuj]
['hausl iz seldsm aut av taun ,navsdeiz]
['wavnt ju gau fara stravl]
Jwot'eva wil wi du:]
VOCABULARY ACTIVITY
1.	Fill in the blanks with the vocabulary word that best fits the meaning of each sentence
and expand on the sentences.
1.	She ... her dream of becoming an actress. 2.... the chairs around the table. 3. Our ... games
are table tennis, chess, cards. 4 I am ... of this noise. 5. Newspapers tell us what is ... at cinemas
and theatres. 6. Let’s go to the sports club and play ... . 7. After the game I feel ... but... . 8. If they
get ... with their work, they rake a break from it and go for a walk 9. If they are ... they stop off at
a Chinese takeaway. 10. Go to the video shop and ... a video.
2.	Spelling bee.
3.	Answer the questions.
1.	How and where do you spend your weekends? 2. Are you a cinema / theatre-goer? 3. Do
you often go out in the evenings? 4. What games do you like to play? 5. Do you often go out
of town for a picnic? 6. What do you do when you stay at home?
4.	Translate the following sentences into English:
Pi3Hi люди по-р!зному проводить вихщж днк Влгоку вони, звичайно,!'здять за Micro.
Погода вл1тку чудова. Ви маете змогу купатися в prini чи в озер!, грати в р!зш irpn, ка-
татися на човш або ловити рибу. Багато людей люблять выпочиваги на лож природи.
Moi' друз! часто Тздять вщпочивати за Micro. Як правило вони зупиняються в nici. Я
воджу машину i часто Тжджу з ними. Взимку ми катаемось на ковзанах чи лижах. Ми
проводимо багато часу на св!жому noei rpi Чима то людей за тишаються вдома на вихщн!
днг Вони дивляться телев!зор, читають, займаються своими справами або приймають
гостей
5.	Make up sentences by supplying a suitable begin nmg for the Jollowing.
1. ... a game of badminton. 2. ...but felt refreshed. 3. ... in the open air. 4. ... to stay at
home. 5. ... a garden party. 6. ... a lie-in. 7. ... a fancy-dress ball. 8. ... in the country-side.
9. ... to the amusement park. 10. ... for a picnic. 11.... modern music. 12.... a theatre-goer. 13.
...a film fan. 14. ... a sports club.
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6. Complete the following sentences and expand on them.
1. At the weekend ... . 2. On Sunday we had guests .... 3.1 was tired after ... .4. Let’s get
down to .... 5. We decided to take a break from .... 6. Do you like to swim ... ? 7. We have every-
thing arranged for .... 8. Did he realize his ... 7 9. Soon the children got bored with ... . 10. Let’s
go for .... 11. He went out on .. .12. We made up our minds ..
7. Give the meaning of the following sentences in your own words.
1. They have little leisure time to spend together. 2. Now I can read at leisure. 3. He ate a
leisured luncheon. 4. They went oft' for a leisurely walk round the gardens. 5. It was not his idea of an
evening’s entertainment. 6. They entertained the guests with an interesting story. 7. There were a lot of
coin-in-the-slot amusements. 8. There was an amusing story in the paper this morning. 9. The lesson
does not begin until ten o'clock, so 1 can have a lie-in. 10. Have a cup of tea and a good lie-down.
Q Text
THE SMITHS’ WEEK-END
On Friday night, after a long week at school, John Smith is very tired But his work is not
over. He must mark his pupils' homework and prepare new tasks for the following week. First,
however, he goes with his wife, Helen, to a sports club. There they play a game of badminton
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Main Course Unit 8
and have a swim. Helen and John are members of this club and can go there whenever they
like. Sometimes they will take a friend as a guest. After their exercise they feel tired but
refreshed. They are also hungry. They usually stop off at a Chinese takeaway on their way
home. Then they will put their feet up with their meal in front of the late night film. Helen likes
detective films and thrillers, but John prefers comedies and romances. If nothing good is on they
hire a video. In this case, John will cycle to the video shop the next day to return the film.
Saturdays mean a lie-in. Helen will often have work to do, however. Being a freelance
translator means that either she is inundated with work or she has nothing to do. If the former
is the case, there is no such thing as a day of rest for her. She reads the newspaper and then gets
down to work. After a late morning jog, John joins her with his work for school. If they gel
bored with their own tasks, they swap to help each other out. After a light lunch they take a
break from work by doing something in the house or garden. John may watch a football match
on television if a good match is on. Then they continue their work until it is finished. They cook
dinner, or even go to friends for a meal. Sometimes, when Helen has little work, they have
guests to supper on Saturday evening.
On Sunday they do not get up early. After their Sunday lunch they go for a walk. As on
Saturday nights, they will sometimes spend this time with friends. Sunday afternoons are spent
relaxing with the papers, a good film or a good book.
CULTURE CONTEXT
1.	Romance - a story about the love between two people: a story that has brave charac-
ters and exciting events.
2.	Thriller - a book or film that tells an exciting story about murder or crime.
3.	Takeaway - a shop or restaurant that sells meals to be eaten somewhere else; a meal
that you buy at a shop or restaurant to eat at home.
READING AND SPEAKING ACTIVITY
1. Read and translate the text. Answer the following questions.
1.	What does John do on Friday night? 2. Do the Smiths go in for sports? 3. Where do
the Smiths stop off on their way home? 4. What kind of films do the Smiths like to watch?
5. What do Saturdays mean for the Smiths? 6. Do the Smiths go anywhere on Sundays? 7. Do
the Smiths work on Saturdays or Sundays? 8. Do the Smiths invite their friends to their place?
9. What do the Smiths do on Sunday nights?
2.	Compare the Smiths* week-end and your days off.
3.	Make short conversations in the following situation.
Helen and John Smith are speaking about their plans for a week-end.
4.	Minitalks:
1.	The British week-end. 2. How not to spend a week-end. 3. When I am alone at home, I....
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ENVIRONMENTAL THINKING AND LIFE STYLE
A.	Use the words to fill in the blanks and learn
more about managed* forests:
Faster, use, paper, wood, grow, renew-
able, never, planted.
I.	Managed forests are used to produce...
and .. products. 2. Managed forests are ...
That means they will ... back again. 3. Each
time we ... trees from a managed forest, new
trees are ... .4. Managed forests grow ... and
stronger, so we’ll ... run out of trees.
B.	While the trees are growing, a managed for-
est can be a fun place to visit. Unscramble the
words to complete the story: (nicpic. a nicpic
chuln, shifing, werflos, pelesbb, rameca. cybicle,
bulofaus).
Last summer, the Smiths went for a (...) in a managed forest. They packed a (...) and had lunch
by a stream. After they ate, John went (...). Helen found a clearcut and picked some (...). Charles
collected (...) by the stream. Mary took pictures of birds with her new (...). Judy rode her (...) on
an old logging road. It was a (...) day!
C.	Draw a picture of people having fun in the forest. Describe it.
CONVERSATIONAL FORMULAS
INVITING. ACCEPTING. REFUSING
1.	Listen to the dialogues.
2.	Read them aloud, copy the melody.
3.	Make up your own dialogues. Follow the model.
-	Let’s have lunch today!
-	O.K.
-	Let’s have lunch!
There are two kinds of forests and we need both of them Some forests are set aside as parks or wilderness Other
forests are managed forests. That means we take special care of them so that the trees can be made into useful prod*
ucts.
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- O.K.!
- Let’s have dinner tonight!
-	All right!
SAYING GOOD-BYE
Item I.
-	Have a nice week-end!
-	Thanks, you too!
-	Have a nice week-end! See you on Monday! Have a nice week-end!
-	Thanks, you too!
-	Have a nice week-end! See you on Monday! Have fun!
- Thanks, you too!
Item 2.
- It’s getting late! And I really hate to say good-bye!
- Please, don’t go!
- It’s getting late! And I really hate to say good-bye!
- Please, don’t go!
- It’s getting late!
- Please, don’t go!
— I’ve got to go home!
— Please, don’t go!
- It’s getting late! And I really hate to say good-bye! But I’ve got to go home!
- Oh, no! Please, don’t go!
- I’ve got to go home!
- Oh, no! Please, don’t go!
Item 3.
- Good-bye, Harry! Say hello to Mary!
-1 will! Say hello to Bill!
— Bye-bye, Jack! Say hello to Jill! Tell her I miss her!
-I will!
— So long, Maiy! Say hello to Harry! Tell him I miss him!
— I will.
Dialogues
MAKING A DATE
Charles: Look, Jenny, what are you doing this evening? Let’s have dinner together.
Jenny: I’d love to, Charles, but I’ve promised to go and see my relatives.
Charles: Oh, you are always being asked out. Couldn’t you visit your relatives another day?
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Jenny: I could, but they’d be very disappointed.
Charles What a pity! I was thinking we could go to a little French restaurant I know.
Jenny: It is a pity, isn’t? But we could go there some other time, couldn’t we9
Charles: Of course we could. We could make a date for Saturday evening. Would that suit you?
Jenny: Yes, that would be fine. We could go to the theatre too.
Charles'. Which would you prefer - a musical or a play?
Jenny: I’d like to see some good play. They say some famous actors are now appearing at the
Grand Theatre.
Charles: Would you like to sit in the stalls or in the circle?
Jenny: Oh, I don’t know... Where would you like to sit?
Charles: I think, I’d rather have the stalls. What time shall I call for you?
Jenny: At six.
. Charles: All right, that’s settled.
PICNIC
Mary: Tim? This is Mary. I hope I haven’t woken you up.
Tim:	Actually I got up ten minutes ago, but it’s only a quarter to nine. Why are you calling me
so early on a Sunday morning?
Mary: Because the sun’s shining and there isn’t a cloud in the sky, and Alan and I are gomg for
a picnic. Do you want to come?
Tim:	It’s true we haven’t seen the sun lately, but I expect it’ll rain again soon.
Mary: No, it won’t.
Tim:	Well, I’m buried under a mountain of work.
Mary: But I suppose you could put it off till tomorrow.
Tim:	And where are you thinking of going?
Mary: Well, there’s a lovely spot by the river on the road to Tiverton There’s a big bend in the
road just before you get to Stoke. You leave your car and walk across a field to the left
There are some tall trees by the river and that’s where we’ll be. It’s very easy to find the
place.
Tim:	Yes, I think I know where you mean. I’ll come and I might even go for a swim.
Mary:	By the way, the river abounds in good fish. So you may take fishing tackle with you.
Tim:	Are you taking any food or drink? It’s a pity you didn’t mention it yesterday! 1 don’t think
there’s any beer in the house.
Mary: Don’t worry! We’ve got some bottles of beer and lemonade and there’s half a chicken in
the fridge.
Tim:	Right then. See you there in about an hour.
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Tim:	Right then. See you there in about an hour.
* * *
/. Listen to the dialogues. Practise the speakers’ intonation in utterances expressing invita-
tion.
2.	Read and translate the dialogues. Make up short stories on the basis of the dialogues.
3.	Enact similar dialogues.
4.	Make up you own dialogues on the following situations’
K. You're talking to your friend about your favourite recreation.
B. Your friend has invited you out to dinner and takes you to a restaurant
C. Your friend never wants to go anywhere. There's going to be a picnic tomorrow night.
Persuade your friend to go with you for a picnic.
WRITTEN PRACTICE
1. Write a letter to your friend about your last week-end.
2. Make up a story. Begin it with the sentence: “One day 1 decided to take a walk in the
park”.
Q Text
From Humour Variety: Stories, Jokes, Cartoons
LET’S HAVE A PICNIC
Picnics а/e popular with women and children and some men who know how to make a fire.
Children are fond of picnics chiefly because, as a rule, there are no tables at picnics and conse-
quently no table manners and because they have an excellent opportunity to eat things that do
not agree with them. Since picnic lunches are always just about the same and therefore require
little imagination, women do not have to trouble thinking up a meal.
Picnic grounds are usually situated on a body of water at some high altitude. One of these
features is essential, for no picnic can be a success unless the children have something to fall
into, or fall off. Also, a body of water naturally suggests taking fishing tackle along. No fish
was ever known to have been caught on a picnic, but fishing serves as an excellent excuse for
getting out of the way while the heavy work is being done.
Quite the most important feature of the picnic is the lunch. Fried chicken is always popular ...
Then there should be hard-boiled eggs. Almost everything else that comes in a can or a paper bag is
good for a picnic lunch. These containers are ver) important as, after the contents have been
eaten, they are strewn about and identify the picnic ground.
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After the lunch has been eaten a picnic is mostly anticlimax. But there is always the possi-
bility of someone nearly getting drowned or running into a hornets’ nest or twisting an ankle.
However, you must remain until well into afternoon, or you may not appear to have had a
good time. To make matters worse, someone will suggest singing.
Picnics, whatever may be said against them, have their advantages. At least they reawaken
in the hearts of many the truth of the old saying that there is no place like home.
> Notes:
I.	Altitude - the height of an object or place above sea level
2.	Table manners - the way someone follows the customary rules and correct social
behaviour when attending and eating a meal.
3.	Fishing tackle - all the things, e.g. fishing rod and net, needed for catching fish in a river
or lake.
4.	Anticlimax - something unexciting, ordinary, or disappointing coming after something
important or exciting.
* * *
J.	Read and translate the text. Pick out the words in the text, which may be grouped under
the heading: Picnic.
2.	Give a short summary of the text. Use the topical phrases which are helpful to sum the
idea up.
3.	Minitalk: What makes a week-end pleasant.
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ENTERTAINMENT
MODIFIERS VERY, RATHER, QUITE etc.
J. Some adverbs, like VERY, QUITE, RATHER etc., can be used to change the meaning of
a word, phrase or sentence. They can be used to make the meaning stronger:
It's very hot today. (=More than tust hot)
Or they can be used to make the meaning less strong:
It's fairly hot today. (=Less than just hot, but definitely not cold)
In the diagram below the meanings of the groups of words get stronger as you move down
the page:
This book is	fairly quite rather pretty (infml)	long. (=It is long, but not very long)
I enjoyed it	very much a lot a great deal	
That car is	amazingly remarkably surprisingly	fast. (=It's faster than expected)
I feel	awfully (infml) extremely terribly (infml) dreadfully (infml)	tired. (Very, very tired)
I write to her	almost nearly practically virtually	every day. (=Most days, but not every day)
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The story is	completely absolutely entirely totally utterly quite	wrong. (=It is not at all correct)
Note the two different meanings of QUITE:
The book is quite long. (=Not very long)
The story is quite wrong. (=Completely wrong)
Note that the words FAIRLY, QUITE, RATHER and PRETTY can have slightly different
meanings depending on the rest of the sentence:
It's fairly warm today. (=Pleasantly warm)
But	It's rather warm today. (=Perhaps too warm)
(Active Study Dictionary of English)
2.	Look up these words in your dictionary to find some more examples of their different
meanings and uses.
3.	Fill in the blank with the vocabulary word that best fits the meaning of each sentence and
expand on these sentences.
1.	He speaks Spanish ... well. 2. The house is ... expensive. 3. It's ... cold here. 4. She's
been ... worried about him. 5. I'm ... sorry. 6. He felt... happy. 7. The train was... full. 8. The
holidays are ... over; there's only one day left. 9. It's ... impossible. 10. The operation was ... suc-
cessful. 11. I'm not ... ready. 12. It's ... good, but not perfect. 13. We ... agree with you.
14. The story is ... wrong.
4.	Ask questions to which these sentences .vght be the answers.
1.	That's an absolutely fascinating piece of work. 2. The man was completely bald. 3. We
spent almost a week in London. 4. Our trip was amazingly cheap. 5. She was awfully nice.
6. The woman was dreadfully upset. 7. She seemed entirely at ease. 8. It's an extremely difficult
task. 9. I did fairly quickly 10- The story is pretty long. 11. She is quite young. 12. He was
rather puzzled by her question. 13. The car was surprisingly cheap. 14. It was a totally new sit-
uation. 15. The view was utterly different there.
5.	It's an extract from Theatre by W. S. Maugham. Put the verbs in brackets in the appro-
priate tense. The tenses used are Past Simple, Past Progressive, The Past Perfect Tense,
Present Simple. Prove that the Dexters' party was a success.
The Dexters' party (to be) theatrical. Grace Hardwill, Archie's wife, (to plav) in musical
comedy, and there (to be) a bevy of pretty girls who (to dance) in the piece in which she then
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(to appear). Julia (to act) with great naturalness the part of a leading lady, who (to put) on no
frills. She (to be) charming to the young ladies, with their platinum hair, who (to earn) three
pounds a week in the chorus. A good many of the guests (to bring) kodaks and she (to submit)
with affability to being photographed. She (to applaud) enthusiastically when Grace Hardwill
(to sing) her famous song to the accompaniment of the composer. She (to laugh) as heartily as
anyone when the comic woman (to do) an imitation of her in one of her best-known parts. It
(to be) all very gay and light-hearted. Julia (to enjoy) herself, but when it (to be) seven o'clock
(to be) not sorry to go. She (to thank) her hosts for the pleasant party when Roger (to come)
up to her.
"I say, mum, there (to be) a whole crowd going on to Maidenhead to dine and dance, and
they (to want) Tom and me to go too. You not (to mind), (to do) you?"
"All right, darling. But don't be too late".
PHRASAL VERBS
Traditional grammarians define a phrasal verb as a verb followed by a particle (variously
described as a preposition, an adverb, or some combination of the two). Some grammarians view
these particles as being similar to though not identical to prepositions, and they call them parti-
cles, i.e. a new part of speech distinct from adverbs or prepositions.
A verbal combination can have not only its normal meaning (e.g., Hold up your right hand
and repeat these words after me.), but it can also mean something different, "to stop by force in
order to rob" (e.g., The criminals held up the train and stole all the passengers* money).
It's an example of a phrasal verb (idiomatic combination).
Sometimes the parts of the phrasal verbs can be separated (e.g., The soldiers blew up the
bridge. The soldiers blew the bridge up). Some phrasal verbs are always used as in (a). Others
must always be used as in (b).
1. Render the following sentences in your own words. Rely on an English-English dictionary.
1.	Don't marry him, he's only after your money. 2. Why is Jane so often behind the rest
of her class? 3. This magazine tells us what's on in town this week. 4. We were up late last night
for we expected a telephone call from London. 5. Nick is up to his ears in debt. 6. When the
epidemic broke out all the doctors of the region had to join their efforts to break it down. 7. He
broke off in the middle of the story. 8. A quarrel broke out. 9. Let's break off and have a cup
of tea. 10. The meeting was officially called off. 11. For a very long time the doctor couldn't
make him come to. 12. Go ahead, we're all listening. 13. Prices go up. 14. Keep off! There's
wet paint here. 15.He can't keep up with the class. 16. She will look after the children while the
mother goes out to work. 17. I'm looking for my dictionary. 18. She's all made up. I prefer nat-
ural beauty. 19. Let's make up our quarrel and be friends again. 20. He could make out noth-
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ing at that distance. 21. Never put off till tomorrow what you can do today. 22. He was taken
aback when he heard about his son's wrong-doings.
2.	State the contextual meaning of the idioms formed from a phrasal verb. Rely on an
English-English dictionary.
1.1 was never at ease in their house. 2. We were at a loss to know what to do when the
jewels were stolen. 3. I'm up to my eyes in work. 4. Jim broke off telling the story to answer the
telephone. 5. Didn't you hear me ask you to get down to work? Everything I say goes in one
ear and out the other. 6. This is a very fashionable area of town now, but when we first came
the houses were going for a song. 7. Their mother tries to keep the children under her thumb.
8. Keep your nose out of my affairs! 9. Stop making a fuss about nothing. 10.1 can't make head
or tail of this map. 11. Try to put yourself in his shoes 12. She puts on airs. 13.1 put two
and two together and knew that he intended to leave. 14. The view from the top of the hill took
our breath away.
3.	Read and translate the following extracts. Comment on the meaning of the phrasal verbs
used in them.
A. "It's shameful the way you neglect your work. Be off with you..."
"You seem in a devil of a hurry to get rid of me", he said lightly. "You know that I hate
to let you go". (Maugham W. S. The Painted Veil)
B.	"Come on, Rigden", said Mor rather wearily... "You can translate the first word any-
way." "Our time is nearly up. Could somebody finish translating?" (Murdoch I. The
Sandcastle).
C.	She consoled herself by telling Sibyl how desolate she felt her life would be, now that
she had only one child to look after. (Wilde O. The Picture of Dorian Gray).
D.	When the two men had gone Julia looked through the photographs again before put-
ting them back. "Not bad for a woman of forty six", she smiled. Julia came across a photograph
of herself as Beatrice. (Maugham W. S. Theatre).
E.	In the midst of an apology. Bobby broke off. "Why, it's you, Frankie!" he said. "I
haven't seen you for ages." "Eve been up in town two days, had to see a friend of mine about a
garage business we're going in for."
Bobby informed his father that he would be going up to town on Monday week to take
up a job." (Christie A. Why didn't they ask Evans?).
4.	Read the following sentences. Choose the correct variant. Rely on an English-Russian /
English dictionary.
1.Hurry up. Your time is (up, down). 2. Let's break (away, off) for ten minutes. I'm tired.
3 Your reading is monotonous. If you read it that way the message of the poem will never
come (in, across). 4. Your mark is bad. Your answers do not come (on, up) to the mark. 5. Go
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(to, on) from where Peter left off. 6. Let's go (backwards, back) to the last lesson. 7. Omit
details and keep (with, to) the subject. 8. Look (about, up) the words in the dictionary. 9. Try
to make (out, about) the meaning of the rule. 10. Make (over, up) a story about your summer
vacation.
ESSENTIAL VOCABULARY
PARTIES AND HOLIDAYS
PERFORMANCE
(at a) birthday party, Christmas party,
cocktai 1/1 unch/tea/d inner/supper party,
farewell/leaving/ party, flat-warming/
house-warming party, hen party,
New Year party, stag party,
wedding party, buffet (meal),
sit-down meal, wedding feast
amusement park = funfair, car-
nival, cinema, circus, concert,
ballet, opera, theatre, variety
show
ENTERTAINMENT
GAMES
HOBBIES
PHRASES AND WORD COMBINATIONS
To entertain smb; to enjoy the role of the hostess/host; to have an impromptu party; to have
a get-together; to invite smb to a party; to get everything arrangedfor the party; to hear a ring at
the door; to present the hostess with flowers; to exchange greetings, kisses, handshakes, compli-
ments; to help the guests out of their coats; to tidy one's hair; to put lipstick on; to make oneself
comfortable (comfy) at home; to start the conversation going; to discuss politics, studies, the lat-
est news, fashions, music, books; to make the conversation common; to get on one's hobby-horse;
to laugh to one's heart content; to pour out tea/coffee; to bring refreshments on a trolley/on a tray;
to enjoy oneself; to have fun; to be a success/а failure, a flop, a frost -about a party; the music was
a real treat.
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SOUND AND INTONATION PRACTICE
Vowel and Consonant Practice in Sentences
Shan't we dance after classes?	pjcunt wi 'da:ns a:fta ,kla:siz]
Come back and keep us company.	['клт 'baek and 'ki:p Э5,клтрэт]
Anything's better than going on doing nothing. ['eniOigz ‘beta dan igaviij 'on du:iij vnAOirj]
Conversation is a pleasure, but it wants leisure, ^konva'seijh iz a^pleja^bat it 'wonts Чеза]
Every man has his hobby-horse.	['evn 'maen haez hiz 'hobiho:s]
VOCABULARY ACTIVITY
1.	Read about some holidays and special days in Britain. Say a) what special days exist in
your country; b) what your favourite holidays are.
JANUARY I - NEW YEAR’S DAY. On December 31 people usually visit their friends.
There is a lot of dancing and eating. In Scotland people bring a piece of coal for good luck in
the New Year.
FEBRUARY 14 - ST VALENTINE'S DAY. People buy or make Valentine cards and
send them to people they love. They should not write their names on the cards. Those who get
them must guess who sent them.
MARCH - MOTHER'S DAY. On Mother's Day children help their mother at home and
give or send them cards and presents.
APRIL - EASTER. At Easter children eat chocolate Easter eggs. Sometimes parents hide
them in the house or in the garden and the children look for them.
JUNE - FATHER'S DAY. On Father's Day children give or send their fathers and
grandfathers cards or presents.
OCTOBER 31 - HALLOWE'EN. They say ghosts and witches come out on Halloween.
Children make lanterns out of pumpkins. Some people have Halloween parties and dress as
witches and ghosts.
DECEMBER 25 - CHRISTMAS DAY. In the weeks before Christmas people are busy.
They make or buy Christmas cards and send them to their friends, grandparents, cousins, aunts
and uncles. They also buy Christmas presents. Many children make their Christmas cards at
school. People buy Christmas trees and put them in their living rooms. They decorate the
Christmas tree with toys and little coloured lights. There are beautiful Christmas decorations
out-of-doors.
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On Christmas Eve everybody puts their presents under the Christmas tree. People say
that at night Father Christmas puts presents into the stockings which children usually hang on
their beds. The traditional Christmas meal is roast turkey and Christmas pudding.
2.	Remember the following greetings.
Christmas greetings and best wishes for the New Year. Will you be my Valentine? Happy
Valentine's Day! Best wishes for a happy Easter. This comes with love to wish you every hap-
piness for today and always. Happy Father's Day. Love you, Mummy, very much. So here's a
great big kiss. For the nicest person in the world - the one who's reading this! Happy Mother's
Day! Happy Birthday and many happy returns of the day.
3.	Read the following invitations. Create your own invitation.
A. Dear Ally,
There will be a party on Saturday 15 July at 62 Heath Gardens
From 6 p.m. to 9 p.m. Please let me know if you can come.
Helen.
B. To John,
Come to 62 Heath Gardens on Saturday 15 July at 6 p.m.
There will be a party.
Charles.
4.	Make up your own dialogues in the situation "An invitation to a party".
• Model:
- I'm having a (little) party on Sunday and I'd like you to come.
- Is it your birthday or something?
- Oh, no. Nothing special. Just a few friends.
5.	Read and play the game.
Party Game "Pass the Parcel"
You wrap a small toy or a bar of chocolate in a lot of paper. We all stand or sit in a circle
and pass the parcel to the person next to us There's music playing when we're doing this. When
the music stops you take off one piece of paper and reproduce an English proverb or a poem.
Then the music starts again. The person who takes the last piece of paper off wins the prize.
6.	Answer the following questions:
1.	When do you give people presents? 2. What sort of presents do you like to give and to
get? 3. When do people have parties? 4. What British holidays and special days do you know?
5. What holidays in your country do you know?
7.	Translate into English:
1.	У мого друга сьогодж день народження. Bin запросив мене на веч!рку. 2. Ти вже
надклав лиспвку своТй cecrpi? 3. Чим ти займаешся у вшьний час ? У тебе е яке-небудь
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xo66i? 4. Що роблять дгги? - Вони грають в гру "Передай пакет". 5. Маленью д!ти дуже
люблять одержувати подарунки. 6. Ввечер! я збираюся пни до театру. - А я пщу на
концерт. Я дуже зюблю слухати популярна музику.
* * *
ENVIRONMENTAL THINKING AND LIFE STYLE
SEEDLINGS
Song written by Bob Hoffman
Seedlings are baby trees. We plant them in the ground.
Lots of Water and sunshine, it makes the world go round.
Oh plant a tree for you and me. And make the world turn green...
Plant a tree. Oh can't you see what a difference it could mean.
For the Whole wide world depends on us. The future's in our hands.
Come join us and plant a tree. We can do it. Yes w can!
Do it. yes we can!
> Notes: Musical Notation: - treble clef; scale: c, d, e, f, g, a, b, c.
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Q Text
MR SMITH’S BIRTHDAY PARTY
This year John turned fifty. Because this is a special birthday in England, Helen decided to
throw a surprise party for him. A month before the event she booked a room in a restaurant in
Stratford. She chose Stratford because it is a pretty town. It is also one of John’s favourite places.
Helen then set about secretely contacting all their family and friends. It was sometimes difficult to
keep John from suspecting anything. It was also difficult to make some people understand that it was
to be a surprise. For example, the only time she could ring John’s father was when John happened
to be in the house. Helen sent him out to work in the garden, then picked up the phone. John's dad
is hard of hearing, and just as Helen was shouting the invitation to him, John came back in. Of
course, he wanted to talk to his dad and Helen wav in terrible suspense lest old Mr Smith should
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mention the party. She knew he had not really understood her. However, he said not a word and
eveiything was alright.
A month of such secret planning was more than Helen could stand. She was glad when the day
actually arrived, but nervous in case something went wrong. She had told John that for this birthday
they would just go to Stratford and potter round. He agreed as he did not often make a big fuss of
his birthday. Helen had bought him a new watch and he wore it when they went out. Arriving in
Stratford it was difficult to find a place to park the car, but eventually they found a veiy convenient
spot. They wandered along the river and then around the shops. It was a lovely day and many peo-
ple were out. It therefore was not at all surprising that they should bump into some old friends out-
side Shakespeare’s house. Nor that they should meet a couple of John’s colleagues near the theatre.
John was certain that he saw his father somewhere in the distance. Helen, however, argued that his
father could not possibly be in Stratford. Why would he come all the way from London just to visit
Stratford for the day when Birmingam and his son were so near? Helen was by now veiy nervous.
Surely John would guess and her surprise would be ruined! Eventually it was time for her to suggest
having a meal at their favourite restaurant. It would be her treat as a kind of birthday present. John
readily agreed, little guessing that not just a quiet luncheon with his wife was awaiting him. Great
was his surprise when he saw his brother-in-law’s car parked outside the restaurant, and greater still
when in the foyer he saw his son and daughter! They were supposed to be in their respective
University towns! What a crowd of people he found inside ready to wish him a happy birthday.
Needless to say, it was a happy one indeed.
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CULTURE CONTEXT
1. People, especially children, often celebrate their birthdays with a birthday party where peo-
ple play games, sometimes wear special paper hats, eat birthday cake, and sing a special song called
Happy Birthday to you. People are usually given presents and birthday cards on their birthday.
2. Stratford-upon-Avon - a town in Warwickshire, central England, on the River Avon. It is
famous as the birthplace of William Shakespeare and veiy popular with tourists. Places of interest
include the Royal Shakespeare Theatre and the house where Shakespeare lived with his wife,
Anne Hathaway.
READING AND SPEAKING ACTIVITY
1. Read and translate the text. Answer the following questions.
1.	What is a special birthday in England? 2. What did Helen decide to organise? Was it
easy to do? 3. What did Helen present John with? 4. What did the Smiths do in Stratford in the
morning? 5. Whom did the Smiths see in the town? 6. Why was Helen nervous? 7. Whom did
John meet at the restaurant? 8. Was John happy?
2.	Describe John's birthday party.
3.	Make up short conversations between:
1.	John and Helen; 2. Helen and John's father; 3. John and Peter; 4. Charles and Mary;
5. Ally and Peter.
4.	Minitalks:
1.	My birthday party. 2. My favourite holiday. 3. Ways to entertain guests.
Dialogues
LEISURE HOURS
Teacher: What d'you do in your leisure hours?
Charles: Haven't got any.
Teacher: Haven't got any what?
Charles: Leisure hours.
Teacher: Oh, come, we all have some time off. Don't you go in for any hobbies, like stamp
collecting or things like that? There must be something you like doing when you've
got time off.
Charles: Not particularly. I used to collect coins when I was at school.
Teacher: There, you see. I knew you had a hobby. Most people have.
Charles: Oh no, but I've given mine up. My studies take up most of my time.
Teacher: No spare time at all?
Charles: Oh, yes, the odd hour here and there.
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Teacher: Well, what d'you do then?
Charles: I read a book or watch television. My favourite are outdoor activities like tennis,
wind-surfing, water-skiing. I'm not an idoor type, you know. But sport is not my
hobby. It's my profession.
AN EVENING PARTY
Ann: Hallo! What are you busy with?
Mary: I'm making a dress for Helen's evening party.
Ann: A party? That's the first time I've heard about it. Why didn't they tell me?
Mary: But everybody knows and is getting ready.
Ann: Where and when is it going to be?
Mary: At her place, on the first of June.
Ann: And who's invited?
Mary: You for one, if you'd like to come. I'm sure everyone will be glad to see you again
You're coming, aren't you?
Ann: I may. How long will the party last?
Mary: We plan to stay till 11 p.m. There will be a dance.
Ann: That sounds interesting. I think I'll go with you.
Mary: You ought to. It's going to be great fun.
★ ic ★
1.	Listen to the dialogues. Practise the speakers' intonation in utterances, expressing inter-
est, doubt, invitation.
2.	Read and translate the dialogues. Make up short stories on the basis of the dialogues.
3.	Enact similar dialogues.
4.	Make up your own dialogues on the following situations:
A.	Speak with your friend about your hobbies. Use the cue-words.
(Collecting rare books, stamps, coins; painting; swimming; motor-racing; boxing; moun-
taineering; language learning; cycling)
• Model:
- D'you go in for stamp collecting?
- Yes, I do. I took it up years ago.
Or:	- No, I don't. I've never taken it up.
B.	Imagine you're the host / hostess at a party. Make up a conversation with some of the
guests.
C.	Your friend is having a party Suggest a game to play and explain how to play it.
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D.	Your friend has invited you to the cinema / theatre / concert-hall Speak about the per-
formance you're going to see. Make use of the following vocabulary: to be much (little) of a
cinema / theatre-goer; to put up a play at the theatre; to be popular with theatre-goers; to book
a ticket at the last minute; the performance/ballet/film is worth seeing; to enjoy every minute of
it; to be bored to death; to feel like walking out; the play / film is a success / a failure.
WRITTEN PRACTICE
1.	Write a letter to your friend about your birthday party.
2.	Write to your friend, inviting him to a party at your home. Follow the model.
June 15,2002
Dear Ann,
We are having a party from 6 p.m. to 10 p.m. on Saturday 20 June in our house.
We do hope you’ll come.
Best wishes, Mary
3.	Comment upon the following proverb or make up a short story of your own illustrating
its moral: Don't look a gift horse in the mouth
Q Text
From THEATRE
by W. S. Maugham
Julia decided that Tom must come again. It was not long before an opportunity presented itself.
“You know that young accountant of yours.” she said to Michael. “Tom Fennell's his name. I
met him out at supper the other night and I’ve asked him to dinner next Sunday. We want an extra
man”.
“Oh, d’you think he'll fit in?’
”He will”.
It was rather a grand party. It was on that account she had asked him. She thought it would
please him to meet some of the people he had known only from their pictures. She had realized
already that he was a bit of a snob. Well, that was all to the good', she could give him all the smart
people he wanted.
Their play was running through August, and Michael had taken a house at Taplow so that they
could spend the height of the summer there. Julia was to come up for her performances and Michael
when business needed it, but she would have a day in the country and Sundays. Tom had a fortnight’s
holiday; he accepted the invitation with alacrity.
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On Sundays they had a good many people down for the day, actors and actresses, an occasional
writer, and a sprinkling of some of their grander friends. Julia found these parties very amusing and
she knew that people liked to come to them. On the first Sunday after Roger’s arrival there was a
great mob. Roger was very polite to the guests. He did his duty as part host like a man of the -world.
But it seemed to Julia that he held himself in some curious -way aloof, and she had an uneasy feeling
that he was not accepting all these people, but coolly judging them. She had an impression that he
took none of them very seriously.
> Notes:
1.	Snob - a person who pays too much attention to social class, and dislikes or keeps away
from people of a lower class.
2.	Alacrity - quick and willing readiness
3.	Mob - a large noisy crowd.
4.	Aloof- not very open or friendly in one’s relations with other people, reserved.
* * ★
1.	Read and translate the text.
2.	Give a short summary of the text. Use the topical phrases which are helpful to sum the
idea up.
3.	Minitalk: What makes a party pleasant
* * *
Read and comment on the following. Say what things make you feel happy and why.
NATURAL HIGHS
Falling in love. Laughing so hard your face hurts. Watching a child do something for the
first time after you taught him. Getting mail. Lying in bed and listening to the rain outside.
Hearing a song that reminds you of someone you love. When your boss says, "Perfect". Having
flowers sent to you. A clear day at the beach. An unexpected present. A surprise visit from a
friend. A project with a good friend. Friends. Being in love. Finding out that the sweater you
want is on sale for half-price. Seeing someone you love do something outstanding. Making the
winning score. The first time your child says, "I love you". When your dog jumps around
because he's glad to see you. Finishing a good book. Pay day. Seeing a falling star. Sledging
down a hill, a big snow flake. A new hobby. A beautiful sunset. Hitting the lottery. Solving a
problem. A hot air balloon ride. Eating pizza. Your favourite meal. A job well done. A long-
distance call from a friend. A spider web with dew on it in the early morning sun. Reading
under an electric blanket on a cold, rainy day. A long, hot shower. Making somebody laugh.
Walking on the beach. Decorating a Christmas tree. Music. International travel. A great idea.
Plunging your hot body into a cool pool. Singing. The quiet after a snowfall. A letter from a
friend. Dancing. Breakfast in bed. A candlelit dinner with the one you love. Hearing someone
say, "I love you". Clean hair. The first spring flower. Having a wish come true.
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VACATION. WEATHER
GRAMMAR Study the following
PERFECT PROGRESSIVE
Present Perfect Progressive	Past Perfect Progressive	Future Perfect Progressive
I (we, you, they) have been liv- ing in London for 5 years now.	I (we, you, they) had been walking to work before I (we, you, they) bought a car.	By the 5ft of July I (we) shall / will have been living in London for 10 years. They (you) will...
He (she) has been living in London for 5 years now.	He (she) had been walking to work before he (she) bought a car.	By the 5th of July he (she) will have been living in London for 10 years.
Have I (we, you, they) been liv- ing in London for 5 years?	Had I (we, you, they) been walking to work before I (we, you, they) bought a car?	Shall / will I (we) have been living in London for 10 years by the 5th of July?
Has he (she) been living in London for 5 years?	Had he (she) been walking to work before he (she) bought a car?	Will he (she) have been living in London for 10 years by the 5,h of July?
I (we, you, they) have not been living in London for 5 years.	I (we, you, they) had not been walking to work before I (we, you, they) bought a car.	By the 5,h of July I (we) shall / will not have been living in London for 10 years They (you) will...
He (she) has not been living in London for 5 years.	He (she) had not been walking to work before he (she) bought a car.	By the 5th of July he (she) will not have been living in London for 10 years.
> Notes. Present Perfect Progressive: a) a situation or habit that began in the past and that
continues up to the present (We have been living in london for 5 years); b) the incompleteness of an
action in progress (I have been waiting for Mr Brown for a long time. He has been reading a book).
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Past Perfect Progressive: a) an action or habit taking place over a period of time in the past
prior to some other past event (She had been working very hard, so the doctor told her to take a
vacation); b) a past action that is in progress gets interrupted by another past action (It had been
raining for some hours when we left home. She had been reading for a long time when her mother
came).
Future Perfect Progressive: durative or habitual action that is taking place in the present
and that will continue into the future up until or through a specific future time (By the 10th of
March he will have been working at the factory for 15 years).
CHECK YOUR GRAMMAR
1.	Refer the following sentences a) to the past; b) to the future. Make all the necessary
changes.
1.1 have been waiting a long time for a bus. 2. The students have been writing their essays
since 10 o’clock. 3. She has been reading the novel since 5 o’clock. 4. He has been preparing for
his examination since early morning. 5. We have been living in Kyiv for four years. 6 My
mother has been teaching French since 1990. 7. We have been working a lot lately. 8. It has
been raining since morning. 9. It has been snowing for some hours. 10. They have been watch-
ing TV for two hours.
2.	Use the Present Perfect or the Present Perfect Progressive in the following sentences. Add
something to them to develop a situation.
1.	1 (to be) in Kyiv for three years. 2. We (to live) in Moscow for twenty years. 3. It (to
be) very cold lately. 4. It (to rain) for many hours. 5. I (to know) him since my childhood
6. He (to have) this car for two years. 7. He (to work) at this plant since 1998. 8. The students
(to wait) for the teacher for an hour. 9. He (to sleep) for three hours. 10. The children (to play)
football for a long time.
3.	Make up some sentences using the Past Perfect Progressive. Expand on the sentences.
1.	I, to work, for a long time, my, brother, to come. 2. It, to rain, for some hours,
when, I, to leave home. 3. The child, to sleep, for some hours, when, we, to return. 4. She,
to live, in Kyiv, for ten years, when, we, to arrive. 5. They, to watch TV, for an hour, when,
the phone, to ring. 6. He, to go on foot, to the University, before, he, to buy, a car. 7. We,
to plan, to spend, our, vacation, at the seaside, but, to change, our minds, when, the weath-
er, to become, rainy. 8. She, to work, very hard, so, the mother, to send, her, to the sea-
side.
4.	Use the Future Perfect Progressive in the following sentences. Expand on them.
1.	When you return home at six o’clock I (to work) for five hours. 2. By the 5th of March,
he (to work) at this plant for ten years. 3. By the end of the lesson, the students (to write) their
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stories for an hour. 4. By the 10th of November, she (to work) at her book for six months.
5. On Christmas Eve we (to live) here for twenty years. 6.1 (to write) the letter for an hour when
you come. 7. They (to play) tennis for two hours when you join us. 8. They (to watch) TV for
two hours when their parents come back
5.	Answer the following questins. Add some sentences more to develop a situation.
1.	For how long have you been living in Kyiv (your native town)? 2. How long have you
been studying English? 3. How long have you been going in for sport? 4. How long had you
been studying English before you entered the University? 5. How long had you been preparing
for your entrance exams before you passed them? 6. For how much time will you have been
studying English at the University before you are declared a graduate?
6.	Translate the following sentences from Ukrainian into English and expand on them.
1.	Ми живемо в цьому будинку з 1989 року. 2. Я чекаю на мого друга вже деюлька
годин. 3. Ми дивимось цю щкаву передачу вже годину. 4. Вони працюють у садку з са-
мого ранку. 5. Дгги вже багато часу граються на вулиць 6. Вона прибирала в юмнатц
коли прийшли п батьки. 7. BiH вже попрацював у б1блютец! деюлька годин, коли його
друг зайшов за ним. 8. Дощ йшов вже деюлька годин, коли вони вийшли i3 дому. 9. На-
ступного тижня виповнюеться три роки, як вони живуть у цьому будинку.
7.	Supply the missing prepositions or adverbs.
1.	We are planning to go ... train. 2. She travelled alone ... the United States. 3. They arrived
back ... their hotel at night. 4. It was raining when we arrived ... London. 5. She went... a journey
to Paris. 6. We went... a tour of the North Scotland during our vacation. 7. They stayed ... a fash-
ionable hotel. 8. They’re listening ... the weather forecast. 9. Don’t stay long ... the sun. 10. There
were a lot of stars ... the sky.
8.	It’s an extract from Theatre by W. S. Maugham. Put the verbs in brackets in the appro-
priate tense. The tenses used are Past simple, Past Perfect Progressive, The Past Perfect
Tense. Comment on the use of the tenses.
Michael (to end) the war as a major, with the Military Cross and the Legion of Honour.
Meanwhile Julia (to play) a succession of important parts and (to be) recognized as the best
of the younger actresses. Throughout the war the theatre (to be) veiy prosperous, and she (to profit)
by being seen in plays that (to have) long runs. Salaries (to go) up. Michael (to come) over to
England on his leaves and Julia (to be) divinely happy.
He (to be) wonderfully handsome still, after all he was only thirty-six, but he (to be) not a boy
any more. He (to loose) his coltish grace and his movements (to be) set.
Though Julia (to earn) for some time a good income it (to seem) not worth while to move while
Michael (to be) on active service.
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ESSENTIAL VOCABULARY
ENTERTAINMENTS SIGHTSEEING TRAVELLING
_____________________________________I
an armchair traveller: a busman’s	airport, boat, camera, coast,
holiday: carnival, cinema, circus,	journey, luggage, ferry, trip.
discotheque, fair, bullfighting.	plane, train, ship, voyage,
theatre, TV, zoo, nightclub;	shore, seaside, sea port,
recreation, games, sport; excur-	photograph, railway station,
sion. to go on a day excursion to	tour, to tour a country; to go on a (conducted) tour, to go to the caravan; to go caravaning: to go camping, to go youth-hostelling
VISITING-------------'VACATION - AT THE HOTEL
guest, hostiess), hospitality, hospitable, visitor	foyer, reception hall, chief receptionist, hotel register, hotel bill, porter, hotel bar. a double/single room
 WEATHER	
AT THE SEASIDE camping, camping site, bun- galow. tent, surf riding, ba- thing beach, paddle boat, to water ski. bathing suit (cap, trunks), a sandy beach; to walk on the beach	CLIMATE WEATHER CONDITIONS
	snow-storm, snow. rain, sleet, frost, slush, melting snow, (first) frosts, hoar-frost, mud, drought, hail, mist, fog, smog, dew, thunderstorm, shower, dull/frosty day, drizzling rain (drizzle), lightning, wet/humid climate, dewdrop, raindrop, icicle
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PHRASES AND WORD COMBINATIONS
VISITING: to call on smb/for smb; to call at a house; to be in /out; I'll call on you one of these
days. Come this way, please. It's time I was going. I must be leaving now. I must be off now. It’s
getting late. I must be going home now. I’ve had a delightful time. Remember me to your parents /
wife. It was so good of you to come and see me. Drop in when you’re passing (this way).
TRAVELLING: to go by (train, plane, ship); to arrive in (at); to go on a journey; on board (a
ship, a plane); to change trains; to board the ship; to buy a ticket; to go on holiday; to be abroad;
pleasant memories; to go on a walking tour/holiday; to go hiking/on a hike; a hiker; to hitch-hike; to
go hitch-hiking; a hitch-hiker; to thumb a lift.
AT THE HOTEL: to book a room at a hotel; to stay (to put up, to stop) at a hotel; a sin-
gle/double room; to leave the hotel.
AT THE SEASIDE: to go to the sea/seaside; to spend one's holiday at/by the sea/seaside; a
sandy/pebble beach; to suffer from sunburn; to stay in the sun too long; to go red; to go swimming;
to go boating; to hire a boat; to go on a boating trip; holiday-maker; to lie/play on the sand; to make
a sandcastle; to splash in the water; beach; waves; to swim in the sea; to bathe; to sunbathe; to get a
tan; to do a bit of sunbathing; to tan; to become/get tanned.
SEASONS:
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Winter: A snowstorm broke forth. The branches were bowed down with the weight of the
snow. Our windows were covered with wonderful frost-flowers. The whole garden was blanketed
with snow. On frosty days the trees were clothed in silver. The long cruel winter came to an end at
last, yielding to a gentle warm spring.
Spring: The sun burnt away the snow. The wind changed from north to east. The sun came
out. Trees break out into buds. Spring brings warm weather, flowers. Birds make nests. Spring paints
the fields with a thousand hues. The weather will consist of sunshine alternating with periods of
light rain.
Summer: The sun brings out roses and other flowers. The cool water of the lake invites us to
swim. Bees play among flowers, butterflies play in the air. The moonlight/the sunlight/the first rays
of the rising sun play on the water. The heat of a wonderful summer lasted into September. The
weather looks like changing to rain. I like to walk in the woods, communing with naturv
Autumn: In autumn leaves change from green to brown. The days close in. Dry leaves blow.
Leaves dance in the wind. A thick fog hangs over the town. I like autumn woods with rich colour.
Fields are dull and wet under a grey sky. The heat of the summer has given way to the brightness of
early autumn. I like to walk in all weathers/in any weather, wet or shine. You cannot expect good
weather at this time of year.
WEATHER:
What is the weather like today? It’s raining cats and dogs. The wind is from the north. It’s a
north wind. It’s windy / gusty, stuffy, cloudy today. It’s snowing / thawing. It’s slippery. It’s spotting
(with rain). What nasty weather we are having! What a clap of thunder! What a flash of lightening!
What a glorious day! It’s wonderful weather we are having. The temperature is rwenty-five degrees
above (below) zero. It looks like rain / snow. To get caught in a shower; to be wet to the skin; to keep
fine; to be too good to last; to freeze hard; to be frozen over; to sparkle; to hang from the roof; to
float; harvest time; unpredictable weather; weather forecast.
SOUND AND INTONATION PRACTICE
Vowel and Consonant Practice in Sentences
Percy’ll certainly prefer to start the journey ['p3:sil 'S3:tnh pn'fe: to 'sta:t da 'd33:m v3:li]
early.
Join me in the voyage.	['дзот mi in da ’vonds]
What’s the air-fare?	['wots di ’ea tea]
Ed expects better weather yet.	['ed ikspekts ’beta ,weda jet]
It may rain today.	[it mei ’rem ta,dei]
John arranged your journey to Japan.	['d3on a'remdsd ja 'd33:ni la dsa’paen]
You never know with the weather	[jv 'neva ’nav wid da ,weda]
Luke always travels by land.	[*lu:k 'odwaz 'traevlz bai ,lasnd]
We’ll walk whatever the weather.	[wil 'wo;k wot'eva da ,weda]
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VOCABULARY ACTIVITY
1.	Fill in the blank with the vocabulary word that best fits the meaning of each sentence.
Add some sentences more to develop a situation.
1.	It’s wonderful ... we're having today. 2. It’s a terribly ... day today! 3. I’m wet to the ... .
I haven’t got my umbrella with me. 4. The weather ... was “rain, rain, the whole day”. 5. I’m sim-
ply .... This must be the coldest winter we've ever had. 6. - What’s the temperature outside? —
It’s about twenty-five ... below zero. 7. Where are you planning to go during your winter ... .
8 What do you think of the weather? Did you hear the weather ... this morning? 9. The sky is ...
and the sun is going in. 10 They say English weather is ... . 11. They were tired when they board-
ed the ... home at Calais.
2.	Give expressions concerning: a) entertainments; b) travelling; c) vacation at the seaside;
d) seasons; e) weather.
3.	Spelling bee.
4.	Answer the following questions:
1.	How do you like to spend your free time? 2. Do you often visit your friend(s)? What do you
do when you gather together? 3. Do you like travelling? Where did you spend your last summer?
4. How do you like to spend your vacations? 5. Have you ever spent your vacation at the seaside (in
a village)? 6. Where do you stay when you come to a large city? Do you like to go sightseeing?
7. What is the weather like in spring (summer, autumn, winter) in your town? What is the average
temperature? 8. Do you ever listen to the weather forecast? Why? 9. -Which part of this country has
the best climate? What would be the ideal climate for you? 10. Which is the best season for a holi-
day? Why?
5.	Read and translate the following weather forecast Describe the weather, the seasons.
Give four different forecasts for typical days in spring, summer, autumn and winter in
your town.
1. Most of England and Wales will enjoy a day of prolonged sunshine. In parts of the South-
East there will be slight frost early on, but temperatures should recover to today’s levels by after-
noon.
2. A mostly cloudy misty day over England and Wales with outbreaks of rain or drizzle and
fog patches on higher hills. But clearer weather with showers will spread from the North-West in the
afternoon into northern England and North Wales by the evening. Scotland will have rain, heavy at
times but in the morning turning to showers. Some of these showers will become sleet or snow on
hills. Northern Ireland will be generally cloudy and showery.
6.	Translate the following sentences into English:
A.	1. Зайди до мене завтра. 2. Стас темно. Я повинен гги. 3. Я добре npoeie час. 4. За-
ходьте, коли будете в наших краях. 5. Ми поднялись на корабель тзно ввечерг 6. Коли я
пршжджаю до Киева, я завжди зупиняюсь у цьому готелг 7. Я завчасно замовляю Micije
в готелг 8. Я люблю подорожувати. 9. Звичайно я проводжу лпо на берез! моря. 10. Якщо
погода буде гарна, ми поТдемо за Micro.
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B.	1. Думаю, що погода протримаеться гарною. 2. Сьогодш похмурий день. 3. Коли
ще дош, машини розбризкують воду i бруд на перехожих. 4. Яка жахлива сьогодш пого-
да! Який гидкий сьогодш день! 6.1де сильний дощ. 7. Дуже (сильно) пщморожуе. 8. Ржи
i озера замерзають взимку. 9.1шй виблискуе на плках дерев. 10. Краплини роси блишать
на сонщ. 11. Бурульки звисають з дах!в будинюв. 12. Неприемна пора приходить, коли
починаеться вщлига. 13. По небу пливуть 6uii хмари. 14. Осшь - пора збирання врожаю.
15. Вчора температура була 10 градубв нижче нуля. 16. Тут дуже парко. 17. Наренгп ми
вщчули подих св!жого повпря. 18. Дитина важко дихае. 19. - Ти чув прогноз погоди на
сьогодш? - Ще Hi. Я теж. 20. Мрячить. 21. Який удар грому! Який спадах блискавки!
22 Небо похмуре. вкрите хмарами. 1де дощ. На щастя, я взяв парасольку. Вщкрий н
CKopime. бо ми змокнемо. 23 Навесш Bci дерева розпускають листя. 24. Перед нашим
будинком багато квпкових клумб. 25. Влпку я люблю ходити в лгс, збирати квпи, ягоди,
гриби. 26. Ми граемо в pi3Hi irpH на св!жому повпрь Z1. Я люблю подорожувати
автомобшем. 28. Яю велик! сшжинки! 29. Який чар!вний день! 30. Сьогодш дуже вогко, не
сиди на травй 31. Ми завжди зупиняемось на берез! р!чки або озера, тому що ми любимо
купатися i загоряти. 32. Вл!тку ми завжди вирушаемо на швдень i залишаемось на берез!
моря до осей!. 33. Давай пограемо в тёше. 34. Д!ти грають з м’ячем перед будинком.
35. Подивись на цю чудову райдугу! 36. Схоже, що буде дощ. Боюсь, наближаеться
гроза.
7. Read, translate and remember.
COUNTRY	ADJECTIVE, PERSON	LANGUAGE	CAPITAL
Australia [o'streiha] Austria ['ostna] Bulgaria [ЬлГдеэпэ] Canada ['kasnada] France [fra: ns] (Federal Republic of) Germany ['dj3:mani] Great Britain Fgreit 'bntn] Greece [gri:s] Holland ['holand] also: the Netherlands ['nedalandz] Hungary fhAijgari] Italy ['itali] Poland ['pauland] Romania [rau'memia]	Australian [o'streilian] Austrian ['ostnan] Bulgarian Canadian French/Frenchman German British/Briton Greek Dutch [dAtf] Hollander Hungarian Italian Polish ['paulif] Romanian	English ['irjgliJl Austrian Bulgarian English/French French German English Greek Dutch Hungarian Italian Polish Romanian	Canberra fkaenbara] Vienna [vi'ena] Sofia ['savfia] Ottawa ['otawa] Paris ['paeris] Bonn [bon] London ['London] Athens faeBanz] Amsterdam ['aemstadasm] Budapest [,bju:da'pest] Rome [ravm] Warsaw ['wo:sa:] Bucharest [,bu:ka'rest]
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Unit 10
Russia ['гл[э] Spain [spein] Sweden ['swi:dn] Switzerland ['switsaland] (the) United States of America [э'тепкэ] Ukraine [ju/krein]	Russian Spanish/Spaniard Swedish ['swi:dij]/ Swede [swi:d] Swiss American Ukrainian [ju:'kremjan]	Russian Spanish Swedish French/German English Ukrainian	Moscow ['moskav] Madrid [ma'dnd] Stockholm Geneva [dsa'nuva] Washington ['wofiritan] Kyiv
Q Text
MARY’S VACATION
When Mary was at University she had very long summer holidays. She finished her exams in
the middle of June University began again at the beginning of October. That meant that she had three
months to fill The first two she usually spent working. Mary had a job selling ice-cream in summer.
One year she look the money she earned and went on holiday with a friend They bought a ticket
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which entitled them to a month s travel on European trains. Mary, of course, wanted to visit the Czech
Republic and other Eastern European countries. Her friend was more interested in sun, sea and sand.
Therefore, they planned to take in Greece and Spain on their tour. They took a boat from England to
Holland. There they spent a day in Amsterdam, enjoying being abroad. They visited Anne Frank’s
house before leaving. She was a Jewish girl who hid from the Nazis in the war and who wrote a now
famous diary about her experiences.
From Holland they went on to Germany. Mary had friends in Hamburg: they spent the week-
end with them before catching the train to Berlin. Berlin was a very exciting place to be, because
when Mary was there the Wall had come down only the year before. It was easy for them to go from
Berlin to Warsaw. Mary and her friend, however, preferred Prague, their next stop. It was charming
and they could have spent a week there but there was no time. They wanted to see other places. As
they were already short of time, they decided to miss out Greece. They travelled through Austria,
stopping a couple of days in the mountains, and then went down into Italy. They stopped at the sea-
side town for a few days, before making their way to France. Time was running out now so they
nipped into Spain, before travelling home through France. Paris was their final stop. They liked it,
but after all the interesting places they had seen, they could not say it was their favourite. Tired and
hungry they boarded the ship home at Calais. In England they parted company for their different
homes. They each had pleasant memories and a camera full of photographs.
CULTURE CONTEXT
Calais ['kaelei] - an industrial city and port in NW France, used especially as a port for fer-
ries from Dover, England.
READING AND SPEAKING ACTIVITY
1. Read and translate the text. Answer the following questions.
1.	When did Mary finish her exams? When did University begin again? 2. How did Mary
spend the first two months of her vacations? 3. What countries did Mary want to visit? Why?
4 Where did Mary and her friend go to one year? What countries and cities did they visit? What
were their impressions of the countries like?
2.	Describe Mary’s travel.
3.	Make up short conversations in the following situations.
A. Mary and her friend are planning their travel. B. Mary speaks to her parents (brother rela-
tives, friends) about her impressions of the countries she’s visited.
4.	Answer the following questions:
1.	A lot of people are fond of travelling. Do you belong to them? What is your favourite way
of travelling? Why? What are its advantages and disadvantages, if any?
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Lln,t Ю
2.	What countrie-s/places in your country have you already been to? What impressed you most
of all? What places of interest did you see?
3.	Do you like to go to the seaside? Do you swim w ell? Can you water-ski9
5.	Minitalks:
1.	My best vacation. 2. Planning the trip. Choosing the places to visit. 3. Being idle is not my
idea of a good holiday. 4. Travelling broadens one's outlook and knowledge. 5. It's better to see
something once with your own eves than read or hear about it many a time.
ENVIRONMENTAL THINKING AND
LIFE STYLE
1.	Skim through the follow ing passage in order to get its general idea.
2.	What does the passage centre on? What single word explains the central idea of the passage?
Can you determine what time of the year is described?
3.	Read the passage very carefully. Trv to grasp both the central idea and the details Use a dic-
tionary .
4.	Summarize the information gixen in the passage. Use the words of the author.
5.	What impression do you get of the author? Give your reasons.
6.	Do you like the description of the countryside? What makes it interesting?
7.	Do city-dwellers often commune with nature ? Do you spend much time out of town?
A COUNTRY DIARY
From the road, the path into the western woods led down the steep valley slope to the river
bank and. once under the trees. I was out of the bitter easterly wind that had persisted for several
days. It was still cold but ai least I was sheltered from those cutting, icy blasts. A passer-by, being
walked by his dug. paused long enough to tell me how quiet it was. “Everything is still asleep," he
said, and so it appeared at first glance. Only the sound of running water broke the silence as the
river rushed over and round smooth-edged rocks that had been exposed as the water level dropped
in the prolonged drought. But life was beginning to stir in the wood: in a secluded corner, hidden
aw ay from general view, straight and narrow, grey-green leaves of the wild daffodil had appeared,
and were about two inches tall: still curled over, with tiny green buds brushing the soil, and leaves
tight ly closed, some stems of dogs mercury had been tempted out into the open. But most noticeable
were the few- bright yellow hazel catkins that had fully opened. I hadn't noticed much bird activity
until a nuthatch flew into a beech tree close by and started to call. Almost immediately, a nearby sil-
ver birch was with birds - a winter feeding flock on its rounds. Long-tailed tits made up most of the
group, chattering to each other as they flitted through the blanches, the remainder being a mixture
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of great and blue tits and two tiny goldcrests working hard to keep up with the rest of the group. I
watched them • earching each nook and cranny, pecking, hovering and hanging, but never still.
Suddenly, without warning, they were off, moving quickly through the trees along the river bank and
as I turned to head back to the road, the wood had gone quiet again.
CONVERSATIONAL FORMULAS
EXPRESSING ABILITY OR INABILITY TO DO SOMETHING.
MAKING EXCUSES
1.	Listen to the dialogue.
2.	Read the following dialogue. Copy the melody.
3.	Make up your own dialogues. Follow the model.
-lam afraid I won’t be able to go. I’m coming down with the cold.
- Oh, no! What a shame!
-lam afraid I won’t be able to go. I’m coming down with the cold.
-I’m afraid I won’t be able to go. I have to work tomorrow.
- Oh, no! That’s too bad!
Dialogues
VACATION
Tim: Did you say you were going to take a vacation next month?
Mary: Yes, my friend and I are going to Ukraine for a week. We want to visit Kyiv.
Tim: I envy you. I haven’t had a vacation for a long time I wish I could get away for a while.
Mary You can take a vacation some time soon, can’t you?
Tim: No, there’s too much work to do. Maybe in winter I’ll go to the mountains though.
SUMMER HOLIDAYS
Ally:	Where are you going for your summer holidays?
Charles: I’m going to the seaside. I wonder what the weather will be like?
Ally Naturally, you’ve got to think about the weather... It could make or break your trip. It’s
one of the biggest concerns on the trip, because much of your fun depends on having good
weather.
Charles: That’s right.
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IN THE COUNTRYSIDE
Helen: It’s a fine day today, isn’t it?
Ally. Yes, it is The wind has changed from north to east The sky is clearing. And the sun has
come out.
Helen: The spell of rainy weather has broken at last. Soon the spring will bring warm weather,
flowers, and the sun will bum away the snow.
Ally: The trees are breaking out into buds. I think in some weeks the sun will bring out the cher-
ry blossoms.
Helen: You know, we’re planning to go out of town on Sunday It’s very pleasant to walk in the
country when the weather is nice. The scenery is beautiful there. I like to walk at night,
breathe in the fresh clear air, feel a chilly wind blowing in my face, look at the sky. I like
to watch the stars come out at night. I’m charmed by the beautiful sight What about
going to the country with us? You won't be sorrv if you join us. A change of air would
do you a lot of good.
Ally All right. I’ll talk it over with my husband and let you know as soon as possible
Helen: O.K. I count on fine weather for the picnic.
Ally: I hope the weather will keep fine. Well, I must be going now. I’ll ring you up as soon as
I can.
Helen: All right. See you soon.
SEASONS
Mary: Look! The sky is clearing. The wind has changed from north to east. The sun has come out.
Tim But the rain is still dropping from the trees. And the streets are covered with mud. It’s
unpleasant to walk in wet weather.
Mary: I think the weather is good for the time of year. It's breaking. In some days leaves will
clothe the trees and the sun will bring out flowers. As for me. I like to go out in all weath-
ers. In winter I like to walk in frosty weather and see beautiful snowflakes fall gently down
on the ground. After a long winter we yearn for warm sunshine, first flowers and cherry
blossoms. Spring gives place to summer with its fruit, long sunny days, a gentle breeze
blowing from the sea in our faces. Autumn has some wonderful days. I like to watch leaves
dance in the wind. The days close in. We feel first frosts in the air. It’s pleasant to breathe
in the cool fresh air.
Tim: Oh, you’re a great romantic! Personally. I don’t walk in any weather. It's too cold in win-
ter. The wind and frost bite the face. The cold weather often reaches well into the spring. It
often rains in spring. I dislike chilly windy weather. It’s usually too hot in summer And
autumn wretched weather with its rain and mist gets me down
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Mary: I'm afraid, you’re a pessimist. Look on the bright side: at least every season has its fabu-
lous days. And variety’ is the spice of life.
A Jr A
1.	Listen to the dialogues. Practise the speakers ’ intonation in parentheses and exclama-
tions.
2.	Read and translate the dialogues. Make up short stories on the basis of the dialogues.
3.	Make up your own dialogues on the following situations:
fy You have just returned after your vacation you spent at the seaside. Talk to your parents/
friends about your vacation.
B.Your friend and you are looking at some old photographs you took while travelling. What
do they remind you of?
C.You went to the seaside, but bad weather spoiled your summer vacation.
WRITTEN PRACTICE
1.	Write a letter to your friend about your last summer vacation.
2.	Write a postcard to your friend about your vacation. Follow the model.
Dear Ann.
I’m having a lovely time. We’re staying on a farm and food is very good. The scenery
is beautiful. The weather is nice. Yesterday we went to the wood. It was great.
Best wishes, Mary
3.	Comment upon the following proverb or make up a short story of your own illustrating
its moral: Seeing is believing.
Text
From A New Way to Proficiency in English
An Ideal Holiday
by J. Cook
If we are fond of travelling we see and learn all sorts of things that we can never see or learn at
home, though we may read about them in books and newspapers, and see pictures of them at the cin-
ema The best way to study geography is to travel, and the best way to get to know and understand the
people is to meet them in their own homes.
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Most people who spend a holiday travelling take a camera with them and photograph anything
that interests or pleases them - the sights of a city, views of mountains, lakes, valleys, plains, water-
falls, forests, etc; famous men and women; the ruins of ancient buildings; and even animals and
birds. Later, perhaps years later, they will be reminded by the photographs of the happy time they
had had.
When I was a boy every holiday that I had seemed ideal. All day 1 played on the sands with
my friends. We made sandcastles with huge yellow walls, and watched the incoming tide destroy
them we played football, we splashed в ach other in the water and shrieked with excitement. When
the tide went out. we climbed over the slippeiy rocks and stared down at the fish and the seaweed in
the rock-pools
In those far-off days the sun seemed to shine constantly and the water was always warm.
Sometimes we left the beach and walked in the country, exploring ruined houses and dark woods and
climbing trees that overhung streams.
Although I am now an adult, my idea of a good holiday is much the same as it was. I still like
the sun and the warm sand and the sound of waves breaking on the beach. I no longer wish to build
sandcastles, but I love sunbathing and the feel of sand running through my fingers, and I look for-
ward to sitting down to a good meal in the evening. I think too. that I prefer travelling. I want to
smell different smells; 1 want to see different kinds of trees, flowers and plants; and I also want to
see people wearing different kinds of clothes.
But 1 still need my companions not. of course, to play on the sands and eat ices with, but to
talk io on warm moonlit nights.
Q Text
SEASONS AND WEATHER
The year is divided into four seasons: spring, summer, autumn and winter. In spring nature
awakens from her long winter sleep. The trees are filled with new life, the earth is warmed by the
rays of the sun. and the weather gets gradually milder The fields and meadows are covered with
fresh green grass. The woods and forests are filled with the songs of the birds. The sky is blue and
cloudless. At night millions of stars shine in the darkness.
When summer comes the weather gets warmer still and sometimes it's very hot. It’s the farmer’s
busy season - he works in his fields from morning till night. The grass must be cut and the hay must
be made, while the dry weather lasts. Sometimes the skies are overcast и ith heavy clouds There are
storms with thunder, lightning and hail.
Autumn brings with it the harvest-time, when the crops are gathered in and the fruit is picked
in the orchards. The days get shorter and the nights longer. The woods turn yellow and brown, leaves
8 В. Янсон
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begin to fall from the trees, and the ground is covered with them. The skies are grey, and very often
it rains.
When winter comes, we 're obliged to spend more time indoors because out-of-doors it’s cold.
We may get fog, sleet and frost. Ponds, lakes, rivers and streams are frozen, and the roads are some-
times covered with slippery ice or deep snow. The trees are bare. Bitter north winds have stripped
them of all their leaves.
(LLC)
* * *
1.	Read and translate the texts. Pick out the words in the texts, which may be grouped under
the headings: Holidays, Travelling, Weather, Seasons.
2.	Give a short summary of each text. Use the topical phrases which are helpful to sum the
idea up.
3.	Discuss the qualities of an ideal vacation
4.	Talk about the weather and say how it can influence people's mood.
5.	Minitalks:
1.	Ideal holiday as I imagine it. 2. My favourite season.
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WRITING
Within the communicative framework of language teaching, the skill of writing enjoys special
status - it is via writing that a person can communicate a variety of messages to a close or distant,
known or unknown reader or readers. Such communication is extremely important in the modem
world, whether the interaction takes the form of traditional paper-and-pencil writing or the most
advanced electronic mail. Writing as a communicative activity needs to be encouraged and nurtured
during the language learner’s course of study.
The writing process, in comparison to spoken interaction, imposes greater demands on the text,
since written interaction lacks immediate feedback as a guide. The writer is obligated to try to write
a clear relevant, truthful, informative, interesting, and memorable text. Linguistic accuracy, clarity
of presentation, organization of ideas are all crucial in the efficacy of the communicative act. It is
also most important to present a product which does not suffer from illegible handwriting, heavy
spelling errors, faulty punctuation, or inaccurate structure, any of which may render the message
unintelligible.
Dictation can be viewed as a kind of controlled writing exercise which allows students to get
the kinesthetic experience of writing in their own hand a well-structured text, which can then also
serve as a model for the more difficult task of imitation in which students might use the passage dic-
tated as a guideline for another passage they produce following either the content area and/or the
sentence structure of the dictated text.
A summary is the expression in a condensed form of the content of the text. It’s a good test of
a students’ ability to understand what they have read.
“Free” writing tasks ask students to produce complete texts in response to a variety of writing
stimuli, such as texts which have been read, or the more “traditional” type of writing assignments
which provide some suggestions as to content and/or method of text organization. Readings serve
some very practical purposes in the writing class; they provide models of what English texts look
like, and even if not used for the purpose of imitation where students are asked to produce an English
text to match the style of the model text, readings provide input which helps students develop aware-
ness of English prose style.
This section contains ten units. All the texts included in it are authentic. The following kinds
of exercises are provided: dictation, translation, summary, guided composition. The exercises
involve vocabulary and structures which build up the learner’s repertoire.
The use of a correction code to guide students in correcting their own errors makes writing
more of a learning activity. Using the correction code does not make marking papers more efficient,
but it does provide students with an opportunity to learn from their mistakes and to gain confidence
in their ability to write.
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Sample Correction Code
Type of Error
Symbol
cap P SP X Л	capitalization punctuation spelling omit this add a word
() 5. SV VT VF WC WF WO	optional paragraph number (singular or plural) verb agreement verb tense verb form (gerund, participle, etc.) word choice word form (noun, verb, adjective, etc.) word order connect this
?	unclear
TO BUILD GOOD SPELLING HABITS
FOLLOW DIRECTIONS FOR LEARNING GOOD SPELLING
1.	Establish the habit of using the dictionary to check your spelling.
2.	Observe the form of words with your eyes; hear them with your ears.
3.	Let correct pronunciation and enunciation aid you in spelling words that give you difficulty.
4.	Learn the rules that govern the spelling of many words. Be certain of the meaning of terms
used in spelling rules (vowel, consonant, syllable, prefix, suffix), or the rules will mean little to you.
5.	Correct every spelling error that is called to your attention.
6.	Be determined to spell correctly.
7.	Make up your own devices to fix in your mind the spelling of troublesome words:
a)	find words within words: vegetable, business, ache:
b)	pair a troublesome word with one that you know how to spell: dance, balance, gain, certain,
rich, sandwich;
c)	make up a sentence to help you remember: you are certain to gain much.
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Unit 1
USE THE FOLLOWING DIRECTIONS FOR OUTLINING
1.	Use only one method in an outline.
2.	Begin each point with a capital letter and place a period after each division number or letter
3.	If a topic is divided, have at least two subheadings; it is impossible to divide anything into
fewer than two parts.
4.	Indent correctly.
5.	Do not place periods after the points in a topic outline.
6.	If a sentence is too long for one line, begin the second line under the first letter of the line above.
7.	Use Roman numerals for main ideas, capital letters for chief subpoints, Arabic numerals for
important details, and small letters for less important details.
FOLLOW THESE DIRECTIONS TO WRITE A PARAGRAPH
1.	Make the central idea clear. In the paragraph of explanation, state the central idea in a topic
sentence, which as a rule should be the first sentence, but which may come at the end or within the
paragraph.
2.	Check each paragraph to see that it has unity; that is, that every sentence in it is related to
the central idea.
3.	Check each paragraph for coherence: that is. to see that the ideas expressed by the various
sentences are arranged in a logical order
4.	Be sure that emphasis (sometimes called force) on the central idea is evident. Now and then
you can secure effective emphasis by use of a clincher sentence that sums up the idea in the para-
graph or reinforces the topic sentence. (Do not tack a clincher sentence to every paragraph; use one
only for effective emphasis).
5.	Develop a paragraph by using definitions, details, comparison or contrast, cause and effect,
illustrations or examples, repetition, or any combination of methods that will be most helpful.
USE THE FOLLOWING DIRECTIONS FOR GIVING
A BRIEF SUMMARY OF A STORY
1.	Make use of the key vocabulary.
2.	Pick out the essentials, omit details.
3	In order to select the essential points of the text you should find the topic sentence of each
paragraph.
4.	Make up a list of tire topic sentences and the major points of the content of the text
5.	Link all the sentences in a logical, progressive or chronological arrangement.
6.	Prepare in draft form and then rewrite. Write legibly
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USE THE FOLLOWING TRANSITIONAL WORDS AND PHRASES
TO PROVIDE CONTINUITY AND ESTABLISH THE PATTERNS
OF PARAGRAPHS
These words and phrases act as a bridge between sentences to make it easier to follow the
writer’s thought.
Continue Thought: and, also, likewise, similarly, furthermore, in addition, moreover, besides,
neither, at any rate, in fact, more, more than that.
Change Direction: but. however, yet. on the contrary, in spite of, nevertheless, although, not,
rather, whereas, even, on the other hand, otherwise, despite, notwithstanding, rather still.
Signals "Stop " as a result, finally, concluding, in conclusion.
Go ahead, bui more weighty: thus. so. and so. therefore, consequently, meanwhile.
WORDS THAT SIGNAL PARAGRAPHS PATTERNS
Comparison-Contrast	like-unlike, similarly, compares, then, contrast, differences, on the other hand, but, conversely, likewise, more, yet, despite, in spite of, nevertheless, otherwise, although
Cause-Effect	as a result, because, consequently, for this reason, effect-cause, if attributed, it is because, unless
Sirfiple Listening	next, then, finally, and. also, in addition to. to begin with, moreover, furthermore, again
Time Order	first, second, third, one, on (date), not long after, now, as, before, after, when
FOLLOW THESE DIRECTIONS TO DESCRIBE A CHARACTER
It is useful to be able to estimate and describe character, personal appearance, physical fea-
tures, stature and build, clothes or individual details. Clothes and appearance are often an index to
character.
Characters may be described in several ways: by description, by suggestion or by action. If you
wish to describe people well, you should notice such things as habits, mannerisms, amusements or
hobbies, clothes.
Character shows itself through such details as one’s voice, walk, features, eyes, hands,
make-up.
Simple description is, perhaps, the easiest, but also the least satisfactory method, e.g.: You may
say "John Brown is a very tidy person", which is a plain statement of fact. The description of his
habits (careful and accurate work, tidy desk...) will suggest his character far better.
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UNIT 1
FAMILY LIFE
1.	Read the texts. Note all unfamiliar words. If the context does not help, look up the words
in a dictionary. Write out the initial forms of the words. Transcribe the words.
2.	Study the morphological structure of the words.
3.	Remember the spelling of the words.
4.	Practise writing from dictation the following texts.
Dictation 1
From CHARLES DICKENS
The Dickenses
by K. Peer
The Dickenses were a cheerful and noisy family. In good times or bad they found ways to be
merry. Their friends and neighbours often came in for dinner. Charles Dickens recited poems for
them. His father set him down on the dinner table. Charles was small for his age, and standing on
the table made him feel tall. The boy looked at seven-year-old Frances, his father, his mother, his
cousin and his neighbours. He loved them very much. The parents and the guests laughed and
enjoyed the performances of the five-year-old boy.
rfr * *
The Dickenses went on living gaily, enjoying life to the full and having dinner parties. Frances
and Charles went to school, the baby Letitia became old enough to learn her letters, and a new infant,
Frederick, added more noise to the family gatherings.
By the time Frederick was bom Charles was eight and he felt quite grown-up because of the
books he read.
Ten-year-old Frances was studying music and showed great talent.
“All of my children are talented”, said Mr. Dickens. “Look what a reader my boy is, and see
how beautifully he writes”
Being the eldest boy in the family did give Charles some sort of position. He wanted to become
the most responsible. He wanted to help his parents.
“We are a very happy family”, Mrs. Dickens would say.
>	Notes:
Dickens Charles ['dikinz 'tjadz]
Frances ['frcunsis]
Frederick [’fredrik]
Letitia [li'tifia]
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Dictation 2
From THE PAINTED VEIL
by W. S. Maugham
Though Kitty had met his wife at various tea-parties she had been some weeks in Hong Kong
before she saw Charles Townsend. She was introduced to him only when with her husband she went
to dine at his house.
It was a large party. They were the last to come. Mrs Townsend greeted them.
Charles Townsend was tall and he had a beautiful figure; he was in very good condition and
he had not a spare ounce of fat on him. He was well-dressed, the best-dressed man in the room, and
he wore his clothes well.
Kitty liked a man to be smart. His face was deeply sunburned, but the sun had not taken the
healthy colour from his cheeks. She liked the little curly moustache which did not conceal his full
red lips. He had black hair, short and brushed very sleek. But of course his eyes under thick, bushy
eye-brows, were his best feature: they were so very blue. No man who had those blue eyes could
bear to hurt any one. There was a delightful expression in his kind, shining blue eyes, which made
you feel very much at home with him Of course he had charm. That was what made him so
pleasant.
>	Notes:
W. S. Maugham [mam]
Hong Kong [hot] 'korj]
Dictation 3
From THEATRE
by W. S. Maugham
Julia came across a photograph of herself as Beatrice. It was the only Shakespearean pan she
had ever played.
She knew that she didn’t look well in costume. She could never understand why, because no
one could wear modern clothes as well as she could.
She had her clothes made in Paris, both for the stage and for private life.
She had a lovely figure She was tall for a woman, and she had long legs.
Her nose was delicate, and there was a melting look in her fine eyes.
Julia’s husband was fifty-two. He still had a very good figure. As a young man, with a great
mass of curling chestnut hair, with a wonderful skin and large deep blue eyes, a straight nose and
small ears, he had been the best-looking actor on the English stage.
Now his chestnut hair was very grey, and he wore it much shorter His face was a good deal
lined But with his splendid eyes and his fine figure he was still a very handsome man.
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Writing Unit 1
He boasted that his weight had not changed since he was twenty. He was good-humoured and
kindly.
A man called James Langton was running their theatre. James was a fat, bald-headed man of
forty-five. He worked his company hard. They rehearsed every morning from ten till two. Then he
sent them home to learn their parts and rest before the evening’s performance The company laughed
at him and did everything they could to please him.
> Notes:
Beatrice ['bratns]
James [djeimz]
Julia ['djudia]
* * *
1.	Read the passage. Note all unfamiliar words. Look them up in a dictionary.
2.	Split the following passage into parts and think up appropriate titles for each one.
3.	Pick out 10-15 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4.	Make up a written summary of the passage. Avoid minute details and direct speech.
From CHARLES DICKENS
by K. Peer
Charles Dickens wrote sketches for the Evening Chronicle. George Hogarth, the editor of the
newspaper liked the clever, witty young man and soon invited him home in the evening to meet his
wife and several daughters and his son Robert. The Hogarths lived in a fashionable district of
London called Chelsea. They were cultured and interesting, and an evening spent with them was full
of charm. Nineteen-year-old Catherine was particularly pretty, with blue eyes and curls.
Charles began to call often, very often indeed. At last Dickens moved to rooms in their neigh-
bourhood.
One evening Charles asked Mr Hogarth for an opportunity to speak to him alone.
“Come into my study”, said Mr Hogarth, trying not to smile, and trying not to notice the wor-
ried expression on Catherine’s face.
The kindly way that George Hogarth looked at him and asked him to sit down made Charles
feel terribly young. He was usually a solid man of the world, but this evening...
“You have something to ask me, Charles?”
“Sir, it’s...”
“Is it Catherine?”
“Yes! Oh, yes!”
“Do you want to marry her?’
“Oh, yes. I do, more than anything else in the world!”
“It’ll make both Mrs Hogarth and myself very happy indeed”.
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Charles Dickens and his future father-in-law settled down to talk about money matters and the
cost of supporting a wife and bringing up a family. Then they returned to the room where the whole
family was waiting for the good news
* * *
Charles and Kate were going to be married in spring. The date for the wedding was set for
April the second.
* * *
He and Kate were a most attractive bridal couple when they went to the church for the wed-
ding ceremony. Catherine was looking her loveliest in a silk gown with a very full skirt, and a large-
brimmed hat. Dickens was as handsome as his pictures show him. His wavy brown hair was brushed
back from his high forehead and his face was young and boyish Men at that time wore trousers with
a strap under the shoe, a jacket and top hat.
After the ceremony Charles and Kate spent their honeymoon in a quiet cottage in the village
of Chalk on the Thames River. Dickens was on top of the wo-ld
> Notes:
Catherine ['каеОэпп]
Hogarth ['ЬэидэО]
Thames [temz]
* * *
Translate the text from Ukrainian into English. Use the essential vocabulary included in
Unit 1. Family (Main Course).
У родин! Смтв илсть чолов!к. Джону Смету. глав! родини, 68 роюв. В!н високий 1
худорлявий. У нього правильн! риси обличия, прямий Hie, cipi оч!. густ! брови, темне
волосся. За фахом Джон арх!тектор. Зараз в!н не працюе. Однак в!н дуже енерпйна
людина. В!н часто зустр!часться з! своТми колишн!ми колегами та допомагае Гм
корисними порадами. Друз! Джона говорять. що з ним легко мази справу В!н - чесна,
скромна i наджна людина. Джон любить свою родину i пишае ться нею.
Його дружин!, Ел!с, 65 рок!в. Але вона не виглядас на св!й в!к. Enic i зараз дуже при-
ваблива ж!нка. Багато рок!в тому вона заюнчила ужверситет. Ел!с робила переклади з
ьпмецькоТ i французько’Г мов.
Джон та Ел!с мають единого сина. його !м’я - Майкл. Йому 40 роюв. Майкл схо-
жий на Елю У нього каштанове волосся i велик! кар! оч!. Майкл тшов слщами свое!’
матер! i став перекладачем. Майкл багато подорожуе, дуже любить свою профеаю.
А А А
Майкл одружився 15 рок!в тому. У нього чудова дружина, гарна 1 розумна. 1Г
звуть Кетр!н 1й 38 роюв. За фахом вона музикант. Вона чудово грае на скрипщ. Ус!
говорять. що вона дуже обдарована людина. Але Кетрж грае тшьки для свое! родини i
234
Writing Unit 1
друз!в. У Майкла i Кетрш двое д!тей: Генр!, чотирнадцятир!чний хлопчик, та Вшьям,
якому зараз 8 роюв. Майкл часто вщТздить у справах, тому Кетрш сама повинна
шклуватися про дп-ей
Генр1 та Вшьям схож! один на одного. В обох коротке, пряме, темне волосся, велик!
cipi очь Генр! - дуже жвавий хлопчик, проте часто бувае неслухняним. А Вшьям
скромний i сором’язливий. Обидва хлопчики дуже зд!бн1 Генр! чудово малюе, мр!е стати
арх!тектором. Вшьям добре грае на таншо i взагал! щкавиться музикою.
Батьки Кетрш, Дейв i Керол Брауни, живуть у Лондон!. Вони вже Л1гн1 люди 1 не
працюють. Батько Кетрш був лшарем, а мати викладала в школ!.
Брауни мають ще молодшого сина, Джорджа, якому зараз 33 роки. Вш не одру-
жений Джордж - журналют. У нього завжди обмаль вшьного часу. До того ж, вш часто
працюе за кордоном.
См!ти i Брауни часто вщвщують одн! одних. Вони живуть у злагодь Дейв i Керол
дуже люблять своТх онуюв, приТздять до них на i'xHi дш народження. А Джордж часто
надсилае хлопчикам кумедн! !грашки.
* * *
1.	Read and translate the passages. Consult a dictionary.
2.	In no more than 10-15 sentences describe Mr Forestier's appearance and character. Use
the essential vocabulary included in Unit 1. Family.
3.	In no more than 20 sentences describe the members of the author's family. (Passage 2).
1. Mrs Forestier was a very nice woman. Kindly people often say that of a woman when they
can say nothing about her. Mrs Forestier was neither charming, beautiful, nor intelligent; on the con-
trary, she was absurd, homely and foolish; yet the more you knew her, the more you liked her, and
when asked why, you found yourself forced to repeat that she was a very nice woman. She was as
tall as the average man; she had a large mouth and a great hooked nose, pale-blue, shortsighted eyes,
and big ugly hands. Her skin was lined and weather-beaten, but she made up heavily. She wore her
hair long. It was dyed golden. She spent a great deal of money on her clothes, which she got from
the most fashionable dressmakers in Paris, but though a woman of fifty, she had an unfortunate taste
for choosing dresses that looked exquisite on pretty little mannequins in the flower of their youth.
But she had a render, romantic soul. When you came to know her you found her as simple as
a child; she was touchingly grateful for any attention you paid her.
Unfortunately, she was also a damned fool. This you discovered when you met her husband,
Mr Forestier.
(From The Lion’s Skin by W. S. Maugham)
2. At the time we were in Corfu the family were all quite young: Larry, the eldest, was twen-
ty-three; Leslie was nineteen; Margo eighteen; while I was the youngest, being of the tender and
impressionable age of ten. We have never been very certain of my mother’s age, for the simple rea-
235
Unit 1
Writing
son that she can never remember her date of birth; all I can say is that she was old enough to have
four children. My mother also insists that I explain that she is a widow for, as she so penetratingly
observed, you never know what people might think.
(From My Family and Other Animals by G. Durrell)
> Notes:
Corfu [ko:'fu:]
a a a
Make up short stories based on the dialogues.
— Julia dear, will you marry me?
- Michael!
— Not immediately, I don’t mean. But when we’ve got our feet on the ladder. I know that you
can act me off the stage, but we get on together like a house on fire, and when we do go into man-
agement I think we’d make a pretty good team. And you know I do like you most awfully. I mean,
I've never met anyone who’s a patch on you.
- Michael, you're so handsome. No one could refuse to marry you!
-Darling! I must tell mother.
(From Theatre by W. S. Maugham)
-	Aunt Hermione says she wants to come and stay... the doctors have advised a warm climate!
-	No, I refuse! I couldn’t bear it! You’ll have to put her off, Mother... tell her there’s no room.
-	But I can’t, dear; I told her in the last letter what a big villa we had.
-	She’s probably forgotten.
-	She hasn’t.
-	Write and tell her we’ve got an epidemic of smallpox raging out here.
-	Don't be silly, dear. Besides, I told her how healthy it is here.
-	Really, Mother, you are impossible!
-	Don't be unreasonable, dear; after all, she is a relation.
-	My dear Mother, of all the relatives with which we are cluttered, she is definitely the worst.
Why you keep in touch with her I cannot, for the life of me, imagine.
(From My Family and Other Animals by G Durrell)
236
UNIT 2
DWELLING
1.	Read the texts. Note all unfamiliar words. If the context does not help, look up the words
in a dictionary. Write out the initialforms of the words. Transcribe the words.
2.	Study the morphological structure of the words.
3.	Remember the spelling of the words.
4.	Practise writing from dictation the following texts.
Dictation 1
From MY FAMILY AND OTHER ANIMALS
by G. Durrell
We wanted to find a house in the country. In the morning we started on our househunt.
Soon we found a small and square villa. It stood in its tiny garden. It looked like some fruit
lying in the greenery. Its shutters were green. The garden was surrounded by tall hedges. There
were some flower-beds there. Roses had big and smooth petals. The warm air was thick with
the scent of a hundred dying flowers. As soon as we saw the villa, we wanted to live there. But
the villa was only just big enough to house the family. And we wanted our friends to come and
stay with us. So we needed a large house.
Another villa was enormous, a tall and square mansion with yellow walls, green shutters
and a fox-red roof. It stood on a hill overlooking the sea, surrounded by silent orchards of
lemon-and orange-trees. There were very large rooms and verandas in the house. We liked the
place very much.
The next morning we went to the town to buy furniture. Soon we settled into the villa.
I liked my brother’s study. It met with my full approval. It was, in my opinion, just what a room
should be. The walls were lined with tall book-shelves filled with books on botany, medicine and
other subjects. There were also crime stories there. Thus Sherlock Holmes rubbed shoulders with
Darwin. At one window of the room stood a telescope. On one side of the room there was a massive
desk with note-books on it. On the opposite side of the room there was a small table with a lamp and
collection of slides on it. I spent much time in the room.
I liked the villa. It was a dream of a house.
Dictation 2
From MARTIN EDEN
by J. London
Martin left his sister’s house and rented a small room in which he lived, slept, studied,
wrote and kept house.
Before the one window, looking out on the tiny front porch, was the kitchen table that
served as desk, library, and typewriting stand. The bed, against the wall, occupied two-thirds
237
Unit 2
Writing
of the total space of the room. A bureau stood in the corner, and in the opposite corner, on the
table’s other flank, was the kitchen - the oil-stove on a dry-goods box inside of which were
dishes and cooking utensils, a shelf on the wall for provisions, and a bucket of water on the
floor. Over the bed, hoisted to the ceiling was his bicycle.
A small closet contained his clothes and his books for which there was no room on the table
or under the table. When the one chair in the room was not in use, he put it on top of the bed, though
sometimes he sat on the chair when cooking, reading a book while the water boiled. Pea soup was a
common article in his diet, as well as potatoes and beans. Rice, cooked as American housewives
never cook it, and can never learn to cook it, appeared on Martin’s table at least once a day. Dried
fruit were less expensive than fresh, and he had usually a pot of them, cooked and ready at hand, for
they took the place of butter on his bread. Coffee, without cream or milk, he had twice a day. in the
evening substituting tea. There was need for him to be economical.
> Notes:
Porch - BrE a built-out roofed entrance to a house; AmE for veranda
Bureau - BrE a large desk or writing table with a wooden cover which slides over the lop to
close it; AmE a chest of drawers for bedroom use
Manin [’ma:tm]
Dictation 3
From THE DEVOTED FRIEND
by O. Wilde
Hans lived in a tiny cottage all bv himself, and every day he worked in his garden. In all
the countryside there was no garden so lovelj as his. There were damask Roses, and yellow
Roses, lilac Crocuses and gold, purple Violets and white there. Marjoram and Daffodils and
other flowers bloomed or blossomed in their proper order as the months went by, one flower
taking another flower’s place, so that there were always beautiful things to look at, and pleas-
ant odours to smell.
So little Hans worked away in his garden. During the spring, the summer and the
autumn he was very happy, but when the winter came and he had no fruit or flowers to bring
to the market, he suffered a good deal from cold and hunger, and he often had to go to bed
without any supper but a few dried pears or some hard nuts. In the winter, also, he was
extremely lonely. His friend used to say to his wife: “There is no good in my going to see little
Hans as long as the winter lasts, for when people are in trouble they should be left alone. That
is my idea about friendship, and I am sure I am right So I shall wait till the spring comes, and
then I shall pay him a visit, and he will be able to give me a large basket of primroses, and that
will make him so happy”.
238
Writing
Unit 2
Dictation 4
The animals of the British Isles look like those of north-western Europe, though there are
fewer kinds. Some of the larger animals, the wolf, the bear, and the reindeer, have become
destroyed, though reindeer remained in Scotland. There are foxes in many districts of the coun-
try. One can see seals on different parts of the coast. Smaller animals are rats, squirrels,
hares, etc.
There are many song-birds. The sparrows and starlings are many. Many kinds of sea-
birds which live round the coast often fly far inland looking for food Some kinds of birds are
protected by law.
Reptiles are few. There are only three types of snakes, of which only one is dangerous.
In spring and just before the winter colds begin, millions of birds flying from the north to the
warmer lands stop for a rest on a little rocky island off the west coast of Britain. The rocks are
absolutely covered with birds. And the local people bring food and water for them while the long-
distance travellers are there
* * *
1.	Read the passage. Note all unfamiliar words, look them up in a dictionary.
2.	Spot the key words which denote the scheme of the passage. Make an outline using the
key words.
3.	Pick out 8-10 sentences which convey the basic information in the passage, link them
smoothly. Use transitional words and phrases.
4.	Make up a written summary of the passage. Avoid minute details and direct speech.
From ANNA IN LONDON
by Alan R. Beesley
A Big Decision
Mrs Bond is a widow. Her husband died two years ago. She has three children - two boys and
a girl. Michael, the younger son. is thirteen years old. He goes to the local grammar school. Her elder
son. John, is twenty-nine. He is an engineer. He works for a large oil company. His job often takes
him abroad and he is now m Venezuela.
Mrs Bond’s daughter. Susan, is nineteen. She is studying at a business college in London. She
will finish her course next year.
The Bond family live in a suburb of London. They have quite a large house. It has four bed-
rooms, a living-room, a dining-room, a small study, a kitchen, a bathroom and two lavatories. There
are also two empty rooms at the top of the house. Susan's parents bought the house when they got
married. They paid eight hundred pounds for it. That was a lot of money in those days, but now the
house is worth twenty times that amount.
239
Unit 2
Writing
Mrs Bond likes the house but she sometimes thinks that she will have to sell it and buy
something smaller. She has a part-time job at the local Public Library. The work is interesting,
but the pay is not very good. So the big problem in the lives of the Bond family at the moment
is money. Susan thinks, they can let one of the two empty rooms upstairs. But Mrs Bond doesn’t
like the idea. She doesn’t want a stranger in her house. Besides, the room is unfurnished Susan
says they have plenty of spare furniture, and they can make that room look very nice.
* * *
At last Mrs Bond made up her mind to let one of the rooms. That week the Bond family
worked hard. They cleaned the big spare room at the back of the house. Michael painted the door
and window frames. Susan made some new curtains. They took various pieces of furniture from the
other rooms. Mrs Bond bought an electric cooker. By the beginning of the following week, the room
was ready. It really looked very attractive.
* * *
Anna Klein arrived in London from Hamburg exactly three weeks ago. This is her first visit to
England - and she is not very happy. She is working in the London sales office of Lufthansa, the big
German airline. She is going to be in England for at least two years. She likes the job; she likes
London. The reason she is not happy is that she cannot find a room of her own. She must find a room
for a reasonable rent.
On Tuesday she went to the offices of the local newspaper to put an advertisement. There she
got acquainted with Susan. Susan Bond told Anna they could let a room to Anna. The girls left the
offices of the newspaper together and went to Susan’s house.
It was a tall, well-built house. The girls came into the house and Anna followed Susan into her
room. Anna liked the room very much. It was a big room. One end had a curtain in front of it. Anna
looked behind the curtain. In one comer there was a wash-basin. There was also an electric cooker
there. Beside the cooker there was a small cupboard. This part of the room was really a small
kitchen. Anna pulled back the curtain and looked at the rest of the room.
The carpet was light grey and covered most of the floor. In front of the gas fire there was a
thick red rug. The curtains were also red-but of a lighter shade. The walls were white. It was a com-
fortable room.
Beneath the window there was a dressing-table with three drawers and a mirror. There were
two armchairs, a small table with three chairs round it, a desk and a bookcase. There were two read-
ing lamps and a few pictures on the walls. Next to the reading lamps there was a bookshelf On the
left there was a large built-in cupboard for clothes.
So Anna got a room with a view over the river Thames.
> Notes:
Michael ['maikl]
Venezuela [,vena'zweila]
Hamburg ['ЬаетЬз:д]
* * *
240
Writing
Unit 2
Translate the text from Ukrainian into English. Use the essential vocabulary included in
Unit 2. Dwelling. (Main Course).
См!ти живуть у передм!ст! Б!рм!нгему. 1хшй будинок розташований на тих!й,
зелен!й вулицЕ Це гарний, просторий двоповерховий магток. Перед будинком
знаходиться кв!тник, а за будинком - великий сад, з одного боку якого См!ти посадили
фруктов! дерева, а з другого декшька ялинок i в!чнозелених кущш. Сад - чудове Micne
для вщпочинку. Влггку тут можна загоряти i плавати в басейш, який знаходиться зразу
ж за будинком. Д!ти люблять гратися в саду. Вони проводять багато часу на св!жому
noeiTpi. А доросли працюючи в дом!, знають, де Тхн! д!ти, i що вони завжди в безпещ.
Джон пишасться cboim садом, любить пранювати в ньому. Елю особливо любить
вирощувати троянди. Вона, справдЕ може похва титися cboim kbit ником.
Д!м Смтв великий i затишний. У ньому достатньо м!сця для Bcix члешв амТ 3
великого ходу на першому повера ви потрапляпе до в!тальнЕ Це найбЕтыпа ктмната в
дом!. На тдлоз! лежить гарний пухнастий килим. Л!воруч - м’який диван i два крюла, а
перед ними - маленький сил Навпроти ви бачите рояль. Справа - шафа з посудом. У шй
юмнат! е кам1н. Над ним висить чудовий пейзаж. У в!тальн! с два в!кна, одне з них
виходить в сад, а !нше - в кв!тник. Кольори ст!н, килима, штор i мебл!в присмно
посднуються. Це дуже затишна ктмната. Тут Смгги приймаюгь гостей. Вечерами, теля
вечер!, вони часто збираються тут, дивляться телев!зор, слухають музику, розмовляють.
На першому поверс! будинку гакож знаходяться '(дальня, кухня, комора, ванна i
туалет. 3 холу сходи ведуть на другий поверх, де розташован! юмнати хлопчиюв,
спальня батьюв, юмната Enic та Джона, а також кабшет Джона
Юмнати д!тей невелик!, але св!тл! та затишн! В юмнат! ВГльяма багато (грашок, а
у Генр! с безл!ч книжек i вщеокасет.
У юмнат! батьюв св! гл! меблЕ на елках велике дзеркало i декшька акварелей.
Джон та Ел!с в!ддають перевагу старовинним меблям, бо вважають, що вони роблять
ктмнату кращою i загишшшою.
Найулюблешша ктмната д!тей в дом! це кабшет !хнього дщуся. Стши в шй юмнат!
заставлен! книжковими полицями вщ тдлоги до стел!. Б!ля в!кна сто!ть великий, масив-
ний стш. На ньому ми бачимо наспльну лампу i комп’ютер. У ц!й юмнат! Джон зберпас
багато щкавих i дорогих для нього речей: книг, фотографш, альбом!в, картин, чудову
колекщю марок та !н.
Майкл, Кетр!н i i'x д!ти вважають, що жити разом з батьками зручно i присмно
Коли Майкл у вш’ГздЕ Кетр!н почувас себе не такою самотньою. Батьки ж все-таки
поруч. вони складають чудове товариство. До того ж вони допомагають Гй наглядати за
д!тьми 1 вести домашне господарство.
Однак справи часто вима1ають присутност! Майкла в Лондон!. Можливо, наступ-
ного року Майкл купить невелику квартиру в столищ. Це також дасть змогу См!там
чаепше пршжджати до Лондона i вщвщувати батьктв Кетрш
ifc Л А
241
Unit 2
Writing
1.	Read and translate the passage. Consult a dictionary.
2.	In no more than 10-15 sentences describe the Mors’ house and their garden. Use the
essential vocabulary included in Unit 2. Dwelling. (Main Course).
Bill and Nan Mor seated themselves at the table at opposite ends. The casement windows
were open as wide as they could go upon the hot dry afternoon. They revealed a short front
garden. Beyond the garden lay the road where the neat semi-detached houses faced each other
like mirror images. The housing estate was a recent one, modem in design and very solidly
built. Above the red-tiled roofs, and over the foliage of the trees there rose the tower of
St. Bride’s school where Bill was a housemaster.
(From The Sandcastle by I. Murdoch)
Л Л *
Make up a story based on the dialogue.
- I’ve asked a few people out for a week or so.
- That will be nice, dear.
— I thought it would do us good to have some intelligent and stimulating company around. We
don’t want to stagnate.
- You’d better let the Pension Suisse know when they’re coming.
- What for?
— So they can reserve the rooms.
- But I’ve invited them to stay here.
- Larry! You haven’t! Really, you are most thoughtless. How can they possibly stay here?
-1 really don’t see what you’re making a fuss about.
- But where are they going to sleep? There’s hardly enough room for us, as it is.
— Nonsense, Mother, there’s plenty of room if the place is organised properly. If Margo and
Les sleep out on the veranda, that gives you two rooms; you and Gerry could move into the draw-
ing-room, and that would leave those rooms free.
- Don’t be silly, dear. We can’t all camp out all over the place like gypsies. Besides, it’s still
chilly at night, and I don’t think Margo and Les ought to sleep outside. There simply isn’t room to
entertain in this villa. You’ll just have to write to these people and put them off.
-1 can’t put them off. they’re on their way.
- But, dear, it’s so silly to invite people when you know there’s no room in the villa.
-1 do wish you’d stop fussing, there’s quite a simple solution to the whole business.
-What?
- Well, since the villa isn’t big enough, let's move to one that is.
- Don't be ridiculous. Whoever heard of moving into a large house because you’ve invited
some friends to stay?
- What's the matter with the idea? It seems a perfectly sensible solution to me; after all, if you
say there’s no room here, the obvious thing to do is to move.
(From My Family and Other Animals by G Durrell)
242
UNIT 3
DAILY PROGRAMME
/. Read the text. Note all unfamiliar words. If the context does not help, look up the words
in a dictionary. Write out the initial forms of the words. Transcribe the words.
2.	Study the morphological structure of the words.
3.	Remember the spelling of the words.
4.	Practise writing from dictation the following texts.
Dictation 1
From ANNA IN LONDON
. ... , _	by R. Beesley
The Day’s Work Begins
Anna’s alarm-clock rings at a quarter past seven as usual. And. as usual, Anna lies in bed
for another ten minutes. Then she gets up, washes, cleans her teeth and combs her hair. She
puts on a dress. It looks simple but attractive. Then she has breakfast
Anna can travel to work by bus. or by underground. The bus takes longer, but Anna prefers it
It is a little cheaper than the tube, and it is usually easier to get a seat. Of course, most buses are
crowded during the rush-hours in the morning, when people are going to work, and in the early
evening when they are coming home.
Anna gets on the bus and sits down in one of the front seats. Twenty-five minutes later
the bus stops in Picadilly. Anna gets off and walks to her office. She gets there at a quarter to
nine. Fifteen minutes later one of the office girls opens the main door The first customer
arrives. The days work begins.
* * *
Susan is always in a hurry, generally late and often absent-minded.
Classes at her college usually start at nine fifteen, except on Fridays, when the first class begins
at ten.
Michael, her brother, usually bangs on her bedroom door at eight o'clock. He did so this morn-
ing. "All right”, said Susan, but she just turned over and went to sleep again. At half past eight
Michael went upstairs and banged on his sister's door again - this time more loudly.
Susan jumped out of bed, hurried into the bathroom, washed quickly and ran back to her
room. She put on a dress, combed her hair and went downstairs to the kitchen, where she and
her mother usually have breakfast. After breakfast Susan went to her college. Her mother did
the washing-up. She had ten minutes before she had to leave for work. She was glad that she
had a job. It was not only that she needed the money she did not want to be alone all day in
an empty house.
к к к
243
Unit 3
Writing
1.	Read the passage. Note all unfamiliar words. Look them up in a dictionary.
2.	Spot the key words which denote the scheme of the passage. Make an outline using the
key words.
3.	Pick out 6-8 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4.	Make up a written summary of the passage. Avoid minute details and direct speech.
From MARTIN EDEN
by J. London
“I want to tell you about father's friend Mr Butler”, Ruth said one afternoon when gram-
mar and arithmetic and poetry had been put aside. “His father had come from Australia and
when he died Mr Butler, Charles Butler he was called, found himself alone in the world with-
out any relatives in California. He went to work in a printing office - I have heard him tell of
it many times - and he got three dollars a week at first. His income today is at least thirty thou-
sand a year. How did he do it? He was honest and industrious and economical. He denied him-
self the enjoyments that most boys had. He had his eyes fixed always on the future. He worked
in the daytime and at night he went to night school. He was ambitious. He wanted a career, not
a livelihood and he made sacrifices for his ultimate gain. He decided upon the law and he
entered father’s office as an office boy, think of that, and got only four dollars a week. But he
had learned how to be economical and out of that four dollars he continued saving money. He
studied bookkeeping and typewriting. He quickly became a clerk and made himself invaluable.
Father appreciated him. It was on father's suggestion that he went to law college. He became
a lawyer and father took him as a junior partner. He is a great man. Such a life is an inspira-
tion to all of us. It shows that a man with a will may rise superior to his environment in life”
She paused for breath and to see how Martin was receiving it.
“Do you know.” he said, “I feel sorry for Mr Butler. He robbed himself of life for the sake of
thirty thousand dollars a year. Working all day and studying all night - just working, never having a
good time!”
Martin was dissatisfied with Mr Butler’s career. There was something unpleasant about it after
all. Thirty thousand a year was all right, but inability to be humanly happy robbed such an income
of its value.
> Notes:
Australia [os'treilja]
California [,kaeli'fo:nja]
* * *
244
Writing Unit 3
Translate the text from Ukrainian into English. Use the essential vocabulary included in
Unit 3. Daily Programme. (Main Course}.
Джон См!т прокидаеться рано вранцг О шостш годин) в!н уже в саду, робить
ранкову пмнастику. BiH впевнений, що це допомагае йому бути адоровим та енерпйним.
Гйсля зарядки вш гуляг в саду, пот!м йде додому, приймас душ. випиваг чашку кави.
читав ранков) газети.
О П1в на восьму Елк спускаеться вниз i готус сншанок. Кетрш будить дней, допо-
магас ни одягнутися i веде !’х до "(дальне Якщо Майкл вдома. вш приеднусться до ам’!’.
Смтт сшдають о восьмш ранку. Д)ти не люблять вставати рано, особливо Генр« BiH,
звичайно. сонний i не хочеТсти.
Пкля снщанку Джон вщвозить дней до школи. Майкл вирушас на службу. Елк
прибирае 3i столу i мие посуд. А Кетрш йде нагору прибирати в спальнях.
Жшки мають декьпька хвилин, щоб перепочити i скласти план на день Звичайно,
Елк i Кетрш вирушають за покупками, а Джон залишаеться вдома i працюе в своему
кабшетё Через годину-швтори Елк i KeipiH повертаються додому. Елк починав гот>-
вати общ, а Кетрш допомагае ш Джон привозит ь детей 3i школи, i пм'я общас.
Пкля общу Bci вщпочивають. Поим дни роблять уроки. Пкля цього KeipiH дае
Вшьяму урок музики, a Генр! йде в кабшет дщуся, де вш малюе, читас, роздивляеться
колекщю марок. Елк вчить д)тей говорили французькою мовою.
О п’ятш годи Hi вечора Смпи п’ють чай у Bi га 1ьнё а вл!тку вони вважають за краше
кти в саду. См!ти вечеряють о восьмш годин! вечора, бо Майкл, звичайно, повертаеться
додому бётя восьмо!’.
Пкля легко!’ вечер! настав час вщпочинку. Дни i Джон люблять проводит його в
саду. Кетрш грае на скрипщ або на рояле Elie в’яже або читав книжку. Майкл слухаг
останш новини.
О тв на десяту вечора дети прймають ванну i йдуть спати. Доросл! проводять ще
якусь годину б!ля телев!зора. 1нколи вони приймають гостей, а то й сам! вщвщують сво!’х
друз!в. В п’ятницю Елк i Кетрш прибирають у будинку, перуть 6iлизну 1нколи в суботу
См!ти Тдуть до центру мкта, гуляють у парку, провщують друз!в або йдуть до театру.
Зараз лето. У д!тей кашкули. Скоро См!ти по’щуть до моря. А поки що вони у себе
в саду. Подивиься! Вёльям i Генр! плавають у басейнё Елк в’яже сидячи у крклё Джон
поливав кв!ти. KeipiH читав книгу. Поки eci в саду, Майк1 працюе в кабшетi. BiH
перекладае якусь статтю. Вчора вш працював з дев’ято! години ранку до шостоТ години
вечора Сьогодш вш мае закшчити свою роботу. Майкл, мабуть, втимився, aie вш не
може вшкласти переклад статп, бо це гермшова робота
Певна р4ч. Майкл вчасно справиться з перекладом. А через тиждень у Майкла буде
вщпустка, 1 в!н спод!ваеться добре провести и разом з родиною.
* * *
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Unit 3
Writing
1.	Read and translate the passage. Consult a dictionary.
2.	In no more than 10-15 sentences describe Mor’s working day. Use the essential vocabu-
lary included in Unit 3. Daily Programme. (Main Course).
When Mor awoke it was cold. He turned in bed and looked towards the window. A very
white dim light. It was early morning. No need to get up yet. He turned again to settle down.
Then he looked at his watch. Ten to six. He lay back on the pillow. But he found out that he
could not stay in bed. He began to get up and to dress.
(From The Sandcastle by I. Murdoch)
3.	In no more than 15 sentences describe Miss Lemon’s working day.
Miss Lemon was an efficient secretary. Her efficiency was terrific. She was forty-eight years
of age. Her job was to take down her boss’s letters, file his papers, deal with his telephone calls, type-
write his letters. All these things she did admirably.
Punctual to the moment, as always, the boss entered the small room where Miss Lemon await-
ed her instructions for the day.
She placed before him the morning’s mail, neatly arranged in categories. Then she uncovered
her typewriter, inserted a piece of paper into it and let her fingers hover over the keys of the type-
writer, waiting to be allowed to begin her work.
But the boss was in no mood to dictate letters.
There was to be this morning a slight change in routine.
(From The Mystery of the Spanish Chest by A. Christie)
Make up a story based on the dialogue.
-	Good-morning! May I come in?
-	Oh, yes. come right in.
- Don’t trouble yourself. 1 was passing and thought I’d come in. How is your husband?
- He’s well, thank you. He’s out working today.
- Then he has found employment?
- Yes, he has.
- The children are all well now, and in school, I hope?
- Yes. You’ll have to excuse the looks this morning. We’ve been ironing, and it’s all upset.
-1 know. Don’t you think I understand? You mustn’t feel nervous about me.
(From Jennie Gerhardt by Th. Dreiser)
246
UNIT 4
UNIVERSITY
1.	Read the texts. Note all unfamiliar words. If the context does not help, look up the words
in a dictionary. Write out the initial forms of the words. Transcribe the words.
2.	Study the morphological structure of the words.
3.	Remember the spelling of the words.
4.	Practise writing from dictation the following texts.
Dictation 1
From FOCUS ON BRITAIN
by M. Kitchin
Some Aspects of British University Life
A University in Great Britain is a place of higher education to which young men and women
may go after finishing the course at a high school, that is, when they are about eighteen years old.
Most students go to a university to study some special subject or group of subjects, a knowl-
edge of which will make it possible for them to earn their living as doctors, lawyers, engineers,
teachers... A university must train its students in such a way that they themselves will always be
eager to search for new knowledge and new ideas.
Of the full-time students now attending English universities three quarters are men and one
quarter women. Nearly half of them are studying arts subjects such as history, languages, econom-
ics or law, others are studying medicine, agriculture.
The University of London, for example, includes internal and external students. External stu-
dents come to London only to sit for their examinations. The colleges in the University of London
provide instruction by means of lectures, which are attended mainly by day students. The colleges
of Oxford and Cambridge mainly use a tutorial method. There’s one member of the teaching staff
for every eight students in these universities.
The three terms into which the British University year is divided are eight to ten weeks. The
students have vacations between the terms. A university usually has longer holidays than a school,
and in England, in addition to the long summer holiday, which lasts three or four months, there are
a few weeks at Christmas and Easter, during which the students can go home. Many of them travel
in July, August and September, partly for pleasure and partly for study. The students of some uni-
versities, who have to earn the money to pay for their education, spend the summer in doing differ-
ent kinds of work.
If a person has a London degree, that means he has graduated from the University of London.
A person studying for a degree at a British University is called an undergraduate; one who has taken
a degree is called a graduate.
247
Unit4
Writing
Life at a university is not all hard work Students of Oxford and Cambridge meet at almost
every kind of sport. And sometimes there are sports meetings between American and British uni-
versities.
Dictation 2
Choosing one’s career is an important step in everybody’s life. Most children have only vague
ideas of what they want to be. Boys usually dream of becoming pilots...
Some children admire their parents and want to follow in their footsteps, or at least they take
their parents’ advice, others prefer to go their own way. Only very few have a definite idea of their
future careers and strive to make their dreams come true.
Young people are encouraged to choose their own careers according to their personal abilities
and interests. They are given all sorts of facilities.
Usually personal qualities show up at school and teachers should guide and encourage the
young people to take up the careers for which they are best suited.
Apart from the academic careers in science, medicine, law and the arts, a lot of boys and girls
go in for special training in the trades and the professions and take up a career seriously.
Young people should be encouraged to see the value of all trades, crafts and professions and
to look upon the career they have chosen with interest and pride. Career opportunities are open to all
young people who have the ability and the will to study. In Great Britain careers officers give their
students the necessary information on different professions in part in the option booklets, in part by
displays and in part through the teacher/pupil conversation in class-time.
Dictation 3
Susan works in a big public library as an assistant. The library opens at nine o’clock in the
morning. A lot of people come to the library on Saturdays. On these days Susan is up to her eyes in
work. The hours of loan service are from 9 a.m. to 8 p.m. daily.
They’ve got a good choice of books there. A reader may borrow not more than five books at
a time, and he/she may keep them for up to ten days. If he/she wishes to keep them longer he/she
has to return them for renewal.
Susan stands behind the library desk. She takes books from the people who come in, and gives
them their tickets.
When there is a lot of people in the library, Mrs Brown, the head librarian helps the assistants.
She takes books from the desk and puts them on the trolley. Then she pushes it down the library and
puts the books back on the right shelves.
Susan works quickly. In every book there is a little pocket. In this pocket there is a piece of
paper with the name and number of the book on it. Susan takes this piece of paper out of the pock-
et in the book. She puts the date on the piece of paper and on the right page in the person’s ticket,
248
Writing Unit 4
which is like a little envelope. Then, at the end of the da\. the assistants put the tickets in the nghi
order in the drawers of their desks.
Susan likes to read different books, serious and entertaining. Her friends call her a book-worm
because she is very fond of reading. She knows every book in the library. She is said to be Mrs
Brown's right-hand. She likes her work, as much as one can like any job that imprisons one from
nine till five. Susan can recommend readers a book that has been a great success lately. She helps
people to find books on the subject they are interested in.
Susan finds her work very interesting and useful. She knows much about the most popular
authors. She can tell you about the reading habits of the people who come to the library. Susan is a
sociable person, and she likes to have a talk to different people about the books they are interested in.
* * *
1.	Read the text. Note all unfamiliar words. Look them up in a dictionary.
2.	Spot the key words which denote the scheme of the passage. Make an outline using the
key words.
3.	Pick out 8-10 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4.	Make up a written summary of the passage. Avoid minute details and direct speech.
TEXT FROM CHARLES DICKENS
by K. Peer
After breakfast Charles’s mother sat down with him for lessons. This was a happy hour! He
had long since learned his alphabet, and was able with help to read simple texts: Jack and the
Beanstalk, Little Red Ridinghood, Robin Hood. When lessons were done he simply took one of the
thin books and went on struggling with it. word by word, line by line.
‘’He’s a terrible boy to read,” said one of the servants.
“He is really ready for school”, said his mother, and her husband agreed.
He went to a dame school, a small class of young children taught by an elderly lady in her home.
He wanted to learn He loved anything in books. The more he learned at school the bigger and
thicker were the books he could read at home.
School did not last all day. In the afternoon he and his companions could run to a nearby field,
play and invent games. There Charles came into his own.
When Charles was eight, he felt quite grown-up because of the books he could read.
“Look what a reader my boy is, and see how beautifully he writes,” boasted Mr. Dickens.
When the family moved from their old house Charles left his dame school behind, and he was
soon enrolled in a regular academy in the Baptist Chapel next door. Mr. William Giles kept the
249
Unit 4
Writing
school He was young, fresh from college. He loved books and teaching and children. He and young
Charles quickly became good friends. For nearly two years Charles worked hard with Mr Giles on
his Latin, English grammar, arithmetic, history and geography.
When the end of the term came around Charles and his parents left for London. Charles’s
father was sent to the debtors' prison. The worst news of all was that the boy could not go to school
But fate took a hand and the boy went back to school. His new teacher was quite different from Mr.
Giles. He went up and down the row hitting his students with a ruler.
But Charles was in school to learn, and no ruler could discourage him. He hadn’t forgotten too
much since his last school days. He remembered his Latin, his English grammar, and his arithmetic,
and he rose rapidly to the top of the class. He remembered his love of all kinds of fiction, too
Charles began to write stories of his own. He wrote so well that the boys formed a reading club
to keep his tales going from one boy to another.
The two years between sixteen and eighteen flew by. Charles was going to apply for a post as
a Parliamentary reporter on one of the city’s newspapers.
He read every book he could find in the second-hand bookshops. He knew where there were
thousands of books waiting for him. They were in the National Library, a part of the British Museum.
At the age of 18 he was admitted. From then on. whenever he had a spare hour, he hurried
to the British Museum, to sit at one of the tables with a lot of books before him, to read, and read,
and read.
He decided, he was going to study everything and learn everything and read everything, so that
he could be someone. He was going to climb up and up. He wanted to rise in life.
> routes:
Mr. Giles [djailz]
Translate the text from Ukrainian into English. Use the essential vocabulary included in
Unit 4. University. (Main Course).
* * *
П’ятнадцять роюв тому Майкл i його друз! закшчили ушверситет. На минулому
гижш вони оргашзували веч!рку з цього приводу. Майкл i його колишн! однокурсники
згадували час, який вони провели в ужверситетг
Було нелегко вступити до ужверситету. Майкл мав складати вступи! 1спити. На
щастя. в4н склав ix усшшно, i його прийняли до ушверсизету.
Майкл вивчав ншецьку i французьку мови. До вступу в уншсрситет в!н вже мав
певне уявлення про ui мови. Тому йому було легко вчитися. Заняття в уыверситет! були
п ять раз!в на тиждень. Майкл вшвьдував лекцп. семшари i практичж заняття. На
пракгичних заняттях Майкл i його друз1 слухали текста французькою i ншецькою
250
Writing Unit 4
мовами, дивилися i обговорювали на вщповщшй шоземшй мов! переглянуп вщеофшь-
ми, читали книжки, перекладали стати, писали твори.
В ушверситеи були чудов! читальн! зали i б!блютека, лекцшш зали, аудитор!!,
фонетичн! лабораторн. KpiM шоземних мов, Майкл вивчав icropiio, лпературу, психоло-
гию, ф!лософ!ю. Як правило, Майкл одержував в!дм!нн! оц!нки на юпитах. Його сильною
стороною завжди був переклад, тому Майкл вир!шив стати перекладачем.
В ужверситет! Майкл займався спортом. BiH захоплювався плаваниям та 6iroM. Гйд
час кашкул Майкл бував за кордоном - в Париж!, Бонн!, Бремен!, Марсел!. Тут в!н
познайомився з багатьма французами ! шмцями, потоваришував з ними. Незабаром
Майкл м!г в!льно розмовляти як по-французьки. так i по-н!мецьки.
Кращ! друз! Майкла - Роберт Стоун та Джеймс Броуд!. Роберт викладае французь-
ку мову в ун!версич ел, а Джеймс працюе перекладачем на одн!й !з ф1рм. На жаль, зараз
вони не можуть часто зустр!чатися. Тому вони були дуже рад! нагод! побачитися i
постлкуватися.
* * *
1.	Read and translate the passages. Consult a dictionary.
2.	In no more than 10-15 sentences describe the boy’s French lessons. Use the essential
vocabulary included in Unit 4. University. (Main Course).
3.	In no more than 10-15 sentences describe the qualities of a good teacher. (Passage 2).
1. Once a week we tortured ourselves by devoting a morning to French. My new tutor spoke
French beautifully, and to hear me massacring the language was almost more than he could bear. He
very soon found that it was quite useless to try to teach me from the normal text-books, so these were
set aside in favour of a three-volume set of bird books; but even with these it was up-hill going.
Occasionally a look of grim determination would settle on his face. He would slam the book shut
and say: “I think it would freshen us up a little... blow the cobwebs away... if we went for a short
walk. It will be a good opportunity for us to practise our conversational French, won’t it? So no
English, please - everything to be said in French. It is in this way that we become familiar with a
language.
(From My Family and Other Animals by G. Durrell)
2. You get your bad days, but you get some fabulous days in teaching as well. It’s a job in a
million.
Life in the classroom is changing fast. New developments in technology, in methodology, and
in society at large mean that, for today’s children, school will differ vastly from what you yourself
remember Teaching can use your personal and professional qualities as few other careers can — and
it needs them. Teaching today is dynamic, progressive, exciting. This is your chance to be part of it.
251
Unit 4
Writing
The profession is what you make of it. Every year is different, every pupil is unique and in that
variety lies much of the challenge. Teaching is a profession where you have much freedom to inno-
vate and implement new ideas. People are not necessarily “bom teachers”. However, there are some
common denominators. Namely, the ability to think fast on your feet, an inquiring mind, patience,
flexibility, good communication skills and, of course, strong self-motivation. It’s not enough for
interviewees simply to say "I like children”, as a reason for entering teaching. There’s far more to it
than that. At the heart of good teaching lies genuine respect for the dignity of pupils - when that
exists, the whole atmosphere of the classroom and the school changes. It’s important for the kids to
feel that you like them and are really interested in them. You have to make it clear that it’s not just
the bright ones that count. Everyone has an equal right to your time
(From Why Teaching? TASC Teaching as a Career. Department
of Education and Science 1989)
* * *
Make up a story based on the dialogue.
— What you need you realize yourself, and it is education. You should go back and finish gram-
mar-school, and then go through the high-school and University.
— I’ve got to study by myself I guess, an’ what I want to know is where to begin.
-1 should say the first thing of all would be to get a grammar book. Your grammar is...not
particularly good.
- I know I must talk a lot of slang an’ words you don’t understand. But, then, they’re only
words I know.. .how to speak. I’ve got other words in my mind - picked’em up from books - but I
can't pronounce'em, so I don’t use’em.
- It isn’t what you say so much as how you say it. You don’t mind me being frank, do you? I
don’t want to hurt you
- No. no! Fire away; I’ve got to know, and I’d sooner know from you than anybody else.
- Well, then, you say “You was”; it should be “You were”. You say “I seen” for “I saw”. You
use the double negative -
- What’s the double negative? You see, I don’t even understand your explanations.
- I’m afraid I didn’t explain that. A double negative is...let me see...well, you say, “never
helped nobody”, “Never” is a negative. “Nobody” is another negative. It is a rule that two negatives
make a positive. “Never helped nobody” means that, not helping nobody, they must have helped
somebody.
— That's pretty clear. I never thought of it before, and I’ll never say it again.
- You’ll find it all in the grammar book. There’s something else I noticed in your speech. You
say “don’t” when you shouldn’t. “Don’t” is a contraction, and stands for two words. Do you know
them?
252
Writing
Unit 4
-“Do not”.
-	And you use “don’t” when you mean “does not”.
-	Give me an illustration.
-	Well.. .’’it don’t do to be hasty”. Change “don’t” to “do not”, and it reads, “It do not do to be
hasty”, which is wrong. It must jar on your ear.
-	Can’t say that it does.
-	Why didn’t you say, “Can’t say that it do?”
-	That sounds wrong. As for the other, I guess my ear ain’t had the trainin yours has
-	There is no such word as “ain’t”. And you say “ben" for "been”, “I come” for “I came”; and
the way you chop your endings is something dreadful
-	What do you mean? How do I chop?
- You don’t complete the endings. “A-n-d” spells “and’. You pronounce it “an”, “I-n-g” spells
"ing". Sometimes you pronounce it “ing”, and sometimes you leave off the “g”. And then you slur
by dropping initial letters and diphthongs. “T-h-e-m” spells “them”. You pronounce it - oh, well, it
is not necessary to go over all of them What you need is a grammar book. I’ll get one and show you
how to begin.
(From Martin Eden by J. London)
> Notes:
Grammar school — (in Britain, especially formerly) a school for children over the age of 11,
who are specially chosen to study for examinations which may lead to higher education. AmE —
(becoming rare) for elementary school
High school-AmE a secondary school especially for children over age 14.
253
UNIT 5
SHOPPING
1.	Read the texts. Note all unfamiliar words. If the text doesn’t help, look up the words in a
dictionary. Write out the initial forms of the words. Transcribe the words.
2.	Study the morphological structure of the words.
3.	Remember the spelling of the words.
4.	Practise writing from dictation the following text.
Dictation 1
From TOWN LIFE TROUGH THE AGES
by P. Moss
Until the second half of the nineteenth century shops had, except in the largest cities, usu-
ally been small with one or two windows People went to them largely because they really want-
ed to buy.
Although in the early nineteenth century more ready-made goods were available, a great
deal of the better footwear, clothing and furniture was still hand-made by craftsmen in tiny
workshops after the customer had chosen the materials.
Many of the big departmental stores, which exist today, date from the middle of the century.
These stores were something completely different in shopping: it is true their object was to sell any-
thing from rice to motor cars. A lot of people wandered from department to department, from floor
to floor, just enjoying the light, the warmth, the company. Most stores had chairs for the shopper
while the assistants ran to and fro opening packets and boxes.
At the grocer’s buyers dictated their weekly list to the assistant who later made up the order
and sent it to the customer’s house by one of the firms many errand boys. Rows of large bins, boxes
filled with biscuits, tea. sugar, flour and rice, dried fruit were stacked round the shelves and on the
floor of the grocer’s shop instead of the pre-packed, plastic-wrapped goods as we see today.
* * *
Dictation 2
From FIFTY MODEL ESSAYS
FASHIONS
by J. Miller
Fashion is entirely unnecessary and yet delightful detail of human life. To be in the fash-
ion has given joy in age after age, not only to the women who are thus up-to-date in their cos-
tume, but to the men who behold them.
As a rule, men’s attitude towards women’s fashions is one of amused tolerance. They pretend
254
Writing Unit 5
that they are unable to detect the nice distinctions between the latest model from Paris and a dress
that is hopelessly out of date. But they are in reality just as eager to conform to the popular idea of
what is and what is not worn.
But men’s fashions change slowly, and men, unlike women, like to be the last to leave an old
fashion rather than the first to embrace a new. They have no desire either, that their womenfolk
should be in the very front rank of fashion. It would make them embarrassed to be seen in public
with a woman who was wearing something which caused every eye to be turned upon her. But they
like their wives to be dressed as most other women are dressed
Fashion is an arbitrary mistress to whom most women are slaves. She is followed willingly,
for the reward she offers is that sense of adventure and variety which is the spice of life.
* * *
1.	Read the passage. Note all unfamiliar words. Look them up in a dictionary.
2.	Split the following passage into parts and think up appropriate titles for each one.
3.	Pick out 6-8 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4.	Make up a written summary of the passage. Avoid minute details and direct speech.
From ANNA IN LONDON
A Visit to the Shop
by Alan R. Beesley
Summer has come early this year and the sun is shining brightly through the window.
This Saturday morning Anna does not have to go to work. She has already been up for an
hour She has had her breakfast - orange juice, two pieces of toast, and coffee. She has made
the bed and tidied the room. She is now waiting for Susan. They are going to do some shop-
ping- The first shop they go to is the grocer’s. Mrs. Bond has been a customer there for many
years. She does not like supermarkets and big stores. She prefers the smaller shops, where you
get personal service.
At the grocer’s the girls bought a pound of butter, a dozen eggs and half a pound of
bacon, ajar of honey, a bottle of orange juice and a small packet of salt. Then Susan and Anna
went to the greengrocer’s. They bought some apples, tomatoes, a large cauliflower and a bag
of potatoes. They left the greengrocer’s and went next door to the chemist’s. Anna wanted to
buy a new lipstick. In England a chemist’s shop sells medicines, toilet articles - and sometimes
other things, such as films and cameras. Anna bought a rose-pink lipstick and some soap. She
paid the assistant and the two girls left the shop. Then they walked down the road to the post-
office. Anna bought two airmail letters while Susan bought three three-penny stamps. She took
a couple of letters out of her handbag, stuck a stamp on each and posted them in the letterbox.
The girls bought some meat at the butcher’s, some bread at the baker’s and a bottle of milk
at the dairy. Finally they went to a shoe shop. Anna wanted a pair of sandals. She didn’t really
255
Unit 5
Writing
know her size. Sizes were different in England. The shop assistant measured her foot and gave
her a pair of sandals to try them on. They were very comfortable. And the price was reasonable.
It was nearly one o’clock. The girls left the shop and hurried to the bus stop. In ten minutes
they were home.
* * *
Translate the text from Ukrainian into English. Use the essential vocabulary included in
Unit 5. Shopping. (Main Course).
В родин! Смгпв yci люблять робити покупки. Ел!с подобаеться купувати продукта.
Вона BMie вибирати ceixi та смачш овоч! i фрукта, знае найкращ! сорта сиру i масла.
До обов'язктв Джона входить кутвля кави, чаю, вина та iHiuix напо’Гв. Невелик! покупки
Елю робить практично кожного дня. Вранщ вона заходить на базар, до овочевого мага-
зину, бакалн, кондитерськоТ. Часто Кетрш йде за покупками разом з Enic.
Щодо одягу, то Enic надае перевагу речам, як! пошит! на замовлення. Вона добре
в’яже, часто купуе вовняну пряжу i сама виготовляе чудов! peni для хлопчиюв - светри,
шарфи, шапки, рукавиц!, шкарпетки.
Кетрш бгпьше подобаеться готовий одяг. який вона купуе у великому ушвермаз!,
де можна придбати зручний, практичний i бшьш-менш недорогий одяг. Коли ж Кетрш
необхщно купити яку-небудь особливо елегантну i гарну pin - сукню, блузку, костюм
або черевики, - вона заходить до невеликих магазишв. де у продаж! е модний i дорогий
одяг та взуття. У Кетрш чудовий смак. Вона завжди купуе красивий одяг, який ш пасуе.
Майкл любить купувати реч! для дому - мебл! та електроприлади. BiH також
придбав декшька чудових акварельних малюнюв. Bci ц! peni коштують дуже дорого.
Джон часто просить Майкла не викидати rpomi на в!тер i пам’ятати. шо е багато речей,
яю вони не можуть дозволити co6i купити.
Батьки Кетрш часто роблять онукам подарунки. Звичайно, вони надсилають Ум
!грашки. А в минулому роц! вони подарували Вшьяму скрипку. Дейв i Керол спод!ва-
ються, що Кетрш навчить його добре грата на скрипщ. 1ншому онуку Брауни подару-
вали комп’ютер.
У Джона чудове захоплення. BiH колекщонуе не тшьки марки, аде й книжки з icro-
piT Великобританп. Тому BiH постшно вщвщуе MicbKi книжков! магазини, де вш може
знайти нову книжку для свое! колекцп.
Будинок Смтв був збудований майже сорок роюв тому. До того, як вони пере-
ехали в нього, См!ти жили в центр! Б1рмшгему. в невеликш квартир!. Коли народився
Майкл. Джон вирплив. шо родин! буде краще жита в просторому дом!, в тихому перед-
Micii Були куплен! нов! мебл! та шил необхщн! речь В саду були посаджеш дерева та
кв!ти. Позаду дому влаштували невеликий басейн. Коли все було готово, Смгги пере-
ехали в новий д!м.
* * *
256
Writing
Unit 5
1.	Read and translate the passages. Consult a dictionary.
2.	In no more than 15 sentences describe the family’s visit to some shops. Use the essential
vocabulary included in Unit 5. Shopping. (Main Course).
3.	In no more than 15 sentences describe “a corner shop” (Passage 2).
1. The day before my birthday the entire family made an expedition into the town. There
were some reasons for it. Firstly, they wanted to purchase my presents. Secondly, the larder
had to be stocked up. We had agreed that we would not invite a lot of people to the party, we
said we didn’t like crowds, and so ten guests, carefully selected were the most we were prepared
to put up with. It would be a small but distinguished gathering of people we liked best.
(From My Family and other Animals by G. Durr ell)
2. Dave and Irene Gray own a little shop m a small town. Essentially, it is a newsagent’s,
but they sell a large range of other goods - basic food items, household goods, sweets, ice-
cream and, in the summer, a variety of equipment for people on holiday: suntan oil, beach toys
for children and so on.
Dave and Irene have got three kids - two girls and a boy. The kids all go to school, and
Dave and his wife spend all day working in the shop. Sally, their fifteen-year-old daughter
sometimes helps out on Saturdays and in the school holidays.
At 9 o’clock things look fairly busy at the shop. It’s like that all day.
Dave is up at five thirty, then he has to sort out all the newspapers to give to the delivery boys
and girls, who deliver them to the houses - they’re off on their rounds by six thirty, and by that time
things are beginning to warm up. Irene gets the kids up, gives them breakfast, and she’s usually down
in the shop by eight o’clock. They try to give each other a bit of break during the day, but it’s real-
ly all go until they shut at half past five or six in the evening. And then there’s all the paperwork -
the shop’s accounts and the new orders - to be done after they shut.
Dave’s experience sounds typical of the boss of that very typical British institution, the “comer
shop” (so called because they are often to be found on street comers - in even the smallest of villages).
(From Understanding English. England, 2/1993)
* * *
Make up a story based on the dialogue.
- Are you being served? What can I do for you?
-1 need a pair of summer shoes. May I try on this pair?
- Here you are, madam. How are they? Do they pinch anywhere?
- No, it’s a perfect fit. I’ll take them.
- I’m sure, madam, you’ve chosen well. They will wear for a long time. Here is your bill,
madam. Pay at the cash-desk, please. Thank you.
9 В Янсон
257
UNIT 6
MEALS
1.	Read the texts. Note all unfamiliar words. If the context does not help, look up the words
in a dictionary. Write out the initial forms of the words. Transcribe the words.
2.	Study the morphological structure of the words.
3.	Remember the spelling of the words.
4.	Practise writing from dictation the following texts.
Dictation
From ENGLISH THROUGH QUESTIONS AND ANSWERS
by A. S. Hornby
An Englishman’s idea of a good breakfast is the following: porridge with milk and sugar,
bacon and eggs or fish, hot buttered toast with jam or marmalade, and a cup of coffee or strong tea
with milk.
Between twelve and one o’clock they have a light meal called lunch. It may consist of cold
meat or fish, a meat pie or a salad. The third meal of the day is tea, which they have before five.
Sandwiches, cake and biscuits may be served at this meal. Dinner is at seven. This is usually a heavy
meal consisting of soup, roast beef and vegetables. Pie and pudding are served at dinner. Some peo-
ple have an early dinner and then the evening meal is called supper. Everywhere it is the custom to
have meals at regular hours.
English people drink a lot of tea. Some English people have tea for breakfast, tea in the middle
of the morning, tea after dinner, tea in the middle of the afternoon, tea at tea-time and tea with supper.
At work they take five or ten minutes in the middle of the morning and the afternoon to have
a cup of tea.
At tea-time they have one, two or more cups of tea, bread and butter, or cakes.
Some English families have “high tea” and no supper. For “high tea” they may have meat,
bread and butter, cakes and, of course, a lot of tea. The English usually drink tea with sugar and milk.
When you go to an English house for tea, the housewife always asks you, “How many lumps of
sugar do you take in your tea9” The answer is “I take one lump (or two lumps) or sometimes: “I don’t
take any sugar”. Tea with lemon in it is called “Russian tea” in England.
Englishmen always eat bread with their soup. With meat and vegetables they don’t eat any
bread. Some Englishmen eat only one thin piece of bread at dinner.
* * *
1.	Read the text. Note all unfamiliar words. Look them up in a dictionary.
2.	Split the following passage into parts and think up appropriate titles for each one.
3.	Pick out 6-8 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4.	Make up a written summary of the passage. Avoid minute details and direct speech.
258
Writing
Unit 6
From CAKES AND ALE: OR THE SKELETON
IN THE CUPBOARD
by W. S. Maugham
Roy was at his club. He got up from a leather sofa and warmly greeted me. He led me up a
flight of heavily carpeted stairs. We entered the strangers’ dining room. A waiter handed up the bill
of fare. Beef, mutton and lamb, cold salmon, apple tart, gooseberry tart. As my eye travelled down
the list I sighed as I thought of the restaurants round the comer where there was French cooking, the
clatter of life.
“I can recommend the veal-and-ham pie”, said Roy.
“All right”.
“I’ll mix the salad myself’, he told the waiter in an off-hand and yet commanding way. “And
what about some asparagus to follow?”
“That would be very nice”.
“Asparagus for two and tell the chef to choose them himself. Now what would you like to
drink? What do you say to a bottle of hock?” When I had agreed to this he told the waiter to call the
wine steward. I could not but admire the authoritative and yet perfectly polite manner in which he
gave his orders. The wine steward came in with the wine list in his hand.
“Hullo, Armstrong, we want some of the Liebfraumilch, the 21”.
“Very good, sir”.
“Well, chill it, Armstrong; not too much, you know, but just right. I want my guest to see that
we know what’s what here.” He turned to me.
“I hope you don’t mind coming here. It’s quiet and we can have a good talk. It’s ages we did”.
Roy looked the picture of health. He talked of our common friends and the latest books, of the
opera. His cordiality took my breath away. He lamented that we saw one another so seldom and told
me how much he liked me and what a high opinion he had of me. He asked me about the book I was
writing. I asked him about the book he was writing. We ate the veal-and-ham pie and Roy told me
how he mixed a salad. We drank the hock and smacked appreciative lips. And I wondered when he
was coming to the point. It began to look as though luncheon would end without his finding the
opportunity to say what he had in mind. I knew he was cautious. Perhaps he thought that this meet-
ing, the first after so long a separation, had better be employed in establishing friendly relations.
А A A
Translate the text from Ukrainian into English. Use the essential vocabulary included in
Unit 6. Meals. (Main Course).
У минулому MicHui у Кетрш був день народження. Було виршено провести його у
родинному коль См1ти та Брауни подарували Кетрш багато чудових речей. Звичайно ж,
вона була Тм дуже вдячна. Джон та Ел1с купили Кетрш чудового годинника, Майкл по-
дарував дружин! прекрасж парфуми, батьки Кетрш вручили Тй красиву брошку, а
Джордж над!слав cecrpi сумку з крокодилово! шюри. Генр! намалював портрет Кетрш,
а Вшьям з!грав матуа нову сонату, яку вш вивчив самостшно.
259
Unit 6
Writing
Enic - чудова господняя. Того дня вона приготувала багато смачних страв. Спл у
щальш був накритий за вама правилами. Посередиж столу стояла ваза з квтами. В
голов! столу cie Джон, справа вщ нього розмУстилися Елю та хлопчики, злУва - Майкл i
Кетрш. Навпроти Джона cie Дейв, а Керол - праворуч вщ нього. Навпроти кожного
члена родини знаходився столовий Ha6ip та серветка. Почали з легких закусок, салатУв
та Укри. Пот1м Enic принесла фаршировану качку, варену картоплю, pi3Hi соуси, гриби.
Особливо Enic вдаються солодю страви. Десерт був розюшний. Вам сподобався чудо-
вий торт з ropixaMH, солодкий пудинг з варениям та хрустке печиво. Дпи Ули цукерки i
морозиво. ДорослУ пили червоне вино i каву з лимоном.
Пюля общу Кетрш i Вшьям грали на роял! i скрипш. Пот!м yci танцювали. ГЬсля
цього д!ти поб!гли гратися в саду. Чоловжи пщнялись до кабшету Джона, а жшки роз-
мовляли у вггальш. Enic повщала Керол рецепт торту, який вона приготувала. Керол
збиралась спекти такий самий торт до дня народження Джорджа. Кетрш сказала, що
Enic готус дуже добре, i тому Кетрш Усть надто багато як для нёУ, але вона збирасться
вщмовитися вщ солодких страв i буде дотримуватися д5сти, щоб схуднути. Enic i Керол
не могли погодитися з нею, зауваживши що у Кетрш чудова фп ура. Кетрш, зв!сно, пере-
бщьшувала, коли говорила, що вона занадто повна.
Брауни i См!ти добре провели Benip. Наступного дня Брауни збиралися повер-
нутися до Лондона, a См!ти мали HaMip зайнятися сво’Уми звичайними, повсякденними
справами.
* * *
1.	Read and translate the passages. Consult a dictionary.
2.	In no more than 15 sentences describe the party, the hostess and her guests. Use the
essential vocabulary included in Unit 6. Meals. (Main Course).
3.	In no more than 15 sentences describe the dinner prepared by the woman (Passage 2).
1. Lunch was announced. We went into the dining-room. We were only five, and it was a small
round table, so the conversation could not be anything but general. It was carried on chiefly by the
hostess and myself My friend was silent. He was a little shy. He ate the omelette with good appetite
and when it was passed round again took a second helping. As the second course was produced he
began to talk more freely.
(From The Happy Couple by W S. Maugham)
2. As I started to prepare the dinner I began to share my mother’s gloomy view of myself, as
it dawned on me more and more that high-class cooking lessons are all very well, but a little practi-
cal experience is necessary, too.
I made the fruit salad first. That was quite easy, as all I had to do was cut up fruit and mess it
together in a bowl. After a bit, I got tired of scraping the pith off oranges, and I also caught sight of
the time, so I pushed the rest, all stringy, to the bottom of the dish, and rushed the pheasants into the
oven Then I washed the vegetables sketchily, and put them on to cook. Feverishly 1 opened the tin
of lobster. When 1 came to from the agonized delirium of a tom thumb, I was confronted by the prob-
260
Writing Unit 6
lem of how on earth one made a lobster cocktail. I started to make them into a sticky mess with some
tomato, thinned down with a little of my lifeblood. At this critical point my mother entered the
kitchen.
(From One Pair of Hands by M. Dickens)
АЛА
Make up a story based on the dialogue.
-1 never eat anything for luncheon.
- Oh. don’t say that!
-1 never eat more than one thing. I think people eat far too much nowadays. A little fish, per-
haps. I wonder if they have any salmon. I’d like some caviar too. I think you’re unwise to eat meat.
I don’t know how you can expect to work after eating heavy things like chops. I don’t believe in
overloading my stomach. I never drink anything for luncheon..
- Neither do I.
- Except white wine. These French white wines are so light. They’re wonderful for the
digestion.
- What would you like?
- My doctor won’t let me drink anything but champagne. What are you going to drink?
- Water.
-1 see that you’re in the habit of eating a heavy luncheon. I’m sure it’s a mistake. Why don't
you follow my example and just eat one thing? I’m sure you’d feel ever so much better for it. 1 never
eat anything for luncheon. Just a bite, I never want more than that, and I eat that more as an excuse
for conversation than anything else. I couldn’t possibly eat anything more - unless they had some of
those giant asparagus. I should be sony to leave Paris without having some of them. I'm not in the
least hungry, but if you insist I don’t mind having some asparagus. Aren’t you going to have any?
- No, I never eat asparagus.
-1 know there are people who don’t like them. The fact is, you ruin your palate by all the meat
you eat.
-Coffee?
- Yes, just an ice-cream and coffee... You know, there’s one thing I thoroughly believe in. One
should always get up from a meal feeling one could eat a little more.
— Are you still hungry?
- Oh, no. I’m not hungry; you see, I don’t eat luncheon. I have a cup of coffee in the morning
and then dinner, but I never eat more than one thing for luncheon. I was speaking for you.
- Oh, I see.
— You see, you've filled your stomach with a lot of meat and you can’t eat any more. But I’ve
just had a snack and I shall enjoy a peach. Follow my example and never eat more than one thing
for lunch.
(From The Luncheon by W. S. Maugham)
261
UNIT 7
GETTING ABOUT TOWN
I.	Read the texts. Note all unfamiliar words. If the context does not help, look up the words
in a dictionary. Write out the initial forms of the words. Transcribe the words.
2.	Study the morphological structure of the words.
3.	Remember the spelling of the words.
4.	Practise writing from dictation the following texts.
Dictation 1
From TOWN LIFE THROUGH THE AGES
by P. Moss
The first decade of the twentieth century was a great turning point in town life. Trains,
motor cars, and motor buses, and in London electric underground trains, were already carry-
ing the population to and fro; gas and electricity were lightening most of the streets and shops
and many of the houses; bicycles, gramophones, and the first films were helping to fill people’s
leisure; hot water system, central heating, electric fires and irons and stoves, vacuum cleaners,
and primitive washing machines were available to make the wealthiest homes more comfort-
able. The telephone network was beginning to spread slowly in business, though rarely to pri-
vate homes, and the first airplane had just made its first flight. From the administration point
of view the town was run on much the same lines as it is today.
Because of the greatly improved transport system, especially because of the railways, the
wealthier classes could move well out into the countryside and travel daily to the towns to busi-
ness. In large towns all over the country tramway building went ahead at great speed. Motor
cars appeared on the streets too. But they were a rare sight anywhere except in the capital. As
there were no traffic lights, no pedestrian crossings, no road signs of any sort except milestones
and finger-posts, and in fact no road rules of any sort, the busy main streets were a mad con-
fusion of noise and bustle. The bicycle was every man’s transport: rich and poor, old and
young, men and women, all cycled.
The busy life and entertainment of the streets has always been one of the main attractions of
town life in all ages, and one which makes urban life so different from that of the country. The street
markets, the street sellers, the wandering musicians were still there.
Dictation 2
KYIV
The city on the Dnieper is beautiful at any time of the year. In spring it is filled with a riot
of chestnut blossoms, in summer time its streets and squares are shaded by the thick green
crowns of trees. The summer is the peak of the tourist season, a time of tours by theatre com-
262
Writing
Unit 7
panies and variety groups from other countries Kyiv is justly called one of the world’s green-
est cities.
Kyiv is a large cultural centre. The city's museum collections are rich and varied. The
State History Museum has a fund of over four hundred thousand items. The Ukrainian Fine
Arts Museum is one of Kyiv’s leading art museums. It has some of the finest examples of
Ukrainian painting, sculpture, drawings and other fine art from the 12th century to the pres-
ent. There are some more museums: The State Museum of Decorative Ukrainian Folk Arts,
Museum of Russian Art, Museum of Western and Eastern Art. The Taras Shevchenko
Museum is popular with both residents of Kyiv and visitors
Kyiv's Golden Gate dates from the 11th century. It is surrounded by a picturesque public
garden. It is from here that tourists usually begin their rounds of Kyiv of the times of Prince
Yaroslav the Wise. The grand entranceway's oaken doors were decorated with precious metals.
Perhaps this fact was what gave the gate its name
The St. Sophia Museum, a magnificent example of ancient Ukrainian architecture, covers an
area of five hectares in the centre of Kyiv. The crowning glory of the museum is the St. Sophia
Cathedral. The foundations of this multidomed Church were laid by Prince Yaroslav the Wise in
honour of his victory over the Pechenegs, and it was then erected by unknown masters in 1037. For
a long time it served as the burial place of the Kyiv princes. Only the marble sarcophagus of Yaroslav
the Wise has been preserved to this day.
The Mariinsky Palace is a fine monument of the 18-19th century architecture, based on a
plan by Rastrelli. It was the residence of the governor-general of Kyiv
The monument to the outstanding statesman Pnnce Vladimir Svyatoslavich was unveiled in
1853. The monument was erected according to a design by the sculptor Vasily Demut-Malinovsky
and the architect Konstantin Ton on one of the most picturesque hills of the Dnieper - Vladimir Hill
which towers 70 metres above the river. St. VI adim-r holds a large cross in his right hand, and the
Crown of Monomakh in his left. The monument looks splendid from any angle and adds much to
the beauty of the city.
Each street and every small corner of Kyiv are witnesses of many past and recent events.
Kyiv, one of the most ancient cities of Ukraine has much to show and tell its guests.
I.	Read the passage. Note all unfamiliar words. Look them up in a dictionary.
2.	Split the following passage into parts and think up appropriate titles for each one.
3.	Pick out 10-15 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4.	Make up a written summary of the passage. Avoid minute details and direct speech.
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From THE SANDCASTLE
by I. Murdoch
They came out of the station and began to walk towards the river.
“Where shall we go?” said Mor. He had discovered that Rain knew London far better than
he did
“First we cross the bridge”, said Rain, “and then I take you and show you something”. She was
pulling him along, as a child pulls an adult They came on to Waterloo Bridge.
They both paused to look, and Mor felt within him the quick stir of excitement which came
with the first sight of London, always for him, as in his country childhood, the beautiful and slight-
ly sinister city of possibilities and promises. The wind blew upon them coldly. They looked eastward
in silence.
Rain shivered. “You know,”, she said, “in this place it’s autumn already. I thought the leaves
fell in September. But here they begin to fall in July. I don’t think I could live in England all the
year”.
They reached the other side of the bridge. It was beginning to rain.
“We go the rest of the way by taxi”, Rain announced. Mor hailed a taxi.
The taxi stopped, at Rain’s request just off Bond Street, and they got out. Mor looked round
vaguely. He saw a poster beside a door near by. It read: FATHER AND DAUGHTER. An Exhibition
of Works by SIDNEY and RAIN CARTER.
Rain watched him, delighted at his surprise, and began to lead him in. Rain’s appearance cre-
ated a mild sensation in the room above. Mor felt himself for the first time in Rai i’s world.
She exchanged news and gossip with the three experts. They spoke a little of her father’s work,
mentioned the recent sale of one of his pictures, and the price.
Rain had finished widi the connoisseurs. They said good-day, and all departed together. Rain
and Mor began to walk round. They moved from picture to picture. Almost all were either pictures
of Rain’s house, or of the landscape near it, or self-portraits, or portraits of each other, by the father
and daughter. There were two or three pictures of Paris, and about five portraits of other people. Mor
looked with bewilderment upon this vivid southern world, and he could smell the southern air.
Then they went slowly down the stairs. As his heels bit into the thick carpet Mor felt the pain
of the transition, back to the cold rainy autumnal afternoon and the roaring traffic outside the door.
It was raining steadily. Rain had a small umbrella swinging over her arm. She handed it to him
in silence and he opened it above them both. Arm in arm they made their way back to Bond street.
“Tea at Fortnum and Mason,” Rain decreed. The rain began to pelt down with spitting vio-
lence. They started to run as quickly as they could in the direction of Fortnum’s.
> Notes:
Fortnum and Mason - a fashionable department store in Knightsbridge (the West End of
London)
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Unit 1
Translate the text from Ukrainian into English. Use the essential vocabulary included in
Unit 7. Getting About Town. (Main Course).
У минулому роц1 Майкл разом з представниками ф!рми, з якою Bin сгйвпрацюе,
Уздив на м!жнародну виставку промислових товар!в, що проводилася у В!дн! Там вш
познайомився з Олександром Ткаченком, перекладачем !з Киева. Олександр виявився
чудовою людиною, добрим фах!вцем, щкавим сговрозмовником. Незабаром Майкл та
Олександр стали друзями. Ткаченко запросив Майкла приТхати до Киева, общяв пока-
зати йому свое Micro. Майкл прийняв запрошення is задоволенням, осюльки його щка-
вили кра'Уни СхщноУ Свропи, зокрема, Укра’ша, про яку BiH знав дуже мало.
Майкл приУхав до Киева на початку лид i пров!в там три дш. Ткаченко зробив все
можливе, щоб Майкл 3Mir побачити якомога бшьше визначних мгсць Киева. Вони вщ-
вщали Нацюнальний гсторичний музей Украши, Киево-Печерську Лавру, гуляли в
парку на берез! Дншра. Майкл побачив пам’ятники князю Володимиру, Богдану Хмель-
ницькому, Золот! ворота. Ввечер! вш ходив до НащональноУ опери !меш Т.Г.Шевченка.
Олександр показав Майклу буд1влю ушверситета, що в центр! Micra, Палац культури
“УкраУна”. Велике враження на Майкла справили парки Киева, чудов! каштани
Хрещатика, Bci у цвпу, широкий Дншро, красив! мости через р!ку. Майкл бачив
старовинш !сторичн! будинки i сучасн!, маленьк!, затишш подв!р’я i широк! площ!,
театри 1 церкви, готел! i магазини.
Майклу сподобалося Micro з його галасливими, жвавими вулицями, гостинними
киянами. Але надходив час вщ’Ужджати, бо Майкла чекала родина i робота в Англп. Вш
запросив Олександра вщвщати його в Б!рмшгем! восени та общяв показати йому Лон-
дон. Майкл висловив також спод!вання (! в цьому його пщтримав Олександр), що коли-
небудь вш приУде до Киева з дружиною та д!тьми.
Майкл прив!з додому багато лиспвок, фотографш, книгу про Ки'Ув та дек!лька
сувен!р!в. Вш був сповнений вражень вщ усього побаченого в УкраУш та охоче дшився
ними з! своею родиною i друзями.
1.	Read and translate the passages. Consult a dictionary.
2.	In no more than 15-20 sentences describe some sights of London. Use the essential vocab-
ulary included in Unit 7. Getting About Town. (Main Course).
3.	In no more than 15-20 sentences describe some sights of Kyiv (Passage 2).
1. In London there were relatives to meet us and take us home to stay with them. And every
day to take us round to see those sights that would most delight a little boy: the Horse Guards and
the Tower of London, and the Crown Jewels.
(From It's Me О Lord by R. Kent)
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2 Kyiv has much to show and tell its guests. Walk along Kyiv’s streets and parks, visit its
world-known historical and cultural monuments, talk with Kyivites whose traditional hospitality is
well-known - and you will like the city on the Dnieper for ever.
Kyiv’s parks and lawns, and flower-gardens make it beautiful. Kyiv has always been proud of
its greeneiy. American painter Rockwell Kent after sightseeing the capital of Ukraine, exclaimed, “1
have seen many parks in cities but this is for the first time that I see a city inside a park!”
Each street, eveiy small comer of Kyiv are witnesses of many past and recent events.
* * *
Make up a story based on the dialogue.
-	And so this is your first visit to Chicago. You will enjoy it immensely. Have you relatives?
-	1 am going to visit my sister.
-	You want to see Lincoln Park and Michigan Boulevard. They are putting up great buildings
there. It’s a second New York — great. So much to see - theatres, crowds, fine houses - oh, you’ll
like that. You will be in Chicago some little time, won’t you?
-	1 don’t know. Why do you ask?
-	Well. I’m going to be there several weeks. I might show you round. Chicago is getting to be
a great town. It’s a wonder. You’ll find lots to see here.
(From Sister Carrie by Th. Dreiser)
266
UNIT 8
WEEK-END
/. Read the text. Note all unfamiliar words. If the context does not help, look up the words
in a dictionary. Write out the initial forms of the words. Transcribe them.
2.	Study the morphological structure of the words-
3.	Remember the spelling of the words.
4.	Practise writing from dictation the following text.
Dictation
From LIFE IN MODERN BRITAIN
by P. Bromhead
The Week-end
Most people in Britain work a five-day week, from Monday till Friday; schools, colleges
and universities are also closed on Saturdays and Sundays. Therefore from Friday evening till
Monday morning people are usually free.
Everyone looks forward to the week-end and when Friday comes along, as people leave
work they say to each other “Have a nice week-end”.
Students, young people working away from home and single people in general like to go away
for the week-end. They may go home, go to stay with relatives or friends in different parts of the
country, or stay in a hotel or boarding house in the country or at the sea. No one in England lives
more than 100 miles from the sea. Therefore it is possible to leave straight from work on Friday and
come back on Sunday evening. It is of course more difficult for married couples with children to go
away for the week-end. They do so sometimes but, as they usually have a house, they more often
have people to stay.
Those who stay at home at the week-end try both to relax and to catch up with all the jobs they
are too busy to do during the week. For women who go out to work these include housework,
sewing, washing, shopping and sometimes gardening; for men - repairs and other odd jobs in the
house, cleaning the car, mowing the lawn and gardening.
Saturday morning is a very busy time for shopping, as this is the only day when people who
are at work can shop for any length of time.
On Saturday afternoon the most important sporting events of the week take place. Some men
go and watch others sit and watch the sports programmes on television.
Saturday evening is the favourite time for parties, dances, going to the pictures or the theatre,
in fact for “going out” generally. For many people it is the climax of the week-end. There is plenty
of time to get ready and no one has to worry about getting up early for work the next day.
Having gone to bed late the night before, many people have a lie-in on Sunday morning. When
they finally get up they have breakfast. While having breakfast people start reading the Sunday
papers.
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Unit 8
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[f the weather is fine, people may decide to go out for the day. Sunday dinner is the most
important family meal of the week. People sit talking, reading the paper, watching television until
tea time. In the summer they sit in the garden, some people go out for a walk or to see friends. It is
tea time at 5 o’clock. Besides the all-important tea there are sandwiches, sometimes cold meat and
salad, fruit and cream, bread and butter and jam, and cakes. Quite often friends are invited to
Sunday tea.
Some people spend Sunday evening quietly at home, others go to see friends, go to a concert
or film.
А А Л
J. Read the passages. Note all unfamiliar words. Look them up in a dictionary.
2.	Split the following passages into parts and think up appropriate titles for each one.
3.	Pick out those sentences which convey the basic information in the passages. Link them
smoothly. Use transitional words and phrases.
4.	Make up a written summary of each passage. Avoid minute details and direct speech.
From ANNA IN LONDON
by Alan R. Beesley
A Drive in the Country
John Bond has now been home for two weeks. He has bought a second-hand car. He has
already spent a lot of time on the engine. It now runs very smoothly.
This weekend he and Anna are going to drive to Avanford, a small village. John’s cousin,
Simon, has a farm just outside Avanford. When he was a boy, John used to spend most of his sum-
mer holidays at the farm. Anna is very excited about the visit because she has not yet seen anything
of the countryside.
* * *
They set off early on Saturday morning. They wanted to get across London before the
week-end rush began and the traffic became really heavy. By nine o’clock they were passing
through the outer suburbs of London, and in a few minutes they were in the country. It was a
pity that the weather was not better. The clouds were dark and low, and there was a cold wind.
They had plenty of time, so John decided to show Anna as much of the English countryside as
possible. They got off the main road as soon as they could and drove along narrow country lanes for
several miles. Then they came to more open country.
They drove to the New Forest. It is now one of the most popular tourist attractions in the south
of England. There are plenty of places where you can camp.
After they left the forest, they turned north-west. The country became more hilly. On either
side of the road they saw rich farmland. Sheep and cows were grazing in the fields. Wild roses grew
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Writing
Unit 8
in many of the hedges After about half an hour they came to a sign-post. It said: Avonford 2
miles.
They turned down a leafy lane, drove past a small pond and came to a pretty little village. It
consisted of twenty or so houses, a couple of shops, a church and a pub. Soon they came to a big
white house and saw John’s cousin. “Welcome to Avonbridge”, he said. Lunch was waiting for them
when they arrived. Simon introduced Anna to his wife Helen, and his son, Frank, a boy of seventeen
or so. They sat round a big oak table in a large and simply furnished room.
After lunch Simon took Anna on a tour of the farm. John did not come with them. He bor-
rowed a fishing-rod from his cousin and went down to the river. That night they went to bed at
12 o’clock.
Anna slept in a small bedroom beneath the roof. When she woke the next morning, she dressed
quickly in jeans and a sweater and hurried down to breakfast. Simon and his son were already work-
ing. John was still in bed, so Anna and Helen had breakfast together in the big farmhouse kitchen.
It was an enormous one too, because all the food was homemade
After breakfast Anna helped Simon to put up the fence around the field by the river. She was
sorry they had to leave immediately after lunch, but John had to meet a business friend in London
later that evening. They packed their things and said good-bye to their hosts.
From MARTIN EDEN
by J. London
There came a beautiful fall day, warm and languid, a California Indian summer day
Among the hills, on their favourite knoll, Martin and Ruth sat side by side, their heads bent
over the same pages, he reading aloud from love-sonnets.
But the reading languished. The spell of passing beauty all about them was too strong
“I don’t believe you know a word of what you are reading”, Ruth said once.
“I don’t believe you know, either. What was the last sonnet about?”
“I don’t know”, she laughed frankly. “I’ve already forgotten. Don’t let us read any more The
day is too beautifuf'.
“It will be our last in the hills for some time”, he announced gravely. “There’s storm gather-
ing out there on the sea-rim”.
The book slipped from his hands to the ground, and they sat idly and silently, gazing out over
the dreamy bay with eyes that dreamed and did not see. Ruth glanced at him, and with an impulsive
movement rested her head upon his breast.
Now she knew she loved him and when Martin bent over her and kissed her she did not push
him away.
Not a word was spoken for a long time.
“When did you love me?” she whispered at last
“From the first the very first - the first moment I laid eyes on you I was mad for love of you
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Unit 8
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then, and in all the time that has passed since then I have grown only the madder. I am maddest now,
dear. My head is so turned with joy.”
“I am glad, Martin, dear”, she said, after a long sigh.
He kissed her again and again, and then asked:
“And you - when did you first know?”
“Oh, I knew it all the time, almost from the first”
“And I have been as blind as a bat”, he cried, “I never dreamed it until just now, when I - when
I kissed you”.
They were children together, so far as love was concerned, and they were as naive and imma-
ture in the expression of their love as a pair of children, and this despite the fact that she was
crammed with a university education, and that his head was full of scientific philosophy and the hard
facts of life.
The cloud masses on the western horizon received the descending sun. The rosy light was all
about them as she sang, “Good-bye, Sweet Day”. She sang softly, her head on his shoulder, her hands
in his, their hearts in each other’s hands.
> Notes:
Fall - AmE for autumn.
Translate the text front Ukrainian into English. Use the essential vocabulary included in
Unit 8. Weekend. (Main Course).
У четвер Смети були дуже зайнятк Вони готувалися до поТздки в Лондон. Смёти
мали нам!р ви'Тхати рано-вранц! в п’ятницю. Джон шшов за покупками. Ел!с робила бу-
терброди. Кетрш складала речи Майкл готував машину до поТздки. А д!ти бшали по
дому та заважали дорослим працювати.
Коли ввечер! все було готове, Смети вщчули втому i тшли спати ран!ш звичайного.
За звичаем, першим прокинувся Джон i розбудив шших. Смггам не було потр!бно
багато часу, щоб посждати i скласти реч! в машину. Через годину вони вшхали з дому.
Це було рано-вранц!, але дети не хотши спати. Вони радши тому, що мають змогу по'Тха-
ти до Лондона i побачити багато щкавого. Джон сказав Тм, що, якщо погода буде добра,
вони покатаються на прогулянковому кораблику по Темз!. Майкл i Кетрш общяли детям
повести Ух до зоопарку, якщо вони будуть добре поводитпся
По дороз! до Лондона Смети бачили мальовнич! м!сця, зелен! долини, д!брови. Во-
ни проТ'жджали повз невеликих м!ст, зупинялися, щоб перехопити, заходили до мага-
зин!в i кафе.
Брауни з нетерпшням чекали приТзду сво'Тх родич!в. Коли См!ти прибули, Дейв i
Керол нагодували ix общом i показали Гм Тхш юмнати.
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Writing Unit 8
Наступний день СмНи i Брауни провели, прог^люючись MicroM. Вони вщвщали
зоопарк, каталися на прогулянковому кораблику по Темз!, оглянули ряд лондонських
icTOpHMHHX пам'ятниюв, пообщали в ресторан!, а пот!м ппили в театр i подивилися весе-
лу комедно.
Задоволеш, але дуже стомлен!, вони повернулися додому. ГПсля вечер! Джон i Дейв
грали в шахи, Кетрш читала кншу, д!ги та Майкл дивилися телев!зор, Ел!с i Керол
розмовляли у в!тальн! i розглядали зроблен! в той день покупки
У недино Кетрш i Майкл повернулися до Б!рм!нгему, а Джон, Ел!с та д!ти залиши-
лись погостювати у Браун!в до наступних вих!дних дн!в.
* * *
1.	Read and translate the passages. Consult a dictionary.
2.	In no more than 10-15 sentences describe the garden party (Passage 1). Use the essential
vocabulary included in Unit 8. Weekend. (Main Course).
3.	In no more than 10-15 sentences describe the boy’s day off (Passage 2).
4.	In no more than 20 sentences describe Rosemary’s weekend (Passage 3).
1	The glasses clinked, knives and forks clattered, and the wine-bottles glugged as we pro-
gressed through the meal. Delicacy after delicacy made its appearance, the guests showed their
unanimous approval of each dish.
Lunch over, the guests were too bloated with food to do anything except siesta on the
veranda. My brother’s attempts to organise a cricket match were greeted with complete lack of
enthusiasm. A few of the more energetic of us got him to drive us down for a swim, and we
lolled in the sea until it was time to return for tea.
(From My Family and Other Animals by G. Durr ell)
2.	Denis woke up next morning to find the sun shining. He decided to wear white flannel
trousers - white flannel trousers and black jacket, with a silk shirt and his new peach-coloured tie.
And what shoes? White was the obvious choice, but there was something rather pleasing about the
notion of black patent leather. He lay in bed for several minutes considering the problem.
Before he went down - patent leather was his final choice - he looked at himself critically
in the glass. Satisfied, he descended the stairs Most of the party had already finished their break-
fast.
(From Crome Yellow by A. Huxley)
3.	As Rosemarv came into the beach a boy of twelve ran past her and dashed -nto the sea
with exultant cries. She took off her bathrobe and followed The water reached up for her,
pulled her down tenderly out of the heat, seeped in her hair and ran into the corners of her
body. She turned round in it, embracing it.
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Unit 8
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Rosemary turned on her back and drifted toward shore. On the beach between some dark
people and light, she found room and spread out her towel on the sand.
(From Tender is the Night by F. Scott Fitzgerald)
* * *
Make up a story based on the dialogue.
- I’m going up to town tomorrow.
-	Tomorrow. Oh - and I was going to suggest you should come for a picnic.
-	I’d have liked to. However, it’s arranged. By the way, we might do something together in
London. You’ll be up soon?
— On Monday. But - well - it’s no good, is it?
— What do you mean — no good?
-	Well, I mean I shall be working as a mechanic most of the time.
-	Even then I suppose you’re just as capable of coming to a cocktail party and getting tight as
any other of my friends. I’ll give a beer-and-sausage party if you prefer it.
-	Oh, look here, Frankie, what’s the good? I mean, you can’t mix your crowds. Your crowd’s
a different crowd from mine.
— I assure you that my crowd is a very mixed one.
(From Why didn’t they Ask Evans?by A. Christie)
272
UNIT 9
ENTERTAINMENT
1.	Read the text. Note all unfamiliar words. If the context does not help, look up the words
in a dictionary. Write out the initial forms of the words. Transcribe the words.
2.	Study the morphological structure of the words.
3.	Remember the spelling of the words.
4.	Practise writing from dictation the following text.
Dictation
From LIFE IN MODERN BRITAIN
Sunday in England
by P. Bromhead
For many English families Sunday begins with the by now traditional “lie-in”, when,
instead of getting up at 7.30 or 8 o’clock, as during the rest of the week, most people stay in
bed for at least another hour. And there are many younger people who never see the light of
day before midday.
During the mid-morning most people indulge in some light activity such as gardening,
washing the car, or taking the dog for a walk. Another most popular pre-lunch activity con-
sists of a visit to a "pub” - either a walk to the “local”, or often a drive to a more pleasant
“country pub” if one lives in a built-up area. It is unusual for anyone to drink a lot, the idea
being to have a quiet drink and a chat, perhaps discussing the previous evening’s entertainment
or afternoon’s sport.
Sunday has always been a favourite day for inviting people - friends, relations, colleagues —
to afternoon tea.
Television has become increasingly popular, and Sunday evening is regarded as the peak view-
ing period of the week.
Concerning the differences between a typically English Sunday and a Sunday on the
Continent, there are many forms of entertainment which a visitor from Europe would be surprised
to find missing on Sundays in England. Professional sport, for example, was for many years forbid-
den on Sundays. In most European countries Sunday afternoon is the most popular time for so-called
“spectator sports” - football, horse-racing.
On the Continent museums and art galleries also attract large numbers of visitors on Sundays,
whereas in England it is only in recent times that such places as the National Portrait Gallery and “The
Tate” have been open on such days. One of the most popular attractions in London on Sunday after-
noons, especially in summer, is the Tower, although this too was closed for many years on Sundays.
* * *
1.	Read the passage. Note all unfamiliar words. Look them up in a dictionary.
2.	Split the following passage into parts and think up appropriate titles for each one.
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Unit 9
Writing
3.	Pick out 6-8 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4.	Make up a written summary of the passage. Avoid minute details and direct speech.
From THEATRE
by W. S. Maugham
The day passed exactly as she had hoped. Julia was at the top of her form. Archie Dexter
had a quick wit, a fund of stage stories and a wonderful gift for telling them; between the two
of them they kept the table during luncheon laughing uproariously; and after tea, when the
tennis players were tired of playing tennis, Julia was persuaded (not much against her will) to
do her imitations of Gladys Cooper, Constance Collier and Gertie Lawrence.
After dinner when they were all sitting in the drawing-room, without warning, starting
with a few words of natural conversations Julia and Archie burst, as though they were lovers,
into a jealous quarrel. For a moment the rest did not realize it was a joke till their mutual accu-
sations became so outrageous that they were consumed with laughter. They finished with a per-
formance that they had given often enough before at theatrical parties to enable them to do it
with effect. This was a Chekhov play in English, but in moments of passion breaking into
something that sounded exactly like Russian. Julia exercised all her great gift for tragedy, but
underlined it with a farcical emphasis, so that the effect was incredibly funny. She put into her
performance the real anguish of her heart, and with her lively sense of the ridiculous made a
mock of it. The audience rolled about in their chairs; they held their sides; they groaned in an
agony of laughter. Perhaps Julia had never acted better.
it * *
The Dexters had asked them all to lunch on Sunday. The Dexter’s party was theatrical.
Grace Hardwill, Archie’s wife, played in musical comedy, and there was a bevy of pretty girls
who danced in the piece in which she was then appearing. Julia acted with great naturalness the
part of a leading lady who put on no frills. She was charming to the young ladies, with their
waved platinum hair, who earned three pounds a week in the chorus. A good many of the
guests had brought kodaks and she submitted with affability to being photographed She
applauded enthusiastically when Grace Hardwill sang her famous song to the accompaniment
of the composer. She laughed as heartily as anyone when the comic woman did an imitation of
her in one of her best-known parts. It was all very gay, and agreeably light-hearted. Julia
enjoyed herself, but when it was seven o’clock was not sorry to go She thanked her hosts effu-
sively for the pleasant party.
> Notes:
Julia ['chjudia]
Archie f'cutj'i]
Gladys [’glaedis]
Gertie Cg3:ti]
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Writing
Unit 9
А Л Й
Translate the text from Ukrainian into English. Use the essential vocabulary included in
Unit 9. Entertainment. (Main Course).
Деюлька мгсяшв тому Джордж купив квартиру в иентр1 Лондона. Дейв i Керол
допомогли йому придбати мебл! i все необхщне для квартири. Джордж запросив своТх
родич!в i друз1в на новосшля. Гостям сподобалася квартира - невелика, але затишна та
добре мебльована. Джорджу подобалось виступати в рол! господаря. BiH приврав гос-
тей, показав im квартиру, прийняв подарунки: насинний годинник i настшьну лампу,
книжкову полицю, картину та шип речь
Гост! почувалися як вдома, жартували, обмшювалися комшпментами. Як завжди,
Джордж 1 його друз! зразу ж почали обговорювати полпмчш проблеми, але пот!м пе-
рейшли до стльно!’ розмови про музику ! книги Тепер Джон с!в на свого улюбленого
коника 1 розпов!в багато ц!кавих факт!в, пов’язаних з icTopieio Англп.
Бесщу перервала Керол, яка запросила вйх до столу. Гост! скуштували багато смач-
них страв. ГНсля общу слухали музику i танцювали. Музика принесла справжню насо-
лоду. Bcix розсм!шив Вшьям, який засшвав кумедну тсеньку французькою мовою
Було вже довол! тзно, коли гост! з!бралися йти. Джордж пров!в i'x i запросив нав!-
дувати його.
Без сумн!ву, веч!рка вдалася. Джордж був задоволений, що в нього з’явилася в
Лондон! квартира, де в!н може приймати друз!в, вщпочивати теля роботи ! куди в!н
може повернутися теля cboix поТздок. Джордж сказав cboim батькам, що наступного ро-
ку в!н збираеться одружитися. Отже квартира була придбана вчасно. Майбутню дружи-
ну Джорджа звуть Лш!. 1й 25 роюв. Вона нещодавно заюнчила ушверситет. Лш! пише
в!рш! 1 коротк! оповщання. Вона також пише для одного вщомого журналу для ж!нок.
Дейв i Керол спод!ваються, що Джордж ! Лш! будуть щаслив!, тому що вони не
тшьки люблять одне одного, але в них багато епшьних !нтерес!в.
* * *
1.	Read and translate the passages. Consult a dictionary.
2.	In no more than 10-15 sentences describe the party in Demoyte’s house (Passage 1). Use
the essential vocabulary included in Unit 9. Entertainment. (Main Course).
3.	In no more than 10-15 sentences describe the founder’s dance (Passage 2).
1. Mor had supper at home at seven thirty, saw his wife off to her Women’s Institute
meeting, and then, at about a quarter past eight, left the house on foot. He told his wife, who
was not particularly interested, that he was going to call on his friend, Demoyte, a thing which
he often did on evenings when she was engaged. Mor usually cycled over to his place, but this
time he felt more.like walking. It was a very clear warm evening. He enjoyed the warmth and
light of the evening.
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Unit 9
Writing
He entered the hall without ringing, mounted the stairs and went to the library. But it was
empty. Mor went down, knocked at the drawing-room door, and entered. The drawing-room was
softly lit by many lamps and the curtains were drawn across.
(From The Sandcastle by I. Murdoch)
2. Such a social whirl we’ve been having. The founder’s dance came last week - this was
the first year that any of us could attend; only upper classmen being allowed!
Our guests came Friday afternoon in time for tea in the Senior corridor, and then dashed
down to the hotel for dinner.
The next morning we had a joyful club concert. Our gay two days were great fun. Our guests
had a beautiful time - at least they politely said they had, and they’ve invited us to their dance next
spring.
(From Daddy-Long-Legs by J Webster)
•k -k -k
Make up a story based on the dialogue.
- They’re going to give a play, and they wanted me to get them some young lady to take a part.
Say, how would you like to take the part?
— Me? I can’t act.
-	How do you know?
-	1 never did.
-	That’s nothing. You can act all you have to down there. They need someone. And it will be
lots of fun for you. You’d like that. I knew you would. I’ve seen you dancing around here and giv-
ing imitations and that’s why I asked you. You’re clever enough, all right.
-	1 don’t believe I could act, Charlie.
-1 bet you make a hit.
- What is it they’re going to play?
- “Under the Gaslight”.
- What part would they want me to take?
- Oh, one of the heroines.
- Well, I don’t know. I might go if you thought I’d do all right.
- Of course, you'll do. It’ll be good for you.
- When must I go?
- The first rehearsal is Friday night.
- All right, I’ll do it, but if I make a failure now it’s your fault.
- You won’t fail. Just act as you do around here. Be natural. You’re all right. I’ve often thought
you’d make a corking good actress.
- Did you really?
- That’s right.
(From Sister Carrier by Th. Dreiser)
276
UNIT 10
VACATION. WEATHER
1.	Read the texts. Note all unfamiliar words. If the context does not help, look up the words
in a dictionary. Write out the initial forms of the words. Transcribe the words.
2.	Study the morphological structure of the words.
3.	Remember the spelling of the words.
4.	Practise writing from dictation the following texts.
Dictation 1
From FIFTY MODEL ESSAYS
by J. Miller
Holidays and How to Spend Them
The whole point of a holiday is that it should be a change Most people like a change of scene;
if they live upcountry, they like to go to a big town and spend their time looking at shops and visit-
ing cinemas and museums and art galleries, and having their evenings at hotels and dances; if they
are city-dwellers, they like a quiet holiday in the hills or by the sea, with nothing to do but walk and
bathe and lie in the sun.
But such changes of scenes are usually expensive, and many people, for lack of money, spend
their holidays in the same surroundings as their working days. What can these do to make their peri-
od of rest a real holiday?
The best thing is to choose some form of occupation entirely different from their daily
vocation.
Holiday brings a change of scene or occupation. But it is temporary. Sooner or later it comes
to an end, and the holiday-maker goes back to his normal hfe If he has used his holiday well, he
ought not to feel a very deep regret that it is over, however much he has enjoyed it, for it ought to
have refreshed him and filled him with health for the true work of his life to which he is now
returning.
Dictation 2
From ALONG THE ROAD
by A. Huxley
Why Not Stay at Home?
Some people travel on business, some in search of health But it is neither the sickly nor the
men of affairs who fill hotels. It is those who travel “for pleasure’’, as the phrase goes. What do
tourists seek abroad9 Do they find their happiness? Tourists are in the main, a very gloomy-looking
tribe. Only when they can band together and pretend that they are at home, do they look really happy.
One wonders why they come abroad.
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Unit 10
Writing
The fact is that few travellers really like travelling. If they go to the trouble and expense of
travelling, it is not so much from curiosity, for fun, or because they like to see tilings beautiful and
strange, as out of a kind of snobbery. People travel for die same reason as they collect works of art;
because the best people do it. To have been to certain places is socially correct. Moreover, travelling
gives one something to talk about when one gets home. The subjects of the conversation are not so
numerous that one can neglect an opportunity of adding to one’s store.
Dictation 3
From IT IS INTERESTING TO KNOW
by E. Linder
The English and the Weather
The weather in England explains much about the English. The umbrella is carried even if it
does not rain, for good luck with the weather. The well-dressed man-about -town in England always
carries his umbrella tightly rolled. If it rains he takes a taxi in which he finds his refuge, with his
umbrella still tightly rolled.
To many English people the word “weather” means “good weather”. Seaside landladies say,
during a season of rain: “Not having much weather, are we?”
The weather in England, wet, dry, hot, cold, tropical or arctic, is conversational topic for all
classes of English society.
The weather has given a start for many of the largest English manufacturing business. Apart
from umbrellas, there is an increasing demand for burberries, plastic coverings, gumboots etc.
The uncertainty of the weather has made the English patient, enduring and wary. The follow-
ing rhyme proves it.
When the weather is wet
We must not fret, —
When the weather is cold
We must not scold.
When the weather is warm
We must not storm, —
But be thankful together
Whatever the weather.
Dictation 4
From LIFE IN MODERN BRITAIN
by P. Bromhead
Annual Holidays
Attitudes to leisure have been much influenced by the modem love of moving around and by
the ease of travel Industrial workers have two weeks’ holiday with pay each year, most profession-
278
Writing Unit 10
al workers a month or more. State schools usually have six weeks off in summer, from about mid-
July to the end of August.
The coast is the most popular objective of English people for their annual holiday, and seaside
resorts have many hotels. Food in British hotels and restaurants is reasonably cheap, but rooms are
not. Few English people rent houses or flats for their holidays, but one of traditional ways of spend-
ing a summer holiday is in a boarding-house, which may have a card in its window advertising
“apartments”, or “bed and breakfast”. In seaside towns there are whole streets of houses almost
every one of which has such a notice in its window. Some boarding-house keepers provide all meals
for their guests, others provide breakfast only.
One of the most interesting institutions is the institution of the so-called holiday camps. They
are really holiday towns or villages. They consist usually of great numbers of small, and often quite
comfortable, chalets, together with central dining halls, dance halls and swimming pools. The camps
are mostly outside established towns, and aim at providing most of the things that people want on
holiday within their own areas.
The British may be conservative about the times at which they take their holidays, but they
have shown themselves very ready to take to new places. Each year more English men, women and
children become familiar with some part of continental Europe. Many take their cars, often with
tents, crossing the Channel in ferries; others use the travel agents’ schemes for group travel and hotel
booking.
* * *
1.	Read the passages. Note all unfamiliar words. Look them up in a dictionary.
2.	Split the following passages into parts and think up appropriate titles for each one.
3.	Pick out some sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4.	Make up a written summary of each of the passages. Avoid minute details and direct
speech.
About Camping Holidays
The best camping holiday we ever had was entirely unplanned and unprepared for in any way.
Two weeks holidays suddenly popped up and at a day’s notice we took off for Scotland. We left
London at six in the morning, our two boys being barely awake. We were early enough to get well
clear of the London traffic and made good progress. We had a long lunch break and went over the
Border by 5 o’clock. We pitched our two tents and were eating our supper by seven.
That year Scotland was at its most beautiful. The flowers were in full bloom. We took the trav-
elling easily, making our way north. Most nights we camped in the wildest country without a soul
around, sometimes on the heather or on the edge of a pine wood. Of course the weather was good.
Camping has always had this particular attraction for us. Our boys (9 and 11) are experienced
campers and know the jobs they have to do when we pitch tents. They are city boys, but I think they
279
Unit 10
Writing
will grow up with a real love of the countryside and nature, and this we count as of some importance
in this day and age.
Equipment for camping - good quality tents, sleeping bags and cooking equipment are
essential.
It’s a good idea if you do a lot of camping to belong to one of the campers’ clubs. There is an
excellent monthly journal, "Camping and Outdoor Life", which is full of ideas and information.
Life in most towns gets hectic, noisy and unpleasant. But it is remarkable how even near such
big cities as London, in between the great roads and motorways, there are whole areas of beautiful,
quiet countryside.
The weather, of course, is a problem. Nobody cares much for camping in heavy rain. But it is
often possible to have a weekend camp m spring and summer and to feel all the better for it during
the commg week.
From THE SELFISH GIANT
by O. Wilde
Every afternoon, as they were coming from school, the children used to go and play in the
Giant’s garden. It was a large lovely garden, with soft green grass. Here and there over the grass
stood beautiful flowers like stars, and there were twelve peach-trees that in the springtime broke out
into delicate blossoms of pink and pearl, and in the autumn bore reach fruit. The birds sat on the trees
and sang so sweetly that the children used to stop their games in order to listen to them
One day the Giant came back. When he arrived he saw the children playing in the garden. He
became angry and allowed nobody to play m his garden. He was a very selfish Giant.
Then the Spring came, and all over the country there were little blossoms and little birds. Only
in the garden of the selfish Giant it was still winter.
The birds didn't sing in it. The only people who were pleased were the Snow and the Frost.
The Snow covered up the grass with her great white cloak, and the Frost painted all Ute trees silver.
Then they invited the North Wind to stay with them, and he came. He was wrapped in furs, and he
blew the chimney pots down. Then the Hail came. Every day for three hours he rattled on the roof
of the castle. He ran round and round the garden as fast as he could go. He was dressed in grey, and
his breath was like ice. So it was always Winter in the garden, and the North Wind and the Hail, and
the Frost, and the Snow danced about through the trees.
Once the children came into the garden. The Hail stopped dancing at once. The trees were so
glad to have the children back again that they had covered themselves with blossoms, and were wav-
ing their arms gently above the children’s heads. The birds were flying about and twittering with
delight, and the flowers were looking up through the green grass and laughing. The Giant became
happy. He let the children play in the garden. Every afternoon, when school was over, the children
came and played with the Giant in the most beautiful garden one had ever seen.
280
Writing
Unit 10
Translate the text from Ukrainian into English. Use the essential vocabulary included in
Unit 10. Vacation. Weather. (Main Course).
Майкл з нетергпнням чекав л!тньо1 вщпустки, i, нарешп, вона наступила. Смгги
виршили поУхати до Америки. Перед поУздкою вони провщали Браужв, зав!тали до
Джорджа. Через тиждень вони вилетши до Нью-Йорка. Майкл i Кетрш вперше в Амери-
ui, а Джон та Enic бували там вже декшька pa3ie. Вони гостювали у сво’Ух друз!в i3 Сан-
Фран цюк о.
У Нью-Йорку См!ти зупинилися в готелг Було виршено провести в Нью-Йорку
три дж, а попм вщправитися до захщного узбережжя Америки, в Сан-Франшско. Пщ
час свого перебування в Нью-Йорку См1ти оглянули Micro. Вони були вражеж його
розмахом, хмарочосами, гуркотом жвавих, переповнених людьми вулиць, дшовим жит-
тям. Було дуже спекотно, тож Bci волши швидше вирушити до узбережжя.
Через три дж См!ти ежи в потяг i перетнули Америку з! сходу на захщ. 3 впена
вагона вони могли споглядати цю чудову, велику крашу, ТУ лани, люи, мюта i селища. Все
справило на Смтв велике враження. Вони не могли не захоплюватися тим, що бачили
навкруги
У Сан-Францюко См1ти зупинились у будинку друз!в, яких Джон та Enic не
бачили вже давно, yci були дуже рад! 3ycrpi4i. См!ти провели тиждень в Сан-Фран-
ц!ско. Вони гуляли мютом, купалися в океан!, загоряли. Погода була чудова, сонячна
i суха. Однак школи ставало занадто спекотно. Тод! См!ти посшшали до океану, з якого
доносився прохолодний бриз. 1м подобалось приходити на берег ввечер!, спостерюати за
тим, як ещае сонце, слухати шум хвиль, дивитися на зоряне жчне небо над океаном.
Смпм чудово провели вщпустку в Сан-Франщско, але настав час вщ’Ужджати. Було
шкода розлучатися з друзями та мютом, але Смпи спод!валися на нову зустр!ч з ними.
Пщ час свое!’ по’Уздки вони зробили багато фотограф!й, купили багато сувен!р!в. Коли
См!ти показували Ух у Лондон! Браунам, ц! фотографн i реч! викликали в них приемж
спогади про подорож.
* * *
1. Read and translate the passage. Consult a dictionary.
2. In no more than 15-20 sentences describe a seaside resort town, a restaurant situated in
it, the scenery and the weather. Use the essential vocabulary included in Unit 10.
Vacation. Weather. (Main Course).
We were dining on the terrace and a full moon was shining on the sea in front of us. Nature,
as though she knew what was proper to the occasion, had set just die right scene. The view was
framed by two tall black cypresses, and all round us on the terrace the orange trees in full flower
exhaled their heady perfume. There was no wind, and the candles on the table flamed with a steady
softness. It was a light that exactly suited us. We sat at die table, eating heartily and dioroughly
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Unit 10
Writing
appreciating the champagne, and we were enjoying ourselves. I gave the moon a glance. On the sea
was a broad pathway of silver.
“How beautiful nature is”, said my friend.
(From The Voice of the Turtle by W. S. Maugham)
* * *
Make up short stories based on the dialogues.
-	What we all need is sunshine...a country where we can grow.
-	Yes, dear, that would be nice.
-1 had a letter from George this morning - he says Corfu’s wonderful. Why don’t we pack up
and go to Greece?
— Very well, dear, if you like.
- When?
— Well, I think it would be a sensible idea if you were to go on ahead, dear, and arrange things.
Then you can write and tell me if it’s nice, and we all can follow.
-	You said that when I suggested going to Spain, and I sat for two months in Seville, waiting
for you to come out while you did nothing except write me massive letters. No, if we’re going to
Greece, let’s go together.
(From My Family and Other Animals by G. Durrell)
-	1 have come back. I think that now I shall be here for good.
-	But, Loveday, what a short holiday. I’m afraid that you have hardly enjoyed yourself at all.
-	Oh yes, sir, thank you, sir, I’ve enjoyed myself very much. I’d been promising myself one
little treat all these years. It was short, sir, but most enjoyable. Now I shall be able to settle down
again to my work here without any regrets.
(From Mt Loveday s Little Outing and Other sad Stories by E. Waugh)
282
READING
Literature offers potential benefits of a high order for English as a second or foreign lan-
guage (ESL /EFL). Literature can help students master the vocabulary and grammar of the
language as well as the four language skills: reading, writing, listening, and speaking.
Numerous activities involving the students’ application of these skills can be developed around
the reading of a literary work.
Culturally, literature enables the reader to examine universal human experience within the con-
text of a specific setting and the consciousness of a particular people.
Aesthetically, benefits include the teaching of literature for its own sake. Literature has often
been described as a window, mirror, or key to a culture, for it can help the reader understand and
empathise with another culture.
Literature continues to play a prominent role in the English curricula of many non-English-
speaking countries.
Classic activities associated with reading to learn are: surveying the text to discover its over-
all meaning, general outline, and main points; asking questions based on the headings and topics
discovered during the “survey” step; reading the text, often paragraph by paragraph, taking notes
while reading; reciting by giving answers to the questions raised in step 2; reviewing the materi-
al by going back over the main points with the help of the brief notes, citing major subpoints and
trying to memorize both the main points and supporting ideas. Leaming-by-doing activities help
students extract meaning from texts by using note-taking skills, following directions, following a
sequence of ideas, solving problems set up in the text, and similar methods.
This section contains ten units. All the texts included in it are authentic. Discussion evolving
from them can be the basis and inspiration for oral, written, and culture-related activities.
READING IS TO THE MIND WHAT EXERCISE IS TO THE BODY
(RICHARD STEELE)
283
UNIT 1
Iris Murdoch (born in 1919) - was born in Dublin and educated at Badminton School,
Bristol, and Somerville College, Oxford, where she read classics. After World War II she held
a studentship in philosophy at Cambridge and later returned to Oxford where for a number of
years she was a Fellow and Tutor in philosophy at St. Anne’s College. Her first novels “Under
the Nel" (1954) and "The Flight from the Enchanter" (1956) reflected her interest in existential-
ism. Murdoch’s novels of the 70es undergo a considerable change. The authoress denounces
egotism and irresponsibility. Her inexhaustible powers of invention, the brilliance of her style
turn most of her books into remarkable events in modern letters.
From THE SANDCASTLE
by I. MURDOCH
“Shall we wait lunch for Felicity?” asked Mor.
No, of course not.” said Nan. “She always sulks when she comes home. She wouldn’t
want to eat anyway.” Felicity was their daughter. She was expected home that day from board-
ing school, where an outbreak of measles had brought the term to an early conclusion.
They seated themselv es at the table at opposite ends The casement windows were open as
wide as they could go upon the hot dry afternoon They revealed a short front garden Beyond
the garden lay the road where the neat semi-detached houses faced each other like mirror
images. The housing estate was a recent one, modern in design and very solidly built. Above the
red-tiled roofs and over the drooping foliage of the trees there rose high into the soft midsum-
mer haze the neo-Gothic tower of St Bride’s school where Mor was a housemaster. It was a cold
lunch.
“Is Donald coming in this evening to see Felicity?” asked Nan. Donald was their son. who was
now in the Sixth Form at St Bride’s.
“He's taking junior prep,” said Mor.
“He's taking junior prep!” said Nan imitating. “You could have got him off taking junior prep!
I never met such a pair of social cowards. You never want to do anything that might draw attention
to you.
“You know Don hates privileges.” said Mor briefly. This was one of the points from which
arguments began He jabbed unenthusiastically at his meat. “I wish Felicity would come.”
“I've got a bone to pick with Don,” said Nan.
“Don’t nag him about the climbing,” said Mor. Donald wanted to go on a climbing holi-
day. His parents were opposed to this.
“Don’t use that word at me!” said Nan. “Someone’s got to take some responsibility for what
the children do.”
“Well, leave it till after his exam," said Mor. “He's worried enough ” Donald was shortly to sit
for a Cambridge College entrance examination in chemistry.
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Reading
“If we leave it,” said Nan, “we’ll find it’s been fixed. Don told me it was off. But Mrs Prewett
said yesterday they were still discussing it. Your children seem to make it a general rule to lie to their
parents for all your talk about truth.”
Mor believed in complete truthfulness as the basis and condition of all virtue. It grieved him
to find that his children were almost totally indifferent to this requirement. He pushed his plate
aside.
“Aren’t you going to eat that?” said Nan.
“It’s too hot to eat,” said Mor. He looked out of the window. “I wonder how much longer the
heat wave will last.”
“In other countries,” said Nan, “they just have the summer-time. We have to talk about heat
waves. It’s dreary.”
Mor was silent while Nan finished her plate. He began to have a soporific feeling of conjugal
boredom. He stretched and yawned and fell to examining a stain upon the table-cloth
Mor suffered deeply from the discovery that his wife was the stronger. He could not now make
his knowledge of her into love, he could not even make it into indifference. In the heart of him he
was deeply compelled. He was forced. And he was continually offended. The early years of their
marriage had been happy enough. At that time he and Nan had talked about nothing but them-
selves. When this subject failed, however, they had been unable to find another - and one day
Mor made the discovery that he was tied for life to a being who could change, who could with-
draw herself from him and become independent. Mor had made it a rule to apologize, whether
or not he thought himself in the wrong. Nan was prepared to sulk for days. He was always the
one who crawled back. Her strength was endless.
“I wish Felicity would come,” said Mor.
“Don’t keep saying that, darling,” said Nan.
“I think I ought to go into school.” said Mor, looking at his watch.
“Lunch isn’t over,” said Nan, “just because you’ve finished eating. And the two-fifteen bell
hasn’t rung yet. Don’t forget we must talk to Felicity about her future.”
“ Must we?” said Mor.
“Why do you say “must we?” in that peculiar tone of voice?” said Nan.
“Because I don’t know what I think about it,” said Mor. He felt a cold sensation which gener-
ally preluded his becoming angry.
“Well, I know what I think about it,” said Nan. “Our finances and her talent don’t leave us
much choice, do they?” She looked directly at Mor. Again it was impossible not to reply.
“I suggest we wait a while,” said Mor. “Felicity doesn’t know her own mind yet.” He knew
that Nan could go on in this tone for hours and keep quite calm. Arguments would not help him. His
only ultimate defence was anger.
“You always pretend people don’t know what they want when they don’t want what you want,”
said Nan. “You live in a dream world, Bill. Neither of your children are clever, and you’ve already
caused them both enough unhappiness by pretending that they are. You’ve bullied Don into taking
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Reading
the College exam and you ought to be satisfied with that. If you’d take our marriage more seri-
ously you’d try to be a bit more of a realist. You must take some responsibility for the children.
I know you have all sorts of fantasies about yourself. But at least try to be realistic about
them."
Mor winced. If there was one thing he hated to hear about, it was “our marriage.” “You
may be right,” he said, “but I still think we ought to wait.”
“I know I’m right,” said Nan.
Mor tried to change the subject. “I wish you hadn’t stopped your German,” said he. “You
haven’t done any for months, have you?”
Mor had hoped to be able to educate his wife. He had always known that she was intelligent.
He had imagined that she would turn out to be talented. The house was littered with the discarded
paraphernalia of subjects in which he had hoped to interest her. It irritated Mor that his wife
should combine a grievance about her frustrated gifts with a lack of any attempt to concentrate.
She deliberately related herself to the world through him only and then disliked him for it. She
had few friends, and no occupations other than housework.
“Don’t go out of your way to annoy me,” said Nan. “Haven’t you got a lesson at two-fifteen?”
“It’s a free period,” said Mor, “but I ought to go and do some correcting. Is that Felicity?”
“No, it’s the milkman,” said Nan. “I suppose you’d like some coffee?”
“Well, maybe,” said Mor.
“Don’t have it if you’re indifferent,” said Nan; it’s expensive enough. By the way, if we don’t
get some extra money from somewhere we shall have to draw our horns in pretty sharply. No more
Continental holidays, you know. Even our little trip to Dorset this year will be practically
ruinous, especially if Felicity and I go down before term ends.”
“Oh, for Christ’s sake, Nan,” said Mor, “do shut up! Do stop talking about money!” He got up.
He ought to have gone into school long ago.
“When you speak to me like that, Bill, said Nan, “I really wonder why we go on. I really think
it might be better to stop.” Nan said this from time to time, always in the cool, unexcited voice in
which she concluded her arguments with her husband. It was all part of the pattern. So was Mor’s
reply.
“Don’t talk that nonsense, Nan. I’m sorry I spoke in that way.” It all passed in a second.
Nan rose, and they began together to clear the table.
There was a sound in the hall. “Here’s Felicity!” said Mor and pushed quickly past his wife.
Felicity shut the front door behind her, put her suitcase down at her feet. Her parents stood
looking at her from the door of the dining-room. “Welcome home, dear,” said Nan.
“Hello,” said Felicity. She was fourteen, very thin and straight, and tall for her age. She had
her mother’s dreamy eyes. Nan’s hair was a dark blond, undulating naturally about her head, the
ends of it tucked away into a subdued halo. Felicity’s was fairer and straighter, drawn now into
a straggling tail which emerged from under her school hat. In looks, the girl had none of her
father. It was Donald who had inherited Mor’s dark curly hair and his bony face.
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Felicity took off her hat and threw it in the direction of the hall table. It fell on the floor.
Nan came forward, picked up her hat, and kissed her on the brow. “Had a good term, dear?”
“Oh, it was all right,” said Felicity.
“Hello, old thing,” said Mor. He shook her by the shoulder
“Hello, Daddy,” said Felicity. “Is Don here?”
“He isn’t, dear, but he’ll come in tomorrow,” said Nan. “Would you like me to make you lunch,
or have you had some?”
“I don’t want anything to eat,” said Felicity. She picked up her suitcase. “Don’t bother, Daddy.
I’ll cany it up.”
“What are your plans for this evening?” said Nan.
“I’ve just arrived,” said Felicity. “I haven’t got any plans.”
She began to mount the stairs. Her parents watched her in silence. A moment later they
heard her bedroom door shut with a bang.
* * A
1.	Look up in a dictionary the words and word combinations, which are in bold type.
2.	Survey the extract to discover its overall meaning, general outline, and main points. Say
if the story is about a) conjugal boredom; b) Nan ’s likes and dislikes; c) Bill and Nan’s
relations; d) Bill’s ambitions.
3.	Comment on the atmosphere in the family and its effect on the members. Say whose fault
it was that the family was insecure, unstable.
4.	Ask questions based on the headings and topics discovered during the “survey” step.
5.	Read the extract paragraph by paragraph, taking notes while reading.
6.	Recite by giving answers to the questions raised in step 4; review the material by going
back over the main points with the help of the brief notes, citing major subpoints and
trying to memorize both the main points and supporting ideas.
7.	Comment on the following sentence: “There’s no company more cheerless than that of a
woman who is not loved.” (Gr. Greene. The Blue Film)
8.	Read the following bit of text and say how it can be applied to the extract.
Marriage is different from love. It is a good institution but I must add that a lot depends
on the person you are married to.
There is no such thing as a good wife or a good husband - there is only a good wife to
Mr A, or a good husband to Mrs B. If a credulous woman marries a pathological liar, they may
live together happily to the end of their days - one telling lies, the other believing them. A man
who cannot live without constant admiration should marry a “God, you are wonderful” type
of woman. If he is unable to make up his mind, he is right in wedding a dictator. One dictator
may prosper in a marriage: two are too many.
The way to matrimonial happiness is barred to no one. It is all a matter of choice. One should
not look for perfection, one should look for the complementary half of a very imperfect other half.
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If someone buys a refrigerator, it never occurs to him that it is a bad refrigerator because he
cannot play gramophone records on it: nor does he blame his hat for not being suitable for use as a
flower-vase. A man may be anxious to show off his wife’s beauty, marry a mannequin and be sur-
prised to discover in six months that she has no balanced views on the international situation. If
ladies marry a title or a bank account, they must not blame their husbands for not being romantic
heroes.
You should know what you’re buying.
(From On Marriage by G. Mikes)
9.	Prepare a good reading of the extract. Remember the following!
They refer fiction texts appealing to the readers to the declamatory style reading, the
artistic reading. The prose which describes an action or a series of actions to tell a story, is
called narrative. The prose is descriptive when scenes, objects, people, a person’s feelings are
described.
Before reading aloud we must appreciate the written text. For this one should read the passage
carefully paying close attention to the sequence of events described, then one should realize gener-
al meaning, a detailed meaning, the intentions of the writer. Think over the way scenes and people
are described, the way the characters think, talk or act. Bear in mind that any story is a unity, though
divided into passages. It is very important to understand how pieces of narratives are put together.
Dialogic texts are author’s reproduction of actual conversation and in reading aloud a reader
should bear in mind the characters of the speakers, the atmosphere in which the conversation takes
place.
Sometimes in a story you will find sentences like “She spoke meaningly”, or “There was a
world of meaning in his voice.” This additional meaning, over and above that of the dictionary
meaning of the words used is added by the speaker’s intonation. The same thing can be said threat-
eningly, sadly, coldly, and so on. It depends upon the speaker’s intention. When you are reading
aloud a story you give the speaker’s actual words their appropriate intonation.
10.	Think of a logical end to the story.
* * *
Remember the following:
A newspaper is very eclectic, from the stylistic point of view. Besides news items, we find
within its page articles, reviews, imaginative writing of various kinds, advertising, competitions, and
much more, which from the linguistic viewpoint would be dealt with under the heading of other
kinds of English.
The aim of any newspaper is to present a certain number of facts in as interesting a manner as
possible to the reader. The need for compression of the information into a limited space as well as
the concern for clear thinking is very strong. The same subject-matter can be stylistically different-
ly coloured in different newspapers but one thing is always constant - the compression of the infor-
mation.
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J. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say if good looks matter or not, why parents should avoid the subject of looks
and what physical attributes of their child they should encourage.
2. Summarize the content of the article.
IN BRIEF
A study published in the most recent Journal of Adolescence proves that good looks do
matter. Parents trying to comfort their plainer offspring should avoid the subject of looks alto-
gether. Physically attractive teenage boys and girls are more popular, more confident, and have
better social skills than unattractive ones. Tactful parents should point out and encourage their
child’s other physical attributes - including athletic abilities, strength etc. According to the
study, those who are more ‘physically effective’ are less self-conscious and not as socially anx-
ious as others. The good news also is that being physically able contributes more to long-term
happiness and self-esteem than being attractive.
* * *
Training for physical fitness begins early these days. Starting with massage, to tone up
new-born limbs, little ones quickly go on to a range of baby gym, yoga for toddlers and junior
gymnastics classes. Now a chain of sports clubs is starting up to commercialise on this fad. The
first of possibly 50 clubs across the country specifically for families has just opened in
Romford. Named just Kids, it runs a Kid-sports Fun and Fitness club with classes for children
from four months old to 13 years There is also a high-tech adventure playground (Kids
Paradise) and a gym
(From The Daily Telegraph. Week-end. June 29. 1991)
* * *
CULTURE CONTEXT
Adolescent is a young person who is developing into an adult.
People think of adolescents as being difficult because their behaviour and emotions are not
always reasonable or controlled. They often do things against the advice or wishes of their par-
ents.
10 В. Янсон
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UNIT 2
Gerald Durrell (1925 - 1995), a famous zoologist and writer, was born in India In 1928
his family returned to England and later thej went to live on the Continent. Eventually they
settled on the island of Corfu, Greece, where they lived until 1939. During this time he made a
special study of zoology and kept a large number of the local wild animals and pets. Durrell
made some animal-collecting expeditions to different countries. He founded the Jersey
Zoological Park. Gerald Durrell wrote some travel books and books about the natural world.
His books include: The Overloaded Ark (1953), \!v Family and Ollier Animals (1956),
Encounters with Animals (1958), A Zoo in My Luggage (1960), Birds, Beasts and Relatives
(1969), Beusts in My Belfry (1973 ) and others.
From MY FAMILY AND OTHER ANIMALS
by G. DURRELL
The villa was small and square, standing in its tiny garden with an air of pink-faced deter-
mination. Its shutters had been faded by the sun to a delicate creamy-green, cracked and bub-
bled in places. The garden, surrounded by tall fuchsia hedges, had the flower-beds worked in
complicated geometrical patterns, marked with smooth white stones. The white cobbled paths,
scarcely as wide as a rake’s head, wound laboriously round beds hardly larger than a big straw
hat, beds in the shape of stars, half-moons, triangles and circles, all overgrown with a shaggy
tangle of flowers run wild. Roses dropped petals that seemed as big and smooth as saucers,
flame-red, moon-white, glossy and un wrinkled. The warm air was thick with the scent of a hun-
dred dying flowers, and full of the gentle, soothing whisper and murmur of insects. As soon as
we saw it. wc wanted to live there it was as though the villa had been standing there waiting
for our arrival. We felt we had come home.
We were installed in the villa, and we each settled down and adapted ourselves to our sur-
roundings in our respective ways.
It had taken three husky peasant boys half an hour’s sweating and panting to get Larry’s
trunks into the villa, while Larry bustled round them, directing operations. One of the trunks
was so big it had to be hoisted in through the window. Once they were installed, Larry spent a
happy day unpacking them, and the room was so full of books that it was almost impossible
to get in or out.
For myself, the garden held sufficient interest. This doll’s-house garden was a magic land, a
forest of flowers through which roamed creatures I had never seen before. Among the thick, silky
petals of each rose-bloom lived tiny, crab-like spiders that scuttled sideways when disturbed.
Their small bodies were coloured to match the flowers they inhabited: pink, ivory, wine-red or
buttery-yellow. On the rose-stems lady-birds moved like newly painted toys. Among the white
cobbles large black ants staggered and gesticulated in groups round strange trophies: a dead
caterpillar, a piece of rose-petal or a dried grass-head fat with seeds. As an accompaniment to
all this activity there came from the olive-groves outside the fuchsia hedge the incessant shim-
mering cries of the cicadas.
All these discoveries filled me with a tremendous delight, so that they had to be shared,
and I would burst suddenly into the house and startle the family with the news that the strange
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black caterpillars on the roses were not caterpillars at all, but the young of lady-birds, or with
some equally astonishing news.
Gradually the magic of the island settled over us as gently and clingingly as pollen. Each
day had a tranquillity, a timelessness, about it, so that you wished it would never end. But then
the dark skin of night would peel off and there would be a fresh day waiting for us, glossy and
colourful as a child's transfer and with the same tinge of unreality.
Jr Jr Jr
The new villa was enormous, a tall, square Venetian mansion, with faded daffodil-yellow
walls, green shutters and a fox-red roof. It stood on a hill overlooking the sea, surrounded by
unkempt olive-groves and silent orchards of lemon- and orange-trees. The whole place had an
atmosphere of ancient melancholy about il: the house with its cracked and peeling walls, its
tremendous echoing rooms, its verandas piled high with drifts of last year's leaves and so over-
grown with creepers and vines that the lower rooms were in a perpetual green twilight; the lit-
tle walled garden that ran along one side of the house; its gates scabby with rust, had roses
sprawling across the weed-grown paths, and the shaggy tangerine-trees were so thick with flow-
ers that the scent was almost overpowering: beyond the garden the orchards were still and
silent, except for the hum of bees and an occasional splutter of birds among the leaves. The
house and land were gently, sadly decaying, lying forgotten on the hillside overlooking the
shining sea. It was as though villa and landscape were half-asleep.
1 he furniture (which we had rented with the villa) was a fantastic collection of Victorian relics
that had been locked in the rooms for the past twenty years. They crouched everywhere, ugly,
unpractical, creaking hideously to each other and shedding bits of themselves with loud cracks
like musket-shots, accompanied by clouds of dust if you walked past them too heavily. The first
evening the leg came off the dining-room table, cascading the food on to the floor. Some days
later I arry sat down on an immense and solid-looking chair, only to have the back disappear
in a cloud of acrid dust. When Mother went to open a wardrobe the size of a cottage and the
entire door came away in her hand, she decided that something must be done.
"We simply can t have people staying in a house where every thing comes to bits if you look
at it," she said. "There s nothing for it. we'll have to buy some new furniture.’’
The next morning Spiro drove Mother. Larry and myself into the town to buy furniture.
* * *
7.	Look up in a dictionary the words and word combinations, which are in bold type.
2.	Survey the extract to discover its overall meaning, general outline, and main points. Say
if the extract is about: a) a doll's house; b) a magic land; c) a forest offlowers; d) the
beauties of nature; e) some villas.
3.	Ask questions based on the headings and topics discovered during the "survey” step.
4.	Read the extract paragraph by paragraph, taking notes while reading.
5.	Recite by giving answers to the questions raised in step 3; review the material by going
back over the main points with the help of the brief notes, citing major subpoints and try-
ing to memorize both the main points and supporting ideas.
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Reading
6.	Comment on the following sentence: “Gradually the magic of the island settled over us
as gently and clingingly as pollen. ”
7.	Prepare a good reading of the extract. (See Unit 1:9).
8.	Write a similar description of a house / villa / mansion.
★ ★ it
1.	Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say what makes the Little Silver Country Hotel an amazing place.
2.	Summarize the content of the article.
ROOM SERVICE
Now here s an amazing place. The Little Silver Country Hotel in Tenterden, Kent, is the
“baby” of two hard-working ladies - Dorothy and Rosemary - who will be delighted to go into
detail about the hard labour involved in the creation of their dream country hotel.
I’m staying as guest of the English Tourist Board along with other journalists. Before dinner
we do the obligatory tour of the bedrooms. And goodness - how embarrassing - when we reach the
room with the four-poster and the Jacuzzi. “This one’s for you,” says Rosemary.
Five years ago these nursery school teachers, both widows, fell in love with this neglected
Tudor house. “We wanted a country house hotel which would be special. As soon as we saw Little
Silver, we knew it was for us”, says Rosemary.
The result of extensive building work is a superbly comfortable hotel where everything has
been thought of. There are facilities for the disabled: “All special needs are catered for,” chorus these
two ladies.
We dine in the large Victorian conservatory overlooking shaven lawns and neat flowerbeds.
Afterwards we retire to the other side of the conservatory doors for a choice of seven different
liqueur coffees. Amber, the cocker spaniel, does her party pieces in exchange for chocolate drops.
(From The Daily Telegraph. Week-end. June 29 1991)
CULTURE CONTEXT
Kent - a country in SE England, known as the “Garden of England” because of its fruit
and vegetable crops.
The English Tourist Board - an organization which exists to encourage tourists to go on
holiday in England.
Jacuzzi - a bath or pool fitted with a system of fast currents of hot water, used as a way
to relax, or to cure or improve certain medical conditions such as backache. Jacuzzis are
thought of as being part of an expensive way of life.
Tudor - of the English royal family that ruled from 1485 to 1603. The Tudor style of
house building often used half-timbered walls (with the black wood of the frame showing in the
white outer walls).
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UNIT 3
Graham Greene (1904 -1991) was born at Berkhamstead, Hertfordshire, and educated at
the local school where his father was the headmaster. On coming down from Balliol College,
Oxford, he worked for four years as a sub-editor on The Times, simultaneously trying his hand
at fiction. He established his reputation as a writer with his novel, Stambul Train (1932), which
he classed as an “entertainment” in order to distinguish it from more serious work. His most
important novels are: The Confidential Agent (1939), The Power and the Glory (1940), The
Heart of the Matter (1948), The Quiet American (1955), The Comedians (1966), IVays of Escape
(1981).
From MEN AT WORK
by GR. GREENE
Richard Skate had taken a couple of hours away from the Ministry to see whether his
house was still standing after the previous night’s raid. He was a thin, pale man of early mid-
dle age. All his life had been spent in keeping his nose above water, lecturing at night-schools
and acting as temporary English master at some of the smaller public schools and in the process
he had got a small house, a wife and one child. They lived in the country, his house was cut off
from him by the immeasurable distance of bombed London - he visited it hurriedly twice a
week, and his whole world now was the Ministry, the high heartless building with lifts and long
passages like those of a liner and lavatories where the water never ran hot. Central heating gave
it a stuffy smell, except in the passages where the windows were always open. Skate slept down-
stairs in the basement on a camp-bed, getting up at about ten o’clock for breakfast. These
imprisoned weeks made him look pale as if he lived underground. The Ministry of Propaganda
advised the staff to spend an hour or two a day in the open air, and some members did go to
the bar at the corner. But Skate didn’t drink.
And yet in spite of everything he was happy. For his nose was now well above water: he
had a permanent job, he was a Civil Servant.
He opened the door of his dark room.
“All well?" his assistant asked: the young woman who mothered him, bringing him his cups
of coffee.
“Oh, yes, thanks. It’s still there. A window broken, that’s all”.
The telephone rang, and Miss Manners grasped it like an enemy.
“Yes,” she said, “yes, R. S. is back. It’s H. G.,” she explained to Skate. All the junior staff
called people by initials, so she called Richard Skate “R. S.”: it was a sort of social compromise,
between a Christian name and a Mr.
“Hello, Graves. Yes, the house is still standing. Will you be at the book committee? I sim-
ply haven’t got any agenda. Can’t you invent something?” He said to Miss Manners, “Graves
wants to know who’ll be at the Committee.”
Miss Manners recited quickly down the phone, “R. K., D. H., F L., and B.L. says he’ll be late.
All right. I’ll tell R. S. Good-bye.”
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“Oh, dear, oh dear,” Skate said, “I must get this agenda done.”
His worry was not great: it was all a game. Propaganda was a means of passing the time: work
was not done for its usefulness but for its own sake - simply as an occupation. He wrote down “The
Problem of India” on the agenda.
Skate left the room, but long before he reached the room where the Book Committee sat he
heard a familiar voice saying, “What we want is a really colossal campaign...” It was King, of
course, trying to take part in the war-effbrt: these outbreaks occurred periodically. King had been
an advertising man, and the need to sell something would regularly overcome him, until sud-
denly he would begin to sell the war. The Treasury and the Stationery Office always saw to it
that his great plans came to nothing: only once, because somebody was on holiday, a King
campaign had really got under way. It was when the meat ration went down to a shilling; the
hoardings all over London carried a curt King message “DON’T GROUSE ABOUT MUT-
TON. WHAT’S WRONG WITH YOUR GREENS ? A Labour member asked a question in
Parliament, the hoardings were withdrawn at a cost of twenty thousand pounds, the
Permanent Secretary resigned, the Prime Minister stood by the Minister of Propaganda who
stood by his staff, and King, after being asked to resign, was instead put in charge of the Books
Division of the Ministry at a higher salary. Here it was felt he could do no harm.
Skate came in and handed round copies of the agenda He didn’t listen to King: something
about a series of pamphlets to be distributed free to six million people really explaining what we
were fighting for. “Tell them what freedom means,” King said. “Democracy. Don’t use long
words."
Hill said, “I don’t think the Stationery Office...” Hill’s thin voice was always the voice of rea-
son. He was said to be the author of the official explanation and defence of the Ministry’s existence:
“A negative action may have positive results.”
On Skate’s agenda was written:
1.	Pamphlet in Welsh on German labour conditions.
2.	Facilities for Wilkinson to visit the A. T. S.
3.	Objections to proposed Bone pamphlet.
4.	Suggestion for a leaflet from Meat Marketing Board.
5.	The Problem of India.
The list, Skate thought, was quite impressive.
“Of course,” King went on, “the details need working out. We’ve got to get the right author.
Priestley or somebody. I feel there won’t be any difficulty about money if we can present a really
clear case. Would you look into it, Skate, and report back0”
Skate agreed. He didn’t know what it was all about, but that didn’t matter. A few minutes
would be passed to and fro, and King’s blood would cool in the process. To send a minute to
anybody else in the great building and to receive an answer took at least twenty-four hours: on
an urgent matter an exchange of three minutes might be got through in a week. Time outside
the Ministry went at quite a different pace.
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The committee as usual lasted about an hour - it was always, to Skate, an agreeable meeting
with men from other divisions, the Religious Division, the Empire Division and so on. Sometimes
they co-opted another man they thought was nice. It gave an opportunity for all sorts of inter-
esting discussions - on books and authors and artists and plays and films. The agenda didn’t
really matter: it was quite easy to invent one at the last moment.
Today everybody was in a good temper: there hadn’t been any bad news for a week, and
as the policy of the latest Permanent Secretary was that the Ministry should not do anything
to attract attention, there was no reason to fear a purge in the immediate future.
Without reaching a decision on the Bone pamphlet they passed on to the Meat Marketing
Leaflet. Nobody was interested in this, so the matter was left in Skate’s hands to report back. “You
talk to them, Skate,” King said. “Good idea. You know about these things. Might ask Priestley. “The
Problem of India ” Need we really discuss it this week? he said. “There’s nobody here who knows
about India. Let’s get in Lawrence next week.”
“Good fellow, Lawrence,” Lowndes said. “Wrote a novel once called Parson’s Pleasure."
“We’ll co-opt him,” King said.
The Book Committee was over for another week, and since the room would be empty now
until morning, Skate opened the big windows.
> Notes:
A. T. S. - Air Technical Service
* * *
1.	Look up tn a dictionary the words and word combinations, which are in bold type.
2.	Survey the extract to discover its overall meaning, general outline, and the main points.
Say if the story is about: a) Skate's background; b) the meeting of the Book Committee;
c) a means of passing the time; d) propaganda; e) some war-effort; f) the way a man does
his work.
3.	Say what the title of the story reveals, how it discloses the subject matter of the story.
4.	Ask questions based on the headings and topics discovered during the “survey” step.
5.	Read the story paragraph by paragraph taking notes while reading.
6.	Recite by giving answers to the questions raised in step 4; review the material by going
back over the main points with the help of the brief notes, citing major subpoints and try-
ing to memorize both the main points and supporting ideas.
7.	Comment on the following sentence: “Time outside the Ministry went at quite a different
pace. ”
8.	Read the following bit of text and say how it can be applied to the story “Men at Work”.
By the way a man does his work his character can be told. For most men, work is neces-
sity in order to gain a living. Vast numbers of men have not even been able to choose what
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Reading
work they would do, but have been forced by economic necessity to take the first job that came
their way. They don’t do what they really want to do and their-real selves are not reflected in
their actions. They usually hurry home from work full of eagerness to begin on some scheme,
which they have been planning for their leisure time. This time is full of promise and they can
look back on it with satisfaction when they review what they have achieved in it.
(From Fifty Model Essays by J. Miller)
9.	Prepare a good reading of the extract. (See Unit 1:9).
10.	Write a similar description of another character in the same work.
* * *
1.	Read the following article to yourself. Note all unfamiliar words and look them up m a
dictionary. Say how English people spend their leisure time.
2.	Summarize the content of the article.
GARDENING
Much leisure time is spent in individualistic pursuits, of which the most popular is gar-
dening. Most English people love gardens, their own above all, and this is probably one reason
why so many people prefer to live in houses rather than flats. Particularly in suburban areas it
is possible to pass row after row of ordinary small houses, each one with its neatly-kept patch
of grass surrounded by a great variety of flowers and shrubs. Many people who have no gar-
dens of their own have patches of land or “allotments” in specially reserved areas - though a
group of allotment gardens, with its mixed-up collection of sheds for keeping the tools and the
dull arrangement of the rectangular sections of land, is usually not a thing of beauty. Although
the task of keeping a garden is so essentially individual, for many people gardening is the foun-
dation of social and competitive relationships. Flower-shows and vegetable-shows, with prizes
for the best exhibits, are immensely popular, and to many gardeners the process of growing the
plants seems more important than the merely aesthetic pleasure of looking at the flowers or the
prospect of eating the vegetables. In many places a competitive gardener’s ambition is to grow
the biggest cabbages or leeks or carrots, and the plain fact that the merits of most vegetables
on the table are in inverse ratio to their size seems often to be forgotten.
(From Traditions and Customs. Gardening by P. Bromhead)
CULTURE CONTEXT
Allotment - in Britain a small piece of land rented out, esp. by a town council, to people
who will grow vegetables on it.
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UNIT 4
William Somerset Maugham (1874 -1965) was bom in Paris in the family of a solicitor at
the British Embassy. His parents died when he was still a child, and he was brought up by his
uncle, vicar of Whitstable in Kent. Maugham was educated at King's School, Canterbury, and
Heidelberg University, Germany. He also took his medical training at St. Thomas’s Hospital
in London, but the success of his first novel (“Liza of Lambeth”, 1897) won him over to letters.
Maugham established his reputation as a novelist, a dramatist and a short-story writer. His
most popular novels are “The Moon and Sixpence” (1919), “Cakes and Ale” (1930), “The
Painted Veil” (1925), “Theatre” (1937), “ The Razor's Edge” (1944). In his lifetime he published
more than ten collections of stories. Maugham’s works demonstrate his realistic manner, dem-
ocratic tendencies and brilliant mastery of form.
From THE RAZOR’S EDGE
by W. S. MAUGHAM
“Is it where you live?” asked Isabel.
He chuckled at the look on her face.
“It is. I’ve been here ever since I came to Pans ”
“But why?”
“It’s convenient. It’s near the Bibliotheque Nationale and the Sorbonne.” He pointed to a
door she had not noticed “It’s got a bathroi »m I can get breakfast here and I generally dine at
that restaurant where we had lunch.”
“It’s awfully sordid.”
“Oh no, it’s all right. It’s all I want.”
“But what sort of people live here?”
“Oh, I don’t know. Up in the attics a few students Two or three old bachelors in government
offices and a retired actress at the Odeon. It’s a very quiet and respectable place.”
“What’s that great big book on the table?” Isabel asked.
“That? Oh, that’s my Greek dictionary.”
“Your what?” she cried.
“It’s all right. It won’t bite you.”
“Are you learning Greek?”
“Yes.”
“Why?”
“I thought I’d like to.”
He was looking at her with a smile in his eyes and she smiled back at him.
“Don’t you think you might tell what you’ve been up to all the time you’ve been in Paris?”
“I’ve been reading a good deal. Eight or ten hours a day. I ve attended lectures at the Sorbonne
I think I’ve read everything that's important in French literature and 1 can read Latin, at least Latin
prose, almost as fluently as I can read French. Of course Greek’s more difficult. But I have a very
good teacher. Until you came here I used to go to him three evenings a week.”
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“And what is that going to lead to?”
“The acquisition of knowledge.” he smiled.
“It doesn’t sound very practical.”
“Perhaps it isn't and on the other hand perhaps it is. But it’s enormous fun. You can’t imagine
what a thrill it is to read the Odyssey in the original. It makes you feel as if you had only to get
on tiptoe and stretch out your hands to touch the stars. I've been reading Spinoza the last
month or two. I don’t suppose I undeistand very much of it yet, but it Tills me with exultation
It’s like landing from your plane on a great plateau in the mountains. Solitude, and an air so
pure that it goes to your head like wine and you feel like a million dollars.”
“When are you coming back to Chicago?”
"Chicago? I don’t know. I haven’t thought of it.”
“You said that if you hadn't got what you wanted after two years you d give it up as a bad job.”
“I couldn't go back now. I'm on the threshold. I see vast lands of the spirit stretching out before
me, beckoning, and I'm eager to travel them ”
“What do you expect to find in them?”
“The answers to my questions. I want to make up my mind whether God is or God is not. I
want to know whether I have an immortal soul or whether when I die it is the end.”
Isabel gave a little gasp. It made her uncomfortable to hear Larry say such things, and she
was thankful that he spoke lightly, in the tone of ordinary conversation.
“But Larry,” she smiled, “people have been asking those questions for thousands of years. If
they could be answered, surely they’d have been answered by now."’
Larry chuckled.
“It’s not true that no one has found the answers. There are more answers than questions, and
lots of people have found answers that were perfectly satisfactory for them.”
“How long d’you think all this is going to take you?”
“I wouldn’t know. Five years. Ten years.”
“And after that? What are you going to do with all this wisdom?”
“If I ever acquire wisdom I suppose I shall be wise enough to know what to do with it.*’
“You're so wrong, Larry. You're an American. Your place isn't here. Your place is in America.
You’re missing so much. How can you bear to sit here in a backwater just when we’re living
through the most wonderful adventure the world has ever known? Europe’s finished. We’re the
greatest, the most powerful people in the world. We’re going forwards by leaps and bounds.
We’ve got everything. It’s your duty to take part in the development of your country. You’ve
forgotten, you don’t know how thrilling life is in America today. Are you sure you’re not doing
this because you haven't the courage to stand up to the work that’s before every American
now? Oh, I know you’re working in a way, but isn’t it just an escape from your responsibili-
ties?”
“You’re very severe, honey.” he smiled. “What you forget is that 1 want to learn as passionately
as - Gray, for instance, wants to make pots of money. Am I a traitor to my country because I want to
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spend a few years educating myself? It may be that when I’m through I shall have something to
give that people will be glad to take. It’s only a chance, of course, but if I fail I shall be no worse
off than a man who’s gone, into business and hasn’t made a go of it.”
“And what about me? Am I of no importance to you at all?”
“You’re of very great importance. I want you to marry me.”
“When? In ten years?”
“No. Now. As soon as possible.”
“On what? Mamma can’t afford to give me anything. Besides, she wouldn’t if she could. She’d
think it wrong to help you to live without doing anything.”
“I wouldn’t want to take anything from your mother,” said Larry. “I’ve got three thousand a
year. That’s plenty in Paris. We could have a little apartment.”
“But, Larry, one can’t live on three thousand a year.”
“Of course one can. Lots of people live on much less.”
“But I don’t want to live on three thousand a year. There’s no reason why I should. You are so
impractical. You don’t know what you are asking me to do. I’m young, I want to have fun. I want
to do all the things that people do. I want to go to parties, I want to go to dances, I want to play golf
and ride horseback. I want to wear nice clothes. I don’t want to go about in street-cars and omnibus-
es; I want to have my own car. And what d’you suppose I’d find to do with myself all day long
while you were reading at the Library? Walk about the streets window-shopping or sit in the
Luxembourg Gardens seeing that my children didn’t get into mischief? We wouldn’t have any
friends. Larry, if you hadn’t a cent to your name and got a job that brought you in three thou-
sand a year I’d marry you without a minute’s hesitation. I’d cook for you, I’d make the beds,
I wouldn’t care what I wore, I’d go without anything, I’d look upon it as wonderful fun,
because I’d know that it was only a question of time and you’d make good. But this means liv-
ing in a sordid beastly way all our lives with nothing to look forward to. It means that I should
be a drudge to the day of my death. And for what? So that you can spend years trying to find
answers to questions that you say yourself are insoluble. It’s so wrong. A man ought to work.
That’s what he’s here for. That’s how he contributes to the welfare of the community.”
“You’ve drawn a very black picture of life in Paris on a moderate income. You know, it isn’t
really like that. One can dress very nicely without going to Chanel. And all the interesting people
don’t live in the neighbourhood of the Arc de Triomphe and the Avenue Foch. In fact few inter-
esting people do, because interesting people generally don’t have a lot of money. I know quite
a number of people here, painters, and writers and students, French, English, American, and
what not, whom I think you’d find much more amusing than Elliott’s seedy marquises and
long-nosed duchesses.”
“They’re not the sort of people I’ve been brought up with. They’re not the sort of people I have
anything in common with.”
“Where does that leave us?”
“Just where we started. I’ve lived in Chicago ever since I can remember. All my friends are
there. All my interests are there. I’m at home there. It's where I belong and it’s where you belong.
Mamma’s ill and she’s never going to get any better. I couldn’t leave her even if I wanted to.”
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“Does that mean that unless I’m prepared to come back to Chicago you don’t want to
marry me?”
Isabel hesitated. She loved Lany. She wanted to marry him. She wanted him with all the power
of her senses. She knew that he desired her. She couldn’t believe that when it came to a showdown
he wouldn’t weaken. She was afraid, but she had to risk it.
“Yes, Lany, that’s just what it does mean.”
He was silent for what seemed an endless time. Her heart was beating madly. He turned at last.
“I wish I could make you see how much fuller the life I offer you is than anything you have a
conception of. I wish I could make you see how exciting the life of the spirit is and how rich is expe-
rience. It’s such a happy life. “
“But Larry, she interrupted him, “don’t you see you’re asking something of me that I’m not
fitted for, that I’m not interested in and don’t want to be interested in? How often have I got to repeat
to you that I’m just an ordinary, normal girl, I’m twenty, in ten years I shall be old, I want to have a
good time while I have the chance. For your own sake I beseech you to give it up. Be a man, Larry,
and do a man’s work. You’re just wasting the precious years that others are doing so much with.
Larry, if you love me you won’t give me up for a dream. Come back with us to America "
“I can’t, darling. It would be death to me. It would be the betrayal of my soul.”
“If you won’t listen to reason there’s nothing more to be said.” She slowly slipped her engage-
ment ring off her finger. She placed it on the palm of her hand and looked at it.
“If you loved me you wouldn’t make me so unhappy.”
“I do love you. Unfortunately sometimes one can’t do what one thinks is right without mak-
ing someone else unhappy.”
She stretched out her hand on which the ring was resting and forced a smile to trembling lips.
“Here you are, Lany.”
Л ★
1.	Look up in a dictionary the words and word combinations, which are in bold type.
2.	Survey the extract to discover its overall meaning, general outline, and main points. Say
if the extract is about: a) lectures at the Sorbonne; b) the acquisition of knowledge; c) a
snob; d) passion for learning; e) a love affair.
3.	Sum up Isabel, her social background; her scope of vision and activities; her opinion of
the people around; Isabel's behaviour at the crucial moment; the cause of her defeat.
4.	Sum up Larry, his social background, ambitions; his principal values; his behaviour at
the crucial moment and its cause.
5.	Ask questions based on the headings and topics discovered during the “survey” step.
6.	Read the extract paragraph by paragraph, taking notes while reading.
7.	Recite by giving answers to the questions raised in step 5; review the material by going
back over the main points with the help of the brief notes, citing major subpoints and try-
ing to memorize both the main points and supporting ideas.
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8.	Comment on the following: “Education has for its object the formation of character"
(Herbert Spencer).
9.	Find some additional information about the Sorbonne in an encyclopedia or a book and
report next time.
* * *
1.	Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say why many children play truant and what teachers must do to reduce lev-
els of truancy and exclusions.
2.	Summarize the content of the article.
THE TERRIBLE TRUTH ABOUT TRUANTS
The number of children playing truant and being excluded from school has
reached crisis point. More than a million youngsters skip lessons each year and over
100,000 are temporarily excluded. Of those pupils excluded, 83 per cent are boys. Half are aged
14 or 15.
The Government wants to reduce levels of truancy and permanent exclusion by a third. These
problems are blighting the lives of an increasing number of youngsters who could escape poverty
through education. And the rising tide of disaffection is juvenile crime.
We want to focus on prevention although there will always be cases where pupils have to be
excluded for the good of other children and to allow teachers to be able to teach. Those who play
truant and are excluded are more likely to become teenage parents, unemployed, homeless, or to end
up in prison. Society pays the price.
There are many reasons why children drop out: family problems, low parental expectations, or
long-term unemployment at home. Teachers, too, sometimes assume that some youngsters can never
achieve much progress because of their background.
Exclusion and truancy are not insoluble. We have to prevent disruptive behaviour and share
the best practice for dealing with it.
Local education authorities will be set targets to reduce levels of truancy and exclusions. We
will encourage more imaginative approaches with the resources to do the job. We are already tar-
geting £22 million this year.
(From The Guardian / English Learner’s Digest, 1998, 20)
CULTURE CONTEXT
Juvenile delinquent - a child or young person who shows no concern for other people or
behaves in a criminal way. Young people (below the age of 18) who misbehave or are criminals
are not put in prison but may be sent to a special school to be educated or trained, to try to
prevent them offending again.
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UNIT 5
Stephen Butler Leacock (1896 - 1944) is an English-born Canadian author and econo-
mist He is best known for his humorous stories and essays collected in such books as Literary
Lapses, Nonsense Novels, Laugh Parade and others.
From MRS NEWRICH BUYS ANTIQUES
by S. LEACOCK
Oh, my dear, I'm so delighted to see you! It's so charming of you to come - Jane, take
Mrs Overworld's coat, please - do come on in - Jane, take Mrs Overworld's gloves. It's just
delightful to see you. Ever since we came back from Europe, Charles and I have been just dying
to have you see our things - (raising her voice): Charles! Mrs Overworld's come over to see our
new antiques. Isn't it sweet of her? He's in his study but I don't know whether he hears. He just
gets buried in reading. Charles, you know, has always been so scholarly and so every time he
gets a new price-list he just gets absorbed in it...
But there's such a lot I want to show you that I can't even wait till you've had a cup of tea... .This
clock in the hall? An antique? Oh, yes, indeed! Isn't it just marvellous! It's a Salvolatile. Does it keep
good time? Gracious! What an idea! Of course not! It doesn't keep time at all. It doesn't go, I
understand it never did go. That's why there's such a demand for the Salvolatile clocks. You see
he was one of the really great clock-makers. None of his clocks ever went
Charles, did any of the Salvolatile clocks ever go? What9 Only the imitation ones. Thank
you... You see that's one way you can tell a Salvolatile clock. If it is genuine, it won't go. You
say, it hasn't got any hands left. My dear! Why, of course, it never had any - not supposed to.
We picked it up in a queer little shop in Amafli and the man assured us that it never had had
any hands. He guaranteed it. That's one of the things, you know, that you can tell by. Charles
and I were terribly keen about clocks at that time and really studied them, and the books all
agreed that no genuine Salvolatile has any hands. See what it says on the little label - it was
gummed on it when we got it - so we left it still there - (reading):
No. 5661. X Salvolatile Wall clock, no hands, never had, won't go, never would, no pendu-
lum (breaking off her reading with animation) - of course, I'd forgotten that - no pendulum -
that makes it more valuable still...
Of course, you see, with antiques you simply must know the century or you make the silli-
est blunders. The other day I made the most atrocious mistake about a spoon - I called it a
twelfth-century spoon and in reality it was only eleven and a half - of course my hostess, who
owned the spoon (she collects them), was terribly put out You see, a twelfth-century spoon is
practically worthless. Nine of the great Italian spoon-makers were born till the eleventh centu-
ry - or have I got it backwards - anyway, till then, my dear, the spoons made were only good
for eating with - and then the great spoon-maker - Charles! What was that great Italian spoon-
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maker's name — Spoonuchi! Of course, how silly of me! - Spoonuchi made spoons that couldn'y
be eaten with, and of course that started the craze...
That glass case, that's very interesting, isn't it? - I'm afraid you can't see them very well with-
out a magnifying glass - there, try this one - they're signatures, all mounted and framed - some
are perfectly wonderful - that's Queen Elizabeth - of course, you simply couldn't tell it if you
didn't know. But if you look you can see the Q - or no. I think it's Peter the Great - you can't
tell any of the really good ones - but Charles has a key to them...
We have a little man in Highgate who picks them up for us here and there and he always tells
us what they are - that's Napoleon! Doesn't it seem wonderful to think of his actually writing it -
or no, I beg your pardon, that's not Napoleon - that's P.T.Barnum, he was one of Napoleon's
marshals, I believe - Charles! Was P. T. Barnum one of Napoleon’s marshals? His private secre-
tary! - oh, of course. But I'm forgetting your tea - do pardon me - you know I get so absorbed
in my antiques that I forget everything. Do come into the drawing-room and have tea - but,
oh, just a minute before you sit down, do let me show you this tea-pot - oh, no, I don't mean
that one, that's the one that the tea has been made in - but it's nothing. We got that here in
New York at Hoffany's - to make tea in. It is made of solid silver, of course, and all that, but
even Hoffany's admitted that it was made in America and was probably not more than a year
or so old and had never been used by anybody else. In fact they couldn't guarantee it in
any way.
But let me pour you out tea from it and then do look at the perfectly darling tea-pot on the shelf
beside you. Oh, don't touch it, please, it wont stand up. ...No. ... That's one of the tests. We know
from that it is genuine Swaatsmacher. None of them stand up.
Did I buy it here? Oh, heavens, no, you couldn't buy a thing like that here! Of course we didn't
buy the tea-pot in London. London is simply impossible, just as hopeless as NewYork. You can't buy
anything real there at all. ... So, we pick things up here and there, just in any out-of-the-way cor-
ners.
I've just had a letter from Jane (Jane is my sister, you know) that is terribly exciting. She's
found a table at a tiny place in Brittany that she thinks would exactly do in our card room. She says
that it is utterly unlike anything else in the room and has quite obviously no connection with cards.
But let me read what she says - let me see, yes, here's where it begins:
... a perfectly sweet little table. It probably had four legs originally and even now has two
which, I am told, is a great find, as most people have to be content with one. The man explained
that it could either be leaned up against the wall or else suspended from the ceiling on a silver
chain. One of the boards of the top is gone, but I am told that that is of no consequence, as all the
best specimens of Brittany tables have at least one board out.
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Doesn't that sound fascinating? Charles! I was just reading to Mrs Overworld Jane's letter
about the table in Brittany - don't you think you'd better cable for it right away -yes, so do I -
and Charles! Ask them how much extra they would charge to smash one of the legs - and now,
my dear, do have some tea. You'll like it - it's a special kind I get - it's Ogosh - a very old China
tea, that has been let rot in a coal-oil barrel - you'll love it.
* * *
1.	Look up in a dictionary the words and word combinations, which are in bold type.
2.	Survey the story to discover its overall meaning, general outline, and main points. Say if
the story is about: a) a connoisseur of art; b) antiques; c) Charles; d) Mrs Newrich; e) a
rich fashion conscious person collecting antiques.
3.	Say what the surname of the main character reveals, how it discloses the subject-matter
of the story. Say if Mrs Newrich and her husband are real connoisseurs of art; why they
are interested in antiques.
4.	Ask questions based on the headings and topics discovered during the “survey" step
5.	Read the story paragraph by paragraph, taking notes while reading.
6.	Recite by giving answers to the questions in step 4; review the material by going back over
the main points with the help of the brief notes, citing major subpoints and trying to
memorize both the main points and supporting ideas.
7.	Prepare a good reading of the story. See (Unit 1:9).
8.	Write a similar description of a real person, or an imaginary person, a nouveau riche.
* * *
1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say why many people from all over London flock to a small bazaar in the
heart of London.
2. Summarize the content of the article.
A SMALL BAZAAR IN THE HEART OF LONDON
“A small bazaar in the heart of London,” is how Reza Sheidi describes his Persian food super-
market on High Street Kensington, in west London. Exotic fruit, vegetables and herbs overflow on
trestles outside - all decorated with flowers and leaves and kept freshly sprinkled.
Inside, the nose is assailed with an army of delicious smells: rose-water and vanilla from
the pastries, spices and herbs from the grocery Baskets of dried fruit, berries are arrayed against
the walls, cooking ingredients cover shelves to the ceiling, while special utensils fill nooks and
crannies.
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“You can buy a man's life and a hen's milk" is the saying that describes a well-stocked bazaar,
and it is true here. Yet it seems only yesterday that the only Iranian food products you could find in
Britain were pistachios and caviare at Harrods and Fortnum's.
Reza explains: “I did not expect the venture to be an instant success, but Iranians from all over
London flocked to the shop”.
A year later, his friend Nasser took the little shop next door and started a greengrocer's. “A
friend who owned a fruit and vegetable farm in Iran just sent me his crops, and to begin with that
was all I had,” he recalls. “But gradually we expanded and began to import other products - dried
fruit, herbs, preserves”.
The pastry shop was added later. “Our clients used to ask for special cakes, biscuits and sweet-
meats. So we found Iranian women who could make them and we sold them in the grocery. Now we
supply other Persian mini-bazaars in various parts of London and around Britain, and we export to
France, Italy and Spain as well. Most of our clients have been Iranians or Westerners who have lived
in Iran. But now more and more people of all nationalities, who read recipes and want to try them
out, come to buy the ingredients from us”.
(From The Independent. June 29, 1991)
CULTURE CONTEXT
High street - the most important shopping and business street of a town.
Kensington and Chelsea - a borough in W London just N of the river Thames. People
think of Kensington and Chelsea as a place where rich and fashionable people live. It also con-
tains poorer areas, esp. in the northern part.
Harrods - a famous and expensive department store in Knightsbridge, W London.
Fortnum and Mason - a famous department store in Picadilly in London which sells qual-
ity goods and is thought of being a place where rich people go for afternoon tea.
305
UNIT 6
Aldous Huxley (1894 - 1963) was educated at Balliol College, Oxford. In 1919 he became
a journalist and a drama critic. He lived permanently in Italy and California writing fiction.
His most famous book, Brave New World (1932), is about a society of the future which
appears to be controlled by kindly means but which offers people little freedom. Huxley wrote
novels, short stories, essays of music, art and drama criticism and poetry. His most popular
works are: Crome Yellow (1921). Point Counter Pnint (1928), Time Must Have a Stop (1944),
The Island (1962).
From CROME YELLOW
by A. HUXLEY
The terrace in front of the house was a long narrow strip of turf, bounded along its outer
edge by a graceful stone balustrade. Two little summer-houses of brick stood at either end.
Below the house the ground sloped very steeply away, and the terrace was a remarkably high
one; from the balusters to the sloping lawn beneath was a drop of thirty feet. Seen from below,
the high unbroken terrace wall, built like the house itself of brick, had the almost menacing
aspect of a fortification - a castle bastion, from whose parapet one looked out across airy
depths to distances level with the eye. Below, in the foreground, lay the stone-brimmed swim-
ming pool. Beyond it stretched the park, with its massive elms, its green expanses of grass, and,
at the bottom of the valley, the gleam of the narrow river. On the farther side of the stream the
land rose again in a long slope. Looking up the valley, to the right, one saw a line of blue, far-
off hills.
The tea-table had been planted in the shade of one of the little summer-houses, and the rest of
the party was already assembled about it when Denis and Priscilla made their appearance. Henry
Wimbush had begun to pour out the tea. He was one of those ageless, unchanging men on the far-
ther side of fifty, who might be thirty, who might be anything. Denis had known him almost as long
as he could remember. In all those years his pale, rather handsome face had never grown any older;
it was like the pale grey bowler hat which he always wore, winter and summer - unageing, calm
without expression.
Next to him sat Jenny Mullion. She was perhaps thirty, had a little nose and a pink-and-white
complexion, and wore her brown hair plaited and coiled in two lateral buns over her ears. She sat
apart, looking down at the world through sharply piercing eyes. She was smiling to herself, and her
brown eyes were like very bright round marbles.
On his other side the serious, moon-like innocence of Mary Bracegirdle’s face shone pink and
childish. She was nearly twenty-three, but one wouldn’t have guessed it. Her short hair hung in a bell
of elastic gold about her cheeks. She had large blue china eyes, whose expression was one of puz-
zled earnestness.
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Next to Mary a small man was sitting, erect in his chair. His nose was beaked, his dark eyes
had the shining quickness of a robin’s. But there was nothing soft or gracious about Mr.
Scogan. The skin of his wrinkled brown face had a dry look; his hands were the hands of a
crocodile. His speech was thin and dry. Henry Wimbush’s schoolfellow, Mr. Scogan looked far
older and, at the same time, far more youthfully alive than did that gentle aristocrat.
Between Gombauld and Mr. Scogan a very much lowered deck-chair presented its back
to the new arrivals as they advanced towards the tea-table. Gombauld was leaning over it; he
smiled, he laughed, he made quick gestures with his hands.
In her low deck-chair Anne was nearer to lying than to sitting. Within its setting of light brown
hair her face had a pretty regularity that was almost doll-like. And indeed there were moments when
she seemed nothing more than a doll; when the oval face, with its long-lashed, pale blue eyes,
expressed nothing; when it was no more than a lazy mask of wax.
The preliminary greetings spoken, Denis found an empty chair between Gombauld and Jenny
and sat down. He helped himself to a slice of cake.
“What have you been doing all this time9” Mrs. Wimbush asked.
“Well,” said Denis, and he hesitated. He had a tremendously amusing account of London and
its doings all ripe and ready in his mind. It would be a pleasure to give it utterance. “To begin
with,” he said...
But he was too late. Mrs. Wimbush’s question had been what the grammarians call rhetorical;
it asked for no answer. It was a little conversational flourish, a gambit in the polite game.
A little pained, Denis decided to reserve his story for more receptive ears.
* * *
1.	Look up in a dictionary the words and word combinations, which are in bold type.
2.	Survey the extract to discover its overall meaning, general outline, and the main points.
Say if the extract is about: a) a large mansion; b) Mr. Wimbush’s family; c) a tea party;
d) Denis.
3.	Comment on the author’s presentation of the characters of the novel; Denis’s state of
mind; the behaviour of each of those present at the party.
4.	Ask questions based on the headings and topics discovered during the “survey” step.
5.	Read the extract paragraph by paragraph, taking notes while reading.
6.	Recite by giving answers to the questions raised in step 4; review the material by going
back over the main points with the help of the brief notes, citing major subpoints and try-
ing to memorize both the main points and supporting ideas.
7.	Prepare a good reading of the extract. (See Unit 1:9).
8.	Write a similar description of a garden-party.
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Reading
* * *
1.	Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say what diet people should follow to be healthy and strong.
2.	Summarize the content of the article.
MODERN EATING HABITS TAKE THEIR ROLL
Modern men and women must come to terms with their stone age bodies and learn to eat
a healthy diet if they want to live longer and stay slimmer.
A diet of more bread, potatoes and fruit, with less sugar, alcohol and salt, could leave Britain
a trimmer nation at less risk of heart attacks, gut cancers and tooth decay, says a government book-
let “Eating for Health” out a few months ago.
In the years since the war, machines and motor cars have cut the amount of walking and work-
ing, and effort put into life.
But the energy intake of food stayed the same. Alcohol consumption has doubled since the
1950 s. Amounts of fatty food, including cakes, pastries, margarine, butter and cream eaten have also
risen. At the same time, evidence that high fat diets may be linked to heart disease, a series of ills
from coronaries to diabetes has emerged.
The booklet sets out 10 suggestions starting with encouragement of breast feeding babies. A
sweet tooth should not be encouraged in the young, while vitamin D might be needed in winter dur-
ing the years of rapid growth.
Old people, the booklet says, may also need such supplements.
(From The Daily Telegraph. Week-end. July 10, 1990)
CULTURE CONTEXT
Vitamin - any of several chemical substances which are found in very small quantities in
certain foods, and are important for growth and good health.
308
UNIT 7
John Galsworthy (1867 - 1933) was born into an upper-class family. He was educated at
Harrow and New College, Oxford. He made his name as a novelist in the first decade of the
nineteenth century. He won the Nobel Prize for literature in 1932. Galsworthy is best known
for his books The Forsyte Saga (1906 - 1921) about a rich middle-class English family called
the Forsytes. The epic trilogy includes The Man of Property (1906), "In Chancery” (1920),
“To Let" (1921).His other novels are: The Island Pharisees (1904), End of the Chapter (1931 -
1933) and others.
From THE FORSYTE SAGA. IN CHANCERY
by J. GALSWORTHY
Soames had travelled hitle. Aged nineteen he had made the “petty tour" with his father,
mother, and Winifred - Brussels, the Rhine. Switzerland, and home by way of Paris. Aged
twenty-seven, just when he began to take interest in pictures, he had spent five hot weeks in
Italy, looking into the Renaissance - not so much in it as he had been led to expect and a fort-
night in Paris on his way back, looking into himself, as became a Forsyte surrounded by peo-
ple so strongly self-centred and “foreign" as the French. His knowledge of their language being
derived from his public school, he did not understand them when they spoke. Silence he had
found better for all parties; one did not make a fool of oneself. He had disliked the look of the
men’s clothes, the closed-in cabs, the theatres which looked like beehives, the Galleries which
smelled of beeswax. He was too cautious and too shy to explore that side of Paris supposed by
Forsytes to constitute its attraction under the rose; and as for a collector’s bargain not one
to be had! As Nicholas might have put it - they were a grasping lot. He had come back uneasy,
saying Paris was overrated
When, therefore, in June of 1900, he went to Paris, it was but his third attempt on the centre
of civilisation. This time, however, the mountain was going to Mahomet; for he felt by now more
deeply civilised than Paris, and perhaps he really was. Moreover, he had a definite objective.
He went to a hotel in the Rue Caumartin, highly recommended to Forsytes, where prac-
tically nobody spoke French. He had formed no plan. And next morning he set out in bright
weather.
Paris had an air of gaiety, a sparkle over its star-shape which almost annoyed Soames. He
stepped gravely, his nose lifted a little sideways in real curiosity. He desired now to understand
things French. There was much to be got out of his visit, if he could only get it. In this laudable
mood and the Place de la Concorde he was nearly run down three times.
He sat down on a bench. It was not quite eleven o’clock. Some pigeons were strutting and
preening their feathers in the pools of sunlight between the shadows of the plane- trees A work-
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man in a blue blouse passed, and threw them crumbs from the paper which contained his din-
ner. A “bonne” coiffed with ribbon shepherded two little girls with pigtails. To Soames a kind
of affectation seemed to cling about it all, a sort of picturesqueness which was out of date. A
theatrical people, the French! He lit one of his rare cigarettes, with a sense of injury that Fate
should be casting his life into outlandish waters. He threw the fag end of his cigarette at a
pigeon, with the thought: “I can’t stay here for ever.” But he still sat on, heard twelve strike
and then half-past.
Later, in front of a cafe near the Opera he had a glass of cold tea with lemon. Then he hailed
an open horse-cab which was passing.
“Drive me anywhere!”
The man who. obviously, did not understand, smiled, and waved his whip. And Soames was
borne along in that little yellow-wheeled Victoria all over star-shaped Paris, with here and there
a pause and the question. “C’esr par ici, Monsieur?” “No, go on,” till the man gave it up in
despair, and the yellow-wheeled chariot continued to roll between the tall flat-fronted, shut-
tered houses and plane-tree avenues - a little Flying Dutchman of a cab.
“L ike my life.” thought Soames. “without object, on and on!”
> Notes:
C’est par ici, monsieur (Fr.) - This way, Monsieur?
Л Л Л
1.	Look up in a dictionary the words and word combinations, which are in bold type.
2.	Survey the extract to discover its overall meaning, general outline, and main points. Say
if the extract is about: a) Paris; b) Soames’s “petty tour”; c) the French; d) Soames’s visit
to Paris; e) Soames’s life.
3.	Comment on Soames’s state of mind on the day of his arrival and the following day. Dwell
on his behaviour. Discuss the thoughts he was preoccupied with when looking at the
sights of Paris.
4.	Ask questions based on the headings and topics discovered during the “survey” step
5.	Read the extract paragraph by paragraph, taking notes while reading.
6.	Recite by giving answers to the questions raised in step 4; review the material by going
back over the main points with the help of the brief notes, citing major subpoints and try-
ing to memorize both the main points and supporting ideas.
7.	Find some additional information about the sights of Paris in an encyclopedia or a book
and report next time.
8.	Prepare a good reading of the extract (See Unit 1:9).
9.	Think of a logical end to the story.
Л * A
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Reading
1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say what you know about London. What can you infer about the author’s
opinion of the city?
2. Summarize the content of the article.
SWINGING LONDON
London offers simply the best combination of fun and excitement, history and culture,
business and industry, all wrapped in a unique and much envied cloak of civility and security.
During the past 30 years, Europe’s premier city has been transformed into its most diverse and
dynamic as well, surpassing far-afield metropolitan giants such as New York in its range of cui-
sine, accommodation, entertainment and cultural pursuits. While it’s a metropolitan center of
more than seven million, London retains its quaint historic character and charm - a city com-
posed of several large and small villages, some of which seem little changed from those illus-
trated in classic literature.
It’s the natural beauty of its many parks, the serenity of inner city gardens, the cosy warmth of
its private buildings that has long been the magnet, annually drawing millions of tourists. But, ever
since the 1960 s, London has become an entertainment and fashion center — the swinging town for
a younger generation.
London, as it was during the height of the British Empire, has become the world’s crossroads,
a mammoth city catering to all people by all peoples.
(From Time. October 27, 1997)
CULTURE CONTEXT
The British Empire - the group of countries formerly connected with and controlled by
Great Britain, which was at its largest at the time of the First World War, when it included 25
per cent of the world’s area.
311
UNIT 8
Arnold Bennett (1867 - 1931) was born at Hanley, Staffordshire, one of the six towns that
now make up the city of Stoke-on-Trent. Pottery being the chief article of production there,
they were often called pottery towns. Bennett worked first as assistant editor of the weekly
journal Woman. Then he gave up his editorial work and devoted himself wholly to writing. His
best books are: Anna of the Five Towns (1902), The Old Wives’ Tale (1908); Clayhanger
(1910), Hilda Lessways (1911), These Twain (1916) - Five Town Novels. Bennett described the
life of the provincial community in the industrial district during the last three decades of the
nineteenth century.
From MEDITERRANEAN ISLANDS, JULY
by A. BENNETT
A party of sixteen of us had been having a long and magnificent picnic which included
motor-boating from the mainland, bathing, motor-boating from one island to another, enough
walking, some dozing, and fish stewed in milk. This was the only picnic I have really enjoyed
in my life. On principle 1 object to picnics, when they comprise a meal. I prefer a table and
chairs for meals, and I think that most grown-up men should agree with me. Women are dif-
ferent. They would sooner eat bad food in a picturesque place than good food in a prosaic
room. This picnic combined picturesqueness with very good food, and the food compensated
for the unsuitability of the earth’s surface as a chair.
In the late afternoon we embarked for and reached the second island, whose buildings were
limited to a cafe-restaurant and a monastery. We noticed that the sea was less calm than earli-
er in the day; but the island was only a couple of miles from the mainland, so that a few waves
could not matter. A long dinner-table had been set for us in the open air near the somewhat
primitive cafe-restaurant. The sun was setting. The wind was rising. The dinner was excellent,
but it was eaten with a great deal of sand which the wind persisted in blowing across the table.
The dinner ended in deep twilight. We returned to the covered terrace of the cafe-restaurant
and drank at another long table. It grew dark. Somebody carelessly used the word “dangerous”. The
chief organiser said lightly: “Pooh! I will telephone for the regular passage-steamer to fetch us.”
But the social atmosphere was changed. Nobody, said some, could be safe in the sudden, mad
Mediterranean storm. We were marooned for the night. As the oldest seafaring man present, I
was invited to decide whether or not we should make the voyage. I said, “Yes, we must make
it." But my decision had no effect on the minds of about half of the picnickers.
By this time there was a bridge-party at work, and eve. vone was visibly beemning to feel tired.
No beds in the cafe-restaurant. The organiser said that he would send up to the monastery and ask
the monks to lend us mattresses for the women. The proposal was not received with approval by the
women. Some of them remarked with false gaiety how jolly it would be to sit up all night and play
cards and watch the dawn and so on and so on. The general feeling was against departure. What
interested me was the psychological explanation of the real reasons for or against departure. There
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were three real reasons. The card-players were absorbed in their games, and wished not to be dis-
turbed. The alarmist section had passed from the normal into a highly nervous state which no
rational arguments could affect. If the Mauretania had come to fetch us, this section would still
have jibbed. A third and small section, to which I belonged, wished to depart because a pro-
gramme is a programme and should be adhered to. This section insincerely laughed at the
alleged risks. It would not admit the risks even to itself. It would sooner accept risks than
default on a schedule. Some people are like that.
Then news arrived that the steamer refused to come, on the plausible excuse that the crew had
departed to their homes; but that our own motor-boat was coming. I said: “Well, if the motor-
boat can safely come, it can safely go.” In the high wind and in the black darkness I stumbled
along uneven ground, and got into a quagmire and out of it, to the little harbour. I could see
the whiteness of the foam. I saw the motor-boat make three attempts to enter the harbour, and
fail. It succeeded at the fourth, and cheers were heard. I returned to the cafe-restaurant still
scoffing at the danger.
Then news arrived that the captain of the motor-boat had said definitely that we could not
leave. Relief of the card-players! Triumph of the nervous section! Defeat of the schedule-keepers! I
remained silent. I would admit nothing. In about an hour and a half, which seemed like eighteen
hours or days or months, the news arrived that the captain of the motor-boat had said that the storm
had fallen enough to allow us to depart in safety. All were openly relieved - for among the card-play-
ers fatigue was conquering the gambling spirit - except the nervous section. The nervous sec-
tion would not trust the captain’s wisdom. It spurned the argument that, assuming the captain’s
readiness to risk our lives, he would not risk his own. It slandered the captain, asserted that he
must have had several drinks and got himself into a reckless mood and lost his judgment. But
the nervous section was borne down though it had to be dragged, protesting, to the boat.
We did depart. The extraordinary Mediterranean was calm again. And now the nervous sec-
tion refused to admit that it had been wrong. Fortunately all were hungry. About 2 a.m. we reached
a night restaurant where a Negro was saxophoning with an intensity that rendered conversation
impossible. No matter. Nerves had vanished. We ate and danced. We reached our beds, some fifteen
miles off, at 4.45 a.m., after escaping a motor accident by mere miracle.
* * *
1.	Look up in a dictionary the words and word combinations, which are in bold type.
2.	Survey the extract to discover its overall meaning, general outline, and main points. Say
if the extract is about: a) a picturesque island; b) a meal; c) a motor accident; d) a pic-
nic; e) motor-boating; f) a narrow escape. Say why the author enjoyed this particular pic-
nic; what the psychological explanation of the real reasons against departure was.
3.	Ask questions based on the headings and topics discovered during the “survey” step.
4.	Read the extract paragraph by paragraph, taking notes while reading.
5.	Recite by giving answers to the questions raised in step 3; review the material by going
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Reading
back over the main points with the help of the brief notes, citing major subpoints and try-
ing to memorize both the main points and supporting ideas.
6.	Prepare a good reading of the extract. (See Unit 1:9).
7.	Find some additional information on the Mediterranean Sea in an encyclopedia or a book
and report next time.
8.	Write a similar description of a picnic.
* * *
1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say if it's a good idea to send children to summer camps and let them go off
by themselves.
2. Summarize the content of the article.
WHEN CAN CHILDREN GO IT ALONE?
As more parents turn to summer camps as a way of deciding what to do with the children dur-
ing the summer holidays, the key question that every desperate parent asks is: what age can you let
children go off by themselves?
The view among many camp organisers and psychologists is that eight is the best age. “I cer-
tainly think that going away, in addition to the family holiday, at this age is a good idea,” says Dr
Helen Haste, a psychologist at Bath University who has worked for Forest School Camps.
“It helps children to learn how to deal with their peers and adults who are not family. A super-
vised environment is best: they have some responsibility, they are not under the direction of their
parents and they have focused tasks geared to their particular age and abilities.” Haste suggests that
letting children as young as three or four stay overnight at a friend’s house will get them used to man-
aging without parents.
Other psychologists are less keen to suggest a specific age, stressing that it depends on the
child Dr John Coleman, director of the Trust for the Study of Adolescence, says: “It is terribly
important not to send kids off when they don’t want to go. You mostly have to listen to what your
child wants. Quite young children know what they are able to do and not able to do.” He warns par-
ents to guard against children feeling they are being “got out of the way”.
(From The Daily Telegraph. Week-end. June 29, 1991)
CULTURE CONTEXT
Camp - a place where people live in tents or huts, usu. for a short time.
314
UNIT 9
Katherine Mansfield (1888 - 1923) was bom in Wellington, New Zealand. At the age of
fourteen she was installed at Queen’s College, London, where she remained for four years. Her
first book of short stories, In a German Pension, was published in 1911. She contracted tuber-
culosis in 1917, and thence-forward led a wandering life in search of health, and wrote under
difficulties. Her other books are: Bliss and other Stories (1920), The Garden Party (1922).
Mansfield styled herself an admirer and follower of Chekhov, of his meticulous psychological
analysis and simplicity.
From SUN AND MOON
by K. MANSFIELD
In the afternoon the chairs came, a whole big cart full of little gold ones with their legs in
the air. And then the flowers came. When you stared down from the balcony at the people car-
rying them the flower pots looked like funny awfully nice hats nodding up the path.
Moon thought they were hats. She said: “Look. There’s a man wearing a palm on his head.”
But she never knew the difference between real things and not real ones.
There was nobody to look after Sun and Moon. Nurse was helping Annie alter Mother’s dress
which was much-too-long-and-tight-under-the-arms and Mother was running all over the
house and telephoning Father to be sure not to forget things. She only had time to say: “Out
of my way, children!”
They kept out of her way - at any rate Sun did. He did so hate being sent stumping back to the
nursery. It didn’t matter about Moon. If she got tangled in people’s legs they only threw her up and
shook her till she squeaked. But Sun was too heavy for that.
Nearly all the furniture was taken out of the dining-room. The big piano was put in a comer
and then there came a row of flower pots and then there came the goldy chairs.
That was for the concert. When Sun looked in a white faced man sat at the piano - not play-
ing, but banging at it and then looking inside. He had a bag of tools on the piano and he had stuck
his hat on a statue against the wall. Sometimes he just started to play and then he jumped up again
and looked inside. Sun hoped he wasn’t the concert.
But of course the place to be in was the kitchen. There was a man helping in a cap like a blanc-
mange, and their real cook, Minnie, was all red in the face and laughing. Not cross at all. She
gave them each an almond finger and lifted them up on to the flour bin so that they could watch
the wonderful things she and the man were making for supper. Cook brought in the things and
he put them on dishes and trimmed them. Whole fishes, with their heads and eyes and tails still
on, he sprinkled with red and green and yellow bits; he made squiggles all over the jellies, he
stuck a collar on a ham and put very thin sort of a fork in it; he dotted almonds and tiny round
biscuits on the creams. And more and more things kept coming.
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“Ah, but you haven’t seen the ice pudding,” said Cook. “Come along.” And they looked into
the refrigerator.
Oh! Oh! Oh! It was a little house. It was a little pink house with white snow on the roof and
green windows and a brown door and stuck in the door there was a nut for a handle.
When Sun saw the nut he felt quite tired and had to lean against Cook.
“Let me touch it. Just let me put my finger on the roof,” said Moon, dancing. She always want-
ed to touch all the food. Sun didn’t.
“Now. my girl, look sharp with the table.” said Cook as the housemaid came in.
“It’s a picture, Min,” said Nellie. “Come along and have a look.” So they all went into the din-
ing-room. Sun and Moon were almost frightened. They wouldn’t go up to the table at first; they just
stood at the door and made eyes at it.
It wasn’t real night yet but the blinds were down in the dining-room and the lights turned on -
and all the lights were red roses. Red ribbons and bunches of roses tied up the table at the comers.
In the middle was a lake with rose petals floating on it.
“That’s where the ice pudding is to be,” said Cook.
Two silver lions with wings had fruit on their backs, and the salt cellars were tiny birds drink-
ing out of basins.
And all the winking glasses and shining plates and sparkling knives and forks - and all the
food. And the little red table napkins made into roses...
“Are people going to eat the food?” asked Sun.
“I should just think they were,” laughed Cook, laughing with Nellie. Round and round Sun
walked with his hands behind his back. Perhaps he never would have stopped if Nurse hadn’t called
suddenly: “Now then, children. It’s high time you were washed and dressed.” And they were
marched off to the nursery.
While they were being unbuttoned Mother looked in with a white thing over her shoulder; she
was rubbing stuff on her face.
“I’ll ring for them when I want them, Nurse, and then they can just come down and be seen
and go back again,” she said.
When the carriages began to come and the sound of laughter and voices came from down
below Nurse whispered: “Now then, children, stay where you are.”
At last the bell rang. Nurse pounced at them with the hair brush, flattened his fringe, made
her bow stand on end and joined their hands together
“Down you go!” she whispered.
And down they went. At the drawing-room door stood Mother fanning herself with a black fan.
The drawing-room was full of sweet smelling, silky ladies and men in black with funny tails on their
coats - like beel les Father was among them, talking very loud.
“What a picture!” cried the ladies. “Oh, the ducks! Oh, the lambs! Oh, the sweets! Oh,
the pets!”
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Sun looked to see if the same concert was there, but he was gone. Instead, a fat man with a
pink head leaned over the piano talking to a girl who held a violin at her ear.
“Good night, my precious babies,” said Mother, folding them up in her bare arms “Fly up to
your little nest.”
Nurse was in such a hurry to get them to bed that she even interrupted Sun over his prayers
and said: “Get on with them, child, do.”
And the moment after they were in bed and in the dark except for the nightlight in its little
saucer.
A long while after Sun woke up. There was a loud, loud noise of clapping from downstairs,
like when it rains. He heard Moon turn over.
“Moon, are you awake?”
“Yes, are you?”
“Yes. Well, let’s go and look over the stairs ’
They had just got settled on the top step when the drawing-room door opened and they heard
the party cross over the hall into the dining-room. Then that door was shut; there was a noise of
“pops” and laughing. Then that stopped and Sun saw them all walking round and round the lovely
table with their hands behind their backs like he had done... Round and round they walked, looking
and staring.
Some time later Father came out of the dining-room and nearly fell over them.
“Hullo!” he said. Kitty, come and look at this.”
Mother came out. “Oh, you naughty children,” said she from the hall.
“Let’s have'em down and give'em a bone,” said Father. Sun had never seen him so jolly. And
so they went back to the beautiful dining-room.
But - oh! Oh! What had happened. The ribbons and the roses were all pulled untied. The lit-
tle red table napkins lay on the floor, all the shining plates were dirty and all the winking glasses.
The lovely food that the man had trimmed was all thrown about and there were bones and bits and
fruit peels and shells everywhere. There was even a bottle lying down with stuff coming out of it on
to the cloth and nobody stood it up again.
And the little pink house with the snow roof and the green windows was broken — broken -
half melted away in the centre of the table.
“Come on, Sun,” said Father, pretending not to notice. “Have a bit of this ice,” said Father,
smashing in some more of the roof.
But Sun did not move from the door. Suddenly he put up his head and gave a loud wail.
“I think it’s horrid - horrid - horrid!” he sobbed.
“There, you see!” said Mother. “You see!”
“Off with you.” said Father, no longer jolly. “This moment. Off you go!”
And wailing loudly, Sun stumped off to the nursery.
Л * *
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Reading
1.	Look up in a dictionary the words and word combinations, which are in bold type.
2.	Survey the extract to discover its overall meaning, general outline, and main points. Say
if the story is about: a) a dinner party; b) a naughty boy; c) a concert; d) beauty.
3.	Say whose perception the episode of the story is arranged through. Speak about Sun *s
misery resulting in his wish to see the beautiful dinner-table. Specify his childish features
as well as those of a grown-up.
4.	Ask questions based on the headings and topics discovered during the ‘'survey” step.
5.	Read the extract paragraph by paragraph, taking notes by giving answers to the questions
in step 4; review the material by going back over the main points with the help of the brief
notes, citing major subpoints and trying to memorize both the main points and support-
ing ideas.
6.	Read the following bit of text and say how it can be applied to the story.
The main thing for the grown-up is first of all to see and feel the child’s soul, his joy or
sadness and suffering. The grown-up must be able to respect the feelings of the child, to see
his inner world. He must remember the child’s emotions and feelings, grief first of all.
Whatever sources the child’s grief feeds upon, there is always something common: gloomy,
sad eyes, depression. Nothing can get his mind off his sad thoughts. The most delicate help,
the best thing to do is simply to share his grief without touching the depths of his innermost
being.
7.	Prepare a good reading of the extract. (See Unit 1:9).
8.	Write a similar description of a dinner-party.
* * *
1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say what the point of a walk in the country is.
2. Summarize the content of the article.
WALKING BACK TO HAPPINESS
“Are we nearly there yet?” The age-old cry from the tiring child just behind you takes on
another meaning when it comes not from the back seat of the car, but from 25 yards down the
hill you’re trying to persuade your five-year-old to climb.
Taking a walk in the country sounds a reasonable propositions to most grown-ups - but add a
child to the excursion and suddenly the very idea takes on surrealistic possibilities.
“Where are we going ... what for ... why do we have to walk? Why can’t I stay in the car and
wait here for you? Do we get to go anywhere special, or just anywhere? What’s the point of this
walk, anyway?”
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Reading
The last question is the trickiest. You start asking yourself, well, yes, what is the point in all this,
anyway? Phrases like “Enjoy some fresh air... seeing nature ...” die on your lips as you finally resort
to “Well, Daddy and I want to go anyway, so you’re coming whether you like it or not. “Our children
have trailed that statutory 25 yards behind up hill and down dale over the past 10 years, and have final-
ly accepted that when Mummy wants to go for a walk they come too
Those ten years have provided us with some of the more memorable family anecdotes. The
children recall Daddy tumbling off the fallen tree which provided us with a bridge to cross a small
stream; the very rude words that Mummy and Daddy said about each other’s inadequacies as map-
readers when using a Pathfinder to guide us along a seven-mile walk in Powys: we covered 11 miles
that day. But not all walking memories are painful: there were the startled eyes of a hare we met in
a clearing; the pink dragonflies on a Welsh river; the way we all scattered when we lifted a Yorkshire
churchyard stone, only to find a mouse nest beneath.
Apart from the carton drinks, apples and sandwiches, we now make sure someone has brought
along a small ball or a kite or a friend’s dog. Better again to bring along a friend or two, preferably
with their children ...
(From The Daily Telegraph. Week-end. June 29, 1991)
CULTURE CONTEXT
Powys -a country in central Wales
319
UNIT 10
William Golding (1911 - 1993) was bom in Cornwall. He finished Marlborough
Grammar School and went to Oxford. In 1945 he became a schoolmaster at Bishop
Wordsworth’s School, Salisbury. He devoted himself to teaching and writing. Golding was
given the 1983 Nobel Prize for literature. He is famous especially for his novel Lord of the Flies
(1954). His other works are: The Inheritors (1955), Free Fall (1959) The Spire (1964), The
Pyramid (1967), Darkness Visible (1979) and others.
From LORD OF THE FLIES
by W. GOLDING
Simon, whom they expected to find there, was not in the bathing-pool.
When the other two had trotted down the beach to look back at the mountains he had followed
them for a few yards and then stopped. He had stood frowning down at a pile of sand on the beach where
somebody had been trying to build a little house or hut. Then he turned his back on this and walked into
the forest with an air of purpose. He was a small, skinny boy, his chin pointed, and his eyes so bright
they had deceived one into thinking him delightfully gay and wicked. The coarse mop of black hair
was long and swung down, almost concealing a low, broad forehead. He wore the remains of
shorts and his feet were bare. Simon was burned by the sun to a deep tan that glistened with sweat.
He picked his way up the scar, then turned off to his right among the trees. He walked with
an accustomed tread through the acres of fruit trees, where the least energetic could find an
easy if unsatisfying meal. Flower and fruit grew together on the same tree and everywhere was
the scent of ripeness and the blooming of a million bees at pasture. Here the littluns who had
run after him caught up with him. They talked, cried out unintelligibly, lugged him towards the
trees. Then, amid the roar of bees in the afternoon sunlight, Simon found for them the fruit
they could not reach, pulled off the choicest from up in the foliage, passed them back down to
the endless, outstretched hands. When he had satisfied them he paused and looked round. The
littluns watched him over double handfuls of ripe fruit.
Simon turned away from them and went where the just perceptible path led him. Soon high
jungle closed in. Tall trunks bore unexpected pale flowers all the way up to the dark canopy. The
air here was dark too, and the creepers dropped their ropes. His feet left prints in the soft soil.
He came at last to a place where more sunshine fell. Since they had not so far to go for light
the creepers had woven a great mat that hung at the side of an open space in the jungle; for here a
patch of rock came close to the surface and would not allow more than little plants and fems grow.
The whole space was walled with dark aromatic bushes, and was a bowl of heat and light. A great
tree, fallen across one corner, leaned against the trees that still stood and a rapid climber flaunted
red and yellow sprays right to the top.
Simon paused. He looked over his shoulder and glanced swiftly round to confirm that he was
utterly alone. He bent down and wormed his way into the centre of the mat. The creepers and
the bushes were so close that he left his sweat on them and they pulled together behind him.
320
Reading
When he was secure in the middle he was in a little cabin screened off from the open space by
a few leaves. He parted the leaves and looked out into the clearing. Nothing moved but a pair
of butterflies that danced round each other in the hot air. Holding his breath he cocked a crit-
ical ear at the sounds of the island. Evening was advancing towards the island; the sounds of
the bright fantastic birds, the bee-sounds, even the crying of the gulls that were returning to
their roosts among the square rocks, were fainter. The deep sea breaking miles away on the reef
made an undertone less perceptible than the susurration of the blood.
Simon dropped the screen of leaves back into place. The slope of the bars of honey-coloured
sunlight decreased; they slid up the bushes, passed over the green candle-like buds, moved up
towards the canopy, and darkness thickened under the trees. With the fading of the light the riotous
colours died and the heat cooled away. The candle-buds stirred. Their green sepals drew back
a little and the white tips of the flowers rose delicately to meet the open air. Now the sunlight
had lifted clear of the open space and withdrawn from the sky. Darkness poured out, sub-
merging the ways between the trees till they were dim and strange as the bottom of the sea. The
candle-buds opened their wide white flowers glimmering under the light that pricked down
from the first stars. Their scent spilled out into the air and took possession of the island.
* * *
The first rhythm that they became used to was the slow swing from dawn to quick dusk.
They accepted the pleasures of morning, the bright sun, the whelming sea and sweet air, as a
time when play was good and life full. Towards noon, as the floods of light fell more nearly
perpendicular, the stark colours of the morning were smoothed in pearl; and the heat became a
blow that they ducked, running to the shade and lying there, perhaps even sleeping.
Strange things happened at mid-day. The glittering sea rose up, moved apart in planes of bla-
tant impossibility; the coral reef and the few palms would float up into the sky, would be
plucked apart, run like raindrops on a wire or be repeated as in an odd succession of mirrors.
Sometimes land loomed where there was no land. Piggy discounted all this learnedly as a
“mirage”. The boys grew accustomed to these mysteries and ignored them, just as they ignored
the miraculous, throbbing stars. At mid-day the illusions merged into the sky and there the sun
gazed down like an angry eye. Then, at the end of the afternoon, the mirage subsided and the
horizon became level and blue. That was another time of comparative coolness. When the sun
sank, darkness dropped on the island like an extinguisher
* * *
1.	Look up in a dictionary the words and word combinations, which are in bold type.
2.	Survey the extract to discover its overall meaning, general outline, and main points. Say
if the extract is about: a) a mirage; b) Simon; c) the beauties of nature; d) a wild forest;
e) a southern island.
3.	Comment on the daily routine on the island, the pastime of the boys; the treatment of the
“littluns” by Simon.
4.	Ask questions based on the headings and topics discovered during the “survey” step.
11 В. Янсон
321
Reading 
5.	Read the extract paragraph by paragraph, taking notes while reading.
6.	Recite by giving answers to the questions in step 4; review the material by going back over
the main points with the help of the brief notes, citing major subpoints and trying to
memorize both the main points and supporting ideas.
7.	Prepare a good reading of the extract. (See Unit 1:9).
8.	Write a similar description of an uninhabited island.
* * *
1.	Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say what weather forecast the London Weather Centre gave.
2.	Summarize the content of the article.
COLD WEATHER SET TO LAST AS SNOW BLANKETS
MOST OF BRITAIN
Heavy overnight snowfalls across Britain were the first front of a wintrv snap forecast to
last until the end of the week.
Blizzards caused havoc in Scotland and Wales yesterday, closing mountain passes and making
driving treacherous. A postman died in Dyfed when his van crashed into a jeep in deep snow.
The London Weather Centre said the bitterly cold weather was moving slowly eastwards and
would cover the country by this morning. A spokesman said everywhere would see at least a few
inches of snow, except for Kent and East Anglia.
The Scottish Borders was worst hit by yesterday's snowfalls, receiving at least 12 inches.
Large sections of the A74, the main road from England to Glasgow, were closed. Most motor-
ways in Strathclyde were down to one lane.
Thousands of schoolchildren in Scotland, Wales and the Lake District were sent home because
their schools were shut, and hundreds of workers at the Sellafield nuclear complex in Cumbria had
to spend last night at work because they were snowed in.
Temperatures will be around freezing point around most of the country, according to the
London Weather Centre, but strong south-easterly winds will make it feel colder.
The National Grid does not expect to have any problem maintaining supply during the snowy
period, a spokesman said. There were fears during the cold spell last month that power might be cut
off in some parts of the country because of high demands for electricity.
(From The Guardian, February 6, 1996)
CULTURE CONTEXT
The National Grid - a network of electricity supply wires connecting power stations.
Dyfed-a county in SW Wales.
Strathclyde - a region in central Scotland whose centre is the city of Glasgow.
Sellafield - a nuclear power station in Cumbria, N England, formerly called Windscale,
where nuclear fuel is reprocessed (treated so that it can be used again).
322
LISTENING
This section provides students with ear-training. Il contains fifteen texts, each between 250-360 words long,
and all written within the vocabulary given in the Main Course. The grammatical patterns are limited to those in
the Main Couise. too.
1 he intention is to train the student in the understanding and reproducing of material which he has listened
to. There are some pre-listening and post-listening tasks in this section.
Tapes are available for use with this part of the course-book The recordings of all the texts will help train
students in the understanding and reproduction of the material.
TEXT 1
The Family
I. Pre-listening tasks
1.	Remember the following words:
Familial /fa'milial/ (adj.; only before noun; formal) connected with a family or typical of a family: famil-
ial relationships.
Maintain /mein'tein/ (v.; Г) - to make smth continue in the same way as before: to maintain one’s position.
Household /'haushauld/ (n._ C.) - all the people who live together in one house.
Desirable /di'zaisrabal/ (adj., formal) - smth that is desirable is worth having or doing because it is useful
or popular: highly desirable; it is desirable that...
Kinship Z1 kinfip/ (n., U. + w ith; literary) - a family relationship: the ties of kinship.
For each word make up a sentence that illustrates its meaning
2	Comment on the meanings of the following word combinations:
nuclear family; blind date; senior citizens.
3	. Discuss the following questions.
Large families are happy families, aren't they?
Modern families have many children, don't they?_________________________________________________________
Parents and grown-up children should live apart, shouldn't they?________________________________________
Children must take care of their aging parents, mustn’t they?___________________________________________
Young people should learn to become independent, shouldn't they?
//. /. Listen to the text for information on the following questions:
Do American families maintain common or separate households?____________________________________________
Is visiting between parents and their married children frequent?________________________________________
What is marriage preceded by?___________________________________________________________________________
Who decides where a newly married couple must live after their marriage?________________________________
Who is responsible for important decision making in the American family?________________________________
When do young people leave their parental families?
What problems do the aging parents of a nuclear family have?
323
Listening
2.	Say if the following statements are false or true:
Most American families consist of parents, children and grandparents.___________________
It is not respectable for a young man to call up a young woman and arrange a datr_______
In the American family children do not share important decision making._________________
Young people leave their parental families by the time they’ve reached their early twenties
Senior citizens participate in various planned activities.
3.	Fill the gaps with the appropriate word from the text.
Occasionally an ... grandparent may live with the family._______________________________
The nuclear family unit is ... independent of the rest of the family.___________________
Parents and children keep in ... by writing letters.____________________________________
Young people frequently marry even if their parents ... of their choice.________________
It is ... for friends to arrange a “blind date”.
4.	Add to the following chart:
	What I know about the American family:	What I know about the Ukrainian family:
Members of the family	A father, a mother, two or three children	A father, a mother, a child or two children, (a) grandparent(s)
Kinship ties		
Marriage		
Dating		
Starting a family		
Planning the number of children		
Divorce		
Sharing important decision making		
Young members of the family		
Senior citizens		
5.	Say if: maintaining separate households is desirable for families or not: maintaining close kinship ties is
important for people or not; marriage must be considered a matter of individual responsibility and decision: peo-
ple are free to get a divorce; senior citizens need help and understanding.
Q TEXT 2
Growing Old
1.	Pre-listening tasks
I.	Remember the following words:
Turmoil /'t3:motl/ (n., U., sing.) - a state of confusion, excitement, and trouble: to be in turmoil.
Angina /aen'djainaZ (n.. U.) - a medical condition in which a person has bad pains in his/her chest because
his/her heart is weak.
Robber /'robs/ (n.. C.) someone who steals money or property.
Nightmare Z'naitmcaZ (n„ C.) - a very frightening dream.
Fury Z'fjuai iZ (n., C.) - a feeling of extreme anger.
No end = very much.
2.	Comment on the meanings of the following word combinations:
to be in turmoil; peace and quiet; to be on hand to do smth; to throw smb into a fury; things will improve no end.
3.	Discuss the following questions:
Living together with adult children is not convenient for senior people, is it?_______________________
Adult children should take care of their elderly parents, shouldn’t they?
324
Listening
II.	I. Listen to the text for information on the following questions;
Why is the speaker’s mother in turmoil?___________________________________________
What sort of flat does she live in?_______________________________________________
Why is she afraid of living alone there?__________________________________________
What kind of house does her daughter live in?_____________________________________
What makes the elderly lady think that in her daughter’s house she is safe?_______
What services do they have up in town?____________________________________________
What throws the elderly lady into a fury?_________________________________________
What may make things improve no end in the speaker’s opinion?
2.	Say if the following statements are false or true
The elderly lady lives in a very bad flat.________________________________________
The woman often has nightmares.___________________________________________________
The elderly lady’s daughter lives in a village in a small house.__________________
The elderly lady’s daughter lives in town in a big house._________________________
The daughter keeps some cats at home._____________________________________________
The elderly lady is going to move to her daughter’s place.________________________
Living together with her daughter’s family is entertaining.
3.	Fill the gaps with the appropriate word from the text:
The elderly lady must make a ... decision.________________________________________
All sorts of... things may happen at night._______________________________________
The woman is on hand to ... the doctor or ambulance.______________________________
Their house if full of... stairs._________________________________________________
The sofa is too ..., the chairs are too ..., the stairs are too .... the whole place is ... .
She tries to be ... about it._____________________________________________________
Things will ... no end.
4.	Add to the following chart:
Extended families: pros and cons	
Adult children keep their parents company	Senior people need peace and quiet
			
			
5.	Say if: you have been brought up in a nuclear or an extended family; you’re planning to live together
with your parents; you believe that sheltered accommodation* for the elderly is a good place to live in.
$ TEXT 3
Chartwell
I.	Pre-listening tasks
1.	Remember the following words.
Enchantment /in'tjcuntmant/ (n„ C., U.) - a feeling of mystery that strongly interests or attracts you: an
air of enchantment.
Capture /'каерУэ/ (v., T.) - to make someone feel very interested and attracted: capture sb’s imagination,
attention
A succession of /sak'se Гэп/ - a number of people or things of the same kind following, coming or happen-
ing one after the other: a succession of visitors.
For each word make up a sentence that illustrates its meaning
* Sheltered accommodation / housing (BrE) - a place for people to live who cannot fully look after themselves where help is pro\ ided if they
need it.
325
Listening
Cultural Context
Sir Winston Churchill /'Уз:у11/ (1874-1965) - an English politician who was the Prime Minister of Britain
during most of the Second World War. He made many famous speeches and is admired for his great leadership
of the nation.
Victorian /vik'to:nan/ - of, made in, or living in the time when Queen Victoria ruled (1837-1901) describ-
ing the style of architecture of the time when Queen Victoria ruled Britain. Victorian buildings are typically built
in red brick and are quite highly decorated.
Chartwell - a Victorian mansion.
Diana /dai'aena/, Sarah /'sears/, Randolph /’raendolf/ - Churchill’s children.
2.	Comment on the meanings of the following word combinations:
one’s feeling for landscape; to bring up a family; to make the most of something; to rise to the skyline.
3.	Discuss the following questions
Ancient houses are beautiful houses, aren’t they?_____________________________________________________
It’s pleasant to live out of town, isn’t it?__________________________________________________________
Many people want to be close to nature, don’t they?___________________________________________________
Country life is peaceful and quiet, isn’t it?_________________________________________________________
Only kind people can get confidence of animals, can’t they? 
II. 1. Listen to the text for information on the following questions:
When did Churchill move with his family to Chartwell?_________________________________________________
What century does the oldest part of the house date back to?__________________________________________
When did Churchill buy the house?_____________________________________________________________________
Why did Churchill choose Chartwell?___________________________________________________________________
Did Churchill’s children like the house?______________________________________________________________
What sort of house was Chartwell?_____________________________________________________________________
What had captured Churchill’s imagination?____________________________________________________________
What fruit trees did they plant in the orchard?_______________________________________________________
What pets did Churchill have?
2.	Say if the following statements are false or true.
Churchill moved to Chartwell in 1921.
Churchill’s children disliked the house.______________________________________________________________
The landscape near Chartwell was beautiful.___________________________________________________________
The house was comfortable and convenient._____________________________________________________________
In the new house there were seven doors.______________________________________________________________
They planted fir trees and poplar trees in the garden.________________________________________________
Among Churchill’s pets there were dogs and horses.
3.	Fill the gaps with the appropriate word from the text:
The ~hildren were ... .	~
The house was well ... to the purposes of the family__________________________________________________
Churchill was ... to make the most of it._____________________________________________________________
The house is ... linked with its surroundings.________________________________________________________
From every window one is... of the landscape.
4.	Add to the following chart:
What I know about Churchill	What I would like to know about Churchill
Churchill was born in 1874.	I’d like to know something about Churchill’s background, his parents, his wife and their children
		
5. Say i/living in the country is more preferable to living in town.
326
Listening
Q TEXT 4
Looking for the Right Colour
I.	Pre-listening tasks
1. Remember the following words.
Apartment /a'partmanr/ (a. C.: esp. AmE) - a sei of rooms within a laiger building (BrE - flat): a new apartment.
Curtain /'k3:tn/ (n„ C.) - a piece of hanging cloth that can be pulled across to cover a window, door, etc to divide
a room etc: a shower curtain.
For each word make up a sentence that illustrates ns meaning.
2. Discuss the following questions:
It's not easy to make a house (a flat) look like a beautiful home, is it?_______________________________________
One should have good taste to be able to decorate one's house (flat), shouldn t he?
II. 1. Listen to the text for information on the following questions:
When did the story-teller move into a new house?________________________________________________________________
What sort of house was it? Where was it situated?_______________________________________________________________
Did the new owners of the house take their old furniture to the new house?______________________________________
What did they want to do?_______________________________________________________________________________________
What thing did the story-teller need?___________________________________________________________________________
What problem did the story-teller have with the shower curtain?_________________________________________________
What made the shop assistant angry?_____________________________________________________________________________
What advice did tlie shop assistant give the story-teller?
2.	Say if the following statements are false or true:
The story -teller moved into a new apartment.___________________________________________________________________
For weeks the ston'-teller went to the market.__________________________________________________________________
The story-teller had a problem with the bedroom.________________________________________________________________
The ston -teller needed a brow n shower curiam._________________________________________________________________
The story-teller bought a blue toothbrush.
3.	Fill the gaps with the appropriate word from the text:
For weeks I went to shops even day._____________________________________________________________________________
My ... was the same colour ... that 1 needed for the curtain.___________________________________________________
I looked at________show er curtains.____________________________________________________________________________
It's not tire ... colour._______________________________________________________________________________________
The shop assistant looked at me ... ,
4.	Add to the following chart:
________________________________________________________________________________________________________________What people need to make their flat / house beautiful:__________________________________________________________
Beautiful wall-paper____________________________________________________________________________________________
New furniture
5.	Sax what makes tliis ston funny
Q TEXT 5
The Neighbours
I.	Pre-listening tasks
I Remember the following words-
Trunk /trArjk/ (n.. C.) - a ven large box made of wood or metal, in which clothes, etc are stored or packed for
travel: to live in one's trunks
327
Listening
Existence /ig'z.istans/ (n.. Cl.) - the state ul existing, being real: be .n existence
To be choked up with smth /tjavkt/ - to be full of something- the room was choked up with furniture
There was not enough room to swing a cat - ven' little space.
For each word make up a sentence that illustrates its meaning.
2.	Comment on the meanings oj the following word combinations:
to stand on ceremony with smb: next-door neighbours: to be due to do smth
3.	Discuss the following questions.
Moving from one Hat to another one takes much time and efforts, doesn't it1'	~
In many blocks of flats people don’t know their neighbours - not even their next-door ones, do they?
Friendly and helpful neighbours arc rare, arci. t they ?
/I. 1. Listen to the text for information on the following questions:
What were Mr and Mrs Jones busy w ith'1____________________________________________________________
Who came to sec them’1_____________________________________________________________________________
Where did the middle-aged ladv live?_______________________________________________________________
Whv did the ladv come to see Mr and Mrs Jones? Whom did she take them for?_________________________
What did the ladv tell them about their neighbours?________________________________________________
What made the ladv feel surprised w hen she came to visit Mr and Mrs Jones the next time?__________
Why didn’t Mr and Mrs Jones tell the lady the truth?
2.	Sav if the following statements are false or true:
Mr and Mrs Jones were the new owners of the flat.
The middle-aged ladv came to their flat to invite them to her place._______________________________
The lady told Mr Jones that their neighbours were bad mixers.______________________________________
Mr and Mrs Jones mov cd into another block of flats because (hey disliked 1 heir neighbours.
3.	Fill the gaps with the appropriate word from the text'
Mr and Mrs Jones’s flat was full of furniture.	~
They were ... their lists of ... ._________________________________________________________________
The lady got a when slie came to visit the flat the next time______________________________________
Mr and Mrs Jones had not had the to tell her the tnilh
4.	Add to the following chart:
____________________________________________________________________________________________________Wliat traits of character one should have to communicate effectively:_______________________________
Kindness___________________________________________________________________________________________
A good sense of humour
5.	Answer the following questions
What do you imagine the characters of the story look like7
How docs the story end and w hat do у on think will liappcn next?___________________________
What makes the story funny9
Q TEXT 6
A Caring Wife
I.	Pre-listening tasks
1.	Remember the following words'
Parcel Ppa:.sal/ tn.. C ) an object dial has been wrapped in paper or put in a special envelope: a latgc parcel.
328
Listening
intend /in'tend/ (\ . T.) - to have something in x our mind as a plan or purpose: intend to do something.
For each word make up a sentence that illustrates its meaning.
2.	Comment on the meanings of the following word combinations:
to be loaded down with smth: to urge smb to do smth.
3.	Discuss the following questions.
People cannot do without their Christmas shopping, can they?
It's pleasant to give our relatives and our friends presents, isn't it?________________________________
Shops arc always ox crcrowdcd on the eve of Christmas, aren't they?
Christmas is the most beautiful holiday of the year, isn't it?_________________________________________
The streets oi large chics become ox en busier than usual on the eve of Christmas don't they ?
IL 1. Listen to the text for information on the following questions:
Where did Mr and Mrs Daxies go to before Christmas?____________________________________________________
What did they xvant to do in the city ?________________________________________________________________
Did they manage to buy all the necessary things?_______________________________________________________
Who carried the parcels?_______________________________________________________________________________
Were the streets ox ereroxvded?________________________________________________________________________
What did Mr and Mrs Pax ies have to xvait for?_________________________________________________________
Why did Mr Davies mox c forxvard into the road?________________________________________________________
What did Mrs Dax ies do to attract her husband's attention?____________________________________________
Why couldn't Mr Davies hear his xx ife?________________________________________________________________
What did Mrs Davies ask her husband to do9
2.	Say if the following statements are false or true:
Mr and Mrs Dax ies xvent to the city to sec their friends._____________________________________________
Mr and Mrs Dax ies bought a lot of things._____________________________________________________________
Mr Davies could hardly sec xvhere he xvas going because Ire xvas short-sighted
Mrs Dax ies xxanted to help her husband cany the parcels,______________________________________________
The streets were empty.
3.	Fill the gaps with the appropriate word from the text'
The shops and the streets xvere croxxdcd.______________________________________________________________
They started out ... in the morning,___________________________________________________________________
They spent several hours btr ing the . they wanted in the shops________________________________________
They liad to cross a ... street._______________________________________________________________________
People came to do their .. Christmas shopping._________________________________________________________
Mr Davies moved forward into the road xithout . it.____________________________________________________
Mr Davies stood in a ... position.
4.	Add to the following chart: 5 *
The things people usually present their rclatixcs and friends with:	The shops people usually buy these things in-
Vases	A gift shop
Books	A bookshop
	
5. J. -Vm' what you think oj the characters of the story. В. И'hat impression do vou get of this family? C. H'hal
does the title of the storv reveaP D. И hat makes the situation funnv?
329
Listening
Q TEXT 7
Fashion
I.	Pre-listening tasks
J.	Remember the following words:
Claim /kleim/ (n.. C.) - something that you say or do. that shows that you deserve to be successful
Appraisal /a'preizal/ <n.. C.. U.) - a statement or opinion judging the worth, value of something: one's appraisal
of the situation
Veritable /'ventabal, (adj.: formal) - a word used to emphasize a comparison that you think is correct
For each word make up a sentence that illustrates its meaning.
2. Comment on the meanings of the following word combinations:
to make a good I bad impression on smb. to keep up with fashion: to show one s individuality: to minor a per-
son's world-view: the latest fashion, a conservative sty le.
3. Discuss the following questions:
Fashionable things are always beautiful, aren't they ?_____________________________________________________
Young people always wear fashionable clothes, don't they?__________________________________________________
Only dull people prefer a conservative style, don't they?__________________________________________________
It's not easy to keep up with fashion, is it?______________________________________________________________
Fashion makes our life more interesting and exciting, doesn't it?
II. 1. Listen to the text for information on the following questions:
What do we understand bx fashion?__________________________________________________________________________
What question is usually discussed when we speak about our clothes?________________________________________
What helps a person to work out his or her own attitude to fashion?________________________________________
Is ex cry tiling offered by fashion beautiful?_____________________________________________________________
How often docs fashion change?_____________________________________________________________________________
What does the art of smart dressing consist in?____________________________________________________________
Is fashion important in our life?
2.	Say if the following statements are true or false
Most people prefer a conservative style,___________________________________________________________________
Fashionable things are always beautiful.___________________________________________________________________
Fashion changes rarely.____________________________________________________________________________________
It's difficult to keep up with fashion.____________________________________________________________________
Fashion cannot minor a person's views and taste.___________________________________________________________
World fashion is only for the rich.
3.	Fill the gaps with the appropriate word from the text:
Young people like to look ...______________________________________________________________________________
Fashion and beauty are ,,, w ith each other._______________________________________________________________
Only can teach у ou to choose xx hat suits you best of all_________________________________________________
Fashion helps you show your ... .__________________________________________________________________________
Fashion gives a veritable ... display of ideas
4.	Add to the following chart:
Fashion: the pros and cons	
It makes our life more interesting.	One should have much money to buy fashionable clothes.
	
	
5.	Say if you keep up with fashion: what clothes are fashionable now / are coming into fashion now I are going
out of fasliion now. Are you fashion conscious? Whom could we call a fashion victim?
330
Listening
Text 8
The Happy Little Sixpence
I. Pre-listening tasks
1.	Remember the following words:
Till /til/ (n., C.. BrE) - a machine used in shops, restaurants etc for calculating the amount of money you
have to pay, and storing the money.
Cheer smb up /tjia/ (v„ I.. T.) - to make someone feel less sad.
Jingle /'djirjgal/ (v„ I., T.) - to shake metal things together so that they make a sound like small bells: to
jingle coins.
For each word make up a sentence that illustrates its meaning.
2.	Comment on the meanings of the following word combinations:
to be tired: in change: to be lucky: a flower-stall.
3.	Discuss the following questions:
Money makes the world go round, doesn’t it?
Money makes people happy, doesn’t it?________________________________________________________________
Kindness and friendship make people’s life happier, don’t they?
//. /. Listen to the text for information on the following questions:
Why was the Sixpence called happy?__________________________
Who was the first to get this Sixpence?_____________________
Why was the woman so sad?___________________________________
Where was her husband?______________________________________
Did she visit her husband on the day when she got the Sixpence?
What did she buy for her husband?___________________________
Who was the next owner of the Sixpence?_____________________
What kind of woman was she?_________________________________
How did the coin get to the flower-shop?____________________
Did the Sixpence bring happiness to people?_________________
2.	Say if the following statements are false or true:
There was nothing special about the Sixpence._______________
The Sixpence lay on the counter in a shop.__________________
The woman bought some apples for her husband._______________
The little old woman had a large house and a garden behind it
The little old woman bought some vegetables_________________
The Sixpence was tired and unhappy.
3.	Fill the gaps with the appropriate word from the text.
The Sixpence went out into the ... world to start ... ._____
The woman bought a tin of... juice._________________________
She was given the Happy Little Sixpence in her ... .________
She was too tired to go to the ... .________________________
The little old woman was passing a ... ,
4.	Add to the following chart:
Making much money: pros and cons:	
One can buy eveiything he wants and needs	One spends much time on work
	
	
5	Say if you like the tale or not. Give your reasons. Say what people understand by happiness. Can money
make a person happy?
331
Listening
Q TEXT 9
Modern Eating Habits
I.	Pre-listening tasks
1.	Remember the following words:
Trim (adj.) - thin, attractive, and healthy looking: a trim figure: to keep trim.
Diabetes / daia'bi:ti:z/ (n„ U.) a serious disease in which there is too much sugar in a person s blood
Digestion /dai'djestjbn/ (n., U.) the process of digesting food (changing it into substances that a person s
body can use).
Graft /gra:ft/ (n., U., informal, BrE) - hard work: a hard day’s graft
For each word make up a sentence that illustrates its meaning.
2.	Comment on the meanings of the following word combinations
a healthy diet; to cope with a hard day’s graft; to cut the amount of walking.
3.	Discuss the following questions:
Everybody should stick to a healthy diet, shouldn’t he?________________________________________________
People should avoid alcohol and fattening food, shouldn’t they?
Fruit and vegetables are rich in vitamins, aren’t they?________________________________________________
To be healthy one should spend much time in the open air, shouldn’t he?________________________________
Going in for sports helps people improve their fitness, doesn’t it?
//. I. Listen to the text for information on the following questions:
What must modern people learn if they want to live longer?_____________________________________________
To what sort of diet should people stick to be healthy?________________________________________________
What food should people avoid?_________________________________________________________________________
How can the amount of walking influence a person’s health?_____________________________________________
What useful advice do doctors give people?_____________________________________________________________
What diseases can lack of vitamins cause?
2.	Say if the following statements are true or false-
Many modern people have stone age bodies.______________________________________________________________
A diet of fruit is healthy.____________________________________________________________________________
High fat diets are useful._______________________________________________________________
A sweet tooth should be encouraged in the young________________________________________________________
All people need vitamins.
3.	Fill the gaps with the appropriate word from the text
A healthy diet helps people live ... ._________________________________________________________________
Alcohol ... has doubled since the 1950s________________________________________________________________
High fat diets may be ... to heart ... ,_______________________________________________________________
We had to cope with a hard day’s ... graft.____________________________________________________________
Vitamin D is needed during the years of... growth.
4.	Add to the following chart:
People should eat the following food:	People should avoid eating the following food:
Fruit	Pastries
Vegetables	Margarine
					
5.	Say if: your are a big / fussy eater; you eat like a bird; you eat right
Say if it is important to have a balanced, healthy diet. Could you exist on a vegetarian diet / опа diet of
fish / on a salt-free diet?
332
Ustening
Q TEXT 10
New York
I. Pre-listening tasks
I.	Remember the following words:
Defy description /di'fai/ (v., T.) - to be so extreme or unusual that it is almost impossible to describe or
understand: defy imagination
Borough /'Ьлгэ/ (n., C.) - part of a large city, that is responsible for managing its own schools, hospitals,
etc.: the New York borough of Queens.
Muddle /'mAdl/ (n.. C.. usually - sing) - a state of confusion: be in a muddle.
For each word make up a sentence that illustrates its meaning.
2.	Comment on the meanings of the following word combinations:
to defy description; a bottomless market; parallel worlds.
3.	Discuss the following questions:
For peace and quiet, city life cannot compare with life in the country, can it?_____________________
The noisy traffic of a big city is a continual annoyance, isn’t it?_________________________________
Big cities have different amusements, haven't they?_________________________________________________
It’s easy to lose oneself in the maze of streets in a big city, isn't it?
II. 1. Listen to the text for information on the following questions:
Why does New York defy description?_________________________________________________________________
How many foreign-language papers are published every day in New York9_______________________________
How many boroughs has New York City?________________________________________________________________
What’s the population of New York?_______•__________________________________________________________
How many cars does the subway use each day?_________________________________________________________
Why may New York be called a muddle of parallel worlds?
2.	Say if the following statements are false or true:
There are few foreigners in New York._______________________________________________________________
The population of New York is 1 000 000 people._____________________________________________________
There are five boroughs in New York.________________________________________________________________
Life is dying at 5 p.m. in New York.________________________________________________________________
New York is a big financial centre.
3.	Fill the gaps with the appropriate word from the text
You can say ... about New York._____________________________________________________________________
New York is a . market._____________________________________________________________________________
Statistics are ... .________________________________________________________________________________
New York., eight million people.____________________________________________________________________
Bars and cinemas ... noisy ... .
4	Add to the following chart:
What I know about New York	What I would like to know about New York
The population of New York is more than eight million people	I’d like to know something about the sights of New York.
	
	
	
5. Say if: New York is a most interesting city; you’d like to live in a big city and why.
333
Listening________________________
Q TEXT 11
Sightseeing
I.	Pre-listening tasks
1.	Remember the following words:
Boarding house /'bo=dir)/ (n., C.) - a private house where you pay to sleep and eat
Rome /ravm/ - the capital of Italy.
Maze /meiz/ (n„ C.) - a maze of streets / paths / wires / etc - a complicated and confusing arrangement of
streets, etc.
Flock /Пок/ (v., I) to go to a place in large numbers because something interesting or exciting is happen-
ing there.
For each word make up a sentence that illustrates its meaning
2	Comment on the meanings of the following word combinations:
to see the sights of a city, to serve meals; a disappointed voice
3.	Discuss the following questions.
It’s pleasant to spend one’s holidays at the seaside, isn’t it?_____________________________________
Beautiful cities always attract tourists, don’t they?_______________________________________________
Streets are always overcrowded in big cities, aren’t they?__________________________________________
Tourists come to big cities to see their sights, don't they?
II. I. Listen to the text for information on the following questions:
Where had Mr and Mrs Williams spent their summer holidays in the past?______________________________
Why did they decide to go to Rome one year?_________________________________________________________
How did they get to Rome?___________________________________________________________________________
Where did Mr and Mrs Williams stay in Rome?_________________________________________________________
Why did they expect to go to bed hungry one evening?________________________________________________
What were they surprised at?________________________________________________________________________
What were the times of meals at the hotel?__________________________________________________________
What made Mrs Williams feel disappointed?
2.	Say if the following statements are true or false
Mr and Mrs Williams had always spent their holidays in Rome in the past.____________________________
Mr and Mrs Williams stayed in a small boarding house in Rome._______________________________________
The married couple wanted to see the sights of Rome.________________________________________________
They didn’t serve supper at the hotel_______________________________________________________________
Mr and Mrs Williams didn't have time to see the sights of Rome.
3.	Fill the gaps with the appropriate word from the text
One year Mr Williams ... a lot of money in his ... .________________________________________________
They stayed at a really ... hotel___________________________________________________________________
They arrived at their hotel ... one evening.________________________________________________________
They served breakfast from ... to ... in the morning._______________________________________________
They served dinner from ... to ... .
4	Add to the following chart:
What I know about Rome	What I would like to know about Rome
Rome is the capital of Italy.	I’d like to know when Rome was founded.
	
	
334
Listening
5. Say if: it is expensive to stay at a good hotel: only rich people can afford travelling: trat'elling broadens one’s
mind.
What cities have you been to? Do you like to go sightseeing? Give your reasons.
Q TEXT 12
Christmas
I.	Pre-listening tasks
I.	Remember the following words:
Pantomime /’paentamaim/ (n.. C.. (J.) - a type of play for children that is performed in Britain around Christinas,
in which traditional stories are performed with jokes, music and songs.
Tinsel /'tmsal/ (n.. U.) - thin strings of shiny paper used as decorations especially at Christmas
Appeal to (smb) /a'pid/ (v.. I.) - to be attractive and interesting.
Dangle /'daerjgal/ (v.. I.. T.) - to hang or swing loosely, or make something do this
For each word make up a sentence that illustrates its meaning
2.	Comment on the meanings of the following word combinations'
to keep smb company; to amuse friends / company
3.	Discuss the following questions:
Christmas is undoubtedly the most colourful holiday of the year, isn't it?
On Christmas Eve everything is rush and bustle, isn't it?_________________________________________________
We all like to brighten up our homes at Christmas time with evergreens, don't we?_________________________
People often make their New Year resolutions, don't they?
II.	1. Listen to the text for information on the following questions:
Whom does the family want to invite to their Christmas party?_____________________________________________
What do they want to do to amuse their guests?____________________________________________________________
What kind of performance do they want to get tickets for?_________________________________________________
What are they going to decorate their house with?_________________________________________________________
What sort of music are they going to listen to?___________________________________________________________
Who is going to do the shopping?
2.	Say if the following statements are false or true:
The family is going to have a party at a restaurant.______________________________________________________
They are going to invite their relatives whom they see a lot______________________________________________
They are going to hear some opera.________________________________________________________________________
They have already bought some Christmas presents._________________________________________________________
The children are going to do all the shopping
3.	Fill the gap with the appropriate word from the text
The father is going to get .. for the .,,_________________________________________________________________
They will ... their guests._______________________________________________________________________________
They are going to decorate their Christmas tree with and ...______________________________________________
They viill ... some lights around the room._______________________________________________________________
They'll have a ... Christmas.
4.	Add to the following chart:
New Year Resolutions	New Year customs
To get up early	"First-footing"
To give up smoking	Decorating a Christmas tree
		
335
Listening
Sav if: Christmas is your favourite holiday: there is a great air of expectation in the homes on Christmas Eve- you
send у our friends and relatives Christmas cards and gix e them presents.
They say Christmas has become the most commercialized festival of the year. Do you think this statement is true
to fact?
Q TEXT 13
Seasons
I.	Pre-lisk ning tasks
I.	Remember the following words.
Crocus /'kratkas/ (n.. C.) - a small, purple, vclloxv. or white flower that comes up in early spring.
Caress /ka'res/ (v.. T.) - to touch something gently, in a way that seems pleasant or romantic: waves caressed the
shore
Daintx "deinti/ (adj.) - small, pretty and delicate
Pollen /'polan/ (n. U.) - a fine powder produced H flowers, which is earned by the xvmd or insects to other flow-
ers of the same type making them produce seeds
Disperse /dts*p3:s/ (v._ I. T.) - to spread over a wide area: tlic clouds dispersed quickly
Woodpecker 'wvd река/ (n._ C.) - a bird with a long beak that it uses to make holes in trees
Acom /'cikam/ (n.. C.) - the nut of the oak tree.
Chrysanthemum (krt'srenBiinan/ (N C ) - a garden plant with large brightly coloured flowers.
For each word make up a sentence that illustrates its meaning
2.	('ornment on the meanings oj the following word combinations:
to be right on time: to die out (sounds), to be covered in a white mist
5.	Discuss the following question:
Every season is beautiful in its own дау, isn't it?	|
//	. 1. Listen to the text and say what time of the year is described in each extract. Quote the text to prove it
2	Sav ij the following statements are false or true:
Hot drops made holes in the ground.______________________________________________________________________
When the xx ind fades away, the buzzing of flics can be heard.___________________________________________
The sun played xx ith even flower._______________________________________________________________________
In autumn the sun didn't disperse the cloudy scraps______________________________________________________
Chrysanthemums bloom in spring.
3.	Fill the gaps with the appropriate word from the text:
There bloomed the blue ... ._____________________________________________________________________________
The bee alights on a bell_____________ __________________________________________________________________
The golden .. rises like a cloud_________________________________________________________________________
The field lias gone______________________________________________________________________________________
There was fog . .. ox er the fixer.______________________________________________________________________
It xvas ... in the forest._______________________________________________________________________________
The ... acorns fell on the leaxes._______________________________________________________________________
The children had to .. the flowers from the cold
4.	Add to the following chart:
Spring	Summer	Autumn	Winter
Green	Bright	Yellow	White
			
			
5. .Sai what у our fax’ouritc season is and why.
336
Listening
Q TEXT 14
Weather
I.	Pre-listening tasks
I Remember the following words.
Outbreak rautbreik/ (n., C.) - a sudden appearance or start of rain, drizzle, etc.
Erratically Zi’raetikli/ (adv.) - without any pattern or plan.
Patch /paet|7 (n., C.) - a part of an area that is different from the parts that surround it: icy patches.
Scattered /'skaetad/ (adj.) - spread over a wide area or over a long period of time: scattered showers (short
periods of rain).
Affect /a'fekt/ (v., T.) - to do something that produces an effect 01 change in someone or something.
For each word make up a sentence that illustrates its meaning
2.	Comment on the meanings of the following word combinations.
a day of prolonged sunshine; outbreaks of rain; at times: to move erratically; scattered showers;
sunny spells.
3.	Discuss the following questions
Weather is changeable and unpredictable, isn't it?_____________________________________________________
Weather can influence people’s health and mood, can't it?______________________________________________
Comments about the weather can be a convenient way of starting a conversation, can’t they?
7. Listen to the text for information on the following questions:
What does the weather forecast say in each of the five episodes on the tape?___________________________
In what time of the year can we expect frost / cloudy misty days / dry weather / warm showers / snow?
2.	Say if the following statements are false or true
1,	In the south-east there will be slight frost in the evening_________________________________________
2.	In Scotland the weather will be dry._______________________________________________________________
3.	It’ll be clear in Wales____________________________________________________________________________
4.	The snow is expected in South-West England.________________________________________________________
5.	Fog patches will reform in the evening.
3.	Fill the gaps with the appropriate и ord from the text:
1.	Most of England will enjoy a day of ... sunshine.___________________________________________________
2.	Some of these showers will become ... on hills.____________________________________________________
3.	Cloud and rain will move slowly and ... South-East_________________________________________________
4.	It will become ... in places.______________________________________________________________________
5.	Parts of West Cornwall may have ...
4.	Add to the following chart-
	The weather-forecast for the nearest weekend:
Temperature	+ I0°C
Pressure	High
Wind	Strong
	
	
5 Say if: you often listen tu the weather-forecast; you can predict weather.
12 В. Янсон
337
Listening
Q TEXT 15
“This isn’t Blackie!”
I.	Pre-listening tasks
1 Remember the following words:
Treat smb as /tri:t/ (v., T) - to behave towards someone in a particular way: to treat smb as equals.
Put two and two together - to guess the meaning of something you have heard or seen.
For each word make up a sentence that illustrates its meaning.
2.	Comment on the meanings of the following word combinations-
to go abroad; to be treated as a member of the family.
3.	Discuss the following questions:
Many people treat their pets as members of their families, don't they?_________________________
Shelters for animals should be in every city, shouldn’t they?
//. 1. Listen to the text for information on the following questions:
Where did Mr and Mrs Brown go for their holiday?_______________________________________________
Where did they leave their dog?________________________________________________________________
Why didn’t Mr Brown collect Blackie on the day of his arrival home?____________________________
What made Mr Brown think that Blackie hadn’t enjoyed his stay at that place?___________________
What did Mrs Brown say when she saw the dog Mr Brown had brought home?
2.	Say if the following statements are false or true
Mr and Mrs Brown went abroad for their holiday.________________________________________________
They didn't want to take their dog with them.__________________________________________________
Mr and Mrs Brown left their dog at their friends' place._______________________________________
Mr Brown thought that their dog hadn't enjoyed his stay there__________________________________
Mr Brown didn’t recognize his dog
3.	Fill the gaps with the appropriate word from the text:
Mr and Mrs Brown looked for a ,,, place to leave their dog_____________________________________
They ... said goodbye to him.__________________________________________________________________
They came back home very ... at night__________________________________________________________
Mr Brown drove off... to collect Blackie.______________________________________________________
Blackie ... all the way home in the car.
4.	Add to the following chart.
_______________________________________________________________________________________________Animal rights. People should___________________________________________________________________
Treat animals well_____________________________________________________________________________
Not use animals in tests
5.	Say if you've got a pet. Where do you leave it when you go somewhere for your holiday?
Why do people keep pets at home?
338
SUPPLEMENT
1.	SOUND-SPELLING CORRESPONDENCES/VOWELS
sounds	letters	positions	examples	exceptions
1. /i:/	e ea ее ie ei i ae, oe rare spellings	l.a) in initial position: b) in medial position: c) in final position: 2. in medial position when followed by a conso- nant + silent "e": 1. in initial, medial and final positions: 1. a) in medial position: b) in final position: 1. in medial position before -ve, f, c, -ed: 2. in the final position of: 1. in medial position after "c" before -ve, t: 1. in medial position in words of French origin before -ne /п/, que <k/, -f, -ge, -te, -ve and others: 2. in the final position of: 1. in words of Greek and Latin origin: key, quay, people	even, equal region, secret, detail be, he, me, we scene, these, theme, precede eat, east; heat, beach, eagle, tea feel, kneel, proceed; see, agree believe, thief, piece, yield bourgeoisie deceive, receive, deceit antique, machine, motif, regime, prestige, naive, elite ski anaemia, amoeba	in the initial position in: eel
2. /I/	i У e a ey ie rare spellings	1. in initial and medial positions in closed stressed syllables: 2. in initial, medial and final positions in closed unstressed syllables: 1.	in medial position in: a)	monosyllables: b)	the first stressed syllable of Greek and Latin borrowings: 2.	a) in medial position in closed unstressed syllables: bj in final position. 1. in initial and medial positions in closed unstressed syllables: 2. in the prefixes ante-, be-, de-, en-(ef-. em-, ex-), pre-, re-, tele-: 1. in words ending in -age, -ate: 2. in the follow ing words: I. in final position: 1. in medial and final positions: 2. in final position: fountain, bargain, forehead, coffee, biscuit, build, women	idiom, issue, widow, city ignore, direct, habit, taxi myth. hymn, rhythm syntax, sympathy, sy llabus antonym, homonym lady, pretty eleven, enough, enemy, pas- senger depart, enclose, rewrite passage, stoppage, literate, chocolate manager, preface, surface, comrade, orange, palace, fur- nace honey, money, valley kerchief, mischief, handker- chief prairie	
3. /е/	e	1. in initial and medial position in closed stressed syllables:	egg, edge, edit, let, send, address, context	
339
Supplement
	еа rare spellings	1. before: /d/. /t/. /Q/, /1/ and some other conso- nants. any, many. Thames, ate. bury, friend, said, says, leisure; leopard	head. dead, ready, threat, breath, dealt, deaf, heavy, breast, etc.	
4. /ге!	a	1. in closed stressed syllables: 2. in opened stressed syllables in words ending in -ity:	cat, map, carry, marry humanity	
5. foi	0 a rare spellings	1. in initial and medial positions in closed stressed syllables: 1. in medial position in closed stressed syllables after: w. wh, qu: because, sausages, cough; knowledge, bureaucracy	odd, offer, office; body, copy, forgot, involve what. want, wallet, swan, quarrel, quality	
6 э:	or a au aw ar ore oar our ough augh rare spellings	1. in initial, medial and final positions: 1. in initial and medial positions before: -1, -II, -Is, -It, -Id; -k. 2. in the words: l.in initial and medial positions of Latin and French borrowings: 1	in initial positions of monosyllables, their deriv- atives and inflexional forms: 2.	in medial positions before -n, -1, -k: 3.	in initial position in the words: 1. in medial position after: w, wh, qu: 2. in final position in the word "war" 1. in final position of monosyllables and in some polysyllables and their derivatives: 1. in the following words 1. in the following words 1. before -t mainly in the second and the third forms of irregular verbs- 1. before -t mainly in nouns and adjectives: door, floor; broad, often, extraordinary	order, orchard; port, nor ball, alter wrath, water auto, August, author, sauce, applaud, laundty draw, drawer, drawing, thaw, claw dawn, hawk awkward, awful ward, award, warm, wharf, quarter war wore, implore, restore, bore- dom oar. roar, board, hoarse your, four, court, pour, course, source fought, bought, thought, brought naught, daughter, naughty, caught, taught	
7. /и/	u 00 rare spellings	I. in medial position mostly after b. p, f and in the suffix -ful: 2. in the following words: I. in medial position before -k, -d, -1, -m and in the suffix -hood: could, should, would, bouquet; wolf, woman, bosom	bull, pull, put. bush, bullet, careful cushion, sugar childhood, good, stood, wool, room, foot	but, pulse
8. /(j)u:/	u	1.	in initial position: 2.	in medial position ai the end of opened non- final syllable: 3.	in final position in the words: 4.	in medial position when followed by a conso- nant + silent "e":	unity, unite, union, unique, usual duty, truly, supreme, humour, rumour flu, menu cube, tube, amuse, execute	
340
Supplement
	ew ue eu ui 00 0 OU	5. in the word "truth" 1. a) in final position of monosyllables, their derivatives and inflexional forms b) in medial position: c) in initial position in the words: 1. in final position of mono- and polysyllables, their derivatives and inflexional forms: 1. in initial and medial positions of Greek, Latin and French borrowings: 1. in medial position in the following words: 1. in medial and final positions: 1. in the following words 1. in medial position of French borrowings: 2. in the word "you"	chew, dew, nephew newly, jewel ewe. ewer blue, issue, value, rueful euphony, pseudonym cruise, fruit,juice, pursuit, nuisance cool, foolish, too, zoo, taboo do, to, move, lose, prove, improve, tomb, two, who, whose, whom youth, wound, rouble, route. group	
9. /а:/	ar a a rare spellings	1. in initial, medial and final positions: 1. in initial and medial positions when followed by: -ff, -ph, -f + a consonant, -n + a consonant, -ss, -s u consonant, -th: 1.	in initial and medial positions in borrowings from Romance languages: 2.	in medial position in French borrowings before a silent "e": aunt, laughter; clerk, sergeant; heart, hearth; bazaar	arm, hard, march, bar, far staff, after, draft, advantage, branch, answer, grass, grasp, path, father aria, banana, tomato, drama garage, vase	
10. /л/	u о OU rare spellings	1. in initial and medial positions in closed stressed syllables: 1. in initial and medial positions mostly before: -n, -m, -v, -th: 2. in medial position when followed by a conso- nant + silent "e": 1. in medial position before: -gh, -bl(e), -pl(e) and other consonants: blood, Good	ugly, uncertain, sudden. abrupt, consult onion, other, son. money, stomach, colour, company done, some, dove, glove rough, tough, double, couple, cousin, flourish	
11. /з:/	er ur ir ear or our	1. in medial and final positions: 1. in initial, medial and final positions: 1. in medial and final positions: 1. in initial and medial positions in the following words: 1. in medial position after -w: 1. in French borrowings:	term, insert, dessert, refer, her urban, hurt, purse, fur, occur dirt, skirt, sir, stir earl, early, earnest, earn, earth, learn, heard, rehearse, search work, worse, worm, worship, worth journey, journalist	in the initial position in "irk"
341
Supplement
	rare spellings	amateur, connoisseur; were; colonel; purr		
12. /э/	a 0 e u ar er or ou,our,ure rare spellings	Always in unstressed syllables 1.	in initial, medial, final positions: 2.	in the prefixes: a-, ab-, ad-, ac-, af-, ag-, an-, ap, as-, at-: 3.	in the suffixes and endings: -a. -able. -al. -an. -acy,-ance,-ant,-ary,-graphy: 1.	in initial and medial positions: 2.	in the prefixes: auto-, com-, col-, con-, cor-, intro-, mono-, ob-, ok-, of-, op-, pro-' 3.	in the suffixes and endings: -dom, -ion, -logy, -ock. -ory. -some. -ton. -(allion: I. in medial position: 2. in the suffixes and endings: -ence, -ency. -en, -ent, -ery, -ety, -ment. 1. in medial and initial positions: 2. in the prefixes: sub-, sue-, sug-, sup-, sus-, sur-: 1. in the endings and suffixes: -ar, -ard, -ward(s), and in root words: 1.	in medial position: 2.	in the prefixes: per-, inter-: 3.	in the suffixes and endings: -er, -em. 1. in root words: 2. in the prefix for-, and in the suffix -or: 1. in the suffixes and endings: -ous, -our, -mouth, -ure: thorough, villain, always; martyr, surgeon; moustache	anatomy, abolish, canal, cin- ema alike, absorb, admit, arrange, attend data, central, accuracy, assis- tant, biography observe, obstruct; potato, police, antonym, bottom autograph, compose, con- nect. collect, monosyllable, offend, propose freedom, union, biology, compulsory opera, anthem, academy, gallery, generous different, tendency, golden, movement, gaiety cucumber, faculty, autumn, difficult, upon submit, succeed, suggest, suspect, surround anarchy, particular, sugar; liar, coward energy persist, international worker, northern effort, comfort forgive, sailor famous, favour, departure	
13. /ei/	a ai ay ei, ea, aigh ey, et eigh	1.	in initial and medial positions in opened stressed syllables: 2.	in initial and medial positions when followed by a consonant + silent "e": 3.	in medial position when followed by -ng(e) and -st(e): 4.	in the words: 1.	in initial and medial positions: 2.	in medial positions before a consonant + silent "e": 1. in final position in root words: 1. in medial position: 1. in final position: I. in final and medial or initial positions before -t.	able, Asia, baby, baker, dic- tation, radio age, behave, parade range, angel, haste Cambridge, ancient, aid, aim, contain, vain raise, praise day, gay, lay, pray rein; break, great, steak; straight they, grey, obey, survey; bal- let, bouquet, buffet, croquet weigh, weight, eight	
342
Supplement
	e, ее	2. In the word "neighbour6 1. in initial, medial and final positions in French borrowings:	elite, cafe, fiancee	
14. /all	i У igh ie, ye rare spellings	1.	in initial and middle positions of opened stressed syllables: 2.	in medial position when followed by a conso- nant + silent "e": 3.	in closed stressed syllables when followed by -nd, -Id and some other consonants: 1.	in final position in mono- and polysyllables: 2.	in medial position in the prefix hyper-, hypo- and in Greek borrowings: 3.	in medial position when followed by a conso- nant + silent "e": 1. in final position: 2. in medial position before -t: 1. in final position aisle; either, neither; height, eye, buy	ivy, idea, item; final mile, define, pride, organize find, behind: mild, child; island, climb, sign cry, spy, try: deny, reply, apply cycle, hyphen, nylon type, style, rhyme high, sigh light, might, tight die, tie; bye	
15 /1Э/	ere er ear ea eer ier rare spellings	1. in the final position of root words, their deriva- tives and inflexional forms: 1. when followed by a vowel: 1. in the initial position of root words, their deriva- tives and inflexional forms: 1. in the following words: 1. in final position: 1. in the following words: theory; museum; weir, weird; fakir	here, mere, sphere, sincerely hero, cereal, material fear, hear, dear, appear, near- ly. fearless theatre, idea cheer, sheer, engineer, volun- teer fierce, pierce, cashier, chan- delier	
16 /еэ/	are ar air ear aire rare spellings	I. in final position: 1. in the following words: 1. in the final position of root words, their deriva- tives and inflexional forms: 1. in the final position of the following words: 1. in the final position of French borrowings: ere, there, where, their, heir, aerodrome; mayor; scarce	care, prepare, compare vary, area, parent, librarian chair, pair, repair bear, pear, swear, wear millionaire, questionaire	
17. lav/	OU ow ough	1. in initial and medial position: 1. in the final position of monosyllables, their derivatives, compounds and inflexional forms: 2. in medial position when followed by final -n, -1, -d, -se: 1. in tire following words:	out, ounce; cloud, about, fountain now, cow, cowboy down. owl. crowd bough, plough	
18. /31/	oi oy	1. in medial position: 2. in the initial position in the words: 1. in the final position of root words, in their	boil, exploit oil, ointment boy, joy, joyous, annoyed	
343
Supplement
		derivatives and infllexional forms: 2. in the medial position of the following word:	oyster	
19. /эи/	0 oa ow oe. ough OU eau rare spellings	1.	in initial position: 2.	in medial position when it is at the end of open stressed, non-final syllables: 3.	in medial position when followed by a conso- nant 4- silent "e": 4.	in medial position, mostly in monosyllables, when followed by -1, -II, -Id, -It, -st and some other consonants: 5.	in the final position of monosyllables of English origin: 6.	in the final position of Greek, Latin, French bor- rowings: 1.	in med at position: 2.	in the initial position of: 3.	in the final position of: 1.	in the final position of mono- and two-syllables: 2.	in the initial position of: 3.	in the medial position of: 1.	in the final position of mostly monosyllables; 1. in medial position before -it, -Id: 2. in the word: 1. in the final position of French borrowings: chauffeur, yeoman, sew, owe, brooch	over, ocean local, noble, component tone. hope, lonely enroll, old, host, comb, folk go, ago, also photo, potato, hero, zero, cargo road, coat, approach, soap oak cocoa bow, flow, arrow, yellow own bowl toe, though mould, shoulder, poultry soul beau, bureau	
20. /иэ/ /jva/	ure our rare spellings	1. in the final position of root words, their deriva- tives and inflexional forms: 2. in the initial and medial positions of the words: 1. in the final position of root words, their deriva- tives and inflexional forms: poor, Europe	cure, sure, mature Urals, jury, fury, plural, bureau, curious tour, amour, contour, tours	
21 aia	ire io ia rare spellings	1. in the final position of root words, their deriva- tives and inflexional forms: 2. in the initial and medial positions of the words: 1. in medial position: 1. in the root words: 2. in the words beginning with the Greek prefix dia-: quiet, diet, tyre; tyrant; iron; triumph; choir;	fire, wire, entire, requirement iris, virus, irony. Irish, pirate, environment lion, violet, violin via, giant, dial, diary diamond, dialect, dialogue	
22 /аиэ/	our ower rare spellings	I. in the final position of the follow ing words, their derivatives and inflexional forms: I. in the final position of the following words, their derivatives and inflexional forms: towel, vowel	hour, sour power, flower, tower, shower	
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CONSONANTS
1. /g/	g gg gu gue	1. in final position: 2. in medial position before: -a. -o. -u, or conso- nants: 1. in medial and final positions: 1. in initial position: 1. in the final position of foreign borrowings:	fog, leg, drag gave, gold, gun; great, ugly struggle, egg guilty, guard, guest, guitar league, vague, monologue	
2. /gw/	gu	1. in the following words:	distinguish, language, lin- guistic	
3. Igzl	X	1. in the medial position before a stressed vowel:	exam, example, anxiety	
4. V	c к ck ch qu(e)	1. in initial and medial position before -a, -o. -u. or a consonant letter: 2. in the endings -ic, ac: 1.	in the following words before -a. -o. -u and a consonant letter: 2.	in initial and medial position before -e, -i, y: 3.	in final position, when preceded by a long vowel or a consonant: 1. in final and medial positions after a short vowel: 1. in words of Greek origin: 1. in words of French origin:	carry, cure, clerk, proclaim topic, lilac skate, kangaroo keen, kind, sky, blanket steak, cloak, risk duck, pack, jacket chorus, architect, echo, mechanic quay, queue, antique	
5. /ks/	X	1. in final position and before a consonant letter:	six, text	
6. 'kw	qu	1. in initial and medial positions before a vowel:	quick, question, liquid	
7. /s/	s ss c sc rare spellings	1.	a) in initial and medial position before any vowel or the consonants /к, 1, m, n, p, t, v, w/: bl in the suffix-ist, the prefixes mis-, dis-,the endings -sis, -osity, -sive, -sy: 2.	in the word endings -ous, -sis, -us: 3.	before silent "e": 1. in medial position: 2. in final position: 1. in initial and medial positions before -e, -y, -i: 2. in the final position, when followed by silent "e": 1. a) before the letters -e, -i, -y in initial and medial positions: a) in final position before silent "e": waltz, blitz	safe, snack, episode misuse, disbelief, thesis, explosive, curiosity crisis, circus else, loose passage, assimilate, neces- sary address, kindness, embarrass celebrate, cigar, cyclone dance, lace, ignorance scene, science, fascinate convalesce	/z/: possess, scissors, dessert
8	s	1. a) in medial position between two vowels or between a vowel and a voiced consonant* bl in the suffix -ism: 2. a) in final position when followed by silent "e":	resist, poison, wisdom, clum- sy realism cause, cheese, diagnose	
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	z zz rare spellings	b) in the suffixes -ese, ise: 3.	in the final position of: 1.	in medial position between two vowels: 2.	in final position, when followed by silent "e" and in the suffix -ize: 3.	in initial position 1. in medial and final positions* possess, scissors, dessert	Chinese, Japanese, compro- mise, advertise was, his, is. as, always horizon, lazy, razor, dozen gaze, criticize, colonize zebra, zero, Zoo drizzle, buzz	quiz
9. /Р	sh ss ci г ti s rare spellings	1. in initial, medial and final positions: 1. in medial position before the suffixes -ion, -ure: 1. in medial position before the suffixes -al. -ent, -ency, -able, ous: 1. in medial position before the letter -i, before and in the suffixes -ion. ation, -ition: 1. in medial position before the suffixes -al. -ent. -ence, -ous: 1. in medial position before the suffix -ion, when preceded by a consonant or the vowel /з:/ 2. in the words: Asia, Russia, fascist, conscience, schedule, machine, moustache, luxury	shadow, ashamed, fresh. friendship mission, pressure, aggres- sion, passion social, ancient, delicious. efficiency negotiate, assimilation, opposition partial, impatient, ambitious extension, conversion, excur- sion sugar, sure, sensual	
10. /3/	s g rare spellings	1. in medial position before -ure, -ion: 2. in the word: 1. in initial and medial positions before -e, i; and followed by silent "e" in French borrowings* azure	measure, division, causal usual genre, regime garage	
11. <cJj/	g dg (e) j	1.	in initial and medial positions before -e, -i, -y: 2.	in final position, when followed by silent "e": 3.	in the endings -age, -ege: 1. in final position: 2. in some words ending in -er. -et 1. only in initial and medial positions before vow- els:	gem, gin huge, change manage, college judge, edge budget jelly, joke, majority	Zg/: begin, give, get. girl, gift, together
12. /tp	ch tch t rare spellings	1. in initial, medial and final positions: 1. in final and medial positions after short vowels: I. in the medial position before -ure: century, fortune, question	cheese, achieve, launch match, kitchen, watchman nature, gesture, torture	mature
13 Zf/	f ff(e) Ph gh	1. in initial, medial and final positions: 1. in medial and final position: 1. in initial, medial and final positions in Greek borrowings: 1. in the final position of the words: 2. in the middle position of the words:	false, perfect, beef traffic, suffer, cliff photo, symphony, paragraph enough, laugh, cough, tough draught, laughter	
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14. /Q/	th	I. in the initial and final positions of notional words: 2. in the medial position of non-germanic words:	think, three, tooth sympathy, method	
15. /3/	th	1. between two vowels: 2. in the article "the", in pronouns, conjunctions and other structural words:	bathe, mother, father the, they, that, thus, than	
16. /w/	w	1. when followed by the letter "h" before vowels except "o":	what, which, when, why	/h/: who, whom, whose
17. /0/	ng	1. in final position and before the suffixes -er, -ing:	nothing, singer, singing	
18. /од/	ng	1. before consonants: 2. in degrees of comparison of adjectives:	language, angry younger	
2.	PREFIXES AND SUFFIXES
PREFIX	MEANING	EXAMPLES
ABS	FROM	absent, abstract
AD, AP, AT	TO	advance, approach, attack
AUTO	SELF	automatic, automobile
BI	TWO	bicycle
BIO	LIFE	biology
COM, COL	WITH	combine, collect
DE	FROM	depart, defrost
DIS	APART	disappoint, disagree
EN	PUT INTO OR ON	enclose, envelope
EX	OUT OF, FORMER, FROM	export, exchange
IN, IM, EM	INTO, IN	inside, imbed, empower
INTER	BETWEEN	interact
IN, IM, IR	NOT	indirect, imperfect, irregular
MICRO	SMALL	microscope, microphone
MISS	WRONG	misspell, mistake
OB, OP	AGAINST	obstruct, oppress
PRE	BEFORE	precede, prevent, prepaid
PRO	MOVE FORWARD, BEFORE	project, proceed, propose
RE	BACK	reappear, recall, refresh
SUB	UNDER	submarine, subnormal
TELE	AT A DISTANCE	telegram, telephone
TRANS	ACROSS OR ABOVE	transport, transcontinental
TRI	THREE	tricycle, triangle
UN	BACK. NOT	untie, unfold, unhappy, unchanged
SUFFIX	MEANING	EXAMPLES
ABLE IBLE	CAPABLE OF, WORTHY	agreeable, comfortable
Al IAL	ON ACCOUNT OF, RELATED TO, THE ACTION	judicial, official, arrival, refusal
ANCE ENCE	ACT OR FACT OF DOING, STATE OF	violence, dependence, allowance, insurance
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ER OR	AGENT, ONE WHO	author, baker, winner
ED	PAST	jumped, baked
ERY	A PLACE TO, PRACTICE OF, CON- DITION	cannery, surgery, bravery
DOM	STATE, CONDITION OF	wisdom, kingdom
ENT	HAVING THE QUALITY OF	different, dependent, innocent, insis- tent
EN	MADE OF, TO MAKE	woolen, wooden, darken
EUR, ER, OR	ONE WHO	dictator, chauffeur, worker
ER	DEGREE OF COMPARISON	harder, newer, older
EST	HIGHEST DEGREE OF COMPARI- SON	cleanest, hardest, softest
FUL	FULL OF	graceful, restful, faithful
HOOD	STATE OF BEING	boyhood, knighthood, womanhood
IBLE, ILE, IL	CAPABLE OF BEING	responsible, civil
IER, IOR	ONE WHO	carrier, warrior
IFY	TO MAKE	beautify, falsify
IC	LIKE, MADE OF	metallic, toxic, poetic
ING	ACTION OF	running, wishing
ION	ACT OR STATE OF	confusion, correction, protection
ISM ISH	FACT OF BEING LIKE	communism, socialism childish, foolish
1ST	A PERSON WHO DOES	artist, geologist
ITY, TY	STATE OF	majesty, humanity
IVE	HAVING NATURE OF	attractive, active
LESS	WITHOUT	motionless, careless, childless
LET	SMALL	starlet, eaglet
LY	LIKE, IN A MANNER, HAPPENING	heavenly, remarkably, suddenly,
	EVERY	absolutely, monthly
MENT	STATE OF QUALITY, ACT OF DOING	accomplishment, excitement, place- ment, movement
METER NESS	DEVICE FOR MEASURING STATE OF	thermometer blindness, kindness
OLOGY	STUDY OF	geology, zoology
OUS, IOUS	FULL OF	ioyous, marvelous, furious
SHIP	QUALITY OR STATE OF, RANK OF	friendship, leadership, lordship
SCOPE	INSTRUMENT FOR SEEING	telescope, microscope
SOME	LIKE	tiresome, lonesome
TION, SION	ACTION, STATE OF BEING	condition, attention
TY	QUALITY OR STATE OF	liberty, majesty
WARD	TOWARD	southward, forward
Y	LIKE, FULL OF, ACTION OF. DIMINUTIVE	noisy, inquiry. Billy
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3.	DEPENDENT PREPOSITIONS
PREPOSITION	EXAMPLE
To agree with sb / sb's opinion	- The book is interesting, isn't it? - Yes, it is. I agree with you.
To approve of sb / sth	Don’t you approve of his behaviour?
To arrive at	We arrived at the station in time.
To arrive in	They arrived in London at 6 p. m.
To ask for	Ask her for a cup of tea. I'm thirsty.
To be afraid of sb / sth	I’m afraid of darkness.
To be angry with sb / sth	Why are you angry with me?
To be familiar with	We are all familiar with these methods.
To be fond of sb / sth	She is fond of flowers.
To be in love with sb	He is in love with this beautiful girl.
To be in	- Is John in? - No. he isn’t. He’ll come back in an hour.
To be interested in sth	She is interested in music.
To be involved in sth	They are all involved in this business.
To be keen on sb / sth	He is keen on literature.
To be late for	Why are you late for the lesson?
To be off	It’s late. I must be off.
To be popular with sb	This type of music is popular with young people.
To be rich in sth	The country is rich in natural resources.
To be proud of sb / sth	They are proud of their house.
To be satisfied with sth	The teacher is satisfied with the pupil’s answer.
Го be sure of sth	Are you sure of it?
To be surprised at	They were surprised at their arrival.
To be sorry for	I’m very sorry for them.
To be worthy of sth	He is worthy of praise.
To borrow from	We borrowed some money from them.
To buy from	They bought some milk from the farmer.
To call on sb	I'll call on you tomorrow if it suits you.
To call at some place	We called at your place yesterday.
To call for sb	I’ll call for you in the morning and we’ll go to the University together.
To care for sb / sth	I don’t care for this sort of coffee.
To consist of sth	This book consists of three chapters.
To comment on sth	Will you comment on the meaning of this word?
To congratulate on sth	He congratulated her on her success.
To convince sb of sth	They convinced him of their innocence.
To cope with sb / sth	They managed to cope with the task.
To deal with sb / sth	What does this article deal with?
To depend on sb	Jack depends on his parents.
To differ from	This dress differs from that one.
To divide (multiply) by	Divide this number by five.
To get off	They got off at the next stop.
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To get rid of sth	We work hard to get rid of our pronunciation mis- takes.
To happen to sb	What’s happened to him?
To have an excuse for sb / sth	He has no excuse for such rudeness.
To have an idea about / of sth	We have a good idea of the town.
To hope for sth	Let’s hope for a change in the weather
To insist on sth	We insist on your presence.
To knock at	Somebody knocked at the door.
To know / learn sth by heart	The teacher asked the students to learn the poem by heart.
To laugh at	The boys at school laughed at him.
To leave for	On Saturday we leave Kyiv for Moscow.
To listen to sb / sth	Listen to the text attentively and get ready to answer some questions.
To look at	Look at the picture.
To look for	Whom are you looking for?
To make from	Cheese is made from milk.
To mean by	What do you mean by that?
To pay attention to sth	Don’t pay attention to his words.
To prefer to sth	I prefer milk to coffee.
To prepare for	Have you prepared for your lessons?
To prevent from	The rain prevented us from going there.
To rely on sth	You may rely on that
To remind of (about) sth	We reminded her of her promise.
To remind of sb / sth	She reminds me of my mother.
To share with sb	Share the book with your friend.
To spend (money, etc.) on sb / sth	He spends much money on books and magazines
To start for	We started for the station at dawn.
To take care of sth	You should take care of your health.
To take part in	Are you going to take part in the meeting?
To talk to sb	You’d better talk to him now.
To translate from	Translate the text from English into German.
To wait for sb	Whom are you waiting for?
To work at	What book are you working at now?
Day after day (week after week, etc.)	I hate sitting at a desk day after day.
The day after tomorrow	They are leaving for London the day after tomorrow.
At the age of	The boy went to school at the age of six.
At the beginning	At the beginning of the lesson the pupils checked their homework.
At dinner (supper, tea)	They discussed the events of the day at dinner.
At sb’s disposal	My car is at your disposal.
At the end	At the end of the party she looked tired.
At first	She felt tired at first, but then she got used to the long working hours.
At the head of	Mr Brown is at the head of the English faculty.
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At home	Let’s stay at home on Sunday.
At night	It was cold at night.
At once	Ben noticed the men at once.
At first si-ht	Peter fell in love with Jane at first sight
At a speed of	The car was travelling at a speed of 50 mph.
At this (that, the same) time	At that time somebody knocked at the door
At last	He got a job at last.
At least	It’ll take you at least 40 minutes to get there.
At a loss	He was at a loss for words.
At a low (high) price	You can get these clothes at very low prices
At work	John is at work.
The day before yesterday	I saw him the day before yesterday.
Beyond doubt	Beyond doubt he is a talented person.
By accident	I met her by accident.
By chance	Helen bumped into her friend by chance in Oxford Street.
By day (night)	It was a tour of London by night.
By heart	You’d better learn this poem by heart.
By the light of	She was reading by the light of a candle.
By means of	The blocks are raised by means of pulleys.
By all means	- May I open the window? - By all means.
By no means	It is by no means certain that they will come in the evening.
By mistake	He took my umbrella by mistake.
By train (tram, bus, ship)	I go to the University by bus.
By the way	By the way, I'd like to have a talk with him about it.
For instance / for example	We grow all kinds of flowers in our garden, for instance, roses, tulips and so on.
For this purpose	He decided to go abroad for this purpose.
For years	I haven’t seen you for years.
For the first (last) time	He looked at the city for the last time.
From beginning to end	The whole film was boring from beginning to end.
From morning till night	He works in his office from morning till night.
From time to time	We see each other from time to time.
From my point of view	From my point of view, this book is worth reading.
In the affirmative (the negative)	She answered in the affirmative.
In conclusion	In conclusion I’d like to say that the story was very interesting and instructive.
In the country	They live in the country.
In the direction of	He went in the direction of the theatre.
In the east (west, south, north)	The city is situated in the east of the country.
In full swing	The tourist season was in full swing.
In general	In general, ten people were offered positions.
In the long run	In the long run, she accepted their proposition
In a loud (calm) voice	She was speaking in a quiet voice.
In the morning (afternoon, evening)	It was cool in the morning.
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In the open air	We like to spend our time in the open air.
In pencil (ink)	The letter is written in pencil.
In Russian (Ukrainian, English, etc.)	The letter was in English.
In return	You must help me in return.
In the sky	There were heavy clouds in the sky.
In (the) spring, summer, autumn, winter	We’ll go to the seaside in summer.
In the street	There were crowds of people in the street.
In the sun	They swam in the sea and lay in the sun.
In time	We arrived at the station in time.
In vain	All was in vain. We couldn’t help him.
To the south (north, east, west) of	There is a large square to the south of the park
On business	He went on business yesterday.
On condition that	I’ll lend you the money on condition that you pay it back next week.
On the contrary	- He liked the exhibition. - On the contrary, he hated it
On credit	They sell goods on credit.
On foot	I go to the University on foot.
On the one (other) hand	On the one hand I’d like to go to the seaside on the other hand I realize that it’s very expensive.
On purpose	He did it on purpose.
On the right (left) hand side	Write the date on the right hand side.
On sale	His new book will soon be on sale.
On the way	On the way home I call at some shops.
On the whole	On the whole they liked the performance.
Later on	They will come later on.
All the year round	He stays in town all the year round.
To and fro	They were walking to and fro on the promenade.
To the end of time	I will love you to the end of time.
Under the circumstances	You can’t expect better result under the circumstances
4.	LEXICAL INTENSIFIERS
Achievement	Breath-taking, crowning, great, immortal, magnificent, major, rare, remarkable, significant, unique
Activity	Ceaseless, energetic, feverish, intense, restless, tireless, volcanic
Admiration	Blind, eager, enormous, great, intense, passionate, profound, unlimited, whole-hearted
Affection	Constant, deep, doglike, extreme, great, intense, overwhelming, passionate, strong
Amusement	Abundant, exciting, good-humoured, magnificent, unspeakable
Appetite	Boundless, eager, enormous, gigantic, good, gross, healthy, hearty, huge, insatiable, monstrous, voracious
Applause	Boisterous, deafening, enthusiastic, furious, general, generous, hearty, prolonged, roaring, stormy, thunderous
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Attraction	Divine, enormous, great, irresistible, magic, magnetic, powerful, strong, unusual
Bachelor	Arrant, confirmed, inveterate, perennial
Beauty	Angelic, breathless, dazzling, divine, exquisite, fabulous, great, ideal, incomparable, radiant, rare, striking
Blizzard	Arctic, biting, blinding, howling, merciless, roaring
Care	Anxious, chief, constant, extraordinary, extreme, great, infinite, intensive, never-ceasing
Career	Amazing, astonishing, breath-taking, brilliant, distinguished, extraordinary, marvellous, quick
Character	Firm, stern, strong
Charm	Extraordinary, immense, irresistible, magic, magnetic, rare, striking, unique, unusual
Chill	Biting, bitter, bone-penetrating, dreadful, horrid, icy, penetrating, severe, sharp
Choice	Endless, great, wide
Cloud	Big, black, dark, dense, disastrous, heavy, thick, tremendous
Cold	Arctic, bad, biting, bitter, cruel, deathlike, extreme, freezing, heavy, icy, immense, severe
Congratulation	Heartfelt, hearty, kind, warm
Conversation	Animated, earnest, energetic, frank, serious
Crop	Abundant, heavy, huge, immense, lavish, rich
Crowd	Dense, enormous, large, unnumbered
Dark	Absolute, abysmal, impenetrable, shuddering
Darkness	Absolute, abysmal, bewildering, black, blank, blind, deep, dense, heavy, horrible, intense, total, utter
Difference	Amazing, basic, big, colossal, considerable, crucial, decided, enormous, essential, great, significant
Difficulty	Alarming, amazing, big, considerable, enormous, formidable, great, immense, major, principal
Discussion	Animated, earnest, enthusiastic, heated, intensive, keen, lively, nation-wide, passionate, stormy, wide
Effort	Big, great, heroic, immense, intensive, powerful, serious, strong, supreme, utmost
Error	Bad, capital, conspicuous, fundamental, great, gross, incorrigible, profound, serious, vital
Event	Extraordinary, historic, important, memorable, outstanding, remarkable, significant
Examination	Rigorous, severe, stiff, strict, thorough
Fact	Absolute, firm, fixed, formidable, fundamental, indisputable, iron, stubborn, undoubted
Fog	Blanketing, blinding, dense, heavy, impenetrable, pea-soup, thick, wall-like
Forehead	Ample, brainy, expanded, lofty, massive, wide
Forest	Aboriginal, ancient, black, boundless, dense, great, immense, impenetrable, infinite, thick, virgin
Friend	Best, bosom, close, constant, dear, devoted, great, intimate, lifelong, long-known, old, special, tried
Friendship	Bosom, cordial, deep, enduring, everlasting, great, inseparable, intimate, lasting, lifelong
Frost	Bitter, ceaseless, cracking, dazzling, fierce, hard, heavy, piercing, severe, sharp, terrible
Gift	Amazing, astonishing, exceptional, great, matchless, rare, remarkable, unique, wonderful
Hail	Dreadful, incessant, lashing
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Heat	Deadly, extreme, ferocious, great, intense, intolerable, oppressive, savage, suffocating, torturous, tropical, unspeakable
Holiday	Great, national, universal
Hunger	Coarse, gluttonous, insatiable, keen, sharp
Knowledge	Accurate, all-embracing, boundless, competent, complete, considerable, detailed, extensive, full, immense, phenomenal, thorough, vast
Mind	Brilliant, creative, infinite, keen, mighty, powerful, profound, resourceful, sharp
Mist	Blinding, dark, heavy, impenetrable
Mistake	Bad, big, capital, cardinal, desperate, dreadful, fatal, frightful, great, gross, horrible, major, serious
Night	Black, deep, impenetrable, pitch-dark, profound
Rain	Abundant, constant, continual, dense, dreary, excessive, fast, fiery, generous, gusty, heavy, long, persistent, pouring, torrential, tropical, violent
Sea	Boundless, limitless, mighty, shoreless
Shadow	Dark, deep, dense, great
Shower	Blinding, fiery, heavy, pelting, thick
Sleep	Dead, deep, heavy, long, profound, sound
Smell	Heavy, overpowering, penetrating, sharp, strong
Smile	Beaming, bright, broad, enormous, radiant
Snow-storm	Blinding, harsh, violent
Storm	Blinding, desperate, devastating, fearful, furious, great, harsh, heavy, severe, tremendous, violent, wild
Success	Absolute, amazing, astonishing, big, brilliant, complete, considerable, extraordinary, fantastic, great, marvellous, significant, spectacular
Support	Active, all-round, enthusiastic, firm, general, great, hearty, massive, national, public, strong, total, wide
Talent	Big, brilliant, distinguished, eminent, extraordinary, great, marked, rare, undoubted
Talk	Endless, everlasting, frank, heart-to-heart, hearty, heated, important, passionate
Task	Considerable, difficult, enormous, formidable, hard, heavy, historic, immense, main, urgent
Thirst	Ardent, burning, eternal, fierce, frantic, hot, insatiable, intolerable, sharp, urgent
Thought	Boundless, clever, grand, original, profound, wise
Thunder	Angry, frightful, heavy, terrible
Trade	Fearful, frightful, heavy, terrible
Traffic	Ceaseless, dense, great, heavy roaring, rushing, terrible
Truth	Absolute, clear, crystal, fundamental, great, perfect, profound, universal
Variety	Amazing, bewildering, boundless, considerable, endless, extraordinaiy, great, immense, infinite, remarkable, wide
Voice	Deep, loud, strong, sweet
Wave	Big, enormous, fierce, foaming, furious, great, tremendous
Wind	Biting, ferocious, fierce, furious, great, howling, intense, mad, piercing, powerful, roaring, sharp, stormy, strong, wild
Winter	Arctic, bitter, dreadful, dreary, severe, terrible
Wish	Ardent, dear, eager, earnest, lifelong, urgent, utmost
Wood	Ancient, boundless, deaf, dense, pathless, primitive, thick, vast, virgin, wild
Work	Great, hard, important, intensive, significant, urgent
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5.	SOME DIFFERENCE IN A MANNER OF SPEAKING
Do Americans and Englishmen really speak the same language? It isn’t only a question of
accents. Spelling and vocabulary are different on either side of the Atlantic, too
Variety is the spice of life and it’s impossible to say that British or American English is wrong
or right.
The differences in spelling are well known - for instance, words like “colour”, “honour” and
"neighbour” Eire spelt without the “u” in the United States. While the British have kept the original
spellings of many foreign words now used in the English language, Americans have made a point
of simplifying spelling, for example, “catalogue” becomes “catalog”.
There are a lot of differences in vocabulary. Some of them could lead to amusing situations.
American buildings have no ground floor. This does not mean you have to jump up ten feet to get
into them, simply that what the British call the “ground floor” is what Americans call the “first floor”
and so on.
If an American says he is wearing his new “pants” and “vest” to a party - do not be alarmed.
He is not going in his underwear, but “pants” and “vest” are the American words for “trousers" and
“waistcoat”.
When an Englishman goes on his “holidays”, an American will go “on vacation”. And where-
as an Englishman will be “ill in hospital”, an American will be “sick in the hospital”.
Pronunciation
Received Pronunciation (RP) Which /wit Г/	General American (GA) Which /wit f/ /hwit f/
ZrZ is post-alveolar	ZrZ is retroflex
Butter /ЪлЮ/	Butter ZtZ is intermediate between ZtZ and ZdZ
Twenty /'twentl/, plenty Z'plentl/	Twenty /'twenl/, plenty Z'plenl/
That one ZSast wait/	That one /Sas? WAnZ
Office Z’ofis/	Office Z'?fis/
Supermarket Z'sju:pama:kit/, student Z,stju:dant/	Supermarket Z'surpammkit/, student Z'stu:dantZ
Version Гуз: fan/, Asia Z'eifa/	Version, Asia Zf/ is vocalized
Get, bet Ze/	Get, bed Ze/ resembles /ге/ ZqcHZ
Ask, past, dance Zu:sk/	Ask, past, dance Zaesk/
Bird, fir Zb3:d/	Bird, fir /з:7
Hop, not. on /о/	Hop, not, on /а/
Law, quality Za:Z	Law, quality /о/
	The pronunciation of words in GA is close to the reading rules and is therefore different from that of RP
Read the following jokes and comment on the linguistic phenomenon with which they are associated.
A.	A visitor from England startled at dead of night by a terrifying hoot asked his American host: “What
cawn that terrifying sound mean?”
355
Supplement 
“It’s an owl,” the host explained.
‘I know, but who’s “owling?”
B.	American traveller (to hall-porter of an Irish country hotel) - “How many mails a day are there
in this hotel?”
Hall-porter - “Three, sir: breakfast, dinner, and tay.”
6. SOME DIFFERENCE IN VOCABULARY
BRITISH ENGLISH	AMERICAN ENGLISH
All right	OK
Anorak	Wind breaker
Aubergine	Egg plant
Autumn	Fall
Banknote	Bill
Beetroot	Beet
Bill	Check
Bin	Wastebasket
Biscuit	Cookie
Block of flats	Apartment building
Braces	Suspenders
Brooch	Pin
Car	Automobile
Carriage	Car
Carrier bag	Tote bag
Centre	Center
Cinema	Movies
Chemist’s	Drugstore
Coach	Bus
Colour	Color
Cot	Crib
Court shoe	Tennis shoe
Cupboard	Closet
Curtains	Drapes
Cutlery	Silverware
Dressing table	Vanity table
Dustbin	Garbage can (trash can)
Fence	Picket fence
Flat	Apartment
Frying pan	Skillet
Full stop	Period
Grocer’s	Provision store
Gymshoes	Sneakers
Hall of residence	Dormitory
Handbag	Purse
356
Supplement
Housewife	Homemaker
Holiday	Vacation
III	Sick
Jug	Pitcher
Knickers	Panties
Laundry basket	Hamper
Lavatory	Toilet
Lift	Elevator
Left luggage office	Baggage room
Lorry	Truck
Marrow	Squash
Motorbike	Motorcycle
Motorway	Freeway
Mum	Mom
Noticeboard	Bulletin board
Pavement	Sidewalk
Pen friend	Pen pal
Petrol	Gasoline
Pillar box	Mailbox
Plait	Pigtail / braid
Post	Mail
Postbox	Mail box
Pram	Baby buggy
Programme	Program
Purse	Wallet
Pushchair	Stroller
Public toilet	Rest room
Queue	Line
Rubber	Eraser
Scales	Scale
School report	Report card
Semi-detached	Duplex
Shop	Store
Shop assistant	Salesclerk
Shopkeeper	Storekeeper
Spectacles	Reading glasses
Spring onions	Green onions
Standard lamp	Floor lamp
Sweet	Candy
Tap	Faucet
Terraced houses	Row houses
Tea towel	Dishcloth
Theatre	Theater
Tick	Check
Tin	Can
357
Supplement
Tights	Panty-hose
Tram	Street-car
Trainer	Tennis shoe
Trousers	Pants
Towelling	Terrycloth
TV aerial	TV antenna
Underground	Subway
Underpants	Pants
Vest	Undershirt
Washing-up liquid	Dishwashing liquid
Read the following text. Comment on some instances of American English. Notice some humor-
ous hints in the text.
In America, just as in England, you see the same shops with the same boards and windows in
every town and village.
Shopping, however, is an art of its own and you have to learn slowly where to buy various things. If you
are hungry, you go to the chemist’s. A chemist’s shop is called a drug-store in the Unites States; it is a national
institution at that. In the larger drug-stores you may be able to get drugs, too, but their main business consists in
selling stationery, candy, toys, braces, belts, fountain pens, furniture and imitation jewellery. Every drug-store
has a food counter with high stools in front of it and there they serve various juices, coffee, sundaes, ice-cream,
sandwiches, omelets and other egg dishes.
If you want cigarettes, go to the grocer; if you want to have your shoes cleaned, go to the barber; if you
want a radio, go to a man’s shop; if you want a suitcase, go to the chemist’s.
Whatever you buy, it may be exchanged later for something in the same shop. This is a great pastime
with the Americans. A great many people do not really buy things - they only acquire some raw material for
later exchanges.
You do not need to time your shopping very carefully because you will find some shops stay open in
New York all night. The big department stores keep open till 9 p. m. once a week. Should you want a meal
at any time of the day or night, that is quite easy.
You must be extremely careful concerning the names of certain articles. If you ask for suspenders in a
man’s shop, you receive a pair of braces, if you ask for a pair of pants, you receive a pair of trousers and
should you ask for a pair of braces, you receive a queer look.
I should like to mention that although a lift is called an elevator in the United States, when hitch-hik-
ing, you do not ask for an elevator, you ask for a lift.
There is some confusion about the word flat. A flat tn America is called an apartment; what they
call a flat is a puncture in your tyre (or as they spell it, tire). Consequently the notice: FLATS FIXED
does not indicate an estate agent where they are going to fix you up with a flat, but a garage where they
are equipped to mend a puncture.
(From How to Shop by George Mikes)
Remember the following idioms. Use them in some conversational context.
358
Supplement
7. AMERICAN IDIOMS
IDIOM	MEANING
Young people don't take care of their parents in this day and age.	Nowadays.
Mary is the apple of her father's eye	Someone's favourite person.
Beauty is only skin deep.	A proverb meaning that looks are only superficial
What's wrong with you? Did you get up on the wrong side of the bed today?	To get up in the morning in a bad m>>od
Jack goes to bed with the chickens.	To go to bed at sundown / very early (when the chickens do).
I don't have time to talk to you. I'm as busy as a bee / beaver.	Very busy.
The early bird gets the worm.	A proverb meaning that the early person will get the reward.
His grandparents brought him up.	To raise a child
It's not easy to teach people. But it's my bread and butter.	A person's livelihood or income
She bought a pig in a poke when she ordered a vase by mail.	To purchase something without having seen or examined t
We could buy the house for a song because it was far from the town.	To buy something cheaply.
Helen calls at this store every day, as regular as clockwork.	Dependably regular.
We like to eat a meal out every now and then ' dine out.	To eat a meal at a restaurant.
Translating this text is as easy as apple pie.	Very easy.
John is the black sheep of the family. He hangs out with a bad crowd.	The worst member of the family.
She only told her mother about it because she wanted it to remain in the family.	Restricted to one's own family, as with private infor- mation.
You cannot trust a fair-weather friend.	Someone who is your friend only when things are going well for you.
We had a dull day - nothing to write home about	Nothing exciting or interesting.
Read a book to while away the time.	To spend or waste time.
Text
U. S. LIFE
Today’s typical American family is not the traditional one with Daddy at work, Mommy in the kitchen,
and several children playing in the backyard. Because of the high divorce rate and the large number of chil-
dren born out-of-wedlock, about 24% of American children live with only one parent, usually their mother.
The contemporaiy American child doesn’t have a lot of companionship from brothers and sisters
because the average family has only one or two children. With so many women working full-time, five or six
359
Supplement
million preteens come home from school to an empty house, while others go to after-school centers to avoid
being alone.
Most American children live with their parents at least until they finish high school at age 17 or 18.
Then, many go away to college, leaving some parents sad and lonely in their empty nest and others enjoying
their release from parental responsibilities.
Although adult children sometimes come home to Mom and Dad, middle-aged and elderly people sel-
dom move in with their grown children. Older people take pride in their independence, enjoy their freedom,
and do not want to be a burden to their children. The telephone, the car, and the airplane keep them in close
contact even when they live in different parts of the country.
Senior citizens are often thought of as two different groups - the “young old” (ages 65 to 75) and the
“old old” (over 75). The younger senior citizens are often quite active-working part-time, travelling, enjoy-
ing leisure activities with friends, and travelling across the country to visit their children and grandchildren.
For elderly people who are ill or handicapped, a nursing home may be the only alternative because theii
children are working, and there is no one home during the day to care for them. Family members usually
select a nursing home that is nearby so that they can visit often.
*	* *
The majority of Americans live in or near large cities, but small-town living is still u idespread
About two-thirds of Americans live in homes or apartments that they own, but many people rent their
living quarters. Apartment buildings range from walk-ups containing from two to six apartments to high-rise
elevator buildings that may have more than 100 units. Some high-rise apartments are very expensive and ele-
gant. but many are built for moderate or even low-income families. Many apartment buildings are condo-
miniums (condos), or cooperative apartments (co-ops), which means that each family owns the unit it
lives in.
Many Americans live in mobile homes, living quarters built on wheels. They can be moved, but are
generally brought to a site that becomes more or less permanent.
For the typical American family, home may be at a different place every five or six years. Most moves
relate to new job opportunities, but sometimes the American pioneering spirit and desire for adventure inspire
the move.
*	* *
Because there are so many things that American families want, it has become customary for American
women to work outside the home. Many women pursue careers because they find the working world more
interesting than full-time homemaking.
When both the mother and father work outside the home, the lives of all the family members change
quite a bit. Dad must help out more at home. The older children must be more independent and may be asked
to take care of the younger children and help with the housework. The younger children spend less time with
Mommy and more time in a day center, with a babj sitter, or with a grandparent. Some women hire household
help in order to manage at home. Others simply do less work around the house. A few nights a week, dinner
comes from the carry-out restaurant instead of the oven. Dust lies patiently on the furniture until the week-
end. Although working mothers have a lot of responsibilities and very little free time, most of them are happy
with their double lives.
Nor all working wives are on the job just for the money. Some women want to work even if the fami-
ly doesn’t need extra income. Many women find homemaking tasks boring and want the stimulation of the
working world. This is especially true of college-educated women.
360
Supplement
* ♦ ♦
Three square meals a day - that’s what Americans are supposed to eat. But, in reality, most add
between-meal snacks and have a bite five or six times a day Americans believe that what they eat is more
important than how often. However, the quality and the quantity of American consumption are both matters
of concern.
Many adults that do eat breakfast have only a small meal, perhaps just orange juice or toast along with
the traditional wake-up beverage, coffee. But others eat a real meal in the morning. A complete American
breakfast begins with fruit or fruit juice. The main course is generally hot or cold cereal or eggs. The eggs
are usually served with toast and perhaps also bacon, ham, or sausages. Other popular breakfast foods are pan-
cakes, waffles, and French toast (bread soaked in a mixture of eggs and milk and then fried), all served with
maple syrup.
Most Americans eat lunch between noon and two o’clock. It is rare for working adults to go home for
lunch, and many schoolchildren also eat at school. Some people brown-bag it - that is. they bring food from
home in a paper bag. Some popular cold sandwiches are those made with ham and cheese, peanut butter and
jelly, sliced chicken or turkey, tuna salad, and roast beef.
People who eat lunch in restaurants are more likely to order hot sandwiches. The most popular of these
are hamburgers and hot dogs.
For a bigger meal, the diner might add a bowl of soup, a salad. French fried potatoes or potato chips,
and a sweet dessert or fruit.
The biggest meal of the day is dinner, served about six o’clock. Dinner may include several courses:
an appetizer (consisting of fresh fruit, fruit juice, or a small portion of fish); soup; salad; an entree of meat,
poultiy, or fish; and side dishes such as cooked vegetables, rice, or noodles). Coffee or tea and dessert finish
off the meal.
In the U.S.A, eating is an important part of family life and social activity. In many homes, dinner time
may be the only time when eveiyone gets together and shares the day’s experiences. It is also an occasion for
inviting friends.
Dining out is also an important part of American social life.
* * *
"Be on time”; "Don’t waste time”; “Time is money”; “Time waits for no one”. All of these familiar
sayings reflect the American obsession with promptness and efficiency. Students and employees displease
their teachers and bosses when they arrive late.
* * ♦
Most people agree that the direct, assertive American personality is a virtue, but it sometimes surpris-
es foreigners.
Americans admire what is practical, fast, efficient, and new.
Americans are generally viewed as friendly, adaptable, energetic, and kindhearted. Perhaps the great-
est American virtue is a deep interest in new ideas and new people. In a nation of immrgranis, the foreigner
does not remain an outsider for long
(Understanding Americans. — N. Y„ 1990)
361
Supplement
CULTURE CONTEXT
Traditional weddings
In the U. S. people often get married in church, a house, a garden, a park, a hotel, or in a wedding
chapel. The woman who is getting married is called the bride and the man is called the bridegroom or groom.
The bride wears a long white dress and a white veil. The groom weal's a tuxedo. The groom has a male friend
with him called the best man and the bride has some female friends called bridesmaids.
Before the wedding ceremony begins, the bride arrives at the church in a car (a Rolls Royce or a lim-
ousine) with his father.
Photos are usually taken of the bride and bridegroom and their relatives and friends.
They have their wedding reception at a hotel. Then the bride and bridegroom drive away to another
hotel. Their car has usually been decorated by their friends. There is often a sign saying “just married” and
sometimes tin cans are tied to the back of the car.
American Homes
An apartment building-a large building containing many apartments.
A brownstone - a house with a front of soft reddish-brown stone, common in New York City.
A mobile home (trailer house) - a kind of large caravan in which people live all the time. Mobile homes
have veiy small wheels and are rarely moved from their usual place which is usually in a special area with
other mobile homes, called a mobile home park.
A ranch house - a house built on one level, usually with a roof that does not slope much; a house on a
ranch in which the rancher and his family live.
Row houses - terraced houses.
Comprehension Questions
Answer the following questions on paper or in a class discussion.
1. How many children are there in most American families? 2. In your country, about how many chil-
dren are there in most families? Has the average number of children in families changed in recent years? 3. Do
parents in the United States (in your country) often hire baby-sitters? Have you ever been a baby-sitter? 4. When
do Americans retire? Where do older Americans live? 5. Is there a retirement age in your country? In your
country, do grandparents usually live with their children and grandchildren? 6. How do elder people in your
country get money after they stop working? 7. Are there retirement homes in the United States (in your country)?
8. How do older Americans spend their time? 9. How does the United States government help senior citizens?
10. Are there organizations of retired persons in your country? 11. Do women and men in the U. S. (in your
countiy) have equal job opportunities? 12. In your country, is there equal opportunity for both women and
men in business? 13. Which is more common in the U. S. (in your country) - owning a home or renting one?
Is housing expensive in the U. S. (in your countiy, in your city or town)? 14. Do most people in your coun-
try own their homes or apartments? 15. Do Americans have much leisure time? 16. Do you have much leisure
time? About how many hours of leisure time do you have each week? 17. Say when breakfast, lunch and other
meals are eaten in the U. S. (what is eaten)? 18. Why is preparing a meal easy for Americans? 19. Name some
important traits of the American character. 20. Discuss the text’s generalizations about Americans. Have you
noticed any other American traits that were not mentioned in this text?
362
BIBLIOGRAPHY
1.	Active Study Dictionary of English. - Longman group Limited. 1983. - 710 p.
2.	Collins COBUILD English Language D-ctionary developed and comp.in the Engl. Dep At
the Univ. Of Birmingham * Ed. in chief J.Sinclair. - London. 1987. - 1703 p.
3.	Dictionary of Contemporary English. Longman. 1995. -1670 p.
4.	Dictionary of English Language and Culture. Longman, 1992. -1530 p.
5.	Graham G Small Talk.  New York, 1986.
6.	Hornby A.S. with Cowie Q.P. Oxford Advanced Learner’s Dictionary of Current English. -
Oxford, 1982. - 1036 p.
7.	Leech G. An A-Z of English Grammar and Usage. - Longman, 1998. - 575 p.
8.	Matyushkina-Guerke T. L, Kuzmichyova T. N., Ivanova L. L. A Book for Aural/Oral Work. -
Moscow, 1979. - 191 p.
9.	Oubine I. Dictionary of Russian and English Lexical Intensifiers. - M., 1987, - 304 p.
10.	Rosenthal M.S. and Freeman D.B. Photo Dictionary. Longman. 1996. - 93 p.
11.	The Intermediate English Course. - London. 1978. - 87 p.
12.	The English Lingaphone Course. - L„ 1963. - 124 p.
13.	The Oxford-Duden Pictorial English Dictionary. Oxford University Press. Russki Yasyk,
Moscow. 1985. - 816.
14.	Лебединская Б. Я. Фонетический практикум по английскому языку. - М., 1978. -
176 с.
363
CONTENTS
PARTS UNITS	LANGUAGE STUDY	LISTENING/SPEAKING	READING (PART 3) (Unit 1-10)	WRITING (PART 2) (Unit 1-10)
	GRAMMAR	TOPIC		
Intro- duc- tory Course (Unit 1-5) (PP- 7-54).			Pp. 283-322	Pp. 227-282
Main Course (Unit 1-10). Unit 1 (PP- 55-89).	Forms of the verbs “be”, have”. The (In)Defmite Article (pp. 55-58). There is / are... (P- 61) C. Simple Present / Simple Past (pp. 62-63)	About Myself (pp. 59-60) Family Life (pp. 61-89) Text: The Browns and the Smiths (pp. 79-80); Environmental Thinking. Life Style (p. 81); Dialogues (pp. 83-85); An extract from The Painted Veil by W. S. Maugham (p. 88).	An extract from The Sandcastle by I. Murdoch (pp. 284-287). A newspaper article (p. 289).	Dictation 1-3 (pp. 231-232). A written summary (pp. 233-234). Translation (pp. 234-235). Composition (pp. 235-236).
Unit 2 (pp. 90- 105).	Future Simple (p. 90). Prepositions (p. 91).	Dwelling Text: The Smiths’ and the Browns’ Homes (pp. 98-99); Environmental Thinking. Life Style (p. 100); Dialogues (pp. 102-103); An extract from Crome Yellow by O. Huxley (pp. 104-105).	An extract from My Family and Other Animals by D. Durrell (pp. 290-291). A newspaper article (p. 292).	Dictation 1-4 (pp. 237-239). A written summary (pp. 239-240). Translation (p. 241). Composition (p. 239)
Unit 3 (pp. 106- 121).	Present / Past / Future Progressive (pp. 106-107).	Daily Programme Text: Mr Smith’s Working Day (pp. 115-116),	An extract from Men at Work by	Dictation 1 (p. 243).
	Modal Verbs (pp. 108-109).	Environmental Thinking. Life Style (p. 117); Dialogues (p. 119); Text (p. 120).	Gr. Greene (pp. 293-295). A newspaper article (p. 296).	A written summary (p. 244) Translation (p. 245). Composition (p. 246)
Unit 4 (PP- 122- 140)	The Present Past / Future Perfect Tense (pp. 122-125).	University Text: Mary’s Life at the University (pp. 132-134); Environmental Thinking. Life Style (p. 135); Dialogues (p. 137); An extract from The Sandcastle by I. Murdoch (pp. 138-139)	An extract from The Razor's Edge by W. S. Maugham (pp. 297-300). A newspaper article (p. 301).	Dictation 1-3 (pp. 247-248). A written summary (pp. 249-250). Translation (pp. 250-251). Composition (pp. 251-253).
Unit 5 (PP- 141- 157)	The Passive Voice (pp. 141-143).	Shopping Text: Helen Smith Goes Shopping (pp. 151-152), Environmental Thinking. Life Style (p. 153); Dialogues (pp. 154-156); An extract from Sister Carrie by Th. Dreiser (p. 156).	An extract from Mrs Newrich Buys Antiques by S. Leacock (pp. 302-304). A newspaper article (pp. 304-305).	Dictation 1-2 (p-254) A written summary (p. 255) Translation (p. 256) Composition (p. 257).
Unit 6 (PP- 158- 172)	Direct and Indirect Speech. Changes fiom Direct into Indirect Speech (pp. 158-159)	Meals Text: The Smiths’ Meals (pp. 168-169); Environmental Thinking. Life Style (p. 171); Dialogues (pp. 170-171); An extract from The Sandcastle by I. Murdoch (p. 172).	An extract from Crome Yellow by 0. Huxley (pp. 306-307). A newspaper article (p. 308).	Dictation 1 (p. 258) A written summary (P- 259) Translation (pp. 259-260). Composit on (pp. 260-261).
Unit 7 (PP- 173- 185).	Modal Auxiliaries in Indirect Speech. Different Kinds of Sentence in Indirect Speech (p. 173).	Getting About Town Text: The Cities the Browns and the Smiths Live in (pp. 178-179); Environmental Thinking. Life Style (p. 180); Dialogues (pp. 181-183), London Sightseeing Tour (pp. 184-185)	An extract from The Forsyte Saga in Chancery by J. Galsworthy (pp. 309-310) A newspaper article (p. 311).	Dictation 1-2 (pp. 262-263). A written summary (p. 264). Translation (p. 265). Composition (p. 266).
Unit 8 (PP- 186- 196).	Had better... Would rather... (p. 186).	Week-end Text: The Smiths’ Week-end (pp. 190-191). Environmental Think, ng. Life Style (p. 192); Dialogues (pp. 193-194); Let’s Have a Picnic (pp. 195-196).	An extract from Mediterranean Islands, July by A. Bennett (pp. 312-313) A newspaper article (p. 314).	Dictation 1 (p. 267). A written summary (pp. 268-270) Translation (p. 270). Composition (pp. 271-272).
Unit 9 (PP- 197- 210).	Modifiers: very, rather, quite etc. (P- 197). Phrasal Verbs (P-199).	Entertainment Text: The Smith’s Birthday Party (pp. 205-206); Environmental Thinking. Life Style (p. 204); Dialogues (pp. 207-208); An extract from Theatre by W. S. Maugham (pp. 209-210)	An extract from Sun and Moon by K. Mansfield (pp. 315-318). A newspaper article (pp. 318-319).	Dictation 1 (p. 273). A written summary (p. 274). Translation (p. 275). Composition (pp. 275-276).
Unit 10 (PP- 211- 226).	PresentPast / Future Perfect Progressive (pp. 211-212).	Vacation. Weather. Text: Mary’s Vacation (pp. 219-220); Environmental Thinking. Life Style (p. 221); Dialogues (pp. 222-223); An extract from A New Way to	An extract from Lord of the Flies by W. Golding (pp. 320-321) A newspaper article (p. 322).	Dictation 1-4 (pp. 277-279). A written summary (pp. 279-280). Translation (p. 281).
		Proficiency in English. An Ideal Holiday by J. Cook (p. 224); Text: Seasons and Weather (p. 225).		Composition (p. 282).
Liste- ning (PP 323- 338).				
Supple- ment (PP- 339- 362)	1.	Sound-spelling correspondences (pp. 339-347). 2.	Prefixes and Suffixes (pp. 347-348). 3.	Dependent Prepositions (pp. 349-352) 4.	Lexical Intensifiers (pp. 352-354). 5.	Some Difference in a Manner of Speaking (pp. 355-356). 6.	Some Difference in Vocabulary (pp. 356-358). 7.	American Idioms (p. 359). Text: U. S. Life (pp. 359-362).			
Biblio- graphy (p.363).				
Навчалышй поабник
Янсон Валентина Вадиьпвна
Свистун Любов Васил1вна
Богатирьова Свплана Терентпвна
Лежньов Серий Миколайович
ПРАКТИЧНЫЙ КУРС
англшсько! мови
поабник для студенттв I курав гумаштарних вуз1в
Вщповщальний за випуск А.Б.Рассомахт
Коректор О. О. Гу сак
Комп'ютерна верстка Л.П.Романко
Художне оформления Л.Ю.Коротенко
СПД Космарський М. С.
Свйаоцтво держ. реестру видавтв: ДК № 366 вщ 19.03.2001 р.
Видавництво ТОВ «ВП Логос-М»
Свщоцтво держ. реестру видавшв: ДК№ 365 вщ 19.03.2001 р.
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Practical Guide for
Learners of English
Практичнии кх pc англ1исько‘1 лови
для студентов вищих навчальних заклад!в
Навчальнии кате - ш - кл що мае кому шкативт
спря.мованкть, грунтчеться на текстах, »1д1браних i3 автентичних
твор1в анппйсько!i а.	v . жньс! лагера тори.
Текста не щддано ж f* аифйсацп, тобто не адаптовано. Тхню
стил1стичну 1 тексш» тичнх своерщшсть збережено i
представлено наса.мперед у р | Члышх текстах, що повщомляють про
повсякденне життя звм*ийноа англомпано! родини, та у вщповщних
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