Starkov A P I DR Angliyskiy Yazyk 6 y God Obucheniya

Starkov A.P.
Dixon R.R.
Ostrovsky B.S.
Seattle
San Francisco
New York
Washington
А. П. Старков, Б. С. Островский
ENGLISH
Учебник
6-й год обучения
( для 10 класса средней школы)
READER
Книга для чтения
Составитель Б. С. Островский
Допущ ено к использованию

М инистерст вом общего и профессионального образования
Российской Федерации
СПЕЦИАЛЬНАЯ ЛИТЕРАТУРА
Санкт-Петербург
«Специальная Литература»
1996
УД К 80
373
А 64
Условные обозначения
| Восклицательный знак, стоящий слева от таблицы, обозначает, что нужно
! обратить' внимание на слова, которые читаются не по правилам.
Стрелка, стоящая рядом с таблицей, содержащей три формы глаголов,
указывает на то, что эта таблица дается в помощь ученику для выполнения
упражнений.
А Таким значком помечены упражнения для домашнего задания
Такой значок напоминает о задании по домашнему чтению, которое учащиеся
Ш выполняют в течение следующей недели.
Такое сокращение обозначает «Reference Grammar» («Грамматический
RG справочник»).
TWT Такое сокращение обозначает «International Word List» («Список
интернациональных слов»).
* Этим значком в текстах отмечены слова, включенные в страноведческий
справочник («References»).
В конце учебного пособия дан англо-русский словарь.
Книга издана при содействии фонда поддержки науки и образования

*Университетская книга »
© Старков А. П., Островский Б. С., 1996

© «Специальная Литература», 1996
ISBN 5-7571-0117-2 (2-й з-д) © Волошкин О. П., оформление обложки, 1996
Анатолий. Петрович Старков

Борис Семенович Островский
АНГЛИЙСКИЙ ЯЗЫК
Учебник
6-й год обучения (для 10 класса средней школы)
Ответственные за выпуск Д м ит риев В. В., Чистобаев С. В.

Научный редактор Я н уш евска я И. Д .
Художник Ф оличеева А. В.
Оформление обложки В олош кин О. П.
Технический редактор Расню к С. И.
Корректоры Крыш ко В. О., Толст якова Е. В., Ткаченко И. П.
Компьютерный дизайн и верстка Л у к и н а Н. В.
Лицензия № 071099 от 09.11.94. Подписано в печать с готовых диапозитивов 23.12.96.

Формат 60 х 881/16. Гарнитура Антиква. Печ. л. 29.
Тир. 150000 экз. (2-й завод 50001-150000) Заказ 6.
Издательство «Специальная Литература».

198052, Санкт-Петербург, Измайловский пр., 29.
АО «Санкт-Петербургская типогоафия № 6».

193144, Санкт-Петербург, ул. Моисеенко, д. 10.
Part I
§ 1. THE NOUN
1. Look at the pictures, read the sentences and correct them

according to the situation.
&
The sheep is in The girl has a There is a leaf falling

the field. white blouse on. from the tree.
2. Look at the pictures and say what you see in them.
Brushes, birds, horses, knives,

months, women, roses, toys,
loaves, halves, blouses, heroes,
armies, faces, curtains, airports,
demonstrations, comedies, cities, benches, shelves.
4. Look at the picture and describe it.

3
5. Read the words, say which of them are countable and form
their plural.
Man, ice, sheep, peace, money, watch, news, city, tooth,
friendship, child, business, foot, idea, redness, life, silk,
rose, love.
6. Read the word combinations.

Jack’s father; John’s friends; his m other’s visit; the doctor’s
son; the dog’s leg; my younger daughter’s toys; our
parents’ age; the workers’ newspaper; the teachers’ room;
our students parents; Boris Ivanov’s letter; two m onths’
holidays; yesterday’s newspaper; Mr. Spot’s works; Doctor
Cram’s letter; the British Government’s policy; the ship’s
captain.
7. Read the sentences and choose the ones with the nouns in
the possessive case.
a) 1. Victor’s my elder brother.

2. Victor’s shoes are too big for me.
3. Victor’s come to see us.
b) 1,- This question’s very difficult to answer.
2. The sportsman’s taken first place in swimming.
3. My cousin’s name is Igor.
c) 1. My friend’s got a bad cold.
2. We shall meet at my friend’s.
3. My friend’s going to join the army.
8. Read the sentences and choose the ones with plural nouns in
the possessive case.
1. My aunts’ names are Vera Borisovna and Yelena
Borisovna. 2. Who is your father’s brother? 3. The sports
m en’s results are very good. 4. They have done a good
day’s work today. 5. We have two days’ holidays in
winter. 6. We celebrate International Women’s Day on
4
M arch 8. 7. You can buy meat at the butcher’s. 8. You
can find him on the children’s sports ground.
9. Ask your classmates whose the different things in the classroom

are.
10. Answer the questions using the pronouns he, she', it, his,
her, its.
1. What is your teacher’s name? 2. How old is your

uncle? 3. Is your friend a boy or a girl? 4. Where does
your friend live? 5. W hat’s your mother’s name? 6. Where
is the door of your classroom? 7. Does your grandmother
live with you? 8. What is your uncle? 9. Is your dog
(cat) young? 10. Where does your desk stand?
§ 2. THE ADJECTIVE
11. Answer the questions.
1. Which is better, to go in for basketball or volleyball?

2. Who is the strongest sportsman in our country?
3. Where is the most beautiful countryside in your place?
4. Which takes more time, to travel by car or by train?
5. Where is the coldest climate in our country?
6. Which is the most famous football team?
7. Which are the most popular sports in our country?
8. Who is your favourite actor (actress)?
12. Look at the pictures, compare the things and the people there
and ask your classmates questions.
5
14. Ask your classmates questions comparing different people and
things.
15. Situations:
1. Your friend and you are at a departm ent store. You
are going to buy a suit (a dress) and some other
things. You try them on and compare different
articles.
2. You are at the market buying fruit, vegetables and
other things. You compare them, choose the ones you
need and like best and buy them.
16. Task.
Compare the two countries, the USA and .Great

Britain, their territories, rivers, lakes, mountains, climates,
towns.
6
§ 3. THE ARTICLE
17. Read and explain why we use the definite article.
“What did the doctor 4. “Put the butter into the

say?” refrigerator.”
5. “Who has moved into your old flat?” — “The people

who lived next door to us.” 6. Mary, go to the kitchen
and turn off the gas. 7. I cannot find the book Rob Roy
by Walter Scott. 8. The rose is one of the most beautiful
flowers.
• I. Указание на объект. И. Ссылка на известное. 111. Допол

нительная конкретизация. IV. Логическое включение в число
известных. V. Родовая характеристика.
7
18. Tasks.
1. A boy has come into your classroom. Ask your

deskmate who he is.
2. Your friend wants to buy a hat. She tries one on,
but you don’t like it. Say it in English.
3. You gave your friend an interesting book to read. Ask
him (her) if he (she) liked itor not.
4. You have visited your friend,who has a new flat. Tell
your friend about your impressions.
5. Tell your classmates in what shops you buy food.
19. Make up situations using the sentences.
1. I shall buy one of the newspapers.

2. I have found the dictionary!
3. Did you enjoy the concert?
4. Can I see the secretary?
5. The little girl has never been to the circus.
20. Read and explain why we use the indefinite article here.
1. “That’s a stadium.” 2. “I need a tie, please.”
3. “This is Boris, a friend

of mine.”
8
4. “I need a metre and a
half.”
5. I shall be back in an 6. Look, what a wonderful

hour. view!
VI. Называние объекта, причисление его к классу (с ис

числяемыми в единственном числе). VII. Указание количе
ства.
21. Tasks.
1. Ask your classmate to give you something to write

with.
2. The doctor has prescribed medicine for your sick
brother. Say how often he has to take it.
3. A schoolmate of yours has come to see you. Introduce
him (her) to your parents.
4. You are sending your brother (sister) to a shop to
buy something. Tell him (her) the prices of the things
you want him (her) to buy.
22. Say why we use the definite or the indefinite article.
1. My father gave me a camera as a birthday present.

2. “First we shall water the flowers and then we shall
pick the fruit,” said the mother.
3. “What shall I have now, M ummy?”
“An egg, dear.”
“Where is the egg?”
“It’s in the kitchen.”
9
1. A year ago. 2. What a fine day it is! 3. I met a

young woman with a girl.
24. Explain the difference in the situations in which the following

phrases can be used.
a) 1. She is wearing a new scarf.

2. She is wearing the new scarf.
b) 1. Let’ try to find a river.
2. L et’s try to find the river.
25. Read and explain why we use no article before the underlined
nouns.
1. “This is salt! 2. “What does this woman

do in this stall?”
“She sells newspapers,
magazines, books,
postcards, pens and
other things.”
3. “W hat rainy weather we

are having!”
10
4. “You must stay in bed.”
5. How do you prefer to travel, by train or by boat?
6. There are pig-farms, cattle-farms and chicken-farms in
our village.
VIII. Называние объекта, причисление его к классу (с не

исчисляемыми и исчисляемыми во множественном числе).
IX. Распредмечивание.
26. Say if the underlined words are countable or uncountable.
1. Pm very much interested in biology. 2. You need fresh

air, fruit and vegetables. 3. Girls are always fond of dolls.
4. Our country is rich in iron, coal, oil and minerals.
5. You can see horses, cows, sheep and pigs at that
market. 6. Give me some bottles of mineral water, please.
27. Tasks.
1. Say what you usually have for breakfast.

2. Ask your classmates what we can buy at the market
in summer.
3. Tell the student what kind of transport you m ay go
by in town.
1. “M eat, potatoes and tomatoes, please.”

2. “We shall meet after school!”
3. “It’s time to go to bed, dear!”
4. “She is fond of children.”
11
29. Say why we use or do not use the articles here.
1. They spoke rpuch about modern literature and art.

2. May I go out with the dog for a quarter of an hour,
Mummy? 3. Is he at home or at work? 4. When did it
take place? 5. Does he go there on business or for
pleasure? 6. The children are playing football in the yard.
7. His mother is in hospital, she is seriously ill. 8. It
was a nice place with green trees near the river.
30. Explain the difference in the situations in which the following

phrases can be used.
a) 1.' Will youbuy a newspaper, please?

2. Will you buy one of the newspapers, please?
b) 1. The soup was very nice.
2. It was chicken soup.
c) 1. Are you enjoying the play?
2. Aren’t you going to see a play?
d) 1. He is not in town.
2. I think we can spend a day in the town.
3. Is there a town on the way?
e) 1. How did you spend the day?
2. I need a day or two for this kind of work.
3. He worked day after day with no results.
31. Situations.
1. You have got a new flat and you tell your friend what
you have in it.
2. You are planning to have a birthday party and dis
cussing what to prepare for dinner.
3. You come home and tell your parents what marks
you’ve got for different subjects today.
32. Read the story and explain why we use or do not use the
articles with the words in the text.
It was a dark night. A man was

riding a bicycle without a lamp.
He came to a crossroad and did
not know which way to turn. He
noticed a pole with something
white which looked like a piece
of paper. When he got to the top
of the pole he read: “Wet Paint”.
§ 4. THE NUMERAL
33. Read the numbers.

A. 3, 13, 33, 40, 14, 7, 1, 11, 55, 5, 10, 2, 88, 90, 19,
12, 15, 20, 4, 79, 16, 31, 18, 17, 66.
B. 100; 102; 1,000,000; 1,376; 247; 10,003; 1,000; 389;
52,100.
34. Read the telephone numbers.
13-10; 45-76; 20-89; 44-22; 10-99; 63-37; 1-17-55; 3-80-77;

2-88-45; 33-33; 4-99-00; 5-67-01; 289-44-25; 136-00-77.
35. Do the sums.

17 + 3 = 14 - 6 = 785 - 371 = 3 ,2 8 9 + 1,100 =
38 - 18 = 3 + 13 = 570 + 7 3 5 = 1 ,0 0 0 - 34 =
36. Read the money.
£2; £17; £37; 90 p;100; 6.50 p; 75 p; 6.06 p; £1.000;

10 p; £71,30 p; $5; $2,000,000; $75; $10; $7.00;
$3,000.50; £25; $145.00; $5,275.00; $90; $15.05; 3tf.
13
37. Change the numerals according to the example.
Example: Chapter 1 — the first chapter.
Chapter 3; Lesson 12; Part 2; page 371; Book 1; Part 5;

Lesson 22; page 80; Chapter 13; page 100; Lesson 8;
Chapter 43.
§ 5. THE PRONOUN
38. Give short answers using m ine, yours, his, hers, ours,
theirs, its.
1. Whose book are you holding, yours or your friend’s?
2. Whose hair is darker, yours or your mother’s?
3. Your bag is in your desk. Where is your teacher’s?
4. Whose family is bigger, yours or your friend’s?
5. What colour are your eyes? And your father’s?
6. Dubna is not a very big town. What about the town
where you and your family live?
7. Whose desk is in the corner of the classroom, yours
or your friend’s?
8. Your size is 37. I take a size bigger. What is my
size?
3 9 . Answer the questions.
1. What do you do at 7.30 inthe morning?

2. What do you do after that?
3. Did you enjoy yourself at the theatre when you were
there last? And your friends?
4. What has your friend bought himself (herself) recently?
5. Who do you see in the mirror?
6. Do you do your homework yourself or does anybody
help you?
7. Does your younger brother (sister) dress himself (her
self) or do you help him (her) to dress?
14
40. Look at the pictures and answer the questions.
Is there any sugar on the Are there any trees in the

table? picture?
Is there any bread on the Is there any grass there?
plate? What can you see there?
What can you see on the
table?
Is there anything in the Is there anybody in the

woman’s bag? room?
Is there anything in the Is there anybody in the
woman’s right hand? corridor?
What is there in the bag? Who is in the room?
What is there in the Who is in the corridor?
woman’s left hand?
15
1. Have you got anything on your desk?

2. What have you got in your left hand?
3. Is there anybody standing at the blackboard?
4. There is nothing interesting on at the cinema, is there?
5. Have you got any books about our cosmonauts?
6. Do you receive letters from anybody?
7. Do you see any change in the weather?
8. There is no snow in the street, is there?
9. Is anybody absent from the lesson today?
10. You have got nothing to ask your teacher, have you?
42. Look at the pictures and ask your classmates what they see
in them.
43. Situation.
You want to eat. You open your refrigerator and choose

what to take. Describe what you can find there.
44. Look at the pictures and answer the question using m uch or
many, little or few.
W hat is there in the picture?
16
45. Look at the pictures and answer the questions using little,
a little, few, a few according to the situation.
How much milk is there

in the glass?
How many apples is

the woman carrying?
§ 6. THE VERB
46. Give the three forms of the verbs.

to look — to decorate — to enter —
to decide — to correct — to serve —
to arrive — to prepare — to defend —
to happen — to repeat — to thank —
47. Give the three forms of the verbs.

to come — to leave — to buy — to stand —
to lay — to let — to think — to understand
to get — to put — to begin — to give —
48. Read and make another student (other students) do.
1. Let your friend take his (her) textbook.

2. Let him (her) open it at page 20.
3. Let all the students show the pictures to the teacher.
4. Let them put the textbooks on the desks.
5. Let your deskmate move his (her) book aside.
6. Let all the students turn to the teacher.
49. Read the commands and make them negative.
1. Swim in the river. 2. Translate this text. 3.Drink
this water. 4. Hang up the picture. 5. Think about it.
6. Cross the street. 7. Ring me up. 8. Forgetwhat I
said. 9. Post the letter. 10. Touch the lamp.
THE ACTIVE VOICE

THE PRESENT INDEFINITE TENSE

1. How often do you have English classes?
2. When does your family have dinner?
3. How do you get to the stadium?
4. When do your parents come home from work?
5. Who takes care of you when you are ill?
6. It often rains in spring, doesn’t it?
7. Your friend does not know French, doeshe (she)?
8. Does your friend have his (her) birthday this month?
51. Ask your friend questions about his (her) dinner-time.
52. Discuss with your friend how you usually organize your studies
on different days of the week.
53. Tell your classmates what you do in the morning.
54. Describe how your family spend Sundays.
55. Read and correct, giving facts to show what is wrong.

1. You never help your mother in her housework.
2. It is always cold and dry in summer.
3. You study Arithmetic and Drawing.
4. Your friend does not ski or skate.
5. Your friend has no hobby.
6. Your classmates are not active.
56. Tell the class what happens to you when you fall ill.
18
THE PAST INDEFINITE TENSE
57. Tasks.
1. Your mother told you to open the window, dust the
things in the room and wash the floor. Say what you
did.
2. You promised to go to the kindergarten, take your
little sister out, walk with her in the park and bring
her home. Say what you did.
3. Our teacher asked us to learn a poem by heart, read
the text of Lesson 2 and do Exercise 27. Say what
we did.
4. I asked my friend to take the prescription, go to the
chem ist’s, get the medicine and give it to my sick
sister. Say what he (she) did.

1. You watched the TV programme yesterday, didn’t
you?
2. What did you have for your breakfast?
3. How many people took part in the last sports com
petition?
4. Did you see the parade on Victory Day last year?
5. Where did you live 5 years ago?
6. What did you have on yesterday?
7. Which of your friends went to Sochi last summer?
8. How many lessons did you have last Wednesday?
59. Ask your deskmate what he (she) did yesterday in the evening.
6 0 . Answer the questions.
1. Were you at home at seven yesterday?

2. Who was on duty last week?
3. Where were the maps at the Geography lesson?
4. How many students were absent from the last lesson?
19
5. W hat was the weather like last Sunday?
6. Were there clouds in the sky yesterday evening?
61. Read and correct, speaking about yourself.
1. You were ill yesterday.

2. You listened to the radio at 1 o’clock in the afternoon.
3. Your parents went to the country to spend their leave
there.
4. It was very hot yesterday.
5. We did Astronomy last year.
6. You had soup for breakfast.
62. Describe what you did
on your birthday;
when you went to the stadium;
from seven to nine in the morning yesterday.
THE FUTURE INDEFINITE TENSE
63. Read and say what you (he, she) will do or will not do.
1. Go straight home after your classes.
2. Don’t talk at the lesson.
3. Let your friend stay at school after the lessons.
4. Don’t wait for your friends.
5. Don’t let your friend turn to you.
6. Prepare your lesson before 6 o’clock.
7. Don’t forget about your promise.
8. Let us discuss the play we have seen at the theatre.

1. What will you do on a sunny winter Sunday?
2. Will the weather be windy tomorrow?
3. What lessons will you have tomorrow?
20
4. Will your friend come to see you tonight?
5. What holiday shall we celebrate next?
6. Shall we take a bus or a tram to go home?
7. Who will teach you at the next lesson?
8. Will you do your homework for tomorrow today?
65. Ask your classmates questions about what they will do
after the lessons;

next Sunday;
in the evening.
6 6 . Tell the class what you will do in summer, where you will
go, how you will go there,what you will do there.
67. Read the sentences and say which of them are real questions.
1. Will you please begin reading?

2. Shall I read?
3. Will you dance with me?
4. What will you say to your parents?
5. Shall you take your brother with you?
6. Will you drink a glass of cool milk?
6 8 . Read and ask somebody politely to do the same things, using

w ill
1. Hang that picture. 4. Wash up the dishes.
2. Sweep the floor. 5. Ring me up later on.
3. Help me. 6. Post the letter.
1. What will you do if it rains on Sunday?
2. What will you put on if the weather changes for the
worse?
3. What will your mother say if you do not buy her
what she has asked you to?
4. Where will you go when you have to buy food?
21
5. When will you get up if you have to go to school
earlier?
6. Who will prepare your meals if your mother falls ill?
70. Tasks.
1. Ask your classmates what they will do when they
leave school next year.
2. Tell your classmates how you will spend your free
time when the weather is rainy, sunny or cold.
3. Say where you will go on an excursion, if you organize
it.
THE PRESENT CONTINUOUS TENSE
71. Tell your classmates to do something and say what they are
doing.
72. Look and answer the questions.
1. Is it raining?
2. What are the people doing?
3. What are they waiting for?
4. What is coming towards them?
1. What are the children doing?

2. Where are they playing?
3. What games are they playing?
4. What is the woman doing?
73. Look and ask questions.
74. Describe the picture.
cl
Л
1. Are you going to the blackboard?

2. Do you go to school?
3. Who is sitting on your right?
4. Who is teaching you?
5. Who teaches you Russian?
6. W hat do you do at your English lessons?
7. W hat are you doing?
8. What do schoolchildren do during the break?
23
76. Describe
what you see in the picture;

what you do when you clean your house.
THE PAST CONTINUOUS TENSE

1. What were you doing at 7 o’clock yesterday?
2. It was raining last Sunday, w asn’t it?
3. What were you doing when the teacher came in?
4. Were you doing your homework when your mother
called you to have dinner?
5. Who did you see when you were going to school?
6. What did you see when you were looking out of the
window?
7. Who did you meet when you were going home yes
terday?
78. Tasks.
1. Ask your classmates what they were doing at different
time of the day yesterday.
24
2. Tell the class what happened some days ago when
you were doing something.
3. Describe what all the members of your family were
doing when you came home from school yesterday.
THE PRESENT PERFECT TENSE
79. Read and say what the results of the actions are now.
1. The teacher has opened the windows.

2. I have left my exercise-book in thfe desk.
3. You haven’t read the text at home.
4. The weather has changed for the better.
5. I haven’t listened to the latest news.
6. He has entered Moscow University.
80. Tell your classmate to do something and say what he (she)

has done.
81. Look and answer the questions.
1. What has happened

to the boy?
2. Has he done it himself?
3. Who has done it?
1. Who has come to the

sick boy?
. 2. Why have they come?
3. What have they brought
him?
25
1. Have you read today’s newspaper?

2. Have you listened to the latest news over the radio?
3. Who has been late for our lesson?
4. W hat have you done for your homework?
5. Have you answered the question?
6. Where have you placed your bag?
83. Say what you do after
you have had your breakfast;

you have come home from school;
your mother has asked you to help her to clean the flat;
you have done your homework;
you have read a book from the library.
84. Describe the picture.
1. When didyou come to school?

2. What textbooks have you brought with you?
3. Have you written the date on the blackboard?
4. Who has done it?
5. Who came first to the classroom?
6. What didthe students do before the lessons?
7. What has the teacher just done?
8. Has the bell rung?
26
86. Tasks.
1. Say what you did to prepare for your lessons.

2. You had an interesting hike. Describe how you spent
your time.
THE PAST PERFECT TENSE
87. Read the sentences and say which actions were done first.
1. I had to buy a new pen because I had lost the old

one.
2. The last electric train had gone when we got to the
station.
3. He visited the places where he had fought during the
Great Patriotic War.
4. After I had left for work I remembered that I had
forgotten to ring you up.
5. We had collected our things and got into the bus
before it started raining.
1. Why was your classmate late for school?

2. What had you done before you left the house?
3. By what time had you done your homework yesterday?
4. What did you do after you had done your homework?
5. What had you done before you went to bed?
89. Tasks.
1. Tell the class what you had done by 9 o’clock in the
morning.
2. Discuss with your classmates what the farmers had
done in the fields by the end of September.
3. Ask your classmates what they did after they had
done their homework.
27
THE PASSIVE VOICE
9 0 . Read these sentences and say which of them are in the active
and which are in the passive.
1. We were told to stop and not to cross the street
when the light was red.
2. The militiaman stopped us and told us not to cross
the street.
3. We asked the travellers many questions about their
country.
4. They were asked a lot of questions about what had
happened.
5. Wheat isgrown in many regions in Russia.
6. All the students got good marks for History.
7. The exhibition of Russian art was opened on August
3 in the Exhibition Hall.
8. Victory Day is celebrated in our country on May 9.

1. Where is the sender’s address written in English
letters?
2. What was written in the newspaper article you read
last?
3. What foreign languages are taught in our schools?
4. When were your parents born?
5. Where were you born?
6. When is International Women’s Day celebrated?
7. When was your home city founded?
8. Is your place often visited by foreign tourists?
92. Tasks.
1. Ask your classmates what seas and oceans Great
Britain is washed by.
2. Describe what new schools, houses and other buildings
were built in your place last year.
28
3. Tell the class who the Moscow Museum of Fine Arts
was named after.
4. Tell the class when Moscow University was founded.
93. Read and say what you were told (asked) to do or not to do.
1. Show us your new flat, please.
2. Don’t drink this water.
3. Hurry up, please.
4. Don’t laugh, please.
5. Don’t leave the room.
6. Ring me up in the evening.
7. Take off your coat, please.
8. Lay the table, please.
SEQUENCE OF TENSES
94. Change into indirect speech.

1. James says to Mary, “I haven’t seen you for ages.”
2. The mother writes, “I am expecting you to come soon,
sonny.”
3. Henry says to his friend, “Are you free?”
4. Bob says, “Who was that man, Nick?”
5. Pete says, “When shall we meet, Tom?”
6. The mother says to her daughter, “I have prepared a
present for you, dear.”
7. The waiter says to the customer, “Do you prefer coffee
or tea, sir?”
8. The mother says to her son, “How did you sleep?”

1. Jack said, “I am very busy.”
2. William said to his sister, “When are you going to
join us?”
3. Richard said, “I shall pay the fare.”
29
4. The shop-assistant said, “It costs 7 dollars.”
5. The mother said to her little son, “What have you
done?”
6. Jack said, “I was in London two years ago.”
7. The man said, “It will rain soon.”
8. The girl said to her friend, “Can you dance modern
dances?”
1. M ary said, “I live in this house.”

2. She said, “I spent a week here not long ago.”
3. The engineer said, “I was born in 1947.”
4. They said, “We have decided to stay a month in this
hotel.”
5. The railwayman said, “The train had arrived in Sochi
by 11 o’clock.”
6. The boy said to his friends, “Shall we go to swim in
the lake?”
7. One sports fan said to another, “Who has won the
gam e?”
8. The girl said to her sister, “What is she wearing?”
§ 7. THE ADVERB
97. Pick out the sentences with adverbs and read them out loud.
a) 1. You must work hard.
2. His life was very hard.
b) 1. They took a fast train to Novosibirsk.
2. You speak English too fast. I can’t understand you.
c) 1. We are having much snow this winter.
2. He reads very much and prefers historical
novels.
30
d) 1. Alec’s answer was the best.
2. I like this film best of all.
98. Read the sentences and say if the underlined words are adverbs
or adjectives.
1. Lena, it’s late, you must go to bed.

2. The Washington Post is a daily newspaper.
3. He went to the post-office daily.
4. In 1957 he lived in the Far East.
5. We never come late for our classes.
6. How far do you live from your school?
7. The sun was high in the sky when they left home.
8. “Who can jump so high?” asked the teacher.
99. Ask questions to the underlined words.
1. The actress wore a long dress ,and looked tall.

2. The engineer stayed long at his work to finish his
task.
3. They were met more warmly than before.
4. The girl works at her Physics hardest of all the
subjects.
1. How did youspend last Sunday?

2. Which do you like more, hiking or travelling by bus?
3. Who swims best in your class?
4. Do you get up earlier or later than 7 o’clock?
5. Do you get to school quicker than your friend?
6. Who speaks English most correctly inyour class?
7. How do you usually have your breakfast, quickly or
slowly?
8. How did youhave your breakfast yesterday,slower
than usual or quicker?
31
101. Describe the picture using adverbs and compare it with what
you see in the street at the moment.
102. Situation.
You and your friend are at the stadium (gymnasium).

You see sportsmen dQing their exercises. You discuss
with your friend how they are doing them and what the
results of the sports events are.
Part II
Unit 1
§1
1. Read the text and say why we celebrate the Day of Knowledge.1
Discuss with your classmates how knowledge helps people in
their life and why the knowledge of a foreign language is very
useful.
2 '} j k f 33
National Day of Knowledge
The 1st of September is a national holiday in our

country. It is the Day of Knowledge. On that day students
start their academic year.
Knowledge is pow er;2 the more one knows, the
greater power one has. You get knowledge at school,
and also from books, from magazines, and from radio
and TV programmes. Good knowledge of school subjects
will help you later to learn more difficult things.
Knowledge of history, for example, helps to understand
the past, the present and the future. If you know other
school subjects well, they will certainly help you in your
life. You will be able to use your knowledge when you
need it in your studies or in your work. Our industry
will develop further on, so workers and engineers will
still need more and more knowledge.
Knowledge of other languages is very useful, especially
if you have to work for your country abroad or if you
must read foreign literature in the original. If you know
the language of a foreign country, you can talk to its
people and understand what they say. Knowledge of
foreign languages also helps young people of different
countries to develop friendship and understanding.
The Day of Knowledge is celebrated by schoolchildren
and their teachers. Veteran workers, engineers and
scientists come to meet them in classrooms. They tell
the young people about the role of knowledge in their
lives.
We need knowledge to be active, useful citizens 3 of
our country.
1 know ledge ['пэП<1з] — знание; 2 power ['paua] — сила;

3 citizen f'sitizon] — гражданин
54
2. Read and answer the questions.
1. W hat examinations did you have this summer?

2. How did you pass your examinations?
3. When did your examinations end?
4. Did any of your friends go to a technical school after
the Ninth Form?
5. W hat were you planning to do during your summer
holidays?
6. Did you carry out your plans? Why?
7. Where did you spend this summer?
8. W hat did you do there?
9. Who were you there with?
10. Did you meet any interesting people there?
11. Who did you make friends with?
12. W hat was the weather like there at that time?
13. Did you enjoy your summer holidays?
14. Did you have a good rest?
3. Describe your summer holidays.
4 . Read the dialogue and say what other greetings you use when
you are introduced to people.
What They Say

“What do I say when I am introduced to someone?”
“Oh, just ‘How do you do?’”
“And what does the person to whom I’m introduced
say?”
“He or she also says ‘How do you do?’”
“But that seems very strange to me. I ask people a
question about their health and they don’t give me any
answer; and then they ask me a question which I don’t
.answ er.”
“Yes, I agree, it’s a bit strange, but we don’t think
of ‘How do you do?’ as a question — it’s just a greeting.
2* 35
If you really want to know about your friend’s health
you say ‘How are you?’”
“Oh, yes! I heard that, and what do they reply?”
‘“ Very well, thank you. How are you?”’
“And what do you say if you are not very well?”
“Just ‘Not so well’ or ‘Not too well’.”
Read and act.
Meeting People
1 2
“Hello, Jack.” “Hello.”

“Hello, Dick.” “Hello.”
“This is my friend Alec.” “This is Torn and this is B etty.”
“How do you do, Alec?” “Hi, Tom.”
“How do you do, Dick?” “Hi, B etty.”
3
“Hello, Henry.”
“Hello, Robert. Come and meet my friends.”
“All right.”
“This is Miss White and this is Miss Porter.”
“How do youdo? My name is Pine, Robert Pine.”
“How do youdo, Mr Pine? Nice to meet you.”
4
“Hello. I’m a new student. My name is Bill.”
“How do youdo? I’m Alice.”
“Are you American?”
“No, I’m not. I’m English.”
“Where are you from?”
“I’m from London.”
6. Read the funny story and retell it using indirect speech.
No Ticket for Himself

M ark Twain, the American writer, came to a small
town to give a lecture 1 on literature.
Before dinner he went for a walk and then went to
a shop to buy something. When the shop-girl saw him
she thought that he was a man from another place, not
from their town.
“Are you a stranger?” asked the shop-girl.
“Yes,” Mark Twain answered. “This is the first time
I’ve been here. I like this town very much. I’ve already
seen some interesting things.”
“You chose a good time to come,” the shop-girl said.
“M ark Twain is going to give a lecture. He writes books
and gives lectures, you know. So many people like to
listen to him. Will you go to his lecture today?”
“Oh, I hope so.”
“Have you bought a ticket?”
“Not yet.”
“T hat’s very bad. You’ll have to stand.”
“Oh, I always have to stand when that man lectures,”
said M ark Twain.
1 lecture 1'lektja] — лекция; читать лекцию
7. Read the verse and say what you think of it.
Work
There is no point in 1 work
unless it absorbs 2 you
like an absorbing game.
If it doesn’t absorb you,

if it’s never any fun,
don’t do it.
37
When a man goes into his work
he’s alive like a tree in spring,
he’s living not merely 3 working.
David H. Lawrence
1 there is no point in — нет смысла в...; 2 absorb

[ab'soib) — поглощать, увлекать; 3 merely ['miali] — просто,
всего лишь
8. Look at the tables, read the words and say what suffixes or
prefixes they have and what parts of speech they are;
Suffixes
of num erals of nouns of adjectives of adverbs
-teen six teen -er worker -le ss helpless -ly nicely

-ty sixty -n ess happiness -y rainy
-th sixth -ion decoration -ab le countable
-ist realist -fu l beautiful
-ism realism -ic heroic
-al continental
Prefixes
re- rewrite u n - undress

in - ( im - ) inattentive, impossible
ir- irresponsible
Action, un-English, speechless, really, business, incorrect,

unfruitful, illness, ninth, television, re-enter, unusual,
driver, examination, humanist, fifty, capitalism, nineteen,
fishy, fatherless, glassy, enjoyable, youthful, machinist,
landless, modernism, readable, funny, indirect, retell, elec
tric, political, readdress.
38
A 9 (a) Read the text using the References, look at the map and
describe the USA. Write down a plan of your description of
the country:
The United States of America.
Part I
The USA is situated in the central part of the North
American continent. Its western coast is washed by the
Pacific Ocean and its eastern coast — by the Atlantic
Ocean.
The area of the USA is over nine million square
kilometres.
The continental part of the USA consists of two
highland 1 regions and two lowland 2 regions. The highland
regions are the Appalachian M ountains in the east, and
the Cordillera in the west. The highest peak in the
Appalachian M ountains is 2,037 metres high. The highest
peak of the Cordillera in the USA is 4,418 metres.
Between the Cordillera and the Appalachian
M ountains are the central lowlands, which are called the
prairie *, and the eastern lowlands, called the Mississippi
Valley.3
The five Great Lakes, between the USA and Canada,
are joined together by short rivers or canals, and the
Saint Lawrence River joins them to the Atlantic Ocean.
In the west of the USA there is another lake called the
G reat Salt Lake.
The main rivers of the USA are the Mississippi,
which flows into the Gulf of Mexico, the Colorado and
the Columbia, which flow into the Pacific Ocean, the
Saint Lawrence River and the Hudson River, which flow
into the Atlantic Ocean.
The USA is a very large country, so it has several
different climatic regions. The coldest regions are in the
39
north and north-east where much snow falls in winter.
The south has a subtropical climate. Hot winds blowing
from the Gulf of M exico often bring typhoons. The clim ate
along the Pacific coast is much warmer than that of the
Atlantic coast. The region around the Great Lakes is
known for its changeable weather.
1 highland f'hailand] — горный; 2 lowland ['louland] — низ

менный; lowlands — низменность; 3 valley ['vaeli] — долина
The Rocky Mountains are The prairie lies to the west

in the west of the USA. In of the Mississippi Valley and
the Rockies there are several go to the Rocky Mountains.
peaks between 4,000 and
5,000 metres high.
(b) Form as many words as you can using the suffixes -less,
-able, -ly, -ion, -ness, -ful and prefixes re- and un-.
S u ccess, to connect, to understand, to construct, help,

active, to break, to read, beauty.
щ (c) Do the exercises of Task 1.
41
§2
10. Read and ask your deskmate what he (she) thinks about the
proverb “Live and learn”, what he (she) is interested in and
how he (she) is going to prepare for future profession and life:
Knowledge and Discipline

“The Day of Knowledge was celebrated all over the
country. How do you like this holiday?”
“Well, it’s a great holiday because knowledge is very
important. But I think knowledge by itself is not enough.”
“What do you mean by th at?”
“There is another important thing; th at’s discipline.”
“Oh,1 yes, discipline... Teachers say that if your
discipline is poor, you don’t do very well in your studies.”
“Certainly. But, speaking about knowledge...”
“You mean that nobody can know everything? Is
that what you wanted to say?”
“Yes, especially when you are still at school. You
remember the English proverb ‘Live and learn’, I suppose.”
“•And is there a proverb about discipline?”
“Well, I don’t know, but my proverb is ‘Live and
learn to discipline yourself’. Knowledge and discipline
make people strong, you know.”
11. Read and use in situations:
reply [ri'plai]: He did not reply to her letter. She replied

that she liked the film. What did you say in reply to
her questions?
perfect ['pa:fikt]: He speaks perfect English. The weather
was perfect.
strange [streind 3 ]: That part of the town is strange to
me. He is behaving in a strange manner. Everything
was strange to him.
42
stranger l'streind 3 a]: I am a stranger here. He is a
perfect stranger to me.
discipline ['disiplin]: The children showed excellent dis
cipline during the trip. The students got new disciplines
in the third year,
attention [a'tenjn]: She pays no attention to what I
say. Attention, please. The people listened to his
speech with great attention,
clear [klia]: It was a clear day. It was clear that he was
wrong. My memory is not clear on that. We must
clear up the classroom before we go home. Please
clear the dishes off the table.
12. Tasks:
1. Describe what your Ninth Form classmates do now,
where some of them work or study, what professions
they decided to take up and why.
2. Tell the class what new subjects you study in the
Tenth Form, if you like them or not, what subjects
you pay special attention to and why, what new
teachers you have.
You may use the words:
technical school — профессиональное училище
technical college ('kolidsl — техникум
works — завод
13. Read and answer the questions:
1. Is your family large or small?

2. Who are the members of your family?
3. Where were your parents born?
4. When were you born?
5. Have you got any brothers or sisters?
6. Your parents love you, don’t they?
7. Have you got a grandfather and a grandmother?
43
8. They are pensioners, aren’t they?
9. Who looks after the small children in your family?
10. Where do you live? What is your address?
11. What place did you move there from?
12. How many relatives have you got?
13. They all live in the same place, don’t they?
14. How many aunts and uncles have you got?
15. Which of your relatives live near your home?
16. How often do you all gather?
17. When is your birthday?
18. How do you celebrate it?
14. Ask your classmate questions:
about his (her) family;

about his (her) parents.
15. Read the proverb and speak:
Proverb: WELL BEGUN IS HALF DONE.

It is very important to start well when you are doing
something new. Then the rest of the work will be done
much easier.
Speak about a thing which you. started and ended
well.
16. Read, compare and analyse. (See RG § 9, 3)
I enjoyed the concert very She finds great enjoyment

much. in music.
The child is very active for He always took part in out-
his age. of-school activities.
enjoy + -ment = enjoyment
44
Verb Noun Adjective Noun
enjoy enjoyment active activity
agree agreement national nationality
pay payment possible possibility
develop development formal formality
move movement real reality
17. Read the sentences and give Russian equivalents of the under
lined words:
1. The new film shows the grim realities of war. 2. After

a long discussion the delegations came to an agreement.
3. There were a lot of government offices in the high
building in the square. 4. The meeting showed the soli
darity of working people. 5. The democratic movement
against race discrimination in the USA was very strong.
6. I haven’t got enough money today to make the payment
I promised. 7. Winning the championship is a possibility
for our team. 8. What nationality is your friend? 9. The
radio reported the latest political developments in the
country. 10. It’s just a formality, you can get the document
in two hours.
A 18 (a) Read the text using the References, speak about the
population of the USA, look at the map and describe the large
cities of the country. Write down a plan of the text:
'The United States of America

Part II
The population of the USA is more than 236 million
people. Most of the people live in towns.
In the country there are. 26,5 million Afro-Americans
and about 1 million Indians *, many of who live in
reservations *.
45
Besides people from Mexico and South American
countries, there are also people who have come to the
USA from Europe and Asia.
The capital of the USA is Washington, in the D istrict
of Columbia (D.C.). The US Congress has its seat in the
Capitol*, and the White House* is the residence of the
President.
Washington is a beautiful administrative city without
much industry. It has many famous monuments: the
Library of the Congress of the USA, the Washington
Monument*, the Abraham Lincoln Memorial*, the Tomb 2
of the Unknown Soldier, and others.
New York is the largest city and port. With its
su b u rb s3, it has a population of about 13 million people.
It is the financial and business centre of the capitalist
world. It is famous for its skyscrapers 4.
New York is the largest city and port in the United

States of America.
There are a lot of other large cities in the USA.
Boston, one of the first towns founded on the Atlantic
coast of America, is historically famous for the Boston
Tea Party*, which later developed into the war for
independence. It is now an important port and a financial
and cultural centre. It has three universities.
Chicago is one of the biggest industrial cities in the
U SA and the second largest after New York.
Philadelphia, near the east coast, produces agricultural
m achines and locomotives. Light industry is highly
developed here. Philadelphia is an important cultural centre
w ith many fine buildings and a university.
Detroit, in the Great Lakes region, is a port and one
of the biggest centres of the automobile industry.
San Francisco, on the Pacific Coast, is a big port
and ship-building centre. Of great interest are its nine
bridges over the Golden Gate C hannel5 between the
Pacific Ocean and San Francisco Bay.6
Los Angeles, in California, is an important centre of
modern industries. Not far from it is Hollywood, the
world-known centre of the US film business.
1 seat [si:t] — место, местопребывание; 2 tomb [tu:m] — мо

гила; 3 suburb ['sAba:b] — пригород; 4 sky-scraper
['skai,skreipa] — небоскреб; 5 channel ['tjaenl] — пролив, ка
нал; 6 bay — залив
(b) Read and copy the sentences putting in the right words:
1. They sent a delegation to demonstrate their ... with

th e workers. 2. The people listened to the music with
real ... 3. He has great ... in mathematics. 4. I can’t
• say with ... when he came home. 5. His ... is that she
is too young to take part in the expedition. 6. The ...
differed much from what we had expected. 7. There is
47
full ... on what must be done, the problem is how to do
it. 8. There is little ... in this town on Sundays.
(ability, activity, agreement, argument, certainty, enjoy

ment, reality, solidarity)
(c) Do the exercises of Task 2.
§3
1. W hat are the most important features of school
education in our country? (Free; compulsory; 1
universal.2)
2. What are the schools where different trades are taught?
(Vocational; technical.)
3. What roads are open to school leavers? (Vocational
school; technical school; institute; university.)
4. What do you know about the way young people are
helped to choose a trade or a profession? (To go into
labour training; to visit factories and farms; to listen
to the talks of the parents or advice given by specialists;
to have an interest in a trade or profession from
childhood.)
1 com pulsory [kam'pAlsari] — обязательный (об обучении)',

2 universal [,ju:ni'va:slj — всеобщий
20 . Read and use in situations:
wonder ['wAnda]: I wonder whether you can help her.

That made me wonder. They wonder at the size of
the monument. She looked at him in wonder.
report [ri'po:t]: The paper reported the incident in detail.
It is reported from London that our football team won.
48
Show me your school report. He made a short report
on the business trip,
according [a'koidio]: Everything went according to our
plans. According to the weather report it will snow
tomorrow.
recent ['rirsnt]: What is the most recent news? The
town has changed in recent years,
hard [herd]: It was a hard task. It is hard for me to
say good-bye to my friends. It rained hard yesterday.
They worked hard at their report,
hardly ['hadli]: We had hardly left the house when it
began to rain. We hardly know her. H e’ll hardly come
now.
21. Read the text and say what your home and your family mean
to you:
Your Home and Your Family
When you began learning English, one of the first

English words you learned was “family”. Do you remember
how you and your classmates described your families?
You spoke about your parents, your brothers and sisters.
You also spoke about your uncles, aunts, grandfathers
and grandmothers.
People often discuss what all members of a family
do, how they work or learn, how they help each other
and how they spend their free time. Sometimes children
take part in such discussions.
Family life is very important. If all members of a
family are friendly to each other, the family is happy.
And it is wrong to think that young children are less
.important than other members. Everybody should try to
be active in what his or her family does. We all must
do our duties.
49
What can you do for your family? There are a lot
of things. But you should not wait for your parents to
tell you what to do. It is important for you to see who
needs your help. You can take care of your parents and
grandparents, of your younger brothers and sisters. You
can clean the rooms, go shopping, wash the dishes, clean
your clothes and shoes. You can also take part in cooking
dinner, supper or laying the table.
Try not to forget about children’s duty to their
parents.
22. Read and act:
Invitation
“Hello, Mrs Ross.”
“Hello, Mrs Taylor. How are you?”
“I’m fine, thank you. And how are you?”
“I’m quite all right, thanks.”
“I haven’t seen you for ages. W e’ve got a new flat,
you know, and I’d like you to come and see m e.”
“I’d love to, but when?”
“On Friday.”
• “What a pity! I’m busy on Friday.”
“Another day, perhaps? How about Saturday?”
“Yes, th at’ll be fine. Thank you.”
“See you on Saturday, M rs Ross. Good-bye.”
“Bye-bye.”
23. Look at the pictures. Ask questions about the house and the
flat and describe the pictures:
50
furniture ['fo:nitJa] — мебель
chim ney ['tfimni) — труба
porch [po:tJ] — крыльцо
fence [fens] — забор
roof [ru:f] — крыша
shed [jed] — сарай
fadder ['laedaj — приставная лестница
candfe I'kaendl] — свеча
candfestick — подсвечник
24 . Read and do:
1. Tell your deskmate what you like about your flat

(house) and what you do not like.
2. Ask your classmate to describe the flat (house) he
(she) lives in.
3. Discuss what a boy or a girl of fourteen can do about
the house. W hat do your parents ask you to do?
4. Ask your deskmate how often he (she) goes to the
kitchen during the day and why. What does he (she)
do there?
25. Read and analyse (See RG § 9, 3):
1. realize He doesn’t realize what he has done.

2. dem onstrate The teacher demonstrated new
methods of teaching English.
3. satisfy I’m satisfied that we did all we could.
-ize (-ise) -ate -<i)fy

organize decorate simplify
criticize illustrate intensify
modernize graduate classify
specialize educate electrify
nationalize separate falsify
51
26. Read the sentences and give Russian equivalents of the un
derlined words.
I
1. His hopes were never realized. 2. She organized a
theatre group at school. 3. The book was illustrated by
a famous artist. 4. She decorated the room with flowers.
5. He graduated from the University three years ago and
now he is majoring in physics. 6. He is satisfied with
his job. 7. She intensified her studies before the exami
nation. 8. Can you simplify this task for me? 9. The task
was to industrialize the country in a very short period
of time. 10. The river separates the old town from the
new one.
A 27 (a) Read the text, look at the map and describe industry and
agriculture in the USA. Write down a plan ol the text:
The United States of America

Part III
The USA is a highly developed industrial country,
and its agriculture is highly mechanized. Coal 1 is found
in many parts of the country: in the Cordillera Mountains,
in the state of Kansas, in the east near Birmingham and
Pittsburgh. The state of Illinois is especially rich in coal.
Iron 2 is mined 3 near the Great Lakes and in other areas.
The USA has rich oil-fields 4 in California, Texas, Alaska
and other regions. It holds first place in the capitalist
world for production of coal, iron, oil and natural gas.
The heavy industries are for the most part in the
Middle West, in the region of the Great Lakes, around
Detroit and Chicago, in the north-eastern states and near
Birmingham. The automobile industry and all kinds of
machine-building are highly developed especially in and
near Detroit, in California and in the areas of heavy
industry. Ship-building is developed along the Atlantic
52
coast and also in San Francisco and Seattle on the Pacific
coast. The textile industry is concentrated in the
north-east, in Boston and other cities; but it is especially
well developed in the South, where much cotton is grown,
in the Mississippi Valley.
The USA has a highly developed railway system. It
also has the best system of roads in the capitalist world.
The Great Lakes and the rivers, especially the Saint
Lawrence River and the Mississippi, are used for transport.
American agriculture produces more food products
than any other capitalist country. Much of it is exported.
In the Middle West very much g ra in 5 is grown.
Fresh fruit and vegetables come all the year round from
the southern regions, especially Florida, from California
and south-western states. The highlands in the west of
the country are famous for their cattle-farming.
Poultry-farming 6 and vegetable-growing are concentrated
in the country-side near all big cities.
1 coal [koul] — уголь; 2 iron ['aian] — железо; 3 to m ine —

добывать в шахте; 4 oil-field — нефтяной промысел;
5 grain — зерно; 6 poultry ['poultrij-farming — птицевод
ство
1. The factory was ... last year and now it produces new
agricultural machines.
2. The play was ... in one of the magazines last month.
3. The textile industry is ... in the Ivanovo region.
4. The factory was ... after the revolution in 1918.
5. He was a highly ... man.
6. At the end of the school year the students ... their
studies.
53
7. We ... the winner of the competition.
8. Soon all the villages in the region were ...
(concentrated, congratulated, criticized, educated, electri

fied, intensified, modernized, nationalized)
f f l (c) Do the exercises of Task 3.
§4
2 8 . Read the text and discuss the way to your future profession
or trade:
What Do You Want to Be?

“What do you want to be when you leave school?”
This is a question you have heard many times during
your school years.
There always are some boys and girls who know
very well what they are going to do after leaving school.
One of your classmates, for example, may want to be a
telephonist. This is a very important profession. Your
deskmate may want to be a driver, or build machines.
Or he may want to be a stock-breeder,1 which explains
why he goes to the cattle-farm so often. A girl who sits
at the next desk wants to work at a textile factory like
her mother, or she may be interested in making clocks
and watches; some girls like dressmaking very much.
The best way to prepare for any job is to get a good
education at school. Some years from now, there will be
many more new jobs. Reading and talking to people you
will learn all about new kinds of jobs.
M ost of you will go on with your education. 'Some
school leavers will work a few years before entering an
institute or a university. As a rule, people who go to a
54
higher school after working in industry or agriculture,
have a clear 2 idea of their future profession.
1 stock-breeder ['stok,bri:da] — животновод;

2 clear [klia] — четкий, ясный.
29. Read and say:
Proverb: PRACTICE MAKES PERFECT.
By repeating diffucult operation many times one becomes

able to perform it perfectly. Practice helps you to do
different things without mistakes.
What can you do perfectly? How did you become perfect
at it?

awful ['o:ful]: It was an awful moment. How awful! I
feel awful about it. The weather was awful,
example [ig'zcumpl]: The teacher gave some examples
to illustrate how to use the expressions. He became
a doctor following his father’s example,
seem [si:m]: It seems to me that she is very ill. He
seems honest to me. They seem to enjoy the party,
settle ['setl]: The problem is settled, isn’t it? Settle it
among yourselves. The weather has settled. English
colonists settled New England,
true [tru:]: He is a true friend. She is true to her word.
He acted like a true gentleman,
add [aed]: She added a spoonful of sugar to his tea.
There is nothing to add to what has been said. I
added a few lines at the end of the letter,
fit [fit]: This is not a fit time to discuss it. He is not
fit company for you. She is not fit to work yet. This
suit fits you well. This dress is not fit to wear. It is
not fit to mock your friends.
31. Read and smile:
1. Asking the Unanswerable
Little Jim was in the room, together with his parents.
They were watching TV. Jim did not care for the show.
He was much more interested in his father’s head. When
there was a sudden break in the show, the boy said:
“I wonder if you can tell me why Daddy has so little
hair.”
“Because,” said his mother, “he thinks so much,
dear.”
“I see,” said her son, “and — why do you have such
a lot, M ummy?”
2. Anybody
A young man wanted to propose 1 to a girl, but each
time he failed at the last moment. After thinking the
m atter over, he finally decided to telephone, which he
did.
“Is that you, M ary?” he asked.
“Yes, it’s m e,” said the girl.
-“Will you marry 2 me, Mary, and marry me quick?”
“Yes, I will,” was the reply: “Who’s speaking?”
1 propose [pra'pouz] — сделать предложение; 2 marry

1'masri] — выходить замуж, жениться.
32. Read and act:
A New Flat
“Good morning, Mrs Tayor.”
“Good morning, Mrs Ross. Please come in. This way,
please.”
“Thank you.”
“This is the living-room.”
“Oh, it’s large and light.”
56
“And there are two bedrooms and the children’s
room... Well, here’s the kitchen.”
“It’s not very large.”
“No, it isn’t, but there’s a cooker 1 and a fridge 2.
There are some cupboards and a table in the kitchen.”
“Is there a balcony?”
“Yes, there is.”
“It’s a very nice flat. I like it very much. The flat
is on the seventh floor, isn’t it?”
“Yes, but there’s a lift. Please sit down. Would you
like a cup of tea?”
“Yes, please.”
“How about a biscuit 3?”
“No, thank you.”
1 cooker — плита; 2 fridge [frid3] — (разг.) холодильник;

3 b iscu it ['biskitl — сухое печенье.
33. Read and do:
1. Look at the picture. Discuss with your classm ates

where to put the furniture.
2. Look at the picture. Tell the class what you do not
like in the room and explain why. Give your advice
how to change the room to make it look modern and
comfortable.
■You may use the words:

furniture ['famitfal — мебель
divan [di'vaen] — диван
57
table-cloth ['teiblkbG] — скатерть
flower-pot ['flauopot] — цветочный горшок
plant [plant] — растение '
carpet I'kcrpit] — ковер
chest of drawers ['tjest av'dro:z] — комод
photograph ['foutagraf] — фотография
old-fashioned — старомодный
vase [vcuz] — ваза
3 4 . Read, compare and analyse (See RG § 9, 4):
Prefixes
1. I like this actor very They disliked each other-.

much.
Copy the words in All the things on the shelf
alphabetical order. were in disorder.
2. Do you understand what You misunderstood me. I
I have said? didn’t mean that.
Is the telephone in use The teacher has noticed the
just, now? misuse of the word.
dis- + like dislike
mis- + understand misunderstand
like, v, n dislike v, n understand v misunderstand v

please v displease v count V miscount v
place v displace v spell v misspell ff.
agreement n disagreement n reading n misreading n
interested a disinterested a advice n misadvice n
58
3 5 . Read the sentences and give Russian equivalents of the un
derlined words:
1. He can displease everyone. 2. I’m afraid you misun

derstood what I said. 3. People always misspell her name.
4. There is disagreement in the committee on this ques
tion. 5. You are misusing this word. 6. Look, that book
is misplaced. 7. You miscounted the pages. 8. The time
table is disorganized because of examinations. 9. 1 know
all her likes and dislikes. 10. You have misread the
document, read it again.
▲ 3 6 (a) Read the text using the References, and write down your
answers to the questions:
The United States of America

Part IV
The United States of America is a federal republic
consisting of fifty states,1 each of which has its own
government.2 The present constitution was proclaimed in
1787 in Philadelphia. The president, elected 3 for four
years, is head of the state and the government, he names
the ministers. Congress* consists of two houses, the
House of Representatives* and the Senate*.
Elections to the House of Representatives take place
every two years, when the whole House of Representatives
is replaced. The House has 435 members, the number
of representatives elected by each state depends on the
number of inhabitants in the state.
There are 100 senators (two from each state). They
are elected to serve for a period of six years, but every
two years elections to the Senate take place when one
• third of its members may be changed or re-elected.
Election day is always in the month of November,
on the first Tuesday after the first Monday.
59
The Capitol is the seat The White House is the
of the USA Congress in official residence of the USA
Washington, D C. president in Washington,
DC.
Americans who are not yet 25 years old have no

rights to be elected to the H ouse'of Representatives, and
those who are under 30 cannot be elected to the Senate.
In the USA there are two main political parties, the
Democratic Party* and the Republican Party*. The
Democratic Party is the oldest of the two, its history
began back in the 1820s. The Republican Party was
organized in the 1850s.
1 state — 1) государство; 2) штат;2 government ['g,\vnmant j —

правительство; 3 to elect [i'lekt] — выбирать.
1. W hat kind of state is the United States of America?

2. Who is head of the state and the government in the
USA? 3. How often are elections held to the House of
Representatives and to the Senate? 4. What are the two
main political parties in the USA? 5. When were they
founded?
1. I hope the children don’t ... . 2. He was ... with his

job. 3. Where did you ...? 4. The children have ... their
fifl
grandmother. 5. You have ... my name. 6. I’m sorry I’ve
... the pages. 7. The books were all ... on the shelves.
8. The article in the newspaper ... the readers.
(disappear, displaced, displeased, 'dissatisfied, misbehave,

miscounted, misinformed, misspelled)
§5
37. Read and explain:
1. School leavers can enter a university or an institute

after finishing a secondary school or a secondary
vocational school. Say if it is better to learn a trade
first and work for some years before entering an
institute or a university and why.
(Professional training makes it easier to get a higher
education; you have time to choose a profession
correctly; you prepare yourself for student life with
greater knowledge.)
2. Tell the class where you can learn more about the
different trades and professions.
(Books; special literature; parents; teachers; workers;
engineers; farmers; TV; films.)
38 . Read, make up situations and answer the questions:
1. One of your parents says to you, “There is something

we want to talk to you about.”
W hat do you think they want to talk about? Why?
What do you want to tell them?
61
2. Your mother said, “It’s useful to remember.”
What did she want you to remember? Why was it
useful?
39. Make up short conversations using the following expressions:
to pay attention;
strange as it may seem;
to look forward to;
for example;
according to the latest press reports.
4 0 . Read and act:
On Weather
1
“Good morning, Mrs Green. It has become quite cool
all of a sudden, hasn’t it?”
“Yes, and this rain seems endless.”
“I think the summer is over and autum n’s on the
way.”
“The nights are certainly longer. It gets dark soon
after tea-time now.”
“I much prefer winter to summer. I can’t stand hot
w eather.”
2
“I say, Mum. W hat’s the weather going to be?”
“It looks like rain. There are dark clouds in the sky
and a strong wind is blowing.”
“Oh, I have to put on my raincoat.”
“And don’t forget your umbrella.”
“All right, Mum. I must be off. Bye.”
3
“Hi, Susan. Where have you been this summer? You
look fine.”
62
“I spent my summer holidays at the sea-side.”
“What was the weather like?”
“It was hot all the days, not a cloud in the sky. The
w ater was about 25 degrees above. I enjoyed my stay
there very m uch.”
4
“I say, John.”
“Yes?”
“Have you got today’s newspaper?”
“Yes.”
“What does the weather report say?”
“Let me see. Well, it says: ‘The weather will be
rainy with bright intervals. Strong north-east winds.
Temperature about 15 °C (degrees Centigrade)’.”
“Thank you.”
41. Look at the picture.

Speak about
the season of the year.
42. Describe the view you see from the window of your classroom
and the weather you are having.
4 3 . Read and learn the poem:
October’s Party
George Cooper
October gave a party;
The leaves by hundreds came —
The C hestnuts,1 Oaks,2 and Maples,3
And leaves of every name.
63
The Sunshine spread 4 a carpet,
And everything was grand,
Miss W eather led the dancing,
Professor Wind the band.5
The Chestnuts came in yellow,
The Oaks in crimson 6 dressed;
The lovely Misses Maple
In scarlet 7 looked their best;
All balanced to their partners,
And gaily 8 fluttered 9 by;
The sight was like a rainbow 10
New fallen from the sky.
Then, in the rustic 11 hollow,12
At hide-and-seek 13 they played,
The party closed at sundown,
And everybody stayed.
Professor Wind played louder;
They flew along the ground;
And then the party ended
In jolly 14 “hands around.”
1 chestnut I'tjesnAt] — каштан; 2 oak [ouk] — дуб; 3 maple

I'meipl] — клен; 4 spread fspred] — расстилать; 5 grand
(graend] — великолепный; 5 band [baend] — оркестр; 6 crimson
['krimzn] — малиновый;7 scarlet ['skculit] — алый, багряный;
8 gaily I'geili] — весело, радостно; 9 flutter f'flAta] — тре
петать; 10 rainbow ['reinbou] — радуга; 11 rustic I'rAstik] —
каменистый; 12 hollow ['holou] — ложбина; 13 hide-and-
seek — прятки; 14 jolly [d3oli] — радостный.
44. Read and do. Pay attention to the use of if.
1. Ask your deskmate if it is Monday or Tuesday today.

2. Ask a boy if he was ill last Sunday.
3. Ask a girl if she likes the w eather today.
4. Ask your classmate if it is going to rain.
64
5. Ask your friend if he (she) will go home after the
lessons.
6. Ask the teacher if you may open the window.
7. Ask your deskmate if you will have 6 or 7 lessons
tomorrow.
8. Ask your friend if he (she) will be busy next Sunday.
9. Ask your classmate if you had 6 or 7 lessons yes
terday.
10. Ask your friend if he (she) can help you with the
English text.
A. 4 5 a) Read the text and say what you have learned about the
early North American Indians:
Native Americans*
More than twelve thousand years ago the first
American Indians came to Alaska from Asia.
In small groups they crossed a land bridge where
the Bering Strait now lies. This slow migration went on
for thousands of years. From Alaska the Indians travelled
on southward. Some of the tribes stayed in North America,
while others kept on moving to Central and South America.
The migrants belonged to different tribes and groups
of different civilizations. Different tribes had quite different
languages. There are about two hundred separate 3 Indian
languages in North America, to say nothing about South
America. Each of these languages has its own gramm ar
and vocabulary.
The migrants entered a new world in which there
were no people at all. But there were many animals to
hunt, and there were forests, where fruit, berries 4 and
other food could be found. After many centuries some of
the tribes learned how to grow Indian corn 5, which grew
wild in parts of the country. Other tribes lived on the
great plains 6 and got their food by hunting and fishing.
65
The American Indians have their own culture, languages,
and traditions. These Indian men of Montana dress like this
for tribal dances and ceremonials. Some of them paint their
faces with bright colours
The Indians in the Ohio River region developed a

high level of civilization. They left man-made hills
(mounds) formed in the shapes 7 of animals. The largest
one is more than three hundred metres long. These
animal-shaped mounds are found mostly in the states of
Wisconsin and Ohio. No one knows what they were used
for.
Scientists believe that there had been a rich culture
in North America rr\any hundreds of years before
Europeans came.
tribe племя; 2 m<grant ['maigrant) — переселенец;

separate [ separit] Отдельный; 4 berry ['beri) — ягода;
corn американская Кукуруза; 6 plain Iplein] — равнина;
7 shape — форма, очертание
(b) Read the sentences ans copy them changing into Indirect
Speech:
1. John says to his brother, “Is the telephone ringing?”

2. Nelly asks her friend, “Have you enjoyed the party?”
3. M ary says, “Do you like the weather, Jane?”
4. Kitty says, “Shall we go for a walk, M ummy?”
5. The mother says to her daughter, “Will you help me
to wash the dishes, dear?”
6. The children ask their mother, “Will you take us to
the theatre?”
7. The mother asks her son, “Would you like tea or
coffee?”
8. The mother asks her son, “Will you come back from
school at one o’clock or at two?”
$6
46. Read and describe how you go home from school:
Walking Home from School

This is what an English schoolboy tells his friend
about part of his schoolday:
“We always have lots of fun when we walk home
from school. It’s a long walk, because the school is a
long way away. We talk about everything that has
happened at school, and we tell each other stories. We
also talk about what w e’re going to do when we grow
up, and things like that. Sometimes we sit down by the
side of the road to rest.”
67
47. Read and say:
1. Say what boys and girls of fifteen can do about the

house and what your parents ask you to do.
2. Tell your friend what your duties are and how you
help your parents about the house, what you do on
weekdays and on Sundays.
48. Describe situations in which these phrases can be used:
(a) “I can hardly believe it”.

(b) “It’s awfully nice to see you.”
(c) “In addition I’d like to say a few words.”
(d) “These shoes don’t fit m e.”
4 9 . Read and act:
Telephone^ Call
1
. “Hello. May I speak to George, please?”
“You’ve got the wrong number. There’s no George
here.”
“Isn’t that 555 34 59?”
“No.”
“Oh, I’m sorry.”
“That’s all right.”
2
“Hello. May I speak to M r M artin, please?"
“I’m sorry, but Mr M artin isn’t in right now. Is
there any message 1?”
“No, I’ll call later on.”
“May I have your name and telephone number?”
68
“Yes. I’m Tom Black, my telephone number is 555
30 10.”
“Thank you.”
1 m essage l'mesid3) — сообщение.
3
“Hello. Is that Linda Strong speaking?”
“Just a moment, please. Hold the line. I’ll call her.”
“Hello. This is Linda Strong speaking. And who is
that speaking?”
“It’s Caroline Edwards.”
“Hi, Carrie. How are you?”
“Fine. And how are you?”
“I’m very well, thanks.”
“I would like you to come to see me.”
“W hen?”
“Today, at seven.”
“All right. See you soon.”
“Bye.”
50. Read the weather reports:
1. The weather will be fine but changeable; there will

be south-west winds but no rain.
2. The weather will be rainy with cold north-east winds
and tem peratures of 3— 5 °C (degrees Centigrade).
(a) Discuss the weather you are going to have according to the
weather report.
(b) Say what you usually do in this weather and what you usually
put on if you go out in this kind of weather.
(c) Say what kind of weather you are having and what you wear
in this weather.
69
51. Look at the pictures and make up a story.

sun-hat — летняя шляпа (от солнца)
sun-glasses [/sAn/glcusiz] — очки (от солнца)
sunshade ['sanjeid] — зонтик (от солнца)
bathing ['beiftir)] cap — купальная шапочка
sandal ['saendl] shoes — босоножки
rubber boots — резиновые сапоги
52. Read and analyse (See RG § 6 51, 52):
CONDITIONAL SENTENCES — I
Boy: If you jump as high as that I shall give you
the sugar.
Is the boy giving the dog the sugar?
No, he isn’t.
Will he give the dog the sugar?
Yes, he will.
Under what condition will the boy give
the dog the sugar?
He will give the dog the sugar if it
jumps as high as that.
I. Real condition
if + the Present Indefinite + shall (w ill) + do
or:
shall (w ill) + do + if + the Present Indefinite
53. Read and pick out the sentences of real condition:

(a) 1. Tell me if you will be ready by 3 o’clock.
2. We shall catch the train if we take a taxi.
(b) 1. Will you ask him if he will take part in the
excursion?
2. Will you go to the skating-rink if the weather is
fine?
(c) 1. If you promise not to be late, I shall let you go
for a walk.
2. I want to know if she promises to come.
(d) 1. If you see him, ask him to ring me up.
2. Ask him if he will come and see me soon.
71
(e) 1. Ask her if she will go to the cinema.
2. I shall not go to the skating-rink if it is very
cold.
A 54 (a) Read the text and say what you have learned from it:
The Founders of the USA

People from Europe began to settle in America many
years ago. The first English colonists landed there in the
late sixteenth century. They landed in the south of what
is now the United States of America. But those people
did not like living in America and they went back to
England.
Then another group of families left England in 1620
to cross the Atlantic Ocean and make a home in America.
These people could not stay in England any more because
of their religion.
After a long voyage in a ship called the “Mayflower”
they landed in America. They named that land New
England.
. When they got off the ship they found a land covered
with forests. There were many fine trees in the forests.
So they lost no time in building houses. But it was
winter, there was snow on the ground and the work was
very difficult. Until the houses were built, everyone lived
on the ship.
The emigrants who landed from the “Mayflower” on
the American coast became the founders of the United
States of America.
(b) Read the questions and write down your answers to them:
1. Where will you go if your mother asks you to buy

some sugar and bread? 2. W hat will you do if your friend
asks you to help him? 3. W hat places of interest will
72
you visit if you go to St. Petersburg? 4. What will you
put on if the weather is very cold? 5. Shall you prepare
dinner if your mother asks you to? 6. Where will you
have to go if you are not well? 7. What will you do if
the weather is fine on Sunday? 8. What will you do if
your friend invites you to his (her) birthday party?
§7
55. Read and do:
1. Describe your weekday from early morning till late
at night.
2. Ask your classmates how they spend their weekends.
56. Open your record-book and look at your time-table:
(a) Tell the class which of the weekdays is the most
difficult for you and why.
.(b) Describe how you organize your homework on dif
ferent days of the week.
57. Read, make situations and answer the questions:
1. Describe your typical Saturday or Sunday breakfast
and dinner. Are they different from what you have on
weekdays? How different are they? Why?
2. “Do you want another cup of tea? With sugar or
w ithout?”
“Would you like any more cake? Help yourself.”
Who can ask you these questions? When and where?
How do you answer such questions?
3. Your mother says, “Have something to eat, dear. You
haven’t eaten all day.” Say where you have been and
why you haven’t eaten all day. Haven’t you got money
to eat in a cafe? Why?
73
58. Look at this menu of a cafe.
(a) Choose the dishes you like and explain why you like them.
(b) Ask your friends what they would like to have for dinner.
(c) Order your meals from the waiter. Use the following conversation
as a model:
MENU Dinner
Starters1 “Waiter! Give me the
Soup Broth 2 menu, please.”
“Here you are, sir.”
Main Courses3
“Thanks... I’d like some
Beef-steak4 Chicken
soup...”
Roast Beef5 Fried6 Fish
“Tomato soup?”
Cutlets Cheese Omelette
“Yes, please ... and I’d
Vegetables like some fried fish.”
Chips Mushrooms7 “Which vegetables
Potatoes Salad would you like?”
Dessert “I’d like some potatoes
Ice-cream Fruit Salad and a salad, please.”
Apple Pie8 Cheese & Biscuits9 “Certainly, sir.”
“And then coffee,
Drinks
cheese and biscuits.”
Coffee Fruit Juice10
“Yes, sir.”
Tea Cola
Milk Mineral Water
Service 10%
1 starters ['stadaz] — закуска; 2 broth [Ьгэ9] — бульон;

3 course [kD:s] — блюдо; 4 beef-steak ['bi:fsteik[ — биф
штекс; 5 roast beet ['roust bi:f] — ростбиф; 6 fried — жа
реный; 7 mushroom ['mAjrum] — гриб; 8 pie [pai] — пирог;
9 biscuit ['biskitJ — сухое печенье; 10 juice [d3u:s] — сок
74
5 9 . Read and say:
Proverb: LIVE NOT TO EAT BUT EAT TO LIVE.

Eating isn’t the main thing in our life. We m ust eat
to be healthy and live a useful and interesting life.
W hat do you like to eat? Does eating mean much
to you? Why? What is the main thing in your life?
6 0 . Read the text and say how Halloween is celebrated in America:
Halloween
Halloween * was first celebrated many centuries ago
in Ireland and Scotland by Celtic * priests 1 called Druids *
They observed the end of autumn and the beginning of
winter. The D ruids2 thought that Halloween was the
night when the witches 3 came out. As they were afraid
of the witches they put on different clothes and painted
their faces to deceive 4 the evil spirits 5. They also placed
food and small gifts 6 near the doors of their houses for
the witches. This was, as they say now, the beginning
of the expression “trick or treat 7” (meaning “give me
som ething or I shall play a trick on you.”).
It is considered8 that Halloween was brought to
America by the immigrants from Ireland and Scotland.
In the 19th century they celebrated Halloween according9
to their own traditions (a lantern 10 made of pumpkin 11
with holes 12 in the form of eyes, a nose and a mouth
was part of the festival). As time went by, grown-up 13
people lost interest in Halloween, and it was celebrated
mostly by children. Dressed very strangely, children held
festivals. During their carnival and after it, groups of
children visited houses and asked for candies 14. “Trick
or treat! Trick or treat!” was heard everywhere.
In recent 15 years, grown-up people have begun taking
part in Halloween. In New York, for example, young and
75
old take part in parades together. On the 31st of October,
long before the time when the carnival procession begins
to move, a great number of people get together in one
of the streets. They are dressed as witches or demons.
There are hundreds of large “pumpkins” in their hands.
After the parade the festival lasts almost till early morning.
This is how Americans celebrate Halloween.
1 priest [pri:st] — священник; 2 druid [drurid] — друид;

3 w itch — ведьма, ведун; 4 deceive [di'si:v] — обманывать;
5 evil spirit ['i:vl 'spirit] — злой дух; 6 gift [gift] — пода
рок; 7 treat [tri:t] — угощение; 8 consider [kan'sida] — счи
тать, полагать; 9 according [a'ka:dir)] — в соответствии;
10 lantern ['laentan] — фонарь; 11 pumpkin ['pxmpkin]—
тыква; 12 hole — дыра, отверстие; 13 grown-up I'groun
'лр] — взрослый (человек) 14 candy ['kaendi] —леденцы, кон
феты; 15 recent [Ti:snt] — недавний.
61. Read and learn the poem:
Gathering Leaves
Robert Frost
Spades 1 take up leaves
No better than spoons,
And bags full of leaves
Are light as balloons 2.
I make a great noise 3
Of ru stlin g 4 all day
Like rabbit 5 and deer 6
Running away.
But the mountains I rise
Elude 7 my embrace,
Flowing over my arms
And into my face.
76
I may load and unload
Again and again
Till I fill the whole shed 10,
And what have I then?
Next to nothing for weight 11,

And since they grew duller 12
From contact with earth,
Next to nothing for color 13.
Next to nothing for use.

But a crop is a crop,
And who’s to say where
The harvest shall stop?
1 spade — лопата; 2 balloon [ba'lu:n] — воздушный шар;

3 noise [noiz] — шум; 4 rustle I'rAslj — шуршать, шелестеть;
5 rabbit ['raebit] — кролик; 6 deer (dial — олень; 7 elude
(i'lu:d) — ускользать; 8 embrace (im'breis) — объятие; 9 load
(loud) — нагружать; 10 shed — навес, сарай; 11 w eight
[weit] — вес; 12 dull — тусклый, блеклый; 13 color (ам.) =
colour; 14 crop — урожай
6 2 . Read and say what you will do
if your mother is ill;

if you see an interesting book in a bookshop;
if your parents leave you alone for a week;
if you have your birthday next week;
if it is raining;
if the dinner is not ready yet;
if your mother asks you to help her about the house;
if you want to see a new film.
77
A 63 (a) Read the text and answer the questions:
America’s Harvest Festival

As you already know, a ship called “Mayflower” left
England for America in 1620 with 102 men, women and
children. They were members of a religious sect who did
not like to go to the King’s church 1 (the Church of
England). They wanted to start a new life in the New
World.
The first winter was very hard for the Pilgrim
Fathers * as they were called. There was little food, and
many of the colonists died. But after they had brought
in the first harvest in October 1621, they said, “Let us
have a feast 2 to thank God 3 for our freedom and for
the good harvest.”
The day of the feast was called Thanksgiving Day *
and it became a tradition to hold a feast like this every
year. The tradition soon spread all over the country.
Thanksgiving Day is celebrated as a national holiday on
the last Thursday in November.
Thanksgiving Day is really America’s harvest festival.
Special church services4 are held on Thanksgiving
morning. The traditional dinner is big, with many kinds
of food — the same food that the puritans * had centuries
ago. Usually Thanksgiving Day is the day for a family
meeting. Aunts, uncles and cousins gather round the
dinner table to take part in the celebration.
1 church — церковь; 2 feast — пир, церковный праздник;

3 God — бог; 4 service |'sa:vis] — служба
1. When did English colonists first settle in America?

2. Who went to the New World in 1620?
3. Who were the Pilgrim Fathers?
78
4. What is Thanksgiving Day?
5. How is Thanksgiving Day celebrated?
(b) Copy the sentences putting in the verbs in the right form:
1. Don’t worry if I ... late tonight (to be). 2. If I ... any

help, I ... you (to need, to ask). 3. I ... very surprised
if he ... the examination (to be, to pass). 4. If the w eather
... rainy we ... at home (to be, to stay). 5. If you ...
Alec ask him if he ... me a book from the library (to
see, to bring). 6. If I ... time I ...the football match on
TV (to have, to watch). 7. He ...foryou if you ... late
(to wait, to be). 8. If you ... shopping buy a loaf of
bread for me (to go).
(See the Key)
Ш (c) Do the exercises of Task 7.
§8
6 4 . Read and speak:
Getting Up Very Early

One Sunday morning you got up very early and left
your house. When you met your neighbour he asked you,
“Why are you up at this hour?” Youexplained your
getting up early to him.
What did you say?
Bad Weather
A stormy night. The family are sitting in the room,
talking. Suddenly they hear a strange noise outside. And
now each member of the family says what he (she)
supposes it to be. The father says either “Yes, it may
be ... or “I don’t think so because ...”
What does each member of the family say?
79
6 5 . Look at t h e w e a t h e r m a p of t h e U S A a n d de s c r i b e t h e w e a t h e r
in di f ferent p a r t s of t he c o u n t r y :
W eather Report
A storm in the Mississippi Valley will send clouds and rain

to the East this weekend. Colder air should change the rain
to snow on the Canadian border.
w et — м о к р ы й , th u nd er — гром; m ild — мягким, dam p —

с ырой
80
66 . Read and learn the poem:
The Rainy Day

Henry W. Longfellow
The day is cold, and dark, and dreary *;

It rains, and the wind is never weary 2;
The vine 3 still clings 4 to the mouldering 5 wall,
But at every gust 6 the dead leaves fall,
And the day is dark and dreary.
My life is cold, and dark, and dreary;

It rains, and the wind is never weary;
My thoughts still cling to the mouldering Past,
But the hopes of youth fall thick in the blast 7.
And the days are dark and dreary.
Be s till8, sad 9 h e a r t10! and cease 11 rep in in g 12;

Behind the cloud is the sun still shining;
Thy 13 fate 14 is the common fate of all,
Into each life some rain m ust fall,
Some days must be dark and dreary.
1 dreary ['drieril — мрачный, сумрачный; 2 weary ['wiarij —

утомительный; усталый; 3 vine — лоза, вьющееся растение;
4 cling — цепляться, держаться; 5 mouldering {'mouldarig] —
покрывающийся плесенью; 6 gust — порыв (ветра); 7 blast
iblcvst] — сильный порыв ветра; 8 still — спокойный;
9 sad — печальный; 10 heart [had] — сердце; 11 cease
[si:z] — прекращать; 12 repine [ri'pain] — роптать, жаловать
ся; 13 thy (6ai] — (уст. поэт.) твой, твоя; 14 fate — судьба
81
67. Read and act:
M eal a t H om e
“Won’t you come in? This way please.”

“Oh, thank you.”
“Take a seat and make yourself at hom e.”
“What would you like to drink: juice 1 or cola?”
“Juice, please.”
“Help yourself to some salad and pizza 2.”
“Thank you. They are delicious 3. May I trouble you
for the salt?”
“Here you are. Help yourself to some apple pie.”
“No, thank you, no more.”
“Have some more pudding4.”
“No, thanks. 1 have had enough.”
1 juice [d3u:sj — сок; 2 pizza ['pitsaj — пицца; 3 delicious

Idi'ltfas] — восхитительный, очень вкусный; 4 pudding
{'pudig] — пудинг, сладкое
68 . Look at the pictures and make up a story.
apron ['eipran] — передник
pan — кастрюля
frying-pan ['fraiigpaen] — сковорода
cookery book ['kukari 'buk] — поваренная книга
electric stove [stouv] — электрическая плита
to boil over — убегать через край
to burn (burnt, burnt) — подгорать (о пище)
w aiter — официант
69. Read and smile:
A n E x p e n siv e 1 D in n e r
A gentleman sent home to his wife a very clever

parrot 2 for a birthday present. On the same day his wife
went to a shop, ordered a chicken, and told the cook,
“There is a bird coming for to-night’s dinner. Cook 3 it.”
The parrot arrived first, and was cooked.
Then the husband came for dinner.
“W hat’s this?” he asked as the bird was served
His wife explained the cook’s mistake.
“This is awful 5,” said the gentleman. “Why, the bird
could speak five languages!”
“Then why didn’t it say something?” asked his wife.
1 expensive [iks'pensiv] — дорогой; 2 parrot ['paerot] — по

пугай; 3 cook — готовить (пищу); 4 was served — была по
дана к столу; 5 awful |'o:ful] — ужасный
83
The Dog Was Not His
A lady who was travelling about the country in her
car saw, walking ahead 1 of her, a man followed by an
old dog. As her car came near, the dog suddenly started
to cross the road. It was run over bythe car and killed.
The lady at once stopped, got out andwent up to the
man.
“I’m sorry that this has happened”, she said. “Will
five pounds be enough to settle 2 it?
“Oh, yes,” answered the man, and pocketed3 the
money while the car disappeared.
Then he looked down at the dead animal and said
to himself, “I wonder whose dog it w as.”
1 ahead fa'hed) — впереди; 2 settle — договориться, уладить;

3 pocket ['pokit] — положить в карман
70. Read and say what you will do
if you go shopping;
if it rains this evening;
if you are late;
if you are ill;
if you need any help;
if you meet your friend in the street;
if you have any time;
if you are busy.
lined words. Give other meanings of the words:
1. My father works at a car factory. 2. Can you give

me a strong paper bag, please? 3. We went on a pleasure
trip down the Volga. 4. The old monuments interest him
very much because he is a history teacher. 5. Take your
examination paper. 6. You are not much help to me if
you can only sit there. 7. You are my last hope. 8. If
you visit us in winter a warm overcoat is a m ust. 9. Have
a look at this article, it is very important. 10. Warm
your hands by the fire, they are cold.
A 72(a) Read the text and say what you have learned from it:
Westward to the Mississippi

Even before the United States became a nation,
people had begun to move west. Many hoped to make
a good life for themselves and their families, some were
adventurers. The westward 1 movement continued for over
two hundred years and is still going on.
The first to enter the unknown lands west of the
Appalachian M ountains were the trap p ers2 and f u r 3
traders. They were followed by other people who took
Indian land and settled on it. The settlers were ready to
kill any Indian who came near their homes.
As the years went by, other pioneers went on to
areas still further west toward the Mississippi River. Some
families moved more than once looking for better land.
Their journey was difficult. There were no roads, they
had bad weather, some of them fell ill and died. They
often had very little food and sometimes they were attacked
by Indians. Still the pioneers kept moving westward —
on foot, on horseback, and in covered wagons.
When they reached the place where they wished to
settle, the pioneers built primitive houses which had no
windows and no floors. Wooden 4 shelves along the walls
were used as beds. The men would go off to hunt in the
woods, while the women did all the other work.
After the settlers had cleared the land and started
farming, living conditions slowly began to improve. More
comfortable houses were built. Families helped one another
in building a new house and in carrying out other difficult
85
tasks. To celebrate completion 5 of the work, they would
all join in a m erry 6 party.
1 westward ['westwad] — западный, западное направление;

2 trapper f'traepa] — охотник, ставящий капканы; 2 fur —
мех; 4 wooden ['wudnl — деревянный; 5 com pletion
[kam'pli:Jh] — завершение, окончание; 6 merry ['meri] — ве
селый
(b) Read and copy the sentences writing down Russian equivalents
of the underlined words:
1. Turn off the electric light, it is already light. 2. The

room was light and big. 3. Promise not to tell anybody
about the news. 4. Can you give me a promise not to
say a word about what I am going to tell you? 5. Shows
at the theatre begin at 19.00. 6. Let me show you the
way to the box-office. 7. My father works at a bottle
factory. 8. This machine bottles mineral water. Several
thousand bottles are filled by this machine every hour.
ffi (c) Do the exercises of Task 8.
Unit 2
§1
1. Read the text and say which kind of travelling you prefer and
why:
About Travelling
People have always been interested in travelling.
They travel on land, by w ater and by air.
The first railway in Russia was opened in 1837. And
since that time people have covered millions of kilometres
travelling from one part of the country to another by
train.
It was so many thousands of years ago that we can
only imagine how people began to travel by water. Today
the w aters carry us from one place to another.
Ocean-going 1 liners and river boats are used to carry
passengers. Pleasure boats are for tourists and holiday
makers. A lot of people travel for several weeks along
big and small rivers.
Travelling by air is a usual thing today. Many people
like it because it is more comfortable and very much
quicker than any other means 2 of transport. If the distance
is not very great, you will fly on a small plane. It can
land on an air field near a small town or even a village.
During flights3 on small planes you can see the land
below and enjoy it.
1 ocean-going ['oufn 'gouig] — океанский (о судне);

2 m eans — средство; 3 flight [flait] — полет
87
A. 1. Do you like travelling?

2. Which is the best way of travelling?
3. Why do you think so?
4. When do people usually travel by plane?
5. What are the advantages 1 of travelling by train?
6. Why do some people prefer trips on board 2 large
liners, holiday ships and river boats?
7. Do you like hiking?
8. Why do some people like to go to the mountains?
9. Have you ever stayed at a sports camp?
10. What do you enjoy most of all while travelling?
B. 1. Have you travelled anywhere this year?
2. When did you make your journey?
3. Where did you go?
4. Why did you go there?
5. How did you travel?
6. Did you find your trip enjoyable?
7. What places of interest did you see on your trip?
8. Did you take pictures of those places?
9. What are your impressions of the journey?
1 advantage [ad'vantid3j — преимущество; 2 on board

[bo:d] — на борту
3. Read and act:
At the Customs 1
C u s t o m s O f f i c e r : Good-afternoon, Madam.
Can I see your passport, please?
T r a v e l l e r : Yes, of course. Here you are.
C u s t o m s O f f i c e r : Is that suitcase yours?
T r a v e l l e r : Yes, it is.
C u s t o m s O f f i c e r : Could you put your suitcase on
the table?
88
T r a v e l l e r : Certainly, here is the key.
C u s t o m s O f f i c e r : Can you open your suitcase for
me?
T r a v e l l e r Yes, of course.
C u s t o m s O f f i c e r : Have you got anything to de-
clare 2?
T r a v e l l e r No. Nothing special.
C u s t o m s O f f i c e r : Let me see... That’s all right.
Thank you very much, Madam. You can close your
suitcase now. Good-bye.
T r a v e l l e r : Good-bye.
1 custom s ['kAstamz] — таможня; 2 declare [di'klea] — дек

ларировать, предъявлять вещи, облагаемые пошлиной; заяв
лять
/у ^7?
у
The sixty-feet high busts of Washington, Jefferson,

Theodore Roosevelt, and Lincoln on the granite cliffs 1 of
Mount Rushmore, in South Dacota, are the work of sculptor
Gutzon Borglum (1867—1941). After his death his son
Lincoln, and a team of helpers finished this work.
The monument attracts 2 thousands of visitors each year.
1 cliff — утес, отвесная скала; 2 attract [o'traekt] — привле

кать
89
4. Describe a journey you have made.
5. Read the questions and describe the situations:
1. Have you ever met anybody at the station? Where

was he (she) coming from? What questions did you
ask him (her) about his (her) trip? What did he (she)
answer?
2. Where did you spend your last summer holidays? How
long were you there? What was the weather like at
that time? What did you see there? Did you enjoy
your stay there? Will you go there again? Why?
6. Read the text and describe holiday spots where you
live:
A Holiday Spot
The city population of the United States is growing.
But to many city people the places dearest to their hearts
are in the country. They may be a farmhouse, some spot
by a lake or a small river. From time to time people
leave the city and go back to these places to enjoy a
holiday there.
The northern part of the state of Michigan has many
such spots. It is not too far from the large cities of
Chicago, Detroit, or Toledo. It is the land of many lakes
that are bluer than the bluest sky, the land of cold rivers,
tall trees and green valleys. The air is pure, and the
country is so quiet at night that at first townspeople find
it hard to sleep.
In the past Michigan was all great forest. There was
nothing but big pines 1 and other forest trees from Lake
Huron to Lake Michigan. The forest was so thick that
almost no light reached the ground. Most of the great
pines are gone now. In the last fifty years of the nineteenth
century all of them were cut down for building needs.
90
But the forest is growing again and the land is still
beautiful under the blue sky. A cool fresh wind blows
down from the Arctic, the air is full of scent 2 of pines.
This is a different world, not a city world.
1 pine — сосна; 2 scent [sent] — запах, аромат
7. Read the text, answer the questions and give your reasons:
A Lion, a Sheep and a Bale of Hay
A man w ants to cross a river. He has a lion *, a
sheep, and a bale 2 of hay 3 that he must take with him.
He has a boat, but it will carry only him and oneof the
other things. If he leaves the lion alone with the sheep,
the lion will eat the sheep. If he leaves the sheep alone
with the hay, the sheep will eat the hay.
How does he get himself, the lion, the sheep, and
the hay to the other side of the river?
1 lion ['laian] — лев; 2 bale — охапка; 3 hay — сено
8 . Read and answer the questions:

1. Where will you go if your mother asks you to buy
some sugar and bread?
2. W hat will you do if your friend asks you to help
him?
3. W hat places of interest will you visit if you go to
St. Petersburg?
4. What will you put on if the weather is very cold?
5. Will you prepare dinner if your mother asks you to
do it?
6. Where will you have to go if you are not well?
7. Will your friend go to the skating-rink if it is not
very cold?
8. Shall we go to the seven-o’clock show if you are
free?
91
9. W hat shall we do if it rains on Sunday?
10. What will your teacher say if you are not ready for
your English lesson?
A 9 (a) Read the text and answer the questions:
A Star for a State

The American flag is the emblem of the United
States. When the thirteen British colonies in America
became the United States of America on July 4, 1776,
the flag had thirteen red and white stripes 1 and thirteen
stars in a circle on a blue field. There was onestar and
one stripe for each state.
This was the official flag until M ay 1, 1795. By then
the country had two more states. Congress added two
stars and two stripes to the flag. In 1818 there were
tw enty states, but the flag did not look right with twenty
stripes.
Now the flag does not have a stripe for each state.
If just has one for each of the thirteen original states.
There are fifty stars, one for each of the fifty states.
Whenever the country admits 2 a new state, it adds 3 a
new star to the flag on the next fourth of July. In 1959
flagmakers added new stars for Alaska and Hawaii.
1 stripe — полоса; 2 adm it [ad'mitl — принимать, допускать;

3 add — добавлять, прибавлять
1. How many stars does the American flag have?

2. Why does the flag not have thirteen stars?
3. Are the stars in a circle now?
4. When do they add a new star to the flag?
(b) Finish and put down the sentences:
I shall go to the library if ...

We shall go sightseeing if ...
92
You will have to take your umbrella if ...
We shall spend two days in the country if ...
You will enjoy the concert if ...
We shall go shopping if ...
I shall introduce you to my friends if ...
A (c) Do the exercises of Task 9.
§2
10. Read and describe the situations:
1. You’ve got an idea to go hiking with your friends.
You make a plan for the hiking party, make a list of
the things you are going to take with you and pack
them.
2. You are planning a journey and discussing the advan
tages of travelling by train, by sea and by air.
3. You are on a pleasure trip down the Volga. You see
the beauties of the countryside and views of the old
Russian cities and describe your impressions.
93
Use the words:
outing ['autig] — заг.ородная прогулка, экскурсия, пикник
to go for a drive — поехать покататься
to take a photograph ['foutagrcuf] — фотографировать
to stin g [stirj] (stung [sIaq], stung) — жалить
m osquitoes [mas'ki:touz] — комары
to get warm — согреваться
im a g in e [Г таеазт]: I cannot im agine what will happen.

I do not imagine they will com e if it rains. The book
w as different from what I had imagined,
q u ite [kwait]: I quite agree with you. The weather is
quite warm for November. It took quite a long time
to get there.
q u ie t ['kwaiat]: They lived in a quiet part of the town.
They lead a quiet life in the country,
sp ot [spot]: This is a pleasant spot for a picnic. The dog
is white with black spots. W e were on the spot a
long time before the plane arrived.
paint [peintj: Who painted this picture? We painted the
wall blue.
advantage [ad'vantid 3 ]: The new house has some ad
vantage over the old one. He took advantage of my
mistake. This is to his advantage.
13. Answer the questions about the countryside you live in.
1. What part of Russia do you live in?

2. Where is your region situated?
3. What is the centre of your region?
4. W hat rivers flow in the region?
5. Does any sea wash it?
6. Are there any big forests in the region?
7. W hat mountains are there in it?
8. W hat kind of climate does this part of the country
have?
9. Are the winters long and cold in this region?
10. W hat is the weather usually like in summer here?
11. How does the countryside change in autumn?
12. Are there many farms in your region?
13. W hat do the farmers grow in their fields?
14. W hat vegetables and fruits are grown there?
15. W hat animals can you find on the farms?
14. Describe your village. Tell the class where it is situated, what
the village looks like, how many people live there, where they
work. Describe what the farmers do in the fields in spring, in
summer and in autumn. Say what the farmers produce in their
fields, orchards and on the farms.
Use the words:

to plough [plau] the land — пахать землю
to sow [sou] w heat — сеять пшеницу
to sow a field w ith w heat — засевать поле пшеницей
to plant [plant] trees (potatoes) — сажать деревья
(картофель)
95
m a iz e [meiz] — кукуруза
g ra p es [greips] — виноград
su g a r -b e e t ['jiigabiit] — сахарная свекла
15. Read the text once and say what information we can get from
newspapers and magazines and how it can help us:
R e a d in g N e w sp a p e rs a n d M a g a z in e s
Newspapers and magazines play a very important
part in our life. There is practically no family that does
not receive one or two newspapers and magazines.
We can learn many things from newspapers. Perhaps
that is why many years ago an American humorist said,
“All I know is what I see in the papers.” And another
American author more than half a century ago wrote
that “a careful reader of a few good newspapers can
learn more in a year than most scientists do in their
great libraries.”
You can agree or disagree with these statem ents 1
(better to disagree, because books and magazines have
more information than newspapers), but you’ll have to
say that newspapers help us in many ways.
1 statem ent i'steitmant] — утверждение
“A ll the N e w s
T h a t’s F it to P rin t"
The main American national newspapers
96
16. Read and analyse (See RG § 6, 53).
CONDITIONAL SENTENCES — II
Are the children taking a walk? — No, they are not.

Will they go for a walk? — No, they will not.
Why will they not go for a walk?
— Because the weather is very bad.
Would they go for a walk if the
weather were fine? — Yes, they
would.
Under what condition would the
children go for a walk? — They would
go for a walk if the weather were
fine.
Girl: If the weather were fine, we

should go for a walk.
II. U n r e a l c o n d itio n
in th e P r e se n t (F u tu r e )
if + the Past Indefinite + sh o u ld ( w o u ld ) + d o
or:
s h o u ld ( w o u ld ) + d o + if + the Past Indefinite
Note: I should never do so if I w ere you.
17. Read and pick out the sentences of unreal condition:
(a) 1. M other asked me if I should clean the room and

wash the floor.
4 3»K. 6 97
2. If we went to the river, we should have a good
time there.
(b) 1. He wanted to know if we should have a meeting
tomorrow.
2. He would buy the picture-book about the Tretyakov
Gallery if he had enough money.
(c) 1. She wanted to know if we should take part in
the table tennis competition.
2. We should go to the circus if Kio took part in
the performance.
(d) 1. I asked the woman if th e famous choir would give
a concert in our town.
2. I should go to see a doctor if I were you.
(e) 1. He would send a telegram if he knew her address.
2. I wonder if he knew w hat time it was.
▲ 18(a) Read the text and say what you have learned from it. Copy
the nicknames 1 of the states and show the states on the map:
N ic k n a m e s o f th e S ta te s
You certainly know that th e United States of America

consists of fifty states. But you may not know that each
of them has several unofficial names or nicknames.
These nicknames serve to describe the nature or
geography of a state, its history, the way of life and the
traditions of its people.
Kansas, for example, is situated in the central part
of the USA, that is why one of its nicknames is The
Central State.
Alaska is The Great L a n d , because its territory is
the largest in the USA compared to all other states.
The Green M ountain S ta te , Vermont, is situated in
the Green Mountains. The people living there are called
“Green Mountain boys”. The W hite M ountain S ta te is
98
Chicago, at the south end Boston, on the Atlantic
of Lake Michigan, is the coast, is historically famous
second largest city of the for the Boston Tea Party
USA; it is famous for its which later developed into
meat factories. the War for Independence.
New Hampshire whose northern part lies in the White

M ountains.
There are several states whose nicknames are
connected2 with lakes and rivers. The Lake S ta te is
Michigan which is in the valley of the Great Lakes.
Utah, on the west side of the Rocky M ountains, is
called The S a lt Lake Sta te because the Great Salt Lake
is situated on its territory.
The B lackw ater Sta te is the nickname of Nebraska
because the water of its rivers is dark.
Some nicknames are connected with climatic
conditions. The Sunshine S ta te is Kansas which is in
the centre of the cyclone zone of the USA.
Some nicknames in the USA describe states known
for their agriculture. The Garden State is New Jersey
on the Atlantic coast. M innesota has two nicknames —
The Bread and Butter S ta te and The W heat State.
As you have already read, many nicknames are
connected with the history of the USA.
4* 99
The first state to ratify the Constitution of the United
States was Delaware. That is why it was nicknamed The
First State.
Wyoming was the first state to give women the right
to vote 3. So it was nicknamed The E q u a lity 4 State.
The people of Illinois where Abraham Lincoln began
his political activity are very proud of this and they call
their state The Land o f Lincoln.
1 nicknam e ['nikneim] — прозвище; давать прозвище;

2 connect [ko'nekt] — соединять; 3 vote — голосовать;
4 equality [i'kwoliti] — равенство
(b) Read and copy the sentences of unreal condition:
1. We should visit the exhibition if it were not so late.

2. If my mother is shopping, she will be back in an hour
or so. 3. You must go to the doctor if you are ill. 4. I
should tell him about it if I were you. 5. If it rained
these days, the harvest would be better. 6. We shall go
to the three-o’clock show if you come home earlier. 7. If
they went to the concert of folk-songs, they would enjoy
it very much. 8. I should be happy if you could get
tickets for a performance of the Variety Theatre.
A (c) Do the exercises of Task 10.
§3
19. Read and answer the questions about your town:
1. W hat region is your town situated in?
2. Is your town large or small?
3. How many people live in your town?
4. On what river is it situated?
100
5. What forms the centre of the town?
6. What historical places are there in your town?
7. What monuments can one find in the town?
8. Where are they situated?
9. Are there any theatres in your town? What kind of
theatres are they?
10. What is on at the theatres or palaces of culture, if
you have any?
11. Are there any museums and art galleries in your
town? What do they show there?
12. What institutes and technical schools have you got?
13. W hat big factories and works are there in the town?
14. What do they produce there?
15. Why are you proud of your town?
20. Read and act:
G e ttin g D ir e c tio n s
“Excuse me, officer.”

“Yes?”
“Can you help me, please?”
“Sure. What can I do. for you?”
“Can you tell me how to get to the Central Park?”
“You should take the Number 1 Subway.”
“Is there a station near here?”
“Yes. Go straight ahead and take the third street to
the right.”
“Thank you very m uch.”
“You’re welcome.”
T axi
“Taxi! Taxi!”
“Yes, sir.”
“I’d like to go to the Hilton Hotel.”
101
“All right. Is that your luggage 1 over there?”
“Yes. Is it far from here?”
“No, it’s fifteen m inutes’ rid e2.”
“How much is the fare 3?"
“Well, it’ll be about $10 (dollars).”
“O kay.”
1 luggage I'Ugidsl — багаж; 2 ride [raid] — поездка; 3 fare

[leal — оплата (проезда)
21. Read and speak:
1. A newcomer to your town has asked you about the

way to the nearest post-office (hotel). Your directions
how to get to the post-office (hotel) from your school
were quite clear, but the newcomer did not understand
you. Now try to repeat them or show the newcomer
another way to the post-office (hotel).
2. A friend of yours from another town has come on a
visit to you for a day or two. You want to show him
(her) some places of interest. W hat new districts,
parks, stadiums, sport palaces, monuments, and other
places of interest can you show to a person who
would like to go sightseeing in your town? Discuss
this problem.
3. Your relative, who was in your town three years ago,
is visiting you again. He (she) has noticed some
changes in your town. Speak about these changes.
master ['mcusta]: Who is the dog’s master? That author

is a m aster of comedy. They w ent to England to
m aster their English.
exhibit [ig'zibit]: His pictures were exhibited in the jart
gallery. She exhibited great talent in playing the piano.
This exhibit won first prize.
102
e n t e r t a in m e n t [ento'teinmont]: The cinema is my fa
vourite entertainment. The children can find a lot of
entertainm ent in the park,
to p [top]: They w ere standing on the top of the hill.He
is at the top of his form. The date is in the top
right-hand corner of the letter,
s e t [set]: She set the lamp on the table. Have they set
a date for the meeting? He set a record in the high
jump. At what time will the sun set today?
r e a ch [ri:tj]: We reached our house late at night. The
little boy could not reach the bell. I reached him by
telephone.
The Statue of Liberty was

presented to the people of the United
States by the people of France on
July 4, 1884. Since then it has
welcomed millions of visitors and
immigrants to the United Stats.
The statue of Liberty is the largest
statue ever made. It stands 151 feet
high and w e ig h s 1 450 000 pounds.
The right arm holds a great torch 2
and the left arm holds a tablet 3 with
the date of the adoption 4 of the Dec
laration of Independence.
1 w eigh [wei] — весить; 2 torch — факел; 3 tablet

I'taeblit] — дощечка, табличка; 4 adoption [a'dopjh] — при
нятие
103
23. Read the text and say what you have learned from it:
New York
The capital of the United States of America is

Washington. However the city of New York, the biggest
city in the world, situated at the mouth 2 of the Hudson
River, can be called the capital not only of the USA but
even of the whole capitalist world.
New York consists of five districts — the Bronx,
M anhattan, Queens, Brooklyn and Richmond. Its total
area is 365 square miles, or about 900 square kilometres,
and it has a population of over eight million inhabitants 3.
And if we count the many suburbs4 of the city, its
population comes to about thirteen million. In New York
City, there are representatives 5 of nearly all the world’s
races and nationalities and when you walk in the streets
and avenues of M anhattan you can hear practically every
language in the world.
In the city of New York alone, there are more than
one million Afro-Americans. They mostly live in Harlem,
the poorest district of New York.
New York’s situation at the mouth of the Hudson
River made it the biggest port in the USA and in fact
in the world. Every year, a great number of big shops
from all countries can be seen in the New York Docks.
They bring or take away, besides passengers, material
for or the product of the highly developed industry of
the United States.
A traveller who visits New York for the first time
wonders at the new architecture. The Statue of Liberty *,
which he sees on Liberty Island if he arrives by sea, was
a present from France for the hundredth anniversary of
American independence. This, and a few eighteenth and
104
n in e te e n th century churches 6, hospitals, new spaper offices
and other buildings are the only ex am p les of “old”
architecture in N e w York. Everyw here one se e s
s k y - s c r a p e r s 7. The b ig gest of all is the Empire State
Building, w hich rises 1 ,25 0 feet (over 4 0 0 m etres) above
the ground and has 102 storeys. But it is not alone.
S in c e the Seco nd World War a lot of sky-scrapers of
more than 3 0 s t o r e y s 8 have been built in N e w York.
O ne of them w a s the U nited Nations H e a d q u a r te r s9 in
M anhattan.
New York’s sky-line. Many parts of New York are islands

(Manhattan Island, Long Island, and others), the number
of bridges is large, and cars, buses, electric and other trains
cross them at great speed.
In N e w York, w h en you walk in the street, you are

c a u g h t up in the stream 10 of people hurrying along the
str e e ts and of motor-cars and buses s p e e d i n g 11 from one
place to another. But the m ov em en t is not only in the
105
streets, it is under them and above them. Besides the
underground railway, which the people of New York call
the subway, there is also the elevated 12 railway over
the streets joining different parts of the city. The old
saying that “time is money” is a rule here; speed is
necessary to make more money.
1 however [hau'eva] — однако, тем не менее; 2 m outh —

устье; 3 inhabitant [in'haebitant) — житель; 4 suburb
I'sAba:b] — пригород; 5 representative [,repri'zentativ] —
представитель; 6 church — церковь; 7 sky-scraper ['skai
,skreipa] — небоскреб; 8 storey ['storrij — этаж;
9 headquarters ['hedkwD:taz] — штаб-квартира; 10 streem —
поток; 11 speed — скорость; мчаться; 12 elevated
['eliveitidj — надземный
2 4 . Read and answer the questions:
1. What is the capital of the USA?

2. W hat is New York?
3 . 'Where is it situated?
4. W hat are the districts of New York?
5. W hat is M anhattan?
6. Where is the Statue of Liberty situated?
7. Which is the highest sky-scraper?
8. What kind of transport is used in New York?
9. What is the subway?
10. Why are there many bridges in New York?
11. Do people of many nationalities live in New York?
12. Who lives in Harlem?
106
25. Read and say what problems the New York Times covers:
ЦигкШЬйев
In te rn a tio n al A 3 -8
Foreign A ffa irs 1
N atio n al A 9 -1 3 , A 16
PO LITICS
The Living A rts B1 - 6
Business Digest C1 Editorials A 14 -1 5
Sports B 9-10 Education Page B7
Health Page B$ Crossword B8
1 affairs [a'feaz] — дела; 2 digest ['daid3ast] — краткое из

ложение; 3 editorial [,edi'to:rial] — передовая статья
107
2 6 . Read the sentences and say if the conditions are real or unreal.
Translate the sentences:
1. If I went to New York I should visit museums there.

2. If you see your brother, give him my best wishes.
3. Take your umbrella or put on your raincoat if it
rains.
4. If you were not late, you would see a hockey match
on TV.
5. If he comes earlier than we do, he will prepare
supper.
6. We should go to the cinema in the evening if you
were older.
7. If you were not so tired we should see some more
places of interest.
8. If you leave right now you will catch the train.
9. I should be very glad if he came to see us.
10. He wouldn’t go to the hockey matches if he didn’t
like hockey.
A 27(a) Read the text and compare Washington and New York.
A D iffe r e n t C ity
Like any other capital, Washington always has a lot

of tourists. People of other countries and all parts of the
United States come to Washington every day. They want
to see the Lincoln Memorial * and the W ashington
M onument *, the White House * and the Capitol *. They
want to see their capital and the monuments to those
who struggled in the past to make the English colony a
free country.
In 1791 George Washington, the first president, chose
the place for a capital city. He thought it was a good
place because the Potomac River was deep enough for
ships to come to the city.
108
Washington is not a typical American city. It has
not a single 1 skyscraper and nobody will build a house
higher than the Capitol. It is a nice thing not to have
stone jungles in the city. There are a lot of large public
gardens, parks where you can sit in the sun, and wide 2
streets like Pennsylvania Avenue *. During lunch time
there are very many runners in the city. They are office
workers who take care of their health. After sitting at a
desk for several hours they prefer to run slowly a few
kilometres.
The tourists think that the life of the capital is not
very active. Washington has less beggars3 and homeless
people than New York or any other large American city.
1 sin gle ['siggl] — один, единый; 2 wide — широкий;

3 beggar [Ъедэ] — нищий
(b) Copy the sentences putting in the verbs in the right form:
1. What ... you ... if your friend ... you to his birthday?
(to say, to invite). 2. If I ... you, I ... not ... so. (to be,
to do) 3. If the weather ... fine now we ... for a walk
(to be, to go).4. My mother ... a telegram today if
you ... to stay with us a few more days, (to send, to
decide). 5. If she ... to the concert of modern music
tonight she .. it very much (to go, to enjoy). 6. What
... the teacher ... if you ... her to let you change your
place? (to say, to ask). 7. What ... you ... if it ... now.
(to do, to snow). 8. If you ... to the doctor you ... what
medicine to take (to go, to know).
(See the Key)
Do the exercises of Task 11.

109
§4
28. Read and act:
A t a H o te l
G u e s t : Good evening.
C l e r k : Good evening, sir.
G u e s t : I’d like a room for a week or so.
C l e r k : Very well, sir. Would you please fill in this
form?
G u e s t : Certainly.
C l e r k : W hat’s your name?
G u e s t : My nam e’s Tselykh, Victor Tselykh.
C l e r k : Would you spell the last name, please?
G u e s t : T-S-E-L-Y-K-H, Victor Tselykh.
C l e r k : And where are you from?
G u e s t : I’m from Moscow, Russia.
C l e r k : Yes. Mr Tselykh, from Moscow. Room 812.
H ere’s your key. Go to the end of the hall and turn
left. You’ll see the elevator. Take the elevator to the
e'ighth floor and turn right. Room 812 will be on your
left.
G u e s t : Thank you.
C l e r k : Are those your suitcases?
G u e s t : Yes, they are.
C l e r k : The bellboy will show you up to your room.
G u e s t : Thank you very much.

h a te [heit]: I hate getting up early. She hated to wash
the dishes.
s p e c ia l [spejl]: It is a special day for me. She is a
special friend of mine. He is interested in special
literature.
e x p r e ss [iks'pres]: She cannot express herself well in
English. He expressed only his opinion,
su p p o rt [so'pott]: The facts support this theory. Which
team do you support? He has a small brother to
support.
su r p r ise [sa'praizj: He was surprised to hear that he
failed the examination. The boy surprised his friends.
Their visit was a great surprise to me.
r e fle c t [ri'flekt]: The trees are reflected in the quiet
water of the lake. Does this article reflect your opinion?
3 0 . Read and describe:
1. Take a copy of the newspaper you receive.

What information you can find about
(a) international news;
(b) local events;
(c) books;
(d) films, concerts;
(e) sports;
(f) radio and television programmes.
2. Imagine that you are a reporter who is going to write
an article on anything of local interest. Make a list
of events that could happen during a week. Then
make a short description of the event you are interested
in.
31. Read and say:
W h a t Is N ew s?
An American newspaperman says that when a dog

bites 1 a man it is not news, but it is news when a man
.bites a dog.
How do you understand it? Do you agree with this
opinion?
ill
W h a t to R ead?
Does your family receive newspapers? W hat
newspapers do you receive? Who in your family reads
the newspapers regularly? Which part of it do members
of your family read? What sort of information are you
and your family interested in most of all?
1 bite — кусать, укусить
32 . Read the text and say what book describes the living conditions
of black slaves in the Southern states of the USA during the
last century.
T he U n d e r g r o u n d R a ilro a d *
The American Civil War * put an end to Negro
slavery in the United States. But for many years before
the Civil War, there was a system of cooperation among
people who hated slavery. These people secretly helped
black slaves to reach Canada or the northern states of
the country where there was no slavery. This system
was known as the Underground 1 Railroad. It was
dangerous 2 and risky work.
Some of the Abolitionists * travelled in the slave
states. They picked up slaves who had run away from
their m asters or those who wished to do so. Then they
led those slaves northwards into free territory.
This is how it was done. A slave or a small group
of runaway slaves would be brought to a “station”, as
it was called. As a rule, this was the home of a member
of the Underground Railroad organization, he would keep
the slaves secretly in his home and take care of them
until they could be taken to another station. This was
usually done at night. In this way the runaway slaves
finally reached Canada and freedom.
A well-known leader in the operation of the
Underground Railroad was Harriet Tubman. She was a
112
runaway slave herself. She had the courage3 to return
secretly to the South nineteen times. She was a real
heroine4, she brought more than three hundred slaves
to the North, to freedom.
They say seventy-five thousand black people were
freed through the Underground Railroad.
1 railroad ['reilroud] — железная дорога; 2 dangerous

['deind3orosl — опасный; 3 courage ['kArid3l — смелость,
храбрость; 4 heroine ['herouin] — героиня
33. Read the traditional American song:
John Brown’s Body

John Brown’s body 1 lies a-mould’rin g 2 in the grave 3,
John Brown’s body lies a-mould’ring in the grave,
John Brown’s body lies a-mould’ring in the grave
But his soul 4 goes marching on.
Chorus: Glory 5, glory to the hero!
Glory, glory to the hero!
Glory, glory to the hero!
His soul goes marching on.
Г
The stars of heaven are looking kindly down,

The stars of heaven are looking kindly down,
The stars of heaven are looking kindly down
On the grave of old John Brown.
Chorus.
John Brown died that the slave might be free,
His soul goes marching on.
. Chorus.
1 body ['bodi] — тело; 2 m oulder ['moulds] — превращаться

113
в прах; 3 grave — могила; 4 soul [soul] — душа; 5 glory
[gb:ri] — слава; 6 heaven ['hevn] — небо
34. Read and analyse (See RG § 6, 5):
CONDITIONAL SENTENCES — III
Did the team win the game? — No,

it did not.
Why did the team not win the
game? — Because Dima did not take
part in it.
Would the team have won the game
if Dima had taken part in it? — Yes,
it would.
Boy: If Dima had Under what condition would the team
taken part in the have won the game? — It would have
game, the team
won the game if Dima had taken part
would have won it.
in it.
III. U n rea l C o n d itio n r e fe r r in g

to th e P a st
if + the Past Perfect sh o u ld ( w o u ld ) + h a v e d o n e
or:
sh o u ld ( w o u ld ) + h ave d o n e if + the Past Perfect
35 . Read and pick out the sentences of unreal condition:
(a) 1. He wanted to know if the performance had ended.

2. He would have sent the telegram if you had told
him about it yesterday.
114
(b) 1. Did you know if she had left the town or not?
2. What should I have done if she hadn’t brought
an umbrella?
(c) 1. I wanted do ask him if he had brought all I had
asked him to.
2. I shouldn’t have finished my work if you hadn’t
helped me.
(d) 1. Who asked me if we had had a nice day?
2. Who would have played this part if the actor had
been ill?
(e) 1. I shouldn’t have translated this text if you hadn’t
helped me.
2. The teacher asked the students if they had finished
their work.
A 36(a) Read the text and say why the song about John Brown is
still popular in the USA:
J o h n B row n — F ig h te r A g a in st S la v e r y 1
Who was John Brown, the hero of an American
Negro folksong which everyone knows?
John Brown was one of those Americans who helped
slaves to get out of the United States and go to Canada,
where they could not be caught by their masters.
He was bom in
1800 in Torrington,
Connecticut, USA,
during the pioneering
days * of America, while
the population of this
new and big country
was not very large. Both
of John Brown’s
grandfathers fought in
the American Army
115
during the War of Independence. His father, Owen, was
against slavery and an agent of the Underground
Railroad *.
In 1805, the Browns w ent to Ohio. There John
received his education, and grew up as a disciplined
young man who liked to work. He was only nine years
old when he saw a black slave 2 beaten 3 to death 4.
“When I grow up, I will do something to help the
poor slaves. I want them to have their freedom,” he said.
Slavery was a usual thing at that time in the Southern
States of America. Slaves could be bought in the open
market, and sold again. Husbands and wives, mothers
and children could be separated and sold to different
masters. John early began to protest against slavery.
John Brown believed in strong action. So he decided
to build a defended camp in the mountains of Virginia.
Runaway slaves could come to the camp and be
defended there against their masters. He wished to
organize a republic free of slavery.
His plan was to attack the government arsenal at
Harper’s Ferry in Virginia and try to free and arm 5 the
slaves.
On the night of the 16th of October, 1859, his party
of twenty-one men, white and black, marched on H arper’s
Ferry and took by storm an important building there.
John Brown hoped that many slaves would join him,
but when morning came no slaves came. They were
afraid.
But if the slaves did not come, the M arines * did.
When John Brown and his men were ordered to stop
fighting, John Brown answered, “I prefer to die here.”
In the fighting which followed, Brown’s two sons
were killed and several more of his men. He himself was
wounded 6.
116
John Brown was hanged, but very soon he became
a hero to the black slaves and to the white who were
against slavery.
John Brown’s name became a symbol of revolutionary
action and struggle for the rights of the black people in
the USA.
1 slavery ['sleivari] — рабство; 2 slave [sleiv] — раб; 3 to

beat — бить; 4 death [de0] — смерть; 5 to arm — воору
жать; 6 to wound [wu:ndl — ранить
(b) Read and copy the sentences of unreal condition in the past:
1. They would have prepared for the examination better

if they had known about it earlier. 2. What would you
show in your town if you had visitors from other places?
3. I should send a telegram if I knew his address. 4. The
children would have played in the open air if the w eather
had been better. 5. You would have got a better mark
if you hadn’t made so many mistakes. 6. W hat would
you do if your friend asked you to help him? 7. We
should play the game in the open air if the weather were
better. 8. She would not have gone out if she had known
that she was ill.
Q j (c) Do the exercises of Task 12.
§5
37. Read the text and say a few words about the cultural life of
New York:
Art and Culture in New York.

The USA is the richest capitalist country in the
world, and its museums and art galleries have collected
117
works of art and culture of peoples of all countries and
of all times. Many of them are shown in the Metropolitan
Museum of Art, the Whitney M useum of American Art,
and the Solomon R. Guggenheim Museum.
M ost of the theatres and cinemas are in or near
Broadway, the longest street and biggest shopping district
in New York. The Metropolitan Opera gives good operas
and shows, and smaller theatres, especially in the
Afro-American town of Harlem, show plays about modern
social problems and the problems of the workers and the
Afro-American population.
Great interest is shown by the population of New
York in all kinds of music, from the performances of the
well-known New York Philharmonic Symphony Orchestra
to folk songs. It is interesting that modern songs of the
folk-music type on social and political problems are now
often performed by groups of young singers and are very
popular.
38. Read and act:
Visits to Museums
1. “Hello, Igor! Are you going anywhere special?”
“I’m going to the Hermitage. There’s an exhibition of
pictures from galleries of Edinburgh and Glasgow.”
“I don’t know much about painting, I never go to
such exhibitions."
“But you’ll never understand art if you don’t take any
interest in it. We learn a lot by seeing the world
through other people’s eyes”.
2. “Hello, Raya! Where are you going in such a hurry?”
“To the Polytechnical M useum to see the exhibition
of earth satellites.”
“The sputniks? Now th at’s interesting. Is the entrance
free?”
118
“Yes, it is, but there are always a lot of people who
want to go. This evening is organized by our club.”
“May I come with you?”
“I suppose so, if you want to.”
“Of course, I do!”
“Come on then, Sasha. We must hurry or w e’ll be
late for the beginning.”
3 9. Read and answer the questions:
1. Have you ever been to a museum or an art gallery?

2. What kind of museum was it?
3. What masterpieces are represented in the museum
(art gallery)?
4. What do you think of the collections of paintings in
the museum?
5. Who is your favourite painter?
6. Why do you prefer this artist to others?
7. Where did he take the subjects for his paintings
from?
8. What do his works illustrate?
9. Have you got a collection of paintings or drawings
in your school?
10. What is the purpose of this collection?
11. What drawings and paintings does the collection
contain?
12. Who were they painted by?
13. Does your collection include works by Russian artists?
14. What famous art galleries abroad do you know?
15. What are they famous for?
40. Read and say:
1. Tell the class who your favourite artist is, why you
like his paintings, which of his works you like best
and why.
119
2. Ask your classmates if they like to draw or paint,
what they like to draw (to paint), where they find
the subjects of their drawings (paintings).

lipstick f'lipstik] — губная помада
to paint one’s lips — красить губы
tray — поднос
to punish ['pAnifl — наказывать
to strike (struck, struck) — ударить
to beat (beat, beaten) — (по)бить
120
42. Read the text and say what you have learned from it:
Rockwell Kent
Rockwell Kent was a famous
American artist, writer and public
figure *.
He was bom in 1882 in the state
of New York*. He studied architecture 2
at Columbia University*, but did not
graduate, as he had decided to become
a painter. His first exhibition, held
when he was twenty years old, made him famous. He
developed the realistic traditions in American art.
In his books, mostly autobiographical, he wrote about
himself and his family, about his country, and about the
times he lived in. The America Rockwell Kent loved and
painted was not the land of modern high buildings but
the continent of the early discoverers and pioneers. All
his life he tried to be near places where man comes face
to face with Nature.
Rockwell Kent travelled much, especially in the Far
North, and spent many years in Alaska, Greenland and
Canada. His pictures show how beautiful nature is in the
Far North and how difficult life is for the people who
live there. Such pictures as “Greenlanders", “Northern
Greenland”, “Summer in Greenland” are poems of the
North. Kent’s black and white illustrations are also famous.
Rockwell Kent was a great friend of our country. In
1960, he presented the Soviet people with nine hundred
of his paintings and drawings. His works have been
exhibited in the finest museums of Moscow,
St. Petersburg, Kiev and Yerevan.
Rockwell Kent’s books are full of optimism and
humour.* As a writer, he is dear to us first of all because
121
he is a humanist." He wrote with love and understanding
about the nationalities among whom he spent many years
of his life.
Rockwell Kent was an active fighter for peace.
Artist and writer, explorer of the North and public
figure, Rockwell Kent was for more than ten years
Chairman 3 of the National C ouncil4 of American-Soviet
Friendship.
He died in 1971.
1 public figure ['рлЬНк 'figa] — общественный деятель;

2 architecture ['akitektja] — архитектура; 3 chairm an
['tjeaman] — председатель; 4 council ['kaunsil] — совет
43. Read the verse and say what you think of it.
There isn’t time
There isn’t time, there isn’t time

To do the things I want to do,
With all the mountain-tops to climb,
And all the woods to w an d er1 through,
And all the seas to sail upon,
And everywhere there is to go,
And all the people, every one
Who lives upon the earth to know.
There’s only time, there’s only time
To know a few, and do a few,
And then sit down and make a rhyme
About the rest I want to do.
Eleanor Farjeon
1 wander ['wonda] — бродить

122
CONDITIONAL SENTENCES
M odels C ondition Time of A ction
I If the weather is fine real Future

I shall come to you
tomorrow.
II If I had time now I unreal Present or Fujure

should go there.
III If I had had time unreal Past

yesterday I should
have gone there.
4 4 . Read the sentences and say if the conditions are real, unreal
referring to the Present (Future) or unreal referring to the
Past. Translate the sentences:
1. We shouldn’t have caught the train if we had left

the house ten minutes later.
2. If we leave right now, we shall get tickets.
3. I should be very glad if he came to see us.
4. If it were not so late, we should see some more
places of interest.
5. If you had gone to the stadium, you would have
seen an interesting match.
6. They would enjoy every minute of the performance
if they went to the concert with us.
7. She wouldn’t have forgotten to take her exercise-book
if she had put it in her bag yesterday.
8. We should be very glad if you brought your friend
with you.
123
9. She will ring you up if she is not quite well.
10. We should have organized the competition better if
you had told us about it a month before.
11. The little girl would have been better if you had
called the doctor much earlier.
12. We want to meet tomorrrow if you have nothing
against it.
A 4 5 (a) Read the text and say what you know about the black
population movement in the USA. Write down the main facts
of Martin Luther King’s biography which will help you to speak
about his life and struggle:
Martin Luther King — A Man with a Dream 1
Until his tragic death on April 4, 1968, M artin Luther

King fought for civil 2 rights for American citizens of all
races and nationalities. He was killed by the racists
because he had a dream — a dream that all people in
the USA would be united to form a nation with equal
opportunities for all.
This man dedicated 3 his life to the struggle for racial
equality and democracy, for social and economic justice 4.
M artin Luther King was born in 1929 in Atlanta,
where he spent all his life.
Although 5 the black slaves were given their freedom
in 1865, they were never fully freed. They did not enjoy
the same opportunities as other American citizens and
did not get the same justice.
King was one of those black Americans who knew
that very many of his people did not enjoy the rights 6
proclaimed by the USA Constitution. He said that this
m ust be changed. He made speeches and gave lectures
in many parts of America and led many demostrations
124
Later, he became leader of the national Association
for the Advancement of Coloured People (N.A.A.C.P.) *.
He called for united action of white and black in the
Civil Rights Movement of the 1960s.
M artin Luther King fought against racism, poverty
and militarism. His ideas were very popular. King wanted
people to live together in peace. He said all races were
equal. “We must all live together and not think differently
about the different colour of our skin 7,” he said.
M artin Luther King led the Black liberation movement,
but he was also very active in the struggle for democratic
rights, justice, peace for all the exploited and oppressed.
The Civil Rights M ovement of the 1960s will always
be symbolized for millions of Americans by the figure of
M artin Luther King.
1 dream — мечта; 2 civil f'sivl] — гражданский; 3 to

dedicate ['dedikeit] — посвящать; 4 justice f'd3 Astis] — спра
ведливость; 5 although [d:1'6ou] — хотя; 6 to enjoy rights —
пользоваться правами; 7 skin — кожа
1. If I were you ...

2. If you see him ...
3. If you are free ...
4. If you told me about it earlier ...
5. I should have got up earlier if ...
6. He would have taken a busif...
7. He would stay longer if ...
8. I should meet you at the station if ...
125
§6
4 6 . Read the text once and say what it is about:
Entertainment in the USA
It is difficult to name all the entertainment possibilities

in the USA. There are, for example, more than one
thousand symphony orchestras. The Orchestras in New
York, Boston and Philadelphia are known world-wide for
the quality of their performances. You can spend weeks
in New York City watching plays in the theatres. Or
you may prefer boxing, horse-racing 1 or visiting museums.
There are three national commercial television
stations. They are CBS (Columbia Broadcasting 2 System),
NBC (National Broadcasting Company) and ABC
(American Broadcasting Company). Some people say that
there is too much advertising on television. But there is
also educational television which does not have to
advertise 3. Radio is excellent with many stations offering
musical, educational and cultural programmes.
Since the great days of Hollywood, going to the
m ovies4 has been a favourite activity. Even in small
towns you will often find a movie theatre.
In New York there are very many museums, exhibition
halls and picture galleries for those who prefer food for
thought. For those who are with children there is a nice
zoo5, botanical gardens, a museum of natural history,
a sea aquarium. To visit these places you will have to
pay from one and a half to three dollars. But on some
days it is free.
126
There are a lot of libraries in New York City and you
may take as many books at a time as you can carry away.
1 horse-racing ['ho:s,reisiij] — скачки, бега; 2 broadcasting

['bro^kccstig] — радиовещание; 3 advertise ['aedvotaiz] —
рекламировать; 4 m ovies ['mu:viz] — кино, кинотеатр; 5 zoo
[zu:] — зоопарк
47. Read and answer the questions.

1. Which do you like most: drama, opera, ballet, operetta
[ppo'reto], music, variety, circus?
2. Which do you prefer: drama, tragedy or comedy?
Why?
3. Do you prefer serious or light music? Why?
4. Which of the great modern (classic) composers do
you like?
5. What are your favourite plays?
6. What do you find interesting in these plays?
7. Who are your favourite actors and actresses?
8. Why do you like them?
9. Which modern songs do you like to sing?
10. What kind of films do you want to see: historical,
musical, detective films or comedies?
48. Describe your visit to the theatre:

Say what kind of theatre it was, what was on, how
you bought tickets. Then describe how you prepared to
go to the theatre, who went there with you.
Tell the class what the play was about, how many
acts it had, how the action developed on the stage.
Finish your story with your impressions of the play
and of the actors and actresses’ performance.
49. Read and discuss:

1. After seeing a new play at the theatre you toldyour
friend, “It’s one of the best comedies I have ever
127
seen.” “But I prefer plays of another kind,” said your
friend.
Discuss the plays you and your friend have seen.
Speak about the different roles and the actors who
played them, your impressions of the plays.
2. Discuss a film which you think is wonderful. Say what
it is about and why you like it very much and if other
people agree with you.
Ask and answer questions about some other films
you and (or) your friends have seen this year.
3. Ask your classmate whether he (she) thinks seeing a
film at the cinema is better than seeing it on TV.
Let him (her) give his (her) reasons. Tell him
(her) whether you think TV and video can replace
cinema.
5 0 . Read and say:
1. When you went to a concert some time ago you and

other people applauded the singer for several minutes.
W hat did he (she) sing? What was so good about
that singer? Will you try to hear him (her) again?
2. You wanted to go to a variety show but it was difficult
to get tickets. You had to wait an hour at the box-office
a week before the show.
Now say whether you enjoyed that show, what
was on the programme and what item you liked most
of all.
3. Your friend likes to go to the disco. Ask your friend
where the discotheque is; how often he (she) goes
there, what is interesting there, what music is played
at the disco, how he (she) spends his (her) time there,
and whether he (she) enjoys the disco.
128
51. Read and say what you have learned from the text. Name the
famous American singers and groups you know.
Musical America
Music is loved by many people in the United States.

Since the US was settled largely by Europeans, it is not
surprising that classical music and folk songs were brought
from their homelands in Europe.
However l , America has produced its own musical
culture. There are, for example, many folk songs that
people usually sang while working. Railroad work groups
and the men in camps had their own ballads, their own
love songs. The cowboys *, too, sang about their work
and the girls they loved.
At first the music of white Americans and black
Americans developed separately. But from the beginning
of the twentieth century white singers and vocal and
instrum ental groups became interested in the songs, music
and rhythm s of the black people. Perhaps the greatest
contribution2 of the black to American music is jazz.
Today jazz b an d s3 and groups, both instrumental and
vocal are popular all over America and in most parts of
the world.
The origin of jazz is as interesting as the music
itself. Jazz was invented by Afro-Americans. They were
sold to plantation owners 4 and forced 5 to work hours
in the cotton and tobacco fields. This work was hard and
their life was short. When a black man died, his friends
and relatives formed a procession to carry the body to
the cem etery 6. In New Orleans, a band often accompanied
the procession. On the way to the cemetery the band
played slow sad music. But on the way home the band
5 Ь,; л 129
played happy music, the living were glad to be alive 7
It was an early form of jazz.
1 however [hau'eva] — тем не менее, однако; 2 contribution

[,k3ntri'bju:Jn] — вклад; 3 band — оркестр; 4 owner
['ounaj — владелец; 5 force [fo:s] — заставлять, принуждать
силой; 6 cem etery ['semitri] — кладбище; 7 alive [a'laiv] —
живой, в живых
52. Read and learn the song:
I Can See a New Day
Words and music by Peter Seeger
I can see a new day,

A new day soon to be,
When the storm 1 clouds are all passed,
And the sun shines on a world that is free.
I can see a new world,
A new world coming fast,
When all men are brothers,
And hatred’s forgotten at last.
I can see a new man,
A new man standing tall,
With his head high, and his heart proud,
And afraid of nothing at all.
I can see a new day,
A new day soon to be,
When the storm clouds are all passed,
And the sun shines on a world that is free.
1 storm — шторм; 2 hatred ['heitrid] — ненависть

130
5 3 . Read and speak using conditional sentences:
1. Tell your friend what would have happened if you had

been late for your lessons yesterday.
2. Ask your friend what he did yesterday and what would
have happened if he had done something different.
3. Tell the class what would have taken place if you had
changed your plans for the winter holidays.
4. You are discussing how to get to some place. Describe
different routes if you take different means of transport.
5. You do not like what your friend did yesterday or a
few days ago. Tell him (her) what you would have
done if you had been there.
6. Think what you would do if you were a traveller.
A 5 4 (a) Read the text and answer the questions:
The Story of the Pony Express*
The postal 1 service in the early days of the United

States was very slow. It was especially slow from the
central state of Missouri to California in the West. The
stage-coach2 had to cover a distance of about two
thousand miles over the Rocky Mountains.
In 1860, a man called Russel started the Pony Express,
as he called it. First of all he bought six hundred of the
best horses in America. Then he found men to r id e 3
them — strong men who were not afraid of d a n g e r4.
Next he organized stations every ten or fifteen miles
along the route 5. At these stations the riders and horses
could get food and rest. So the Pony Express was started.
From the moment the Pony Express left California
or Missouri it never stopped. The first rider galloped to
the nearest station where a fresh horse was waiting for
him. Each rider rode three horses one after the other.
j» 131
About every seventy-five miles the mailbag 6 was handed
to the next rider who galloped further.
Naturally, the Pony Express had to face great dangers
and difficulties. There was no real road and the rider had
to follow a trail 7 over the mountains. They had to cross
rivers where there were no bridges; the horses had to
swim. They had to go on day and night in all weathers.
There were snowstorms and the riders sometimes lost
their way.
The Pony Express took ten days for the
journey — twenty four days less than the stage-coach. It
worked for seventeen months until a telegraph line 8 took
its place.
On a I960 USA stamp there is a picture of a Pony
Express rider galloping on his way.
1 postal ['poustal] — почтовый; 2 stage-coach ['sted 3

,koutf] — дилижанс; 3 ride — ехать верхом, скакать;
4 danger ['deind3a] — опасность; 5 route [ru:t] — маршрут;
6 m ailbag ['meilbaeg] — почтовая сумка; 7 trail — тропинка;
8 line — линия
1. I should have done my homework if ...

2. My friend will come at 6 o’clock if ...
3. If I were not busy ...
4. If your friend is ill ...
5. He would have gone to the concert if ...
6. We should have been late if ...
7. Ring me up if ...
8. If it rained these days ...

132
§7
5 5 . Read and check yourself:
Red Indians at a Quaker Meeting
The Quakers* are members of a religions sect who

believe in peace. They think that any war is wrong.
About two hundred years ago there was war between
the English colonists in America and the Red Indians.
But though 1 the war was going on all round them, the
Quakers took no part in it. When Sunday came, they
went as usual to their meeting-house. There they sat
down to p ra y 2 — men, women, and little children all
together.
One day, while they were sitting and praying, some
Indians who were on the war-path 3 came and looked in.
They were all armed. They meant to kill all the white
men they could catch; and here they found the whole
lot of them, unarmed, and their women and children with
them!
The Quakers saw the Indians. There was no way to
leave the house. Nobody moved or said anything. They
all sat and went on praying. The Indians were very much
amazed. They came into the meeting-house, and still
nobody moved. The peace of the room changed the Indians
plans. They sat down and joined in the Quakers’ prayer.
Then they stood up and went away, leaving the meeting
to its peace. They did not touch anybody.
1 though [бои] — хотя; 2 pray — молить(ся); 3 war-path

I'w3:pa9] — тропа войны
133
according (to) prep hardly adv seem v
add v hate v set v
advantage n imagine v settle v
attention n master n, v special a
awful a paint n, v spot tl
clear a perfect a strange a
discipline rt quiet a stranger n
entertainm ent n quite adv support n, V
example n reach v surprise n, v
exhibit v, n recent a top n
express v reflect v true a
fit v reply n, v wonder n, v
hard a report n, v
Вы должны уметь:
б е с е д о в а т ь по ситуациям, отражающим тематику
предыдущих лет обучения, а также по темам «Путе
шествие», «Отдых», «Развлечения»;
р а с с п р а ш и в а т ь о событиях, происшедших дома и
в школе;
о п и с ы в а т ь ситуации, связанные с тематикой преды
дущих лет обучения, а также ситуации, отражающие
темы «Путешествие», «Отдых», «Развлечения»;
с о о б щ а т ь о с о б ы т и я х , происшедших в семье,
дома, в городе (деревне), в стране;
р а с с к а з ы в а т ь об увиденном, услышанном, о со
держании страноведческих текстов;
о б с у ж д а т ь проблемы, связанные с жизнью в семье
и в школе, а также содержание прочитанного;
п о н и м а т ь все это в речи собеседников, а также
понимать сообщения и краткие тексты в изложении
учителя;
и с п о л ь з о в а т ь в речи предложения, выражающие
реальные условия в настоящем и будущем и нереаль
ные условия в настоящем и прошлом;
ч и т а т ь и п о н и м а т ь усвоенные устно слова и вы
ражения;
п о н и м а т ь при чтении слова, образованные при помо
щи суффиксов -ment, -ize, -ate, -(i)fy и приставок
dis-, mis-;
д о г а д ы в а т ь с я при чтении о значении интернацио
нальных слов;
п о л ь з о в а т ь с я с л о в а р е м , а также грамматиче
ским и страноведческим справочниками;
ч и т а т ь в с л у х и п о н и м а т ь диалоги, тематиче
ские и страноведческие тексты, построенные на ус
военном языковом материале;
ч и т а т ь п р о с е б я и п о н и м а т ь страноведческие
тексты, короткие рассказы и отрывки из произведе
ний американских авторов, прибегая в случае необ
ходимости к словарю.
U nit 3
§1
1. Read and answer these questions about your winter holidays:
1. How long did your winter holidays last?

2. When did they begin and finish?
3. W hat did you plan to do during your holidays?
4. Did you plans come true?
5. Did you have a New Year party at your school?
6. How did you see the New Year in?
7. What parties did you take part in during the winter
holidays?
8. Who took part in all these parties?
9. How did you enjoy them?
10- What was the weather like all those days?
11. What sport events did you have?
12. Did you go skiing and skating?
13. Did any of your classmates go anywhere during the
winter holidays?
14. W hat performances did you see during that time?
15. W hat made your holidays enjoyable?
2. Tasks.
1. Describe the New Year party at your school.

2. Tell the class about the tradition of having a New
Year tree to celebrate the New Year.
3. Ask your friends how they spent the first week of
January.
136
3. Read and act:
At the Post-Office
“I want a picture postcard, please.”
“One postcard. Here it is. Is that all?”
“No. Give me two air-mail envelopes and two sixty
cent stamps, please.”
“Here are two air-mail 1 envelopes2 with stamps.
T hat’ll be $6.20.
“Here’s a ten-dollar note.”
“Have you got anything smaller?”
“I’m sorry, I haven’t.”
“H ere’s $3.80 (three dollars eighty cents) change.”
“Thank you.”
“You’re welcome.”
1 air-m ail ['eameil] — авиапочта; 2 envelope ['enviloup] —

конверт
4. Read the weather report.

1. Cold with heavy snow. Outlook for tomorrow:
Maximum temperature — cloudy in places with snow
10°C. No wind. at times. Winds light and
temperature about 0°C.
2. Mainly cloudy; changeable Outlook for tomorrow: the
with bright intervals. weather will be dry and
Mostly dry with tem pe sunny with strong north
ratures of 20°C. winds. Temperature will be
falling to 15°C.
a) Discuss the weather you are g< ng to have.
b) Tell the class if the weather i: agreeable for your plans and
why.
137
5. Look at the winter landscape and
describe it.
6. Read the story and say what you

think of Jim and Della and why. What
would you do if you got in such a
situation?
Jim a n d D e lla
Jim and Della were two young people, husband and
wife. They loved each other dearly. They lived in a small
room in an old house in one of the dirty streets of New
York.
They worked from early morning till late at night,
but they got very little money for their work. And still
they had two things which were very dear to them —
Jim ’s gold watch and Della’s beautiful hair.
Christmas was coming and Della wanted to give Jim
a nice present, but she had no money. She really did
not know what to do. She sat on the sofa and began to
cry. Suddenly an idea came to her. She got up and stood
in' front of the mirror 1 and looked at her beautiful long
hair. Then she left the house and in a few m inutes she
was already at the hairdresser’s 2 shop.
“Will you buy my hair?” she asked. The hairdresser
looked at her hair and said, “Yes, I will. It’s fine hair. I
can give you twenty dollars for it.” Della was very happy.
She took the money and went to buy a present for her
husband. In one of the shops she saw a very beautiful
watch-chain.3 “I’ll buy it, Jim will be very g lad ,” she
said to herself. “He needs a chain for his w atch .”
So Della bought a gold watch-chain as a Christm as
present for Jim. When she got home, Jim w as already
there waiting for her. He looked at his smiling little wife
and understood everything.
138
“Why did you do it?” he asked.
“Dear Jim, my hair will grow and I wanted to give
you a present. Here it is,” and she put the watch-chain
into his hand.
The beautiful chain, Della’s present, was of no use
to him. He had sold his gold watch to buy a Christmas
present for his wife. He took a packet out of his pocket
and gave it to Della. She opened it and saw two beautiful
combs, the combs 4 that she had seen in a shop window
and had wanted for so long.
(After O. Henry)
1 mirror ['mira] — зеркало; 2 hairdresser ['hea,dresa] — па

рикмахер; 3 w atch-chain [tfein] — цепочка для часов;
4 comb [koum] — гребень
7. Read the sentences and say if they show real or unreal conditions
and if the time of action is present (future) or past:
1. What would you do if you got lost in the forest?

2. If you see your friend, tell him I have done what
he asked me to.
3. What would he have become if he had gone to a
professional school?
4. Where should we go if we had no lessons?
5. If it doesn’t stop raining, put on your raincoat and
take your umbrella.
6. I might choose something interesting if I had more
money.
7. You might have got a better mark if you hadn’t
made so many mistakes.
8. If it were summer, we should go hiking.
9. He couldn’t change his character even if he wanted
to.
10. If she had studied harder, she would have entered
the university.
139
8 . Read the sentences and give Russian equivalents of the un
derlined words. Compare the English words with their Russian
equivalents.
1. The University has specialist courses in econimics,

sociology and technology. 2. Complex mechanization of
agriculture is a very important task now. 3. There is a
large construction site near our school. 4. New agricultural
machines will go into production next year. 5. My father
is a highly qualified builder. 6. A firm is a company of
businessmen. 7. A symphony is a musical work for a
large group of instruments. 8. All ships today have radio
contact with their home port. 9. The programme in the
kindergarten includes music, drawing, modelling, excer-
cises to develop speech, and elementary arithmetic.
10. The training of modern specialists in higher schools
is centered on the general sciences.
9 (a) Read the text and compare New Year’s celebration in the
USA and in Russia:
New Year’s Celebration in the USA

New Year’s Eve is a time of merriment in America
At midnight, bells ring, horns 1 blow, and friends kiss 2
each other. Everyone stays up late to celebrate the coming
of another new year.
At home or in restaurants 3, most Americans spend
the last hours of the old year and the first hours of the
new year drinking and dining with friends.
One of the greatest of New Year’s Eve celebrations
takes place in New York City at Time Square. Thousands
of New Yorkers gather there, and millions of Americans
join them watching TV.
After the new year officially arrives, most party-goers
enjoy a good supper. New Year’s Eve celebrations often
continue until two or three o’clock in the morning. M any
people travel from one party to another to celebrate with
several different groups of friends.
Following a long New Year’s Eve, Americans spend
a quiet New Year’s Day. In most homes, everyone sleeps
late, then enjoys a late breakfast and TV with the family
and friends.
M any Americans make New Year’s resolutions,
promising to improve their behaviour. Typical New Year’s
resolutions 4 are to spend less money, give up smoking 5
or go on a diet.6
1 horn — рожок; 2 kiss — целовать(ся); 3 restaurant

['restaroigj — ресторан; 4 resolution Lreza'luiJn] — намере
ние; 5 smoke — курить; 6 diet [daiat] — диета
(b) Change into indirect speech and write down:
1. Mrs Mane (to the boys): Choose another place to

play.
2. Mary (to her friend): Hurry up, please.
3. Policeman (to the children): Don’t cross the street in
this place.
4. Alice (to her sister): Please don’t forget to post the
letter.
5. Miss Rose (to her friend): Come to see us on Sunday,
will you?
6. Man (to the visitor): Will you sit down?
7. Shop-assistant (to the woman): Will you try this jacket
on, please?
8. M other (to her son): Don’t take your coat off in the
living-room.
J (c) Do the exercises of Task 15.
141
§2
10. Read the text and say what you have to do to be healthy:
About Health
Health is very important for all people. Schoolchildren
do not speak about health very often. They discuss other
things. But when their classmates fall ill everybody wants
them to become well again. They should come to school
again and take an active part in school life.
Why do young people fall ill? The answ er may be
very simple. You will not catch a cold ^ for example, if
you take care of your health. Your health can be excellent
and it can be bad. You must choose. So the best thing
for you is to go in for sports. You must also remember
some of the rules about how to be in good health.
To live in a healthy climate is not enough. W hat
you also need is to spend a lot of time in the open air.
ft is very useful to go for long walks in the country.
And do not forget to keep your room and your hands
clean.
1 catch a cold — простудиться
11. Read and act:
Short Conversations
Calling First Aid
“Hello!”
“First Aid here. What happened?”
“A man here is having a serious heart trouble.”
“Name and age?”
142
“Sidorov, 58 years old.”
“Address?”
“Number 24, May Street, Flat 16.”
“A car will arrive in ten minutes.”
I D on't Feel Well
“W hat’s the m atter with you, sonny, where does it hurt?”

“I don’t feel well.”
“Where is the pain?”
“I’ve got a very bad headache and my nose is running.”
“You have caught a cold. Take this pill. H ave a cup of
hot tea with honey and go to bed.”
aid [eid]: She gave him first aid. They cam e to the aid
of the woman. With his aid we can do it. We use
different visual aids at our lessons,
trouble [ЧглЫ]: My leg is troubling me. M ay I trouble
you for a glass of water? He was troubled by what
he heard. The trouble is that the plan will not work,
heart [hat]: He has a bad heart. He had a heart attack
yesterday. She has a kind heart. My h eart is not in
the job. He is a good boy at heart,
pain [pein]: I have got a pain in my back. Does your
foot pains you?
feel [fi:l] (felt, felt): The doctor felt h er pulse. How
do you feel? I feel tired. I feel it hotter and hotter.
He felt no interest in this book,
headache ['hedeik]: I’ve got a headache. This is your
headache. It will be a real headache.
143
13. Read the text and answer the questions:
The Doctor’s Visit
(Part I)
When it was time for Lena to get up one morning,

she told her mother that she was not feeling well.
Her mother felt her forehead,1 which was hot, and
said, “Yes, you were coughing 2 during the night, perhaps
you have caught a cold.” Then she took her daughter’s
temperature.
“Your tem perature is too high,” she said, “you can’t
go to school today, you m ust stay in bed and I shall call
a doctor.”
Then Lena’s mother telephoned the home visiting
service 3 of the district polyclinic.
“Will you please send a doctor,” she said. “My
daughter, fifteen years old, has a tem perature of
thirty-seven point nine. She was coughing during the
night and has a bad headache.” Then she gave the address
and the voice 4 in the telephone promised that the doctor
would come during the day.
Some time later the bell rang and Lena’s mother
opened the door to a woman about her age who was
wearing a white doctor’s coat under her winter coat and
carrying a small bag in her hand.
“So you have a cough and a tem perature?” she
asked, entering Lena’s room. “Well, let’s see what the
m atter is.”
She took Lena’s temperature, counted her pulse, and
then examined the patient.
When she had finished her examination she said to
Lena’s mother, “You daughter has the flu.5 She must
144
stay in bed for three or four days and take the medicine
I shall prescribe”6.
1 forehead ['forid] — лоб; 2 cough [kof] — кашлять; 3 service

['sa:vis] — служба, обслуживание; 4 voice [vois] — голос;
5 flu [flu:] — грипп; 6 prescribe [pris'kraib] — прописывать,
предписывать
1. What did Lena tell her mother one morning?
2. Why did her mother say that she had caught a cold?
3. W hat was Lena’s temperature?
4. W here did Lena’s mother telephone to?
5. How did the doctor examine Lena?
6. What did she say after the examination?
14. Read the text and speak about the famous American singer:
Paul Robeson — Revolutionary Singer
The name Paul Robeson is known to millions of
people in the world. Son of a black slave freed after the
American Civil War, he liked to sing the songs of his
own people. Later, he became one of the great bass 1
singer of the world. At the same time, he was symbol
of the American working people and democrats who are
fighting against exploitation and for a better life.
Paul Robeson’s career as a singer and actor began
in the 1920s. He became famous as Othello in
Shakespeare’s tragedy “Othello” and also as an actor in
cinema films.
Not long after this, he protested
against the fact that black people who
came to his concerts had to sit in a
different part of the hall than white
people. From that time on, he never
agreed to sing in theatres and halls
where there was segregation*. Paul
Robeson could have become a
145
millionaire, but he chose another, more difficult road in
life. He travelled to Spain during the National-Revolutionary
War there, to sing for the comrades 2 of the International
Brigades, who were fighting against fascism fogether with
the Spanish Republicans. He especially liked to sing for
the Abraham Lincoln Brigade*, the members of which
were his own countrymen3, both black and white.
He visited our country regularly and gave many
concerts here. He became a true friend of our people,
with whom he was very popular. After World W ar II,
Robeson became more and more active in the world peace
movement.
During the years of the “cold w ar” concert halls, TV
and radio studios shut their doors to him; his records 4
were no longer sold. In 1949, members of the Ku-Klux
Klan* and fascist groups stoned his concerts. At Peekskill,
near New York, hundreds were hurt.
In 1950, the government took away his passport and
did not let him travel, saying that his trips to other
countries would not be in the US interests.
- Because of many demonstrations, in 1958 the US
government had to give Paul Robeson his passport. It
took eight years of fighting to win back his right to
travel.
His round-the-world trip was a great triumph. He
sang at concerts, peace meetings and other gatherings
in many places.
When Paul Robeson died in 1976, the world lost not
only an unforgettable artist, but also a great figure in
the international peace movement.
1 bass [beis]; 2 comrade ['komrid] — товарищ; 3 countrym an

I'kAntriman] — соотечественник; 4 record ['rekad] — грам
пластинка
146
Read the song sung by Paul Robeson:
Oh, My Baby
(Lullaby
Oh, my baby, my curly-headed 2 baby,

I’ll sing you first to sleep
And love you so as I sing.
Oh, my baby, my curly-headed baby,
Just tuck 3 your head like little bird
Beneath 4 your mother’s wing.5
So, lul-lo-lul-lo
lul-lo-lul-lo, bye, bye.
Do you want the stars to play with?
Or the moon 6 to run away with?
They’ll come if you don’t cry.
So, lul-lo-lul-lo
lul-lo-lul-lo, bye, bye.
In your mother’s arms be creeping,7
And soon you’ll be asleeping
So, lul-lo-lul-lo
lul-lo-lul-lo, bye.
1 lullaby ['lAlabai] — колыбельная песня; 2 curly-headed —

курчавый, кудрявый;3 tuck — прятать;4 beneath [bi'ni:0] —
под; 5 w ing крыло;6 moon — луна; 7 creep — забираться.
16. Read, compare and analyse (See RG § 6, 56)
I want to show you the You may come at any time

.house where I was born. you like.
To travel by sea is a Let us go to Sochi by
pleasant thing.
147
I ask you not to touch I saw him cross the street.
the pictures.
You will have to go to the You must stay in bed and
doctor. call a doctor.
1. to do
The Infinitive
2. do
17. Find the Infinitives with or without to in the sentences:
1. May I use your telephone? 2. You will be able to do

it yourself when you are older. 3. I want you to know
what 1 am going to do. 4. “To be or not to be — that
is the question.” 5. He made us wait for hours. 6. Please
let me know your new address as soon as possible. 7. I
heard the door open and saw a man enter the room.
8. The doctor told me not to drink cold water. 9. You
can take a horse to w ater but you can’t make it drink.
10. It is up to you to decide what to do.
▲ 18 (a) Read the text and say what you find interesting in the text:
American Family Life

Life in the United States is certainly different from
what it is like in most other contries. Many criticize
American family life, saying there is too little friendship
between family members. While it is true that relatives
may seldom see each other, it is also true that most
American families are very friendly. Almost every
American kid 1 can say that his family is very important
to him. And any mother or father will probably say that
their family is the most important thing in their life.
148
Americans have different ways of showing their love
for one another. They may not be together as much as
families in other countries, but the American family is
still close. For example, a father may not spend much
time with his family because he has to work late in the
office to earn 2 enough money to send his son to college
or to buy his family a nice house. Examples like this
show how much members of the American family care
for each other.
1 kid — ребенок, дитя; 2 earn [э:п] — зарабатывать
(b) Read the sentences and copy them underlining the Infinitives
(see RG, § 6, 56).
1. I am not going to stay here any longer. 2. You can

hear the tourists sing their songs round the camp-fire.
3. To know English means first of all to be able to speak
English. 4. “Will you help me to lay the table, dear?”
said the mother. 5. It was wrong of you not to help him
with his mathematics. 6. It is useless to speak to him,
he will do what he has decided to. 7. The patient will
be examined. 8. It is very nice of you to remember me
to your sister.
CQ (c) Do the exercises of Task 16.
§3
hurt [hart] (hurt, hurt); I hurt my leg. Is he badly

hurt? It hurts me that he didn’t come to see us.
sick [sik]: The sick girl was in bed. I feel sick of this
job.
149
illness I'ilnis]: He has a serious illness. During her illness
she stayed at home. There is a lot of illness about
this winter.
heal [hi:l]: Her arm healed quickly. The doctor healed
the sick child.
cough [kof]: She had a bad cough. He gave a cough
and started his speech,
medicine ['medsin]: He studied medicine at the univer
sity. This is a good medicine for colds. Take this
medicine for a cough, it will help you.
prescribe [pris'kraib]: What did the doctor prescribe for
the flu? She prescribed a holiday. Do not prescribe
to me what I must do.
2 0 . Read the text and answer the questions:
The Doctor’s Visit
(Part II)
The doctor wrote out the prescription 1 and continued,
“Take this prescription to the chemist’s 2 and you will
be given some pills. Give your daughter one pill four
times a day before meals. The girl will not w ant to eat
while her temperature is high, but give her a lot to drink.
Keep her warm in bed, but leave the window open. 1
shall come to see her the day after tomorrow, but if she
gets worse you m ust ring up the polyclinic immediately.
However, I don’t think she will get worse. Tomorrow
she will cough less and in a day or two she will feel
quite herself again.”
Everything happened just as the doctor had said.
Lena took her medicine as prescribed, her temperature
became normal, and the cough stopped. On the fourth
day she was able to get up, three days later she could
go out, and intwo days she returned to school, glad to
see her friendsand teachers again.
1 prescription [pris'kripjh] — рецепт;

2 chem ist’s ['kemists] — аптека
1. W hat medicine did the doctor prescribe?

2. Where did they get the pills?
3. How often did Lena have to take the medicine?
4. W hat happened in the next few days?
5. When did she feel quite herself again?
6. When did she return to school?
21. Tell the class a story about the doctor’s visit to you.
22. Do thetasks:
(1) Ask your classmate questions about his (her) illness

and visit to a doctor.
(2) Tell your classipates what you did when you had
the flu.
23. Read and act:
Feeling Bad
“Hello. How are you?”
“I’m not doing very well. I’ve got a cold.”
“Oh, I’m sorry to hear that. You m ust go to the
doctor at once.”
“Well, I’m sure I’ll recover in no time.”
“Take care of yourself. I hope you feel better soon.”
“Thank you. Bye.”
“Bye-bye.”
24.' Make up situations in which these proverbs can be used:
(1 ) TIME HEALS ALL WOUNDS1.
151
(2 ) DON’T TROUBLE TROUBLES UNTIL TROUBLE TROU
BLES YOU.
1 wound [wu:nd] — рана.
2 5 . Read and smile:
As Much As You Need

Remarque, the author of “All Quiet on the W estern
Front”, was talking to an American girl in Berlin.
The American girl, speaking in German, asked
Remarque why he had never visited the United States.
His answer was that he knew only a few sentences in
English.
“What are the sentences?” asked the girl.
Remarque said slowly in English with a bad German
accent, “How do you do? I love you. Forgive 1 me. Forget
me. Ham 2 and eggs, please. Thank you.”
“Why," said the American girl, “with that much
English you could travel in my country from New York
to. California.”
1 forgive [fa'giv] — прощать; 2 ham — ветчина
American Aristocrats
An English gentleman was very well received as he
was staying at the house of a rich businessman in New
York. When he was about to leave, he was asked what
he thought of the Americans.
“Well, I like them very m uch,” he answered, “but
there’s one thing I don’t understand. I haven’t seen any
aristocrats. Haven’t you got any aristocrats here?”
“What do you mean by aristocrats?” asked the
American.
152
The Englishman was greatly surprised.
“Don’t you know what aristocrats are?” he asked.
“Those who have no business, whose fathers had no
business, and whose grandfathers had no business, ...
those who ..., well, ... the aristocrats.”
“Oh!” answered the American, “I know what you
mean. We have enough of them here, but we don’t call
them aristocrats — we call them unemployed.”
1 unem ployed l,Animp'bid] — безработный.
26. Read the sentences and translate them into Russian.
1. “I don’t want to stay here any more.”

“But I have to.”
2. “Did youvisit the M useum of NaturalH istory?”
“No, I wanted to, but I didn’t haveenough tim e.”
3. “Have you washed your hands and face?”
“No, but I am just going to.”
4. “Did youbook seats on the train?”
“No, I tried to, but they had all been already booked.”
5. “Why didn’t you go to the doctor?”
“Because I have no time to.”
6. “Did he help you?”
“I asked him to, but he said he didn’t have enough
tim e.”
7. “Why didn’t you buy that suit?”
“I was advised not to .”
8. “I meant to let you know that I was not well.”
“You meant to, but you didn’t.”
9. “You have come early today.”
“Yes, I promised to.”
10. “Did he invite you to go to the party?”
“Yes, he did, but I don’t want to.”
153
A 27 (a) Read the text and say what you have learned from it:
American English
Is there any difference between the English spoken

in the United States and that of Great Britain? Yes,
there is: in vocabulary, pronunciation 1 and in the meaning
of some words; but the English and the Americans
understand each other without great difficulty. Perhaps
they are helped by the fact that there are no differences
in suffixes, prefixes, morphology and syntax. To give you
an idea of some of the differences in vocabulary, take
for example the word underground meaning in England
the underground electric railway. The Americans call it
the subway.2 An American goes to the movies;3 an
Englishman to the pictures, or to the cinema.
Differences in vocabulary can be explained by turning
to American history. The Americans borrow ed4 words
from those languages with which the English-speaking
colonists came into contact on the American continent:
American Indian, French, Spanish. Another thing is
that some words which had the same meaning on
both sides of the Atlantic during the 17th and
18th centuries were given a new meaning either in
England or in America.
And what about differences in spelling?
There are a number of differences. For example,
in America, programme is written like program', there
is no letter и in words like colour, labour; theatre
and kilom etre are spelt theater and kilometer, traveller
and travelling and other words like them have only
one letter I.
Such differences in spelling are nothing compared
with those in pronunciation. Even an Englishman when
154
first landing in the States has difficulty 5 in understanding
the talk of people standing around him.
1 pronunciation [pra.nAnsi'eijn] — произношение; 2 subw ay

['sAbwei] — метрополитен; 3 m ovies ['mu:viz] — кино; 4 to
borrow ['Ьэгои] — заимствовать; 5 difficulty ['difikalti] —
трудность
(b) Read and copy the sentences putting in “to” where necessary:
1. You have ... take part in the competition. 2. Let me ...

know when you are free. 3. I’m going ... see thje new
play at our theatre. 4. We decided not ... go out because
of the weather. 5. I saw children ... cross th e street.
6. What made you ... think so? 7. “You didn’t tell me
about your trip to Kizhi.” “But you didn’t ask me ...”
8. We want you ... join our expedition.
(See th e Key).
§4
serve [sa:v]: My mother serves dinner at six o’clock.

Shall I serve the soup? He served in the army for
two years.
service ['sa:vis]: The health service here is very good.
The service in this cafe is very poor. My library is
at your service,
immediately [i'mi:djatli]: I shall go there immediately.
Let me know immediately when he appears,
cure [kjua]: There is no cure for that illness. The doctor
cured my little sister. This medicine can cure you.
He is cured of his flu.
155
disease [di'zi:z]: Fresh air can cure your disease. She
is suffering from a serious disease,
recover [ri'kAva]: He recovered slowly after his long
illness. She is recovering from the flu.
2 9 . Read the dialogue and describe the visit to the doctor:
At the Doctor’s
“Take off your jacket ans shirt and let me examine
you.”
“All right, Doctor.”
“You don’t cough, I suppose, or feel any pain
anywhere, do you?”
“No, Doctor, not at all, I feel quite well.”
“Fine. Now let me listen to your heart ... With a
heart like that you will live to be two hundred. Now,
what about your stomach? Lie down and I’ll see if anything
is wrong there... This was where you had the pains when
you were ill, w asn’t it? Any pain now?”
“Yes, that was the place, Doctor, but it doesn’t hurt
at all now.”
“Well, a few weeks at a sanatorium in Kislovodsk
will do you a world of good, I think. Get dressed now
while I write out your papers.”
“Thank you, Doctor.”
1 stom ach ['sUmak] — живот, желудок

1. How do you feel?
2. What is your temperature now?
3. Have you ever had the flu?
4. How did you feel when you were ill?
5. Did you go to the district polyclinic or did you call
a doctor?
6. How did the doctor examine you?
156
7. What did the doctor find? What was the m atter with
you?
8. What did the doctor prescribe?
9. Who w ent to the chem ist’s to get the medicine?
10. How often did you take the medicine?
11. What happened after the doctor’s visit?
12. When did you feel quite yourself again?
31. Tell the class how you went to see your doctor.
1. Your parents are going to send you to a sanatorium.

You have to see your school doctor to be examined.
The doctor examines you and you answer her questions
about your health.
2. You’ve got a bad headache, your nose is running, you
are coughing. Your mother comes to you, feels your
forehead and your pulse and asks you how you feel.
You answ er her questions.
3. You have been to a sanatorium. Your friends come
to see you. You tell them about the medical treatm ent
and your life there.
33. Read and analyse:
I. Compare the British and American spelling of the words:

British American British American
colour color centre center
favour favor kilometre kilometer
favourite favorite metre m eter
harbour harbor theatre theater
honour honor gramme gram
labour labor kilogramme kilogram
neighbour neighbor programme program
humour humor
157
II. Compare the British and American words:
British American
form класс grade
lift лифт elevator
cinema кино movies
tram трамвай streetcar
underground метро subway
chem ist’s (shop) аптека drugstore
biscuit сухое печенье cookie
autumn осень fall
3 4 . Read and analyse the forms of the Infinitive (See RG § 6, 56).

Translate the sentences:
I He asked the students on The Active to do

duty to open the window. Infinitive do
She watched the children
play in the yard.
II He ordered the windows to The Passive to be done

be shut. Infinitive be done
This work must be done
in three days.
III It is pleasant to be The to be doing

sw im m ing in the warm C ontinuous be doing
water of the lake. Infinitive
They must be w alking in
the garden now.
IV I am pleased to have met The Perfect to have done

him yesterday. Infinitive have done
She was absent yesterday,
she may have been ill.
158
1. He told me to try to come earlier. 2. “The game
must be w on,” said the captain. 3. She must be pre
paring for her examination. 4. I am sorry to have kept
you waiting. 5. You must have met him, he lives next
door to us. 6. Ask the driver to tell you where to get
off. 7. I hope to see you again next week. 8. Let us
go, it m ust have stopped raining. 9. She must have
sent him the telegram. 10. I want him to be invited
to the birthday party.
35. Read the sentences and say what kinds of In finitives are
used in them: Active or Passive Indefinite, C ontinuous
or Perfect. Translate the sentences:
1. I don’t like people to be late. 2. He may have lost

your address and cannot write you a letter. 3. He made
us promise not to tell anybody what we had seen. 4. The
hospital will be built very soon in our district. 5. She
m ust be doing her homework. 6. I am glad to have taken
your advice. 7. It must be done today. 8. They may be
travelling in the South. 9. I am sorry to have made you
angry. 10. He is said to be looking for you.
A. 36 (a) Read and retell the text:
Russian People in America

The past history gives many examples of dialogue
and cooperation between Russia and the USA. Russia
su p p o rted 1 America as far back as the War of
Independence (1779— 1783). During the Crimean War*
(1853— 1856) American doctors worked is Sebastopol.
Americans helped to industrialize our country in the
twenties and in the Second World War they fought against
fascism.
The history of the first Russian settlem ents on the
USA territory, the first contacts with Americans and the
159
first cultural exchanges2 of the two nations are very
interesting.
It was in 1741 that the first Russian explorers who
travelled across Siberia to the east set foot on the land
of 4Alaska. Novo-Arkhangelsk became the capital of
“Russian America”. This was the name of Alaska till
1867 when it was sold to the United States by the
tsarist 3 government. This was also the name of some
Russian settlem ents in the north of California and the
Aleutian 4 Islands.
History says that the Russians got on very well with
the Aleutians in Alaska and with the Indians in California.
Even now some Alaskan people have Russian names
And some of the Indian tribes in the north of California
have Russian words in their language.
Russian people left there memories 5 of themselves.
1 support [sa'po:t] — поддерживать; 2 exchange

[iks't3eind3l — обмен; 3 tsarist ['zcmst] — царский;
4 A leutian [a'ljuijn] — алеут, алеутский; 5 memory
['memari] — память.
(b) Read and copy the sentences underlining the Infinitives and
write after each if it is Active or Passive; Indefinite, Con
tinu ous or Perfect;
1. The box is too heavy for you to carry, let me help
you. 2. I shall be waiting for you at the underground
station. 3. The telegram will be brought in two hours.
4. The teacher made them read the text again. 5. He
must have forgotten his promise to come to see us. 6. I
am sorry not to have been present at the meeting. 7. He
may be waiting for you at the bus stop. 8. It must be
done as soon as possible.
(See the Key)
f f l (c) Do the exercises of Task 18.

160
§5
37. Read and say:
1. There are some important things you m ust know about
what is good for your health.
2. You wanted your friend to come to your place to do
som ething with you. W hen you rang him (her) up,
his (her) mother said, “He (she) is ill, so he (she)
can’t come.” What did you say to your friend’s mother?
38. Look at the pictures and describe them:
39. Read the dialogues and act them.
Toothache
“Hey, w hat’s the matter with you?”
“I’ve got a toothache.”
“Why don’t you go to the dentist’s then?”
“I’m afraid to have teeth out, it hurts!”
At the Chemist’s
“Will you make up this prescription, please?”
“Ju st a minute ... Here you are. O ne tablespoon
before meals three times a day.”
“Thank you.”
“As for these tablets, you can get th em without a
prescription in the other department.”
6 t, 161
40. Read and smile:
A Very Long Root 1

An Irishman had a toothache, so he went to the
dentist’s to have his tooth pulled out. But as soon as he
was in the armchair, he thought the dentist w as going
to hurt him very much and he would not open his mouth.
Seeing this, the dentist pricked 2 his leg with a pin 3,
and when the man opened his mouth to cry out, he
pulled out his tooth.
“I didn’t hurt you as much as you thought, did I?”
asked the dentist.
“No, you didn’t,” answered the Irishman putting his
hand on the place where he had been pricked, “but I
didn’t think that the root of my tooth went down as far
as th a t.”
1 root — корень; 2 prick — уколоть; 3 pin — булавка
(a)- “D on’t trouble yourself.”

(b) “I’m sick of this boring job.”
(c) “W here does it hurt?”
(d) “It serves him right.”
(e) “I’m at your service.”
4 2 . Read and make up conversations:
1. Your friend has broken his leg. Telephone the First

Aid Station and ask for a doctor.
2. You are not feeling quite well. Yougo to the chem ist’s
and ask the chemist to give you some medicine.
3. You come home and find out that one of your parents
has fallen ill. Ask him (her) questions about how he
(she) is feeling.
162
4. You are about to leave for school. You tell your sick
brother (sister) who is staying in bed, what he (she)
has to do while you are at school.
43. Read and say:
Proverb: HE WHO HAS HEALTH HAS HOPE, AND HE

WHO HAS HOPE HAS EVERYTHING.
Tell each other about your hopes for the future and
whether your health is good enough to realize all your
hopes.
4 4 . Read the sentences and say what kind of Infin itives are used
in them: Active or Passive, Indefinite, C ontinuous or
Perfect. Translate the sentences:
1. There is nothing to be done. 2. I am so glad to have

met you here. 3. It is so good to see you well again.
4. Can he be waiting for us? 5. I don’t w ant to be asked
about the events of that day. 6. I hope to see you again
next week. 7. This medicine must be taken every three
hours. 8. He m ust be working in the field now. 9. I
know what to do. 10. Tfje patient will have to be examined
again.
A 4 5 (a) Read the text and speak about holidays in the USA:
Public Holidays in the USA

There are a number of public holidays in the USA
which are celebrated every year. Here are some of the
main holidays.
January 1 — N ew Year’s Day. On this day all banks,
stores, factories and schools are closed.1 People do not
go to bed until after midnight 2 on December 31. They
like to see “the old year out and the new year in”. Many
people give parties on New Year’s Eve.
6* 163
Memorial Day*, or Decoration Day*, is dedicated 3
to those who fell i|i the W ar of Independence*, in World
W ar I or as anti-fascist fighters in World War II. On this
day, patriotic songs are also sung on radio and TV in
honour 4 of those who fought in the wars.
The Fourth of July* is In d ep en d en ce5 Day. It is
the biggest national holiday in the USA. The Declaration
of Independence was proclaimed in Philadelphia* on July
4, 1776, when the American colonies were fighting for
independence against England.
Another holiday is Veterans’ Day* on November 11.
D uring the Day there usually are parades and ceremonies
held in honour of those who fell in the two World Wars.
V eterans of World War II honour the Americans who
died in the anti-fascist struggle.
Thanksgiving Day* comes on the fourth Thursday
in November. In the autumn of 1621, the Pilgrim* Fathers
celebrated their first harvest festival in America and called
it Thanksgiving Day. Since that time Thanksgiving Day
has been celebrated every year.
Christmas* is a religious holiday. It is celebrated on
D ecember 25. Just before Christmas day people send
Christm as and New Year greetings to their friends and
relatives. Stores, post-offices, banks and business places
close for this day, schools and colleges close between
Christm as and New Year’s Day. People usually stay at
home at Christmas-time, and spend the day with their
families.
• to close [klouz]— закрывать(ся); 2 m idnight — полночь;

3 to dedicate ['dedikeit] — посвящать; 4 in honour ['эпэ] —
в честь; 5 independence [jndi'pendans] — независимость;
6 Christm as ['krismos] — рождество
164
(b) Read and copy the sentences putting in the Infin itives in the
right form:
1. I am not going ... you any more about it (tell). 2. The

child m ust ... Don’t wake him up (sleep). 3. I advised
him ... the bus conductor where ... off (ask, get). 4. What
has made you ... your plans? (change) 5. I am sorry
not ... you at the station yesterday. I was really ill.
(meet) 6. You will have ... hard ... able ... the university,
(work, be, enter) 7. I shall let you ... when I am coming
(know). 8. The work must ... today, (finish)
(See the Key)
tQ (c) Do the exercises of Task 19.
§6
4 6 a) Read the text once and render its main ideas.
What the Doctor Wrote

I rem em ber going to the British M useum one day
to read up the treatment for some illness of which I had
a touch. I got down the book and read all I came to
read and then, in an unthinking moment, I turned the
pages and began to study illnesses generally. I forget
which w as the first I read about but before I had looked
down the list of symptoms, I was sure I had it.
Then I turned over the pages again. I came to typhoid
fever 1 — read the symptoms — discovered that I had
typhoid fever — wondered what else I had and so started
to read alphabetically. I read through the twenty-six letters
•and found out that I had all the illnesses.
Then I wondered how long I had to live. I tried to
examine myself. I felf my pulse. I could not at first feel
165
my pulse at all. Then, all of a sudden, it seemed to start
off. I took out my Watch and timed it. I made it a
hundred and forty-seven to the minute. I tried to feel my
heart. But I could not feel or hear anything... I went to
my medical man. He is an old friend of mine, and feels
my pulse, and talks about the weather, all for nothing,
when I think I am ill.
The doctor looked at me and said:
“Well, w hat’s the m atter with you?” I said, “I shall
not take your time, dear boy, with telling you what is
the m atter with me. Life is short and you might die
before I have finished.”
And I told him everything.
Then he opened me and looked down me. After that,
he sat down and wrote a prescription, and gave it to
me, and I put it in my pocket and went out.
I did not open it. I took it to the nearest chem ist’s
and handed it in. The man read it, and then handed it
back. He said he didn’t keep it.
I said, “Are you a chem ist?”
He said, “I am a chemist, not a co-operative store
and family hotel combined”2.
I read the prescription3:
“ 1 pound of beefsteak, with
1 bottle of beer evere six hours.
1 ten-mile walk every morning.
1 bed at 11 every night.
And don’t fill up your head w ith things you don’t
understand.”
(After Jerome K. Jerome)
1 typhoid fever ['taifoid 'fi:va] — брюшной тиф; 2 combine

[kam'bain] — сочетать; 3 beefsteak ('bi:fsteik] — бифштекс
166
b) Choose the correct centences:
1. The man read a technical book in the British Museum.

2. He studied all the illnesses described in the book.
3. He found out that he had all the illnesses.
4. The man examined himself and couldn’t at first feel
his pulse and his heart.
5. He went to his doctor.
6. The man wanted the doctor to examine him.
7. The doctor examined the patient and found him very
ill.
8. The chemist gave the man the medicine.
9. The chemist gave the prescription back tothe man
because he did not need any medicine.
10. He was really a very sick man.
47. You hear the following telephone conversation. Guess the

answers of the other speaker.
“Hello. This is Sergei speaking. Can I speak to Nina?”
“Why! W hat’s the m atter with her?”
“W hat is her tem perature?”
“Have you called a doctor?”
“W hat did the doctor say?”
“W hat a pity! Give her my best wishes, please.”
“I shall call on you the day after tomorrow. Good-bye!”
4 8 . Act the dialogue of Exercise 47 with your classmate.
167
49. Make up short conversations using the following expressions:
to know (learn) by heart;

to take something to heart;
to feel pity for somebody;
to do a great service.
50. Read the proverb and give examples to illustrate it:
Proverb: HEALTH IS BETTER THAN WEALTH '.

Say what you do to be healthy.
1 wealth [welG] — богатство
51. Read the text once and say what it is about:
July 4th — Independence Day

On July 4, 1776, a group of Americans representing
the thirteen British colonies on the Atlantic coast of
North America signed 1 a docum ent stating that these
colonies had the right to be free and independent. This
document is known as the Declaration of Independence.
July 4 is celebrated by Americans as a national holiday —
Independence Day.
There is a building in Philadelphia, Pennsylvania,
which is called Independence Hall. Here the Declaration
was signed. On the building there is the famous Liberty
Bell which rang to tell the people in the streets that a
new country had been bom. B ut Britain did not recognize 2
this fact until 1783, when th e American colonists were
victorious in the War of Independence with Britain.
June 14 is Flag Day in the USA. On that day in
1777, the Americans ad o p ted 3 their own flag.
No one really knows who sewed the first American
flag but many Americans believe it was made by Betsy
168
Ross in her own home. You can see Betsy Ross sewing
the flag on an American stamp.
1 sign [sain] — подписывать; 2 recognize ['rekagnaiz] — при

знавать; 3 adopt [a'dopt] — принимать
52. Read and analyse the functions of the Infinitives (See RG

§ 6, 57). Translate the sentences.
I To live here is very pleasant. It is time Subject

to go home.
II Your duty is to look after your little Predicative

sister.
III She is ready to help us. I want to come Object

earlier today.
IV This is the way to do it. Attribute
V I have come here to talk to you. He Adverbial

was too old to travel any more. modifier
1. To copy the text is not very difficult. 2. Our hometask

was to read the text about the USA. 3. We promised
to come back from the concert not later than 10 o’clock.
4. Please give me some w ater to drink. 5. I stopped
at the newspaper stand to buy the latest magazine
“Nedelya”. 6. It is difficult to inderstand what you are
saying. 7. I need some paper to write on. 8. He went
out to post the letter. 9. What do you want him to
do? 10. He is expected to arrive in a few days.
169
53. Read the sentences, find the Infinitives, analyse their functions
and translate the sentences:
1. It is never too late to learn. 2. It is very nice of you

to bring me flowers. 3. The children wanted to go out
and play. 4. I have something to tell you about your
brother. 5. Now it is your turn to be on duty. 6. How
long does it take to get to the railway station? 7. We
are sorry not to see you at the museum. 8. I am very
glad to see you again. 9. I like to ski and skate in winter.
10. The tourists w ere discussing where to go and what
to do.
A 5 4 (a) Read the text and speak about Arbor Day:
A D ay for Planting Trees
Arbor Day 1 is a special day in the USA. It is a day

in spring for planting 2 trees where there are no forests.
More than a hundred years ago Sterling Morton
moved from New York State to the State of Nebraska.
The State of New York has many hills and woods of
beautiful trees. M orton found the land in Nebraska very
flat 3. There were very few trees, and he didn’t like it.
M orton decided to plant trees. He asked his neighbours 4
to plant some too. They understood the idea and began
to work.
Other people in Nebraska liked M orton’s trees. They
decided to have one day when everyone would plant
trees. They called it Arbor Day because “arbor” is an
old word for “tree”. The people planted one million trees
that day.
Today, in Nebraska, the trees give people cool shade 5
in summer and protection 6 from cold winds in winter,
they help to save the so il7. Most states in the USA
170
have Arbor Day and many provinces in Canada have
Arbor Day too.
1 Arbor Day ['aba'dei] — День древонасаждений; 2 plant

[plant] — дерево; сажать дерево; 3 flat — плоский;
4 neighbour ['neiba] — сосед; 5 shade — тень; 6 protection
[pra'tekjn] — защита, охрана; 7 soil — почва
(b) Read and copy the sentences underlining the Infinitives:
1. You go to school to study, not to play. 2. It is better

not to open the window, she is ill. 3. The children lost
their way in the forest and did not know whether to go
on or to turn back. 4. I want something interesting to
read. 5. It will be very difficult to get tickets. 6. He
went to the library to get a book of poems by Yesenin.
7. Have you got a lot to do this evening? 8. I have
nothing to eat.
GQ (c) Do the exercises of Task 20.
§7
1. What w inter sports do you know?

2. Which of them is the most popular?
3. Which do you prefer: summer or winter sports?
4. Do you organize sports competitions at your school
in winter?
5. Who holds the school records in different sport events?
6. What w inter sports do you go in for?
7. Do you go to the skating-rink to skate?
8. Where do you ski?
9. What sport society do you belong to?
10. Who trains you and your group?
171
11. How often do you train?
12. Who are the best sportsmen in your school arid your
class?
figure-sk ating ['figo,skeitir)] — фигурное катание
ski-jum ping ['ski:,d3Ampir)] — прыжки с трамплина
to compete [kam'pi:t] — соревноваться
speed skating ['spi:d ,skeitirj] — скоростной бег на коньках
trainer ['treina] — тренер.
5 6 . Read and use in situations:

crowd [kraud]: A crowd soon gathered. The square w as
crowded with people. The shop is crowded,
shout [Jaut]: Don’t shout at me! The child shouted for
help. “Come on! Come on,” shouted the fans,
cheer [tjia]: The fan cheered the basketball team. They
gave three cheers for the winner. The speaker w as
loudly cheered. The good news cheered him up.
Cheer up!
congratulate [kan'graetjuleit]: We congratulated the w in
ner of the race. I congratulate you on the happy event.
•Congratulations!
excite [ik'sait]: The news excited everyone. Don’t get
excited. Oh, how exciting! I’ve read an exciting story,
bore [bo:]: He always bores me by telling the same jokes
over and over again. I’m bored doing nothing. The
television programme was boring,
pair [pea]: She bought two pairs of tights. I’ve only got
one pair of hands. That’s another pair of shoes.
57. Compare winter and summer sports, ask your classmates which
sports they prefer and why.
5 8 . Read and discuss:

1. Discuss with your deskmate how sport tells on a
person’s health and what one must do to becom e
172
stronger and healthier. Give examples to illustrate
what you say.
2. Discuss with your classmates a plan of a skiing ex
cursion and say where you are going, who is going
to take part and what you are going to do and to
see.
5 9 . Read and act:
Invitation to a Football Match
“Hello.”
"Hi. How are you getting on?”
“Okay. Thanks.”
“Would you like to go to the stadium today? I’ve
got two tickets.”
“Who is playing?”
“Zvezda and Slava.”
“I’d love to. Thank you very much. I’m sure the
gam e’ll be very interesting.”
“I hope so.”
“When does the game begin?”
“At 6.30. I’ll come and get you at 5.30.”
“Thanks. See you soon.”
“Bye.”
6 0 . Remember the latest hockey match and say:
what teams took part in the match;

who the leading players were;
in whose favour the first period finished;
what the score was;
.who played best of all;
what your impression of the game was;
what the spectators’ reaction to the match was.
173
61. Look at the pictures and make up a humorous story:
You may use the words and expressions:

long distance ['distans] race — бег на длинную дистан
цию
photographer [fa'tografa] — фотограф
to take a picture (photo) — фотографировать
at the start (fin ish ) — на старте (финише)
174
62. Read the sentences, find the Infinitives, analyse their
functions, and translate the sentences:
1. They have come to celebrate the birthday of the
veteran. 2. The problem is how to put these ideas into
practice. 3. The exercises to develop speech are in the
first part of the textbook. 4. The ice on the lake is thick
enough to walk on. 5. It will do the sick woman a lot
of good to take long walks. 6. It is very nice of you to
remember me to your sister. 7. Have you got anything
to write with? 8. Do you know English well enough to
read English newspapers? 9. It is too late to go to the
theatre. 10. He has not decided yet what to do.
▲ 6 3 (a) Read the text using the References and say what you
know about sports in the USA:
American Sports and Games

Sports and games in the USA take different forms.
Some sports are commercial and professional, with players
and athletes who are paid a lot of money if they win
and much less if they lose.
Baseball is the most popular game in the US. It is
played throughout 1 spring and summer by schools,
colleges and professional teams.
Football is the most popular game in autumn. There
are professional football team s in all main cities of the
United States. In American football there are eleven
players in each team, as in ordinary football, but the
rules are different. Players are often hurt in American
football. So the teams wear special clothing and helmets 2
as in hockey.
B asketball is a popular game in American schools
•and colleges. It is especially popular in high schools, both
among boys and girls. Boys also play the same games
as men do, especially baseball and football.
175
G olf is very popular with businessmen and
professional people. It is played by both men and women.
There are now more golfers than tennis players.
Sw im m ing, w ater skiin g , and skin d iv in g 3 are
popular summer sports. In winter, many people go in for
ice-skating, skiing, and hockey if they live in the Northern
and Central states.
O ther sports include w restling4, boxing and
horse-racing5.
There are some gam es that are played only by
children. The most popular one among boys is marbles*6,
which is played mainly in the spring. For girls there is
hopscotch*7.
1 throughout [Gru/aut] — все время; 2 helm et ['helmit] —

шлем; 3 skin diving — подводное плавание; 4 w restling
['reslirjl — борьба; 5 horse-racing — скачки; 6 m arbles —
игра в шарики; 7 hopscotch ['hopskotfl — “классы” (дет
ская играУ
(b) Read and copy the sentences underlining the Infinitives:
1. I have come here to talk to you. 2. It is high time

to leave for the station. 3. He switched on the light to
see what time it was. 4. “You are too young to see such
films,” said the mother. 5. We are ready to start for the
expedition. 6. Our runner was the first to cross the line.
7. Bring me a magazine to read. 8. She was too busy
to go to the concert.
176
§8
6 4 . Read, answer the questions and ask your deskmate about his
(her) opinion:
1. Sports activities include games and competitions be

tween schools. Is it correct to say that those who
take part in team games must remember that they
are playing for their school, not for themselves; that
they are part of a team, not alone1?
2. There are two kinds of sports: team games like football,
hockey or basketball, individual sports like athletics,
and individual games like tennis or chess.
Which of them do you prefer and why? Which members
of a team may be called the best ones?
3. Some school students prefer to play team games,
others prefer individual games.
Is it more interesting to play team games during your
school years? Do such games develop character and
quick thinking?
1 alone [a'loun] — один, сам
6 5 . Read and speak:
1. Speak about sports activities at your school and about

your favourite sport.
Is it popular with other boys (girls)? Why? What does
it give you?
2. Say how popular the school playground is when school
is over.
Does anybody go there for sports practice? How often
do you go there? Is the playground visited in summer
only?
177
6 6 . Read and describe:
You must have often watched sport. By answering the
questions, tell your classm ates about one of these events:
What sport was it you watched? When was that
event? W as it daytime or night? Where was that
event? W hat was the weather like? Who went with
you? How did you get there? What made you decide
to go there? W hat were some of the most interesting
things that happened?
67. Describe the situations:

1. You are at th e stadium watching football match. The
score is 2 to 1 with a minute left to play. What do
you say to y o u r friend sitting next to you?
2. Before a volleyball match you and your friends told
the school teach er “We hope our team will not lose
the gam e.” “Y es,” he said. “I have a feeling that our
team is going to win.”
Describe th e situation and say why you were sure
you would win.
3. You were not present at a basketball game played by
two school team s. But when you said that you were
sorry not to have seen that game, your classmate
said, “You didn’t lose much, the game w asn’t inter
esting.”
Ask your classm ate questions about the game.
6 8 . Read and act:
After the Match

“Hi, Alec. Did you watch the football m atch?”
“Oh, yes.”
“How did you like the gam e?”
“It was really great! I think the home team played
one of its most exciting gam es.”
178
“They say it did.”
“The stadium was crowded and the spectators 1
shouted loudly cheering the football players
enthusiastically2”.
“What was the score?”
“Three to nil in favour of the home team. The visiting
team tried their best but they couldn’t do anything.”
“You look very happy. Congratulations!”
“Thank you. I’m a football fan, you know, and I
enjoyed every minute of the game.”
1 spectator [spek'teita] — зритель; 2 en th u siastically

.[in,0ju:zi'aestikli] — восторженно, с восторгом
(a) “Come on, boys! Come on!”

(b) “He is at his best.”
(c) “The home (visiting) team (has) won.”
(d) “It was great!”
(e) “Congratulations!”
70. Read and analyse the In finitive constructions (See RG § 6,

58, 59, 60). Translate the sentences:
I I want you to come earlier. Objective with the

I saw him cross the street. Infinitive
II It is difficult for me to do this. For-to-Infinitive

The text is easy enough for you construction
to understand.
III ‘They were asked to come earlier. Nominative witn

He is sure to come soon. the Infinitive
179
1. It’s tim e for the children to go to bed. 2. I’m sorry
I didn’t h ear the bell ring. 3. Yuri Gagarin is know n to
have been the first cosmonaut in the world. 4. He is
said to be w riting a new novel. 5. She has closed the
windows for you not to catch cold. 6. I heard th e door
open and saw a man enter the room. 7. Mother w ants
you to prepare dinner today. 8. Is it difficult for you to
get up earlier? 9. She is said to work in the north as a
doctor. 10. I told you not to drink cold water.
71. Read the sentences, find the In fin itiv e constructions and
translate the sentences:
1.Here are some books for you to read. 2. She is certain

to be late for the train. 3. The librarian wants the book
to be brought back in four days. 4. The poet is said to
have finished a new poem. 5. We w ere waiting for the
rain to stop. 6. Please let me know your address as soon
as possible. 7. The box is too heavy for one person to
carry. Let m e help you. 8. She is expected to com e any
minute. 9. The train is expected to arrive in an h o u r or
so. 10. It is difficult for me to add anything to w h at he
said.
A 79. Read and retell the text:
Basketball
It was a rainy day in November, 1891. An instructor
at Springfield college in M assachusetts climbed 1 up a
ladder2 and nailed 3 a fruit basket 4 to the wall of the
gymnasium. Then he climbed down th e ladder. He picked
up a football and threw it. The ball w ent into the basket.
As he climbed back up the ladder to get the ball, the
man was very glad. Maybe he had solved his problem!
Well, he would soon see.
180
Ten minutes later, eighteen young men ran into the
little gym.5 The instructor put nine boys on one side and
nine on the other. He told them to throw the ball to
each other or bounce 6 it and, when they were near the
wall where the basket was nailed, to try and throw the
ball into the basket.
The game started, and what a game it was!
When several of the young men fell to the floor as
they were playing, the instructor stopped the game.
“Something is wrong in this gam e,” he said. “This is
too unpleasant.”
He sat down and took out a piece of paper and a
pencil. “Now let’s have some rules — and let’s observe
them!” He paused for a minute, thinking. Then he began,
“Rule number one: No one can run with the ball! You
have to throw or bounce it to someone else on your side.”
They all agreed that it was a good rule.
“Rule number two: If a man pushes another player
to get the ball, the game will stop. The man pushed will
have a free throw at the basket. Nobody must try to
catch the ball on its way to the basket.”
That rule, too, was good. Quickly, other rules were
made. When the game started again, there was less
pushing, fewer men falling, and better passing of the ball
from one man to another. A second basket was nailed
to the wall at the other end of the gym.
The man who nailed the fruit baskets to the wall,
was a young Canadian. His name was James Naismith,
and he was a college teacher.
1 to clim b (u p ) [klaim] — влезать, взбираться; 2 ladder

['laeda] — лестница; 3 to n ail — прибивать гвоздями;
4 basket ['bccskit] — корзина; 5 gym = gymnasium; 6 to
bounce [bauns] — зд. делать пробежку с подскакивающим
мячом; 7 to push [puj] — толкать
181
(b) Read and copy the sentences underlining the Infinitive con
structions; write after each what type it is:
1. I don’t like people to be late. 2. Spring was near and

we waited for the . river to open. 3. She made us wait
for hours. 4. The children were told to stay where they
were. 5. It’s a very good thing for her to go to the
South in summer. 6. The young man is known to be a
first-class tennis player. 7. Visitors are asked not to touch
the paintings. 8. The text is easy enough for you to
understand.
(See the Key)
m (c) Do the exercises of Task 22.
§9
73. Read and say what was on TV that day.
What’s on TV?
M o t h e r : I say, dear. I’m very busy just now. Will you
g et the TV First channel, please, and see what’s on
this evening? ,
D a u g h t e r : Yes, certainly, Mum. Where is it? Oh, here
it is! Now let’s see. Today’s Saturday, isn’t it? First
channel. Right now there’s a programme for children.
Later there’ll be a figure-skating competition. I like
to watch figure-skating very much, don’t you, Mum?
After that comes a review of the economic situation
in the country. The speakers will be a professor from
M oscow University and specialists from several min
istries. Then come the usual serial film and a show
182
At 9 o’clock, of course, comes “Time”, the information
programme. That’ll be followed by a concert of pop
songs.
M o t h e r : Is there anything interesting on the Second
Channel?
D a u g h t e r : Right now th ere’s an information pro
gramme. After that they’ll show a film. Then comes
“N ews”.
M o t h e r : What about educational programme? Perhaps,
there is something you’d like to see.
D a u g h t e r : Oh no, not now, Mum! I’d like to have a
rest from all that.
M o t h e r : Well, then, w e’ll see the film. Turn the TV
on to the Second Channel. I’ll be ready to sit down
in a few minutes and have a rest.
1 You’d (you w ou ld) [wud] like — тебе хотелось бы
74. Read and discuss TV programmes:
1. Millions of people watch television in the evening.

What are their favourite television programmes, do
you think?
(News; interviews; discussions; documentary films;
educational programmes; concerts; plays; films.)
2. The daily news programme called “Time” is one of
the most popular. Why?
(Reports and interviews with workers in industry
and other spheres of life; reports from other
countries; foreign and home news.)
•3. The weekly programmes “News” and “View” are
watched by very many people. What is special about
them?
183
75. Read and do:
1. Say what TV program m es you prefer to watch in the

evening and explain why.
2. Ask your classm ates which educational programmes
they like to watch and why.
3. Recall the latest sp o rts programme you watched and
exchange opinions about it with your classmates.
76. Read and act:
Let Us W atch the Basketball Match

“I say, Ann. Do you really want to watch this TV
show?”
“Why? Do you th in k it’s bad?”
“It’s boring. Let’s have a look at the programme.
W hat day is it today?”
“It’s Friday.”
“Well. Let me see. Change to Channel 2. They are
going to show a basketball gam e.”
“Is it interesting?”
“Oh, yes. We can see the best American basketball
players.”
“Okay.”
77. Look at the picture and explain why the children are waiting
for a goal.
“When shall we show

Daddy our record-books?”
“When Spartak scores a
goal.”
184
78. Read and smile:
It Isn’t True to Nature
M ark Twain was visiting one of his friends, and the

h o s t1 led the humorist into his library.
“There,” he said, as he pointed to a bust of white
marble2. “What do you think of th at?” It was a bust of
a young woman, com bing3 her hair — a g racefu l4
example of Italian sculpture.
M ark Twain looked at it for a moment — then said:
“It isn’t true to nature.”
“Why not?” asked his friend.
“She ought to 5 have her mouth full of hairpins7.”
Speaking of Eggs
M ark Twain once said in his speech after a dinner:

“Speaking of eggs, I remember the town of Squash.
In my early lecturing days I went to Squash to lecture.
Arriving in the afternoon, I thought I’d find out if the
people knew anything at all about what was going to
take place. So I went to the grocer’s shop.
‘Good afternoon, friend,’ I said to the grocer. ‘Is
there anything interesting here tonight to help a stranger
to spend his evening?’
The grocer said, ‘I expect there’s going to be a
lecture. I’ve sold nothing but eggs today!”’
1 host — хозяин (дома); 2 marble — мрамор; 3 comb

[koum] — расчесывать волосы; 4 graceful — изящный;
5 ought to — должна; 6 mouth [mau0] — рот; 7 hairpin
['heapin] — шпилька для волос
185
79. Read and act:
At the Shoe Department

“Good m orning. May I help you?”
“I’d like a p air 1 of trainers2.”
“W hat’s y our size?”
“Six and a half I think.”
“Would you like to try these trainers, please?”
“1 don’t like this style. Can I try on those?”
“Certainly.”
“They are rath e r big.”
“Try these th en . They are smaller.”
“They fit all right. How much are they?”
“They are $ 2 5 .9 9 plus tax3.”
“Here’s $ 3 0 .”
“Okay. That comes to $27.55. Out of $30? $27.65,
75, $28, $29, an d $30. H ere’s your change and receipt 4.
Thank you very much, and come again.”
1 pair [реэ] — пара; 2 trainers ['treinaz] — кроссовки; 3 tax

[taeks] — налог; 4 receip t [ri'si:t] — чек, квитанция.
80. Read the sentences, find the Infin itives and the Infinitive
constructions and translate the sentences:
1. I was asked to meet my aunt at the airport. 2. Our

group was the first to come to work and the last to
leave it. 3. Their mother wanted them to help with the
housework. 4. T h e tourist spoke too fast for me to un
derstand. 5. He is said to have left school. 6. It is better
to be sure than sorry. 7. Have you made up your mind
about what to do? 8. The delegation is reported to have
arrived in New York. 9. We have had a long time to
wait for this film to be shown on television. 10. To
become a scientist two things are necessary: knowledge
and talent.
186
^ 81 (a) Read the text and answer the questions:
Why So Many Channels '?
In the centre of New York, in M anhattan, you can

watch TV programmes on thirty-six channels. Isn’t it too
many? Do the people of the city need so many TV
channels?
The answer may be the same as to the question
why some shops in New York are open twenty-four hours
a day. Perhaps there is a need for this.
Well, the world around us is very rich. There are all
kinds of things — politics, art, health, economy, nature,
finance and anything you like. So the task of television,
as it is understood in America, is to try to show us that
world. At least some fragments of that world. Part of it
is shown for general education. And part of it is shown
in detail for those who are deeply interested in this or
that subject.
The programmes are built on this principle. If you
join, for example, Channel 27, you will hear only news
and commentaries. There is a weather channel too. On
this channel you can hear weather forecasts 2, you can
learn about the weather in your town, in neighbouring3
towns and states, in the countries which are connected
with the United States by economic and tourist contacts.
Many channels are devoted to sports events, and there
are a lot of entertainment channels showing films, old
and new. Public TV channels also offer popular-science
films programmes of general education, discussions,
concerts, shows, theatrical productions; they show the
best opera and ballet performances.
And yet the people of New York wouldn’t be against
a dozen more channels. They believe that sooner or later
187
TV will become world-wide and they will be able to watch
regular programmes from other countries.
1 channel [tjaenl] — канал; 2 forecast ['fo:kast] — предска

зание, прогноз; 3 neighbour ['neiba] — сосед, соседствовать;
4 dozen I'dAzn] — дюжина
1. What do they think in America about the task of
television?
2. On what principle are TV programmes based in the
United States?
3. What programmes do public TV channels offer?
4. How different is US television from our own TV?
(b) Read and copy the sentences underlining the In finitive con
structions; write after each what type it is:
1. She is said to be a very talented ballet-dancer. 2. I
want you to look after the small children. 3. She wants
me to go shopping but I don’t want to. 4. The doctor
prescribed the medicine to be taken every three hours.
5. Is it difficult for you to help me? 6. We are supposed
to be ready for the excursion by 11 o’clock. 7. She
watched the children play in the yard. 8. I was told to
prepare a report on the international situation.
(See the Key)
Ё й (с) Do the exercises of Task 23.
§10
82. Read the text and retell it.
B u y in g S k is
Skiing today is not only a sport, but a social duty —•
like dancing. The important question is not, “Can you
stand up on skis?” but, “Do you fall down with the best
people?”
188
So perhaps this is why I got into the sporting-goods
section of a big department store one day last w inter. I
found myself looking at , a pair 1 of long shiny skis in a
show-case 2.
“You wish to buy a pair of skis?” asked the clerk.
“Yes,” I said, “I think I’ll take these.”
He took the skis out of the show-case. They w ere
longer than I expected.
“Have you done much skiing in this country?” he
asked.
“No,” I replied truthfully. I meant to add that I did n ’t
done any skiing in any country; but before I could explain,
he produced another pair of skis which were even longer
than the first.
“These are what you w an t,” he said. “You have
boots, I suppose?”
“Not since I was a boy,” I said.
“You will need boots,” he continued. “Sit dow n.”
He fitted me to the boots — but not the boots to
me. Then he strapped 3 on the skis. “Now stand up. Do
you want to try them o u t? ” the shop-assistant asked.
“Oh, naturally.” I replied. By “out” I understood that
he meant some other place, at some future date. B ut I
was wrong.
“Follow m e,” he said, putting a pair of poles 4 into
my hands, and we came to a staircase 5.
“There was an escalator here running to the ground
floor,” he explained, “but we covered it with plastic and
turned it into a ski slide 6 for the winter. It gives you
a chance to test your skis.”
I didn’t like it. “Not my skis,” I said, startin g to
back away from this place. But the shop-assistant gave
me a strong push. I w ent down faster and faster and
then went off into space 7. For a short moment I saw
189
faces looking up at me. Then I landed flat on my back
in the middle of the Sum m er Sports department.
The shop-assistant ran down the stairs and picked
me up. He gave me a cool and clear-eyed look and I felt
I had to buy the skis and poles. So I paid him and started
out of the store with m y skis.
That was a year ago, and I still have the skis. They
hang on the wall, crossed — which is the position they
would take if I ever put them on. But I don’t.
(After W. Holbrook)
1 pair [peal — пара; 2 show -case — витрина; 3 strap — за

креплять ремнем; 4 p ole — лыжная палка; 5 staircase
['steakeis] — лестница; 6 slide — наклонная дорожка;
7 space — космос; 8 stair [steal — ступень
83. Read and act:
At a Snack-bar 1
“Well, Ben. I’m good and hungry 2.”
“So am I.”
“W hat about hot dogs and some drinks?”
“T hat’s a good idea. But I’d rather have a hamburger
and an ice-cream.”
“There’s the snack-bar. Good affemoon.”
“Good afternoon. W hat can I do for you?”
“Can we have a hot d o g 3, a hamburger 4 and an
ice-cream?”
“Certainly.”
“Ben, shall we have a drink?”
“Yes, I’ll have a coke 5.”
“So, one coke and one tomato juice 6.”
“Here you are. T h at’ll be $ 5.86, please. Thank you
very much. Good-bye.”
“Good-bye.”
190
1 snack-bar — закусочная; 2 hungry [Ълодп] — голодный;
3 hot dog — сосиска в булочке, хот дог; 4 ham burger
[ЪаетЬэдэ] — котлета в булочке, гамбургер; 5 соке — кока-
кола; 6 juice [d3u:s] — сок
84 . Read the humorous text about shopping in the United States

and smile:
How to Shop
In America, just as in England, you see the sam e
shops with the same 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 chem ist’s shop
is called a drugstore in the United States. In the larger
drugstores you may be able to get drugs, too, but their
main business consists of selling pens, pencils, w riting
paper, sweets, toys, belts *, other things. Every drugstore
has a food counter with high stools in front of it and
there they serve various juices, coffee, ice-cream,
sandwiches, omelettes and other egg dishes.
If you want cigarettes, go to the grocer, if you w ant
to have your shoes cleaned, go to the barber 2; if you
w ant a radio, go to a man’s shop; if you want a suitcase,
go to the chemist’s. On the other hand, if you w ant to
send a telegram, don’t go to the post-office, because
telegram s are handed by private companies. Nor has the
post-office got anything to do with the telephone either,
as telephone service is done by the American Telephone
and Telegraph Co 3.
W hatever 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 get them for later exchanges. It is
not unusual at all to see a lady bringing back a hat with
191
a lot of fruit on it and exchanging it either for real fruit
or a real hat.
You do not need to time your shopping very carefully
because you will find some shops stay open all night in
New York. The big department stores keep open till
9 p. m. once a week. If you w an t a meal 4 at any time
of the day or night, that is quite easy. If you have a
party in your house and at 2.30 a. m. you decide to have
some music, you can run down to the corner, buy a
piano and it will be brought to your home within half
an hour.
(After George Mikes)
1 belt — пояс; 2 barber — парикмахер; 3 Co = company;

4 m eal — еда
85. Read and act:
Birthday
1
“Hi, Ben.”
“Hi, Jim. Tomorrow is my birthday. I’m going to
have a birthday party. Would you like to com e?”
“Oh, I’d love to, when?”
“At three o’clock.”
“OK. Thank you.”
2
“I say, M um .”
“Yes?”
“Ben’s going to have a birthday party. He has invited
me to come.”
“What are you going to buy as a present?”
“A paint-set 1 as he likes to paint.”
“That’s a good idea.”
192
3
“Hello, Ben. Happy birthday.”
“Hi, Jim. Thank you for coming.”
“H ere’s a little something for you.”
“Oh, how nice of you. Thank you.”
1 p ain t-set — набор красок
1. How old are you?

2. When is your birthday?
3. Birthdays are fun, aren’t they?
4. Do you have birthday parties?
5. When did you have your birthday party?
6. How many friends did you invite to the party?
7. W hat was your parents’ birthday present?
8. Did you have a good time that day?
87. Describe your (your friend’s) birthday.
8 8 . Read about the events at the 1996 Olympic Games in Atlanta,

USA, and say what you know about the latest Olympic Games.
ATLANTA DAY 3
Yesterday
BASKETBALL. After a shaky 1 start, the United States women's
basketball Dream Team, favored to win the gold medal, began
Olympic play with a 101-84 victory over Cuba.
GYMNASTICS Russia’s women gymnasts took a lead over the
United States after the compulsory2 exercises. World champion
Romania set the early mark in the morning session but was overtaken
by the Americans, who in turn were caught by the Russians in a
compelling 3 competition.
^ Зак. (i 193
SWIMMING Tom Dolan gave America its first gold medal of
the Olympics, the biggest prize so far in the United States surpising
swimming domination.
WRESTLING Competing before a crowd seldom 4 seen for
Greco-Roman wrestling 5 in the United States, Dennis Hall was taken
to the mat early and lost, 4-1, to Yuri Melnichenko of Kazakhstan in
the 57-kilogram final.
(Adapted from The New York Times)
1 shaky ['jeiki] — неуверенный; 2 compulsory [kam'pAlsori] —

обязательный; 3 com pelling [kam'pelig] — захватывающий;
4 seldom ['seldom] — редко; 5 Greco-Roman w restling
['gri.kou Toumon Teslii]] — классическая борьба
89. Read and learn the poem:
The Arrow 1 and the Song

Henry Wadsworth Longfellow
I shot an arrow into the air —

It fell to earth, I knew not where;
For so sw iftly2 it flew, the sight
Could not follow it in its flight 3.
I breathed 4 a song into the air —
It fell to earth, I knew not where;
For who has sight so keen 5 and strong
That it can follow the flight of a song?
Long, long afterward, in an oak 6
I found the arrow, still unbroke;
And the song, from beginning to end,
I found again in the heart 7 of a friend.
1 arrow f'aerou] — стрела; 2 sw iftly ['swiftli] — быстро;

3 flig h t [flait] — полет; 4 breathe [bri:6] — шептать, тихо
говорить; 5 keen — острый; 6 oak — дуб; 7 heart [hcut] —
сердце
194
a) Read the text. Note the pronunciation of the following proper
names:
Henry Wadsworth Longfellow ['henri 'wo:dzwa:9 'bgfelou];

Hiawatha Lhaia'woGa]; Nokomis [na'koumis]; Minnehaha
Lmini'haha].
H ia w a th a
The best known work of Henry Wadsworth

Longfellow, the great American poet, is the beautiful epic
poem “The Song of Hiawatha”. It is based on old American
Indian legends.
Hiawatha was an Indian ch ie f1 who, as legends say,
lived at the end of the 15th century. The poet tells us
about the great courage2 of Hiawatha and about his
struggle for the happiness of his people. He describes
the free and happy life of the Indians on the plains 3 and
in the forests before the coming of the white men.
The poem describes Hiawatha’s 2 childhood, then his
youth. H iaw atha’s mother was dead, and he lived with
his grandmother Nokomis. She told him all she knew
about flowers and animals, about the m o o n 4 and the
stars. Once Hiawatha, then a hunter and young warrior 5,
visited an old arrow-maker 6 in the land of the Dakotas *.
There he saw the arrow-maker’s beautiful daughter
Minnehaha. The Dakotas were enemies of H iaw atha’s
trib e 7, but all the same Hiawatha returned to the
arrow-maker’s wigwam *. There he found that he was
not forgotten. Minnehaha was thinking of him.
“She was thinking of a hunter
From another tribe and country,
Young and tall and very handsome 8,
Who one morning in the springtime
Came to buy her father’s arrows,
Sat and rested in the wigwam.”
7* 195
“The Song of H iaw atha” goes on to describe
H iawatha’s m arriage9 to beautiful Minnehaha; it says
how he became the great chief of his tribe and now
wisely 10 he led his people.
1 chief [tfi:f] — вождь; 2 courage ['клпёз] — храбрость;

3 plain — равнина; 4 moon — луна; 5 warrior ['woria] — во
ин; 6 arrow-maker ['aerou,meika] — мастер по изготовлению
стрел; 7 tribe — племя; 8 handsom e ['haensam] — красивый
(о мужчине); 9 marriage ['тэепёз] — свадьба; 10 w isely —
мудро
(b) Read and copy the sentences giving short replies with “to”:
Example; “Why don’t you go to the dentist?”

“Because I’m afraid to .”
1. “You can’t take part in the competition, you’re not
quite well.”
“But ...”
2. “Have you seen the new film?”
“No, but ...”
3. • “I’m sorry not to have m et you at the station, I was
really ill.”
“You were not ...”
4. “You didn’t tell me when you will come back.”
“But you didn’t ...”
5. “Did you phone your m other?”
“I .. but ...”
6. “Why don’t you wear your warm coat?”
“Because I don’t ...”
196
Unit 4
§1
1. Read and say:
1. In what way did you b e g i n the new school year in
September? How did y o u study during the school
year? When is it m o r e difficult to learn — at the
beginning or at the e n d of the school year?
What do you think o f it? W hat do your classmates
think?
2. Some school students s t a y on at school after lessons.
W hat do they do t h e r e ? Do you take part in such
activities? What do y o u do at school after lessons?
3. “How did school go t o d a y ? ” your mother asked you
when you came home. W h a t was your answer?
2. Read and act:
P r o b le m s
“Hello. Steve sp eak in g ’- ”
“Hello, Steve. This is K o d .”
“How are you?”
“Fine, thank you. A n d how are you?”
“Very well, thanks.”
“W hat about going o u t ? "
“I’m sorry. I can’t.”
“W hat are you d o in g ? ”
“My homework.”
“Are you having any tr o u b le with English?”
“No, th a t’s easy.”
“What is it, then?”
197
“Physics. I’m doing the problems 1 on page 59. I
have a lot of troubles with Physics.”
“Oh, I see. I’m afraid I can’t help you with this.
Well, see you tomorrow then. Good-bye.”
“Bye.”
1 problem ['problem] — задача, проблема
3. Read and make up situations:
A Brilliant Student
A m other says about her son, “He is quite brilliant
at school. He spends his time studying things in excess
o f 1 the syllabus 2.”
Say w hether there are boys (girls) in your class who
are brilliant students? What things do they study in
excess of the syllabus?
Better than Other Students.

A teacher says about one of your classmates. “He
has done a lot of work and heknows more answers than
the rest of the class. His work and knowledge is far
ahead of the students of his own age.”
What can other teachers (who teach different subjects)
say about the boy and his progress?
1 in excess o f [ok'ses] — вне, сверх; 2 syllabus ['silabas] —

учебный план, программа
4. Read and describe the situation:
A delegation of British (or American) schoolchildren has

come to your school on a visit. You show your school
to them and tell them about the traditions of your school.
198
5. Describe how you spent the whole day at school yesterday:
what lessons you had, what you did at the lessons, what
happened during the day, what interesting things you learned
at the lessons.
6 . Read and explain:

1. Your parents say, “W e’re hopeful about the examination
results.”
Why do they have hope about the examination
results? What makes them say so? What do you think
about it?
2. “I shall be better at English next year,” said one of
your friends.
Why did he (she) say so? What did he (she) plan
to do to know English better? What has he (she)
done? What is he (she) going to do next year?
7. Read and illustrate the proverbs:

1. When somebody hasn’t done what he (she) promised
to do for you, you may say, “Be slow to promise and
quick to perform.”
Discuss why it is important to keep a promise and
say whether you have let somebody down *.
2. “Business before pleasure” was what a mother told
her son.
What did she mean? Did she want to say that
her son could not manage his time properly 2? How
do you choose between business and pleasure?
1 let somebody down — подвести кого-либо; 2 properly

['ргэрэИ] — должным образом

derlined words. Give other meanings of the words:
1. You’re not much help to me if you can only sit there.
2. You are my last hope. Please help me. 3. This book
199
is of no interest to me. 4. Last winter was unusually
cold, this one is quite the opposite. 5. In the morning I
usually go for a walk by the river. 6. Have a look at
this article; it is very important. 7. Our school choir was
asked to give a repeat performance at the club next
week. 8. The room was light and high. 9. Switch off the
light, it is already light. 10. Light the gas-соокег and
put the soup on it, please.
A 9 (a) Read the text using the R eferences and say what you have
learned about the education in the USA:
School Education in the USA
The American system of school education differs from

the system s in some countries. There are state-supported
public schools, private 1 elem entary schools and private
secondary 2 schools. Public schools are free and private
schools are fee-paying3. Each state has its own system
of public schools.
This school system consists of six years of elementary
school and six years of high school. In many areas high
school is divided into three years of junior4 high school
and three years of senior 5 high school. Each school year
is called a grade; the tenth year, for example, is the first
year of senior high school in most areas. In addition,
many school systems have a year of kindergarten 6 for
children too young for the first grade.
Education is compulsory 7, that is it is required 8 by
law everywhere in the country. In the United States
today all children have the right to attend the same
schools. But Afro-American children do not feel happy in
a school where most of the children are white. They
prefer to attend a school where there are as many black
students as there are white ones.
200
Children of very poor parents, or children w hose
parents are unemployed 9, do not attend elementary school
regularly, or attend it for only a short time.
In addition to the state schools, there are also a
number of fee-paying private secondary schools and
a small number of fee-paying private elementary schools.
As a rule, fee-paying schools are attended by children of
well-to-do 10 and very rich parents.
1 private f'praivit] — частный; 2 secondary ['sekandari] —

средний (о школе); 3 fee-paying — платный; 4 ju n ior
['d3u:njaj — младший; 5 senior ['si:nja] — старший;
6 kindergarten ['kirida,ga.tn] — детский сад; 7 com pulsory
[kam'pAlsari] — обязательный; 8 require [ri'kwaia] — требо
вать; 9 unem ployed ['Animp'bid] — безработный; 10 w e ll-to -
do — зажиточный
(b) Put in the verbs in the right form and copy out the sentences.
1. “This medicine ... (to do) you a lot of good,” said the
doctor. 2. “... you ... (to take) your tem perature?” the
mother asked her sick daughter. 3. While the doctor ...
(to prescribe) the medicine, the patient ... (to put on)
his shirt and jacket. 4. “The child ... (to have) a high
temperature and ... (to cough) very much,” said the
woman over the telephone. 5. The doctor promised that
in a day or two the tem perature ... (to become) normal
and the patient ... (to leave) the hospital. 6. He rem em
bered the wonderful places in the mountains he ... (to
visit) some years before. 7. He ... the Army w hen the
Second World W ar ... . (to join, to begin) 8. W hen he
... the room, he ... out that somebody ... already ... there
before, (to enter, to find, to be)
(See the Key)

201
§2
10. Read and act.
A t th e L ib ra ry
“Hi, Dima.”
“Hi, Oleg. Are you taking out a book?”
“No, I’ve brought back the book I’ve read.”
“W hat’s the title of the book?”
“It’s ‘Huckleberry Finn’ by Mark Twain. By the way,
do you know Mark Twain’s real name?”
“No. What was it?”
“Samuel Langhorne Clem ens.”
“Oh, I see. How did you like the book?”
“It’s great. I enjoyed it very much.”
“Do you advise me to read the book?”
“Sure, I do.”
“I’ll take it out, then.”
“And I’m going to take O.H enry’s stories.”
a b ilit y [a'biliti]: He has great ability in mathematics.

She lost the ability to understand jokes,
o p p o r tu n ity [opa'tjurniti]: I had no opportunity to meet
her. I did not get the opportunity to speak to them.
The weather is fine, take the opportunity to go for a
walk.
manage [Tnaenid3 ]: He manages a small office. I could
not manage the work. They managed to catch the
train. I’ll manage to visit you before I leave,
fa s h io n ['faejn]: It is the latest fashion. She dresses in
the latest fashion. Let’s go to the fashion show. He
is behaving in a strange fashion.
202
p rop er ['ргэрэ]: Everything should be in its proper place.
That’s not a proper word. Do as you think proper.
He made a proper fool of himself,
c o o k [kuk]: Mother is busy cooking dinner. S h e is a
good cook. The fish is cooking. The meat is tak in g a
long time to cook,
lin e [lain]: Draw a line from A to B. The sportsm en are
on the starting line. Hold the line! He is on th e line
now.
12. Read the newspaper article once and say what you think about
all-boys and all-girls schools:
Planners of New Public School for G irls

Are Studying Tw o Other C ities
PHILADELPHIA — Plan and boys public schools were

ners of a new public school in commonplace 3. Although those
New York City have looked to the schools began to be replaced by
country’s last two all-girls public co-ed 4 institutions in the late 19th
schools, one here and one in century, Girls High and Western
Baltimore, to learn if such an idea
had the reputation and support
can be successful.
to hold out. Both traditionally
Both the Philadelphia High
accepted only top students and
School for Girls and the Western
High School in Baltimore offer a produce high graduation rates 5.
lot of evidence1 that girls Administrators say that Girls
prosper 2 in the atmosphere of High and Western have nothing
these schools. other than an all-girls atmos
Girls High and Western were phere that is noticeably different
founded in the 1840’s when girls from other schools.
(Adapted from The New York Times)
1 evidence ['evidans] — свидетельство; 2 prosper ['prospo] —

'процветать, преуспевать; 3 commonplace I'komanpleis] —
обычная вещь; 4 co-ed ['kou'ed] — совместное обучение;
5 rate [reit] — оценка, отметка
203
13. Read the text and say what happened one morning on the
lake.
On the Lake
“Fine morning, isn’t it, Fred?”

“Yes, it is. Fishing is my hobby. When did you last
go fishing?”
“Last year I came fishing with Dad but we didn’t
catch anything.”
“In order to catch fish you have to do this. Prepare
the fishing line like this... th a t’s it... Then drop it into
the w ater ... That’s right.”
“I see some fish under the boat.”
“Yes ... I got one. Here it is.”
“It’s a big one ... It’s almost lunchtime but I haven’t
got any fish yet.”
“Look! You got one too. Pull the line ... Oh, it’s an
old boot. Sorry, Pete.”
“Well. One more and I’ve got a pair of boots.”
' “It’s all right, Pete. W e’ve got our lunch. Let’s make
a fire and cook my fish. Come on, Pete. You can help
m e.”
14. Read and do:
1. Tell your classmates what clubs and societies you

have in your school, how they work, what the results
of their work are.
2. Ask your classmates what optional courses there are
at your school, who attends the courses, what made
them choose this or that particular course, what the
programmes are, what the students do at the optional
lessons.
204
15. Read and answer the questions. Discuss the problems with
your classmates if you disagree with them:
What they Say About School Life

“I hate wearing a uniform. Also I’m very lazy, and
school means getting up early.”
“Getting back to school after the sum m er isn’t very
exciting for me.”
“I can’t really remember the first day of school, but
I remember the last day. I remember sitting in the park
feeling really happy that it was all over.”
Questions for you:

1) W hat does school mean to you?
2) Is getting back to school after the sum m er exciting
or not? Why?
3) W hat do you remember of the first day of school?
16. Discuss the work of your International Friendship Club (I. F. C ).

In your discussion speak about
the members of your I.F.C.;

the Club’s traditions;
the events and meetings you have had at the Club;
how interesting they were;
your impressions of those events;
your plans for the Club’s future work;
your preparations for a meeting.
lined words. Say what elements they consist of:
1. A dramatist is a writer of plays, especially serious

ones. 2. Business letters are not usually w ritten in con
versational style. 3. My sister is a student majoring in
biology. 4. He spoke about his personal impressions of
Moscow when he came back from the trip. 5. His father
205
was a delegate to the regional conference. 6. She always
wanted her son to become an engineer, and her hopes
materialized. 7. There is an experimental farm in our
district. 8. This boy is a very energetic tennis player.
9. You can see a likeness between the two brothers.
10. The cheese was so old and dry that it was uneatable.
11. There is a misunderstanding here that can be put
right if you look up the word in the dictionary.
▲ 18(a) Read the text and compare American and Russian schools:
American Schools
The school year in the USA is different in different
states and lasts about nine months. It begins early in
September and continues until about the first of June.
There is a vacation (school holidays) of a week or two
at Christmas time and a shorter vacation in spring.
Schools work five days a week. The typical elementary
school day starts at 9.00 a.m. and ends at about 3.30
p.m. High school students usually attend classes from
8.30 a.m until 3.30 p.m.
The programme of studies in the elementary school
is different in different schools. It includes English,
arithmetic (sometimes elementary algebra), geography,
history of the USA and elementary natural science
including physiology. Physical training, singing, drawing
and handwork, wood or metal work are often taught.
Sometimes a foreign language and the study of general
history are begun.
All boys and girls who have finished elementary
school may enter an American high school. Each high
school offers a number of courses. So in the same school
one student can specialize in chemistry and physics,
another in Latin and the humanities *, and yet another
in automobile mechanics.
206
During the four-year high school programme, the
student studies four or five main subjects each year.
Classes in these subjects meet for an hour a day, five
days a week. In addition, the student usually has classes
several tim es a week in physical education, music, and
art.
Students m ust complete a certain number of courses
in order to receive a diploma, or some other graduation 2
document.
Besides giving general education, some high schools
teach subjects useful to those who hope to find jobs in
industry and agriculture. Some give preparatory3
education to those planning to enter colleges and
universities.
1 h um anities [hju:'maenitiz] — гуманитарные науки;

2 graduation [,graedju'eijn] — окончание; 3 preparatory
[pri'paerotari] — подготовительный
(b) Put in the verbs in the right form and copy out the sentences.
1. ... you ... (to notice) that the days are shorter and
the nights longer? 2. Who ... Moscow ... (to be founded)
by? 3. The famous master ... (to paint) a picture and ...
(to take) part in the exhibition “Our Great M otherland”.
4. “W hat is your hobby?”— “I ... (to collect) birds’ eggs.”
5. He said that the book ... (to contain) a number of
maps and ... (to include) two of the Far East. 6. “...
you ... (to suffer) from headaches?” asked the doctor.
7. “W hat ... (to happen)? Why are you so late?” the
mother asked her daughter. 8. When ... (to be) you born?
(See the Key)
Е Э (c) Do the exercises of Task 26.
207
§3
Cultural Development
Cultural development begins in the home, and it is

continued in the secondary school. From books, from
their lessons, from watching other people, children learn
cultured speech; they learn cultured behaviour 1 towards
parents and teachers, towards one another, towards other
people and towards animals. They learn to re sp e c t2
people’s work and the work of nature. This is one side
of culture. And there is another side, equally important.
Remember all those literary or musical evenings you
attended 3 at your school, or the school picture galleries
which you helped to build up and which are sometimes
called small Tretyakovkas. But young people wish to
know more about the treasures 4 of national and world
culture. This need is felt by young people in all walks
of life: among factory workers and machine-operators,
office workers, students, farmers, agricultural workers and
others.
That is why many young people, who show interest
in am ateur art 5 go in for painting, dancing, or singing
as millions of other citizens do. They attend drama, music,
dance, ballet or singing groups at clubs and Palaces of
Culture.
Reading books, going to the theatre, visiting museums
and picture galleries, going to the cinema are very popular
with young people.
M any of them are interested in science and
technology, and may become young inventors 6.
208
1 b eh a v io u r [bi'heivja — поведение; 2 to respect [ris'pekt] —
уважать; 3 to attend [o'tend] — посещать;4 treasure [Чгезэ] —
сокровище; 5 am ateur I'aemato] art — художественная само
деятельность; 6 inventor [in'venta] — изобретатель
1. Does the artistic and cultural development of children

begin at school?
2. W hat ability does an art studio help to develop?
3. W hat opportunities do young people have for education
in the arts?
4. W hat is there to meet the reading interests of th e
youth?
5. W hy do school students attend Technical Centres?
2 0 . Read and discuss the problems:

1. Your level of culture depends on how you work, w h at
you do and say at home, on your relations with o th er
people, how you behave in public places.
How do you behave towards other people?
(To be polite and tactful; to save other people’s
time; to help other people; to keep a promise; to
speak honestly).
2. Cultural and educational work is very important in
schools. Say what is done in your school to raise
studen ts’ cultural level.
(A dramatic society; a choir; a dancing group; a
literary society; excursions to; an art studio; to read
books (magazines); to go to the theatre (cinem a).
3. We may say, “He is a man of great (high) cultu re.”
Does that mean that this man goes to the cinem a
(theatre), reads books, listens to music and nothing
else? Does his cultural level include how he behaves
• towards other people, how he talks to them? Does it
include his way of dressing, his way of decorating his
home, his way of organizing his free time?
209
21. Read and say:
Proverb: POLITENESS COSTS NOTHING.

Certainly politeness costs no money, but is it true that
it never costs anything? Politeness is part of culture, but
real culture, of course, includes more than only being
polite.
Do you agree that politeness costs nothing?
How do you understand real culture?
22. Read and use in situations.
course [ko:s]: She is taking a course of medical treatment.

At the university he took a history course,
require [ri'kwaio]: They required help. Do you require
anything, else? You are required to be there by 12
o’clock.
certain ['sa:tn]: I am only free on certain days. They
planned to meet at a certain time. I’m certain that I
am correct.
feature ['fktja]: Kindness was the main feature of his
character. It was a feature film. The paper made a
‘ special feature of the visit. The landing of the cosmo
nauts was featured in all newspapers,
taste [teist]: This medicine has a strange taste. She
dresses in good (bad) taste. May I have a taste? It
tastes good. It tastes all right for me.
1. Have you got a library in your school?

2. How many books are there in your library?
3. W hat are your favourite books?
4. Do you go to your district (town) library?
5. How often do you go there to take out books?
6. W hat books do you take out from the district or
town library?
2 10
7. There is a reading-room in the library, isn’t there?
8. Do you use it sometimes?
9. When and what do you use it for?
- 10. Who is your favourite author?
11. W hat books of this author have you read?
12. Why do you like his works?
13. Which of the classical writers do you like most?
14. Who are your favourite poets, classical and modern?
15. What book are you reading these days?
24. Read and do:

1. Describe your town or district (village) library. Tell
the class where it is, how many halls it has, what
books it contains, what exhibitions it shows, etc.
2. Ask your classmates what books by poets, w riters, or
journalists, Russian and foreign, they have read re
cently.
3. Ask a friend what book by an English or American
author he (she) has just read, who it was w ritten by,
what it is about, what his (her) impression ofthe
book is, if he (she) w ants to take out another book
by the same author.
25. Discuss a book by an American writer you and your friends

have read:
Decide with your friends which book to take for discussion;
give reasons why you have chosen this book; tell the
class what you know about the author; retell the book
in short; discuss your impressions of the book.
derlined words. Say what elements they consist of:
• 1. There has been serious disagreement over this question
am ong the members of the committee. 2. You have been
misinformed, you do not know the real facts connected
211
with the problem. 3. My little sister dislikes angry people.
4. There is a m isunderstanding here that can be put
right in two minutes if you look up the word in the
dictionary. 5. The tourists unpacked and went out for a
walk in the town. 6. I had to rewrite the report. 7. The
child w as unhappy because she had lost her toy. 8. You
have mis-spelled th e word. 9. The visitor was impolite
and she refused to speak with him. 10. The answer was
incorrect, he made a lot of mistakes.
A 27(a) Read the text and say what you have learned from it.
Higher Education in the United States

Higher education began in what is now the United
States when the English leaders of a settlem ent in
M assachusetts founded Harvard College in 1636, which
became the most famous of the American Universities.
In 1701 Connecticut puritans founded Yale College.
Now the higher education institutions 1 are widely
s c a tte re d 2 over the country. They include universities,
technological schools, teachers’ colleges and other
professional schools and colleges.
In the U nited.States, the Federal Government does
not set the standards for higher education institutions
and only a few states do so. Here each state has developed
its own public3 colleges and universities. All of these
institutions, both 4 public and private 5, have a high degree
of autonomy in organizing and developing their educational
programmes.
G reat variations among the institutions in the
character and quality of their programmes create 6 many
problems. Those who wish to attend a university or a
college have difficulty in knowing which institutions give
education of good quality. All institutions of higher
2 12
Columbia University is well-known in the United States.
education in the USA charge 7 high tuition 8 and other

fees 9. In general, these fees are about three and a half
times as high as in private education institutions.
The university is organized in schools and colleges
which formulate the curriculum 10 and control all the
aspects of the teaching process. Most of the universities
have one or more research 11 institutes.
Each of the colleges is organized in departm ents
based on subject matter. But it is not standardized. One
college, for example, may have a department of English,
which will include literature, speech, dramatics, and
journalism, while in another college these four fields will
each be set up as separate departments.
The period of study at universities and colleges lasts
four years, at junior colleges 12 it lasts two or three
years. The academic year of the American universities is
divided into either semesters or quarters (term s). Under
the sem ester plan the academic year is divided into two
equal 13 parts. Under the quarter plan it is divided into
three equal parts three months long.
1 in stitu tion l,insti'tju:jh] — заведение; 2 scatter f'skaeta] —

разбрасывать; 3 public ['рлЬНк] — государственный; 4 both
[bou9] — оба; как то так и другое; 5 private ['praivit] —
частный; 6 create [kri'eit] — создавать; 7 charge [Ца:с1з] —
213
взимать; 8 tuition [tju:'ifn] — обучение; 9 fee [fi:] — плата,
взнос; 10 curriculum [ka'rikjubm] — программа, учебный
план; 11 research [ri'sa:tfl — научно-исследовательский;
12 junior college ['d3u:nja 'кэНёз] — колледж с двухгодичным
неполным курсом; 13 equal ['irkwal] — одинаковый, равный
(b) Put in the verbs in the right tense form and copy out the
sentences:
1. Geography ... (to study) in the Fifth to Ninth Forms
of secondary schools. 2. Optional courses ... (to take) by
those who ... (to have) a special interest or talent in
these subjects. 3. The class ... (to argue) hotly about
the plans for the summer holidays when the teacher ...
(to enter) the classroom. 4. “W hat else ... you ... (to
add) to what has been said about the Second World
W ar?” asked the teacher. 5. "... you ... (to pass) or ...
(to fail) your examination?” the students asked the girl
who entered the room. 6. When ... he ... (to offer) you
to meet to discuss the plans for the future? 7. Give your
grandmother my best wishes when you ... (to visit) her.
8. We ... not ... (to be) late for the film if we... (to
take) a tram or a trolleybus.
(See the Key)
0 3 (c) Do the exercises of Task 27.
§ 4
28. Look at the picture and answer the questions.
1. How old you think this woman is?

2. Do you find her pretty?
3. Is she tall and thin?
4. What kind of eyes and nose
has she got?
5. Is her hair long or short?
214
6. W hat do you find pleasant in her appearance?
7. Is she well dressed?
8. What has she got on?
9. Does her dress suit her?

pretty I'priti] — милая, хорошенькая
hairdo ['heodu:] — прическа
appearance [o'piorons] — внешность
to suit [suit] — идти, быть к лицу
calm [kcum] — спокойный
merry I'meri] — веселый
29. Look at the pictures and describe the appearance of the people.

stout [staut] — полный, толстый
handsom e ['haensom] — красивый, симпатичный
pretty I'priti] — милый
good-looking ['gud'lukig] — интересный, приятный
well-dressed ['wel'drest] — хорошо одетый
fashion I'faejn] — мода
sun-burnt I'sAn'bomt] — загорелый
lean [li:n] — худощавый
hairdo ['heodu:] — прическа
charm ing ['tjcumir)] — очаровательный
m iddle-aged ['midl'eidsd] — средних лет
bald [bold] — лысый
plait [plaet] — коса
belt [belt] — пояс
215
trouser suit — брючный костюм
high-heeled ['hai'hi:ld] — на высоком каблуке
30. Say which of your classmates has some of these features, and
give facts to describe their characters:
kind [kaind] — добрый

just [d 3 Ast] — справедливый
modest ['madist] — скромный
shy [Jai] — застенчивый
polite [pa'lait] — вежливый
proud [praud] — гордый
clever ['kleva] —умный
brave [breiv] — храбрый
honest ['onist] — честный
quiet ['kwaiat] — спокойный
nervous ['na:vas] — нервный
serious ['siarias] — серьезный
merry ['meri] — веселый
truthful ['tru:9ful] — правдивый
nasty ['nasti] — скверный
31. Look at the pictures.
(a) Describe the fashions and express your opinion of
them.
(b) Ask your friend what she thinks about the fashions.
216
32. Look at the pictures and compare them with what is fashionable
now.
1. Your parents are out. A woman comes on a visit, but

does not catch them. When your parents come back
you describe the woman’s appearance to them.
2. You are expecting a relative to come to visit you.
You have never seen him. You are sent to the station
to meet him. You ask your parents a number of
questions to find out what he looks like.
3. Your mother and you are at the dressmaker’s. You
want a new dress. You discuss the fashion with your
mother and choose the one which you like most.
(a) "W hat’s in (out of) fashion now?”

(b) “This is coming into fashion.”
(c) “He is certain to come.”
(d) “Of course, I’ll help you.”
(e) “This jacket sets well on you.”
35. Read the sentences, find the verbs with postpositions and say
how the postpositions change the meaning of the verbs:
1. Look at the facts! They speak for themselves. 2. Speak

up please: I can’t hear you. 3. I heard you were away.
When did you get back? 4. He stood up and gave up
his seat to an old woman. 5. The coat is too small, she
has grown out of it. 6. I haven’t heard from him since
he telephoned last week. 7. Take your coat off and sit
down. 8. My mother is taking the children out. 9. You
will get off the tram at the Park of Culture. 10. Tell me
what you are going to put on.
217
A 3 6 (a ) Read the text and say what you know about Scouts:
Scouts of America
Sir Robert Baden-Powell, a great fan of outdoor living,

is known to countless American boys and girls as the
founder of the Boy Scouts. It was he who originated 1
the Scout m o tto 2 “Be Prepared” and the custom 3 of
doing a daily good d e e d 4. American William Boyce
introduced scouting to America.
The Boy Scouts of America, six million strong, are
organized by age into Cub 5 Scouts (8— 10), Boy Scouts
(11— 13) and Explorer6 Scouts (14 and older).
The Girl Scouts of America organization was founded
in 1912. The group made according to the example of
British Guides headed by Lady Baden-Powell, was first
called the US Girl Guides 7. But this name was soon
changed.
Including girls from seven to seventeen, today’s
Scouts have fun while they learn the high ideal of morality.
Working together to get valuable skills8, Girl Scouts
help others.
1 originate [a'rid3 ineit] — создавать, вводить; 2 motto

I'motou] — девиз, лозунг; 3 custom ['kAstam] — обычай, при
вычка; 4 deed — поступок, дело; 5 cub — член младшей груп
пы бойскаутов, детеныш; 6 explorer [iks'pbirol — член стар
шей группы бойскаутов, исследователь; 7 Girl Guide
I'gad'gaid] — девочка-скаут; 8 skill — навык, умение
(b) Put in the verbs in the right form and copy out the sentences:
1. I’m sorry I ... my bus. (to miss) 2. When the play

the people ... and ... the actors for some minutes, (to
end, to stand up, to applaud) 3. Look at the bill! I
this will be an interesting performance, (to think)
218
4. W hat ... on at the theatres and cinemas this week?
(to be) 5. We ... to go to the opera house, (to decide)
I’m sure we ... the opera, (to enjoy) 6. He said he ...
his plans and ... to Minsk the next day. (to change, to
fly) 7. You ... not ... the English story if you ... not ...
the words, (to understand, to know) 8. The man asked
over the telephone if he ... speak to Henry, (can)
^ 3 (c) Do the exercises of Task 28.
§5
1. What is your name?

2. How old are you?
3. Where were you born?
4. W hat region is that place in?
5. How old are your parents?
6. What are their professions?
7. W hat education did they get?
8. Where did they graduate from?
9. Where do your parents work?
10. Did your father serve in the army?
11. Did anybody in your family take part in the G reat
Patriotic War?
12. Where did you spend your childhood?
13. At what age did you go to school?
14. W hat were your marks for differentsubjects in the
Ninth Form?
15. W hat are your favourite subjects?
16. W hat are you going to do after finishing school?
17. W hat social work do you do?
219
18. What sports are you fond of?
19. What kind of work are you active in?
20. What is your favourite profession?
38. Describe your life:

Tell the class
a) when and where you were born; b) who your parents

are; c) what their professions are; d) how old you are;
e) when you went to school; f) how you study at school;
g) what your favourite subjects are; h) what part you
take in social life at school.
39. Read the questions and speak about the biography of a well-
known man or woman:
Is there a man or a woman whose life you want to take

as an example? Who is that man (woman)? W hat is he
(she)? When and where was he (she) born? How did he
(she) spend his (her) childhood? Where did he (she)
study? Where did he (she) work? What did he (she) do?
W hat was he (she) interested in? Why does everybody
know and remember his (her) name? Why do you want
to follow his (her) example?
Personal Interests
Do you collect stamps, stones, flowers or something
else? Are you interested in dancing? Everyone likes
dancing of some sort. Perhaps you are interested in ballet,
classical or modern, or perhaps you like country or folk
dancing.
Do you like sightseeing in towns where there are
old buildings: palaces and old houses of historical interest?
There are hundreds of personal interests and ways
to spend one’s free time. The most popular hobbies are
220
philately1, collecting picture postcards and books. Some
people are interested in modern architecture 2. Others are
interested in photography3. They always take their
cameras with them when they are on holidays.
A useful hobby is collecting tape recordings 4. You
may have recordings of operas, light music, folk music
and jazz concerts.
It is difficult to describe all the hobbies known in
the world. The main thing is that they help you to get
knowledge.
1. W hat are the ways to spend one’s free time?

2. W hat are the most popular hobbies?
3. How useful are hobbies?
4. W hat is your hobby?
5. W hat does it give you?
1 p h ilately [fi'laetali] — филателия; 2 architecture

['akitektja) — архитектура; 3 photography [fa'tografi] — фо
тография; 4 tape recording (ri'ka:dir)] — звукозапись
41. Read and say:

1. Every person has his own or her own personal interests
and ways of using free time. What are the most
popular hobbies among the young people of your town
(village)?
(Collecting stamps, stones, flowers; classical or
modern ballet, country or folk-dancing; sightseeing
in towns where there are old buildings of historical
interest; photography; growing flowers.).
2. Our country has many places where schoolchildren can
spend their free time. Can you name some of them?
(Circles; discos; clubs; young naturalist centres;
societies; young sailors’ 1 clubs; sports schools.)
1 sailor ['seila] — моряк

221
42. Discuss your classmates’ hobbies. Tell each other whether the
following ways of using free time are useful:
a) going to the cinema; b) going to the theatre; c) playing

a musical instrument; d ) listening to music (to records);
e) going to concerts; f) singing in a school choir; g) act
ing in a school drama theatre; h) painting (drawing);
i) going in for sports.
If you think they are useful, say why.
(To educate people; to understand life better; to
take part in; to play a great role in; to be useful
to (in); to be im portant for art education; artistic
development; an im portant part of; good health and
physical development.)
43. Read and smile:
What Has He Done?

Two farmers, who for the first time came on some
business to W ashington, were startled 1 by the police
sirens 2 and the roar 3 of eight motorcycles before a long
black car. Surprized by th e number of the police one of
them asked his friend:
“Who is in the c a r? ”
“W hy,” said the o ther, “Don’t you know? It’s the
President of the United States of America.”
“O h,” said the first farmer. “And what has he done?”
1 startle (statl) — напугать, поразить; 2 siren ['saiarin] —

сирена, гудок; 3 roar [гэ:] — грохот
44. Read the sentences and explain the meaning of the underlined
words:
1. M any open-air concerts were held during the festival.

2. I don’t like eating in self-service cafes, but my brother
does. 3. The scientist’s name is world-famous. 4. You
222
are a new-comer to the village, aren’t you? 5. You can
buy these things at the do-it-yourself shop. 6. The nine-day
festival had many different events — from political dis
cussions to sports competitions. 7. You can easily see
the progress of technology in our day-to-day life. 8. The
agreement between the countries included the exchange
of patents and know-how. 9. Physical training is an
important factor in a child’s all-round development. 10. The
Great Patriotic War is a never-to-be-forgotten page in the
history of our country.
▲ 4 5 (a ) Read the text and say what you have learned from it. Note
the pronunciation of the personal names: Abraham Lincoln
['eibrahaem 'lirjkan]; George Washington ['d3D:d3 'wa.fir)tan]
Abraham Lincoln
(1 8 0 9 - 1 8 6 5 )
When we read the history of the United States of

America, we remember above all two great names: George
Washington and Abraham Lincoln.
George Washington, the general who commanded
the North American Army in the War of Independence
against Britain, became the first President of the United
States. He and those who fought with him did much for
their country: they freed it from
colonial oppression '. But Abraham
Lincoln had a still greater wish:
he wanted to see all the people
of the United States, including the
black people, free from oppression
and exploitation by the rich, the
owners of the big plantations.
Abraham Lincoln was the son
of a poor farmer. He was born in
223
1809 and his childhood was spent in hard work, helping
his father on their small farm. But in 1816, when the
young Abraham was only seven years old, his father lost
his farm and the family moved to another part of the
country, where the boy worked as a farm labourer 2, a
shop-assistant and later as a c le rk 3 in the post-office.
Then, in 1818, his mother, whom he loved very dearly,
died. Happily for him, when his father married again, the
second wife was a good m other to him too. Seeing that
Abraham liked reading, she did all she could to help him.
But the family was poor and the boy could not get many
books. His favourite ones were The Life o f George
W ashington and Robinson Crusoe by Daniel Defoe. He
later said himself that he only w ent to school “by littles”—
a little now and a little then, and not more than a year
in all. But he worked hard and later even became a
lawyer 4.
In 1847 he was elected a member of the US Congress.
In all his political work, Lincoln thought of building a
free state for all the people. The state, he said, could
not- be half free and half slaves.
In 1860, Abraham Lincoln was elected President of
the United States. Then he worked still harder for freedom
for the slaves.
During the Civil War between the North and the
South, Lincoln was named commander-in-chief5 of the
Union Army, and in 1865, the war was won by the
Union Army and those who wanted freedom for the
slaves.
In 1864, he was elected President of the United
States for the second time. But his enemies, the owners 6
of the plantations in the South and the bankers in New
York who had grown rich on the work of the slaves,
could not let Lincoln continue his good work. He was
224
shot in a theatre in W ashington on April 14, 1865 and
he died the next day.
At the opening of a memorial to the many men who
lost their lives fighting for the freedom of the black slaves,
Abraham Lincoln told his countrymen that the living must
finish the work of those dead; that they must fight for
freedom for all the black and the white; that America
must strengthen government of the people by the people
and for the people.
1 oppression [a'prefn] — угнетение, тирания; 2 labourer

['leibara] — чернорабочий; 3 clerk [klcuk] — конторский слу
жащий, клерк; 4 lawyer ['b:ja] — юрист; 5 com m ander-in-
chief [ks'mandarin'tjuf] — главнокомандующий; 6 owner
['оипэ] — собственник, владелец
(b) Put in the verbs in the right form and copy the sentences.
1. While the station ... (to circle) the Earth, the cosmo
nauts ... (to go) from one ship to the other. 2. He said
he ... (to be born) in a small village near Omsk. 3. If I
go to Kaluga I ... (to realize) my plans to visit the
Tsiolkovsky memorial. 4. A lot of satellites ... (to orbit)
our planet now. 5. He said he ... (to devote) his life to
the discovery of the lost expedition. 6. She ... (to train)
our best figure-skating pairs last year. 7. They ... (to be)
friends for ten years before I ... (to meet) them. 8. I ...
(to see) a light in the window when I ... (to pass) the
house.
(See the Key)
Ш (c)‘ Do the exercises of Task 29.
8 Зак. 6 225
§6
46. Tell the class about the Great Patriotic War using these
questions as a plan:
1. When did the Great Patriotic War begin?

2. How did the Soviet people defend their Motherland?
3. W hat were the main battles in which the fascists were
defeated?
4. How was Berlin taken?
5. Who raised the Red B anner of Victory over the Reich
stag 1 in Berlin?
6. When did the Great Patriotic War end?
7. W hat did the victory of the Soviet people and other
peace-loving peoples m ean for the world?
8. How did the victory in the war against fascism change
the world?
1 R eichstag ['raikstcug] — рейхстаг
47. Read the text and discuss the story with your deskmate.
It Happened in the Arctic

World War II was an anti-fascist war in which Soviet
people fought together w ith other freedom-loving peoples
of the world.
Here is a war episode told by a Soviet flier, Hero
of the Soviet Union, Ilya M azuruk. His story was published
in Komsomolskaya Pravda.
Here it is.
In the summer of 1942, we were flying over the
Barents Sea in the Arctic. The battles going on to the
south of us on the mainland were not heard here, but
war went on in the cold Arctic regions too, in the air,
on the water, and under the water.
226
One day we were flying low over the w ater in a
hydroplane. Below us lay the coasts of the island of
Novaya Zemlya. And then, suddenly, we saw people on
the island running in all directions. They were afraid of
us. Then someone saw the red star on our plane and
the running stopped. They waved 1 their hands and jackets
to catch our attention. So we landed on the water to
see who they were. To our surprise they were American
and British seamen. Their ships had been torpedoed by
enemy submarines 2 on their way to Arkhangelsk. They
had lost all hope of ever seeing their homes again. We
picked up the weakest and flew to a hospital in an Arctic
settlem ent which was several hundred kilometres away.
The others were told that a ship would come and take
them off the island.
It was several days later when, during the wait, the
seamen discovered that they were not the only people
on the island. Ten young hunters appeared and stopped
at a distance. The hunters were young teenagers 3. They
invited 4 the seamen to come to their tent. These boys
were young pioneers, who were hunting on the island.
They gave the seamen tea, salted fish and bread. For
more than a week the pioneers did all they could for the
American and British seamen. In return for their help,
the seamen offered them stamps. To this day, after more
than thirty years, one of these men still has a badge 5
given to him by one of the boys in exchange for two
Canadian stamps.
The ship came at last. The seamen left the island,
and the boys continued to hunt on the island. They had
saved the lives of the American and British seamen.
1 to w ave — размахивать; 2 su bm arine [,SAbma'ri:n] — под

водная лодка; 3 teen a g er ['ti:neid3a] — подросток;4 to in v ite
[in'vait] — приглашать; 5 b adge — значок
8» 227
4 8 . Read and say:
1. Ask your classmates what they saw on TV on the

9th of May.
2. Describe how people celebrated Victory Day where
you live.
4 9 . Describe situations in which these phrases can be used:
(a) “Ju st imagine!”

(b) “I’m surprised at you!”
(c) “Nothing special.”
(d) “He spoke in support of this idea.”
(e) “Tastes differ.”
5 0 . Read and say:
Proverb: MANY HANDS MAKE LIGHT WORK.

Work is easy when several people take part in it.
Give examples of collective activities at your school.
Discuss how collective activity is organized in your form
(school), describe what you do together.
51. Read the names of famous American inventors and scientists

in the left-hand column and match them with their inventions
and discoveries:
Samuel Morse (1791 — was the inventor ' of the

1872) telephone.
Orville Wright (1871 — was the inventor of the electric
1948) telegraph.
Richard E. Byrd was the inventor of the first
(1888— 1957) power-driven flying machine.
Thomas Alva Edison made the first flight over the
(1847— 1931) North Pole, was the first to
fly over the South Pole and
explored Antarctica.
228
Alexander Graham was the inventor of the electric
Bell (1847— 1922) light bulb, the phonograph,
motion picture machine; he
had 1,033 patents.
Wilbur Wright (1867 was the inventor of the
1912) first power-driven flying
machine.
52. Read the newspaper article and discuss it:
LIFE ON MARS?
Geologist Roberta Score was primitive microscopic organisms

on her first trip to Antarctica one that swam through carbon-rich 5
typical below zero summer day waters just under the surface 6
in 1984, when she spotted some of Mars some 3.6 billion years
thing dark against the landscape ago. At this same time microbes
of blue ice. were populating the young Earth.
The dull gray piece of rock — The researchers spent
a seemingly ordinary meteorite — sleepless nights and months
was kept then in a laboratory in working secretly, checking and
Houston. re-checking.
Now, 12 years after Score And there was the question
picked it up in Antarctica it has they asked each other:
become one of the most famous
and intensely studied specimen1 "Can this be real?”
in history: a kind of interplanetary As for Robbie Score, she
"message 2 in a bottle”. agrees that the evidence on
A team of American re microbes on Mars is not
searchers claim 3 that they confirmed. "But in my heart," she
discovered remnants4 of says, "I hope it’s right.”
(Adapted from The Washington Post)
1 sp ecim en ['spesimin] — образец, образчик; 2 m essage

['mesic^] — послание; 3 claim — претендовать, утверждать;
'4 rem n an t ['remnant] — след, остаток; 5 carb on -rich
['kcuban 'ritj] — богатый углеродом; 6 surface ['sa:fis] — по
верхность; 7 con firm [кэпТэ:т] — подтверждать
229
5 3 . Read the sentences and explain the meaning of the underlined
phrases.
1. The 45-year-old scientist is now one of the leading

specialists in the field of medicine. 2. During the visit
paid to Moscow the delegation discussed a ten-year trade
and economic agreement. 3. The United Nations Organi
zation commission started a nine-day fact-finding visit to
one of the new republics in Central Africa. 4. The book
described the heroic labour of workers in the early five-
year-plan periods. 5. Our space programme has become
a powerful instrument in the development of long-distance
telephone and telegraph communication and television.
6. The festival committee president reported that every
thing was ready to receive the delegations from more
than 100 countries. 7. Another event was the July 19
international youth get-together, which was part of the
festival. 8. The National Union of Students’ Secretary
opened a discussion on the education policy of the
government. 9. Practical courses of down-to-earth
professional training are now very popular with students.
10. Schoolleaving certificates and medals were given after
the final examinations.
A 54(a) Read the text and say what you have learned from it. Note
the pronunciation of the proper names: Thomas Alva Edison
['tamas'aelva'edisn) Michael Faraday ['maikl 'faeradi]:
Thomas Alva Edison
The American inventor, Thomas Alva Edison, was

born in Ohio in 1847.
Tom, or Al, as his family called him, was one oi
those children who are always asking “W hy?” He was
always trying to learn how things worked or how they
230 l
were made. The boy’s education
was limited to three months in
the public school * of Port Huron,
Michigan. He started work at the
age of twelve, when a new railway
was opened between Port Huron
and Detroit. Young Edison began
to travel every day on one of the
trains. He sold fruit, sweets and
cakes to the passengers. The
hours that he had to wait at
Detroit before starting back home,
he spent in the library reading technical books.
Several years later, Edison learned telegraphy and
he became a telegraph operator. He was soon one of the
fastest operators in a large telegraph company in Boston.
He wanted to improve the telegraph system and worked
very hard at it. Night after night he read the “Book of
Experiments”, by Michael Faraday, the inventor 1 of the
electric generator, in the hope that this would help him
to solve his problems. He did not go to bed at all. He
often did not even find time for breakfast.
“Aren’t you going to stop to eat your breakfast?”
his landlady2 once asked him.
“No,” he answered, “I’ve got so much to do, and
life is short.”
After a few months of work, he built a transm itter 3
of a new kind. This was his first important invention.
Edison was advised to go to New York where the
opportunities were greater. He did so, but when he
reached New York, he had no money left at all. “I had
to walk in the streets all night because I didn’t have the
price of a bed; and in the morning nothing to buy breakfast
with,” he said.
231
But soon, he opened a small workshop. At the age
of tw enty he had two inventions.
One of Edison’s greatest inventions was the
gramophone, or the “phonograph”, as he called it, which
repeated his words. He told his assistants that this was
only the beginning. The time would come, he said, when
his new instrument would reco rd 4 music. “It will play
symphonies and whole operas, the world will hear again
the great singers who are no longer living...”
Another of Edison’s inventions was the electric lamps.
Edison believed that only work could bring success.
He continued active work until only eighteen days before
his death in 1931, at the age of eighty-seven.
That evening, Americans all over the country turned
off their electric lights for a few moments — the light
which Edison had given them.
1 invent [in'vent] — изобретать; 2 landlady ['laendleidi] —

квартирная хозяйка; 3 transm itter [traenz'mita] — передат
чик; 4 record [ri'koid] — записывать
(b) Put in the verbs in the right tense form and copy out the
sentences:
1. Jane promised she ... (to do) everything to help her

younger brother. 2. Yesterday I ... (to receive) a letter
from my friend, from whom I ... not ... (to hear) for a
long time. 3. The students ... (to discuss) hotly the last
staging of “Hamlet” when the teacher ... (to come) into
the room. 4. We ... (to buy) a colour TV set when they
... (to be) cheaper. 5. He remembered he ... (to promise)
to see his friend off. 6. They ... (to buy) their tickets,
... (to pack) their things and ... (to go) to the airport.
7. I ... (to visit) again the places where I ... (to spend)
232
my childhood. 8. By the end of the day the group ... (to
pass) their examination in literature.
(See the Key)
£Q | (c) Do the exercises of Task 30.
§7
55. Read the text and discuss it:
Success in Life
What is success in life? Are
success and happiness the same
thing?
There are different answers
to these questions.
Success comes to those who
are prepared to achieve it by
hard work Many people say
that they are happy if they are
useful to their country. And to
be useful you must do what your
country needs.
Igor Vasilyevich Kurchatov, the famous Soviet
physicist 2 and statesman, can be taken as a model by
all young people.
Kurchatov graduated from the university at the age
of twenty. He was interested in physicsandmathematics
and displayed great interest in scientificresearch. In a
short time, he achieved important results in the research
of dielectrics which were very little known at that time.
Then Kurchatov began important experimental work in
nuclear 3 physics.
233
During the Great Patriotic War, Kurchatov, together
with other Soviet scientists 4, used all his energy to build
up the military strength of our Motherland.
In 1943, Kurchatov was elected an academician of
the Academy of Sciences of the USSR. From that time
on he headed the work on the use of atomic energy in
our country.
Kurchatov educated many young scientists and
engineers in this new field of science — nuclear physics.
His scientific achievements 5 were great and the Soviet
government awarded him five Orders of Lenin, two Orders
of the Red Banner of Labour and many medals. Three
times Kurchatov was awarded the title of Hero of Socialist
Labour.
Kurchatov was not only a famous scientist, he was
also a statesm an and a great patriot. In 1960, Igor
Vasilyevich said, “I am happy that I was born in Russia
and that I have had every opportunity to study nuclear
physics. I am sure that our people and our government
will use the achievements of this science -only for the
good 6 of all people in the world.”
1 hard work — упорный труд; 2 physicist ['fizisist] — физик;

3 nuclear ['nju:klia] — ядерный; 4 scien tist ['saiantist] — уче
ный; 5 achievem ent [a'tjkvmant] — достижение; 6 the
good — благо
5 6 . Read and discuss the problems:
1. “Your ideal” is a popular subject for discussion among

school students.
Have you found your ideal? W hat is his (her) name?
Why is he (she) a model for imitation?
(A great specialist in his trade; a man of high
ideals; a war hero; a famous scientist; an inventor;
a cosmonaut; an actor or actress.)
234
2. How do you plan to reach your ideal?
(To work hard; to learn the same trade or profession;
to serve the people; to be honest in everything; to
love your motherland.)
57. Read and do:
1. Have a talk with your classmates about people w hose

life is a model for you to follow.
2. Give your reasons why you have chosen this or th a t
particular person.
3. Describe, in short, his (her) life.
5 8 . Read for enjoyment.
L ife a s I fin d it
The man lives in Philadelphia, who, when young and
poor, entered a bank and said: “Please, sir, don’t you
want a boy?” And the bankman said: “No, little boy, I
don’t want a little boy.”
The little boy went silently down the steps 1 of the
bank. The bank man stepped behing a door for he thought
the little boy was going to throw a stone at him. B ut
the little boy picked up something, and stuck 2 it in his
poor jacket.
“Come here, little boy,” the bank man said, and the
little boy came up to him. “What did you pick up?” The
little boy answered: “A pin 3.” And the bank man said:
“Little boy, are you good?” and he said he was. And the
bank man said: “Who do you vote 4 for? — excuse m e —
do you go to school?” and he said he did.
Then the bank man took down a pen made of gold,
and he wrote, on a piece of paper, “St. Peter,” and he
. asked the little boy what it stood for, and he said: “ Salt
Peter.” Then the bank man said it meant “Saint 5 P e te r.”
Then the little boy said: “Oh!”
235
Then the bank man took the little boy into
partnership 6, and gave him half the profits 7 and all the
capital, and he married the bank m an’s daughter and
now all he has is all his, and all his own, too.
My uncle told me this story, and I spent six weeks
in picking up pins in front of the bank. I expected the
bank man would call me in and say: “Little boy, are you
good?” and I was going to say, “Yes,” and when he
asked me what “St. John” stood for, I was going to say
“Salt John”. But the bank man didn’t want to have a
partner, for one day he said to me, “Little boy, w hat’s
that you’re picking up?” I said, “Pins.” He said: “Let’s
see them .” And he took them, and I took off my cap,
ready to go in the bank and become a partner, and marry
his daughter. But I didn’t get an invitation. He said:
“Those pins belong to the bank, and if I catch you
hanging around 8 another time I’ll set the dog on you!”
Then I left and the old man kept the pins. Such is life
as I find it.
(After Mark Twain)
1 step — ступень(ка), шаг; 2 stick — втыкать, воткнуть;

3 pin — булавка; 4 vote — голосовать; 5 saint (St) — свя
той; 6 partnership ['pcutnajipl — компания, партнерство;
7 profit ['profit] — прибыль, доход; 8 hang around — око
лачиваться, слоняться
5 9 . Read and act:
A P ic n ic
“What a lovely place it is! Mum, can we have lunch

here?”
“Yes. Now, everybody sit down on the blanket
“How tasty everything looks!”
“W hat will you have, George?”
236
“Some lunch meat and tomatoes. And what about
you, Kate?”
“Same and some cheese for me, please.”
“Here you are. Help yourself if you want some m ore.”
“Thank you.”
“W hat will you drink: tea or juice?”
“Some juice for me... Thank you.”
“A cup of tea, please.”
“Say when.”
“That’ll do. Thank you.”
“With or w ithout?”
“With milk, please. And two lumps 2 of sugar. The
lunch is delicious 3. Everything is so tasty when you’re
out of town."
“Yes. And the day is wonderful, isn’t it?”
1 blanket ['blaegkit] — одеяло; 2 lump — кусочек;

3 delicious [di'lijas] — восхитительный, очень вкусный
60. Read and smile:
A Frenchman was once visiting New York City. He

wished to go for a walk in order to see the city, but he
was afraid that he might get lost because he did not
know a word of English.
So when he left his hotel, he stopped at the first
corner and carefully copied in his notebook the name of
the street in which his hotel was situated. Then he walked
on. In the end, however, he got lost. After a few hours
he went to a police station. At first he could not make
himself understood, but at last an interpreter 1 arrived.
The Frenchman explained to the interpreter that,
although he did not know the name of his hotel, he knew
the street in which it was situated. Then he showed the
237
interpreter what he had copied in his notebook. The words
which he had so carefully copied were:
“One Way S treet.”
1 interpreter [in'taiprito] — переводчик (устный)
61. Read the dialogue and speak about your holiday plans.
Work and Rest
“How time flies! We’re coming to the end of the

school year. Have you made any holiday plans?”
“I can’t wait for next week when the holidays start;
but I haven’t made any special plans yet.”
“Holidays are never long enough, but if you make
a plan of what you want to do...”
“...I lose less time and get much more done *. Is
that right?”
“Certainly.”
“There are very many different ways to spend the
holidays, you know. I prefer not to make any definite
plans too early. Have you made plans?”
“Yes, I’m going to spend a few weeks at a work
and rest camp.”
“Did you go to a work and rest camp last year?”
“Yes, of course, and I had a lot of fun there 2."
“Was the work very difficult?”
“Oh, no! The work w asn’t too difficult and we didn’t
need much rest. We preferred games and hikes.”
“Not bad! I think it’s a good idea.”
1 and get much more done — и больше успеваю делать;

2 and I had a lot of fun there — и там было очень весело
238
62. Read the text and explain the use of the articles:
In 1870 Mark Twain was walking along the streets

of Boston when he noticed in a shop window a machine
he had never seen before. He entered the shop, asked
the shop-assistant how the machine worked and bought
it for 125 dollars. He took the machine home and started
practising on it at once.
The machine was a ty p ew riter1 and M ark Twain
typed a book on it. “Tom Sawyer” was the book Mark
Twain typewrote 2.
1 typewriter ['taip,raita] — пишущая машинка; 2 type,

typewrite — печатать на пишущей машинке
§8
6 3 . Read and check yourself:
One Friday Morning

Nancy Lee 1 was a coloured girl, a few years out of
the South *. She was a beautiful girl, an excellent student
and a very good basketball player. She liked her classm ates
and school and was especially fond of the art teacher,
Miss Dietrich 2, who taught drawing in her class.
One rainy April afternoon, Miss O ’S h a y 3,
vice-principal 4 of the school, sent for Nancy Lee.
The girl didn’t think she had done anything wrong,
but she became nervous as she came up to the door of
Miss O ’Shay’s office.
She knocked 5 and entered the room.
“Sit down, Nancy Lee Johnson,” said M iss O ’Shay.
“I have something to tell you.”
239
Nancy Lee sat down.
“You are going to graduate this year,” M iss O ’Shay
said. “You have been an excellent student and I am glad
to tell you that your picture won the Artist Club
scholarship 6. We are so happy for you.”
Nancy Lee almost danced all the way home, so happy
she was.
Friday morning came, the morning when the world
would know — her high-school world, the newspapers
world, her mother and dad.
There was breakfast w ith her parents. The quick
walk to school; hundreds of students going into the long
old building of the city’s largest high school.
After the bell had rang and all the students and
teachers were gathered in the hall, one of the teachers
came up to Nancy Lee and said, “Miss O ’Shay wants
you in her office, please.”
Nancy knocked at Miss O ’Shay’s door.
“Come in.”
The vice-principal stood at her desk. There was no
one else in the room.
“Sit down, Nancy Lee,” she said. There was a long
pause. “I do not know how to tell you what I have to
say,” the vice-principal began, her eyes on the papers on
her desk. “I am asham ed7 for myself and this city.”
Then she lifted her eyes and looked at Nancy Lee sitting
there before her in her blue dress. “You will not receive
the scholarship this morning.”
To the coloured girl there in the chair, the room
grew suddenly smaller, smaller, smaller, and there was
no air. She could not speak.
Miss O ’Shay said, “When the committee learned that
you were coloured, they changed their plans. I am very
sorry to tell you this bad new s.”
240
“But I wanted to speak during the ceremony about...
about America...”
“I know,” said Miss O ’Shay. “But America is only
what we make it. We still have democracy to make in
this country.”
(After Langston Hughes 8)
1 N ancy Lee (Johnson) ['naensi'li: 'd3onsan]; 2 D ietrich

['di:trikl; 3 O’Shay [ou'fei]; 4 vice-principal [,vais'prinsipl] —
заместитель директора; 5 to knock [nok) — стучать;
6 scholarship ['skolajip] — стипендия; 7 to be asham ed
[a'jeimd] — стыдиться; 8 Langston Hughes ['laerjston 'hju:z]
ability п headache п pain n

aid п, v heal v prescribe v
certain а heart n proper a
cook п, v hurt v recover v
cough п, v illness n require v
course п immediately adv serve v
cure п, v line n, v service n
disease п manage v sick a
fashion п medicine n taste n
feature п, v opportunity n trouble n, v
feel v
Вы должны уметь:
б е с е д о в а т ь по ситуациям, отражающим тематику

Цредыдущих лет обучения, а также по темам
«Здоровье», «Внешность», «Биография»;
р а с с п р а ш и в а т ь о с о б ы т и я х , происходящих до
ма и в школе;
о п и с ы в а т ь ситуации, связанные с тематикой преды-
дущих лет обучения, а также ситуации, отражающие
темы «Здоровье», «Внешность», «Биография»;
с о о б щ а т ь о с о б ы т и я х , происшедших в семье,
дома, в городе (деревне), в стране;
р а с с к а з ы в а т ь об увиденном, услышанном, о содер
жании страноведческих текстов;
о б с у ж д а т ь проблемы, связанные с жизнью в семье
и в школе, а также содержание прочитанного;
п о н и м а т ь все это в речи собеседников, а также
понимать сообщения и краткие тексты в изложении
учителя;
понима т ь и а н а л и з и р о в а т ь инфинитив,
его формы и функции, а также инфинитивные обо
роты;
ч и т а т ь и п о н и м а т ь усвоенные устно слова и вы
ражения;
п о н и м а т ь при чтении слова, образованные при по
мощи конверсии, суффиксов, приставок, послелогов,
а также сложные слова и словосочетания, используе
мые в качестве определений;
д о г а д ы в а т ь с я при чтении о значении интерна
циональных слов;
п о л ь з о в а т ь с я с л о в а р е м , а также грамматиче
ским и страноведческим справочниками;
ч и т а т ь в с л у х и п о н и м а т ь диалоги, тематиче
ские и страноведческие тексты, построенные на ус
военном языковом материале;
ч и т а т ь п р о с е б я и п о н и м а т ь страноведческие
тексты, короткие рассказы и отрывки из произве
дений американских авторов, прибегая в случае не
обходимости к словарю.
Part III
W ORDS AND EXPRESSIONS

(Тематический словарь)
I. Person
man, woman, girl, boy, child (children), young, old, middle-
aged, age, tall, short, thin, strong, weak, healthy, head,
hair (dark, fair, black), face (round, oval), nose (long, short,
straight, tumed-up), lips (red, full, thin), eyes (large, small),
ears, hands, arms, legs, feet (right, left); nice, good-looking,
pretty, lovely, beautiful;
dress, blouse, skirt, tights, socks, shoes, boots, jeans, shorts,
shirt, T-shirt, trousers, pullover, jacket, suit, scarf, tie, hat,
cap, coat, raincoat, winter coat, bag, handbag, case; to
wear, to put on, to take off, to fit, well-dressed, fashionable,
in the latest fashion, old-fashioned;
character, nature, manner, to behave, good, bad, kind,
friendly, polite, fair, helpful, honest, quiet, merry, serious,
clever, dull, normal, active, passive, careful, careless,
truthful, (un)pleasant, proud, strange, typical of, good friend,
fine fellow, to change, to improve, to be able to, to be
good at, ability, hobby, to be born, in the family of, at the
age of, to live, life, birthday, birthday party, birthday present,
grown-up, to spend, childhood, to move to, to go to school,
ninth-former, student;
He is my age. I’m 14 year old. W hat’s he like? I can’t
stand him. I like him (her). That’s like him. He is hopeless.
Happy birthday to you. I wish you many happy returns of
the day
243
II. H ouse
to live, in the city, town, village, country, address, street
house, flat, block of flats, on the ground floor, on the fjrsj
floor, lift, stairs, upstairs, downstairs, hall, corridor, living,
room, dining-room, bedroom, children’s room, kitchen
bathroom, balcony, gas, electricity, hot water, to turn ori
(off), to put out the light;
room, bed, wardrobe, mirror, carpet, floor, wall, corner,
door, window, curtain, table, sideboard, chair, armchair,
sofa, picture, vase, lamp, radio, video, TVset, record-player,
computer, telephone, cupboard, refrigerator, yard, garden,
flower bed, kitchen-garden, garage
III. Fam ily

family (large, small), (four) people in the family, father,
mother, parents, grandfather, grandmother, grandparents,
daughter, son, (elder) brother, (younger) sister, husband,
wife, baby, aunt, uncle, child, relative, 14 years old; grown
up; to look after, to bring up th i children, to work (at the
office, at the factory, on the farm), to work as (a doctor,
engineer, teacher), housewife, pensioner, to go to school
(college, university, institute), to have friends, to invite to,
to have a party, to congratulate, a job, to be at work (at
school), to work hard, to take care of, to do one’e best,
to love, to be happy
IV. My Day
to get up, to make the bed, to do morning exercises, to
clean one’s teeth, to wash one’s face and hands with cold
water, to dry oneself, to have a bath, to take a shower,
to do one’s hair, to go to school, to have lessons, to come
back home from school, to cook, to prepare breakfast
(dinner, supper), to do homework, to wash up, to wash
the dishes, to lay the table, to do the room, to dust, clean
the things, to do the housework, to help about the house,
244
to w ater the flowers, to buy food, to look after the small
sister (brother), to read books, to go for a walk, to watch
TV, to play, to meet friends, to go to bed, to sleep well
у. M eals
to be at table, to have breakfast (dinner, supper), to have
tea (coffee), to drink milk (coke, juice, mineral water), to
eat soup, meat, fish, sausage, porridge, cheese, egg, salad,
butter, bread (white, brown), cake, sugar, ice-ream, sweets,
chocolate, salt, jam, chips, cornflakes, vegetables, potato,
tomato, cucumber, cabbage, fruit, apple, lemon, orange,
banana;
dish, plate, cup, glass, spoon, fork, knife, a piece of, a
spoonful, a teaspoonful of, cafe, restaurant, bar, menu,
waiter, to order pizza.
Help yourself to the salad. Pass me the salt, please. I have
had enough, thank you. Some more cake? ft’s lovely (nice)!
W e’ll have fish and chips, please. I can’t possibly eat any
more.
VI. School
to receive school education; to go to school; to learn different
subjects; to have lessons; to do homework; to have labour
training (physical training); to work on the school plot; to
be on duty; to join the society (circle, club); to make
reports; to help, to organize evening parties; to take part
in school life; to go on an excursion; to work in a workshop;
to get marks; to get a four (five); to clean the classroom;
to take part in sports competitions, to attend school, to
study school subjects, to be in the 10th form, to teach
(train, instruct), time-table, record-book, schoolmate,
classmate, first term, to have winter holidays;
to work hard, to be good at, to do well, to make progress,
to improve, to take an examination, to pass the examination,
to fail the examination, to go up to the form, to go to the
music school;
245
to learn by heart, to practise a speech, to read texts, to
take notes, to write a dictation (a composition), to do a
translation, to look up a w o rd (expression) in a dictionary,
to do a problem (one’s task , homework), to make mistakes,
to correct the mistakes, to get good marks
The bell has gone. The lesson is over. How are you getting
on? I’ve got (a) 5 for my English.
VII. My Town (V illage)

is situated; large city; is b ig (small, new); there are several
districts; Town Hall (D istrict administration); industrial;
factories, offices; modern; m onum ents, hospitals, post-offices,
museums, palaces, shops, libraries, theatres, cinemas,
concert-halls, flower gardens (parks, squares, stadiums);
(not) far from; is a district (region) centre; is a railway
station (underground station), is a sea (river) port; by bus
(tram, trolley-bus); the n am e of the village (town) is;
countryside, cottage, cattle-farm; pig-farm; tractors, combine-
harvesters, agricultural m achines; to help to gather the
harvest (to pick up fruit); to work in the kitchen-garden;
to learn to become combine-operators (lorry-drivers); to go
to the village club
VIII. Rest. Entertainm ent

to be (go) on holiday; a m o n th ’s holiday, to go to the
country for one’s holidays, to spend one’s holidays in the
country (at the seaside), to camp out, to put up a tent,
to have a camp-fire (a picnic), to sleep in the open; to go
on an excursion, to have a party; to go to the picture
gallery, museum of fine a rts , work of art, artist, painter,
to draw (paint), drawing (painting), to collect, collection;
to go to the theatre (cinema, concert, circus), actor, actress,
to play the part of, talented, famous, popular singer, pop-
music, pop-group, to play an instrument (the piano, the
quitar), classical music, ja zz; opera, tragedy, comedy,
246
theatre-goer, spectator, bill, box-office, to buy a ticket,
stage, orchestra, stall, hall, box, gallery, interval, audience,
to applaude, applause, to see the film (the pictures), to
listen to the orchestra; to go to the disco, to dance,
rock-n-roll, to take part in the concert, to enjoy; to listen
to the radio, to speak on the radio, to hear it on (over)
the radio, to watch TV, television (telly), to see the match
on TV, the first (educational) program
W hat’s on today? The film is on for a week. I enjoyed
every minute of it.
IX. T ravelling
to travel, travelling; to travel(go) by train (boat, plane,
car, bus), to take the train to, fast (slow) train; carriage,
compartment, platform, to buy (book) tickets, booking-office,
to make a trip (by train), to go on a trip, to go on a
journey, to make a (train) journey, to travel for pleasure,
to go sightseeing;
to leave for, to arrive, at, to stop at, to change trains at,
to catch (miss) the train, the railway station;
to go on a hike, to take part in hikes, to go for a drive,
to take a taxi, to park a car, parking;
There’s a train to Tula at 8.10. The next train goes at
9.20. The train leaves Moscow at 19:00. For how long do
we stop here? The train is 10 minutes late. It gets to Tula
at 12:00. How long does it take to get to Tula? Can you
give me a lift?
X. Geography
is situated; lies in; is washed by; the area is; the capital
is; to consist of; in the eastern (western, northern, southern)
part of; industrial (agricultural) area;
there are big forests, high (low) mountains (hills); is covered
with mountains and hills;
247
the river flows to th e east (w est), crosses the country; the
main ports are;
the country has a population of; the largest cities (towns)
are; has a developed industry (agriculture);
the climate differs from one part to another; the temperature
in summer (winter) is high (low); the summer (winter)
lasts for; the w eather in summer (winter); the wind blows
from; the sun shines; cold (cool, warm, hot) in winter
(summer)
XI. W eather
seasons, spring, sum m er, autumn, winter; weather, fine,
lovely, bright, unsettled, awful; it’s cold, cool, warm, hot,
quite, rather; dry, w et, fresh, there are clouds, wind, strong,
light, dark, in the sky, to shine, to blow, rainy, sunny,
windy;
icy, snowy, dull day, lovely day, it’s raining (snowing),
bright intervals, mainly cloudy, to keep fine, fair, the
tem perature rises (falls), 10 degrees above (below) zero,
forecast;
W hat’s the weather like? It looks like rain. Lovely day,
isn’t it? W hat’s the tem perature? What does the
therm om eter say? W h at’s the outlook for the next day?
What does the w eather forecast say?
XII. H ealth
health, to be in good health, healthy, to fall ill, illness, to
have a heart trouble, to suffer from, it hurts, to catch cold,
to cough, to have a touch of flu, breakdown;
to stay in bed, to have a rest, to be in hospital, to send
for the doctor, to give first aid, to have an operation, to
feel;
fit (fresh, strong, weak, tired), to heal, to cure, to be ill.
to be sick, to examine, the sick child, to be ex a m in ed ,
248
examination, to feel the pulse, to take temperature, to have
high temperature, to have a headache, medicine, to prescribe
a medicine, to go to the chem ist’s, prescription, to take
the medicine, to be (get) well soon;
How are you? I’m quite well (all right, very well, fine). I
don’t feel well. You look very well. W hat’s the m atter with
you? Nothing serious. W hat’s the trouble? I’ve got an awful
ache. Are you doing anything for it? Some rest will do
you good. Take care of yourself.
XIII. Sport
to go in for sports (athletics), to run, to jump, to swim,
to ski, to skate, long (high) jump, races, to go skating
(skiing), figure skating, to train (for a race), to practise,
to keep fit, trainer, instructor, sportsman, athlete, to compete
for, sport competition, start, finish, sports ground, stadium,
sports hall, playing fields, outdoor (indoor) sports, Olympic
Games, to set up (hold, break) a record, start, finish,
champion to play games (football, volleyball, basketball,
tennis, table-tennis, hockey), to play in a match, to score
a goal, the score is three— nil, to win, to lose, draw,
spectators, fans, to cheer, visiting (home) team, winner, to
get first place, gold (silver, bronze) medal;
He is good at running. They won two— nil.
The game ended in a draw.
XIV. Shopping
shopping, shop, d.partment store, market, supermarket, the
baker’s, the grocer’s, the greengrocer’s, department, the
food department, shop-assistant, shop-girl, owner, customer,
to go shopping, to do one’s shopping, shopping bag, to
buy, to sell, to pay, price, cheap, expensive, money, change,
pound, pence, dollar, cent;
249
size, to try on, too big (small, wide, tight), to fit, to suit,
to match one’s dress, fashionable, to be in (out of) fashion'
to come into (go out of) fashion;
What can I do for you? W hat size shoes do you wear? I
take size 41 shoes. It’s the latest fashion. What size are
you? The coat is a size too big for me. How much is it?
It’s $25. Here you are. H ere’s your change.
XV. H olid ays

to celebrate a holiday, state holidays (May Day, Victory
Day, International W om en’s Day, Defender of Fatherland
Day, Constitution Day, Knowledge Day);
to decorate a building (a city, a school, a street) with
flowers, flags, placards; to hold a holiday meeting; to watch
the parade;
to send (receive) holiday greetings (holiday postcards); to
have a holiday concert;
Christmas, New Year, New Year’s Eve, Christmas tree,
New Year’s tree, Santa Claus, to wish, New Year’s wishes,
to have a New Year’s party, to send (receive) New Year’s
cards (greetings), to see the New Year in;
Merry Christmas! Happy New Year! I wish you a Happy
New Year! Best wishes!
INTERNATIONAL WORD LIST
(Список интернациональных слов)
A abstract ['aebstraekt] а абстрактный

academ ic [,aek9'demik] а академический
. academ ician takaedo'mijn] n академик
academ y [a'kaedomi] n академия
accent ['aeksont] n акцент
accompany [э'клтрэш] и аккомпанировать, сопровождать
accum ulate [a'kju:mjuleit] v накапливаться
action ['aekjn] n акция, действие
active ['aektiv] а активный
activity [aek'tiviti] n активность, деятельность
actor ['aekto] n актер
actress ['aektris] n актриса
adm inistration [odînis'treijn] n администрация, управление
делами
adm inistrative [od'ministrotiv] а административный
adventurer [od'ventjoro] n авантюрист
agency ['eid39nsi] n агентство
agent ['eid39nt] n агент
aggressive [o'gresiv] а агрессивный
agronom ist [og'rDnomist] n агроном
airplane ['eoplein] n аэроплан, самолет
alphabet ['aelfobit] n алфавит
analyse ['aenolaiz] n анализировать
angel ['eind39l] n ангел
an ti-fascist ['aenti'faejbt] n антифашист
anti-im perialist ['aentiim'pioriolist] а антиимпериалистический
apparatus Laepo'reitos] n аппарат
applause [o'pbiz] n аплодисменты
aquarium [o'kweoriom] n аквариум
architect ['cukitekt] n архитектор
architectural Lcuki'tektjbrol] а архитектурный
251
architecture ['cukitektjo] n архитектура
arena [э'гкпэ] n арена
aristocrat ['aeristokraet] n аристократ
arithm etic [o'riGmatik] n арифметика
arrest [o'rest] v арестовывать
arsenal ['cusinl] n арсенал
artillery [cu'tilori] n артиллерия
artistic [cu'tistik] n артистический
aspect ['aespikt] n аспект
asphalt ['aesfaelt] n асфальт
assistant [o'sistant] n ассистент, помощник
assosiation tasousi'eijn] n ассоциация
athlete ['ae01i:t] n легкоатлет, спортсмен
atm oshere ['aetmosfio] n атмосфера
atom ic [o'tomik] а атомный
attack [o'taek] n атака, v атаковать
autobiographical ['o:t9,baiou'graefikl] а автобиографический
autom atism [oi'tomotizm] n автоматизм
autom obile ['oitomobiil] n автомобиль
author ['о:0э] n автор
autonom y [oi'tonomi] n автономия
avenue ['aevinju:] n авеню, проспект
В balance ['baelons] n баланс, равновесие

ballad ['baelod] n баллада
ballet ['baelei] n балет
band [baend] n банда; оркестр
bandit ['baendit] n бандит
bank [baegk] n банк
bar [ba:] n бар
base [beis] n база, основа
baseball ['beisboil] n бейсбол
basketball ['bcuskitboil] n баскетбол
bass [beis] n бас
battalion [bo'taeljan] n батальон
b iologist [bai'olodsist] n биолог
blockade [blo'keid] n блокада
bomb [bom] n бомба
boss [bos] n босс, хозяин
botany ['botoni] n ботаника
bourgeois ['bi^wa:] n буржуазный
bourgeoisie [,bu93wa'zi:] n буржуазия
box [boks] n бокс
brigade [bri'geid] n бригада
bureau ['bjuorou] n бюро
business ['biznis] n бизнес
businessm an ['biznismon] n бизнесмен
bust [bAst] n бюст
С cabin ['kaebin] n кабина, каюта

calculation Lkaelkju'leijn] n вычисление
calendar ['kaelindo] n календарь
camera ['каетэгэ] n камера, фотоаппарат
cam paign [kaem'pein] n кампания
canal [ko'nael] n канал
capital ['kaepitl] n капитал
capitalism ['kaepitlizm] n капитализм
capitalist ['kaepitlist] n капиталист, капиталистический
captain ['kaeptin] n капитан
career [ko'rio] n карьера
carnival ['kcunivl] n карнавал
centim etre ['senti,mi:t9] n сантиметр
central ['sentrol] а центральный
centre ['sento] n центр
cerem ony ['serimoni] n церемония; обряд
certificate [so'tifikit] n сертификат, свидетельство
cham pion ['tjaempion] n чемпион
chance [tjams] n шанс, возможность
character ['kaerikto] n характер
characteristic [/kaerikta,ristik] а характерный; n характеристика
characterize ['kaeroktiraiz] v характеризовать
chem ical ['kemikl] а химический
chem ist ['kemist] n химик
chem istry ['kemistri] n ^имия
cigarette Lsigo'ret] n сигарета, папироса
citrus ['sitros] n цитрус
civilization Lsivilai'zeijn] n цивилизация
classic ['klaesik] n классика, классические произведения
253
clerk [klak] n клерк, конторский служащий
clim ate ['klaimit] n климат
clim atic [klai'maetikl а климатический
clin ical ['klinikl] а клинический; медицинский
club ['kUb] n клуб
coffee ['kofi] n кофе
colleague ['кэН:д] n коллега
collection [ko'lekjn] n коллекция
college ['кэНс1з] n колледж
colon ist ['kolonist] n колонист, поселенец
colon ization Lkolonai'zeijn] n колонизация
colonial [ko'lounjol] а колониальный
colony ['koloni] n колония
colum n ['koloml n колонна
com m and [ko'mcund] n командир, v командовать
com m entary ['komontori] n комментарий
com m ercial [ko'moijl] а коммерческий
com m issar ^komi'sa:] n комиссар
com m ittee [ko'miti] n комитет, комиссия
com m unication [k^mjuini'keijn] n коммуникация;
средство связи
com panion [kom'paenjon] n компаньон; товарищ; спутник
com pany ['клтрэш] n компания
com plex ['kompleks] n комплекс
composer [kom'pouzo] n композитор
com puter [kom'pjuto] n компьютер
concentrate ['konsontreit] v концентрировать, сосредоточивать
concrete ['kor)kri:t] а конкретный
conductor [kon'dAkto] n кондуктор, проводник
congress ['koggres] n конгресс, съезд
congressm an ['koggresmon] n член конгресса США
con stitu tion Lkonsti'tjuijn] n конституция
construction [kon'strAkjn] n строительство
contact ['kontaektl n контакт
con tin en t ['kontinont] n континент
con tin en tal Lkonti'nentl] а континентальный
contrast ['kontrast] n контраст, противоположность
control [kon'troul] n контроль
cooperation [кои,эрэ'геЦп] n кооперация, сотрудничество
cooperative [kou'oporotiv] n кооператив
254
correspondent Lkoris'pondant] n корреспондент
cosm onaut t'kozmanoit] n космонавт
costume ['kostjuim] n костюм
cottage ['кэНбз] n коттедж
cowboy ['kauboi] n ковбой
credo ['kri:dou] n кредо
crisis ['kraisis] n кризис
critic ['kritik] n критик
criticism ['kritisizm] n критика
criticize ['kritisaiz] v критиковать
crocodile ['krokadail] n крокодил
cultural ['кл1Цэгэ1] а культурный
culture ['kAltja] n культура
cutlet ['kAtlat] n котлета
cyclone ['saikloun] n циклон
D declaration Ldekta'reijn] n декларация

declare [di'klea] v декларировать, заявлять
decree [di'kri:] n декрет
delegate ['deligit] n делегат
delegation [/deli/geij'n] n делегация
democracy Ldi'mokrasi] n демократия
democrat ['demakraet] n демократ
dem ocratic Ldema'kraetik] а демократический
demon ['di:m9n] n демон
dem onstrate ['demanstreit] v демонстрировать, показывать
dentist ['dentist] n дантист
departm ent [di'pcutmant] n департамент, отдел
detail ['di:teil] n деталь
deputy ['depjuti] n депутат
dialogue ['daiatag] n диалог, беседа
dielectric [,daii'lektrik] n диэлектрик, непроводник
diesel ['di:zl] n дизель
diet ['daiat] n диета
dinosaur ['dainaso:] n динозавр
diploma [di'plouma] n диплом
diplom at ['diplamaet] n дипломат
director [di'rekta] n директор
discipline ['disiplin] n дисциплина
255
discrim ination [dis^rimi'neijn] n дискриминация
d iscu ssion [dis'kAjn] n дискуссия
distan ce ['distans] n дистанция, расстояние
dock [dak] n док
docker ['daka] n докер
docum ent ['dakjumant] n документ
docum entary [,dakju'mentari] а документальный
dollar [Mold] n доллар
dom ination [,dami'neijn] n доминирование
dram a ['drama] n драма
dram atic [dra'maetik] а драматический
E echo ['ekou] n эхо

econom ic Liika'nomik] а экономический
econom ize [ii'konamaiz] v экономить
econom y [ii'konami] n экономика
electric [i'lektrik] а электрический
electricity [ilek'trisiti] n электричество
electronics [ilek'troniks] n электроника
electrotechnical [i/lektro(u)/teknikl] а электротехнический
elem entary [^li'mentari] а элементарный
elevator ['eliveita] n элеватор
em ancipation [i.msensi'peijn] n эмансипация
em blem ['emblam] n эмблема
em igrant ['emigrant] n эмигрант; переселенец
em pire ['empaia] n империя
energy ['enad3i] n энергия
enthusiasm [in'0ju:ziaezm] n энтузиазм
en tu siastic [in^juizi'aestik] а восторженный, полный энтузиазма
epic ['epik] n эпопея, а эпический
era ['iara] n эра
excursion [iks'ka:jn] n экскурсия
experim ent [iks'perimant] n эксперимент
exp loitation Lekspbi'teijn] n эксплуатация
exploit [iks'pbit] и эксплуатировать
export [eks'po:t] v экспортировать
express [iks'pres] n экспресс, курьерский поезд
F fact [faekt] n факт

factor ['faekta] n фактор
256
fantasy ['faentasi] n фантазия
fascism ['faejizm] n фашизм
fascist ['faejist] n фашист
federal ['fedaral] а федеральный
federation [,feda'reijn] n федерация
federative ['fedarativ] а федеративный
festival ['festivl] n фестиваль
figure ['figa] n фигура
final ['fainl] а финальный, конечный
finance [fai'naens] n финансы
finan cial [fai'naenjl] а финансовый
finish ['finij] n финиш, конец
firm [fa:m] n фирма
folklore ['fouklo:] n фольклор
form [b:m] n форма; v придавать форму
formal ['biml] а формальный, официальный
form ation [fai'meijn] n формирование, образование
fragm ent ['fraegmant] n фрагмент, отрывок
front [frAnt] n фронт
fund [fAnd] n фонд
gallery ['gaelari] n галерея

gallop ['gaelap] n галоп
gangster ['gaegsta] n гангстер, бандит
gas [gaes] n газ
general ['dsenaral] n генерал; а генеральный, общий
generator ['бзепэге^э] n генератор
genocide ['d3enasaid] n геноцид
gentlem an ['dsentlman] n джентльмен
geography [d3ibgrafi] n география
geologist [d3ib b d 3ist] n геолог
geology [d3ib b d 3i] n геология
golf [golf] n гольф
gram oghone ['graemafoun] n граммофон
grim ace [gri'meis] n гримаса
group [gru:p] n группа
guarantee Lgaeran'ti:] n гарантия
gim nasium [d3im/neizjaml n гимназия, гимнастический
gym nast ['dsimnaest] n гимнаст
H hall [Ьэ:1] п холл, зал
hero ['hiarou] п герой
h ero ic [hi'rouik] а героический
h e r o in e ['herouin] п героиня
h eroism ['herouizm] п героизм
h isto r ic [his'torik] а исторический
h isto r y ['histari] п история
h ob b y I'hobi) п хобби
h ock ey ['haki] n хоккей
h o rizo n [ha'raizn] n горизонт
h o sp ita l ['hospitl] n госпиталь, больница
h u m a n ist ['hju:manist] n гуманист
h u m a n ity [hju:'maeniti] n гуманитарная наука; человечество
h u m o rist ['hjuimarist] n юморист
h u m orous ['hju:maras] а юмористический
hu m ou r ['hju:ma] n юмор
h ydro-electric [,haidroui'lektrik] а гидроэлектрический
h ydroplane ['haidrouplein] n гидроплан
h y g ie n e ['haid3i:n] n гигиена
I idea [ai'dia] n идея

id e a l [ai'dial] n идеал
id e o lo g y [,aidi'alad3i] n идеология
ig n o re [ig'na:] v игнорировать
illu str a te ['ilastreit] v иллюстрировать
illu str a tio n Lilas'treijn] n иллюстрация, рисунок
im ita tio n [,imi'teij*n] n имитация
im m igran t ['imigrant] n иммигрант
im perialism [im'piarializm] n империализм
im p eria list [im'piarialist] n империалист
im port [im'po:t] v импортировать
in d iv id u a l [,indi'vidjual] а индивидуальный
in d u strial, [in'dustrial] а индустриальный
in d u stria liz a tio n [in,dAstrialai'zeiJn] n индустриализация
in d u stria lize [in'dAstrialaiz] v индустриализировать
in d u stry ['indastri] n индустрия, промышленность
in fla tio n [in'fleijn] n инфляция
in form ation [,infa'meij*n] n сообщение, сведения
in itia tiv e [i'nijiativ] n инициатива
inspect [in s'p ek t] v инспектировать
instructor [inst'rAkta] n инструктор
instrum ent ['in stram an t] n инструмент
in tellig en tsia [in/teli'd 3 en tsia ] n интеллигенция
in ten sely [in 'ten slij adv интенсивно
in ten sity [in 'ten siti] n интенсивность, напряженность
interest ['in tarast] n интерес; v интересовать
internation al Linta'naejnl] а интернациональный, международ
ный
internationalism Linta'naejnalizm] n интернационализм
intern ation alist [,inta'naejnalist] n интернационалист
interplanetary Linta'plaenatari] а межпланетный
intervention [,inta'venjn] n интервенция
interview ['intovju:] n интервью
irony ['aiarani] n ирония
J jacket ['d3aekit] n жакет, куртка

jazz [d3aez] n джаз
journalism ['d39:nalizm] n журналистика
journalist ['d39:n0list] n журналист
jubilee ['d3u:bili:] n юбилей
jungle [d3A()gl] n джунгли
L laboratory [la'boratari] n лаборатория

lady ['leidi] n леди
landscape [laendskeip] n ландшафт
laureate ['bxiit] n лауреат
leader ['lirda] n лидер, вождь, глава, руководитель
league [li:g] n союз, лига
lecture ['le k tja ] n лекция; v читать лекцию
legend ['led3and] n легенда
lim it ['limit] n предел, лимит
liner ['laina] n лайнер
liqu idate ['likwideit] v ликвидировать
literary ['litarari] а литературный
literature ['litratja] n литература
local ['loukal] а локальный, местный
locom otive ['loukaôutiv] n паровоз
logic ['bd 3ik] n логика
9* 259
M m achine [ma'jrn] n машина
m anner ['таепэ] n манера, метод, способ, поведение
m ask [mcusk] п маска
m ass [maes] п масса
m assive ['maesiv] а массивный, огромный
m aster ['mcusta] п мастер, хозяин, владелец
m at [maet] п мат, ковер, циновка
m aterial [ma'tiariol] п материал
m athem atics [,mae6i'maetiks] п математика
m axim um ['maeksimam] п максимум
m echan ics [mi'kaeniks] п механика
m echanism ['mekanizm] п механизм
m ech an ization [,текэпаГгеЦп] п механизация
m ech an ize ['mekonaiz] v механизировать
m edicine ['medsin] n медицина, лекарство
m em orial [mi'mDTiol] n мемориал, памятник
m enu ['menju:] n меню
m etal ['metl] n металл
m eteorite ['mi:tjaraitl n метеорит
m eteorologist Lmr.tjo'rDlodsist] n метеоролог
m ethod ['meGod] n метод
m etre ['miito] n метр
m icrobe ['maikroub] n микроб
m icroscope ['maikroskoup] n микроскоп
m igrant ['magront] n мигрант, переселенец
m igration [mai'greijn] n миграция
m ilitia [тП Ц э] n милиция
m ile [mail] n миля
m ilitarism ['militarizm] n милитаризм
m illion ['miljon] num. миллион
m illion aire LmiljVnso] n миллионер
m ineral ['minorol] n минерал; а минеральный
m inister ['ministo] n министр
m inistry ['ministri] n министерство
m ission I'mijn] n миссия, поручение
m o b iliza tio n [,mobilai'zeijn] n мобилизация
m obilize ['moubilaiz] v мобилизовать
m odel ['modi] n модель; натурщик; v моделировать
m om ent ['moumont] n момент
monopoly [тэ'пэрэП] n монополия
m onum ent ['monjumont] n монумент, памятник
moral ['moral] n мораль; pi нравственность
m otor-cycle ['mouta.saikl] n мотоцикл
m useum [mjui'ziam] n музей
m usic ['mju:zik] n музыка
N nation ['netfn] n нация, народ

national ['naejnl] а национальный
nationalism ['naejnalizm] n национализм
nation ality [,naejVnaeliti] n национальность
natural ['naetjral] а натуральный, естественный
naturalist ['naetjralist] n натуралист
nature ['neitjo] n природа
navigation [,naevi'geijn] n судоходство, мореплавание
nervous ['noivos] а нервный
normal ['пэ:тэ1] а нормальный
О obelisk ['obolisk] n обелиск

ocean ['oujn] n океан
occupy ['okjupai] v занимать, оккупировать
office ['ofis] n офис, контора, служба
officer ['ofiso] n офицер
official [o'fijl] а официальный, служебный
olive ['olivj а оливковый
opera ['эрэгэ] n опера
operation Lopo'reijn] n операция
operator ['oporeito] n оператор
optim ism ['optimizm] n оптимизм
orchestra ['oikostro] n оркестр
ordinary ['oidnori] а ординарный, обычный
organ ['э:дэп] n орган
organism ['э:д этгт ] n организм
organization [,D:g9nai'zeijn] n организация
organize ['oigonaiz] v организовать
original [э'пс1зтэ1] а оригинальный
ornam ent ['Dinomont] n орнамент, украшение
261
p a c k [раек] v паковать
p a ck et ['paekit] n пакет
p a le o n to lo g ist [,pselidn'tbldd3ist] n палеонтолог
p arad e [pa'reid] n парад
p arliam en t ['pculamant] n парламент
p artn er ['pcutna] n партнер
p a r ty ['pcutij n партия
p a ssen g er ['paesind3a] n пассажир
p assp ort ['paspoit] n паспорт
p a te n t ['peitant] v (за)патентовать; n патент
p a tie n t ['peijnt] n пациент, больной
p a tr io t ['peitriat] n патриотизм
p a tr io tic Lpaetri'otik] а патриотический
p atriotism ['paetriotizm] n патриотизм
p a u se [po:z] n пауза; перерыв
p ea k [pi:k] n пик, вершина
p e n sio n ['penjn] n пенсия
p eriod ['pioriod] n период; промежуток времени
p erson ['p9:sn] n персона, лицо
p erson al ['p9:snl] а личный
p e titio n [pi'tijn] n петиция
p h a se [feiz] n фаза, период
p h ila te ly [fi'laetalil n филателия
p h o to ['foutou] n фото
photograph ['foutagraf] n фотография; v фотографировать
photography [fa'togrdfi] n фотографирование
p h y sica l ['fizikl] а физический
p h y sic ist ['fizisist] n физик
p h y sics ['fiziks] n физика
p h y sio lo g y [îsi'oladsi] n физиология
p io n eer Lpaia'nia] n пионер
p ir a te ['paiarit] n пират
p lacard ['plaekcud] n плакат
p la n [plaen] n план; v планировать
p la n e t ['plaenitj n планета
p la n ta tio n [plcun'teijn] n плантация
p la s t ic ['plaestic] а пластический; пластмассовый
p len ary ['plr.nari] а пленарный
p oem ['pouim] n поэма
poet ['pouit] n поэт
police [pa'liis] n полиция
policem an [pa'liisman] n полицейский
p olitical [pa'litikl] а политический
politics ['palitiks] n политика
polyclinic Lpalik'linik] n поликлиника
pontoon [pan'tu:n] n понтон
popular ['papjula] а популярный
popularity [,papju'laeriti] n популярность
port [pa:t] n порт
position [pa'zijn] n позиция, положение
post [poust] n пост
practical ['praektikl] а практический
practice ['praektis] n практика
prairie ['preari] n прерия, степь
prefix ['pri:fiks] n префикс
president ['prezidant] n президент
presidium [pri'zidiam] n президиум
press [pres] n пресса, печать
prim itive ['primitiv] а примитивный; первобытный
principle ['prinsapl] n принцип
private ['praivit] а приватный, частный
privilege ['privilid3] n привилегия
prize [praiz] n приз, награда
problem ['problam] n проблема, задача
process ['prouses] n процесс
procession [pra'sejn] n процессия
proclaim [pra'kleim] v провозглашать
proclam ation Lprakld'meijn] n воззвание
product ['pradakt] n продукт
production [pra'dAkJn] n производство
profession [pra'fejn] n профессия
professional [pra'fejnl] n профессионал
professor [pra'fesa] n профессор
programme ['prougraem] n программа
progress ['prougres] n прогресс
progressive [pra'gresiv] а прогрессивный
project ['prod3ekt] n проект, план
proletarian Lproula'tearian] а пролетарский
proletariat Lproula'teariat] а пролетариат
protest [pra'test] v протестовать
263
p rototyp e ['proutotaip] n прототип
p u b lic ['рлЬНк] а публичный, общественный
pu lse [рлЫ n пульс
Q q u a lifie d ['kwolifaid] а квалифицированный
R race [reisj n раса; род; происхождение

racial [Veijl] я расовый
ra tify [Vaetifai] v ратифицировать
r a tio n a lizer ['raejnolaizo] n рационализатор
r e a ctio n [ri/aekjn] n реакция
reaction ary [rir'aekjnori] n реакционер; а реакционный
real [rial] а реальный
rea lism ['riolizm] n реализм
r e a list [Violist] n реалист
r e a listic [Violistik] а реалистический
r e a lit y [ri'aeliti] n реальность
r e a lize [Violaiz] v реализовать, осуществлять
reason [Vi:zn] n резон, причина
recom m end Lreko'mend] v рекомендовать
record [Veko:d] n рекорд
regim e [rei'3i:m] n режим, строй
region [Vi:d3on] n регион, район
reg u la r [Vegjulo] а регулярный
r e lig io n [ri'lid3on] а религия
r e lig io u s [ri'lid39s] а религиозный
report [ri'poit] v писать отчет (для прессы)
reporter [ri'pDito] n репортер
rep tile [Veptail] n рептилия
rep u b lic [гГрлЬНк] n республика
rep u b lican [ri'pAblikn] n республиканец
rep u ta tio n [,repju:'teijn] n репутация
reservation Lrezo'veijn] n резервация
resid en ce [Vezidons] n резиденция
r e so lu tio n [êzo'luijn] n резолюция
resou rces [ri'soisiz] n pi ресурсы
restau ran t [Vestoro-.r)] n ресторан
resu lt [ri'zAlt] n результат
revolu tion ary [,rev9'lu:Jn9ri] n революционер; а революционный
264
rhythm [ri6m] n ритм
rhythm ic ['ri6mik] а ритмичный
risk [risk] v рисковать
robot ['robot] n робот
role [roul] n роль
salad ['saelod] n салат

sanatorium [,saeno'b:ri9m] n санаторий
sarcastic [sou'kaestik] а саркастический
sa tellite ['saetolait] n сателлит
satirical [so'tirikl] а сатирический
scene [si:n] n сцена
sculpture ['skAlptJo] n скульптура
second ['sekandj n секунда
secret ['si:krit] n секрет, тайна
secretary ['sekrotori] n секретарь
sect [sekt] n секта
section ['sekjn] n секция, отдел, участок
sector ['sekto] n сектор
segregation [,segri'geijn] n сегрегация
sem ester [si'mesto] n семестр
sem inar ['simina:] n семинар
senate ['senit] n сенат
senator ['senoto] n сенатор
series ['siori:z] n серия; ряд
serious ['siorios] а серьезный
service ['so:vis] n служба
session ['sejn] n сессия; заседание
shock [Jok] n шок; потрясение
show [Jou] n шоу
sign al ['signal] n сигнал
siren ['saioron] n сирена
skeleton ['skelitn] n скелет
social ['soujl] ci социальный, общественный
socialist ['soujolist] n социалист
sociology [ôusi'olodsi] n социология
solidarity Lsoli'daeriti] n солидарность
sovereignty ['sovronti] n суверенитет
speaker ['spi:ko] n спикер; оратор
special ['spe.fl] а специальный, особый
specialist ['spejolist] ti специалист
specialize ['spejalaiz] v специализироваться
sphere [sfio] n сфера
spiral ['spaioral] n спираль
standard ['staendod] n стандарт, норма
standardize ['staendodaiz] v стандартизировать
start [stcut] v стартовать; начинать; n старт
state [steit] n штат, государство
statistical [sto'tistikl] а статистический
statue ['staetju:] n статуя
status ['steitos] n статус, общественное положение
steppe [step] n степь
storm [sto:m] n шторм, буря; v штурмовать
studio ['stju:diou] n студия
style [stail] n стиль
subject ['sAbd3ikt] n субъект; предмет; тема
subtropical [sAb'tnpikl] а субтропический
suffix ['sAfiks] n суффикс
surprise [sa'praiz] n сюрприз, удивление
symbol ['simbl] n символ
sym bolical [sim'bolikl] а символический
sym bolize ['simbolaiz] v символизировать
sym pathetically Lsimpo'Getikli] adv с симпатией, сочувственно
sym pathy ['simpaGi] n симпатия, сочувствие
sym phony ['simfani] n симфония
symptom ['simptam] n симптом, признак
syntax ['sintaeks] n синтаксис
system ['sistim] n система
system atical [,sisti'maetikl] а систематический
T tablet ['taeblit] n таблетка

tact [taekt] n такт
tactics ['taektiks] n тактика
taiga ['taiga] n тайга
talent ['taelant] n талант
tank [taegk] n танк
taxi ['taeksi] n такси
technical ['teknikl] а технический
266
technological [/tekn9,bd3ikl] а технологический
technology [tek'nalad3i] n техника; технология
telegram ['teligraem] n телеграмма
telegraph ['teligrcuf] n телеграф
telegraphy [ti'legrafi] n телеграфия
telephone ['telifoun] n телефон
telep h on ist [ti'lefanist] n телефонист
television [4elivi3n] n телевидение
tem perature ['tempritja] n температура
territory ['teritari] n территория
terror ['tera] n террор
tex tile ['tekstail] n текстиль; а текстильный
theatre ['Biata] n театр
theatrical [Qi'aetrikl] а театральный
them e [6i:m] n тема
theory ['Biari] n теория
therm om eter [Ba'mamita] n термометр
therm os ['0a:mos] n термос
theses ['Bksiiz] n pi тезисы; диссертация
title [taitl] n титул; заглавие
tobacco [ta'baekou] n табак
ton [Un] n тонна
torpedo [to:'pi:dou] v торпедировать, n торпеда
total ['toutl] а тотальный; целый, общий
tourism ['tuarizm] n туризм
tourist ['tuarist] n турист
trad ition [tra'dijn] n традиция
tragic ['traed3ik] а трагический
tragedy [4raed3idi] n трагедия
train [trein] v тренировать; обучать
transform [traens'faim] v преобразовывать
transport ['traenspD:t] n транспорт
trium ph ['traiamf] n триумф, успех
tropical ['trapikl] а тропический
tropics ['trapiks] n pi тропики
tsar [zcu] n царь
tsarist ['za:rist] а царский
tu n n el [Члп1] n туннель
turbine ['ta:bain] n турбина
267
typhoon [tai'fuin] n тайфун
typical ['tipikl] а типичный
typhoid ['taifoid] а тифозный; n тиф
U uranium [ju'reiniam] n уран
V vanguard ['vaengad] n авангард

variation “Lveari'eijn] n вариация
vase [vcuz] n ваза
ventilator ['ventileita] n вентилятор
veteran ['vetaran] n ветеран
visit [Vizit] n ^изит; v нанести визит, посетить
vocal [Voukl] а вокальный
W wigwam ['wigwaem] n вигвам (хижина индейцев Северно

Америки)
Z zone [zoun] п зона

zoology [гои'эЫзП п зоология
G EO G R A PH ICA L NAMES
(Географические названия)
A Alabama [,ае1э'Ьаетэ] — Алабама (штат)

Alaska [a'laesko] — Аляска (штат)
A leutian Islands [o'ljuijn 'ailondz] — Алеутские острова
A llegheny M ountains [,aeli'geini 'mauntinz] — Аллеганы (горы)
America [o'meriko] — Америка
Antarctica [aent'aiktiko] — Антарктида
Appalachian M ountains Laepa'leitjion 'mauntinz] — Аппалачи
(горы)
Arctic ['cuktik] — Арктика
Arizona [,aeri'zouno] — Аризона (штат)
Arkansas ['cukonso:] — Арканзас (штат)
Asia ['eijo] — Азия
Atlanta [ot'laento] — г. Атланта
A tlantic Ocean [ot'laentik 'oujn] — Атлантический океан
В Baltim ore ['Ьэ:Штэ:] — г. Балтимор

Bering Sea ['beorir) 'si:] — Берингово море
Bering Strait ['beorir) 'streit] — Берингов пролив
Berlin [boi'lin] — г. Берлин
Birm ingham ['b9:mir)haem] — г. Бирмингем (в США)
Boston ['boston] — г. Бостон
Bronx [brogks] — Бронкс (район Нью-Йорка)
Brooklyn ['bruklin] — Бруклин (район Нью-Йорка)
С California Lkaeli'foinio] — Калифорния (штат)

Canada ['kaenodo] — Канада
Chicago [Ji'kagou] — г. Чикаго
Colorado [,kolo'ra:dou]— 1. Колорадо (штат); 2. р. Колорадо
Columbia [ko'Umbio] — l . p . Колумбия, 2. г. Колумбия
269
C onnecticut [ka'netikat] — 1. Коннектикут (штат); 2. p. Конне
ктикут
Cordillera [,ko:dil'j£ara] — Кордильеры (горная система)
Crimea [krai'miia] — Крым
D D akota [da'kouta] — Дакота (штат)

Delaw are ['delawea]— 1. Делавэр (штат); 2. р. Делавэр
D etroit [di'troit] — г. Детройт
D istrict of Columbia (D .C .) ['distrikt av кэ'1лтЫа] — Колум
бия (округ в США)
Е Erie ['isri] — оз. Эри

Europe ['juarap] — Европа
F Florida ['fbrida] — 1. Флорида (штат); 2. п-ов Флорида

France [frans] — Франция
G Georgia ['d3D:d3ia] — Джорджия (штат)

Great Lakes ['greit 'leiks] — Великие озера
Great Salt Lake ['greit 'so:lt 'leik] — Большое соленое озеро
Gulf of M exico ['длК av 'meksikou] — Мексиканский залив
H Harlem ['halam] — Гарлем (район Нью-Йорка)

H awaii [ha'waii]— 1. Гавайи (штат); 2. о-в Гавайи
Harperfs Ferry ['hcupaz 'feri] — г. Харперз Ферри
Hollywood ['holiwud] — Голливуд
Hot Springs ['hot 'sprigz] — г. Хот-Спрингс
H ouston ['hju:stan] — г. Хьюстон
Huron ['hjuaran] — оз. Гурон
I Illin ois [jli'noi] — 1. Иллинойс (штат); 2. p. Иллинойс

Indiana [,indi'aena] — Индиана (штат)
Ireland ['aialand]— 1. о. Ирландия; 2. Ирландия
К Kansas ['kaenzas] — 1. Канзас (штат); 2. p. Канзас

Kansas Sity ['kaenzas 'siti] — г. Канзас
270
L Liberty Island ['libati 'ailand] — Остров Свободы
Los A ngeles [bs 'aend3alas] — г. Лос-Анджелес
L ouisiana [lu,i:zi'aena] — Луизиана (штат)
м M anhatten [maen'haetn]— 1. о-в Манхэттен; 2. Манхэттен

(район в Нью-Йорке)
M aryland ['meariland] — Мэриленд (штат)
M assachusetts [,maesa'tju:sits] — Массачусетс (штат)
M ichigan ['mtfigan]— 1. Мичиган (штат); 2. оз. Мичиган
M innesota [,mina'souta]— 1. Миннесота (штат); 2. р. Минне
сота
M ississippi [,misi'sipi]— 1. р. Миссисипи; 2. Миссисипи
(штат)
M issouri [mi'zuari]— 1. р. Миссури; 2. Миссури (штат)
M ontana [mon'taena] — Монтана (штат)
M ount Rushmore ['maunt TaJitio:] — гора Рашмор
N Nebraska [ni'braeska] — Небраска (штат)

New England ['nju: 'iggland] — Новая Англия
New Hampshire ['nju: 'haempja] — Нью-Хемпшир (штат)
New Gersey ['nju: 'd3a:zi] — Нью-Джерси (штат)
New M exico ['nju: 'meksikou] — Нью-Мексико (штат)
New Orleans ['nju: 'o:lians] — г. Нью-Орлеан
New York ['nju: 'jo:k] — Нью-Йорк (штат)
New York (C ity) [' nju: jo:k ('siti)J — г. Нью-Йорк
North America ['no:0 a'merika] — Северная Америка
North Carolina ['no:0,kaera'laina] — Северная Каролина (штат)
О Ohio [ou'haiou]— 1. Огайо (штат); 2. р. Огайо

Oregon ['origan] — Орегон (штат)
Р Pacific Ocean [pa'sifik 'oujn] — Тихий океан

Peekskill ['pi:kskil] — г. Пикскил
P ennsylvania [,pensil'veinja] — Пенсильвания (штат)
Philadelph ia [,fila'delfia] — г. Филадельфия
Pittsburgh ['pitsba:g] — г. Питтсбург
Port Huron [ po:t 'hjuaran] — г. Порт-Гурон
Potom ac [pou'toumak] — p. Потомак
271
Q Queens [kwi:nz] — Квинс (район Нью-Йорка)
R Rhode Island [roud'ailand] — Род-Айленд (штат)

Richm ond ['ritjmond] — г. Ричмонд
Rockies см. Rocky Mountains
Rocky M ountans ['roki 'mauntinz] — Скалистые Горы
S Saint Law rence River [seint'birons'rivo] — p. Святого Лаврен

тия
San Francisco Lsaenfron'siskou] — г. Сан-Франциско
Scottland ['skottand] — Шотландия
Seattle [si'aetl] — г. Сиэтл
Siberia [sai'biorio] — Сибирь
T Texas ['teksas] — Техас (штат)

Toledo [tou'li:dou] — г. Толедо
Torrington ['forirjton] — г. Торингтон
U Utah ['ju:to:] — Юта (штат)
V Vermont [va'mont] — Вермонт (штат)

V irginia [vo'dsinjo] — Виргиния (штат)
W W ashington ['woflgton] — 1. г. Вашингтон; 2. Вашингтон (штат)

W est V irginia ['west vo'dsinjo] — Западная Виргиния (штат)
W isconsin [wis'konsin] — 1. Висконсин (штат); 2. p. Висконсин
W yom ing [wai'oumir)] — Вайоминг (штат)
REFERENCES
(Страноведческий справочник)
A Abraham Lincoln Brigade ['eibrahaem 'Пдкэп bri'geid] — an

army unit consisting of progressive Americans who fought
against fascism during the National-Revolutionary War in
Spain (1936— 1939).
A bolitionists Laeba'lijanists] — people who were in favour of he
abolishing of black slavery in the USA.
AFL: Am erican Federation of Labour [a'merikan jeda'reifan
ov 'leiba] — the USA trade union organization which existed
from 1881 to 1955.
Afro-Americans ['aefrou a'merikanz] — black Americans
Arbor Day ['а:Ьэ 'dei] — a day set aside for planting trees.
В Black Liberation M ovement — the movement which fights for

social, economic and political rights for the black population
in the USA.
Boston Tea Party — a protest in 1773 against the newly
introduced British tax on tea, when tea was thrown from
a British ship into the water in Boston Harbour. The slogan
of the protest was “no taxationwithout representation’’
expressing the wish of the then British colony to be an
independent state.
С Capitol ['kaepitl] — the building in Washington where Congress

meets.
Celts [kelts] — the tribes who lived in the British Isles when they
were invaded by the Anglo-Saxons.
cent [sent] — a small piece of money; one-hundredth part of a
dollar.
Ctiicano [tft'kamou] — an American of Mexican descent.
Christm as ['krismas] — December 25, celebrated as a church
festival and observed as a holiday.
273
Civil R ights Movement — the movement for personal liberty
which is proclaimed to US citizens by the constitution.
Civil W ar ['sivil 'wo:]— the struggle (1861 — 1865) between the
union of Northern states and the states of the South. The
industrial North was against slavery because it needed workers.
The planters of the South wanted to exploit the black slaves
as before. The American Civil War was won by the North,
college ['kolid3l — 1) school of higher education, often part of a
university; 2) a school for training in a profession,
coloured ['клЫ] — people who do not have white skin.
C olum bia U niversity [кэ'1лтЫэ juini'voisiti] — a private
university in New York City, founded in 1754.
Congress ['koggres] — the parliament of the United States of
America.
congressm an ['koggresmon] — a member of the US Congress,
county ['kaunti] — part of a state in the USA — графство,
covered w agon ['kAvod 'waegon] — a wagon with a canvas top
in which settlers crossed North America in the 19th century
(крытая повозка, фургон американских колонистов.)
cowbay ['kauboi] — a man who looks after cattle on a ranch (a
large cattlefarm), especially in the western part of the United
States and Canada.
D Dakota [do'kouto] — a member of a North American Indian tribe.

Declaration of Independence Ldeklo'reijn av jndi'pendans] —
the document of July 4, 1776, in which the American colonies
declared themselves independent of Britain.
D ecoration Day [,deka'reijn 'dei] — the last Monday in May
observed in most states of the US as a day of remembrance
for all Americans killed in wars.
D em ocratic Party Ldema'kraetik 'pcuti] — one of the two main
political parties of the USA.
D istrict of Columbia ['distrikt av ka'Umbia] — the federal
district and seat of the national government of the USA
(сокращенно — D.C.)
dollar ['dola] — a piece of money used in the USA and in some
other countries (100 dollars is written $100).
druid ['dru:id] — a priest of ancient Britain. Друид (жрец У
кельтов древней Англии и Ирландии).
274
£ elem entary school Leli'mentari sku:l] — a school that includes
the first six or eight grades, and sometimes kindergarten.
Empire f'empaia] State Building — a sky-scraper (381 metres
high) in New York City. For many years it was the world’s
tallest building.
F federal city ['fedaral 'siti] — the capital of the USA (Washington).

Fifth Avenue ['fifG 'aevinju:] — the central avenue in New York
famous for rich stores and beautiful houses.
G gold rush ['gould YaJ] — a period from 1897 to 1898 during

which many people went to Alaska to get to the place where
gold had been found in the hope to collect much gold easily —
«золотая лихорадка».
H half-dollar ['haf'dala] — an American coin worth fifty cents,

high school ['hai 'sku:l] — a secondary school especially for
students aged about 15— 18.
H ollywood ['haliwud] — a section of Los Angeles, California, and
a centre of the American film industry,
hopscotch ['hopskotj] — a children’s game in which the players
hop through a figure drawn on the ground — игра в «клас
сы».
H ouse of R epresentatives ['haus av ,repri'zentativz] — the lower
of the two parts of the USA Congress.
I Indian ['indian] — someone belonging to any of the original

[a'rid39nl] peoples of North, Central, or South America.
Indiana [,indi'aena] — a state on the Middle West plains of the
USA.
J July Fourth (Fourth of July) — the anniversary of the Declaration

of Independence (1776), the public holiday in the USA.
junior school — a primary school for children aged from 7 to 11.
К kindergarten ['kinda,ga:tnl — a class of school for children from

four to six years old, coming before the first grade of elementary
school.
2 75
L Lincoln M emorial ['ligkon mi'mDTiol] — a memorial in
Washington, DC., with 36 columns representing the states
of the union at the time of Lincoln’s death. The main part
of the memorial is the figure of Lincoln.
M M adison Square ['maedison 'skwea] — a place in New York

where the offices of many advertising firms are concentrated.
marbles ['mcublz] — a children’s game played with little marble
or glass balls.
marine [ma'riin] — a soldier serving on a warship — солдат
морской пехоты.
M emorial Day [mi'moTiol 'dei] — See Decoration Day.
m occassin ['mokosin] — a shoe, made of deerskin worn by North
American Indians.
N.A.A.C.P.: N ational A ssociation for the Advancem ent of
Coloured People — an American association, founded in
1909, which fights for Afro-American rights in the USA.
N ational Student A ssociation — a US youth organization
fighting for equal rights for education, better material, social
and cultural condition of students, and better international
understanding.
Native Am ericans ['neitiv a'merikonz] — the citizens of the USA
representing the Indian people who lived in North America
before the white people came.
Negroes ['ni:grouz] (now this word is not used) — black-skinned
people who were brought to America from Africa as slaves
in the 16th — 19th centuries.
P Pennsylvania Avenye Lpensil'veinjo 'aevinju:] — one of the

central streets in Washington.
Pilgrim s ['pilgrimz] — the Pilgrim Fathers — the group of
English settlers who came to America on the ship “The
Mayflower” in 1620 and founded the colony of Plymouth in
Massachusetts.
pioneer Lpaio'nio] — one of the first settlers in a new or unknown
land (for example, “pioneers of the American West”).
pioneering days Lpaio'niarig 'deiz] — the time when early white
settlers were coming to the American West and taking land
from the Indians.
276
Pony Express ['pouni iksp'res] — a rapid postal and express
system across the western part of the United States. The
Pony Express ran between Missouri and California from 1860
to 1861.
prairie ['ргеэп] — a large area of grass-covered land in North
America, especially in the Mississippi valley,
public school — an elementary or secondary school offering
education to the children of the district free of charge.
Puerto Rican ['pwetou Ti:kon] — an American who has come
from Puerto Rico which is a territory of the USA.
puritan ['pjurritan] — a member of a sect of English Protestants
in the 16th — 17th centuries who wanted simpler religious
ceremonies and high standards of morality.
Q Quaker ['kweiko] — a member of the society of Friends, a Christian

sect founded in the 17th century, (квакер)
R Republican Party [п'рлЬНкэп 'pcuti] — one of the two main

political parties of the USA.
reservation [,rez9'veijn] — a piece of land where North American
Indians have to live.
S s e g r e g a tio n [,segri'geijn] — the separation of one racial group

from another by making them use different schools, hotels,
etc. — зд. расовая сегрегация.
Senate ['senit] — the upper house of the US Congress,
sheriff ['j*erif] — the chief government officer in each county.
Statue of Liberty ['staetju: 9V 'liboti] — a bronze figure (almost
46 metres high) of a woman holding up a torch, on Liberty
Island in New York harbour. The statue was presented by
the French government in 1884.
T T hanksgiving Day ['Baegksgivig 'dei] — the last Thursday in

November, kept in the USA as a holiday in memory of the
Pilgrims who celebrated their first American harvest festival
in the autumn of 1621.
U U nderground Railroad [,And9'graund 'reilroud] — a system of

cooperation among active antislavery people in the USA before
1863 by which runaway slaves were secretly helped to reach
Canada.
277
U n ited Nations [ju:'naitid 'neijnz] — an international
organization, founded in 1945, including as members most of
the nations of the world. It’s head quarters is in New York
City, on Manhattan Island.
V Veterans Day — November 11, a national holiday in the USA,

honouring the veterans of all wars.
W War of Independence ['wa:r av ,indi'pendans] — the war of the

British colonies in America for their independence (1775—
1783).
W ashington’s Birthday ['wajigtanz 'ba:0dei] — the third
Monday in February observed as a state holiday in most
states of the USA (after George Washington, first President
of the USA, born on February 22, 1732).
W ashington M onum ent ['wajigtan 'manjumant] — the tall
column in Washington D.C., commemorating George
Washington; also called “the pencil”.
W estern pioneers ['westan ,paia'niaz] — the Americans who
went first into the new parts of the country in the West.
They took land from the Indians who had lived there before
the white people came.
W hite House ['wait 'haus] — the official home (in Washington.
- D.C.) of the president of the United States.
REFERENCE G R A M M A R
(Грамматический справочник)
§ I. ИМЯ СУЩЕСТВИТЕЛЬНОЕ (THE NOUN)
L Имена существительные в английском языке имеют два

числа: единственное и множественное.
There is a lamp on the desk. There are lamps on the
desks.
2. Имена существительные образуют форму множественного
числа путем прибавления к форме единственного числа
окончания “S, которое произносится как [s] после глухих
согласных, как [z] после звонких согласных и гласных
и как [iz] после [s, z, J, 3 , tj, CI3 ]:
[s] после [z] после гласных [iz] после [s],

глухих и звонких [*], Ш, [tf],
согласных согласных [3 ]. М3 ]
books [buks] days [deiz] roses ['rouziz]
cats [kaets] sofas ['soufaz] horses ['ho:siz]
maps [maeps] names [neimz] pages ['peid 3 iz]
dogs [dogz]
Исключения: man [maen] — men [men]

woman ['wumon] — women ['wimin]
foot [fut] — feet [fi:t]
footh [tu:9] — teeth [ti:9]
child [tjaild] — children ['tjildran]
279
Примечания:
а) Если существительные в единственном числе оканчиваются
на буквы s f ss, х, sh, ch, tch, то во множественном числе на
письме добавляется -es:
class — classes ['klcusiz]
brush — brushes ['brAjiz)
box — boxes ['boksiz)
б) Если существительное в единственном числе оканчивается

на -о, то во множественном числе добавляется -es:
tomato — tomatoes
hero — heroes
Ho: piano — pianos
photo — photos
в) Если существительные в единственном числе оканчиваются

на -f, -fe, то во множественном числе эти окончания меняются
на -ve:
leaf [li:f] — leaves [li:vz)
life [laif] — lives [laivz]
Ho: handkerchief — handkerchiefs
roof — roofs
г) Если существительное в единственном числе оканчивается на

-у, то во множественном числе:
1) -у после согласных букв меняется на -ie:
city — cities story — stories
2) -у после гласных букв не меняется:
boy — boys day — days
Д ля справок
1. Существительное p en n y может иметь различную форму

во множественном числе.
Когда речь идет о денежных сум- Когда речь идет об о т д ел ь н ы х
мах, употребляется репсе. монетах, говорится pennies.
It costs 20 репсе. I’ve lost some p en n ies.
280
2. Существительные sheep и fish имеют одну и ту же форму
для единственного и множественного числа.
There are a lot of sheep in the There is a sheep near the river,
meadow. The boy caught only one fish.
The fish were very small.
Однако когда речь идет о разных видах рыб, то употребляется

форма fishes.
What fishes I can see there!
3. Существительное works в значении завод, заводы имеет

одну и ту же форму для единственного и множественного
числа.
There is a new glass works We shall build a lot of new
in our sity. works in the country.
3. Имена существительные нарицательные делятся на исчис

ляемые и неисчисляемые.
Исчисляемые существительные обозначают объекты, ко
торые можно пересчитать. Они употребляются как в форме
единственного, так и множественного числа.
There are seven days in the week.
Неисчисляемые существительные обозначают вещества

и отвлеченные понятия. Они употребляются только в форме
единственного числа.
Bring me some water, please!
Имена существительные, обозначающие вещества, и от

влеченные существительные могут употребляться как ис
числяемые, когда речь идет об отдельных предметах из
данного вещества (материала) или конкретных объектах.
The house was built of stone.
They have brought stones in the bag.
281
Для справок
1. Существительное advice употребляется только в форме
единственного числа.
She gave me good advice.
2. Существительное news употребляется всегда с глаголом

в форме единственного числа, хотя имеет форму множественного
числа.
What’s the news? No news is good news.
3. Существительное physics и все другие названия наук,

оканчивающиеся на -ics (m athem atics, phonetics и др.), упот
ребляются со значением единственного числа.
M athem atics is his favourite subject.
Ho: Her m athem atics are poor.
4. Существительные money, hair, fruit употребляются

в единственном числе.
The m oney is on the table, take it.
Her hair is black and long.
5. Существительное people, а также слова cattle, police,

the rich, the poor по форме единственного числа, но имеют
значение множественного числа и поэтому согласуются
с глаголом-сказуемым во множественном числе.
There were a lot of people at the seaside.
Если слово people означает народ, нация, оно употребляется
как в единственном, так и во множественном числе, принимая
во множественном числе форму peoples.
The English speaking peoples live on all continents.
6. Иногда слова family, group, company, crowd и подобные

им собирательные имена существительные, сохраняя форму един
ственного числа, употребляются с глаголом-сказуемым во мно
жественном числе.
All the fam ily are at table.
В этом случае имеется в виду каждый член семьи, группы
и т. д.
282
4. Для обозначения принадлежности предмета какому-либо
лицу (лицам) в английском языке употребляется специаль
ная, так называемая притяжательная форма существитель
ных.
В притяжательной форме обычно употребляются суще
ствительные одушевленные.
Jack’s clothes are too big for him.
This is my friend Boris’s brother.
The boy’s hands were cold.
Существительное в единственном числе в притяжатель
ной форме принимает окончание ’s, которое произносится
по тем же правилам, что и окончание множественного
числа существительных.
[s] после [z] после гласны х [iz] после [s],

глухих и звонких м . m. ml
согласны х согласны х [з]. № з!
Jack’s father My brother’s friend George’s sister
Если существительные во множественном числе имеют

окончание -(e)s, то в притяжательной форме к нему при
бавляется только апостроф ’.
The boys’ hands were cold.
Если существительное во множественном числе не имеет
окончания -(e)s, то в притяжательной форме к нему при
бавляется окончание ’s.
The children’s toys were in the box.
Сравните существительные в единственном и множест
венном числе и их притяжательные формы.1
1 Совпадение в трех случаях звуковой формы у таких слов может

создавать трудности для понимания и различения их на слух.
283
П ри тяж ател ь
Е динствен М н ож ествен П ритяж атель
н ая ф орм а ная ф орм а
ное число ное число
ед. ч и сл а мн. числа
boy [boi] boy’s [boiz] boys [boiz] boys’ [boiz]

cat [kaet] cat’s [kaets] cats [kaets] cats’ [kaets]
horse [ho:s] horse’s horses [ho:siz] horses’
[ho:siz] [ho:siz]
child [tjaild] child’s children children’s

[tjaildz] ['tjildran] ['tjildranz]
1. Притяжательная форма иногда употребляется с сущест
вительными и наречиями, обозначающими время и расстояние.
Не had a month’s holiday last summer.
Have you read today’s newspaper?
He lives at a kilometre’s distance from here.
2. Притяжательная форма применяется также с названиями

стран, городов, судов и со словами w orld, cou n try, city, ship,
party, governm en t, arm y, fam ily.
He is the world’s best high-jumper.
The Bolshoi Theatre is our country’s best opera-house.
3. Слова house, shop часто опускаются после существитель

ных в притяжательной форме, которые означают принадлежность
дома, магазина данному лицу.
We shall meet at my friend’s (house).
My mother went to the baker’s (shop).
5. В отличие от русского языка существительные в английском

языке не изменяются по родам. О роде имен сущ естви
тельных можно судить только по их значению.
284
He It She
boy dog girl
man plate woman
brother house sister
cousin cousin
friend friend
teacher teacher
The teacher opened her bag and took out a small book. It
was a book of English poems she had promised to bring.
1. Говоря о животном, обычно употребляют it. Если возни
кает необходимость указать его пол, то употребляется местои
мение Не или she.
The dog is called Rex. He is very young.
2. Местоимение it употребляется также, когда говорят о ма

леньком ребенке (baby).
“What a nice baby! Is it a boy or a girl?”
3. Названия стран и слова ship и boat часто относятся

к женскому роду и заменяются местоимением she.
Titanic left the port. She made only one voyage.
4. В художественных произведениях, особенно в поэзии, не

которые предметы олицетворяются и наделяются родом. Так,
moon и earth женского рода (sh e ), sun — мужского (h e )
§ 2. ИМЯ ПРИЛАГАТЕЛЬНОЕ (THE ADJECTIVE)
1. Имена прилагательные в английском языке, в отличие от

русского языка, не изменяются ни по родам, ни по числам,
ни по падежам.
M y cousin is a fine boy.
Nina is a fine friend.
They spend a few fine days at the seaside.
285
2. Имена прилагательные в английском языке, как и в русском,
образуют сравнительную и превосходную степени сравне
ния. Основная форма прилагательного не выражает срав
нения и называется положительной степенью. Например:
The Dnieper is a long river.
The Volga is longer than the Dnieper.
The Volga is the longest river in Europe.
3. Односложные прилагательные old, tall, young и др. и
двусложные, оканчивающиеся на -у, -er, -ow, -Ые (heavy,
yellow, able и др.), а также несколько других двусложных
прилагательных образуют сравнительную степень путем
прибавления к положительной степени -ег [э], а превос
ходную степень — прибавлением -est [ist].
П олож ительная С р ав н и тел ьн ая П ревосходная

степень степень степень
old [ould] older ['ouldo] oldest ['ouldist]

tall [tD:l] taller [Чэ:1э] tallest ['todist]
easy ['i:zi] easier ['i:zia] easiest ['i:ziist]
clever ['kleva] cleverer ['klevara] cleverest ['klevarist]
Например: She is younger than her sister.

This is the oldest building in our town.
При образовании сравнительной и превосходной степеней на
письме в форме прилагательных соблюдаются следующие прави
ла:
а) немая -е в конце слова опускается:
large — larger — largest pale — paler — palest
б) в односложных прилагательных согласная буква после
одиночной гласной удваивается, чтобы сохранить слог закрытым:
big — bigger — biggest hot — hotter — hottest
в) конечная -у после согласной изменяется на -i:
busy — busier — busiest happy — happier — happiest
286
4. Многосложные прилагательные и большинство двусложных
(difficult, interesting, comfortable, active, famous и др.) об
разуют сравнительную степень при помощи слова то ге
[тэ:], а превосходную степень при помощи слова most
[moust], которые ставятся перед прилагательным в поло
жительной степени.
П олож ительная С равн и тельн ая П ревосходная

active more active most active

interesting more interesting most interesting
difficult more difficult most difficult
Например: Tanya is more active than her brother.

Which is the most difficult exercise in this
lesson?
5. Некоторые прилагательные образуют степени сравнения не
по общим правилам:
П олож и тельн ая С равнительная П ревосходная

good better best

bad worse worst
many, much more most
little less least
far farther, further farthest, furthest
Например: This mistake is worse than that one.

Victor is my best friend.
Примечание:
Для сравнения двух объектов одинакового качества прилага
тельное в положительной степени ставится между as ... as.
287
This chair is as comfortable as that one.
В отрицательных предложениях в таких случаях обычно упот
ребляется not so ... as.
This film is not so interesting as the one I saw yesterday.
§ 3. АРТИКЛЬ (THE ARTICLE)
1. В английском языке имеются о п р е д е л е н н ы й ар

т и к л ь the, н е о п р е д е л е н н ы й а р т и к л ь а (ап)
и так называемый н у л е в о й а р т и к л ь , т. е. значимое
отсутствие артикля.
Определенный артикль the перед словами, начинающи
мися с согласных звуков, произносится [бэ], а перед сло
вами, начинающимися с гласных звуков,— [6iJ:
the book [бз 'buk] the yard [бэ 'jad]
the hour [6i 'аиэ] the author [6i 'э:0э]
Неопределенный артикль в форме а [э] употребляется перед
словами, начинающимися с согласных звуков, в форме ап
[зп] — перед словами, начинающимися с гласных:
a .classroom [э 'klasrum ] а union [э 'jurnjan]
ап hour [эп 'аиэ] ап umbrella [эп лт'Ь геЫ
2. Артикли являются определителями имен существительных

и ставятся перед существительными и относящимися к ним
словами.
There is always a good piece of chalk and a duster at
the blackboard.
3 . Основным назначением артиклей в английском языке яв
ляется указание на смысловую направленность употреб
ленных в речи имен существительных. Например:
I like ice-cream (вообще люблю мороженое). I bought
an ice-cream for my little brother (одну порцию морож е
ного). The ice-cream was very good (данное, купленное
мороженое).
288
4. О п р е д е л е н н ы й а р т и к л ь указывает на конкрет
ные объекты, обозначаемые именем существительным. Ины
ми словами, существительные с определенным артиклем
обозначают объекты, находящиеся в поле зрения собесед
ников или известные им в силу тех или иных обстоятельств.
I think the dress is too long.
How did you find the film?
В отличие от определенного артикля н е о п р е д е л е н
н ы й и н у л е в о й артикли не указывают на конкретные
объекты. Существительные без артикля или с неопреде
ленным артиклем называют объекты как таковые.
I need a pen or a pencil.
Do they sell textbooks in this shop?
5. Употребление артиклей в речи определяется ситуативными

условиями. Например, в предложении 1 went there to buy
a book употребление неопределенного артикля с сущест
вительным book можно объяснить, скажем, следующей си
туацией: «У моего друга был день рождения, и я решил
купить ему в подарок книгу». В предложении I went there
to buy the book употреблен определенный артикль с суще
ствительным book, который может быть соотнесен, напри
мер, с такой ситуацией: «Кто-то рекомендовал и очень
хвалил эту (определенную) книгу, и я пошел купить ее».
Таким образом, употребление артиклей в английском языке
предопределяет речевая ситуация.
Выделение определенных типичных ситуаций позволяет
правильно употреблять артикли в речи.
6. О п р е д е л е н н ы йа р т и к л ь употребляется с суще
ствительными в единственном и множественном числе.
Употребление с существительными определенного артикля,
указывающего на конкретные объекты, обусловливается
пятью типами речевых ситуаций:
I0 Зак.6 289
1) Указание на объект, находящийся в поле зрения
собеседников.
“Pass me the salt, please.”

2) Ссылка на объект, известный собеседникам из со
вместного прошлого опыта.
“Did you like the play?”

3) Д ополнит ельная конкрет изация объекта путем ука
зания' на некоторые признаки, которыми этот объект от
личается от других ему подобных.
“Which is your brother?”

“The tallest boy in the group.”
4) Вклю чение объекта в число известных указывает,
что такой объект составляет неотъемлемую часть другого,
уже известного собеседникам объекта.
290
‘Who is the author?”
5) Родовая характ ерист ика объекта. Употребляя оп

ределенный артикль, говорящий в называемом объекте обоб
щает характеристики всего класса объектов, противопо
ставляя его другим классам.
She plays the piano very well.

Let’s go to the cinema.
“Go to the baker’s and

buy a loaf of brown bread.”
7. Н е о п р е д е л е н н ы й и нулевой артикли
в противоположность определенному указывают, что суще
ствительные называют объекты как таковые, не выделяя
их как нечто конкретное, данное. Но между неопределенным
и нулевым артиклями тоже есть различие. Неопределенный
артикль подчеркивает, что имеется в виду любой единичный
объект из всего класса объектов, который обозначается
данным существительным.
Неопределенный артикль употребляется с исчисляемыми
существительными в единственном числе.
Do you want to see a new film?
8 . Как и неопределенный артикль, значимое отсутствие ар

тикля перед существительным ( н у л е в о й а р т и к л ь )
тоже используется для называния объекта как такового.
Одйако характер самого объекта уже меняется. Это —
нечленимый на части объект, представленный неисчисля
емым существительным.
10* 291
There is snow everywhere, on the ground, on the houses
on the trees.
Таким образом, артикль не употребляется с неисчисля
емыми существительными, которые не имеют множествен
ного числа.
Артикль не употребляется при назывании некоторого
количества объектов, когда исчисляемое существительное
стоит во множественном числе.
There are new English books at the book-shop.
9. Основные типы речевых ситуаций, обусловливающие упот
ребление н е о п р е д е л е н н о г о а р т и к л я :
1) Н азывание объекта как такового. Говорящий вводит
в речь какой-либо новый объект и причисляет его к целому
классу таких же объектов.
On my way to the bus stop I

met an old man with a dog.
What a fine day it is!
“This is a present for my daughter.”
2) Количест венная характ ерист ика объекта, при ко

торой неопределенный артикль употребляется в значении
«один».
Не will be back in a minute.
An apple a day keeps the doctor away.
10. Основные типы речевых ситуаций, обусловливающие
значимое отсутствие арт икл я (нулевой
а р т и к л ь ) в речи:
4 1) Н азывание объекта как типового или причисление
его к классу таких же объектов. При этом объект пред
ставляет собой вещество, абстрактное понятие или же
неопределенное множество предметов.
What fine weather we are having!
We stand for peace and friendship among nations.
292
We have coffee, bread and cheese for breakfast.
They only sell shoes for ladies at that counter.
2) Отвлечение от материального содержания объекта
(так называемое «распредмечивание»). Говорящий имеет
в виду не названный объект, а деятельность, связанную с
этим объектом. В данном случае имена существительные
употребляются для указания или качественного признака,
или характера действия. Обычно такие существительные
входят в состав предложных и глагольных словосочетаний.
Go to bed.
We go to school in the morning.
When I am at school my elder sister is at home.
We usually go there by bus.
а) Артикль не употребляется с существительным, после ко
торого идет относящееся к нему количественное числительное.
Chapter 7. Look at page 48.
б) В газетных заголовках, телеграммах, объявлениях артикли
часто опускаются.
“Police attack on pickets”
LETTER RECEIVED THANKS — VICTOR
Interesting and progressive job in Art Department.
Library for young man or woman.
1. Как правило, имена существительные собственные упот

ребляются без артикля.
Peter Brooks, Jane Brown
M oscow, London, England, Russia
Ho: the Ukraine, the Crimea, the Caucasus
Перед фамилиями может стоять форма обращения или слово,

обозначающее звание, должность.
Mr Smith, Professor Jones, Captain Cook, General Bradley.
293
2. Существительные нарицательные, используемые как обра
щение, употребляются без артикля.
Good morning, ladies and gentlem en.

Porter, take these things to the taxi, please.
3. Перед словами Father, Mother, Uncle, Aunt в высказыва

ниях членов семьи артикль не ставится. Тогда эти слова пишутся
с прописной буквы.
Ask Father about it.

Mummy has come!
Но: Если перед фамилией во множественном числе стоит
определенный артикль, то она обозначает всех членов семьи.
The Stogovs are coming to visit us.
4. Определенный артикль употребляется перед именами су

ществительными собственными в следующих случаях:
а) перед названиями стран, океанов, морей, заливов и дру

гими географическими названиями, состоящими из существи
тельных нарицательных с определением:
the Soviet Union, the United States

the Black Sea, the Pacific Ocean
б) перед названиями рек и горных хребтов (но не отдельных

гор):
the Volga, the Thames, the Mississippi, th e Alps
в) перед названиями кораблей, гостиниц:
the “Aurora”, the “Intourist”
г) перед названиями газет и журналов:
The N ew York Times, The Guardian.
294
§ 4. ИМЯ ЧИСЛИТЕЛЬНОЕ (THE NUMERAL)
1. Имена числительные делятся на количественные и поряд
ковые:
Количественные числительные
1— 12 13— 19 20— 29 100 и более
1 one 13 thirteen 20 twenty 100 a (one) hundred

2 two 14 fourteen 22 twenty-two 101 a (one) hundred
3 three 15 fifteen 30 thirty „ and one
4 four 16 sixteen 33 thirty-two 200 two hundred
5 five 17 seventeen 40 forty 225 two hundred and
6 six 18 eighteen 44 forty-four twenty-five
7 seven 19 nineteen 55 fifty-five 307 three hundred
8 eight 61 sixty-one and seven
9 nine 76 seventy-six 1,000 one thousand
10 ten 88 eighty-eight 1,004 one thousand
11 eleven 90 ninety and four
12 twelve 99 ninety-nine 3,333 three thousand
three hundred
and thirty-three
25,702 twenty-five
thousand seven
hundred and two
100,000 one hundred
thousand
1,000,000 one million
а) У некоторых числительных, образованных с помощью суф
фиксов -teen и -ty, изменяется произнесение и написание корня.
three [ 0 ri:] — thirteen ['03:'ti:n] — thirty ['03:ti]
five [faiv] — fifteen ['fif'ti:n] — fifty ['fifti]
Ho: two [tu:] — twelve [twelv] — twenty ['twenti]
б) У слова forty меняется только написание,
four — forty
295
в) Слова hundred, thousand, million употребляются либо с
числительным one, либо с артиклем а.
one hundred (a hundred)
г) В сочетании с другими числительными слова hundred,
thousand, million не принимают окончания множественного числа.
two million, three thousand five hundred and seventy-eight
д) Число тысяч и миллионов отделяется в английском языке
запятой.
2,071; 150,005; 3 ,4 5 0 ,0 0 0
е) В английском языке числительные типа 21, 51 и т. п.
употребляются с существительными во множественном числе.
There are 31 days in May.
Для с п р а в о к
1. В Англии в телефонном номере называют каждую цифру

отдельно; цифра 0 читается [ои]; в США цифра 0 читается
['zi:rou];
70-32 ['sevn 'ou 'Gri: 'tu:], 140-58-69 ['wAn Ъ : 'ou 'faiv 'eit
'siks 'nain]
2. При сдвоенных цифрах в начале или в конце телефонного

номера употребляется слово double ['dAbl]:
56-44 ['faiv 'siks 'блЫ Ъ :], Но: 82-27 ['eit 'tu: 'tu: 'sevn]
33-77 ['dAbl '9ri: 'dAbl 'sevn], Ho: 3-17-00 ['0ri: 'wAn 'sevn 'ou'ou]
3. В Англии в 1972 году введена десятичная система. Ос

новной денежной единицей является фунт (pound), который
равен 100 пенсам. Английский фунт на письме сокращенно
обозначается знаком £ (о т лат. libra — фунт), который ставится
перед числом. Пенс на письме сокращенно обозначается буквой
р, которая ставится после числа.
Например: £1 — one pound £ 10 — ten pounds
lp — one penny 25p — twenty-five pence
£9.80p — nine pounds and eighty pence
4. В художественной литературе встречается старая денеж
ная система:
296
1 фунт (pound сокр. £ ) =2 0 шиллингам (shilling сокр. s)
1шиллинг = 1 2 пенсам (penny, репсе сокр. d от лат. denarius —
динарий).
Например: 1 d = one penny; 6 d = sixpence
2 s.3d (или 2 / 3 ) = two shillings and threepence
£ 1 0 5s.8d (или 10.5.8, или 1 0 / 5 / 8 ) = ten pounds
five shillings and eightpence (или ten pounds five
and eight).
Для обозначения количества пенсов числительное со словом
репсе писалось слитно: elevenpence. Заметьте произнесение слов:
twopence ['Upons] threepence ['Orepans] halfpenny ['heipni]
5. В США основной денежный единицей является доллар,

который содержит 100 центов. Доллар (dollar) сокращенно обо
значается знаком $, который ставится перед числом. Ц ент (cent)
сокращенно обозначается знаком 0 , который ставится после
числа. Однако он опускается, если перед числом стоит знак
доллара.
Например: $1 (или $1.00) = one dollar
$ 1 0 (или $ 1 0 .0 0 ) = ten dollars
510 (или $.5 1 ) = fifty-one cents
$ 8 3 .1 0 = eighty-three dollars and ten cents
$ 3 ,2 1 7 .6 0 = three thousand two hundred
and seventeen dollars and sixty cen ts
2. Порядковые числительные, за исключением первых трех,

образуются от соответствующих количественных числитель
ных с помощью суффикса -th.
Порядковые числительные
4-й — 12-й 13-й — 19-й 20-й — 9 9 -й
4th = fourth 13th = thirteenth 20th = tw entieth

5th = fifth 14th = fourteenth 24th = tw enty-fourth
8th = eighth 15th = fifteenth 40th = fortieth
9th = ninth 18th = eighteenth 90th = ninetieth
12 th = twelfth 19th = ninteenth 99th = ninety-ninth
297
100-й и более
100th = hundredth
200th = two hundredth
375th = three hundred and seventy-fifth
5,000th = five thousandth
1,000,000th = millionth
Исключения:
Первые три порядковые числительные образуются не
по правилам:
one — first (1st) three — third (3rd)
two — second (2nd)
В конце составных порядковых числительных эти числи
тельные читаются так же.
21st — tw enty-first 63rd — sixty-third
32nd — thirty-second
а) Некоторые числительные, переходя в порядковые, изменя

ют написание.
five [faiv] — fifth [fifQ] nine [nain] — ninth [nainG]
eight [eit] — eighth [eitGj twelve [twelv] — twelfth [twelfG]
б) При образовании порядковых числительных, обозначаю

щих десятки, конечная буква -у меняется на ie.
seventy — seventieth thrity — thirtieth
в) В составных порядковых числительных только последний

разряд выражается порядковым числительным.
3,542 — three thousand five hundred and forty-second.
298
Д л я справок
1. Очень часто номера страниц, параграфов, глав, частей,
разделов и т. п. в английском языке обозначаются количествен
ным числительным, стоящим после существительного; при этом
артикль перед существительным не ставится.
the thirty-second page — page thirty-two
the Fifth Lesson — Lesson Five
2. Количественные числительные употребляются при обозн а

чении номеров домов, комнат, номеров автобусов и других видов
транспорта; размеров обуви, одежды.
Не lives in Flat No. 10 ( читается : number ten)
Take Tram 5. ( читается : five)
I wear size thirty-six shoes.
§ 5. МЕСТОИМЕНИЕ (THE PRONOUN)
1. Местоимения личные, притяжательные и возвратные в анг

лийском языке изменяются по лицам, числам и родам.
Число Лицо Личные Притяжательные В озвратны е
0> 1 I me my mine m yself

о
as 2 you you your yours yourself
as ~
* 2
в 3 he him his his him self
■
и аX she her her hers herself
X sr
as it it its its itself
р*
W
«
5 о 1 we us our ours ourselves
0> Ч
§к S 2 you you your yours yourselves
» • 3 they them their theirs them selves
299
а) Во втором лице единственного и множественного числа
личных и притяжательных местоимений употребляются you,
your, yours.
б) Когда местоимение I употребляется с другими личными
местоимениями или существительными, оно ставится после них,
а глагол принимает форму множественного числа.
You and I are too young. Boris and I will help you.
2. Личные местоимения I, he, she, it, we, you, they

употребляются в качестве подлежащего и именной части
составного сказуемого, а местоимения me, him, her, it,
us, you, them — в роли дополнения.
I saw him in the street.
He met me at the underground station.
В разговорной речи употребление объектной формы личных
местоимений me, him (h er), us в качестве именной части
составного сказуемого встречается очень часто.
It’s me (him, us).
3. Формы притяжательных местоимений my, your, her и

. т. д. употребляются только перед существительными, в то
время как после форм mine, yours, hers и т. д. сущ ест
вительные никогда не употребляются.
This is not your pencil, it’s mine.
4. Возвратные местоимения употребляются с глаголом в ка

честве дополнения; после местоимений и существительных
они ставятся для усиления их значения.
I wash myself with cold water. You said it yourself.
а) Возвратные местоимения множественного числа принима
ют окончание, отличное от окончания возвратных местоимений
единственного числа, сравните:
myself — ourselves
300
б) В отличие от личных местоимений возвратные местоиме
ния второго лица имеют отдельные формы для единственного и
множественного числа.
Go and wash yourself, Ann!
Go and wash yourselves, children!
в) Возвратные местоимения, усиливающие значение сущ ест
вительных и местоимений, могут стоять как непосредственно
после них, так и в конце предложения.
I m yself saw him. I saw him myself.
5. Местоимения som e, an y, n o и их производные употреб

ляются в разных типах предложений.
Утвердительные some som ething somebody som eone

предложения
Отрицательные (not)any (not)anything (not)anybody (not)anyone

предложения no nothing nobody no one
Общие вопросы any anything anybody anyone
Специальные some som ething somebody som eone

вопросы
Просьбы some som ething somebody som eone
Например: I asked her for som e milk but she didn’t have any.
I know n o t h in g about what happened to him.
Is there a n y b o d y here?
Where can I buy so m e bread?
Give me s o m e th in g to read, please.
Will you give me so m e writing paper?
♦a) Some употребляется перед числительным со значением
около, приблизительно.
There are some twenty people in the hall.
301
б ) Any (a n y th in g , anybody, anyon e) употребляется в ут
вердительных и вопросительных предложениях со значением вся-
кий, любой.
Any time will do. You may buy anything you like.
в) В английском языке в отрицательном предложении может
быть только одно отрицание; поэтому если в предложении стоит
отрицательное местоимение по, то глагол употребляется в ут
вердительной форме.
I have no tim e.— I haven’t got any time.
There is nobod y in the room.— There isn’t anybody
in the room.
6. Местоимения m any и few употребляются с исчисляемыми

существительными, a m u ch и little — с неисчисляемыми.
It took them many days to get to the camp through the
forest.
Can I talk to you for a few minutes?
There isn’t much snow this winter.
I have too little money to buy such a thing.
Когда little и few употребляются с неопределенным артиклем,
они меняют свои значения.
I’ve got little time. I , *

r-t ъ t xt_ x Г мало(недостаточно)
There are few leaves on the trees. J
I’ve got a little time. I несколько, немного

There are a few leaves on the trees. J но достаточно
7. Местоимение one употребляется для обозначения неопре

деленного лица.
One can never be sure.— Никогда нельзя быть уверен
ным.
Местоимение one может употребляться в притяжательной
форме one’s.
One must alw ays keep one’s prom ise.— Нужно всегда держать
свое слово.
302
8. One употребляется для замены ранее упомянутого исчис
ляемого существительного.
I haven’t got a good bag, I must buy one.
Which cake do you prefer, this one or that one?
а) Для замены исчисляемого существительного во множест
венном числе употребляется форма ones.
These shoes are too small, I need some bigger ones.
б) Местоимение one не употребляется после притяжательных
местоимений или существительных в притяжательной форме.
This dress is nice, but mine is better.
в) O nes не употребляется после these, those, o th e rs , ко
торые также выступают в роли заместителя соответствующего
существительного.
These seats are better than those.
Ho: Which seat do you prefer: this one or that one?
§ 6. ГЛАГОЛ (TH E VERB)
1. Личные формы глагола выражают лицо, число, наклонение,

время, залог. В английском языке глаголы в личной форме
имеют три лица и два числа — единственное и множест
венное.
Ч исло Л ицо to be to have to do to m ake
«н ло
и Ч 1 I am have do make
X и 2 You are have do make
х X
еС X 3 Не (she, it) is has does makes
Ы
B
нQ 1 We are have do make
и о 2 You are have do make
Й4
* X 3 They are have do make
X 9 .
£
зоз
а) Модальные глаголы can, m ay, m u st не изменяются по

числам и лицам.
You m u st do it at once. She m ay come any day. They can
return any moment.
б) Форма глагола в повелительном наклонении стоит во 2-м

лице.
O pen the window and a ir the room, please!
2. Глагол в английском языке имеет три основные формы,

которые служат для образования всех остальных видо
временных глагольных форм:
I. Infinitive (инфинитив, неопределенная форма без to),
II. P ast Indefinite (прошедшее неопределенное время),
III. P ast Participle (причастие прошедшего времени).
По способу образования второй и третьей основных

форм глаголы делятся на две группы: правильные (to work,
to live, to open и т. д.) и неправильные (to go, to spend,
to make, to put и т. д.).
3. Правильные глаголы образуют вторую и третью основные

формы путем прибавления -ed к первой форме.
I ф орм а II ф орм а III ф орм а

work worked worked
live lived lived
want w anted wanted
Окончание -ed произносится как [t] после глухих со

гласных (кроме [t]), как [d] после звонких согласных (кроме
[d]) и как [id] после [t] и [d].
304
[t] после [d] после гласны х
глухих и звонких [id] после
согласны х согласны х [t] и [d]
(кром е [ t] ) (кром е [d])
worked [wa:kt] lived [livd] w anted ['wontid]

helped [helpt] played [pleid] expected [ik'spektid]
asked [cuskt] joined [d3 oind] needed ['nirdid]
а) Глаголы, оканчивающиеся в первой основной форме на
немую -е, во второй и третьей форме теряют эту букву.
live — lived hope — hoped
б) Если односложный глагол оканчивается на одну согласную
после одиночной гласной, то во второй и третьей основных
формах согласная буква удваивается, чтобы сохранить слог за
крытым.
stop — stopped plan — planned
в) Двусложные и многосложные глаголы удваивают одинар
ную конечную согласную только тогда, когда ударение падает
на последний закрытый слог с кратким гласным.
prefer — preferred Ср.: develop — developed
Глаголы, оканчивающиеся на -I, всегда удваивают конечную
согласную.
travel — travelled
г) Глаголы, оканчивающиеся на -у с предшествующей соглас
ной, меняют ее на -i.
try — tried Ср.: play — played
4. Неправильные глаголы образуют вторую и третью основные

формы не путем прибавления -ed к инфинитиву, а иными
способами:
•begin — began — begun cut — cut — cut и т. д.
build — built — built
(Cm. cc . 343— 346)
305
ИЗЪЯВИТЕЛЬНОЕ НАКЛОНЕНИЕ
ДЕЙСТВИТЕЛЬНЫЙ ЗАЛОГ (THE ACTIVE VOICE)
5. Временные формы глагола в изъявительном наклонении

составляют четыре группы.1
I. Indefinite Tenses
Группа неопределенных времен (Indefinite Tenses) включает:
Present Indefinite — настоящее неопределенное,
Past Indefinite — прошедшее неопределенное,
Future Indefinite — будущее неопределенное.
P re se n t In d e fin ite P a s t In d e fin ite F u tu re In d e fin ite
I write letters I wrote a letter I shall write a

every day. yesterday. letter tomorrow.
6 . Временные формы данной группы употребляются для вы

ражения факта совершения действия в настоящем, про
шедшем или будущем, не указывая при этом на характер
протекания действия.
СХЕМА ЗНАЧЕНИЙ ВРЕМЕН ГРУППЫ INDEFINITE

Past Present Future
Indefinite Indefinite Indefinite
Прошедшее > V .......... V ....... ...... V Будущее
Настоящий момент
7. Present Indefinite употребляется для выражения обычного,

постоянного действия, свойственного подлежащему.
Не speaks English v ery well.
My cousins live in th e south.
1 Группа Perfect Continuous не включена в школьный курс обучения.
306
8 . Форма Present Indefinite образуется из первой основной
формы глагола; в 3-м лице единственного числа она при
нимает окончание -s или -es.
Окончание -s 3-го лица единственного числа произно
сится после глухих согласных [s], после гласных и звонких
согласных [z].
Не works [wa:ks] Не lives [livz]
She writes [raits] She knows [nouz]
Если глаголы оканчиваются на согласные -s, -ss, -ch,
-tch, -sh, -x, то в 3-м лице единственного числа к ним
прибавляется окончание -es, которое произносится [iz].
Не teaches ['tirtjiz] She dresses ['dresiz]
, а) Глаголы, оканчивающиеся на -у с предшествующей соглас
ной, в 3-м лице единственного числа меняют -у на -ie и принимают
окончание -s.
I carry — he carries Ср.: I play — she plays
б) Глаголы to do и to go принимают в 3-м лице единственного
числа окончание -es.
Не goes [gouz] Не does [dAz]
в) Глаголы to be и to have образуют формы Present Indefinite
не по общим правилам (см. стр. 283).
9. Вопросительная форма образуется с помощью вспомога

тельного глагола to do в соответствующем лице ичисле
P resent Indefinite, который ставится перед подлежащим, и
смыслового глагола в первой основной форме — после под
лежащего.
Do you work at a factory?
Does he take part in the concert?
Вопросы к подлежащему образуются без вспомогатель
ного глагола:
Who takes part in the concert?
307
10. Отрицательная форма образуется с помощью вспомога
тельного глагола to d o в соответствующем лице и числе
и отрицания n o t, которые ставятся между подлежащим и
смысловым глаголом в первой основной форме.
I d o n o t w o rk there. (I d o n ’t w o r k there.)
He does n o t ta k e part in it. (He d o e sn ’t take part in it.)
Для справок:
1. Вопросительная и отрицательная формы Present Indefinite
смыслового глагола to do образуются с помощью вспомогатель
ного глагола to do.
What do you do on Sunday?
He does n o t do his morning exercises.
2. Вопросительная форма глагола to be образуется путем
постановки этого глагола перед подлежащим. Отрицательная
форма глагола to be образуется при помощи частицы not, а
глагола to have — при помощи отрицательного местоимения по,
которые ставятся после соответствующего глагола.
Are you all right?
I am not a student yet.
The postman has no letters for us.
3. No употребляется также для образования отрицательной
формы с оборотом there is (there are).
There are n o tickets left for the performance of the Vakhtangov
theatre.
Но: Перед местоимением any в отрицательных предложениях
с оборотом there is (there are) употребляется not.
I haven’t got any questions.
There isn’t any river in this place.
11. Past Indefinite обозначает действия или состояния, проис

ходившие в какой-то период и не связанные с моментом
речи. Past Indefinite — форма, типичная для описания про
шедших событий.
В предложениях с Past Indefinite часто указы вается
время совершения действия.
Victor h u r r ied to the station, w e n t to the booking-office
and b o u g h t two tickets.
The show fin is h e d at 11 o’clock.
12. P ast Indefinite образуется из второй основной формы, ко
торая не изменяется по лицам и числам, за исключением
глагола to be (w a s, w e r e ).
He worked hard at his composition.
I s p e n t a lot of time at the library last month.
13. Вопросительная форма образуется с помощью вспомога
тельного глагола to do в Past Indefinite ( d id ) , который
ставится перед подлежащим. Смысловой глагол употребля
ется в первой основной форме.
D id you lik e the match? When d id the train a rrive?
Специальные вопросы к подлежащему образуются без
вспомогательного глагола to do.
W hat h a p p e n e d yesterday? Who is a b se n t today?
14. Отрицательная форма образуется при помощи вспомога
тельного глагола to d o в прошедшем времени ( d id ) , час
тицы n o t и смыслового глагола в первой основной форме.
I d id n o t k n o w you were ill.
В разговорной речи в отрицательной форме обычно
употребляется сокращение d id n ’t [didnt].
I d id n ’t k n o w you were ill.
Д л я справок:
1. Глагол to be в Past Indefinite меняется по лицам.
I was ill. We were absent.
You were right. You were at school at that time.
He (she, it) was late. They were at the theatre.
Вопросительная и отрицательная формы Past Indefinite глагола
to be образуются без помощи вспомогательного глагола.
Where were you at eight yesterday?
Was he at home at 8 o ’clock?
It was not very cold.
309
2. С оборотом there w a s (there w ere) употребляется от
рицательное местоимение п о , как и в Present Indefinite.
There was no rain for tw o months.
3. При образовании отрицательной формы Past Indefinite гла

гола to have используется отрицательное местоимение no.
I had no letters for many weeks.
15. Future Indefinite употребляется для выражения однократ

ных или повторяющихся действий, которые, совершатся в
будущем.
We s h a ll se e you tomorrow.
They w ill be glad to m eet you.
16. Future Indefinite образуется при помощи вспомогательных

глаголов s h a ll (для первого лица единственного и множе
ственного числа) и w ill (для всех остальных лиц) и первой
основной формы смыслового глагола. В разговорной речи
употребительны сокращения вспомогательных глаголов.
I s h a ll r in g you up. (I ’ll ring you up.)
She w ill b e twenty next month. (She’ll be twenty next
month.)
You w ill fin d him in th e library. (You’ll find him in the
library.)
17. В вопросительной форме вспомогательные глаголы s h a ll

и w ill ставятся перед подлежащим.
Shall I read? What w ill you do in the evening?
В вопросах к подлежащему порядок слов не изменяется.
Who w ill go on the excursion?
18. Отрицательная форма Future Indefinite образуется при по

мощи частицы not, которая ставится после вспомогатель
ных глаголов shall или w ill (возможны сокращения s h a n ’t,
won’t).
310
I s h a ll n o t be able to join you on your trip.
(I s h a n ’t be able to join you on your trip.)
He w ill n o t receive the telegram in time.
(He w o n ’t receive the telegram in time.)
а) Вопросительная форма типа Will you sit down? использу
ется для выражения просьбы.
Will you please take off your coat?
Won’t you go with us to the concert?
Чтобы общий вопрос ко 2-му лицу не воспринимался как
просьба, в Англии вместо вспомогательного глагола w ill упот
ребляется глагол sh all.
Shall you be at home at 9?
В США в этих случаях обычно употребляется w ill.
б) Future Indefinite не употребляется в придаточных предло
жениях времени и условия. В них для выражения будущего
действия глагол ставится в Present Indefinite.
I shall give him a letter when he comes.
The children will go for a walk if it stops raining.
II. C o n tin u o u s T e n se s
19. Группа длительных времен (Continuous Tenses) включает:

Present Continuous — настоящее длительное,
Past Continuous — прошедшее длительное,
Future Continuous — будущее длительное1.
Present Past Future

C ontinuous Continuous C ontinuous
I am w r it in g a I w a s w r itt in g a I s h a ll be w r it in g
letter now. letter at that time. a letter at 5 o’clock.
1 Форма Future Continuous не включена в школьный курс обучения.

311
2 0 . Времена группы Continuous употребляются для выражения
длительного действия, которое началось до определенного
момента в настоящем, прошлом или будущем и протекает
в этот момент. Они описывают действие в процессе его
совершения.
СХЕМА ЗНАЧЕНИЙ ВРЕМЕН ГРУППЫ CONTINUOUS
Past Present Future

Continuous Continuous Continuous
Ч /Ч /Ч /Ч /Ч /Ч /Ч /Ч л ^ ^ Ч /Ч /Ч /Ч Л /Ч /Ч /Ч /-^ Ч У Л У Ч /Ч /Ч /Ч /Ч /Ч г -> >
Прошедшее i-------------------------1------------------------ 1— ► Будущее

Глаголы, выражающие чувства, желания, восприятия и умст
венные состояния, такие, как to like, to want, to love, to
wish, to know, to understand, to see, to hear, to feel и др.,
как правило, не употребляются в форме Continuous.
21. Present Continuous обозначает длительное действие, кото

рое совершается в настоящее время, в момент речи. Формы
Present Continuous образуются при помощи вспомогатель
ного глагола to be в Present Indefinite и причастия насто
ящего времени (Present Participle) смыслового глагола.
I am h a v in g dinner. (I’m having dinner.)
He is w a it in g for you. (He’s w aiting for you.)
They are tr a v e llin g in the south. (T hey’re travelling in
the south.)
22. Present Participle образуется путем прибавления суффикса
-in g [ir)] к глаголу в первой основной форме.
go — going; read — reading
а) На письме при образовании Present Participle глаголы,
оканчивающиеся на немую -е, теряют эту букву:
write — writing; take — tak in g
312
б) Одна согласная после одиночной гласной в ударном (ко
нечном) слоге удваивается, удваивается также конечная -I:
win — winning prefer — preferring
shut — shutting travel — travelling
Ho: sleep — sleeping work — working
wash — washing develop — developing
23. При образовании вопросительной формы вспомогательный

глагол ставится перед подлежащим.
Is he sleeping? What are you doing?
Who is ringing at the door?
При образовании отрицательной формы отрицательная час
тица n o t ставится после вспомогательного глагола.
I am n o t reading. ( Г т n o t reading.)
He is n o t taking his examination. (H e’s n o t taking his
examination. He isn’t taking his examination.)
They are n o t travelling. (They’re n o t travelling. They
aren’t travelling.)
1. Present Continuous иногда употребляется для обозначения

будущего действия, когда выражается намерение совершить дей
ствие.
She is leaving by the five-o’clock train.
We are going to the theatre tonight.
2. Для выражения намерения совершить действие или уве

ренности, вероятности в его совершении в будущем употребля
ется оборот to be going в сочетании с инфинитивом.
Не is going to spend his winter holidays in the mountains.
What are you going to do now?
We are not going to w ait for him any more.
The weather is going to change.
313
2 4 . Past Continuous употребляется для выражения длительного
действия, которое началось до определенного момента
в прошлом и продолжалось в этот момент или протекало
в течение определенного периода прошедшего времени.
It w a s r a in in g at seven o’clock.
I w a s r e a d in g when you rang me up.
As we w ere p a s s in g the square I saw our teacher near
the post office.
2 5 . Past Continuous образуется при помощи вспомогательного

глагола to be в прошедшем времени (w a s, w e r e )
и Present Participle смыслового глагола.
They w e r e h a v in g their breakfast at 8 o’clock.
He w a s g o in g to start his speech when I entered the
room.
2 6 . В вопросительной форме вспомогательный глагол ставится
перед подлежащим.
What w e r e you d o in g when I rang you up?
Who w a s w a tc h in g the match on TV?
Отрицательная форма образуется при помощи частицы not,
которая ставится после вспомогательного глагола.
Не w a s n o t (w a s n ’t ) sleeping when his mother asked him.
Future C ontinuous
1. Future Continuous выражает будущее действие в процессе
его совершения, т. е. незаконченное длительное действие.
I shall still be working at that time.
When we come back the children will be sleeping.
2. Утвердительная, вопросительная и отрицательная формы
Future Continuous образуются с помощью глагола to be в форме
будущего времени (sh all be, w ill be) и причастия настоящего
времени (Present Participle) смыслового глагола.
314
I shall be doing my homework from 5 till 7 o’clock.
What w ill you be d oin g all day tomorrow?
We shan't be w aitin g for you so long.
They w on ’t be w orking the whole day.
III. P e r fe c t T e n se s
27. Группа совершенных времен (Perfect Tenses) включает:

Present Perfect — настоящее совершенное,
Past Perfect — прошедшее совершенное,
Future Perfect — будущее совершенное1.
Present Perfect Past Perfect Future Perfect
I h a v e already I h a d w r itte n I s h a ll h a v e
w r itte n the letter. the letter by the w r itte n the letter
time he came. by 7 o’clock.
28. Формы группы времен Perfect употребляются для выра

жения действия, уже совершенного к определенному мо
менту в настоящем, прошлом или будущем.
Основные значения совершенных времен:
1) выражения связи прошедшего действия с настоящим
временем (Present Perfect);
2) выражение предшествования действия, совершивше
гося (или совершенного) в прошлом, какому-либо опреде
ленному моменту или действию в прошлом (Past Perfect);
3) выражение предшествования действия, которое со
вершится (или будет совершено) в будущем, какому-либо
определенному моменту или действию в будущем (Future
Perfect).
1 Форма Future Perfect не включена в школьный курс обучения.
315
СХЕМА ЗНАЧЕНИЙ ВРЕМЕН ГРУППЫ PERFECT
Past Present Future

Perfect Perfect Perfect
Прошедшее; Будущее
29. Present Perfect показывает, что действие уже совершено

и результат его налицо.
So, I h a v e co m e. (Now I am here and we can have a
talk.)
All the students h a v e d o n e their exercises. (Now they
can have a rest.)
He h a s o p e n e d the door. (The door is open.)
1. При указании точного времени совершения действия —
yesterday, last week, at 9 o’clock, in 1945, an hour ago и
т. п.— употребляется Past Indefinite.
“W hen did he go to the station?”
“He w ent there half an hour ago.”
2. С наречиями just, ever, never, often, already, yet часто

употребляется Present Perfect.
I have never seen anything like that.
She has just finished washing up.
3. Present Perfect может употребляться со словами today,

th is week, this month, this year, когда указанный период
времени еще не истек.
We haven’t had Chemistry this week.
30. Present Perfect образуется при помощи вспомогательного

глагола to h a v e в настоящем времени и третьей основной
формы смыслового глагола.
316
I h a v e s e e n this film several times. (I’ve se e n this film
several times.)
He h a s just g o n e home. (H e’s just g o n e home.)
31. В вопросительной форме вспомогательный глагол ставится
H ave you fin is h e d your work? What h a s he d on e?
Who h a s o p e n e d the door?
Отрицательная форма образуется при помощи частицы
n o t, которая ставится после вспомогательного глагола.
I h a v e n o t se e n you for many years. (I h a v e n ’t s e e n
you for many years.) She h a s n o t com e yet. (She h a s n ’t
c o m e yet. She’s n o t co m e yet.)
32. Past Perfect употребляется для выражения прошедшего

действия, которое уже совершилось до определенного мо
мента или до другого действия в прошлом.
We h ad fin is h e d our task by Saturday.
He gave her the letter he h a d r e ce iv ed from his parents.
Если несколько действий описываются в той последо
вательности, в какой они происходили, то во всех случаях
обычно употребляется Past Indefinite.
We r e c e iv e d your telegram, c a lle d a taxi and w e n t
straight to the airport.
3 3 . Past Perfect образуется при помощи вспомогательного гла

гола to h a v e в прошедшем времени ( h a d ) и третьей
основной формы смыслового глагола.
I h a d fin is h e d my homework by that time. (I’d f in is h e d
my homework by that time.)
By 10 o’clock they h ad v is ite d the Museum of Fine
Arts and h ad b een to a concert.
3 4 . В вопросительной форме вспомогательный глагол ставится
317
Had h e washed himself when his m other called him to
breakfast? What had he done by that tim e?
Who h a d fin is h e d his work by 7 o’clock?
В отрицательной форме частица n o t ставится после
вспомогательного глагола.
We h ad not reached the theatre before it began to rain.
(We h adn’t reached the theatre before it began to rain.)
Future Perfect
1. Future Perfect выражает будущее действие, которое со
вершится до определенного момента или другого действия в
будущем.
The train w ill have left the station by 4 o’clock.
I shall have finished this work before you come back.
2. Future Perfect образуется с помощью глагола to have в

будущем времени и третьей основной формы смыслового глагола.
We s h a ll have translated the article by 3 o’clock.
WiU th ey have come home by this time?
I shall not have read the book by the end of the week.
Future-in>the-Past
3 5 . В английском языке имеются еще формы будущего вре
мени в прошедшем (Future-in-the Past):
Future Indefinite in the Past — будущее неопределенное
в прошедшем,
Future Continuous in the Past — будущее длительное
в прошедшем *,
Future Perfect in the Past — будущее совершенное
в прошедшем *.
1 Эти формы н е включены в школьный курс обучения.

318
Indefinite Continuous Perfect
I said that I I said that I I said that I

should write should be writing should have written
a letter to him. a letter at 5 o’clock. the letter by 5 o’clock.
3 6 . Формы Future-in-the-Past употребляются для выражения

будущих действий, о которых шла речь в прошедшем.
Эти действия представлены как будущие по отношению
к прошедшему моменту, а не к настоящему.
Формы будущего времени в прошедшем образуются так
же, как соответствующие формы Future Indefinite, Future
Continuous, Future Perfect, только вместо вспомогательного
глагола shall употребляется should, а вместо will —
would.
Не said that I should go there the next week.
I thought that we should be working all day.
He asked them whether they would have taken their
examinations by the 1st of July.
СХЕМА ЗНАЧЕНИЯ FUTURE-IN-THE-PAST
Future-in-the-Past
►
Прошедшее > — i-----------------1---------------- 1--------------- 1—► Будущее
Временные формы Future-in-the-Past употребляются в

изъяснительных придаточных предложениях, когда в глав
ном предложении глагол стоит в прошедшем времени.
I said that I should write a letter to him.
37. Формы Future Indefinite in the Past образуются при помощи

вспомогательных глаголов should и would и первой ос
новной формы смыслового глагола.
319
I was afraid I should lose my way in the dark.
I knew they would g o on an excursion in two days.
В отрицательной форме частица not ставится после
Nina said she would not go home at once after school.
При употреблении Future-in-the-Past в предложении ме
няются некоторые обстоятельства времени:
tomorrow на the next day
the day after tomorrow на two days later, in two days
next week на the following week
Таблица временных форм глагола

в действительном залоге
Perfect
Continuous
I am I have I have been

Present I do it.
doing it. done it. doing it.
I was I had I had been

Past I did it.
doing it. done it. doing it.
I shall I shall I shall have

I shall
Future be doing have done been doing
do it.
it. it. it.
Future- 1 I should I should I should

in-the- should be doing have done have been
Past do it. it. it. doing it.
П рим ечание: Заштрихованные формы не включены

в школьный курс обучения.
320
СТРАДАТЕЛЬНЫЙ ЗАЛОГ (THE PASSIVE VOICE)
3 8 . Когда в центре внимания говорящего находится лицо или

предмет, который подвергается действию, или когда нет
необходимости упоминать лицо, совершающее действие,
употребляется страдательный оборот. В этом случае глагол
стоит в страдательном залоге.
The USA is washed by the Atlantic and Pacific oceans.
This question was discussed at the meeting.
These poems were written in 1816.
3 9 . Страдательный залог в английском языке представлен

следующими формами.
Таблица временных форм глагола в страдатель

ном залоге
I am being I have been

Present I am invited.
invited. invited.
I was I was being I had been

Past
invited. invited. invited.
I shall be I shall have

Future
invited. been invited
I should
Future-in-the- I should be
have been
Past invited.
invited.
П р и м ечани е: Заштрихованные формы не включены

в школьный курс обучения.
II Зак. 6 321
4 0 . Страдательный залог образуется с помощью вспомогатель
ного глагола to be и третьей основной формы смыслового
глагола (Past Participle).
Временные формы страдательного залога употребляются
согласно тем же правилам, что и соответствующие им
временные формы действительного залога.
Present Indefinite Passive
Present Indefinite Passive образуется при помощи вспо

могательного глагола to be в P resent Indefinite и третьей
основной формы смыслового глагола.
Оно употребляется для выражения обычного постоян
ного действия:
I am always invited to the m eetings of the English Club.
Вопросительная форма Present Indefinite Passive обра
зуется путем постановки вспомогательного глагола перед
подлежащим:
Is English taught in all classes in your school?
В вопросах к подлежащему порядок слов не изменяется:
Who is this book written by?
вспомогательного глагола:
This road is not used very often.
Past Indefinite Passive
41. Past Indefinite Passive образуется при помощи вспомога

тельного глагола to be в Past Indefinite и третьей основной
формы смыслового глагола.
Оно обозначает действия, происходящие в какой-то пе
риод в прошлом и не связанные с моментом речи:
The exhibition was opened before Victory Day.
We were given a new time-table.
В вопросительной форме страдательного залога вспомо
гательный глагол ставится перед подлежащим.
When w as this monument b u ilt?
W hat w a s b r o u g h t to you?
We w e re n o t to ld that he was ill.
P r e s e n t P e rfe c t P assiv e
i
4 2 . Present Perfect Passive образуется при помощи вспомога

тельного глагола to b e в Present Perfect и третьей основной
формы смыслового глагола. Оно показывает, что действие
уже совершено и результат его налицо:
The work h a s just b een fin ish e d .
I h a v e b e e n a s k e d to come earlier.
Вопросительная форма Present Perfect Passive образу
ется путем постановки первого вспомогательного глагола
перед подлежащим:
H as the house b e e n b u ilt yet?
первого вспомогательного глагола:
Не h a s n o t b e e n seen by anybody.
F u tu r e I n d e f in ite P assiv e
4 3 . Future Indefinite Passive образуется при помощи вспомо

гательного глагола to be в Future Indefinite и третьей
основной формы смыслового глагола. Оно показывает, что
действие совершится в будущем.
This question w ill be d is c u s s e d at the next meeting.
We s h a ll be sh o w n a new film after the meeting.
ii* 323
Вопросительная форма Future Indefinite Passive образу
ется путем постановки первого вспомогательного глагола
перед подлежащим:
When will this work be done?
первого вспомогательного глагола:
The exhibition will not be opened till Thursday.
Глаголы в страдательном залоге могут употребляться с мо
дальными глаголами can, may, must.
This book can be bought at any bookshop.
This work m ust be done as soon as possible.
ПОВЕЛИТЕЛЬНОЕ НАКЛОНЕНИЕ
4 4 . Повелительное наклонение в английском языке имеет две

формы: утвердительную и отрицательную.
Stop reading! Sit down, please.
Do 'not open the window! (Don’t open th e window!)
Do not do it again! (Don’t do it again!)
Одна и та же форма повелительного наклонения упот
ребляется как в единственном, так и во множественном
числе 2-го лица.
Hurry up, Alec. Keep silent, children.
4 5 . Для выражения побуждения к действию, относящемуся
к 1-му и 3-му лицу, употребляется вспомогательный глагол
let и первая основная форма смыслового глагола.
Let us go to the cinema! (Let’s go to the cinema!)
Let me see.
Let him go to the doctor.
Let them try and do it again.
Don’t let the child play with the knife.
ПРЯМАЯ И КОСВЕННАЯ РЕЧЬ
(DIRECT AND INDIRECT SPEECH)
4 6 . Чужая речь может быть передана:

а) в форме прямой речи (Direct Speech), путем бук
вального воспроизведения речи говорящего, без всяких из
менений;
б) в форме косвенной речи (Indirect Speech), передачи
содержания прямой речи в виде пересказа, от имени другого
лица.
Прямая речь представляет собой самостоятельное пред
ложение в соединении с вводной частью (слова автора)
или без нее.
Косвенная речь имеет форму изъяснительного прида
точного предложения в составе сложноподчиненного пред
ложения. При этом согласно смыслу меняются личные
местоимения, так же как и в русском языке. Временные
формы не изменяются.
Прямая речь Косвенная речь
My friend says, “I have My friend says he has bought
bought an interesting book an interesting book today,
today.”
47. Когда прямая речь представляет собой повелительное пред

ложение, то при обращении ее в косвенную речь пове
лительное наклонение заменяется в косвенной речи ин
финитивом.
M other says to me, “Come M other asks me to come back
back as soon as you can.” as soon as I can.
Vera says to her little sister, Vera tells her little sister not
“Don’t play in the street.” to play in the street.
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4 8 . Когда прямая речь представляет собой повествовательное
предложение, при обращении ее в косвенную речь пове
ствовательное предложение становится изъяснительным
придаточным предложением в составе сложноподчиненно
го предложения. При этом косвенная речь вводится союзом
that, который, однако, может опускаться.
She says, “You may take She says (that) I may take
out any book you like.” out any book I like.
4 9 . Если прямая речь является вопросительным предложени

ем, то при обращении в косвенную речь она становится
изъяснительным придаточным предложением (косвенным
вопросом). При этом общие и альтернативные вопросы
при обращении в косвенную речь присоединяются к глав
ному предложению при помощи союзов if, или whether.
В косвенной речи соблюдается прямой порядок слов.
She says to him, “Have you She asks him if (whether)
been here long?” he has been here long.
The child asks his mother, The child asks his mother
“What time is it?” what time it is.
The teacher says to the The teacher asks the
students, “Who has finished students who has finished
the exercise?" the exercise.
СОГЛАСОВАНИЕ ВРЕМЕН (SEQUENCE OF TENSES)
5 0 . В английском языке временная форма глагола в прида

точном (главным образом дополнительном) предложении
зависит от временной формы глагола в главном предло
жении и определяется правилами согласования времен.
1) Если глагол в главном предложении имеет форму на
стоящего или будущего времени, то в придаточном пред-
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ложении он ставится в том времени, которое требуется по
смыслу.
She says that she is busy.
He has said he is going to join the army.
She will say th at she was busy at that time.
2) Если глагол в главном предложении стоит в одном из
прошедших времен, то в придаточном предложении проис
ходит сдвиг времени в прошедшее (по сравнению с Тем,
которое требуется по смыслу и ситуации).
She said she would try to come in time.
He asked me where I lived.
При переводе прямой речи в косвенную в придаточном
предложении происходит сдвиг времен в соответствии
с данной схемой.
Время, ф актически упо

Время, требую щ ееся
требляемое в придаточном
по смыслу и ситуац и и
предложении
Present Indefinite Past Indefinite
Present Continuous Past Continuous

Present Perfect Past Perfect
Past Indefinite Past Perfect
Past Continuous Past Perfect Continuous
Past Perfect Past Perfect (сдвига нет)
Future Indefinite Future-in-the-Past
При переводе прямой речи в косвенную одновременно с

временным сдвигом меняются некоторые указательные место
имения, наречия и другие слова, обозначающие время дейст
вия.
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В прям ой речи В косвенной речи
this, these that, those

now then
here there
today that day
tomorrow the next day
the day after tomorrow two days later
yesterday the day before
the day before yesterday two days before
ago before
В некоторых случаях временного сдвига в придаточных пред

ложениях не происходит.
1) Глагол в определительных, причинных и сравнительных
придаточных предложениях ставится в той форме, которая со
ответствует смыслу и ситуации.
I couldn't find the book you are speaking about.
It was not so cold yesterday as it is today.
I did not answer your letter because I don’t like to write
letters.
2) Глагол must употребляется в придаточном предложении

независимо от времени глагола в главном предложении.
The mother told the child that she m ust not play in the street.
3) Если в придаточном предложении указывается определен

ная дата события, то употребляется Past Indefinite.
Не said that he was born in 1958.
4) Временного сдвига не наблюдается, если он приведет к

противоречию с действительностью.
I thought you received this letter yesterday.
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УСЛОВНЫЕ. ПРЕДЛОЖЕНИЯ
(CONDITIONAL SENTENCES)
51. Сложноподчиненные условные предложения состо

ят из двух частей: главного предлож ения и придаточного
предложения условия.
Придаточное предложение выражает условие соверше
ния действия, главное — следствие, вытекающее из этого
условия. Придаточные предложения условия обычно соеди
няются с главным предложением союзом И.
We shall come to you tomorrow if the weather is fine.
If you see Ann, tell her to ring me up.
If he works much, he can easily catch up with the other
students in his English.
Why didn’t you say so if you thought so?
Следует отличать употребление союза if в условных прида
точных предложениях, где он переводится как «если (бы)», и в
изъяснительных придаточных предложениях или косвенных во
просах, где он переводится как «ли». Ср.: 1 won’t go if it rains.
I don’t know if he’ll agree. Ask him if he is ready.
В качестве союза в условных предложениях употребляются
также: unless — если только не; provided (th a t), on condition
(th a t) — при условии, что; suppose (th at) — предположим,
что
Suppose he doesn’t come, what shall we do?
В английском языке можно выделить три основных типа

условных предложений.
52. Условные предложения I типа выражают реальные,

осуществимые условия, обычно относящиеся к настоящему
или будущему времени.
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You m ay have the book if you like it.
If I have time, I shall go to the concert tomorrow.
В условных предложениях I типа, относящихся к буду
щему, в придаточном предложении после союза if глагол
стоит в Present Indefinite, а в главном предложении — в
Future Indefinite или в повелительном наклонении.
If we go to the cinema earlier, we shall be able to get
good seats.
If he comes, ask him to wait for me.
5 3 . Условные предложения II типа выражают маловеро
ятные и нереальные условия, относящиеся к настоящему
или будущему времени.
If I had time now, I should go to the concert, but I’m
busy.
В условных предложениях II типа в придаточном пред
ложении употребляется Past Indefinite, а в главном пред
ложении — сочетание should (w ould) с первой основной
формой смыслового глагола.
If he knew where we lived, he would send us a telegram.
Глагол to be в придаточном предложении употребляется в
форме w ere во всех лицах единственного и множественного
числа.
If I w ere you, I should go to the doctor at once.
5 4 . Условные предложения III типа выражают условия,

не реализованные в прошлом и, следовательно, совершенно
невыполнимые.
If I had had time yesterday, I should have gone to the
concert, but I was busy.
В условных предложениях III типа в придаточном пред
ложении употребляется Past Perfect, а в главном предло
жении — сочетание should (w ould) have с третьей ос
новной формой смыслового глагола.
ззо
If he had seen you yesterday, he would have told you
about the meeting.
If it hadn’t rained last Sunday, we should have gone
to the country.
ИНФИНИТИВ (THE INFINITIVE)
55. Инфинитив — неличная форма глагола, которая только

называет действие и выполняет функции как глагола, так
и существительного.
Не liked to spend his holidays by the riverside.
I’m very glad to see you.
Инфинитив обычно употребляется с частицей to, стоя
щей перед ним.
Не wants to be a doctor.
Однако частица to иногда опускается, и инфинитив
употребляется без нее. Это встречается:
а) после модальных и вспомогательных глаголов must,
can (could), may (m igh t), shall (should), will
(w ould), do (d id ), need:
Shall we go together?
What do you mean?
He must be at the entrance at 5 minutes to seven.
б) после глаголов to let, to make, to see, to hear,
to notice, to watch, to feel, а иногда также после глагола
to help (в разговорном стиле речи и в американском
варианте английского языка):
Let me see!
W hat makes you think so?
I noticed him pass a note to his neighbour.
She helped him do it. (She helped him to do it.)
Чтобы избежать повторения ранее упомянутого глагола,
в конце предложения может употребляться лишь частица
to, если это не затрудняет понимания.
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H e wants me to g o there but I don’t want to (go).
I did what you had asked meto (do).
Отрицательная форма инфинитива образуется при по
мощи частицы not, которая стоит перед ним.
То be or not to be.
Инфинитив может иметь дополнение и может опреде
ляться наречием.
I like to read b o o k s about travels.
H e asked me to g o quicker.
56. Формы инфинитива. Инфинитив в английском языке

может иметь различные формы.
Инфинитив в форме Indefinite (как Active, так и Passive)
обозначает действие, которое происходит одновременно с
действием, выраженным глаголом в личной форме. Это
действие может относиться к будущему времени или быть
безотносительным ко времени его совершения.
Indefinite Infinitive Active представлен в первой ос
новной форме глагола: to be, to go, to write, to do,etc.
She asked the y oung man to carry the heavy suitcase
to the bus stop.
Indefinite Infinitive Passive образуется с помощью
инфинитива глагола to be и третьей формы смыслового
глагола: to be w ritten, to be done.
H e ordered the w indow s to be shut.
Инфинитив в форме Continuous употребляется для вы
ражения длительного действия, протекающего одновремен
но с действием, выраженным глаголом в личной форме.
Continuous Infin itive образуется с помощью инфини
тива глагола to be и формы Present Participle смыслового
глагола: to be going, to be doing, etc.
The weather is said tobe changing.
Инфинитив в форме Perfect обозначает действие, пред
шествующее действию, выраженному глаголом в личной
форме.
Perfect Infinitive Active образуется с помощью ин
финитива глагола to have и третьей основной формы
смыслового глагола: to have written, to have done, etc.
I’m pleased to have met him.
57. Инфинитив может служить в предложении

а) подлежащим:
То travel by sea is a pleasant thing.
It’s time to go home.
б) именной частью составного сказуемого:
Your task is to put up the tent.
в) дополнением:
I want to show you the house where I was bom.
г) определением:
He brought me a book to read.
д) обстоятельством:
He was too old to travel any more.
I have come here to talk to you.
58. Инфинитивные обороты. Инфинитив в сочетании с

существительным (или местоимением) образует инфини
тивный оборот, выполняющий роль сложного члена пред
ложения.
Инфинитивный оборот, выступающий в роли слож
ного дополнения, включает существительное (или мес
тоимение в объектном падеже) и инфинитив; он называется
Objective with the Infinitive (объектный падеж с инфи
нитивом). Этот оборот употребляется после глаголов to
want, to like, to prefer; to know, to think; to advise,
to ask, to tell, to help и некоторых других.
I want you to help me.
I ask you not to be late this time.
. После глаголов to let, to make, to hear, to see, to
watch и некоторых других инфинитивный оборот употреб
ляется без частицы to.
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I saw h im c r o s s the street.
She watched th e children play in the yard.
59. Инфинитивный оборот с предлогом for состоит из
существительного (или местоимения), перед которым стоит
предлог, и инфинитива: It’s difficult for me to read English
technical texts. О борот for + существительное (и л и мес
тоимение) + инфинитив употребляется в качестве слож
ного подлеж ащ его (с вводным it), именной част и ска
зуемого, слож ного дополнения, определения и об ст о я
тельства.
It’s necessary for me to know her new address. ( Слож ное
подлежащее.)
This is for you t o decide. (И м енная часть ска зуем о го .)
The children w aited for the performance to begin.
(Д ополнение.)
The father bought two books for his son t o read.
(Определение.)
The text is easy enough for you to understand. (О б
стоятельство.)
60. Инфинитивный оборот, выступающий в роли сложного
подлежащего, состоит из существительного (или личного
местоимения в именительном падеже), стоящего перед
сказуемым, и инфинитива, следующего за сказуемым. Он
называется Nom inative with the Infinitive (именитель
ный падеж с инфинитивом).
Этот оборот употребляется, когда сказуемое выражено
глаголами to th in k , to know, to suppose; to hear, to
see; to say, to report, to describe; to advise, to ask,
to order и некоторыми другими в страдательном залоге.
She is said to b e a very talented ballet-dancer.
They were asked to come earlier.
§ 7 НАРЕЧИЕ (THE ADVERB)
1. Наречия в английском языке делятся по форме на п р осты е

(now, very) и производные (quickly, coldly). П р ои зв одн ы е
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образуются прибавлением к именам прилагательным суф
фикса -1у:
slow — slowly beautiful — beautifully
cold — coldly quick — quickly
а) При образовании наречий от прилагательных, оканчиваю
щихся на -у, конечная -у прилагательного перед суффиксом -1у
меняется на -i:
happy —happily
ready —readily
б) От прилагательных, оканчивающихся на -Ые, наречия
образуются заменой -1е на -1у
possible — possibly
2. Некоторые наречия не отличаются по форме от прилага

тельных. Их можно различить только по той роли, которую
они выполняют в предложении. В предложении наречия
определяют глаголы, прилагательные или другие наречия;
прилагательные же определяют существительные.
К таким наречиям относятся fast, long, far, little,
much, early, late, straight, а также daily, weekly,
monthly, friendly и др., образованные от существительных
с помощью суффикса -1у.
Наречия Прилагательные
She did not stay long. She was wearing a long

dress.
He worked much at his There was much snow last
English. winter.
The postman brings letters The Times is a daily
and telegrams to our office newspaper.
daily.
Некоторые наречия, например hard, late, near, имеют

две формы: одну — совпадающую с соответствующим прила
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гательным, другую — образованную с помощью суффикса -1у;
причем эти формы имеют разные значения.
Не lives quite near. It’s nearly 9 o’clock, I must
(близко) hurry up. (почти)
I went to bed late at night, I have seen him lately,
(поздно) (недавно)
He worked hard last year, I can hardly see anything
(много) in the darkness, (едва)
1. Наречия too и also в значении тоже употребляются в
утвердительных и вопросительных предложениях.
They also joined the excursion. Have you been there too?
2. В отрицательных предложениях в том же значении упот

ребляется наречие either.
1 haven’t seen him either.
3. Наречия too и either в значении тоже, также стоят в
конце предложения.
I don’t like the concert either. I shall go in for tennis too.
Но: Наречие too в значении слишком ставится перед тем
словом, которое оно определяет.
You are walking too fast.
There are too many people in the lift.
3. Степени сравнения наречий образуются так же, как и

степени сравнения прилагательных:
1) Односложные наречия и двусложное наречие early
образуют сравнительную степень путем прибавления суф
фикса -ег, а превосходную степень — суффикса -est к
форме положительной степени.
Can you walk faster? Father comes home latest.
2) Многосложные наречия с суффиксом -1у образуют
сравнительную степень при помощи слова more, а превос
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ходную — при помощи most, которые ставятся перед на
речием в положительной степени.
Spring is com ing and every day the sun shines more
brightly.
She speaks English most correctly of all the students.
3) Наречия often, quickly, slowly могут образовывать

сравнительную и превосходную степени как с помощью
слов more и most, так и с помощью суффиксов -ег и
-est:
often — m o re often — m o st often
often — oftener — oftenest
4) Некоторые наречия образуют степени сравнения не

по общим правилам.
I like spring better than autumn.
She sang best of all.
П ол ож и тельн ая С равн и тельн ая П ревосходная

soon sooner soonest

fast faster fastest
late later latest
early earlier earliest
brightly more brightly most brightly

slowly more slowly most slowly
Ho:
well better best
badly worse worst
much more most
■little less least
far farther, further farthest, furthest
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При образовании сравнительной и превосходной степени на
речий наблюдаются такие ж е изменения формы, как и у прила
гательных:
late — later — latest early — earlier — earliest
§ 8. ПОСЛЕЛОГИ (THE POSTPOSITIONS)
В английском языке имеются глагольные комплексы, в

состав которых входят глаголы и адвербиальные формы,
некоторые из которых совпадают по форме с предлогами.
Эти адвербиальные формы называются послелогами. К ним
относятся in, on, down, out, off, up и другие. Сравните:
Предлоги Послелоги
The cup is o n the shelf. Please go on reading.
What can you see in the picture? Come in, please.
В отличие от предлогов послелоги стоят после глаголов и

составляют с ними единые комплексы, которые имеют значе
ния, в той или иной мере отличные от значений входящих в
них глаголов.
Например: to get in — входить
to get off — сходить (спускаться)
to get out — выходить
to get up — вставать
В некоторых случаях послелоги могут стоять как после
глаголов, так и после дополнений:
Put on your coat. Put your coat on.
§ 9. СЛОВООБРАЗОВАНИЕ (W O R D FORMATION)
I. Многие английские слова могут в одной и той же форме

относиться к различным частям речи. Значение таких слов
338
определяется, исходя из их места и роли в предложении
и с учетом их грамматической формы:
There is a lot of water in the bottle, (существительное)
She waters the flowers in the evening, (глагол)
Clean your shoes before you come in to the house,
(глагол)
Keep your classroom clean, (прилагательное)
2. Многие слова в английском языке образуются путем со
единения двух слов в одно; некоторые из таких сложных
слов пишутся слитно, другие — через дефис (черточку).
Значение сложных слов выводится из значений их состав
ляющих, но иногда сложные слова имеют собственное зна
чение.
schoolyard — школьный двор, airport — аэропорт, book
shop — книжный магазин, apple-tree — яблоня,
blackbird — дрозд
Суффиксы
3. Для образования новых слов в английском языке широко

используются суффиксы, которые придают им новые зна
чения:
-er (-or) — обозначает действующее лицо: writer, actor;
-ing — обозначает процесс, действие: meeting, reading;
-ion (-sion, -tion, -ation) — обозначает действие, про
цесс или результат действия: action, organization;
-ism — обозначает определенное учение, направление в
искусстве, литературе, общественную формацию, осо
бенность, состояние: Darwinism, realism, heroism;
-ist — обозначает лицо, деятеля, представителя профессии,
последователя теории, метода, направления: colonist,
artist, socialist;
-(i)ty — обозначает состояние, положение, качество, свой-
.ство: activity; reality;
-ment — обозначает действие, результат действия, средст
во, процесс, состояние: enjoyment, development;
339
-ness — обозначает качество, состояние: darkness, coldness’
-able (-ible) — с пассивным значением: eatable, readable'
-al — образует относительные прилагательные от основ —.
существительных: national, conversational;
-an (-ian, -ean) — образует относительные прилагатель
ные от географических названий, собственных имен:
American, European;
-ful — со значением «обладающий в полной мере качест
вом»: playful, fruitful;
-ic — указывает на состав, структуру чего-либо, отношение
к чему-либо: dramatic, heroic;
-less — со значением «не имеющий или лишенный чего-
либо»: endless, lifeless;
-у — обозначает качество объекта: stony, sunny;
-ate — обозначает действие, соответствующее существи
тельным с суффиксом -ation: graduate, demonstrate;
-(i)fy — со значением производить действие, выраженное
основой: intensify, simplify;
-ize (-ise) — со значением заниматься, становиться, при
обрести качество, выраженное основой: organize,
popularize;
-ly — обозначает наречие с тем же качеством, что и при
лагательное, от которого он образовано: coldly, slowly.
Ч асть речи С уф ф икс С ловообразование
Имя сущест er (-or) to work — worker

вительное -ing to build — building
-(t)ion to decorate — decoration
-ism social — socialism
-ist social — socialist
-ity active — activity
-ment to develop —
development
-ness happy — happiness
340
Ч асть речи С уффикс С ловообразование
Имя прилага -able (-ible) to enjoy — enjoyable

тельное -an (-ian) Russia — Russian
-al continent — continental
-ful help — helpful
-ic hero — heroic
-less help — helpless
-y rain — rainy
Глагол -ate demonstrate

-ify intensify
-ize (-ise) organize
Наречие ly nice — nicely
Приставки
4. Новые слова образуются с помощью приставок, которые

изменяют значение слов, не меняя, как правило, их при
надлежность к той или иной части речи;
ип придает отрицательное значение или выражает про
тивоположное действие: unhappy, unpack;
in (перед 1 превращаясь в U-, перед т , р — в im,
перед г — в ir-) придает отрицательное значение или
обозначает отсутствие какого-либо качества: incorrect,
impossible;
re- — передает значение повторности или совершение дей
ствия вновь: re-do, reread;
341
d is — обозначает обратное действие, противоположно*
значению выраженному основой, отсутствие чего-либо,
лишение качества: disjoin, disagreement;
m is обозначает неправильность, противоположность
значению основы: misdo, misuse, mis-spend
Приставка Словообразование
un pleasant — unpleasant

in- (il-, im-, ir-) definite — indefinite
re- to write — to rewrite
dis- to like — to dislike
mis- to understand — to misunderstand
IRREGULAR VERBS
be [bi:] w a s [wdz], w e r e [wa b e e n [bi:n] быть

b e a t Ibi:t] b e a t [bi:t] b e a te n ['bi:tn] бить
b e c o m e [Ы'клт] b e c a m e [bi'keim] b e c o m e [Ы 'клт] сделаться, стать
b e g in [bi'gin] b e g a n [bi'gaen] b e g u n [Ы'длп] начинать(ся)
b lo w [blou] b le w [blu:] b lo w n [bloun] дуть
b reak [breik] b rok e [brouk] b ro k en ['broukn] ломать(ся)
b r in g [brio! b r o u g h t [bro:t] b r o u g h t [bro:t] приносить
b u ild [bild] b u ilt [bilt] b u ilt [bilt] строить
b u y [bai] b o u g h t [bo:t] b o u g h t [bo:t] покупать
c a tc h [kaetj] c a u g h t [ko:t] c a u g h t [ko:t] ловить, хватать
c h o o s e [tju:z] c h o s e [tjouz] c h o s e n ['tjouzn] выбирать
co m e [клт] c a m e [keim] c o m e [к л т] приходить
c o st [kost] c o s t [kost] c o s t [kost] стоить
c u t [kAt] c u t [kAt] c u t [kAt] резать
d o [du:] d id [did] d o n e [dAn] делать
d ra w [dro:] d r e w [dru:] d r a w n [drorn] тащить; рисовать
d r in k [drigk] d r a n k [draegk] d r u n k [drAgk] пить
d r iv e [draiv] d ro v e [drouv] d r iv e n ['drivn] везти, гнать
343
e a t [i:t] a te [et] e a te n ['i:tn] есть, кушать

fa ll [fa:l] fe ll [fel]
fe e l [fi:l] f e lt [felt]
fig h t [fait] fo u g h t [fort]
fin d [faind] fo u n d [faund]
fly [flai] fle w [flu:]
fo r g e t [fa'get] fo r g o t [fa'got]
fr e e z e [fri.z] fro z e [frouz]
g e t [get] g o t [got]
g iv e [giv] g a v e [geiv]
go [gou] w e n t [went]
g ro w [grou] g r e w [gru:]
hang [haeg] h u n g [Ьлд]
have [haev] h a d [haed]
hear [hie] h e a r d [ha:d]
h o ld [hould] h e ld [held]
hurt [ha:t] h u r t [ha:t]
k eep [ki:p} k ep t [kept]
k n o w [nou] k n e w [nju:]
la y [lei] la id [leid]
le a d [li:d] le d [led]
le a v e [li:v] le ft [left]
l e t [let] le t [let]
fa lle n [Ъ:1п] падать
f e lt [felt] чувствовать
f o u g h t [fo:t] бороться, сражаться
fo u n d [faund] находить
flo w n [floun] летать
fo r g o tte n [fa'gotn] забывать
fr o z e n ['frouzn] замораживать
g o t [got] получать, становиться, делаться
g iv e n ['givn] давать
g o n e [дэп] идти, ходить
g r o w n [groun] расти, становиться
h u n g [Ьлд] вешать, висеть
h a d [haed] иметь
h e a r d [hard] слышать
h e ld [held] держать
h u r t [hart] повредить, причинить боль
k e p t [kept] держать, хранить
k n o w n [noun] знать
la id [leid] класть
led [led] вести
le ft [left] оставлять, покидать
le t [let]___________ позволять, отдавать внаем
■ ■■ ■ - ■ ■ ■ ..................................... - ч у . - n tw f-
1 lie [laij la y [lei]
lig h t [lait] lit [lit]
lo se [lu:z] lo s t [lost]
m ak e [meik] m a d e [meid]
m ea n [mi:n] m e a n t [ment]
m eet [mi:t] m et [met]
p ay [pei] p a id [peid]
p u t [put] p u t [put]
read [ri:d] read [red]
r e te ll [,ri:'tel] r e to ld [,ri:'tould]
r in g [rirj] r a n g [raerj]
rise [raiz] rose [rouz]
ru n [глп] ra n [raen]
sa y [sei] sa id [sed]
se e [si:] sa w [so:]
s e ll [sel] so ld [sould]
s e n d [send] s e n t [sent]
sh a k e [j'eik] s h o o k []ик]
s h in e [Jain] s h o n e [jbn]
sh o o t [ju:t] s h o t [Jot]
s h o w [jou] s h o w e d [Joud]
345
s h u t [jAt] s h u t [jAt]
la in [lein] лежать
lit [lit] зажигать
lo s t [lost] терять
m a d e [meid] делать
m e a n t [ment] значить
m et [met] встретить
p a id [peid] платить
p u t [put] класть
rea d [red] читать
r e to ld [,ri:'tould] пересказывать
r u n g [глд] звонить
r is e n ['rizn] подниматься
r u n [глп] бежать
s a id [sed] сказать
s e e n [si:n] видеть
so ld [sould] продавать
s e n t [sent] посылать
s h a k e n ['Jeikn] трясти
s h o n e [jbn] сиять
s h o t [Jot] стрелять
s h o w n [joun] показывать
s h u t [jAt] закрывать
346
s in g [sig] s a n g [saeg]
s it [sit] sa t [saet]
sle e p [sli:p] sle p t [slept]
sp e a k [spi:k] sp o k e [spouk]
s p e ll [spel] s p e lt [spelt]
sp e n d [spend] sp e n t [spent]
sp rea d [spred] sp rea d [spred]
s ta n d [staend] sto o d [stud]
sw e e p [swi:p] sw e p t [swept]
sw im [swim] sw am [swaem]
ta k e [teik] to o k [tuk]
te a c h [ti:tj] t a u g h t [to:t]
t e ll [tel] to ld [tould]
th in k [9igk] t h o u g h t [9o:t]
th r o w [9rou] th r e w [9ru:]
u n d e r s ta n d u n d e r s to o d
[,Anda'staend] [,Anda'stud]
w a k e [weik] w o k e [wouk]
w e a r [weo] w o re [wo:]
w in [win] w o n [wAn]
w r ite Irait] w r o te [rout]
s u n g [saq] петь
s a t [saet] сидеть
s le p t [slept] спать
sp o k e n ['spoukn] говорить
s p e lt [spelt] произносить слово по буквам
s p e n t [spent] тратить, проводить (время)
sp r e a d [spred] распространять
s to o d [stud] стоять
sw e p t [swept] мести
sw u m [swAm] плавать
ta k e n ['teikn] брать
t a u g h t [tort] обучать, учить
to ld [tould] сказать
t h o u g h t [9o:t] думать
th r o w n [9roun] бросать
u n d e r s to o d понимать
[,Anda'stud]
w o k e n ['woukn] просыпаться
w o r n [wo:n] носить (одежду)
w o n [wAn] выигрывать; побеждать
w r itt e n ['ritn] писать
KEY TO EXERCISES
Unit I
Exercise 6 3 (b )
1. am; 2. need, shall ask; 3. shall be, passes; 4. is, shall
stay; 5. see, will bring; 6. have, shall watch; 7. will wait,
are; 8. go.
Unit II
Exercise 27(b )
1. will ... say; invites; 2. were, should ... do; 3. were, should
go; 4. would send, decided; 5. goes, will enjoy; 6. would
say, asked; 7. would do, snowed; 8. went, would know.
Unit III
Exercise 27(b)
1. to take; 2. know; 3. to see; 4. to go; 5. cross; 6. think;
7. me to; 8. to join.
Exercise 3 6 (b )
1. to carry (Active Indefinite), help (Active Indefinite); 2. be
waiting (Active Continuous); 3. be brought (Passive); 4. read
(Active Indefinite); 5. have forgotten (Active Perfect), to
come (Active Indefinite), to see (Active Indefinite); 6. to
have been (Active Perfect); 7. be waiting (Active
Continuous); 8. be done (Passive).
347
Exercise 45(b)
1. to tell; 2. be sleeping; 3. to ask, to get; 4. change; 5. to
have met; 6. to work, to be able, to enter; 7. know; 8. be
finished.
Exercise 72(b)
1. people to be late (I); 2. for the river to o p en (II); 3. us
w a it (I); 4. The children ... to sta y (III); 5. for her to go
(II); 6. The young man ... to be (III); 7. The visitors ...
not to to u c h (III); 8. for you to u n d e r sta n d (II).
Exercise 81(b)
1. She ... to be (III); 2. you to lo o k (I); 3. me to go (I);
4. the medicine to be ta k e n (I); 5. for you to h e lp (II);
6. We ... to be (III); 7. the children p la y (I); 8. I ... to
p rep are (III).
Unit IV
Exercise 9 (b )
1. will do; 2. Have ... taken; 3. was prescribing, put on;
4. is having, is coughing; 5. would become, would leave;
6. had visited; 7. joined, began; 8. entered, found, had been.
Exercise 18(b)
1. Have ... noticed; 2. was ... founded; 3. painted, took;
4. collect; 5. contained, included; 6. Do ... suffer; 7. has
happened; 8. were.
Exercise 27(b)
1. is studied; 2. Have taken, have; 3. were arguing, entered;
4. will ... add; 5. Have ... passed or failed; 6. did ... offer;
7. visit; 8. shall ... be, take.
348
Exercise 36(b)
1. have missed; 2. ended, stood up, applauded; 3. think;
4. is; 5. have decided, shall enjoy; 6. had changed, would
fly; 7. will ... understand, do ... know; 8. could.
Exercise 4 5 (b )
1. was circling, went; 2. was born; 3. shall realize; 4. are
orbiting; 5. would devote; 6. trained; 7. had been, met;
8. saw, was passing.
Exercise 5 4 (b )
1. would do; 2. received, had ... seen; 3. were discussing,
came; 4. shall buy, are; 5. had promised; 6. bought, packed,
went; 7. visited, had spent; 8. had passed.
Exercise 45(b)
1. to tell; 2. be sleeping; 3. to ask, to get; 4. change; 5. to
have met; 6. to work, to be able, to enter; 7. know; 8. be
finished.
E xercise 72(b)
1. people to be late (I); 2. for the river to open (II); 3. us
wait (I); 4. The children ... to stay (III); 5. for her to go
(II); 6. The young man ... to be (III); 7. The visitors
not to touch (III); 8. for you to understand (II).
Exercise 81(b)
1. She ... to be (III); 2. you to look (I); 3. me to go (I);
4. the medicine to be taken (I); 5. for you to help (II);
6. We ... to be (III); 7. the children play (I); 8. I ... to
prepare (III).
Unit IV
Exercise 9 (b )
1. will do; 2. Have ... taken; 3. was prescribing, put on*
4. is having, is coughing; 5. would become, would leave?
6. had visited; 7. joined, began; 8. entered, found, had been
Exercise 18(b)
1. Have ... noticed; 2. was ... founded; 3. painted, took;
4. collect; 5. contained, included; 6. Do ... suffer; 7. ha5
happened; 8. were.
Exercise 27(b)
1. is studied; 2. Have taken, have; 3. were arguing, entered;
4. will ... add; 5. Have ... passed or failed; 6. did ... offer;
7. visit; 8. shall ... be, take.
348
Exercise 36(b)
1. have missed; 2. ended, stood up, applauded; 3. think;
4. is; 5. have decided, shall enjoy; 6. had changed, would
fly; 7. will ... understand, do ... know; 8. could.
Exercise 4 5 (b )
1. was circling, went; 2. was born; 3. shall realize; 4. are
orbiting; 5. would devote; 6. trained; 7. had been, met;
8. saw, was passing.
Exercise 5 4 (b )
1. would do; 2. received, had ... seen; 3. were discussing,
came; 4. shall buy, are; 5. had promised; 6. bought, packed,
went; 7. visited, had spent; 8. had passed.
READER
READING IN SEPTEMBER AND OCTOBER
Task 1
♦ Прочитайте рассказ Вашингтона Ирвинга, одного из первых аме
риканских писателей, обратившихся в своем творчестве к отече
ственной тематике и фольклору. При чтении обратите внимание
на произнесение следующих собственных имен:
Crane [krein], Washington Irving ['wofloten 'o:vig], Katrina Van
Tassel [ka'triino vaen 'taesl], Brunt [bn\nt].
What Happened to Crane?

(A fte r Washington Irving)
Washington Irving (1783—1859), an
American writer of short stories, was born
in the city of New York.
He was the first well-known authors
in American literature to write about the
life in his country. His first book, which
made him famous, was “History of Newt
York”. He described people and old New
York in it.
In his stories Irving used folkloren
especially Indian legends. Irving's stories,
are often full of fantasy, m ystery, humoutS
and irony.
Part I
On one side of the Hudson River there was a little village

where people told many terrible stories. The most terrible story
was one about a headless horseman.
350
Many years ago, a schoolteacher, Crane by name, lived in
that village. In the same village lived Katrina Van Tassel. She
was a beautiful young woman, and many young men wanted
to marry her. Crane, too, loved her, and people thought she
liked him. So all the other young men were against Crane,
(■specially Brunt, a strong young man who was popular with the
village people.
One afternoon Crane received a letter asking him to come
to a party at Van Tassel’s house:
So Crane went to the party. There were many people there.
They were all dancing and enjoying themselves.
When the party was almost over Crane, who was dancing
with Katrina, suddenly left the ballroom with her. Nobody
knows what the young people talked about. But the conversation
was not pleasant because the school-teacher did not look happy
when they came back to the ballroom.
m y ste r y ['mistari] — тайна to m arry ['maeri] — жениться

te r r ib le ['teribl] — ужасный s u d d e n ly ['sAdnli] — вдруг
h o r se m a n ['horsman] — всадник b a llr o o m — танцевальный зал
* * *
♦ I.Ответьте на следующие вопросы:
1. What can you say about the village and its people as
described in the story?
2. Why did many of the young men like Katrina so much?
3. Where was the party that Crane went to?
II. Укажите предложения в тексте, в которых говорится об
отношении деревенской молодежи к Катрине и Крейну.
III. Объясните,, пользуясь текстом:
а) каким образом Крейн оказался на вечеринке;

б) в каком настроении он был после разговора с Катри
ной.
351
Part II
It was late in the night when Crane got on his horse and
started back home. It was very dark in the forest, and he began
remembering all terrible stories he had heard about the headless
horseman. Suddenly his horse stopped. Crane looked up. Near
the river stood a horseman on a black horse. Then Crane’s horse
started off again at a gallop. The black horse did the same.
Crane heard it and looked back. He could not believe his eyes
because the horseman was holding his head in his hand. Crane
tried to get away and made his horse gallop faster and faster;
but the headless horseman still came after him. Then he threw
the head at Crane. It hit Crane on the head throwing him off
his horse. The headless horseman galloped past and disappeared.
The next morning people found Crane’s horse but nobody
saw the schoolteacher himself. They went to look for him, and
on the ground near the river they found only his hat and .8
large pumpkin. So after that more terrible stories were toM
about the headless horseman and people who disappeared.
A few years later, a farmer went to another village. When
he came back, he brought news that Crane lived there and w a s
continuing his work at the school as a teacher.
Some time after Crane disappeared, Brunt married KatrinA,
People still talked about the headless horseman. But when the
story of Crane was told, the listeners saw that B runt’s eyes
brightened. So they thought that he knew more about it Ш
than he wanted to say.
to start (o ff) — отправляться to disappear [,diso'pio] — исче*

to make — зд. заставлять зать
to throw (threw) — бросать pumpkin ['pAmpkin] — тыква
to hit — ударять to continue [kan'tinju:] — про*
должать
* * *
352
♦ I. Ответьте на следующие вопросы:
1. What did Crane see on his way home?

2. Who do you think the headless horseman was?
3. What did Crane think was there in the horseman’s
hands?
И . Найдите в тексте:
а) подтверждение того, что Крейн не раз слышал страш

ные рассказы о всаднике без головы, а при встрече
с ним не на шутку испугался;
б) предположение о том, что именно Брант подшутил
над Крейном;
в) отрицание того, что Крейн навсегда уехал из родных
мест.
III. Выпишите из обеих частей рассказа по одному предложению
о каждом из действующих лиц и дополните каждое из них
своим мнением о соответствующем персонаже.
Task 2
♦ Прочитайте отрывок из романа «Хижина дяди Тома», написанного
Гарриет Бичер-Стоу в 1859 году в защиту прав негров и полу
чившего мировую известность. При чтении обратите внимание
Harriet Beecher-Stowe ['haeriot 'bktjo 'stou], Mississippi hmisi'sipi],

New Orleans ['nju:'o:li9 nz], St. Clare ['sigkleo], Evangeline
[i'vaend3 oli:n], Eva ['i:va].
Uncle Tom Saves a Little Girl

(A fter Harriet Beecher-Stowe)
Harriet Beecher-Stowe (1811 —1896) was an American author

whose novel “ Uncle Tom's Cabin ’ told the world about the terrible
conditions of black slaves in the Southern states of America during
the last century.
12 "Зак. 353
Beecher-Stowe’s book helped to give
freedom to the black slaves in America.
In the story given below the author's
sympathies are with the black slave called
Tom who is the hero of the book.
A large river-boat was going down

the Mississippi on its way to New Or
leans.
One of the passengers on the boat
was a young gentleman, St. Clare by
name. He had with him a daughter between five and six years
of age. The child was so beautiful that people turned and looked
after her as she went by.
Tom, who liked children very much, watched the little girl
with great interest when she walked round the place where
black men and women sat in their chains. She looked at them
and thought how unhappy those slaves were. Several times she
brought fruit and cakes and gave them to the black people.
Tom watched the little girl for a long time.
“W hat’s your name, little girl?” he asked at last.
“Evangeline St. Clare,” said the little girl, “but papa and?
everybody else call me Eva. Now, w hat’s your nam e?”
“My nam e’s Tom; the little children call me Uncle Tom.”
“Then I want to call you Uncle Tom,” said Eva. “So, Uncle
Tom, where are you going?”
“I don’t know, Miss Eva. I am going to be sold to somebody,
I don’t know who.”
“My papa can buy you,” said Eva quickly, “and if he buys
you, you will have good times. I’ll ask him to buy you today.”
“Thank you, my little lady,” said Tom.
The boat here stopped at a small settlement, and Eva ran
to her father. They were standing together at the side of the
boat. Suddenly the little girl lost her balance and fell over the
side of the boat. Her father was going to jump after her, but
354
was stopped by someone behind him who jumped into the water.
It was Tom whose hands were not chained at that time.
Tom saw Eva fell into the water, and was after her in a
moment. He caught the child in his arms, and, swimming with
her to the boatside, handed her up to her father.
to save — спасать chain — цепь

slave — раб settlem ent — поселок,
age [eid3 ] — возраст поселение
* * *
1. Who were some of the passengers on the river-boat?

2. How did the little girl help the black slaves on the boat?
3. Why couldn’t Tom say where he was going?
4. What happened when the river-boat stopped at a small
settlem ent?
5. Who jumped into the water to save Eva before her
father could do so?
I 2* 355
II. Найдите в тексте и прочитайте описание следующего:
а) в каких условиях находились чернокожие рабы на пароходе;

б) как Эва относилась к неграм-невольникам.
III. Укажите то место в отрывке, где выражена наивная вера в

«добрых» рабовладельцев.
IV. Напишите, в чем заключался благородный поступок Тома.
Task 3
♦ В отрывке из романа Теодора Драйзера «Сестра Керри» расска
зывается о жизненных тяготах американцев, не имеющих ни
работы, ни дома. При чтении обратите внимание на произнесение
следующих собственных имен:
Theodore Dreiser ['Giodo: 'draizo], Indiana [jndi'aeno], “Sister Carrie”

['sisto 'kaeri].
H o m e le s s
(After Theodore Dreiser)
Theodore Dreiser (1871 — 1945), a fa
mous American novelist, w as born in a
small industrial town in the sta te of In*
diana. When still a boy, he had to leave
school and work at a factory.
L ater, Dreiser went into journalism
and worked as a newspaper correspondent>
He was a realist. He established a
new school of realism in American litera
ture.
Dreiser wrote a large n u m b e r of books
describing American life and e x p o s in g
bourgeois society as he saw it.
The scene from the novel "Sister Carrie” giv e s an idea of the
life of the unemployed in New York.
356
Part I
This was the hour when the theatres were just opening. In
the streets were cro w d s of people of all ages, walking up and
down, talking happily. Groups of two, three or four people walked
together in this crowd of well-dressed, pleasure-loving people.
Lights shone brightly at the windows and doors of the theatres,
great hotels and shops on Broadway. Men in evening suits and
women in long silk evening dresses entered the doors of the
theatres and hotels and disappeared.
A man stopped at the corner of Twenty-sixth Street and
Broadway. He was dressed warmly and stood watching the
crowds. Nobody looked at him, but the policeman, it seemed,
knew him; he said, “Good evening, captain.”
At the end of half an hour, several men came slowly from
Twenty-sixth Street and Fifth Avenue. They stood and watched
the dark figure at the corner as he walked up and down. Time
went on and there were fewer crowds walking along Broadway.
The air, too, became colder.
At last one of the men came sowly up to the figure at the
corner. The captain looked at the man, but there was no special
greeting. “Stand over there,” he said.
Now other figures joined the first man. Soon there were
ten of them. Some of them knew each other and began to talk.
Others came and stood a short distance away.
Some time later the man, whom the policeman had called
captain, spoke. “All of you have no homes, want beds, don’t
you?” he said.
No special answer came from them, but the captain under
stood.
“Well, I’ll see what I can do. I haven’t got a cent myself.
Stand here one behind another.”
They formed a kind of line. They were now in the lights
from the shops, and a sp e c ta to r could see them better. Their
hats were all old. Trousers and coats were worn out and colourless.
357
Faces were thin and unhappy. One of the men had only one
leg.
n u m b e r 1'плшЬз] — число crowd [kraud] — толпа

to exp ose [iks'pouz] — sp e cta to r [spek'teita] — зритель,
разоблачать, выставлять наблюдатель
* * *

1. Who could be seen in the streets when the theatres
were opening?
2. What kind of people entered the doors of the theatres
and hotels?
3. Who were the badly-dressed men who gathered at the
corner of Twenty-sixth Street and Broadway in the
evening?
И. В тексте переданы короткие реплики, с которыми капитан
обращался к бездомным. Найдите их и постарайтесь добавить
к каждой из них одно-два предложения, чтобы соответствую
щие ситуации стали понятней.
III. Выпишите из текста названия трех нью-йоркских улиц; дайте

письменное описание двух из них, пользуясь страноведческим
справочником. Затем допишите известные вам сведения об
этих улицах.
H o m e less
Part II
A few spectators came near, then more and more and very
soon a large crowd gathered. The captain turned to the spectators
and said, “Now, then, gentlemen, these men are without beds.
358
They have to have some place to sleep to n ig h t. They can’t lie
out in the streets. I need twelve cents to put one of them to
bed. Who will give it to me?”
No answer.
“Well, we’ll have to wait here, boys, until someone does.
Twelve cents isn’t so very much for one m an.”
“H ere’s fifteen,” said a young man. “It’s all I can give.”
“All right. Now I have fifteen. One man will have a bed.”
The captain took one of the men by the arm, marched him away
from the line and left him there standing by himself.
“I have three cents left. There are”— counting — “one, two,
three, four, five, six, seven, eight, nine, ten, eleven, twelve men.
Nine cents more will put the next man to bed; give him a bed
for the night. Who will give me nine cents?”
One of the w a tc h e r s, this time a middle-aged man, gave
him a five-cent coin .
“Now, I have eight cents. Four more will give this man a
bed. We are going very slowly this evening. You all have good
beds. How about these men?”
“Here you are,” said a spectator, putting a coin into his
hand.
“That,” said the captain, looking at the coin, “pays for two
beds for two men and gives me five for the next one. Who will
give me seven cents more?”
The captain went on asking the spectators standing round
for money to pay for beds for the homeless men.
“Twelve cents, gentlemen — twelve cents put this man to
bed. He wouldn’t stand here in the cold if he had any place to
go.” 1
“Here you are,” said another spectator, handing him some
money.
1 He wouldn’t ['wudnt] stand here ... if he had any place to go.—

Он бы не стоял здесь..., если бы ему было куда уйти.
359
The men in the other line now looked less unhappy and
some of them began to talk.
“The captain’s a fine man, isn’t he?” said one.
“Look,” said another, “look, there’s still a lot ofmen in the
line. More tonight than last night. Maybe more than a hundred
in all.”
Money came slowly. Only from time to time the captain
was given a coin, but he stood at his post and went on talking-
“Come, I can’t stay out here all night. These men are tir e d
and cold. Someone give me twelve cents.”
People were coming out of the theatres now, and money
began to come in a little quicker. It was eleven o’clock. Another
360
half hour and the last two men were sent to the other line. The
captain counted them. “One hundred and thirty-seven,” he said
and went on, “now, boys, let’s go.”
He went to the head of the line and the company crossed
Fifth Avenue, and Madison Square, and marched east on Twenty-
third Street and then down Third Avenue to Eighth Street, where
there was a lo d g in g -h o u se . The doors opened and the men
were given rooms. The captain watched until every man disap
peared. Then he walked out into the night.
“I have to have something to eat or I’ll die,” said one of
the men . as he sat down on the bed in the small, dark room
given to him.
to n ig h t [to'nait] — сегодня вечером tired ['taiad] — усталый

co in — монета lo d g in g -h o u se ['bd 3 ir)haus] —
w a tch er ['wotj’a] — зд. прохожий, ночлежный дом
зевака
* * *
1. What did the captain do to help the homeless men?

2. How many men did he help to get beds for the night?
3. Could the homeless people hope for help from the
government?
II. Выберите в тексте эпизоды, когда прохожие жертвовали ме

лочь в пользу бездомных. Прочитайте, что они (а также
капитан) при этом говорили. Представьте, что бы вы им
сказали.
III. Выпишите другие высказывания безработных. Допишите, что

еще, по вашему мнению, безработные могли бы сказать в опи
сываемый вечер.
361
Task 5
♦ Прочитайте рассказ Эрскина Колдуэлла о трагической судьбе
безработного в США. При чтении обратите внимание на произ
несение следующих собственных имен:
Erskine Caldwell ['o:skin 'koddwol], Spain [spein], Savannah

[so'vaeno].
S lo w D e a th
(After Erskine Caldwell)
Erskine C a l d w e l l w a s born in 1903 in

the Sout h of the U n i t e d S t a t es .
A f t e r g r a d u a t i n g from the U n i v e r s i t y
of Virginia, he bec ame a reporter f or d i f
ferent ne ws pa p e r s .
Ca l d w e l l' s first col lection of stories
was published in 1931. A y e a r later, his
first n ovel “ Tobacco R o a d ” c a me out.
Pr o g r e s s i v el y -t h in k i n g re ad ers c a l l ed the
book a soc i a l d o c u me nt e x p o s i n g c a p i t a l
ism.
In 1937, C a l d w e l l w a s in S p a i n a s a
co r re s p on de n t a n d he w r o t e s y m p a t h e t i
cal ly about the S pa ni sh republi cans, wh o
we re f i g h t i n g to d e f e n d their c o un t r y
a g a i n s t f ascism.
In 1941, he s pe n t ha l f a y e a r in the S o v i e t Union. Later,
C a l d w e l l w r o t e a seies of arti cles about the heroism of the S o v i e t
p e o p l e d u r i n g WWI I .
Part 1
We were sitting in the piano box and waiting for the rain
to stop. Below us flowed the waters of the Savannah River.
Above our heads the Fifth Street Bridge kept us dry. We had
362
put b rick s under the corners of the piano box to keep the floor
of it dry, and the water that ran down the bridge went under
us on its way to the river.
A family of four lived behind us in several large boxes which
they had joined together to make rooms. There were other boxes
under the bridge where people lived. When old men and women
died in one of the boxes because they had no food, they were
carried down to the river and thrown into the water.
At dark the rain stopped, and we could not stay in the box
any longer.
“Let’s get out of here and have something to eat somewhere,”
Dave said.
Dave had a half-dollar and I did not want to let him buy
me anything to eat. He worked at a factory on some days, and
when he worked, he e a r n e d half a dollar a day. He had worked
the day before, and he had kept the money all that time.
“Don’t w o rry about me, Dave,” I told him. “I’ve got the
promise of a half-day job, so I’ll earn a dollar or a half. Go on
and buy yourself some food, Dave.”
“No,” Dave said. “W e’ll go together and eat.”
Before I could say anything, he took me by the arm, and
p u lle d me along to w a rd s the city.
Dave had had a good job at a factory two years before. But
he lost it together with seventy other men. I knew what had
happened to Dave after that. He had no money to pay the
h o u s e ren t. He, his wife and three children were thrown out
into the street. Two of the children died before the end of
January. In February, his wife died. Dave did not know what
had happened to his eleven-year-old daughter. The last time he
saw her was when a policeman came and took her away one
morning.
We h ad r e a ch ed Seventh Street by now. The tall hotels
and government buildings in the street looked wet and grey.
363
“Go on and eat, Dave,” I told him. “When you’ve finished,
I’ll meet you here, and we’ll walk back to the river — and get
out of the cold.”
“I’ll not go till you come with me.”
“But I don’t want to eat, Dave.”
“I’m not going to eat, then,” he said again.
At that moment, I turned around and saw a black car coming
around the corner behind us on the wrong side of the street. It
was coming fast.
I pulled Dave towards me to get him out of the way; he
was standing with his back turned to the car and he could not
see it. I suppose he thought I was trying to make him go and
eat, because he pulled away from me and m oved back. I shouted,
but I was too late. He w a s k n o ck ed d o w n by the car.
to pu b lish ['рлЬНЛ — публико tow ards [ta'wo:dz] — по направ

вать лению к
brick — кирпич house re n t — квартирная плата
to e a rn [э:п] — зарабатывать to reach — достигать, доби
to w orry ['wAri] — беспокоиться раться
to pull [pul) — тянуть, тащить to move [mu:v] — двигаться
to knock [nok] down — сбивать
с ног
* * *
1. What kind of home did Mike and Dave have?

2. Where did the friends go after the rain had stopped?
3. What happened to Dave in Seventh Street?
II. Найдите в тексте описание жилища Майка и Дэйва.
III. Выберите из текста предложения о семье Дэйва и его преж

ней работе. Объясните, какое несчастье произошло с ним.
364
IV. Выпишите из текста предложения, подтверждающие трога
тельную заботу, которую друзья проявляли друг о друге.
Напишите, что, по вашему мнению, их объединяло в борьбе
с жизненными невзгодами.
Task 6
♦ Прочитайте вторую часть рассказа Э. Колдуэлла.
S lo w D e a th
Part II
The driver stopped, got out of the car and walked back to
where we were. By that time people had begun to gather, and
soon there was a crowd around us.
“Are you h u rt, Dave?” I asked getting down on the s id e w a lk
with him.
“M ike,” Dave said turning his face towards me, “Mike, the
halfdollar coin is in my right-hand trousers p o c k e t.”
“Forget the half-dollar, Dave,” I said. “Tell me if you’re
hurt. If you are, I’ll bring a doctor.”
Dave opened his eyes and looked straight at me.
“There’s nothing wrong with him,” the driver of the car
said. “He is f a k in g .”
“M ike,” Dave said, “I don’t think I’ll try to get my job
back. It’s too late now; I won’t have time enough.”
I put my hand under Dave’s shirt. When I took it out, I
saw blood on it.
“Will you take him to the hospital?” I said to the driver.
“There’s nothing wrong with him. H e’s not hurt, he wants
some money from me. If I give him some money, and drive
away, he’ll jump up before I turn round the corner.”
I could hear people talking around us. There was one man
in the crowd behind me, who was talking very loudly. I could
not see his face.
365
“Why won’t he take the man to the hospital? Because he’s
unemployed and homeless,” said the men. “That’s why. Nobody
wants to help people like that. People with cars don’t want any
m an’s blood in their beautiful cars.”
I put my arms round Dave and lifted him. We could carry
him to the hospital, if the driver did not take him in the car.
The driver turned to the crowd again.
“H e’s faking. They think they can get money by jumping
in front of a car and then s h o u t in g that they are hurt. I know
when people like that are faking. This will be a good lesson to
them .”
Dave opened his eyes and looked at me.
“Wait a minute, Mike,” he said. “Put me down. I want to
tell you something.”
I put him down on the sidewalk, as carefully as I could.
He lay there looking up at me and holding my hand in his;
“I only want to tell you again where the half-dollar is, Mike,”
he said. “The half-dollar is in my right-hand trousers pocket.”
Suddenly he let go my hand and his eyes became dark.
All this time, while I held Dave in my arms, I was trying
to think of something to say to Dave before it was too late.
Before I could think of anything to tell him, the driver of the
car came nearer. He looked down at us.
“He’s faking,” he said. “He’s only faking.”
He pushed the people out of his way and walked towards
his car. When he reached it, he shouted back at the people,
“There’s nothing wrong with him. I know men like that. All
they want is some money and then they’re all right.”
Just then a policeman ran up. He rushed the people away
and asked what had happened. Before I could tell him he str u c k
me on the back with his b illy
“What are all you people here doing?” he shouted.
1 told him Dave was d ea d .
366
Then he saw Dave for the first time and said, “That’s
different.”
He turned around, went to a telephone-box and rang up the
city hospital. By the time he came back, the man who was
driving the car had left.
“Why didn’t you take him to the hospital in the car that
knocked him down?” the policeman asked.
“Can’t you see he’s an unemployed?” the man behind me
said. “The driver didn’t want his blood in the car.”
The policeman stopped and looked at the man and me. He
came nearer and pushed us.
I ran back to where Dave was lying and stood over him.
The policeman jumped at me and struck me on the head with
367
his billy. The street lights became black, and when I could see
again, the man who had stayed with me was pulling me slowly
along the street.
Neither he nor I said anything.
to h u r t — ранить to shout [Jaut] — кричать

sidew alk ['saidw:>:k] — тротуар to strike (struck) — ударять
pocket ['pokit] — карман billy ['bili] — полицейская дубинка
to fake — притворяться dead [ded] — мертвый
* * *
1. What did Dave worry about when he was lying helpless

on the sidewalk?
2. Why didn’t the driver of the car take Dave to the
hospital?
3. What did the policeman do when he saw the crowd in
the street?
II. Скажите, что произошло (или было сказано) в каждом случае

после описанного ниже:
1. The driver got out of the car.

2. Dave opened his eyes.
3. A policeman ran up.
III. Поясните, чем вызваны сочувственные реплики по поводу

Дэйва и осуждающие — по адресу владельца автомобиля.
IV. Выпишите из текста предложения, которыми объясняется

поведение владельца автомашины, сбившей Дэйва.
368
Task 7
♦ Прочитайте рассказ Дороти Паркер о расовой дискриминации в
США, о ее трагических последствиях для чернокожих американ
цев. При чтении обратите внимание на произнесение следующих
собственных имен:
Dorothy Parker ['doroBi 'рсикэ], New Jersey ['nju: 'd3 9 :zi], Lannie
['laeni], Arlene [cu'liin], Raymond ['reimand].
L a u g h te r
(After Dorothy Parker)
Dorothy Parker (1893—1967) was born in West-End, New Jersey,

the United States. After receiving higher education in New York,
she began to work as a newspaper satirist and literary critic. Later,
she wrote a large number of poems, short stories and plays.
Dorothy Parker was a newspaper correspondent in Spain during
the National-Revolutionary War there.
In many of her works Dorothy Parker criticizes bourgeois d e
mocracy and exposes the evils of capitalist society and race dis
crimination.
Part I
Every day Lannie went from one house to another and

worked. She washed white people’s clothes and floors. Lannie
was a big black woman. That is why people called her Big
Lannie. She moved slowly, but she knew that she had to work
well if she wanted to live.
Her husband died and her children were also dead. Only her
youngest daughter Arlene was still living.
Every week Lannie brought her a present. When the girl
was small, these presents were toys, then flowers and nice
dresses.
When Arlene grew up, she married and went to live in
another house with her husband.
369
One day, Arlene’s husband came and told Big Lannie that
Arlene was in hospital and asked her to go and see Arlene.
Arlene lay there with a child which had just been born. It
was a boy. Arlene said his name was Raymond. The child looked
at his grandmother with his big round eyes, but they were eyes
that would never s6e, eyes that were b lin d .
That was the last time Big Lannie saw Arlene;Arlenedied
the next day.
Big Lannie r e tu r n e d to her little room with the child
Raymond in her arms. He was her Raymond now, and she loved
him. ’
She sold most of the things she had, and now she had
enough money to live with her Raymond for some time.
“Raymond will grow and then I shall go back to work again,"
she thought.
And Raymond grew. He was soon a big boy; he could ev en
open the door for his grandmother and help her to take the,
shoes off her tired feet.
So Big Lannie went back to work again.
When she was not at home, Raymond sat in a corner of
the room and made m a ts out of pieces of bright material. He
was happy when Big Lannie told him that she sold those mats
to white people and that the money helped her to buy food and
clothes for him. But late at night she u n r a v e lle d the mats;
and in the morning Raymond again made mats out of the same,
pieces of material. ■
Very often people from the other rooms of the house came
in. They talked to Raymond and la u g h e d with him. Raymond
liked their laughter. It was the laughter of friends; it was music
to him.
At last Raymond was big enough to go into the street
without Big Lannie. It was a small street, and very soon everybody
who lived there knew Raymond. These people were friends. They
talked and laughed with him. Raymond liked their laughter.
370
au g h ter ['larfta] — смех even |'i:vn] — даже
evil ['i:vl] — порок, зло v m a t — коврик
M ind [blaind] — слепой v to unravel [An'raevl]— разматы-
to retu rn [ri'tain] — возвра- вать
даться to laugh [la:f] — смеяться
★ * *
1. Who was Big Lannie?

2. Why was Lannie asked to go to the hospital?
3. What did Raymond do when Lannie was not at home?
И. Найдите в тексте и прочитайте предложения:
а) о трудолюбии Ленни;
б) о ее любви к дочери и внуку;
в) об отношении простых людей к Реймонду.
III. Изложите свои доводы в подтверждение того, что Ленни
могла пользоваться всеобщим уважением.
IV. Выпишите предложения, в которых говорится о дружеских

чувствах простых людей по отношению к Реймонду, и допи
шите, что вы думаете по этому поводу.
Task 8
♦ Прочитайте вторую часть рассказа Д. Паркер.
L a u g h te r
Part II
Every day Raymond walked in the street near his home. He
'ouched fe n c e s and walls with a stic k . Sometimes men and
vomen at the windows called him and then he talked to them
md laughed together with them.
371
In the evening, when
Big Lannie was at home,!
he always told her abouf
the street, about thef
people he met and how'
they laughed. Raymond!
loved laughter. 1
Winter came. That
winter was a very bad one
for the black. A Negro in
some other town had done
something bad, the Negroes in Raymond’s town did not know
what it was. They only knew that the white people were very
angry with them. They beat them in the streets, and they did
not give them work.
It was a bad winter for Big Lannie, too. She had very little
work. She could not buy new clothes for Raymond, and his old
clothes were too small for him.
All winter Raymond stayed in the house. He sat in his
corner dressed in Lannie’s old skirt, and made his mats.
Spring came at last. One day, Big Lannie opened the window,
and the warm air came into, the room. Raymond was happy,
now he could go into the street again. But Big Lannie had to
tell him that he could notgo into the street. He had no shoes,
and he could not walk inthe street inher skirt.Raymond did
not say anything, he wentback to hiscorner.
Then Big Lannie did something she had never done before:
she asked the white lady for whom she worked to give her some
old clothes for Raymond. The white lady was angry. “Why do
you Negroes always ask for things?” she said. “Why don’t you
work more and then you can buy all the things you need.”
Lannie did not answer. She stood with her eyes down.
At last, the lady said, “All right, I’ll give you some of my
husband’s old clothes, but you must work for them .”
372
So Big Lannie made a shirt and trousers for Raymond out
of the man’s old clothes. Raymond danced and sang. Now he
could go out into the street again; he could hear people’s laughter;
he could talk and laugh with them.
Next day, Big Lannie had to go early to work.
The people in the house helped Raymond to dress, and he
went into the yard. How happy he was! How fresh the air was!
How warm the sun was!
He went out of the yard into the street. He touched the
fence with his stick and began to sing to himself.
Suddenly he heard laughter. He stopped. It was s tr a n g e
laughter; it was not the laughter of friends. There was something
cr u e l in it. Then somebody pushed him. Somebody struck him,
again and again. He tried to run away but he could not. He
fell down. When he tried to get up, somebody struck him again.
He lay there, c r y in g , in blood, and dust, and darkness, and
over him there was laughter, cruel laughter.
fen ce [fens] — забор stran ge [streind 3 ) — странный

stick — палка cruel [krual] — жестокий
an gry ['aeggri] — сердитый, злой to cry [krai] — плакать
* * *
1. Why was winter very bad for the black people of the
town?
2. How did Raymond spend all the winter?
3. Why didn’t Raymond go out into the street when spring
came?
4. What happened to Raymond on a sunny spring day?
II. Выделите и прочитайте ту часть текста, в которой автор
описывает радостное настроение Реймонда, получившего воз
можность снова выходить на улицу.
III. Объясните, чем была вызвана перемена в душевном состо
янии Реймонда.
373
READING IN NOVEMBER AND DECEMBER
Task 9
♦ Прочитайте первую часть рассказа Элизабет Коутсворт о духе
наживы и обмане, жертвами которых становятся и дети. При
чтении обратите внимание на произнесение следующих собствен
ных имен:
Elizabeth Coatsworth [i'lizobaS 'koutswa:©], Don MacLaren ['don
mak'laeran], Tribber ['tribal, Wilbert Vroman ['wilbat 'vrouman].
T he B on e
(A fte r Elizabeth Coatsworth)
Elizabeth Coatsworth’s books for children are very popular in

the USA. Millions of young readers have enjoyed her poems, short
stories and fa iry -ta les.
The story below is taken from a book describing the life of
children and teen a g ers in American countryside.
Part I
It was a warm July day. The boys were swimming and
d iv in g in the river. They were looking for things under the
water, but nobody found anything really interesting.
Then Don MacLaren dived, came up suddenly and said,
“There is something big down there, something big and round.”
He disappeared in the water again. He dived three times
before he lifted the thing.
“Look! Look what Don’s found!” shouted one of the boys.
“It’s an old cow bone.”
Don looked at his find carefully and said, “It’s not a cow
bone. It’s too big for a cow. I’m going to take the bone home
for my collection.”
When he got home, Don laid the bone on the table near
his bed. In the evening, he looked at it for a very long time
before he went to bed.
374
P e r h a p s it was a g i
a n t ’s bone. It was inter
esting to think about gi
ants. He thought of forests
full of giant a n im a ls...
The next morning,
Don decided to show the
bone to his schoolteacher.
So he went to her home
in the village.
Miss Tribber was a little su rp rised , but glad to see Don.
But when he took his bone out of a bag, she said, “Oh, Don,
take that unpleasant thing away!” He tried to explain to her
what he thought the bone was, but she did not want to listen
and left the room.
On the way home Don stopped at Wilbert Vroman’s store
to buy some tea for his mother. He showed the bone to Wilbert,
who looked at it for a long time, and then said, “That is very,
very interesting.”
Don was glad to hear it.
“Can you tell me what it belonged to, Wilbert?” he asked.
“I think it was something very big.”
“Of course it was, it belonged to something very, very big,
boy,” Wilbert answered.
“Leave it here and I’ll ask some of the people who come
into my store. Maybe somebody will have an idea.”
Don was glad to leave the bone. He wanted to know as
much as possible about it.
A week later, he went to the store to ask Wilbert if he had
learned anything about his bone.
“I haven’t learned anything new about it yet,” Wilbert said.
“Do you want to get it back? Well, it is somewhere here on
one of the shelves. Maybe John knows where it is. I’ll ask him.”
375
John was the boy who swept the store and helped Wilbert with
other jobs.
bone — кость perhaps [po'haeps] — может быть

fa iry -ta le ['feoriteil] — сказка gia n t ['d3 ai9 nt] — великан
teen a g er [,ti:n/eid 3 a] — подрос an im al ['«niml] — животное
ток to surprise [so'praiz] — удив*
to dive — нырять лять, поражать
* * *
♦ I. Ответьтена следующие вопросы:
1. What did the boys do on a warm July day?

2. What did Don MacLaren bring up out of the river?
3. What did Don think about the bone?
4. Why did Don carry the bone to Wilbert Vroman?
II. Найдите в тексте и прочитайте предложения,' в которых
высказываются различные предположения о находке на дне
реки. А каково ваше предположение?
Task 10
♦ Прочитайте вторую часть рассказа Э. Коутсворт. При чтении
обратите внимание на произнесение следующих собственных
имен:
Dieman ['dhman], Barnum ['Ьсипэт].
T he B on e
Part II
Next time Don asked about the bone, Mr Vroman said,
“John doesn’t know where it is. But I hope we’ll find it.”
Several days later, men came to the village and put up a
great big tent. They paid old Miss Dieman twenty-five dollars
for the right to d ig the ground by the river behind her garden.
That was near the place where the boys liked to go swimming
and diving.
376
At first the men who were digging did not answer questions.
Once a man in a silk hat came out of thd tent where he usually
sat and told the children to go away or to stop talking. All the
people in the village were interested. Some said it was g o ld
that the men were trying to find; some said it was money
from the time of the War of Independence *; some said it was
an Indian grave full of silv e r ornaments which Indians had
once worn.
Then one day the men found three great ribs. They were
so big that only a strong man could lift them.
So now everybody knew that the men were looking for
a sk e le to n , but nobody knew the skeleton of what animal
it was. Every day they found more bones, which they carried
into the tent.
From that moment Don spent all his free time near the
p it where the men were digging. On fine evenings, the la
dies of the town came with their husbands to look at the
pit and talk.
At last the man in the silk hat was ready to talk. He met
all visitors and took them first to see the pit. After that he took
them into his tent to see the skeleton.
When two tu sk s, one after another, were found, professors
began to come from everywhere to see the skeleton, th e y said
that it was the skeleton of a mastodon, and newspapers wrote
about the wonderful find.
Then one day Don saw a b ill on a wall saying that
Mr P. T. Barnum, the famous sh o w m a n , of Barnum’s circus,
would demonstrate to all interested people the mastodon found
behind Miss Dieman’s house on North Street.
Don read the bill carefully to the end. The last sentence
in it surprised him so much that his eyes and mouth opened.
It said:
“This interesting find was made with the help of Mr Wilbert
Vroman, who found the first bone and sold it to Mr Barnum.”
377
So that was why Wilbert could not find the bone when Don
asked him for it! “He only wanted to make money. He never
was interested in the bone!” Don thought.
to dig — копать skeleton ['skelitn] — скелет

gold [gould] — золото pit — яма, шахта
grave — могила tusk — бивень
silver ['silva] — серебро bill — объявление
rib — ребро showman — хозяин цирка, зверинца
* * *
1. Why did men come to the village and begin to dig a

pit there?
2. Who said that the wonderful find was the skeleton of
a mastodon?
3. What did the bill on a wall say?
II. Найдите в тексте и прочитайте предложения, описывающие
ход раскопок и поисков скелета мастодонта.
III. Укажите то место в рассказе, где говорится о том, что

участники раскопок держали в тайне цель своего поиска. Чем,
по-вашему, была вызвана эта секретность?
IV. Пользуясь текстом, напишите коротко о следующем:
а) чем было вызвано удивление Дона;

б) что ему стало понятным в поведении Уилберта.
Task 11
♦ Прочитайте сатирический рассказ Майка Куина, разоблачающий
американский образ жизни, якобы предоставляющий всем граж*
данам США равные возможности. При чтении обратите внимание
Oscar ['oska], Mike Quin ['maik 'kwin], Fungus Finklebottom ['fArjg^s
'figklbotam], Amelia [a'mi:lja].
378
O scar W a n ts to K now
(After Mike Quin)
Mike Quin (1906—1947), an American progressive journalist

and poet, was born in San Francisco. He was a worker and a
seaman.
When World War II came, M. Quin spoke over the radio against
fascism, and he greeted the victories of the Soviet Army.
After the war, he published a number of stories and pamphlets
called “ That Men May Walk and Laugh in the Sun”.1
Part I
M r Fungus Finklebottom sat down in his favourite armchair

and opened his evening newspaper.
“Papa,” said little Oscar Finklebottom, “what does opportunity
mean?” ?
“Go and play with your electic train,” said Mr Finklebottom.
“I have no time to answer questions.”
“Answer the child,” said Mrs Finklebottom.
“Papa,” said Oscar, “what is opportunity?”
“Opportunity is a chance to make some money. Now go
out and play,” said Mr Finklebottom.
“Papa, how do you make money?” asked Oscar.
“Answer him,” said Mrs Finklebottom. “The child wants to
learn.”
“You make money by going into business,” said Mr Finkle
bottom still continuing to read his paper.
“Papa, can everybody go into business?”
“Certainly everybody can go into business.”
“Suppose everybody went into business, would they all be
businessmen?”
1 “That Men May Walk and Laugh in the Sun”— “Чтобы люди могли
гулять и смеяться на солнце”.
379
“Yes, son, if they all went into business they would all be
businessmen.”
“Then who would do the work, papa?”
“Amelia, tell the child to go and play with his toys. I’m
trying to read the newspaper.”
“Answer him,” said Mrs Finklebottom. “He wants to learn.”
“Who would do the work, papa?” repeated Oscar.
“Everybody couldn’t go into business,” said Mr Finklebottom.
“It would be impossiblei”
“But you said they could.”
“I said nothing of the kind,” said Mr Finklebottom.
“Yes, you did,” said Mrs Finklebottom. “Answer the child.”
“All right, then, they couldn’t.”
“Why couldn’t they, papa?”
“Because they don’t have the money.”
“If they had the money, could they?”
“Certainly.”
se a m a n — моряк
* * *
1. What is Mr Finklebottom?
2. Why does Oscar ask his father to explain the meaning
of the word “opportunity”?
3. Why does Mr Finklebottom try to send his son away?
II. Найдите в тексте и прочитайте те объяснения, которые были

непонятны Оскару или не удовлетворяли его.
III. Выпишите реплики матери Оскара. Свидетельствуют ли они

о том, что она смогла бы ответить на вопросы сына? Приведите
свои доводы.
380
T a sk 12
♦ Прочитайте вторую часть рассказа М. Куина.
O scar W a n ts to K now
Part II
“Then if they all had the money and they all went into
business, would they all be businessmen?”
“Yes, they’d all be businessmen.”
“And who would do the work, papa?”
“Amelia, if you don’t tell this child to go and play I’ll kill
him.”
“Answer him, Fungus. He wants to know things.”
“Who would do the work, papa?” asked Oscar.
“They couldn’t all be businessmen,” said Mr Finklebottom.
“Not even if they had the money?” asked Oscar.
“Not even if they had the money,” said Mr Finklebottom.
“Somebody has to do the work. Besides, there’s a limit to how
many men can be businessmen.”
“How many people could be businessmen, papa?”
“Well, one in a thousand, maybe. One in five hundred.
Something like that. You see, son, you can’t be a businessman
if you don’t have workers. So every businessman has from ten
to a hundred or a thousand workers.”
“How many workers do you have, papa?”
“Well, we are a big company. We have ten thousand.”
“Then most of the people don’t have any opportunity, do
they, papa?”
“What are you talking about? In America every man has
an equal opportunity.”
“But, papa, why only a few men can become businessmen?
What are all the others going to do?”
381
“They can be businessmen, too, if they have initiative.” ;
“But you said only a few of them could. M ost of them have,
to be workers.”
“That’s right. Now, son, go and read your book.”
“Then most of the people are workers and will always be
workers and couldn’t be businessmen even if they wanted to,
could they, papa?”
“Certainly, they could. No, I think they couldn’t. Where do
you get these ideas, son?”
“Then if most of the people are workers and will always be
workers, they’ll never be able to make any money, will they?”
“Well, if they get enough w a g e s — if —Amelia, isn’t it time
for this child to go to bed?”
“If most of the people are workers and will always be
workers, th e o n ly way they can make money is by getting
higher wages. Isn’t that correct, papa?” asked Oscar.
“Amelia,” said Mr Finklebottom. “I can’t believe — I don’t
want to say it, but this isn’t a child. H e’s a n ig h tm a r e .”
“Answer his questions,” said Mrs Finklebottom. “The child
w ants to learn.”
w a g e s — заработная плата \ n ig h tm a r e ['naitmea] — кошмар

th e o n ly — единственный
* * *
1. Does Oscar understand his father’s explanations?

2. Why is Oscar interested in businessmen and workers?
3. Why does Mr Finklebottom call his son “a nightm are”?
II. Опровергните попытки мистера Финкльботтома внушить свое
му сыну идею о «равных возможностях» в США.
III. Выпишите несколько высказываний (ответов) Финкльботтома

и докажите их противоречивость.
382
Task 13
♦ Прочитайте рассказ Альберта Мальца о вынужденном воровстве,
на которое идут безработный отец и его малолетний сын. При
чтении обратите внимание на произнесение следую щ его собст
венного имени:
Albert M altz ['aelbot 'mo:lts].
T he G am e
( After Albert M a l t z )
Albert M altz represents the gen era tio n
of American progressive writers who began
their literary activities after the October
Revolution in Russia.
M altz was born in New York in 1908.
After graduating from Columbia University
he wrote an anti-war play <(Peace on Earth”1
and some other plays about class struggle
in the USA.
The heroes of his best works are working
people. He exposes bourgeois morals, the
tragedy of the unemployed and the in h u
m a n ity of racism. One of his best novels
is “A Long Day in a Short Life”— about the solidarity of white
and black Americans.
Part I
“Then I jump up on the w a g o n ...”
“You forgot something!”
“What? No, I didn’t!”
“Yes, you did,” the man said. “Can’t you remember?”
The boy was young, about ten years old. His face was a
little blue from the cold. It was early morning and he still wanted
to sleep.
1 “P eace on Earth” [э:0] — «Мир на земле»
383
“I can’t remember,” said the boy.
“Do you want to get caught?”
“I won’t get caught. I’ve played games like this. I can do
it. You watch m e.”
“I won’t watch you. We’ll go home now, th a t’s what w e’ll
do.”
“What do you think I am, a b a b y ? ” asked the boy.
“You act like one. You can’t remember anything I tell you.”
The boy moved out of the d o o rw a y and took a handful of
snow.
“Well, w hat’s that for?”
“I wanted to make a snowball.”
“Is that all you can think of? I thought you said you wanted
to help your sister? Come in here now.”
He took the boy by the arm and pulled him into the doorway.
“You forgot the bag! You forgot the most important thing.”
“I didn’t forget it, P o p ,” the boy said. “I have got it in my
pocket, haven’t I?”
“Take it out now. I want you to have it ready.”
The boy took an old paper bag out of his pocket. He opened
it by blowing into it.
“Then what do you do?”
“Then I wait till the m ilk m a n goes around to the back of
that house over there.” The boy pointed to alarge house acro ss
the street near the corner.
“Then w hat?”
“When he turns the corner at the back of the house, I run
out and take a bottle. Then I put it in the bag and walk the
other way.”
“Do you run?”
“No, I only walk.”
“And if he sees you and runs after you then you run, don’t
you?”
“No, I’ll only walk. I let him catch me and then I st^pt
384
crying, and you come up and say you know me and I’m a poor
boy...”
“Sh!”
The man put his hand over the boy’s mouth. “Someone’s
coming.”
They stood in the doorway and watched the falling snow.
“Look, Pop, the snow is coming down heavier now,” the boy
said.
“The milkman won’t see me from away across the street.
I could take more than one bottle.”
“One’s enough! And after I tell him I know you —what
happens then?”
generation [Дзепэ'геЦп] — no- baby — ребенок

коление doorway — вход в помещение
inhum anity [,inhju:'maeniti] — pop — папа
бесчеловечность m ilkm an — разносчик молока
wagon ['waegan] —повозка, фур- across [a'kros] — через; поперек
гон
* * *
1. What were the unemployed man and his son planning

to do?
2. Why did the boy think that he would not get caught?
3. Who did the boy want to help?
II. Герои рассказа обмениваются лишь короткими предложения
ми. Докажите, что:
а) это связано с ситуацией;
б) сказывается внутреннее волнение отца.
III. Можете ли вы утверждать, что мальчик воспринимает вы
нужденное воровство как игру? Выпишите из текста предло
жения, подтверждающие (опровергающие) это утверждение.
13 'Lik. 6 385
T a st 14
♦ Прочитайте вторую часть рассказа А. Мальца.
T h e G am e
Part II
“Then you say I’m ju s t a poor boy whose mother is ill and
I’m taking it because of her and if he lets me go, you’ll see
that I don’t do it again... That’s all, isn’t it, Pop?”
“That’s all.” The man did not speak for a few minutes, then
he asked, “Do you want to eat?”
“A little.”
“I do, too. Well, we’ll have something when we get home.”
The man stopped talking, then he said, “There’s the milk
wagon. Take the bag. Don’t go out till I tell you.”
“I won’t. Wait till you see. I’ll do it right.”
The man and the boy stood in the doorway watching. The
milk wagon slowly came up the street. Then it stopped at the
corner. The milkman disappeared around the back of the house.
“Now you go,” said the man and pushed the boy out of
the doorway. He ran quickly down the street. He jumped up
on the front of the wagon, took a bottle of milk, put it into the
bag and walked on down the street.
The milkman was now coming back. He turned down the
street and went to the next house.
It was done. It was all right. The boy was not caught...
The man came out of the doorway and walked down the
street. The boy was waiting for his father. His little face was
shining. “I made it. I did it, didn’t I?” he asked.
“Of course, son, fine,” the man said. “I’ll carry it.”
“I can carry it,” the boy answered.
“All right.”
“It was easy, Pop. I wanted to take another one, but I
didn’t. Can I take two of them tomorrow, Pop? Can I?”
386
“No.”
“Oh, I could take two.”
They walked on without speaking.
“I can’t tell the boys, can I, Pop?” said the boy.
The man stopped and looked at the boy.
“If you do, I’ll kill you. This is s t e a lin g ,” the man said.
“It’s stealing!”
“I know, Pop. I won’t tell. Let’s go, I’m cold.”
They walked on again.
“Are your feet w et?”
“A little.”
“When I get a job, I’ll get you high boots and you can walk
in the snow and not get wet feet.”
The man suddenly stopped again. “You know stealing’s
wrong, don’t you?”
“Of course, I know, Pop.”
“You know we’re only doing it because of your sister!”
“Yes, I know.”
Iо* 387
“I never stole in my life,” the man said. “I worked very
well all my life. I’m a good worker. You can ask your mother.”
“Don’t worry, Pop,” the boy said. “I know stealing’s wrong.
I’m going to grow up strong like you and get a job. Honest,
Pop!”
The man looked down at his son’s face. “When I was your
age,” he said to himself, “I was a head taller than you. They’re
not giving you the chance to grow up.”
“Oh, Pop, I’m cold,” the boy said.
They walked slowly in the fresh, white snow.
ju st — всего лишь to steal (s to le ) — воровать
* * *
♦ I, Ответьте на следующие вопросы:
1. Why did the unemployed man and his son have to steal
a bottle of milk?
2. What did the father say about stealing?
3. What did the boy promise not to do when he grew up?
II. Прочитайте слова безработного отца, в которых выражается:
а) его любовь к труду;

б) горечь за нерадостное детство сына;
в) забота о том, чтобы мальчик вырос честным человеком.
III. Обсудите, что выражает следующая строчка — сочувствие

автора или чувство облегчения у отца:
It was done. It was all right. The boy was not caught...
IV. Выпишите из текста слова отца, запрещающие мальчику

рассказывать друзьям о случившемся. Обоснуйте это решение
отца.
388
READING IN JANUARY, FEBRUARY AND MARCH
Task 15
♦ Прочитайте рассказ О. Генри о доброте и преданности друзей,
спасших серьезно заболевшую девушку-художницу. При чтении
имен:
О. Henry [ou'henri], Sue [sju:], Johnsy ['cônsi], Behrman ['Ьэ:тэп].
The L ast L eaf

(After 0. Henry)
O. Henry (1862—1910) is a well-

known American short-story writer. He
had to earn his living from the age of
fifteen and he educated himself with the
help of friends.
O. Henry knew people very well, es
pecially the ord inary people of New York.
In his stories you can feel satirical criti
cism of the American way of life. Most
of his short stories are full of warm sym
pathy for ordinary American people.
Part I
Sue and Johnsy were poor a r tis ts who lived in a little New
York district west of Washington Square. They p a in te d pictures
which they hoped to sell. Their studio was on the third floor of
an old brick house.
They became friends in May and decided tolive together.
In November Johnsy fell ill. She lay inbed near the window
and looked at the side of the next brick house.
One morning, the doctor asked Sue to come out into the
389
corridor. “Your friend is very ill, she has one chance in — let
us say, ten,” he said, as he looked at his clinical thermometer.
“And that chance is for her to want to live. Your little lady has
decided that she’s not going to get well. I promise to do all
that I can, but you must help me. Let her think not of her
illness, but of some other things.”
After the doctor had gone, Sue went into Johnsy’s room.
Johnsy lay with her face towards the window. Sue thought that
she was sleeping. So she began a drawing to illustrate a magazine
story.
As Sue was working she heard Johnsy counting. She went
quickly to the bedside. Johnsy’s eyes were open. She was looking
through the window and counting something.
“Twelve,” she said, and a little later “eleven”, and then
“ten ”, and “nine”; and then “eight” and “seven” almost together.
Sue looked out of the window. What was there to count?
There was only a yard and the brick wall of the next house.
An old, old iv y -v in e was growing on the brick wall.
“What is it, dear?” asked Sue.
“Six,” said Johnsy. “They’re falling faster now. Three days
ago there were almost a hundred. There goes another one. There
are only five left now.”
“Five what, dear? Tell m e.”
“Leaves. On the ivy-vine. When the last one falls, I must
go too. I’ve known that for three days. Didn’t the doctor tell
you?”
“Oh, I never heard of such n o n s e n s e ,” said Sue. “The
doctor told me this morning that your chances for getting well
were ten to one! Try to take some soup now and let me draw
my pictures.”
“No, I don’t want any soup. There are only four now. I
want to see the last one fall before it gets dark. Then I’ll go,
too.”
390
“Johnsy, dear,” said Sue, “will you promise me to keep your
eyes shut, and not look out of the window until I finish working?
I need the light.”
“Tell me as soon as you have finished,” said Johnsy, shutting
her eyes, and lying white and still as a fallen statue, “because
I want to see the last one fall.”
“Try to sleep,” said Sue. “I must call Behrman up to be
my model.”
leaf — ЛИСТ to paint — красить, рисовать

ordinary ['oidnri] — простой ivy-vine ['aivi'vain] — плющ
to feel (fe lt) — чувствовать nonsense ['nonsons] — вздор
artist ['cutist] — художник still — неподвижный
* * *

1. What were Sue and Johnsy?
2. When did they become friends?
3. What happened to Johnsy?
4. What did the doctor advise Sue to do?
И. Найдите в тексте и прочитайте то, что относится к характе
ристике Джонси и Сью. Докажите, что их объединяло много
общего.
III. Выпишите предложения, в которых выражена забота Сью о
подруге.
Task 16
♦ Прочитайте вторую часть рассказа О. Генри.
The Last Leaf

Part II
Old Behrman was a painter who lived on the ground floor
in the same house. He was over sixty. Behrman was a failure
391
in art, but he still hoped to paint a masterpiece. He earned a
little by serving as a model to those young painters who could
not pay the price of a professional.
Sue found Behrman in his little room. She told him about
Johnsy’s illness.
“She thinks that she will die when the last leaf falls from
the old ivy-vine on the wall of the next house.”
Johnsy was sleeping when they entered her room. They
went to the window and looked at each other for a moment
without speaking.
When Johnsy opened her eyes the next morning, there yet
stood out against the brick wall one yellow and green ivy leaf.
It was the last on the vine.
“It is the last one,” said Johnsy. “I thought it would fall
during the night. I heard the wind. It will fall today, and I shall
die at the same tim e.”
The day came to its end and even in the evening there was
still one leaf on the ivy-vine. Then, with the coming of the night,
the north wind began to blow again, the rain beat against the
windows.
In the morning, the girls looked out of the window. The
one ivy leaf was still on the vine.
Johnsy lay for a long time looking at it. And then she called
to Sue and said, “I’ve been a bad girl. Something has made
that last leaf stay there to show that we must always hope for
the best.You may bring me a little soup now, and some milk.”
An hour later, she said, “Sue, some day I hope to paint a
beautiful picture.”
The doctor came in the afternoon. In the corridor he said
to Sue, “She’s much better now, she’s getting well. Now I must
see old Behrman on the ground floor, some kind of a painter,
I believe. Pneumonia, too. He’s an old man. There is no hope
for him; but he goes to the hospital today. He’ll be more
comfortable there.”
392
The next day, the doctor said to Sue, “She’s out of danger.
You’ve won. Good food and care now — th a t’s all.”
That afternoon Sue came to the bed where Johnsy lay.
“I have something to tell you, dear,” she said. “Mr. Behrman
died of pneumonia today in the hospital. He was ill only two
days. He was found helpless in his room in the morning of the
first day. His shoes and clothing were wet and he was very
cold. They also found a lamp and a ladder in the room, some
brushes and some yellow and green paints. Now look out of the
window, dear, at the last ivy leaf on the wall. Do you know
why it never moved when the wind blew? Ah, dear, it’s Behrman’s
masterpiece — he painted it there the night that the last leaf
fell.”
failure ['feilja] — неудачник danger ['deind39] —

m asterpiece ['mcustopiis] — шедевр опасность
pneum onia [njui'mounjo] — воспаление clothing ['klou6iij] —
легких одежда
* * *
1. What was Behrman?

2. What did Behrman do that helped to save Johnsy’s life?
3. What saved Johnsy’s life?
II. Найдите в тексте и прочитайте слова Джонси о том, что

люди всегда должны надеяться на лучшее, и обсудите, кто
же все-таки она — оптимист или пессимист.
III. Подтвердите фактами, что у Джонси были настоящие друзья,

и напишите, что еще, по вашему мнению, можно было сделать
для Джонси.
393
T a sk 17
♦ Прочитайте один из рассказов американского писателя О. Генри.
При чтении обратите внимание на произнесение следующих соб
ственных имен:
О. Henry [ou'henri], William Sidney Porter ['wiljom 'sidni 'po:ta].
W h ile th e A u to W a its
(After 0 . Henry)
0. Henry (1862—1910), whose real name was William Sidney
Porter, had to work from the age of fifteen. He educated himself
with the help of friends, and tried his hand at several jobs before
he became a short story writer.
His stories show a great knowledge of people. 0 . Henry’s stories
have much truth and reality.
The girl in grey came again to that quiet corner of that

quiet small park at the beginning of evening. She sat down on
a bench and began to read a book. Her dress was grey and
very simple. Her face was very beautiful. She came to that place
very often, and there was a young man who knew it.
The young man came near. At that moment her book fell
on the ground. The young man picked up the book, returned it
to the girl, saying a few words about the weather, and stood
waiting.
The girl looked at his simple coat and his ordinary face.
“You may sit down, if you like,” she said. “The light is too
bad for reading. I should like to talk.”
“Do you know,”he said, “that you are the finest girl I have
ever seen. I saw you yesterday.”
“I don’t know who you are,” said the girl coldly, “but you
must remember that I am a lady.”
“Excuse m e,” said the young man. “You know — I mean,
there are girls in parks, you know — of course, you don’t know,
but...”
394
“Of course, I know. Now tell me about these passing people.
Where are they going? Are they happy?” The young man could
not understand the role he was to play.
“I come here to sit because it is only here that I can be
near the masses of people. I speak to you because I want to
talk to a natural man, unspoiled by money. Oh! you don’t know
how tired I am of it — money, money, money! I am tired of
pleasure, of riches, of travel.”
“I always had an idea,” said the young man, “that money
must be a very good thing.”
“When you have so many millions! Drivers, dinners, theatres,
dances, suppers! I am tired of it!” said the young girl.
The young man looked at her with interest.
“I have always liked,” he said, “to read and to hear about
the life of rich people.”
“Sometimes,” continued the girl, “I think if I ever loved a
man I should love a simple man.— What is your profession?”
“I am a very simple man. But I hope to risein the world.
Did you really mean it when you said that you could love a
simple man?”
“I really did,” she said.
“I work at a restaurant,” said he. “I am a cashier in that
restaurant you see there with that brilliant electric sign: ‘Re-
stauraunt’.”
The girl looked at her watch and rose. “Why are you not
at work?” she asked.
“It is an hour yet till my work begins. May I hope to see
you again?”
“I don’t know, perhaps. I must go quickly now. Oh, there
is a dinner and a concert tonight. Perhaps you saw a white
automobile at the corner of the park when you came?”
“Yes, I did,” said the young man.
“I always come in it. The driver waits for me there. Good
night.”
395
“But it is dark now,” said the young man. “May I accompany
you to the car?”
“You will stay here for ten minutes after I have left.” And
she went away. The young man looked at her elegant figure
while she was going away. She went out of the park and passed
the car. Then she crossed the street and entered the restaurant
with the brilliant electric sign: “Restaurant”. A red-haired girl
left the cashier’s desk, and the girl in grey took her place.
The young man put his hands into his pockets and walked
slowly down the street. Then he sat in the white automobile
and said to the driver: “Club, Henry.”
sim ple — простой, обычный sign [sain] — вывеска

unspoiled — неиспорченный accompany [э'клтрэш] — co
cashier ['kaejia] — кассир провождать
* * *
1. How did the girl who came to the park look?

2. What did the young man tell the girl after picking up
her book?
3. What role did the girl play?
4. Why didn’t the girl want the young man to accompany
her?
5. Who did the white automobile belong to?
И. Найдите в тексте подтверждение тому, что девушка пыталась

скрыть свое истинное положение и место работы.
III. Докажите, что молодой человек выдавал себя не за того,

кем он был на самом деле.
IV. Объясните, почему, на ваш взгляд, герои рассказа скрывали

свое подлинное положение в обществе, разговаривая в парке.
396
T a sk 18
♦ Прочитайте рассказ Джека Лондона о привязанности собаки к
людям, о трудном выборе, который ей пришлось сделать. При
чтении обратите внимание на произнесение следующих собствен
ных имен:
Jack London ['d3aek 'Lvndon], Walt Irvine ['wo:lt 'oivin], Madge
[maed3], California Lkaeli'fomjo], Oregon ['origan], Glen Ellen ['glen
'elin], Skiff Miller ['skif 'milo].
B row n W olf
(After Jack London)
Jack London (1876—1916), the

American novelist and short-story writer,
changed many professions before he be
came famous. When gold was found in
Alaska, London joined the gold rush*.
While there he met people who became
the prototypes of his heroes.
Under the impression of the Russian
revolution of 1905 Jack London wrote an
article called “Revolution" and the novel
“The Iron Heel"1 (1907).
Part I
O nce Walt Irvine and his wife Madge, who lived in a small
cottage in the mountains, found a dog. He was thin and w eak ,
but he did not let them touch him. He ate the food they gave
him only after they had gone away. But when he was strong
again, he disappeared.
A few months later, when Irvine was in a train between
California and Oregon, he looked out of the window and saw
1 “The Iron Heel”— «Железная пята»
397
his dog running along the road, two hundred miles away from
home. He got off the train at the nearest station, bought a piece
of meat, caught the dog and took him home again. So Wolf, as
they called him, came a second time to the mountain cottage.
There he was tie d u p for a week.
To win him became a problem, but Irvine liked problems.
At the end of the week he tied a piece of thin bright metal
round the dog’s n e c k with the words: RETURN TO WALT
IRVINE, GLEN ELLEN, CALIFORNIA. Then the dog was let
go, and he disappeared. A day later came a telegram. In twenty
hours Wolf had run over a hundred miles to the north, and was
still going when caught.
This time, he was sent back by express train. He was tied
up for three days, and was let go on the fourth. And he
disappeared again.
As soon as he was given his fre e d o m he always ran north.
He was always brought back weak and always ran away fresh
and strong.
At last the dog decided to stay at the cottage, but Irvine
and his wife had to wait a long time before they could touch
him. When at last he let them do it, they said it was a great
victory. The man and woman loved the dog very much; perhaps
this was because it had been such a task to win his love.
wolf [wulf] — волк to tie [tai] up — привязывать

novelist ['novalist] — романист neck — шея
once [wAns] — однажды freedom ['fri:dom] — свобода
w eak — слабый
* * *

1. Was the dog that the Irvines found fresh and strong or
was it weak?
398
2. Where did Walt see his dog after he had disappeared
for the first time?
3. Did the dog run to the south or to the north as soon
as he received freedom?
II. Докажите, что только после улучшения своего физического
состояния Бурому Волку удавалось убегать на север.
III. Прочитайте в страноведческом справочнике объяснение по

нятия gold rush.
Task 19
♦ Прочитайте вторую часть рассказа Д. Лондона.
B row n W olf
Part II
One summer day, a man came to the cottage. He said his
name was Skiff Miller. He had come from the North to visit
his sister.
As soon as the dog saw him, he ran to the man and licked
his hands.
“Wolf, Wolf, what are you doing?” said Madge.
“His name isn’t Wolf,” Skiff Miller said. “It’s Brown. He
was my dog. How long have you had him?”
“How do you know he’s your dog?” Irvine asked.
“Because he is,” said Miller. “The dog’s mine. Look here,”
and Skiff Miller turned to the dog. “Brown! Right!” The dog
turned to the right. Then Miller ordered the dog to do several
other things that working dogs in the North are taught to do.
“He was my best dog,” Skiff Miller said proudly. “If he
hadn’t been my dog, he wouldn’t have learned to do all those
things.”
399
“But you are not going to take him away with you, are
you?” Madge asked nervously. “Why not leave him here? He
is happy. And what can you give him in that northland life?”
“Food, when I’ve got it, and th a t’s most of the tim e,” came
the answer.
“And the work?”
“Yes, a lot of work,” Miller said. “Work without end, and
cold — th a t’s what he’ll get when he comes with me. But he
likes it. He knows that life. And you don’t know anything about
it. You don’t know what you’re talking about. That’s where the
dog belongs, and th a t’s where he’ll be happiest.”
“I don’t believe he’s your dog. Perhaps you have seen him
sometime. Any dog in Alaska can be ordered to do things,”
Walt said.
“Maybe M r Miller is right,” his wife said. “I am afraid he
is. Certainly Wolf answers to the name of ‘Brown’. And he was
friendly towards M r Miller and licked his hands. You know th a t’s
something he never did to anybody before.”
“I suppose you’re right, M adge,” Walt said. “Wolf isn’t Wolf,
but Brown, and I think he belongs to Mr Miller.”
“Perhaps Mr Miller will sell him,” she said. “We can buy
him.”
“I’ll tell you what I’ll do,” said Skiff Miller. “The dog was
a good worker. H e’s done a lot of work for me, and maybe he
has got a right to choose. He must decide for himself. I’ll say
good-bye and go away. If he wants to stay, he can stay. If he
wants to come with me, let him come. I won’t call him to come
and don’t you call him to come back.”
For some time Wolf watched Skiff Miller go, waiting for
him to return. Then he ran after him and tried to stop him.
Then the dog ran back to where Irvine and his wife sat and
tried to make Irvine go to Miller. He wanted to be with his old
master and the new one at the same time. At this moment
Miller disappeared.
400
The dog lay down at Irvine’s feet. Madge was happy, but
a few minutes later the dog got up and ran away. He never
turned his head. Quicker and quicker he ran along the road and
in a few minutes was gone.
to lick — лизать
* * *

1. Who was the man who once came to the Irvines?
2. What did Skiff Miller say about Brown Wolf?
3. Which did Brown Wolf prefer — northland life or cottage
life?
И. Докажите, что Бурому Волку пришлось испытать внутреннюю
борьбу, и объясните ее причину.
III. Напишите, почему Ирвинам и Миллеру хотелось иметь Бу

рого Волка. Одинаковые ли у них были цели?
Task 20
♦ Прочитайте рассказ Марка Твена, в котором он высмеивает
попытку главного героя прикрыть неблаговидный поступок рас
суждениями о честности, якобы свойственной ему. При чтении
имен:
Mark Twain ['mcuk 'twein], Ernest Hemingway ['omist 'hemigwei],
Huckleberry Finn ['hAklbari 'fin], Miles [mailz].
A D og
(A fte r Mark Twain)
Mark Twain (1835—1910) was the founder of the realistic
American novel of the present day. Ernest Hemingway, a twentieth
century American author, wrote: “All modern American literature
comes from one book by Mark Twain called ‘Huckleberry Finn’."
14 Зак. 6 401
There is much humour in most of Mark
Twain's works. But there is also social
criticism and satire. Mark Twain also
wrote some anti-imperialistic articles. His
works help progressive people to under
stand and fight against the evils of bour
geois society.
I have always believed that a man

must be honest.
“Never ask for money which you
have not earned,” I always said.
Now I shall tell you a story which will show you how honest
I have always been all my life.
One day, at the house of a friend of mine, I met General
Miles.
“I’m pleased to have met you,” said the general. “How could
it happen that we did not meet earlier?”
“He does not remember me,” I thought, “but we met once
in Washington ten years ago.”
I was poor then and very often I had no money to buy
bread. On that day, my friend and myself were in need of three
dollars. We needed these three dollars very much.
I went from one place to another and asked all the people
I knew; but nobody gave me anything, not even one dollar.
At last I came to a big hotel. I went into the hall of the
hotel and sat down there. At that moment a nice little dog ran
into the hall. The dog was friendly and as I had nothing to do,
I began to play with it.
I was playing with the dog when a man in a uniform entered
the hall. I knew him a t o n c e from his pictures in the newspapers.
It w asn’t difficult for me to say that it was General Miles.
“What a nice little dog!” he said. “Is it your dog? Do you
want to sell it?”
402
When I heard these words, I remembered my friend and the
three dollars which I had to get.
“Well, I... I think...”
“Good!” said the general. “How much do you want for it?”
“Three dollars,” I answered.
“Three dollars? I’ll give you twenty dollars for it,” he said.
“No, no. I want only three dollars.”
General Miles paid me the three dollars, took the dog and
went up to his room in the hotel.
Ten minutes later an old man came into the hall. He looked
round the hall.
“Are you looking for a dog, sir?” I asked.
“Oh, yes! Have you seen one?” said îe man.“Alittlewhite
dog.”
“Oh, yes, I saw it running after a man who entered this
hotel,” I said. “If you like, I can try to find it for you.”
The man was very happy and asked me to help him to find
his dog.
“I can help you,” I said, “but it will take some of my time
and...”
“I am ready to pay you for your tim e,” saidthe man. “How
much do you want for it?”
“Three dollars,” I answered.
Then I went up to General Miles’s room.
“I’ve come to take the dog back,” I said.
“But it is not your dog now. I have paid you three dollars
for it,” said the general.
“I shall give you back your three dollars, but I must take
the dog back,” I answered.
General Miles was angry. “Then give me back my three
dollars and take the dog away,” he said.
I carried the dog to the hall of the hotel and gave it back
to the old man. He was very happy and paid me the three
dollars I had asked for. I was happy too, because I had the
money we needed, and I felt that I had earned it.
Now you can see why I say that a man must not ask for
money that he has not earned.
at on ce — сразу, тотчас
* * *
1. When did the story-teller and General Miles meet for

the first time?
2. What was the story-teller doing in the hall of the hotel
when the general entered?
3. How much did the general pay for the dog?
4. Who was looking for the dog?
5. Why was General Miles angry?
6. Were the three dollars earned honestly? What do you
think?
II. Выделите в тексте следующие части:
а) лицемерные рассуждения главного героя о честности;
б) эпизод продажи чужой собаки;
в) сцену возвращения собаки за деньги ее настоящему
владельцу.
III. Обоснуйте несколькими предложениями лицемерие рассуж
дений главного героя о честности.
IV. Напишите опорные фразы для изложения содержания текста

и вашей оценки действий рассказчика.
Task 21
♦ Прочитайте рассказ Марка Твена о приключении американца
Генри, от имени которого идет повествование.
404
THE £ 1 ,0 0 0 ,0 0 0 BANKNOTE
(After Mark Twain)
Part I
When I was twenty-seven years old, I was a clerk in

San-Francisco. I was alone in the world, and had nothing to
depend upon but my wits and a clean reputation, but I hoped
to be rich some day.
I liked to spend Saturday afternoons on a little sail-boat.
One day I sailed too far, and was carried out to sea. Just at
night-fall, I was picked up by a small ship which was going to
London. They made me work without pay, as a sailor.
About ten o’clock on the following morning, I was walking
along Portland Place, when a child that was passing dropped
a big apple. I stopped, of course, and looked at it. I was going
to pick it up, when a window behind me was raised, and a
gentleman spoke out of it, saying:
“Step in here, please.”
A servant led me into a room where two gentlemen were
sitting. They sent away the servant, and asked me to sit down.
Those two old brothers had been having a very hot argument
before, and had ended by agreeing to decide it by a bet.
You probably remember that the Bank of England once
issued two notes of a million pounds each to be used for a
special purpose. For some reason or other they had used only
one of these, the other was still in the Bank. Well, the brothers
wondered what might happen to an honest and intelligent
stranger who should find himself in London without a friend,
and with no money but that million-pound banknote. Brother A
said he would starve to death. Brother В said he wouldn’t.
Brother A said he couldn’t offer it at a bank or anywhere else,
because he would be arrested on the spot.
So they went on disputing till Brother В said he would bet
twenty thousand pounds that the man would live thirty days on
405
that million, and keep out of jail, too. Brother A took him up.
Brother В went down to the Bank and bought that note. Then
he wrote a letter and then the two brothers sat at the window
a whole day watching for the right man to give it to.
And there I was, now, waiting to know why I was called
in. They began to ask me questions about myself, and very soon
they had my story. Then one of them handed me an envelope,
and said I would find the explanation inside. I was going to
open it, but he said, no; I must take it with me, and look it
over carefully. So I left them.
As soon as I was out of sight of that house I opened my
envelope, and saw that it contained money! My opinion of those
people changed, I can tell you I lost not a moment, but put the
letter and money into my pocket and ran to the nearest cheap
eating-house. When at last I couldn’t hold any more, I took out
my money and looked at it. Five million dollars! Why, it made
my head swim.
When I came to myself again, the first thing I noticed was
the owner. His eye was on the note. I reached the note toward
him, and said carelessly:
“Give me the change, please.”
Then he said that he was not able to break the note. I said:
“Please change it; I haven’t got anything else.”
But he said that it did not matter, he could wait, and
moreover, I could have anything I wanted, any time I chose.
Then I went straight to those brothers, to correct the mistake
which had been made. I rang. The same servant appeared. I
asked for those gentlemen.
“They are gone,” he said coldly.
“Gone? Gone w here?”
“On a journey.”
“But where to?”
“To the Continent, I think.”
“The Continent?”
406
“Y es, sir .”
“When will they be back?”
“In a month, they said.”
“A month! Oh, this is awful! Give me some sort of idea
how to get a word to them. It’s very im portant.”
“I can’t indeed, I’ve no idea where they’ve gone, sir. They
said you would be here in an hour, but I must tell you it’s all
right, they’ll be here on time and expect you.”
So I had to go away. They would be here “on tim e”. What
could that mean? Oh, the letter would explain, maybe. I had
forgotten the letter; I got it out and read it. This is what it
said:
“You are an intelligent and honest man, as one may see by
your face. We suppose you to be poor and a stranger. Here you
will find a sum of money. It is lent to you for thirty days.
Report at this house at the end of that time. I have a bet on
you. If I win it you shall have any situation that is in my power
to give you.”
No name, no address, no date.
clerk [kla:k] — клерк, служащий starve to death [de0] — умирать

w its — ум, разум от голода
sail — плавать, совершать jail — тюрьма
плавание; парус envelope ['enviloup] — конверт
sailor — моряк cheap — дешевый
drop — ронять indeed [in'di:d] — в самом деле,
step — шагать, ступать действительно
bet — пари, держать пари lend (lent, len t) — одалживать,
in telligen t [in'telid39nt] — ра давать взаймы
зумный, умный
* * *

1. How did the American get to London?
2. What did the two brothers say to the American?
407
3. What did the American do first when he got the money?
4. What did the servant tell the American?
И. Скажите, почему американец оказался в Лондоне без денег.
III. Расскажите, о чем поспорили два брата.
IV. Поясните поведение хозяина закусочной.
Task 22
♦ Прочитайте вторую часть рассказа Марка Твена. При чтении об
ратите внимание на произнесение следующих собственных имен:
Todd [tod], Portia Langham ['рэ:]э Чэерэт], Lloyd Hustings ['bid
'hAstir)z], Harris ['haerisj.
THE £ 1,000,000 Banknote

(After Mark Twain)
Part II
I hadn’t the least idea what the game was.. I went into a
park, and sat down to try to think it. out, and to consider what
I had to do.
Maybe those men mean well, maybe they mean ill; no way
to decide that — let it go. They’ve got a game, or an experiment
of some kind; no way to g u ess what it is — let it go. There’s
a bet on me; no way to find out what it is — let it go. The
banknote is useless to me, and yet I must take care of it, and
watch over it. I’ve got to live a month without w ag es — unless
I help to win that bet, and get that situation that I am promised.
My hopes began to rise high. By this time I was walking along
the street again. The sight of a tailor-shop gave me an idea
of having a new suit. I went in and asked if they had some
cheap suit I could buy.
The man I spoke to pointed to another man, and gave me
no answer. I went to the man and he sent me to another man,
and no words. I went to him and he said:
408
“Wait a m inute.”
I waited till he had done what he was doing. Then he took
me into a back room, looked through a number of suits, and
chose the cheapest one for me. I put it on. It didn’t fit, and
w asn’t in any way nice, but it was new, and I wanted to have
it, so I said:
“Could you possibly wait a few days for the money? I haven’t
got any small change about m e.”
The man looked at me sarcastically, and said:
“Oh, you haven’t? Well, of course, I didn’t expect it.
Gentlemen like you carry only large bills.”
I was hurt and said:
“I am quite able to pay for this suit.” I handed the note to
him.
He received it with a smile; and then this smile turned
yellow. The man stood there holding the bill, and looking like
that, and the owner hurried up to see what was the matter,
and said:
“Well, w hat’s up? W hat’s the trouble? W hat’s wrong?”
I said, “There isn’t any trouble. I’m waiting for my change.”
“Get him his change, Todd, get him his change.”
Todd said, “Get him his change! It’s easy to say, sir; but
look at the bill yourself.”
The owner took a look, and started looking for another suit,
talking all the time as if to himself.
“To sell an eccentric millionaire such an unspeakable suit
as that! Please get these things off, sir, and put on this shirt,
and this suit; it’s just the thing.”
In a moment I was dressed like a king, and he was giving
orders for some more suits, shirts and all sorts of things.
“But my dear fellow,” I said, “I can’t take all these things
unless you can wait or change the bill.”
“Certainly! Todd, send these things to the gentlem an’s address
immediately. ”
409
“I’m changing my address. I will drop in and leave the
new one.”
“Quite right, sir, quite right. One moment — let me show
you out. There — good day, sir, good day.”
I started buying whatever I wanted, and asking for change.
Within a week I had all I needed and lived in the best hotel in
Hanover Square. I took my dinners there, but for breakfast I went
to H arris’s eating-house, where I had got my first meal on my
million-pound note. The place became popular and overcrowded.
Harris was so grateful that he gave me some money, so I had
enough to spend, and was living like the rich and the great.
I became famous. You could not take up a newspaper,
English, Scottish or Irish, without finding in it one or more
articles about the “million-pounder” and his latest doings and
sayings.
On the tenth day I went to the American m in is te r. He
received me with enthusiasm and invited me to his dinner party
that night. I said I would come and we got to talking.
It was a lovely dinner party of fourteen. Among the guests
was an English, girl of twenty-two, a visiting friend of the
minister’s daughter, named Portia Langham, with whom I fell
in love in two minutes, and she with me — I could see it without
glasses. There was still another guest, an American, Lloyd
Hastings, a friend of mine from San Francisco.
We had a lovely time at the party; certainly two of us had,
Miss Langham and I. And I told her — I did indeed — told her
I loved her; and she — well, she liked it; she said she did. Oh,
there was never such an evening!
Well, I was perfectly honest with her; told her I hadn’t a
cent in the world but just the million pound note she’d heard
so much talk about, and it didn’t belong to me, and told her
the whole story right from the start, and it nearly killed her,
laughing. Why, she laughed herself sick. She did indeed: I never
saw anything like it.
410
So I loved her all the more; I might soon need that kind
of wife.
guess [ges] — догадываться drop in — зайти, заглянуть

wages ['weid3iz] — заработная im m ediately [im'i:diotli] — не
плата медленно
tailor-shop — магазин мужско grateful ['greitful] — благодар
го платья ный
bill — банкнот m inister ['ministo] — посланник
* * *

1. What did the American decide to do?
2. Why did he go to the tailor-shop first?
3. Why was Harris grateful to the American?
4. What did the American say to Portia Langham?
II. Расскажите, что произошло в магазине мужской одежды.
III. Объясните, почему американец стал популярным в англий

ском обществе.
IV. Скажите, как он познакомился с Порцией Лангэм.
Task 23
♦ Прочитайте третью часть рассказа Марка Твена. При чтении об
ратите внимание на произнесение следующих собственных имен:
Henry ['henri], Abel ['eibol].
The £ 1,000,000 Banknote

(After Mark Twain)
Part III
All the way home I was in the clouds. Hastings was talking,
but I didn’t hear a word. When he and I entered my room he
exclaimed:
411
“Oh, it’s a palace, it’s just a palace! And it has everything
a person could wish. Henry, it doesn’t only make me realize
how rich you are; it makes me realize how poor I am!”
This language made me realize my own position.
“Now, then, Lloyd, tell me your story while I — ”
“My story? What, again?”
“Again? What do you mean by th at?”
“I told you the whole story on the way here.”
“But I didn’t hear a word of it!”
“Henry, this is a serious thing. It troubles me.”
Then I understood and said about Portia. So he ran over to
me and we shook, and shook and shook.
He sat down, and told me his story all over again.
He had come to England to sell the Gold Mine stocks,
and keep all he could get over a million dollars. Hehadworked
hard, had spent nearly all the money he had in the world and
had not been able to get a single capitalist to listen to him.
Then he jumped up and cried out.
“Henry, you can save me! Will you do it?”
“Tell me how. Speak out, my boy.”
“Give me a million for the mine stocks.”
“I will save you,” I said, “but not in that way. I don’t need
to buy mines, but here is what I’ll do. I know all about the
mine, of course; I shall say about it if anybody wishes it. You
shall sell it for three million dollars, using my name freely, and
we’ll divide, fifty-fifty.”
In less than twenty-four hours I had nbthing to do day after
day, but sit at home, and say to all comers:
“Yes, I know the man and I know the mine.”
Meantime I spent all my evenings at the minister’s with
Portia. I didn’t say a word to her about the mine; I saved it
for a surprise.
When the month was up, at last, I had a million dollars in
the Bank..
412
Dressed in my best I went to the minister’s and got Portia
and we started out for the house in Portland Place. We were
shown in by that same servant, and there they were, the two
old gentlemen. Of course, they were surprised to see that
wonderful young lady with me but I said:
“It’s all right, gentlemen; she is my best friend.”
Then I introduced them to her, and called them by name.
They asked us to sit down, and were very polite to me. Then I said:
“Gentlemen, I am ready to report.”
“We are glad to hear it,” said my man, “for now we can
decide the bet my brother Abel and I made. If you have won
for me, you shall have any situation in my power to give you.
Have you the million-pound note?”
“Here it is, sir,” and I handed it to him.
“I’ve won!” he shouted. “Now what do you say, brother?”
“I say I’ve lost twenty thousand pounds.”
“I’ve a further report to make,” I said, “and a very long
one, I want you to let me come soon, and tell you my whole
month’s story in detail. Now take a look at th at.”
“What man! £ 200,000 in the bank? Is it yours?”
“Mine. I got it by thirty days’ use of that banknote you let
me have.”
“Come! It’s unbelievable, man!”
But now Portia’s turn had come to be surprised. Her eyes
opened wide and she said:
"Henry, is that really your money?”
“Yes, my dear.”
“But why didn’t you tell me about it?”
“Well, just for fun. Come, let’s be going.”
“But wait, wait! The situation, you know. I want to give
you the situation,” said my man.
“Well,” I said, “but really I don’t want one.”
“Henry,” Portia said. “You don’t half thank the good gen
tleman. May I do it for you?”
413
“All right, dear, if you can do it better than I.”
She walked to my man, put her arms round his neck, and
kissed him. Then the two gentlemen laughed loudly, but I
couldn’t say a word. Portia said:
“Father, he has said you haven’t a situation in yourpower
that he would take; and I feel — ”
“My dear! Is that your father?”
“Yes, he is my stepfather. You understand now, don’t you,
why I was able to laugh when you told me at the m inister’s
what trouble papa and Uncle Abel were giving you?”
Of course, I now went straight to the point.
“Oh, my dear Sir, I want to take backwhat I said. You
have got a situation open that I w ant.”
“Name it.”
“Son-in-law.”
“Oh, well, all right; it’s but a little thing to ask. Take her
along.”
Happy, we two? There are not words enough in the dictionary
to describe it. And when London got the whole history, a day
or two later, of my m onth’s adventures with that banknote, and
how they ended, did London talk, and have a good time? Yes,
it did.
exclaim [iksk'leim] — воскликнуть neck — шея

Gold m ine stocks — акции 3o- kiss — целовать
лотой шахты stepfather — отчим
divide [di'vaid] — делить son-in-law ['sAnin'b:] — зять
i * * *

1. Why did Lloyd Hastings come to London?
2. How did Henry help his friend?
3. Who won the bet?
4. What is the end of the story?
414
И. Скажите, каким образом разбогател Генри.
III. Выберите из текста фразы, которые бы отражали чувства

Генри к Порции.
IV. Объясните, почему смеялась Порция, когда Генри рассказы

вал ей о своих приключениях.
Task 24
♦ Прочитайте рассказ Марка Твена, в котором автор с иронией

описывает, что с ним однажды случилось на железнодорожной
станции. При чтении обратите внимание на произнесение следу
ющих собственных имен:
Salamanca Lsaela'maegka], McClellan [mak'lelanj.
Mistaken Identity
(After Mark Twain)
Years ago I arrived one day at Salamanca near New York,

where I was to change trains and take the sleeper. There were
a lot of people on the platform, and they were all trying to get
into the long sleeper train which was already packed.
I asked the young man in the booking-office if I could have
two tickets, and he answered “No!” and shut the window in
my face.
I found a local official and asked him if I could have some
poor little corner somewhere in a sleeping-car, but he cut me
short saying: “No, you can’t, every corner is full. Now don’t
trouble me any more,” and he turned his back on me and
walked off.
415
I said to my companion, “These people talk to me like this
because they don’t know who I am. If they knew — ”
But my friend stopped me. “Don’t talk such nonsense,” he
said, “if they knew who you are, do you think it would help
you to get a vacant ?eat in a train which has no vacant seats
in it?" That was too much.
I found the same local official and said very politely that
my name was Mark Twain and... But he cut me short again:
“I told you not to trouble me any more,” and again he turned
his back on me.
I looked around helplessly but just then the conductor came
to me, his face all politeness.
“Can I help you, sir?” he said. “Will you have a place in
the sleeper?”
“Yes, certainly,” I said.
“We have only the big family compartment,” he continued.
“Here, Tom, take these suitcases to the big family compart
ment."
The porter made us comfortable in the compartment, and
then said, “Now, is there anything you want, sir? Because you
can have just anything you w ant.”
“Well. Now, that lamp is rather too high. Can I have another
lamp just at the head, so that I can read comfortably?”
“Yes, sir. The lamp you want is in the next compartment.
I’ll get it from there. Yes, sir, you can ask for anything you
w ant.” And he disappeared.
Неге I smiled at my companion and said, “Well, what do
you say now? Didn’t their attitude change the moment they
learned that I was Mark Twain?”
As I was saying this, the porter’s smiling face appeared in
the doorway, and this speech followed, “Oh, sir, I recognized
you the minute I set my eyes on you. I told the conductor so.”
“Is that so, my boy?” I said. “Who am I?”
416
“Mr McClellan, Mayor of New York,” he said and disap
peared.
identity [ai'dentiti] — опознание compartment [kam'pcutmant] —

личности купе
to arrive [a'raiv] —прибывать porter ['po:ta] — носильщик
to cut smb short — обрывать attitude ['aetitjuid] — отношение
кого-то to recognize ['rekagnaiz] —
to trouble [ЧглЫ] — беспокоить узнавать
nonsense ['nansans] — ерунда, mayor [mea] — мэр
чепуха
* * *

1. What did Mark Twain do at Salamanca?
2. What were all the people doing on the platform?
3. Who did Mark Twain speak to about getting a place in
a sleeper?
4. What answers did he get from them?
5. Who helped Mark Twain to get the family compartment?
6. In what way did the porter make Mark Twain and his
companion comfortable there?
7. Why did the conductor give him the family compartment?
II. Скажите, какую мысль проводит автор в своем рассказе.
III. Напишите план устного изложения прочитанного текста.
READING IN APRIL AND M A Y
Task 25
♦ Прочитайте новеллу американского писателя Дж О’Хары о се
рьезном отношении к любви, о долге перед своей семьей и
ответственности за судьбы близких. При чтении обратите вни
мание на произнесение следующих собственных имен:
John Henry O’Hara [с1зэп 'henri ou'haro], Mary Spellacy {'meari
'spelasi], Herbert ['ha:bat], Lewis ['lu:isj.
Now We Know
(After John O’Hara)
John Henry O’Hara (1905—1970) was born in Pennsylvania,
USA. After finishing school and trying several professions he became
a newspaper reporter.
O’Hara wrote many novels and short stories. He belonged to
the realistic school of twentieth century American prose. He knew
provincial life in the USA very well. Some of his stories show
sympathy for the needs of ordinary people.
Mary Spellacy worked in an office. Because she lived at the

end of the bus line, Mary often was the first passenger on the
bus.
One day Herbert, the bus-driver, was sitting in the bus
waiting for the time to start a new trip.
Mary had been a passenger of his often enough so they
usually smiled and said good morning.
When Mary got on the bus he smiled and said, “Good
morning.”
But on the next morning Mary sat down on the bench at
the bus stop and pretended to read a newspaper. Herbert opened
the door, but Mary did not take her eyes off the paper. Herbert
began to worry. He was already a minute late in starting. He
got out.
418
“Excuse m e,” he said. “I’m very sorry. Please get in.”
She thought a little and got in.
She opened her bag to get the money.
“No,” he said. “I’m paying for your ride this morning, and
every morning. I want to do it.”
“But I don’t know you. You’re not a friend of mine.”
“I know. W hat’s your name? I don’t even know your name,"
said Herbert.
“Why do you want to know my name?”
“My name is Lewis. Herbert Lewis.”
She chose a seat at the back of the bus to stop the
conversation. She could see that he was very unhappy.
At the subway station she walked to the front of the bus,
and just as she was leaving, she turned to him, gave him her
best smile and said “Good-bye.”
For the next few days warm smiles passed between them,
and M ary guessed that they were both very happy to see each
other. Now she sat at the front of the bus near him. In that
way they found out the facts about each other: that he was
married, had two kids. He also told her he had wanted to study
medicine. Mary said that she had taken piano lessons for two
years when she was a kid, and she lived with her mother and
three sisters.
One morning Mary said to him, “I can get you two tickets
for a show. Would you like to go and take your wife?”
“Listen, Mary. When you go to a show, you’re supposed to
go to have a good time, to take somebody you’re fond of so
that you can have an enjoyable evening. My wife is not that
kind of person. I don’t enjoy doing things with her. I’m not
saying anything behind her back. Everybody knows that she
began disliking me before I began disliking her. It’s only because
of the kids... I tell you all this because I love you, Mary. You
don’t have to say anything. You don’t have to take any respon
419
sibility because I love you. But it’s doing me no good, so I
asked the administration to change me to another run.”
“You did? When do you change?”
“Monday night. Well, I guess I know what you’re thinking.
I told you you didn’t have my responsibility.”
“You’re wrong there, Herbert. I have the responsibility that
I let you be the first to say anything. If you hadn’t said anything,
I would have said something or showed it in some way. Well,
it’s a good thing we know now.”
“Yes, I guess so. Now we know.”
ride — поездка responsibility [ris,pons9'biliti] —

subway — метро ответственность
kid — ребенок run — зд. маршрут автобуса
* * *

1. How did it happen that Mary met Herbert every day?
2. How did Mary and Herbert find out facts about each
other?
3. How did Herbert show his responsibility as father of
two children?
И. Объясните, что имел в виду Герберт, сказав “... now we
know”:
а) то, что он и Мэри знают, что любят друг друга;
б) знают, что им нужно расстаться.
Обоснуйте свою точку зрения.
III. Обсудите, правильно ли поступил Герберт.
IV. Напишите:
а) почему Мэри предложила Герберту два билета на
спектакль;
б) как этот поступок характеризует ее.
420
T a sk 2 6
♦ Прочитайте отрывок из книги американского писателя Стива

Нельсона об участии прогрессивных американцев в борьбе против
фашизма в Испании в 1936— 1938 годах. При чтении обратите
внимание на произнесение следующих собственных имен:
Steve Nelson ['sti:v 'nelson], Oliver ['olivo], Ruby Ryant [Tu:bi

Taiont], Jackie Shirai ['câeki JioTei].
The Olive Tree

(Af ter Steve Nelson)
The s to r y is taken from S t e v e N els o n 's book “ The V olu n tee rs”,
wh ich is ab ou t the A m eric a n s w h o w e n t to f ig h t to g e th e r w ith the
S p a n is h republica n s a g a i n s t fa scism .
The a u th o r o f “ The V olun teers”, S t e v e N e ls o n , w a s a p o lit ic a l
c o m m is s a r in the In te r n a tio n a l B r ig a d e s which u n ited a n ti- f a s c is ts
o f m a n y n a tio n a litie s. He w a s a son o f the w o r k in g class. He b eg a n
f i g h t i n g fo r workers' in ter ests wh en he w a s o n ly six teen . M a n y
tim es he w a s a r r e s te d a n d bea ten by the p o lice, but he n e v e r s to p p e d
his r e v o lu tio n a ry work.
Then the n e w s abou t S p a in ca m e a n d S t e v e N e ls o n w e n t there
to f ig h t fo r freed om . It w a s a n o th e r cou n try but the enem y w a s
the sa m e — reaction b r in g in g fa sc is m w ith it.
S t e v e N elso n tells the s to r y himself.
At night I decided to see everything around and to speak

to some of the men. I had been in the trenches all day long,
but I had not spoken much to the comrades.
I said to Oliver, “I think I’ll take a walk through the trenches.
I’ll find my way back all right.”
“The password,” said Oliver, “is ‘nuestra victoria’” (our
victory).
421
I started walking in darkness and I was stopped very soon:
“Who’s there?”
“Nuestra victoria!”
“Oh, it’s the new commissar!” the guard said in surprise.
“W hat’re you doing here at this time of night?”
“Well, walking through the trenches. W hat’s your nam e?”
“Ruby Ryant of Tom Mooney Machine-Gun Company”1.
“Well, have a cigarette... How’s everything?”
“We had good food while Jackie Shirai was in the kitchen,”
he said. “Jackie’s the best cook in the S tates.”
“What happened to him?”
“He didn’t want to be a cook any more. He left his kitchen
to fight the fascists.”
I walked for an hour, for two hours, in the trenches, and
the comrades talked to me, telling me about their problems.
I stood near a boy from California. The stars were bright,
bright enough to show the black hills against the sky. The boy
from California said, “You know, there are places back home
that look very much like this country. Have you ever been to
California?”
“No.”
“You see that olive tree?”
The olive tree was not far from the trenches. It was not
beautiful as olive trees are. It did not even look like an olive
tree; it was only a tree beaten to death by war.
“Yes.”
“That’s where Ben was killed. Under that same tree. We
were attacking, and he fell down behind it, and I shouted at
him, ‘You okay, Ben’? He looked at me and laughed, and he
shouted back, ‘Of course! Let’s go!’ He got up, walked a little
1 Tom Mooney Machine-Gun [ma'jnngAn] Company — пулемет

ная рота имени Тома Муни ( Том Муни — активный участник ра
бочего движения США.)
422
and then fell on his face. And was dead”— the boy drew a long
breath 1— “and I helped bury him. Under that tree.”
“You’d known Ben for a long time, hadn’t you?”
“Yes. We went to school together. We did everything together.
We came to Spain together. We were together in the 1934
strike — you know, in San-Francisco. That day the policemen
attacked us and Ben saved me.”
We looked into the darkness for some time. Then the boy
said thoughtfully, “The olive tree; tree of peace. I think men
have grown olives longer than any other kind of fruit.”
“You may think that the tree is dead. Well, it’s not. The
fascists could not kill it, and when w e’ve put the fascist bandits
underground, it’ll continue to bear fruit.”
enemy ['enimi] — враг cook — повар

trench — траншея, окоп okay ['ou'keij — все в порядке
password — пароль to bury ['beri] — хоронить
guard [gcud] — часовой strike — забастовка
1 drew a long breath [Ьгеб] — глубоко вздохнул
* * *
423
1. What did the commissar decide to do at night and why?
2. Who stopped Steve Nelson in the trenches?
3. How did Ben die?
4. What did the boy from California say about the olive
tree?
И. Выделите самое важное, на ваш взгляд, в разговоре комиссара
с бойцом-интернационалистом и объясните, почему вы так
думаете.
Task 27
♦ Прочитайте один из самых коротких и самых сильных рассказов
Эрнеста Хемингуэя, написанный им в 1938 году в Испании.
Писатель описывает республиканского офицера, которому пору
чено следить за продвижением противника, и старика, который
«только смотрел за животными», как участников одной и той же
трагедии испанского народа. Горе старика становится понятным
офицеру. При чтении обратите внимание на произнесение сле
дующих собственных имен:
Ernest Hemingway ['o:nist 'hemiijwei], Illinois [,ili'noi], San Carlos
Lsaen'kcubs], Ebro Delta ['i:brou 'delta], Barcelona Lbcusi'louno].
Old Man at the Bridge

(Afte r Ernest H e m in g w a y )
E rn est H e m in g w a y ( 1 8 9 9 — 19 6 1 ) w a s
born in Illin o is . His f a th e r w a n t e d him to
be a d o c to r, but he becam e a n e w s p a p e r
reporter.
H e m in g w a y took p a r t in W orld W a r I
a n d he d e s c r ib e d it in his a n t i - w a r n o v e l
“A F a r e w e ll to A r m s ”l .
D u rin g the N a tio n a l- R e v o lu tio n a r y
W ar in S p a in ( 1 9 3 6 — 1 9 3 9 ) , he a c t i v e l y
h elp e d the repub lican s in th eir s t r u g g l e
424
a g a i n s t the f a s c is t reaction. The e v e n ts in S p a in b ecam e the m ain
th em e o f his n o v e l "For Whom the B e ll Tolls"2 a n d so m e o f his
s h o rt stories.
H e m i n g w a y ’s “A F a r e w e ll to A rm s" , "For W hom the B e ll Tolls"
a n d "The O ld M a n a n d the Sea" are th ree c l a s s ic s o f the 20th
c e n tu ry literature.
An old man in very dusty clothes was sitting by the side

of the road. There was a pontoon bridge across the river and
carts, lorries, and men, women and children were crossing it
and going on. But the old man was sitting there without moving.
He was too tired to go on.
It was my business to cross the bridge and see where the
enemy was. I did this and returned over the bridge. There were
not so many carts coming off the bridge now, and very few
people on foot, but the old man was still there.
“Where do you come from?” I asked him.
“From San Carlos,” he said. “I was taking care of animals,”
he explained.
“O h,” I said without much understanding.
“Yes,” he said, “I stayed, you see, taking care of animals.
I was the last one to leave the town of San Carlos.”
He did not look like a shepherd, and I looked at his black
dusty clothes and his grey dusty face and said, “What animals
were they?”
“Different animals,” he said. “I had to leave them .”
I was watching the bridge and the country of the Ebro Delta
and thinking how long now it would be before we would see
the enemy.
“What animals were they?” I asked.
“There were three animals altogether,” he explained.
“And you had to leave them ?” I asked.
1 “A Farewell to Arms”— «Прощай, оружие!»

2 “For Whom the Bell Tolls” [toulz] — «По ком звонит колокол»
425
“Yes. Because of the artillery. The captain told me to go
because of the artillery.”
“And you have no family?” I asked, watching the far end
of the bridge where a few last carts were coming.
“No,” he said, “only the animals I told you about. The cat,
of course, will be all right. A cat can look after itself, but I
cannot think what will become of the others.”
“What politics have you?” I asked.
“I am without politics,” he said. “I am seventy-six years
old. I have come twelve kilometres now and I don’t think I can
go on.”
“This is not a good place to stop,” I said.
“I will wait a little,” he said, “and then I will go.”
He looked at me very tiredly, then said, “The cat will be
all right. But the others. Now, what do you think about the
others?”
426
“Well, perhaps they’ll be all right, too.”
“You think so?”
“Why not?” I said, watching the far end of the bridge where
now there were no carts.
“But what will they do under the artillery when I was told
to leave because of the artillery? It’s better not to think about
the others.”
“Now, if you can, get up and try to walk,” I said.
"Thank you,” he said. He tried to get to his feet, but sat
down in the dust again.
“I was only taking care of animals,” he said again but not
to me. “I was only taking care of animals.”
There was nothing to do about him. The fascists were coming
nearer to the bridge.
cen tu ry ['sentjbri] — век shepherd ['Jepad] — пастух

cart — повозка a lto g eth er [,э:Кэ'дебэ] — всего
* * *

1. Why were the people leaving the towns and villages?
2. Who was sitting by the side of the road after crossing
the bridge?
3. What was the old man taking care of?
4. Why did he have to leave animals?
И. Найдите в рассказе и прочитайте предложения:
а) о старике (все, что сообщает о нем автор и что он
сам говорит о себе);
б) об обстановке в районе переправы.
III. Считаете ли вы, что встреча у моста произвела на респуб
ликанского офицера большое впечатление? Какие именно фак
ты заставили его задуматься о судьбе народа в момент вы
полнения задания?
427
T a sk 2 8
♦ Прочитайте текст о последствиях, к которым приводит загрязне
ние окружащей среды, о необходимости бережного отношения к
природе.
How Does a Lake Die?

(Af ter L. Pringle)
LAKE ERIE * IS DYING.

DEATH OF A GREAT LAKE.
LAKE ERIE: A DEAD SEA.
People in the USA and Canada may read headlines like
these in newspapers or see reports on television about Lake
Erie. This big lake is not dead yet, but it is in danger of dying.
Like many lakes in North America, Lake Erie was born more
than 10,000 years ago. Its area is 25,745 square kilometres.
Lake Erie is the oldest and shallowest of the Great Lakes, so
it is natural that it is dying faster than the others.
But it is dying not only because a lot of soil, dead plants,
and animal materials are carried into it. Pollution is the greatest
danger. Waste products of many kinds are brought into the
lake by rivers from cities and industries. Some of the wastes
kill fish and some kill the life on the bottom of the lake. When
plants growing in the lake die, they go down to the bottom.
The same thing happens to plant life that falls into the water.
There they decay. But the process of decay is impossible without
oxygen, and in Lake Erie there is so much waste that most
of all the oxygen is taken from the water. Most of the decay
stops, and the wastes accumulate on the bottom. It was found
that over 2,500 square kilometres of the lake’s bottom waters
have no oxygen at all.
As decay takes oxygen from the water, the aminal life
becomes very difficult in Lake Erie. The fish that are best for
food are disappearing. They need very much oxygen.
428
The pollution of Lake Erie is a great danger not only for
fish, but for people too, especially for children. In many places
swimming in its waters is impossible now because of the danger
to health.
Biologists think that Lake Erie will take not less than twenty
years to clean itself of undecayed wastes if all pollution is stopped
now. City and state governments in both Canada and the United
States are trying to clean up Lake Erie and put a stop to the
thousands of tons of industrial and city wastes that flow into
the lake. But progress is slow, and much money is needed,
both by city and state organizations and by factories to do the
work well.
There is also another thing which specialists worry about:
navigation on the Great Lakes. There are many important ports
both on the US side and on the Canadian side. Will the Great
Lakes be useful for navigation in future? The waste products
thrown into the water by cities and industries, together with
the mud brought down by the rivers, may make the lakes very
shallow and swampy and useless for navigation. The Great
Lakes may become swamp-land and lost in future to the economy
of both Canada and the United States.
headline ['hedlain] — заголовок bottom ['batam] — дно

shallow ['Jaelou] — мелкий to decay [di'kei] — разлагаться
soil — почва, земля oxygen ['aksid3an[ — кислород
plant [plant] — растение mud — грязь, ил
to pollution [pa'lu:Jn] — загрязнение * swamp [swamp] — болото,
waste [weist] products — отходы топь
(производства)
* * *
1. What headlines to articles about Lake Erie may be seen

in newspapers?
429
2. Why is Lake Erie dying?
3. Why is pollution of Lake Erie so dangerous?
II. Определите, что нанесло озеру Эри более значительный

ущерб — естественное загрязнение или загрязнение в резуль
тате хозяйственной деятельности человека.
III Выпишите из текста предложения о катастрофическом состо

янии озера Эри.
Task 29
♦ Гибель динозавров — одна из самых загадочных страниц биогра
фии нашей планеты. Прочитайте статью об этих удивительных
чудовищах, во власти которых когда-то находились просторы
Земли.
Ideas About Dinosaurs

(After L. Pringle)
We know a lot about dinosaurs. But there is a lot we don’t

know. There are many theories, for example, about why they
died out, but we do not know which of them is correct.
But there are no dinosaurs around now, so we cannot easily
learn about their lives. All we have are dinosaur fossils —
mostly bones and footprints in stone.
At the same time our knowledge about dinosaurs is growing.
New fossils are discovered every year by paleontologists. We
have now a better understanding of the climate and other
conditions of long ago when dinosaurs lived.
The first dinosaur fossils were discovered about one hundred
and fifty years ago. By studying the skeletons of dinosaurs
paleontologists believe that dinosaurs were a lot like crocodiles
and other reptiles that live today. They also believed for a long
time that dinosaurs were cold-blooded.
430
We have all seen pictures showing cold-blooded dinosaurs
living in tropical conditions. The biggest of all are usually shown
living in shallow lakes and swamps.
This picture may be wrong. Some paleontologists now think
that dinosaurs were warm-blooded. Others do not agree about
this; they still believe that all dinosaurs were cold-blooded.
What more can we learn from fossils and other things? Well,
if dinosaurs were warm-blooded, they could have lived in regions
which had cool nights and cool seasons. Perhaps they migrated
to cooler climates for the summer and back to warmer ones for
the winter.
The idea that some dinosaurs were warm-blooded also helps
to explain why there were many kinds of smaller dinosaurs.
They had skeletons which were good for fast running, which
cold-blooded animals cannot do.
One of the ideas about dinosaurs is that there is little
difference beween the skeletons of small dinosaurs and the
fossil skeletons of the world’s first-known birds. The paleontolo
gists who hold this theory believe that the dinosaurs did not
all die out. Small ones changed and became in the end what
we call birds. If this is correct, then we can think pf today’s
birds as dinosaurs flying in the air!
We may never know if dinosaurs were warm-blooded, but
this theory made people show a new interest in the dinosaurs
of long, long ago.
d in o sa u r ['dainasa:] — динозавр cold-blooded ['kould'blAdid] —

fossil ['fosl] — ископаемое зоол. холоднокровный
fo o tp rin t ['futprintl — след cool [ku:lj — прохладный
c ondition [kan'difn] — условие difference ['difarans] — различие
to discover [dis'kxva] — b ird — птица
открывать, делать открытие to hold [hould] ( h e ld ) — полагать,
считать
431
* * *
♦ I. Ответьте на следую щ ие вопросы:
1. What do we have to help us to learn about dinosaurs?

2. What theory about dinosaurs may be wrong?
3. What theories about dinosaurs do paleontologists discuss?
II. Кратко сформулируйте одну из гипотез о динозаврах, которая

вызывает дискуссии ученых.
Task 30
♦ Прочитайте о том, как метеорологи обнаруживают зарождаю щ иеся
тропические циклоны, чтобы своевременно оповестить об опас
ности ж ителей прибрежных райнов, а также экипажи судов и
самолетов. При чтении обратите внимание на произнесение сл е
дую щ их собственных имен:
Carla ['kcula], B etsy ['betsi], Camille [ka'mi:l], Alice ['aelis], Brenda

['brenda], Christine ['kristi:n], Delia ['di:lja], Loretta [lo:'reta], Wilda
['wailda].
The Hurricane Hunters

(After E. Myers)
All along the Atlantic and Pacific coasts, from August till
November, meteorologists watch for hurricanes, which are very
dangerous storms. The wind in a hurricane blows round and
round in a spiral. In the centre of a hurricane there is a small
area, known as the “eye”, where there is good weather. Usually
hurricanes are given girls’ names like Carla, Betsy and Camille.
A hurricane is really a very strong tropical cyclone. The girl’s
name is used for radio communications. Easy-to-remember names
help operators not to make mistakes during radio talks about
the movements of a hurricane.
432
The men who risk their lives each year by flying into the
eye of a hurricane to get information about it are known as
“Hurricane H unters”. They are a part of the Air W eather S ervice,
a world organization, made up of over 200 weather stations.
Flying their special planes, the Hurricane Hunters collect
important information of a storm ’s intensity, its eye position, its
movement, and the area it covers. This information then goes
to land, where it is quickly sent to weather bureaus to tell them
that a dangerous hurricane is coming and when it will reach a
given place.
When a storm is found, it comes under the careful watch
of the Hurricane Hunters to see if it is growing stronger. When
a wind reaches a force of more than sixty kilometres per hour,
meteorologists call it a tropical storm or cyclone and it receives
its official name. When a tropical cyclone reaches a wind force
of over one hundred kilometres, it becomes a hurricane. If a
great hurricane causes serious damage, its name is not used
any more. In choosing the names, all letters of the alphabet are
used but not Q, U, X, Y, and Z. Some of the names for
hurricanes given in the past years were Alice, Brenda, Christine,
Delia, Kate, Loretta and Wilda.
Hurricanes often caused much damage in parts of the
United States. A good example was Hurricane Camille in 1969.
One of the worst hurricanes in American history, Camille caused
over 250 deaths and did great damage. Its terrible force was
first reported by the Hurricane Hunters. They flew into the eye
of Camille and got important information, perhaps saving countless
lives.
hurricane [Ъ лпкэп] — урагай service ['saivis] — служ ба

hunter — охотник force [fo:s] — сила
dangerous ['deind 3 ras] — опасный to cause [ka:z] — вызывать,
area ['earia] — площадь, простран- быть причиной
ство - damage ['daemidj] — ущ ерб,
повреждение
15 3.1к. 6 433
♦ I. Ответьте на следующ ие вопросы:
1. What are hurricanes?

2. What work do Hurricane Hunters do?
3. Why are hurricanes dangerous?
4. How important is Hurricane H unters’ work?
И . Найдите в тексте и прочитайте:
а) о том, что представляет собой тропический циклон;
б) о работе метеорологов, изучающих ураганы.

V O C A B U LA R Y
a — adjective ['aed3 iktiv] — прилагательное

a d v — adverb ['aedvo:b] — наречие
cj — conjunction [kon ^ A Q k jn] — союз
int — interjection [,int9'd3ekjn] — междометие
n — noun [naun] — сущ ествительное
пит — numeral ['njuimorol] — числительное
pi — plural ['pluorol] — м ножественное
p r n — proper noun ['ргэрэ 'naun] — имя собственное
prep — preposition [,prep9'zijn] — предлог
pron — pronoun ['prounaun] — местоимение
v — verb [v9:b] — глагол
A actress ['aektris] n артистка, акт

риса
add [aed] v прибавлять, добав
а [о] неопределенный артикль лять
(перед согласными) address [o'dres] n адрес
ability [9,biliti] n способность admit [od'mit] v признавать, д о
able ['eibl]: be able мочь, суметь пускать
about [o'baut] prep о; приблизи adopt [o'dopt] v принимать
тельно, около advantage [od'vcuntids] n пре
above [o'bAv] prep над имущество
absent ['aebsont]: be absent от adventure [od'ventjoj n приклю
сутствовать чение
according ['okoidioJ prep соглас advertise ['a?dv9taiz] v реклами
но, в соответствии с ровать
achieve [o'tjnv] v достигать, у с advise [od'vaiz] v советовать
пешно выполнять afraid [o'freid]: be afraid бояться
act [aekt] v действовать; испол after ['cufto] prep, cj после
нять (роли) after Mark Twain по Марку
active ['aektiv] а активный Твену
activity [aek'tiviti] n деятельность afternoon Lcufto'num] n время
actor ['aekto] n артист, актер после полудня
is *
435
again [o'gein] adv снова, опять anything ['eniGir)] pron что-
against [o'geinst] prep против нибудь
age [eid 3 ] n возраст appear [o'pio] v появляться
ago [o'gou] adv тому назад applaud [o'pbid] v апплодиро-
agree [o'gri:] v соглашаться вать
agricultural Laegri'kAtJorol] a apple ['aepi] n яблоко
сельскохозяйственный apply [op'lai] v обращаться с про
agriculture ['aegrikAltJb] n сель сьбой; применять; приклады
ское хозяйство вать
aid [eid] v помогать; n помощь April ['eiprol] п апрель
aim [eim] n цель are [а ] мн. ч. наст, времени
air [га] n воздух, v проветривать глагола be
airm ail ['е э т е й ] n авиапочта area ['corio] п площадь, про
all [э:1] pron весь, вся, всё, все странство, территория
alm ost ['odm oust] adv почти argue ['agju:] v спорить
along [э'1эд] prep вдоль arm 1 [a m ] n рука (от кисти
already [oil'redi] adv уж е до плеча)
also ['d:1sou] adv также, тож е arm 2 [a m ] п обыкн. pi оружие;
although [э:Г5ои] cj хотя, хотя и v вооружаться
always [b d w oz] adv всегда armchair ['a m tjea ] п кресло
am [aem] 1-е л. ед. ч. наст, вре army ['am i] п армия
мени глагола be around [a'raund] adv кругом, во
am ong [э 'т л д ] prep среди, меж- круг
ДУ arrive [o'raiv] v прибывать
ап [эп] неопределенный ар article ['atikl] n статья
тикль (перед гласными) artist ['a tist] n художник
and [aend] cj и arts [a ts] n изобразительное ис
angry ['aeggri] а сердитый, злой, кусство
возмущенный as [aez] cj в то время как; по
anim al ['aenimal] n животное скольку; как
anniversary [aeni'voisori] n го as ... as такой ж е... как
довщина ask [ask ] v спрашивать
another [э'плбэ] a, pron другой at [set] prep у, в
answer ['an sa] n ответ, v отве ate [et] см. eat
чать athletics [aeG'letiks] n атлетика
any ['em] а любой, всякий attend [o'tend] v посещать
any more больше attention [a'tenjn] n внимание
anybody ['enibodi] pron кто- August [b ig o st] n август
нибудь aunt [an t] n тетя
anyone ['eniwAn] pron кто- author [Ь :вэ] n автор
нибудь autum n [b itom ] n осень
436
award [a'wo:d] n награда; v на believe [bi'li:v] v верить, полагать
граждать below [bi'lou] adv, prep ниже
awful [b:ful] а ужасный bell [bel] n З В О Н О К
belong [Ы Ъ д] v принадлежать
bench [bentJ] ti скамья
В besides [bi'saidz] adv кроме
того
back [baek] n спина; задняя или best [best] а (превосх. ст. от
оборотная сторона; adv назад good, w ell) самый лучший;
bad [baed] a (worse, worst) пло adv лучше всего ^
хой better ['beta] а (сравн. ст. от
bag [baeg] n сумка, портфель good, well) лучший; adv луч
balcony ['baelkoni] n балкон ше
ball [Ьэ:1] n мяч between [bi'twi:n] prep м еж ду
ballet ['baelei] n балет big [big] а большой
banner ['Ьаепэ] n знамя bill [bil] n театральная афиша,
bathroom ['bcuGrum] n ванная (U S ) банкнота
( комната) biography [bai'ogrofi] n биогра
battle ['baetl] n битва, борьба фия
be [bi:] v (w as/w ere, been) biology [bai'oIad 3 i] n биология
быть, сущ ествовать birthday ['boiGdei] n день рож
beat [bi:t] v (beat, beaten) бить, дения
побить black [blaek] а черный
beaten ['bi:tn] c m . beat blackboard ['blaekbo:d] n класс
beautiful ['bju:tiful] а краси ная доска
вый blew [blu:] c m . blow
became [bi'keim] c m . become block [bbk] n квартал ( города)
because [bi'koz] cj потому что blood [bUd] n кровь
because of из-за, вследствие blouse [blauz] n блузка
become [Ы'клт] v (became, blow [blou] v (blew, blown) дуть
become) становиться, делаться blown [bloun] c m . blow
bed [bed] n постель blue [blu:] а синий
been [bi:n] c m . be boat [bout] n лодка, пароход
before [bi'fo:] prep перед bone [boun] n кость
began [bi'gaen] c m . begin book [buk] n книга; v заказы
begin [bi'gin] v (began, begun) вать билеты
начинать bookcase ['bukkeis] n книжный
begun [Ы'длп] см. begin шкаф
behave [bi'heiv] v вести себя booking-office ['bukiQ,ofis] n би
behind [bi'haind] adv позади, сза летная касса
ди boot [bu:t] n ботинок
437
bore [Ьэ:] n скука, скучный че С
ловек
born [Ьэ:п]: be born родиться cafe pkaefei] n кафе
both [bou9] pron оба; a d v , conj cake [keik] n торт, пирожное
как..., так и... call [кэ:1] v звать; называть; за
bottle pbotl] n бутылка ходить
bought [bo.t] cm. buy calm [ka:m] а спокойный
box [boks] n коробка came [keim] cm. come
box-office pboks,ofis] n театраль camp [kaemp] n лагерь
ная касса can [kaen] v (could) мочь
boy [boi] n мальчик cap [kaep] n кепка
bread [bred] ti хлеб capital pkaepitl] n столица; a
break [breik] n перемена главный, основной
breakfast ['brekfost] n завтрак capitalist Pkaepitalist] n капита
have breakfast (dinner, лист; а капиталистический
supper) завтракать (обедать, car [ka:] n машина, автомобиль
ужинать) саге [кеэ] п забота
brick [brik] n кирпич take care of заботиться
bridge [brid3] n мост carriage [7kaerid3] п вагон
brigade [bri'geid] n бригада carry f'kaeri] v нести
bright [brait] а яркий carry out выполнять
bring [brig] v (brought, cat [kaet] n кошка
brought) приносить catch [kaetj*] v (caught, caught)
brother [Ъглбэ] ti брат ловить; успеть
brought [bro:t] cm. bring cattle-farm pkaetlfcum] n живот
brown [braun] а коричневый новодческая ферма
brush [Ьглj] n щетка; v чистить caught [ko:t] cm. catch
щеткой cause [ko:z] v быть причиной,
build [bild] v (built, built) стро вызывать
ить celebrate ['selibreit] v праздно
buildin g pbildirj] n здание вать
built [bilt] cm. build celebration Pseli'breijn] n празд
business pbiznis] n дело нование
busy pbizi] а занятой central ['sentrol] а центральный
but [bAt] c j HO centre psento] ti центр
butter pbAto] n масло century Psentjori] ti век, столе
buy [bai] v (bought, bought) тие
покупать certain psa:tn] а определенный,
by [bai] prep при, около некоторый
by bus автобусом certainly Ps9:tnli] adv конечно,
непременно
438
chain [tjein] n цепочка climb [klaim] v взбираться
chair [tjeo] n стул cloak-room ['kloukrum] n гарде
chairm an [Ч]еэтэп] n председа роб
тель clock [kbk] n часы (настольные,
chalk [tjb:k] n мел настенные)
cham pion ['tjaempjan] n чем at 6 o’clock в 6 часов
пион clothes [klou&z] n одежда
cham pionship ['tjaempjonjip] n club [kL\b] n клуб
чемпионат coal [koul] n уголь
change [tjeind3] n сдача; пере coal-m ine ['koulmain] n угольная
мена; v менять(ся), изме- шахта
нять(ся) coast [koust] n морской берег
character ['kaerikto] п характер, coat [kout] n пальто
качество, нрав coffee [7kofi] n кофе
check [tjek] v проверять coin [koin] n монета
cheese [tji:z] n сыр cold [kould] а холодный
chicken ['tflkn] n цыпленок collect [ko'lekt] v собирать
child [tjaild] n ребенок colour ['кл1э] n цвет
childhood ['tjaildhud] n детство column ['кэ1эт] n колонна
children ['tjildron] n (pi от com bine-harvester
child) дети ['kDmbain'havisto] n комбайн
choir ['kwaio] n xop combine-operator
choose [tju:z] v (chose, chosen) ['кэтЬат'эрэгэгеЧэ] n комбай
выбирать нер
chose [tjouz] cm. choose come [кдт] v (came, come) при
chosen ['tjouzn] cm. choose ходить
cinem a ['sinimo] n кинотеатр comedy ['komodi] n комедия
circle [7so:kl] n круг, кружок comfortable ['kAmfotobl] а удоб
circus ['saikas] n цирк ный
citizen ['sitizn] n гражданин common ['кэтэп] а общий, со
city [7siti] n большой город вместный, простой, обще
civil ['sivl] а гражданский известный
classm ate ['klcusmeit] n одно com petition Lkompi'tijn] n со
классник ревнование
classroom ['klcusrum] n классная comrade ['kDmrid] n товарищ
комната concert ['konsot] n концерт
clean [kli:n] n чистый; v убирать; condition [kon'dijn] n усло
вытирать (доску) вие
clear [klio] а ясный, четкий connect [ko'nekt] v соединять
clever ['klevo] а умный consider [kon'sido] v считать,
clim ate ['klaimit] n климат рассматривать
439
c onsist [kon'sist] v состоять (из) cry [krai] v кричать, плакать
c o n s titu tio n [,konsti'tju:jn] n c u ltu ra l ['kAltjorol] а культур
конституция ный
c o n ta in [kon'tein] v содержать, cu ltu re ['kAltjo] n культура
вмещать cup [клр] n чашка; спортивный
c o n tin u e [kon'tinju:] v продол кубок
жать c upboard ['клЬэб] n буфет
convince [kon'vins] v убеждать, cure [kjuo] v вылечивать, исце
уверять лять
cook [kuk] v готовить еду; n по
вар
cool [ku:l] а прохладный D
copy ['kopi] n копия; v перепи
сывать dad [daed] n папа
c o rn e r ['кэ:пэ] n угол d a iry ['deori] n молочная
correct [ko'rekt] v поправлять d a iry-farm молочная ферма
c o rre c tly [ko'rektli] adv пра dance [darns] n танец; v танце
вильно вать
c o rrid o r ['korido:] n коридор d a n g e r ['deind3 o] n опасность
cost [kost] v (cost, cost) стоить d a rk [da:k] а темный
c o tto n ['kotn] n хлопок, хлопча d a te [deit] n дата
тобумажная ткань d a u g h te r ['doito] n дочь
cough [kof] v кашлять, n кашель day [dei] n день
could [kud] cm. can d e a d [ded] а мертвый, умер
c ouncil ['kaunsl] n совет ший
c o u n t [kaunt] v считать d e a r [dio] а дорогой
c o u n tr y ['kAntri] n страна; де d e a th [de0] n смерть
ревня, сельская местность D ecem ber [di'sembo] n декабрь
course [ko:s] n курс, ход; курс decide [di'said] v решать
(лекций) decision [di'si3 n] n решение, ре
of course конечно шимость
cover ['клуэ] v покрывать; осве decorate ['dekoreit] v украшать
щать (в печати) de coration Ldeko'reijn] n укра
cow [kau] п корова шение
crew [kru:] п судовая команда; dedicate ['dedikeit] v посвящать
экипаж {судна) defend [di'fend] v- защищать
cross [kros] v пересекать d e m o n s tra tio n Ldemon'streijn]
crossing ['krosig] п перекресток n демонстрация
crowd [kraud] n толпа; v тол dep a rtm e n t [di'padmont] n отдел
питься desk [desk] n парта, письменный
c ruel [kruol] а жестокий стол
440
deskm ate ['deskmeit] n сосед no done [блп] см. do
парте door [do:] n дверь
determ ine [di'toimin] v опреде doubt [daut] v сомневаться
лять down [daun] adv вниз, внизу
develop [di'velop] v развивать drama ['drama] n драма
developm ent [di'velopmont] n drank [draegk] c m . drink
развитие draw [dro:] v (drew, drawn) ри
devote [di'vout] v посвящать, от совать
давать (себя) целиком drawing ['drodi]] n рисование,
did [did] см. do рисунок
die [dai] v умереть, скончаться drawn [dro:n] c m . draw
differ ['difa] v различаться dream [dri:m] v мечтать
difference ('difr(a)ns] n различие dress [dres] n платье; v одеваться
different ['difr(9)nt] а различ drew [dru:] c m . draw
ный, разный drink [drirjk] v (drank, drunk)
d ifficult ['difikolt] а трудный пить
dining-room ['dainigrum] n сто driver ['draiva] n водитель
ловая drunk [drAgk] c m . drink
dinner ['dina] n обед dry [drai] а сухой; v сушить,
direction [di'rekjn] n направле вытирать
ние, руководство dry oneself вытираться
disappear Ldisa'pia] v исчезать during ['djuarig] prep в течение,
discipline ['disiplin] n дисципли во время
на, учебный предмет dust [dAst] n пыль; v вытирать
discover [dis'kAva] v узнавать; (выбивать) пыль
обнаруживать, открывать duster ['dAsta] n тряпка
dish [dij] n тарелка; блюдо duty ['dju:ti] n долг
dishes n pi посуда be on duty дежурить
display [dis'plei] v проявлять, по
казывать
district ['distrikt] n район E
do [du:] v (did, done) делать
do homework учить уроки each [i:tJ] a, pron каждый
do m orning exercises делать each other друг друга
утреннюю гимнастику ear [ia] n yxo
do sums решать задачи (при early ['э:Н] а ранний; adv рано
меры) earn [э:п] v зарабатывать
does [dAz] 3-е л. ед. ч. наст. earth [э:0] n земля
времени глагола do east [i:st] n восток
doctor ['dokto] п врач eastern ['i:ston] а восточный
dog [dog] п собака easy ['i:zi] а легкий
441
eat [i:t] v (ate, eaten) есть, ку equal ['i:kw9l] а равный, одина
шать ковый
e a te n ['i:tn] c m . eat eq uality [i(:)'kwoliti] n равенство
economic [Д:кэ'пэгшк] а эконо equ ip m e n t [i'kwipmont] n обо
мический рудование, снаряжение
economy [i'konomi] n хозяйство especially [is'pejbli] adv особен
e d u c a tio n [,edju'keijn] n образо но
вание establish [is'taeblij] v основы
e ight [eit] пит восемь вать, устанавливать
e ith e r ['aiSo] adv также (при от eve [i:v] n канун
рицании) even ['i:vn] adv даже
either... or или... или evening ['i:vnir)] n вечер
elect [i'lekt] v выбирать, избирать event [i'vent] n событие, меро
elder ['eldo] а старший (в семье) приятие; соревнование (no оп
eldest ['eldist] а самый старший ределенному виду спорта)
(в семье) ever ['evo] adv когда-либо
eleven [i'levn] пит одиннадцать every ['evri] а каждый
else [els] adv еще everybody ['evribodi] pron каж
employee [,empbi'i:] n служащий дый, всякий, все
em ployer [im'pbio] n предприни everyone ['evriwAn] pron каждый
матель, наниматель ev e rything ['evriGig] pron все
end [end] n конец; v кончать ex a m in a tio n [ig,zaemi'neijn] n
enem y ['enimi] n враг экзамен
e n g in e e r [,end3i'ni9] n инженер example [ig'zcumpl] n пример
E nglish ['igglijl n английский excellent ['eksobnt] а отличный
язык; англичанин; а англий exchange [iks'tjeind3] v обмени
ский ваться)
enjoy [in'd3oi] v получать удо excursion [iks'koijn] n экскур
вольствие сия
enjoyable [in'dsoiobl] а прият excuse [iks'kju:z] v извинять(ся)
ный exercise ['eksosaiz] n упражне
e n joym ent [in'd3Dim9nt] n удо ние
вольствие, радость, наслажде exercise book ['eksosaizbuk] n
ние тетрадь
en o u g h [ГплП adv достаточно exhibit [ig'zibit] n экспонат; v
e n te r ['ento] v войти; поступить показывать
e n te r ta i n Lento'tein] v прини ex h ib itio n [,eksi'bijn] n выстав
мать, развлекать (гостей) ка
e n te r ta i n m e n t Lento'teinmont] expect [iks'pekt] v ожидать, рас
n развлечение считывать
envelope ['enviloup] n конверт explain [iks'plein] v объяснять
442
explore [iks'pb:] v исследовать, fell [fel] c m . fall
изучать felt [felt] c m . feel
expose [iks'pouz] v разоблачать festival [7festiv(a)l] n праздник,
express [iks'pres] v выражать фестиваль
eye [ai] n глаз few [fju:] а мало, немного {с ис
числяемыми существитель
ными)
F a few несколько {с исчисля
емыми существительными)
face [feis] n лицо field [fi:ld] п поле
factory ['faektori] n фабрика, за fifteen ['fif'ti.n] пит пятнадцать
вод fifth [fif0] пит пятый
fail [feii] v терпеть неудачу, про fifty ['fifti] пит пятьдесят
валиться (на экзамене) fight [fait] v (fought, fought)
fair [feo] а белокурый бороться, сражаться
fall [fo:l] v (fell, fallen) упасть film [film] n фильм
fall ill заболеть find [faind] v (found, found)
fallen [Ъ:1п] см. fall находить
fam ily ['faemili] n семья fine [fain] а прекрасный
fam ous ['feimos] а знаменитый finish ['finij] v кончать
fan [faen] n энтузиаст, болель fire pfaio] n огонь, костер; v под
щик жигать; стрелять
far [fa:] а далекий; adv далеко first [fo:st] пит первый; adv сна
farm [fa:m] n ферма чала, сперва
fa rm e r ['famo] n фермер; кол fish [fij] n рыба; v ловить, удить
хозник, рабочий совхоза рыбу
fashion ['faejn] n мода fit [fit] (fit, fit) v соответство
fash ionable ['faejonobl] а модный вать, подходить, подгонять;
fast [fa:st] а быстрый; adv быстро а пригодный
f a th e r [Чсибэ] n отец five [faiv] пит пять
favour ['feivo] n благосклонность flag [flaeg] n флаг
in favour of в пользу (кого-л flat [flaet] n квартира; а плоский
чего-л.) flew [flu:] c m . fly
favourite ['feivorit] а любимый floor [fb:] n пол; этаж
fe a tu re ['fktjb] n черта, особен flow [flou] v течь, протекать
ность; статья, очерк; v пока flower ['flauo] n цветок
зывать, фигурировать flower g a rd e n цветник
F e b ru a ry ['februori] п февраль flu [flu:] n грипп
feel [fi:I] у (felt, felt) чувство flown [flounj C M. fly
вать fly [flai] v (flew, flown) летать
feet [fi:t] n {pi от foot) ноги folk [fouk] a народный
443
follow [Ъ1ои] v следовать, идти fulfil [ful'fil] v выполнять
за full [ful] а полный
fond [fond]: be fond of любить fun [fAn] n веселье, забава
(кого-то, что-то) fu n n y ['fAni] а смешной, забав
food [fu:d] n пища ный
fool [fu:l] n дурак, глупец, v ду
рачиться) обманывать
foot [fut] n (pi feet) ступня G
go on foot идти пешком
football ['futboil] n футбольный gallery ['gaelari] n галерея
мяч game [geim] n игра
for [fo:] prep для gard e n ['gcudn] n сад
for b rea k fa st на завтрак gas [gaes] n газ
foreign [Ъпп] n иностранный, g a th e r ['даебэ] v собирать(ся)
зарубежный gave [geiv] c m . give
forest ['forist] n лес general ['бзепгэ1] а общий, все
forget [fa'got] v (forgot, общий; n генерал
forgotten) забывать ge n e ra tio n Ызепэ'геЦп] n поко
forgot [fa'got] c m . forget ление
fo rg o tte n [fa'gotn] c m . forget gentle ['d3entl] а добрый, ласко
fork [fo:k] n вилка вый, нежный, кроткий
form [fD:m] n класс geography №зГэдгэП] п геогра
forty ['fo:ti] пит сорок фия
fo ught [fo:t] c m . fight get [get] v (got, got) получать,
found [faund] v основывать, уч добираться
реждать get off выходить (из автобуса
four [fo:] пит четыре и т. д.)
fra n k [fraegk] а откровенный, ис get on входить (в автобус и
кренний т. д.)
free [fri:] а свободный; бесплат get up вставать
ный; v освобождать girl [дэ:1] п девочка, девушка
freedom ['frndam] п свобода give [giv] v (gave, given) давать
F rench [frentj] а французский given ['givn] c m . give
freshffrej] а свежий glad [glaed] а довольный
F rid a y ['fraidi] n пятница glass [glcrs] n стекло, стакан; (pi)
friend [frend] n друг очки
frie n d sh ip ['frendjip] n дружба go [gou] v (went, gone) идти
from [from] prep из, от go by bus ехать на автобусе
fro n t [frAnt]: in front of впере go home идти домой
ди, перед go in for увлекаться (каким-
f ru it [fru:t] n фрукты либо видом спорта и т. д.)
444
go out выходить guest [gest] n гость
go to bed ложиться спать guidance ['gaidons] n руководство
go to school ходить в школу gym nasium [d3im'neizpm] n
go to work ходить на работу спортивный зал
goal [goul] n гол; спортивные во gym nastics [d3im'naestiks] n гим
рота; цель настика
gold [gould] n золото; а золотой
gone [дэп] см. go
good [gud] a (better, best) хо H
роший
good-bye [gud'bai] n прощание; had [haed] c m . have
int до свидания hair [Ьеэ] n волосы
goods [gudz] n pi товары, товар half [hci:f] n половина
got [got] c m . get hall [ho:l] n зал, передняя
governm ent ['gAvnmont] n пра hall-stand вешалка
вительство hand [haend] n рука {кисть ру
graduate ['graedjueit] v оканчи ки)
вать (учебное заведение) handbag ['haendbaeg] n сумочка
grain [grein] n зерно hang [haeg] v (hung, hung) ве
grandfather ['дгаепбДагбэ] n де шать (но: hanged в знач. каз
душка нить)
grandm other ['дгаеп,тлбэ] n ба happen ['haepon] v случаться,
бушка происходить
grass [grcus] n трава happy ['haepi] а счастливый
great [greit] а великий harbour ['harbo] n гавань, порт
greatly ['greitli] adv очень, весьма hard [hard] а твердый, трудный;
green [gri:n] а зеленый adv интенсивно, энергично
greeting ['gri:tig] n приветствие hardly ['hadli] adv едва, едва ли
grew [gru:] c m . grow harm [harm] n вред, ущерб
grey [grei] а серый harvest ['harvist] n урожай; v со
ground [graund] n земля, почва бирать урожай
ground floor 1-й этаж hat [haet] n шляпа
playground площадка для игр hate [heit] v ненавидеть
sports ground спортивная have [haev] v (had, had) иметь
площадка have breakfast (dinner,
group [gru:p] n группа supper) завтракать (обедать,
grow [grou] v (grew, grown) ужинать)
выращивать, расти he has a coat on на нем пальто
grown [groun] c m . grow have to do som ething должен
guess [ges] v догадываться, по делать что-то
лагать he [hi:] pron OH
445
head [hed] n голова; v возглав holiday ['halidi] n праздник, от
лять пуск
at the head of во главе holidays каникулы
headache ['hedeik] n головная home [houm] n дом, жилище;
боль adv домой
heal [hi:l] v излечивать; заживать at home дома
health [hel9] n здоровье go (com e) home идти (при
hear [hia] v (heard, heard) слы ходить) домой
шать honest ['anist] а честный
heard [ha:d] c m hear honour ['ana] n честь
heart [hcutj n сердце, душа hope [houp] n надежда; v наде
heavy ['hevi] а тяжелый яться
held [held] C M. hold horse [ha:s] n конь, лошадь
help [help] n помощь; v помогать hospital ['haspitl] n больница
her [Ьэ:] pron её, свой; принад hot [hat] а горячий, жаркий
лежащий ей hotel [hou'tel] n гостиница, отель
here [hia] adv здесь, сюда hour ['aua] n час
here you are вот, пожалуйста house [haus] n дом
(при вручении чего-либо) housing ['hauzig] n жилище; жи
hero ['hiarou] п герой лищное строительство; жи
herself [ha/self] pron себя; сама лищные условия
high [hai] а высокий; adv высоко how [hau] adv как
hike [haik] n длительная прогул how many сколько
ка, экскурсия; v путешество how much сколько
вать, ходить пешком How do you do? Рад(а) по
hiking ['haikirj] п прогулка пеш знакомиться. Здравствуйте,
ком, пеший туризм hundred ['hAndrad] пит сто
hill [hil] п холм, возвышенность hung [Ьлц] см. hang
him [him] pron ему, его hunt [hAnt] v охотиться
him self [him'self] pron себя; сам hurt [ha:t] v причинять вред,
his [hiz] pron его, свой; принад ущерб; делать больно
лежащий ему husband ['hAzband] п муж
history ['histari] п история
hit [hit] (hit, h it) v ударять(ся)
hobby ['habi] n хобби, любимое I
занятие
hockey ['liaki] n хоккей I [ai] pron я
hold [hould] v (held, held) дер ice [ais] n лед
жать, проводить (собрание) ice-cream ['aiskri:m] n мороже
hold up поднимать ное
446
idea [ai'dio] n идея, мысль; по is [iz] 3-е л. ед. ч. наст, времена
нятие глагола be
if [if] cj если island ['ailond] n остров
ill [ill а больной issue [#iju:] n выпуск, издание,
illness ['ilnis] n болезнь v выпускать, издавать
illu m in a tio n [Uir.mi'neijn] n ил it [it] pron он, она, оно
люминация it is four o’clock четыре часа
im agine [i'maed3in] v вообра
жать, представлять себе
im m ediately [i'miidiotli] adv не J
медленно, тотчас же
im p o rta n t [im'po:tnt] а важный jacket ['d3 aekit] n жакет
impose [im'pouz] v налагать J a n u a r y ['d3aenju9ri] n январь
(iобязательство) job [d3ob] n работа
im pression [im'prejn] n впечат join [d3Din] v присоединиться,
ление вступить
improve [im'pru:v] v улучшать joint [d3 oint] а общий, совмест
in [in] prep в ный
be in быть дома jo u rney ['d39:ni] n путешествие;
in front of перед v путешествовать, совершать
include [in'klu:d] v включать поездку (путешествие)
independence [jndi'pendons] n July [d3 u'lai] п июль
независимость jum p [d3Amp] п прыжок; v пры
in d u s tria l [in'dAstriol] а промыш гать
ленный J u n e [d3 u:n] п июнь
in d u s try ['indostri] n промыш just [d3Ast] adv точно, как раз;
ленность просто, всего лишь; только что
in s titu te ['institju:t] n институт J u s t a m inute! Минутку!
in te re s t ['intrist] n интерес; v just [d3Ast] а справедливый, обо
интересоваться снованный
in te r e s tin g ['intristirj] а интерес
ный
in terval ['intovol] n перерыв, ант К
ракт
into ['into, 'intu] prep в keen [ki:n] а острый, тонкий,
in tro d u c e [,intr9'dju:s] v пред страстно желающий
ставлять, знакомить, вводить keep [ki:p] v (kept, kept) дер
invent [in'vent] v изобретать жать, хранить
invite [in'vait] v приглашать kept [kept] см. keep
iron ['aion] n железо kill [kil] v убивать
447
kilogram m e ['kibgraem] n кило late [leit] а поздний; adv поздно
грамм be late опаздывать
kilom etre [/kila/mi:ta] n кило-1 laugh [laf] v смеяться
метр laughter ['lafto] n смех, хохот
kind [kaind] n сорт, вид law [b:] n закон
W hat kind of book is this? lay 1 [lei] v (laid, laid) класть,
Какая это книга? положить; накрывать, стелить
kind [kaind] а добрый, сердеч lay the table накрывать на
ный, любезный стол
king [kig] n король l a y 2 [lei] CM. lie
kitchen ['kitJin] n кухня leader ['li:da] n вождь, руково
kitchen-garden огород дитель, командир
knew [nju:] c m . know leaf [li:f] n (pi leaves) лист
knock [nok] v стучать learn [b:n] v учиться, узнавать
know [nou] v (knew, know n) least а (превосх. ст. от little)
знать наименьший; adv меньше
know ledge ['пэНбз] n знание всего
known [noun] c m . know leave [li:v] v (left, left) покидать,
оставлять, уезжать
leave school оканчивать шко-
L лу
left 1 [left] а левый
laboratory [lo'borotori] n лабора on the left налево
тория left 2 [left] c m . leave
labour ['leibo] n труд leg [leg] n нога
labour training трудовое обу legend ['led39nd] n легенда
чение less [les] a (сравн . ст. от
ladder ['laedo] n лестница little) меньший; adv мень
laid [leid] c m . lay ше, менее
lain [lein] c m . lie lesson ['lesn] n урок
lake [leik] n озеро let [let] v (let, let) позволять
lamp [laemp] n лампа letter ['leto] n буква; письмо
land [laend] n земля; v приземлить level ['levl] n уровень
ся, высаживаться (на берег) librarian [lai'brearian] n библи
language ['laeggwid3] n язык отекарь
large [lcud31 я большой library ['laibrari] n библиотека
last 1 [last] v продолжаться, lie [lai] v (lay, lain) лежать
длиться life [laif] n (pi lives) жизнь
l a s t 2 [last] а последний, про lift [lift] n лифт
шлый light [lait] n свет; а светлый,
at last наконец легкий
448
like [laik] а подобный, похожий; m ain [mein] а главный
v нравиться m ake 1 [meik] v (made, made)
W h a t is the w e a th e r like делать
today? Какая сегодня погода? m ake a bed застилать (уби
line [lain] n очередь, линия рать) постель
lip [lip] п губа m ake 2 [meik] v заставлять
listen ['lisnj v слушать m an [maen] n (pi men) мужчина,
lite r a tu r e ['litritja] n литература человек
litre ['li:ta] n литр m anage ['таешбз] v руководить,
little ['litl] a (less, least) ма управлять; справляться, обхо
ленький; adv мало диться
live [liv] v жить m any ['meni] а многие, много
living-room ['livigrum] n жилая т а р [таер] п карта
комната M arch [matj] п март
long [log] а длинный; adv долго m arch [mcutj] v маршировать
look [luk] v смотреть m ark [mcuk] n оценка
look a fte r смотреть за, уха m arket ['makit] n рынок
живать m a rry ['maeri] v жениться; вы
look for искать ходить замуж
lorry ['lari] n грузовик m aste r ['mcusta] n хозяин; v одо
lose [lu:z] v (lost, lost) терять, левать; овладевать (языком,
проигрывать музыкальным инструмен
lost [last] c m . lose том.); преодолевать (труднос
lot [lot]: a lot of много; lots of ти)
много m at [maet] п коврик
loudly ['laudli] adv громко m atc h [maetj] п матч
love [ I ] n любовь; v любить
a v m ath e m a tic s LmaeGi'maetiks] п
lovely [ ' I H ] а красивый, при
a v математика
влекательный, очарователь m ay [mei] v (might) мочь
ный M ay [mei] n май
low [lou] а низкий M ay Day Первомай
luck [1лк] n счастье, успех, удача, maybe ['meibi] adv может быть,
везение возможно
me [mi:] pron мне, меня
meal [mi:l] n еда
М m ean [mi:n] v (m eant, m eant)
значить, означать; иметь в ви
m achine [ma'jnn] п машина ду, подразумевать
m ade [meid] см. make; а сде m easure ['тезэ] п мера; v из
ланный мерять
m ag a z in e [/maego'zi:n] п журнал m eat [mi:t] п мясо
449
m edal ['medl] n медаль m orning ['тэ:шд] n утро
m edicine ['medsin] n лекарство; most [moust] a ( превосх. ст. от
медицина much, many) наибольший;
m eet [mi:t] v (met, met) a d v больше всего
встречать, встречаться, зна mother ['тлбэ] n мать
комиться m otherland ['mAbabnd] n роди
m eeting ['miitir)] n встреча, со на
брание m ountain ['mauntin] n гора
member ['тетЬ э] n член move [mu:v]’y двигаться, пере
men [men] n (pi от man) люди езжать
met [met] c m . meet movement ['muivmant] n движе
metre ['miita] n метр ние
m iddle ['midi] n середина much [mAtJ] a (more, most)
m ight [mait] n мощь, могущество много; a d v очень
m ile [mail] n миля (= 1609 м) mum [т л т ] n мама
m ilitary ['militari] а военный museum [mju'ziam] n музей
m ilk [milk] n молоко music ['mju:zik] n музыка
m ilkm aid ['milkmeid] n доярка must [mAst] v должен
m illion ['miljan] n миллион my [mai] ргоп мой, моя, моё, мои
m ind 1 [maind] n ум, разум myself [mai'self] ргоп себя, я сам
to my mind по моему мнению
m in d 2 [maind] v возражать,
иметь что-то против; заботить N
ся, волноваться; обращать вни
мание name [neim] п имя, фамилия
m ine [main] ргоп мой national ['naejanl] а националь
m inute ['minit] n минута ный
m iss [mis] v пропускать nation ality [,naejVnaeliti] п на
m istake [mis'teik] n ошибка циональность
modern ['modan] а современный near [шэ] prep вблизи, рядом
m odest ['modist] а скромный, за need [ni:d] v нуждаться
стенчивый neither ['nai&a] а никакой; ни
moment ['moumant] n момент тот, ни другой
M onday ['mAndi] n понедельник neither... nor ни... ни
m oney ['mAni] n деньги never ['neva] a d v никогда
m onth [тлпб] n месяц new [nju:] а новый
m onum ent ['monjumant] n па news [nju:z] п новость, новости
мятник newspaper ['nju:s,peipa] п газета
more [тэ:] a (с р а в н . ст. от next [nekst] а следующий; prep
much, many) больший; a d v рядом
больше nice [nais] а хороший
450
night [nait] n ночь Olympic [o'limpik] а олимпий
nine [nain] пит девять ский
no [nou] adv нет; pron никто on [on] prep на
nobody pnoubodi] pron никто one [wAn] n употр. как заме
nor [no:] c m . neither нитель ранее упомянутого
north [no:9] n север сущ.; пит один
northern рпо:бэп] а северный only pounli] adv только
nose [nouz] n h o c open роирэп] а открытый;
not [not] adv не v открывать
not at all нисколько; пожа opera Рэрэгэ] п опера
луйста, не стоит (благодар opinion [o'pinjon] п мнение
ности) in my opinion по моему
n othing pnA0ig] pron ничто мнению
for nothing даром, бесплатно opposite popozit] adv напротив
novel pnovl] n роман opportunity Popo'tjmniti] n воз
November [nou'vembo] n ноябрь можность
now [nau] adv теперь or [э:] cj или
nuclear ['nju:klia] а ядерный orchestra pD:kistro] n оркестр
num ber рплтЬэ] n номер; order pD:do] n порядок; приказ;
число орден; v приказывать
nylon pnailon] n нейлон ordinary po:dnri] а обычный,
простой
organization [,o:gonai'zeijn] n
организация
О
organize pD:gonaiz] v организо
вывать
observe [ob'zoiv] v соблюдать organizer pD:gonaizo] n органи
{законы, праздники) затор
occupation [,okju'peijn] n заня other рлбэ] pron другой
тие; оккупация our pauo] pron наш
October [ok'toubo] n октябрь ourselves Pauo'selvz] pron
of [ov] prep указывает на себя
принадлежность; передает out [aut] prep наружу
ся род. падежом be out не быть дома; выйти
off [of]: take off снимать over pouvo] prep над; свыше; бо
offer pofo] v предлагать лее
office ['ofis] n учреждение; be over кончаться
контора own [oun] а собственный; v вла
often ['ofn] adv часто, деть
много раз owner роипэ] n собственник,
old [ould] а старый владелец
451
p pay [pei] v (paid, paid) платить
payment ['peimont] n плата,
pack [раек] n тюк, узел, пачка; оплата
v запаковывать peace [pi:s] n мир
packet ['paekit] п пакет, пачка pen [pen] n ручка
page [peid3] п страница pencil ['pensl] n карандаш
paid [peid] см. pay pensioner ['penjono] n пенсио
pain [pein] n боль нер
paint [peint] v красить; рисовать people ['pi:pl] n люди, народ
красками; n краска peoples [ pi:plz] n народы
Wet paint — «Осторожно, ок per cent [po'sent] n процент
рашено» perfect ['p9:fikt] а совершенный,
pair [реэ] n пара точный, полный
palace ['paelis] n дворец perform [р эЪ :т] v исполнять
paper ['peipo] n бумага performance [po'foimons] n
parade [po'reid] n парад, линей спектакль
ка, построение; v строиться perhaps [po'haeps] adv может
parent ['peoront] n родитель; ро быть, возможно
дительница pet [pet] n (любимое) домашнее
park [pak] n парк животное, любимец
part [part] n часть physical ['fizikl] а физический
take part принимать участие physical training физкуль
participant [pa'tisipont] n участ тура
ник piano ['pjaenou] n пианино
party 1 ['pati] n партия; команда, pick [pik] v собирать
группа pick up поднимать, подбирать
p a r ty 2 ['pati] n прием гостей, picture ['piktjo] n картина
вечер picture-book ['piktjobuk] n
pass [pas] v передавать; прохо книжка с картинками
дить (о времени) piece [pi:s] n кусок
passtim e ['pastaim] время pig [pig] n свинья
препровождение pig-farm ['pigfam] n свино
passenger ['paesind39] п пасса ферма
жир placard ['plaekad] n плакат
past 1 [past] п прошлое; а про place [pleis] n место
шлый, прошедший plan [plaen] n план; v планиро
past 2 [рast] prep после, мимо вать
five m inutes past two пять plane [plein] n самолет
минут третьего plate [pleit] n тарелка
patriotic Lpaetrfotik] а патрио platform ['plaetfoim] n плат
тический форма
452
play [plei] n пьеса; v играть p r e sen t2 ['preznt] а присутст
player ['pleia] n игрок вующий
playground ['pleigraund] n пло present 3 ['preznt] n подарок
щадка для игр pretty ['priti] а милый, прелест
pleasant ['plezant] а приятный ный, хорошенький; adv доста
please [pli:z] v нравиться точно, довольно
Please! Пожалуйста! price [prais] n цена
pleasure ['р1езэ] n удовольст prize [praiz] n приз, награда
вие produce [pra'dju:s] v произво
plot [plot] n участок земли дить
pocket ['pokit] n карман product ['prodAkt] n изделие
poem ['pouim] n поэма, стихо profession [pra'fejn] n профессия
творение programme ['prougraem] n про
poet ['pouit] n поэт грамма
point [point] v указывать progress ['prougres] n прогресс
policy ['polisi] n политика promise ['pramis] v обещать
polite [pa'lait] а вежливый proper ['prapa] а присущий, над
political [pa'litikl] а политиче лежащий, подходящий
ский protect [pra'tekt] v защищать, ох
poor [риэ] а бедный ранять
pop [pop] n разг. папа, папочка proud [praud] а гордый
popular ['popjulo] а известный, prove [pru:v] v доказывать, удос
популярный товерять, оказываться
population Lpopju'leijn] n насе public ['рлЬПк] а общественный,
ление народный
port [po:t] n порт publish ['рлЬНЯ v опубликовать
portrait ['po:trit] n портрет pull [pul] v тянуть, тащить
possible ['posobl] а возможный purpose ['pa:pas] п цель
postcard ['poustkcrd] n почтовая push [puj] v толкать
открытка put [put] v (put, put) класть
post-office ['poast,ofis] n почта put a scarf on надеть галстук
potato [pa'teitou] n картофель put down класть, опускать
poverty ['pavati] n бедность
power ['paua] n власть; мощь
prefer [pri'fa:] v предпочитать Q
prepare [pri'pca] v приготавли-
вать(ся) quarrel ['kwaral] v ссориться,
prescribe [prisk'raib] v предпи спорить
сывать, прописывать (лекар quarter ['kwa:ta] n четверть
ства) question ['kwestjan] n вопрос; v
present 1 [pri'zent] v дарить спрашивать
453
quickly pkwikli] adv быстро recall [ri'ko:l] v вспоминать
quiet pkwaiat] а спокойный, ти receive [ri'si:v] v получать
хий, мирный recent pri:snt] а недавний, пос
quite [kwait] adv совершенно, ледний
полностью, довольно recite [ri'sait] v декламировать
record n Preko.d] граммофонная
пластинка; v [ri'koid] записы
R вать на пленку
red [red] а красный
race [reis] n состязание в беге, reflect [ri'flekt] v отражать
гонки refrigerator [гГШзэгеЧэ] n хо
radio preidiou] n радио лодильник
radio set preidiou ,set] n радио refuse [ri'fju:z] v отказывать(ся)
приемник region ргЫзэп] n область
railway preilwei] n железная до relation [ri'leijon] n отношение
рога relative prelotiv] n родствен
rain [rein] n дождь; v идти (о ник
дожде) remember [ri'membo] v помнить,
It is raining. Идет дождь, вспоминать
raincoat preinkout] n плащ repair [ri'peo] v починять, ремон
rainy preini] а дождливый тировать
raise [reiz] v поднимать repeat [ri'pi:t] v повторять
ran [raen] c m . run reply [rip'lai] v отвечать
rang [raer)] см. ring report [ri'poit] n доклад; v до
rather ргсибэ] adv довольно, ско кладывать
рее represent Prepri'zent] v быть
reach [ri:tj] v достигать, дохо представителем, представлять
дить republic [ri'pAblik] n республика
read [n:d] v (read [red], read require [rikwoio] v требовать(ся)
[red]) читать research [ri'soitj] n исследова
reader prr.do] n читатель ние
reading-room priidigrum] n чи respect [ris'pekt] n уважение, v
тальный зал уважать
ready predi] а готовый rest [rest] n отдых; v отдыхать
to be ready быть готовым have a rest отдыхать
real [rial] а настоящий, действи result [ri'zAlt] n результат
тельный return [ri'toin] v возвращать(ся)
realize priolaiz] v осуществлять, review [ri'vju:] n обзор, обозре
выполнять; осознавать ние
reason [ri:zn] причина, основа revolution Prevo'luijn] n рево
ние люция
454
rich [ritj] а богатый save [seiv] v спасать; экономить
riches n pi богатства saw [so:] c m . see
right [rait] n право; а правый, say [sei] v (said, said) говорить,
правильный сказать
on the right направо scarf [skcuf] n шарф
T h a t’s right! правильно science ['saions] n наука
All right! хорошо scientific [,saian'tifik] а научный
T h a t’s all right! Все в порядке school [sku:l] n школа
rin g [rig] v (rang, rung) звонить school-bag школьная сумка
rise [raiz] v (rose, risen) подни schoolm ate товарищ по шко
маться ле
risen ['rizn] c m . rise scientist ['saiantist] n ученый
river ['rivo] n река score [ska:] n счет (в игре); v
road [roud] n дорога вести счет (в игре), выигры
room [ru:m] n комната вать
rose 1 [rouz] n роза script [skript] п сценарий
rose 2 [rouz] c m . rise sea [si:] п море
rouble ['ru:bl] n рубль seam an ['skmon] п моряк
ro u n d [raund] а круглый; prep, seaside ['si:said] п морской берег
adv вокруг, кругом season ['si:zn] п время года
rule [ru:l] n правило; v управ seat [si:t] п место, сидение
лять, править second ['sekand] пит второй
r u n [глп] v (ran, ru n ) бежать section ['sekjn] п звено, отряд;
ru n a w a y ['rAnowei] n беглец секция
r u n g [глд] см. r in g secure [si'kjua] v обеспечить, га
R ussian [ rAjn] n русский язык; рантировать
а русский see [si:] v (saw, seen) видеть
to see off провожать
seem [si:m] v казаться
S it seems to me мне кажется
seen [si:n] c m . see
said [sed] c m . say sell [sel] v (sold, sold) продавать
salt [so:lt] n соль send [send] v (sent, sent) посы
sa lu te [so'lu.t] n салют; v салю лать
товать sent [sent] c m . send
same [seim] pron, а тот же самый sentence ['sentons] n фраза,
the same to you и вам того предложение
желаю Septem ber [sep'temba] n сен
s a n g [saerj] см. sing тябрь
sat [saet] c m . sit separate ['seporeit] v отделять,
S a tu rd a y ['saetadi] n суббота разделять
455
servant ['sgivont] n слуга, при showed [Joud] см. show 2
слуга shown [Joun] c m . show 2
serve [s9:v] v служить, обслужи shower [Jauo] n душ; проливной
вать дождь, ливень
service ['so.vis] n служба shut [Jat] v (shut, shut) закры
set [set] (set, set) v ставить, вать
помещать, класть, сажать sick [sik] а чувствующий тошно
settle ['setl] v поселиться, обо ту; больной
сноваться side [said] n сторона
settlem ent ['setlmont] n поселе sideboard ['saidbo:d] n сервант
ние sight [sait] n вид
seven ['sevn] пит семь sigh tseeing ['sait,si:ig] n осмотр
several ['sevrol] ргоп несколько достопримечательностей
she [j*i:] ргоп она silk [silk] n шелк
sheep [Ji:p] n {pi sheep) овца silly ['sili] а неумный, глупый
shelf [Jelf] n {pi shelves) полка since [sins] adv с тех пор
shine [Jain] v (shone, shone) sing [sig] v (sang, sung) петь
светить sir [so:] n сэр, господин {форма
ship [Jip] n корабль вежливого обращения к муж
shirt [Jo:t] n рубашка чине)
shoe [Ju:] n туфля sister ['sisto] п сестра
shone [Jon] c m . shine sit [sit] v (sat, sat) сидеть
shop [Jop] n магазин site [sait] n участок, площадка
shopm an ['J9pm9n] n продавец situated ['sitjueitid]: be situated
shopgirl ['Jopgo:!] n продав находиться
щица six [siks] пит шесть
shopping ['Jopiq] n покупка, по skate [skeit] n конек; v кататься
сещение магазина на коньках
do on e’s shopping делать по skating-rink ['skeitigrigk] n ка
купки ток
go shopping ходить в магазин ski [ski:] n лыжа; v ходить на
за покупками лыжах
shopping-bag ['J^pirjbaeg] п сум skirt [sko:t] n юбка
ка для покупок sky [skai] n небо, небеса
shop-window ['J^pwindou] п вит sky-scraper ['skai,skreip9] n не
рина боскреб
short [Jo:t] а короткий slave [sleiv] n раб
shout [Jaut] v кричать slavery ['sleivori] n рабство
show 1 [Jou] п спектакль sleep [sli:p] v (slept, slept)
show 2 [Jou] v (showed, shown) спать
показывать, провожать slept [slept] c m . sleep
456
slogan ['slougon] n лозунг spend [spend] v (spent, spent)
slow ly I'slouli] adv медленно тратить, проводить {время)
sm all [smo:l] а маленький spent [spent] см. spend
sm ile [ smail] n улыбка; v улы splendid ['splendid] а прекрас
баться ный
snow [snou] n снег spoke [spouk] c m . speak
snowball ['snoubod] n снежок spokn ['spoukn] c m . speak
snowm an ['snoumon] n снежная spoon [spu:n] n ложка
баба sport [spo.t] n спорт
so [sou] adv так, таким образом sportsman ['spoitsmon] n спорт
soap [soup] n мыло смен
socialist ['soujolist] а социалис spot [spot] n пятно, место
тический spring [sprig] n весна
society [so'saioti] n общество square [skweo] n сквер, площадь;
sock [sok] n носок а квадратный
sofa ['soufo] n софа, диван stadium ['steidjom] n стадион
sold [sould] c m . sell stage [steid3] n сцена
solve [solv] v решать, разрешать stamp [staemp] n марка (почто
(проблему) вая)
some [sAm] а некоторые, не stand [staend] v (stood, stood)
сколько, adv примерно, при стоять
близительно stand up вставать, отправляться
som etim es ['sAmtaimz] adv иног star [stcu] n звезда
да start [stcut] n старт; v начинать,
son [sAn] n сын отправляться
song [sog] n песня state [steit] n государство; штат;
soon [su:n] adv скоро, вскоре а государственный
sorry ['sori]: be sorry сожалеть statesm an ['steitsmon] n госу
sort [so:t] n вид, род, сорт дарственный деятель
soup [su:p] n суп station f'steijn] n станция
south [sau9] n юг stay [stei] v оставаться
southern ['sAbon] а южный still [stil] adv все еще
Soviet ['souviot] а советский stocking ['stokig] n чулок
the Soviet Union Советский stone [stoun] n камень
Союз stood [stud] c m . stand
speak [spi:k] v (spoke, spoken) stop [stop] n остановка; v оста
говорить навливаться
special ['spejl] а особый, особен store [sto:] n универсальный ма
ный, специальный газин
speech [spi:tj] n речь story ['sto:ri] n рассказ
457
s t r a i g h t [streit] а прямой; adv supreme [sju:'pri:m] а верховный
правильно sure [Juo]: be sure быть уверен
strange [streincb] а незнакомый, ным
неизвестный, странный surprise [sa'praiz] v удивлять,
s t r a n g e r ['streincbo] n незнако поражать; n удивление, сюр
мец, посторонний человек, но приз
вичок swam [swaem] см. swim
street [stri:t] n улица sweep [swi:p] v (swept, swept)
strength [strer)0] n сила мести, подметать
strike [straik] n забастовка; v sweet [swi:t] n конфета
ударять swept [swept] cm. sweep
strong [stror)] а сильный swim [swim] v (swam, swum)
struggle ['strAgl] n борьба; v бо плавать
роться swum [swAm] cm. swim
student ['stjmdant] n студент
study ['stAdi] n кабинет; v изу
чать T
subject ['sAbd3 ikt] n учебный
предмет table pteibl] n стол; таблица
subway ['sAbwei] n метро take [t eik] v (took, taken)
success [sak'ses] n успех брать
sudden f'sAdn] а внезапный, не take care of заботиться
ожиданный, поспешный take off снимать
suddenly ['sAdnli] a d v вдруг take part принимать учас
such [sAtJ] а такой, подобный тие в
sugar ['Juga] n сахар take place иметь место;
suffer ['sAfa] v страдать, испы случаться, происходить
тывать, терпеть taken ['teikn] см. take
suit [su:t] n костюм talk [to:k] n разговор; v разгова
suitcase ['su.tkeis] n чемодан ривать
summer ['блшэ] n лето tall [toil] а высокий
sun [sAn] n солнце task [tcrsk] n задача, задание
Sunday ['sAndi] n воскресенье taste [teist] n вкус; v пробовать
sung [saq] cm. sing на вкус
sunny psAni] а солнечный tasty ['teisti] а вкусный
supper psApa] n ужин taught [to:t] cm. teach
have supper ужинать tea [ti :] n чай
support [sa'poit] v поддерживать, teacher ['ti:tfa] n учитель
помогать team [ti:m] n команда
suppose [sa'pouz] v предпола teenager ['ti:n,eid39] n подрос
гать ток
458
telegram ['teligraem] n теле thought [0o:t] c m . think
грамма thousand ['Bauzand] пит ты
telephone ['telifoun] n телефон сяча
television ['telivi3 n] n телевиде three [Bri:] пит три
ние threw [Brii:] c m . throw
tell [tel] v (told, told) расска through [Bru: ] prep через;
зывать; сказать сквозь
temperature ['tempritja] n тем throw [0rou] v (threw, thrown)
пература бросать
ten [ten] пит десять thrown [Broun] c m . throw
tent [tent] n палатка Thursday ['09:zdi] n четверг
terrible [ЧегэЫ] а ужасный ticket ['tikit] n билет
text [tekst] n текст tie 1 [tai] n галстук
thank [Oaegk] v благодарить tie 2 [tai] v завязывать, привязы
thank you спасибо вать
that [ 6 aet] ргоп тот, та tights [taits] n pi колготки
the ([ 6 0 ] перед согласными, [6 i] till [til] prep до
перед гласными) определен time [taim] n время
ный артикль timetable ['taimteibl] n расписа
the Stogovs Стоговы (семья ние
Стоговых) tired ['taiad] а усталый, утомлен
theatre ['Biato] п театр ный
their [беэ] ргоп их to [tu:, tu, ta] prep к, в
them [б е т ] ргоп им, их today [to'dei] adv сегодня
themselves [ 6 em'selvz] ргоп refl , together ^э'дебэ] adv вместе
себя, себе told [tould] c m . tell
then [беп] adv затем, потом tomorrow [ta'morou] adv за
there [беэ] adv там втра
these [6 i:z] ргоп они tonight [ta'nait] adv сегодня ве
they [ 6 ei] ргоп они чером
thick [6 ik] а толстый too [tu:] adv тоже; слишком
thin [Bin] а тонкий took [tuk] c m . take
thing [Big] п вещь top [top] n вершина, верхушка,
think [Birjk] v (thought, верхняя часть
thought) думать touch [ШЛ v дотрагиваться
third [0 0 :d] пит третий towards [ta'woidz] prep по на
thirteen ['0 0 :'ti:n] пит тринад правлению к
цать towel ['taual] п полотенце
thirty ['0 0 :ti] пит тридцать town [taun] п город
this [6is] ргоп этот, эта, это toy [toi] п игрушка
those [6ouz] ргоп те tractor ['traekto] п трактор
459
tractor-driver ['traekto ,draivo] n turning ['ta:nir)] n поворот (до
тракторист роги, улицы), перекресток
trade [treid] n занятие, ремесло, twelve [twelv] пит двенадцать
профессия; торговля twenty ['twenti] пит двадцать
trade-union ['treid'ju:njon] n twenty-one ['twenti 'wAn] пит
профсоюз двадцать один
tragedy ['traed3 idi] n трагедия two [t u :] пит два
train 1 [trein] n поезд
train 2 [trein] v тренироваться
tram [traem] n трамвай
U
translate [traens'leit] v перево
дить
transmit [traenz'mit] v переда umbrella [л т'Ь геЬ ] п зонтик
вать uncle ['лг)к1] п дядя
travel ['traevl] v путешество under ['Ando] prep под
вать underground ['Andograund] n
treat [tri:t] v обращаться; лечить, метро
трактовать; угощать underlined [,Ando'laind] а под
tree [tri:] n дерево черкнутый
tribune ['tribju:n] n трибуна understand [,Anda'staen]
trick [trik] n трюк, шутка (understood, understood) v
play a trick сыграть шутку понимать
trip [trip] путешествие understood [,Ando'stud] c m . un
trolleybus ['trolibAs] n троллей derstand
бус unemployed [,Anim'pbid] а без
trousers ['trauzoz] n pi брюки работный
true [tru:] а верный, правильный, unemployment [,Anim'pbimont]
настоящий; adv правдиво, n безработица
честно unit ['ju:nit] n войсковая часть;
trust [trAst] v доверять, верить, целое, единица
полагать unite [ju:'nait] v объединять(ся)
truth [tru:0] п истина university [,ju:ni'vo:siti] n уни
try [trai] v стараться, пытаться верситет
try on примерять until [on'til] cj до (момента со
Tuesday ['tju:zdi] n вторник верш ения д е й с т в и я ), prep до,
turn [to:n] v повернуть(ся) не раньше
turn off закрывать, выклю up [лр] a d v вверх
чать It’s up to you вам решать
turn on открывать, включать use [ju:z] v употреблять
TV set ['ti: 'vi: 'set] n телеви useful ['ju:sful] а полезный
зор usually ['ju:3Uoli] a d v обычно
460
V way [wei] n дорога
on the way по дороге, по пути
valley ['vaeli] n долина (куд а -ли б о )
variety [va'raioti] n эстрадное we [wi:] pron мы
представление, эстрадный кон weak [wi:k] а слабый
церт weapon ['wepan] n оружие, во
various ['vrarias] а различный, оружение
разнообразный, разный wear [wra] v (wore, worn) но
vegetable ['ved 3 atabl] n овощ сить (одежду)
very ['veri] a d v очень weather ['we5a] n погода
victory ['viktari] n победа Wednesday ['wenzdi] n среда
view [vju:] n вид week [wi:k] n неделя
village [,vilid3] n деревня well [wel] a d v хорошо
visit ['vizit] n посещение be well быть здоровым
volleyball ['volibod] n волейбол went [went] cm. go
volunteer [,volan'tia] n доброво were |wa:] cm. be
лец west [west] n запад
vote [vout] v голосовать western ['westan] n западный
wet [wet] а мокрый, влажный,
сырой
W what [wot] pron что, какой
wheat [wi:t] n пшеница
wait (for) [weit] v ждать when [wen] a d v , cj когда
wake [weik] v (woke, woken) where [wca] a d v , cj где, куда
просыпаться whether ['we6a] conj ли
waken ['weikn] c m . wake which [witj*] pron какой, который
walk [wo:k] n прогулка; v гулять while [wail] cj пока, в то время,
go for a walk идти на про как; когда
гулку white [wait] а белый
walk on идти вперед, продол who [hu:] pron кто
жать ходьбу whole [houl] а весь
wall [wo:l] п стена whose [hu:z] pron чей
want [wont] v хотеть why [wai] a d v почему
war [wo:] n война That’s why. Вот почему,
wardrobe ['wo:droub] n гардероб wife [waif] n жена
warm [wo:m] а теплый win [win] v (won, won) побе
was [woz] c m . be дить, выиграть
watch [wotj] n часы (р у ч н ы е ); wind [wind] rt ветер
v смотреть, наблюдать windy ['windi] а ветреный (о п о
watch TV смотреть телевизор годе)
water ['wo:ta] n вода; v поливать window ['windou] n окно
461
winter ['winto] n зима write [rait] v (wrote, written)
wish [wij] n пожелание; v желать писать
with [wi6] prep с writer ['raito] n писатель
without [wi'&aut] prep без written ['ritn] c m . write
woke [wouk] c m . wake wrong [гэг)] а неверный, непра
woken ['woukn] c m . wake вильный
woman ['wumon] n (pi women) wrote [rout] c m . write
женщина
women ['wimin] n (pi от
woman) женщины
Y
won [wAn] c m . win
wonder ['wAnda] v интересовать
ся, желать, знать, удивляться; yard [jcud] n двор
п чудо year [ji9] n год
wonderful ['wAndoful] а замеча yellow ['jelou] а желтый
тельный yes [jes] a d v да
wool [wul] п шерсть yesterday ['jestodi] a d v вчера
word [w9:d] п слово yet [jet] a d v еще; уже (в вопр.
wore [wd:] c m . wear предл.)
work [wo:k] n работа; v работать you [ju:] p r o n вы (ты), вам
worker ['woiko] n рабочий (тебе)
workshop ['woikjbp] n мастер young [jaq] а молодой
ская your [jo:] pron ваш (твой)
world [w 9 :ld] n мир yourself [jo/self] p r o n себе;
worn [wo:n] c m . wear сами
worry ['wAri] v беспокоиться, youth [ju:0] n юность, молодость;
тревожиться юноша
CONTENTS
P a r t One 3 § 4 .................................... 155
§ 5 .................................... 161
P a r t T w o ........................ 33 §6 165
U n it....1 ............................ 33 §7 171
§ 8 .................................... 177
§ 1 ..................................... 33
§ 9 .................................... 182
§ 2 .................................... 42
§10 188
§ 3 .................................... 48
§ 4 ..................................... 54 U n it 4 ........................... 197
§ 5 ..................................... 61 § 1 .................................... 197
§ 6 ..................................... 67 §2 202
§ 7 ..................................... 73 § 3 ..................................... 208
§ 8 .................................... 79 § 4 ..................................... 214
U n it 2 ............................ 87 § 5 .................................... 219
§6 226
§ 1 ..................................... 87 § 7 .................................... 233
§ 2 ..................................... 93
§ 8 .................................... 239
§ 3 .................................... 100
§ 4 ..................................... 110 P a r t T h r e e ..................... 243
§ 5 ..................................... 117 Words and Expressions . . . 243
§6 126 International Word L is t . . . 251
§7 133 Geographical N a m e s 269
U n it 3 .......................... 136 R eferences ......................... 273
Reference G r a m m a r 279
§ 1 : .................................. 136
Irregular V erbs .................. 343
§ 2 ..................................... 142
Key to E x e r c i s e s .............. 347
§ 3 ..................................... 149
READER
R e a d in g in S ep tem b er a n d O ctober
Task 1. What Happened to Crane? P a r t 1 ............................................ 350
What Happened to Crane? P a r t 1 1 ......................................... 352
Task 2. Uncle Tom Saves a Little G i r l ...................................................353
Task 3. Homeless. P a r t 1 ...........................................................................356
Task 4. Homeless. P a r t I I .................................................................. 358
Task 5. Slow Death. P a r t I ........................................................................362
Task 6. Slow Death. P a r t II........................................................................365
Task 7. Laughter. P a r t I ...........................................................................369
Tast 8. Laughter. P a r t I I .......................................................................... 371
R e a d in g in November a n d D ecem ber

Task 9. The Bone. P a r t 1........................................................................... 374
Task 10. The Bone. P a r t I I ...................................................................... 376
Task 11. Oscar Wants to Know. P a r t 1................................................ 378
Task 12. Oscar Wants to Know. P a r t I I ..............................................381
Task 13. The Game. P a r t I ..................................................................... 383
Task 14. The Game. P a r t II..................................................................... 386
R e a d in g in J a n u a r y , F e b ru a ry a n d M arch
Task 15. The Last Leaf. P a r t 1............................................................... 389
Task 16. The Last Leaf. P a r t I I .............................................................391
Task 17. While the Auto W a i t s ............................................................... 394
Task 18. Brown Wolf. P a r t I ................................................................397
Task 19. Brown Wolf. P a r t II ................................................................399
Task 20. A D o g .................................................................................................401
Task 21. The £ 1,000,000 Banknote. P a r t 1......................................... 404
Task 22. The £ 1,000,000 Banknote. P a r t I I ...................................... 408
Task 23. The £ 1,000,000 Banknote. P a r t III...................................... 411
Task 24. Mistaken Identity............................................................................415
R e a d in g in April a n d M ay
Task 25.
Now we Know................................................................................ 418
Task 26.
The Olive Tree................................................................................ 421
Task 27.
Old Man at the Bridge............................................................... 424
Task 28.
How Does a Lake D i e ? .............................................................428
Task 29.
Ideas about D in o s a u r s ............................................................... 430
Task 30.
The Hurricane H unters............................................................... 432
Vocabulary................................................................................................. . . 435
/5Пе tlie People of flic llniteb States,
in (Orbcr to form a more perfect Union,
establisli .IJustice, insure bomestic
(Tranquility, probibe for tljc common
befcitce, promote tbc general lllclfarc,
anb secure tlje jHHessings of tLibcrty to
ourselbcs anb our Posterity, bo orbain
aub cstablislj tins Constitution for
tbc llniteb States of America-
A rt icle. 3 .
Section. 1. A ll legislatibe jJotners
l|ereiu grantcb sljall be brsteb in
ress ofvflp.' llniteb §>tîles,
I *L'y~ ’h
OTT r e s i s t ,
ectmu. 2 .
sljali be composcb of
ebery seconb P ear by tlj
scberal
Age ot ttocnty fibr P ears, aitb been

сшищшг seben Hears a Citizen of the llniteb

Starkov A P I DR Angliyskiy Yazyk 6 y God Obucheniya

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Книга издана при содействии фонда поддержки науки и образования

© Старков А. П., Островский Б. С., 1996

Анатолий. Петрович Старков

Ответственные за выпуск Д м ит риев В. В., Чистобаев С. В.

Лицензия № 071099 от 09.11.94. Подписано в печать с готовых диапозитивов 23.12.96.

Издательство «Специальная Литература».

АО «Санкт-Петербургская типогоафия № 6».

1. Look at the pictures, read the sentences and correct them

The sheep is in The girl has a There is a leaf falling

Brushes, birds, horses, knives,

4. Look at the picture and describe it.

6. Read the word combinations.

a) 1. Victor’s my elder brother.

9. Ask your classmates whose the different things in the classroom

1. What is your teacher’s name? 2. How old is your

11. Answer the questions.

1. Which is better, to go in for basketball or volleyball?

Compare the two countries, the USA and .Great

17. Read and explain why we use the definite article.

“What did the doctor 4. “Put the butter into the

5. “Who has moved into your old flat?” — “The people

• I. Указание на объект. И. Ссылка на известное. 111. Допол­

1. A boy has come into your classroom. Ask your

19. Make up situations using the sentences.

1. I shall buy one of the newspapers.

1. “That’s a stadium.” 2. “I need a tie, please.”

3. “This is Boris, a friend

5. I shall be back in an 6. Look, what a wonderful

VI. Называние объекта, причисление его к классу (с ис­

1. Ask your classmate to give you something to write

22. Say why we use the definite or the indefinite article.

1. My father gave me a camera as a birthday present.

1. A year ago. 2. What a fine day it is! 3. I met a

24. Explain the difference in the situations in which the following

a) 1. She is wearing a new scarf.

1. “This is salt! 2. “What does this woman

3. “W hat rainy weather we

VIII. Называние объекта, причисление его к классу (с не­

26. Say if the underlined words are countable or uncountable.

1. Pm very much interested in biology. 2. You need fresh

1. Say what you usually have for breakfast.

28. Make up situations using the sentences.

1. “M eat, potatoes and tomatoes, please.”

1. They spoke rpuch about modern literature and art.

30. Explain the difference in the situations in which the following

a) 1.' Will youbuy a newspaper, please?

It was a dark night. A man was

33. Read the numbers.

34. Read the telephone numbers.

13-10; 45-76; 20-89; 44-22; 10-99; 63-37; 1-17-55; 3-80-77;

35. Do the sums.

36. Read the money.

£2; £17; £37; 90 p;100; 6.50 p; 75 p; 6.06 p; £1.000;

Chapter 3; Lesson 12; Part 2; page 371; Book 1; Part 5;

3 9 . Answer the questions.

1. What do you do at 7.30 inthe morning?

Is there any sugar on the Are there any trees in the

Is there anything in the Is there anybody in the

1. Have you got anything on your desk?

You want to eat. You open your refrigerator and choose

W hat is there in the picture?

• I. Указание на объект. И. Ссылка на известное. 111. Допол

VI. Называние объекта, причисление его к классу (с ис

VIII. Называние объекта, причисление его к классу (с не