Английский язык для студентов университетов. Чтение, письменная и устная практика - пособие ББК 81.2.1. Англ. М41 Рецензенты: кафедра английского языка Новгородского государственного университета им. Ярослава Мудрого (зав. кафедрой, доцент, кандидат филологических наук Е. Ф. Жукова) доцент кафедры английской филологии № 2 Санкт-Петербургского государственного университета М. В. Сорокина Меркулова Е. М., Филимонова О. Е., Костыгина С. И., Ивано­ва Ю. А., Папанова Л. В. М41 Английский язык для студентов университетов. Чтение, письменная и устная практика. Серия «Изучаем иностранные языки».— СПб.: Издательство Союз, 2000.— 384 с. ISBN 5-87852-114-8 Настоящая книга представляет собой вторую часть учебного комп­лекса "English For University Students". Учебник включает текстовый материал и комплексную систему упражнений для отработки навыков устной и письменной речи на про­двинутом этапе обучения. Материал отредактирован профессором кафедры современных язы­ков и литератур Оклевдского университета Н. Ф. Лонганом. Все права защищены. ã «Издательство Союз», 2000 ã Меркулова Е. М.. Филимонова О. Е., Костыгина С. И., Иванова Ю. А., Папанова Л.В., 2000 ã В.А. Гореликов, художественное оформление, 2000 ISBN 5-87852-114-8 CONTENT S Lesson 1 FAMILY LIFE...................................................................................................................................................................................... 3 Lesson 2 HOME.................................................................................................................................................................................................. 16 Lesson 3 DAILY ROUTINE.............................................................................................................................................................................. 29 Lesson 4 DOMESTIC CHORES...................................................................................................................................................................... 41 Lesson 5 SHOPPING FOR FOOD.................................................................................................................................................................... 54 Lesson 6 SHOPPING FOR CONSUMER GOODS........................................................................................................................................ 68 Lesson 7 MEALS AND COOKING.................................................................................................................................................................. 81 Lesson 8 COLLEGE LIFE................................................................................................................................................................................. 96 Lesson 9 CHARACTER AND APPEARANCE........................................................................................................................................... 112 Lesson 10 WEATHER..................................................................................................................................................................................... 127 SUPPLEMENTARY READING..................................................................................................................................................................... 141 TOPICAL VOCABULARY............................................................................................................................................................................. 160 ПРЕДИСЛОВИЕ Учебный комплекс "English for University Students" рассчи­тан на студентов первого курса факультетов иностранных языков и изучающих английский язык на продвинутом этапе и отвечает требованиям программы Министерства Высшего Образования Российской Федерации. Комплекс включает четыре составных элемента — три учебника: «Введение в курс фонетики английского языка», «Чтение, письменная и устная практика», «Упражнения по грамматике английского языка» и аудиокурс. Комплекс создан на кафедре фонетики английского язы­ка факультета иностранных языков РГПУ им. А. И. Герцена и апробирован на первом курсе английского отделения в 1995-1998 годах. Настоящая книга представляет собой вторую часть учеб­ного комплекса — «Чтение, письменная и устная практика» (Reading, Writing andConversation). Концепция данного учеб­ного комплекса возникла и приобрела соответствующую фор­му в процессе решения конкретных задач обучения англий­скому языку студентов-филологов. Учебник «Чтение, письменная и устная практика», как и весь комплекс, характеризуется достаточно высоким уровнем сложности, соответствующим требованиям, предъявляемым к студентам языковых факультетов вузов. Авторский коллектив попытался оказать максимальную помощь студенту при рабо­те с книгой, включив в материал учебника необходимые комментарии. Учебный материал содержит десять уроков по следующим темам: 1) семейная жизнь, 2) дом и квартира, 3) распорядок дня, 4) домашние обязанности, 5) в продуктовом магазине, 6) в универмаге, 7) еда и кулинария, 8) студенческая жизнь, 9) внешность и характер, 10) погода. Все уроки строятся по единой схеме. В начале урока даётся вводный текст в виде эссе на заданную тему и коммуникатив­ные задания к нему. Основная задача — ввести наиболее час­тотную тематическую лексику по теме, отработать и закрепить её при помощи коммуникативных заданий. Далее следует текст из художественного произведения английских авторов двадцатого века. Сюжет текста обязательно связан с изучае­мой темой. Для достижения наибольшей концентрации тема­тической лексики оригинальные тексты подвергались сокра­щению. После текста приводится список имён собственных, встречающихся в тексте, и даются примечания — переводы на русский язык наиболее сложных фрагментов и пояснения ре­алий британской жизни. Далее следуют вопросы, контролиру­ющие понимание текста, и серия фонетических упражнений. Лексические упражнения представлены в двух категори­ях — упражнения, нацеленные на достижение максимального количества повторных обращений к тексту, что способствует его усвоению; и упражнения, основной задачей которых явля­ется дальнейшее расширение навыков говорения и аудирования по теме. В качестве завершающего коммуникативного упражнения по теме предлагается ролевая игра. Все уроки включают раздел «Письменная практика». В каждом разделе даётся информация справочного характера об основных видах письменных работ, выполняемых студен­тами, и приводятся образцы оформления таких работ. Здесь также предлагаются различные письменные задания и темы для сочинений. В конце учебника имеются два приложе­ния — дополнительные тексты для чтения к каждому уроку и списки слов и выражений по темам. Аудиокурс включает записи некоторых текстов и диалогов, отмеченных в учебнике специальным знаком ○. Работа над пособием распределялась следующим образом: Составление вводных текстов и заданий к ним (за исклю­чением уроков 3,4, 6); подбор и обработка текстов из художе­ственной литературы (за исключением уроков 3, 7); разработ­ка системы фонетических и частично лексических упражне­ний к урокам 1—10; разработка уроков 5, 10, включая подбор дополнительных текстов и составление тематического слова­ря; общее методическое руководство и редактирование — Е. М. Меркулова. Разработка уроков 1,7 и частично 10, вклю­чая подбор дополнительных текстов; составление тематиче­ского словаря к уроку 1 — О. Е. Филимонова. Разработка уро­ков 4, 9, включая составление вводного текста и заданий к нему в уроке 4; а также подбор дополнительных текстов и со­ставление тематического словаря к урокам 4, 9 — С. И. Костыгина. Разработка уроков 3, 6, включая составление вводных текстов и заданий к ним, подбор дополнительных текстов и составление тематического словаря — Ю. А. Иванова. Разработка уроков 2, 8, включая подбор дополнительных текстов и составление тематического словаря — Л. В. Папанова. Коллектив авторов выражает искреннюю благодарность: декану факультета иностранных языков РГПУ им. А. И. Герцена В. Н. Бычкову за поддержку проекта; преподавателям кафедры фонетики английского языка, участвовавшим в апробации и оказавшим неоценимую по­мощь в процессе работы; Ю. В.. Романову и Л. В. Власовой за помощь в осуществле­нии компьютерного набора; студентам, обучавшимся на первом курсе английского от­деления в 1995—1998 гг. и участвовавшим в апробации; преподавателям М. В. Лисенко и Е. Т. Сысоевой за по­мощь в поиске текстов к урокам 5, 6; а также всем остальным коллегам, в той или иной мере способствовавшим созданию учебного комплекса. Авторы Lesson 1 FAMILY LIFE INTRODUCTORY READING AND TALK Marriage is a thing which only a rare person in his or her life avoids. True bachelors and spinsters make up only a small percent of the population; most single people are "alone but not lonely". Millions of others get married because of the fun of family life. And it is fan, if one takes it with a sense of humour. There's a lot of fun in falling in love with someone and chasing the prospective fiancee, which means dating and going out with the candidate. All the relatives (parents, grandparents and great-grand­parents, brothers and sisters, cousins, aunts and uncles, nieces and nephews, stepmothers and stepfathers and all in-laws) meanwhile have the fan of criticizing your choice and giving advice. The trick here is not to listen to them but propose to your bride-to-be and somehow get her to accept your proposal. Then you may arrange the engagement and fix the day of the wedding. What fun it is to get all those things, whose names start with the word "wedding" — dress, rings, cars, flowers, cakes, etc.! It's great fun to pay for them. It's fun for the bride and the groom to escape from the guests and go on a honeymoon trip, especially if it is a wedding present from the parents. The guests remain with the fun of gossiping whether you married for love or for money. It's fan to return back home with the idea that the person you are married to is somewhat different from the one you knew. But there is no time to think about it because you are newly-weds and you expect a baby. There is no better fan for a husband than taking his wife to a ma­ternity home alone and bringing her back with the twins or triplets. And this is where the greatest fan starts: washing the new-born's nappies and passing away sleepless nights, earning money to keep the family, taking children to kindergarten and later to school. By all means it's fan to attend parents' meetings and to learn that your children take after you and don't do well at school. The bigger your children grow, the more they resemble you out­wardly and the less they display likeness with you inwardly. And you start grumbling at them and discussing with your old friends the problem of the "generation gap". What fan! And when at last you and your grey-haired spouse start thinking that your family life has calmed down, you haven't divorced but pre­served your union, the climax of your fan bursts out! One of your dearest offsprings brings a long-legged blonde to your house and says that he wants to marry. And you think: 'Why do people ever get married?' 1. Choose one of the names in the family tree below and say how the per­son is related to other people. Note that the pictures of marriage part­ners are connected with wedding rings. ►Pattern: William Luke is Leon Luke's son, Philip Smith's nephew and Laura White's grandson . 2. Make up your family tree and speak about your family. 3. Work in pairs and talk. Imagine that: a) you are speaking with a distant relative trying to find out what relation you are to one another; b) you show your family album to your friend and answer all his or her questions. ○ TEXT A Marriage of Convenience (Story by W. S. Maugham. Abridged.) I left Bangkok on a shabby little ship. I had gone on board early in the morning and soon discovered that I was thrown amid the oddest collection of persons I had ever encountered. There were two French traders and a Belgian colonel, an Italian tenor, the American proprietor of a circus with his wife, and a retired French official with his. The French official had been accompanied on board by the French minister at Bangkok, one or two secretaries and a prince of a royal family. He was evidently a person of consequence.1 I had heard the captain address him as Monsieur le Gouverneur. Monsieur le Gouverneur was a little man, well below the ave­rage height, and smally made, with a very ugly little face; he had a bushy grey head, bushy grey eyebrows, and a bushy grey moustache. He did look a little like a poodle2 and he had the poodle's soft, in­telligent and shining eyes. The Governor's wife was a large woman, tall and of a robust build. She towered over her diminutive husband like a skyscraper over a shack. He talked incessantly, with vivacity and wit, and when he said anything amusing her heavy features relaxed into a large fond smile. In such a small ship having once made the acquaintance of my fellow passengers, it would have been impossible, even had I wished it, not to pass with them every moment of the day that I was not in my cabin. Talking of one thing and another we watched the day decline, we dined, and then we sat out again on deck under the stars. Soon, influenced perhaps by the night, the Italian tenor, accompanying himself on his guitar began to sing. He had the real Italian voice, and he sang the Neapolitan songs. I saw that the little French Governor had been holding the hand of his large wife and the sight was absurd and touching. 'Do you know that this is the anniversary of the day on which I first saw my wife?' he said, suddenly breaking the silence. 'It is also the anniversary of the day on which she promised to be my wife. And, which will surprise you, they were one and the same.' 'You see, ours was a marriage of convenience pure and simple.'3 'C'est vrai,'4 said the lady. 'But sometimes love comes after marriage and not before, and then it is better. It lasts longer.' 'You see, I had been in the navy, and when I retired I was forty-nine. I was strong and active and I was very anxious to find an occupation. And presently I was sent for by the minister to the Colonies and offered the post of Governor in a certain colony. The minister told me that I must be ready to start in a month. I told him that would be easy for an old bachelor.' 'You are a bachelor?' 'Certainly,' I answered. 'In that case I am afraid I must withdraw my offer. For this posi­tion it is essential that you should be married.' 'It is too long a story to tell you, but the gist of it was that owing to the scandal my predecessor had caused, it had been decided that the next Governor must be a model of respectability. I expostulated. I argued. Nothing would serve. The minister was adamant.' 'Well, think it over/ said the minister. 'If you can find a wife in a month you can go, but no wife no job.' I walked away from the ministry with death in my heart.5 Sud­denly I made up my mind.6 I walked to the offices of the Figaro, composed an advertisement, and handed it in for insertion. You will never believe it, but I had four thousand three hundred and sev­enty-two replies. It was an avalanche. It was hopeless, I had less than a month now and I could not see over four thousand aspirants to my hand in that time. I gave it up as a bad job.7 I went out of my room hideous with all those photographs and littered papers and to drive care away8 went on to the boulevard and sat down at the Cafe de la Paix. After a time I saw a friend passing. My friend stopped and coming up to me sat down. 'What is making you lookso glum?' he asked me. I was glad to havesomeone in whom I could confide my trou­bles and told him the whole story. He laughed. Controlling his mirth as best he could, he said to me: 'But, my dear fellow, do you really want to marry?' At this I entirely lost my temper.9 'You are completely idiotic,' I said. 'If I did not want to marry, do you imagine that I should have spent three days reading love let­ters from women I have never set eyes on?'10 'Calm yourself and listen to me,' he replied. 'I have a cousin who lives in Geneva. She is Swiss. Her morals are without reproach, she is of a suitable age, a spinster, for she has spent the last fifteen years nursing an invalid mother who has lately died, she is well edu­cated and she is not ugly.' 'There is one thing you forget. What inducement would there be for her to give up her accustomed life to accompany in exile a man of forty-nine who is by no means a beauty?' When I made this remark to my friend he replied: 'One can never tell with women.11 There is something about marriage that wonderfully attracts them. There would be no harm in asking her. ' 'But I do not know your cousin and I don't see how I am to make her acquaintance.' 'I will tell you what to do,' said my friend. 'Go to Geneva and take her a box of chocolates from me. You can have a little talk and then if you do not like the look of her you take your leave and no harm is done.' That night I took the train to Geneva. No sooner had I arrived than I sent her a letter to say that I was the bearer of a gift from her cousin. Within an hour I received her reply to the effect that she would be pleased to receive me at four o'clock in the afternoon. As the clock struck four I presented myself at the door other house. She was waiting for me. Imagine my surprise to see a young woman with the dignity of Juno, the features of Venus, and in her expres­sion the intelligence of Minerva. I was so taken aback that I nearly dropped the box of chocolates. We talked for a quarter of an hour. And then I said to her. 'Mademoiselle,12 1 must tell you that I did not come here merely to give you a box of chocolates. I came to ask you to do me the ho­nour of marrying me.' She gave a start.13 'But, monsieur, you are mad,' she said. Then I repeated my offer. 'I will not deny that your offer has come as a surprise. I had not thought of marrying, I have passed the age. I must consult my friends and my family.' 'What have they got to do with it? You are of full age. The mat­ter is pressing. I cannot wait. ' 'You are not asking me to say yes or no this very minute? That is outrageous.' 'That is exactly what I am asking.' 'You are quite evidently a lunatic.' 'Well, which is it to be? ' I said. 'Yes or no?' She shrugged her shoulders. She waited a minute and I was on tenterhooks.14 'Yes.' And there she is. We were married in a fortnight and I became Governor of a colony. 'I married a jewel, my dear sirs, one in a thousand.' He turned to the Belgian colonel. 'Are you a bachelor? If so I strongly recommend you to go to Geneva. It is a nest of the most adorable young women.' It was she who summed up the story. 'The fact is that in a marriage of convenience you expect less and so you are less likely to be disappointed. Passion is all very well,15 but it is not a proper foundation for marriage. For two people to be happy in marriage they must be able to respect one another, and their interests must be alike; then if they are decent people and are willing to give and take, to live and let live, there is no reason why their union should not be as happy as ours.' She paused. 'But, of course, my husband is a very remarkable man.' Proper Name s William Somerset Maugham [wIlj@m 'söm@set 'mþm] — Уильям Сомерсег Моэм Bangkok [b{Î'kÁk] — Бангкок Belgian [bеld³@n] — бельгиец Monsieur le Gourvemeur [mÆ:'sjÆ: l@ ,güv@r'nÆ:r] (French) — мсье губернатор Neapolitan [nI@'pÁlIt@n] — неаполитанский Figaro ["fIg@'r@U] — Фигаро (Прим.: популярная французская га­зета) Cafe de la Paix ['k{feI d@l@'рe:]— кафе де ля Пэ Geneva [³I'nÖv@] — Женева Juno ['³u:n@U] (Latin) — Юнона (Прим.: супруга Юпитера, богиня брака) Venus ['vÖn@s] (Latin) — Венера (Прим.: богиня любви и красоты) Minerva [mI'nÆ:v@] (Latin) — Минерва (Прим.: богиня мудрости) Vocabulary Notes 1. ... a person of consequence. — ... важная персона. 2. He did look a little like a poodle... — Очень уж он был похож на пуделя ... (Прим.: В данном случае имеет место так называе­мая эмфатическая, т.е. усилительная конструкция. В обычную структуру утвердительного предложения вводится вспомога­тельный глагол. При переводе подобных конструкции на русский употребляются слова типа «именно», «уж», «очень» и т. п. По­добные конструкции неоднократно встречаются в текстах данного учебника). 3. Ours was a marriage of convenience pure and simple. — Наш брак был, без сомнения, браком по расчёту. 4. C'est vrai [se: 'vre:] (French) — Верно. 5. ... with death in my heart. — ... с тяжёлым сердцем. 6. Suddenly I made up my mind. — Неожиданно у меня созрело решение. 7. I gave it up as a bad job. — Я бросил это безнадёжное дело. 8. ... to drive care away ... — ... чтобы развеяться ... 9. At this I entirely lost my temper. — И тут я совсем вышел из себя. 10. ... from women I have never set eyes on? — ... от женщин, которых я в глаза не видел? 11. One can never tell with women. — Кто их разберёт, женщин. 12. mademoiselle ["m{d@mw@'zel] — мадемуазель 13. She gave a start. —Она вздрогнула. 14. ... I was on tenterhooks. — ... я был как на иголках. 15. Passion is all very well, but... — Страсть — это прекрасно, но ... Comprehension Check 1. What kind of people were there on board the ship? 2. How did the author guess that the Governor was a person of con­ sequence? 3. What did the Governor and his wife look like? 4. How did it happen that the Governor started telling his story? 5. What impulse did the Governor have to marry? 6. Why was it essential for the next Governor to be married? 7. What did the Governor suddenly decide to do? 8. What kind of response did the Governor get after he had handed in the advertisement? 9. Why did he give up reading letters? 10. Where did the Governor meet his friend? 11. What did his friend suggest? 12. Did the Governor agree to follow his advice? How? 13. What impression did the lady produce upon the Governor? 14. What reaction did the lady have to his proposal? 15. Was the Governor persistent? Support your opinion. 16. What happened in the end? 17. What piece of advice did the Governor give to the Belgian colonel? 18. How did the lady sum up the story? Phonetic Text Drills ○ Exercise 1 Transcribe and pronounce correctly the words given below. To encounter, colonel, tenor, proprietor, to accompany, con­sequence, moustache, diminutive, skyscraper, guitar, conven­ience, to withdraw, predecessor, to expostulate, adamant, ava­lanche, aspirant, hideous, boulevard, inducement, exile, quar­ter, outrageous, lunatic, adorable, to pause. ○ Exercise 2 Pronounce the words or phases where the following clusters occur. 1. plosive + plosive Left Bangkok, had gone, had been, not to pass, watched, not before, should be, had caused, must be, bad job, sat down, remark to, dropped, must consult, got to do, shrugged, respect. 2. plosive + 1 Little, evidently, did look, poodle, husband like, decline, hopeless, glad, suitable, lately, accustomed life, replied, likely, let live, remarkable. 3. plosive + r Trader, proprietor, secretaries, grey, eyebrows, skyscraper, promised, hundred, photographs, drive, troubles, control­ling, reproach, struck, presented, expression, outrageous, proper. 4. plosive + m/n Told me, could not, confide my troubles, invalid mother, about marriage, did not, had not, should not. 5. consonant + w Sight was, ours was, must withdraw, it was, did not want, is well, tell with women, was waiting, that wonderfully att­racts. Exercise 3 Say what kind of false assimilation one should avoid in the following cus­ters. Was thrown, had heard, wife was, is the anniversary, was strong, was sent, is something, was so, is pressing, was she. ○ Exercise 4 I. Listen to the following sentences with enumeration. Pronounce after the announcer, transcribe and intone the sentences. There were 'two 'French /traders | and a 'Belgian /colonel, | an I'talian /tenor, | the A'merican proprietor of a 'circus with his/wife, | and a re'tired 'French official with \his. || The 'French official had been accompanied on /board by the 'French 'minister at Bang/kok, | one or two /secretaries | and a 'prince of a 'royal \family. || Talking of 'one 'thing and a/nother | we 'watched the 'day de/cline, | we /dined, | and 'then we 'sat 'out a'gain on 'deck un­der the \stairs. || II. Find other sentences with enumeration in the text and read them aloud. EXERCISES Exercise 1 Find in the text words similar in meaning to the following: Nouns: A human being, an owner, a statesman, getting to know some­one, the celebration of a date, a single man, a post, bad public gossip, a person who strives for getting something, a single lady, stimulus, a present, a madman, a precious stone. Verbs: To meet by chance, to travel together with somebody, to call somebody, to cease employment, to take back, to protest, to give to somebody, to finish abruptly, to ask for advice, to give instructions, to summarize. Adjectives: In bad condition, bad-looking, full-bodied, tiny, tender, silly, firm, appropriate, urgent, admirable, good enough, moving. Exercise 2 Explain in other words the following phrases. To confide troubles, to lose temper, without reproach, of a suitable age, to nurse somebody, to be taken aback, to do someone the honour of marrying him, to be on tenterhooks, to give a start, to come as a surprise, to pass the age, to be of full age, a proper foundation for marriage, a person of conse­quence, an aspirant to someone's hand, to be adamant, a mar­riage of convenience. Exercise 3 Find in the text the English equivalents for the following Russian words and phrases. A. Брак по расчёту; годовщина; составить объявление; претендент(ка) на чью-либо руку; поделиться с кем-либо своими проблемами; любовное послание; подходящего возраста; незамужняя женщина; преподнести коробку конфет от чьего-либо имени; оказать честь выйти замуж; выйти из определённого возраста; быть совершеннолет­ним; один на тысячу; страсть — это прекрасно, но...; хо­рошая основа для брака; быть счастливым в браке; ува­жать друг друга; союз. В. Сопровождать; важная персона; обращаться к кому-либо; намного ниже среднего роста; возвышаться над кем-либо; познакомиться; говорить о том, о сём; на палу­бе; нарушить тишину; служить во флоте; ничего не помо­гало; решить; развеяться; изо всех сил; выйти из себя; в глаза не видеть кого-либо;никоим образом; быть удив­лённым; уронить; вздрогнуть; дело безотлагательное; по­ жать плечами;быть как на иголках;очень рекомендовать; закончить рассказ. Exercise 4 Find in the text sentences with the following expressions and read them aloud. Translate them into Russian and let your classmates translate them back into English without a textbook. to tower over somebody, with death in one's heart, to find an occupation, to lose one's temper, to relax into a smile, to be ready to start in a month, to control one's mirth, to make up one's mind, to withdraw one's offer, to set eyes on somebody, to be by no means a beauty, to come as a surprise, to be on tenterhooks, no harm to be done, to get to do with something, to be less likely. Exercise 5 Complete the sentences the way the author puts it in the text. 1. Passion is all very well, but... 2. I had gone on board early in the morning and soon discov­ ered that... 3. The Governor's wife was a large woman, tall and ... 4. I saw that the little French Governor had been holding ... 5. 'You see, ours was a marriage ...' 6. In that case I am afraid I must withdraw ... 7. It is too long a story to tell you, but ... 8. I walked to the offices of Figaro ... 9. You will never believe it but ... 10. I was glad to have someone to whom I could ... 11. Her morals are without reproach, she is of... 12. One can never tell with women. There is something about marriage ... 13. If you do not like the look of her... 14. I was so taken aback that... 15. I came to ask you 16. I will not deny ... 17. The fact is that in a marriage Exercise 6 Express the same idea using different wording and grammar. 1. Ours was a marriage of convenience pure and simple. 2. But sometimes love comes after marriage and not before, and then it is better. It lasts longer. 3. I was strong and active and I was very anxious to find an occupation. 4. I told him that would be easy for an old bachelor. 5. I expostulated. I argued. Nothing would serve. 6. I had four thousand and three hundred and seventy-two re plies. It was an avalanche. 7. I gave it up as a bad job. 8. What is making you look so glum? 9. What inducement would there be for her to give up her ac­ customed life to accompany in exile a man of forty-nine who is by no means a beauty? 10. There would be no harm in asking her. 11. If you do not like the look of her you take your leave and no harm is done. 12. Within an hour I received her reply to the effect that she would be pleased to receive me at four o'clock in the after­noon. 13. I was so taken aback that I nearly dropped the box of chocolates. 14. You are of full age. The matter is pressing. I cannot wait. 15. For two people to be happy in marriage they must be able to respect one another, and their interests must be alike; then if they are decent people and willing to give and take, to live and let live, there is no reason why their union should not be as happy as ours. Exercise 7 Translate the following verbal phrases into Russian. Mind the difference in the use of prepositions in the two languages if any. 1. To consult somebody, to address somebody, to pass the age, to shrug one's shoulders, to encounter somebody, to many somebody, to nurse somebody. 2. To sum up, to be taken aback, to give up, to hand in, to sit down, to come up. Exercise 8 Put in the missing prepositions or postpositions if necessary. 1. I felt deep sorrow and wanted to confide my troubles ... somebody. 2. The children were so much taken ... that they could not speak for a while; then they decided to think it... . 3. You don't need to consult ... anybody, you have already passed ... the age when people depend on others. 4. The best way to drive care ... is to sit... a cafe. 5. One never knows how to address ... young ladies — Miss or Mrs. 6. A lot of people have never set eyes ... skyscrapers. 7. The lady at the table shrugged ... her shoulders and sent... the waiter. 8. Not everyone has enough tolerance to nurse ... elderly peo­ple but those who have, never give it... . 9. I encountered ... my old friend in the street, we went to a cafe and talked ... so many things. 10. The most difficult thing for a young author is to hand ... his manuscript to the editor. 11. Younger people are easily influenced ... all sorts of things they see or hear. 12. When the lady was pleased her lips relaxed ... a smile. 13. Quite often the students are asked to sum ... the story. 14. The tenor sang and his assistant accompanied him ... the guitar. Exercise 9 Translate the sentences into English using the vocabulary of the text. 1. Кто сможет в сорок лет отказаться от привычной жизни и уехать куда-нибудь далеко, чтобы начать всё сначала? 2. Я думаю, не будет никакого вреда, если мы подробно обо всём поговорим. 3. Я прошу ответить сию секунду. 4. Хотя мне хотелось чем-нибудь заняться и мне пред­ложили хорошую работу, я всё же не был готов начать через день. 5. Говорят, Наполеон был намного ниже среднего роста. 6. Решение пришло неожиданно. Я ушел и отправился побродить, чтобы развеяться. 7. Союз двух людей не сбудет счастливым, если они не уважают друг друга. 8. В этой семье каждый год празднуют годовщину свадьбы. 9. Смотреть на супругов, проживших вместе пятьдесят лет — это трогательное зрелище. 10. В этом доме всегда с радостью принимают гостей. 11. Я очень рекомендую Вам отправиться в путешествие на корабле. 12. Спустя какое-то время ко мне подошёл старый приятель. 13. Подавая брачные объявления в газету, люди чаще всего ищут партнёров подходящего возраста. 14. Кто их разберёт, женщин? Они всё делают по-своему. 15. Изо всех сил стараясь сдержать смех, дама в ответ просто пожала плечами. Exercise 10 Dramatize the dialogues between: 1. the narrator and the French Governor; 2. the minister and the prospective Governor; 3. the prospective Governor and his friend; 4. the prospective Governor and his future wife. Exercise 11 Retell the Governor's story: 1. in the third person; 2. in the person of the Governor; 3. in the person of the Governor's wife; 4. in the person of the Governor's friend. Exercise 12 Discussion points. 1. What do you think of the main characters — the Governor and his wife? 2. The characters' appearances are so different. Is it a plus or a minus? 3. Does their story sound true to life, in your opinion? Prove your point. 4. Was it really a marriage of convenience? Could it be a case of love at first sight? 5. Are you for or against marriages of convenience? 6. Do you think acquaintance services and marriage advertise­ments can be of help? Exercise 13 Express your opinion about the following words of the characters in the text. 'But sometimes love comes after marriage and not before, and then it is better. It lasts longer.' 'One can never tell with women. There is something about marriage that wonderfully attracts them.' 'For two people to be happy in marriage they must be able to respect one another, and their interests must be alike ...' Exercise 14 1. The Governor's wife had been a spinster and he had been a bachelor before they married. What other terms do you know to denote the mari­tal status of a person? Consult the Topical Vocabulary. an unmarried person — a person, having a spouse — a person, who divorced his or her spouse — 2. The characters' marriage is called "a marriage of convenience". What other types of marriages do you know? marriage, when people love each other — marriage of people who are distantly related — marriage of people with different social status — 3. The Governor and his wife celebrated the anniversary of their wedding. Do you know what we call the most often celebrated anniversaries? 25 years of family life — 50 years of family life — 75 years of family life — Exercise 15 Imagine the following situation. Your parents have chosen a mate for you. They insist that you should marry the person they have found. How would you react? What do you think of arranged marriages in India and other ori­ental countries? Can an arranged marriage work? Use the following expressions: It is all very well, but... One can never tell with ... What have/has they/it got to do with ... There would be no harm in ... I don't see how ... Imagine my surprise to ... Even had I wished it ... No wife, no ... Exercise 16 Read the following short passage and compare the wedding traditions in Russia and Great Britain. Say what is different and what they have in com­mon. Speak about interesting wedding ceremonies in other countries. Wedding Superstitions In England the wedding preparations, ceremony and feast have all become loaded with ritual practices to ward off evil and bless the marriage with fortune and fertility. The choice of date is important. May is traditionally un­lucky for weddings. The tradition that the bride's parents should pay for the wedding dates from two or three centuries ago, when wealthy families would pay an eligible bachelor to take an unmarried daughter off their hands in exchange for a large dowry. At most formal weddings, brides still get married in vilginal white — many other colours are considered un­lucky. A bride will also ensure that her wedding outfit includes "something old, something new, something borrowed, some­thing blue". "Old" maintains her link with the past; "new" symbolizes the future; "borrowed" gives her a link with the present; and "blue" symbolizes her purity. Even a modem bride will observe the taboos about wearing her dress before the ceremony. The groom mustn't see her in it until she enters the church. The veil should be put on for the first time as she leaves for the church. It's a lucky omen if the bride should see a chimney sweep on her way to church. Sometimes a sweep is paid to attend the ceremony and kiss the bride - a relic of the idea that soot and ashes are symbols of fertility. After the ceremony, the couple are showered with confetti. One old custom was for the bride and sometimes the groom to negotiate some obstacle as they left the church — guests would impede them with ropes of flowers, for example, or with sticks that had to be jumped over. After that the bride is faced with the feast. The most impor­tant item is the wedding cake, whose richness symbolizes ferti­lity, just as it has done since Roman times. Today, the first slice is cut by the bride to ensure a fruitful marriage. (from "Reader's Digest") Exercise 17 Agree or disagree with the following statements. Give your reasons. 1. The husband should be more intelligent than the wife. 2. Spouses should be alike. 3. Money often keeps people together. 4. Marriage should be compulsory for everybody. 5. The best wife is a housewife. 6. The marriage contract is incompatible with romantic love. ► Use: For agreement: I couldn't agree more ... That's just what I was thinking... You know, that's exactly what I think... I agree entirely... That's a good point ... For disagreement: Yes, that's quite true, but... I'm not sure I quite agree ... Perhaps, but don't you think that ... Well, you have a point there, but... I see what you mean, but,.. For more categorical and informal disagreement: I can't agree with you there. You can't be serious! Come off it! Don't be so silly! Exercise 18 Bring pictures of your close or distant relatives. Show them to the class. Tell the class about a memorable event in the life of your relatives. Exercise 19 Make up a list of positive and negative sides of family life. Compare your lists with those of your classmates. Comment on the results. Positive Negative Exercise 20 I. Translate the text. Я ищу себе жену. Какой она должна быть? Я не требую от неё интересной внешности. Пусть у неё будет только стройная фигура и красивое лицо. Она должна быть весёлой, когда я шучу. И шутить, когда я прихожу домой навеселе. Меня не интересует её жилплощадь. Главное — чтобы она была большая. Не интересует меня и её зарплата. Лишь бы она была больше моей. А вот расходы на свадьбу — поровну; половину внесёт она, а другую — её родители. Я уверен: когда мы поженимся, у нас появятся общие интересы. Если, например, она не захочет идти со мной на футбол, то мы останемся дома и будем смотреть по те­левизору хоккей. Я буду заботиться о её здоровье. Чтобы к ней не попа­дало спиртное, табачное, мучное и сладкое, я буду всё это уничтожать сам. Она будет у меня одеваться как богиня: просто и недо­рого. Я возьму на себя часть её работы, если, конечно, она возьмёт на себя всю мою. Мне не важно, как она будет готовить. Лишь бы это было вкусно. И необязательно, чтобы это была только русская кухня. Здесь у неё полная свобода: сегодня кухня грузинская, а завтра — венгерская утром и китайская ве­чером. Я ищу себе жену. Я готов отдать ей полжизни, если она отдаст мне свою целиком. Если её не будут удовлетворять мои требования, пусть ищет себе нового мужа. Вот уже много лет я ищу себе жену. (из "Литературной Газеты") II. Say what you think of this man looking for an ideal wife. Does he strike you as an ideal husband? Exercise 21 Study the following marriage advertisements and write one of your own. 1. Red-haired green-eyed lovely lady 33, busy social life, lots of friends, is looking for a special man to love and marry with style, sense of fun and who is likely to enjoy the same. 2. Cheerful professional female, 30, seeks intelligent humor­ous, preferably tall male (similar age) for hopefully long-term relationship. 3. Tall, generously constructed attractive woman (36) gradu­ate professional keen on history, music, smoking seeks tall, attractive, cultured man for friendship, perhaps more. 4. Non-boring accountant (39), divorced with two (b + g)*children in house — seeks lady in similar circumstances. Object: to live life to the full. * b + g—boy+girl. 5. Workaholic professional seeks good woman 25—40 to cure him. 5.5'11",* unattached, non-smoker, likes travel, lan­guages, music, theatre, sailing, flying. Photograph appre­ciated. * 5.5'11''' — five and a half feet, eleven inches. 6. Professional male, 24, tall, cheerful, presentable, solvent seeks female for caring and lasting relationship. Exercise 22 Make up dialogues discussing the following problems: 1. Teenage marriage. 2. Leadership in the family. 3. Marriage contracts and romantic love. 4. Divorce and one-parent families. 5. A white wedding or no wedding? You can start your dialogues with the following expressions: Would you agree that... Do you think it's right to say that... Ask your classmates to explain their point of view more precisely by saying: I didn't quite follow what you were saying about ... I don't quite see what you are getting at, I am afraid. If you need to rephrase your own statement, say: Let me put it another way. Sorry, let me explain. That's not quite what I meant. Exercise 23 Look at the excerpts from some letters to friends and imagine how they can be finished. Exercise 24 Match the English idioms in the left column with their Russian equivalents in the right column. Use them in a proper context. 1. a maiden name А. маменькин сынок 2. extremes meetВ. быть под каблуком 3. a mother's boyС. с глаз долой, из сердца вон 4. to be out of hand D. строить глазки 5. to be under smb.'s thumbЕ. блудный сын 6. out of sight, out of mindF. плоть и кровь 7. to make eyes at smb.G. жить как кошка с собакой 8. the prodigal sonН. отбиться от рук 9. one's own flesh and bloodI. девичья фамилия 10. to lead a cat and a dog lifeJ. противоположности сходятся Exercise 25 Explain the meanings of the proverbs given below. Make up five-sentence stories of your own to highlight their meanings. 1. Marriages arc made in heaven. 2. Faint heart never won a fair maiden. 3. Birds of a feather flock together. 5. Every family has a skeleton in the cupboard. 6. Spare the rod and spoil the child. 7. When children stand still they have done some ill. 8. Like father like son. 9. A good husband makes a good wife. 10. He that would the daughter win, must with the mother first begin. 11. A tree is known by its fruit. Exercise 26 Translate the following quotations and comment upon them. 'Though women are angels, yet wedlock is the devil.' George Gordon Byron 'The dread of loneliness is greater than the fear of bondage, so we get married.' Cyril Connolty 'Every woman should many — and no man.' Benjamin Disraeli 'Keep your eyes wide open before marriage, half shut after.' Benjamin Franklin 'A man should be taller, older, heavier, uglier, and hoarser than his wife.' Edgar Watson Howe 'Marrying a man is like buying something you've been admir­ing for a long time in a shop window. You may love it when you get it home, but it does not always go with everything else in the house.' Jean Kerr 'An ideal wife is any woman who has an ideal husband.' Booth Tarkington Exercise 27 Role-Play "Handing in Marriage Advertisements". Setting: The office of the "Lonely Hearts Column" of a popular magazine. Situation: Diferent people come to the office and leave their advertisements. The journalists give advice on how to write an advertisement for the acquaintance service. Characters: Card I — Amanda, a 16 year-old girl who wants to get acquainted with a "blue-eyed prince" or a pop star. Card II — Miranda, the girl's older female friend who tries to talk her out of writing the advertise­ment. Card III — Belinda, a middle-aged woman who is a frequenter of the "Lonely Hearts Column" because her expectations of the financial position of her prospective fiance are too high. Card IV — Donald, a very shy young man. Card V — Ronald, an old bachelor. Card VI — Archibald, a divorcee with 3 children. Card VII—VIII — Millard and Lynda, a couple who are hap­pily married thanks to the "Lonely Hearts Column" and who came to thank the jour­nalist for his/her help and to share the news that they are expecting a baby. Card IX—X — Harold and Brenda, a young man and a young woman who fall in love at first sight and decide to get married. They wish to publish the announcement of their wed­ding instead of the advertisements which they have brought to the magazine. Card XI—XII — the journalist who give advice on writing marriage advertisements.* * Cards with roles are handed out to the students. The students are supposed to think of the details of the dialogues in the role-play they are going to enact. WRITING Exercise 1 Prepare to write a dictation. Learn the spelling of the italicized words from Introductory Reading and the words from exercise 1 on page 15. Exercise 2 Prepare a written translation of the following text: По мнению многих сегодняшних мужчин, идеальная жена должна обладать следующими качествами: хозяйст­венностью, верностью, внешней привлекательностью, добротой, снисходительностью, опрятностью. А как дол­жен вести себя обходительный муж? Вот некоторые из со­временных правил этикета. 1. Муж должен подавать пальто жене, причем как дома, так и в общественном месте. 2. Муж не должен читать во время еды за общим сто­лом. 3. Вопреки взглядам, что обычай целовать женщине ру­ку устарел, жене в порядке исключения можно и да­же нужно целовать руку. 4. На дружеской вечеринке первый танец принадлежит жене. Отступить от этого правила можно лишь в исключительных случаях. 5. Муж должен всегда обращать внимание на новое платье жены, говорить ей по этому поводу что-ни­будь приятное и вообще не скупиться на компли­менты. 6. Муж должен делать жене подарки даже без особого повода, преподносить ей время от времени цветы. 7. Муж не должен заглядываться на других женщин в присутствии жены. 8. Муж не должен ходить по квартире неопрятно оде­тым. 9. Муж должен благодарить жену за вкусный обед. 10. Муж должен иногда спрашивать жену, что она сделала в его отсутствие, в общем, разговаривать с женой не только о делах. Но, как сказал один старик, если жена не разговаривает с вами весь выходной, значит, ей есть что сказать. (из "Литературной Газеты ") Exercise 3 Write a composition on one of the following topics. Discuss your composi­tions in class. 1. Families with Many Children Versus Families with One Child. 2. The Effect of Divorce on Children. 3. Grandparents. A Blessing or a Burden? 4. How to Bridge the Generation Gap. 5. The Ideal Family of the Future. Note: In England the practice of setting out written work varies considerably, but college and university students are expected to present their written works neatly and in accordance with certain basic standards. Students draw a margin on the left-hand side of each page, about three centimetres wide usually in pencil. The margin is left free for the teacher's marking. The date is usually written in the top right-hand comer, and often underlined. If the day of the week is included, it is always put at the beginning (e.g. 1 September, 1999 or: Monday, 1st. September). The title of the composition is usually written in the middle of the page, often on the line below the date. Sometimes it is put on the left, against the margin. The first word of a heading and all the following words except articles and prepositions should be written with a capital letter. Each paragraph should be indented, which means that it should begin a little way in from the margin. Present your composition in the following form. Lesson 2 HOME INTRODUCTORY READING AND TALK Home, sweet home. It does not matter what your home is like — a country mansion, a more modest detached or semi-detached house, a flat in a block of flats or even a room in a communal flat. Anyway, it is the place where you once move in and start to f urnish and deco­rate it to your own taste. It becomes your second "ego". Your second "ego" is very big and disquieting if you have a house. There is enough space for everything: a hall, a kitchen with an adjacent dining-room, a living-room or a lounge, a couple of bed­rooms and closets (storerooms), a toilet and a bathroom. You can walk slowly around the house thinking what else you can do to reno­vate it. In the hall you cast a glance at the coatrack and a chest of drawers for shoes. Probably, nothing needs to be changed here. You come to the kitchen: kitchen furniture, kitchen utensils, a refridgerator (fridge) with a freezer, a dishdrainer, an electric or gas cooker with an oven. Maybe, it needs a cooker hood? The dining-room is lovely. A big dining table with chairs in the centre, a cupboard with tea sets and dinner sets. There is enough place to keep all cutlery and crockery in. You know pretty well where things go. The spacious living-room is the heart of the house. It is the place where you can have a chance to see the rest of your family. They come in the evening to sit around the coffee table in soft armchairs and on the sofa . You look at the wall units , stuffed with china , crys­tal and books. Some place is left for a stereo system and a TV set . A fireplace and houseplants make the living-room really cosy . Your bedroom is your private area though most bedrooms are alike: a single or a double bed, a wardrobe, one or two bedside tables and a dressing-table. You look inside the bathroom: a sink, hot and cold taps and a bath. There is nothing to see in the toilet except a flush-toilet. You are quite satisfied with what you have seen, but still doubt disturbs you: 'Is there anything to change?' Yes! The walls of the rooms should be papered, and in the bathroom and toilet — tiled! Instead of linoleum there should be parquet floors. Instead of pat­terned curtains it is better to put darker plain ones, so that they might not show the dirt. You do it all, but doubt does not leave you. Then you start moving the furniture around in the bedroom, because the dressing-table blocks out the light. You are ready to give a sigh of relief, but... suddenly find out that the lounge is too crammed up with furniture. Those who live in one-room or two-room flats may feel pity for those who live in houses. They do not have such problems. At the same time they have a lot of privileges: central heating, running wa­ter, a refuse-chute and... nice neighbours who like to play music at midnight. Owners of small flats are happy to have small problems and they love their homes no less than those who live in three-storeyed palaces. Home, sweet home. 1. What category of owners does your family belong to? 2. Say what else one can see In a hall, a kitchen, a dining room, a lounge, a bedroom. 3. Look at the plan of a flat and decide how you would arrange it. Discuss with the classmates what you would buy to furnish it. Make use of the phrases below: Let's ... in the middle What about putting ... in the far end of the room What do you think of... in the right corner by ... I think we should ... in the left comer at... Shall we ... on the right Perhaps the best thing would be to ... on the left Everybody puts ... beside Well, couldn't we ... near Why don't we ... (just) opposite 4. Do you have a room of your own? Is there anything special about it? ○ TEXT Clara in the Denhams' House. (Extract from the book by Margaret Drabble "Jerusalem the Golden ". Abridged) The Denhams' house was semi-detached. It was a large, tall, four-storeyed building, on one of the steep hillsides of Highgate. In front of the building was a large paved courtyard. It was separated from the pavement by a high, elaborate, wrought iron fence,1 the gate of which stood open. The door of the Denhams' house was painted black, and it was solid, and heavily panelled,2 in the centre of the middle panel there was a lion's head with a brass ring in its mouth. There was also a bell, and Clara chose the bell. The door was opened by a thin, brown, balding, youngish looking man. 'I've come to see Clelia,' said Clara, standing on the doorstep. The man gulped nervously, and nodded, and said, 'Clelia, oh yes, Clelia, just a moment, I'll go and get her.'3 And he disappeared. Clara, uninvited, thought she might as well step in, so she did. The hall into which she stepped wasnot a hall at all, but a large and very high room, with doors leading off it in most directions, and it was so full of unexpected things that she found it hard to know where to look first. The floor was tiled, in diagonal squares of grey and white mar­ble, and the walls were so densely covered with pictures and looking glasses that it was hard to tell whether or how they were papered, but the general tone and impression was of a deep purple and red. At the far end of the hall there was a marble fireplace, and under it was a large pot of dying flowers. There was also, she vaguely noted, in one corner a piano, and the windows had shutters of a kind that she had never seen in England. After a while, Clelia appeared, from one of the doors at the far end of the hall. 'Well, I came,' Clara said. 'So I see,' said Clelia. 'I'm glad you came. Let's go up into my room.' 'Who was that that let me in?' said Clara, following Clelia meekly up the staircase, and up and up, to the second floor. 'That was Martin,' said Clelia. 'He's rather lovely, don't you think?' Clara could not think of any scheme in which the man she had just seen could have been described as lovely, but she instantly invented one.4 'Yes,' she said. 'And this,' said Clelia, suddenly throwing open a high white door, 'is my room.' And she said it with such pride and such display that Clara did not feel at all obliged to conceal the amazement. And it was, by any standards, amazing. It was a tall, square room, facing towards the back of the house and garden. The room's function — for it was, beneath all, a bed­room — was all but concealed.5 Clara, when she looked hard, could just descry a bed, almost lost beneath a grey and pink flowered cover, a heap of books, and a large half-painted canvas. There were a good many books in the room; one wall was lined with them, and they lay in heaps on chairs and on the floor. There were photo­graphs and postcards and letters pinned up and pasted on tables and walls, and amongst these more adult decorations, there was also a great quantity of carefully arranged and ancient toys. Clara was staggered and bewitched, she had never in her life seen anything like it. She got round to thinking that one of the most charming fea­tures of Clelia's room was its sense of prolonged nursery associa­tions.6 The childhood objects were not only lovely in themselves, they were a link with some past and pleasantly remembered time. They stayed in the bedroom for half an hour or so, talking, look­ing at the things, talking. 'I think it must be tea time,' said Clelia. 'I think we'd better go down.' When they reached the drawing room, the only people there were Mrs Denham and Martin. 'This is Clara, mama,' said Clelia. 'Clara, yes,' said Mrs Denham. 'Clelia told me about you. Do sit down, have a cup of tea. Clara, will you have milk or lemon?' 'Lemon, please,' said Clara. And as she stirred her cup of tea, and sipped it, she lost track of the conversation entirely, so en­grossed was she in the visual aspect of the scene presented to her:7 She did not know where first to look, so dazzling and amazing were the objects before her. It was a large, high, long room, and so full of furniture and mir­rors and pictures and books and chandeliers and hangings and re­fracted angles of light that the eye could at first glimpse in no way assess its dimensions.8 It seemed to be full of alcoves and angles,9 though the room itself was a plain rectangle: fish swam in a goldfish bowl on top of a bookcase, and flowers stood on small pedestals here and there. Over the marble mantelpiece was a huge oval mirror with an eagle adorning it. The floor was wooden, and polished, but most of it was covered by a large, intricately patterned coloured carpet. On one wall hung a large picture of a classical, mythological na­ture: on another wall was an equally large picture of pale yellow and beige lines. The third wall was lined entirely with books, and the wall that looked over the garden was not a wall but a window, heavily shrouded with curtains of different fabrics and densities.10 Clara was astonished; she could compare the room to nothing in her experience. Mrs Denham herself made a fitting occupant for such a room.11 She talked of books, from what Clara, in her haze of observation, could hear:12 about some books that she was, ah yes, what was that word, reviewing? A critic, then? No, not a critic. A writer, then, perhaps: and Clara, searching for help, directed her excellent vision at the distant titles of the books on the shelves13 be­hind Martin's head. And help was forthcoming for there was a whole row of somehow familiar books, and the name on the back, she could just decipher it, was Candida something.14 Why, yes, of course, Candida Gray, a name that she had known for as many years as she had known any such names. In the sudden satisfaction of recognition, Clara nearly cried out, into the midst of the conver­sation, I read your book, I read that book of yours, I read Custom and Ceremony, but she didn't, she kept quiet, she did not want to betray, even directly, the novelty of her discovery.15 And she thought, a little aggrieved: I do think Clelia might have told me, how could she assume that I knew her mother's maiden name? Her discovery did, however, do much to help her understanding of the conversation. She began to feel that she knew where she was, a lit­tle: and after a while she too began to talk. Proper Names Clara ['kle(@)r@] — Клара Denham ['den@m] — Денем Margaret Drabble ['m¸g(@)rIt 'dr{bl] — Маргарет Дрэббл Jerusalem [³@'rüs@l@m] — Иерусалим Highgate ['haIgeIt] — Хайгейт Clelia ['kli:lI@] — Клелия Martin ['m¸tIn] — Мартин Candida ['k{ndId@ 'greI] — Кандида Грей Vocabulary Notes 1. ... wrought iron fence ... — ... кованая железная ограда ... 2. ... it was solid and heavily panelled ... — ... она была массивная, с тяжелой панельной обшивкой ... 3. 'I'll go and get her' — «Пойду и найду ее.» 4. Clara could not think of any scheme in which the man she had just seen could have been described as lovely, but she instantly in­vented one. — Клара не могла представить, с какой же сто­роны можно было бы охарактеризовать как привлекатель­ного человека, которого она только что видела, но она тут же придумала, с какой. 5. The room's function — for it was, beneath all, a bedroom — was all but concealed. — Комната эта всё же служила спальней, хотя угадать это было непросто. 6. She got round to thinking that one of the most charming features ofClelia's room was its sense of prolonged nursery associations. — Она подумала, что одной из самых приятных особенностей комнаты Клелии было то, что в ней возникало ощущение, будто детство не ушло. 7. ... she lost track of the conversation entirely, so engrossed was she in the visual aspect of the scene presented to her. — ... она совершенно не слушала, о чём говорят, настолько она была очарована тем, что предстало перед ее глазами. 8. ... the eye could at first glimpse in no way assess its dimensions. — ... с первого взгляда нельзя было даже определить её раз­меры. 9. It seemed to be full of alcoves and angles ... — Казалось, в ней было полно ниш и закутков ... 10. ... heavily shrouded with curtains of different fabrics and densi­ties. — ... плотно задрапированное занавесками из тканей разной выделки и плотности. 11. Mrs Denham herself made a fitting occupant for such a room. — Образ самой миссис Денэм очень соответствовал такой обстановке. 12. She talked of books, from what Clara, in her haze of observation, could hear... — Она говорила о книгах, и из её слов Клара, не вдумывавшаяся в их смысл, так как разглядывала предметы, могла уловить ... 13. ... and Clara, searching for help, directed her excellent vision at the distant titles of the books on the shelves ... — и Клара, у которой было отличное зрение, в поисках подсказки устре­мила взгляд на корешки с названиями книг, стоявших на полках у дальней стены ... 14. ... Candida something — ... какая-то Кандида. 15. ... she did not want to betray, even directly, the novelty other dis­covery. — ... даже прямо она не хотела обнаружить, что сделала для себя неожиданное открытие. Comprehension Check 1. What was the Denhams' house like? 2. What was there in front of the building? 3. What did Clara choose, the bell or the brass ring? 4. Who opened the door? 5. Was Clara left alone on the doorstep or did the man let her in? 6. What was the hall like? 7. Where did Clelia take Clara? 8. Why was Clara staggered and bewitched mClelia's room? 9. Where did the girls go after half an hour? 10. Who was there in the drawing room? 11. What did Clara see in the drawing room? 12. What impression did the drawing room produce upon Clara? 13. Was Clara listening to the talk? Why? 14. How did Clara make her discovery? 15. Did Clara's discovery help her somehow or not? Phonetic Text Drills ○ Exercise 1 Transcribe and pronounce correctly the words from the text. Courtyard, elaborate, wrought iron, balding, diagonal, vaguely, scheme, quantity, bewitched, engrossed, chandelier, assess, di­mension, intricately, mythological, beige, fabric, to review, forthcoming, to decipher, to aggrieve, to assume. ○ Exercise 2 Pronounce the words or phases where the following clusters occur. 1. consonant + w It was, squared, and white, covered with, that way, in­vented one, lined with, and walls, was wooden. 2. plosive + 1 Middle, marble, instantly, almost lost, and letters, tables, glimpse, rectangle, mantelpiece, eagle, that looked, little. 3. plosive + m/n Gulped nervously, and nodded, had never seen, could not think, did not feel, good many, but most of it, had known, told me. 4. plosive + fricative Get her, and he, had shutters, glad you came, could have been, but she, looked hard, stirred her cup, occupant for, could hear, that she, directed her, and help, could she. 5. plosive + plosive Paved courtyard, deep purple, had just seen, white door, but concealed, flowered cover, and postcards, adult deco­rations, great quantity, ancient toys, sit down, coloured carpet, could compare, kept quiet. ○ Exercise 3 Pronounce after the announcer and explain what kind of false assimilation may occur in the phrases below. 1. Was semi-detached, was separated, was painted, was tiled, was hard, was staggered, was she. 2. Of which, of tea, of furniture, of pale yellow, of somehow familiar, of course, of her discovery. ○ Exercise 4 Transcribe and intone the following sentences from the text. Note that the intonation pattern of sentences, starting with "there" is similar to the pattern of predicative statements. Explain the use of the intonation marks. 1. There was 'also a'\bell | and 'Clara 'chose the \bell || 2. There \was 'also | she 'vaguely \noted | in 'one 'comer a pi\ano | and the 'windows had 'shutters of a ­kind that she had 'never 'seen in \England || 3. There were a 'good 'many \books in the 'room | 'one 'wall was \lined ,with them | and they 'lay in 'heaps on 'chairs and on the \floor || EXERCISES Exercise 1 Work with the text and say what we call: — large pieces of cloth that we put as a decoration on a wall or a curtain over a window; — a measurement in space such as length, width,or height; — an open space wholly or partly surrounded by buildings, next to or inside a large house; — a house that is one of a pair of joined houses; — a paved surface or path at the side of a street for people to walk on; — a sort of stone that is hard, cold to the touch, smooth when polished, and used for buildings and statues, etc.; — the opening for a coal fire in the wall of a room, with a chimney above it and a hearth; — a pair of wood or metal covers that can be unfolded in front of the outside of a window to block the view or keep out the light; — a block of stone or wood forming the base of a doorway; — a flight of stairs with a handrail; — a small partly enclosed space in a room; — a flat shape with four straight sides forming four right an­gles; — a person who lives in a place, though without necessarily owning it; — a frame surrounding a fireplace, especially the part on top which can be used as a small shelf; — number of things, mass of material, piled up. Exercise 2 Pick out all the words and word combinations which describe: 1. The hall in the Denhams' house; 2. The bedroom in the Denhams' house; 3. The drawing room in the Denhams' house. Exercise 3 I. Find in the text nouns modified by the adjectives: 1. tall/high; 2. flowered/patterned; 3. large/huge. II. Explain the difference in meaning between these adjectives and say in what other collocations they can be used. Give examples. Exercise 4 I. Three names of building materials occur in the text: brass, marble, wood. Think of other names of materials and say what is usually made of them. II. Three nouns denoting a certain number of things are used in the text: heap, quantity, row. Think of other similar nouns and say in what colloca­tions they may occur. Exercise 5 I. Work with the text and complete the list of participles II: Paved, painted, ... II. Complete the list of nouns, denoting furnishings or pieces of furniture: A fireplace, a pot, ... III. Complete the list of adjectives, used to describe a building, a room or furniture: Tall, lovely, ... ' Exercise 6 I. Find sentences with the following adjectives and adverbs in the text. Read and translate the sentences. elaborate distant solid amazing ancient familiar densely deep plain huge classical intricately II. Make up other parts of speech from these words where possible. Exercise 7 Translate into English. A . Один из домов под общей крышей; четырёхэтажное здание; кованая железная ограда; калитка; звонок; стоять на пороге; общее впечатление; быть завешанным карти­нами; появиться из дверей; впустить кого-либо; распах­нуть; выходить на что-либо (об окнах, комнате); цвета­стый; незаконченное полотно; отражённые лучи света; определить размеры; правильный прямоугольник; аква­риум; украшать; с затейливым рисунком; плотно задрапи­рованный; разной выделки. В . Было трудно сказать; такие, каких никогда не видел; следовать за кем-либо; по всем меркам; всматриваться; различить; никогда в жизни; размешивать сахар в чае; со­вершенно не слушать, о чём говорят; с первого взгляда; в поисках подсказки; знакомый; в середине разговора, не­много огорчённо. Exercise 8 Make up phrases opposite in meaning to the phrases from the text. a tall building different fabrics a steep hillside amazing objects a large courtyard pale lines deep purple charming features throw open familiar books Exercise 9 I. Find in the text sentences with phrases denoting location of things, translate them into Russian and ask your classmates to translate them back into English. In front of, in the centre, on the doorstep, in most directions, at the far end, in one comer, to the second floor, on top of a bookcase, on small pedestals, over the mantelpiece, on one wall, on the shelves. II. Try to reproduce the context where the following phrases occurred. Covered with, lost beneath, lined with, pinned up, pasted on, carefully arranged, covered by. Exercise 10 Put in the missing prepositions. 1. There was a marble statue of a Greek warrior... the far end of the hall. 2. The window of the bedroom looked ... the green park. 3. A long corridor led... the direction of a huge home library. 4. The garden was separated ... the street... a hedge running in a neat line. 5. The piano was placed ... the corner of a big dancing hall and so there remained enough space for dances. 6. Small semi-detached houses are scattered ... the hillside. 7. All walls in the library were lined ... bookshelves. 8. The two girls were standing ... the doorstep when they saw somebody in the garden. 9. The room was in a mess: everything lay ... heaps on the floor. 10. The hostess appeared... the back door so that it was hard to notice when she entered. 11. The house gave the impression ... a glass cube under a steel roof. 12. The walls of the bathroom were tiled ... green and white squares. 13. The book was lost... a heap of papers on the table. 14. There were lots of framed photographs... the mantelpiece. Exercise 11 Paraphrase the italicized part of each sentence choosing the appropriate phrase from the text. 1. Clara, uninvited, thought she might as well come in, and did it. 2. There were plenty of books in the room; and they lay in piles on chairs and on the floor. 3. The man swallowed and nodded. 4. There were so many pictures on the walls that it was hard to tell whether or how they were papered. 5. It was separated from the pavement by a high, ornamented, wrought iron fence. 6. The door of the Denhams' house was covered with wooden panels. 7. The floor was covered with squares of marble. 8. It was such a large, high, long room crammed with furni­ ture and mirrors and pictures that the eye could not at first sight evaluate its size. 9. She did not feel that she had to hide her astonishment. 10. Clara, when she looked closely, could just make out a bed, almost hidden, beneath a cover. 11. There was a great quantity of toys, neatly put in order. 12. Clara felt amazed and charmed. 13. She didn't follow the conversation, so absorbed was she by the visual aspect of the scene presented to her. 14. Over the maible mantelpiece was an enormous oval mirror, embellished with an eagle. 15. And help was coming for there was a whole line of books which she somehow knew. 16. The name on the back, she could just discern it, was some­thing like Candida. 17. Most of the floor was covered by a big elaborately orna­mented carpet. 18. Clara, seeking for help, directed her excellent vision at the distant titles of books. 19. Mrs Denham herself was a suitable inhabitant for such a room. 20. 'Who was that that opened the door and allowed me to ente r' asked Clara. Exercise 12 Complete the following sentences choosing the appropriate word or phrase from the list. Change the form of the words if necessary. Translate the sen­tences into Russian. to be lined to be full of to be covered to be pinned up to lie in heaps to be concealed to be lost beneath to stand open to be pasted to lead to be arranged to be tiled to be separated to be painted to be papered 1. If the floor ... ... one can easily hear footsteps on it. 2. Other walls ... ... with white bookshelves from which books overflow to the floor. 3. The door between the office and a small dark room at the back always ... ... . 4. The floors downstairs ... ... with Indian carpets. 5. The walls ...... with pictures of aircrafts. 6. A staircase ... from the ground floor to the first floor. 7. The notice ... ... ... and became the centre of attention. 8. A typewriter, some writing paper, pens and pencils — everything ... carefully ... on top of the bookcase. 9. The walls in the sitting-room ... ... but not painted, which made the room look a lot cosier. 10. The room ... ... ... dark expensive furniture. Oriental car pets, smart lamps, everything first-class. 11. The incident...... and nobody ever learned anything. 12. A sick child ... nearly ... ... the heap of blankets. 13. Books, papers, manuscripts, stacks of letters ... ... ... all around the study. 14. The dining room ... ... from the rest of the house by a nar­row passage. 15. As the tiny house ...... green, it was almost lost on the green background of the garden. Exercise 13 Remember a situation when you came to somebody's place and experi­enced strong emotions. Tell the class about it, ending the story with one of the sentences given below. 1. I vaguely noted. 2. I said it with pride and display. 3. I did not feel at all obliged to conceal the amazement. 4. I was staggered and bewitched. 5. I was engrossed in the visual aspect of the scene presented to me. 6. I did not betray the novelty of my discovery. Exercise 14 Speak of Clara's visit to the Denhams' house. 1. in the third person; 2. in the person of Clara; 3. in the person of Clelia; 4. in the person of Mrs Denham. Exercise 15 Discussion points. 1. What impression does the description of the Denhams' house produce on you? 2. What can you say about the people who inhabit it? 3. What do you think of Clara? 4. Have you ever experienced anything like that in your life? 5. Do you believe that homes reflect their owners' mode of life, occupation, character? Exercise 16 Translate into English. 1. Мы хотели купить собственный отдельный дом, хо­тели, чтобы был большой сад и озеро, но денег нам хватило только на половину дома. 2. Газон перед домом — гордость всех англичан. Га­зон тщательно стригут и высаживают по дорожкам розы. 3. Прихожая была тёмная и мрачная, и я решила, что нужно переклеить обои — подобрать более светлые. 4. Длинный коридор заканчивался лестницей, ведущей на второй этаж. 5. В Европе мало кто живёт в многоквартирных домах. Большинство людей являются собственниками домов в пригородах. 6. В английских домах количество комнат может быть разным, но традиционно всегда есть небольшая при­хожая, кухня, столовая, гостиная, ванная, туалет, пара кладовок, одна или несколько спален. 7. В домах, где есть дети, желательно сделать детскую. Там должна быть особая мебель и хорошее освещение. 8. К гостиной примыкает столовая, которая, в свою оче­редь, соединена с кухней. 9. Нужно покрыть кафелем не только стены в ванной и туалете, но и ту стену на кухне, где расположена раковина, а то будет видна вся грязь. С краски её смыть не так легко, как с кафеля. 10. Я предпочитаю электрическую плиту газовой — её го­раздо легче мыть, да и вытяжка не очень нужна. 11. На полках я храню фаянсовую посуду, а в этих ящичках — столовые приборы. Запоминай, что куда класть. 12. Комната так заставлена мебелью, что трудно подойти к окну. 13. У Гаррисонов очень просторная четырёхкомнатная квартира в центре города. Она прекрасно отделана и обставлена. 14. Надо бы сделать ремонт — подновить потолки, на­стелить паркет вместо линолеума и поклеить мою­щиеся обои. 15. Такие яркие цветастые занавески не годятся для спальни. Нужно выбрать расцветку поспокойней. 16. Это комнатное растение у окна загораживает свет. Переставь его в угол. 17. Мы живём в этом девятиэтажном доме. Район нам не нравится, хотелось бы куда-нибудь переехать. 18. Я не смогла бы жить в деревне, так как не могу обходиться без удобств — водопровода, горячей воды, мусоропровода, центрального отопления, телефона. 19. Все гостиные в наших квартирах похожи одна на другую — стенка, журнальный столик, диван и кресла, телевизор и стереосистема. 20. В Англии никогда не вешают ковры на стены, их кладут только на пол. Exercise 17 Look at the picture. It depicts the living-room of a large family. Look at it for two minutes, then hide it and agree or disagree with the following state­ments. Test your perception and memory. ► Pattern : The living-room is rather small. — No, I don’t think so, it is rather spacious. 1. In the middle of the room there is a big table. 2. The table is laid for dinner. 3. At the table there are two armchairs. 4. The armchairs are very comfortable with tall backs. 5. On the right there is a fireplace. 6. On the mantelpiece there is a clock. 7. Just opposite the fireplace there is a sofa. 8. There are four cushions on the sofa. 9. The sofa is small and comfortable. 10. In the foreground we can see a desk. 11. In the far left comer there is a standard lamp. 12. The walls are covered with beautiful carpets. Exercise 18 Look at the picture. Describe this picture in detail. What would you bring in or take away to make it look cosier? How would you furnish it to your taste? Exercise 19 Read and translate the text. The Randolf sisters, Sadie and Esther, live just a block away from each other. Sadie constantly complains that the people in town are cold and unfriendly, while Esther finds them warm and pleasant. Although Sadie can't see it, the difference is in the way they approach those people. Sadie and her husband have a lovely house. It's filled with beautiful antique furniture and glassware that is so fragile it could easily be broken by a careless guest or adventurous child. Whenever someone is visiting, Sadie and her husband are constantly "straightening up". Their beha­viour seems to indicate that they put more of an emphasis on the looks of their house than on the comfort of their guests. As a result, their nervous guests behave with excessive care — and they leave as soon as possible. In contrast, Esther's house is not fancy at all. In fact, it's al­most shabby. But she and her husband have a relaxed, friendly attitude toward visitors, who don't have to worry about an ac­cident occurring with an expensive piece of furniture or vase. Esther's house is a place where people can drop in, put their feet up on the coffee table, and feel at home. (from "Grammar Dimensions") I. Answer the questions. 1. Whose house, Sadie's or Esther's, appeals to you? Why? 2. Which one would you drop in? Why? 3. In what houses do you feel at home? Why? 4. What do you think of those hosts who put more of an em­phasis on the looks of their house than on the comfort of their guests? 5. What house would you call lovely? 6. What house would you call shabby? 7. What does home mean to you? II. Make up dialogues: 1) between Sadie, her husband and their guests; 2) between Esther, her husband and their guests. Exercise 20 Have a look at Picture A and B. Answer the questions. Make use of the phrases and words below: Picture A Picture В It needs cleaning; to scatter; to throw around; to tidy up; to be piled with something; to lack; to be in disorder; untidy; in a mess. Picture A 1. What can you see in Picture A? 2. Could you describe it in detail? 3. What attracts your attention in particular? 4. What's your impression of this room? 5. Do you like it? 6. What do you think of its occupant? Picture В 1. What can you see in it? 2. Do you like the room now? 3. Could you describe Picture В in detail? 4. What changes have been made? Why? 5. What is missing in Picture B? 6. Could you compare these two pictures? 7. Which picture do you like better and why? 8. What would you add to make it look cosier? ○ Exercise 21 Read the telephone conversation and draw a plan of the house and the garden. Tell other students how you would furnish the house and use the rooms. Martin: Hello, Linda! Linda: Hi! Martin: Well, good news at last. After looking at about two hundred houses, I've found just the place for us. It's in Blackwood, which is an outer suburb about twenty five minutes drive from the city. I think you'll love it. It's got a lovely big garden and lots of trees. Linda: Yes, fantastic. Now tell me all about it. Martin: Well, it's basically a three bedroom house. Very individual in style. There's no front door at all. You come into the hall from a side door. As you walk down the hall, there are two bedrooms on the left. On the right there is a door leading into a huge lounge. Linda: What about the third bedroom? Martin: Well, if you keep going down the hall, it is on the right, past the lounge room. The room on the left would make a useful study or family room. The one on the right, which has a wine cellar by the way, would be a very good store room or junk room. Linda: I see. Martin: What sold me on the house was the kitchen. It leads off the lounge and is huge. We can eat in there when we don't feel like having a formal meal in the dining room. Linda: What about outside? Martin: Well, there's a big wide verandah running across the front of the house. The two main bedrooms look out onto this. It also continues down the left-hand side of the house. Part of it, on the western side acts as a passage to the bathroom and toilet. Linda: And the garden? You said something about a gar­den. Martin: Yes, it is one of the nicest things about the place. A driveway runs down the left-hand side of the house to the garden. On the right of the house there is an orchard with apple, plum and orange trees. At the rear there is a large grassed area surrounded by a border of trees and shrubs. In the middle of the lawn there is an old clothes line. Linda: That'll have to go! Martin: Well, it is usefiil. Linda: I don't care, it is ugly. Martin: OK, the clothes line goes. Linda: Well, then, when can I see it? Martin: As soon as you arrive tomorrow.. Linda: Great. I'll see you then. Bye. Martin: Bye. Exercise 22 Speak about the room where you live. Make use of the topical vocabulary. Exercise 23 Speak about the flat where you live. Make use of the following questions and topical vocabulary. 1. Where do you live? How many floors does the house have? Is it a block of flats or not? 2. What modern facilities does your flat offer? Do you have electricity, running water, gas, a telephone, a radio? 3. What kind of flooring do you have in your flat? 4. How are the walls of your flat finished? Are they white­washed, tiled or wallpapered? Do you like to adorn the walls? 5. How is your flat lighted? 6. What kind of curtains (hangings, blinds) do you have? Do they go well with the wallpaper? 7. Is your flat crammed with things? 8. What makes your flat look cosy? 9. Do you have a convenient working space or a desk at home? Where do you keep your books? Exercise 24 Find a photograph or a picture of an interior in which you recognize a taste that is radically different from your personal style. Tell your classmates what you like or dislike about it. Exercise 25 If you have travelled abroad, speak about the difference in interior decora­tions which one may observe in foreign (British, American, German, etc.) and Russian homes. Exercise 26 Ask your partner the following questions and fill in his or her answers. Then summarize what his/her answers suggest about his or her ideas about home. Do you think a home is somewhere Yes No Don't Know you are secure and warm? ____________________ you can be alone? __________________________ Exercise 27 I. Match the idioms in the left column with their Russian equivalents in the right column. 1. to build one's castle upon the sand А. выступать (перед аудиторией) 2. to build castles in the air В. указать кому-либо надверь 3. room at the top С. припереть кого-либо к стенке 4. to do something under the table D. создавать что-либо непрочное 5. to be in the chair Е. ковёр-самолёт 6. to take the floorF. захлопнуть дверь перед носом 7. a window on the world G. председательствовать 8. to camp on somebody's doorstep Н. верхняя ступенька социальной лестницы 9. to shut the door in somebody's face I. ломиться в открытую дверь 10. to show somebody the door J. строить воздушные замки 11. to force an open door К. окно в мир 12. to call somebody on the carpet L. у стен есть уши 13. a magic carpet M. дать кому-либо нагоняй 14. walls have ears N. делать что-либо секретно 15. to drive somebody to the О. обивать пороги wall II. Think of the situations where you can use these idioms. Exercise 28 Highlight the meanings of the proverbs, making up short situations. Tell them in class. 1. People who live in glass houses should not throw stones. 2. Do not burn your house to get rid of the mice. 3. As you make your bed, so you must lie on it. 4. A rolling stone gathers no moss. 5. Charity begins at home. 6. Home is where the heart is. 7. East or West — home is best. Exercise 29 Translate the following quotations and comment upon them. 'A man travels the world over in search of what he needs and returns home to find it.' George Moore 'A house is not a home.' Pol ly Adler 'Houses are built to live in and not to look on; therefore let use be preferred before uniformity, except where both may be had. ' Francis Bacon 'Mid pleasures and palaces though we may roam, Be it ever so humble, there's no place like home.' John Howard Payne Exercise 30 Role-play "Buying a House" Setting: A real estate agency in London. Situation: Different people come to the office and have a talk with real estate managers. All of them want to move somewhere: to sell or to buy houses or flats. The managers offer them different housing variants. Characters: Card I—II — Mr Sinless and Mrs' Pure, the real estate managers. Card III-IV - Mr and Mrs Woolworth. Their family of three wants to move to the countryside from the centre of London. Card V—VI — Mr and Mrs Littlewood, a retired couple who want to move from a huge house to a smaller one. Card VII—VIII — Mr and Mrs Sunwin, a young couple who before anything else want to buy a house of their own. Card IX—X — Mr and Mrs Hewlett. Their family of se­ven wants to move to a bigger house in the suburbs. WRITING Exercise 1 Prepare to write a dictation. Learn the spelling of the italicized words from Introductory Reading and the words from exercise 1 on page 41. Exercise 2 Render this text in English and write it down. В маленьких квадратных комнатах с низкими потолка­ми Лиза бродила минут десять. Это были комнаты, обставленные красным деревом и карельской березой — мебелью строгой, чудесной. Два квадратных шкафа стояли против письменного стола. Стол был безбрежен. По углам стояли кресла с высоки­ми спинками. Солнце лежало на персиковой обивке кресел. По левую руку от самого пола шли низенькие полу­круглые окна. Сквозь них, под ногами, Лиза увидела огромный белый зал с колоннами. В зале тоже стояла ме­бель. Лиза остановилась. Никогда еще она не видела зала у себя под ногами. Она попала в красную гостиную, в которой стояло предметов сорок. Это была ореховая мебель. Из гостиной не было выхода. Пришлось бежать назад через круглую комнату с верхним светом, меблированную, казалось, то­лько цветочными подушками. Невольно она приспосабливала виденную мебель к своей комнате и потребностям. Кровать ей совсем не по­нравилась. Кровать была слишком велика. Мебель была представлена многочисленными комп­лектами. Сравнительно небольшие ее размеры привели Лизу в восторг. — Смотрите, смотрите! — доверчиво кричала она. — Видите это бюро? Оно чудно подошло бы к нашей комнате. Правда? — Прелестная мебель! — гневно сказал Остап. — А здесь я уже была,— сказала Лиза, входя в крас­ную гостиную. Большая комната была перегружена мебелью. Стулья расположились вдоль стены и вокруг стола. Диван в углу тоже окружали стулья. Их ножки и удобные спинки были знакомы Ипполиту Матвеевичу. (И. Ильф, Е. Петров «Двенадцать стульев») Exercise 3 Write a composition or an essay on one of the topics: 1. My Dream House. 2. Home Sweet Home. 3. One's Character Shows in His or Her Home. 4. Why There Is Always a Mess in My Room. 5. I Like to Stay at My Grandma's Place. Note: Composition and essay are both translated into Russian as "сочинение" but there is a distinction between them. A com­position is fairly short (1—3 pages) and simple. Compositions may be written by students as long as they are capable of wri­ting only on simple narrative or descriptive subjects. An essay is usually longer (may be up to 20 pages). It ex­presses ideas, as opposed to simply telling a story or describing something, though it may also be narrative or descriptive. An essay should have some literary merit. Essays are usually writ­ten by those who have sufficiently mastered the language to be able to express their ideas in it. If you choose a topic for an essay, plan carefully before you write. First of all try to explain what the statement means to you. A simple explanation in your own words will help to cla­rify the issue in your mind. The best approach to plan an essay is to make a list of points, in note form, which you want to in­clude. There should be an introduction. Plan an opening para­graph that will express your approach. It may be a clear state­ment of your understanding the point; some illustration of the point or even an expression of disagreement. Whichever you choose, the opening paragraph should lead logically into the body of the essay. Plan the ideas for the succeeding paragraphs. Do not forgetthat each paragraph develops the idea one step farther. Pay special attention to the logical linking of clauses and sentences. All points are put in logical order or in order of importance, with quotations if necessary. Plan a conclusion which brings together the ideas of the es­say and represents some kind of resolution of the conflicting arguments. Lesson 3 DAILY ROUTINE INTRODUCTORY READING AND TALK I'm in the first year at the university, where I'm studying Eng­lish. My elder sister, Betty, is studying history at the same univer­sity. Betty can organise her time wisely, whereas I do not know what order I should do things in. I find it hard to get up on time, and usu­ally I do not get enough sleep. I have to wind two alarm-clocks to make sure I do not oversleep. My sister, an early riser, is awake by 7 o'clock, refreshed and full of energy. While I'm wandering round the kitchen, fighting the urge to go back to bed, Уравнения химических реакций my sister man­ages to have a quick shower, make her bed, put on make up, do her hair, eat a full breakfast and set off to the university. It takes me an hour and a half to get ready. I have a hasty bite and rush out of the house. Even if I catch a bus at once I still arrive at the university 15 minutes late, which always makes me feel guilty. My studies keep me busy all day long. I have 14 hours of English a week. I also have lectures and seminars. At lunchtime I meet up with my sister and we have a snack at the university cafe. After classes I make myself go to the library where I spend about six hours a week reading for my seminars. My sister and I come home tired. I always find excuses to put my homework off. Unlike me, my sister manages to do the housework and get down to homework. I like the idea of going to bed early, but quite often I have to sit up late, brushing up on my grammar and vo­cabulary, though I feel sleepy. My sister says that keeping late hours ruins one's health. Of course, I agree. As my sister and I do not get any time off during the week, we try to relax on the weekends. One of my greatest pleasures is to lie in bed and read my favourite books. My sister is a sporty person. To keep herself fit, Betty goes for a run in the park; from time to time she works out in the gym. I hate staying in, and sometimes on Saturday night my sister takes me out to a concert or a play. Sometimes we go to a party or to a disco. But more often than not I end up catching up on my stu­dies and my sister goes out. I wonder how I manage to spoil my lei­sure time. Every Monday when I awaken I think I should start a new life. I honestly think that I must become well-organised and correct my daily routine. I make plans to go to keep-fit classes, to do shopping with my sister, to do the cleaning and to do a hundred other good things. But then I remember that I have to call on my school friend in the evening, and I put off my plans till next Monday. It is always better to start a new life in a week. 1. What is your usual day like? Is it very different from this girl's day? 2. What takes up most of your day? 3. Look at the pictures below and say what can be said about you and what cannot. ► Pattern: She usually gets up at six. But I don't. I get up at seven. She usually has breakfast at eight. So do I. I have breakfast at eight. seven o'clock eight o'clock nine o'clock twelve o'clock five o'clock seven o'clock ten o'clock 4. Is your daily routine alwaysthe same? ○ TEXT One Day of Peter's life (Story by Peter and Heidi El liott) I usually manage to be first at waking up — my brother Daniel (he's six) would stay in bed until seven o'clock. Mum can't under­stand it but it seems obvious to me that this is when the day starts, so why miss the beginning? After a quick warm-up and a chat we creep downstairs to see what's been left around from the night be­fore, although Mum is wise to this and has usually put away any­thing really interesting. The refrigerator is always a fairly good place to start, and cold rice pudding tastes much better for breakfast than it does for pud­ding.1 In fact I've tried most things at this hour, from cold stuffed marrow to raw sausages; some of it isn't recommendable and some of it can get you into a lot of trouble. Anyway, I can always make my own breakfast of cereals with plenty of sugar and not much milk. We made Mum's2 the other day but she didn't like the chopped peppercorns and Oxos3 that we added to it. Mind you, it didn't look too good. Well, just when we get into a good game, Mum comes down and says that we have to put all the furniture back and get dressed. I al­ways have the last say in what I'm going to wear, which is always jeans and a tee-shirt. I'm just not relaxed if I'm wearing smart trou­sers. I like a loose jacket and a hat; my old cowboy hat is a bit mis­shapen but I do not mind that, it seems to put me in the right mood for the day. It's time to take Daniel to school. I really enjoy this trip at the moment because I've got a super little bike which I ride there and back. Well, I don't exactly ride it because both pedals have fallen off and the chain has snapped, so now it's more like a hobby-bike. I use my feet for brakes and propulsion.4 It works very well and my bal­ance is now so good that I can ride my brother's big bike if someone helps me to get on and off. When we get to Daniel's school I have a race around the play­ground and annoy a few of Dan's friends before the whistle goes, and then, as the trip home is up-hill and rather boring. Mum usu­ally has to give me a push. I generally play then, or visit a friend down the lane whose brother has some super toys, which compen­sates for the fact that she's a girl.5 Lunch can vary from day to day because I'm quite fussy about my food. I find it hard to sit still long enough to eat a whole dinner, so sometimes Mum reads a book to me which makes it much more enjoyable, and if the story is very good, I've even been known to eat things that I didn't think I liked. I suppose that the way I spend my day must seem fairly routine to some people, but I like to use it to the full no matter what I'm doing. I do everything with enthusiasm — whether constructing a rocket with bricks or practising gymnastics on the bed or just sliding down the banisters, and I've noticed that people who are older than me don't seem to have half as much fun, so I say that I'm going to enjoy myself for as long as possible. The afternoons are unpredictable. On a fine day I may go swim­ming or visit a park or the shops. Personally, I think the shops are best, especially the ones with toys in. My mother just doesn't seem to understand that I need them all, anyway I have a good try with as many as I can before getting into trouble with the assistant. Then I move on to the sweets, which I generally get one of. Friends' houses can be a good source of entertainment, although if they haven't got any children it can be a bit frustrating not being allowed to touch anything. Luckily most of mother's friends have got children. The best treat of all, though, is visiting Nanny.6 She's got much more time to spend on you than parents have and I do all sorts of things there. I have made some very tasty cakes in Nanny's kitchen and she doesn't mind how much mess goes on the floor.7 I also enjoy gardening with her. She is extremely patient with my pruning efforts.8 So my afternoons vary until we collect my brother from school at 3.30. He's not so much fun in the after­noons, but I do a bit of insect searching on the way home and col­lect any interesting sticks and stones that I think I could use in our small garden. My bedtime is fixed at 7.30 and to be honest I'm just about ready for it by then. After doing my duty — by eating some tea — I play for a while or watch television. I'm not a TV addict but car­toons I do enjoy9 and my favourite programme is Tarzan. When this is on I strip off to my underpants and really get into the part. (I'm fantastically brave.) I then have a trip down a shark-infested river10 at bathtime or practise swimming in the bath, but my room is rather restricted and Mum doesn't appreciate how far I get the wa­ter up the wall.11 So, when the water has got fairly cold, I reluctantly agree to get out and put my pyjamas on. I don't like cleaning my teeth but I do. Mum has to read a book at bedtime: it gives me a few minutes to have a last play and select my favourite toys before the light goes out. After all, even in my dreams I've had to fight some pretty fierce tigers. Proper Names Daniel ['d{nj@l] — Дэниел Tarzan ['t¸z{n] — Тарзан Vocabulary Notes 1. ... than it does for pudding — ... чем когда его подают как десерт. 2. ... we made Mum's the other day — на днях мы приготовили завтрак маме. 3. Oxos — «Оксоз» (Прим.: название бульонных кубиков) 4. I use my feet for brakes and propulsion. — Я торможу и от­талкиваюсь ногами. 5. ... visit a friend down the lane whose brother has some super toys, which compensates for the fact that she's a girl. — ... хожу к подружке, которая живёт на нашей улице; у её брата есть потрясающие игрушки, и это смиряет меня с тем, что она — девочка. 6. Nanny — здесь: бабушка (Прим.: в других контекстах может означать «нянечка»). 7. She doesn't mind how much mess goes on the floor. — Ей всё равно, сколько мусора на полу. 8. ... she is extremely patient with my pruning efforts. — Она очень терпеливо относится к моим неловким попыткам подстричь деревья и кусты. 9. ... but cartoons I do enjoy ... — ... но вот мультики мне нра­вятся. 10. shark-infested — кишащий акулами. 11. Mum doesn't appreciate how far I get the water up the wall. — Мама не одобряет, что я забрызгиваю водой всю стену. Comprehension Check 1. Why does the child wake up first? 2. What do the brothers do after a warm-up and a chat? 3. What does the child like to wear? 4. Why does the boy enjoy his trip to Daniel's school? 5. Is he fussy about his food? 6. Does the boy find his days boring? 7. How does he spend the afternoons? 8. Whom does he enjoy visiting most? Why? 9. When does the boy go to bed? 10. Is he a TV addict? 11. How does the boy entertain himself at bathtime? 12. What does he do before the light goes out? . Phonetic Text Drills ○ Exercise 1 Transcribe and pronounce correctly the words from the text. Obvious, to creep, stuffed, marrow, raw, recommendable, ce­reals, peppercorns, loose, cowboy, misshapen, super, propul­sion, balance, to compensate, to vary, enthusiasm, gymnastics, banister, unpredictable, frustrating, treat, pruning, insect, ad­dict, cartoon, underpants, appreciate, reluctantly, pyjamas, fierce. ○ Exercise 2 Pronounce the words or phrases where the following clusters occur. 1. plosive + plosive managed to be, creep downstairs, good place, and cold rice, look too, good game, get dressed, to take Daniel, hard to sit, bedtime, but cartoons, trip down, and put. 2. plosive + w at waking up, quick warm-up, that we added, just when, that we, it works, a rocket with bricks, patient with. 3. plosive + r brother, creep, breakfast, tried, trouble, trousers, trip, brakes, propulsion, unpredictable, try, children, treat, ex­tremely, programme, brave, practise, agree, pretty. 4. plosive + s would stay, it seems, starts, what's, tastes, last say, its time, sit still, must seem, good source, fight some. ○ Exercise 3 Avoid false assimilation in the clusters: 1. z + s he's six, has snapped, has some. 2. voiceless plosive + D that this, at the moment, noticed that, think the shops. 3. s/z + D miss the beginning, Mum's the other day, as the trip, sup­pose that. ○ Exercise 4 Practise the pronunciation of predicative structures. It's 'time to 'take 'Daniel to \school. || The ,after'noons are 'unpre'dictable. || The 'best 'treat of \all, | though, | is 'visiting \Nanny. || My bedtime is 'fixed at 'seven \thirty | and | to be \honest | I'm 'just a'bout \ready for it by ,then. || I'm 'not a 'TV \addict | but car'toons I 'do en'joy | and my 'favourite 'programme is \Tarzan. || EXERCISES Exercise 1 Reproduce the sentences in which the following words and expressions are used. to wake up to vary from day to day to leave around to use the day to the full to get somebody into trouble to do everything with enthusiasm to have the last say into be a good source of something entertainment to be relaxed the best treat to put somebody in the to be a TV addict right mood boring to strip off to be fussy about something bedtime Exercise 2 Agree or disagree with the following statements. Give your reasons. 1. The child is the last to wake up. 2. In the kitchen the boy tries a lot of things from cold mar­ row to raw sausages. 3. The child's mother has the last say in what he's going to wear. 4. The boy likes to wear smart suits. 5. He finds his trip to Daniel's school boring. 6. The boy is fussy about his food. 7. The child's routine is boring and predictable. 8. He likes spending his time in the shops. 9. The child enjoys visiting Nanny. 10. He is a TV addict. 11. The child enjoys swimming in the bath. Exercise 3 I. Give the three forms of the irregular verbs from the text: Creep, put, get, ride, go, give, find, read, think, slide, make, fight. II. Give the past form of the regular verbs: Manage, stay, start, add, enjoy, snap, use, annoy, visit, com­pensate, vary, suppose, construct, practise, seem, touch, mind, collect, search, fix, watch, strip, appreciate, agree, select. Exercise 4 Fill the gaps in these sentences with the suitable words below. I. frustrating unpredictable loose smart boring relaxed fussy 1. She likes to feel comfortable and relaxed in clothes, that's why she always wears ... sweaters and jackets and not ... suits. 2. Jane is fed up with this ... town — all they have is a bar, a cinema and a Chinese restaurant. 3. There must be nothing more ... than having a job you don't like. 4. You can't feel ... and enjoy yourself if there are exams co­ming. 5. Since the time she was ill, she's been ... about what she eats. 6. She behaves like the weather in Great Britain; she's so ... II. to creep to strip offto vary to select to annoy to leave around 1. There was a large number of beautiful toys and dolls in the shop and it took the girl a lot of time ... one. 2. Someone ... into the house and stole jewellery. 3. She ran upstairs,... her wet jeans and sweater and pulled on a dressing gown. 4. I don't want to stay in the house with these two screaming kids. They ... me. 5. To make kids eat, you should ... the menu as much as pos­sible. 6. Please, don't... your toys ... . I have to put them away be­fore I can do the cleaning. Exercise 5 Find in the text words and expressions similar in meaning to the italicized ones. 1. Somehow he got involved in a boring conversation about food prices. 2. I always start my day with morning exercises and a cold shower. And, of course, I very much like a cup of hot coffee. 3. Nurses should do all they can to make their patients feel at ease. 4. The child abandoned his favourite toy; a little squirrel in the grass had become better entertainment. 5. When I go to the countryside I like to observe insects. 6. I always go to bed at half past seven and nothing can change my habit. 7. I spent my holiday in Spain and enjoyed it fully. 8. I can't think of anything more tedious than washing and cooking for the family all day long. 9. I feel that you are doing that unwillingly. 10. My brother is always enthusiastic, no matter what he is do­ing — playing or working. 11. We moved quietly upstairs so as not to wake the baby. 12. Morning exercises may be hard work, but they can also be great fun. 13. A meal in a restaurant came as a real pleasure after all the food at the university. 14. You are just saying that to irritate me. 15. In the afternoons Mother takes my sister from school. Exercise 6 Find in the text sentences containing: I. synonyms and synonymous expressions for the following: depressing untidiness to pick somebody up to take off the clothes physical exercises to be different II. words or phrases with the opposite meaning: to get out of bed to get undressed not much boring to stay out of trouble predictable Exercise 7 Find in the text the English equivalents of the following words and expres­sions. A. Просыпаться; оставаться в постели; день начинается; разминка; приготовить завтрак; одеваться; пора (делать что-либо); добираться до школы; звучит свисток; съесть весь обед; ходить в парк; забирать из школы; ложиться спать ровно в 7.30; не отрываться от телевизора; раздеться до чего-либо; увлечься игрой; заниматься плаванием; на­девать пижаму; чистить зубы; читать книгу на ночь; свет гаснет; во сне. В . Оставаться с вечера; убирать; причинить неприятно­сти; разыграться; оставить за кем-либо последнее слово; потерять форму (о предмете одежды); создавать хорошее настроение; туда и обратно; хорошо получаться; быть привередливым; использовать в полной мере; скатывать­ся вниз; попробовать как можно больше; забрызгать во­дой стену; неохотно согласиться. Exercise 8 Express the same idea using different wording and grammar. 1. After a quick warm-up and a chat, we creep downstairs to see what's been left around from the night before. 2. I suppose the way I spend my day must seem fairly routine to some people, but I like to use it to the full. 3. Personally, I think the shops are best, especially the ones with toys in. 4. Friends' houses can be a good source of entertainment. 5. I'm not a TV addict but cartoons I do enjoy and my favour­ite programme is Tarzan. 6. The best treat of all is visiting Nanny. 7. She is extremely patient with my pruning efforts. 8. When Tarzan is on I strip off to my underpants and really get into the part. 9. I then have a trip down a shark-infested river at bathtime or practise swimming in the bath, but my room is rather re­stricted and mum doesn't appreciate how far I get the water up the wall. 10. Mum has to read a book at bedtime, it gives me a few min­utes to have a last play and select my favourite toys before the light goes out. Exercise 9 1. Draw a chart like the one below and arrange the child's activities into two columns. Enjoyable Boring II. After you have finished the chart, compare it with the rest of the class. Discuss the child's activities using the following words: Interesting, creative, exciting, good fun, dangerous, boring, good exercise, relaxing, crazy, wonderful, enjoyable, terrible. Start your discussion with the following phrases: I think/I don't think he enjoys/likes ... It must be dangerous/interesting to swim/to play... etc. That sounds/does not sound like much fan/crazy... etc. I'd like to try ... myself. He doesn't mind ... If I had time, I'd like to ... Exercise 10 Speak about your daily activities using the patterns given below. 1. I'm not a TV addict/ardent reader, etc. but cartoons/nov­els, etc. I do enjoy. 2. I don't like cleaning my teeth/watching newsreels, etc. but I do. 3. I find it hard to sit still long enough/to work in the library, etc. 4. It can be a bit frustrating not being allowed to touch any­thing/to go to a disco, etc. Exercise 11 Speak about the child's daily routine: 1. in the third person; 2. in the person of his mother; 3. in the person of his brother Daniel. Exercise 12 Discussion points. 1. What can you say about the boy's character? Support your opinion. 2. What do you think of his mother? What is her daily routine like? 3. What takes up most of the boy's day? 4. What activities mentioned by the boy seem to be most en­tertaining to you? Why? Exercise 13 I. Discuss activities we do as part of our daily/weekly routine. In five min­utes write down as many things as you can think of. You should write your routines in full sentences, using adverbs of frequency. Read out your list to the class and delete anything you have written down which someone else has as well. Thus make a list of your special routines, that no one else has. ► Pattern: I hove parties every week. II. Express your own feelings about the special routines of your fellow stu­dents. Use the expressions of likes and dislikes. ► Pattern: — I have parties every week. — Well, to be honest/No, I'm not too keen on arranging parties every week. Exercise 14 Tell about your daily routine when a child. Compare it with your present daily routine. Think about the following points: studies, everyday activities, leisure activities, food/clothes, likes/dislikes. Use the following phrases: When a child, I used to ..., but now I ... I never used to ... I spent most of my time ..., but now I ... I was/am keenon ... I was/am a ... addict. I couldn't/can't live without ... The best treat of all was/is ... I found ... enjoyable, but now I find ... boring/interesting. I've decided to give up ... But I'm not going to give up ... Exercise 15 I. Read the following text and get ready to answer the questions. John Naylor, 24, is a successful businessman. Let's follow him through a typical day. The alarm clock goes off at 7:00 a. m. John jolts out of bed at the same time. The automatic coffee maker kicks on in the kitchen. He jumps in the shower, shaves, opens one of the half-dozen boxes of freshly laundered white shirts waiting on the shelf, finishes dressing, and pours a cup of coffee. He sits down to a piece of whole wheat toast while he nips through the Fleet Street Journal. It takes him about 15 minutes to wake up and get ready. His briefcase in one hand and gym bag in the other, he hops in the car, ready to start the day. He clocks in at exactly 7:45 a. m. He takes a seat in front of the computer and prepares for hours of phone calls and meet­ings that occupy his mornings. At noon John rashes to the health club where he strips off the grey suit and changes into his T-shirt, shorts and the latest in design running shoes for tennis. In an hour he is sitting in the club dining room where he has scheduled lunch with a po­tential client. They discuss business over sparkling water, pasta and a cup of coffee. At 2:30 p. m. he is back at his office, eager for several more hours of frantic meetings and phone calls. At 6:00 p. m. John phones out for delivery of dinner to keep him going through the next two to three hours he'll spend at his office. John gets home at 10:00 p. m. just in time to sit down to a bowl of frozen yoghurt and a reran of this season's most popu­lar drama series before turning in. II. Make brief notes of John's daily routine. Use these times as a guide. 7:00 7:45 2:30 10:00 7:15 12:00 6:00 - 9:00 1:00 III. Answer the following questions: 1. What takes up most of his time? 2. What things do you dislike about his daily routine? 3. Is his daily routine always the same? 4. Is his daily routine very different from yours? How? 5. What do you think about his social life? What daily routine may his girlfriend have? 6. Is he happy? Why? 7. What problems may arise if John gets married and starts a family? Will children fit into this hectic schedule? IV. Work in groups of two. Student A: You are going to interview John. Ask him questions about his daily routine, and ask any­thing else you like. (E. g. How he feels about his life, what he likes about his work, his future plans). Student B: You are John. Answer the interviewer's ques­tions about your daily routine. When you are asked about other things, invent suitable an­swers. Exercise 16 Pair work: Talk about your busiest day. Ask the following and more: 1. What's your busiest day? 2. What do you usually do? 3. What time do you get up? 4. Where do you usually have breakfast, lunch? 5. What do you usually do after classes? 6. What time do you usually go home? 7. What do you do at the end of the day? 8. What do you do in your spare time? 9. What time do you usually go to bed? 10. What activities do you enjoy? Which do you dislike? Exercise 17 Imagine you can do what you like and work where you want. Plan your daily routine. When you are ready tell the class. Exercise 18 I. Carry out a survey titled "How to Organise Your Day". Ask your fellow students: 1. how much time they spend: working, sleeping, washing and getting dressed, eating and drinking, shopping, travelling, doing housework, studying, reading, watching TV or liste­ning to the radio, performing other leisure activities, doing nothing; 2. which activities they enjoy doing and how long they spend on them; 3. which activities they do not enjoy doing and how long they spend on them; 4. if there is something they don't have time to do or would like to spend more time doing; 5. if there is some way they could organise their time diffe­rently and how. II. Make notes and analyse the results of the investigation. Write a short report giving the results of your survey. Use words and expressions like these: None of... A great many of... Hardly any of... Some of... Very few of... A large number of. Not many of... A lot of... The majority of... III. Use the following phrases for summarising or generalising: on the whole, ... at first glance, ... apparently, ... it seems/appears that ... generally, ... IV. When you have finished your report, show it to the other students in the class and discuss. Exercise 19 Retell the following text in English. Самое главное, подумал я, это режим. Спать буду ло­житься пораньше, часов в десять. Вставать тоже буду по­раньше и повторять перед школой уроки. После школы буду играть часа полтора в футбол, а потом на свежую го­лову буду делать уроки. После уроков буду заниматься чем захочется: или с ребятами играть, или книжки читать, до тех пор пока не придёт время ложиться спать. Так, значит, я подумал и пошёл играть в футбол, перед тем, как делать уроки. Я решил играть не больше, чем полтора часа, от силы — два, но, как только я попал на футбольное поле, у меня всё из головы вылетело, и я оч­нулся, когда уже совсем наступил вечер. Уроки я опять стал делать поздно, когда голова уже плохо соображала, и дал сам себе обещание — на следующий день не буду так долго играть. Но на следующий день повторилась та же история. И стал я думать, почему же у меня так получает­ся. Вот я думал, думал, и наконец мне стало ясно, что у меня совсем нет воли. То есть у меня воля есть, только она не сильная. Если мне надо что-нибудь делать, то я никак не могу заставить себя это делать, а если мне не надо чего-нибудь делать, то я никак не могу заставить себя этого не делать. Вот, например, если я начну читать какую-нибудь интересную книжку, то читаю и читаю и никак не могу оторваться. Мне, например, надо делать уроки, или пора уже ложиться спать, а я всё читаю. Мама говорит, чтоб я шел спать, а папа говорит, что пора уже спать, а я не слушаюсь, пока нарочно не потушат свет, чтоб мне нельзя было больше читать. И вот то же самое с этим футболом. Не хватает у меня силы воли кончить вовремя игру, да и только! ... Я решил, что мне надо развивать сильную волю ... Для этого я буду делать не то, что хочется, а то, чего во­все не хочется. Не хочется утром делать зарядку, — а я буду делать. Хочется идти играть в футбол, — а я не пойду. Хочется почитать интересную книжку, — а я не стану. Начать решил сразу, с этого же дня. В этот день мама ис­пекла к чаю мое самое любимое пирожное, но я решил, что раз мне хочется съесть это пирожное, то я не буду его есть. Наутро я встал — мне очень не хотелось делать заряд­ку, но я всё-таки сделал, потом пошел под кран обмыва­ться холодной водой, потому что обмываться мне тоже не хотелось. Потом позавтракал и пошел в школу, а пирож­ное так и осталось лежать на тарелочке, когда я пришел, оно лежало по-прежнему. Я посмотрел на него. Мне очень захотелось тут же это прикончить, но я поборол в себе это желание. В этот день я решил в футбол не играть, а просто отдохнуть часика полтора и тогда уже взяться за уроки. И вот после обеда я стал отдыхать. Но как отдыхать? Просто так отдыхать ведь не станешь. Отдых — это игра или какое-нибудь интересное занятие. «Чем же занять­ся?» — думаю.— «Во что поиграть?» Потом думаю: «Пойду-ка поиграю с ребятами в футбол». Не успел я это подумать, как ноги сами вынесли меня на улицу, и пи­рожное так и осталось лежать на тарелке. (Н. Носов. «Витя Малеев в школе и дома») Exercise 20 I. Read the list of English idioms and find their Russian equivalents in the second list. A. To be back on track; a whole good hour; from time to time; year in, year out; on the run; in the dead of night; day in, day out; to play the fool; to twiddle one's thumbs. B . Время от времени; валять дурака; изо дня в день; из года в год; глубокой ночью; на бегу; битый час; войти в колею; бить баклуши. II. Use the English idioms in sentences of your own speaking about your daily routine. Exercise 21 I. Match the two halves of each proverb correctly. Translate them into Russian or give their Russian equivalents. An early bird catches Jack a dull boy Time is two things at once Never put off till tomorrow a virtue Time and tide a worm Better late money Everyday is not what you can do today No man can do wait for no man All work and no play makes Sunday Punctuality is than never II. Make up a story to illustrate one of these proverbs. Exercise 22 Translate the quotations and comment upon them. 'A day is a miniature eternity.' Ralph Emerson 'Write it on your heart that every day is the best day in the year.' Ralph Emerson 'Three o'clock is always too late or too early for anything you want to do.' Jean-Paul Sartre 'The day is for honest men, the night for thieves.' Euripides 'Every day, in every way, I am getting better and better.' Emile Coue Exercise 23 Role-play "Making a TV Programme". Setting: The streets of a big modern city. Situation: A television crew is making a programme about dif­ferent lifestyles. The journalists stop people in the street and interview them. They ask questions about their daily routine. They try to find out what time they get up, whether they get enough sleep, what they have for breakfast/dinner/supper, whether they are fussy about food, how they get to work, whether they are late for work, what time they come back home, who does the cooking/clean­ing/shopping/washing, etc., whether they are more awake in the morning or in the evening, what time they go to bed, what they do to keep fit, what they do to relax, whether they have any kind of social life, what puts them in a good mood, whether their daily routine is always the same. Characters: Card I—II — Christian and Christine, the journalists. Card III—IV — Daniel and Diana, an actor and an actress. Famous and well-known. Card V — Sheppard, a university student. Not very di­ligent. Card VI — Shirley, a model. Willing to make a career. Card VII — Patricia, a school teacher. Very responsible. Card VIII — Felicia, a housewife. Has a large family. Card IX — Raymond, a businessman. Very busy and very rich. Card X — Letitia, a waitress in a restaurant. Young and carefree. Card XI — Simon, a professional driver. Works hard and long hours. WRITING Exercise 1 Learn the spelling of the words in bold type from Introductory Reading and exercise 1 on page 68 and be ready to write a dictation. Exercise 2 Write a short description of a) your busiest day; b) your day off; c) your fa­vourite day in the form of diary notes. Follow the pattern: Exercise 3 Write a composition or an essay on one of the following topics. 1. The Day Everything Went Wrong. 2. How I Organise My Time. 3. The Day Before You Came. (ABBA) 4. 'Never put off till tomorrow, what you can do the day after tomorrow.' (O. Wilde) 5. The Day of a Person Is a Picture of This Person. Note: Punctuation. In writing it is very important to observe correct punctuation marks. A full stop is put: 1) at the end of sentences; 2) in decimals (e.g. 3.5 — three point five). A comma separates: 1) homogeneous parts of the sentence if there are more than three members (e.g. I saw a house, a garden, and a car); 2) parentheses (e.g. The story, to put it mildly, is not nice); 3) Nominative Absolute Constructions (e.g. The play over, the audience left the hall); 4) appositions (e.g. Byron, one of the greatest English poets, was born in 1788); 5) interjections (e.g. Oh, you are right!); 6) coordinate clauses joined by and, but, or, nor, for, while, whereas, etc. (e.g. The speaker was disappointed, but the audience was pleased); 7) attributive clauses in complex sentences if they are com­menting (e.g. The Thames, which runs through London, is quite slow. Compare with a defining clause where no comma is needed — The river that/which runs through London is quite slow); 8) adverbial clauses introduced by if, when, because, though, etc. (e.g. If it is true, we are having good luck); 9) inverted clauses (e.g. Hardly had she entered, they fired questions at her); 10) in whole numbers (e.g. 25,500 — twenty five thousand five hundred). Object clauses are not separated by commas (e.g. He asked what he should do). To be continued on page 140. Lesson 4 DOMESTIC CHORES INTRODUCTORY READING AND TALK Have you ever met a woman who never touched a broom or a floor-cloth in her life? Nearly all women but a queen have to put up with the daily routine doing all sortsof domestic work. But different women approach the problem differently. The so-called lady-type women can afford to have a live-in help who can do the housework. She is usually an old hand at doing the cleaning and washing, beating carpets and polishing the furniture. She is like a magician who entertains you by sweeping the floor in a flash or in no time making an apple-pie with one hand. Few are those so lucky as to have such a resident magician to make them free and happy. Efficient housewives can do anything about the house. Tidying up is not a problem for such women. An experienced housewife will not spend her afternoon ironing or starching collars; she gets every­thing done quickly and effortlessly. She keeps all the rooms clean and neat, dusting the furniture, scrubbing the floor, washing up and put­ting everything in its place. She is likely to do a thorough cleaning