[] Read to Speak English Well - Texts and Tests(Bookos.org)

ETexts and Tests

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TEXTSFOR READTNG

PART I

A. INTERMEDIATE LEVEL

FIGTIO N

STORIES

Text 1

, Ex. 1. Read the text and do the exercises that fotlow.

. THE DOG AND MYSELF

It was in 1901. I had been in the Philippinesr for.some time and wascoming home. I missed my boat and decided to travel on an old ship.

I knew that it would not be a comfortable journey but I had no time towait for another boat.

Hardly had we left the port when I saw2 the dog for the first time. Hisname was Gullivers, and he was the captain's favourite dog. What a big

2-

dog it was! I had never seen one that could frighten me so much. But we

were in the open sea and there was no turning back. I was sorry not to

have taken a gun with me. But soon I managed to borrow one from a

sailor and always had it about me, even when I went to bed.

on the third day I heard a terrible noise and saw that the ship had

caught fire. She was dry and burned fast.

Nobody tried to put out the firea.The ship began sinking and all the

men rushed to the boats

I saw no chance of getting away in a boat. Suddenly I remembered

thatthere was a life-raff on the ship. I had no time to lose, so I immediately

rushed towards the raft and pushed it overboard.

Injumping down onto the raft I hurt myselfbadly and was unconscious for

some time. When I came to9, I looked about me. The sea was calm. There

was no sign of a life-boat. Every man who had been on board the ship at the

time must have gone down with her. I was the only one who was saved.

Then I saw something that frightened me very much. The big head ofGulliver was coming fast towards me through the water. The dog must

have jumped from the ship before she sank. I was glad not to have forgotten

my gun and I drew it at once. But it was wet and I could not use it'' Soon Gulliver reached the raft. He struggled a long time before he managed

to.get onto it. I wanted to push him back into the water but did not dare to

move. The dog shook himself, went to the other end ofthe raft and lay down.

I did not dare to sleep that night. I did not understand dogs and felt

that I must watch him. In the moonlight I could see that his eyes were

open. Gulliverwas watching, too'I spent a night that I'd never forget. I must have fallen asleep towards

morning, for when I woke up, the sun was already high in the sky' As Iwas having my breakfast, I could see that the eyes of the dog were fixed

on the bread I was eating. <He must be hungry>, I thought. <I had better

give him some)). And I threw him a piece of bread. At first he would not

touch it. He only lay there an{ watched me.(after W DYer)

NotesI the Philippines ['filryi:nz] - @ranr'tnnuuu (roryAapcrno)2 Hardly had we left the portwhen I saw-Kar< roJrbKo MbI rloKlIHyJII{ [opr,

fl 3aN4eTI{II...

3 Gulliver ['grrlwe] -fylnrznep (rrvrx)

4 to put out the fire ['fare] - ryrrlurb roxap5 life-raft ['larfro:ft]

-cnacareJrbHbril uor

6 to come to - npuilru B co3HaHue

Ex. 2. Answer the questions.

1. What country was the narrator retuming from?2. Why did he decide to travel on an old ship?

3. Why did the look of the dog frighten him?4. What did he borrow from an old sailor?5. What happened to the ship one night?6. How did the narrator rescue himself?7. Why didn't the narrator shoot the dog?

8. What did he do when he saw the dog on his life-raft?9. What did the narrator know about dogs?

10. What did the dog do on the life-raft?

Ex. 3. Make questions to which the following sentencesare answers.

l. Soon after we had left the port. (When ... ?)

When did the narrator see the dog for the first time?2. Because the boat was dry. (Why ... ?)

3. He saw no chance of getting away in a boat. (Why ... ?)

4. Every man who had been on board the ship went down with her.

(What... ?)

5. Yes. The dog struggled a long time before he managed to get onto

the raft. (General)

6. Yes, he wanted to push the dog babk into the water. (Disjunctive)7. The narrator felt that he had to watch the dog. (What ... ?)

8. The eyes of the dog were fixed on the bread. (What ... ?)

Ex. 4. Choose the best translation.

l. I suw no chance of getting away in a boal.a) -fl ue lror cryualHo rrolacrb B noAKy.

b) ,II He BHAen Bo3MoxHocrn au6parrcs B roAKe.c) A vnaer,, uro Herb3r clyuafiuo au6parrcr B noAKe.

8: 9:

2. I had no time to lose so I immediately rushed towards the raft.

a) Helr:x 6ruto rePxrb BPeMt ...

b) Y uenr 6suo uenorepf,HHoe BpeMfl "'c) -fI He loreptn HtrcKoJIbKo BpeMeHu "'

3. There was no sign of a life-bont'a) Y cnacarellnofi uulforlKll se 6suro 3HaKa'

b) Cnacarensnofi rulronKll Hl4lAe.He 6rtro sl'IAuo'

c) Tanr ue 6ruto npI'I3HaKa [IJtorIKI4'

4. The dog musl have iumpedfrom thb ship before she sank'

a) Co6axa AonlI(Ha 6ltla cnpslrHyrb c xopa6nr "'b) Boruoxuo, co6axa rlpbratra c xopa6nr "'c) Co6ana, AonlI(Ho 6rtru' cnpltlHyta c rcopa6lr "'

5. I must have fallen asleep,for when I woke up,the sun was already

high in the skY'

a) ... uocxonbKy, KorAa t llpocHyncs ."

b) ... aff roto, vto6n q npocHynct "'c) ... ao roro BpeMeHH, KaK q npocHyncq "'

6. As I was ltaving my br:eakfasr, i could see that the eyes of the dog

were fixed on the bread.

a) Tax KaK R 3aBTPaKzIJr ...

b) Koraa q saBrPaKzul '..c) I,I rcarc .n 3aBTPaKirn ...

Ex.5. Develop these ideas to sum up the co-ntents of the text'

. The narrator was the only person who was saved after the shipwreck'

. The narrator did not understand dogs'

. Gulliver was a very special dog.

Ex. 6. Give your opinion on the following points'

l. Travelling may sometimes become dangerous'

2. Apetmakes your life rJore enjoyable'

Ex. 7. Read the passage imitating the speaker's intonation'

I saw no chance of getting away in a boat' Suddenly I remembered

that there was a life-raft on the ship. I had no time to lose, so I immediately

rushed towards the raft and pushed it overboard'

ln jumping down onto the raft I hurt myself badly and was unconsciousfor some time. When I came to, I looked about me. Th'e sea was calm.

There was no sign of a life-boat. Every man who had been on board the

ship at the time must have gone down with her. I was the only one whowas saved.

Then I saw something that frightened me very much. The big head ofGulliver was coming fast towards me through tle water. The dog must

have jumped liom the ship before she sank. I was glad not to have forgotten

my gun and I drew it at once" But it was wet and I could not use it.Soon Gulliver reached the raft. He struggled a long time before he

managed to get onto it. I wanted to push him back into the water but didnot dare to move. The dog shook himself, went to the other end of the

raft and lay down.

Text 2

Ex. 1. Read the text and do the exercises that follow.

CHINESE VASB

When I was a child I loved visiting my grandmother. I thought her house

was as beautiful as a palace and the garden seemed bigger than a park.

As I grew older the house and garden seemed smaller, but I still loved

visiting the old lady. There were so many lovely things to look at in the house.

Sometimes I played with the doll's house which was older than

Grandmother herself, at other times I looked at books which were lovelierand more interesting than my children's books at home.

I loved her paintings and the old clock, but most of all I loved the bigChinese vase which stood in the hall. It was taller than me, and I couldn'tsee inside it. I walked round and round it looking at the beautiful ladies

and the birds and flowers and trees, and Grandmother often told me

stories about these ladies. She said that her grandfather had brought the

vase with him when he returned from a long voyage to China'.When I married I took my sons to visit their great grandmother. They

were not as interested as I was in the beautiful books and the vase. Theyfound comics as attractive as old paintings, and pop music more excitingthan the old clock. They prefened playing football in the garden.

:11 :

We live in a modern house, and I'm afraid my husband and I often

nag2 atthe children. <Don't make the new carpet dirty!Be careful with

the new table. PhiliP!>Beforeshedied,Grandmothergavemetlrevasellovedsomuch.It

looked beautiful in our modern hall.

onedaylcamehomefromtheshops'Theboystletmeattlredoor.<I'rn as stiong as George Bes, Mummy>, said Paul' <t got a goaF and

broke the vase).Philip tried to be more diplomatic than Paul. <It doesn't really matter,

does it? You told us it wasn't new. You aren't crossa, are you?>(after I. Nash)

Notesr China ['tJgrne] - Knraii;Chinese [tJaI'ni:z] - l<rlraficxnfi

'z nag [nreg] - Bopqarb, nl4rl4rb3 get a goal - :a6arl rona to be cross - cepAt{rbctl

Ex.2. Answer the questions.

l. When did the narrator love visiting her grandmother?

2. Why did she like to visit her grandmother's house?

3. What did the narrator like in the house most of all?

4. What happened to the house and the garden as she grew older?

5. What did she do in the grandmother's house?

6. What was Painted on the vase?

7. Where do the narrator and her farnily live at present?

8.Wherewasthevasetakentoafterthegrandmother,sdeath?9. How did the boYs break the vase?

10. What did Philip say about the vase?


1. It was as beautiful as a palace. (What "' ?)

What did the girl think about her grandmotherb house?''

2. As the girl grew older' (When ..' ?)

3. The doll's house was olderthan the grandmother herself. (How old .'. ?)

4.Theywerelovelierandmoreinterestingthanmychildren'sbooksathome. (What..' ?)

5. lt was taller than me. (How ... ?)

6. When he returned from a long voyage to China. (When ... ?)

7. Yes, they found comics as attractive as old paintings. (Ceneral)

B. The boys met her at the door. (Where ... ?)

Ex.4. Choose the best translation.1. There were so many lovely things lo look at in the house.

a) B aove raK Bbu-JrlAeJIu MHorae KpacuBbre Betqu.

b) B aonre 6rrro nuoro KpactIBbIX aerqefi, Ha xoropste 6rtlonphrTHo cMoTpeTb.

c) B aonre noKa3btBillrt4 TaK MHoro KpaclIBbIX seqefi.2.I took my children to visit their great grandmother.

a) ... none:ra Aerefi HaBecrnrb ...

b) ... noeena 4erefi, qro6rl oHIa rlocerxlt4 ...

c) ... n:a,ra Aereii c Brz3lIToM ...

3. They were not as interesletl as I was in the beautiful books andthe vase. '

a) Kpacr,rnrle KHr.rrH vt Ba3a llx He 14HTepecoBiuln 6olsrue, r{eM MeHt.

b) Kpacr.rnne KHnru I,IHrepecoBzLlru ux 6olrute B€Bbl.

c) Kpacr,rnrle KHurH vBa3a un ue 6ut-rttl raK uHTepecHbl, KaK MHe.

4. They found comics as attractive as paintings.

a) ... uaunra raKue )Ke rlplrBneKareJlbHbte KoMHKcbI, KaK u ...b) ... cunrann KoMHKcbI TaKUMTI )Ke npuBneKarerbHbtMLl, KaK H ...

c) ... uaxoguJrn KoMHKcbI, Koropbre HXTaK )Ke rIpItBneKiLIIH, KaK 14 ...

Ex.5. Develop these ideas to sum up the contents of the story.

1. The old house and the things in it fascinated the narrator when she

was a little girl.2. The narrator's sons enjoyed different things.

Ex. 6. Give your opinion on the following points.

l. Different generations have different tastes.

2. Interests and hobbies change with age.

Ex.7. Read the passage imitating the speaker's intonation.

When I married I took my sons to visit their great grandmothei. They

were not as interested as I was in the beautiful books and the vase. They

:12: -13:

found cornics as attractive ds old paintings, and pop music more exciting

than the old clock, They prefened playing football in the garden

we live in a modern house, and I'rn afraid my husband and I often

nag at the children. <Don't make the new carpet dirty, Paul!> Be careful

with the new table, PhiliP!>Before she died, Grandmother gave me the vase I loved so much. It

I dernhall'ilm^irt" trt"ps. The boys met *e

"1th" doot.

1 Bes, Mummy>, said Paul' '

Text3l

Ex. 1. Read the text and do the exercises that\follow'

DON'T BEAT ME

spoken about me. I was terribly frightened. I was to answer rhy lesson'

Cut I felt the words of my lesson slipping off I tried to stop.them, but

they seemed to have put skates on and slip away from me3'

,w" b"gutt badly and went on worse. I had come in, thinking that Iwas very well prepared; but it turned out to be quite a mistake'

Mr Murdstone took me out and accompanied me upstairs. when we

got to my room, he put my head under his arm'

<<Don't beat me! < .

Seizing the sleeve of his coat I stopped him for a moment begging

lrim not to beat rne. It was only for a moment that I stopped him, for he

cutme heavily an instant afterwards and at the same instant I caught his

hand between my teeth and bit it.

:14:

He beat me then as if he was going to beat me to depth. Above all thenoise we made, I heard my mother running up the stairs and crying out.Then he was gone, and the door was locked outside,'and I was lying, hotand toma, upon the floor.

When I became quiet, what an unnatural stillness there seemed to beirr the whole house!

It had begun to grow dark and I was lying with my head upbn the

wi ndow- sill weepin g bitterly, when the key was tumed and Miss Murdstoneappeared with some bread and milk. These she put down upon the table,without a word and then disappeared locking the door after her..

I sat there for a long time, wondering -whether anybody else wouldcome. Nobody came, I undressed and went to bed and there I began towonder what would be done to me.

(after Ch. Dickens)

NotesI Mu rdston e ['rns : dstaun] - Mepncroyn (rf arrllurrz-r)2 cane [kern] -3A.

rpocrbI they seemed to have put on skates and slip away from me-Ka3rurocb, rrroy cnoB HoBoro ypoKa Bbrpocnu Kpbrnbr lr oHrr ynerenr4 oT Merur

, a I was lying,hot and to.rn - s rexan Becb B xapy Lr coBeprrreHHo pas6rarufi

_ Ex. 2. Answer the questions.

l. When was the boy called downstairs?2. Whom did he hnd downstairs?3. Why was he tenibly frightened?4. Why did the boy's mother look anxious?5. What did he understand when he fooked at their faces?

6. How did he begin his lesson?

7. How badly was the boy beaten?

8. How did the boy protest against the punishmept?9. What did the boy do in his room upstairs?ld How long did he stay alone locked in his room?


1. He had a cane in his hand. (What ... ?)

What did Mr Murdstone have in his hand?

: 15

2. Don't beat rne! (What ... ?)

3. Seizing the sleeve of Mr Murdstone's coat. (How "' ?)

4. It was only for a moment. (For how long ... ?)

5. As if he wa$going to beat him to death. (How ..' ?)

6. The mother was running up the stairs and crying out' (What "' ?)

7. The door was locked outside. (Why '.. ?)

8. He was lying with his head on the window-sill. (Where "' ?)

9. Miss Murdstone appeared with some bread and milk' (Who "''?)10. He undressed and went to bed. (What ... ?)


l. But I fett the words of my lesson slipping off.

a) Ho lt LryBcrBoBiu' tlro cJIoBa Bblyr{eHHoro ypoKa yrerenfi'

b) Ho r qyBcTBOB€Ur, qTo cJroBa Bbryr{eHHOfO ypoKa BblJIeTaJI14

y MeHq u3 roJloBbl.

c) Ho xar x ce6x uyacrnora,l, KorAa croBa ypoKa BbIneTeJlI,I 143 fOJIoBbl.

2.Ihad come in,'thinking thut I was very) well prepared'

. a) ... AyMafl, qro r 6ul oqeHb xopotxo noAroroBJleH'

b) ... 4yvaa, uro ecd 6rtro o'{eHr xoporro npuroroBneHo Ar'fl MeHt'

c) ... no4yuaB, r{To q scd o'leHl xopo[Io llpl4l-oroBl4n'

3. Seizing the sleeve of his coat I stopped him for a moment'

a) Koraa pyKaB ero fiulJlbro 6slr cxsaqeH ...

b) Cxnarur pyKaB el-o [zLIIbro .'.

c) Xsarar eto 3a pyKaB rIzLIIbro '..4. I heard my mother running up the stairs'

a) -f clr,ruaJl, qro Moq MaMa 6e>rala BBepx no necrHlrqe'

b) YclsIuraB, qro Moq MaMa 6exnr BBepx no necrHfiqe'

c) -fl cnymal, a MaMa 6errca-la BBepx rlo JIecrHHue'

5. ! was lying with my head upon the window-sill weeping bitterly'

a) Mor roJIoBa Jlellftula Ha noAoKoHHI4Ke' a r fopbKo nJlaKarrl'

b) .fl ,rexa-rr c rorosofi rfa .,o4oooHHnKe' lopt Ko nraqa'

c) IloloxttB ronoBy Ha [oAoKoHHHK, ,I lopbKo tlraKzln.

6. I sat tlrere for a long tim e, wontlering whelher anybody woukl come,

a) ... npe4craBrtt ce6e, ur.o KTo-To 3axoAHT.

b) ... u AyMaJl o roM, rIpHAer lra rcno-Hu6yAl.

c) ... ayual, ttro KTo-HlI6yAs npn4er.

Ex. 5. Develop these ideas to sum up the contents of thestory.

L The boy couldn't remember his lesson in the presence of his family.2. The boy was badly punished and locked in his rbom.


L lt's difficult to be good at leaming things without much encouiagement.2. corporalpunishment (rerecuoe uararaHne) helps to make children

study and behave better.

Ex.7. Read the passage imitating the speaker's intonation.That morning when I got up after a long and sleepless night, I was

irnmediately called downstairs. when I went into the sitting-room withrny books I found therb my mother, Mr Murdstone with a cane in hishand, and his sister. My mother looked anxious. I understood they hadspoken about me. I was terribly frightened. I was to answer my lesson.llut I felt the words of my lesson slipping off. I tried to stop them, butthey seemed to have put skates on and slip away from me.

We began badly and went on worse. I had come in, thinking that Iwas very well prepared, but it turned out to be quite a rnistake.

Mr Murdstone took me out and accompanied me upstairs. When wegot to my room, he suddenly put my head under his arm.

Text 4


THE STORY OF THE HEIR OF LINNE'There lived long ago in the broad lands of Scotland a worthy lord who

lr^d an only son. And as he came to lie on his death-bed,2 he sent for thelld and said:

<My son, too well I know that when I am dead and gone, you willrvaste the money and the land that I shall leave you, and one day you willr:otre to poverty3>.

The Heir of Linne, as the youth was called, began to say that hervou ld be careful, and do all that he could to obey the wishes of his father,

:16:-17:

whom he loved so dearly, but the old man told him not to make promises

which he might be tempted to break, but only to assure him of one thing.

<Far away in the borders of our land>, he said, <stands a deserted

cottage known as the Lonesome Lodgea. Promise that if you sell all else

you hu\r" in the world, you will never part with'this. Take the key, and hang

it .ound your neck, and remember that when all your friends tum their

backs uptn you, a'd you have no place to go to, it is my desire that you

should go to the Lonesome Lodge, and there you will find a friend in nEed>5.

This seemed a very strange saying to the young man' but to satisfu

his father, he hung the key round his neck, and soon after the old man

died. The Heir of Linne was now quite alone in the world, for his mother

had died long since. For atime he lived very quietly and sadly, but after a

while his friends began to visit him again, and they brought others with

them, so the Heir began to lead a very gay life' He wasted his money

right and left. He bought everything he wanted for himself, and for his

friends, if they wer-e only heard to admire a horse or a dog or a golden

cup, it was at once presented to them'

But money cannot last forever, and after a time his servant told him

there was no more left. Moreover, even the house itself did not belong to

hirn any longer. As a matter of fact this servant of his, John o'Scales by

name, *u, u u"ry clever man; and to him the Heir of Linr1e had left the

care of all his lands, never looking into his accounts. In ihis way John

o,Scales6 became quite rich and it was he who had bought the house

and all the lands of the unfortunate heir and now that the money was at

an endThe even offered the young man a few pounds for the Lonesome

Lodge, which, he said, was all now left of his father's great estate. The

Heir was about to accept the offer when he felt the little key grow heavy

as it lay on his heaft and he remembered his father's words and the

promises he made and he refused to part with it'(after Sh. Burnford)

Notesr the heir of Linne ['[nr] - nacreAsur llsue

'?to lie [lad on one's death-bed -rexarb rpll cMeprtr

I to come to poverty ['povetr] -o6unuarra Lonesome[,leunsem] Lodge [odg] - OArluoxas Cropoxxas a friend in need - 3A. HaAexHoro Apyra

6 John O'Scales ['eu'skerlz] -[xon O,Cxefil: (raua u Qavanrzx)7 the money was at an end

-AeHbrr,r KoHqnJrncb


Where did the worthy lord live?What did the lord know too well before his death?What promises did the father ask his son not to make?What did the father tell his son when he gave him the key?What happened to the heir's mother?How did the heir spend his money?What presents did he make for his friends?Did the heir care for all his lands or did he leave the care to hisservant?

9. who offered the heir a snrall sum of money for the Lonesome Lodge?10. .In what way did John O'Scales become very rich?

Ex. 3. Make questions to which.the following sentencesaie answers.

I . You will waste the money and the land that I shall leave you. (what...?)What did the lord tell his son before his death?

2. That he would be very careful. (What ... ?)3. Far away in the borders of their land. (Where ... ?)4. It was his desire. (Why ... ?)5. To satisfo his father. (Why ... ?)(r. Afler a while his friends did. (Who ... ?)7. He wasted his money right and left. (Alternative)8. A horse or a dog or a golden cup. (What ... ?)9. No, it can't last long. (Disjunctive)

10. He refused to part with it. (What ... i)Ex. 4. Choose the best translation.

l. There lived long ago in the broad tantts of scotland a worthylord.

a) Tana xun AaBHo Ha rxupoKtrx lpocropax lllorlaH4rau ...b) larurrn-AaBHo raM )Kr.rJr Ha ruapoKlrx npocropux rllor,ranrru ,..c ) {aan'nr-AaBHo Ha rrrHpoKHX npocropax L[Iorn aHAr,r rr )Ktan-6srl ...

19::18:

2. And as he came to lie on his death-berl, he sent for the lad'

a) 14 xorAa oH flplluJeJl' '{ro6rt JIe)Karb Ha cMeprHoM oApe "'b) I4 xoraa oH Jre)Kzul Ha rpeAcMepruofi KpoBarH "'c) 14 xor4a oH Jre)KuuI npfi cMeprl4 "'

3. The Heir of Linne, as lhe ))outh was called, began to say that he

would be careful.

a) ... rcor4a no3Bzulll toHolxy ...

b) ... rarc 3Bzlnu IoHolIlY ...

c) :.. nocroJ'IbKy no3Bzlnfi IoHoIily "'+. it is my desire that you shoultl go to the Lonesome Lodge'

a) f, oueuu xovy, lro6ul rbl floexar "'b) fl cuurato, r-lro re6e c'regyer exarb "'c) -fl xovy, qro6st rbt oxorHo noexiul "'

5.TheHeiroflinnewasnowquitealoneintheworld,forhismolhertlied long since.

a) ... all eto Marepn, Koropaq AaBHo yMepna'

b) ... rarc KaK efo Marb AaBHo yMepna'

c) ... rarc KaK ero Marb c rex nop yMepna'

6.Anditwashewhohatlbougtttthehouseandallthelands.a) 1,1 urrleHuo ou 6ltl reM qeroBeKolu, rcoroputft Kytrrn "'b) 14 sro 6sur ou, rouy 6lul KynneH "'c) 14 ero 6st,r oH, KTo tIoKYn€u "'

Ex. 5. Develop these ideas to sum up the contents of the

story.

L The old man knew that his money and land would be wasted after

his death.

2. The young man accepted the key to satisff his father'


l. Promises are easier tb make than to keep'

2. Money helps to make friends and enjoy life'

Ex.7. Read the passage imitating the speaker's intonation'

But money caunot last forever, and after a tirne his servatrt told him there

was no more left. Moreover, even the house itself did not belong to him any

krnger. As a matter of fact this servant of his, Johi O'scales by name, wasrr vcry clever man, and to him the Heir of Linne had left the care of all hislrrrrds, never looking into his accounts. In this way John O'scales becamet;uite rich and it was he who had bought the hbuse and all the lands of theurlbftunate heir and now that the money was at an endhe even offered the.young man a few pounds for the Lonesome Lodge, which, he said, was allrlrw left of his father's great estate. The Heir was about to accept the offerrvhen he feltthe little key grow heavy as it lay on his heart and he reme'mberedlris father's words and the promises he made and he refused to part with it.

Text 5


THE LADY OR THE TIGERIn the old days, a barbaric king lived in a far-off country. He had

great power, and he liked to laugh. Also, he liked to play barbaric jokeswith the law. When the man broke a law, the king did not always sendlr im to prison. Sometimes he ordered the man to come to the king,s arenarrrrd then invited all the people to come and watch.

After the people were in their seats, the king would sit down on hislrigh throne, and the prisoner would step into the centre of the arena.( )pposite him were two doors exactly alike. Behind one door was a hungrytiger. Behind the other door was a beautiful lady. The prisoner couldr'pcn either door. The choice was his. But he had to open a door. If theliger came out, it ate the man. Then the people were sad because thenran was guilty. If the beautiful lady came out, a priest married the twoirrrrnediately. Then the people were glad because the man was innocent.l',ither wayr, the king was pleased with himself.

A day came when the king was not pleased. He discovered that hislre:autiful daughter, the princess, had been in love2 with the wrong matllir many months. The young man was handsome and brave, but he wasrrol the son of a king. His position in life was low. The king was veryrrrrgry. But he did not send the young man to prison. He ordered him tocorne to the arena.

-20: -21

He went to the door on the right and opened it'(after R. Stockton)

NotesI either ['arde] way - n nro6ou c'rlyuae2 to be.in love - 6u'ru sruo6reHHttN43 to make up one's mind [marnd]-peruuru, npuHtrbpelrreHile

Ex. 2. Answer the questions'

1. What jokes did the king like to play?

2. What did the king sometimes do to a man who broke a law?

3.'Who was Placed behind each door?

4. Whose choice was it which door to open?

5. What made the crowd think that the prisone5 was either guilty or

innocent?

6. Why was the king very angry one daY?

7. How did the princess discover the secret of the doors?

8, H s to make uP her mind?

g. D behindthedoorhewasgoingtoopen?

10. What happened to the young man in your opinion?

Ex. 3. Make questions to which the following sentences

are answers.

1. He was a barbaric king' (What "' ?)

What kind of king was he?

2. ln a far-offcountry. (Where ... ?)3. He invited all the people to come ahd watch. (Whom ... ?4. Yes, he had to open a,door. (General)5. Because the man was innocent. (Why ... ?)(r. His daughter l-rad been in love with the wrong man. (Why ... ?)

7. Yes, he did. He ordered the young man to come to the arena.(Disjunctive)

8. The princess was barbaric like her father. (What kind of ... ?)

9. She made a slight, quick movement to the right. (How ... ?)10. No one but her lover. (Who ... ?)

Ex. 4. Choose the best transtation.I . After the people were in their seats, the king would sit down on his

high lhrone and the prisoner would step into the cenlre of thearena.

a) ... cr4er Ha esrcorcnfi TpoH ... strflAer B ueHTp ...

b) ... 6sreano caAHncr ua etlcoKnfi TpoH ... BbrxoAnn B qeHTp ...

c) ... na4o 6srlo ca4urbc-s Ha errcoKuf TpoH ... Ha4o 6rrnoBbIXOAHTb ...

2. But he had lo open a door.a) Ho os 6srl Bbrlryx4eH orKpr,rr; ABepb.b) Ho ABepb AJrr Hero Aon)KHa 6rua 6rrrr orKpblra.c) Ho y Hero 6sura oAua ABepb, Koropyrc uaAo 6rno orKpbrrb.

3. His position in life was low.a) Ero no3r,Iuur B )ror3Hu rroHn)KaJracb.

b) Ero xrasneHHiLs no3r4rlrn{ 6trla uugxofi.c) On 3aHnMzur HH3Koe rroJlo)KeHue n o6rqecrre.

4. lVas the lady to have the lover wlren the princess could not?a) Erul nvy neAn eosmo6reHflstit ...?b) Morna ru Jrep.r fiMerb sosr]o6JreHHoro ... ?c) ,{onxeH ru 6rur eosrro6reHHuft Aocrartcs teru ... ?

5. The lady was beautiful and she had smiled qt the lovier more thanonce.a) ... u oHa oAHDK,qu ylsr6uylacb ee Bo3nro6leHuovy.b) ... n Ao 3Toro oHa MHoro pas ynrr6anacb ee noslro6leHHonay.c) ... u oHa paHb[re qacro cMe.rrJracb Ha!, ee sogJuo6reHHbrM.

:22-

I

:23:

Ex. 5, Develop these ideas to sum up the contents of the

story.

1. The king's jokes were barbaric'

2. The princess had to face.a dreadful choice'

- Ex. 6. Give your opinion on the following points'

1. Women are more cruel than men. /2. Women are unhappy fnore often than men'

Ex. 7. Read _the passage imitating the speaker's intonation.

But he did not send the young man to prison'

Text 6

Ex. 1. Read the story and do the exercises that follow'

THAT FOOLISH DOG

Dave Regan, Jim Bentley and Andy Paget looked for gold lV.

creekt.They worked with dynamite sticks which they put into in

the ground and then blew up3. There was a small river near their campr

with much fish in it. All of them liked fish and tried to catch it when they

had time. once Dave had an idea: to kill fish with the help of dynamite:

And he began to make a dynamite stick which was rarger than the stiqksllrey blew up every day.

dog but they liked him all the same and often took him with them to thet'iver.

That moming the dog wat his dynamitestick. Dave and Jim were at as on duty atllte fire. When the dynamit€ n the groundrrcar the tent and pegan to prepare dinner. Soon Dave and Jim came tohuve dinner and Tommy was with them. As the men sat down round thelile Tommy ran about their little camp.

suddenly Dave heard a little noise behind him, he looked round andsnw something that frightened him. Their dog,Tommy stood near themwitlr the dynamite stick between his teeth and the end of the fuse waslrurrring fast.

<l know what ater, <fhe foolishrlog found the dy o bring it to us atorrce. As he cam into the fire andbcgarr to burn>.

As soon as Dave saw the dog, he started to run away. Jim Bentleyrrlso turned round and then ran after Dave.

<Run, Andy, run!D they shouted to their friend who stayed at the fire.r<l,ook round, you fool!>

Andy looked round and saw Tomm1,'with the dynamite stick in hisnouth. Andy's legs began to move before he could think of anything. Helirllowed Dave and Jim and the dog followed them. Tommyjumped aboutrrs hc ran: he thought that all this was some game and he liked it.

l)ave and Jim shouted to Andy as they ran, <1Don,t run after us!l)orr't run after us, you fool!>

IlutAndyran afterthem. Not one ofthem knewwhy they foilowed eacholhcr. But the fact was that Dave came behind Jim, Andy came behindl)irvc and the dog ran after Andy and the fuse was buming fast. Andy tried

:24-- :25-:

NoteseId3l - [ein


l. What did Dave, Jim and Davy took for in Stony Creek?

2. Why did Dave make aTarge dynarnite stick?

3. Why didth'4. What haPP te stick was readY?

5. What frigh sat round the fire?

6. How did the end of the fuse start burning?

7. What did the dog do with the dynamite stick?

8. What did Dave do as qoon as he saw the danger?

9. Who understood his mistake?

10. What did the dog do after Dave had thrown the stick away?

Ex. 3. Make questions to which the following sentence

are answers.

1. To kill fish with the hetp of dynamite' (What "' ?)

Ilhat idea did Dave have once?

2. It was large " ?)

3. Tommy alw ng back' (What "' ?)

4. He put it on e tent' (Where "' ?)

5.Yes,hestoodnearthemwiththedynamitestickbetweenhisteeth(General)

6. As soon as Dave saw him. (When "' ?)

7. Before he could think of anything. (When "'?)

8. All this was some game. (What ... ?)t). Not one of them knew why they followed each other. (Who ... ?)

10. Tommy was too quick for him. (Why ... ?)

Ex.4. Choose the best translation.

I . FIe was a foolish dog, but they liked him ail the same.a) ... nce raK)r(e.

b) ... reu He MeHee.

c) ... ece oA[HaKoBo.2. As the men sat down round the/ire, Tommy ran about their little

camp.a) Kax oHrr cHAenH BoKpyr Kocrpa...b) llororuy qro oHH cenr4 BoKpyl- Kocrpa...c) Kor4a oHu ceJru BoKpyr Kocrpa ...

3. As lte came near the /ire, the end of the fuse got into the fire.a) Kor4a oH no46exa.l K Kocrpy ...b) Tar KaK oH no46exal K Kocrpy ...c) Kax roJrbKo ou lo46exal K Kocrpy ...

tl. As soon as Dave saw the dog, he started to run away.a) Butope,{efte salrerur co6axy ...b) Kar< roJtbKo [efir saruerra:r co6ary ...c) {eftn 3aMervJr co6axy 6rrcrpee ...

5. Tommy jumped about as he ran.a) ... xor4a ou 6exal.b) ... xarc ou 6exa-t.c) ... norouy qro oH 6exal.

6. Andy tried to strike the dog, but Tommy wfls too quickfor him.a) ... uo Toulu.r 6su roxe 6rrcrp;rnr.b) ... uo Tonalru 6exaa 6rrcrpee ero.c) ... no Tolrulr 6rur cluurxom 6ucrpr,m An{ Hero.

Ex. 5. Develop'these ideas to sum up the contents of thestory.'lbmmy was a funny dog.'lommy's trick of bringing things back became very dangerous oneday.

)

:27:

Ex. 6. G.ive your opinion on the following points'

l. Some people have very strange pets'

2. What are zoos for?

Ex. 7. Read the Passage imitating the speaker's intonation'

They had a dog, alargeblack dog' His name was Tommy"He was

their best friend and he was always with them. Ifthey threw a thing away

Tommy always brought it back and put it at their feet' Once they threw

"_"r; J""i "" and"Tommy brouglit it back. He was a foolish dog but

theyliked him all the same and often took him with t'hem to.the river'

That mornirig the dog watched Andy who was busy with his dynamite

stick. Dave and Jim weie at work in the field and Andy was on duty at

the fire. When the dynamite stick was ready Andy put it on Jhe

ground

near the tent and began to prepare dinner' Soon Dave and Jim came to

hu* ainn". and Torimy *as with them. As the men sat down round the

fire Tommy ran about their little camp'

Suddenly Dave heard a little rioise behind him' he looked round and

saw something that frightened him' Their dog Tommy stood near them

with the dynamite stiJk between his teeth and the end of the fuse was

burning fast

Text 7

Ex. 1. Read the text and do the exercises that follow'

SILVER BL AZE DISAPPEARS

In Devonr, a valuable race horse, Silver Blaze' had disappeared;

,"utty *in the race. The boy said he hadn't opened the stable door'

trainer, John Straker2was found dead'

Silver Blaze was due (p run3 in an important race in a few days' ti

On the night he disappeared, a stable boy was guarding him.' The

# il;;t,h ir*,ln6 two other boys were sleeping above the stablell

A girl who was taking the boy hl' 'upp"' 'u*'u

tttung"t:1:i:-:lj

stablel. She ran back to the house to get help, and the stranger ran away'

The stable boy said that the stranger had asked him' if Silver Blaze would

At about midnight, John Straker, the horse's trainer, told his wife hewas still worried about the horse. He went out towards the stables takingir sharp doctor's knife with him.

The next morning, the stable door was opened. The horse had gone,irnd the stable boy was unconscious. Opium was found in his food. Usually,.you can taste opium, but he had strong cdrry for suppei and that hadhidden the taste.

John'straker was found out on Daftmoors. He was dead, his headcrushed. His,coat was hanging over a bush. Near him was his knife andir scarf which was recognized as the stranger's.

The police found and arrested the stranger, a Mr Simpson6. They said-lrc had drugged the boy, stolen the horse and killed Straker. Simpsonrlcrried it all, and they still didn't knoW where the horse was.

Colonel Ross7, tfie horse's owner, then sent atelegrarx to Sherlock Holmes,irsking him to find the horse. Holmes and his friend, Dr Watson, were at theirllat in Baker Street, in London. They had read the whole story in ther I owspapers. Holmes took no notices ofthe telegram, saying that S i her B lazewas obviously on Dartmoor, and would soott be found.

Two days later, Holmes realized he was mistaken, and he and DrWatson took a train to Tavistock, in Devon. They went to the phce onl)artmoor where Straker's body was found. There, Holmes found arnatch. They then searched the moore awhile, and finally found the tracksol' Silver Blaze. Some of the hoof prints were alone, pointing towards( 'olonel Ross's stables; others had the footprints of a man with them; and

lrointed towards another stable.Holmes and Watbon talkeii to the owner there, and he finally admitted

llrat he had seen Silver Blaze loosero, taken him home and hidden him.llc wanted his own horse to win the race. He said he knew nothingrrlrout the murder.

Now, said Dr Watson, the mystery.was over. The police had foundllrc murderer, and they had found the horse. Sherlock Holmes didn,trrglce. When they went back to Colonel Ross's stables, Holmes asked ifllte le was anything wrong with any animals on the larm. A farm-workersrrid that three of the sheep had gone lamerr.

Did the police arrest the right man?

(after C. Doyle)

:29:

1.

2.),4.5.

6.7.

8.

9.

10.

What happened to Silver Blaze?

When was Silver Blaze due to run?

Where was the stable boY sleePing?

NotesI Devon ['devn] - [eaott2 was due [dju:] to, Join Strai<ei['stleika] r u Sarraranur)4

5

6

,/8 to take no notice ['neutrs] .- ue o6pauarl aHI{MaHI'I{

e moor [mue] -6olororo loose uu:s] - sA. 6eg nosonuenlrto go lame-:axpouarr

Ery.2. Answer the questibns'


I . Silver Blaze was due to run in an important race in afew days time.a) ... necxolrrco 4neft noAprA.b) ... vepes Hecrcolrrco 4neft.c) ... e KaKoe-To BpeM{ AHeM.

2. He went out towards the stables taking a sharp doctor,s knifewith him.a) ... uro6tl B3rrb ocrpsrfi Hoir 4oxropa.b) ... 6epr c co6oft cKulrrbneJrb.

c) ... asre c co6ofi cKalrbrreJlb.

3. Usually, you can tasie opium, but he had strong curry for sltpper,and that had hidden the taste. '

a) O6u.+ro Bbr Mox(ere nonpo6orarb onuyM ...b) O6srvHo onr4yM Mo)KHo onpeAenr4Tb Ha BKyc ...c) O6r.r.rHo onr{yM npo6yror Ha BKyc ...

4. Near him.was his knife and a scarf whieh was.recognized as theslranger's.a) ... rcoroprrfi onogsalra crpaHHBrM o6pasorrl.b) ... roropufi 6rur orro3HaH He3HaKoMqeM.c). ... r<oropslil onosHanrd xar ruapQ He3HaKoMr_(a

5. some of the hoofprints were alone,pointing towards colonel Ross'sstables.

a) Heroropbre cJreAbr Korrrrr 6ulu orqelbHo ...b) Herioropse 6utu oAtrHoKtdMt4 cneAaMn Korrbrr ;..c) HecxonrKo cJreAoB 6sun rolrKo JroilaAuHbrMlr ...

6. He wanted his own horse to win lhe race.a) On xoren AJlr cgoeft eAHHcrBeHHoft loura4u no6e4u B roHKax.b) On xoreJr, qro6rr ero co6c.rgeHHar norxaAs no6e4ula B roHrax.c) OH xoreJl, qro6rt ero JrorxaAb caua no6eAlrna B roHKax


L Several tragic events happened in Devon.2, 'fhe arrested man denied his connection with the murder,,1. Sherlock Holmes was a clever detective.

1.

2.aJ.

4.5.

6.7.

8.

9.

10.

What helped Holmes to find the horse?

Why didn't Sherlock Holmes agree that the mystery was over?

Ex. 3.'Make questions to which the'following sentences

answers.

A stable boy "' ?)

Who was gu night he disaPPeared?

She ran back (WhY ": ?)

That he hadn't opened the door' (What "' ?)

He was still worried about the horse' (What "' ?)

He went out towa the stables' (Where "' ?)

The boy had strong curry for supper' (Why "' ?)

His coat was hanging ofl a bush' (Alternative)

Yes, Simpson denied it all. (Disjunctive)

He asked him to find the horse. (Why "' ?)

He wanted his own horse to win the race' (Why "' ?)

:31 :

1. Detective stories are most popular with readers'

2. Crime is verY hard to fight'

Ex. 7. Read the passa-ge imitating the speaker's intonation'

Colonel Ross's stables; others had the footprints of a man with them' and

Colonel Ross, ihe ho6e's owner, then sent atelegram to Sherlock Holmes''"rk;;"-- '

hisfriend'Drw1t1n'wererattheir

flat in had read the whole story in the

newsp e telegram' sayingthat SilverBlaze

*u. obuio.r.ly loose on Darfinoor, and would soon be found'

Two days later, Holmes realized he was mistaken' and he and Dr

Watson took a train to TaYistock, in Devon' They went to the lrlace on

Dartmoor where Straker's body was found. There, Holmes found a

match. They then searched the moor a while' and finally found the tracks

of Silver Bl?',e. Some of the hoof prints were alone, pointing towards

the murder.Now said Dr Watson, the mystery was over' The police had

the murderer, and they had found the horse'

Text 8

Ex. 1. Read the text and do the exercises that folltiw'

T HORSEMAN JOKE

on the bank of the Hudson. Riverr there was a little quiet vil

where people told many stories about ghosts' The most terrible

Many years ago a school-teacher, Crane2 by name' lived in that v

He was-a very tall man with a clever face' ln the same village

K6trina Van Tassel3, the daughter of a rich farmer who had no

was about a horseman who had no head'

children. She was beautiful4nd many young men wanted to marry her.( 'rane, too, loved the young girl. So all the otheryoung men were Crand.'scncmies. The most dangerous among them was ayoung man, Brunt' byrrame. He was a strong man who was popular with the village people-

One afternoon, when Crane was in his school" a servant came fromlr,atrina and brought him a letter which invited him to a par!1, at Van'lirssel's house. The pupils went home before the usual time and Cranebcgan to dress for the party. He wanted to.look smart that night. Besides,Irc asked the farmer in whose house-le lived then to give him a horse tolicle to Katrina's house. In the evening Crane came to the party whereIrc saw many other guests. There were many good things to eat andrrruch dance. Everybody had a very good time that night.

When the party almost came to an end Crane suddenly Ieft the roomrvlrcre the dances continued. He went to Katrina's room and stayedllrcre fora shorttime. Nobody knew whattheyoung people talked about.llrrt the conversation was not pleasant because the school-teacher lookedrrpsct when he came back. It was late at night when crane started backIrrnre. He rode through the forest as the night grew darker and darker.I lu came to a place where the road went over a imall bridge across thelivcr. When Crane came up to it his heart began to beat fast. He suddenlylcrnembered all the stories about the ghosts. He was so frightened that111: pushed his horse forward but the animal suddenly stopped. On thehrrnk of the river stood a horseman on a black horse. crane pushed hisIrolse again and rode as fast as he could. The horseman followed. CraneIooked behind and could not believe his eyes: the horseman had no head.('r'ane was still more frightened when he saw that the horseman held hisIrcircl in his hands. Crane tried hard to get away from the man. He rodelirslcr and faster but the horseman came after hirn. Soon the school-lcrrcher saw a bridge behind.the trees,

<lf I getto that bridge everything will be all righb, hethought. Againhc kroked behind. He saw how the ghost raised his head and threw it atlrinr. It struck Crane on the head and threw him off his horse, The ghostItrrlscrnan and his black horse quickly passed by.

'l'lre nextmomingpeople found Crane's horse nearhis master's house.Irrt nobody saw the school-teacher himself.

(after W lrwing)

J lrn 27.50 :33-

NotesI the Hudson ['h,rdsn] River-pexa fyason2 Crane [kreIn] -KPeftH

(Qavlur'rr)

: x"iti"u lkatii:naivan 1vren1 Tassel ['tasl] -Karpnna SoH Taccen (utur

u rparr.runur)o Brunt [brnnt] - BpaHt (Qar'runra-a)

Ex. 2. Answer the questions' .

1 . What stories did people tell in the little quiet village?

2. Where did Crane live?

3. Whose daughter was Katrina?

4. Why did many young men want to Tury Katrina?

5. Who was the most dangerous man for Crane?

6. Why did Crane go to the Party?

7. What did Crane and Katrina talk about?

8. When did Crane start back home?

9. Where did Crane meet the horseman?

10. What did the horsernan do with his head?


are answers.

l. He was a tall man with a clever face' (What "' ?)

What did Crane look like?

2. Katrinawas his only daughter' (How many "' ?)

3. A servant did. (Who ." ?)

4. He wanted to look smart that night' (Why "' ?)

5. He saw many other guests at the party' (Whom "' ?)

6. Yes, there were many good things to eat' (Disjunctive)

7. Where the road went over a small bridge' (Where "' ?)

8. His heart began to bpat fast' (What "' ?)

9. The horseman had nno head' (What "' ?)

tO. No, nobody saw the school-teacher himself' (General)

Ex. 4. Choose the best translation

l. He was o very tall man with a clever face'a) On 6sut oqeur BblcoKI'IM tuyxuunofi c yMHblM BHAoM'

b) On 6srl oqeur B6lcoKr,rM, H y Hero 6turo yuuoe nuqo.c) V Hero 6ruo ynaHoe rr4rlo oqeHb BblcoKoro qeJroBeKa.

2. A servant brought him a letter which invited him to a party.a) ... nucruo, Koropoe lpurJrarxtulo ero ...b) ... ero [ucbMeHHoe npflrJratueHne ...c) ... nuctrr,ro, B KoTopoM 6ulo npuua[reHne ..

3. Everybody had a very good time that night.a) ... uueln oqeHb xopoflee BpeMr ...b) ... oueru Iopono rpoBogr4nu BpeM{ ...

c) ... xoporub nonecelull4cb ...

4. The school-teacher looked upselwhen he came back.a) ... arIm.rAen oroptreHHblM ...

b) ... cvorpeJr BHr43 ...

c) ... cuorpen yH5trlo ...

-5. Crane pushed his horse and rode as fast as he could.a) ... HauHoro 6ucrpee, qeM oH Mot-.

b) ... Hacrcolrrco 6srcrpo yMen.

c) ... rcax Mo)KHo 6ucrpee.(r. Crane was still more frightened when he saw hat the horseman

held his head in his hands.a) ... erqe 6olrure vcnytarcfl ...

b) ... ace eule 6ul oseHb Ha yraH ...

c) ... eule 6olrue 6o.flrc-s ...


I . Crane was happy to go to the party.l. Crane was very frightened on his way back home from the party.


L Quite a lot of people are still superstitious nowadays.l. Some people like to play tricks and bad jokes on others.

Ex.7. Read the pdssage imitating the speaker's intonation.

When the party almost came to an end Crane suddenly left the roomru'lrcre the dances continued. He went to Katrina's room and stayed

:35:34:

faster and faster but the horseman came after him"

Text 9


THE INVISIBLE MAN

TheheroofthenovelisGriffinl,agiftedyoungscientist.Heinvela substance that makes a person invisible and tries it on himself. wishi

Mrs Hall-would not answer it; as she was angry with hirn for his rude

She did not know what the stranger was doing' He must have ogcup

himself with some experiments at his table. Several times his pursing,

to continue his experiments, Griffin comes to the quietprovincial town

Iping2andstopsatalocalinn.Hissecludedwayoflife3and-stranocc.fution arouse the suspicion ofthe narrow-minded Mr and Mrs Hall

keepers of the inn. They begin spying on Griffin' Finally things come

an open quarrel.

The stranger returned to his room about half past five in the momi

and there he remained until near midday, the blinds down and the d

.t u,. Rlt thu, time he mu$t have been hungry' Thrice he rang his bell'

tearing ofpaper and violent smashing ofbottles were heard' Aboutr

h" ,.rJd"nly opened the door and stood staring at the people in the

<<Mrs Hall>, he called.'Mrs Hall came forward holding in her hand anrrrrsettled billa. <Is it your bill you want, sir?> she asked.

uWhy wasn't my breakfast served? Why haven't you answered mybcll? You must have thought I can live without eating. What!>

<You should have paid my bill, sin, Said Mrs Hall.<l told you three days ago I was expecting a remittance>.<l am not going to wait for any remittances>.<Look here, my good woman> . he began in a pleading tone.<Don't call me good woman>i, Mrs Hall said, <and before I get any

lrrcakfast, you've got to tell me oie or two things I don't understand.Your room was empty but how did you get in again? You must havec:linrbed in through the window. I suppose you know that people whoslop in this house come in by the doors - that's the rule>.

<You might have been inore polite, at leasb, the stranger iirterruptedIrcr in an angry voice stamping his foot. <<You don't understand who I am.| 'll show you!> He took off his spectacles and everyone in the bar gasped:lhcre was nothing behind them! He began to remove the bandages thatcovered the rest of his face. Mrs Hall shrieked and fell down unconseioustrs she saw that the stranger had no head. The people in the bar made for5lhc door. The news of the headless man spread all the way down the streetitr no time and soon a crowd of perhaps forty people gathered round thetloor ofthe little inn. A little procession pushed its way through the crowd:lirst Mr Hall, then Mr Bobby Jaffers6, the village constable, and then thehlnoksmith who lived across the street. Mr Hall must have been to thepolice to bring help. They all marched up the steps and entered the stranger'st'(x)nr at once. They saw the headless figure sitting at the table.

<<What's this?> came an angry voic'e from above the collar of theligrrre.

<You're a strange personD, said Jaffers, <but head or no head I'llItrrvc to arrest you>. And he pr'oduced a pair of handcuffs. At the nextnr()nlent the stranger's gloves came off and dropped on the floor. He ranItis irrrn down his waistcoat, and the buttons to which his empty sleeves

;roirrlcd, became undone. Then he bent down and began doing somethingw illr lr is shoes and socks.

(after H. G. Wells)

:37::36:

NotesI Griffin ['grrfin] -fpu0lrH

(rpauunrx)2 rping ['aIPr0] - Afinraur (roPoa)

' r."i,ia'.0 tt"k'l.i,dtd1 way of life-3arBopHnqecKufi o6par xnaHtl

a unsettled bill ['rrn'setld'bIl] - neouaqeHHrtft c'Ie'r

5 made for- HanPaBI'llI4cbu nonny fufr"rs [t3refaz] -Eo66ra

[Ne0$epc (n*1t Oavnnu'a)

Ex. 2. Answer the quesiions'

1. Where did Griffin come one daY?

2. What substance did Griffin invent?

3. What kind of people were Mr and Mrs Hall?

4. Why was Mrs Hall susPicious?

5. Whi didn't Mrs Hall serve Griffin his breakfast?

O. Wtrat news splead down the street?

7. What people pushed their way through the crowd?

8. Why did Mrs Hatl fall unconscious?

9. What did people see in Griffin's room?

l0.Whathappenedwhentheconstableproducedapairofhandcuffs?

Ex. 3. Make questions to whrch the following sentences

are answers.

He tries it on himself. (On whom "' ?)

On whom does Grffin trY his substance?

They were keepers of the inn. (Who "' ?)

She was angry with him for his rudeness' (Why "' ?) '

<You should have paid my bill>' (What "' ?)

About noon. (When ". ?)

There was nothing behind them' (Why "' ?)

The stranger had no head. (WhY "' ?)

The news of the headless man' (What news "' ?)

A crowd of perhaps forty people' (How many "' ?)

They all marched up the steps and entered the stranger's

(What... ?)


l. All that time he must have been hungry. .

a) ... on AoDKeH 6trl rologart.b) ... on, AoJrxHo 6urt,6tu.onog"",r.c) ... oH BbrHyxAeH'6rrr nra.rero ue e'crr.

2. You sltould hsve paid my bill.a) Baru uaAo 6ullo 3aflJrarnTb ...

b) Bsi, AoDKHo 6rrrs, yxe 3arrJrarr4Jlu ...

c) Banr creAyer 3aruralLtrb ...

3. You've got to tell me one or two things.a) Y nac ec'rt qro MHe cKzt.:ars ...

b) Bu AoJrxHbr MHe cKa3arb ...

c) Bam MoxHo MHe cKiBarb .,.4. You.might have been more polite, at least.

a) Bu, no.xpaftnefi Mepe, crzuru Be)rgrnBee.

b) Brr, HaKoHerI, crtuu.t 6onee Be)srHBbrMH.

c) Bsr, no rcpafiuefi Mepe, MorJrH 6u 6nrr BexJrHBee.

5. Mrs Hall fell down unconscious as she saw thatthe stranger had nohead.

a) ... sarem oHa BLrAeJra ...

b) ... xor4a oHa yBr,rAena ...

c) :.. xar oHa B[AeJra ...

6. The news of the headless man spread alllhe way down the streetin no lime.a) ... nua: rro ynr4lle qepe3 KaKoe-To BpeM.fl.

b) ... saoru ocefi ylnqrr He 6ulo qacoB.

c) ... uruoeeHHo no ncefi yni.rqe.

Ex. 5. Develop these ideas to sum up the" contents of thestory.

L Griffin was a gifted young scientist who wanted to make aninvention.

2. Griffin's invention shocked the little quiet provincial town.

:39:

1. There's no progress without great inventions'

2.Inventionsanddiscoveriesmayhaveeithercreativeordistructiveeffects.


<You might have been more polite' at [east>>' the stranger interrupted

her in an angry voice stamping his foot' <You don't understandlvho I

am. I'll show you!> He took off nit spectacles and everyone in the bar

gu"p"a, there was nothing behind them! He-began to remove the^bandages

that covered the rest o1hit'fu""' Mrs Hall shrieked-and fell down

unconscious as she saw that the stranger had no head' The peoplein the

barmadeforthedoor.Thenewgoftheheadlessmanspreadallthewayil; ;;:;""i iir no time and soon a crowd of perhaps forlv people

gathered round the doo

way through the crowd:

constable, and then the

must have been to the Police to brin

and entered the stranger's room at

sitting at the table.

Text L0

Ex. 1. Read the text and do the exercises that follow it'

IIOLIDAY INCIDENT

It happened while Hanisr and his wife were riding through Hollr

during tir"i, t ofauys. They were riding 9n:1" of those bi"y"f:: !l

p"opl", what they call a bicycle3' The road was ve{y stony

without turning his head said to his wife' <Hold on!>a

But Mrs Harris thought he said <Jump offl> Why shethought he

<Jump off> when he ,ail <Hold on>>, is diffrcult to say' He insists that s

didn,i hear him right, and she insists that he didn't tell her clearly what

do. Mrs. Harristhought she heardhimtdll hertojump off, and.she jumF

off, while Harris went on, not knowing that she was no longer'behind hi

At first she thought he wanted to go up the hill alone, with the purposeol'showing what a fine cyclist hq was. She thought he would jump offwhen he came to the top ofthe hill and wait for her. But when she saw himpass the top without stopping, she was surprised, then angry and at lastworried. She shouted, but he went on and neverturned his head. Suddenly,slre felt she was all alone in the world, and she sat down and began to cry.She had no money and she did not know the Dutch5 language. peoplepassed and looked at her kindly. She tried to make them understand whatI rad happened. They thought she had lost something but could not understandwhat. They took her to the nearest village and found a policeman for her.She tried to tell him what had happened, but the only thing he understoodwas that a man had taken her bicycle. A boy was discovered riding alldy's bicycle in a village not farbway, and they brought him to her. But asslre didn't want the boy or his bicycle, the_y let him go.

All this time, Harris continued on his way with much enjoyment. Itscemed'to him that he had suddenly become a stronger and in every wayru hetter cyclist.

He decided to show his wife how fast he could go. He went on forrrbout five miles, moving very fast, when a strange feeling that somethingwas wrong began to grow in him. He turned his head and looked behindhirn; but there was only space there, nothing else. He jumped off andIooked back up the road; there was nobody there. He got on the bicycletrrrd rode back up the hill as fast as he could. In ten minutes, he came torr place where three roads met. He got off and tried to remember whichtrrad he had taken on his way down.

As nobody could help him, Harris got on the bicycle again and tookllro middle road. Half.way up6, he met two young women and asked iftlrcy had seen his wife. They asked him what she looked like. He did nothrrow enough Dutch to describe her; all he could tell them was that shewirs a very beautiful woman. This was not enough for them, they thoughtltirny women were beautiful. They asked him how she was dressed, butIte r:ould not remember what she was wearing that day. The youngw()nren told him to go to the.police station in the next town. Harris foundllre place at last.

'fhe police told him to write down a full description of his wife andrvlre rr and where he had lost her. He did not know. All he could tell them

:41

was the name He knew that he

hadhadherw m there together'

Quite natu stions' First' was

she really his really lost her? Third' why had he

lost her?

But they didn't refuse to help him' In the evening' they brought her to

him. The meeting *u' noiu pleasant one' Mrs Harris had never been a

good actress and had alwayt had a great.difficulty in controllfng her

Feelings. This time, she herself savr' she o^":)nZ'rT"lIr" r. Jerome)

NotesI Harris ['harrs] -fapprac

($aulrnm)2 Holland ['holend] -

lomaHaur

'tandem []trndem] bicycle c AByMt ceAnaMx

a Hold on! - [epNncs!5 Dutch [drrtfl - ronnanAct<ufi6 half_way up t{ BBepx


1' Where were Harris and his wife riding a tandem bicycle?

i. *fty did Harris' wife jump off the

bicvcle?

3. Whydidn'tfunis'hiswifejumpedoffthebicycle?a. WhLn did Harris 6 he had lost his wife?

5. Why didn't the people passingby help Mrs Harris?

6. Where was sheiaken to by the Dutch people?

7. Who was brought to the police station as well?

8. What did Harrl feel when he was riding alone?

9. What questions did the policeman ask Harris?

l0.whatdidMrsHarrisdowhenthepolicebroughtherhusband?

Ex- 3. Mafe queslions to which the following sent

are answers.

1. The road was very stony' (What kind "' ?)

Il'hat kind of road were they riding along?

2. <JumP off>! (What "' ?)

i. No, she didn'thear him right' (Disjunctive)

4. That he would jump off. (What ... ?)

5. When she saw him pass the top without stopping. (When ... ?)(r. She had no money and she did not know the Dutch language. (Why

... ?)

l. That,a man had taken her bicycle. (What ... ?)

tJ. How fast he could go. (What ... ?)t). Yes, he jumped off and looked back up the road. (General)

10. He did not know enough Dutch to describe her. (Why ... ?)


l. He insists that she didn't hear him right.a) ... oua He cJlbuuzura ero cnpaBa.

b) ... ona He crblrrriura, qro oH 6sr,r npar.c) ... oHa He paccJrbrrlzllra ero npaBunbHo.

2. Mrs Harris thought she heard ltim tell her tojump off.a) ... oHa ycJlsluiula, rlro oH cxa:al efi ...b) ... oHa crymana 14 roBopr,rna eMy ...c) ... oH roriopul efi, vro6rr oHa cnyilana ero ...

l. But when she saw him pass the top without stopping, she wassurprised.

a) ... rcor4a oHa cMorpeJra Ha Hero Ha BeprlnHe ...

b) ... roraa oHa yBr4Aena, qro oH y)Ke npoexan Beprul,rHy ...

c) ... oua yBu.{ena ero, KorAa oH rrpoexan BepmltHy ..:

zl. She tried to make lhem understand what had happened.

a) ... sacrarr{Tb ax noHqrb ...

b) ... rsrranacs o6rs,cvurb HM ...

c) ... Aelara nc6, vro6u I4x noHflTb ...

5 They asked him what she looked like.a) ... vro efi npanurocs.b) ... rax.oHa BblrnsAera.c) ... ua Koro oHa 6rrra noxo>r<a.

6. She had always had s dfficulty in controlling her feelings.a) Efi BcerAa 6rrno rpyAHo, KorAa KoHTponl4poBa-nu ee qyBcrBa.

b) OHa BcerAa KoHrponl4poBtLIIa cBorr r-s)Kerbte qyBcrBa.

c) Eil BcerAa 6uno rpyAHo cAeplKr4Barb cBoH qyBcrBa.

-43:_42-

Ex. 5. Develop these ideas to sum uP the contents of the

_ story.

1. Mrs Harris misunderstood her husband during their journey'

2. Thepolice and the Dutch people helped Mr and Mrs Harris to find

each other'

Ex. 6. Give your' opinion on 'the following points'

1.. It's good to speak several foreign languages' /

2. The more you travel, the more you learn'

Ex. 7. Read the Passaqe imitating the speaker's intonation'

iii^g ft" understood was that a man had taken her bicycle' A boy

Oir"ll "."4

riding a lady's bicyclb in a village not far."y"y1 "i9uArrrint* il;. But as she iidn't want the boy or his licycle, they lel

At first she thought he wanted to go up thehill alone' with the purpose

of showing what a fine cyclist he rias' She. thought he would jump off

when he cirne to the top tf the hill and wait for lrer'.nyt

when she saw

ni- pus the top withoui stopping; she was surprised' then angry aqd {last worried. She shouted, but he went on and never turned his head'

I"oi"it, trJra,.rt" *"s all alone in the world' and she sat down artd

ieeun to "rv.

She had no monev and.shejid n9t flowt .?:1i lT^1"-"*;*" ;;;l;i *J r

""rcJ u, no rinory. She tried to make them un derstand

what had happened. ffl"V if'tougnt she had lost somethi*' Oi',t:1r.td-1":

;#ffi;'fi;; il"t'took ier to the.nearest vilage and found

il;;;;;r Gr. she tried to tell him what h"1nTq:i:|oIiT,::

him go.

Text 11

Ex. 1. Read the ,toly "na

do the exercises that follow'

-IN TIIE CANADIAN ROCKIES

When the two men removed all the supplies from the plane' Jim lt

said good-bye to his friend Walt Leonard2'

,.ion't iorget to give that letter to my wife>' he-said'

44:

<l'll do it at once>>, Walt I eonard replied, smiling. <And you find ussorne uranium - it's just what Cele3 needs. It means money for her andyour little son. And then try not to meet any huge bears here in thenrountains. They are very dangerous!>

Jim felt very unhappy as he watchEd the plane above him in the air.Iror three weeks he would be quite alone in this far-away place.of theClanadian Rockiesa. [f for any reason this plane did not return he wouldsurely die. Fven with enough food, no man could cross the frozen peaksirnd make his way on foot over hundreds of miles of wild country. But ofcourse, Walt Leonard would return on time and the expedition wouldbesuccessful. If there was any uranium in the mountains, lre had twenty-one days to find it. Now he must work and not think of any bad things!

As an experienced traveller he skilfully built a small shed against thewall of a large rock. For these three weeks of summer, nothing betterwas needed. Sweating in the strong morning sun, he put all his supply inthe shed. All except dynamite foi which he made a hole in the groundover a hundred metres away. Only a fool has his sleeping.place near alrox of dynamite.

The first two weeks passed all too quickly but he did not find anyrrranium.-There was one more chance left, and just enough time to exploreit. So early one morning towards the end of his third week, Jim lrwinplepared for his last expedition into the north-east region which he hadnot yet visited. He took'the Geiget' counter and put on the ear-phones.'l'hen he took his rifle and stafted, telling himself that he would use hislast chance. The rifle was vqry heavy but the brownish-yellow bears of('anada were no small danger and difficult to kill. He had already shottwo, a very unpleasant thing, as the big bears were disappearing all toolirst. And the rifle had come tg be of great use several times when thesituation was risky. His pistol he left in the shed.

The clear, frosty air and the bright sun on blue-white ice-fields madelrirn feel huppy. Therefore he was singing softly- af the start in spite ofllrc fact that he was not lucky in his looking for uranium. He planned torlo a one day's jorirney to the new region, spend about thirty-six hoursexploring it, and be back in time to meetthe plane at noon. Except for hiscnrergeney packet he took no food or water. lt would be easy enough torlroot some small animal, anil the rivers were full of firh.

-45:

All morning Jim walked, hoping for success every time the counter

began working. eut it aiway' *o't"a for a very short white' The region

l'rui notfli"g rJdioactive ofvalue' It ong

place. He no longerfelt haPPY' A x)IWalt. And his wife, Cele, who was

ld notstill a chance. He would use these last thirty-six hours - he wou

sleep at night if necessary. @fter A. pttrges)

Notes'1

J i m I rw i n [' a : w rn] - flNr^v .4rt]}"(l$X*tilU#'" Q arr,' nn,r)

, ijen] Rockies ['rokrz] - Kana'4crne Koplhnbepbl'

cxarucrsteloprt )qerquK fefirepa (npu6op lnx

6 Geiger ['gerge] counter ['kaunte] - t

pgrucrpaunu paalroaKruBHOro u:lyueHrul)? in sPite [sPart] sf -

Hssl\4e1Px H4

Ex. 2- Answer the questions'

1. When did Jim Irwin say good-bye to his friend?

2. What did Jim ask his friend to give to his wife?

:. WnV wouldn't Jim survive if the plane didn't return?

4. How did he settle down?

5. Why didn't he take food on his tast journey?

6. How many days did he have to look for uranium?

7. Why did he go io the north-east region of the Canadian Rockies?

8. What made him think that he had clrosen the wrong place?

e. Wf.ty did he take the heavy rifle with him?

10. WhY did he feel no longer haPPY?

Ex. 3. Make questions to which the following sen

are answers.

1. It meant money for her and l'ris little son' (What "' ?)

WhaldicluraniutttmeanforJim'swifeandhisson?2. In the far-away ptace of ihe Canadian Rockies' (Where:" ?)

J. No, no illan could cross the frozen peaks' (Disjunctive)

4. Against the wall of a large rock. (Where ... ?)5. No, he did not find any uranium. (General)6. He had already shot two. (How many ... ?)7. When the situation was risky. (In what case ... ?)8. He was singing softly. (What... ?)9. He planned to do a one day's journey to the new region. (What ... ?)

10. Walt and his wife. (Who ... ?)

Ex.4. Choose the best translation.

I . It's just whal Cele needs.a) 3ro roJrrKo ro, qro ...b) 3ro HMeHHo ro, qro ...

c) 3ro cnpaBeAnr.lBo, rrro ...

2. As an experienced trsveller he skilfully built a small shed.a) Ey4yvu olbrrHbrM nyrerxecrBeHHunoM ...

b) Iloao6no onblrHoMy rryreurecrBeHHuKy ...c) Kor4a ou 6ril onbrrHbrM rryrerxecrBeHHllKoM ...

3. So early one morning towards the end of his third week, JimIrwin prepared for his last expedition.a) B raxoe paHHee yrpo B KoHqe rperreft HeAenz ...

b) llrarc oAHHM paHHHM yrpoM B KoHrIe rperrefi HeAenH ...

c) Tarcunl o6pasov, paHHLrM yrpoM B KoHrle rperrefi HeAenu ...

'tr. He had already killed two, a very unpleasant thing, as the big bearswere disappearing all too fast.a) ... KorAa 6olrurse MeABeAu cJrr.ilrKoM 6ucrpo y6eralu.b) ... rocxoJtbKy Bce 6olruue MeABeAn roxe 6trcrpo y6eralu.c) ... locrco,rrrcy 6olturne Me.qBeAu cJ'trlruKoM 6srcrpo y6era,rH.

5. The region had nothing radioactive of value.a) ... uurcarco it pa4uoarcrn*roil qeuHocru.

b) ... He uMeJr.rleHHbrx paAuoaKTuBHbrx MarepnurJroB.

c) ... ue r1eHnn Hurcaroil paAr,roaKTuBHocru.(r. And his wife, Cele, who was ubout to be a mother.

a) ... roropaq 6ul,'ra oKoJro ero Marepn.b) ... xoropar crulra Marepblo.c) ... rcoropar AoJDKHa 6sula crcopo cTarb Marepbrc.

47:

As an experienced traveller he skilfully built a small shed ag"ii" 9:,';

wall of a large rock. For these three weeks of summer, nothing better.

was needed. Sweating in the strong moming sun' he put all his supply in

.r" .t"d";ii"*""pt ivournit" toiwtticn he made a hole h th"

gtolll'

Ex. 5. Develop these ideas to sum rip the contents of the

, storY.

1. Jim Irwin stayed alone in the Canadian Rockies'

2,.Jimlrwinstartedonhislastdangerousexpeditionintothenorth-eastregion.

gx. O: Give your opinion on the following points' r

1. Explorers are exceptionally brave people'

2. It's often unwise to run a risk'

Ex. 7. Read the Passage imitating 'the speaker's intonation'

over a hundred metres away. only a fool has his sleeping-place near a

boxofdynamite. . , , , -_, L^ rir -^t ffnThe first two weeks passed all too quickly but he did not fi1d u"y

uranium. There *ur-onl more chance left' and just enough time

explore it. So early one msrning ty'g: the end ".{o1:lllo-1"-*Jl;ffiG;;il;;i; last expJdition into the north-east region rvhich

he had not yet visited' He took the'Geiger "ounTl -d.ry,t :i th: T

pft"""t. fn"n he took his rifle and stirted' telling himself that he wou

use his last chance. The rifle was very heavy but the brownish-yellc

;;;iA;uJu *".. no small danger and difficult to kill' He ha

already shot two; a very unpleasant thing' as the ?ig

bii::^I:idisappearing all too fast' And the rifle had come to be of great u

several timeq when the qituation was risky' His pistol he left in t

shed.

Tert12

Ex. t. Read the text and do the exercises that follow.

F'OT,T,OWNN BY A MAGIC SPIIERE

Suddenly he came upon something that made him slow down his speed.ll was a huge stone overhanging the path, and Jim lrwinr saw possibilitiesirr the situation. He stopped for a moment and looked back over the field.'l'he afternoon sun threw long shadows, but it was easy enough to see

lhc Ruum2 still rolling towards Jim. He watched the thing with worry.liverything depended on his correct observation. He was right! The Ruumlirllowed the man's steps. That fact meant much, but Irwin had no morelltan twelve minutes to carry out his plan. Irwin walked directly underllre stone. After going by it for about three metres, he walked backwardsrtrrd thenjumped off from his own path to a place behind the overhangingstone. Taking out his large knife, he began digging at the base of thestone. Every.few moments he tried pushing it with his body. At last itgave a little.

Now he watched the grey sphere moving towards him, with his heartbcating wildly. Following his path, the Ruum passed directly under thegrcat stone. As it did so, Irwin gave a wild cry and, pushing the hugerock with his body, made it drop down on the Ruum. Five tons of stonefcll from aheight of fourmetres. Jim got down. He stood there looking atfltc huge stone.

<Hah! There is the end of you!> he shouted happily.Then he jrimped back, his eyes wild.. The giant stone was moving.

Evcn as he looked a grey rodr appeared from under the stone. With athout, Jim Irwin started running again. He ran a full mile. Then finally, he

Ftopped and looked back. He could just notipe a dark shadow movingaway from the fallen stone. It made its progress as slowly as before, and

Itr his direction.lrwin sat down heavily, putting his head in his hands. But his inaction

ditl not last long. After all, he had again left the strange sphere behind.Hc had twenty minutes at his disposala. Lying down, he took theFnlcrgency packets from his pocket, and quickly made a meal. He drank

:49

some cold water from a river, a'd he was ready to go on with his fantastic

struggle. When the Ruum was sti ll some ten minutes away' Jim Irwin ran

off, feeling his usual strength'

After running for fifteen minute

metres high. If J

have to go round

looked uP at the

would have to move fast' Irwin w

technique. Using every roughness

He had just reached the toP when

rock. Jim knew very well that he ou

of the few remaining moments of

value. But he was just curious, so

very moment the nuum b"gun io go round the rock' he would get out of

there ail the faster. e".ia"itl.," uitt migtrt even stop following him and

he could sleep right there' bfter A. porges)

NotesI Jim Irwin ['a:wrn] - [xuu hpnnn (raur u Sarrar'rnra'r)

2 Ruum ['ru:am] -FYyv (rrlexann'recrnil c$epon'u)

r rod [rod] 3a. uryno at sml's Oisposal [drs'pa ozl]- s '{seN{-ru6o-pacnoptxeHtln 't "-"rg.n"v

ti'-r'd3"n'4 pachet 1'pekrt] - H3' raeK Ha crryr{afl ral'epxxlt

t.2.

3.

4.

B IryTIl6 ledge [led5] -maexaEx. 2. Answer the questions'

Why was the correct observation of the field impoftant for Jim?

What was the Ruum doing?

What did Jim do with his knife?

What did Jim do with the stone when the Ruum was passrng

it?

5. What haPPened to the giant stone?

6. What did Jim see when he sat dQwn to have a meal?

7. What did Jim do when he saw the Ruum some ten minutes'aw

lt.()-

0.

l.t.

Why did Jim get to the top of the rock?What did Jim know very well?Why did lre wait behind the rock?

Ex. 3. Make questions to which the following sentences areanswers.

He watched it with worry. (What ... ?)

What was Jimb feeling when he watched the Ruum?The Ruum followed the man's steps. (What ... ?)

He had no more than twenty minutes to carry out his plan. (Howrnuch ... ?)

He tried pushing it with his body. (How ... ?)

lrwin gave a wild cry. (What ... ?)

<There's tlie end of you>. (What ... ?)

He ran a full mile. (How far ... ?)

He drank some cold water. (What ... ?)

The Ruum would lrave to go round the rock. (What ... ?)

Using every roughness and small ledge. (How ... ?)


Suddenly he came upon something that made him slow down hisspeed.

a) ... uro 3acraBr,rJto ero uATvt ruu: 6rrcrpee.b) ... vro 3acraBuJto ero r,urn MeAneHHee.

c) ... uro MeAreHHo cHrz)Kuuro ero cKopocrb.Pushipg tlre huge rock with his body, he made it drop down on theRuum.a) ... cr.ror c6pocnrs ero Ha Pyylra.b) ... cgeran ero naAaloulr,rM Ha Pyyua.c) ... sacraezJr eto rraAarb na Pyyua.Il made its progress as slowly as before.a) Ou npoABrifirnc.s MeAneHHee, qeM paHbrxe.

b) Ou Aenzrn 6o,ree veA,renHsrft nporpecc, qeM paHbrxe.

c) On flepeAB[rancq raK xe MeAneHHo, KaK ta paHbr]e.

:51

t.

t.

)

4. Tlte Ruumwoultl ltave to go round und round' and that would

give him some more time'

a) Pyyv 6aAer xo4urb no KPYIY "' '

b) Pyyvy npnAerc's xoAl4rb BoKpyr HecKonbKo pa3 "'

c) Pyyuy Ha4o 6yAer oKpy)urb ero "'5. He would have lo move fast'

a) Y uero 6yAer 6onsurar crcopcicrr' ABldKeHHt'

b) E,ruy nphAerct nepeABurarrcr 6stcrpo'

"j oo 6yAer uruerb Bo3Mo)KHocrs 6utcrpo ABurarbcf,'

6. He told ni-r"tf tnaltn" ;; moment theRuum began to go round-'

il_," ro"t , lte woukl get out of there all-thefaster.

u) on sut6epercr or'ryAa HaMHoro 6stcrpee'

Ui ... o*t 6yAer esr6r'rparbct{ icd 6lrcrpee'

.j ... ot ai,6epetcr orryAa KaK Mo)KHo 6ltcrpee'

Ex. 5. Develop these ideas to sum up the contents of

stor'' ible way'

1. Jim wanted to stop the Ruum in any posst

2. Runnirrg away was the only way of getting rid of the Ruum'


1 . Popular science films attracl youllg children'

;. iit;." are many things that scientists can't explain'


rhen he j um ped back, h is eves wild' rhe giant :i:T H-T:lfi*tll

", '1""';l"i;'J'"t t"i

"of"ut"a from yn!3r the stone' with a shout'

a -.:,- ^+^e^Arunning ";;i"i;;,"" afullrnile. Then finally, he stopped

. He could just notice a dark s

It made its Progress as slowlYlL llloue rrJ KrvD' -.-- --

lrwin satdown heavily' puttinghis head in hrs hanos' but Ilrs rrr'lulrur urs

'"* i""*. oi";

"ii, i* r'"J"*ain Ieft the '*is: 'on": !:llt"T:?'#

;il"T3"ffi'#;;;' ;t* ao*' t'" toot' tt.'" "mersencv

packet5 from

pocket, and quickrv *#li:"f ":

o:1{':l:-":1il:'trj;T,l:';Xffi;'*d;;; on *m his fantastic sn"?.sl",yhT T^TI:T'**sotne ten minutes away, Jim Irwin ran off' feeling his usual strelgth'

Text 13


IN THE EMBRACE OF THE MAGIC SPHERE

I Ie was very tired. When had he slept last? He felt pain in his wholelrotly. Now that he lay down he was afraid he might fall asleep. Fbllrrslocp, no! If he slept now, Jim Irwinl would certainly become part ofllre ltuum's2 horrible collection. He looked down at his pistol. lfthe Ruumrvrrsn't stopped by the explosion, there would still be time to shoot himself.I lc looked out at the box of dynamite. He was certain the Ruum wouldlre dcstroyed. He felt happier and looked around.

SLrddenly he cried out in surprise. A huge bear was slowly approachingllrt' box of dynamite. He walked round the box and then looked at thelonrirrg sphere which was now only some thirteen metres away. Jimlrrvin smiled. Before meeting the Ruum the Norlh-American bear was

tlre only thing in the world he had been afraid of And now he watched

llrc two greatest enemies of his.About two metres from the beat the Ruum stopped. The bear arose

rrrr lris hind legs. His greatteeth flashed white againstthe red lips. The

Itrrrrrn was not interested in the bear and started to roll past. The bear

Irrslrcd at it in anger. His migbty foot struck at the Ruum. The Ruum was

lrrrslrcd back several steps. It stopped just for a moment and moved on.

llrrt the giant animal would not go back. Moving fast, the bear turned

tlrrrrcl and put the huge arms round the sphere. Irwin half rose as he

rvrrlched the fight with interest.<<[)onit let it go!> he shouted. Suddenly there was a flash of bright

trrrtrl. The great bear cried with pain and fell on the ground. Jirn saw the

r;rlrcrc rolI forward..liur raised his pistol and fired at the dynamite. The sound came first.

llrt'rr giant hands lifted Jim's body from where he lay, then let go. He

srrrrre down, he was sick, but he didn't care. He realized that there was

lilcrrec. He looked around and saw a huge smoking hole in the earth. He

il',o slrw the Ruum. It was under a tall tree, some ten steps away, and itlpnl'r:d grey-white as it was covered with powdered rock3.

:53:

Even as Jim watched, the sphere rolled towards him' He reached for

his pistol. lt was gone' He had dropped it somewhere' The Ruum was

less than a metre awaynow and Jim ciosed his eyes' He fett-cool metallic

rodsa touch and lift ftit^t"Oy and turn it this way and that' He knew that

rvas the end. The yellow face of the dinosaur5 with one eye half-open

stood before his eyes '.. (after A.

lorges)Notes

r Jim lrwin ['s:wrn] -[Nuv I4penu (uvn ra Qaur'Uru'n)

' irt" nuurn i'r,r,"nt1 - Pyyrur (vexaHruecrlrft c0eponn)

t O"*O"t"a i'paudedl rock _- fi3MeJl bqeHHble B3pbIBoM qacrl'rubt rBepAoH

lopo.ILbIa rod [rod] - urYn5 dinosaur ['darnesc:] - AHHo3aBP

Ex.2. Answer the questions'

1 What was Jim afraid of when he lay down?

2. WhY did he cry out in surPrise?

3. What made hirn feel haPPier? '

4 Why was the Ruum not interested in the bear?

5. What did the bear do when the Ruum approached him?

6. What haPPened to the bear?

7. What did Jim see after the explosion?

8. Where was tlre Ruum after the explosion?' 9. WhY didn't Jim use his Pistol? -10. What happened to Jim when the Ruum approached hirn?


answers.

1. He was very tired' (WhY "' ?)

Wy did Jim lie dotrun?

2. lf the Ruum *u.n'i 'tJpped

by the explosion' there still would

time to shoot himsetf' (WhY "' ?)

3. A huge bear was upptou'f ing the b9x of dynamite' (Who "' ?)

4. Only"some thirteen metres away' (Where "' ?)

5. No, the Ruum was tlot interested in the bear' (Disjunctive)'

6. His mighty foot struck at the Ruum' (Why "' ?)

/. <Don't let it go!> (What ... ?)li. It was under a tall tree. (Where ... ?)(). He was less than a metre away now. (How far ... ?)

10. The yellow face of the dinosaur. (What ... ?)


l. Now tltat he lay down he was afraid he might fall asleep.a) Tenept, KorAa oH rextiur ...

b) Tenepu, KotAa oH Jrer ...

c) Tenept, .iro6sr Jrer{b ...)' If the Ruum wasn't stopped by the explosion, there would still be

time to shoot himself.a) Ecnn Pyyva He ocraHoBHn B3pbtB ...b) Ecna 6u Pyyrvra He ocraHoBun B3pblB ...c) Ecnu Pyyrua He ocraHoBr4T B3pbtB ...

l. His great teethflashed white against the red lips.a) Ero orpoMHbre:y6sr:acaepxaru 6erusHofi ua rpacutrx ry6ax.b) Ero orpoMHbre :y6ur ecnrrxHynv Ha KpacHbrx ry6ax.c) Ero KJlbrKH 6elelu Ha Soue rcpacHofi ilaerlt.

,1. tlut tlre giant animal would not go back.a) ... He Bo3Bparuancr.

h) ... He yxoAun o6parHo.o) ... He )KeJruur orcrynarb.

\ He came down, he wrc sick, he didn't care.a) Ou cnycruncl, ero rolrrHr.rJro, oH He 6ecuoxor.ucs.b) On ytrzu], efo romHl4Jro, euy 6rno ece 6eapa:lnuno.o) On neq eMy 6srlo nroxo, oH He o6parlal BHUMaHr.rs.

[, Even as Jim watched, the sphere rolled towards hjm.a) YNe xorya /4xurvr cMorpen ...b) Hacrcolsr<o cnorcoilHo [xrav cMorpen ...e ) Eclu 6sr AaJrce.Il2ru.ru cMorpen ...


| .lirn was afraid of both the bear and the Ruum.J .lirn survived the explosion.

:55:

Suddenly he cried out in surprise' A huqe b;ar was slowly approaching

the box of dynamile' n" *"ft"a round ihe b91 and *ti 9"fl-1t tO"

coming sphere which was now only some thirteen metres away' Jim

Irwin smiled. Before meeting the Ruum the North-American bear was

the only thing in the world nI nua been afraid of' And now he watched

the two greatest enemres of his'.

About two metres from the bear' the Ruum stopped' The bear arose

Ex. 6. Give your opinion on the following issues'

1. The world is full of mYstenes'

2. Not everybody it tt'o"g enough to face and overcome difficulties'


on his hind legs. Hi, gt"ut teeth flashed white against the red lips' The

Ruum was not interes'ted in the bear and started to roll past' The bear

rushed at it in anger' His mighty foot struck at the Ruum' The Ruum'

pushed back several t;p;';t siopped just 3,t T:T:lt-*t"T:t:l

hTt:;;""i-"r *""rd not go back' Moving fast' the bear tun

round and put the huge arms round the sphere' Irwin half rbse as

watched the frght with interest'

(Don't let it go!> he shouted' Suddenly-there was " U,":l*"ll:

metal. The great bear cried with pain and fell on the ground' Jim saw

sphere roll forward'

NON-FIGTTONREADING

Text 14


THE GREAT FIRE OF LONDON'l'he London of the middle of the 17th century was a city of narrow,

dtrly streets. The streets were so narrow that it was often possible for aprrson at a window on one side of the street to shake handsr with af,rrghbour on the other side. There was little light or air. Rubbish2 layplictl up3 in dark corners. It is no wonder that epidemics were common.

'l'hc greatest epidemic was the plaguea which broke out in 1665. ItSas :r sad time for London. The streets were empty, shops were closedEtlrl lhcre were few boats on the Thames. Every house in which therefferc sick people was shut up, no one was allowed to go in or out, and the€orrr of the house was marked with a red cross.

:57:

The following year the Great Fire took place' It broke out5 late on a

Saturday night far from London Bridge' The summer had

been dry, a hot blowing and the fire spread quickly' This is

' '- -^^A; John Evelyn6 who saw the terrible fire with\- rh6

<The Thames was covered with boats full of people' On the

.nrrld qee carts? carrying the saved goods out into the fields.^--

-:l^^ ^r!/4\/\\fire could be seen ten mile: away))

destroYed the greater Pa'rt of thtI ^-- L ^..-a,

crty. But it did the city good, as it cleared away the old wooden hou

and the dirtY, narrow streets'

A monument n"u, ionion Bridge still marks the spot where the fi

broke out. Sir Christopher Wrens' tire famous architect of that day' t

part in rebuil din g,r'.

"itv'

rn".s'"?t:' o"i :1:11. ff "lf"tJilf I

:i:fte'i;*ii".' 'L""is and brick houses were built' rhe old c

of St.paule *u, u.ong ihe buildings d,.'9:Yt9. b{ th: -ll:- lil::ffi;i;. ot".""isi'naul's calhedral' He lies buried uni:J:l:

of his own great worklil;t; words are written on his tomb'.: df

want to see his monument, look around>'(adaPted from <A Book of Engl

NotesI to shake [Jerk] hands- 3aopoBarbcq 3a pyKy

2 rubbish ['rr'brJ] - Mycop3 to be piled [parld] up_- 6utre cBaneHHbIM B Kyqy

a plague [Plerg] -uYvat io u-reaii[breIk] (broke, broken)out -pa3pa3trrbcfl

, i"i" s""rvn ['gyjrn] - [NoH 3nennu (nrur u Qavu'nm)7 cart [ko:t] -rerlera,

IIoBo3Ka

' Jtr"Eir,-Jrprr". t'[rttt"fe] Wren [ren] - Cap KpracroSep Peu

[Pc:l] --*- Craro[ flaser

- Hanrpo6unli raueur


What was e in the 17th century?

Why were common in old London?

What was t ePidemic in 1665?

1.

2.

3.

,1. When did the Great Fire take place?

5. Why did the fire spread very quickly?(r. Where were the saved goods carried to?7. What marks the spot where the fire broke out?tt. What kind of houses were built in London after the fire?(). Where is Sir Christopher buried?

10. What words are written on his tomb?


I . They could shake hands with a neighbour on the other side. (What ... ?)

What could people do in the narrofi streets of old London'?.1. It lay piled up in dark corners. (Where ... ?)l. lt was marked with a red cross. (With what ... ?),1. On a Sunday night. (When ... ?)

5 Yes, it had been very dry. (General)6. <<The Thames was covered with boats full of people>. (What... ?)

7. Iror five days. (How long ... ?)

tt. Sir Christopher Wren. (Who ... ?)t). Yes, it was among the buildings destroyed by the fire. (General)

10. In the place of the old church. (Where ... ?)


l. 'l'he streets were so narrow tbat it was often possiblefor a personto shake hands with a neighbour on the other side.

a) ... uro 6rrlo qaule Bo3MolKHo Anq qeroBeKa ...

b) ... ve;roeeKy qacro Mo)r(Ho 6uro....o) ... y qeJroBeKa 6lu,r,a vacras Bo3Mo)KHocrb ...

,t It is no w.onder that epidemics were colnmon.a) 3ro ue 6uro rryAoM, rrro ...

ll) Hr,rrcro He yAr{BJrrncq, qro ...c) He yAuBr{TenbHo, qro ...

I No one was allowed to go in or out.rr) Haxouy He paspeudlocb ...

b) Hnxro He pa3pemuur ...

t:) O4Honay qenoBeKy He puBpettruurr4 ...

-59:

4. This is what we read in the dlary of John Evelyt.a) 3ro ecd To, tlro MbI quraeM '..b) 3ro ecrb ro, Koropoe MbI qlzTaeM ...

c) Bor r{To ML'r qI{TaeM ...

5. But it did the city good, as it cleared away the old wooden

houses.a) Ho oH rlphHec ropoAy non*y, TaK KaK oH pacqucrl'rn -'.

b) Ho oH Aenzul ropoAy 4o6po, KorAa pacqltuan ..'

c) Ho oH Aen€Lr fopo.4y Jtyttule, pacquuat .'.

Ex. 5. Develop these ideas to sum up the contents of thestorY.

1 . London faced two great disasters in the middle of the 17th century.

2. London planning changed after the Creat Fire.


1. Nowadays London is one of the major tourist attractions in Eu

2. Young people choose big cities to live in'


The greatest epidemic was the plague which broke out in 1665'

was a sad time for London. The streets were empty, shops were c

and there were few boats on the Thames. Every house in which

were sick people was shut up, no one was allowed to go in or out, and t'

door of the house was marked with a red cross.

The following year the Great Fire took place. It broke out late on

Saturday night in a street not far from London Bridge- The summer

been dry a hot east wind was blowing and the fire spread quickly. This

what we read in the diary of John Evelyn who saw the terrible fire wi

his own eyes. <The Thames was covered with boats full of people.

the other side one could see carts carrying the saved goods out into

fields and people putting up tents. At night the fire could be seen

miles away>.The fire burned for five days and destroyed the greater part of

city. But it did the city good, as it cleared away the old wooden

and the dirty, narrow streets.

Text 15


INDUSTRIAL REVOLUTION IN ENGLANDIrormerly England was chiefly an agricultural cou'tryz where thouszrncls.l'lhrmers grew corn and produced oiher foodstuffs ftr the pofuru,ion.

lrrtlustty was very poorly developed. There were only small factoriesIt'rrttered over the countly, near the places where the raw materialsrr r're fou'd in prenty, and arong the rapid rivers that provided power. Therliscovery of coal lying side by side with iron-ore, the inventio'of trre''lcrtm-engine and its general use in industry, caused a revolution thatrrrrrtle England the worksrrop ofthe worrd. The rargertowns in ord timesl:r' in the fertile prains of the South and of the East, and these toJay are

and various works of art which tellr, York2, Durham3, Lancastera haves in comparison with the huge towns

to the sky. neys with columns of slnoke rising

l'}eople canre to,cities, leaving the country. In the fierds and rneadows,tr lrcre sheep once quietly grazed,or where the farrner used to drive hislrlougft5 e deafening din and shriek6 of railwaycrrrlines mers, the rumbl ing of spinning_mules,irlrrl loo iron and steel from numerous blast_Irrrrracese and merti'g works red to a rapid deveropment of i'dustry. AItrrge network of rairways covered the country and carried passengerstrrrtl goods quickly to the most distant praces, whire numerous srripslrrorrght in raw materials and took trrem away in tlre form "i.""ra"r"*agootls.

(adapted front <A Book of Englanct>)Notes

rAHuuu)

' Hmlra)

:60: :61

s plough [Plau] -nrYr6 din and sh riek [Jri:k] - IryM u rpoxor7 spinning mules [mju:12] - laHoroeepereFlHble npflAl4nbHbre MaulI4HbI

8 loom [lu:m] -164q6Yf c'ranor

e blast furnace ['blc:st'fs:nrs] - AonaHa


1 . Where did the larger English towns lie in old times?

2. What did farmers grow in old daYs?

3. Where were small factories situated?

4. What ted the country to a rapid development of indLrstry?

5. What teils the history of England's past?

6. What changed the scettery of the South and East?

7. What network covered the country?


answers.

1. It was chiefly an agricultural country' (What "' ?)

What was England like in old times?

2. Yes, it was very poorly developed' (General)

3. In the feftile Pla " ?)

4. Fine buildings a orks of arl' (What "' ?)

5. They are now j in comparison with tl-re huge

(What ... ?)

6. They came to cities, leavitlg tl-re country' (What "' ?)

Ex. 4. Choose the best translation'

7. TIie raw muterials were fbund in plenty'

a) llo,le:urte ucKorlaeMble HaxoAI4JIllcs s 6orut[I4HcrBe'

b) llonesHue pfcKo,.JlaeMbte 6ltln Hafi4ertrt s 6oruiloN4 rcorl4

c) flolesHsle ucKonaeMble HailJll{ s 6orluruHcrBe Mecr'

2. The invention of the steam-engine antl its general use in icaused a revolution.a) ... Lr ero IxnpoKoe ncroJlb3oBaHne B npoMbllxneHHocrl'I "'b) ... tl ero o6qag roJlb3a B rlpoMbluneHHocrh "'c) ... u, eoo6ure, ero npuMeHeHlle B npoMbrruneHHocrl4 "'

l. In the fields and meadows where sheep once quietly grazed, onecould only henr the deafening din and shriek of railway engines.a) ... o4un Mor roJrbKo cJlbrurarb ...

b) ... rr,roxHo 6ltrto clsrurarb roJrbKo ...

c) ... voxHo 6ruo rolrro cnyuars ...,1. A large network of railways covered the country and carried

passengers and goods quickly to the most distant places, whilenumerous ships brought in raw muterials.a) ... nora MHoroqr4cJleHHrre rcopa6lH BBo3HJu, cbrpbe.b) ... u ro BpeMr KaK MHotoqacJreHHbre rcopa6lu BBo3Hl:l cbrpbe.c) ... rcorya MHoroqucreuulre nopa6Jru BBe3Jrr4 cbrpbe.


I . Formerly England was an agricultural country..l The development of industry changed the scenery of the country.


I . Living in the country is more pleasant than in town..1. Man does not always make use of the technicalprogress wisely.

Ex. 7. Read the passage imitating the speaker's intonation.Irormerly England was chiefly an agricultural country where thousards

rrl lirrmers grew com and produced other foodstuffs for the population.Irrrlrrstry was very poorly developed. There were only small factoriessr'rrllcred over the country, near the places where the raw materialstu.ru lound in plenty. and along the rapid rivers that provided power. Therlnc.very of coal lying side by side with iron-ore, the invention of therlt'rrrrr-engine and its general use in industry caused a revolution thatnirrrlc England the workshop of the world. The larger towns in old timeslal irr the fertile plains of the South and of the East, and these today areh.rrrrlilul, quiet, rich in fine buildings and various works of art which tellllru lr istory of their past. canterbury, York, Durham, Lancaster have beenliirr.rls, but are now just villages in comparison with the huge towns thatarr' liirthered round the tall chimneys with columns of smoke rising to theihr

I

:62=- :63:

' Text16


SPORT IN BRITAIN

Even if you are not interested in sport itself it is useful know

something about that ft"p"nttip"nlof dritish life' There are th major

foreigners like or can

sPo so known as (soccer)'

strange game that few

understand."";. ii;;;t' also known sometimes as <football>)'

Of these,<football>or<soccen>ismostpop{*aO:ry,q*"*Y^tl1l

".""Jr';";;rffi;;;;ngsontelevisioli.sthefootballmatchshownthe BBC on Saturdav "u"ninti *ound ten o'clock O*::3t::.:lt11"i

ffi ffi:rr;.H;ffi;;fue footbau erounds wi' have crowds of

'1 ^Annn D'nrocci";;;t are organized into four divisions in En

has its owndivisions

atthe end ofthe seas

top three teams ofthe Second Division go lnto tne r lrst" r' 's) d w \\v

The same th:-- u"-^".. hetween the Second tto 3tt:"?t:l:t".::t""i;ffi

less popular' The 'clyds

are 1ot

1 al trouble' It is said that one rear

rr.. nr^rrarc rockle each othef Von ancl oil tne ueld>' Players tackle each othef v

es get into fights' Crowds ofyoung spectators also

into fights. After some matches sho

up. So are '^ffiP ^f the trains thatup. JU .1rs

The on s an)Avnefs ll(,4r Lw vrrerrvrrc,r"o -- r

of footbal " .,rtanized on a national t:,*:":

;Lffili:, isagame:l"l::lY::1':::Twatched, h unyitling like the same numb

brrlsmen have lost a few teeth this way or have had broken jaws. cricketis played in the summer.

'fhe story is told by an American arriving in Britain forthe firsttime.A t victoria Station he saw newspapers with headlines rike <Great crisislirr England>> and <England's Position Hopeless>. He thought that a warrvirs about to begin or that there was another great economic crisis. Inlirct, the newspaper headlines were all about a test match being prayedlrtlween England and Australia.

(from <Viewpoints> by Roger Scott and Roy KingsburfNotes

I Wales [wellz] -Yanrc (vacrr aa)

I bottom ['botm] team [ti:in] - KoHue cru4cxa' division [dr'vrgn] -sA.

rpyffra cloprr{BHbrx KoMaHA

' to tackle ['tekl] r Apyr c rpyroM' comes anywhe alendgr4] the popularity oflbotball - no no Qyr6ony' league Ii:g]/ bat [bet] - 6nra, tarnaI batsman ['brtsmen] - ynpor c 6uro[ (or6ranarorqnf uxv e urpe B Kpr,rKeru,ru 6e[c6ol)

Ex.2. Answer the questions.L What team games are most popular in England??. Why is football getting less popular in Englandthese days?J. What kind of game is cricket as compared to football?4 . Mrat is the most important thing on television during the football season?5, I low do players sometimes behave on the field?6 What happerrs after some matches? ,

7 ln what is rugby different from football?t, When can cricket become a bit dangerous?I What did the American think when he saw some newspaper headlines

on his visitto Britain?, What match was it?


| , llccause it's an important part of British life. (Why ... ?)ll'hy is it useful to htow something a'bout sport in Britain?

:65:

Ex. 4. Choose ttre best translation

Ex. 6. Give your opinion on the foltowing points.l. It's hard to become a famous sportsman.2. Professional sport dqesn,t do much good to one,s health.3. There are other ways to keep fit apart-from jogging or doing moming

exercises.

Ex' 7' Read the passage imitating the speaker's intonation.During the footbail seasoq one ofthe most important things on terevision

is t wn on the BBC on Saturday "ulning,

a.oundj.*r afternoons, the big sports, day in Brit-ain, somer(x) crowds ofmore than 40,000. professionalteamsarc organized into four divisions in England and Wales. Scotland has itstuwn divisions. The bottom three teams or <<crubs>r ofthe First Division attlrc end of the season go into the Second Division. The top tt r"" t"u-,ol'the Second Division go into the First. They are <promoted>. The sametlring happens between the Second and Third Divisions.

less popular. The crowds are not soial trouble. It is said that one reason

Up. So are some of the trains that carry football crowds.

1. On Saturday afternoons, the big sports'-day'inBtitain'some

ground, w-itl have uowds of more ")!!

O^O;O"O*"on,mFI

:)"-. ;;.;;;p"," "*o"onsr co6epvr 6oree 40'000 :pnrereil'

b) ... uer<oropble craAno""' o6iit*to co6upaur 6onee 40'

c) Hx noBbllllalor'

3.:iecently foolbalt has been getting less popular'

a) B nocleAHee BpeMf, Syr6on craHoBl4rct MeHee noflynqpu

b) B nocneAHee BpeMt $yr6ol cran MeHeg nonyntpHblM'

c) B nocneAyrouree Bpevr 01163r craHer -:i""-i"3iHlo.i ; ':;;;;;J;;;in

ro'ii'i' is <viorence on and orrthe n

3pl4Teneh.

c) ... uHorne craAI4oHbI 6yalT uuetToJrrlbl 6onee 40'000

2. TheY are Promoted'a) Onra nePeABLImrcTcq'

b) OHU nepeBoAqrcs'

a) 3ro toBoPur'o roM' qro "'b) fonoPal tlro ."

TextlT

Ex. l. Read the text and do the exercises that f6llow.

THE GREAT BELL OF BOSIIAMIl,ong, long ago when men used to come sailing over the sea fromtrnark2 arid Norway3 to raid the coast of Engrand, a boy at Bosham in

sscxa saw a strange ship approaching the shore. Tenified. he ran backlhc village shouting: <The Danes, are coming!>A I once everyone snatched up what they could and fled to the woods.) women took the babies, the men drove the cows, the monks6 in thetrstery hid as many of the treasures of the church as they could, andIo_join the villagers.

Ex. 5. Develop these id€as to sum up the contents of the

t. Sport is an important part of British life'.

i. Viof"n"" on und offttr" field makes football less popul4r'

i. n rgUV and cricket are less spectacular games than football' '

When the Danes landed and scattered? through the vitlage' there was

no one to be seen, f"';;;l;;ers were helpless against so many strong

men. The raiders """i;;;;;;hatever they c

'ulJ find and then rushed

into the church'

Now there was a peal8 of seven bells in the chur re onlY rung on S

ding, boom! The s

so thatthe bells swung andjangledlo'L:^-^.+ t .ll ewav withbiggest bell awaY wt

Ple ev would hang it outsi

the ^'^*1.' ..,te would rifie --^-1. fha\/ thollsllt. ,-," 'ooming

note would rinthe Chief's Hall in Denmark' they thougnt' r

out grandly "Ttalt_t-]l^1^ ^^.c rhe neonle came flockingll back to

llE"' uuL Yr 'r*w 'r-rr

the oeal again and this time' to;..,^- ^ -oothell ioini

"u' II wat a greatbell joining

deeP booming note and then

o.rl the rrreat bell waS

was silence. The Danes had stot and the great bell wa

heavythatth" -- :+L ^rrthose ::*:?:11i;il;heavythattn" -:"::,^. ee2-r,r(, .,-r siho€ but if you lrThe bell 1 d on tne sea-usu I

very carefull ;i* u"tt',1li,Ti3'^{l:#t hear a faint b

ffiil;;,h. ..u' tt's the great bell of Bosham'' ""1oioprra from <Pages of English Hist

Notesr Bosham [,b po.u n AHr:ilau)

2 Denmark['3 Norway ['nc:wetl -Hooeernna Sussex ['s,rslks] - cyclerc (rpaQcrao n AHmura)

s the Danes ldernz] - aaruaHe6 monklmrrr]k]-voHax' ;;;li;;itkatel - pacceuBarbcr' pa36era'rucq

t psnl [pl;l] -:ooH'io ieikldss:kl _- Perxo aePrarb

'J,.-o"iungl.i'O3ef gll - uec'rpoilHo 3Byqarb

rr the people came flocking ['flokr4] -nroAr.r

noeaJrr.illu roruof12 to strip of anything worth carrying - yaecru c co6ofi oc€, cronrr<o-uu6yAY qeHHoer3 loot [u:t] - uarpa6,reuuoe Ao6pora sea-bed ['si:bed] - recqaHoe AHo Mopn

Ex. 2. Answer the questions.I . what did the English villagers do afterthey had learned that a Danish

ship was approaching their coast?2. What did the monks in the monastery do?l. What did the Danes do after they had landed?4. Why didthe Danes take the biggest bell with them?.5. What did the monks do when they returned to the church?6. On what days did the seven bells ring?7. What did the villagers hear when the monks rang the peal again?tt. Why did the ship sink?9. What can be heard now when the six bells are rung?


L He saw a strange ship approaching the shore. (What ... ?)What did a boy at Bosham see onceT

L He ran back to the village. (Where ... ?)l. The villagers were helpless against so many:strong men. (Why... ?)4. Of the peal of seven bells in the church. (What ... ?)5. [t was very large with a deep note. (What ... ?)6. When the Danes were gone. (When ... ?)7. To cheer the villagers. (Why ... ?)

ll. From the pirates' ship. (Where ... ?)t). lt has remained on the sea-bed since. (Where ... ?)


L Lorrg, fong ago when inen'used lo come sailing ouer the seu froml)enmark and Norway to raid the coast of England, a boy at Boshamsaw a stratrge ship.rr) ... rcor4a Irrop:r',6ulnalo,4o6upa-nzcu no Mopro Ha xopa6lrx ...b) ... xor4a nrcAlr B Mope [onb3oBnJtncb ropa6l.rua ...c ) ... rcor4a nroAtr acnonb3oBzlltta rapycHbre rcopa6nu Ha Mope ...

:69

Z. fetyieahe ran back to the village shouttng'

a) Oueur ncrlyraBlxl4cb "'b) flYran Bcex "'

a) ...c uY6oroil Horoll'

ui . . "

rny6orco cKpbIrbIM orrut{I4eM'

c) ... co 3BoHoM HIT 3Koro roua'

g,x. 5. Deveiop these ideas to sum up the contents of

storY.

1. The villagers were afraid of the raiders'-

2. The fate of the '"u*th bell of Bosham is mysterious'


l. There has hardly been a time on our planet without a war'

i. oirurt"r. make PeoPle more united'

r- 7 Read the passage imitating the speaker's intona

s a Peal of seven bells in the ch h

prol'' "n"" were onlY TPfJ- JPrw :

ding ng'ding' boom! The '-'-^-"' - -

+L ^ - d-^++L^holl

Pes so that the bell

ders carried the bi. r :,^ .rL^.,irshiP'TheY *--'*"'_--ught' lts booming note would

When the Danes were gone, the people came flocking back to their

'uined huts. The monks went into the church which had been stripped of

anything worth carrying. Then to cheerthe villagers, they rang a peal onthe bells. Ding-dong, Ding-dong, Ding-dong, ... But what happened tolhe deepest tone of the seventh bell? They rang the peal again and thislirne, to their astonishment, there came a boom from the sea. It was agreat bell joining in from the pirates' ship. Once more it rang its deepboorning note and then all was silence. The Danes had stolen so muchkrot and the great bell was so heavy that the ship with all those who wereirr it sank to the bottom of the sea.

Text 18


BABYLON'Tl-re people ofBabylon were rich and powerful. They were also huppy.

I hey loved each other and they enjoyed working together. But one thingwas lacking. Men had only the Earth to e4joy. God had kept Heaven2 forItirrrself and his angels.

\'fhe King of Babylon decided that his people should have Heaven aswull as Earth. So he ordered them to build a great tall tower. Six hundredlltoLrsand men began making bricks 6nd mixing moftar3 and piling up ahrrilding higher and higher. All day every day men carried bricks andltrortarup a stairway on the east side of the tower. Then they walkeddown another stairway on the west to get more loads. This went on forfrrlly-two years until the Tower was twenty-seven miles high. It was sofiiglr that it took a man a whole year to carry bricks from the ground tolht top.

Now the Tower had risen nearly to Heaven, and God saw that heWorrld have to do something to keep the invaders out. perhaps, if he

rrlc it hard for people to co-operate, they would not be able to finish''lower. To carry out his plan God sent seventy angels down tollh. The angels had orders: first to take away the one language'rvbody understood, then to split the people up, into groups, with

:71out grandlY over the sea'

_70=:

each group speaking a new tongue of its own' In no time the men who

made brick, "ouldn'it;k;; th; men who carried them' And the men

who carried bricks "";il; .uv un understandable word to the men

who laid the bricks. Everything *u, u-.r., and everybody blamed

everybody else for "I'""a"'*Inding- Peoole no longer talked about

the Tower ot u"un"n] t"''t#in"t tilqg "t""t the iower of Babela'

which meantthe T";;;;;c;fusion'' work came to a dead stog' The

builders *"ot u*uy ""u'o'"'t in"o

"ew languages with them' That is

how it happens that different tongues *" tiotln in different parts of

the world. @fter A. Malcombe)

Notesr gxSylon ['babtlenl -

Banmou

r fr"un"n ['hevn] - ue6o. se6eca

, mortarlt eHT

a Tower ['t ['berbal]-Baeu111;.1ar 6auur

5 confusio '-34'

slsnnqrBopegue' cyMtrl4n'a

Ex.2- Answer the questions'

Ylon lacking?

eoPle to do?

g the tower?

invaders out?

ave?

ing about the tower?

I mean to them?

10. Why are different la*nguages spoken in different parts of the

according to the legend?

Ex. 3. Make questions to which the following

are answers'

1. They were rich and powerful' lWhat kind "' ?)

Wat kind o1 pnopiu lived in nabtl1yZ.

2. Yes, they enjoyed working together' (Disjunctive)

72 --

j. He kept it for himself and his angels. (For whom ... ?)4. Six hundred thousand men. (How many ... ?)

-5. This went on for forty-two years. (How long ... ?)(r. Everybody blamed everybody else. (Whom ... ?)

7. Everything was a mess. (What ... ?)

ll. Yes, it came to a dead stop. (General)


l. They enjoyed working together.a) Oau Becenqrncb, pa6orax BMecre.b) Onra xopolxo npoBoAznr,r BpeMq, pa6orax BMecre.c) l4u oqeHb HpaBltnocb pa6orarr BMecre.

2. But one thing was lacking.a) Ho oAHoro r4M He xBarzuro.

b) Ho oAHo 6ulo ynyureHo.c) Ho oAHa Berub BcerAa orcraBana.

\. That people should hsve Heaven as well as Earth.a) 9ro nloArM cneAyer lrMerb He6eca, TarcKe KaK u 3eMJrlo.

b) r{ro Jr}oArM AoJDIG{o 6mt rar x€ xoporxo Ha He6ecax, KaK 14 Ea3EMJIC.

c) t{ro se6eca glr mo4efi TaK xe xoportr}r, KaK u 3eMJrr.

|. This went on for forty-two years.

a) 3ro rpz trrno Ha copoK nropofi ro4.b) 3ro npoAoJDriurocb copoK ABa roAa.c) Ha sro yuno copoK ABa roAa-

t And God saw that he would have to do something to keep theinvaders out.

ir) ... ,{ro y Her-o 6yAer :aAaua ...

b) ... uro y Hero ecrb qro cAeJrarb, qro6sr ...

c) ... uro eMy rrpr.{Aercr qro-To cAenarb AJr{ Toro, qro6rr ...

h ln no time the men who made bricks couldn't talk to the men whocrrrried them.rr) OveHl cKopo ...b) Be: BpeMeHr4 ...

t') He BoBpeMfl ...

:73:

Ex. 5. Develop these ideas to sum up the contents of the story'

t. The king to have Heaven as well as Earth'

2. Thepeop nbuildingthetowerforforty-twoyears'

3. One daY a mess'


1. Fairy-tales and legends are always instructive' z

2. There i, mo'" t"'i"rstanding among people if they speak the same

language.

Ex.7. Read the passage imitating the speaker's intonation'EX. f . rrsov r"- I

Now the Tower had rise and God saw that he wou

have to do sot-^'Li-- rn Le , , .1":.1?:"ti:i:5:ll"Tff":,il;i ntB":.l"fiji:$,ffiJ:

out his plan G r - r-. ..-ro+cr^^^ rhen to sD

il:,T liil "l*", the one ranguage everybodv {^.111,i1"1rti," ^- t

Reoereif ''i:-T.:::::^:tl"'--;n:nt":l;XJ:T;::jj:,":T;r_--1

bricks couldn't saY

Fvervthing was a

everyb PeoPte Ilu rurrtswr

Towe about the TowerTowe

mean WorK came - --

went ^t""t-*]tl ithal

wentthat different tongues are spoken in different P'il rD vr

Text 19

Ex. 1. Read the tbxt and air tna exercises that follow'

NIAGARA FALLS'

Niagara is an Indian word which means <<roaring waters>' Ind

the roar of the Niagar;;i*; waters "it o-" T"^t1'Xt:'l;:iill#

r;iKhH'ill-i,l;;iater nowing over a criffe0 feet high

;;ili g", "'"

idea of thatterrible noise'

And what tremendous power the Niagara has! It nloves big rocksrrbout and throws them into the boiling waters below.

Some time ago an old ship without a single person on board was put innrid-stream. It sailed down the river like a toy boat with great speed.I laving reached the fall, the ship dropped into the boiling waters, never toirppear again.

There were some people who wantedto become famous by swimmingnoross the most dangerous part of the Niagara River. One of them was(':rptain Webb'z. His having said that he would try to swim across theNiagara drew crowds of people. On the evening of July Z4th, 1883,( 'lptain Webb came up to the river and took a plunge3. His having jumpedirrto the water filled many people with horror. Soon, however, he appearedin the middle of the river. A loud shout went up from the crowd, but anroment later there was a dead silence. The man had disappeared underllrc water. Thousands of eyes were fixed on the river, but the man wasdxrwned.

In 1902, a certain Miss Taylof decided to go over the falls in a barrels.l'hcre were different kinds of pillows inside the banel to prevent beinglrrrrt. Having examinedthe barrel carefully, Miss Taylorgot in. The barrelwirs closed and then thrown into the river. Having reached the falls, itovcrturned and was shot down by the terrible force of the water. Whentlre barrel was finally caught and opened, Miss Taylor came out alive butwith a frightened look in her eyes.

Once a crowd of visitors saw a rope being put over from one bank oftlrc river to the other. Then they saw a man step out onto the rope. Thentnn was an actor, Blondin6 by namb. He managed to cross NiagaraFnlls on a tight rope. The people on the bank were surprised at his havingdorr0 it s.o well.

(from <The Geographic Review>)

NotesI N ia ga ra Fa I ls [nar' re gere' fc: lz] - Hr,rarapcrraft soAonaAI Oaptain Webb [rkeptrn'web] - raunrau Yr6I kr take a plunge [pl,rndg] -uuprrr'r Miss Taylor ['mrs'terle] - Mucc Tefinop' barrel ['barel] - 6sqKa'' f llondin ['blondrn] - Bnongnu (Sauwut)

:75:

Falls?t in mid-stream?

hen theY were watching CaPtam

, il"lil wav did Miss Taylor cross the Niagara?

7. What did Miss t"y;; fe"l aft"r her adventure?

8. How did the actor cross the Niagara? . r^r,

:':.1;;;;;""s to which the rorrowins sentences

hat "' ?)

Niagara>t mean?

?)

e on board when it was Put tn m

883' (When "' ?)

)Pitto*t inside' (How "' ?)

from one bank of the river to

other. (What "' ?)

Ex.4. Choose the best translation'

,;;yr,"::!"::':,*hI;lf.i:ffi ;iintotheboiringa) CrPernlrcb nPHO

uOV

would trY to swim across the

drew crowds of PeoPle'

u;-Cn*u*, tITo'oH lonblTaercq flepennblrb "'

T -- nonblTaercq nepenJlblTb "' bIT

o roM' qro oH nor t$j;;cl into the water fil

2.

3

a) Ero nPbDKoK B.BoAY "'

b) flprrrar B BoAy ...c) flpurHyr B BoAy ...

4. Having examined the barrel carefully, Miss Taylor got in.

a) BHuuareJrbHo ocMarpvBas, 6ovxy ...

b) BHurr,lareJlbHo ocMorpea 6ovry ...c) BuuuareJrbnoe u3yqeHlIe 6oqnu ...

5. The people on the bank were surprised at his having clone it so well.

a) ... 6ruz yAutBJreHbr roMy, KaK xoporrro oH 3To Aenaer.b) ... 6slnz yAr,rBneHbr BceMy, qro oH TaK xopouo Aenurn.

c) ... 6rrnu yAr4BneHbI ToMy, qTo oH TaK xopolllo oro rlpoAenan.

Ex. 5. Develop these ideas to sum up the contents of the story.

l. Niagara Falls is a great wonder on the planet.

l. Several people tried to cross Niagara Falls to become famous.


L l'here should be an extremely good reason for risking your life.L Unfortunately suicide is not an uncommon thing nowadays.

Ex. 7. Read the passage imitating the speaker's intonation.'l'here were some people who wanted to become famous by swirnmirrg

nr'ross the most dangerous part of the Niagara River. One of them was

[ 'rrplain Webb. His having said that he would try to swim across the Niagara

tltcw crowds of people. On the evening of July 24th,1883, Captain Webb

eunc up to the river and took a plunge. His having jumped into the water

fillecl many people with horror. Soon, however, he appeared in the middlepl'llrc river. A loud shout went up from the crowd, but a moment later

lltcrc was a dead silence. The man had disappeared under the water.

l lt,rrrsands of eyes were fixed on the river, but the man was drowned.

ln 1902, a certain Miss Taylor decided to go over the falls in a barrel.

1'lrcrc were different kinds of pillows inside the barrel to prevent being

hu r t. I laving examined the banel carefully, Miss Taylor got in. The barrel

Sns closed and then thrown into the river. Having reached the falls, it'rtrrrned and was shot down by the terrible force of the water. When

, lrrrlrel was finally caught and opened, MisS Taylor came out alive but

llr l fiightened look in her eyes.

-77

. , Text20


' ':' TERRA NovA'

In June 1910 a ship left the river Thames' The name of the ship was

<TerraNovar> which tJ;N;* Land' Thisname was well chosen

,,-'- ^-^.', -,;;; to lxplo.e ttr9lJ<nown regions nearther ,r - n^r^ :+.-lf Rnher"t Scotf. who was an

;;; 'h:

Pole itself' Robert Scotf' who was an

asthe leaderofthe expedition' Whenthe ship reachEd

.^-5 +Lo \Innweoian6 exDlore4

Austrari#sc:1""::.'l**m*XlU:X*"n"#,fiT,:,:lr ^. +L^ -1.^o cqlled C2

flrtt"t itt"V naO aniveO at the place called. Capt

o..{ made several short journeys' At last' at the ent

of1911 thecaPtain unusualRight from the r^^'r nil qnd instrum€nts were carri

b;;J ilart"tt o"nt' I nerr r.rtt' food' oil and instruments were

on a sredge drawn bv i;;in" *i''*ll::".]:;1"jill-1iill:ffi ;i:lf;: ;'# ;;?;;l;;* "'

* ; m en warkin g o n ski s had to

the sledge th".r"tn"'"f,t tn"L*t of "n"ty'"i::Ttl1Y::^:#::,lilii:f;: ffi;"il' *'ii*'"-nrst?> one dav the men disco

't ' -Lt^^t't- *' ^ittunce' Coming nearer'they saw it was a

r^ L^ oaan errervwhgf(footprints were to be seen everywhere'

-

the Pole first! That day Scott wrote in his di

^^--, f^r mw C.OmOanland I am sorry for mY companlo

the Pole and then hurry home>'

It was 950 miles to the shiP' It6 r-. :a -,,^..1,{ +qvl even morg to

Lllglr Jlr vrrEr" r' -- 'Q -

were terrible' Their sleer

- ^-.^-^1., f.^"t-hiftenlo.bags werelcovered with ice all over' Dvans' severely frost-bittenr''

the first to lose hi' ';;;;' *r'"" r,r" :"ild l""Yg::::t:*:ll[ne'rst ru rvJv "'" "";i;"es' The only hop€ for Evans' oor4

crawl on his hands at

now was to go on and le'ave fli* U"ni"aUut iTy-*:: tr?f

::[ffi.ffi;fr;;;1:d*"ut Evans the party moved a little qurcK!

lhe weather grew worSe with snowstorms and terrible cold, and theylrad not enough fuel to warm their feet. Oatesrt was suffering most fromlrost-bite and could not pull the sledge; indeed he could hardly walk. Helinew that he was slowing the progress of his friends which meant death

lirr them. He slept through the night, hoping that he would not wake, butirr the morning he was still alive. He said to his friends, . He never came back.

They came at last to a stop only eleven miles from the place wherelhcy had left a store of food and fuel, but the storm was so violent thatllroy had to stay where they were. In spite of the cold and hunger, Scottrurd his cbmpanions lived four days longer and'died there in their tent.

Eight months,later a search partyl'found that silent tent. They werelying in their sleeping bags as they had died. The body of Oates wasnover found, but somewhere about the place where he went away they

ltut up a heap of stones with the words: <Here died a very gallant(iontleman, Captain L.E.G. Oates, who in March 1912 walked to hisdcuthr3 in a storm to try to save his coinpanions>.

(adapted from < National Geograpihis 2)

NotesI Terra ['tere] Nova ['nauve] -\{osar

3eNurnr Robert ['robet] Scott [skot]- Po6epr Cxorr (uuxu $arawun)' navy ['nervr] -noeano-vopcroft Qnor'1 Australia [c:'strerlja] - Anc'rpa.lux' Amundsen ['amundsen] - Anayn4cen (t$avr,ur.rx)

" Norwegian [nc:'wi:dgen] -nopnexclcuff7 the South [sau0] Pole [peul] -IOxunft nomoc

' Cape [kerp] Evans ['i:ven z] -Kzirnlr4:gawc', tO run ShOrt_ SaXaHqI,IBaTECq

r

" frost:bite - orMopox(eHHoe Mecro' | | Oates ['euts] - Oyrc (r]anar.rau.a)

lr search [sa:tJ] party-roricKoBar naprtfl.rr to go to oners death [deO] - norZrr.{ Ha Bepnyro cMeprb


I , What was the aim of the captain of <Terra Novo?2. I low did they take their things to the South Pole?

J, What news did the captain receive in Australia?

:79:

4. What did they build in Cape Evans? -

5. When did the crew start for the.eojl

6. What was the weather like on the Pole at that time?

7. What idea was at the back of every man's mind?

8. What did they see when they arrived at the Pole?

9. Why couldn't the expedition-move quickly to the Pole?

tO. What haPPened to the crew? '

Ex. 3. Make questions to which the following sentences are

answers.

1. As they wanted to explore the unknown regions' (Why "' ?)

Why was the name i'krra Nova> chosen for the ship?

Z, nttheend of 1911' (When "' ?)

i. rtt" *itals died onl uft"' another' (What "' ?)

1. I, h"; taken them 76 days' (How long "' ?)

S. Wt "n

he could no longer walk'.(Whel "' tl6. They left him two hooi' after his death' (When "' ?)

;. H; ;". suffering from frost-bite' (what "' ?)

8. Yes, he slept tftrougtr tt'e night hoping that he would' not w

@isjunctive)9. Because the storm was very violent' (Why "' ?)

10. Somewh"r" uboot tt'" pf""L where he went away' (Where "' ?)

Ex.4. Choose the best translation'

1. Right from the start Scott's luck was out'

a) CnPaea or HaqarbHolo nY

b) C calloro Haquula CrorrY

c) Ees npaBllnbHoro Har{ana

2. The men walking on skis fta

a) ... nuHyx,qenlt 66wr caMH rqHyrb caHfi'

uj ..' 6"rn, Ha caHsx' Koropble oHl,I caMLI TtHynu'

c) ... rrnylu caHn, Koropste y Hllx-6lull't'

3. Ar ttte back oJ every man's mind was the question "'

a) flo:a4rl KarxAoro qeJloBeKa 6ltl sonpoc 't'

b) B rny6nHe AylIIu raNAltfi r{eJroBeK 3aAaBan ce6e nonpoc

cj tCuNg"tr qeJIoBeK unel rafinstfi eonpoc "'

4. And footprinls were to be seen everywhere! ,

a) Cne4sr AonxHbr 6suln 6rns BuAHbt Be3Ae.

b) Besae MoxHo 6suro nH4erb cJreAbr.

c) Iloeuogy 6ulll..t gauerHble cJreAbr.

5. Indeed, he could hardly walk.a) B 4eficreHTerbHocrn, oH eABa Mor HATa.

b) B aeficrsurenlHocrr4, oH ycepAHo rrepeABr4rancr.c) B 4eficrrureJrbHocru, oH Mot MeAreHHo H4rn nerukou.

Ex.5. Develop these ideas to sum up the contents of thestory.

I . Robert Scott wanted to be the first to reach the South pole.l. Scott's luck was out.


I . Only special people are able to do a heroic deed.l. You succeed only if you are lucky.

Ex. 7. Read the passage im'itating the speaker's intonation.

l{ight from the start Scott's luck was out. The weatherwas unusuailybutl even for those parls. Their tent, food, oil and instruments wpreellried on a sledge drawn by dogs. The animals, however, died oneElicr another, and for the greater part of the journey the men walking0rr skis had to pull the sledge themselves. At the back of every man,sftirrd was the question: <Will the Norwegians get there first?> One day

rnen'discovered something black in the distance. Coming nearer,.y saw it was a black flag tied to a pole, and footprints were to ber everywhere. The Norwegians had reached the Pole first! ThatScott wrote in his diary: <It is a terrible disappointment and I am

tly for my companions. Tomorrow we must march on to the poleI tlren hurry home>.ll was 950 miles to the ship. It had taken them 16 days to get to the'; it would take even more to get back. They pushed on at the best

't'rl they could manage; they knew that their strength was going andI rvas running short. The conditions were terrible. Their sleeping bags(' covered with ice all over.

81 :

MARIE CURIE

Madam curiewasbo^ t" **t"*" P'ol1d3' in 1867' Her maiden name

was Marie Sklodowskal ""''*otil* oiedwhenshe

],3: ilJ[H:'o*'ll'ffi;il;;;v t'"' ru*'"'' *h:,Yi'-:::ffi11'il.n.i' 0""'. Marie was

Pech dav afi er school was ovel

Text 21


' Each daY afi er school'wa: over

he 'f'noP

*ht'" she loved to dream

slr"of n"* discoveries' m a iunior college with hi

When she was sixteen' tn" tt?dl:'.""U-tt:l^.i. of \y'arsaw, but strWhen she was sixteen' Sre grouu'"- -"rooi, of Warsaw, but stnc(

h"J; ln"r'"a,y^1"5;:H:il:n:'i dtoobtainthere were no posrtrons lp"ll:.."---i1",y::rr" ty. There sh

,o to "nt" 1l lhereb ded moneY to live in Paris' so

c

ous scientists' Everywhere shervel

wo1k. A i"u"*totY is no Place foi

woman. Why don'tYou laboratory a

Marie was determin ttssor GabtMarie was determtn ttssor ui

coutitrued her search' At ies at the Sorb

L"iop**t, who worked in he would give

Uniu"rtiry, felt sorry for tUntverstrY' rErt Jvr!r '--

chance' He wanted to se and wash and scouf

Marie started at onceMarie started at once

*""rtol. itl" p'of""orhwas oetrgrrtsu ':""^ --- 'il:il; him witrr ::T:*$1;

tTil:#';ft'Ilochernistry at the untv

withhigh honours' at friends with o'e of Lippman's students'

Marie became greMafle usuorrrv b'-'

''"il""il;:;;::i"[::TJ'Ti ilH::l;ll;:tMarie and Pierre were vcry-rr Becquerele had di

in the laboratory' At that time prorv"'-r 'vr ' J

llrat uranium gave off special rays like rays of light. The Curies were

irrtcrested to find out more about these rays and what caused them.(adapted from <Reader's Digestt, 1987)

NotesI Marie [me'ri:] Curie [kju'ri:] - Mapna Krcprat Warsaw ['wc:sc:] -Baputana' Poland ['paulend] -florurua'r Paris ['prrIs] - llapnN .

' Gabriel [' gerbrrel] Lippm an [' hpman] - fa6praelr Jlz nvalr

" Sorbonne [sc:'bc:n] - Cop6ouna (ynunepcurer n flapnxe)/ to wash and scour ['skaue] the utensils Iu'tenslz] - Mbrrb u ctco6lnrrra6oparopnyrc nocyay* Pierre [pjer] Curie- Iluep Kropn'' Henry Becquerel ['bakwerel] - leuplr Beruepelr

Ex. 2. Answer'the questions.

l. Wlrere was Madam Curie born?

2. What was Madam Curie's maiden name?

I, What was Marie doing when most girls of her age were playing withdolls?

,1, I low old was she when she graduated from a junior college?

5. Why {id she go to Paris?

6. Why did she look for work in Paris first of all?

7 Why did Professor Lippman give Marie'work in his laboratory?

i What did the professor think of the results of her wcjrk?

I What subject did she study at the university?What were the Curies interested to find out?


I When she was a child. (When ... ?)

llhen did Marie's mather die?

t, I tur father was a teacher of physics. (What ... ?)

Slrc loved to dream of new discoveries. (What ... ?)

l'lrcre were no positions open. (Why ... ?)

, Alier 7 years. (When ... ?)

, rrscience is a man's work>). (What ... ?)

:83:

-82:

Madam Curie was bom in Wars

was Marie Sklodowska' FIer mother

brought uP bY her father' who was a

A1 a time when most girls are

n"fi# ;:. ;#;; hiJexpe.ments'.r aalr uay 4r rwr

she would hurry Uu"tio f't"' f*rtt"' workshop *h"'" she loved {o dream

Text 21


MARIE CURIEI

* lil i]':"rlll'^' -.^.. sh e graduated from

" I *'::::-tl::: *t^.i:

h"':,ir".t] to tJu"r. in the schools of warsaw' but sr

there wer pen' she 9"tu]1." u gonl:1".t]:-+-,{

tn nhratt";il"rtr"teral years tnil"itt*ta to warsaw' She wanted to obtain

better education, so tnt"*"* i" tari# to enter the-rll,:":'Y;1":: ll

:ffi,i:#;#;; e"t-'tl" needed monev to live in Paris' so

looked for work in a laboratory'

Day after dav she ;;;""rious scientist::3:Jltl"i'"ilJ.

,n"";],1ffi::ffi;l'l n1#''*"'u' A laboratovis no place roi

woman. Why don'tyou tryhousework or T"li"?.l.Tl".u^.,r.,.r, "

*"'ilnil"'*;.;";;",;i*,ut rr.," would find work in b laboratory

continued her search' At last sle was :":""ttl^:::-"f:"J"'".1i-li'il;;, ii""*"'u"o in tt''" n"'*rch. Laboratories at the Sorb

University, felt sorry l"t tftt tltf'.He told her that he would give

;;;;"". H" *ant"d to see what she could do'

Marie -r^*^A ^* ^,.^].-r^ "tean the laborato.ry and wash and scour

IVlarle

utensilsT' h the r

helpingt #::llErlPltl6 rr

"tl"toiJtry at the untverslty rrollt w*rv' "he gra-*--

with high honours'

Marie became great friends with one of Lippman,S students,

Pierre Curie8. They were married soon after'

Marie and Pierre **" t""lappy' They t:**':O llJ:*

'" ,ii:il;#;; o;;;;*; fir;;' Henrv Becquerere had di

lhat uranium gave off special rays like rays of light. The curies wereirterested to find out more about these rays and what caused them.

(adapted from <Reader's Digest>, IggT)Notes

' Marie [ms'ri:] Curie [kju'ri:] -Mapna Kropra

2 Warsaw ['wc:sc:] -Bapuranar Poland ['paulend] - Ilorlura

a Paris [rparrs] - flapr.rx5 Ca briel [' gerbrral] Lippm an [' lrpmen] - fa6puelr Jlumrann Sorbonne [sc:'bc:n] - Cop6ouua (yuunepcu.rer n flapHxe)7 to wash and scour ['skeue] the utensirs Iu'tenslz] - r"ir" ,n cxo6lnrrra6oparopnyrc nocyAy8 Pierre [pjer] Curie- flrep Kropn'' Henry Becquerel ['bakwerel] -leupr Bexrceperu

Ex. 2. Answer.the questions.

l. Where was Madam Curie born?2. What was Madam Curie's maiden name?l. what was Marie doing when most girls of her age were praying with

dolls?

llow old was she when she graduated from a junior college?Why {id she go to Paris?Why did she look for work in paris first of all?Why did Professor Lippman give Marie'work in his laboratory?What did the professor think of the results of her wcirk?What subject did she study at the university?What were the Curies interested to find out?


When she was a child. (When ... ?)l\/hen did Marie's mr)ther die?

3 llcr father was a teacher of physics. (What ... ?)J Strc loved to dream of new discoveries. (What ... ?)d llrore were no positions open. (Why ... ?), Alier 7 years. (When ... ?)

lScience is a man's work>>. (What ... ?)

:93:

7. Yes, Marie was determined that she would find work in a laboratory.

(General)

8. He wanted to see what she could do. (Why "' ?)

9. Two years later. (When .'. ?)

10. That urarium gave off special rays' (What '.. ?)

Ex. 4. Choose the,correct translation of the underlined partsof the sentences. ,

1. Each day after schQol was oversfte would hurry backto her father's

workshop.a) ... onal'6yler clreflIllrb o6parHo ...

b) ... oua, 6ltnzuto, cneluara o6paruo ..'

c) ... eil nago 6rtno 6sr cneurnrr ..'

2. But since there iiere no positions open', she became a governess.

a) Ho c rex nop se 6luo BaKaHTHbIX Mecr, u oHa "'b) Ho B To BpeM{ BaKaHcI{l4.He orKpblBulttvcb'vI oHa "'c) Ho [ocKonbKy ue 6suto BaKaHTHbIx Mecr' oHa "'

3. She wanted to obtain a better education, so she went to Paris to

enter the universitY.

a) ... nosroMy oHa noex€ula r flapux ...

b) ... rar oHa rloexana e flaprax ..''c) ... l4TaK,.oHa noex€ua e llapmx...

4. But she needed money to live in Paris, so she lookedfor work in a

laboratory.a) ...c :reM, vro6lt ncKarb pa6ory n la6oparoputl'

b) ... raxuv o6pasorr,r oHa ucKzula pa6ory B na6oparopl4l'{'

c) ... nosroMy oHa vrclrculapa6ory n la6oparopnu'

5. The professor was delighted with the res;|tltand soon had her helping

himwith some of his exPeriments

a) ... H BcKope ItMeJI ee noMoulb Arq ce6s ...

b) -...

u ncxope BrIn ee na pa6ory B KaqecrBe noMolrlHl4Ka "'c) ... n 6rtcrpo BocnoJrb3oB€ulct ee noMotqbro ..'

6. The Curies were inlerested to Jind out more about these rays'

a) Cynpyna Ktopu I4HTepecoBirJrl4cb' KaK nai'nu 6olurie "'b) Cynpyrn Kropra xoreJILI y3Harb 6orsrue ...

c) Cynpyru Knpu 3anHrepecoBzurHcb, y3HaB 6oruue ...


l. Marie was a very determined girl.2. Marie wanted to get a good education.


1. University education is necessary to have a good job.2. Hard work always leads to success.

Ex. 7. Read the passage imitating the speaker's intonation.

When she was sixteen; she graduated from ajunior college with highhonours. She had -hoped to teach in the sihools of Warsaw, but sincethere,were no positions open, she became a governess.

After several years she returned to Warsaw. She wanted to obtain abettdr education, so she went to Paris to enter the universif. Therp shecould study chemistry. But she needed money to live in Paris, so shelooked for work in a laboratory.

Day after day she called on various scientists. Everywhere she went,she was told, <Science is a man's work. A laboratory is no place for awoman. Why don't you try housework or making hats?>

Marie was determined that she would find work in a laboratory andcontinued her search. At last she was successful. Professor GabrielLippman, who worked in the Research Laboratories at the SorbonneUniversity, felt sorry for the girl. He told her that he would. give her achance. He wanted to see what she could do.

Text22,


DESIGNING AIRCRAFTTypes of aircrafts:A long-ranger airliner is designed to carry I 50 passengers over 8,000

Itilometres .bt

speeds approaching I,000 km/hr2 in level cruising flight3.l;or this task four powerful jet' engines and a good aerodynamicslreamlined forms are needed. Such an aircraft will also have high take-

:84: :85:

off and landing speeds' It is therefore operational only between airports

with very long runwaYs6'

Other airliners are designed for s

tween the stages of its routes'

even more varied' Most of tlrem are

enscheildt's < En glish MonthlY >)

5, What airliners can carry bulky freight?

6. What engines are used in smaller aircraft?


answers.

Ex. 4. Choose the best'translation'

l. A long-range airliner is designed to curry 150 passengers'

a) Cavoner AaJlbHero rloJlera finaHl4pyercfl Anfl [epeBo3Ku

I 50 naccaNuPoe.

b) Cauoner AaJIbHero tloJlera MoAenvpyerct Anq nepeBo3Kr

I 50 naccaxuPoo'c) Canaoler AanbHero rlorera npeAHa3Har{aercfl Ans nepeBo3Kl4

coBepuaTb MHOIO noJIeTOB B oAI4H AeHb "'b) C rex nop KaK 3Tor run caMoJlera cnoco6en coBepuarb MHoro

noJIeToB B OAIIH AeHb ..'

c) Taxun o6parov, STor rHrI caMoJlera AoJDKeH 6ltrs e cocroqHl4u

A BI4raTeJl It H ABU| aTen n BHyTpeHHef o cro paH l4f, '

b) ... noaroMy oH14 o6lt'{Ho ocHaureHbl ryp6oorau'roBblM}I

AB n f aTent M u luu An urareJrfl MU B HyTpeHHero c lopaHl'Iq'

c) ... rarc KaK oHI4 o6stqHo ycunnBalorcr ryp6orraHToBblMu

ABrllareJlflM n vllv ABVttuTeJIffMH BHyTpeHHero cropaHHfl'

Notes] - Aanuuero aeficrerlr

bl B qac

oJler Ha xPeilcePcxofi cKopocrl4

'- neaKTnBHbtfi ,u.surareru

;#ilti;;" ; lin ed ro rm - o6reraevraa (popua

caMonera c a3poAllHaM[qec KltMI4 csoflctsavu6 runway 1'rl-1ye1l mryo.u,ucraHui.ro7 short-haul ['Jc:t h8 bulky ['b,rlkl].frigltl ine - ryp6onrHrosofie turbo-ProP ['t3:beulABI4TATEJI b I4JII{ ABUTATE


1. What is needed for a long-range airliner flights?

i. Wft* are the advantages of a typical airliner?

3. What airliners u'" u'"d for special purposes?

4. what aircraft is capable of making many flights in a single day?

storY.

1. A long-range airlineroperates onlyunder special conditions.

2. Smaller types of aircraft are used for various purposes'


1. Travelling by air has a lot of advantages.

2. Why are plane crashes becoming so frequent?

Ex. 7. Read the passage imitating lhe speaker's intonation.

other airliners are designed for stages of less than 1,500 kilometres.

They carry fewer passengers and can operate from shorter runways. A

typical airliner used for such <short-haul>> operations flies very nearly as

fast as a long-range airliner but carries only 80 p

type of aircraft must be capable of making many fli

is importantthat it is designed to permit rapid servic

the easy exchange ofpassengers between the stages of its routes.

Othlr types of aircraft are designed to carry bulky freight wlrich can

easily be loaded or unloaded. Such aircrafts usually have a shorter range

and lower cruising speed, so they are usually powered by turbo-ptop or

piston engines, which are less powerfulbutmore economical thanjetengines.

The types of smaller aircraft are even more varied. Most ofthem are

used for carrying passengers and some are equipped for special purposes'

for example; for training pilots, for spraying crops, for aerial photographic

surveying, for making weather observations.

Text 23


BIRD-BRAINED' COMPUTERS

To call someone <bird.brained> means you think that the person is

silly or stupid. But will this description soon disappear from use in the

light of recent research? It seems the English may have been unfair in

associating birds' brains with stupidity.

In an attempt to find out how different creatures see the world,psychologists at Brown University in the USA have been comparing the

behaviour of birds ahdhumans. One experiment has irivolved teaching

pigeons2 to recognizet letters of the English alphabet. The birds study in

<classrooms>, which are boxes equipped with a computer. After about

four days of studying a particular letter, the pigeon has to pick out thatletter from several displayed on the computer screen. Three male pigeons

have learnt to distinguish all twenty-six letters of the alphabet in this way.

A computer record3 of the birds' four-month study period has shown

surprising similaritiesa between the pigeons' and human performance.

Pigeons and people find the same letters easy, or.hard, to tell apart. Forexample, 92 per cent of the time the pigeons could tell the letter D fromthe letter Z.Btt when confronted with U and V (often confused byEnglish children), the pigeons were right only 34 per cent of the time.

The results of the experiments so far have led psychologist DonaldBloughlto conclude that pigeons and humans perceive in similar ways.

This suggesls that there is something fundamental about the pattern

recognition process. lf scientists could only discoverjust what this pattern

recognition process is, it could be very useful for computer designers.

The advantage of a present day computer is that it can only do what a

human being has programmed it to do, and the programmer must give

the computer precise, logical instructions. Maybe in the future, though,

computers will be able to think like human beings.(by Arthur Conway from <BBC English2)

Notest bird-brained ['bs:d,brernd] , c xypHnblMrl Mo3raMIt2 pigeon ['pId5m] -ro.'ry6sI computer record ['rekc:d]

-AaHHbIe KoMnbrorepHoro aHiIJIIt3a

a similarity Isrmr'lrerItr] -cxoAcrBo5 Donafd ['doneld] Blough [blau]-AoHaruAEray (ranrt u$auwvn)


1.. What does the expression <bird-brained> mean if it is applied to

people?

2. What were the birds taught to do?

3. Where did the birds study?

:88: :89:

4. Wlrat similarities between pigeons' and human performance were

revealed as a result of the experiment?

5. Which letters clid the pigeons distinguish and which ones did they

confuse?6. Pigeons of which sex were the best pupils?

7. What letters do English children often confuse?

8. In what way can the results ofthe experiment help the programmer?

Ex. 3. Mdke questions to which the following sentenc"' t'"answers.

l. At Brown University in the USA. (Where '.' ?)

Where was the behaviour of birds and humans compared?

2. After about four days of studying. (When ,... ?)

3. They were displayed on the computer screen. (Where "' ?)

4. Three male pigeons did' (Who '.. ?)

5. That pigeons and humans ilar ways' (What "' ?)

6. That there is something fu t the <pattern recognition

process).7. What a human being lras programmed it to do' (What "' ?)


1. lt seems the English may have been unfair in associating birds'

brains witl.r stupidi[l.a) ... n,loryr HecnpaBeAnuBo accouul4poBarb "'b) ... ao:vro)KHo, HecnpaBeAJll'lBo accolulI4poBarv "'c) ... nrrnercT. BO3MO)KHOCTb Hec[paBeAJlx

2. PsychologistsatBrownUniversityintheU aring

lhe behaviozr of birds and humans.

a) ... cparulrBarv rloBeAeHue '..

b) ... cpaeHunl4 lroBeAeHlle '.c) ... cpanHHBalor noBeAeHue ...

3. But when confronletl wilh u and v,the pigeons were right only 34

, per

a) :aru 6Ynsrt U r'r V "'b) o6stnonrt6rapars6yrcrul U nV "'c) Ho xor4a 6yrcrn U u V nporHBoIrocraBJLlJIHcb "'

4. Pigeons and people Jind the same letters easy or hard to tellapart.a) lorry6u u nIoArI HixoAtr oAHll H Te xe 6yrnlt lerKo HJIIc c rpyAoM,

qro6u r.Ix pa3rut{I,lrb.

b) loly6H H nloAn HixoAtrT retKI4Mt'I I4JlIt rpyAHbIMI'I AJtr pa:ilMr{eHut

oAHu H re xe 6yrntlc) fony6ra u nrcAL JrerKo tiaxoArr 6yxost, Ho c rpyAoM HX

pa3nHqalor.


l Birds are cleverer than they have been thought to be.

2. There is something fundamental aboutthe pattem recognition process

in all livingbeings.


1 . The best time for learning a foreign language is early childhood.

2. In the future computers will become more intelligent.


A computer record of the birds' four-month study period has shown

surprising similarities between the pigeons' and human performance.

Pigeons and people find the same letters easy, or hard, to tell apart. For

example, 92 per cent of the time the pigeons could tell the letter D from

the letter Z.But when confronted with U and V (often confused by

English children), the pigeons were righ! only 34 per cent ofthe time.

The results of the experiments so far have led psychologist Donald

Blough to conclude that pigeons and humans perceive in similar ways.

This suggests that there.is something fundamental about the pattern

recognition process. If scientists could only discoverjust what this pattern

recognition process is, it could be very useful for computer designers.

The advantage of a present day computer is that it can only do what a

hurnan being has programmed it to do, and the programmer must give

the computer precise, logical instructions. Maybe in the future' though,

computers will be able to think like human beings.

:91:90:

Text24


THE ROCKY PLANET

The Earth is a small rocky planet witlr an orbit between those ofVenusr and

Mars2, It has a thin layer of gases forming an atmosphere around it. Seven

tenths of the surface is covered with water, the rest is made up of rock. 1

We all live on the planet Earth. It provides us with the air that we breathe

and the food that we eat. The rocks ofthe Earth provide us with all the materials

we need. This includes the raw materials, concrete, plastic and many otlrer

thtngr. The Earth is vitalto us, yetwe knowvery little about it. There are many

questionsthatwe can understand, and usethe Eafth's resources wisely. Where

did the Earth come from? How was it formed? What is it made ofl What was

it like in the past and what it might be like in the future?

Our planet is one of the nine planets that make up the solar system3.

All the planets were formed about the same time.In about 1650 Archbishop Ushera worked out that the Earth was

formed at exactly 9 a. m. on the 23rd October, 4004 B.C.5 He did thisafter careful study of many religious books. By 1897,William Kelvin6, aBritish scientist, decided that the Earth was between 20 and 40 millionyears old. He got this answer by trying to work out how quickly the

Earth was cooling down.Nowadays we tell the age of rocks by how much radioactivity is left

in them. We now believe that the Earth is about 4600 million years old.How did the Universe begin? The answer is - nobody knows.

Nowadays most astronomers believe that it started with a big bang7. Atone moment there was nothing. No light, no space, no heat, no material;and no time. Nothing. Out of nothing there was an unimaginably bigexplosion. The mattef formed by this explosion collected togeflrer as group$

of stars which are called galaxies.From the swirling clouds of dust aroundthe stars we believe the planets formed. But nobody knows for sure.

(adapted from <Science .Horizons>, London, 1988)

NotesI Ven us ['vi:nas] - BeHepzi (nnanera)2 Mars [mc:z] - Mapc (nnauera)

3 the solar system [rseule'srstem] - corHeqHar crrcreMaI Archbishop [o:tJ'b{ap] Usher ['nJe] - apx]rerncKon Aruep5 BC [bl'fc:'krarst] -.uo

Hoeol rpul6 Wi I lid m Kel v i n ['wrlj em' ke lvrn] -

ylurrau KelezH (ralrr n $avwtu n)? a big bang [brep] - orpouuoft culu nspurn8 matter ['mete] - uarepur


1. What forms an atmosphere around the Earth?2. Between what planets is the Earth situated?3. Why is the Earth vitalto us?4. What part of the surlace is covered with-water?5. What don't people know about the Earth yet?6. What questions need answers?7. How old is the Earth?8. How did the Universe begin?9. How do they tell the age of rocks nowadays?

10. What do most astronomers believe nowadays?

El. 3. Make questions to which the following sentencesare answers.

l. It provides us with air and food. (What... ?)What does lhe Earth provide us with?

2. We know very little about it. (How much ... ?)3. There are many things that we can understand. (What ... ?)4. All the planets formed about the same time. (When ... ?)5. He did it after careful study of many religious books. (How ... ?)6. No, at one moment tbere was nothing. (Disjunctive)7. As groups of stars called galaxies. (How ... ?)8. Nobody knows for sure. (How ... ?)


1. It has a thin layer of gases forming an atmosphere around il.a) ... co cSoprr,napoaas:ruefice, arvroc$epofi BoKpyr Hee.b) ... o6pa:yrcqux arvocQepy BoKpyr Hee.

c) ... QopvrEpyx arnocQepy BoKpyr Hee.

:93::92:

2. The Earth is vital to vs, yet we know very little about it.

a) ... rrarr sc€ eqe y:uaEru HeMHoro o sefi.b) ... oasaxo MhI 3HaeM o Hefi o.{eHr luaJro.

c) ... rervr He MeHee, MbI yrle HeMHoro 3HaeM o Hefi. .

3. What was it like in the past andwhat it mighl be like in thefuture?a) ... no qro oHa Moxer nilenparurrca r 6yayuteu?

b) ... r{ro oHa Mo)r(er npeAcraBn-flrs co6oft r 6yayrueru?

c) ... vro cMoxer nll oHa noHpaBHTbct HaM B 6yayueu?4. He got this answer by lryiag to ryork out how quickly the Earth

was cooling down.a) ... nrnancb ycraHoBllTb, KaK 6ucrpo ...

b) ... nrnarcs pa6orars raK )Ke 6ucrpo, KaK ...

c) ... rrsnarcb KaK Mo)KHo 6ntcrpee paspa6o'rarr ...

5. Nowadays we tell the age of rocks by how much radioactivity kIeft in them.a) ... no roMy, cKonbro B HItx ocraJrocb paAHoaKTHBHbtx BeulecrB.

b) ... no roMy, KaK MHoro paAl4oalcrl4BHocrl4 oHu ocraBn.f,Ior.

c) ... no roMy, KaK AoJIro B HHx ocraerct paAuoaKTI,IBHocrb.


1. The Earth provides us with vital things. .'j

2. People still know very little about the Earth. :

3. Scientists give different theories about the origin and age ofthe Earth. :

Ex. 6. Give your opinion on the following points. I

L Nature protection is everybody's concern nowadays.

2. Religion and materialistic theories explain the creation ofthe universe l

in different ways.

Ex.7. Read the passage imitating the speak6r's intonation.

We all live on the planet Earth. It provides us with the air that we

breathe and the food that we eat. The rocks of the Earth provide us withall the materials we need. This includes the raw materials, concrete,',

plastic and many other things. The Earth is vital to us, yet we know veryl

little'about it. There are many questions that we can understand and use

the Earth's resources wisely. Where did the Earth come from? Howwas it formed? What is it made of? What was it like in the past and whatit rnight be like in the future?

How did the Universe begin? The answer is - nobody knows.Nowadays most astronomers believe that it started with a big bang. At one

moment there'was nothing. No light, no space, no heat, no material, and no

time. Nothing. Out of nothing there was an unimaginably big explosion.The matter formed by this explosion collected together as groups bf stars

which are called'galaxies. From the swirling clouds of dust around the

stars we believe the planets formed. But nobody knows for sure.

Text 25


CARNABY STREET' - TTE MECC,f OF THE YOUNG

Carnaby Street, once a gloomy street full of workshops, is now one

of the pivots3 of English youth. Crammed together are more than adozen shops selling fashionable clothes for young floral ties,

pink shirts with white spots, and trousers in every colour from white topurple. Their window displays are young and modern; for example, in

one window female figures, draped with strings of.large gold coins,encourage passers-by to buy the shirts and sweaters hung between

them. Carnaby Street is a young people's street; the crowds in the

street are young, and from the open door ofevery shop the sound ofpop music incessantly pours.

Nine of the shops in Carnaby Street belong to one man - John

Stephena, who is justly proud of being known as the King of Carnaby

Street. He opened his first shop there nine years ago. It was a small shop

with two people working at the back, making pairs of denim5 trousers,

denim jackets, and denim shirts. At once the clothes became popular

with young people, and, in a few months, they were being sold as fast as .

they could be made. One of the reasons for this immediate success was

that Stephen ab a twenty-year-old knew what other young men of his

age wanted.

:95-:94:

At the top of carnaby Street is a famous variety theatre, where the

pop music stars,play to big audiences. The responsibility forthe success

orlol" Stbphen belongs to these stars. where the pop stars led, their

fans followed; tlrelclothes that Camaby Street sold became'almost the

uniform ofa new kind 6fteenager. It has been said that these teenagers

represent the whole new spirit that is modern Britain, a classless spirit

that has grown out of the Second World War.

At fi; glance, the uninitiated6 may find it hard to ilistinguish betweerf

the sexes - who are boys and who are girls. Long and short hair styles

are worn by both. Trousers are universal. The answer to those who

criticize this is that, because boys and girls now live the same sort oflives, they want to wear the same sort of clothes.

Carnaby Street, as an inStitution, is established. Carnaby Street is

modern and brashT. Some people enjoy the new gaiety it has brought;

others hate everything it represents. But good or badits success depends

on the teenagers, and, at the'moment, they think it is wonderful.(froin <English By Radio and Tblev{ion>)

Notes' Carnaby ['kc:nsbr] Street-ynraua Kapna6n2 MecCa ['meke] -Mexxa;

MeCro rroKJroHelclv,fl,,MecTo IaJIOMHI{qeCTBa3 pivot['aJohn S un)5denim onga)rxaur6 the uninitiated ['nnl'ndrertrd] - uenocBtrleHHble7 brash [brefl - ra. 4epsrlft, srIaulealouuft


I . What fashionable clothes are sold foryoung people in Carnaby Street?

2. Whatare window displays in Carnaby Street like?

3. How did John Stephen start his business?

4. What encourages passer buy things?

5. What brought Stephen's immediate success?

6. What do people enjoy in Carnaby Street?

7. How was the spirit of that kind of clothes described?

8. Why have trousers become universal for both sexes?

9. What do some people hate in Carnaby Street?

10. Who does the success of Carnaby Street depend on?


l. Carnaby Street is. (What ... ?)

What street is now one of the pivots of English youth?2. More than a dozen shops: (How many ... ?)3. From the open door of every shop. (Where from ... ?)4. Nine years ago. (When ... ?)

5. He knew what other young men of his age wanted. (Why -.. ?)6. A famous variety theatre. (What ... ?)7. Yes, they became almost the uniform of a new kind of teenager.

(General)

8. Because they represent the spirit of modern Britain. (Why ... ?)9. Who are boys and who are girls. (What ... ?)

10. Because boys and girls now live the same sort of lives. (Why ... ?)

Ex. 4. Choose the best translationl. Carnaby Street is a young people's street.

a) Kapna6a - ynuqa Anr MonoAe)rsl

b) KapHa6u - ynnqa MonoArx moAeft.

c) Kapna6r,r - MonoA:u{ MHoronnAHas ynwla.2. Nine ofthe shops in Camaby Street belong to one man

- John Stepherlwho is justly proud of being kno.wn as the King.of Carnaby Street.a) ... rcoropufi cnpare4ruBo ropAr4rcr reM, rrro H3BecreH ...b) .;. rmopnft ronrxci rrro rIoJyqI{Jr r43BecrHocrb ...

c) ... cnpane4nvBafl, ropAocrb Koroporo r,BBecrHa ...

3. It was a small shop with two people working al the back.a) 3ro 6rur ualensruft MaragaH c AByMr JrroAbMn, pa6orarorquuac3aAr.b) 3ro 6rur ualenrrcufi uaraluu, B AaJrbHeM yrury Koroporo pa6o-TaJr[ ABa qeJroBeKa.

c) 3ro 6ru uaneurrcufi uaraguu c AByMr JrroAbMlr, pa6orarorqnuur{a 3aAHeM ABOpe.

4..In a ferv months, they were being sold asfast as they could be msde.a) ... npo4analtncb raK xe 6rrcrpo, KaK oHlr nrlrJrl4cb.

b) ... npoaaaarilcb 6ucrpee, qeM lrx MorJrr{ crrrrTb.c)' ... npo4aBalnrrcb cpa3y )Ke, KaK ToJrbKo 6rrrra crunrrr.

4 3ar.2750 :97::95-

5. It has been said that these teenagers represent the whole new spirit.

a) Cra:anz, qro ...

b) 3ro 6Hro crasauo, qro ...

c) lonopa1 qro ...


1. Camaby Street looks attractive to young people. 4

2. John Stephen knew what he was doing'

3. Unisex clothes have become popular with young people'


1. The young always know what is best for them.

2. Tastes differ.


At the top of Carnaby Street is a famous variety theatre, where the

pop music stars play to big audiences. The responsibility for the success

of John Stephen belongs to these stars. Where the pop stars led, their

fans followed; the clothes that Carnaby Street sold became almost the

uniform ofa new kind ofteenager. It has been said that these teenagers

represent the whole new spirit that is modern Britain, a classless spirit

that has grown out of the Second World War.

At first glance, the uninitiated may find it hard to distinguish between

the sexes - who are boys and who are girls. Long and short hair styles

are worn by both. Trousers are universal. The answer to those who

criticize this is that, because boys and girls now live the same sort oflives, they want to wear the same sort of clothes.

Carnaby Street, as an institution, is established. Camaby Street is

modern and brash. Some peoplg enjoy the new gaiety it has brought;

others hate everything it represerits. But good or bad its success depends

on the. teenagers, and, at the moment, they think it is wonderful.

B. UPPER INTERMEDINE LEVEL

FIGTIONSTO RIE S

Text 1

Ex. 1. Read the t-ext and do the exercises that follow.

THEIR BRIGHTSIDE CROSSING'

I began to leam something about Mercury2 during those first fewdriving periods. We were moving among the peaks of craters that ransouth and east. This range had shown no activity since the first landingof people ot Mercury forty years before, but the yellow smoke wasrising from the craters all the time, and their sides were covered withheavy ash. The plain was smoking from the gases from underground andfrom the boiling pools of lead and zinc3.

:99:

I began to learn how to find a passage amon! the pools covered with

urh, u,',J how to tell whether the ground would hold the Buga or not'

Very often we had to come out of our Bugs and explore a passage on

foot, tied together with a cable, digging, going forward' digging aglin and

uguin und tiren slowly going forward again' It was slow and difficult

work but still we were moving forward'

But it was not the work that was getting on our nerves, it was Mclvers5. .

He talked too much; he talked and joked while we were driving or resting'

Arrdwlratwasevenmoreunpleasant,fromtimetotimehebegantoleaveour column in his Bug. He did not go very far, but a little firrlher eadh time'

Jack Stone behaved in quite the opposite way' he became more and

more silent witli each stop' I didn't like it'

And every rnile the SLrn becarne bigger and whiter' We could hardly

see, and tlre skin on our faces began to break'

On the fourth driving period Mclvers again went away from our route'

He went to the west und *u, almost out of sight in a cloud of ash when

we heard a sharp cry tlrrough our ear-phones' The Major6 and I turned

our Bugs and went to hirn as far ds the Bugs could go'

We found him standing on a rock, pointing down the gorgeT' and tliis

time he was silent. lt was a broken Bug down below; an old rnodel that

had been in use many years ago. It was lialf covered witlr ash, and a few

metres away were two insutated8 suits with white-bones seen through

the helmetse.

This was as far as Wyattr0 and Carpenterrr had colre on THE'IR

Brightside Crossing.

on the sixth driving period, the ground begarr to change. lt lookedtle

same, but it felt different; it felt as though the ground were moving. I was

going forward in my Bug, when, quite suddenly, the Bug stopped' I looked

Irt *A saw that it was slowly sinking into thick, grey mud. lt looked like

mud, but it was a lake of moltenYt lead, covered with ash'

(after Alan E. Nourse)

Notesr brightside ['brartsard] crossing - nepexoA rlepe3 conHeqHylo cropoHy

rJIaHerbl MePrYPuil2 Mercury ['ma:kjuerl] -MePrYPtlfrI lead [led] and zinc [zIlk] - cnuHeu u ul4HK

4 the Bug- Ear (Qautacrnqecxt'ril asroN{o6l4rl 6y,qyuero)5 Mc lvers [mek'atvez] -MaxAfisepc

(Qavulur)6 major ['meId3e] -ruafiop7 gorge [gc:dg] -y3Koeyurenbe8

i nsu lated [' rnsj u,lertrd] - fi3e,1l4pessHHb1fte helmel ['helmrt]ro Wyatt [wot] - Yar (Qavurru)I I Carpenter [' ko: plnte] - Kapneurep (Qauralr'u)I2 molten ['meulten]'- pacnlaaleuuelil


1. What did the travellers see on Mercury?

2. How did they explore the Passage?3. What was getting on the narrator's nerves?

4 . What shocked them when they heard a sharp cry through their ear-phones?

5. What was most unpleasant about Mclver's behaviour?

6. How did Jack Stone behave?

7. How did the sun change?

8. What happened to the Bug?


1. Since the first landing of people on Mercury forly years before.

2. How to find a passage among the pools covered with ash'

3. It was slow and difficult work.

4. He talked and joked while we werg driving or resting.

5. He did not go very far.

6. Mclvers went to the west.

7. They found Mclvers standing on a rock.

8. It was half covered with ash'

9. It was slowly sinking into thick, grey mud.

Ex. 4. Choose the correct translation.

1. I began to lesrn how to find a passage among the pools covered

with ash.

a) A wauast u3yqarb ...b) -fl Haval 3arloMuHarb ...

c) .f, nocreneHHo Y3Hitll '.'

:101 ::100 -

2. But it was not the work lhat was getting on our nerues "'a) Ho ero 6rma se ra pa6or4 Koropiu Aeftcrrosara HaI\{ Ha HepBbI "'b) Ho ue pa6ora Aeficrsosara HaM Ha HepBLl "'c) Ho 3To He 6lma pa6ota, ecJII{ oHa AeficrsoBaJla Haivl Ha HepBbI "'

3. It was a tiroken Bug down below, an old model that had been in

ase many years ago.

a) ... rcoropofi N,rlt norssoBaJlncb MHol-o ner noApflA

b) ... or roropofi yxe 6rtna nonb3a MHoro nEr Ao sroro'

c) ... rcoropar I4cnoJIb3oBzLIIacb MHoro ner roMy Ha3aA'

4.'This was as far as wyatl and carpenter had come on theit

Brightside Crossing.

a) 3ro 6rlao s io rpeur, xorAa Var u Kapuenrep Aollrnu "'b) 3ro 6suo ro Mecro, Ao Koroporo Yar u KapneHrep.4oIIUr[ "'c) ?ro 6ruro nacrolbKo AaBHo' nacrolmo Yar ra Kapnernep Aolrrnll "'


l. The travellers'route was very dangerous.

2. Not all the favellers could go through allthe diffrculties ofthejourney.


1. Only special people become explorers.

2. Tean spirit is a great thing that helps to overcome difiiculties.

Ex.7. Read the passage imitating the speakerls intonation.-

out ofour Bugs and explore a passhge on

digging, going forward, digging again and

forward again. It was slow and difficult

work but still we were moving forward.

But it was not the w ng on our nerves' it was Mclvers'

He talked too much; he while we were driving or resting.

And what was even more unpleasant, from time to time he began to

leave our column in his Bug. He did not go very far, but a little further

each time.Jack Stone behaved in quite the opposite way, he became more and

more silent with each stop. I didn't like it.

And every mile the Sun became bigger and whiter. We could hardly

see, and the skin on our faces began to break:

On the fourth driving period Mclvers again went away from our route'

He went to the west and was almost out of sight in a cloud of ash when

we heard a sharp iry through our ear-phones. The Major and I turned

our Bugs and went to him as far as the Bugs could go.

Text2


SWIMMING AGAINST THE CURRENT

The sea that had been so calm when we'd first started floating was

now an angry one, full of swimming waves that meant danger.

I saw John about twenty-five feet from me. <Hey, John,> I shouted,

<where'd this current come from?>

He managed to.swim closer to me before he attempted to answer. The raft! I'd forgotten all aboutthe raft. But as anotherwave splashed

over me and at the same time a strong undercurrent pulled at my feet, Ibecame conscious of needing the raft.

I looked around in all directions and could see nothing but waves! Ifelt a moment ofpanic, then John was by my side, his hand on my shoulder,

half supporting and half asking for support.' <Take it easy, Janie. Remember what you learned when you were

first taught how to swim. Let's just take it easy.

I tried to breathe slowly and deeply. Putting my hand over my eyes to

shield' them from the glar6 ofthe sun, I looked as far as I could in every

direction. At last I saw the raft.<<John, there - to the left of us - the raft. See - can't you see? I

know that's it - it must be!>

John followed my glance. He stared and stared and it seemed minutes

before he answered. <Maybe it is, Janie, but I'm not sure. Do you think

we should take a chance on it?>

J .103 :: 1O2:

And then I did feel frightened! If John wasn't sure and he was asking

me to make.the decision-- Then somehow, all the teaching I'd ever

received about self-preservation in the water came back to me.

i<Let's try, John. We have to try to reach it!>

so we started out. we swam slowly and tried to breathe regularly. Itwas strapge - I'd never noticed before that salt water can be terribly

heavy. I'd gone only a few feet when I had to stop swimming' t<<John,>> I gasped, 

He tried to reassure me. <<It's because we're going against the current'

Keeptrying, Janie.>

we swam for what seemed hours. There were moments when Iknew we wouldn't make it. Then I'd have a surge of energy2, John

ivould match my pace, and we'd get a bit closer tci the raft'

For the first time since I'd met him, John did not seem superior' He'needed my strength.

Then I remembered what my aunt T ou had written me several years

.before when I,d been desperately ill with pneumonia3. The doctors had

done all they cduld, we just had to wait and hope, when my aunt sent a

card containing this message:

<Ifyou have sufficient faith,'there will always be a way'>

The message had helped then to pull me through a crisisa' Well, Ithought, this is another crisis'

I iepeated the words to iohn. Then, holding on to each other we repeated

the words together. As thougfr by saying we'd have faith, our strength

returned. We started swimming again and this time we reached the raft.

I lay there for a long time, trying to get my breath.

The next hour is blurred in my memory, like a bad dream. I do remember

as the patrol boat Picked us uP.

My ordeal in the ocearr will always be memorable, and what happened

after I was rescued will remain in my mind along tirne too.(afler D. Balcombe)

NotesI to shield [Ji:ld] -saur'uuari2 a surge [sa:d3] of energy- rpI4JIIlB sHepnlll3 pn eum onia [nju :'meunre] -

rureouour{fl ' BocrralleHue JIerKlx

4 to pull me through a crisis-gA. rlorpaBurbcf,


l. How had the sea changed since Janie and John started floating?2. Why did Janie and John find themselves a long way from the raft?3. When did.Ianie feel the first moment of panic?4. Why did John's words make Janie feel frightened?5. What did Janie remember when she realizedthat she would need all

her strength?

6. What message did the auht's card contain?7. What effect did her aunt's message make on Janie?

8. What did the young people do aftet Janie repeated her aunt's wgrdsto John?

9. Who picked up the young people from the raft?


She tried to breathe slowly and deeply.To the left of them.Because they were going against the current.He didn't seem superior for the first time since Janie met him.Several years beforeShe repeated her aunt's words.She lay there for a long time, trying to get her breath.Yes, she will always remember what happened to her in the oce4n.

. Ex. 4" Choose the best translation.L I became conscious of needing the roft.

a) -f, vyrcrnoBana ueo6xoAuNaocrb rurora.b) Mne crarro HeJroBKo or roro, qro MHe Hy)r(eH rulor.c) .fI nonrna, qro HaM HyxeH rrnor.

2. And then I did feel frightened.a) I4roraa x flparBopr{nacr ucnyranHofi.b) I4 roraa q y3Hana r{yBcrBo crpixa.c) I4'ror4a .a geficrnuren;Ho rcrryrurJracb. '

3. We tried to breathe regularly.a) Mu nbrraJrlrcb Abrixarb perynflpHo.b) Mu crapanucb Abrrrlarb poBHo.

c) Mrr nonpo6oealu Abrrrrarb flocrorHHo.

:105:

t

:1O4:

4. ... when I was desperately ill with pneumonia'

a) ... rcorqa.s orqatHHo aa6olela Bocn€uIeHHeM JIerKIlx'

b) ... xorga t or orqatHzq sa6orera Boc[areHI'IeM neFKI'IX' i

c) ... r<or4a y MeHrI 6rrla rrxea efrnas $oprraa [HeBMoHI'tH (nocna-

JIeHt,tn lerrnx).5. I lay therefor a long time,lrying lo get my hreath'

a) .fl nexana raM Aonro, nblTaflcb Bo3Bparurb AbIxaHI'Ie'

b) .f[ nexana raM AoJllo, rlblTatlcb orAbruarbcc'

c) -fl lexana raM AoJrro, crapaflcb Abllrarb'

Ex.5.Developtheseideastosumupthecontentsofthestory.

1. The young people didn't realize the possible dangers of swimming in

the ocean.

2. Aunt Lou's message helped Janie for the second time in her life-


l. If you want to survive at ihe moment of crisis you should never give

way to panic.

2. God helps those who help themselves'

Ex. 7. Read.the passage imitating the speaker's intonation.

Then I remembered what my aunt Lou had written me several years

before when I'd been desperately ill with pneumonia. The doctors had

done all they could; we just had to wait and hope, when my aunt sent a

card containing this message:

<tf you have sufficient faith, there will always be a way'>

The message had helped then to pull me through a crisis. well, I

the raft.

Text3


THE DONI(EYTHE DONKEY was a very ordinary donkey, grey and shabbyr, and

he stood with drooping head and half-closed eyes at the entrance to acircus tent on a patch ofgreen land close to a big city.

This was the first circus the city had seen for a year.and many people

came every day to see the shows. Along the roads that led to the circus,

long lines of cars moved and stopped, then moved again. People, walkingrapidly in groups and lines, crossed thp road and advanced towards the

tent, lifting their heads to see over shoulders ahead of them.

Each Saturday three separate shows were held;thus twelve thousand

people passed the donkey on those days.

At least three-quariers of those twelve thousand people patted himas they passed; therefore nine thousand hands touched the donkey in the

course of the day. It would be hard to calculate how many tiny blows fellupon him during a week.

The pattings took various forms. Some were demonStrations

superiority; others were boastful gestures of fathers wishing to impress

their children. There were gentle pats and careless pats.

The donkey accepted the attention ofthis crowd ofpeople with obvious

indifference. If there were times when he felt annoyed he never showed

it. He stood motionless, with droopinghead, and nobody could disturbthedream in which he was lost.

On the final day of the circus a stout man in a blue suit came

confidentlythro[gh the entrance. He stopped in front of the donkey and

looked at the animal critically. He shook his head, then moved back to

look at him from behind. He moved round to the other side of the donkey

and examined him from there. Then he came back and examined the

donkey's head. Now there was nothing more he wished to know about

this donkey. He turned to go and at the same tilne he let his hand fallheavily on the animal's back. It was the eipht thousandth pat of the day.

The donkey had seemed asleep but th'e sudden weight of the man's

hand upon him affected him like a signal for which he had been long

:1O7 :

of

J 106:

waiting. He lifted his heavy head, turned and snapped the man's arm?

with his big teeth. They closed on the sleeve of the man's coat and tore

from the material a piece of blue cloth. It remained'in the donkey's mo-uth.

Then the animal turned his head away to'continue his dreams.

The man was horrified. He stepped back quickly with startled eyes

and open mouth. He lifted his arm and looked at tlre people in amazement,

as ifhe could not understand what had happened. 1<He bit me!> he exclairned in a horrified voice, then added' looking

unbelievingly at the donkey, <What a vicious brute!>

The people had all stopped to look at the man arrd at the donkey with

the piece of cloth in his mouth. They all nodded approval at the man's

words. This donkey was indeed a vicious brute. He had bitten the stout

man on the ann and the man had only wanted to pat him. What:an

uhgrateful, vicious creature !

For quite five minutes after that no one patted the donkey. It must

have been the first taste of peace for years. @fter A. Marshal)

NotesI shabby ['Jab4 -y6oryrft,:axy4amrft2 snapped at the man's arm - nonblranct yxycl{rb Myxquny 3a pyKyI a vicious brute [e'vIJes'bru:t] - uo6uoe xrBorHoe

Ex. 2. Answer,the questions.

1. Where did the donkey stand every day?

2. Why did so many.people come to see the show?

3. How many people touched the donkey in the course of the day?

4. In what way did the donkey accept the attention of the crowd?

5. What happened when the stout man in a blue suit patted the donkey?

6. How did the people react to the man's words about the donkey?

7. How long did the donkey'sYnoment of peace last?

Ex. 3. Make questions to which the following sentences.areanswers.

1; lt was a very ordinary grey and shabby donkey.

2. Three separate shows were held.

3. They wished to impress their children.

108 :

4. It happened on the final day ofthe circus.5. He looked at the donkey critically. :

6. The sudden weight of the man's hand.

7. He said that the donkey was a vicious brute.

Ex.4. Choose the best translation.l. And nobody could disturb the dream in which he was lost.

a) Z nlrmo He Mor HapyIIrHTb coH, B roropufi ou 6rtl [orpy)KeH.

b) L{ nr.rrcro He Mor Hapymurb Meqry, n xoropofi on 6on noreprrr.c) Z uurcro He Mor HapylxlaTb rpe3bl, o ioropsle oH 6rrn norpylKeH.

2. ... he let his hand fall heavily on the animal's back.

a) ... ou rrxeJro ofiycrr{n pyKy Ha clr}rHy }IfltBorHoro.

b) ... oH c rpyAoM onycrfin pyKy Ha cnuHy xrBorHot-o.c) ... oH rro3BoJl.r;l pyKe rr{)Keno ynacrb Ha crlnHy )K}IBorHoro.

3. ... as if he could not undersland what had happened.

a) ... xarc 6y4ro ne rroHuMar, r{To [pou3olxno.b) ... rcar ecru 6u oH He Mor He noHqrb. t{To npou3otxro.c) ... rarc KaK oH He Mor IIoHflTb, qro fipol43olilno.

4. ... tooking unbelievingly at the donkey.

a) ... rna4l Ha ocJrnKa I4 He Bept eMy.

b) .... rrr4x Ha cjcrurca Ir3yMneHHbtMt4 tJIa3aMIl.

c) ... ur,qr Ha oclhKa c ireAoeepheNa.

5. The people had all stopped to look at tlte man.a) Bce nroAr{ nepecrzul}I cMorperb Ha MyxqI,IHy.

b) Bce JrroAn ocraHoBllJlricb aplr BLrAe My)KqHHbl.

c) Bce JrloAr,r ocraHoBrJlltcb, .{ro6rt flocMorperb Ha My)KqnHy.

Ex. 5. Develop these ideas to ium up the contents of thestory.

l. The donkelr lost patience because it was tired of being patted by

almost every person.who passed by.

2. Neither the man nor the people who saw the incident understgod the

cause of the c.hange in the donkey's behaviour.

Ex. 6. Give your opinion on.the following points.

1. People should treat animals in a more humane way.

2. Many people believe that zoos have a great educational value.

, :109:

The donkey was a very ordinary donkey, grey and shabby, and he

stood with drooping head and half-closed eyes at the entrance to a circus

tent on a patch of green land close to a big city.

This was the first circus the city had seen for ayear and many people

came every day to see the shows. Along the roads that led to the circus,

long lines of cars moved and stopped, then moved again.People, walking

rapidly in groups and lines, crossed the road and advanced towards the

tent, lifting their heads to see over shoulders ahead of them.

Each Safurday three separate shows were held; thus twelve thousand

people passed the donkey on those days.

Text 4


RESCUING A FI]R COAT

My.motherturned up wit.h no warning. She had all her suitcases with

her. I tried to work out how I felt about my mother's return' On the

whole I was happy, but I was afraid she would go mad when she found

out that I had lent Pandora her fox fur coat.

After tea my mother casually mentioned that she was going to wear

her fox fur coat to the school concert tomorrow. Shock! Horror! J

immediately went round to Pandora's house to get the coat, only to find

that Pandora's mother had borrowed it to go to the Christmas dinner and '

dance! Pandora said that she hadn't realized thatthe coat was only on

loanr, she thought it was a gift! How canal4-year-old schoolboy afford to

give a fox fur coat as a gift? Who does Pandora think I am, a millionaire?

I woke up with a pahic attachto see that it was eight-fifty' The walls in

my room looked unusually light and sparkly; one glance outside confrmed

my suspicions that indeed the snow lay outside like a white carpet.

I went through the snow to Pandora's house in my father's fishing

boots but found that there was nobody in the house. I looked through the

letterbox and saw my mother's fur coat being dragged about by Pandora's

ginger cat. I shouted at it but the cat went on dragging the coat around-

the hall. I had no choice but to shoulder-charge2 the back door and rushinto the hall and rescue my mother's coat. I left quickly (as quickly as

anyone can wearing thigh-length fishing boots3, four sizes too big). I putthe fur coat on to keep me warTn on my journey home.

I fell into our kitchen in a state of severe exhaustion; my mother wascooking dinner. She screained, 'Why are you wearing my fox fur coat?'

She fussed about, wiping snow offthe coat and drying the fur with a hairdryer. She didn't even offer to make me a hot drink or anything, She

said, <<It's been on the radio that the school is closed because of thesnow, so you can help me about the house.>>

I phoned Pandora to explain about the fox fur and the damage, etc.,but she had gone skiing on the slope behind the bakery. Pandora's fatherasked me to get off the line, he had to make an urgent phone call to thepolice station. He said he had just come home and discovered a break-

in!a He said the place was a mess (the cat must have done it, I was verycareful), but fortunately the only thing that was missing was an old foxfur coat that Pandora had lineds the cat's basket with.

(after Sue Townsend)

NotesI to be on loan [leun] -

6urr no nperueHHoM rIoJIb3oBaHuI,I2 shoulder-charge [tJo:d5] the back door

- orKpblrb ABepb ruter{oM

I thigh-length ['Oarleg0] boots -

canoru, AoxoArrur4e 4o 6e.uepa break-in

- rpa6ex co B3JloMoM

5 had lined -

ncnonb3oBulJla B xaqecrBe [oAcr.rrJIKI4

Ex. 2. Answer.the. questions.

1. What did the boy do during his mother's absence?

2. What did the boy's mother mention after tea?

3. What did the boy find out when he went round to Pandora's house?

4. Why did the room look unusually light in the morning?5. What did the boy see when he looked through ttre leffer-box?6. How did the boy rescue his mother's fur coat?

7. What news did the boy's mother tell him when he got home?

8. Why did Pandora's father ask the boy to get offthe line?

9. Why did Pandora's father think their house had been brokeq in?

10. What had Pandora done with the fur coat?

:110 : :',11 :

Ex- 3. Make questions to which the following sentencesare answers.

l. That the coat was only on loan.

2. It was eighrfifty. ,

3. His father's fishing boots.4. To keep him warm on his journey horhe.

5. He wanted to explain to Pandora about the fur coat' 1

6. No, she didn't offer him anything.

7. She went skiing on the slope behind the bakery.


l. After tea my mother casually mentioned...a) flocle qa.f, rio.s uanna ne6pexHo cKa3ana ...

b) flocne qat MaMa clyuafiuo cKa3ara ...

c) flocre qaq MaMa y[oMqHyna BcKoJIb3b ..,

2. I immediqtely wenl raund to Pandora's house ... only to find thatPandora's mother had borrowed il ...

a) -f, nenre4JleHHo Iro[IeJI B AoM flau4opst, '{ro6rt y3Har6, qro ero

oAoJrxfl4na Ha BpeMc vaua flasAopbl ...b) -fl.cpa:y roIxeJI rc flan4ope r y3Htur, qro ero B3flra Ha BpeMs

ualla flasAopbl ...

c) -fl cpasy nolIeJI B AoM rc flau4ope, KaK ToJlbKo rIoHqJI, qro ero

B3flJra rIoHocI4TE MaMa llaugoprt ...

3. .._. but found that lhere was nobody in the house'

a) ... uo HarrreJl, qro B AoM HIIKTo He npuxoAlln.

b) ... Ho yBHAeJI, qro HnKTo B AoMe ue 6tu,c) ... no o6napyxan, r{To B AoMe HuKoro ue $rtlo.

4. .:. and saw my mothir's coat being dragged about by Pandora's

ginger cat.a) ...vryBnAen psDrerc **i flu"aopsr, roroprtfi leNa.l Ha uaMllHofi

uy6e.b) ... n yBuAen MaM[Hy Ixy6y, Koropyrc npHrauIHJI prmrarZ

flan.qopu.c) ... n ynrgeJl, rrro prntufi xcn flaH,qopbl BoroqllT rlq noJry MaMlIHy

uy6y.

5. ..: the only thing that was missing w(N an oldfox-fur coat.a) ... oanofi r,r3 orcyrcrByrorqr4x seqeft 6srna ury6a r,r3 craporoJrucbeto Mexa.

b) ... oaHa Berrlb, o rcoropofi Mo)KHo 6uro coxalerb, gro crapatll.ltcbs ny6a.c) ... egraHcraenHofi nponagmefi Berubto 6rrla craparracbeto Mexa.

ury6a n:


L The boy didn't want his mother to find out that he had given awayher fur coat.

2. It wasn't easy for the boy to get the fur coat back.


1. Mutual trust and understanding in a family help to avoid probiems.2. Honesty is the best policy.


I woke up with a panic attack to see that it was eight-fifty. The walls inmy room looked unusually light and sparkly; one glance outside confirmedmy suspicions that indeed the snow lay outside like a white carpet.

I went through the snow to Pandora's house in my father's fishingboots but found that there was nobody in the house. I'looked through theletterbox and saw my mother's fur coat being dragged about by Pandora'sginger cat. I shouted at it but the cat went on dragging the coat aroundthe hall. I had no choice but to shoulder-charge the back door and rushinto the hall and rescue my mother's coat. I left quickly (as quickly as

anyone can wearing thigh-length fishing boots, four sizes too big).

Text 5

, Ex. 1. Read the text and do the exercises that follow.. A LETTER

.

Dear Auntie Ethel',Many thanks for your letter and news of the goings on in Shrinagaf.

GIad you got the photograph safely and in time for your birthday, but gladdbr

:113 :-

112:

still that you like the dress length. The photograph seemed to me so awful

that I had to send something else as well to make up fof it, and then

wondered choosing that colour whether I hadn't made everything worse!

... I mostly get a lift to and from the hospital in Mr Merrick'sa car

which he sends round with a police driver. I find it a bit embarrassing and

have told him several times that I can quite easily go bn my bicycle on

any day, but he insists it's really his duty to see I don't come to any harm'

I like him better than I used to. I catr't close my eyes to the fact that.

he's been kind and consideratE. It's his rlanner that's against him (and

manner, natural a Districtce is a bit off-putt e got used

somethingthatl -Iquiteenjoy the times he takes me out ...

... I feel I must tell you, but please keep it to yourself. About a month

ago he invited me to his bungalow for dinner. He'd gone to a lot of

trouble. lt was the best English meal I've had in India "'After dinner while we were drinking hb-asked me a lot of questions

about my family, about how Davidl was killed, and about Daddy, and

then about me, and what I thought about life and all that sort of thing, but

in a chaffy, sympathetic way that made me open up' (He must be a

.wizards at interrogation! That's not fair. But you know what I mean.)

Gradually I realized he had begunto talk abouthimself. And I wasthinking:

people don't like you much, but you're fundamentally kind, and that's

why you and I have always got on surprisingly well.

... He said he came of <a very ordinary family>, and his grandpdrents

hadb e

riglrt a

wasn e

any <youth>>, or <met the right sort of girl for him>. He was often <pretty

lonely>. He knew he hadrr't much6o offer. He realized his background and

mine were <<rather different>' Our friendship meant a lot to him'

(from <The Jewel in the Crownt by Paul Scott)

NotesI Ethel ['eOel] - 3renr (uua)2 Sh rinagar ['Jrrnego:] - [IpxHerap (ropoa)3 to make up for smth - KoM[eHcupoBarb

a Merrick ['merrk] - Mepux ($aruranr.rr)s off-p uttin g- ornyru aatorquft6 District Superintendent [,su:perrn'tendsnt] of Police - crapuuftnonuueilcxufi pailoua7 David ['dervrd] - [aona (uru)8 wizard ['wrzed] -nonure6Hnx' to join up - rocrytrarb Ha BoeHHyro clyx6y


I . What did the girl send her aunt as a birthday present?

2. What did she write in her letter about?

3. What does she like in Mr. Merrick's character?

4. Where does Mr. Merrick work?5. Where did Mr. Merrick invite the girl one day?

6. How did the girl find the meal Mr. Merrick had prepared? )

7. What did they talk about after dinner?

8. What was Mr Merrick's background?

9. Why was their friendship very important to Mr. Merrick?


1. Because the photograph seemed awful to her.

2. About the colour of the dress.

3. In Mr. Merrick's car.

4. Because Mr. Merrick fears she may get into trouble.5. His manner and his position of a District Superintendent of Police.

6. About a month ago.

7. In a chatly sympathetic way that made her open up.

8. They were a pretly humble sort of people.

9. That he wasn't allowed to join up.

10. That he hadn't met the right sorl of girl for him.


l. He must be a wizard at inlerrogation.a) Ou Aon)KeH 6r,rrs sorfle6HIarcov Ha Aonpoce.

" b) OH, AoDKHo 6ltrl, oueur, HcKycHo BeAer Aonpocbl.c) On, AonxHo 6ut.rt, to,rure6Hux, KorAa ero AonpaunBarcT.

115:: 114:

2. He hadn't much to offer.a) on He r{MeJr rvrHofoto lI3 TOIO, qTO MO)KHO 6ruro npe4l4]faTb.

b) On uaao qro Mor nPeAno)KI'ITb.

c) Ou He lrMeJI MHoro npe.{"noxenuft.

3. He'd gone to a lot of troable.a) On yflleJr, rc 6oltrtroltty co)KiuleHulo.

b) Ha Hero csanurocs MHolo nenpurrnocrefr'c) Onrpk{Jloxtulmuoroyculnfi. /


1. The girl had no secrets from her aunt.

2: Mr. Menick was a good and suitable match for the girl-

Ex. 6. Give your opinion on the following point.

It's good to have someone you can confide in.

Ex. 7; Read the Passage imitating the speaker's intonation'

After dinner while we were drinking he asked me a lot of questions'

about my family, about how David was killed, and about Daddy, and then

about me, and wllat I thought about life and all that sort ofthing, but in a

chatty, syrnpathetic way that made me open up. (He must be a wizard at,

interiogation! That's ntt fuir. But you know what I mean.) Graduatly I;realizeJ he had begun to talk about himselfl. And I was thinking: people

don't like you much, but you're fundamentally kind, and that's why you

and I have always got on surprisingly well.,.. He said he came of <a very ordinary family>, and his grandpar€nts

had'beeil (pfetty humble sort of people>. He had worked hard and dOne

all right so far in the Indian Police, and his main regret was that being in

it he wasn't allowed to join up. His other regret was that he'd never

really had any <youth>,'or <mel the right sort'of girl for him>. He was

often <pretty loneily>'. He knew he hadn't much to offer. He realized hiC

background and mine were <rather different>. Our friendship me4nt ar'

' Text6

Ex. 1 Read the text and do the'exercises that follow.

STRANGE ENCOUNTER (PART I)One morning many years ago, I had been prospecting forgold along

Coho Creekr on southeastern Alaska's Kupreanof Island2,'and as Iernerged from a forest of towering spruce3 and hemlockal saw something

straight ahead that mqde me freeze in rny trackss. Nb more than 20

paces away in the flat muskeg6 was a huge, black Alaskan timber wolfl -caught in one of Trapper George's wolf traps.

Old George had died the previous week of a heart attack, so the wolfwas lucky I had happened along. Yet now, confused and frightened as Iapproached, it backed away in silence, straining at the trap chain' Then Inoliced something else. The wolf was a female, and her teats were.full ofmilk. Somewhere, a dens ofvery hungry pupse was waiting for their mother.

My heart went out to this poor creature. From her appearance, Iguessed that she had been there only a few days' That meant her pups

were probably still alive, surely no more than a few miles away. But Ibelieved that if I tried to release the animal, she would probably feel

threatened and, turning aggressive, tear me to pieces.

So I decided to search for hef pups instead. As the big animal watched

warilyr0, I looked for her incoming tracks. Fortunately, some ofthe bitter

cold of the previous-winter hlrd lingered and there were still a few

remaining put"h", of snow I hoped any tracls I might find would lead

rne to the wolf's den. After several moments, I spotted paw marks on a

trailtr skirting the muskeg, and set off irito the trees.

The tracks led half u--it" through the forest, then up a steep rock-

strewnr2 slope. I finally spotted the den at the base of a huge spruce.

There wasn't a sound inside. Wolf pups are shy and cautious; and Ididn't have much hope of luringr3 them outside' But I had to give it a try.

So I began imitating the high-pitched wh imperra ofa mother wolf calling

her young. No response from the den. I tried again.'This time, I detected

a little commotion inside. Then slowly, fourtiny noses poked oul before

disappearing back into the darkness.

:'117 :

lotto him.

:116:

A few moments later, after I tried another call, the pups reappeared,

sniffing the air. They couldn't have been more than a few weeks old. Iextended my hands, and they tentatively suckled'5 at my fingers' Clearly'

hunger had overcome their natural fear. Then, one by one, I placed the

little fur balls in a burlapr6 bag, and headed back down the slope.(by Moruis Homer Erwin)

Notes "I Coho Creek ['koheu'krr:k] -

Koro Kprlr (rllecrnocrr)2 Alaska's Kupreanof lsland [e'leskez,k,,rprI'jrenef 'allend] - ocrpoB

Kyrpz.rnou ua Al.ncxe3 spruce [spru:s] - enua hem lock ['hemlok] - rcyra (aulep. xnoiluoe 4epeno)5 in one's tracks - cpa3y xe6 m uskeg [mrrs'keg] - roprfruar nouna7 timber ['trmbe] wolf-necuoft sorx8 den -

6epnota; rpyflfia BoJIqarn pup [pnp] -3A.

BolqeHoK \-ro warily ['weerrh] -ocropoxHorr trail [tretl] -rpona tr2 rock-strewn ['rok'stru:n] -

ycsrnaHuutft raunauurr to lure [jue] - euluaHuBarbra to whimper['wImpa]

-xHbmarb15 to suckle ['srrkl] - cocarbr6 burlap ['bs:lep] -xonuleeurfiEx.2. Answer the questions.

l. What did Morris see as soon he emerged from the forest?

2. Why did Morris think that the wolf was lucky to have Morrisnearby?

3. How did Morris feel when he approached the trapped wolfl4. Why did Morris suppose that the wolf had some pups?

5. Why didn't Morris release ihe wolf straightaway?6. What did he decide to do first?7. Where did the tracks lead him?8. Why did Morris have little hope of luring the pups out?

9. How did he finally manage to lure them outside?

10. Where did Monis go after putting the pups in his burlap bag?


l. Along Coho Creek.

2. In one of Trapper George's wolf traps.

3. He died of a heart attack.4. A den ofhungry pups.

5. The wolf's incorning tracks.6. At the base of a huge spruce.

7. There were four pups.

8. Because hunger overcame the pups'natural fear.


l. ... that made me freeze in my tracks.a) ... uro 3acraB[iro MeHr 3acrbrrb Ha Mecre.

b) ... vto cAenano MeHrr BHe3anHo o6leAeHeBUrnM or yx(aca.

c) ... uro 3aMopo3lrno MoH cJreAbr.

2. My lteart went out to this poor creature.a) Moe cepAue BlrpB€urocb K gToMy 6e.4uouy )KHBorHoMy.

b) Moe cepAue pBanocb K 3roMy 6e4Houy cyurecrBy.c) Moe cepAIIe HanoJrHuJrocb coqyBcrBr-rerl rc 6eAnouy cylqecrBy.

3.'From her appearance, I guessed ...

a) Yera4er ee, .q AoraAarcs ...

b) npu ee [o.rrBJreHhr,r q AoraAa]rcrr ...

c) flo ee BHeruHeMy BHAy r noHqr ...4. Fortunalely, some of the biller cold of the previous winter had

lingered.a) K cvacruo, clrJrbHbre xoJroAa [poueAurefi snlrur lare 3aKoH.quJrr.rcb.

b) K cuacrrro, HecMorpr Ha ro, r{To 3HMa 3aKoHr{Hracb, cypoBbre

xoJroAa eule npoAon)K€LrrHcb.

c) K cuacrsro, qacrb cuJrbHbrx xoJloAoB 3aKoHquBrrreftcq srrurr ga-

Aepxanacb.

Ex,5. Develop the ideas to sum up the contents of the text.

1 . Morris was astonished at the sight of a huge wolf in atrap.2. Morris made a decision to find the wolf's pups.

:119 -

:118 :

l. Only a very brave and kind'man could come to a wolf's rescue'.

2. People are in charge ofnature.


Old George had died the previous week of a heart attack, so the wolfwas lucky I had happened along. Yet now, confused and frightened asrl

approached, it backed away in silence, straining at the trap chain. Then Inoticed something else. The wolf was a female; and her teats were fullof milk. Somewhere, a den of very hungry pups was waiting for their

mother.My heart went out to this poor creature. From her appearance, I

guessed that she had been there only a few days. That meant her pups

were probably still alive, surely no more than a few miles away' But Ibelieved that if I tried to release the animal, she.rysuld probabty feel

threatened and, turning aggressive, tear me to pieces. l

- Text7


STRANGE ENCOUNTER (PARI rr)

- At dawn I was awakened by'four fluff,r bundles2 of fur sniffin$

my face and hands. I glanced towards the mother wolf. She held back,

look of agitation in her eyes. If I could only win her confidence, Ithought. Does she have the intelligence to accept an act ofkindness? It was her only hope.

Over the next few days, I divided my time befween prospecting and

trying to win her trust. I talked gently with her, threw her more veni

and played with her pups. Little by little, I kept edginga closer -careful to remain beyond the length of her trap chain. The big ani

never took her dark eyes off me.

At dusk on the fifth day, after my prospecting, I delivered her dai

fare of venison. <iHere's dinner for you,>> I said softly as I

<<C'mon now, girl. Nothing to be afraid of'> Suddenly, the pups

iig

l

lrtrundings to tne. At least I had their trust. But I was beginning to lose

Irope of ever winning over the mother. Then I thought I saw something.Was there a slight wagging of her big, bushy tail? I couldn't be sure.

I could see her injury. She had been lucky. The trap's steel jaws6 had

irrrprisoned only two toes. They were swollen and laceratedT, but she

wouldn't lose the paw - if I could get her out of the trap. It was tooslrong for me to pull apart, so I cut a pair of spruce limbs and droveslakes8 into the ground to form a levere. Placing the poles over each

spring, I applied pressure.

<Okay,> I whispered. <Just a little longer and we'll have you out oflhere.> Surprisingly the huge animal didn't move

I applied more pressure. Suddenly the trap sprang open, and the wolfpu I I ed ftee. Whimperjngr 0, she lopedr I about, favouring the inj ured foot.At this point, all my experience in the wild suggqsted the wolf wouldgather up her young and vanish into the woods. But she didn't. Cautiously,she crept towards me. I drew back, wondering if I could trust her.

Uneasy, I pushed the pups towards her. <Here they are, mother,D Inrurmured. <<You're free. Go on now.) I tensed, ready to leap away atllre slightest sign oftrouble.

The pups nipped playfully attheirmother as she stopped at my elbow.

Slowly, she lowered her head and sniffed my hands and arms. Then thewolf began lickingr2 my fingers, hei long, pink tongue moving in soft,

rlclicate motions. I was astonished. This went against everytling I had

r;ver heard about tirtrber wolves. Yet strangely, it all seemed so natural.

After a while, with her pups scurrying around her, the mother wolfwas finally ready to leave. I stood watching as she limped'3 off towardstlrc forest.

(by Morris Homer Erwin)

Notes| fluffy ['fllfi] -

nyurucrrfi'bundle ['bnndl] -yrenor,

oxanKaI venison ['venzn] -oleruruaa to edge [edg] - noao.urzrarbc{' to bound [baund] - cxaKarb, npurarb6 jaw [d5c:]

-seJrrocrb,3a)KnM7 lacerated ['lesarertrd] -puannil (o pane)

:,,21 -=-:12O:

8 stake [sterk] - xol; crol6e lever ['li:ve] -Pltuarro to whimPer ['wrm1-'] -xHblKarb" to lope [ieup1 - oltut"

"flprlnpbrx(Ky (o Nrlnornux)

''z to lick [hk]rr to limp [hmp] -xpoMarb,

rrpuxpaMblBarb


1. What hope did Moris cherish while trapped wolfl.

2. What did Monis do to win the wolf'

3. What change in the wolf's behavio see on the fifth

day?

a. Wirat did the Wolf's trapped toes look like?

9. Why was Morris astonished?


are answers.

l. At dawn.

2. Between prospecting for gold and trying to win the wolf's trust'

3. A big Piece of venison'

4. He had at least the PuPs' trust'

5. No, the steel jaws (of the trap) irnprisoned only two toes'

6. With the helP of the Poles'

7. He wasn't sure if he could trust the wolf'

8. The wolf limping off towards the forest'


1. It was too strong fo' ^i 'o pull apart'

a) Mne 6suo oqeHl rpyAHo raurllrb BoJIKa LI3 KanKaHa'

bj Kun*u" 6utl c,ruumoM npoqHblM, 'rro6st t cMor nerKo pa3'

xaTb elo.c) Bonx 6rtl clnurxoM cl{JlbHblM, qro6lt q cMor ero Bblralqurt''

2. She loped aboulfavouring the iniuredfoot'a) OHa 6erala BnpurlpblxKy, crapatcb He Hacrynarb Ha cBoto

paHeHylo HOly.

b) OHa 6erala BoKpyll sa6rts o csoeii paneuofi nore'

c) OHa 6erala BoKpyL o6rugrtsaq cBolo paHeHylo Hory'

3. ... alt my experience in the wild.

a) ... secr ltofi onrtr soruHofi )Kvr3HA-

b) ... necr lrofi onltr [po)KuBaHI'It B AllKl4x Mecrax'

c) ... recr uoft onrtr o6qenrq c Anrcofi nprapo4ofi'

Ex. 5. Develop these ideas to sum uP the contents of thestory.

I . Little by little Morris won the wolf's confidence'

2. The wolf,s behaviour after she had been released from the trap was

unexpected to Morris.

Ex. 6. Give your opinion on the following point'

It's hardly possible that beasts are ready to accept human assistance.


At dusk on the fifth day, after my prospecting, I delivered her

crluldn't be sure.

I could see her injury. She had been lucky' The trap's steel jaws had

I rrpplied pressure.

,iOtuy,, I whispered. <<Just a little longer and we'll have you out of

llrcre.> Surprisingly the huge animal didn't move'

: 122:

Text 8

Ex. l. Read the text and do the exercises that follow.

YOU SHOULD IIAVE SEBN THE MESS

One day, Jim and Mavist took me in the car to the country, to I

Jim's mother. I-When we arrived at Jim's mother's place, Jim said, <It's a foufteent

century cottage, Lomf.> I could well believe it. It fras very crac

and old, and it made one wonder how Jim could let his old mother hve

this tumble-downa cottage, as he was so good to everyone else. So Mavi

knocked at the dobr, and the old lady.came.

There was not much anyone could do to the inside. Mavis said, <<Isn

it charming, Lor4a?> If that was 4joke, it was going too far. I said to

old Mrs Darby; <Are you going to be re'housedh-but she did

understand this.Then old Mrs Darby said, <My dear, I shall be rehoused in the

I did not know where to look.There was a carpet hanging on the wall, which I think was there

hide a damp spot. She had a good TV set, I will say that. But some ofwalls were bare brick, and the facilities were outside through'the

The furnifure was far from new.

One Saturday afternoon, as I happened to go to the Darbys6,

were just going off to a fifm, and they took me too. Afterwards we

to a flat in CurzonT Street. It was a very clean block, I will say that,

there were good carpets at the entrance, The couple there hcontemporary furniture, and they also spoke about music. It was\ a

place.I met Willy Morley8, who was an artist. Willy sat beside me; and

had a drink. He was )oung; d , with a dark shirt, so one could not

right away if he was clean. Soon after this, Jim said to me, <<Willy

to paint you, Lorna. But you'd better ask your Mum.)> Mum said itall right if he was a friend of the Darbys.

I can honestly say that Willy's place was the most unhygienic?

I have seen in my life. He said I had an unusual type of beauty, whichI

i!

rrrust capture, This was when we came back to his place from the

rcstaurant. The light was ve{y dim, but I could see the bed had not been

rrrade, and the sheets were far from clean. He said he must paint me, but

I lold Mavis I did not like to go back there. <Don't you like Willy?> she

rrsked. I could not deny that I liked Willy, in a way. There was something

rr['rout him.It was always unhygienic when I went to Willy's place, and I told him

so once, but he said, <<Lofna, you are a joy!> He had a nice way, and he

Iook me out in his car, which was a good one, but dirty inside, like his

place. Jim said one day, <He has pots of money, Lorna,> and Mavis said,

<<You might make a man of him, as he is keen on you.> They always said

Willy came from a good family.But I saw that one could not do anything with hirn. He would not

change his shirt very often, ot get clothes, but he went around like a

lrampl0, lending people money, as I have seen with my own eyes. Hisplace was in a terrible mess, with the empty bottles, and laundry in the

o()mer. He gave me several gifts over the period, which I took, as he

would have only given them away, but he never tried to go to the fulloxtent. He never painted my portrait, as he was painting fruit on a table

irll that time, and they said his pictureswere marvellous, and thoughtWilly and I were getting married.

One night, when I went home, I was upset as usual, dfter Willy'splace. Mum and Dad had gone to bed, and I looked round our kitchenwhiclr is done in primrose and white. Then I went into the living-room,where Dad has done one wall in a patterned piper, deep rose and white,

lnd the other walls pale rose, with white wood.work. The suit is new,

lrrd Mum keeps everything beautiful. So-it came to me, all of a sudden,

what a fool I was, going with Willy. I agree to equality, but as to me

rnarrying Witty, as I said to Mavis, when I recall his place, and the good

carpet gone greasyr r, not to mention the pdint oozingr2 out of the tubes, Itlrink it woiild break my heart to sink so low.

(by Muriel Spark)

NotesI Mavis ['mevIs] - Menrac (rarvrr)2 Lorna ['lc:ne]- Jlopua (ulu)

: 125:-124_

4.

5.

6.

7.

8.

9.

10.

I cracked [krakt] -rpecrrynurlrfta tumble-down ['trrmbl'daun] - norryparsur4Bfiwircl5 grave [grerv] - urorrana6 the Darbys ['dc:brz] -

cervrrr,{ap6n7 Curzon ['ka : zn] - Kepsou (ynnua)s Willy Morley ['wIlt'mc:h] -yxnnu

Mopnu (uvrnu$arr,rnnrar)e u n hygien ic ['lnhar'd3i:mk] - uerunaeuuunufi , rpxsnrrfiro tramp [tramp] -6po4xraI I greasy [' grr:zr].- x npautrr, calrurrfit2 to oozlul.z]-MeAreHHo nu6erarr, coqarbct


1. Where did the Darbys take Lorna one day?

2. What impression did the cottage make on Lorna?3. Why did Lorna ask old Mrs. Darby whether she was going to be re-

housed?

Where did Lorna meet Willy?Why did Lorna go to Willy's place?

How did Lorna find Willy's place?Did Lorna enjoy Willy's company?Why did he decide to paint Lorna's portrait?Whydidn't Willy paint Lorna's ponrait?What did Lorna think about when she compared her own house withWilly's place?

Ex. 3. Make questions to which the following sentencesanswers.

l. It was a fourteenth century cottage.

2. How Jim could let his old mother live in this tumble-down cottage.

3. In the grave.

4, On Saturday afternoon.5. Aboutmusic. b

6. He was an artist.7. He was young and dark but rather untidy.8. Like a tramp.9..What a fool she was.

Ex.4. Choose the correct variant.

l. ... it made one wonder ...

a) ... nusueiuro yAuBneHHe ...b) ... on (aorur) sacraBJlrJr Hexoropbtx r4HTepecoBarbcr ....

c) ... ero 3acraBrrJro oAHoro lr3 Hac clpocurb ...2. I will say that.

a) -fl crcaxy ero.b) f 6yty roBopurb o6 erov.c) -f, 4olxua rpli3Harb.

3. ... as he would have only given them away.a) ... rarc ToJrbKo oH 3axoreJr rax orAarb.b) ... rax KaK oH rcd panto orA{rn 6rr ux xouy-nrz6yAr.c) ... rarc kar oH npocro xorer ux nrr6pocurr.

4. So it came to me all of a sudden.a) Z. nrHe BApyr cr.uro qcHo.

b) Tarczm o6parou, oHo npuruJro Ko MHe HeoxHAaHHo.c) floeroruy 3To rBr{Jrocb Arq MeH{ Heo)r(uAaHHocrbro.

5. ... it would break my heart lo sink so low.a) ... oHa (rcpacxa) AoBoAHna MeHr Ao orqas:anfl, TaK KaK rro6zxvtBaJIgJlQt> Hanony.b) ... ona (reaprr,rpa) cAenzlra 6H MeH.s Hec.{acruofr, ecnu 6st

' XI4NA HA HI,DKHEM 3TTDKE.

o) ... lrr Nrenq 6ruro 611 6olnuuM HecqacrbeM orrycrr.{Tbcr AoraKoro ypoBHr.

Ex. 5. Develop the ideas to sum up the contents of the text.

l. Lorna was shocked at the sight of Jim's mother's cottage.2. Willy's place was very untidy.


I . Your friend's untidiness is not a serious reason for breaking up withhim.

2. For some people appearances are more important than personality.

:126: :127 :

:

iIt

.l

Ex.7. Read the passage imitating the spdaker's intonation'

One Saturday afternoon, as I happened to go to the Darbys, they

*ere just going off to a film, and they took me too' Afterwards we went

to a flat in curzon Street. It was a very clean block, I will say that, and:

there were good carpets at the entrance. The couple there had

contemporary furniture, and they also spoke about music. It was a nice

place. tI rnet Willy Morley, who was an artist. Willy sat beside me, and

had a drink. He was young, dark, with a dark shii1, so one could not

right away if he was clean. Soon after this, Jim said to me, <Willy u

to paint you, Lorna. But you'd better ask your Mum'>> Mum said it

all right if he was a friend of the Darbys.

I can honestly say that willy's place was the most unhygienic place

have seen in my life. He said I had an unusual type of beauty, which

must capture. This was when we cafiie. back to his place frpm

restaurant. The light was very dim, but I could see the bed had not

made, and the sheets were far from clean. He said he must paint me,

I told Mavis I did not like to go back there. <Don't you like Willy?>

asked. I could not derry that I liked Willy, in a way. There was somethi

abouthim.

Text 9


rrre vllage r ri,,"a ," *f:,ltTtJ;.' and lav on the

River about fifteen miles east of Pittstown2, our count5/ town and

big place. We had an official population of about five hundred, dnd

surounding faims probably brought the district up to eight hundred s

We supported one lawyer, who was also the magistrate3, and

banker in a private bank, as such things still existed at that time. We

two doctors: Dr McCauslanda who was reputed to be clever, and

Stauntons, who was also clever.

We had a dentist, a man without manual skill, whose wife underfedhirn, and who had positively the dirtiest professional premises6, I haveover seen; and a veterinarian who drank but could rise to an occasion.We had a canning factory, which operated noisily and feverishly whenllrere was anything to can; also a sawmillT and a few shops.

The village was dominated by a family called Athelstan8, who haddone well out of lumbere early in the nineteenth century; they ownedl)eptford's only three-storey house, which stood by itself on the way totlre cemetery; most of our houses were of wood, and some of themstood on piles, for the Thames had a trick of flooding.

My family enjoyed a position of modest privilege, for my father wastlre owner and editor of the local weekly paper. The Deptford Banner.It was not a very prosperous enterprise, but with the job-printing plant itsustained us and we never wanted for anything. My father, as I learnedlater, never did a gross business of $5000 in any year that he owned it.l{e was not only publisher and editor, but chief mechanic and printer as

well, helped by a.melancholy youth called Jumper Saulr0 and a girl calledNell Bullockrr. [t was a good little paper, respected and hated as a properlocal paper should be; the editorial comment, which my father composeddirectly on the typesetting machine, was read carefully every week. Sowe were, in a sense, the literary leaders ofthe community, and my fatherhad a seat on the Library Board along with the magistrate.

Our household, then, was representatiw of the better sort of life intlre village, and we thought well of ourselves, Some of this'good opinionarose. from being Scots't; my father had come from Dumfriesr3 as ayoung man, but my mother's family had been three generations in Canadawithout having become a whit lgssra Scots than when her grandpaientsleft Scotland. The Scots, I believed until I was aged at least twent5z-five,were the salt ofthe earth, for although this was never said in our householdit was one of those accepted truths which do not need to be laboured. Bylirr the majority of the Deptford people had come to Western Ontariorsliom the south of England, so we were not surprised that they looked torrs, for common sense, prudencer6, and right opinions on virtuallycverYthing'

ey Robertson Davies)

r l;rr 2750 :129::.128:

NoteS 1

I Deptford ['deptfed] - [enrSopu (lepenHx)2 Pittstown ['prtstaun] -IlurcrayH

(ropo,u)I mqgistrate ['med3Istrrt] - ry4rra Dr. McCausland [mak'kc:zlsnd] - [orcrop Marxoueu4s Dr. Staunton [rstc:nten] - [orrop CronroH6 prem ises ['premISrz] - s4. npaue6uufi ra6nuer7 sawmill ['sc:mrl] -JlecortrrlbHar

r[a6pura8 Athe lsta n [' re 0elsten] -

Arelctas (Qarraulr'u)e lumber['ro.Jumper nep Con (uux u $aruranr'ra)n Nell Bul ox (uur u Qarralumr)t2 Scots [skots] - uouauAuur 3 D um fries [' d,l'mfrrz]

-,{ar"r Qpras (rraecruocrr)

'a a whit [wrt] less- HIr na ftory uenuue1 5 Wcstern' Ontario [rwestn,on'teerreu] - 3ana4Hoe OHrapno]6 prudence ['pru:dns] - 6naroparyMlle, ocropoxHocrb


1. Where did the author's village lie?

2. Whom didthevillage community support?

3. What was the Athelstan family famous for?

4. Why did most of the houses in Deptford stand on piles?

5. why was the author's household representative of the better sort

life in the village?6. What reputation did the local paper which the author's father ow

enjoy among the villagers?

7. Where did the author's ancestors come from?g. why wasn,t the author surprised that the people ofthe village tu

to his parents for advice on various matters?

Ex. 3. Make questions,to which the following sen

are answers.

l. Ofaboutfivehundred.2. They had two doctors.

3. The dirtiest professional premises'

4. Noisily and feverishlY.

5. In the nineteenth century.6. A ihree-storey house.

7. Yes, they were ntade of wood.8. A melancholy youth called Jumper Saul and a girl calledNell Bullock.9. They thought well of themselves.

10. From the south of England.

Ex- 4. Choose the best translation.

l. We supported one.lawyer.a) Mu coAepxanu 4ABoKara Ha cBou AeHLtH.b) Mn noAAepxfl{Banr{ oAHoro aABoKara.

c) V Hac 6Hr csofi aABoKar.

2. ... hut could rise lo an oecasion.a) ... ruor Bcrarb crryuafino.b) ... luor [oAHrrbcs or cnyqar K cJD/qarc.c) ... rr,ror rroAHrrbcf, rro Bbr3oBy.

3. ... when there was anything to con.a) rcorga rau 6ulo ncE pstt coxpaHeHnr.b) rcor4a 6rno qro-ro, rrro oHH Mouru Aenarb.c) rorqa 6ruro qro-nu6yls KoHcepBr,rpoBarb.

4. ... who had done well out of lumber.a) ... ronopar pae6orareJra Ha ApeBecnHe.b) ... xoropar xopouo o6pa6aruaanaApeBecxHy.c) ... xoropar xopottro pa6omla c 4peeecuHofi.

5. ... which stood by itself.a) ... Koropuft crosr B orAaneHr.rH.

b) ... rmoprrfi crom cau.c) ... rcoropufi crosr 6es onopu.

6. ... and my falher had'a seat on the tibrary Board olong with themagistrate.a) ... r4y Moero orua 6sno Mecro s Coesre 6u6nfiorexu HeAaneKoor cyAbH.

b) ... raofr oreq 6rut.fieHotvr Cosera 6r,r6rrroreKH, TaroKe KaK r,r cyAbr.c) ... n uofi oreq cHAen Ha 3aceAaHHH Cose.ra 6r,r6luorercn prAoMc cy4sefi.

:130: :131 :

' Ex. 5. Develop these ideas to sum up the contents of the

storY.

1. Deptford was a typical Canadian village'

2. Theauthor's family enjoyed a privileged position in Deptford'


l. National stereotypes are accepted tryths'

2. Advantag", und di.advantajes of 'living

in the country' /


direcily on the typesetting machine, was read carefully every week' So'

*" *".", in a sense, the liierary leaders ofthe community' and my father'

had a seat on the Library Board along with the magistrate'

Text 10

Ex. 1 Read the text and do the exercises that follow'

IN TIIE ARMY

and historians are the people to discuss wars; I was in the infantryr'

most of the time I did not know where I was or what I was doing

that I was obeying orders and trying not to be killed in any of the vari

of horrible ways oPen to me'

First I left Deptford2 for the training camp' I had

from home alone before. I found myself among men

I shall say little-about the war, because though I was in it from ear

1915 until late 1917 I never foun{ out much about ituntil later. commande

never been

irr the world than I, and I tried not to attract attention by any kind ofsingular behaviour. Some ofthem knew I was desperately homesick andwere kindly; others jeered3 at me and the other very young fellows.'fhey were anxious to niake men of us, by which they meant making uslike themselves, Some of them were men indeed - grave,.slow younglhrmers with apparently boundless resources of strength and courage;ol.hers were just riffraffl of the kind you get in any chance collection ofnren. None of them had much education; none had any clear idea whatthe war was about, though many felt that England had been menacedsarrd had to be defended; perhaps the most astonishing thing was thatnone ofus had much notion ofgeography and thought that going to fightin France might involve almost any kind of climate, frorh the Pole6.to thellquatod. Of course"some of us had some geography in school and hadstudied maps, but a school map is a terribly uncommunicative thing.

I was a member of the Second Canadian Division, and later we werepart of the Canadian Corps, but such descriptions meant little to me; Iwas aware of the men directly around me and rarely had a chance tomeet any others. I might as well say at once that although I was onpretty good terms with everybody I made no lasting friends. There weremen who formed strong friendships, which sometimes led to acts ofbravery and there were men who were great on what they called pals8

arrd talked and sang loudly about it. Those now living are still at it. But Iwas a lonely creature, and although I would have been very happy tohave a friend I just never happened to meet one.

Probably my boredom was to blame. For I was bored as I have neverbeen since - bored till every bone in my body was heavy with it. Thiswas not the boredom of inactivity; an infantry traineee is kept on the hopliom morning till night, and his sleep is sound. It was the boredom thatcomes of being cut off from everything that could make life sweet, orirrouSe curiosity, or enlarge the range of the senses. It was the boredomthat ccimes of having to perform endless tasks that have no savourr0 and

lcquire skills one would gladly be without. I learned to march and drillirnd shoot and keep myself clean according to Army standards; to makerrry bed and polish my boots and my buttons. None of it had any greatrcality for me, but I learned to do it all, and even to do it well.

(by Robertson Davies)

:133:: ,132:mofe ex

NotesI infantry ['InfentrI] -nexom2 Deptford ['deptfed] - 4ernr[opa (aepenHr), to jeer ['dSre] at smb - rno floArlr) r I,IBarb HaA KeM-JIu6o, uacuexatscla riffraff ['rrfrafl - or6poclt o6uec, na; noAoHKIl5 to menace ['menrs] -YrPoxarr6 the Pole [peul] - nonroc7 the Equator [rk'weIte] -

3KBaroP8 pal ['pal] -roBapru.

nPl4flrenbe trainee [treI'ni:] - craNep, npaKruKaHrro savour ['serve] -nxYc,

nPlIBKYc


1. Why can't the narrator say much about the war?

2. What was he doing most of the time when he was in the army?

3. What kind of men surrounded him in the training camp?

4. What was the most astonishing thing for him?

5. How did he account for his loneliness?

6. Why was he very bored?

7. What did he learn to do in the armY?

Ex. 3. Make questions to which the foltowing sentencesare answers.

l. In the infantry.2. He'had never been awaY from home.

3. He was desperatelY homesick.

4. To make men of them.

5. None of them did.

6. On pretty good terms.

7. On the hop from morning till night.

8. It was sound.

9. He did itwell. Nr


l. ... by whiclt they meant making us like themselves'

a) ...a gro o3Har{alo, qro oHH caMa ce6e upasulucr.b) ... .rro o3HaqaJro, qTo oHr4 AOJDKHbT 3acTaBilTb sac nomo6n:rr nx.

c) ... vro npeAnonarano cAenarb Hac floxo)ruMl4 Ha HHx'

2. ... others were just riffraff of the kind you get in any chancecollection of men.a) ... runa rex lrogeft, Koropbrx Mo)r(Ho Bcrperrrrb s Jrro6oficrryvafiHofi rpynne.b) ... roro rnna 1rc4efi, Koropbtx MoxHo Bcrperr.rrb s rrc6oN,rcnyqae.c) ... rnna rex, Koropbte Bcrpeqaorcr B peAKr{x KoJIneKrIr{sx.

3. Those now living are still at it.a) Te, rcro cefi.{ac xr4B, Morqar o6 erou.b) Te, xro cefiqac xur, cnoxoilHo orHoc.,rrcs K oToMy.

c) Te, rro cefiqac xas, ncd eule ruo6ar ero.4. I just never huppened to meet one.

a) Mne npocro He AoBenocb Bcrperr4Tb raKoto.b) Y veur KaK pa3 HliKotAa ne 6suro cnyqaq Bcrpernrb Koro-To.c) Y n,teHr roJrbKo Hr4KotAa ue 6rllo Apyroro cnyqat.

5. For I was bored as I have never been since.a) IlocronsKy MHe HuKorAa ue 6rrlo raK cKyqHo, KaK TorAa.b) floerovy c rex fiop q HnKorAa ue cry.ral.c) MHe HnKotAa He 6rrlo cKyrrHo c rex rrop.

Ex; 5. Develop these ideas to sum up the contents of thestory.

| . The author's recollections of the war were different from what hehad read about it in books.

2. In the training camp the author felt lonely and miserable.

Ex. 6. Give your opinion on the following-points.

l. Being away from home for a long time may be very stressful for a_ young person.

2. During the years of military service young men acquire many usefulskills.


I was a member of the Second Canadian Division, and later we weregxrrt of the Canadian Corps, but such descriptions meant little to me; I\vils aware of the men directly around me and rarely had a chance to

:135::134:

meet any others' I might as well'say at once that although I was on

pretty good terms with ev

men.who formed strong

bravery, and there were men who

and talked and sang loudly about it. Those now living are still at it' But I'

was a lonely creature, and although I would have been very happy to

have a friend I just never happened to meet one'

Probabty my boredom *u' to blame' For I was bored as I have nev6r

been since - bored till every bone in my body was heavy with it'

Text 11

Ex. l. Read the text and do the exercises that follow'

A STROKE OF LUCK

grotesquesr who drift into teaching and are so often the most educative

Sshoolmastering kept me busy by day and part of each night- I taught

2ll dav hrrt mv *ooa"n leg mercifully spared me from the nuisance ofl. I liked the comPanY of most oflY divided among good menVh-o

o were awful teachers, and thb

influences a boY meets in school'

The boyS liked me for my wooden leg, whose thuds2 in the corri

guv" ample warning of my approach and allowed smokers' loaferss'

Ir"ut"rs to do whatever was necessary before I arrived'

Boy Stauntona was also distinguishing himself as an educator'

was eiucating Leolas, and as I saw them pretty regularly I was able 1

esfimate his success. He wanted to make her into the perfect wife for

rising young entrepreneut' in ;ugar, 9 t was working hard and

und n-ow nad a foot in the world of soft drinks, candy, and confectio

Hehadmanagedbrilliantlyonaprinciplesosimplethatitdeservesbe recorded; he setup a little

"otputty of his own and quickly establish

an excellent reputation, always paying promptly' though ne

prematurelyT. Bank managers grew to love Boy, ll*t soon gave

iealing wiih branches, and borrowed only at Head Office'

Leola had lessons in tennis and bridge, learned not to call her maid'the girl' even to herself, and had no children as the time was not yet at

lrand. She was prettier than ever, had acquired a sufficient command ofuliche8 to be able to talk smartly about anything Boy's friends were likelyIo know, and adored Boy, while fearing him a little. He was so swift, so

lrrilliant, so handsome! I think she was always a little puzzled to find that

slrc was really his wife.-It was in 1927 that Boy's first instance of startlinge good fortune

rrrrived - one of those coincidences that it may be wiser to callsyrrchronicities, which aid the ambitious - something that heaved'0 him,

rrt a stroke, into a higher sphere and maintained him there.

So when the Prince of Wales made his tour of Canada that year, who

was more personable, youthful, cheerful, and in every way suited to be

orre of His Highness's aides-de-camprr than Boy Staunton? And not

siurply for the royal appearance in Toronto, but for the duration of the

Iour, from sea to sea?

I saw little of this grandeurr2, except when the Prince paid a visit tollrc school. We masters all turned out in our gowns and hoods. I was

prcsented, too with my V.C.'3 pinned.to the silk of my gown, but my

rccollection is not of the youthful Prince, but of Boy, who was quite the

rrrost gorgeous figure there that day. An Old Boy'a of the school, and an

ttitlc to the Prince - it was a great day for him, and the Headmaster ofllrlt day doted'5 upon him to a degree that might have seemed a littleovcrdone to a critical eye.

l-eola was there too, for though of course she did not go with Boy on

llrc tour, she was expected to turn up now and then at various points

ncross Canada,just as though she happened to be there by chance- She

lrrrd learned to curtsyl6 very prettily - not easy in the skirts of the

1rcriod - and eat without seeming to chew, and do other things required

hy Boy. I am sure that for her the Prince was nothing more than an

F\cuse for Boy's brilliant appearances. Never have I seen a woman so

pbsorbed in her love for a man, and I was happy for ber and heartily

wrshed her well.(by Robertson Davies)

:137 ::136:

NotesI grotesque [greu'tesk] -

rporecK' uapx

'z thud [Ond] - uYxoil rxxelnft :eYx

s ciich6 ['kli:Jed -luraMr, KrII'luIe

t rtu.tling t'ttoitt!1 -notpRcatoulufi ' nopa:arelurstfi

to to heave [hi:v] - no4nrutarurr aide-de-camp ['erdda'ko:q] - a,uuoraur12 grandeur ['grend3a] IrbIIIlHocrb

" L c. lvice--nairman)- 14. 3aMecrI'IreJIb Al4peKropa no y're6Hofi

ta old boy- 6luurufi yrenraK IIIKoJIbI

't to dote on smth -nro6uru

(Ao 6e:yut'rx)16 to curtsy ['ka:tsr] -.uenarb

peBepaHc


1, How did the narrator characteyize his colleague-teachers?

2. How did the pupils know that their teacher was approaching?

3. What business did Boy Staunton run?

4. How did Boy Staunton manage to rise so quickly in business?

5. What efforts did Leola have to make to match her husband?

6. Why was Boy Staunton picked out to escort the Prince of

during his Canadian tour?

How-diatheheadmasterbehaveonthedayofthePrince'svisit?n

8.

9.

What did Leola think of the Prince's visit? , .. '1

What did the narrator think of Leola's feelings for her husband? I


are answers. t -

l. By day and Part of eaPh night'

2. Fiom having to supervise sports after school''

3. His wife.4. In tennis and bridge.

5. She was Prettier than ever'

6.In1927.

7. Only when the Prince paid a visit to the school.ll. He was the most gorgeous figure that day.9. At various points across Canada.

10. He was happy for her.


l. ... as f saw them pretty regularly ...

a) ... rar KaK fl BlrAeJr HX KpacuBbrMr.r perynflpHo ...

b) ... xor4a.f, BuAeJr, qro oHtr KpacraBbr, KaK o6HqHo ...

c) ... rax KaK r BHAeJT r,rx AoBonbHo qacro ...

2. ... had afoot in the world of soft drinks ...

a) ... uuen lo.uAepxKy B AenoBoM Mrape B o6lamu rr,rrmr.rx (nerr<rx)HANHTKOB..,

b) ... sanrn [porrHoe Mecro n c$epe 6esanxororrHlrx HanrrrKoB ...c) ... nrrlen noqBy B Mllpe npon3Bolcraa 6esam<oronbHbx HarrHTKoB ...

3. ... and had no children as the time was not yet at hand.a) ... rax rar pe6enorc 6rrl eule He c pyKr.r.

b) ... rax KaK BpeMr poxAeHr4r pe6enxa eule He Hacrynrciro.c) ... rax rax pe6eHon 6ul eule ne ro rpeuenz.

4. She adored Boy whilefearing him a little.a) ... ror4a oHa ero HeMHoto 6ocracs. ' ,

b) ... nora oHa ero HeMHoro 6o.eracr.c) ... ra B To )r(e BpeMr HeMHoro ero 6oslacr.

5, ... she was alwoys a little pualed tolind that she was really hiswtfe.a) ... oHa BcerAa 6ula ueuHoro g3aAaqeHa, y3HaB, qro oHa

4eftcrBurelbHo ero xeHa.b) ... oHa HHKorAa He Morura Ao KoHrra noBepr,rrb B To, rrro oHa

AeicrsnrerbHo ero x(eHa.

c) ... ona BcerAa 6rura s HeKcnopoM 3arpyAHeHuv yts-sa roro, rrrooHa Ha caMoM Aele 6sura ero xeuoft,

Ex.5. Develop these ideas to sum up the contents of the story.

l, Schoolmastering kept the narrator very busy.

2, 'fhe startling good fortune of Boy Staunton.3. Leolawas the right match for her husband.

:139 -

:138:


Even the most ambitious and driving person needs a bit of good luck

to rise swiftlY and staY there'

Ex. 7. Read the Passage imitating the speaker's intonation'

Schoolmastering kept rne busy byday and parl o^f eac!.nlefl,l:"*n'

all day, but my *""d;;1";"t"ir"rry "'u'"d me from *"J:itil?:l

il"t!;T##i1:Tf:11::{* :,"lHffiers. and the

a u werv @Yt efs' and the

n d are so often the most educative

'^tfi:fi ;,TilJT:';J.';fi ooden':':,rT:".'111'.:*;:X'ff;

*"":';-"0?'Jffiil; "i,o'"":l l11 l5::i :T?);i:' roarers'

dreamers to do whate;;;;;t necessary before I arrived'

Text12


oI what it was like, all those years ago, when I was a little guy and all my

lriclrds were bigger than me. I was small and thin, and I always got

, lrrssic - you may not have seen it, so I'll describe it for you'

'l'here,s this really weedy3 guy on the beach with his girl-friend. She's

k.llcr, andvery soon-inthe advert it seems asthough it's justtwo days

l',1r'p - he looks like Rambo and SQhwarzenegger and King Kong all

r,,llcd into one. Then of course he goes back to the beach and finds the

lrig lrulk who is lying in the sun with his girl. You've guessed what

Ir;rppens - he makes fun of the big guy and kicks sand in his face and

pt'ls his girl back. Happy ending on the beach!

l'hat was just what I wanted. I dreamed of getting huge ntuscles and

rrrirliing all the others look ught aboutbeing able to get

,,,,1'- girl I wanted! So I sen took the course. I didn't tell

,','u,.,n. because I wanted worked at it secretly in my

lre tlr.oom. And I mean 'worked'! It was very hard and it took ages. I didn't

t'rrtl dp looking like the Pi

Erlling tnore muscles, an

lo lirrd a beach and a girl'l hat wasn't easy for a boy living in the middle of London. All t had

\\,rs yard. nce came'

I lrc y, cal mY class'

\lre Winn her about'

I lris was my chance! I went up to him and told him to stop it in my best

Alan tells about what was like being one ofthe sm class '

the old days' and *h"t n"pd; '1'rl"ir'""119^t:*, :Til- " ;'l:"1 :JH J

"':'#ii"' " "o" ".

r s em e nts.l!.,o| ; :; :; l; ;,g" :

t

and stronge,, un' ^'*1"l--"'" muscular 9:Y::"Y,:?Jll?:::ll i.fltlil;tli st man in the worrd It onrv takes

minutes a day!' have a o"Y"i:LT|:: :li];::lilllt"tiJ;,?; bovs go green wtth "luv

u.nd bring the girls flocki

round you!' There u'i tI ua u lot of them in:i:^t:jl1le orher dztT{"tl;Jffi, il"* uu* t''"*' of course' until the other

'

-.+L^backofacomicmySonwasreading'Ittookme. -- :,.-+ I^-'f .hqnoef tf-'""gf''t, it";t tif" tronnyt Things just d91't ch'ane; at

arestilllotsofmengolngroundthinkingthattot,--^..^^r^. r.ho frrnnv thifsuccess in life, ull yoo n""Ji'io f-tuu" f-ots of muscles' The funny th

that most girls say they don't go for2 muscles' Anyway' I was rem

STRONG MAN

-14O-

:14'l :

and bully. lhen sne IIerPsu vrvb tv 4" ^-

in" "t"*a.f pupils melted away' This w

i"l *1",a the school lavatory and crieSo I went to fne seluu

-" una I sat on the floor of the lavatory ror a rurr6 !''v

home.I have never in my life hit anyone else- since then'

-''(adapted from an English magazine)

Notes(urug)

'tii"'.t -uuplu: 3uac (ut"tr u Qar'tHnun)

c:tsr,ni: ga] - lllnaPueuereP

Rambo ['rambeu] - Perra6o

Winnie['wrm]-VltttuuI

' ltcnl

a hulk5 look arrcsuHof6I too Pa3MaxHYnct{

? thug [0,r9] -xyn]IfttHEx. 2. Answer the questions'

1. What did the popular advertisements about becoming bigger

stronger saY?

What made Alan recollect the advertisements of thirty years o

what r^ 6an\, ffier1 ,rlint fir"v need to b" 1.tu"::tjrt:.:;t"tWhat lan's attention one daY?

What e had seen the advertisement?

How taken a bodY-building course?

W"tty *urn', it easy for Alan to get the chance to demonstrate

2.

J.

4.

5.

6.

7.

t{.WhatincidentatschoolmadeAlanthinkthathischancecameatlast?(). were Alan's actions towards Greg carefully calculated?

10. Did the girl act in the way Alan had imagined it?

I I . What did ,q.lan do after he remained alone?

I l. What impact did the incident make on Alan's life?


answers.

I

They don't go for muscles'

Yes, there were a lot of them in the old days'

Because he was small and thin'

ln a paper.

Because he wanted it to be a surprise'

Yes, it was very hard and it took ages'

He only looked down at Alan and laughed'

[{e thought, (Did I do that?>

She came up to Alan and slapped his face'


... that will make the other boys go green with envy'

a) ... xoropoe 3acraBllT Apyrnx pe6lr noseleHerb or 3aBwcrn'

b) ... noropoe BblcraBI4T Apyrux pe6rr 3ereHblMr4 rcHIIaMu or

'raBucT]{.

c) ... rcoropoe 3acraBI4T Apyrllx pe6n 6erarr B necy or 3aBucrl4'

). I dreamed of ... making all the others look up lo me'

a) -fl rueuran o roM, qro6rt 3acraBzT'b Bcex orHocvrrbcit' Ko MHe

(j yBtl)KeHI4eM.

b) fl veqran o roM, r{To Bce 6yayt BbIHy}KAeHbl cMorperb Ha MeHq

r(aK Ha o6paseq.

c) ,f, veural cAeJlarb raK'

cHr.l3y BBepx.

,rro6sr Bce cruullt cMorperb Ha MeHt

\ ... and that mude me feel better'

a) ... lI 3To 3acraBnJlo MeHt [oqyBcrBoBarl ce6s nfrrlle'

ll) ... ra 3To cAenano MeHt rytlrtre'

o) ...n or 3Toro t qyBcrBoBar ce6r lyvure'

:143:new abilities?

I

4

5.

SfiA, I was portent and one day my chance came.a) Eqe r 6rur repnelktB,vr oAHaxlbr MHe npeAcraBr{Jracb Bo3Mox.HOCTb.

b) Telr He MeHee, r 6rrn reprenuB, r{ oAHaxAbr MHe rrpeAcraBr,rnacbB03MO)KHOCTE.

c) -f, no-npexneuy 6rur repnenr,rB, r,r oAHaxAbr uHe npeAcraBr.r.nacb

BO3MOXHOCTb.

I still don't understsnd the rest of it.a) Au cefi.rac He [oHr{MaIo roro, qro npou3orlno noroM.b) -f, nce-raxI,r He noHuMaro roro, qro [pon3orlJro noroM.c) -II eqe He rroHr{Maro roro, qro npor.r3orlno [oroM.


1. Alan's decision to join a body-building course was prompted by a

newspaper advertisement.2. The incident at school didn't happen the way Alan had imagined it.


l. In spite of the great emotional and spiritual progress made in the lastcentury a lot ofpeople still place physical strength above spiritual.

2. Many of the advertisements are misleading because they make usbelieve that we canrealize our ambitions quickly and easily.


As I grew older, I forgot about them, of course, until the other day. Isaw one on the back of a comic my son was reading. It took me backthirty years and I thought, isn't life funny! Things just don't change at all,do they? There are still lots of men going round thinking that to be asuccess in life, all you need is to hbve lots ofmuscles. The funny thing isthat most girls say they don't go for muscles. Anyway, I was remindedof what it was like, all those years ago, when I was a little guy and all myfriends were bigger than me. I was small and thin, and I always gotpushed around. My friends called me 'Tiny'. Ifthey wanted to tease rne,they picked me up and carried me about and made me mad.

NON-FICTIONREADING

Text 13


ROBIN HOOD _ REATITY OR MYTH?

there have been many, the most popular

eval times, Robin Hood, whose deeds

Saxon2 world on the silver screen if not

on e.

out his origin has caused many controversies among

the ny antiquaries of the past have declared that Robin

was a historical figure, and some historians still have a sneaking feeling

that there is more historical truth in some of his early stories than they

will openly care to admit. others have declared him a myth, a forest elf .

His narne came from the fact that he was a robber or was synonymous

:145:

with Robin Goodfellow, and his surname from <of the wood>, or fromthe fact that he wore a hood; he <flourished>, some time between theeleventh and fourteenth centuries. The earliest complete ballads that havecome to us date from earlier than 1400.

The popularity of the early ballads, due no doubt to the fact that theytold of the common man's fight against his powerful eneniies, the richbishopsa and the protectors of the game preServess, led to many infestories with Robin Hood as the hero. The popularity ofthe hero led tonaming of natural features and flowers after him. In Yorkshire6 we haveRobin Hood's bay, in NottinghamT - a cave is his stable, a huge naturalrock - his chair, and a well is named after him.

The mythologistss hold that the naming of natural features after thefolk-hero demonstrates his mythical nature, a rnatter which will bediscussed later. Relics of Robin Hood appear to have provided somepeople with a means of livelihqode many years after his death. Bromero,in his <Travels Over England> (1970), records that near a well not farfrom Nottingham he saw the ancient chair of the outlawrr with a cap onit, which, they said, was his. It seems a pity that we have no more detailsofthe ceremony, the people who conducted it, and the amount ofthe fee.

An examination of some of the mythologists' theories reveals anumber of conflicting ideas. As I have already noted, the first mention inliterature occurs in or about 1377. Robin Hood's place of residence isuncertain. He owns hills, wells, and other natura] features in l_.ans45hl1erz,

Derbyshire'3, and other places. The story is localized in Sherwoodra,Yorkshire and Scotland.

Historical deduction'5 is often diffrcult. AfterRobin Hood,s death thestory passed from person to person by word of mouthr6 probably forsome time before the ballad-makers heard of it. They, ofcourse, elaboratedand magnified it, and added bits of older stories. This then is how a folk-hero grows, and perhaps the proiqps shown here could be applied to themajority of such heroes.

A great deal of mystery remains unexplained, but the same can besaid of ShakespearerT, who spent his life leaving written evidence, whichseems to be preferred to all other kinds. with the date that Robin Hood<flourished> now fixed, it is possible that still further clues in deeds, rollsor records may finally resolve thepuzzle.

As a great hero Robin Hood is dead, but as a flesh and blood person

and an outstanding folk-hero, he will live as long as English people take

an interest in their traditions and folk-lore.(afier P V Harris)

NotesI yeoman ['jouman] archer ['o:tJe] - rfeprr,rep, crperoK

' 2 Anglo-Saxon ['at3gleu'seksan] - anrnocaxcoHcrnft3 elf [elfl -enrr[

(r,nrr[uvecnoe cyulecrBo)a bishop ['bdap] -enucron5 protector of the game preserves fprr'zs:vzf- oxpaHHLIK JlecHoro 3ano-

BE]IH}IKA6 Yorkshire t'jc:kJel - fiopruup (rpaQcrno a AnnruH)7 Nottingham ['notryem]

-HorraHrerra (ropog)

8 mythologist [mr'0oledglst] -rvlrar[olore m eans [mi :nz] of livetihood [' lawhhud] - cpeAcrBa K byuecreoeauraror0 Brome [breum] - Bpoyrrl (Qaumur)It outlaw ['autlc:] - usrralrunx, rcrofi12 Lancashire ['la4keJre] -JlaHxarlup

(rpaQcrno a AHnrun)rr Derbyshire ['do:brJre] -,{ep6uurup

(rpaQcrao n AHrrzu)I a Sh erwood ['Js : wud] forest- lllepnyAcxnfi lecr 5 ded uction [dr' d,rkJn] - BhrBoA, 3aruuoqeHlte16 by word of mouth - no ycrHoMy IIpeAaHrdIo, ycrHo

.

t7 Shakespeare ['JerkspIe] - lllercnlp


1. What facts did the name of Robin Hood come from?

2. What time is Robin Hood supposed to have lived?3. What year do the earliest ballads about Robin Hood date from?

4. What did the popularity of Robin Hood lead to?

5. What does the examination ofthe mythglogists' theories reveal?

6. Why is historicaldeduction diffrcult?7. What things are named after Robin Hood?

8. What does Brome record in his book?

9. What may frnally resolve the puzzle of Robin Hood?

10. Why do people still take an interest in Robin Hood?

: 146: :147 :

L That Robin Hood was a historical figure.2. That there is rnore historical truth in some of his early stories than

they care to admit.3. Some time between the eleventh and the fourteenth centuries.4. They demonstrate his mythical nature.5. With a means of livelilrood for many years after his death.6. He saw the ancient chair of the outlaw with a cap on it.7. lt seems a pity that we have no more details of the ceremony.8. It occurs in or about I 377.9. lt passed from person to person by word of mouth.

10. Yes, the process shown could be applied to the majority of such heroes.


l. There is more historical trLrth in some of his early stories than theywill openty core to odmit.a) ... vev oHn orKpbrro npn3Haror.b) ... uervl oHH xoreJrh 6rr ny6luuuo [p143Harb.c) ... vev oHn 6y4yr orKpoBeHHo nplr3HaBarb.

2. ... due no doubt to thefactthatthey told of the common man's fightagainst his powerful enemies.'a) ... uecovHeHHo, 6naro4apl ronry Qarcry, qro oHrr ...b) ... HecoruHeHHo, a3-3a roro Sarcra, o KoropoM oHrr ...c) ... HecouHeHHo, B coorBercrBhll c reM Qarcrou, qro ...

3. Relics of Robin Hood appear to have providetl some peopte witha means of livelihood for many years.a) Cne4u Po6zH fyAa nornnrrcrcr e o6ecneqeHra HeKoropbrxlro4efi ...

b) I-leHutre eerqn Po6uu ly4a Frvercrcr B pacnoprxeHavrHeKoropbrx,rroAetZ ...

c) Ora:uaaercr, r{To pen[KBtut o Po6zH fyge o6ecneqfirH HeKo-Topbrx lrcAefi ...

4. Il seems a pity that we have no more details of the ceremony.a) OleHs )KaJlL, qro ...

b) flpuxoaurct co)KaJlerb, qro ...

c) K coxaleHlrto, Kall(ercfl, tlro .'.5. The same can be said of Shakespeare, who spent his life leaving

written evidence, whiclt seems to he preferred to all other kinds.

a) ... xoropoe Kol(ercfl caMbIM h3nl'o6neHHllM BI'IAoM 1,3 Bcex'

b) ... xoropoe, oKa3blBaerct, cneAyer npeAnoqecrb BceM ApyrLM

BfiAAM.

c) ... noropoe, KaK Kaxerct, -sBJrflercg Hau6o:ree y6e4nrelsustrr't

l,I3 BCeX.


The ballads about Robin Hood are still popular today.

Nobody knows if Robin Hood is a reality or a myth'


Wealth is the cause of all conflicts in all times.

Heroes are not always good and positive people.


Ofall English folk-heroes, andthere have been many, the mostpopular

was the yeoman archer of medieval times, Robin Hood, whose deeds

still thrill the youth of the Anglo-Saxon world; on the silver screen if not

on the printed page.

Speculation about his origin has caused many controversies among

the scientists.-Many antiquaries of the past have declared that Robin

was a historical figure, and solne historians still have a sneaking feeling

that there is more historical truth in some of lris early stories than they

will openly care to admit. others have declared lrim a myth, a forest elf.

His name came from the fact that he was a robber or was synonymous

with Robin Goodfellow, and his surname from <of the wood), or from

the fact that he wore a hood; he <flourished>), some time between the

eleventh and fourteenth centuries. The earliest complete ballads that have

come to us date from earlier than 1400'

t.2.

1.

2.

: 148: :149:

Text 14

1. Read the text and do the exercises that follow.

WAT TYLER1 AI\D TIIE PEASAIITS' REVOLT

The Peasants' Revolt, led by Wat Tyler in 1381, is one of the most

remarkable in English history. It was the first rising in England in whichmost of the people participating fought for the idea that all men are equal.

Among the rebelsi were some brave and e>(ceptional men. There was

the craftsmanr Wat Tyler, a tiler by trade, then there was the priest JohnBull, and there were many others, who remain nameless for this was the

rising of the most downtroddena, the common people, the Commons ofEngland, as they called themselves, against those who were holding them

downs with an iron hand-the nobility6.At that time most of the common people worked on the land, and the

majonty were serfsT, the word'comes from Latin <<servus>> - a slave.

Though they were not actually slaves, they were tied to the land whichbelonged to the landlord

-their lord. From him they rented small strips

of land and to pay their rent they worked the land of the lord free ofcharges'three or four days a week.

The serfcouldnot leave his viliagewithoutthe permission ofthe londand

if he did, he became an outlaw roaming the great forests. Despite his hard

labour, he had little to eat for most ofhis produce, like his labour, went to the

lord. The lond's land had to be ploughed first, and when the crops were ripe,

it was the.lord's crops-which had to be hanrested before their own. And

4lthough the immediate cause ofthe rising was due to the harsh action ofthetax collectorse, the people had been preparing for some time by then. John

Bull, the preacher, and Wat Tyler, as well as others, were going around ttre

county, speaking preaching and rousing peoplq telling them'to hold tremselves

in readinessro. As time went on and tar<es grew heavier and heavier; theybecame moie and more determined to take the law into theii hands.

Afterthe firstfighting broke out inBrentwoodrr, EssexJ2, ttre rising spread

like a heath fire. Essex and Kent rose first and as the news spread to theother counties, people rose there as well. At a Great Council held on June

7th, 1381 they elected Wat Tyler as their leader and declared that they werettre Tiue Commons of England. Whenever the rebels stormed ttre houses

and castles of lords, they destroyed Rent Rolls - important documents

which were in fact written evidence of serfdomr3. Apart from storming and

prisoners freera.' (from <Episodes from English Historyt by H' Fagan)

NotesI Wat [wot] Tyler{'tarle] - Yor Tafinep (urux r'r $avrranur)2 rebel ['rebl] -rtarrexHnK'

6ynronuurI craftsman ['kro:ftsmsn] -peuecleuHutta downtrodden ['daun,trodn] -ynrerennrtfi5 to hold smb down-Yraerarb6 nobility [neu'brlrtr] -.unoptHcrBo7 serf [s s : f] _ *o"oo"rr1

6.*oralorori

' leadiness ['redrrus] - 6blrb HaroroBen Brentwood [,brentwud] - Epenruyl (ropoA)r2 Essex ['esIks] - 3ccerc (rpar[crro r Armura)13 serfdom ['sa:fdem] -KpelrocrHoe

npaBora to set free -- ocso6oxAarb


l. What idea did the people participating in the rising fight for? '

2. What kind of people tookpart in the revolt?

3. What wasthe immediate cause of the rising?

4'Whatdidthepeasantshavetopayfortheirsmallstripsofland?5. What did the peasants' army destroy as they marched towards

London?6. What did John Bull, the preacher, do?

7. Where did the first fighting break out?

8. What legal documents did the rebels destroy?' 9. Why did they,capture and kill lawyers?

:151 :

Ex.

:150:


1. It was led by Wat Tyler.2. He was a craftsman.3. The majority were serfs.4. Four days a week.5. No, they couldn't leave theirvillage.6. The lord's land.7 . They preached and told the people to hold themselves in readiness.8. Because the taxes grew heavier and heavier.9. At a Great Council held on June 7th, I 3 8 1 .

10. They were storming and burning the houses of nobility.Ex. 4. Choose the best translation.

1. And there were many others, who remain nameless, for this wasthe rising of the mosl downtrodden.a) ... grt roro, uro6st sro 6srJro BoccraHue Als 6olsuruHcrBaytHeTeHHbtx.

b) ... rar KaK o'ro 6rlrto soccranue sau6onee yrHereHHblx.c) ... 4lr groro 6olrurr.rHcrBo yrHereHHbrx Boccr€utx.

2. Despite his labour, he had little to eat,for most of his produce wentto the lord.a) ... ran nar 66lrruar qacrb eto rlpoAyKq:a:znrraxo3rr.rHy.b) ... 6onsurefi qasrsto r.rs-3aToro, rnp gro nporyxqlu yxoAr4Jraxosrl.rHy.c) ... e 6o,rsuruncrBe cnyqaeB efo npoAyKqlrr trocryfialta xo3_sr4Hy.

3. The lord's lund had to be ploughedlirst.a) 3evuro xo3fluHa Hy)tHo 6urlo cHaqala Bcnaxarb.b) Xosxuu r4MeJr cBoro 3eMnrc ecnaxaFrHoE paHbue.c) 3eunr xo3rvHa AonxHa 6ura gcnaxlz,Butbes paHbrrre.

4. As lime wenl on and the taxes grew heavier antl heavier, theybecame more and more determined to take the law into their hands.a) Kax BpeMr utJto. TaK H HaJronr craHoBuJl4ct ec6 rsxeree...b) flooro,rrKy uJro BpeMfl, Hiuror-H craHoBr4nr4cr ece rsxeree...c) Co BpeMeHeM Hturortr craHoBlrJlrcu scd rrxeree...

5. And as lhe news spread ro the other counries,people rose there as welr.a) Z norolry qro HoBocrb AolrJra B Apyrne rpaQcrna ...b) I,I ror4a HoBocrb Aorxna B Apyrue rpaQcrea ...c) I'[ ranrce KaK HoBocrb AoxoAr4na B Apyrne rpa$crna ...

:152_

Ex. 5. Develop these ideas to sum uP the contents of thestory.

l. The peasants' revolt was the rising of the most downtrodden.

2. The rebels' march was destructive.


I . Revolutions seldom change life of most people for the better.

2. People can't put up with hardships for long.


The serf could not leave h is village without the permission ofthe lord and

il'he did, he became an outlaw roaming the great forests. Despite his hard

llbour, he had little to eat for most ofhis produce, like his labour, wentto the

lord. The lord's land had to be ploughed first, and when the crops were ripe,

rl was the lord's crops which had to be harvested before their own. And

Lrlthoughthe immediate cause ofthe risingwas due to the harsh action ofthe

tux collectors, the people had been preparing for some time by then. John

llull, the preacher, and Wat Tyler, as well as others, were going around the

counhy, speaking preaching and rousing people, telling ttrem to hold themselves

irr readiness. As time went on and the taxes grew heavier and heavieq they

became more and more determined to take the law into their hands.

After the first fighting broke out in Brentwood, Essex, the rising spread

like a heath fire. Essex and Kent rose first and as the news spread to the

other counties, people rose there as well. At a Great Council held on

.lune 7th, I 3 8 1 they elected Wat Tyler as their leader and declared that

tlrey were the True Commons of England.

Text 15

Ex. 1. Read the text and, do the exercises that follow.

TIIE COMPUTER HACKER GOES ON TRIAL

On November 2, 1988 Cornell University graduate studentl Robert

Morris went on trial2. He was accused of having caused thousands ofcomputers across the country to stop. They had stopped because he had

rrnleashed a (worm)), atiny program that copies itself into other programs

:153:

and diskettes and spreadsthrough computernetworks. Otherwise ais called a <<virus>. While somc viruses are mere pranksa, others

contain destructive <time bombs>. A time bomb means here a compuprogram that on a ceftain date performs a task such as printing a

or more harmfully, destroying data5.

Morris's trial under a 1988 federal computer-crime law began

week. It appears that Morris's'act has brought out a clash6 between

very different cultures in computer science. On the one hand, tcomputing world is dominated by those in business, science and nat

securitywho find themselves deeply dependenton computers in everythithey do. The smooth running of their systems is important to busiOn the other hand, there are hackers, criminal-minded comprogrammers. They hold that the best way to improve a computeris to toy with it and expose its weak points.

The public are sharply divided over whether Morris is a hero orcriminal. Morris's lawyer argued that no great harm had been donb

the computer. He explains that the young student in computerwas merely running an experiment that spun out of contr-ol7 because

programming mistake. But the prosecution8 is portraying Morris as

irresponsible person who has deliberatelye attacked computers and

them to shut down. If Morris is found guiltyto, he faces a 250,000 dolfine and up to five years in prison.

Morris is not the first to suffer from the computer-crime laws. More100 people have been convicted since 19M. Mostofthem have been

of sabotagingil or destroying data. All states but one have the same kind'laws. At least three new billsr2 are being considered at Congress.

(adapted from

NotesI Cornell [lkc:nel] University gradugte ['gradjurt] student - cryAecrap ttr r{x rcypcoa KopueJr bcKoro yH r.rBepc r,rrera2 to go on trial [rtrarel] - 6ul orAaHHbrM roA cyA3 unleash [rrn'li:fl a worm [we:m] -sarycrrrl

Bt4pyca prank [pra4k] - urarocrus to destroy data [rderte] -crr4parb

r,rHQoprraaur.no6 to bring out a clash - nuanurr ronQ,tuxr7 to spin (spun) out of control - errfrrn rrc-noA roHrpoJrt

8 prosecution [,prosr'kju:Jon] - o6rnuenue .

e deliberately [dr'hbarath] - upeAHarvrepeHHoro to be found guilty ['grltl] - 6nrb [pu3HaHHbIM B]rHoBHhIM

I r sabotaging ['sabeto:grq] - BpeA[trenbcrBo| 2 bill - raronoAarelHnrfi arr


l. What was Morris accused of?

2. How does a virus damage'a computer? '3. What kind of clash has Morris's act brought out?

4. What do criminal-minded computer programmers say in their defence?

5. What is the attitude of the public to Morris?

6. In what way is the prosecution portraying Morris?

7. What did the lawyer say in Morris's defence?

8. What can a possible punishment for Morris be?

Ex.3.Makequestionstowhichthefollowingsentencesare answers.

l Because Robert Morris had unleashed a worm'

2. It spreads through computer networks'

3. lt means a computer Programme that destroys data'

4. Some viruses may contain a distructive time-bomb'

5. Those who find themselves deeply dependent on computers in

everyttringtheY do.

6. He was merely running an experimentthat spun out of conffol'

7. Morris is not the first to suffler from the computer-crime laws.

8. More than 100 PeoPle.


l. He was uccused of having caused thousands of computers to

stop.a) Ero o6slrHllau B ToM' qro oH ocraHoBuJr pa6oty rblctq

KoM[bprepoB.b) Ero o6onnmu B ToM, qro y Hero 6rmn npn'rnHbl AJII ocrauoBKlr

TbIC.fir{H KOMnbpTepoB.

c) Ero o6snHnnt,l B ToM, r{To oH c.Bnrcfl npl'IqnHotr AJI' rblctq

KoMnblorepon, uro6st ocraHoBl{Tbct'

. :155 :

<Timest

- 1s4:

2. It appears thal Morris's act has brought out a clash betweenvery different cultures in computer science.a) Orca:rmaerc-a, 4eficrrne Moppraca Bbr3Biuro ...

b) 3ro nporBnqercr B ToM, vro 4eficruue Mopprzca ...

c) C sueruHefi cropoHtr 4eficraae Moppuca ...

3. Morrk's lawyer argued that no great harm wos done lo the compuler:a) A4eoxar Moppaca AoKa3brBaJl, r{ro KoMrrbrorepy ne 6srnpflqnHeHo 6oruuroro BpeAa.

b) Ageorcar Moppr.rca cnopnJl, vro 6olturofi epe4 6url npnuzuenHe KoMrrr,rcTepy.

c) A4aorcar Moppaca yrBepxAirJr, r{To KoMnb}orepy He Me

ne6oluuroe noBpex,qeHHe.

4. At least three new bills are being considered at Congress.a) Haxoueq, TpH HoBbrx 3aKoHa paccMuJrprBarorcrr r Konrpecce.b) IIo npafinefi Mepe rpu HoBbrx 3aKoHonpoeKra paccMarpuBar KoHrpecce.c) B rcpafiueM cnyqae rpu HoBbrx yna:a 6y4yr paccMarpnBarbctKoHrpeccou.


l. Morris sent a virus into computers across the country.2. Morris's act caused a heated argument.3. The prosecution thiirks that Morris has committed a crime.


l. Computer is one of the greatest inventions of tlre 20th century.2. Laws must be observed.

Ex.7, Read the passage imitating the speaker's intonation.

The public are sharply divided overwhetherMorris is ahero orcriminal,Morris's lawyet argued that no great hann was done to the computer. Heexplains that the young student in computer science was merely running an

experiment that spun out of control because of a programming m istake: Buttlre prosecution is portraying Monis as an irresponsible person who has

deliberately attacked computers and caused them to shut down. If Morris isfound guilty, he faces a 250,000 dollar fine and up to five years in prison,

Morris is not the first to suffer from the computer-crime laws. More

tlrrrn I 00 people have been convicted since I 987. Most of them have been

Ir|.rcused of sabotaging or destroying data. All states but one have the same

L irrcl of laws. At least three new bills are being considered at Congress.

Text 16


THE MASSACRE OF SEAL PUPS

How can we consider ourselves civilised when we, mankind, allow

tlrc brutal massacre of thousands of week-old, defenceless youngsters

Io take place every year while their helpless mothers look on? I am

r e l-erring to the killing of under twelve days old sealr pups for no other

rcirson than to provide arctic white fur coats for the upper class. I am

rpcaking from experience. I write about the time I witnessed a mass

rrrrrrder ofthis kind.After reading an article about Greenpeace and their atternpts to stop

rlro killing of baby seals fortheir fur, I concluded it was the duty ofcommon

;rcople like myselfto attend these expeditions to tlre Arctic with Greenpeace

rrnd try to prevent the activities of the sealers to the best of our abilities.

Thousands of men and women of many nationalities had decided to

rrpply for a position on the 'Rainbow Warrior'2 and from this number a

crcw of ten lvas to be chosen. Greenpeace needs as many nationalities

rrs possible on each mission so that the crew can communicate with the

outside world while on the expedition to gain as much publicity as possible.

I was one of the few chosen for this particular expedition. I had

rrcver sailed before, few of the crew members had. Thousands of people

wcre gathered to see us ofl; friends, family, and those who believed in( ireenpeace and the protection of seals. [t was as if we were royalty.

Our intention was to spray as many of the pups'coats as we could

rvith a coloured dye before the sealers arrived. lf the fur coat isn't pure

rvhite then it is of little value to the sealers.

When we entered the Arctic our ship collided with an enormous

rlacierr. we had achoice of either returning home having acconrplished

:156: -157:

nothing, or mounting the helicopter and landifg on the ice. We chose

helicopter. Almost every member of the crew took part in the dyeingthe seal pups. We sprayed every seal we could find, but with timegoing back and forth in the helicopter we couldn't spray every pup.

the sealers eventually came to carry dut their annual slaughter, theymost of the dyed seals untouched since these were of no use toHowever, the pups that we couldn't spray didn't escape quite so

3. Thousands of men and women did.

4. Friends, family and those who believed in Greenpeace'

5, When theY entered the Arctic.

6. By helicopter.

7. The dyed pups were of no use to them'

8. They were greeted by their supporters on the shore'


l. W'altow lhe brutal m/ossacre '.. to tuke place every year'

a) Mrr pa:pe[IaeM xecrottouy no6onuy nponcxoAurl ra:(Artfi roA'

b) Mu no3BoJIteM, '{ro6lt xaxAltfi roA npoucxoA?Ino }KecroKoe

no6onqe.c) Mu raxArtfi FoA AaeM pa3peuleHlte na xebroroe no6ouqe'

2. Greenpeace needs as many nationalities as possible'

a) lpr,oneuug lpuunuc rly)KAaerc,I s 6oJnlxora qlIcJre HaIIUoHanb-

Hocrefi.b) l[nnxenurc fpnHnuc Hy)IGbI npeAcraBlaTeJru KaK Mo)KHo

6omruero tryrcra crpaH.

c) ,{nraxeHue lpuunuc Hyxllo 6olrurouy qllcny crpaH'

3. They left mgst of lhe dyed seals unlouched'

a) O ur,r ocraBlml4 6onltluncrso rrolenefi HeoKparueHHbIMI'I'

b) Outr, B ocHoBHoM, He rporaJll4.oKpaIIIeHHbIxtolesefi'

c) Onn ue rporrynll 6onruryro qacrb oKpartrennsxrronenefi'

4. Ho,wever, the pups lhat we couldn'l spray didn't escape quite so

"^lt'!;r^*.AereHbllttn' Koropblx Mbr He cMoHII{ o6psnratr' He raK

lerro 6eralu.b) Oqnaro AereHblluu, Koropblx MbI He cMol-Jru o6psrsratr' He

Not much was said on ourjoumey home. There was [ttle to say. Itbeen an experience that not one of us would forget. As we were

with the idle, meaningless cheers and waves of our supporters on the

a faint smile crossed my lips. We were being treated like heroes.

that's not correct. If they'd witnessed the sights that we'd seen,

know that the real heroes were the seals we'd left back in the Arctic.(from <Reader's Digestu I

Notest seal [si:l] -rlorreHb2 the (Rainbow Warrionr ['rernbsu'wone] - ua:narue ropaGu3 glacier ['glasje] -re4HuK --

-Ex. 2. Answer the questions.

1., What is the purpose of killing seal pups?

.2. How did the author learn about the activities of Greenpeace?

3. Why does Greenpeace need people of various nationalities?

4. How were the members of the crew going to save the seal

5. What happened when the ship entered the Arctic?

despite our attempts to protect them with our own bodies. ButGreenpeace, the sealers left with an almost empty ship.

6. Why couldn't the members of the crew spray every pup?

7. Why did the sealers leave with an almost empty ship?

8" Why does the author th t was wrong to treat the members ofGreenpeace expedition heroes?

Ex. 3. Make questions to which the following senare answers.

l. They are under twelve days old.2. After reading an article about Greenpeace..

5. Not much was said on our iourney back'

a) MHoroe 6rulo He cKa3aHo Ha nyrn Aorrlofi'

b) Ha o6parHorvr nyru pa:lroBopor 6lulo ualo'c) He o6o sceM pa3roBapl{Baara Ha.o6parHoM rryflI'

oTAeJIaJIUCb -TaK JIerKo.

c) OaHaro AereHbIIrIlI' Koropblx MbI He

y6exarn raKHM xe o6Pa:ou.

cMorJII4 o6pnsratr, ue

:158 -

-]' 159:

Ex. 5. Develop these ideas to sum up the contents ofstory.

I . It is cruel to kill baby seals for no other reason than to provide furcoats for the rich.

2. The activities of Greenpeace should gain as much publicity as possible.


1. If the world community does not take the necessary preservationmeasures some wild species may become extinct.

2. Nature protection is the duty of every living person.


How can we consider ourselves civilised when we, mankind, allow the

brutal massacre ofthousands of week-old, defenceless youngsters to takeplace every year while their helpless mothers look on? I am referring tothe killing of under twelve days old seal pups for no other reason than toprovide arctic white fur coats for the upper class. I am speaking fromexperience. I write about the time I witnessed a mass murder of this kind,

After reading an article about Greenpeace and their attempts to stop

the killing of ba\ seals for their fur, I concluded it was the duty of commonpeople like rnyselfto attend these expeditions to the Arctic with Greenpeace

and try to prevent the activities of the sealers to the best of our abilities.

Text 17


CHOPIN: POET OF THE PIANO

He wrote his music to be timeless, and it is.

His melodies are found intoday's popular songs:<I'mAlwa,vs ChasingRainbows>, <Till the End of Time>, <To Love Again> and many, manymore.

FREDERIC FRANCOIS CHOPINT (l 810-1849) was on the verge2

of emigrating from Paris to America in search ofwork, when he received

an invitation to a society party. Accepting this invitation changed his lil'b,

;rrrrl changed the history of music for all time. Society ladies found his

1r;rlc good looks devastating3. Influential men found his wit to their liking.

Srrclclerrly the 2l-year-oldchopin was famous. Everyone wanted to study

Iirrrro with him. And wealthy patrons appeared from all over Europe,

t.rrr-lring Chopin enough money, influence and freedom to write music his

rvrry, music which would inspire popular songs for the next century'

[.lis works painted pictures of a romantic world: waltzes for elegant

lrrrllrooms with white-gloved dancers, nocturnesa formoody walks in the

rr ight with hushed secrets passed between lovers, impromptuss for relaxed

rrrornents as refreshing aS a sunrise on a dewy6 Summer morning,

lurLrntingT melodiesfor any time, any mood.

Chopin lived for his music: his challenging Etudess; his proud

l,olonaisese, his fiery Mazurkasr0 and his peerlessrr Preludesr2. It was

orro of these Preludes that would eventually claim his life. Winter rains

lrc endured while writing his <Raindrop> Prelude during his stay on

Ma jorca brought on the illness to which Chopin succumbedr3 at the age

ol'39. Literally consumed by his music, he left behind a legacyla no

c()rnposer has since matched.

He used the sound ofthe piano differently than any composer before

lriut, inventing rnarvellous harmonic patterns which survive today,

r oiucarnated's as pop hits year after year, as each generation rediscovers

rlrc rnagic of Chopin. Each melody Chopin wrote is a romantic dream'

lirgether, they're a masterPiece.(from <Readerb Digest>, September 1986)

NotesI Chopin ['Jeupen] - UloneuI on the verge of [ve:d3] - Ha rPaunr devastating ['devestertlr3] - 34. 11se'rpa3lara51fiI im prom ptu [rmrpromtju:] - :xcnporra nr5 nocturne ['nokta:n] - uoKnoPHu dewy ['dju:r] - norpurud pocoft; pocucrlrftt to haunt [hc:nt] - npecleAoBarb, anrtnrrcx (rar npuspar)* Etude [er'tju:d] - rnol1' Polonaise [pole'nerz] - noJIoHe3ro Mazurka [me'zs:ke] -MIr:YPKarr peerless ['plales] - 6erynpeuuuft

: 160 -

t, l,rx 2750:16'l :

I

I

II

I

1. Sociely ladies found his )ale good.looks devastating.

a) ,{arr,m v3 Bblctrlero o6qecrsa HixoA[nI'I ero necueluiB3Op OqapoBareJIbHbIM.

b) Ceercrcue AaMbl cr{I{TaJIn ero HetBHo BHpiDKeHHble

TeJrbHbre B3rntAbl pa3pyIxIrTenBHbIMI{.

c) Cnvrucae AaMbI cqrrulld ero 6legnyrc Kpacory

'2 Prelude ['prelju:d] - nperlormr3 to succumb [se'kr'm] -yMeperbla legacy ['legesr] - nacleAcrno

- rs to reincarnate [ri:'rnkc:nert] - noruroluarb clroBa

Ex.2. Answer the following questions.

l: Why was Chopin going to emigrate?

2. What changed his life completely?3. How did the high society treat him?

4. What did the wealthy patrons grant him?

5. What pictures did his works paint?

6. What sort of music did Chopin compose?

7. How does the author of the article characteiize Chopin's Etudesji

Polonaises, Mazurkas and Preludes?

8. Where was Chopin taken fatally ill?9. What legacy did Chopin leave behind him?

10. Why is Chopin called a poet of the piano?

Ex. 3. Make questions to which the following sentencesanswers.

1. In Paris.2. Society ladies did.

3. Influentialmendid.4. When he was 21.

5. Yes, everyone did.

6. For white-gloved dancers.

7. For moody walks in the night.8. Differently than any other composer before him.

9. In today's pop hits.


2. ... earning Chopin enough moneY.

a) ... Aaaar Bo3Moll(Hocrr llloneny sapa6otarr AocraroqHoeKOII,FIeCTBO AeHer.

b) ... sapa6arblBult Ha TIIoneHe MHoto AeHer.

c) ... nurulavfisaq lllonetry Aocraror{Hoe KoJII{tIecrBo AeHe[.

3. Il was one of these Preludes that would'evenlually claim hk life.a) 3ro 6rna oAna us npenrogufi, Koropztt, B KoHerIHoM cqere, Moula

6rr uperengoBarb Ha oco6oe Mecro B ero xs'BHll.

b) OgHa r,B raKI,IX npelrc4ufi craHer onpeilentrcIqefi s KoHI{e ero

)KI,RHH.

c) I4rr,reHHo oAnofi lI3 3TI,rx npelro4uft 6turo cyNgeHo, B I(oHeqHoM

KTore, crarb poKoBofi s ero xfl,I3HIt.

4. ... haunting melodies for any time, any mood.

a) ... npr,repar{Hble MeJIoAI,tn, rroflBJltlotr1rec.t s rlo6oe BpeMf, u npu

ruo6ou HacrpoeH?II,I

b) ... s noucKix melogttfi, noAxoAtlqux An.f, mo6oro BpeMeHI'I

H HaCTpOeHnf,.

c) ... ueea6rrBaeMble MeJIoArdLI, KclropHe MoxHo cnyruarb e rlo6oeBpeMt u s rlo6olr HacrpoeHltlr.

5. lYinter rains he endured ... brought on lhe illness.

a) 3r,rrvtl,re AoxAlr, Koropble eMy npxrnocb rrepeHocllTb, .'. crastu

npuur.ruofi .ero 6olegHu.

b) 3rarvtue aoxsl4 Ioropbte rlpoAoJrxan tzrcb, ,;. [pr4BeJII{ ero n 6oleesn.

c) 3urrlnue Ao)KAlt, or Koropblx oH crpaAan, ... npu6awlJlHcb

x 6oresHLI.

Ex. 5. Develop these ideas to -sum uP the contents of thestory.

I . At the age of 2l Chopin becomes famous.

2. Chopin's music is timeless.

Ex. 6. Give your opinion on the following point.

Classical music and pop hits may have much in common.


FREDERIC FRANCOIS CHOPIN (1810-1849) was on the verge

ol'ernigrating from Paris to America in search ofwork, when he received

:163:: 162:

an invitation to a society party. Accepting this invitation changed his life,and changed the history of music for all tirne. Society ladies found hispale good looks devastating. Influential men found his wit to their liking.Suddenly the2l-year-old Chopin was famous. Everyone wanted to studypiano with him. And wealthy patrons appeared frorn all over Europe,earning Chopin enough money, influence and freed<jrn to write music his

way... music which would inspire popular songs for the next century.

Text 18


FOLK SONGS OF BRITAINThe folk songs of Britain are part of a rich heritage of music, dance

and drama handed on frorn generation to generation by ordinary people

for huridreds, sometimes thousands ofyears. Until the 19th century Britainwas largely an agricultural society.In its srnall, isolated communities people

rnade their own entertainments and each village had its singers, story-tellers and musicians. Often there would be a village band made up oflself-taught players providing music for every occasion, from the churchservice on Sunday to the village dance on Saturday night.

Much of their music and songs was handed on from generation togeneration, as were the ceremonial customs and ritual2 dances, but theperformers were always searching for new material to entertain their ,

audiences. Some would write their own songs or set new words totunes they already knew Others would leam songs from the outsideworld brought in to the village by travelling pedlarsr, cattle-droversaand gipsies.

The songs were seldom written down (and even if they were, few ofthe singers could read), so invariably5 they were passed on from one to

another from memory with each singer unconsciously developing his ownversion. Sorne were soon forgotten, but those that surv ived did so because

they satisfied a need in the people who sang them and heard them.At the beginning of the 20th Century a group of composers and

musicologists felt that, with changing social conditions, the old songs of

l,,rrgland would be lost forever. They set about collecting many thousands

ol'songS, variations and fragments from all over the country. Through

tlrr: work of these collectors, and many before and after them, much oftlrc repertoireT of the old singers has been preserved.

'fhe Yettiess have been actively involved in this revival as professional

lirlk singers for over l5 years. They take their name from the village ofYcLminstere in the county of Dorsetr0 in South West England which was

tlrcir childhood home. Here in their early years they unconsciously

;rbsorbed the songs, music, and customs of rural England from their

lrUnilies. Their first memory of singing together was during their days as

lloy Scoutsrr.

They are still actively involved in the life of the village, much in the

Ir)anner ofthe village bands of days gone by, andtheir love oftheirnativeI )orset and respect for its traditions, coupled with their boisterous sense

ol'humour, wins them friends where they go.(from <Reader's DigestD, 1992)

NotesI made up of-cocronu\nirvrz2 ritual ['rrtjuel] -pl4ryanbHbtfi,

o6pnAHsr[r pedlar ['pedle] -paanocquK

roBapoB, ropo6eiiuuxa cattle-drover ['krtl'dreuve] - norouullrK cKora5 invariably [rn'veerteblt] - nocrof,Hl-Ioo m usicologist [,mju:zI'koledSrst] - vy3slKoBeA7 repertoire ['reps,twa:] - PeflePryaP8 the Yetties ['jetrz] - Ha3BaHue My3bIKanbHoro ancaNa6rqe Yetm inster ['jetmrnste] - Ha3BaHI4e AepeBHItro the county of Dorset [rdc:srt] - rpa$croo ,{opcerrr Boy Scouts ['bclskauts] - 6offcrayrrt


I . What sort of society was Britain until the l9th century?

l. What were the functions of a village band?

l. What music and songs did people perform in old times?

l. I-low did the new versions of songs appear?

5. How was much of the repertoire of the old singers preserved at the

beginning of the 2Oth century?

:165:-

164

1.

2.

).4.

5.

6.

6. In what activities have the Yetties been involved?

;. il;;;iJthe Yetties start singingtogether?

8. What makes the Yetties popular with the public?

Ex. 3. Make questions to which the following sentences aie

answers.

It was made up of self-taught players' .

il ;;iii" g iedlars, cattle-drov ers and gipsi es'

Frommemory'Because they satisfied a need in the peopre who sang them and

g::*$",il;v felt that, with changing social conditions' the old songs

of England would'be lost forever'

They take ttt"it "ut" iotG village of Yetminister in South West

f . ... antl even if they were'few of the singers could read' ---l

a) ... a ecrlu ADKe w6sttru'To HeMHorlle H3 IIeBIToB yMenI'I a{I4Tarb'

b) ... a ecnH AuDKe n 6utrt't' To HeMHorHe I43 neBuoB cMolJllr 6sr rax

lpoqecrb' ,rD ncprroR r,fx gI4TzuI[l.

c) ... a ecnu ADKe n 6ltltl' To HeMHorI{e H3 fleBqoB }D( gl'lTzull4

4. Their first ^"*o) "f ti'ri"s together was during their days as

:i';:":":;rat naMtrb o coBMecrHoM neHI4Lt 6urna'rorAa' KorAa

osu 6 lutu -6ofi craYrault'

b) OHa rroMHfl! tlro Haqarg llerb BMecre' KorAa 6ur:rn 6oilcnay-

TaMI4' - ^-^r rrrr'nrr utn 'aqz'll.

Tlerb BMecre' rcor'qa 6lrnnc) OHra BnepBble BcrIoMHl'IJIH' r{To Haquul

t T;:;ir::Vtheir native Dorset wins themfriends where thev go'

a) JLo6oes K poAHoMy [opcery BLlI4rpbIInHo orJll{qaer I4x cpeAll

[oMoraer t'ttrl no6exAarb cpeAn

TIoMoraer nu nPr'ro6Pecrra 4PY:efi

Be3Ae, rAe oHH 6utearcr'


storY.

l. Most of the folk songs date back to tlre times when people lived in

isolated communities' .-,-^*^i-o^f ^l^ <'

2. The Yetti"' ut" inuolved in the revival ofthe repertoire of old singers'

Ex. 6. Give Your oPinion on

l. Folk songs should be Preserved

the following Points'

as part of the cultural heritage of a

,. l""i,T?;, the native place and respect for the old traditions make

people interested in folk songs and muslc'


Much of their music and songs was handed on from generation to

generation, as were the ceremonial customs and ritual dances' but the

- .|67 :

England.

7. For over sixteen Years'

8. In the life of the village'

Ex. 4. Choose the correct translation'

l. Some woultl write tlteir own songs or set new words to the tunes

theY alreadY knew'

a) O4nn coqI4HtJIlI cnoll co6crseHHble necHlt l'IJILI HoBbIe cJIoBa Ha

#t:'ff";;{;: ;'tl"i::'l{ h H q r b c n o n c o 6 c r B e H H bI e n e c H H H rI t'I

npl4AyMalor HOBble cJIOBa Ha yxe 3HaKOMbIe MeJroAnn'

c) Kro-ro 'un""o'"- csou co6creeHHble recHn I'IJILIycraHaBJII4BaJl

HoBble cJIoBa Ha y)Ke u:secrHllfi MorlIB'

2. A group of "";p;;';;;;; ;"icotogists fett that the otd sonss

o|"n"g7o"a woultl be lost forever'

a) Kro-ro ll3 KoMrIo3I'{TopoB LI My3bIKoBeAoB qyBcrBoBaJI' qro

"tup"," anrluicxue IrecHI{ flocroqHHo Tepffl}lcb'

b) Heroropble KoMrIo3I'ITopbI I{ My3bIKoBeAbl roqyBcrBoBzuln' qro

"tupur" agrnuficru're necHll norepf,nl'Icb 6st naecerg'a'

c) HectcoluKo KoMno3I'ITopoB H My3blKoBeAoB IIoHI'{MaJII{' qTo

"tup"ta anusficxue necHI'I 6yayr ytpaqeHbl HaBcerAa'

_- 166:

perforrners were always searching for new material to entertain their

audiences. Some would write their own songs or set new words to tunes

they already knew. Others would learn songs frorn the outside world

brought in tt the village by travelling pedlars, cattle-drovers and gipsies.

The songs *"r" ,"ldo- written down (and even if they were' few of

the singers could read), so invariably they were passed on from one to

another from memory with each singer unconsciously developing his own

version. Some were soon forgotten, but those that survived did so because

they satisfied a need in the people who sang them and heard them'

Text 19


TOURISM CAN BE A PROBLEM

Most countries in the world now welcome tourists because of the

money they bring in. Many countries make great efforts to encourage

tourism,und*u.yalsodependonwhattheyearnfromittokeeptheireconomies going.

People*t'otit"advenfurewilleventrytovisitcountrieswheretravelis difficult and costs are high. Companies regularly affange trips through

the Saharar deseft, or to the Himalayan2 mountains for whoever enjol's

suchtrips,butthenumbersofvisitorsaresmall.Mosttouristsfiytochoose whichever places have fairly comfortable, cheap hotels' quite

good food, reasonable safety' sunny weather and plenty of amusements

or unusual things to see. Their choice of a place for a holiday also depends

very much on when they can get away; it is not very pleasant to go to a

place when it is having its worst weather'

One ofthe big probierns for a nation wishing to attract a lot oftourists

is the cost of building hotels for them. Building big hotels swallows up a

lot of money, and many of the countries that need the tourists are poor.

Whattheyspendonbuildinghastobeborrowedfromforeignbanks'And sometimes the money they can afford to borrow'produces only

chains of ugly hotels *herlver there are beauty spots that are supposed

to attract the tourists'

Another problem is that more and more big international companies

rre building hotels all over the world, so that the profits from a hotel often

r I r rrot stay in the country in which it has been built'

And there is also the question of training staff; teaching them foreign

l;rrrguages, how to cook the kind of food that tbreign tourists expect, and

'., r rln. ln many countries, special colleges and courses have been set up

l, 'r' 1lt1t.

crime can also be a problem. Seeing tourists who seem to be rnuch

r iclrer than themselves, the local inhabitants are often tempted to steal

troril them. Sometimes tourists resist and get killed, and then other tourists

rt'lirse to come to the country'

,,lr:rrneless.

Tourists,too,oftenfeelshockedbythedifferentcustomsandhabitsrlrirt they see around them. They refuse the local food, and insist on

lrlving only what they eat back home.

They say that travel broadens the mind; but it is doubtful whether this

is so; often, it narrows it.(from <stories for Readirlgt by L' A' Hill)

Notes' the Sahara [se'ho:re] - Caxapa (nycruur)I the Himalayan [,hrme'leren] mountains- fiarraanan (ropsr)

Ex. 2. Answ'er the questions.

t. w ts?

L W to choose?

i. W roblemforacountrywishing

to attract a lot oftourists?

:168: :169:

I

4. What may happen when hotels are built by big internatiocompanies?

5. Why do beauty spots that are supposed to attract tourists sometidisappear?

6. What must the staff of a hotel be trained to do?

7. What impression do foreign tourists often make on the I

population?

Ei. 3. Make questions to which the following sentencesanswers.

l. People who like adventure.2. No, the numbers ofvisitors are small.3. On when they can get away.

4. Special colleges and courses.

5. Because in their opinion foreign tourists rejoice in great luxury.6. They often prefer to.have the food that they eat back home.

7. It is doubtful whether tourism broadens the mind.


1. One on the big problemsfor a nalion wishing to attract a lottourisls ...

a) O4noft H3 Bar(Hbrx npo6nena Arrfl Ha\vfti, xelaroIr1efi6oruuroe t{ncJro rypucroB ...

b) OlHofi H3 BzDKHbtx npo6neru 4r'rnapo1a,)Kenarcuero npr4

6orruoe qucro ryplrcroB ..

c) OaHofi H3 BTDKHBTx npo6rev Anrr crpaHH, xelaroulefi n

6olsruoe qncJro rypncroB ...

2. And sometimes,the money they can affird to borrow

3. And there is also the q.aestion of fiaining stsff.a) I4ueercr raK)ce npo6leua o6yvarorqero [epcoHana.

b) Ecrr raK)Ke Borpocbl c rpeHl4poBKofi nepcoua.na.

c) Cyruecrryer faxxe npo6neua o6yvenur nepcoHana.

4. A man who has vety strung rules obout modesty in dress.

a) r{eloeex, roroplrfi, KaK rIpaBI,Ino, oAeBaerct oqeHb cKpoMHo.

b) rlenoeeq xoropufi uMeer BecbMa cKpoMHbIe npeAcraBneHfi.f, o6

oAer(Ae.

c) rlen<inerc, roropuft rpr,rAepxuBaercc oqeHb crpor[x npaBI,In

orHocHTeJrbHo cKpoMHocrr4 B oAe)KAe.

5. These tourkts may be ordinary workers back home.a) Y ce6r 4oMa oru rypr,Icrbl, Bo3Mo)I(Ho, o6;IKHoBeHuue pa6ovue.

b) 9ru rypncrbrMoryr crarb prAoBbIMI,I pa6ounur no Bo3Bpaure-

unnAouofi.c) B cnoefi crpaHe orr.r ryprcrbr cHona 6y4rr o6ruurrur,r pa6oqmru.


I . Tourism plays an important role in the economy of many countries.

2. Foreign tourists often show little respect for the looal customs and

habits.'


L Tourism broadens the mind.2. Mass tourism can affect the ecology of a country.


One ofthe big problems for a nation wishing to attract a lot oftouristsis the cost ofbuilding hotels for them. Building big hotels swallows up a

krt of money, and many of the countries that need the tourists are poor.

What they spend on building has to be borrowed from foreign banks.

Arrd sometinies the money they can afford to borrow produces onlychains ofugly hotels wherever there are beauty spots that are supposed

trr attract the tqurists.Another problem is that more and more big international companies

alc building hotels all overthe world, so that the profits from a hotel often

do not stay in the country in which it has been built.

only chains of uglya) A uuor4a AeHb opbre oHH Moryr ce6e nossonrroTpaTlrTb, npolr3BoAsT ToJrbKo r{en I,l ypoAnr4 Bbrx oTeJre H.

b) A ranor4a na 4eusnr, Koropbre oHr4 B cocrorHlrr,r B3Jrrb B

arpocrcr oAHr,r JrHrIrb cepuuypoAnr,rBbrx oAHorr{nHbrx oreJrefi. , ,

c) A raHor4a Ha 3aHcrbre AeHbrLr onn noisorcror ce6e

oAlrHaKoBo ypoAnHBbre oTeJr[.

:170: :171 :

And there is also the question of training staff; teaching them filanguages, how to cook the kind offood that foreign tourists expect,

so on. In many countries, special colleges and courses have been set

for this.

Text 20


GOING TO OXF'ORI)

Andrey Kotlarchykr, 18, is reading Geology2 at Jesus College3

Oxforda. He was educated at Acton High Schools, a state comprehenst

in west London. Andrey's parents emigrated to Britain from the Ukrai

after the War. Andrey's mother works part time in the bakery

of Sainsbury's7.

His father, who was a linotype8 operator, died when Andrey was I

I told someone at work I was going to Oxford and he said, <<Are

parents rich then?> Other friends say, . They think I'm going to become stuck upe or somethi

I hope I never will be.

I don't worryr about being a comprehensive school boy at Oxford.

the interview all the public school people were in one corner and

were in the other. But I think once everybody knows each other

barriers will break down.

Jesus College is mixed, with a nine-to-seven ratioro ofmen to women

pretty good I thought. It adds a bit of flavour; it tends to make itfriendly, with not so much of a rugby, beer-swillingrr image. The on

thing that put me offl2 was a sign saying 'No Parties'.

I don't think university is gEing to change me as much as it could iflhad a really strict upbringing. I've had a fairly free life - l've beql

extremely drunk a few times. I like my freedom - that's why Iworked in Sainsbury's at weekends, evenings and in the holidays forpast twb years. I was getting a lot more than I will at university so I'have to cut my spending by half.

I'm the demonstration type. I used to go on a lot of Ukrainran

tlcntonstrations around the time of Chernobyl. I'd go on a march about

slrrdent grants: I'm not so sure about the poll ta rr.

I think having Oxford after my name will give an extra edge to rny job

lrrospects. I used tei want to be a stockbrokerra, because of the high-

llyirrgr5, mobile-phone-in hand image. Now I want to get into petro-

clrcrnical mining or altemative energy. Getting awell-paidjob and buying

rr llat as soon as I can is very irnpoftant to me.

Most of all I'm looking forward to having a good time - and meeting

Lrls of rich girls! If you don't have a good time at university, whbn can

yorr have a good time?(from <Independent>, Octobea 1990)

NotesI Andrey Kotlarchyk [,r'n'drer,kotlj o:'tJu:k] Auapeii Kouapvuxr Geology [dgr'oledgr] - reonorrrl

' Jesus ['d3i:zes] College - rotttelxl4ucyca ,

'r Oxford ['oksfed] - Oxc$oPa

' Acton ['rekten] High School- SxroscxaR cpeAHrlfl IuKora

" the Ukraine Iu'krern] -YrParauaI Sainsbury's - Ha3BaHue cyfiepMapreros n Ber[xo6pvratr4tr* linotype ['larnetarp] -nunourn" to become stuck [strrk] up- eoo6paxarb' 3aAuparb Hocr0 ratio ['rerJIeu] - rponopqtrs, coorHoureHl4err to swill [swll] -xagHo

nl,Irbr2 to put off

-:1. He HpaBurbc{

rr poll tax ['peul,teks] -no.4yruurtfi uanor

ra stockbroker ['stok,breuka] - 6npNenoil varurep

It high-flying image ['lmrd3] - o6pa: uecroruo6ugoro qeJIoBeKa


l. What do Andrey's parents do?

l. How did Andrey's friends react when they learnt he had become an

Oxford student?

I What school had he finished?,1. How did he like the a'imosphere at the interview?\. Why is Andrey pleased that his college is a mixed one?

:173-

172:

6. What does he like about the university life?

7. tWhy has he worked at weekends, evenings and in the holidays

the past two years?

8. What are Andrey's careejr prospects after graduating from

9. What is he looking forward to?

Ex. 3. Make questions to which the following sentences .anSWerS. +

1. Fiom the Ukraine2: At a state comprehensive school.

3. When evorybody knows each other. i4. Jesus College is.

5. A sign saying <No Parties>.

6. In Sainsbury's.7 . 2,265 pounds a year.

8. On Ukrainian demonstrations.

9. Because ofthe high-flying image.

10. Getting a well-paid job and buying a flat. . i


1. But I think once everybody knows each other the barriers

hreak down.a) Ho f, AyMarc, oAHDKAbI rcaxAsIft y3Haer Apyr Apyra, H

paso6srorca.b) Ho fl AyMaIo, KaK roJrbKo Bce no3HaKoM.nrct Apyr c

6apreprt Hcqe:Hyr.

c) Ho t AyMaro, qro KorAa Bce Apyr Apyra 3Harcl roraaHr.rKaKI4x 6aplepon.

2. ... college is mked ...a) ... rcol.ue4x 6ecuopr4ounrtft ...b) ... rolne4x rr,ruoronpo$allHltft ...

c) ... xorleAx cMeulaHuufi ...

3. It adds a bit of Jlavour ...

a) 3ro Ao6asrser KonneAxy HeMHoro apoMara.'.

b) 3ro Ao6aprser KonneA)Ky HeMHoro cnequSrxu ...

c) 3ro [pl,IAaer KonneAxy oco6yro npl4BneKareJlbHocrb...

: 174:

4. I'm the demonstration tYPe.

a) -fl nro6.rrro xoAr4Tb Ha AeMoHcrpallvtl'b) .fI ras tex aro4efi, Koropble ruo6qr ce6.fi norca3ars'

c) Mne HpaBIiTc{ vro-Hu6yAs pelilaMHpoBarb.

5. I'd go on a march about sludent grants.

a) fl,6tt [orreJl MaprxupoBarb r3-3a cryAeHr{ecKI'IX rpaHToB.

b) .f, 6u npoAonxan MapufipoBarr c rpe6oaaHl4eM Aarb cryAeHTaM

cTrrneH,4LIU.

c) A 6u no[reJl Ha AeMoHcrpaqurc c rpe6onanl4eM yBeJI]rqrITb

cryAeHrrecKlte cTnrIeHAlIlI.


l. The news of Andrey's going to Oxford was ,unexpected for his

friends.2. University life isn't going to change Andrey much.

Ex. 6. Give your opinlon on the following points.

l. It isn't typical of a young person from a working family to get to

Oxford.2. You can't make a good career without a good education today.


I think having Oxford after my name will give an extra edge to my job

plospects. I used to want to be a stockbroker, because ofthe high-flying,

n rob i l e-phone.in hand image. Now I want to get into petro-chem ical m ining

or altemative energy. Getting awell-paidjob and buying a flat as soon as

I can is very important to me.

Most of all I'm looking forward to having a good time - and meeting

Iots of rich girls! If you don't have a good time at university, when can

you have a good time?

, '175:

Text2l


STAND UP FOR YOURSELF

HE LOOKS llke somebody importanf' I remember thinking abou

middle-aged man standing aittte checkout counter' Something set h

"t.i. *,?" *l ooy urgging groceries seemed to sense it' for he did

speedier-than-usual job for him'-' A, I tried to pinpointr what was different about the i*'i f"T9

he looked quite ordinary. Although he gave the impression of being tall' I

couldseehewasactuallyalittleshorterthanaverage.Hisfeaturesweren't particularly outstanding, and he was wearing ordinary weekend

sports attire?.

Not until the man was leaving did it strike me' He carried himself

if he were somebody worth caring about' Head up and chest out'

walked proudly out of our store' , --^What a contrast to the rest of us! The other shoppers sloucheda

leaned and drooped over their baskets' And me? In the glass of tl

store's side doors, I saw reflected a worn-outhausfrau who looked as

she'd carried too many bags of groceries'

Suddenly, the words t'i n"uoO my mother repeat hundreds of ti

as I was g.o*ing up held new meaning' <Stand up straight! Lift yourse

iy pr"t"iOing si-rings' are pulline vou from tht to::i-y.:]:-:i::]:,,*," il;.,j';*vr3rru"ingpul a'duppertorso6li

automatiJally. t fett taller as I appn doors' This time I4ULVrrr4rrv*^r

reflected a woman who looked as if she knew where she was gotng'

as I was rushing home in five olclock traffic' unloading my groceriel

fixing dinner, before a seven o'tlock meeting' mygood posture v

It wasn't until the next day as I was trying on clothes in-a de1

store that I remembered again' Each thing I put on bulgedT' lqqbl'tuckede in the wrong pla""s' even the expensive blue dress I'd had r

high hopes for. I turned sidervays, thinking that perhaps from-a differe

angle I'd look better. That's when I caught a good look at how real

sccrned frumpyr2 a moment before looked niuch better"'

(by Julie Pierson front <Signs, of the Times>)

NotesI to pinpoint ['prnpolnt] -roqHo

onpeAer'f,rb2 attire [e'tala] - oaexaa

' carry oneself- Aepxarbcq'r slouch [slautfl - cYrynl{rbct5 string [strr4] - unrra' BePeBKa

'' torso [rtc:seu] - roPc -

? to bulge I* to ripple (o6 olexae),,to tuck[t anru (o6 olexAe)r" to posture ['postJs] - no3a' ocaHKail to smooth [smu:6] out-pa3rnaA[rbcft' frumiry ['fr,l,mpd - craporuo4rurfi


t.2.

i.

1

on her?

tl. Why did she turn sideways in front of the mirror?

,) what happened to Julie's dress wlten she lifted herself up?


answers.

l. No, he was shorter than average'

) Ordinary weekend sPorts attire'

:177 :

5.

(r.

l

What did the man at the counter look like?

What impression did he make?

Howdidhecarryhimselfincomparisonwiththeothershoppers?What did the girl's mother use to repeat every time she saw her

daughter slouch?

wnl aio the girl dislike her reflexion in the glass of the front door?

When did the girl's good posture vanish?

How did the things the giil was trying on in the department store sit

poor my Posturero was'

_176-

3. Not until he was leaving'

4. In the glass of the store's side doors' '

5. Hundreds of times. /

6. She felt taller.

7. The exPressive blue.dress'

8. How Poor her Posture was'

9. The man in the suPermarket' 1

10. Stahdingup straight. 'i

Ex. 4. Choose the correct translation

1. She'd too many bags of groceries'

a) Oua HecJIa crulIIKoM tlluoro cyMoK c IlpoAyKTaMu'

Ex.5. Develop these ideas to sum uP the contents of thestory.

L There was something about the middle-aged man at the checkout

that made him different from the others'

2. The girl started thinking of the way she looked.


l. A person's appearance tells a lot about his / her self-esteem'

2. People will think ofyou as you think of yourself. Do you agree with

this statement?


Itwasn't until the next day as I was trying on clothes in a department

store that I remembered again. Each thing I put on bulged, rippled and

lucked in the wrong places, even the expensive blue dress I'd had such

lrigh hopls for. I turned sideways, thinking that perhaps from a dififlerent

flngle I'd look better. That's when I c"rugtrt a good look at how really

poor my posture was.

Suddenly I reinembered the man in the supermarket' Standing up

straight helped him look wonderfully attractive and special. I lifted my

sclf up and looked at the dress again. unattractive bulges and tucks had

srnoothed themselves out, and the lines were nicer. The dress that had

seemed frumpy a moment before looked much better...

Text22

Ex. l. Read the text and do the exercises that follow'

LOSS OF TIIE BEST FRIBND

I lost my best friend in a traffi c accident three months ago. I n the beginni n g,

I tlidn,t really believe it. Itjust didn't feel real. we had been playing football

rrt l-odge Parkr ---- a football ground on the other side of town. We came

lrorne by bus - Andrew lived in the same street as me. We got offthe bus.

It was around five o'clock and getting dark. we were talking about a film we

wcre going to see at the cinema that evening. Andrew said something and

:17g :

b) Y nee ratoKe 6suto uuoro cyMoK c rlporyKraMn' l

c) OHa, KpoMe roro' BbIHecJIa MHoro cyMoK tls 6axarela'c ) \)tla, ltPurvre rvr vt Durrrvv

2. I tttought of myself being pu ed up' il

a) -fl npeacraBtra ce6e, rcar MeHf, rloATtruBalor BBepx' 'l

b) -f orqyrran a ce6n nar*ryrdfi, KaK crpyHa' i

4. ... from a different angle'

a) ...c gPYrofi roqKl4 3PeHI'Ifl'

b) ...s APYToM cBere'

c) ... n APYToM PaKYPce'

5. That's when I caught a good look at how really poor my

was.a) 9ro 6rtlo xorAa t rJIa fio-HacrosureMy nocMorperb "'b) Kan pa3 B ror MoM t ynoBhna npuctdllustfi ssmsA "'c) I,IueHuo rorAa t xopouo paccMorpena "-

6. I lifted myself up and looked at the dress again'

a) -fl nPnuoAHsna ronoBy "' \

b) ,f, rcrala Ha Horu .. '

c) .fl nrtnPrMuJlacb . '.

: 178:

I felt dead. No r."tmgl,;ust dead inside.Itwas as ifthe world stopp'ed

when the car hit ltim, u,ia'i*as waiting for him to come round one day'

come back ... then everything could start again' I ju5t went round in

dream. The police didn'i ask 'i" tuny questions' I djdru t t" t: l"dt"Y

lurialt - maybe I should have gone' I went away for a week to an aun

in the country. I was feeling preltty rottena. Then I started school again

but I couldn't concentrate' His desk was empty'

We were very close. We liked the same sort of things' y"-*"n:together a lot. But I also felt that somehow it was my fault' I could

stopped him or something'

Now things feel more or less natural. It happened in a strange way'

were all gettiig abittired of me at school and even athome' I keptfbrl

+hinrrc o'd didn't listen and couldn't concentrate' Then something

I was walking home from school one afternoon'when suddenly

saw Andrew in front of me' I ran like mad after him and shoutet

A coup en us and I lost sure he

gone in afterhim and in oorand

it't" .itting rooln - which was empty' There was no one trlsre'" 'il;";"lly

came in. Dolly was whar we allcalled Andrew's

She's super. it i"d to tell hei what had happened' but l.couldn't get

out. I just stafted "rying'

It was as if I.had l"t" 1",:1t19j:r?,1weeks. Then Dolly sat d-own by me on the sofa and she started cryin

too. We sat there like two bigbabies until it was over' Then she made

cup of tea and we had a

it cleared the air, sort o

Since that daY it's been OK'

the same. Sometimes I',m sure that I've had a glimpse oI someone J

like Andrew. It gives me a bit of a turnT even today' three months af

(from <Choice 3> bY 'I' Watts and J'

NotesI Lodge Park ['lodg'po:k] - napx JIo4xr brakes [brerks] - roPMo3a

' burial ['berrel] - uoxoPoH6l'r to feel rotten ['rotn] -rlyBcrBoBarr

ce6x oreparureJlbHot to chase [tJeIs] after sm.b - nycrrrbcq 3a KeM-ro BAororlKy

" funnY-to. cT Pauurtft7 lt gives me a bit of a turn. - 3ro n,leuq HeMHoro ryraer.


L Why did the boys go to Lodge Park?

l. What did the boys plan to do in the evening?

l. At what moment did a car hit Andrew?

4. How did the boy feel during the first days after his friend's death?

5. What made the boy's unhappiness greater?

6. Why, according to the boy, were all getting a bit tired of him?

7 . What happened when the boy was going home from school one aftemoon?

tt. What did the boy try to say when he saw Andrew's mother?r). How did the boy feel after seeing Andrew's mother?

Ex. 3. Make questions to which the following sentengesare answers.

l. Three months ago.

l. Because they lived in the same street. !

l. lt was around five o'clock.,1. They came to ask the boy some questions.

5. To an aunt in the country.(r. Ile ran like mad after him and shouted.

7. FIe was sure he had gone. into the house.

tl. She started crying too.r). Yes, since that day it's been O. K.


I It just tlidn't feel reul.a) OHo flpocro He oqyuanocb pezrnbHblM.

b) Ilpocro qyBcrBoBanacb HepezulbHocrb'

c) 3ro Ka3aJrocb rtpocro HepeiuIbHbIM'

:181 ::18O:

2. He was lhrown into the air- .

a) On 6rur nog6polueH B Bo3AYx.

b) OH eu6pocnlca B Bo3A).x.

c) Ero rio.q6pocnno BBePx.c) Ero rio.q6pocnno BBePx. ;

3. I was waiting for him to come round one day-

a) .f xaar ero Bo3BpatqeHuq oAnH AeHb' /b) .fl Naal, qro oAHDKAII oH BepHercq.

c) .f, Naan ero, 'rro6rr oAHaxAbI npuinu e ce6r'

4. I just started crying.a) -f, e4na'Haqtur rIJIaKarb.

i

b) .f, rolrro uro HaqarI ruIarKarb.

c) ,fI npocT o pacnrtaKancq.

5. Life has to go on.a) Xn:nr [poAon]Kaercr.b) Xusur AoJDKHa BePlryrbcf,'

c) Xusnr nplfxoAurct rPoAonxarb.


1. The boy couldn't get over his friend's death for a long time' i

2. After the meeting with Andrew's mother things became more,

less natural for the boY.


1. Losing relatives or close friends is a very traumatic experience.

2. When in sorrow, people need all the sympathy and understandingl

can give them.

Ex. 7. Read the passage imitating the speaker's intonaf

Now things feel more or leus natural. It happened in a strange way. Tf

were all getting a bit tired of me at school and even at home. I kept forl

things and didn't listen ancl couldn't concenfate. Then something fit

happened: I was walking home from school one aftemoon when sudd€nl

was sure I saw Andrew in front of me. I ran like mad after him and shdUi

A couple of people got between us and I lost sight of him.I was sure h9,

gone into his house. I chased after him and in through the front door and

the sitting room - which was empty. There was no one there.

: 182:

Text 23


KILLERS MUST DIE .

Should we hang people who have murdered another person?

ln England criminals do not get hanged any more' but there are many

countries where you can be sentenced to death. There are also many

pr:ople in England who would like to see hanging brought back. A survey

rrot so long ago showed that 70 % of British people think that hanging is

u good idea. If there have just been a lot of violent murders, then ofsourse people think that 'something has got to be done to stop it' -- and

'something' usually means bringing back hanging. There are about 800

nrrrrders ayear in England. People get very angry about some of them,

likc the Hungerfordr Massacre, where a man shot many people in the

Strcet. There have also been cases where policemen have been shot or

ch i ldren have been murdered; then many newspapers are full of headlines

like 'Murderers Must Hang'.In many countries today, capital punishment, as it is called, is used for

killers. Most countries in Westem Europe have given it up. But about

1.10 countries in the world still have capital punishment. And in some

corrntries it is used for other crimes than 'just' murder. For example, in

sorne Far-Eastem countries people are executed2 for narcotics-crimes.

Well then, does it really help? Does it stop crime - are fewer murders

0onrmitted when the killers know that if they are caught, they will lose

tlruir own lives? In England there hpve been more murders since hanging

wrrs stopped: the number of murders has almost doubled in ten years.

lilrt in Canada, it is quite the opposite: the number ofmurders has fallen.

Who are the killers? Are they people who stop.to think about what

nright happen if they kill? The answer seems to be 'No'. Murders are

ollcrr done by ordinary people living under great stress. They do not think

ol'what will happen to them. They just pick up a knife or some other

wenpon lying near - and kill. So no fear of hanging would stop them:

tlrcy simply do not think. The cool professional criminals who kill are not

pkrpped by the thought of hanging, either. They do not believe they willbe ulught.

- 183:

wever it is done in different countries'

-.- ^-,, ^'ll .h^,rt what haDDenS,

is alr,'u'ays watched by some oftictals' so we know all about what happens'

il; ;;.t are too frightening to repeat here'

The question i' *tt"-tttt' we-can call ourselves civilized if we take thc

I ' r rtr"it" i i" nqtttral to *"1:i5:1to lose their livesI Ma) ue 1!

ther PeoPl can't helP

:- A*ar[g who watc^^- .oo if

criminal stan oom wnere ttrey can see it *'-' -- :

special room installed a machine that sells a very well'

known make of soft drlnK "',fr;; <Choice j> bY 'I' Watts and J'

i :i,Ex.2. Answer the questions'

1. What did a survey of public opinion on capital punishment tn

show?

2' PeoPle to vt

3. murders esP

4. executed in es?

been stoPPed?5' theY kill?6. friec?7. How are criminalS executed lll ollltrrE'L '--"tries?g. How does the p"b;;;,Ge know what happens when criminalt

are executed?

9. what strikes the author about a special room in one of the prisorrs

America?


answers.

I Ycs. there are many people who would like to see this'

' l'ltcre are about 800'

t Most countries in Western Europe have given it up'

I No. about I30 countries in the world still have it'

'' lrr Canada.

tr I lrey do not believe they will be caught'

/ At least 23 PeoPle'

H l hey ur" oft"n done by ordinary people'


I lrt England there have been more murtlers since hanging was

ttopPed.rr) B Aumuu coBepulaercq 6oltbue y6uircrv'nocKonblcy cN{eprHaq

rult'lnu 6stla orMeHeHa'

h ) B Au rnlla npofi cxoAl4T 6ol rme y6rlflcrs tt:-:a orM eHbI cMeprHol'l

r(lr']Ht't.

. ) rconru"arso y6uficre s AHrrI'lH Bo3pocJlo' c rex nop KaK cMepr-

lrllfl Ka3Hb 6rt-na orvenena'

; .lre they people w'hn snp to think about what might happen "' ?

n) 9ro JIloAIl' Koropble nepecrarcT AyMarb o roM' qro Mo)Ker

elryuurlcr '.. ?h) ?ro JIloAlI, Koropble ocraHaBrl4Baorcfl; qro6ut noAyMarb

() rlo3MoxHblx noc'[eAcTBUgx "'?t') 3ro JIloAl4' Koropblx HaAo ocraHoBaTb' 'no6rt oHu noAyManu

() lio3Mo?KHblx rlocJleAcTet{qx "' ?

| ,lt) no fear of hanging would stap them'

;r ) 'larc "to

*n"*u"o"fi cipa'* 6o'tu noBeureHHblMll ltx He ocraHoBl4T'

I r I I loerorr'ly orcyrflBoe crpaxa 6rnr nose[reHHblMl{ rrx He ocr€IHoBt4T'

t ) htax, He crpax 6strl noseueHublMt{ lrx Mor ocraHoBuTb'

ul leust 23 people have been executed wrongly'

ir) ... no *"n"-"fi uepe 23 r{eJloBeKa 6urru xasFIeHbI He TeM

, rtttco6oM.lr) ... flo rpafiHeft ruepe 23 qeroeexa 6r'IJII4 rlpllroBopeHbl K cMepru

r { )Bcp[leHHO HecnpaBeAnLtBo'

r ) ..- Bcoro tturlrr'Z3 qeJIoBeKa 6utlu ragueHbl no ouru6re'

:185:

5. ... a machine that sells a very well-known make of sofla) ... uauuHa, Koropzrr npoAaerxopouro H3BecrHyro Mapr(yHAIIUTKA.

b) ... ycrpoficrno, B KoropoM rrpoAaercr rrrapoKo r{3HaIHTOK M.flrKofo BKyca.c) ... arrouar, xoropsrfi npoAaer rronynrpHbrft 6esanHAIIITOK.

\Ex. 5. Develop these ideas to sum up the contents ofstory.

l. A lot of people in England believe that capital punishmentnumber of murders down.

2. According to the author, fear of capital punishment doesn,tstop killers.

Ex. 6. Give your opinion on the foltowing points.

1. We can't call ourselves civilized ifwe take the lives ofother2. Capital punishment creates, it does not solve problems.

Ex.7. Read the passage imitating the speaker's in

Who are the killers? Are they people who stop to think aboutmight happen if they kill? Th6 answer seems to be ,No'.often done by ordinary people living under great stress. They do notof what will happen to them. They just pick up a knife or someweapon lying near

- and kill. So no fear of hanging would stopthey simply do not think. The cool professional criminals who kill r

stopped by the thought ofhanging, either. They do not believe tbe caught.

Text24


KIDS' TIPS FOR WORIilNG PARENTS (PART DFAMILY life has changed dramatically. In the past, most children

had an employed father and a housewife mother. Today many live eitherwith two employed parents or in a single-parent household where the9il0 parent works.

llow does this affec we consulted experts,Children themselves, m em. They voicedtheirthottghts and concerns, suggestions. Here areEorne of the tips these kids offer to their working parents:

(lhildren want to know about the world of work. one nine-year-oldl€ntarked, 'My friend doesn't even know what her mother does at herlob. I think that's weirdr'. When you talk about your job, your child candcvclop an image of how you spend your working hours rather thanfvondering what you do every day.

liven at age three or four, children can understand explanations like(M.rnmy teaches children to read and write> or <Daddy fixes cars.>> Bynltto or ten children can comprehend aspects of work

- duties,frtrstrations2, regulations and schedules3. And they can learn something9Ven more important: the rewards of satisfying work. Wben you comehorrrc smiling over an assignment completed and obstaclesa overcome,

forrr child knows that your job makes you happy.<My father works all the time,>> says Kathy, 14. <He leaves around 7

l,ttr, and doelsn't come home until 7 p.m. By then we,ve eaten and heE6ls by himself mostly in front of the TV. Even on weekends he goeslnto the office.> Many children believe their parents value suicess onilre.f ob more than being a gbod parent. one high-school student remarked,{livcryone thinks my mom is tenific because she's smart and workshenl and is famolrs. she has time to travel all over the country givingblks. 'fhe only person she has no time for is me.>>

('hildren also resent5 it when parents are at home but working. They*Hrrl to plal,with the parent but cannot, and must avoid bothering the

The terrible thing is that some people have been hanged forthey did not do. About I ,000 people are executed each year -shot, poisoned, put in the electric chair, or gassed to death.

: 196: :197 :

parent. Listen to the parental statements children repeated to us:

tother me,>> <<Can't you see I'm busy?> and <What do you want

When you come'home from work, your child wants your a1

He hasn't seen you for many hours, and needs to know you care

simply to be near and to listen''(from

<The Working Parent Dilemmu by Earl A. GrollmanGerri L.

NotesI weird [wred] - crpaueo (uenonrruo)2 frustration [frns'trerJn] - pa3oqapoBaHre

3 schedu le ['Jedju:l]- pacrlllcaHl4ea obstacle ['obstekl] - nperulrcrBlre, rpyAHocrbt to res"nflrI'zent] - o6uNarrcR (eorvyurarucr)

Ex. 2. Answer the following questions'

1. ln what way has family life changed?

2. What did the authors of the text do to find out how the

mentioned change affected the family relations?

3. Why is it necessary. for parents to talk to children about what

at work?4. What important thing can children already

are nine or ten?

5. What is a child capable of understanding

cornprehend when

when his Parents

home after work?

6. Why do many children believe that theils parents value

work more than being a good Parent?

7. What do many parents say to their children when they are

working at home?

8. Why dJe. a child want fuis parents' attention when they come

from work?

Ex. 3. Make questions to which the f6llowingare answers.

1. More than a thousand.

2. To their working Parents'

3. Theirthoughts and concerns'

-l liven at the age of three or four'

:, lly nine or ten.

rr, When theY come home smiling'

/, No, he doesn't. He goes into the office even on weekends'

ll. llccause she's smart and travels all over the country'(). 'l hey want to play with their parents'

Ex. 4. Choose the correct variant'

I ltumily life has changed dramatically'

rr) CeuefiHas xcl43Hb npeBparl'{nacb B ApaMy'

ll) Ceue[Haq )Kn3Hb nperepflena oqeHb cepbe3Hble u3MeHeHus'

c) Ceveiluafl )Kh3Hb H3MeHHJlacb, KaK B Tearpe'

,' ... aboul the worlcl of work.

ir) ... o MHoxecrBe Pa6or'lt) ... o Mhpe, B KoropoM pa6oraror'

c) ... o Pa6ore.| ... develop an image.

lt) ... nolyul4Tb npeAcraBJIeHI4e'

b) ... npolrurr QororPaSrao.o) ... paterarl roo6Paxeuue'

.1. .. rather than wondering what you do "'ir) ... a He cfipauuBarb, qeM BbI 3aHl4Maerecb "'ll) ... 'rro6sr He yAuBrqrbcq roMy, qro BbI 3aHsrbl xaxAutfi AeHb "'c) ... cnopee, qeM crpot{Tl; AoraAK[ o roM, tJTo BbI AeJlaere xaxArtfi

/leHb ...

\. ... my mom is terrufrc ...

l) ... mo.r MaMa Y)KacHo 3aH'flTa "'b) ... uor MaMa 3aMeqareJlbHat "'c) ... tvto.n MaMa HaBoAt{T Ha Bcex crpax "'

Ex. 5. Develop these ideas to sum up the contents of the story'

l)evelop the ideas to sum up the contents ofthe text'


I (lhildren are interested in their parents' job'

I l(ids want their parents to be more concerned about their family.

:189 -: 188:

even more important: the rewards of satisffing work' When you oG

home smiling over an assignment completed and obstacles ove

nine or ten children can comprehend aspects of work - dt

frustrations, regulations and schedules' And they can learn somet

your child knows that your job makes you happy'

<My father works all the time,> says Kathy, 14' <He leaves arout

".r. und doesn't come home until 7 p'm'By then we've eaten

Ex.7. Read the passage imitating the speaker's intona

Even at age three or four, children can understand explanations

<Mommy teaches children to read and write> or <Daddy fixes cars':

eats by himself, mostly in front of the TV' Even on weekends he

into the office..>> Many children believe their parents value succe

the job more than being a good parent' One high-school sfirdent remarl

<Eieryone thinks my mom is terrific because she's smart and w

hard and is famous. She has time to travel all over the country gi

talks. The only person she has no time for is me'>

Text25 l


KIDS' TIPS FOR WORKING PARENTS (TDART ID ,

, [n our research, 37 percent ofthe children described their"

srrother asked, <How are you supposed to talkto your parents if they're

&l wnys watchin g television?>

l'he children we interviewed know what they want to talk about -tlreir feelings. They especially want to tell their parents when they're

Efiilid. Many children said parents brush aside all sensitive subjects. No

clriltl should be burdened5 by fear or worry because a parent finds a

ltrlr.icct unc swering their

qucstions c nal securitY6''l'he tim sets the tone

for the day. Kim, I 1, says, <My house is a zoo in the morning' Everyone

lr rrrshing around. My parents are a they're going

to ho late. They bark out orders - rry up and Eat

bt'clkfast!' It's a lousy way to start th speak harshlyT

belirre school, angry words echo throughout the day and can affect8 a

elt i ld's schoolwork and behaviour.

You can create calm by rising l0 or 15 minutes early and moving at a

Elower pace. This allows your children to keep up with you and enjoy

your company. Sitting down to breakfast together is most important. You

cerr hear about what is happening in school and where your children are

goirrg after school. And don't forget a huge, kiss or word ofencouragement.

.lirnmy, 13, says, <On Tuesd4ys my parents play tennis; Thursdays

they have dinner with friends. And they go out every weekend. I think

thr.ry'd rather be out than be home with us.> In our interviews children

grurnpyr at the end of the workday' <When my dad's had a hard d4;

takes his anger out on my brother and me,> said Sandy' 12' <He'll yi

Notes

us forthe littlestthing, like talkingtoo loud onthe phone'>

Your child needs comfort and attention. Like you, he may have

bad day, and he may need to talk' If you focus completely on your

feelings, he will feel cheated' Take time to unwind2 before plungingt

the role of mom or dad. A shower, a glass ofwine, a napa, some exercll

the specific activity is not important. what is important is that you r9

yourself so you can enjoy your child's company' ,,i,

<If parents want to have a good relationship with their kids, thd

got to be prepared to talk with them,>> says Linda, 17' Yet one youtl

i-old us, <My dad likes to read the paper and talk to me at the same

I grumpy ['gr,rmpr] - parapaNurelrunfiI kl unwind ['rrn'warnd] -ptBp{AI'IrEct' lo plunge [pl,rnd3] -

oKylryrbcr

: /|.91 :190 :

4.

5.

6.

7.

8.

9.

4coHj5 eMeH'Tb6 e3o[acBocTb? harshly ['ho:Jld -

rPY6o, Perro i

8 to affect[erfekt] -mraatu l

'hug [h,r,g] -o6uruqEx.2. Answer the following questions'

1. How did some of the children who had been interviewed

their parents' mood at the end of the workday? .

,- il;, *tli a chifd feel if his parents focus completely on their ot

feelings? , -,-,,i3. il;;?; the authors of the article recommend parents should

after a workdaY?

What do children want to talk with their parents about?

What do manY chitdren comPlain of?

1.,) ... u TaKnM o6pasou Bbt cMo)KeTe paccta6uTbc.s B KOMIIaHI,II4

pe6eHra.

o) ... norouy t{To BbI HacnaAlrrecl o6urecrnoM cBoero pebeurca'

They want to tell their parents when they are afraid'

a) Onu xortr paccKa3arb cBollM poAI4TentM' KorAa oHrI

ilcnbrrblBaloT c'Ipax.

b) Onn xorcr noroBopl'ITb co cBoI'lMI'I poAI4Ten{M[ B Tcrr MoMeHl

KOrAa HM CTpa[Ho.

c) OuN (aerrE) xortr rlol-oBopl4Tb c poAI4TenqMH, KorAa HM

(po.4urelru) crPalruo.Many children said parents brush aside all sensitive subiects.

a) IIo cJIoBaM 4erefi, poAHTenH orKa3blBalorcc pa3loBaplasarb

O HHMLI HA AENLIKATHbIE TEMbI.

b) Mnonre lerll )Kanylorcs, r{To poAurenl{ cDI{DKHB'lIox Bce ocrpble

Ronpocbr.

c) MHorne Aer14 cKa3aJu'I poAHTenflM He [oAHHMarb AeJrI'IKarHble

tloflpocbr.

No chitd ihould be burdened hy fear ...

a

b

Her raroro pe6eurca, noropuft 6u ucnurruBirn crpax "'Hu oAnn pe6euorc He AoJDKeH HcnblrblBarb cocroflHHe crpaxa "'

c) Her rarcoro pe6eHra, Arq Koroporo crpzx qBnsrcc 6ut Henocl'ull-

rrofl Horuefi ...


I . Children don't want to see their parents coming home grumpy'

J. Clhildren want to talk with their parents about their emotional states.


Children know how adults can achieve a happy balance between the

dernands of career and familY.


Your child needs comfort and attention' Like you, he may have had a

hnrl clay, and he may need to talk. If you focus completely on your own

fce lin js, he will feel cheated. Take time to unwind before plunging into

i l,rr .2/.50:193:

Whu, ptuy, a special role in setting the tone for the day?

What can parents' angry words affect? l

What should parents ,".*t*U"'to do whe r their children leave I

school?

Why do ilrildren complain that their parents go out too often?


are answers.

1. Thirty-seven Percent.2. He needs cornfort and attention'

3. Abouttheir feelings.

4. Listenir-rg to their youngsters and answering their questions'

5. It's like a zoo. 6

6. A child's schoolwork and behaviour'

7. By rising 10 or 15 minutes earlier'

Ex. 4. Choose the right variant'

l. ... sa you can enioy your child's company'

a) ... c .reM, uto6st BbI MolJtl'I ilonyrlnrb yAoBoJlbcrBue or

c BaTIJHM Pe6eutcolr.

: 192:

the role of mom or dad. A shower, a glass of wine, a nap, some exerclse

thespecificactivityisnotimportant.Whatisimportantisthatyourestyourself so you can enjoy your child's company'

<If parents want to have a good relationship wittr their kids' they

gottobepreparedto aysLinda' 17'Yetoneyoun

iold us, nMy AuA m" and talk to me at the same ti

Another asked, <How are you supposed to talkto yourparents ifthey

always watching television?>

Tire children we interviewed know what they want to talk about

their feelings. They especially want to tell their parents when they

afraid.Manychildrensaidpafentsbrushasideallsensitivesubjects.ichild shouli be burdened by fear or worry because a parent finds

subject.rncomfortable. Listening to your youngsters and answerrne thl-questions

can make an enormous difference to their emotional

A. INTERMEDIATE LEVEL

Text L

I am an orphan. My father was one of two brothers, sons of a small

fnlrucr in Devonshire. The farm was a poor one, and the elder brother,

Arrtlrew, emigrated to Ausfialia, where he did very well indeed, and by

tllclrls of successful speculation in land became a very rich man. The

yr)unger brother, Roger (my father), did not like the agricultural life. He

prrrnaged to educate himself a little and obtained a post as a clerk with a

lrurll firm. My mother was the daughter of a poor artist. My father died

wlrcn I was six years old. When I was fourteen, my mother followed him

to lhc grave. My only living relation then was my Uncle Andrew, who had

tcccntly retumed from Australia and bought a small place in his native

eountry. He was very kind to his brother's orphan child, took me to live

with him, and treated me in every way as though I was his own daughter-

Although kindness itself to me, my uncle had certain peculiar and

{e cply-rooted ideas as to the upbringing of women. Himself a man oflittlc or no education, he placed little value on what he called <book

lrurwledge>. He was especially opposed tothe education of women- Inhis opinion, girls should learn practical housework, be useful about the

hornc, and have as little to do with book leaming as possible. I rebelled

ffurrrkly. I knew I possessed a good brain, dnd had absolutely no talent for

dgrncstic duties. My uncle and I had many bitter arguments on the subject.

I wirs lucky enough to win a scholarship. I had a little money of my own

leli to me by my mother, and I was quite determined to make use of the

gil g, final

Fu had no

llrt I persis

frowcver, I need looking for nothing from him. I remained polite, but firm.

I slrould always be deeply attached to him, I told him, but I must lead my

Ewrr life. I've never regretted my decision.

:197 :

Test 1

l. Mark the following statements as True or False'

1.'Uncle Andrew made a fortune by buying and selling

2. The girl's father missed his farm when he became a clerk in

Text2

Eileen Chase tells a story about modern travel.[,ast winter I went to New York on business. My husband came with

rrrc, On the fifth and last day we packed our bags and checked out of the

hotcl in the.morning. My husband decided to do some more sightseeing

wh ile I was at another business meeting: We agreed to meet at the airport

tlrut evening. We had to be there by eight o'clock at the latest. Our plane

wrrs due to leave at a quarter past nine.'I'he meeting went on and on! I stayed until about a quarter pasf six.

'l'lrcrr I had to apologize and leave. When I got down to the street below,

tltcre was heavy snow everywhere. I caught a taxi but it was just before('hristmas and there was a terrible traffic jam' We crawled along. IIooked at my watch again and again. I was veryworried. I'didn't want to

niss rny plane! Then the taxi broke down. Suddenly I remembered

Fornething. There's subway servibe - that's what the Americans call

thcir underground trains - to the airport. I ran to the nearest station. Itwrs almost seven when I got there. I had to go to another station and

elrange trains once. That took more than a quarter of an hour. Then I had

[o wait for another ten minutes before the right train came. It took another

hour to get to a station near the airport, where we had to change again. But

llris time we took a bus the rest of the way. It was almost eight-thity.

It wasn't far to the airport but the snow was heavier and so was the

trnlfic. Much heavier! When I finally got to the airport, it was almost

nine. I hunied off the bus with all my baggage and ran towards the

cltcck-in desk. Then I fell and almost broke my ankle. There was a big

crowd ofpeople around the check-in desk' One ofthem was my husband.

llo helped me to get up.

<There was no need to hurry,> he said. <This snow has delayed

eve rything. The plane's late, too.>

4

J.

4.

3. The girl left her uncle's house because she wasn't attached to hi

ll. Write answers to'these questions.

l. Why didthe girl'suncle emigratetoAustralia? \

2. Where did Uncle Andrew buy a house after he returned fAustralia?

What made it possible for the girl to get an'education?

What did Uncle Andrew tell the girl during their final argume

lll. Correct the following statements according to the

l. Uncle Andrew was especially opposed to learning from books.l

2. The girl had some talent for domestic duties.

3. The girlwas rather rude during her final argument with Uncle

:198: :199:

l.

2.

.}.

Test 2

l. Mark the following statements as True or False.

Eileen had to leave before the business meeting was

After the taxi broke down Eileen had to change for a

Eileen's husband was angry with her for being la

ll. Write answers to these questions.

l'. What didEileen's husband decideto do on the last day of theirin New York?

'2. Why was there a terrible traffic jam on the road leading to the

3. By whattransport did Eileen arrive at the airport?

4. At what time did Eileen arive at the airport?

lll. Correct the following statements according to the te)

l. Eileen and her husband were leaving New York on the sixth daytheir stay there.'

2. Eileen and her husband agreedthat evening.

to meet at the underground statiq

3. There were few people around the check-in desk ryhen Eileengot to the airport. b

:200:

Text3

Tony Redford was a journalist. He wrote articles for a magazine

t:illed Business News. He was a young man, of medium height. He had

rrrther long, dark brown hair and a small moustache. There was always

n very serious look on his face. He looked ever.r more serious that moming'

llo was in his boss's office. His boss was called Liz Davis and she was

thc editor of Business News.

<well, Tony. Your first article about the electroirics indusf,y is going

tp the printer's this afternoon. It's very interesting. But what about your

nr"ond article? Are you sure you can writb two articles about the

clcotronics industry? I mean, isn't one enough?> she asked. <Listen, Liz,

I tcll you that the second artiole is going to be more interesting than the

I'irst! Far more interesting!>

<l,m goingto get some informationthis evening aboutasmall company

eillled Shandor Electronics. The director is probably one of the best

elcctronics engineers in the world. But nobody knows very much about

lrirn. Not even where he comes from. He lives on a yacht. He never

visits his factory in Southampton. Someone goes to the yacht from the

lirctory every mbrning in a helicopter. Now.. I know an engineer who

w0rks at that factory. His name is Presley, and.Presley tells me that

shandor has plans for a new kjnd of electronic brain. It's much smaller

but far better than any other electronic brains on the market today. I'm

going to meet Presley in Southampton this evening' I'm going to use the

irrlbnnation I get from him in my second article. Presley says Shandor is

poirrg to make some new kind of robot,, too. But he doesn't know very

rrrrrch about that. It's one of the company's biggest secrets!>>

l,iz Davis looked more interested than before'

<All right, Tony. Go ahead with your second article. But finish it no

lrrtcr than the end of next week! Do you understand? I must have it at

llru cnd of next week! No later than that!>

:2O'l :

1.

2.

J.


l. What was Teny's first article about?

Test 3


Liz wasn't sure that they needed two articles on the same

The director ofthe Shandor Electronics company went to his

by helicopter.Tony was going to $et some important information from one offactory's employees.

2. When was Tony going to get some information about the Sh

Electronics company?

3. What plans did the Shandor Electronics company have?

4. When didLiz Davis want to have Tony's second article?

lll. Correct the following statements according. to the t

l. Tony Redford wrote articles for a newspaper.

2. The company's director was probably one of the best managers il' the world.

Text4

It happened on a foggy Saturday morning in New York'.July 28th'

I g4 5 . It was the kind of morning when the upper floors ofthe skyscrapers

wclc invisible. The 35,000 office workers who were in the Ernpire State

Iluilding were usedto it. when you worked inthe world's tallestbuilding,

yotl saw a lot of clouds.' o,1 duty that morning was an attractive 20-year-old lift operator called

llctty Oliver. It was a special day for her' She had come up to New York

six weeks before, to await the return of her husband from active duty in

tlrr: Pacific, and had taken the job to fill in the time' Today wa$ her last

duy und she was looking forward to the reunion over the weekend. She

Irrd no idea how special it would be'

Shelikedthework.Number6wasoneoftheexpressliftswhichscrved the upper floors and she had a chance to talk to the customers.

It was g.jj a.m. when Betg let one of her regular passengers offat the

Tgthfloor.Hestoppedforamomenttowishherluckarrdsayhowmuchhewould miss her. The doors closed behind him and the lift started down'

ItwaspassingtheT6thfloorwhentherewasaviolentexplosionandllre floor seemed to drop away beneath her. The ceiling just above her

hurst into flames. stre pultea ttre emergency handle as hard as she could'

'l'here was no ,".ponr", the brakes weren't working' She had no idea

what was haPPening.

Bettyoliverwasavictimofoneofthestrangestaccidentsonrecord.A bomber on a routine flight had got lost in the fog, and had crashed into

rheTgthflooroftheEmpireStateBuilding.oneoftheenginesdamagedtlre cables ofNo. 6 lift. do Betty Oliver began her fall down the lift shaft'

'l'here was nothing anyone could do'

Miraculously,unbelievably,BtyOliversurvived'Herbackandbothlcgs were broken, but she remaine I alive' She was takeir to hospital and

tltadearemarkablerecoveryinabouteightmonths.Sheresumednormallife, and moved to Arkansas where she eventually raised a family and

hecame a grandmother.

3. Tonyplan.

Redford's acquaintance knew all about the company's new

h

shaft -uraxra

brakes -ropMo3a

:202:-

2O3:

2.

J.

' Test,4


2.

3.

t. The Empire State Building is so tall that its upper floors are'invi

Betty Oliver saw the bomber when the lift was passing thefloor.Aftbr the accident Betty stayed in New York and remained single,iher life.


l. How long had Betly Oliver stayed in New York before the accidchappened?

What floors did No 6 lift serve?

What did one of the regular passengers say to Betty as heleavingthe lift?

4. Why did the bomber crash into the Empire State Building?


1. Betty Oliverwas orie ofthe secretaries working in the EmpireBuilding. I

2. Betty Oliver was a victim of an accident that frequently happens ilifts. '

3. The accident took place when the lift was moVing to the top of t(,ibuilding.

- 204:

Text 5

A pleasant Sunday outing almost turned to tragedy for two families at

Lrrrrclram beach last weekend.

llrc lbot of the cliffs, climbed over the rocks at the end of the bay, and

dis from sight'ed to notice the time passing, until they realized that the tide

lvir in rapidly and hurriedly they retraced their steps along the

rrcver dreamed it could be dangerous. lt was lucky that young Tommy is

such a good swimmer fpr his age. And it was lucky we were able to find

that man with the motor boat, too'>

current - teqeHrae

tide -rpluturbay -eatur205:

Test 5


t. The parents allowed their children to go and explore the shorethey knew the tide would not come into the bay in the next

Text 6

Many people are still against nuclear power. They believe that the

problem is notjust the danger of an accident. In the atomic power station

highly radioactive material is used. Radioactivity can cause cancer and

otlrcr diseases. Only a part of the material is used. The rest - called

wrste - is just as radioactive. Although it is still highly danggrous, this

tltlioactive waste is often thrown into the sea. Nobody can be certain

what will happen to it there. Only one thing is certain. It will be dangerous

lirr at least 240,000 years!'l'here is another problem. What ifthere is an explosion in the nuclear

rouctor? If one explodes near a large city, how many people will die?

Sorne experts argue that this is impossible. But the arguments will go on

lirr a long time.ln the village of Helmby, in the north of England, there was a

rlcmonstration today.-The demonstration became a riot. Some people

wcre hurt. Others were arrested. Our reporter, lan Keys, -has been in

lhc village all day.

This is what the trouble was all about. They plan to build an atomic

power station here. Ifthe government builds it, it will be one ofthe largest

irr Europe. It will produce enough energy for three cities the size ofManchester

But not everybody agrees with the plan..Early this morning a large

group of people gathered to demonstrate against it. They marched slowlythrough the village in the heavy rain. At first everything was calm. The

poI ice watched quietly.

But then some of the demonstrators tried to march into a field where work

orr the first part ofthe station hadjust begun. The police stopped them. Figtrting

bcgan. Stones were thrown. Whenthe touble began, morepolice came quickly.

Arrests were made. Thepolice pushedthe demonsfiators back intothevillage.

Shop windows were smashed. More anests'were made.

Now, at the end of the day, at least 50 demonstrators have been

rrrrested. Several policemen were badly hurt in the fighting and are now

irr hospital. But things are quiet and calm in the village again. It is stillraining heavily.

hours.2.

J.

The children were out of their parents' sight when theyexploring the shor.e.

The owner of a nearby motorboat helped the parents to find thechildren.


How many families went on a Sunday outing?

2. Where were the parents while the children were exploring the

3. What were the youngsters doing while the oldest boy swam backthe beach?

4. Why was it difficult for the boy to swim?

lll. Correct the following statements according to the texl. The water was too cold for the children to pass.

2. It took the oldest boy about an hour to reach the shore.

3. when the boy reached the shore he raced to the nearest police station.

1.

: 206: :2O7 :

Test 6


l. The only reason why people are against nuclear power is the

TextT

errrr cxperience the true beauty of nature.

<l want my children to learn values which are different from the

Vrrlles of the modern industrial world. These values are generally bad>'

T lrcse are the words of a man of 39, living in south-west England.

Scvc left university, he was going to be an

urrgir as highly trained, and had ambitions'

I low sixmonths in London, he lefthisjob and

tvcrtt out into the country.'foday he lives in a stonebuilt house just outside a village. A small

piece of land at the back of the house produces vegetables - beans,

p0as, cabbages, potatoes and lettuce. There are also chickens, running

ii,co through the garden. The house is clean, well kept. As you walk

lhr.ough the rooms you see nothing that isn't necessary. There are a

grcat number of books, ort the other hand, there aren't any ornaments.:l l,.y have electric light, but no television, and no radio. Wood is used in

lircilaces. The rooms are all spotless, bright and tidy'

You do not expect to see children. Nevertheless, there are five of

llrcm, ranging in age from twelve down to two. Gerald's wife, Judy, is in.

llrc kitchen, which again is bright and clean. It's not long, as you look

ru.ound, before you notice that once again there are certain differences

hctween this house and most others. There are no tins of food, for

vou find rows of bottled jams, and fruit. Open another and you come

ncross a sack ofrice, and another a sack ofbeans'

of an accident in the atomic power station.2. The work on the first part of the atomic power station has

begun.3. The trouble started because the police tried to arrest

demonstrators.

l.


How much energy will the Helmby atomic power station

2. Why did the police stop the demonstrators?

J. How many people were arrested by the police?

4. What was the weather like on the day of the demonstration?


l. Ifthe power station is built, it will be one ofthe largest in the

2. The demonstrators marched slowly across the field.

J. A few car windows were smashed by the demonstrators.

:208: :2O9:

Test 7


l. When he left university Gerald didn't plan to leave Lond

2. Gerald's house is much the szune as most other houses in the vifrom the outside and inside.

3. Gerald and his wife produce their own vegetables, flour, sugar

Text 8

Summerhill is a boarding schoo! where children do not have to go to

lelsons and where a five-year-old has as much to say as the head-teacher.

It was founded in 1901 by A.S.Neill, whose ideals were that children

ehould be happy and can be responsible for themselves. The school is an

ltrtcrnational community for children, governed by children, with adult

Eupport only as they require it. (Difficult> children can be successful at

Burnrnerhill because the problems they may have had at ordinary

Bolrools - not wanting to go to lessons, not fitting in, being bullied - are

ehscnt. one third of the children come from Japan,, where there is an

exceptionally disciplined system with heavy pressures to succeed.

A timetable is set after the children choose what they want to do

ftom a list of subjects. The youngest and the eldest go to the most lessons.

'l'lrose between l0 and l8 go least. occasionally they will not leam to

rcnd and write until their teens.'Ihe community rules are set at weekly general meetings where every

Atlu lt and child has equal vote. The rules and the punishment for breaking

the rn change'constantly. Being noisy at bedtime can lose you a pudding,

hitting someone can cost 10 p., and climbing on school roofs can set you

bnok 25 p.

Two girls are sent to the back of all queues for a day for being noisy

drrring the silence hour on Sunday morning. A boy and a girl are told to

puy for new batteries for a computer game borrowed from a younger

hoY.

Joe Redhead was born and educated at Summerhill and her three

oltler children have been, or are being edicated there. <<Even in the most

ntudern, child-friendly school, children still have to sit still and be

ftrtloctrinated>>, she says. <People cdn become very self-motivated ifyou

tkrrr't force them to do things>. She says that because Summerhill allows

e lrildren to get rid of their repressions they end up as balanced members

pl'the outside world. <Summerhill doesn't produce any angry rebellious

souls. It produces rather boring and well-behaved citizens>.

to bully -sanyrllBarb,

TPaBurb

nce.


1. How long has Gerald lived in the country?

2. What do the rooms in Gerald's house look like?

3. What do they use to keep the house warm?

4. What electric appliances do they have in the kitchen?


I. The people living in small villages are unsociable and reserved.

2. There are rows of tins of food in one of the kitchen cupboards.

3. The age of Gerald's children ranges from twenty down to two.

:21O: :2114 :

Test 8


l.

2.

J.

Children from various countries of the world come to

school.The rules and the punishment for breaking them are set'4t

beginning of the school year.

Children have to pay some money each time they break the


1. When do children get adult support at Summerhill school?

2. Why can <difficult) children be successful at Summerhill

3. Wherr is a timetable set at Srrmmerhill school?

4. What sort of people does Summerhill produce?

lll. Correct the following statements according to the tq

1. The boarding school was founded no[ long ago.

2. The youngest and the eldest pupils go to the least lessons.

3. Occasionally children will not learn to read and write until they

10.

:212

Text 9

I wake up at riine o'clock most mornings because I usualiy go to bed

itc lzrte. As I get ""t "iil;;;ii*v

uon"' 3lic\',rem-r1|t:: n:^:,fltlilli;lH: ;i;:il';;'"i"'' Every dav I have to go through a

n'ttin amount of pain' A' U"ffo 4"""""' iif" tnuy t","*^1i"T::""::":i

il':i[:J[; ffi;;;k' A' vou deverop as a dance'' vou stretch

rr body to the limit' ""d;nat

;;1ns.:n"1t:'Pl:^:t"'":T:::ri:ii:hifl::fl;.*il: *"' "' pt'tsicallv' because vou are'constantlv

Syingto improve youtt*fl"fq*' af'"oo"'i"g new things and struggling

let School so I can walk to work' I

ewards' When things go well; and

don'tusually get

' I go over the wh

right?> And the r

-glamorous - 6lncrarelrH'fi' pocrorun'n '

Test 9

l. Mark the following statements as True or

t.2.

J.

People think a ballet dancer's life is glamorous.The narrator starts her daily routine with the rehearsal for the evrperformance. --- .

The ritual before the performance is the same every time a

narrator doesn't feel nervous any more.


l: Why does the narrator wake up only at 9 o'clock?

2. How does the narrator get to work?

3. Why does the narrator like matinees?

4. Why is it difficult for the narrator to fall asleep?

l.

2.

J.


The narrator works five days a week.

After a morning performance the narrator goes out with her fri

The narrator never gets home after midnight.

:214:

lt was my first day at school in London and-I was half-excited and half-

ftlglrtcned. on my way to school I wondered what sort of questions the

etti.'. t oyr would ask me and rehearsed all the answers: <I am nine years

gt,t, I *u, born here but I hav'en't lived here since I was two. I was living

[6-1rr,rley. It,s a6out thifty miles away. I came back to London two months

Text 10

,r. I also wondered if it was the custom for boys to fight strangers like

h=e, but I was tall for my age. I hoped they would decide not to risk it.

No one took any notlce of me before school. I stood in the cenfe of the

I was right. This didn't make me very popular, of course'

<Heihinks he's clever>, t treard Brian say'

After that we went out to the playground to play football' I was in

Brian,s team, and he obviously had Dickens in mind because he told me

to go in goal. No one ever wanted to be the goalkeeper'"l

sup[ose Mr Jones remembered Dickens, too' because when the

gu,r," *u, nearly oveq Brian pushed-one of the other team and he gave

il'",r, u p"nulty. in the country, we had played football in a field' but here

tlrc pitc^hwas asphalt. As the-boy kiiked the ball hard along the ground to -rrry right, I thre'w myself down instinctively ancl saved it' All my team

.,.,*o"o round me. My bare knees were grazed and bleeding. Brian

look out a di$ handkerchief and offered it to me'

<Do you want to join my gang?> he said'

At the end of the day,I was no longbr a stranger'

- 215:

1.

2.

3.

Nobody asked the boy any ofthe questions the answers tohad rehearsed.

After the first lesson every one in the class thought that thewas clever.The boy's arrival at the playground after school arousedcuriositv.


l. Where was the boy born?

2. Why did the teacher decide to read aloud from David

1.

Test 10


Text 11

When my grandfather was ayoung man, just before the First World

r, he lived in a large house near the top of a hill on the outskirts of a

rrear London. The house had a sloping roof, and there was an extra

porn, the attic, with a floor and a window, built into it. It was the coolest

pBr,t ol the house at night, and in summer my grandfather sometimes

rt there.()ne hot summer ev€ning, before he went to bed, he read an article in

the newspaper about an air race across the English Channel. But while

hc was reading about the pilots getting ready to cross from France to

Errgland that day, he had no idea thdt he would be involved in the race

hirnself.I le woke early the next morning. The sunlight was streaming through

the window but the first thing he noticed was a strange noise coming

€loscr and closer. He got up, looked out of the window and got the shock

Ol.his life. A plane was slowly approaching across the valley and 4s it got

neirrcr, he realized it was heading straight for the house.'Ihe pilot was alone in the plane and soon my grandfather could see

hirn clearly. He knew that there were open fields on the other side of the

lrill, so he made desperate signals to him; pointing over his head''fhe plane came so close to the house that my grandfather threw

hirrrself to the floor, expecting to hear it crash into the roof above him, but

et the last minute the pilot made a great effort to gain height. As he

I00ked up through the window, my grandfather saw the shadory of the

pl0ne blot out the light for. a moment before it passed safely overhead.

I-le got up, dressed and ran to the top of the hill' The plane was

al0rrding in a field below him, so he went down to speak to the pilot. As

Iro reached il the pilot climbed out. He smiled and shook my grandfather's

lrnnd. <Where am I?> he said. he

rn id.

<Yes,> said the pilot' )

J.

4.

Why was the boy able to answer the teacher,s questionDickens' birthplace?

What shows that Brian changed his attitude to the boy afterfootballgame?

lll. Correct the following statements according to theEverybody wanted to be the goalkeeper.

The narrator used to play football on an asphaltpitch when hein the countryside.

3. At the end of the day the boy still felt like a stranger.

2.

:2/,6: :217 :

Test 11


L Just before the First World War the narrator's grandfather

in the air race across the English Channel. ;1

2. As he watched the plane the narrator's grandfather was

3.

whetherthe pilot would be able to gain height.

The pilot finally managed to land the plane because it was a s1

morning.

l.


Why did the narrator's grandfather sometimes sleep in the

summer?

2. What was the first thing he noticed when he woke in the morn

What did he realize when he saw a plane approaching acros

valley?J.

4.

'ti

How many people were there in the plane2 ,

{i

lll. Correct the following statements according to tft" ini

1. When the.narrator's grandfather was young he lived in a small hton the outskirts of London. .l

buildings on2. The narrator's grandfather knew there were tallother side ofthe hill.

3. The plane was standing bn the top of the hill,grandfather went up to speak to the pilot.

so the

- 2.|8:

Albert Edward Foremarrhadbeen verger at StPeter,s, af'ashionable church

Ncville Square, Lnndon, for sixteen years' Albert Edward was ":Y

p:y

if t,i.' jou *a ni, church. But there was one special feature about Albert he

6u ld n,t r"ad or write. when one day a new vicar discovered ttris, he told him

snl unless he leamt to read and write within three months' he would lose his

Gt,. ntue,t Baward refused and the vicar gave him a month's notice to leave.

fil locked the church and began to walkhome.'

non-smoker but when he was tired he enjoyed a

Textt2

c|gmnowthatacigarettewouldcomforthimandsincehc looked abou! hirn for a shop where he could buy a

tu.t.t of cigarettes. He did not at once see one andwalked on a little. Itwas

A l,ntg ,t ""t-Uut

there was not a single shop wherc you could buy cigarettes'

<'Ihat's strange), said Albert Edward''lb make sure, he walked right up the street again' No' there was no

doubt about it' He stopped and looked reflectively up and down'

<[ can't be the oniy tnun who walks along this street and wants a

gigarette,> he said. <A person who had a little shop here selling tobacco

Bucl sweets would do very well>'

He stopPed suddenlY.

<That's an idea"> he said' <Strange how things come to you when

you least exPect it.>

He turned and walked home and had his tea'

Next day he went alongthe sffeet rd by good luck found a little shop to

lct that look d u, though iiwould exactly suithim. Twenty-fourhours later

hehadtakenit,andwhenamonthafterthatheleftstPeter's,NevilleSqu*", forever, Albert Edward Foreman set up in business as a tobacconist

tttltlnewsagent.Hiswifesaiditwasadreadfulcome-downafterbeing;;.t of SiPeter's, but he answered that you had to move with the times'

llrc church wasn't what it was' Albert Edward did very well' He did so well

llratinthecourseoftenyearshehadacquirednolessthantenshopsandhewasmakingmoneyhandpverfist.Hewentroundtoalloft}remhimself..J"" tg91n coliected the week's takings and took them to the bank'

ve rger - uePKoBHblfi crryxurenr

- 2.|9:

2.

l.

l.

Test 12


Albert left his job as verger because he didn't like the new v

Albert opened a tobacco shop because he thought he had notelse to do.

Albert's wife was pleased that he had Ieft his job


When did Albeft use to enjoy a cigarette?

What did Albert look for on his way home?

What had Albert achieved in the course of ten years in

What did Albert do every Monday?


l. Albert had been verger at St Peter's Church since he was s

2. There was only one tobacconist's in the street which led to Alhouse.

3. Albert set up in business as a tobacconist and newsagent aafter he had left his post at church.

:220 :

Text 13

l hc view over a valley of a small village with thatched roof cottages

Etorrrrd a church; a drive through a narrow village street lined yith thatched

Goilrrgcs painted pink and white - these are still colnmon si$hts in some

prrrts ()f England. Most people will agree that the thatched roof is an

ccl'rrlial part of the charm of the English countryside.

I hatching is the oldest of all the building crafts practised in Great

flritrrirr. Although thatch has always been used for cottages and farm

[r ri ltlings, it was once used for castles and churches, too. In the eighteenth

et'rrltrry the charm and beauty of thatch began to be recognized and

hct.rrrlle the subject of many paintiugs. By the turn of the century thatch

\vrrs bccoming popular with the wealthy owners ofEnglish country estates.

I lratching is a craft, which often runs in families. The craft ofthatching

nr rl is practised today has changed very little since the Middle Ages.

( )vcr 800 full-time thatchers are employed in England and wales today,

Itrrrintaining and renewing the old roofs as well as thatching newer houses.

Mirrry property owners choose thatchnot only for its beauty but because

llre y l<rrow it "yill

keep them cool in summer and warm in winter.

In fact, if we look at developing countries, over half the world lives

rrrrrlcr thatch, but they all do it in different ways. Recently the British

Irrcllrod of tlratching was introduced in the deserts of the Middle East.

I'tople in develbping countries are often reluctant to go backto traditional

rrrirlcrials and would prefer modern buildings. However, they may lack

llre money to allow them to import the necessary materials, such as timber,

e or rugated iron and bricks. Theirtemporary mud huts withthatched roofs

ol rvild grasses often last only six months. Thatch which has been done

tlrc llritish way lasts from twenty to sixty years and is an effective defence

np,irirtst the heat.

Ihatched roof -colol'teuHar

rprtura./ KpoBnl

to thatch -Aerarb

Kpb[uy n3 coJIoMbI

:221 :

Test 13 ,

l. Mark the following statements as True or False. ;'

1.

2.

In old times thatch was used only for poorer cottages and

buildings.Many propgrty owners in Great Britain choose thatch

chdaper than other materials.in many other countt3. Thatch has traditionally been used


L When did they begin to recognize the charm and beauty of

2. What do present day thatchers in England and Wales do?

3. Where do people in some developiilg countries get the

building materials from?

4. How long does thatch which is done the British way last?


1.

2.

The craft of thatching has changed a lot since the Middle

Recently the British method ofthatching was introduced in the

of the Far Easi.

3. In some developing countries they build mud huts with thatched

oftree leaves.!

- 222:

,llume has been very important to people ever since they started to

e in caves and paint pi-"t*"t on the wails' They have always needed

tnain things from home. First, arrd most importan! they have needed

ection from danger. Secondly, they have wanted comfort as far as

si[rle.

ln ancient times, safety was the really important iht:g P"" Itil"ffi#;;i;;;ii;;t;,"ry lord lived in acastle. rn England castle-

Itlirrg reached its high point too v"ars aso' n"r"iil.ll:Tl[tYlT\rrrr'rvsvrrvs r ' 'erebuiltorrebuiltwithb.:ei made ofwood, but atthis time castles u

t*t"ir"r,n.." or fourcenturies ago, however' life had slowly become safer'

!o sr:ll'-protection had Uecorn"it" itp:I1l Wtren t9w-11 ".tt9:"":Jl:l:;;'il,;;p'r. aia *t"sually build new ones' Instead' merchants

other ficher townspeople spent more money on bigge".l?1:

rnlbrtable homes. At the su,oe tir" many castle owners wete starting

rurove out oftheir cold, uncomfortable towers and into grand and very

Text 14

tonr[ortable houses.

lnmoderntimesblocksof<high.rise>flatshavebeencreatedinbigWar these twenty-to-thirty storey

ion to the problem of house shortage

becn built before anyone began to

fur people, children especially,-to live in' ,

livc in such housel may *ff"t from-levere loneliness and deep

depression. Some people telieve these high-rise blocks make the town

hxrk uglY.

AtpresentinLondonandmanyothercitiestheyaregoingtoreplacef,lgit-rir. Ufocks by the so-called <low-rise> blocks' at most six storeys

lrigh.

:223 -

1.

Test 14

l: Mark-lhe fotlowing statements as True or False.

After townspeopie had built new r:rialls around the town theymore money on bigger and more comfortable hi

Blocks of high-rise flats are no longer popular because theygive enough com.fort to dwellers.

3. In many English cities they have pulled down high-riseflats.


I . What was the most important thing that people needed from homeancient times?

2. When did they.start to build orrebuild castles with stone in

3. What problem did they want to solve by building high-riseflats inbig cities?

4. What may people who live in high-rise blocks of flats suffer


1. People stopped building new walls around towns two centuries

High-rise blocks of flats are especially unsuitable places for epeople to live in.

3. The so-called dow-rise>> blocks are at least six storeys high.

9. UPPER INTERMEDIATE LEVEL

Text IWhen I go into our local library, I often watch children looking atthe shelves

6llul withavarietyofb,rightlycoloured.bools.Theypickabootglancethroug!a lbw of the pages and then almost inimediately reject it before beginning to

look at another ffi- I smile to myself for when I was a child in the 1910s, we

w€ro never allowed anywhere near the books. They were kept in some far

etrrrrcr ofthebuilding to which only the librarianhad access'

How, youmay aslg didwe manageto choosethe bookwhichwewanted

to hrnow? Well, immediately to the rlght ofthe enftance was a room whic*r

tcr vcd two purposes: it was a reading room for the older members of the

eourmunity and it contained catalogues in alphabetical order ofthe titles and

tullron of the books kept in the library. Using these, all one had to do was to

writc out a list ofthe books required. However, since most ofus knew very

few authors by name, and even fewer book titles, the whole process ofborrowing a book was based upon guesses. There was no possibility oflook ing through the first few pages to help us form an opinion, no looking at

illustrations to discover if a book might arouse our interest.

llven now I recollect almost with pain some of the selections my

f ie nds and I made. We leamed that titles often gave little guidance as to

whrrt the book was about- If we could have returned the book the next

dny, our irritation would have been considerably reduced, but this was

nol possible. The librarian did not allow us to bring back any book untilwt' had kept it for at least a week.

I laving written outyour lisg youpresented itto the librarian. Ifyou thougbt

yr l r l lroubles were finishd you were sadly mistaken- Yor:r handswere inlpected

Ig rrnke sure they were clean. More than once, one or ofter ofus was sent out

trl'lhc library and told to retrm when we had washed our hands.

Although ttre librarian appeared very strict and frightening to a small

boy, I owe her and the man who gave the library to the town an irnrnense

dcht of gratitude. They led me into the land of story, romance and

Htlvr:nture, which in years to come brightened many a dull day-

Itccess -AocTyrI

I lirr .t750:225:

Test 1

!. Mark the following statements as True or False.

l. According to the text, life is different for children today in

withthe life ofchildren in 1910s because inthose times children

more time reading.

2. Itwas difficult for children to know which books to choose

they didn't know rnany authors and book titles.

3. According to the author, book tjtles were not very helpful to

4. The author is grateful to the librarian because she made him feel

an adult.


l. How did the children find out which books the library had?

2. What, according to the author, helps to form an opinion of a

3. What rule was there about returning a book to the town

4. What did the librarian do as soon as she had received a child's I


l. The books that children retumed were inspected to make sure

were clean.

2. Thelibrary was given to the town by the town Council'

I

Text2

tJ ntil the seventeenth century lrish was the normal everyday language

gfl lr.cland. At that time, though, the English who had colonised the country

hgfln to impose their own language and the Irijh people gradually accepted

[his, mostly for economic reasons. All official business was conducted in

English and the British economy dominated the country. This practical

6t()tivation to use English grew even stronger when people began to leave

Iteltnd in vast numbers in the nineteenth century. Families thought that itwould be difficult to move to an English-speaking country such as

Arttorica, Australia or England if they knew nothing but Irish'

Nowadays little more than one per cent ofthe population ofthe country

Uso lrish as their daily first language. Even in the areas of the country which

Fre supposed to be Irish-speaking, the use ofthe language is decreasing.

A I I children in Ireland have to leam Irish. Until 1973 pupils had to gain a

pnss in Irish ifthey were ing certificate' This

Ftrlc was very unpopular ave to take Irish for

thesc examinations but it no longer seems to matter very much ifthey fuil.

Most children in primary schools seem to enjoy their lrish lessons but

ln sccondary schools the situation is often different. Pupils often find

lrish to be boring and unnecessary as compared with French or German,

wlriclr can at least be useful for gptting a job''fhe most surprising development of recent years has been the rise in

thc number of state schools in towns that do all their main teaching in

lrish. This scheme has grown up in response to the demands of parents.

tlrcsc schools is that they could be distracting pupils from learning 'more

trsclirl' modern languages. In fact, in modern languages, as in most

Itrhiccts, these schools have results which are better than the national

gvcrage.

lo impose-uaBt3blBarblo d istract

- orBJreKarb

:227 :

Test 2


l. Starting with the lTth century English was the language

business in Ireland2. When lrish families moved to English speaking countries they

they should pretend not to be Irish.3. Since 1973 pupils in Irish sclrools have not had to study I

The Irish-language schools are good though they distract pupilslearning modern languages.


I . How many people in Ireland use Irish as their daily first lanpresent?

2. At what age do most children enjoy their Irish lessons?

3. Why have they introduced more schools where teaching is

Irish?

In what way are the lrish-language schools better than thelanguage schools?


1. In the ITth century the Irish began to leave Ireland in big n

2. The most surprising development ofrecentyears in Ireland has

the rise in the number of p,rivate Irish-language schools.

:228:

Text3

lf nther was in the army all through the war - the First War' I mean -Eo, up to the age of five, I never saw much of him, and what I saw did not

wony me. Sometimes I woke and there was a big figure looking dgwn at

mc. Sometimes in the early morning I heard the closing of the front door

Bntl the sound of boots walking down the lane. These were Father's

cillrilnces and exits.

lrr fact, I rather liked his visits, though it was an uncomfortable squeeze

belween Mother and him when I got into the big bed in the early morning.

Hc srnoked, which gave him a pleasant sort of smell. Watching him shave

wns f-ascinating. Each time he went away, he left lots of souvenirs -modcl tanks, knives, cap badges and all sorts of military equipmentwhich

he put in a long box on top of the wardrobe as he thoughtthat they could

bc handy sometime. When he was not there, Mother let me get a chair

arrrl search through his treasures. She did not seem to think so highly oflltcnt as he did.

'l'he war was the most peaceful period of my life. Every morning Iewoke as soon as it was light and felt myself to be like the sun, ready to

slrirre and rejoice. Life never seemed so simple and clear and full ofpussibilities as then. I got up, went into Mother's room and climbed into

lhc big bed. She woke and I began to tell her of my plans, I talked but

thcn fell asleep and woke again only when I h'eard her below in the

k itchen, making the breakfast.I often wondered what Mother and I should do all day, what present

I would get for Christmas and what I should do to brighten up the home.'l'lrore was that little matter of the baby, for instance. Mother and I could

ilcver agree about that. Ours was the only house itr the street without a

rrc* baby, and Mother said we could not afford one until father came

brrok from the war as they were very expensive. That showed how

nirrrple she was. The Geneys who lived nearby had abtaby, and everybody

[rrcw that they had hardly any money at all. It was prbbably a cheap

hrrby, and Mother wanted something'really good, but I felt this did not

t'errlly matter. The Geney's baby would have been fine for us'

to be handy -rpltroAurbcq

:229 --

Test3

l. Mark the following state4ents as True or False. l

1.

2.

J.

4.

The time that the author spent as a child during the war was h

and calm.Father's souvenirs were very dear to the boy's mot

During the war life offered a lot of possibilities to the boy's

The boy thought his mother would not have wanted the Ge

baby because it wasn't good enough.

ll. Write answers to these questions. _

1. Why did Father leave a lot of war souvenirs each time he

away?

2. What did the boy tell his mother when he got into her bed irllmoming?

3.

4.

What did the boy think about while he lay in his mother's bed? i

Why, according to the-boy's mother, couldn't they have a baby?

1

)


Up to the age of five the boy saw his father every morning.

The house ofthe boy's parents was the only house in the town

a new baby.

:23O

Text 4

oneofthemostfamousconcerthallsinAmericaistheCamegieHlll in New York. Initially, it was called simply the 'Music Hall" but

tlttcc years after its oPening

e ttrnegie, the man who had Pro'l'he Hall officiallY oPened

pluyed host to the giants of classical m

if,tI unO rock music, and has also been used for political rallies, religious

Fcrvices and lectures.lectures given in the Hall took place during

its y as a talk accompanied by slides of paintings

ol' which was what the audience had been

e xpecting. Howeveq as the lecture progressed' tfe.efflcts bt:T-" -ot"tlrnmaticlwith thunder, rolling cloudi atrd mechanical volcanoes exploding

,,i, ,tug.-- all to the surprise and delight.of the audience'

ln 1927 the violinist Yehudi Menuhin made his appearance at the c^amegie

st time - he was aged tert' In the afternoon before the

e was wandering aroundthe Hall instead of practising and

by an axe which he saw on the wall' The axe was for use

itr a fire but the boY, no

lbr. The guard made an

lrcads off soloists who

hr:.n .hopp"d off>' Yehudi went rushing back to practise'

fn p6i ihe gritish invasion anivedwl theBeatlesplayedtheirfustconceft

hcre.onthedayoftheconceGcarscametoahaltalloverthecrtyandther:rowds sunounding the building were enoFnous' Fortunately, in all the chaos

nobodywasseriouslyinjuredarratnegallescapedwithonlylinordlmage.Inthelg50stheyp'lannedtopulldownthebuildingbutavigorous

,u,r,fuign to save it *u, led by ihe Stern' In 1960 the

llall was purchased ly tn. City of few years later it

was named a national landmark' the most famous

musicians, singers and entertainers appeared there -rro doubt they will continue to do so for many years to come'

axe -Tonop

to pull down -cHocl4rb

-231:

Test 4

L Mark the following statements as True or False. .,

1. Andrew Carnegie spent most of his money on the building ofMusic Hall.

-

2. Yehudi Menuhin ran back to practise for the concert becauseSecurity guard told him to do so.

3. On the day of the Beatles concert the Carnegie Hall wasby enormous crowds of people.The author thinks that in future the Camegie Hall willnafional landmark-

l]. Write answers to these questions.

t- When was the Music Hall renamed in honour of Andrew Ca

2. What sort of lecture did the audience who came to the Hall

3. lVhat wasthe real purpose qfthe axe thatthe young violinist sawthe wall?

4. Why did they give up the idea of pulling down the Carnegie Hal

il|" Correct the following statements according to the

[. During the lecture the audience were frightened by theeffects.

2.In all the chaos caused by the Beatles concert many people wseriously.injurrd.

I

:232:

Text 5

ln the 1930s, when radio was still in its infancy, broadcast stations in the

USA wondered what lype of programmes they should broadcast during

tlto daytime. They decided to produce serials that would be on the radio

evcry afternoon telling a continuous story. To keep the listeners' interest

thcrc would be far more crises occurring than in real life. Knowing that the

Frniority of the audience would be women, the broadcasters decided that

tlts women in the serials would be strong characters and the men weak:

l lrc serials were an instant succass with list6ners. As the radio stations

wolc paid forby advertiSing, these programmes always had advertisements

Erxl, since one of the most frequently advertised products ryas soap, the

programmes became known as soaps or Soap Operas.

It was really by chance that the soap opera appeared in Britain. The

BllC (British Broadcasting Corporation) had no interest.in producing

this type of programme but during the Second World War it was thought

that the Americans should be shown how well the British people were

alnnding up to the war. For this reason, a soap opera was written for the

North American service of the BBC; it was called Front Line Fatnily

arrd showed how a typical English fainity, the Robinsons, were livingduring the war. Some people in Britain managed to hear the programme

nnd asked for it to be broadcast for the British aridience. The BBC were

rurrwilling to do this but finally agreed and broadcast the programme irt

llritain. The programme ran for six years.

Other soapswere introduced later, one tellingaboutthe life ofa doctor's

lirrn i ly and an other, The Archers, aboutlife jn a country village. The original

rrirrr of The Archers was to inform farmers of new developments in

rrgriculture. The serial began in l95l and is still to be heard every week.

Some attempts at soap opera began to appqar on tblevision inBritainirr the mid-1950s but it was not until 1961 that the first real soap opera

nppeared. The serial, called Coronation Street, was about the lives ofpcople living in a working-class street near Manchester. Although the

scrial was planned to run for only a few weeks, it is still to be seen

scveral nights every week and has more viewers than any otherprogramme on British television.

:233 -

3. The Archers is a serial telling about the life of a countryfamily.

Test 5


l. In the early days of radio broadcasting stations in Americaproblem of how to entetain women.

2. In Front Line Family the Americans wanted tq show how a

English family were living during the war.

Text 6

We seemed to have so many family houses. All the moving also meant

ehunging schools. I attended about four schools and four different technical

eolleges after that. I did reasonably well at school, finishing up with aeorrple of O-levels and quite a few CSEs. But it didn't make it any easier

rwitching schools so many times.'l'he thing I enjoyed most about my first two schools was being captain

eil'the football and cricket teams. I alwdys loved sport and games. At my

Feoond school I worked my way into the chess team to get out of Latin'

I had always hated it and it got even worse at this school. In'fact Iwnsu't interested in the academic side at all until I moved to my next

sclrool.Even then, though, it was a rather traumatic experience because I

joined in the middle ofthe year. Previously I'd always been in classes.of

filleen; suddenly it was thir,ty. I'd always beento all-boys schools; now itwns mixed. I had no friends there and I got into trouble and fights. It was

a diFficult time, but I started to learn how to look after myself.

It didn't help when I had to take time off school to race karts. The

g0lrool was fine about it, but some of the kids weren't. When I was

ohosen to represent the country in Holland, the headmaster was genuinely

plcased for me and announced at assembly that I was getting a special

two-week leave. Afterwards in the playground I was beaten up by some

older boys. They were presumably a bit jealous and thought it was

tirvouritism. The truth is that getting time offdoesn't help anyone, because

you have to work harder to catch up on your school work. That's not an

eusy situation for an eleven-year-old.

lrrstead of doing my homework in the evening, I used to go home and

work on my kalt tuning the engine, fiddling about, polishing it up. IfI had

polished it one night, I would still go home the next night and polish itngain. It was a fascination for me and one I certainly don't regret. It leptnrc off the streets and I started winning races.

4. Coronation Street was the ftrst real soap opera which was

on British television.


1. Why did the radio stations make women have the s

characters in soap operas?

2. Why was the name (soap) or (soap operas)) given toprogrammes?

3. Why did the BBC start to bioadcast the programme about

Robinsons inBritain?

4. What was the original aim of the serial The Archers?


1. The serial Coronation Street was planned to run for six years.

2. Coronation Street has mgre viewers than any other programmeI

American television.

:234:-

235:

4.

Test 6

l. Mark the fotlowing statements as True or Fatse.

l. Though the boy changed a few schools he did rather well in his

exams.

2. At his second school the narrator started to dislike

Text 7

Many English people now go abroad for their holidays in search ofbellcr weather. However, others csntinue to go to the traditional English

lierrsicle resorts. By far the biggest of these resorts is Blackpool, which

nl ill welcomes some six million visitors every year.

At the beginning ofthe 19m century Blackpool was a little-known fishing

v i I lilge on the north-west coast of England with a population of fewer than

5(X). 'fhe arrival ofthe railways in 1846 linked Blackpool with the industrial

lorvrrs in the counties oflancashire and Yorkshire. This gave the inhabitants

p I' I I r e se towns the chances to get away fr om their smoke-fi lled environment

rrrrcl seek fresh air on the coast. The visitors soon began to demand organised

cr r tcftainment and B lackpool was quick to obli ge. Theatres and dance halls

wure quic strikingbuilding

wus Blac 1 and 1894. The

Iolver wa eveh though it is .

h[rclly halfthe height ofthe French original.Nevertheless, formany years

it was Britain's tallest structure.

Along a large.part of the seafront is the so-called Golden Mile, an

0r,ca of hot-dog stands, amusement arcades and fortune tellers. At the

sgrrthern end of the seafront stands the vast Pleasure Beach, full ofexoiting rides and more amusement arcadejs. The Pleasure Beach has

Irr0re visitors every year than any other tourist attraction in Britain.

One of the principal attractions of Blackpoolto many people is the

Ir.irrns which run along the seafront. For many years these were the only

crlrnmercial trams still operating in Britain. However, in recent years

scveral cities have re-introduced trams 0n to their streets'

Blackpool has the longest holiday season of any seaside town in Britain.

Wlrile summer is, no doubt, the busiest time of the y6aro conferences and

cxhibitions take place in spring and autumn. From early September until

lhc end of Octobe-r, crowds come in their thousands to see the

lllrrrninations, when the seafront is ffansformed into a glittering display ofcoloured lights and scenes, with trams disguised as moon rockets and

Arnerican show-boats. Blackpool is not to everyone's taste but it is a

rice place where people can come and have fun.

seafront -Ha6ePexuaa

3. Fighting with friends at his third school helped the boy to learn

to look after himself.The.best thing about kart racing was that it gave the opportun

take time off school.


l. What did the narrator like about his first two schools?

What was the headmaster's reaction when he learned that the

had been chosen to represent the country?

How did the pupils of the school react to his being chosen tothe country?

Why isn't the narrator sorry that he spent so much time lookinghis kart?


l. The narrator got interested in studies only when he moved to,'

fourthschool. ,ri

The narrator was chosen to represent his country when he was fiyears old.

2

J

4.

2.

:236: :237 :

Test 7


l. At present weather is one of the factors that influence the choia place for holidays.

2. Blackpool became a popular sea-resort thanks to the deveof railways.

3. Blackpool was the first town in Great Britain to

4. Though Blackpool is one of the most exciting sea-resorts inin the author's opinion not. everyone will enjoy the p


l. What did they build in Blackpool to entertain the holidaymakers?

Which part of Blackpool attracts more visitors every year thanother place in Great Britain?

What, according to the texl is one of the main attractionsto many people?

What attraction does Blackpool offer to visitors in SepternberOctober?


l. Blackpool used to welcome some six million visitors every year.

2. For many years Blackpool Tower was the most striking structureBritain.

- 238 :

Text 8

We are allpassive smokers; i.e. we breathe in, medically speaking, other

people's smoke which is the equivalent of smoking two cigarettes a day.

l'h is is a disturbing statistic which raises the question 'should smoking

ln public places be banned?> The 'public places' would include schools,

Eelbs and restaurants, public transport, cinemas and theatres, publichouses, etc. Many such establishments already recognize the problem ofpassive smoking and try to reduce its effects by segregating smokers

€trd non-smokers. However, more often than not, these measures are

lnudequate and don't take into account the fact that smoke drifts easily.

When we come to the questions of smoking in public we must turn to

tlr c government. At the moment the gov ernm ent anti -smoking propaganda

l,r lropelessly inadequate. Attimes one wonders how badly the govemment

wtnts to stop people smoking. It does of course force smokingatlvertisements io have a health warning at the bottom, but many people

f'ecl that the wamings are not strong enough. The govemment cannot be

expected to ban all forms of tobacco smoking, but they could, however,qrrite easily ban smoking in public places.

I was very glad to see that a ban on smoking on our local buses was

brought into action several months ago. When I went by bus, however,

tlrc air was filled with smoke. Some people behind me started to smoke

trrrd I felt sick. It's hardly surprising that they were smoking when the

driver of the bus smoked a cigarette after a cigarette.'fhe government does a few things to support the anti-smoking

oumpaign, such as banning smoking advertisements on television and

showing a few anti-smoking adverts themselves. Butthe amount ofmoneythc government spends on such adverts is small compared with tlre amount

krbacco companies spend on advertising their products.

On January lOh, after months ofbuming debate, New York's non-smoking

rrrayor signedthe Smoke-Free AirAct. From April I 0s smokingwill be banned

irr restaurants cateringformorethan 35 people. Outdoorseating areas will also

hucome smokeless zones. During the new baseball season fans at stadiums

wil I be bneaking tre law ifdrey light up. NewYorkjoins well over I 00 American

cities that have passed laws banning smoking in public places.

to drift - nepeMelrlarbctto cater

-o6cJryxlnarb

2.

3.

4.

:239,:

TestS

l. Mark the following statements as True or False.l. According to the text, most ofth'e public establishments don,t re

indifferentto th2. At presi:nt the

advertising their products on tmoney the government spends on anti_smoking ad

J. The author believes that thetobacco smoking. --

government should ban all

4. New York was the first city in the USA to ban smoking inplaces.


l. What statistic does the author call disturbing?

2. Why isn't segregating of smokers and non_smokers l" p"blt"adequate enough?

3. What restaurants in New York will become smokeless zones?1,

4. What outdoor seating areaszones?

in New York will become

Itl. Correct the following statements according to thel. According to the text, one of the steps gfthe government to

the anti-smoking campaign was to tan smoking advertiserpublic places. b

2. Peoirle on the bus were smoking tt ougn if," a.i*-f tf," U*them not to.

:240:

Text 9

I was delighted when I finally left school at the end of October 1927.

Now at last I felt I was a man. I was sure I would soon find myself ajob

Attrl have money to spend.

llvery day there were long queues at the Labour Exchange of people

Iooking for work. Those of us who had just left school had to go to the

Lnbour Exchange for an interview with a group of officials, employers

arr(l leachers. There we were asked questions about our ambitions, how

Euitable we were for certain types of work and how well we had done at

cclrool. Our answers to these questions were th.en compared with a listrul'vacancies existing in thts dishict. After this we were required to attend

tlrc Youth Employment Department every.day to see if any suitable jobs

Irnd been found. If it happened that a firm was in need of a youth, then a

Irrrnrber of us would be given a green card which we were to take to the

irrtcrview. To prove that we had attended, the employer would iign the

enrcl. I lost count of how many of these cards I received without finding

n.job. We also looked through the newspapers, of course; hoping to find

sornething in the job advertisements.. .

On one occasion, my search had the surprising result of providing a

vcry good job for one of my uncles. This uncle, who had been out ofwork for almost ayear,was in his early thirties. In fact, he had worked

lirr only six months immediately after leaving school. When we arrived

nl the firm, the manager told us that he had found someone for the job

,irrst ten minutes,earlier. However, looking at my uncle, he said, <<We are

Iooking for someone tg operate.a special machine, someone older than

tlr is boy. Are you interested?> My uncle accepted immediately. He worked

llrere until he retired at the age of sixty-fiveI was jobless for almost ayer and then started a temporary;job at a

bakery. My employers were so pleased with my work that they offered

rrrc a full-time post on the pie-packing production line. I knew itwasn't a

vcry high position, but it was a good start. I was really enjoying my job:

lhc company and the people were kind and sympathetic. I hoped that my

.job would be the first step on the ladder to a good career.

Labou r Exchange - 6npxarpy4a

:241 :

Test 9


l. All those looking for work had to go to the Labour Exchangeinterview with a group of specialists.

2. After applicants for ajob had answered questions they werea list of vacancies existing in the district.

3. The young man attended many interviews without getting a

4. It took the narrator almost a year to find ajob.


l. How often did the applicants for a job have to go to the yEmployrnent Department?

2. Why did the employer sign the green card?

3. Why did the manager choose the narrator's uncle to opemachine? I

4. What did the naratorthink of his first full-time job?


l. When a firm asked for a youth one of the young people got acard and went to the interview.

2. The narrator was offered a full-time job because it wasn,t ahigh position

r

Text L0

I must agree with you (ifyou are anti-zoo), that not all zoos are perfect.

Ol'tlre 500 or so zoological collections in the world, a few are excellent,

lornt; are bad and the rest are appalling. I have had a great many

Opponents of zoos tbll me that they would like all zoos closed down, yet

the same people approye of safari parks, where animals are usually far -worse off than in the average zoo. An animal can be just as unhappy, just

as ill-treated, in a vast area as in a small one.

It's odd how comforted people feel by seeing an animal in a ten-acre

ficlcl. Safari parks were invented purely to make money. They have spread

now throughout the world. In the main, their treatment of animals is

disgraceful andthe casualties appalling.I will notmentionthe motives or

t[r.l qualifications of the men who created them, but I would like to stress

llrnt it's impossible to run these vast territories with a knowledgeable and

experienced staff, since that number of knowledgeable and experienced

nlnfT does not exist. I know because I am always looking for such rare

agrccialists myself.I am not against the concept ofsafari parks. I am against the way they

nro at present run. In their preSent fgrm, they represent a bigger danger to

wilcl animals than any zoo ever has done. But safari parks, properly

controlled and scientifically run; cbuld be of immense conservative value.

I feel, therefore, that one should try to make zoos and safari parks

lrctter, not simply call for their closing down. If Florence Nightingale's

sole contribution, when she discovered the appalling conditions in the

Irospitals ofthe last century, had been to advocate thatthey should all be

ukrsed down, few people in later yeari would have praised her for her

lirr-sightedness.My plan then is that zoo opponents andzoo lovers alike, should try to

rnake them perfect, should make sure that they are a help to animal species t

rrucl not an additional burden on them. This can be done by being much

ruore critical of zoos and safariparks , thus making the.m more critical ofllrcmselves, so that even the few good ones will do their best to be better.

casualties - nsn4Surug xtlBorHblestaff - rura'r corPYAHl{toB

:242: :243:

3.

3.

4.

2.

Test 10

1.. Mark the following statements as True or False.

l. The author believes that a vast area alone doesn,t make anhappy.

2. Safari parks need a great number of knowledgeable and estaff.Accoiding to the narratoq safari parks in their present formmuch danger to animals as ordinary zoos.

4. The narrator's suggestion is to increase both the number of zoosthe number of safari parks. .

ll. Write aiswers to these questions.

l. What was the main purpose of creating safari parks in theopinion?

What value, in the author's opinion, could safariparks have?

Why is the author acquainted with the problem of experiencedfor looking after animals?

What did Florence Nightingale find out about the hospitals of thecentury?


l. At present safari parks are mainly found in the USA.

According to the author, os can be improved by making themconfident of themselves

Text 11

Many young people never leam to read other than very slowly. Fourteen

liflteen-year-olds who should have become fluent readers a long time

Ego, carry the same book around with them in school for weeks.

I'hey read very slowly through a page or two when the teacher tells

thern to, buttheir attention is on the mechanics ofredding and they never

letlly have the chance to become interested i{r the content.

Someone who finds himself in this limited position will inevitably turn

to lclevision or video because it's faster and easier.

ll' children are to become 'natural' readers, their reading must be

flcvcloped and speeded up. No fluent reader, for example, slowlypr()nounces the words very quietly or reads aloud in his head, mentally

€rticulating every word, apart from when we do this if we2re reading

Eonrething very complicated like ascientific article.llut many yoirng and adult readers nevei get beyond the stage of

Pronouncing every word, which is why they're so slow. When seven or

eight-year-olds read 'to themselves' you can sometinies see their lips

nroving. This should be a brief stage in the process of learning to read,

Irot the end resultThe answer for children lies in giving them lots of accessible books

quickly, and plenty of time both at school and at home to read them. Itprobably means restriction oftelevision time, too.

It's also importantthat children see reading as an ordinary part of adult

bchaviour. Children copy adults. I frequently hear teachers and parents

cornplaining that children won't read. In the next breath these same adults

nrc either explaining tlrat they themselves are too busy to read or discussing

llrc previous evening's television programmes at length. Two unmistakable

nrossages are being transmitted to children: Don't read, watch TV.

Leamingto read doesn'tstop when children leave primary schoolto go on

Io secondary school.It doesn'teven end when you leave school, but should go

on througlrout life. Sadly you can lose your ability to read ifyou don't use itrrgu larly -j ust like the ability to type, run, swim or play the viol in.

accessible -.(ocry[Hbltrestriction - orpaHllqeHl4e

:244: :245:

l1Test

3.

4.

4.

2

l. Mark the following

According to the author,

statements as True or False.

young people often don't learn toall.According to the text, children at the age of 14-15 are supposed

fluent readers.

The author believes that pronouncing the words quietly is a nr

stage children go through while learning to read.The author suggests that slow readers should stop watching telev


Why don't slow readers have the chance to become intere

the content ofthe text they are reading?

Why is it important that children see reading as an ordinaryadultbehaviour?

246:

2.

1.

I.

:247 :

, Text12

.|amesFallowshasbeenaforeignjournalistinJapanforacoupleof

|enls. He has discovered that living

io oommunication that are limiting ilfallows: Rightnow, You are listen

grrncthing else, too-gettingdressed, finishingyourbreakfas! leafrngttrrough

the paper, driving to work -that is, you're enjoying the luxury of operating

ii, yuu, o*" A.iliar language, which your brain can handle so easily that it

hus plenty of power left to supervise the other things that you do'

l lere in Japan, I,ve been in exile from that oomfortable world. If I

wttttt to make any sense whatever of the sounds coming out of the radio'

tlrc TV speaker, or someone else's mouth, I have to concentrate my

eoruplete attention on that task. There's no brain power to spare for

anytiring else, including walking or chewing gum' I've become a man

who can do exactly one thing at a time'

This state of things has its good rd bad sides. The bad part is a certain

t,t*rowing, to put it mildly, ofthe information flowing into my life. Butthe good

it,lng i, d; ;" enforced need to concent:ate. I may do only one flring at a

tinre now but I do that thing very intently. one of the things I've begun doing

rilost seriously is to read books all the way through. of course, we all read

books in America, too, but because ofthe other distactions it's often hard to

ntick with them. Reviews and TV interviews take the place of actual books'

Buthere with my exhaustive needto retreat into English, there's nothing

r,, r...f -" rrom finishing a book once I get started. I have the added

plus oisp"nding three to four hours each day on the Tokyo train system

which, when itis not so crowded ttat I can't raise my arms' lets me go

tlrroughseveralbooksaweek'Indeed,thankstothetrain,Iamtheonlyprrroi on Earth aotually to have read Paul Kennedy's famous <Rise and

lfall of the Great Power> book. Thr whole-book environment changes

your world view, making you more deep$ but more spottily informed' I

llno thut I have become more patir nt with long explanations, and less

likely to cut somebody off and make him getto his point'

exiledistraction -

orBJlerreHne;pa3Bne'IeHl4e

7

1.

Test 12


The only activities that James can perform while listening

sounds coming from the radio ortelevision are walking and clgum.

The good part ofJames's life in Japan is that he has a lot ofdistra

In America people often read reviews or listeh to interviews i

of reading actual books.

On the whole the author doesn't mind travelling in Tokyo's


What does the author have to do if he wants to understand

they say on the radio or TV? i{

I,,i

In what way did James's manner ofreading books change in Japr

How has the author's present way of life changed his manner

communicating with other PeoPle?

248:

2.

J.

4.

2

a"J

4

1

2

Text 13

livcry weekday, Dick Derwent is driven out of, bed by the alarm

[ock. Iie brinss his wife Jean a cup of tea, dresses in his office suit'

i[ir" ..r-'. mak"es'toast and a sandwich which he packs in his brown

Fl.r.ur.. He leaves the house to walk the half mile to the station to

Ele lr the 8.15 suburban train to town't'tr" routine hasn't changed inthe25 years since he and Jean first

hou..t to their neat little house in a London suburb. Dick sees the same

L,,t,l" on the platform every n nods to one or

il,,. 'ttt" only difference is e used to buy a

tap., fro* the kiosk outside the station icks one up if a

fu|1,,* pussenger discards it on the journey'' lwo y"urr-ugo, Dick was fired. He no longer has a job to go to' He

ltr rt s a n ei ght hour day of doing nothin g. Hi s wife doesn't know. He couldn't

bJt n", n"t tost his job, so he iimply carried on as though he goes to work.

iiirring the day in Londonhewalks bytheriver, sits in thepark orgoes into

I p,'trii" library to read the papers. He can't window shop or watch the '

t,,rrl" so by without feeling that people are wondtiring what he's doing'

fi, irr. Jontrasts that make Dick's misery worse; it is having nothing to do

wh",, .u"ryone else seems to be busy and intent' He walks past his old

w,,rkpluce "very

day. If someonehe knew comes out and thinks he is just

p,i*ri"g they have a chat. Dick always says he's doing fine' lt doesn't do

fti trt p""optl know the truth he thinks. It frightens people away from you.

nitunctrtime he gets into a bar and sits through opening hours with a

hillt'pint of beer, a black hole among the noise and camaraderie. He

lelrcmbers what it was like. You don't want some guy in trouble to bring

vou down when you are having a good tirire. But after lunch his spirits

i,,rir.u". The worst is over. fte nnds a park bench, or goes back to the

;lniion on a rainy day and takes out his sandwiches'

I Ie got used io spending 9 to 5 deliberately doing nothing-' What he

Irrirr"rls the feeling thatyou belong somewhere' That's why he goes to-

tltc same places'At 6 p.m. sharp he hurries up home' Home to his wife' He doesn't

wrrtrt her to know he hasn't got a job any more'

to discard - ur6Pacuea'rr

, lo fire -YBonbHnrbI :24s:

Test 13


1.

2.

3.

4.

After Dick was fired he gave up reading news

During the day in London Dick goes to a public library to look

vacancies in the newsPaPers.

Dick's wife doesn't let her husband know that she suspects

of work.Some time has passed since Dick was fired and he has got

spending an 8 hour day of doing nothing.


What contrasts make Dick's unhappiness worse?l.

2.

J.

4.

Why doesn't Dick let other people know that he is out of wo

Why does Dick go to the same places during his day of doing

Why does Dick hurry uP home at 6 sharP?


1. Dick's routine hasn't changed since he and his wife moved

house in a London suburb 2 years ago.

2. Dick can't window shop or watch people go by without

they are sorry for him.

:25O:

lcagues. <Giving up a teaching post now, when there isn't much chance

tiniing anotheione! And what about all that lovely money you're

ring; and all those long holidaYs!>

SuIt had already come to my decision, after months of suffering. I

knew I could no longer continue in the teaching profession. To wake in

iir. ,uo*ing with a fear of the day ahead had become habitual and I had

€tlioyment and enthusiasm. It was time to stop'" tiut was it all my failure? In fairness to myself,I don't think it was' I

Text 14

<You must be iirad!> was the general commentof family' friends and

tlrc.iob. And that is why I'm giving up'

:251 :

Test 14


1.

2.

J.

4.

In the narrator,s opinion one of the ieasons why children are ui

to cope with classes is that they don't go to bed at a proper

The narrator didn't receive much support from the pupils'

The narrator,s belief is that her failure in teaching is her pupils'

Before the crisis the teacher's appearance in class was

ensure good disciPline. , . .


1. What are the advantages of a teaching piofession from the

view of the narrator's family and friends?

2. What does the narrator mean by saying that she was no

managing?

3. What homes doeS the narrator call difficult?

4. What subject did the narrator teach?

lll. Correct the foltowing statements according to the

l. Unlike many other teachers the narrator is very self-critical.

2. Thenarrator usually wqnt to bed with a fear of the day ahead,

252:

rrndeserved rePutation'

l,ct's start at ihe beginning; first things first' Our friends the bats

dtrrr,t wish to fly into our hair; they don't suck blood; they don't spread

d i scilse ! Most bats are gentle and kindly, more keen on helpin g the farmers

thnn biting the necks of young women dressed in nightdresses'

Text 15

llats may play an essential part in horror films, but they suffer from

ItLrt unlil we've been introduced and got to know someone' how can

1rye love them?

lrr pre-historic times, the cavemen noticed bats hanging like bunches

@1' grapes, from the roofs of caves' Their first reactions were feelings of

fc[r, which changed to respect when watching the tender care with which

tho nrother looked after the baby bats, cleaning them bnd feeding them

Elltlay.Alltheancientcivilizationshadgoodfeelingsandrespectforbuls, and considered them to have magical powers'

While we humans are meat-eating, of the more than l'000 kinds of

brrts on our planet, only one, the vampire bat from the Carpathian

a bat-leryqiylMbuub

:253:

1.

2.

aJ.

4.

Test 15


Bats have an undeserved reputation because they are oftenin horror films.Farmers have always protected bats because they clean up iharmful to the farmers' crops.Bats don't live in one place as a rule.Only one kind of bats, the vampire bat, can spread


1. Why did the cavemen respect bats?

2. What does the author compare bats catching insects with?

l4. Where do bats normally live?

lll. Correct the following statements according to the t{There are two species of bats which are completely vegetarianl

.,1

:254:

1.

2.

Text 16

lllustrations and stories in United States primary school textbooksto conviqce young girls thatthey should be 'passive' and 'dependent'

who need aspire only to lives of service to their future husbands

children, a conference of educators was told here yesterday.

Speaking at the first national conference on schools and sex rolet'cotypes, a University of California professor said a study of the 100

lmttleu'

rst widely used elementary textbooks demonstrated that girls are

rstantly depicted as dependent on boys. The female stereotype

Jobs - astronaut, truck drivet policeman, cowboy, scientist, banker - in

addition to the role of father. But the overwhelming picture of women in

i thc clementary texts was that of mother and housewife. Not only does she

wrrslr, cook, clean, nurse: these chores constitute her only happiness. In

eontrast, the typical father found in the study was the 'good guy' in the

fnrrr ily. He's where the fun is. He builds things with his children and takes

thcm hunting, fishing and up in planes. He solves the problems.'l-he efilect of this on young girls, Professor Weitzman said, is to make

tlrr:rn th ink their role is to serve others. They think they should be attractive

to that they can please others and although they generally have better

Hcaclemic records than boys by the time they reach adolescence, they

vrrlue academic and scholastic excellence less than boys do.

to tend - lil\4erE reE[eHumoto aspire

-crpeMl4rbcf,overwhelm ing - [penMyuecrreuuufr , upeo6laaatoulrfi

255

Test 16


l. The conference of educators was told that most of thegirls aspire only to lives of service to their future husband and

2. The subject ofthe conference was professional orientation of'4nd boys at American primary schools.

3. The difference in the presentation of adult men and womenjobs as well as family life.

4. Girls have better academic records because they value

and scholastic excellence more than boys.

ll: Write answers to these questions.

1. What influence on the choice of occupations by American girlsthe female stereotype presented to elementary school children

2. Wbatqualities do boys tend to demonstrate in most school

What are the roles of girls when they appear in schooltogether with boys?

What activities, according to the elementarSr texts, keep adulthappy?


1. Adult men appearing in elementary school texts were depivarious atftactive roles except the role offather.

The overwhelmingpicture ofwomen in the elementary schoolwas that of a secretary and a teacher.

3.

4.

2.

ANSWER I{EYSTO T+IE TESTS

A. lntermediate Level

Test 1

I. l. True 2. False 3. FalselI. 1. Because the farm was a poor one.

2. In his native country.3. She won a scholarship.4. He wouldn't leave anything to her if she pefsisted in her notions.

In. l. ... to the education of women2. ...had absolutely no talent for domestic duties3. The girl was polite, but firm ...

Test 2 ' '.

I. 1. True 2. False 3. FalseII. l. He decided to do some sightseeing.

2. Because there was heavy snow everSnvhere.3. By bus.4. It was almost nine.

III. 1. on the fifth day2. atthe airport-3. There was a big crowd of people ...

Test3

I. 1. True 2. False 3. TrueII. 1. About the elecfionics industry.

2.That evening.

:259 -

Il I . I . one of the largest in EuroPe

2. through the villagel. shop windows

Test 7

I. l. True 2. False 3. False

ll. l. Sixteen and a half Years.

2. They are spotless, bright and tidy'

3. Wood in firePlaces.

4. A cooker and an old fridge.

ll l. I . relaxed and friendlY2. rows of bottled jam and fruit3. from twelve down to two

Test 8

l. l. True 2. False 3. False

ll. l. Only as they require it.

2 . Because the problems they may have had at ordinary school s are absent.

3 . After the children choose what they want to do from a list of subjects.

4. Well-behaved citizens.

lll. l. over a century ago

2. to the most lessons

3. until their teens

Test 9

l. l. True 2. False 3. False

I l. I . Because she usually goes to bed quite late'

2. She walks to work.3. Because children come.

4. Because she gets over the whble performance in her mind'

l. six days a week

2. after an evening Performance3. She doesn't usually get home before midnight'

:261

73. Plans for a new kind of electronic brain.

4. By the end of next week.

III. l. for a rnagazine

2. one of the best electronics engineers in the world3. didn't know very much about that

Test 4

I. l. False 2. Falsb 3. False

lI. l. For six weeks.

2. The upper floors.3. He wished her luck and said how much he would miss her.

4. It had got lost in the fog.

III. 1. a lift operator' 2. a victim of one of the strangest accidents

3. was moving down

Test 5

I. 1. False 2.True 3. False

II. 1. Two.2. At a nearby cafe.

3. They were sitting on a rock.4. There was a strong current.

lII. l. too deep for them to pass

2. twenty minutes

3. raced to his worried parents

Test 6

I. 1. False 2.True 3. FalssII. l. Enough energy for three cities the size of Manchester.

2. Some of the demonstrators tried to march info a field where

on the first part ofthe station hadjust begun.

3. At least 50 demonstrators.4. It was raining heavily.

260

i

wq

Test 10

I. l. True 2. False 3. FalseII. 1. InLondon.

2. Because he was fond of Charles Dickens.3. He hadreadan article aboutDickens in a magazine the previous

' 4. Brian took out a handkerchief and offered it to the boy.III. 1, No one wanted to be a goalkeeper.

2. in a field3. he was no longer a stranger

Test 11

I. 1. False 2. False 3. FalseII. 1 . Because it wd's the coolest part of the house at night.

2. A sfrange noise coming closer and closer.3. He realized it was heading sfiaight for the house.4. One.

III. 1. On the outskirts of a town near London.2-There were open fields on the other side of the hill.3. in a field below

Test 12

I. 1. False 2. Fals'e 3..FalseII. 1. When he was tired.

2. For a shop where he could buy a packet of cigarettes.3. He had acquired ten shops and was making a lot of money..4. He went round to all his shops, collected the week's taking$took them tci the bank.

ilI. 1. for sixteen years r2. there was not a single tabacconist's3. a month after he had left his post

Test 13

I. l. False 2. False 3. Truell. l. Inthe eighteenth century.

2. They renew the old roofs and thatch newer houses.3. Theyimportthem.4. From twenty to sixty years.

lll. l. has changedvery little2. in the deserts of the Middle East

3. with thatched roofs of wild grasses

Test 14

I. l. False 2. False 3. FalseI l. I . Protection from danger. / Safety.

2. 800 years ago.

3. The problem ofhouse shortage and lack ofspace in urban areas.4. Loneliness and deep depression.

lII. l. three or four centuries ago2. forchildren3. at most six storeys high

B. Upper lntermediate Level

Test 1

I. 1. False 2.True 3. True 4. False

lI. l. The library contained catalogues of the titles and (he authors ofthe books kept inthe library.2. Looking through the first few pages, looking at illustrations.3. Children were not allowed to bring any book back until they hadkept it for at least a week.4. She inspected the children's hands to make sure they were clean.

llI.l. the hands were inspected2.by aman

- 262: : 263:

Test 2

I. I. True 2. False 3. False 4. False

il. 1. Little more than one per cent.

2. Young children.3. In response to parents' demand.

4. They are newer, have smaller classes and better teachers.

nl.l. the l9'h century +

2. state Irish-speaking schools

Test 3

I. 1. True 2. False 3. False 4. True

II. l. He thought they could be handy sometime.2. He told her about his plans.

3. What he and Mother should do all day, what present he wouldfor Christrnas and what he should do to brighten up the home.

4. They could not afford a baby until father came back from wa

Because babies were expensive.

IIL 1. the boy seldom saw his father2. the onfy house in the street

Test 4

I. 1. False 2. False 3. True 4. False

II. 1. Three years after its opening. lIn 1894.

2. They expected a talk accompanied by slides.

3. The axe was for the use in a fire.4. There was a lot of protest.

ilI. l. were surprised / delighted2. nobody was seriouslyinjured

Test 5

I. 1. False 2. False 3. False 4. True

II. 1. Because the majority of the audience were women.2. Because one ofthe most frequently advertised products was

:264:

3. Some people in Britain managed to hear the programme and asked

for it to be broadcast for the British audience.

4. To inform farmers of new developments in agriculture.

lll. L only for a few weeks

2. on British television

Test 6

l. l. True 2. False 3. False 4. False

I l. l. Being captain of the football and cricket teams.

2. The headmaster was pleased.

3. They beat the boy.4. It kept him offthe street.

lll.l.thirdschool2. eleven years old

Test 7

l. l. True 2. True 3. False 4. Truell. l. Theatres, dance halls, the Tower.

2. Pleasure Beach. / The seafront.

3. The trams which run along the seafront.

4. Illuminations.I I I. l. still welcomes

2. the tallest structure

Test 8 ,

l. l. True 2. True 3. False 4. False

I l. L We breathe in other people's smoke which is the equivalent ofsmoking two cigarettes a day.

2. Because smoke drifts easily.

3. Restaurants whieh serve more than 35 people.

4. Stadiums will become smokeless zones.

lll. L on television2. and the driver of the bus smoked a cigarette after a cigarette

:265:

Test 9

I. 1. False 2. False 3. True 4. True

II. l Every day. i2. To prove that the applicants had attended.

3. They needed someone older than the boy.

4. He hoped that his job would be the first step on the ladder to

good careerIII. 1. a number of young people i

2. because his employers were pleased with his work !

Test 10

I. l. True 2.True 3. False 4. False

II. 1. To make money.2. Conservative value.3. He is always looking for such rare specialists himself4. That the conditions in hospitals were appalling.

III. 1. all over the world2. by making them more critical of themselves

Test 11

I. 1. False 2. True 3. True 4. False 'r

II. l. Because their attention is bn the mechanics of reading.

2. Children copy adults.3. Never. It should go on throughout life'4. Because it's faster and easier.

UI.1. children should be given a lot of accessible books and plenty

time to read them2. when they are readingrsomething difficult like a scientific

Test 12

I, l. False 2. False 3. True 4. True

II. 1. He has to concentrate his complete attention on the task.

2. Narrowing of information flowing into his life.

3. He started to read books all the way through.4. He became more patient, less likely to cut somebody offand make

him getto the point.lll. l. each day

2. to have read the famous book

Test 13

l. l. False 2. False 3. False 4. True

I l. l. Having nothing to do when everyone else seems to be busy.

2. It frightens people away.

3. He misses the feeling that you belong somewhere.

4. He doesn't want his wife to know that he is out of work.llI. l. 25 years ago

2. without feeling that people are wondering what heis doing

Test 14

I . I . True 2. True 3. False 4. True

I l. I . Good rnoney and long holidays.2. Her classes were noisy, children were not learning; she ran out ofenjoyment and enthusiasm.

3. Homes where parents separated.

4. English.I I l. 1 . like most other teachers

2. woke up in the morning

Test 15

l. l. False 2. False 3. True 4. False

I l. l. Because they saw that bats took very good care of their babies.

2. With a vacuum-cleaner.3. Insects.

4. In caves, forests and old buildings.lll.l. many species of bats

2. 40 million years

:267 ::266:

/r,l

Te

I. l. False 2. False 3. True 4. FaII. l. By the time most girls rea

had only four occupations opor mother.2. Strength, intelligence, locourage.3. They are depicted inpassiveboys do something or they w4. Washing, cooking, cleaning

III. f . in addition to the role of father ,i

2. tlntof mother and housewife i

I

L__

VOGABUhARY

Aa [er]Bb [bi:]Cc [si;]Dd [di:]Ee [i:]Ff [eflcg [d3i:]IIh [et"[]Ii [ar]

lesl[ti:]Liu:l[vi:]['drblju:]Ieks][wat]Ized]

ABC

Jj [d5eI]Kk [ket]Ll [el]Mn [em]Nn [en]Oo [ou]h tpilaq [kju:]Rr [o:J

ABBREVIATIONS

Ss

TtUuVvw\vXxYyZz

aadvcjcomparinfintnnumpartpastplpppreppresentpronsmb

smth

superlv

adjective (uun npuaazamemuoe)adverb (uapeuue)

conjunction (conz)comparative degree (cpaeuumenauoa cmene uu)

infinitive (neonped eneuuan Qopua za azona)

interj ection (u ecrc d ou emue)

noun (wun cyule cmsumenauoe)

numeral (uucnumenauoe)

particle (uacmu4a)past simple (npoweduee epeun)plwal (uuocrcecmeeHHoe vucno)past participle (npuuacmue npoutedutezo epeueuu)

preposition (npednoz)

present simple (uacmont4ee epenn)pronoun (uecmouueuue)

somebody (tcmo-nu6o)

something (umo-nu6o)

superlative degree (npeeocxoduoa cmeneuu)

verb (ztaeon)

:271 :

Aabitity [e'brhtr] n cnoco6uocrr,

yMeHr4e

able [reIbl] a cnoco6ntrfi, ytuelslftbe able vrovs, 6tttl B cocrolHl,tlI

about [e'baut] prep o, 06, roabroad [e'brc:d] adv zarpauuqefiabsolutely ['ebselu:th] adv conep-

IIIEHHO

absorb [eb'sc:b] v riomoularr, nnu-TbIBZITb

accept [ek'sept] v rpIIHI,IMarE

qaftsocrraccompany [a'krrmperuJ v conpo-

BOXAarb, corryTcTBOBaTb

according to [erkc:dIgt ef prep z co-orBercrBrll{ c (ueu-nu6o), cotrac-uo (ueuy-nu6o)

account [elkaunt] n l. c'ter; 2. or'qer, AoKnaA; v ort{I,ITbIBarbcA, AA-

BaTb c[qgTaccountant [erkauntent] n 6yxranrepaccurate [rakjurlt] a roqHstfiaccuse [e'kju:z] v o6snuqrsache [elk] n 6ons; v 6olerrachieve [e'tJi:v] v Aocrnrarr, Ao6n-

BaTbcs

acid ['zesrd] a xuclorHrtfiacquire [e'kware] v npuo6perarr,

nonyqaTbacrobat ['ekrebrt] n arcpo6aracross [e'kros] prep vepe3act out [rektraut] v pzrblrqblBarb,

ucnoJlHf,Tb poJlb

action ['ekJsn] nL Aeficrsue)2. locrynorc

active [' rektrv] a AerrelsuruT, 3Hep-

rra.{Hrrfiactivity [ek'trvltr] n l. Aesrelr-

Hocr6;2. veponpurrre

actor [rakte] zl apracr, arrepadd [ed] vgo6aallrr,addition [e'dIJn] n

Ao6asneHI,Iein.addition to sAo6asor,

TOrC)

additionat [e'dIJnl] aHsr[, Ao6aso.IHHfi

address [a'dres] n aqpec; vularbct (rc xoa,ty-m6o)

adjective ['edSrktrv] n nTEIbHOE

admire [ed'mare] v eocBOCTOpraTbCt

admit [odrmlt] v rpl43HaBarb;HI{MaTb, Ao[ycKarb

adopt [erdopt] v rp]rHl4Marbadore [e'dc:] v o6oxarradult ['adllt] n rspoclttil,

uennolgrnuiladvance [ed'vo:ns] n n

BilepeA; v npoABufarf,cqadvanta ge [edrvc:ntrdg] n

ulecTBoadventure [ed'ventJo] n n

qeHIIe

advert [ed've:t] n (coxp. omsement) o6tssneHLIe

advertisement [ad've:trso6tqBreHHe

advice [sd'vals] n coBeradvise [ed'vaIz] v coBeroBaTbaffect [e'fekt] v ao:4e

BJII,1gTb

affirmative [e'fs:mstrv] aArrenrsuft

afraid [a'freld] a ucnyrauurtfibe afraid 6ocrscs

after ['o:fte] prep 34 cJIeAoM, I

afternoon ['o:fte'nu:n] n aI]ocne ilonyAHt

ngrrin [a'gen] adv onus, cHoBa

tgHinst latgenstf prep nporI,IB

lggressive [e' gresIv] a arpeccnnrslfilgilate ['ad3rtert] v BoJIHoBarE,

rulr6yxgarrngitation [,edgI'tgIJen] n oomte-

rrue, ror6yx4euneago [e'geu] adv rotuy nazap,

ngrce [e'gri:] v couauarscragreement [e'gri:ment] n corua-

ilteHHe

ngronomist [e'gmnemrst] n"arponovr

akl [erd] n rroMorqr

nlike [e'laIk] pred a noxoxufr; advrro4o6no, ToqHo raK )I(e

alive [e'latv] a xuzofinlkrw [e'lau] v parperuarb, lo3Bo-

JrflTb

almost [rc:lmeust] adv ro\ruglone [e'leunf a onnu, oAtrsorcufi

nlong [e'lnr3f prep Ygollsnloud [a'laud] adv sctyxllready [c:l'redr] adv yxenlso ['c:lseu] cdv raxxe, roxeIrllcrnative [c:1'ts:nstrv] a arrbrep-

rrarngHrnT

rrlways ['c:lwez] adv scernu o6rmso

o.rn. ['er'em] (corcp. om anterneridiem) ao nonyAHfl

n lrr ateur [r emeta:] n nro6ureJlb, He-

rrpoQeccuoHart

Ir rrra zement [e'melzment] n n:y v-ilcH14e, yAl{BJIeHfie

rurnbition [em'bIJen] r L crpeule-.l'e 2. qecrolro6ne

I rrr bitious [em'b{es] a qecrorub6u-

r rr,r fi , crpeurrq uircn (rc ueuyttu6o)nnrong la'mx1]prep cpeAn, nocpeAfl

amount [ermaunt] n KoJrl{qecrBo,

o6ruar cyMMa; v cocraBrsrb, Ao-xoAr.rTbAo

amuse [s'mju:z] v:a6aumr, pal-BJIEKATb

amusement [e'mju:zmant] n pas-

BJIEqEH}IE

amusing [e'mju:zIr3] a cueutHoft,saHrrFrrtfi

ancient IreInJent] a aHr:u.{ttllfl,APeaun[

anger ['egge] n.Rpocrr, ruenangle [rrer1gl] ru yronangry ['eqgrr] c cep4r.rrrrfi, ruerustfianimal ['renrmal] n xltBorHoeannounce [e'nauns] v o6unrrtr,

r,r3BelrlaTb

annoy [e'ncr] v pa3Apa?Karb

annual ['arijuel] a exeroAHrtfi, ro-Aoeoft

another [e'nnds] aapyrofi, erqe oAHH

ant [ent] n vypaeeffantique [en'ti:k] n rpol{3BeAeHI,Ie

ApeBHefo I{cKyccrBaanxious ['eer3kJes] a6ecnoxosu{uft-

cx, eorHyrorqnilcranymore [renlmc:] adv 6or't:l;.e

Tenepb,.yxeanyway ['enrwer] edv s ilo6oNr

cJlyrlae

anywhere ['enrwee] adv sez4e,BcroAy

apartment [erpo:tment] n auep.KBaprr4pa

apologize [s'poladSalz] v uzeu-HflTbCt

appear [e'pIo] v ro.f,BJltrbcs, rloKa-

3brBaTbcfl

:272: :273:

appearance [e'plerens] n BHerrr- associate [erseuJrelt] vHOCTb BaTb,coeAnHtTb

appetite ['eprtart] n alrrerptrapplication l,reph'kerJen] n zatn-

JIEHIlE

appty [e'plar] v l. o6paqarrcrc npocu6ofi ; 2. noAaBarb 3itrBleHr4e

approach [s'preutl] v npu6m.rxarrcearchitecture [ro:krtektJe] n apxu-

rercrypaarea ['eerrs] npafrou,o6lacr; npo-

cTpaHcTBo

arena [e'ri:nel n apeuaargue ['o:gju:] v cfioprrrbargument ['o:gjument] n cnoparise [e'rarz] (arose, arisen) y Bo3-

HlIKaTb, notBJltTbctarisen [efrrzn] pp om arisearose [e'rouz] pasl om arisearound [elraund] prep BoKpytarrange [s'rernd3] y rrpraBoAr4rb

B noprAoK (ycrpaunars) 4elaarrive [arrarv] v npu6urarb, flpLr-

e3xaTb, np[xoAtrTbart [o:t] r? rrcKyccrBoartist [ro:trst] n xyAoxHr.rrash [eJ] r? renerrashamed [e'Jemd] a nprrcrbrxeH-

H-ufi

be ashamed of smth crbrAr4rbcf,qero-rr46o

asleep felsli:p] a cnxnluitbe asleep cnarr t

fall asleep 3acHyrbaspect [raspekt] n BuA, acrreKraspirin ['asperrn] n acilktpvHassistant [ersrstent] r? rroMotrlHr.lK,

ACCI4CTCHT

assure [s'Jue] y yBeprrb,

athletics [eOrletrks] n

attack Je'tekl n artaKa1.v

attention [e'tenJen] n anuattentive [e'tentw] a eunattitude ['retrtju:d] n

avoid [e'vcrd] v us6erart,

Bbnckwards ['bekwedz] adv uazqn,

bnkcr ['befte] n neraprbnlunce ['belens] n paBHoBecr,re

bnld [bc:ld] a rratcsti't

belloon [be'lu:n] zl ua.4renofi urap

brmboo [bem'bu:] n 6au6yrbnnana [berno:ne] n 6auavbandage ['bandrdg] /r rroBfl3Ka

brrndr [baend] n recrua, JIeHra

bnnd'? [band] ,? opKecrpbank [bepk] n l. 6eper; 2.6asr<bnr [bo:] n 6ap

bn rbaric [bo:'benk] a aapaapcrnftbnrber [rbo:bs] n naprnKMaxep

(.uytrccrcoil)

blre [beo] a rolsrfi, o6uaxceuuufibnrley ['bo:h] 14 rqMeHb

bnrman ['bo:men] n 6apv,eubnse [bels] v ocHoBlrBarbbnsic ['bersrkJ a ocuoeuofi , maeHrrfibat [bat] n 6ura (xpurcem u 6eilc6on)

bnttle [rbetlf n 6urs4 cpa]KeHr.re

buy lbed n 6yxrq sarnaboach [bi:tfl nilrnx.boak [bi:k] n KrroB

boan [bi:n] n6o6, Saco.rrbr:arr [bee] /r MeABeAb

boar'z [bee] v (bore [bc:], bornI bc:n]) repnerb, BbrHocurb

borst [bi:st] r? 3Bep6

hcnt [bi:t] v (beat [bi:t], beaten

l'bi:tnl) l. 6urr, y4apnrb;2. no-6eNAa'm

hcaten ['bi:tn] pp om beatbr:lutiful [rbju:trful] a rpacunnfibonuty ['bju:tr] n Kpacorabrcame [br'kerm] pa st om become

because [br'koz] cj rarc xir, noro-My qro

become tUr]<m1 v @ecame [br'kem],become [br'k,rm]) craHoBurbcr,

- .qelarbcsbeer [bre] n rfiiBobeette [rbi:tl] n xyxbefore lbt'fc:lprep Ao; Ao ror0 KaK

beg [beg] v npocurbbegan [br'gren] past om beginbegin [brrgrn] v (began [br'gan],

begun [br'gr',n]) uavuHarrbeginning [br'grrug] n lr.iav,alto

begun [bI'g,rn] pp om beginbehave [br'herv] y secr],r ce6sbehind [br'harnd] prep 3a, rro34Ar.r

believe [br'li:v] y Bepr4rb

bell [bel] rz l. rororor; 2. uoudrcbelong [bI'loj] y nplrHaAne)Karb

beloved [brrlrrvd] a ruo6unnrrft

below [br'leu] prep BHvBy, no1belt [belt] n rroncbench [bentfl n crcaueftr<a

berry [rberr]n noaabesides [br'sardz] cdv xpoue roro,

noMt,IMo

best [best] a superl om goodbetter ['bete] a compar om goodbetwircn [br'twi:n] prep. vre?Kny

beyond [br'j on d) prep n z;;turc, cwpxBible ['barbl]nBudnwbicycle ['barslkl] n Berroct4te1bike [batk] n (corcp. om bicycle)

BenocnneA

bin [brn] n MycopHoe BeApo

biology [bar'oledSr] n 6notorus,birth [bs:0] n pox(AeHue /

birthday [rbo:0deI] n 4eHs poxAeHxt

astonish [ss'tonrJ] v yAVu3yMnrTb

astonishment [es'toruJment] rJIeHUe, r43yMneHrde

ate [et] past om eatathlete ['eOli:t] n croprcMeH;,

KOATJTCT

atmosphere [ratmesfre] nQepa

attend [e'tend] v noceqarb,cyTcrBoBarb

attract [e'trekt] v npnrflrurrpr{BJreKaTs

attractive [o'trrektrv] a nrelsnsfr

audience ['c:djsns] n ny6iayM.roprtfl

autograph ['c:tsgro:fl n aBroautumn [rc:tem] n oceHb

Hlrrbcr, yKJlonrrtcn (om

award [e'wc:d] n HarpaAa., v,

rpaxAarbaware [e'wee] a ocosnarollufi,

se.4oNfieHHrrfi

be aware of smth co3HaBarh,

,uaBarL ce6e orqeraway [e'wer] adv nptq prepawful [rc:ful] a yxaul;stiraxe [eks] ,? rorrop

:275::274:

biscuit [rbrskrt] z reqeHbebit [bIt] past om bitebite [bart] v (bit [brt], bitten [rbrtn])

KycaTb, KycaTBcq

bitten [rbrtn) pp om bitebitter [rbrte] a roprruIblame [blerm] v o6arHlrr, Br4Hr.rrb

blew [blu:]past omblowblinds [blarndz] n .rrrropbrblond [blond] a creurrfi, 6erorcyptrfiblood [bl,rd] n rcporrblow [bleu] v (blew [blu:], blown

[bleun]) ayrrblown [blaun] pp om blowblur [bls:] /4 nrrHo, KnrKca; v raq-

KaTb, MapaTb

boast [beust] v xracrars, xBacrarbctboil [bcrl] y Knnrrlrb, Bapr4rb

bonfire ['bon,fare] n Kocrep (no cny-u aro KctKo z o -ttu6o np asd u ec me a)

boom [bu:m] v6ucrpo pacru, npo-qBeTzrTb

booming ['bu:mn1] a npoqreraroqlrfiborder ['bc:de] n tpaHnr\aborer fbcl n cr<yurnuZ veloBeK; 3a]ryAa

bore2 [bc:] past om bear2boredom ['bc:dsm] n aKyxaboring ['bc:rrrl] a cryuustirborn [bc:n] a poauaurzircfl, rrpvr-

poN4enurfibe born pogurtcr

borrow [rborsu] v oAar:xuButb, 3a-HIlMarb, 6paru ua epeua b

boss [bos] n naqirJlbHr{K, xossr4rr,6occbossy ['bosr) a wracrruuirboth [beu0] pron o6abother ['bnds] v 6ecnorourl,

flpuqr.rH{Tb HeyAo6creo

bottom ['botem] n 4Hobought lbc:tl past u pp ombounce {bauns] y noAn

OTCKAKllBAT6

bow [bau] v rraHflrlcl, K

boxing ['boksrr3] n 6orcc

bracelet ['brersht] n 6pacretbracket ['brekrt] n cxo6rca s,brain [brern] n roloeuofibranch [bro:ntJ] n serxa (,

brave [brervl a xpa6psti.r,bravery ['brerverr] n xpa6pt

cMerocrb I

break ['brerk] n nepepsrn; v (b

[brsuk], broken ['breuken6uaats, JroMarb

breakfast ['brekfest] n 3aBrpbrick [bnk] n Kuptrwqbricklayer [rbrrk,lere] n :raMet

bride [brardfn uezecrabridegroom ['brardgrum] nbridge [brrd3] n Mocrbrief [bri:fl a rparxuir

in brief nr<parqebright [brart] al. tprafi1. 2

rnrdbrilliant ['brrljent] a l. 6n

2.supawluircnbring [brrg] v (brought [brc:t])

HOCl4Tb

broad [brc:d] a nuporcuitbroaden ['brc:dn] v pacrut4

yBeI14rtr.rBaTb

broad-minded ['brc:d'mac []IpoKIIM Kpyl'o3opoM ,I

broke [breuk] past oru breakbrokenr- [breuken] pp ombroken2 [rbreuken] a

bronze [bronz] a 6poHeomfilrought fbrc:tf past u pp ombringbuchct ['blkrt] n BeApo

brrild fbrld] v (built [brlt]) crpourrbulltler IbIlde] n crponrenbbrr ild ing ['bIldrr3] n l. zgaruue, crpo-

r'rue: 2. crpor4TenbcrBo

built [brlt] past u pp om baildbully ['buh] n xyltvtal,3a4lapaburr fb,rn] n cAo6Har 6ynourca

brrnch [bnntJ] n cna:ra; 6yrerbrrrn [ba:n] v (burnt [be:nt]) xevr,

c)K14faTb

lurnt [bs:nt] past u pp om burnburst in [rbs:st'rn] v BopBarbcr,

liltoMl.rTbct

bury ['berr] v xopoHr4rb; 3apbrBarb,

3flKAIIbIBATb

brrsh [buJ] n Kycrbushy ['buJr] a rycr.oi,r; noxvarrrfibutterfly ['bnteflar] n 6a6o\xabuy [bat] v (bought [bc:t]) rroKyrrarb

cerrble ['kerblf n xanar, rca6elrCir lcu lator Irkalkjulerte],? KzurLKyr

Jrrrop

eull [kc:l] v 3Barb, Ha3brBarb

crrlm [ko:m] aruxufr, cnorofiuuft;v ycrroKa[BaT6, ycnoKal4Barbct

crrrrre [kelml pasl om comeelrnel ['kemel] n nep6lro4(,nrnera ['kemera] n Qoroannaparrnnrp [kemp] n nareprcrrn [ken] v (could [kud]) 7. (uo-

t)aaauait znazoa) uoulo,6rtrs e co-c' rorrHr{r.r; 2. rconcepeuponarr

errrrc [kern] n po3ra, rpocrbtlrroe [ke'nu:] r rauoe

canteen [ken'ti :n] n 6y $er, croJloBrur

capable ['kelpabl] a cnoco6ustit,ogapeHHrrfi

captain [rkeptrn] n Karura+capture ['keptJa] v 6pars B nrreH

card [ko:d] n Kapra, KaprotrKacare [kee] n sa6ora; y sa6orurrcqcareer [kerrre] n Kapbepa;lpor[eccHrcareful ['keeful] a ocropoxHrril,

ocuorpureruHuEcarefully ['kesfuh] adv ocropoxuocareless ['keehsl a ue6pexHsrfi, ne-

axryparnsficaring ['keen4] a sa6ornrsrrftcarnival ['ko:ruval] ,? KapHaB€rn

carpenter [rko:prnte] n cronflpcarpet [rko:prt] /? KoBep

carrot ['kreret] ,? MopKoBb

carry ['ken] v uocurr, necrlrcartoon [ke'tu:n] n uylsrQnlrucaser [keIs] n r{eMoAaH

case2 [kers] n cnyuairin case B cryqae

castle [rko:sl] r :auorcatalogue [rkatelog] n raralorcatch [ketfl v (caught [kc:t]) nofi-

MaTb, cxBaTI4Tb

cathedral [ke'0i:dral] n co6opCatholic ['keOehk] a KaroJlrrqec-

ruit;' n KaroJrr4K

caught-[kc:t] pqst u'pp om catchcause [kc:z] v 6rrrr npr,rvunofi, err-

3bIBATb

cautious ['kc:Jos] a ocropoxHrrfi,ocusrprmel*rufi

cave [kerv] 14 ner{epacelebrate [r sehbreft] v rpuBAHoBarbcelebration [,selr'brerJan] r npat-

AHOBaHne, TOp)KeCTBO

:276: :277 :

centimetre lrsentr,mirte] n caHrl4Msrp

century [rsentJerl] I? BeI(, croJlerl'Ie

ceramics [sI'remtks] t? KePaMuKa

ceremony ['serrmanr] r4 IIepeMoHI'lt

certain ['ss:tn] a onPegeleuuuficertainly ['ss:tnh] adv rcoue'*ro, rie-

rrpeMeHHO

certificate [se'tlfrkrt] n yAocroBe-

peHI4e

chain [tJern] n uenrchairman ['tJesmen] /4 npeAceAirrenb

challenge ['tJalIndS] v ert3rmarlchampion ['tJemPjsn] r qeMrltoH

championshiP ['tJamPjenJrP] nqeMnnoHaT

chance [tJo:ns] n ctYuait, Bo3Mox-

HOCTb

change [tJerndS] n repeMeH4 n3Me-

HeHI{e; V U3MeHtrb, l{3MeHtrbct

channel ['tJanl] n Kanar

chaos ['keros] n xaoc

chap [tJep] nttarrri'r, raPeHb

character ['kaerlkte] n l. rePoir,

[epcoHDK; 2. xaPaxreP

characteristic [,kenkte'nstlk] a

xaparrePlrstftcharming [rtJo:mrgJ a ouaponarensruft

chart [tJo:t] n cxeMa

cheap [tJi:P] a 4eruenrficheat [tJi:t] v o6vaHrnar6' Aypaql'lrbcheck [tJek] v rPoBeptrbcheckup ['tJekeP] ,? HPoBhePKa

cheek [tJi:k] n qeracheerful ['tfi eful] a 6ogplfi , lecerluichemical ['kemlkel] a xuvrl'Iecrnfichemist [rkemrst] n xumurc; arlreKapb

chemist's ['kemrsts] n anreKa

chemistry ['kemlstrl] n xvwvfl'

chest [tJest] n rPY4Har

FpyAb

chief [tJi:fl a Htaanstil,lo4.nfi1, n rnaBa, PYKoBoAureJIb

chin [tJrn] r uo46oPo4orchips [tJrps] n pl xaPer.rl.ir

Qenr, vuncuchocolate [rtJokelft] n

choice [tJcts] n nu6oP ichoir ['kwaIe] n xoP ir

choose [tJu:z] v (chose [tJolchosen ['tJeuzen]) rsr6r'r

chorister [rkorlste] n aqrvrcr

chorus ['kc:ras] n xoP

chose [tJeuz) past om choose

chosen ['tJeuzan] PP om

Christian ['krrstjon] a xpucrnaxC

Christmas ['knsmos] n

church [tJe:tfl n qePKoBb

circle ['sa:kl] r rPYr i

civil ['srvl] a rPax4ancrnflclaim [kleIm] v yBePXAarb,

clap fklep].v xrlollarb,

classical ['kle srkel] a KJIaccLIqeqt

classics ['klesrks] nnureparypa

classmate ['klo:smett] n ot,

KJIACCHIIK

clause [klc:z] neacrb rlPe.4roxcl

cleaner ['kli:ne] n y6oPur'rua,,4

clerk [klo:k] n cttYxa:oluit, x

clever ['kleve] a yunl.;,ir

climatic [klal'matIk] a xluutqecrcuft I i

climb [klaIm] v noAHIlnt6rparrcr

climbing ['klarmIr3] n artbna

close [kleusf a 6tnzruir

:278:

ekrse [kleuz] v sarpunarsBlothes [kleu6z] n pl ogexnackrud [klaud] n o6naro

elown [klaun] n r<loyH

eluc [klu:] n Krlloq K pa3raAKe

eolch [keutJ] n rpenep

eoll [keul] n yronbcoust [keust] n rrlopcrofi 6epeq no-

6e pexse

cockroach ['kokreutJ] /2 rapaKaH

eoin [kcm] n vbueracoincide [,keurn'sard] v coanaqarrcollar [rkole] n eoporHurc

collection [ke'lekJan] n KonJIeKIIt t,co6pauue

college ['kohd3] n KorrrreAx

eollide [ke'laId] v crarlKnBarbcs

colourful ['k,rleful] a rpacounufieolumn ['kolem] n KoJIoHHa

combine [kam'barn] v coeAllHtrboomedy ['komrdr] n KoMe1rrfl

oomic ['komrk] a cruelrnoficommander [ke'mc:nde] n I{oMitrIALrp

commit [ke'mrt] v coeepuarr (ua-

lue rJloxoe. aypsoe)eommittee [kermltr] n KoMurer

oommon ['komen] c o6tquft, co-

rrnecrusrfi; mLIpoKo pacflpocrpa-rreHgnfi

commotion [ke'meuJen] ,? BoJIHe-

ilue, [oTpgceHl4e(,om m unication [ke,mju:nI'keden]

rr l. nepe4au4 coo6uesue; 2. cpeg-

o'tBo cBt3I{

tommunity [ke'mju:rutI] n o6rqr.r-

rra, coo6urecrso

company ['krrmpanl] n KoM'flaHnfl,

o6uecre'o

compare [kem'pee] v cpaBHl{Barb

compete [kemrpi:t] v copeBHoBarbcf,

competition [,kompr'tIJen] n co-peBHoBaHI4e

competitive [kemrpetrtru] a copen-

nyrcqnft cr, xoHlVpl4pyloulufi ; rou-rypcuuft , rouKypeHrocnoco6sstft

competitor [kemrpetrte] n conep-

Hr{K, KOHKypeHT

complain [kem'pleln] v )KilroBarb-

cfl , BblpzDKarb HeAoBoJlbcTBo

complaint [kam'plernt] n ue4o-BoJrbcrBo, xalo6a

complete [kem'pli:t] v 3aKaHqLI-

BaTb, 3aBepilaTb, AorIoJIHtTbcompose [kem'peuz] v coquHflrb,

co3AaBaTb

composer [kem'peuze] r rouno-3r4TOp

composition [,kompe'zrJen] n co-qI4HCHI,IE

comprehensive [,kompn'hensrv] a

o6r4eo6pa:osarersnslftconcentrate ['konsentrett] v co-

cpe4orounaart(cr)concern [ken'sa:n] ,? orHoueHlle, 3a-

6ora; vracarrct, IIMerb oTHoIIIeHI{e

concert ['konset] n KoHIIepr

conclude [ken'klu:d] v npuirru r3aKJrroqeHr4ro (Aerarr nrno4)

conclusion [ken'klu:3en] n euno4,3AKIrcI{CHLIC

condition [ken'dIJsn] n l. yclovuq'2. cocrosHl4e

in godd condition B xopolxeM co-

CTOflHI,II4

conduct [ken'dnkt] v rpoBoAl,Irb,BECTH

:279 :

conductor [ken'dnkte] n 1. npo-BoAHr.rK, KoHAyKTop; 2. aupnxep

confidence Irkonfidens] n 4one-pr4e, yBepeHHocrb

confident [r konfidant] a yeepeHH slficonfirm [ken'fa:m] y rroArBepxrarbconfuse [ksn'fju:z] y cMyularb,

npuBoAI4Tb B 3aMetIIaTeJIbCTBO

congratulate [ken' gretjulert] v no-3ApaBnrrb

congratulation fken, gratj u'lerJn]n [o3ApaBJreHr4e

connect [ke'nekt] v coeArHsrbconnected [ke'nektrd] a cBfl3al-

Hrrfi, coe4ltuensltficonscience ['konJens] n coBecrbconsider [ken'srda] y rroJrararr,, calr4-

Tarb, paccMarpr4 Barb, o6cyr64arrconsiderable [ken'srderebl] a sHa-

uurerlHblf, 6olsruoftconsist of [kenrsrstev] v cocrorrr

uz (vezo-nu6o)constable [rkonstebl] n notn\efr-

cruficonstitution [,konstr'tju:Jn] n xou-

cTrrryuuflconsult [ksn'srrlt] v coBeroBarbcrconsume [ken'sju:m] v norpe6-

JrrTb, pacxoAoBtrrb

contain [ksn'tern] y coAep)Karbcontaminate [kan'temrnert] v :ar-

pq3Hf,Tb, 3apD(aTbcontaminated [ken'temrneitrd] a

3atpr3r{eH H btfi , :apaxeuHrtfi'contamination [kan,tremr'nerJn] n

3afpr3HeHr,re oKpyxarcqefi cpe4srcontinent [rkontrnent] n MarepnK,

I(oHTI{HEHT

continuation [ken,trnju'erJnpoAonx(eHue

continue [ken'trnju:] v ncontradict [,kontre'drkt] v n

Bopeqr,rTb ; Bo3piDKarb

convenient [kenrvi:njent] aHufi,no4xo4rquft t

conversation [,konve'serJpzBroBop, 6eceAa

convict [rkonvrkt] n:amrcqeHHrtfi

cool [ku:l] a npoxla4uuficopy [rkopr] ,? Konnr; v Korr

corner [rkc:na] n ytoncorpse [kc:ps] n rpyr,correct [ks'rekt] a npaBr{nbH

ucnpzIBJrrTb

cost [kost] v (cost [knst])costume ['kostju:m] /? KocrroMcosy ['keuzr] a yrcruafircotton ['kotn] r? xJrorroK

cough [kof] n Karuenb; y

countl [kaunt] n rpaQ (mumyn)

count2 [kaunt] y cqr{rarbcounter ['kaunte] n cr{erqr4K

countryside ['k,rntrrrsard] zl

CKIUI MCCTHOCTb

couple ['knpl] n rapacourage ['knrrdS] n My]t<

CMEJIOCTb

course [kc:s] n xypcof course KoHeqHo

cousin [rkrrzn] n 4noropo4uuilABOIOpOAHaT CeCTpa

cover [rknve] v noxpuearr,BATb

cow [kau] r KopoBa

cowboy [rkaubcd r rco'e6oil

r'r'nl'l [kro:ft] n pevecrotlrrsh [kraJ] v na4arr, BaJrtrrbcfl)

y/(irprrbcfl c rpoxoroMu'irzy ['krerzr] a cyrvraclre1lui.uir

u'eltc [krr'ert] v cosganars('r't':rture ['kri:tJe] n 1. cotAanue'

l. rcusoe cyqecrBocn'cp [kri:p] (crept) y rrorr3rr4

rruscent ['kresnt] z ronyMecrqtlcw [kru:] ,4 KoMaHAa

rlicl<et ['krrkrt] n cnopm. Kpr4KeT

clirrre [krarm] n npecrynleHrzer ri rn inal ['krrmrnsl],? rpecrynHr4Krril ical [rkrrtrkel] a rcpnrutecxuiru'itics [rkrrtrks] n xpurnrar ri I isize ['kntrsarz] y KputrnoBarbrrrrcodile ['krokedarl],? KpoKoAr4n

rrop [krop] n ypoxairCrrrss [kros] a ceppnrsid,r; n Kpecr;

I r r epexoAr4Ts, rrepeceKarb

rrrrssword ['kroswa :d] r? KpoccBopA

$r'owd [kraud] nrorrarrr rwded ['kraudld] c nepenorsenuufirlrrcl [kruel] a xecrorufitry fkral] vl. rpuvarr;2.r'taxarse rrllural ['k,rltJaral] a rylrrypurrficrrllure ['knltJs] n Kynbrypatrrlc fkjuo] y Jrearrlrb, Bbtreqr4Barbcrr rious [rkjuerres] a lro6o:uarelr-

rrr,rii,lto6onsttuufrrrrlly ['ke:lr] a ny4presrft, er]ouuil-tr (o eonocax)

trr rrcnt ['krrrent] a rery tgwit; n lo-r()r(. TegeHue

ltr rriculum vitae [kernkjulem'vi:tar],/ ilHKeTa

crrry ['knrI] n K:lpprl (coyc c rpr-rroc'rr un)

curse [ks:s] n tpoKnflTvte; v npo-rutI{HaTb

custom [rkrrstem] n o6r'raircustomer ['k rrsteme] r? noKyrrareJrb,

3AKA3I{IIK

cut [k'rt] v (cut [k,rt]) pe3arb, pil]-pe3aTb

cycle ['sarkl] y e3Ar4rb Ha BenourneAe

cyclist ['sarkhst] n Benocvile1r4cl

Ddam [drem] n Aav6adamage ['damldS] n BpeA, yruep6;

v fl oBpexAarb; [pur{r4 Hfl rr yuep6damp [demp] a enaxHnfi, csrpofidance [do:ns] nraHe\;v raHLIeBarbdancer ['dc:nse] z raHuopdanger [rdernd3a] ,? oracHocrbda n gero us I

I dernd3re s] q onacusri'rdare [dee] v cMerb, orBzDrnBarbctd a rk [dc :k] a r er,z'wytit; reMHoBorro-

crddarkness ['do:knrs] n reMHoradate' [deIt] n Aara, q]rcrodate'z[dert] n cBn1aHlzre

dawn [dc:n] n paccBerat dawn Ha paccBere

dead [ded] a uepresrfithe dead yMeprxue, norcofiuure

deafening ['defilr1] a omyrlrremulr-ftdeath [deO] r? cMeprbdebate [drlbert] n AucKyccrr4 cnopdebt [det] n rontdecent ['di:snt] a ilpwnlzrr.Hbrfi, no-

pr4ovHufi; npucroilHuffdecide [dl'sald] v perxarb. nptHt4-

MaTb perreHue

decision [dr'srgen] n petneHr4e

deck [dek] n ruy6adeclare [dr'klee] v o6"as.srqrt

It-

:280: :281 :

Fdecorate ['dekereil] v yKPaIIIarb

deed [di:d] ,? nocryroKdefeat [dlfi :t] r, uanocuru roporeHl4e

defend [dI'fend] v 3arru4trarbdefinite [' definrt] a onpe4eleuustfi ;

roqnuftdefrnitely [rdefinlth] adv onpege-

JTeHHO; TOqHO

deforestation Idr,forrs'teIJen] n

o6esleceuue, aupy6ra lecadegree [dr'gri:] n crelleHbdeliberate [dI'lrberlt] a npeAHaMe-

peHustfi

deliberately [dI' hberlth] adv tpepHaMepeHHo

delicious [dr'hJes] a enycusrfide4im [' derum] n xlon'raro6yuax-. HUUITKAHb

dentist [rdentlst] n ry6uofi aPau

depend [dI'pend] v 3aBllcerbdependent [dl'pendent] a zasucut lrsri^

describe [dIs'krarb] v orlrcblBarbdescription [dls'krIpJen] n oru{caHl4e

desert ['dezat] n nycrbrHfldesert [dIrza :t] v 6pocarr, ocraBrflrbdeserted [dr'zs:tId] a nycrllrusril,

noxraHyruftdeserve [dr'zs:v] v :'aclyxtlrartdesigner [dI'zaIna] r? KoHcrpyKTop,

4nrailHepdesire [dI'zare] t? xenaHl,Ie; v )Ke-

JI€ITb

desperate ['despent] a lroruaru-ulr'it;2.6esna4exHrrfi

desperately [rdesperlth] adv 7. or-rIatHHo; 2. 6esuaAextro

destroy [drs'trcr] v pa3pylnarb

destruction [dlsrtrnkJsn] n paspy-

IIIEHI,IE

,l

destructive [drs'trnktrv] c Patiururenruulfi t{

detail [rdi :terlf n rcrurrdetect [dr'tekt] v o5

qaTbct

difference ['dlfrens] n

OTJI[IqUC

different [rdrfrent] a pofltl.IHrtft 'q

difficult ['drfikelt] a rpysHufi{xelstil td

difficulty [' drfikeltl],? rpyAHo,{

dig [drg] (dug, [drg]) v Konaildining-room ['darnrirum] a;{

JroBzIf, KoMHara *l

dinosaur ['darnasc:] ,a aunosddiplomat ['drplsmet] n

diplornatic [,dlplermrtr. Marr4qecKl4ft I

282

rdlrect [drrrekt] a nprrvroft

dlrty [rda :tl] a rptzustitt, uequcrrrfitllsabled [drs'erbld] 4 r,rcKaJreqeH-

H srfi , HerpyAocloco6sufidlsagree [,drse'gri:] v He corura-

txaTbcf,

dlsappear [dlserple] v ncqe3arbtlisappointment [,drserpcrntment]

n pa3oqapoBaHue

dlsaster [dr'zo:ste] n 6e4crzue, ne-cqacrbe, raracrpoQa

discipline ['drsrphn] n ;uzlc;,lvnnt4*atlisco [rdlske u] n (corcp. orn discothe-

que) 4ucrorercadiscotheque [drske'tekJ /, Ar.rcKoreKa

discover [drs'klve] y orKpbrBarb,

AenaTb oTKpbrTr,fe

discuss [drs'kls] v o6cyxgarr,/l14cKyrr4poBarb

tlisease ldttzi:zl n 6olesnttlish [drJ] n 6itoqodisplay [drsrpler] n rroKur3, AeMoH-

cTpat\vn; v noKul3br BaTb; AeMoHcT-p14poBarb

distance ['drstans] ,? paccrof,Huedistinguish [drs'tr4gwrJ] v ouu-

qaTb, pa3ill{r{aTb

district ['drstrrkt] n paitoud istu rb [drsrts :b] v napyur artb, trpn-

,rnHlrb 6ecnoroficrsorlive [darv] y Hbrprrb

dominate [rdomrnert] v AoMr.rHr,rpo-earr, npeo6nagarr

donkey ['dor3kr] n ocendoorbell ['dc:bel] n 4aepuofi 3BoHoK

double [rdlbl] a Asoituoirdoubt [daut] n coMHeHr,re; y coMHe-

BATECfi

doubtful [rdautful] 4 coMHr{rerrb-Hufi , col,lneaaloqu [c.r

down [daunf prep r,uusdownstairs Irdaunrsteezf adv vuus,

BHr43y

dozen ['drrzn] n 4roxlruadrag [dreg] h ve4leuuoe ABrlxe-

HI{e; V TarUr,rTb, BOJIOqI'T6

dragon-fly ['dregenflar] n crpero:adrama ['dro:ms] n ApaMadrank [dret3k] past om drinkdraw [drcl v (drew [dru:], drawn

[drc:n]) 1. puconarr; 2. r?rttvrbdrawba ck ['drc :brek] /? HeAocraroKdrawing ['drc:rr3] ,? pncyHoKdrawn fdrc:nlpp omdrawdreadful ['dredful] a yxacnrritdreamr [dri:m] n coH1' Meqra; y

(dreamed [dri:md], dreamt [dremt])MeqTaTb, BI4AeTb COH

dreamt [dremt]past upp omdreamdressmaker ['dres,merke] re noprubfi

(xeucxr,rfi)drew [dru:]past om dlraw

tlivide [dIrvaId] y Aerrr,rrL, pa3Ae- drink [drrr3k] r ualzrox; v (dranknrrb, pzBAerrrrbcr [dret3k], drunk [drnrSk]) nurr

tliving ['dawrg] r? rrpbDKKr.r B BoAy drive [drarv] v (drove [dreuv],do without o6xoAurrcs 6ez (vezo- driven ['drrvn]) ro4nrL, ynpaBffrLru6o) driven ['drrvn] pp om dnve

tlocumentary [,dokju'mentert) a driver [rdrarve] n eognrelr, uroQep

/toryveHralutril droop [dru:p] vceHcarr, orycKarbct

:283:

drop [drop] n Kar'nfl; v l. na4ars,BbrnaAarb; 2. pourrrs,6pocarl; 3.rpeKparrlarb

drove [dreuv] past om drivedrunk [dr,rgk] pp om drinkdry [drar] a cyxoir,due to f'dju:tul prep 6rraroaapt

(ueuy-nu6o), B pe3ynbraredull [d,rl] a crcyuHr,tft

dummy ['drrmr] n KyKra, qyqeno

durin g [l dj u arrq] prep z reqeHr,Ie, Bo

BpeMt

dusk [dlsk] r cylaepxuat dusk B cyMepKax

duty ['dju:tI] n 4onrdye [daI] y Kpacr4rb

dynamite ['darnamart] n p:WHaMr rE

each [i:tJ] a r<axArrfieach other [ri:tJ',rde] Apyr Apyraeager ['i:ga] a crpacrno crpeMfl-

u\vtitcx (rc ueuy-nu6o)eagle ['i:gl] n openearn [s:n] v 3apa6ar6lBarbearring ['rerrrl] n cepbraearth [s:0] n 3eMrrfl.

east [i:st] r? BocroK

eastern ['i:sten] a aocro.rHrrilecho ['ekaul n exoecological [,eke'lodSrkel] a ercoro-

rIz.]ecKVff

economic [,i :ke'nomrk] a srquolrn-qecruii

economist [r'konemrst] n exosovrireconomy [r'konemr] ,? 3KoHoMuKa

edge [edg] n xpaireducation [,edju'kerJen] n o6paro-

BAH14C

effect [r'fekt] n eQQerr; cn

pe3ynbrirr

effort ['efetf n ycwtnee.g. ['i:'d5i:] (coxp. om ex

gratia) Hanp14Mep

either ['ardel adv rat<xe,ompuqame,xbHbtx

elaborate [r'leberrt] apa:pa6oranusrfi, npo4y

elephant ['ehfent] n cro+elevator frehverte] n arrep. r

SCKaJlaTOp

else [els] adv euleembarrassed [rmrbarest] a

uleHHbll4, HaxoAfl u_u4llcrl B

tIIATETbCTBC

embrace [rm'brers] v o6sno6nlrMarrcq

emerge [r'ma:d3] v rrof,BJI

BO3HI,IKAT6

emergency [r'ms:dgensr] rrrpeABaAeHHbil4 cryqan, q

qafi slle o6crorreJrbcrBaemotion [r'meuJen] n 3Mouvrs,

CTBO

emotional [r'meuJenl] a e

uamHrrfiemperor ['empere] n ra

employ [rm'plcr] v HaHr.rMarb

6oryempty ['emptr] a nycrofi ,

empty-headed [' emptrrhedrd]'JICTKOMbTCJIEHHbII,I

encourage [rn'kmrdg] v l.rueBnf,rb;2. noorqprrl

endure [rn'djue] y reprerb,HOCt4Tb

enemy ['enrmr] n Bpat

clcrgetic [,ene'dgetrk] a eueprrav-

t r r,rii

urrrgy ['enedSl] n :.Heptv1, cz4na

engine ['end3rn] n 1Bvtuterbcrr.joy [rn'dgcI] v noryuarb yAo-

I tOr bcTBue, HacJIiDKAaTbCt

crr.j<ryment [rn'dScrmenI] n yrc-llOJ'lbCTBI4e, paAOCTb' HaCnUKAeHUe

rrrough [r'nnfl adv locrarotttot,rrlcr [rente] v 1. sxoArrr;2. ecry-

ilaTb, IrocrynaTb

errtcrprise ['entapralz] n l. npeA-

r r pHfl rue; 2. npepnpnuMquBocrbtrr tcrtain [,ente'tern] v pa3BJIeKarb,

'ra6aeJ.f,rs

t rrlcrtaining [,ente'ternI4] a paz-

rrrrerare.l6ustfi

rrrtcrtainment [,ente'ternment] n

l)a3BIer{eHHer,rrvelope

.['envrleup] t? KoHBepr

crrvironment [tn'valerenmant] n

or(pyxauuaf, cpeAa

crrvy ['envr] n 3aBwcrb v 3aBHAoBarb

ttluivalent [rrkwrvelent] a paauo-

r leHHsrft , exgueaneHrHF,tfi

rscape [rs'kerp] v 1. y6erarr, co-

rrepuarb no6er; 2. nz6exarr(onacuocmu)

r,specially [rs'peJeh] adv oco6eu-rro, a oco6eHHoctu

rssay ['eseI] /? oqepK, cottl4HeHl4e

rslablish 1rs'tebhJl v ocHoBblBarb,

co3.qaBaTb

r.slate [tsrtert] zr nouecrre, nMeHI4e

rslimate ['estImeil] v oqeHl4Barb

rvo [i:v] /, KaHyH

tvcn ['i:ven] adv naxelvcnt [r'ventf n co6l;true

eventually [r'ventfiuehf adv u xo-HeqHoM cqeTe, B KoHIle KOHUOB

ever ['eve] adv rcor1a-r,uloevidence ['evrdsns] n AoKzBareJIb-

0TBO, CBI{.qeTenbcTBO

evil ['i:vl] a uroit; zpeprrurfi:. n uro,nopoK

exact [rg'zekt] a rouHufiexactly [rg'zaktll] adv ^rouuo,

I,IM€HHO

example [Ig'za:mpl] n ilpvMepfor example HarpuMep

excellent ['ekselent] a ortuuusri'r,npeeocxo4urfi

except [rkrsept] prep 3a ]tcKrloqe-Huet\l, KpOMe

exchange [rks'tJeIndg] n o6rr,rqn; v

o6N,lenilearscr

excite [rkrsalt] v eoluonarb, Bo3-

6yx<aam

excited [rk'sartrd] a B3BoJrHoBaH-

ulrii, eo:6yxaeuuttilexcitement [rk'sartment] n eolne-

nue, eos6yx4eHneexciting [Ikrsartrg] a nos6yxgaro-

qufi , ronHyrcrurafi ; 3axBarblBaro-

rul4fi

exclaim [Iks'klerm] v BocKJrl4uarb

excri rsion [rks' ka :Jen] n 3Kct<y pcne

exercise ['eksesalz] n yrpaxHeHI4e

exhaustion [rgrzc:stJen] n u3Hype'

Hre, I43HeMOXeHtre

exhibit [rgrzlbrt] n 3KcIIoHarexhibition f,eksr'bIJen] /? BblcraRKa

exist [rg'zrst] v 6rtru, cytuecrBoBarb

expect [rks'pekt] v oxlr4arl, )KAarb

expensive [rks'pensrv] a .4oporo[,4oporocronqufi

: 284: :285:

experience [rks'plerrens] r ourrr;onbtTHocTb

experienced [rks'prenenst] a ourn-uufi, sHarorqufi

experiment [rks'perrment] r onrrr,3KCrrepr,rMeHT

explain [rks'plern] v o6rsursrrexplanation [,eksple'neIJen] n

o6rccHeHue, pa3btclleHl{e

exploration [,eksplc : rrerJ enf n uc-

cneAoBaHr{e

explore [rks'plcN v rccJreAoBarb,ra3yqarb

explorer [rksrplc:re] r HccrreAoBa-

TEIIE

explosion [rks'pleu3en] n asprmexpress [rks'pres] v Bbrporarbexpression [rks'preJen] r? Bbrpa:me-

' Hr,Ie; Bbrpa3r{Ten bHocTb

extend [rks'tend] v pacmrrprrL,pacnpocrpaHrrb

extinction [rks' trgkJsn] n nuunpa-HI,Ie, UCqe3HOBeHLIe

extra [rekstre] a 4o6aaounrrfi,40-lorurrrernnsdt

extract ['ekstrrkt] r orpbrBoK, Bbr-

Aep)rffaextremely [rks' tr i : mh] adv rcpai,ine,

vpe:arrvaftnoeyebrow ['arbrau] n 6poar

Ffabte ['ferbl] a6acus, He6uruqafacility [fe'srlrtr] n cpe4cr"no, ycr-

poilcrnofaint [fernt] a crra6ufi; v reprrb'co-

3HaHue, naAarb n o6uopoxfair [fee] a l. csernslfi, 6elorypsrfi;

6enrrft;2. nperpacurrfi

fairy ['fearI] a aorue6lutil,,roqurrfi

fairytale ['feerlterl] n cKa3rca

faith [fer0] n Bepa, AoBepnefaithful [' fer0ful] a repar;rit,

srfifall [fc:l] v(fell [fel], fal

na.4arb

fallen ['fc:len] pp om fallfalse [fc:ls] a neeepuufi,famous ['fermss] 4 3HaMeH

fan [fen] n 6orelsqnxfancy-dress ['fensr'd1es] n

pa,Ausfirocnoufancy-dress ball [l

n MacKapaA

fantastic [fen'tastrk] aarrfi, QaHraqtlrqecrnft

fantasy ['fantesr] n

Qanracrnra / '

farther ['fo:6e] a compar om

adv Aangtrc, Aasrce

fase [fez] n Qazafashion ['fzeJen] n MoAa

fast [fo:st] a 6nirpufi, c

6rrcrpo, crcopo

fault [fc:lt] n BwHa

favour ['ferve] zl oAorxeHne,6esuocru

favourable ['ferverebl] anpnrrrrmT

favourite ['fervarrt] anuro6resulrft

feast [fi:st] n nparAHr.rK

feature [rfi:tJe] n qepra, n

fed [fed] past om feedfee [fi:] n Bo3Harpor(AeHr4e,

focling ['fi:lrrj] n qyBcrBo

fcll [fel] past om fallftrllow ['feleu] n .reroner, napeHb

fclt [felt] past u pp om feelfcmale ['fi:merl] a xeHcxnfifencing ['fensrrl] n $exroeaunefostival ['festwel] n $bcwrzutsJcstive [rfestrv] a l,pazanuu:ertit

frw [fiu:] 4 HeMHorue, HeMHoro,

MAJ]O

flction ['fikJen] n 1. Qurqrar, BbI,ryM-

ra; 2. xy4oxecrBeHHzu JluTeparypa

flght [falt] nApaKa;v (fought [fc:t])/lparbcfl

llll [ftI] v HarroJrHtrb, 3aIIoJIHrIrb

flnd [farnd] v (found [faund]) na-

XOAI,ITL

lind out pa:y3Harb, BbltcHldrb

flngernail [rfir3generl] /? Hororb(nana4a ua pyrce)

llrc ['fare] n oroHb; Kocrep; noxapflre-eater [r fara, i :te] n n6xuparert

orux (Qorcycuurc)

llre-fighter [rfate,falte] n noxaputtflflrcworks ['farews:ks] n pt Sefiep-

BepK

llshing ['fiJrr3] n prt6ua.r nourllst [fist] n KynaK

lll [frt] n ilpucryu, npunaAoKtllter ['fite] n cnecapb

ll x [fiks] v ycraHaBnl{BarL; qnHl{rb,

peMoHrr.rpoBarb

llrrsh [flef] v 1. scnrxl4earr;2. nue-'rallHo npuxoAI4TL B ronoBy

flee [fli:] v (fled [fled]) y6erarrflesh [fleJ] n rrJrorb, reJloflew [flu:] past om flyfiight [flaIt] r? norrerfloat [fleut] v rIJIbIrb, Aep)Karbcf, Ha

[oBepxHocTH BoAbI

floorboard ['fl c:bc:d] n TIoJIoBI{ua

flown [flsun] pp om flyfly' [flat] n Myxafly'? [flar] v (flew [flu:], flown

[fleun]) rrerarbfoe [feu] n Bpatfog [fog] n ryMaHfoggy ['fogr] a ryuauunfifolk [feukJ n ltwArz', HapoA

folklore ['feuklc:] n Qomrnopfollow ['foleu] v cneAoBar;, vI1rn

cneAoMfotlowing ['folaurrl] a creAyroqnfifond [fond] a no6s,utui't

be fond of smb, smth m.ci6urrrcolo-lu6o, qro-ru6o

footstep ['futstep] n urat ,for [fc:] prep l.lns.2. B reqeHl4e

forbade [fe'berd] past om forbidforbid [fs'brd] v (forbade [fe'beId],

forbidden [farbrdn]) 3anpeuarbforbidden [fe'brdn]pp om forbidforce [fc:s] n cvna; v 3acraBJltrb,

npuHyxAarLforeign ['form] a uuocrpanuttfiforeigner ['fonne] r? I,IHocrpaHeII

forever [fe'reve] adv Hascer1aforgave [fe'gew] past om forgiveforget [fe'get] v (forgot [fergot],

forgotten [fe' gotn]) sa6uteart

fccd [fi:d] v (fed [fed]) roprralaru, flavour ['flewa] n apovru1 rprrflr-ilHTaTb urtfi:anaX

feol [fi:l] v(felt [felt]) qyBcrBoBarb flax [flzeks] r len

:286: :287 :

forgive [fe'gw] v (forgave [fe'gerv],forgiven [fe' grvn]) rpolqarb

forgiven [fe'gIvn] pp om forgiveforgot [fe'got] past om forgetforgotten [fe'gotn] pp om forgetformer ['fc:me] a rpexuHfi, 6r,ln-

tslttli,l

fortress [rfc:trrs] /, Kperlocrbforward ['fc:wed] n nanaaanorluir,

Qoprapafought lfc:tl past u pp om fightfoundr [faund] v 1. ocHoartnarr;

2. o6ocHoenBarb, K;Izrcrb B ocHoBy

found2 [faund] past u pp om findfountain ['fauntrn] n Qouraufreedom ['fri:dem] n cso6oAafreeze [fri:z] v (froze lfreuzl,

frozen ['fre"uzn]) 3aMep3arb, 3a-

MOpZDKT{BaTb

fresh [freJ] a cr,exailfriendly ['frendh] a apyxecxuit,

Apy)KecKH pacuonoxeuustifriendship ['frendJrp] n apyx6afrighten ['frartn] v ryrarbfrom [from] prep or, uz

frost [frost] ,? Mopo3

Irozn lfrauz] past om freezefrozen ['freuzn] pp om freezefuel [fjuel]-/? ronrt{Bo, roprcqeefulfil [ful'frl] v ertnorHarrfull [ful] a norHufi, HanorHenHrrfifume [fju:m] zr 4uru b.

fun [f,rn] n Becerrbe, pa3BreqeH[e

funny [rfrrnr] a clrerunoil, za6as-nnI

fur [fe:] n Mex;' uepcrbfurious ['fuerles] a pazrrpeuurtfi ,

ng6eruennr,rft

furry ['fa:rI] a vexonofi ; nyutfur-tree ['fa:tri:] zr enrfuss [fns] ncyera; vcyerltrbct,

HOBaTbCf, lr3-3a lycTt KoB

Ggala [rgo:le] r? npa3AHecrBo

gallery ['gelerl] n tanepefl.gallon ['galan] n ralrou (

ucudxocmu, pa6Ha 3,78 n)game [geIm] n Atpagasp [go:sp] v Auuarr c

3aAblxaTbctgate [geft] iz aopora; KaJIr{rKa

gather ['ga6a] v co6uparrgave [geIv] past om givegay [ger] a eecerurfigeneral [' dSenerel] a o6uui't;

urrilin general eoo6ule

generally f' d3enarchl adv

HO, KaK [paBUnOgeneration [,d3ens'rerJan] n

JIEHI{C

generous ['dgeneres] aeenuro4yurHrrI

genius ['dgi:njes] n reswitgenre [3o:gr] n nrareparypHufigentle f'dgentl] a' vnrxwi,t ; u

racrcosufigentfy ['d3enth] adr uexuo;

poxHo, Aerr4KarHogeographical [dgre' grefrkal] a

rpaQHuecrnftgeography [d3r'ogrefi] ngerund ['dSerend] n repynauilget [get] v (got [got]) nonyr{arb

get off cle:arb, Bbrne3arb;

get on with smb laAl4rb' xopoluo

y)rsBarbcc c rceu-lra6o

get out BbIxoAl4TL, BblctDKnB€trbcs

ghost [gaust] n nPu:Pargiant ['dSaIent] a rporraa4Hblf, ru-

laHrcrcufi; n BeJIr{KaH, rl{laHTgitt [grft] n noAaPoK

gi lted [' grftrd] a ralauuuBlt fi , cno-

co6uutfiginger ['d3rnd3a] v Psrxufigive [grv] v (gave [gerv], given

['glvn]) AaBarbgive up 6Pocarr (sanuuamucn

ueu-nu6o)given [rgrvn] pp om give

glare [glee] v ocrerrreJlbHo cBepKarb

glimpse [ghmPs] n MerlbKaHile,

npo6necrglobal ['gleubl] 4 BceMl{pHbrft; uo-

6allultfi, eceo6qnfrgloom [glu:m] n MPaK, reMHora

gloomy ['glu:mr] a lrPavHrtfi, teu-ur,fi

glove [glnv] n repqarKago in for 3aHl4Marbcq (cnoPmou)

goal [gsul] r l. qelr, za1a'ra;2'rorgood [gud] a xoPourufi

be good at smth 6rtru cnoco6-

HblM K verrtY-lu6ogood-looking [' gud'luklg] a cnr*,r-

nauqH-bfigorgeous ['gc:d3es] 4 BeJII{KoJIer-

Hutfi, npeeocxoAHutil

goritla [ge'nle] n roqvnilagovern ['grrven] v [paB]Irb' ynpaB-

JI'TT,

grrvernment [rg,rvnment] n ilPaBA-

'rcntcTBo

governor ['grrvane] n ry6ePuaroPgrade [grerd] n oqenKa' orMerKa

graduate ['gradjuert] v oKoHrInrb

Bbrculee yue6uoe 3aBeA€HI4e

grateful [r greltfu l] a 6 tar o gapttr;ti4'

npmuaremurfigratitude [r gratltju: d] n 6rarogap-

HOCTb; rIpI43HaTeJIbHocTb

grave [grervf a l. naPavultfi, ne-qanrurril; 2. rnxetuiq YrPo)KaIo-uII4fi

great [grert] a l. 6onuuoit;2. ve-

ru1ru1fi

That's great! Bor a4oPono!

greedy ['gri:dr] a xaAguilgrew [gru:]past omgrowgrocer ['grause] n 6arzutefiunrgrocery ['greusart] n 6arcutes

ground [graund] n 3eMr'fr, IloqBa

grow [greu] v (grew [gru:], grown

[creun]; Pacrrl; BbIPau{u Barb

grown [greun]PP om growgrowth [grauO] n Pocrguard [go:d] r oxpaHa; oxPaHHHK

guess [ges] v ,4olaAblBarbct, nPeA-

noJlaraTb

guest [gest] /? rocrbguide [gard] n tvq,, nPoBoAHI'rK

guilty [rgrltr] c nnuoaarrlfiguinea [' grnr] n runet' (anztuircrcan de-

HetcHqn eduuutla, PasHa 2l u'twt-

nun4t)guitar [gl'to:] n rilraqaguitarist [gI'to:rIst] n rllrre2ncr

gun [grrn] n PYXbe' nucrorerguy [gal] ,? rapeHb' Iualsrfi.

rym [dgIm] n(corcP. ozr rymnasium)rl{MHacrugecrcufi :an

:288: Itl lar 2750:289:

gymnastics [d3rm'nastlks] n rurr,r-

HACflIKA

gypsy ['dglpsr] n qblraH

Hhabit ['hebrt] n npranuvxa, o6lt-

\ailhair [hee] n BoJIocbI

hairdresser ['hee,drese] n napilK-

Maxep (crcencxuu)half [ho:fl n r'oroBvIlaahall [hc:l] z,3zLII, rpl4xoxzlf,hammer ['hrms] n MoJIoroK

handcuffs ['handk,rf] t? HapyqHrKH

handful ['handful] ,? ropcrbhandsome ['hrensem] a rpacurufihang [heg] v(hung [hru:]) Bellrarb;

BI4CCTb

hang around 6onrarscr, ryrqrbhappen ['hapen] v npol4cxoAl{rb,

cnyqarbcf,ha'ppiness ['hepInIs] n cqacrbehappy ['haepl] a c'racmussti4hard [ho:d] arpyaul.l'ir, rrxeluft;

adv ycepAno, yflopHohardly ['ho:dh] adv e4sa, eABa ntthardship ['ho:dJrp] ,? rpyAHocrbhard-working ['ho:d'we:krg] a

ycepAHuft , rpyAonro6usuftharm [ho:m] n spep,, yqep6

do harm HaHocl4rb ylqep6ha rvest [lho:vrst] n ypoxaia; y 6op-

Ka ypoxafl; v co6uparr ypoNafihate [heit] v HeHaBI,IAerb

hay [heI] n ceHo

hazel f'herzl] a caerno-KopllqHp-nrrfi, rapufi

head [hed] v HarlpaBntrb; HanpaB-

N'TTtscfl

headache ['hedelk] n6olr

headline ['hedlaln] nheadmaster ['hed'mo:ste] n,

peKrop rlrKoJrbl (arytrcuuua)

headmistress ['hed'mrstrls] npeKrop IIIKoJIbI (crceuryuua)

health [helO] ,? 3AopoBLe

healthy ['helOI] a r4opoerdhear [hre] v (heard [hg:d])

UIAIb

heard [hs:d] past u pp om heathearing ['hlenr3] n cnyxheart [hc:t] n cepAt\e

by heart Hau3ycrbheat [hi:t] n)Kapa;v HafpeBarb,

AorpeBarbheath [hi:O] n 6ororncrar

HOCTb, nopocilat BepecKoM

heating ['hi:tIrj] z ororlrteHl4e

heavily ['hevIh] adv 7. rs2. cutrsgo

heavy ['hevr] a rsxetsfiiheight [hart] n Bblcoraheir [ee] /? HacneAHI{K

held [held] past u pp om holdhelicopter ['hehkopte] nhelt [hel] n aa

help [help] n noMol{b; vhelpful ['helpful] a l.

2. rorosrlft rloMottb

helpless ['helphs] a l.6ecssitl'2.6ecnoregHttfi

heritage ['herrtrdg] n H

HacJIeAI4e

hero ['hrereu] n repoftheroic [hr'reurk] 4 repol4

hid [hrd] past om hide

hidden ['hrdn] PP om hidehide [hard] v (hid [hrd], hidden

[r hrdn]) nprtarb' nptrarbcthigh school ['har'sku:l] arwep. cpe4-

Hfq IUKOIA

hitl [hll] n xorlM, ropa

hind [harnd] a za4nuir

h i ppo ['hlP.eu] n rutnnonoralt

h istoric [hlsrtonk] a ircropnuecrufthistorical [hrs'tonkel] a rrcropvr-

qecxHfi (ucroPtluecrl4 YcraHoB-neunuft)

hit [hrt] v (hit [htt]) l. Y,raPrrr;2. nonaAars (e 4ena)

hold [heuld] v (held [held]) 1. AeF

xcars; 2. nponoatlr4 opraruBoBblB:trb

hole [heul] I? AHPa; HoPa

homesick ['heumsrk] a' rocKy]o-

rquft no 4otvlY

honest ['onlst] a qecrnrtft

honey ['hlm] n rvre4

honeymoon ['h,rnrmu:n] t4 MeAo-

euft vecsuhonour ['one] re qecrb; v vrl'lTb' rlo-

TII{T€IIb

in honour ofs qecrr (rcozo-nu6o)

honourable ['onsrabl] c noqertrutfi

hoof print ['hu:f pnnt] t? cneA Korlblr

hook [huk] /, KPrcqoK

hooked [hukt] a rPrcuxoeatltfi,rcpraroft

hope [heuP] nHaAex.Aq' vHt,{eflrbct

horison [he'raIzn] n ropu3oHr

horrible ['horebl] a YxaciuftIrorror ['hore] n Y)Kac

horse-rider ['hc : s,rarde],? IIae3AHI4K

horseshoe ['hc:JJuN t? noAKoBa

host [heust] n xo3flvr

hostile [rhostarl] 4 HenPuqrerb-crcuft, nParrecnnfi

hot-tempered ['hot'temPed] aBcrlblrrbquBbtfi , uec,4e Pxauurtil

household ['hausheuld] n (aouau-nee) xo:rficrno

however [haureve] cjt oAHaKo' TeM

HC MEHEE

huge [hju:d3] a orPorvtutfi, rPo-

ruaAnsfihuman ['hju:men] a qeJloBeqec-

rcuft, ryuauustfihumour ['h1'u:me] n ]oMoP

humorous ['hju:meres] 4 toMoPI'l-

cruqecxrafihumourless ['hju:mehs] a iluwer-

urfi vyncrnarcMopahung [h,rr1] Past u PP om hanghunger ['hrr'4ge] /, ronoA

hungry ['hligrl] a rolognsrfthunt [hirnt] Y oxorl4rbcthurry ['h,rrr] v roPorlurbcfl

hurt [ha:t] v (hurt [hs:t]) npnqu-

ulru 60ll, PaHI4Tb

hypocritical [,hryerkntrksl] a na-

qeruePu-srfi

I

ice [ars] n nelicon ['arkon] n uxoua

identical [al' dentrkel] a oauvarco-

srtfi, I4AeHTl'rHrLft

identify [arrdentlfar] v oroxAecrB-

JItTb; oIIO3HaBarb

idle ['ardl] a neHusttitidly ['ardh] adv srcHuro

ilt [rl] a 6olrnofi, ner4oPoertil

imaginary [r'madStnerl] a roo6-

pa.xcaeunft , uePealrnuft

:290: :29'l -

imagination [r,mrdgr'nerJen] neoo6paxeu ue ; z:o6perareJrbHocrb

imagine [rrme dSrn] v eoo6paxarr,npeAcraBnrrr ce6e

immediate [r'mi:djet] 4 HerrocpeA-ctaenustfi, Heve4leHurrft

immediately [r'mi:djeth] adv i'e-MeAJTeHHO, TOTqaC )Ke

impersonal [rmrps:snl] a lemuuwsti1paBH oAyrrrHbfi , 6epar:ruunrrii

importance [rmrpc:tens) n sax-HOCTb,3Har{eHUe

important [rmrpc:tent] a sa]Kustitimpress [rm'pres] v npor43BoAr{rb

B[eqaTneHueimpression [rm'preJen] n Bresar-

neHue

impressive [rm'presrv] a Breqar-rqrorJruir

inaction [rnlektJan] n 6esaeilcrr,ueinactive [rn'rktrv] a 6es4errelr-

usrfr, nacczsautfiincident ['rnsrdent] n cnyuait, tpo-

TCIXCCTBUC

include [rn'klu:d] v r;oAep)r(arb,BKIIOIJATb

indeed [rn'di:d] adv y cavov 1ene,Aeficrsflrertruo

indefinite [rnrdefinrt] a HeolpeAe-reHustr7

independence [,rndr'pendens] nHE3ABI{CIIMOCTb

independent [,rndr'pendent] w He-zasucuMbti4

individuat [,rndr'vldjual] a tnu-urrfr , nu 4uyn Ay utt ustir

indoor ['rndc:] a uaxo4tulnilcl nNOMEIIICHI,I14

indoors ['rn'dc:z] adv y nover4eunu

industrial [rnrdnstrrel] a rrpoM,renulfi

industry ['rndestrl] n npoMHOCTb

inferior [rn'fierre] a lo4vraHeunuuzlului,t

influence ['rnfluens] ncTBI4e, BnnflHne; y oKzt3bIBaTB

Aeicrnlre, Blr.lrrbinformation [,rnfe'merJen] n

Qopuaqrarinjection [rn'd3ekJen] n ra

innocent [rrnesent] a HeBvrHo

insect f'rnsekt] n uacexouoeinside ['rn'sard] a suyrpeuuuir;

BHyrpA:,prep BHyrpbinsist [rnrslst] v uacraueart,

crofivueo yrBeplKAarb

inspire [rn'spare] y BHyurarb,nrrr (uyecrro)

instant Irrnstent] a HeMeAJre

vrHoseHHslfrinstead frnt ste d] prep BMecro,instrument [rrnstrument] n ra

pyMeHI opynheinsure [rnrJue] y crpaxoBarb,

paHrr4poBarb

intelfigent [rnrtelrdgent] a ytdpa:yvuurii

intensify [rn'tensrfar] v yauninterrupt [,rnterrurpt] y npepbl

IIpt4 OCTaHaBJTt{BaTb

introduce [,rntre'dju:s] vnpeAcTaBnrTb, 3HaKoMr4Tb

invader [rnrverds] n :axnaruwx,KynaHr

invent [lnrvent] v u:o6perarr,3AABATb

i rr v isible [In'vrzebl] a ueauguvtrril.,rrepauuuulmtil

i rr v itation [,rnvr'teIJen] n npurta-rueHl,te

invite [rnrvart] v npuruauarsinvolve [rn'vnlv] v BKJI]oqarb B ce-

6q, gaKnroqarr

iron ['aran] n 1. xereso; 2.yrtoriron-ore ['atan'c:] ,? xene3Harl PYAa

irregular [Irregjule] a HenpaBnnb-

unft, uecran4aprHrfiirresponsibte [,rrrs'ponsebl] a

6e:oreercrseHHrtfiisland ['allend] n ocrposisle [arl] n l ocrpor; 2. lpoxo4

J

.iacket ['dgeklt] n fivA)KaK, KyprKa

.irzz [d3nz] n D?Kas

.lcalous ['d3eles] a l. pesuussrit:'2. zasucrr'Llsrtitbe jealous peBHoBarb

.icans [d5i:nz] n pl A)K]rHcbI

.jcwel ['d3u:el] n 4paro[eHHocrbjob [dgob] n pa6ora

.iog [d5og] v 6erarr rpycqofi

.iogging ['d5ogIq] r? pa3MuHoqHiu{

npo6exxa, 6er rpycrlof.join [dgcrn] v l. coeAussn';2.npu-

coeAuHtrbct; 3. ecrynarb B qJIe-

uu (it6tqecmea)

.joke [d3euk] v ruyrra; v lxyrl4rb

.journalist ['dga :nahst] n itypHanvcrjourney ['dga:ru] t? toe3AKa, nyre-

ueCTBI4e

joy [d3cI] n pap'ocrb, BeceJrbe

.iudge [dg,r,d3]n cyw; v cYAI4rb

iudo ['d3u:deu] n 4:rcgo

juggler ['d3ngle] n )I(oHrnepjump [d3,rmp] n nptutox; vnpblrarbjumper ['d3,rmpe] /? rlpblry-H, cKa-

KYH

jungle ['dg,lggl] n A)KyHtrLtjustt [dg,r.st] a clpaae4lIaBufijust2 [d5'rst] adv l. r.otrrcq rpocro;

2. rolrt<o qrojustice [rdS,rstIs] n cnpaleAnv-

Bocrb; npaBocyAue

Kkangaroo [,kagge'ru:] n KeHrypy

keen [ki:n] a ocrpl'l,i1' crpacrHo YB-rerarcuraficrbe keen on smth yBneKarbcf,

qeu-lu6okeep [ki:p] v (kept [kept]) aeP-

xarb, xpaHllTb

keep on npoAonxarb (denamu vmo-

nu6o)kept fkept] past u pp om keePkick [kIk] n y4ap;v yAapf,rb Horofi,

nuHarb

kill [hl] v y6uaarskimono [kI'meuneu] t? KItMoHo

kind' [karnd] n pory BI,IA; coprkind2 a go6psrfikind-hearted ['kaInd'ho:trd] a

4o6pHfi, otgttgquertftkindness ['kalndnls] n golPoraking [kIt3] ,? Koponb

kit [kIt] n' paHer4, BexleBoii MeuoK

knee [nil n KoreHo

knew [nju:] past om knowknife [nd'rf] n Qil ktives) noxknit [nIt] v (knitted [rnrtrd], knit

[rut]) nasarr

- 292: 293:

knives [naIvz] pl om knileknock [nok] n cryK; v cryqarEknow [neu] v (knew [nju:], known

[neun]) sxarrknowledge [rnohdg] n 3naHlae

known [neun] pp om know

L

lab flreb] n (corcp. om laboratory)na6oparopur

Iaboratory [lerboretarl] n ta6opa-r0pru

labour ['lerbe] n rpyAlack [lrek] v ucrblrLlBarb HeAocraroK

laconic [le'konrk] a rarounuHrtft,xilarrufi

ladder ['lede] r? necrHl4llalaid [erd] past u pp om laylain [em] pp om lieland [end] n 3eulrr,, cyllra; v npa-

3CMJI'TbC'

landscape ['lanskerp] n rieil:ot<language [rleerlgwId3] n fl3brK

last [lo:st] a nocrleAHl,tft; v Alurr-cr, npoAonx(aTbcf,

at last HaKoHeq

late [ert] a nosAuuirbe late ona3AblBarb

latitude [rletrtju:d] n zeoep. rorvporalaugh [o:fl 7, cMex; v cMerrbc{law [c:] n 3aKoH

lawyer ['lc:ja] n topvtcr, aABoKar

tay' [er] v (laid [erd]) xracri''lay2 [er] past om lie

laziness ['lerzrnrs] n JreHb

lazy Itletzrj a rewusstii

leadership ['li:deJrp] n pyCTBO

leading [rli:dr5] a eegyrqnfleanr [i:n] a roulnfi, xyAofilean2 [i:n] v (leaned [i:nd],

[ent]) HaKroHf,rbctleant [ent] past u pp om leanlearn [s:n] v (learned [e:

learnt [s:nt]) usyqarr, yql4r6'llearnt [s:nt] past u pp om lealeast [i:st] a superl om littleleather ['lede] n roxa (

leave [i:v] v(left [eft]) 1.

ye3xarb; 2. ocrazr^tr4 3.

A:Ubleaves [i:vz] pl om leafled [ed] past uppom leadleft [eft] past u pp om leavelegal ['li:gel] a rargnuuillend [end] v (lent [ent])

egafiMH

tength [er10] n Nil4Halent [ent] past u pp om lendleopard ['leped] n neorapAtess [es] a compar om little:let [et] v (let [et]) no3Borltrbtevel ['levl] n ypoBeHb

liberate ['hberert] vlibrarian flaI'breerron] n

reKapb

library ['larbrerr] n 6u6nnorexa'.licence ['larsens] n nur\eH3v*, y)

cToBepeHne

lick [lrk] v r.n3arb, o6rrt,rgrnarrlier [lar] n noxb; v JrrarLlie'z[ar] v (lay [erJ,lain [em])

life cycle ['larf'sarkl] ,? quKrl pa3-

BllTt4t

lift [rft] n l. noAHsrne;2. naQr;vnoAHr,IMZlTb

give smb a lift noAeesryI Kor0-nn6o

light [art] a 1. csermtfi;2. r,erxni1'

n cBer; v (lit [lt]) cBerl4rb

like [ark] a noAo6nufi, noxoxuft;v rn6utr, xopotuo orHocllTbcr

limit [rlrmrt] ntqa*ut\a, npeAen; v

orpaHmI,IBaTb

limp lImpl v xpoMarblinger ['hgge] v 3aAePxl{Btrbcfl)

MEAII4Tb

lip [hp] nry6alisten [rhsn] v cnyuarbliterally ['lftereh] adv 6yrczatrcuo,

AOCJIOBHO

I iterary [r hteren] a tmepary pnuitliterature ['lrterItJe] n nvrepurypalitre [rlrta] n nvrplively ['latvh] a xneofi; nolurtfi

xr{3HI{; eeceJrufi

load [eud] n tpy3loan [leunJ n 3aeM; r{ro-ro, AaHHoe

elailN{rllocal ['leukel] a vecrHrfilock [lok] ,x 3aMoK; v 3anuparb Ha

3AMOK

lonely ['leunh] a o4u]toxui4

look [luk] n B3nrflA, BbIpDKeHI'Ie; v

cMorperblook after [PI4cMarPI'IBarb' Yxa-

xr4Barb za (xeu-nu6o)look for ncKarblook forward to xAars c Herep-

neHneM

look out BblrJItIIbIBarb

look through nPocuarPurarsloop'[u:p] n nerrlflloose [lu:sl a ceo6oAHrtfi, nPoctoP-

srfilorry ['lon] r? rpy3oBI4K

lose [u:z] v (lost [lost]) rePf,rLlost [lost] past u pP om lose

tot [ot] n 6orsruoe Korl'IqecrBo

a lot of MHoro

lots of MHoro

lottery [rlotan] n roreqer'loud [aud] a rpourufilovely ['l,rvh] a rcpacnruft, ouaPo-

garelrurtft

low [leu] a Hnsrui.t, Heestcowlfi

luck [nk] n' cv'acrbe, yAaqa

lucky ['lrrkI] a cvacuusufi, Y4au-rugstil

luggage ['l,rgId3] n 6aratx; rIoKrIaKa

lump flrrmp] n rycorc

lung [ng] n nerKoe

luxury ['l,rkJen] n PocKoIIIb

M

mad [mad] a cYuacrue4urnft

made [meIdf pqst u PP om grake

madman ['madmen] n cYMacuIeA-

urr,rir; 6e:ylteqmagazine [,mrge'zi:n] n xYPnalmagic ['medSIk] a eorrle6Hstfimagician [me'd3rJen] r sorue6-

Hurc; Qoxycnurcmagnet [rmegnlt] n MarHur

magni$ing glass ['mregnrfarIrS' glc:s]

yBenuql,ITenbHoe CTeKJIO

maid [meld],? cnyxaHK4 roPHllqHas

maiden ['merdn] n \aBllrrna,l a Ha-

3aMyxGttlead [li:d] n roBoAoK; v (led [led]) )Karb

Becrlt; pyKoBoArlrb tife [larfl n ]KU3Hu

:294: :295:

mail [merl] n ilovr4- rorrroBoe or-npaBJreHne; yornpaBnrTb rro fioqTe

main [mern] a ocuoruoii, rrtaaHtrilmainly [rmernh] adv rnaswstu o6-

pa3oM, B ocHoBHOM

maintain [menrtem] y roAAep]o{-BaTb, coxpatulTb

maize [merz] n ryrcypyzamajor ['merdge] a rutaeuu ;

nvaitopmajority {me'dgorrtrl n 6onslll,z,:a-

CTBO

make [merk] v (made [merd]) 4enarumammal ['mrmel] r? MJreKorrr.rra-

rcueemanage ['menrd3] v l. ynpalrr-urr;

2. cnpawrrsctmanager ['manld3e] n a4;wrHkrcr-

parop, MeHeAxepmankind [men'karnd] n veloee-

qecTBo

manner ['mene] n 1. mero4, cno-co6;2. MaHepa

manual ['manjuel] a py+roftmarble ['mc:bl] n MpaMopmarine [merri:n] a uopcxofimark [mo:k] n oqeurca, orMerKa; y

1. orueuarr, o6o:navarr; 2. cra-rurr orrvrerrcy, 6arn

market ['mo:krt] n pbrHoK

marriage [rmerrdg] n 6pax; za*ry-xecrro; xennrt6a

marv.ellous ['mo:vrlss] e v3ywrerbHurfi, vyAeculrii

mask [mo:sk] n vacr<a

massacre ['maseke] n pe3tfl,masterpiece ['mo:stepi:s] nmat [met] ,? KoBpt4K

match' lmetj] n cnwrnamatch2 [metJ] n 1. nerqs,

Af,rrlar roA napy; 2. uaru; v txoAl4rb rroA napy,

mathematical [,me0r'metrkel]uarevanrqecxyil

mathematics [,me0r'matrks]MATCMAT}IKA

maths [ma0s] n (coxp. ommatics) MareMarnKa

matter [rmets] n Aero, Bonpoc;IMETb 3HAIIEHl,IC

What's the matter? B .{erur

mature [me'tjue] a rpemrfi ; crelmay [mer] v (might fmattl)uodual

u ani zt az on (e atp aerc a em

Hocmb, paspeuteuue)maybe ['merbil adr uoxer 6snl1

BO3MO)I(HO

mayor [mee] n rvlep

mean [mi:n] v (meant [ment])l. no4pa:yrraeBarb, r4Merb B Br.tAy;

2. guasnrs, nMerb 3HaqeHue

meant [ment] past u pp om meaqmeasure ['me3e] n Mepa]- y Mepr,rrb.

n3MeprTb

rnedieval [,medr'i:vl] a cpeAHeBe-

roeurft

rnedium ['mi:djam] a cpegnnit,flpoMexyrouurrfi; n (pl medta)cpeAcrBo, cnoco6

meet [mi:t] v (met [met]) Bcrpe-qaTb, BcTpeqaTbct

melancholy ['melenkelr] n yuu-Hr4e, fpycTb

melody ['meledr] n uetorusmelt [melt] v 7.rarrr42.ntaynrr,,

cMtfr{aTb; cMqfr{aTbcf,memorial [mrrmc:rrel] /? [aMrrHuKmemorize [rmemeraz] y 3arroMr{Harb

memory ['memerr] n naMu'tbmental ['mentl] a yvcreeuuslfimention ['menJsn] y yroMr4Harbmerely Irmrelr] advronuxo, rpocromerry ['merr] a tecelsrfi, oxr{BJreH-

Hrfimess [mes] n 6ecnopr4oK; y rpo-

r,{38oAr.rrb 6ecnopa.qormessage ['mesld3] n coo6qenue,

[ocnaHr4e; 3aII[cKamet [met] past u pp om meetmetal ['metl] n ueralnmiddle ['mrdl] a cpeguuitr; n cepe-

AI4HA

in the middle of e cepeAr4He

midnight [rmrdnalt] n rorHorrbmilitary [tmrhterr] a soesHufimind [marndf n yu, pa3yM; v Bo3-

pDKaT6

raopuurfi, yAnsuremHufirnirror ['mrre] z 3epK€rno

miss [mrs] v l.'nponycrurb; rrpo-MaxHyrlcrr; 2. cryuarr

misunderstand Irmrs,lnde'strnd] v(misunderstood ['mrs,rnde'stud])HenpaBUJrbHo IIoHrTb

misunderstood ['mrsrrnderstud]past u pp orr misunderstand

mix [mrks] y cMe[ruBarb, Merr]arsmodel ['modl] /? MoAerrb

modelling ['modhr3] r? MoAenr4po-

BAHUC

modern Irmodn] a coapelreunufimodernize Irmodenarz] y MoAep-

H U3t4pOBaTb, COBepUIeHCTBOBaTb

modest [rmodrst] a crpounrrftmodesty ['modrstr] n cKpoMHocrbmoment ['meument] /, MoMeHrmonkey ['m,rgkr] n olezss,samonster ['monsta] n qyAoBt4rIe

m on ument ['monj ument] n navrrtr-HtIK, MOHyMeHT

moon [mu:n]n nynamoonlight ['mu:nlart] n tyuttstir

CBCT

mop [mop] y nporuparb (utea6pou)moreover [mc:r'euve] adv cnepx

TOrO, KpOMe TO|O

mother [rm,r6e] n Marbmother tongue Irm.tdst,rr3] po4uofi

S3bIK

motherland ['mrr6elend) n pogu-Ha, oTeqecTBo

motionless ['mauJnhs] a HenoA-

motorist [rmeuterrst] n asroMo6u-III4CT

:297 -

married[rmend] axenarsrfi,saMlar- mechanic [mrtkrenrk] r? MexaHflKHtr, mechanical [mr'kreruksl] a naexa.

be married 6lrrb xeHarbru; 6uru nuqecrufi3aMyxeM medal ['medl] n MeA€rnb

marry ['maerr] y )KeHurbcr; Bbtxo- medicine ['medsrn] n l. nregnqu.Ar.rrb 3aMyx ua; 2. lercapcreo_

rnineral ['mrnerel] q MnHepanb- sr4xHutfinuil.;nMr4Hepar motocycle [rmeute,sarkl] n voro-

miraculous [mr'rekjules] a vyAo- qr{Krr

:296:

motto [rmotsu] n 4ennrmountain [rmauntrnl n toqa

mountainous [rmauntrnes] a roP-

sruT

moqstashe [mes'to:J] n Ycbrmouth [mauO] n Pormove [mu:v] v 1. 4nnrats, ABIararL-

ct, nepeAB[laru; 2. nePeerxam

movement [rmu:vmant] n rqtmxewte

mud [m.rrd] n rpfl3bmurder ['me:de] n Y6uitcreomuscle ['mnsl] r MYcI(Yn

mushroom ['murJrum] n rPu6

musical ['mju:zrkel] 4 My3blKurnb-

nYtit; n Mrc3uKJI

must [mrlst) v uodanouatil zaazon

(e atp atc aem d oncrc eu c me o e au ue)

mustard ['mrrstad] t? rcPrll4lra

mutton [rm,rtn] n laPanuua

mystery ['mrsterl] n raitsamyth [mrO] n vruS

N

nag [neg] v nP[AlrParbcfl' Bopr{arb

nail [neIlJ re 1. Horors; 2. reo:As

narrow ['nereu] a Yzrnit'narrow-minded ['naereu'marndrd]

a orpal{I4qeHnsrfi , neAalercnfi

nasty [rno:str] a oreParutellHltil,Henpurrnrtfi

national frnaJenl] a 1. rocYAaP-

ctreuustfi ; 2. naquouallHrtftnative [rnertw] a I' Pogaoiq 2. ue-

cruttfi, nPuPo4nsrfinative sfeaker ['neltrv'spi:ke] uo'

cnrenb s3blKa

natural ['nrtJrel] a ectectBenultfi ,

npupogH-ulfi

naturally lt int[t eft] adv

CTBCHHO

nature ['nertJe] n nPwPoAa

navy ['nervr] n roeuno-Mopctlnor

near [nte] prep Pfl'AoM, oKono

nea rby [' nreb at] adv Ptaou,3OCTI,I

nearly ['nrelr] adv ttouru,uYrt"necessary ['nesrsen] a neo6xc

urrfi, nyxnnfineck [nek] n urefl

need [ni:d] n naAo6nocrr,v HyxAarbct

needle ['ni:dl] n vtraneedlework ['ni:dlws:k] n PY

JINC

negative ['negetrv] 4 orptr

rrrtftneighbour ['neIbe] n coce4

neither ['nal6e] Pron HL4 ror;.qPYroft

nerve [ne:v] n uePn

nervous ['na:vas] a HePeuufi

nest [nest] n rHe3Ao

net [net] n cerbnetwork [rnetwe:k] n cerb

news [nju:z] n uonocrrnewspaper [rnju:s,PerPe] n

next fnekst] a cregYrcunfiniece [ni:s] t,l FIJIeMrHItI4ua

night [naIt] n Holtb

at night nourrcnoble ['neubl] a 6laroPo4Hrfinoise [nitz] n tttyM

noisy ['ncIzI] a ruYvHrthnorth [nc:0] n ceeeP

northern ['nc:6en] a cenePnufi

notebook ['nautbuk] n'3afluoaunHrxx4 broruor

notice [rnsutls] n l. lt:neqenue;2. :auexa; v 3aMeqarb

notorious [neu' tc :rte s] a uuetots\ui't

AypHylo qnaBy

noun [naun] n cyulecrBl4reJlbHoenovel ['novel] n porraan

nowadays ['nauedez] adv e Hacro-qulee BpeMt

nowhere ['neuwee] adv surAenuclear ['nju:khe] a tgepnuitnumerous ['nju:merss] a uuoro-

qlrclennuftnurse [ns:s] /, MeAcecrpa

nursery school ['na:srr'sku:l] n aer-cruft'caA

nut [nnt] r? opex

oobey [eu'bet] v nogvnurrrcrobject ['obdSIkt] n rpeAMe! BeIIIb;

v [eb'dgekt] Bo3poKarb

observation [,obzs'velJen] n na-6rnoAenue

observatory [sbrze:vetrr] n o6cep-Butopva

observe [eb'ze:v] v 1. Ha6rrc4arr,cneAuTb;2. co6nrcAarr

obtain [eb'teIn] v nonyqarb, npr-o6peraru

obvious ['obvles] a rauufi, oue-

slrAHHftoccupation [,okju'pe{en] n taux-

TIte, Aerooccupy ['okjupar] v 3aHLIMarb; 3a-

XBATbIBATb

ocean ['euJen] n oxealrodd [odJ a Jnil]ratrir, clyvafturtfi

offer ['ofe] r? nppAJroxeHlae; v rpeA-JIATATb

official [e'frJel] a oQr.rquanpnnfioil [crl] n l. ueQrs; 2. vracrc Qtac-

mumerbHoe wru uuuepanauoe)olive ['olw] n MacImHa

once [w,rns] adv (oluw) pas, oA-

HaxAblat once Heo)Iq,IAaHHo, HeMeAJIeHHo

only [reunh] a eArHcrBel{u:rtir1' advmJlbtr(o, pIcKrIoqI,ITeIbHo

open ['eupsn] v orxprnau; a or-rpurrfi

open-minded [,supan'malndrd] a

urirporux mrJrrAoB ; nenpe4y6ex-

AeuHrrfioperation [,ope'reIJen] n onepaquroperator [ropererto] t? oneparopopinion [e'prnjen] n MHeHLIe

opium ['euprem] n onuylr'opposite ['opezlt] a uaxoqsrt\ui,tcs.

Hanporr,rB; adv uanporun, [poruBoptimist [roptrmlst] n onrl4Mrlcroptimistic [,optrrmlstlk] a onrvwvt'

ctu.rnbtft , onuMucrnlecKl4fioral ['c:rel] aycruuitorally [rc:relr] adv ycrtoorchestra [rc:klstre] r opKecrpordeal [c:'di:l] n cypoBoe ]Iclrblra-

HI'E

order ['c:de] n nopr4or; v 3aKtBLI-

BaTb; npr4Ka3blBaTb

ordinary ['c:dnrI] a o6uunrrfi,o6HrHoseHHrtft

organism ['c:gamzm] t? opraHLI3M;

xfl.rBoe cyulecTBo

organization [,c: genar' zetfenf nopnzrHlr3aur{t

:298: :299 :

organize [' c: genarz] v optztHl{3oBbl-

BATb

origin ['orrdSIn] /? lIcrorIHLIK, rtpo-

t{cxoxAeHI,Ieoriginal [e'ndSrnl] a repBoHaqanb-

urrfi , ucxo4ttslitt, opwruuansustit; n

op14tr4Hzln

ostrich ['ostrrtJ] n crpaycother [l,r6e] prqn gpytoir, vtuoi4

ought [c:t] (to\ v uodanuuttil ana2on

'(ewpacrcaem d sncrc e ucme oe auue)

outlaut] adv yKct3brsaetn Ha omcytn-

cm6ue H.a Mecme

. be out orcyrcrBoBarb, He 6rrrr Ha

MECTE

outdoor .[' autdc :] a uaxo4srruii'cr,BHe AOMa, I{a OTKpblroM BO3AyXe

outdoors ['aut'dc:z] adv na orKpbl-

TOM BO3Ayxe

outing [rautrtj] n 3afopoAHarl npo-

ryJlKa, SKCKypCtrfl, III{KHI4K

outside ['aut'sard] adv cuapyxu,IBBHe; prep BHe, za (npedarua'tu)

oval ['ouval] a onalruufiover [' euve] adv yxasweaem Ha oKoH-

eaHue vezo-Jtu6o, prep Ha,q, qepe3

be over 3aKanrllrBarbcfl

AgneIIoznne f'euzaun] n o:onozone layer ['euzeun'lere]

srlfi croft

Ppace [pers] n tnar1' v l. rtrararr;

2. u:ueprrs [IaraMfl

paddle ['prdl] v rpecrl,I ,.'t,

paid [petd] past u pp om pay ',

pain [pern] n 6onapainful [rpemful] a 6ole:nenn' Bpr4rrr,rHfl rorquft 6om

paint [pernt] n xpacra; v

rrr{caTb KpacKaMlr

painter ['pernto] t? xyAonGI{K

painting ['perntrS] n Kaprr4ua

oil painting rcaprt4Ha, HarI

MACJIOM

pair [pea] n rapapalace ['pelIs] n ABopeq Ji

pale [peIl] a 1rcrnsirpancake ['prnkerk] n 6!ruu,panther ['pren0e] n naHrepapants [pants) n pl aarcp. 6Proxuparachute [lprereJu:t] n

parade [pe'reId] n ilapa1pardon ['po:dn] ,,t npotqeHl4e,

Br.rHeHLIe ; V [pOU{aTb, -[3BI{HflTh

pat [prt] v noxJrorrbrBarb no cnl4He

(errparnm rovy-ro cnoe o4o6perue)patch [paitJl n .1. zamara;2. ue-

6onruroft yqacroK 3eMJrI{; v JIa-

T Ut b, cT aBvITb 3arlnaTbl

path [po:O] nrpona, Aopo)KKapatient ['perJent] a repnelr'z's;,rfi; n

6olrHofi, naquenrpattern [rpreten] n pucyHoK, y3oppaw [pc:] n ranapay [peI] v (paid [perd]) rlrrarllrb '

peace [pi:s] , yrppeaceful ['pi:sful] a Mlrpustft, uu-

ponro6nrnflpeak [pi:k] ,? BeplxuHapeasant ['peznt] r? KpecrbqHliHpeasantry [rpezntrr] /? KpecrbtHcrBopelican ['pehken] z neJrr4KaH

per cent [pe'sent] nporleHrperfect ['pe:frkt] a conepruenHrrfi,

nperpacnrrfi, 6eryrpeuurtftperform [pe'fc:m] v I4crIoJIHtrb,

BbIIIOJ]H'ITb

performance [ps'fc:mens] ra npe4-cTaBJIeHI4 e, C[eKTaKJIb

perfume ['pe:fju:m] n T.lrraroyxa-uue1'2. yyxu

perhaps [pe'heps] adv v.oxer6rttr, ro:l,toxuo

period ['prened] n nepno1perinission [pe'mrJen] r? pzBpelxe-

HI4e, TIO3BOJIeHI4e

permit [pe'mrt] v ptBpelllarb, rlo-3BOJI'Tb

person ['pe:sn] n r{eJIoBeK, JIIIq-HOCTb

personal ['ps:snl] c rzvuufi, nep-coHanrHrrfi

personality [,ps:se'nrehtt] n rruu-H O CTb ; r4H ALIBIj Ay anbHOCTb

petrol ['petrell n leusuuphrase [fuetzl'n $paza; o6opor,

cnoBocoqeTaHuephysical ['fizrksl] a Snzuuecrufi.pick up ['pIk',rp] v noAHnMarb, IIoA-

6uparrpicnic [rprknrk] n fluKHnKpiece [pi:s] n KycoK, qacrb

pile [parl] n t<y,sa, rpynapineapple ['parn,repl] n ana*acplace [plers] n uecroplain [pletn] a npocroitr; ronrrurtft ;

o6;tqrtrfiplanet{'plarutl n nnaueraplant [plo:nt] n pacrenueplatform [rpletfc:m] n nrarsop-

MA

play [pler] n L urpa;2. rseca; v1. rarparr; 2. ucnomtsrb poJrb

playground Ilplergraund] n' rarpo-

Biur nnoula.qKaplead [pli:d] v npoclrrr, yMonrrbpleasant ['pleznt] a rrpurrrnsritpleased lpli:zdl a AosorLurripleasure ['ple5e] r? yAoBonbcrBlle

with pleasure c yAoBonbcrBrreM

plot [plot] n crcxerplough [plau] v naxar;plumber ['pl,rme] r? caHrexHrKp.m. ['pi:'eml @orcp. om posl

meri di em ) za m. ro no ny rHvrpocket ['pokIt] n KapMaH

poem ['peurm] n c'ruxorBopeHl4e '

poetry [rpeuItrI] n rlo33rrs.

point [pcrnt] n nyurr; v yKznblBars,IIOKA3bIBATb

parking place ['po:ktr3'pleIs]To crotHKrl ttBrolrto6ulr

over andover MHoro ptniloAptA particularly [ps'tlkjulehlown [eun] v BJIaAerb oqeHb, qpe3BH'{afiHo

owner ['aune] r codcrseHHltK; BJIa- partner ['po:tne] n raprHepparty ['pc:tI] n l. .uaprut;2.

tocteft, Beqep, BerrepltHKa

pass [po:s] v npoxoAurb MI,IMo

passenger ['presIndge] rpasser-by ['po:se'bar] r n

Io30Ho-

part [pc:t] n qacrb;vparticipate [po:ltlsrpert] v

BATb

passion ['peJan] n crpacrb.passive ['pasrv] a naccneHrrftpast [po:st] a rrpotultuf' n

:300: :301 :

point out YKa3bIBarb Ha (vmo-nu6o), noAqepKIlBarb

pointed ['pcrntrd] a ocrPufi, :aoc-

rpennufrpoisonous ['pclznes] a s,Aoswttiapoke [peuk] v rolrcarr, rzlcKarlpolar ['peule] a nolrPnrfipole [peul] n ctor6, ruectpolicy ['pohsr] n nonuumapolite [perlart] a aexrunrfipoliteness [perlartnls] n BexJII4Bocrb

political [pe'lrtIkell a nonnrnqecrnftpollute [pe'lu:t] v 3arpfl3Htrbpollution [pe'lu:Jn] n 3arpfl3HeHl{e

pool [pu:l] n l. tryxa 2. He6ons-

uoe o3epo

poor [pue] a l.6eaustir;2. cta6uit',nnoxof,

popular ['popjuls] a nonYmPun[popularity [,popju'lerltr] n nonY-

ntpHocTbpopulated ['poPjulertld] a uace-

renrurftpopulation [,popju'lelJen] n nace-

JICHI{E

portra it [rpc :trfif n noprperpositive [rpozrtrv] 4 noJlotcl'IreJlb-

nrrfr, nolurusunftpossible ['posebl] a aosMoxurtil,

oeporrHrfipost fpeust] n fioqra1' Y ornPaBntrb

lonoqre Ipostcard [rpsustko:d] n nouroeaa

oTKpblrKa

poster ['peuste] n a$una, nJIaKar

postman [rpeustmen] n rioqraruonpotato [pe'terteu] n raProQelrpound [paund] n SYnr.

pour [pcN v rl,trb, H€llll'tBarb ' 'poverty [rpovetl] n 6e4uoctr,

IIIETA

powder ['paude] n l.2. nopox

power ['paue] ncwnu Molqb'

powerful ['paueful] a cvrltbHbt

MOITIHbII{

practical [rpraktrkel] att;z,it

practice ['praektls] n fiPaKrvKa

practise ['prektrs] v

npuMeHtTb Ha rIpaKTUKe

praise [preIz] v xBiulttrbpray [pret] v MoJl]'Irbcf,

preach [pri:tJ] v nporloB€.{oBilrb :

preacher [rpri:tJa] n npon

prefer [prr'fs:] v npe4nounrarb, o

AaBaTb npeA[OqTeH]Ie 1r

prefix ['pri:frks] n nPllcraBKa

Qurcprepare [prI'pes] v rP]l

BaTb, roToBl,ITb

preposition [,PrePs' zrJen] n

presentr [rpreznt] a H

gsueruHuil; n Hacrotl{eeat present B Hacrof,Lllee BPeMt

present? ['preznt] t4 rIoAaPoK]

[prllzent] Aapvrb i

press [pres] n flpecca, fier{arb

press conference ['Pres'konfin npecc-roH$epeHul,rs

pretty ['prrlr] a rwrnanit,

prevent. [prlrvent] v rpeLqarF, npeAynpexAarb

price [prarsJ n qeua

pride [praId] r rop4ocrupriest [pri:st] n csrqenuur

principle [rpnnsepl] n ilpuntfvtrprint [pnnt] v reqararbprison ['prrzn] r rropsMaprisoner ['prlzne] , ra*ntoqessrtfrprivate [rpralvlt] a rtuunttit, uact-

usrfi, co6crreuHurfiprize lpratzf n r,puzprobably [rprobebh] adv sepotruo,

BO3MO)I(HO

problem ['problem] n npo6revaproduce [pre'dju:s] v npor43BoAltr6,

BbrrrycKaTb

producer [pre'dju:se] n 1. npo4ro-cep ; 2. [porr3BoA]IreJlb

production [pre'dlkJen] n npoayrc-qur; [pol{3BoAcrBo

profession [pre'feJen] n npoQeccurprofessional [pre'feJanl] a npo-

Qeccnonaruuuft ; n npo$eccfi oHaJI

programme ['preugrrm] n npo-rpaMMa

promise ['promrs] n o6eryaunq, v

o6euarspromote [prsrmeut] v BbIAB]Itarb,

rrpoABHfaTb

prompt [prompt] ,? no,qcr(a3Ka; vnoAcKzI3bIBaTb

pronoun ['preunaun] n MecroLIMe-

HI{E

pronounce [pre'nauns] v [pol43Ho-CI{Tb

proper [rprope] a npaaralrHrtft,Aorxsrrft

proud [praud] a ropArfiprove [pru:v] v 4orarslnarrproverb ['proveb] n rocJloBlrqapsychological [,satke'lodglkel] a

ncflxororu.IecrcuIpublic ['pnbhk] a l. o6ulecrseHHnfi,

Hapo4urfi ; 2. rocyAapcrseHHHfipull [pul] v rarlr{rb, rrHyrb

pull down cuocurrpulse [p,rls] n flynbcpuma ['pju:me] n nyrraa

punish ['plruJ] v HaKasblBarb

punishment [rp,rnrJment] n naxa-3aHI{e

punk [plrjk]n r,anxpup [p^p] n uleHoKpuppet [rp,rprt] n :riyruna

purse [pe:s] n KouereKpush [puJ] v rorrKarbput [put] v (put [put]) Krracrb

put outryruuruput up crpourb, Bo3BoAI4rb

put up with smth Ml{pl4rbctc qeu-lu6o

pazzle ['p,rzl] n 3at4Ka; v o3aAa-qnBaTb, cTaBrnTb B TyrInK

pyramid ['prremrd] n rlpaMnAa

aqualification [,kwolIfi'kerJn] n xra-

nntf uraqur, rroAroroBJleHHocrb

quality ['kwohtl] zr KaqecrBoquantity [rkwontltl] t? Kort{qecrBo

primitive ['prImItrv] a 1. nepao- properly ['propeh] adv Aottxttvrv,6rnHrril; 2.npuvrurusnatt o6pa:orvr

princgss [prrn'ses] n npl4Hllecca property['propetr]nco6creeHHocrbprincipal ['prtnsepel] arunnutrfr;rz protect [pre'tekt] v 3atul4lllarb, ox-

artep. ArrpeKTop IxKonbI paHtTb

- 302: : 303:

quarrel ['kworel] n ccopa:, v cco-pr,lrbct

quarter [rkwc:te] n qerBeprb

queen [kwi:n] n KopoJIeBa

question ['kwestJen] n Bonpocquestionnaire [,kwestre'nee] n an-

KeT4 BOnpOCHI{K

quickly ['kwlkll] adv 6urctpo, cropoquiet ['kwalet] a cnoroft lr uit, ruxuitqirinsy ['kwlnzr] n anrvlaquite [kwart] adv znotme, AoBoJIbHo

quiz [kwIz] n KoHTponbHufi onPoc;BI,IKTOPI'HA

R

rabbit [rrzeblt] n KponuK

race [ieis] n cocrfl3aHne z-6ere; plIOHKH

racin g-fl 1i1'sr ['retsr4,draw e] n aY-

TO|Or{IIIl,tK

uzpbr 6 meuuuc)racket2 [rrrekIt] n uIyM, rpoxorradioactivity ['reidlsuaekrtrvrtr] n

paAaoaKTuBHOCTb

radium ['rerdjem] n pap.uit

raft [ro:ft] n ilItorraid [reId] v Aelars ua6erraise [rez] v l. no,qsnvars;2. co-

6r poru, HaKarIJII4Barb (d eua z u)range [relnd3] n psp' Itwnvtt', v Bbr-

crpafiBarb B ptA, pacfionaraTb

rapid ['repId] a 6rtcrpufi |rare [ree] a pegrcufr;, peAKo Bcrpe-

qaroqlrftcq

rarely ['reeh] adv pegrco, Heqacrorat [rat] n Kpblca

rather ['ro:6e] adv tyunte, cKopee,

[peAfloqTl,ITenbHee

raveri [rrervn] n roponrazor l'tetze] n 1pnraareach [ri:tfl v Aocrnrarb;react [rr'ekt] v pearupoaarrreaction [rI'zekJen] n peaK\utfl

ready ['redr] a roroeufireal [nel] a geirc:ruurelruufi, 1

anuustfl irealue ['rrelarz] v roHuMarb,

HZlBaTb

really ['rreh] adv AeircrsweJlbHo,caMoM Aene

reason ['ri :zn] n rrpaqv:rr4

reasonable ['ri:znabl] a

ustil;2. yuepeuuufireassure [,rre'Jus] v l.

2. yrernarrrebuild [n'brld] v (rebuilt [n'bll

nepecrpol{Tb, CHoBa locrpouTbrebuilt [rI'brltlpast upp omrebtreceive [rr'si:v] v rroJlyqarbrecently [rrrsnth] adv ue4atuo,

rrocJreAHee BpeMq

reception [n'sepJon] n l. npneYg

cnyx6aparueqeum (e

receptionist [rrrsepJemst] n

rapb, Bedyulufi npnerr,t

refi; perucrparoprecite [rrrsart] v 4exlarvruPo

I{I4TATb BCIYX

recognize f'rekegnalz] v

OIIO3HABATb

recollection [,reka'lekJn] n n

BOCNOMI,IHAHI,IE

recommend [,reko'mend] v

MeHAoBarb, coBeroBarb

record ['rekc:d] n l. $axrrt,uuq, 2. peKopA; 3. ulacruuxa'

redecorate ['ri:'dekerert] v npons-Becrl4 KocMerl,ruecrufi peuoHT lro-MeUIeHLIt

referee l,refa'ril n cnopm. cyAbflreflect [rr'flekt] y orporarbrefresh [rr'freJ] y ocBexarbrefreshment room [rr'freJmontrrum]

n6yQerrefrigerator [rr'frrd3ererte] n xo-

noArur6Hr,rK

refuse [rrrfju:z] v orrasrrBarb, or-BepraTb

regard [rr'go:d] v paccMarprBarb,CI{I,ITAT5

region ['ri:dgen] n oltacrs,pen4ouregister-book ['red3rstebuk] n

)Kypr{an perrcrpaq}rxrcgular ['regjule] a peryrrpuufi,

o6rrvHrrfi, rparuruurrfiregularly ['regjulah] adv perympnoregulate [rregjulert] v perynr4po-

BaT6, ynoprAogl,lBaTb

rcgulation [,regju'lerJen] n l. pe-fynupoBaHue, yropsAoqaBaHl.Ie;2. pl npazwm

rejoice [rr'd5crs] n paAonart(cx)related [rr'leltrd] a po4crneuHui;

cersariusrfi , zuerouuft oruofireHrrerclation [n'leden] n !. po4creeHuux,

poAcrBeH Hlrq a; 2. p I oruourcnwrelationship [rr'lerJenJrp] n zsau-

MOOTHOUeHIT', OTHOIIeHI,I'

relax [rr' lrks] u paccla6nrrbcr, or-AbxaTb

rclaxation [,rllakrserJen] n pac-cla6leHne; orAbrx

rclease [rrrli:s] y ocso6oxAarrrcliable [rrrlalsbl] a naAexnrrft

relic [rrelft] n crrcA, ocraroKreligious [rr'lrdges] a peturuozuttitrely [rrrlar] (on) v nonararFcr (xa

rcozo-nu6o)

remain [rr'mern] v ocraBarbctremarkable [rr'mo:kebl] a aaue.

uarerlnufi , erqarorqufi crremember [rr'membe] v noMHlrrbremind [rIrmaInd] v.HarroMuHarbremittance [rt'mrtens] r flepecbrn-

K4 nepeBoA AeHefremove [rr'mu:v] y fiepeABurarb,

fiepeMeruaTb

rename ['ri:'nerm] v nepe14MeHoBbl-

BfITb

renew [rrrnju:] v o6uoenrrr; no:o6-HOBJI'Tb

rent [rent] y cAaBarb B apenAy;apeHAoBaTb, cHI4MaTb

repair [rr'pee] y peMoHrr{poBarb,qI4HI{Tb

repeat [rrrpi:t] v noBropf,rbrepertoire ['repetwo:] n peilepry apreplace [rI'plers] v aaMeHqrb, 3aMe-

IIIATb

reply [rr'plar] r orrer; y orBeqarbreport [rr'pc:t] n \ourra1, coo6qe-

Hue; v AoKJlaAbrBarb, coo6qarrrepbrted [r1rpc :trd] a coo6rqenurril,

nepe4anuprIreporter [rr'pc:te] 14 peropreprepresent [,reprt'zent] v npeAcraB-

JIflTS

representative [,reprr'zentetrv] nnpeAcTaBrrTenb

reputation [,repju'terJen] n peny-TAIILIU, CraBA

request [nrkwest] n npocs6a

- 304: :305:

require [rI'kware] v 1. rpe6osarr;2. ttyxAatscx

rescue ['reskju:] v cnacarb; ocBo-

6oxAaruresearch [rr'ss:tJ] r? ]IccJreAoBaHIle

reserve [rrrze:v] n 3ailac, pe3epB;

v sarracaTb, pe3epBllpoBaTb

residence ['rezldens] n pe3v4e+-qr,rr, KBapTupa, AoM

resist [rI'zlst] v conporr,rBJltrbcf,resolution [,reze'lu:Jon] n pe3oJlloul4t

resolve [rI'zolv] v pe[Iarb, npuHl{-

MaTb peIIIeHUe

respect [rIq'pekt] v yBDKarL

responsibility [rls,ponse'bIhtt] n

OTBETCTBEHHOCTb

responsible [rrs'ponsebl] a oraer-crseHHuft

rest [rest] n orAblx; v orAblxarbthe rest ocraroK, ocruulbHoe; oc-

T€IIIbHbIE .

restore [rrr stc:] v eoccranasJlrlBarbresult [urzrrlf] n pe3ynbrar

retell ['ri:'te[ v nepecrca:blBarb

retire [rrrtaie] v yxo4uru B orcraB-Ky, Ha rleHcnlo

return [rr'ts:n] n Bo3BpalqeHue; v

Bo3BparqaTbctreunion ['ri:'ju:njen] n BoccoeAu-

HeHub; Bcrpeua (dpyse.u)

reveal [rl'vi :1] v o6uapyxna anb:. pa-go6laqaru r

reverse, [rr'vs:s] a olparuuit, ua-npaarenHuft a o6pamyro cropo-Hy; v noBopaqurarr o6parno, 4a-sars gaAHzfi xoA

revise [rr'valz] v npoBeptrb, nepe-

cMaTpr{BaTb

revival [rI'vawel] nrevolt [rr'veult] n vrrex,6yxTrevolver [rr'volve] nrhythm ['rl6em]'n purnr

ridden ['rIdn] pp om rideriddle ['rrdl] n 3araAKa

ride [raId] n noe:4xa; v ([reud], ridden ['ndn])XOM

ring [rIj] ,? Kpyll KoJIbuo; v

[rar]], rung [r,rg]) 3BoHIdrb

ring up srounrb rloringmaster ['rrr1,mo:ste] n ra

rop MaHexa (e quprce)

rise [raIz] v (rose [reuz], riIrnzn]) noAHLlMarbct

risen ['rrzn] pp om riserising ['rarzr4] n eoccrauuerisk [rIsk] n prlcK

rite [raIt] n pvryurrival ['rarvel] n conepunx,

peHr

roast [reust] a xapeHrfirobber ['robe] n paz6ofiuurc,

6rre"nrrode [reud] past om riderole [reUl] n ponbrole-play ['reulplel] v IlHcqeH

BaTb, qI{TaTb no ponf,M

roll [reul] v Karl4r6, BpaqarLromantic[rs'mantlk] aroot [ru:t] ,? KopeHb

rope [reup] n nepbararose [reuz] past om riserou n d [raund] a xpy ril"l'it; pre p

pyfrrund dance ['raunddo:ns] nnouse [rauz] v no4HuMZftb,

route [ru:t] n Maprxpyr, nyrbrow [reu] n px4rowing ['reurrj] n cnopm. rpe6nrrub [rzrb] v reperbrubbish [rrlbd] n l. uycop, xrau;

2. venyxa, ns4oprud e [ru:d] a rpy 6srir, nese)Krnsrrftrudeness ['ru:dnrs] n rpy6ocrurugby ['rngbr]nper6uruin [rurn] n pa3opeHue;pl pyurust;

v panpyrxarb, yHnr{Tox(aTb

rule [ru:l] n \paBnlo; v ynpaBrrrb;pyKoBoAr,rrb

ruler ['ru:le] n I, npaanrerq'2. ttu-neilxa

run [rnn] v (ran [ren], run [rrrn])6eraru

rung [rnt3] pp om ringrunner lnns] n 6eryarunway ['riinwer] ,? Aopo)fta Ant

pa:6erarural [rruerel] a celrcrnfirush [rlfl v 6pocarscr, K[Aarbcs

ssad [srd] a rpycruufisafe [serfl a 6esonacHHftsafety.[rserftr] n 6esonacnocrb, Ha-

Ae)r(HocTb

said [sed] past u p,p om saysail [sell] v rrJraBarb, coBeprxarb n[a-

BZU{Ue

sailor ['selle] n r"roprx

saint [sernt] "n cssroiasalute [sa'lu:t] n carnrsame [serm] pronrarcoi,txe, uoAo6-

Hrfisand [send] n recoK

sandwich ['senwrdg] n 6yrepSpoasang [sat1] past om singsat [sat] past u pp om sitsatisfaction [,setrs'frekJen] r

yAoBnerBopeHr,re, yAoBoJrbcrBr,re

satisfy ['srtrsfal] v yAoBrrerBop.f,rb;

.qocTaBmrb yAoBoJrbcrBl,le

save [serv] v l. cnacarr, y6eperarr;2. grconouuu

saw [sc:] past om see

say.[ser] v (said [sed]) roBopr.rrb,

CKZL3ATb

saying ['serrrj] /r nocnoBurl4 noro-BopKa

scar [sko:] n l:iipaM

scared [skeed] a rcnyraHHbtir, ua-rryrauurfi

science ['sarens] n HayKa

science fiction ['sarans,fikJen] na-yvuaa QaHractnrca

scientific [, s aren' trfik] a uay tutrirscientist ['sarentrst] n yueusfirscooter [rsku:te] n caMoKar

score [skc:] n cnopm. carcr

scour [skaue] v uucrurrscratch [skrretfl v r{ecarb, qecarbcfl

scream [skri:m] ,? Kpr{K; v Kp}Iqarbsculptor [rsk,rlpts] 14 cKynbnropsculpture ['sk rlptJe] n cl(yrlbntypaseal [si:l] /4 rrorreHb

seaport [rsi:pc:t] n uopcxofi noprsearch [sa:tJ] v vcKarbseaside ['si:sard] n nopcroil 6eperseat [si:t] ,4 Mecro; v c€Drarb, yca-

)KUBATb

secondary ['sekanderr] a nropofi,rropuuurrI

secretary [rsekrstrl] n ceKperapb

:306: : 307:

secretly ['si:krrth] adv rafiHosection [rsekJen] n ceKuvfl,, pa3AeJr

see fsi:l v (saw [sc:], seen [si:n])BU,qeTb

see in ecrpe.rarrsee off (out) npoaoxarr

seem [si:m] v Ka3arbcfl

seen [si:n] pp om see

.seize fsi:zl v xBararb, 3€xBarbrBarb

seldom ['seldem] adv peprco

select [srrlekt] v or6rzparr, nsr6nparuself-control ['selfken'tre ul] n ca-

noo6laAasueselfish ['selfif] a sroncru'rlsri,rself-profile ['sellpreufarl] n anro-

noprpersell Isel] v(sold [seuld]) npoAaBarb

send [send] v (sent [sent]) rocbr-narb, oTnpaBJIrTb

senior ['si:nje] a crapunirsensation [senrserJen] n ceHcar\vrfl

sense [sens] n uyecrnosensitive Ir sensltlv] a r{yBcrBrlrenb-

rufisent [sent] past u pp orn sendsentence ['sentens] v ilparoBapr4-

BaTb, ocyxAaTbseparate ['seprrt] a orAelrruuftsequence ['si :kwens] n nocJleAoBa-

TCIbHOCTb

series [rsreri:zf n ptn, cepur.serious [rsrerres] a cepre:nufiservant ['ss:vent] n cnytaserve [ss :v] v cJry)Kr1 rb, o6clyxunamset [set] v (set [set]) 1. craeurr;

2.ycrauanrruearrset a record ycraHaBJrr{Barb peKopA

several ['sevrel] d HecKoJrbKo

severe [sr'vre] a crporuir, cy

sew [seu] v (sewed [saud],[seun]) ruuru

sewn [seun] pp om sew

shadow ['.fadeu] n relbshake lferkl v (shook [fuk],

['{erken]) rp.acl4shaken ['JeIken] pp om sh4ksr

shame [ferm] /? crbrA, no3op

shameless ['Jermhs] ashape [ferp] n Qopru4 oqepraH

share [fee] v Aerr.rrb, Aenlrrbctrceu - nu6 o) ; pacn peAen rrb

shark [Jo:k] n aKyna

sharp [.fo:p] a 1. ocrpt ta:-2.

sharpen ['Jo:pen] v roqnrb,quBaTb

shave [Jerv] v (shaved [JeIvshaven ['Jervn]) 6purrcr

shaven ['Jervn] pp om shaveshed [fed1 n capair ]

sheep [fi:p] n (p/ sheep) oaqasheet ffi:tl n rvc't (6yuazu)shift fflftl n sue+a" pa6ounia

Y ABI'lfaTL, CABtlfaTb

shine [Jarn] v (shone [Jon])TI{TI,

ship [frp] n rcopa6rs

shirt [fs:t] n py6awxa, copoqKa

shock [fok] n rrorptceHne,ruoKr4poBaTb

shoe [iu:] n ry$mshoemaker ['Ju:,merkal r

.shone lJonl past u pp om shinashook [Juk] past om shakeshoot [fu:t] v (shot [Jot])shop assistant ['Jope,srstent

npoAaBeu

slropkeeper ['Jop,ki:pe] n Bra1e-nerl Mara3r,rHa

shore [fc:] n 6epershort-sighted IrJc :t'sartrd] a 6tuzo-

pyt<uir

sfrot $otl past u pp om shootshould [fud] v ,uodan uatil zlqzol

(e atp acrc a e m d onctc e u c m e o o au ue)shoulder ['Jeulda] n rreqoshout [faut] v Kpuqarbshow [Jeu] v (showed [Je ud],

shown [faun]) rroKzr3brBarb

shower [rJaue] n l. ayn 2. gox4sshown [feun] pp om showshut [frrt] v (shut [f'rt]) :ar<purarrshutter ['Jnte] n craBeHbshy [far] a po6ruitsick [srk] a 6orusofiside [sard] /? cropoHa

side by side pr4ov, 6or o 6onsidewalk ['sardwc:k] n ar4ep. rpo-

ryapsigh [sar] n B3Aox; y B3lbrxarbsight [sart] n l. zpeyne;2. nuasightseeing Irsart,si:rr3] r? ocMorp

AocrorlpuMer{areltuocrefisign [sarn] n.l . r'puznat<;2. zuarc,

o6osHaqeut.t e; y noArrr4cbrBarb

silence ['sallens] n rurrrvHasilent ['sallent] a ruxuit. MoJtq€urr{-

BsrIsilk [srlk] ,? urerrK

silly [rsrh] a ntynuirsilver ['srlve) a cepe6ptnt fir; n ce-

pe6po

si mple ['srmpl] a npocroft, Heclox-ustfi

since [srns] adv crexnop;prepc,ao

:309:

sincere [s1n'sre] a ucxpeul,ui.lsing [srg] v (sang [sa4], sung

[snr1]) nerrsink Isrlk] (sank Isar1k], sunk

[slgk]) y rouyrbsit [sit] v (sat [sret]) clrAerbsituated [rsrtjuertrd] apacnonoxeru+ri

be situated HaxoAurbc.f,, pacnona-faTbct

situation [,srtjurerJen] n curya4wsize'[sarz] n pa3wepskate [skert] n roner; v Kararbct

HA KOHbKtlX

skater [rskelts] n roHrrco6exeqski [ski:] nIrbDKa',v Kararbc.r HaJrbr-

xaxskill [skl] n yMeHVe, HaBbrK

skilled [skrld] c onrrrHufiskin {skrnl n Ro)Ka

slap [slap] y utrerrarb, xJrorrarbslaughter [rslc:te] n 6oilusslave [slerv] n pa6sledge [sledg] n caHK:l.

sleep [sli:p] v (slept [slept]) cnarrsleepless-['sli:phs] a 6ecconurrfisleeve [sli:v] n pyKaBsleigh [sler] n caHla

slept [slept] past u pp om sleepslight [slartf a cta1afii; He3Haqn-

relrusuTslip [shp] y cKoJrb3r4rb, ycKonb3arbstippery ['shparr] a crom:rufislope [sleup] n cr<lousmart [smo:t] a l.6srcrpufi, npo-

ropuurft; 2. torrcuit, 6oitxuir;3. gle lasrn srfi, nap r.am;ir

smartly ['smo:th] adv t.6rrcrpo,noBxo; 2. enerauruo

:3O8:

/smash [smeJ] vpa:6nrarr, JIoMarb

smell [smel] n 3ailax; v (smelt

[smelt]) 1. Hroxarr;2. naxuyrrsmelt [smelt] past u pp om smellsmile [smaIl] n ynu6rca; vylu6ars-

cflsmoke [smeuk] n AsIM; v Kypl4rb;

AbrM[Tb, AbIMI,ITbCq

smooth [smu : 6] a utpt<uit, poaurtfisnake [snelk] n rnaea

sneak [sni:k] v Kpacrbcfl, Aenarburo-uu6yAr yxpagxofi

sneaking ['sni:kIg] a l. nuzxuir,rpycnanuft ; 2. raillasti't, crcprtrrtfi

soap [saup] r? Mbrlosoccer ['soke] n arwep. Qyr6onsociable [r seuJebl] a o6ulurentustff ,

xounaseficrcuftsocial ['souJel] c o6ulecrrenHrlftsociety [sarsaretr] r o6qecreosoft [soft] arnxuirsoil [scrl] /, nor{Ba, fpyHrsolar ['seule] a comreuurtfisold [seuld] past u pp om sellsoldier ['seuldSe] n corAarsolidarity [,soh' derrtr] n cotu4ap-

HOgTb

solitude ['solrtju:d] n yeAt4HeHVe,

oAr4HO{eCTBO

solstice [rsolstrs],? coJrHrrecrorHr{e

solve [solv] v perxarssoon [su:n] adv crcopo, BcKope

as soon as KaK ToJrbKo

sore [sc:] a 6one:uennufi, 6olruoftsore throat [rsc:0reut] 6orua roplesorry ['sorr] a oropqeHHbrfi, coxa-

reroqnfibe sorry co?K€ulerb

1

south [sauO] n ror g

southern ['sl6an] a roxHsrft r[souvenier ['su:venre] r? cyBelllfispace [spers] r.rocntoc '{spacecraft ['spelkro:ft] t? cfi

qecruft ropa6rr r,{

spare fspes] a zatacuoir, nr,luHfl

cso6oAHHft "1

speak [spi:k] v (spoke lspaul' spoken ['speuken]) roBopllrrt

speaker ['spi:ka] n roeopruqnfi{rcarcou-nu6o nsawe); eulcrynQtr+{fi

1

special ['speJel] a cneuuansndoco6ufi ti.

specialist ['speJehst], .n"uraldspeciality [,speJr'alrtr] n cneqnal

Hbcru ispectacles [rspekteklz] n pI odspectacular [spek'trkjule] a'd

'Qe41H rt[, saxBarrtsalonr,lfispeculation [,spekju'lerJn]

MbIIIJIEHI,IC

speech [spi:tfl n pev.b

speed [spi:d] n cropocrrspell [spel] v (spelt [spelt])

npi

Ha3

Barb no 6yrcaav

spelling ['spehg] n op<porpa<|n4

spelt [spelt] past u pp or?? spqll{spend [spend] v (spent lspEd

1. rparuru; 2. npoaoguru (epe4

spent [spentf past u pp om,spfisphere [sfIe] n cQepq ruaP i 'rdspider [rsparde] n nayr {

:310:

spirit [rsprrrt]n Ayua, pyxsplash [spleJ] v 6pulrarrsplit [splrt] y pmAerurrbspoil fspcrl] v (spoiled [spcrld],

spoilt Ispcllt]) noprnrrspoilt [spcrlt] past om spoilspoke [speuk]past oz speakspoken ['speuken] pp om speakspoon [spu:n] n loxraspot fspot] v 3aMernrb, yBr4Aerb

spray [sprer] v par6pusruaarrspread [spred] v (spread [spred])

pacnpocTpaHqTb, pacnpocrpanf rbcqspring [sprrr3] v (sprang [sprar1],

sprung [spr,rg]) 1. npueo4urre Aeficreue; 2. noserritcfl,

spy [spal] n urr]roH, pa3BeAr{rlK

square [skweo] a rcr;aaparnufi' nKBaApaT; nnofllaAb, cKBep

stable [rsterbl] n rouroruHrstadium [rsteldjam] n cra4r4oHstaff [sto:fl n r]rarstage [sterd3]n upna; y craBr.rrb

(cnercmaruu)

stall [stc:l] y rroMerlarb, BoABoprrbstand [stand] v (stood [stud])

L crorrs;2. esrHocms, Teplerbstar [sto:] n 3Be3Aa

stare [stee] y [pr4crzrJrbHo cMorpern;ycTaBIITbcs

startle ['sto:tl] vncryrarb, Hanyrarbstarvation [sto:rverJen] n rolo.4;

roroAaHr,re

starve [sto:v] y yMr4parb or r-onoAastate [stert] n rocyAapcrBo; rnrar;

y yrBepxlaTb, 3af, Brtrb'statement [rstertment] n yrBepx-

AeHIte, ra8leulte; BbIcKa3blBaHIre

statue [rstatju:] n crrty.fl.

_- 311

stay [ster] y ocraBarbc{.steal [sti:l] v (stole Isteul], stolen

['steulen]) Kpacrb, BopoBarbsteam [sti:m] n napsteel [sti:l] n c'ralbsteep [sti:p] a rpyroirstem [stem] n crBol, cre6elrstepfather ['step,fo:de] n orrtt4Mstewardess ['stjuedrs] r, cr]oapAeccastick [strkf n natxa; v (stuck

[st,rk]) 1 srHxdrs, BoH3arb;2. Harue uearb, rr prr Kner,rBarbstick out Bbrcrynarb, Topr{arb

sticking [rstrkrg] a l. ropvarrtufi;2. r.unxuit

still' [strl] d HerroABnxHtrfi, cnorcofi-ul.;'it ; adv ueloABr4)KHo, cnoroft so

still'z [strl] adv Ao orx nop, ec€ euestillness [rstrlnrs] n cloxoficreue,

TVUIJ.IHA

stingy [rstrnd3r] a xagustitstir [sts:] y Merrarb, p€BMeur{Barbstole [steul] past om stealstolen [rsteulen] pp om stealstomach fst,rmek] ,? xenyAoKstomach-ache Ir strr,mekerk] n 6olr

B XI,IBOTC

stpne [steun] n xaueurstony [rsteunr] a xaueuutrfistood [stud] past upp om standstore [stc :] y 3anacarb, HaKarrJlnBarbstork [stc:kfn aucrstorm [stc:mf n 6ypt, rrrropMstout [staut] a nlorurrft, no4uuftstove [steuv] n neut, [eqKastraight [strert] a nprrvroft ; adv npxuostrain [strern] n Hanp >Ke*r4e

strange [stremd3] a crpauuuirstraw [strc:] n conoua

stream [stri:m] n pyueil;, noroK; vl. Tevr, BbrreKarb; 2. pa:aenarr,pa3BeBaTbcf,

street-ca r I I

s tr i:tko:] n a*t ep. rpaumirstrength [streq0] n cttIrastrengthen ['streg0en] v ycunv-

Barb,.yKpennflTb

stress [stres] n yAapeuue; vnoAqep-KnBaTb, yCIInLIBaTE

strict [stnkt] a crporlrf, rpe6oBa:rernnsrfr

strike [strark] v (struck [strrrk],stricken [r stnken]) 6nru, y Tapn s

stroll [streul] n nporynra; v rpo-

rynnBaTbcflstrong [strot3] a cursHr;tirstruck [str,rk] past om strikestructural ['str,rktJerel] c crpyx-

rypnu7structure [r str,,rktJs] r? crpyKrypastruggle [rstr,rgl] n 6ops6a; v 6o-

poTLctstuck [st,rk] past u pp om stickstuff[strrfl nqenyxa, epyHAa; v 3a-

rroJrHrrb; $apuupoaarrstuf$ [' strr.fi] a.qyurHrrfi , HenpoBer-

peHuuftstumble ['strrmbl] v crlorblKarbctstupid ['stju:pId] a rnytstfr, rynoistyle [staIl] n crlrlrbsubject ['szrbdgrkt] n 1. npe4rraer;

2. noA,nexaulee

substance ['s,rbstens] n seutecreosubtract [seb'trrkt] v Bbrqr{rarlsuburb ['s,rbe:b] n rpl{ropoAsubway ['srrbwel] n qrvtep. Merpo

succeed [sek'si:d] v rpeycneBarb,uMerbyclex

success [sek'ses] n yclexsuccessful [sek'sesful] a

Hbrrr; ilpeycfleBaloqr{l{ ,,

such [srrtJ] ararcoit, noAo6uufisudden ['sndn] a gHesanHrtft

all ofa sudden BHe3anHo

suddenly ['s,rdnh] dv suezanBApyl- i

suffer ['s,rfe] v crpaAarb; rrcrBaTb. nperepneBarb

sufficient [se'frJnt] aHbIT

suggest [se'd3est] vCOBCTOBATb

suit [sju:t] /, KocrroM

v foAl4Tbcg, coorBeTcrBoBaTb

suitable ['sju:tabl] a noAxoAq

coorBercrBytoqrailsuitcase [rsju:tkeIs] ,4 qeMoAaH'

sum [snm] nayMMa;aplrKarr 3aAaqa; v cKJlaAblBaTb,

JII,ITb I{TO|

sunflower [lsrrn,fl aue] nsung [s'rr3] pp om singsun-glasses ['s,rn,glo:sIz] n pl 9V

HIIE3AqUTHbIC OqKU

superior [sju'prerre] 4 npeBocx

Aquufi; r.yurunil1' ropAufi, H4

MeHHbl14

superstar ['sju:pastoJ rsuperstitious [,sju:pe'strJes] a

eeepuufisupervision [,sju:pe'vIgan] n

:op, ua6lrc4eHr4e; 3aBeAoBaHHo'

supper ['s,rpe] n y)KvtH i

suppty [se'plar] v o6ecue.rl4earbi r

support [se'pc:t] n ro.4AepxKa;nolAep)Kr4BzITb

suppose [se'peuz] v ronararb;npeAflonzrrarb

sure lfuel a ylepeuuurfibe sure 6rnr yaepeHurnr

surface ['ss:fis] n rroBepxHocrbsurprise [se'pralz] n yAABneHue

clopnpr{3; v y AuBrATb, rropaxarbbe surprised yALrBnflrbcfl

surround [se'raund] y oKpy)Karb,o6crynarr

survey ['se:vel] n oSropsurvive [se'valv] y Bbr)r(r4Tb, oc-

TaIbC B XI,IBbIX

suspect [sas'pekt] y rroAo3peBarbsuspicion [sa'sp{n] n rroAo3peHnesustain [ses'tern] y [eAAepxzBarbswaffow ['swoleu] n J'ncroqKa; v

tJIOTirrb

swam [swem]past oln swimsweater [rswete] n cBlzrTep

sweep [swi:p] v (swept [swept])noAMeTaTb

sweet [swi:tf ac;raAt<nfi; n rouQeraswept [swept] past u pp om sweepswift [swrft] a 6srcrpuft, crpeMv-

renrusfiswim [swrm] v (swam [swem],

swum [swlm]) nnanarsswing [swrt3] n paruax, B3Max; y

(swung [swrrl]) Kaqarb, pacKar{rl-BaTb, pacKaqvlBufbcg

swum fswrrm] pp om swimswung [sw,rr3] pqst u pp orn swingsymbol ['slmbel] n cuuaol, ov6-

neMa;3HaKsympathetic [,srmpe'0etrk] a 6na-

roxelarenrHttfisystem [rsrstrm] n onereMa

Ttake [terk] v (took [tuk], taken

Irterken]) 6parutake care of smb, smth sa6o-

Tvtrbcfl. o rou-lz6o, .{ela-rt46o

take part in smth nplrHrrMarbyrtacrfie e qeM-rr46o

take place npor4cxoAr{rbtaken [rterken] pp om taketale [terl] n paccKa3, lacroprts.talented'Irtrelantrd] a raraffi russtirtalk [tc:k] y pa3roBapr{rart, 6ece-

AOBaTb

talkative [rtc:ketrv] a pa3roBopqr4-nuft,6onunmrfi

tame [term] v npupyqarb; yKporrlarbtamer ['terma] n yKporrrrenb, Apec-

c14poBulr,rK

tango [rterjgsu] n raHrotaste [telst] n BKyc1' v lpo6orattaught [tc:t] past u pp ont teachteach [ti:tJ] v (taught [tc:t]) yurarr,

o6yuarrteam [ti:m] r? KoMaHAa

tear [tre] n cre3atear [tee] v (tore [tc:], torn [tc:n])

pBaTb, pa3pbrBarb

tease' [ti : z] v .qpzBHr4rb, noAApa3H r{-BATb

technical ['teknlkel] 4 rexHur{ec-xnir

technician [tek'nrJen] ,4 rexHnKtechnique [tek'ni:k] n rexHttna,

yMeHfie

teenager ['ti:n,erd3e] n noApocroKtell [tel] v (told [tsuld]) paccK€Bbr-

BATb

temper ['tempe] n HpaB, xapaKrep

:312: :313:

!ftemperature ['temprrtJe] n reune-

paaypa

tempt [tempt] v yroBaPuBarb,npeJrbrrlaTb

tent [tent] n nutarKaterrible ['terebl] a crpaunufi,

yxacnstfiterrifred [rtenfald] a ucrryrauustitterritory [rterlterl] n reppvropr4s,

terror frtere] n yxrac1' crpax; rep-pop

test [test] nvcr'btraHue; recrtheme [0i:m] nrerrla; npeg*ret (paz'

eoeopa)thief [Oi:fl r (p/ thieves) noP

thin [0rn] a 1. rosruil;2. xyloit;.3. pegxltft

thing [Olj] /, BeIIlb, rlpeAMer

think [0Ir1k] v (thought [0c:t]) sy-MAIb

thorn [Oc:n] n ronrovra, ruun

thorou ghly [' Orrrsh] adv u\aretsuottrougtr tOlul cj xorx,neCinrorpr na

thought [Oc:t] n Mbrcnb; past u PPoln think

thoughtful ['Oc:tful] a 3a1yMsr4'

eufi; nrnuarelruuftthreat [Oret].n yrpo3athreaten ['0retn] v yrpoxarbthrew l0ru:l past om tbrowthroat [0reut] n ropno, ropralrbthrbne [Oreun] ,? rpoHthrough [}rt:] prep qepe3, t"*"os"

throw [0reu] v (threw [Oru:];thrown [Oreun]) 6pcicars, KLIAarb

thrown [Oreun] pp om throwthump [0nmp] v HaHocttrb rflxe-

lrtilyaap

rporueuuutil q

tired ['taledf a y crutstit, ycraru{

ton i ght [te I

na tt] adv cero aYs se5efl

too [tu:] adv 1. cluruxotrl; 2, t{

a axrypanrufi

tie [tar] n rancryK; v (

npI,IB'3EIBaTb

tiler [rtalle] z, Macrep nopenurlbr

tilt [tll] prep Aotin [tm] n roucepnnar 6aHrca

tiny [rtalnr] a oqeHb M

)Ke, TOXe

cyx,4eHI4JI

tore [tcl past om tear ]l

torn [tc:n] pp om tear ";ttouch [t,rtJ] ,? npnxocHoBe

caTbct, Tpof aTb, npl{ Kac

tour [tue] r nyreulecrBue, rIoeBS

tourist ['tuarrst] arypvlcr rl

toward(s) [terw.c:d(z)] prep g $

tickle [rtrkl]cutE'cg

tidy [rtardr]sufr

v IqeKoTaTb;

took [tuk] past om take i{toothache ['tu:Oelk] n zy 6uas 6d

topic [rtoprk] n reua; npeguer'd

tower [rtaue] n 6alrurtoxic ['toksrk] a rorcuvuttil

:314:

trade [treld] n l. saHru4e, peMec-lo, npoQeccur.; 2. roproBns; v

.roproBaTB

tra ffrc I I trefrk] n 4snxeHne, rpaHc-

noprtrample ['trrempl] y rorrarb, Bbr-

TAIIbIBAIbtrap [trep] n noByrrrr(4 KanKaHtravel ['trevl] n nyrerrlecrBne v

[yTerJecTBoBaTL

travelling ['trevhg] n ryrer.recrBrletreasure [rtrege] n corponnule, Krr4Atreat [tri:t] r? yrorueHr.re; v l. o6pa-

rqarbcr, o6xognrsc.r; 2. rteuurr; 3.yroI]IzrTb

trial [rtralel] n l. ucnrrraHr,re, npo-6a;2. cy1

triangle ['trarapgl] r? TpeyroJrbHr.rKtriangular [trarrajgjula] a rpey-

romuufitride [trarb] n ilrreMs,;poA; KraHtrick [trrk] n x.urpocr6, o6uau; rprortrip [trrp] n noe3AKa, nyrerxecrBr4etrouble ['trrrbl] n l. 6ecnoroficrao,

BoJrHeHr,re; 2. Henpnrruocr4 6e44v 1. rpeaoxur, BoJrHoBarb; 2.6ec-NOKOIIIb

trunk [trlt1k] n 1. crnon (4epena);2. xo6or (clona)

trust [trlst] y AoBeprrb, Bepr,rrbtruth [tru:0] n npaBAa; ucrvlatry [trar] v nbrrarbcfl, craparLcttube [rtju:b] n aHzn. Merpotune [tju:n] nMero4nfi, Morr.rBtunnel ['t,rnl] n mHHeJrL

turkey ['te:kr] n vrHAtoK, nngefiraturn [ts:n] n o6opor; noBopor; v

noBopaq[Bar6; BparlarE

turn offsrrKnrcqarbturn on BKJIK)qarb

turn out oKtBar;ctturn up [orBJlrrlct

turner ['ts:ne] n roKapbturtle [rts:tl] n vepeuaxatwice [twars] adv anaxautype [tarp] n rurr;v neqararb

Uugly [r,rgh] a 6eso6pa:nufi, ypo4-

rnsrrfiunable [rln'erbl] c uecnoco6uufiuncertain [rrnrss:tn] a l. corrlnu-

rerbuufi, uexcutlfi; 2. ueonpe4e-leunnft;3. ueynepenutfi

unconscious [,rnrkonJes] a 6ecco-gsarelsnuft, norepf,Brrr[fi cosHa-HI{E

under [mde] prep noAunderground Irlndegraund] a

no4nolruslfi';n Merpounderneath [,zrnde'ni:0] prep noAunderstand [,rrnde'staend] v

(understood [,rrndestud]) nonra-MZIIb

understood [,,rnde'stud] past u ppalz understand

undress [ln'dres] y pa3AeBarb, p€B-

AeBaTbctunfavourable Irrrnrferverebl] a ne-

6naronparrrurfiunfit [rrrnrfit] a Heno4xo4.rq1.rfi, ne-

roAuuftunfortunate [lnrfc:tJnrt] c ne-

cvactustfi , Hec.Iacrrl,IdHfiunfortunately [rrnr fc :tJnrtltf adv

K CO)KaJIeHIZK), K HeCqacTEIO

:31 5:

unfriendly ['nn'frendh] a negPY-

xemo6u srfi , nenpur:HeHurrfiungrateful [,rnrgrertful] a ne6ta-

ro,4apurfiunhappy [ln'hapI] a necvactrltil,

Hec.iacrltngltiuniform ['ju:nrfc:m] n SoPueunar

oAe)KAa, <poplta

union ['ju:njen] n o6re4uHeHl{e,coto3

unique fiu:'ni:k] a eguHcrreHuutft

B cBoeM po4e, Ynuxalrnuffunite Iu:'nartl v coegranrr6. coeAl4-

HrTbctunknown ['rrn'naun] 4 HeI{3Becr-

Hslil, ueHste4aHnltfiunlike ['rrn'lark] a HeIIoxo)KIlit; adv

B OTJII4qUE OT

unload [,rn'leud] Y Bblrpyx(arb,pa3rppKarb

unnatural [zrn'netJrsl] 4 Heecre-

crBeuubtil, nporu BoecrecrseHrlutfi

until [en'trl] prep rounusual [rrn'ju:3uel] a neo6n'{Hrtfiup [^p] adv evepx, r^aBePX; PreP

(eeepx) tto, B, Ha

u pbringing frrrp, brrrl Iq] a Bocttr4ra-

Hne

upper ['rrpe] a 1. nePxHraft; 2.euc-uril, crapuruir (no nonotrceuun)

upset [rrprset] a oroPvenHutfiupstairs ['rrp'steez] a naxoAqufifi-

cq HaBepxy; adv uasePxY g

uranium Iua'rernjem] n YPaaurgent ['s:d5ent] a cPovurtfi, ueor-

loxnttfiuse [u:s] n ynorpe6neHlre, lIcrloJlb-

3oBaHue; noJlb3a; v [ju:z] [cnoJ]b-3OBaTb, iloJrb3oBarbcq

useful [rju:sful] a nolesnufi,fO,IIHbII4

useless ['ju:shs] a 6ecnolegsrrqeruttil ; uenplrrogHrtft

usual ['ju:guel] a o6smHoeen

o6uqHllfiusually ['ju:gueh] adv o6st'tuoutensil [ju'tensl] n tocyAa,

vvacant [rverkent] a ne:aH-aruft ,

6oAHrtil, naxaurssrfi

valley ['veh] n AotuAavaluable ['ve ljuabl] c qeHHutfi,

porofivan [vzen] n $yProHvanish [rvenrJ] v l4cqe3arb

variant ['veartent] n BaPuaHr

variety fve'raratr] n 1. Paznzne;2. MHoxecrBo

various ['vearles] a Pa3nvqHpa:Hufi

vase [vo:z] n Ba-3a r

vast [vo:st] a o6'utuPusrfr1'

ustfivelvet I

I ve lvrt] a 6apxarusti't ; n

XAT

vet [vet] n BerepuHap l

victim'[rvlktrm] n xeprBaviolence ['valelens] n Hacl4nve;

JIT4TAHCTBO

violent ['valslant] a 1. aPocrH

2. HacnrucreeHuulilviolin [,vate'lin] n cxPnnna

virtual ['va:tjuel] a QarcrnAeficrsllTerunrd

vi rtua lly fi v z :tju ahf advKr{, pe€LllbHo

:31

virus [rvarras] n erapyc

vocabulary [va'kabjulert] n crro-Bap6

voice [vcrs] /? toJrocvolcano [vol'kerneu] n BynKaHvoyage [vcrdg] n nyrenecrBr4e

(uopcxoe uu eosdyu,tu.oe)

Wwag [wag] y Maxarb, pa3Maxr4Barb

wait [wert] (for) v )KAarb (ueeo-nu6o)

waiter ['weits] n or$nyuaurwake [werk] v (woke [wsuk],

woken ['weuken]) npocbrrrarbctwalk [wc:k] n xopa6a, nporynKa; y

xoAr4Tb rreIJK0M

go for a walk xo4um Ha nporynKywar [wc:] n soiluawarmth [wc:m0] nrerro, rerrJrorawaste [werst] n orxo4sr, or6pocu;

v pacToqaTb, TpaTuTb

watch [wotJ] r Ha6rrcIeur4e, HaA-sop; v ua6lro4arb, cJleAlrrb

wave [werv] r nolHa; v surrcn (oeonocax),3aBr4Barb

waly ['wervr] a eolnucrrfi; euro-tgufr,cn

wax [weks] n BocK

way [wer] n7.nyrc,Aopora; 2.cno-co6by the way MexAy npoquM

weak [wi:k] a cta6sfirweakness ['wi:knrs] n crralocra,

6ecculueweapon [lwepen] n opy:Nvewear [wee] v (wore [wc:], worn

[wc:n]) Hocrzrb (odecrcdy)

wedding ['wedrg] n cnags6aweigh [wer] y B3Be[rriBarbweight [wert] n necwelcome ['welkem] a xelauuufi;

n tocTenpr.taMcrBo; y npr{BercTBo-BATb

You are welcome! ,{o6po loxa-roearr!

well [wel] /? KonoAerlwest [west] a zatapuuir; n 3arraAwestern [rwestan] a zananuafii; n

BecrepH, roe6oicrufi Qllnrrrawet [wet] a vorputfi, eraxHsrilwhatever [w ott ev el pro n.{ro 6st Ft 14

wheel [wi:l] n Konecowheelchair Irwi :l'tJee] n Kar€rrKa.

r4HBUU]ZAHar KOJI'CKa

whether ['we6a] c7 ruwhile [warl] cjnorca, B ro BpeMq KaK

whisper ['wrsps]'n uenor; y uen-TaTb, Irje[TaTbct

whole [haul] a \etafir, nornurii,Becb

widen ['watdan] y pacuilprrb, pac-ur.rprrbct

widow ['wrdau] n BAoBa

wig [wrg] nr'apuKwifd [warld] a Atxufiwildlife ['warldlarfl n AVKar- nplz-

PoAawill [wrl] n l. votrt;-2. xerranuq'

3. gaseruaHrae; v xenarbwin [wrn] v (won [w.tn]) Bbl4rpbr-. Barb, no6err.4aruwindow-sill [rwrndeusrl] n no4o-

KOHH'IK

wing [wr1] /? Kpbrlowinner ['wrne] n to6egurets

:317:

wipe [watp] v Bblrl{parbwise [warz] a uylpu'il. yuuttftwish [wlJ] n )KenaHAe; no)I(eJIaHI{e;

Y )KCJIATb

witness ['wrtrus] /, oqeBr,rAeq, cBu-

Aerenbwoke [weuk] past om wakewoken ['weuken] pp om wakewolf [wulfl r? BorIK

won [wrrn] pqst u pp om winwonder ['wzrnde] n yAVBneHVei

qyAo; v I{HTepecoBarbc{, xeJlarb3HATb

wonderful ['wnndeful] 0 y1r4Bvr-

telrxrrfi , garue.IaremHrlfi

wood [wud] n l. rcq 2. 4epero(uamepuaa)

wooden ['wudn] a 4epenrHuufiwoodwork ['wudws :k] n croltsp:aau-

pa6orawoody ['wudd a lecncrrrft; Aepe-

ssHHrrfi

wool [wul] r? nepcrbwordsearch ['ws:dss:tJ] I nozcr

cnoBawore [wc:] past om wertworkhouse ['we:khaus] n pa6or-

uufi Aona

world [ws:ld] n Mup, BceJleHHzu{

worn [wc:n] pp om wearworn-out ['wc:n'aut] a l. tlsHottreH-

nstit 2.ycraststitworry ['wnrr] v 6ecnorolrrl, 6ec-

IIOKOI,ITbC,I

worse [ws:s] q compqr ombadworst [ws:st] a superl ombadworth [ws:0] n rleiuocrr, 3HaqeHlie

worthy ['ws:6r] a Aocrofiurtfi

wound [wu:nd] npaHa,paril{rb

wrestler ['resle] v cnopm.

xxerox ['zeroks] v pa:nauoxarb

KcepoKce, KcepoKorlupoBitTb

xerox copy ['zeroks,kopl] npoKonl4fl

Xmas ['krlsmes] n (coxp.Cristmas) PoxAecreo

X-ray ['eksrer] n peHrrecnuuor; pl peHrreuoBbl JIyqI4

Yyard [jo:dJ n ABopyear [je:] n ro4yell [el] v Kpllqarb, Bonl,ITb,

X(zllb

yellow ['jeleu] a xerrr;;'i'tyet [et] adv lo cl4x nop, eule 'r

yoga ['jaugel n itorayoung U,rl] a traoloAoft, rcsstfiyouth [u:0] r iuorogocrr;

Aexb

Zip Code ['zrpkaud] n

r{HAeKC

zodiac ['zoudre.k] n 3o1r4aK

zone fzeanf n 3oHa

zoo fzu:l n 3oonapK

zoological [zeua'lod5rkel] aloruqecruil

zoology [zsu'oled3r] n

z:zebra f'zi:brel n ze6pa ;

zero ['irerau]-n Honi :,

zip [zrp] n vrontHtir (sacmeucxa)

Contents

:318: :319:

B. Upper Intermediate Level .....'.........:"'

Text I. THEIR BRIGHTSIDE CROSSING .t....!.....t..:!t.

Text 2. SWIMMING AGAINST THE CURRENT ...'.....'...''........Text 3. THE DONKEY................

Text 6. STRANGE ENcouNTER (Part I) """""';' lliTEXt 7. STRANGE ENCOUNTER (PATt II)

Text 8. YOU SHOULD HAVE SEEN THE MESS....'.....

TeXt 9. MY FAMILYText 10. IN THE ARMY .'.'.....:.'.......Text 11. A STROKE OF LUCK

Text 12. srRoNG MAN.......'...

Non-X'iction ReadingText 13. ROBIN HOOD - REALITY OR MYTH?

Text 14. WAT TYLER AND THE PEASANTS' REVOLT

Text 15. THE COMPUTER HACKER GOES ON TRIAL- Text 16. THE MASSACRE OF SEAL PUPS...........

Text 17. CFIOPIN: POET OF THE PIANO

Text 18. FOLK soNGS oF BRITAIN ..'....'.......

Text 19. ToURISM cAN BE A PRoBLEM.......""""""'TeS 20. GOING TO OXFORD

Text 21. srAND UP FOR YOURSELF ....'.....""':"'Text 22. Loss oF THE BEST FRIEND '.........'.'."""Text 23. KILLERS MUST DIE

TEXI 24. KIDS' TIPS FOR WORKING PARENTS (PATt I)

Text 25. KIDS' TIPS FoR WoRKING PARENTS (Pat ll)"""""

PATI II. TESTS IN READING

A. Intermediate Level .-...'........... """"""""""B. Upper Intermediate Level

b

ANSWER KEYS TO THE TESTS.......

A. Intermediate Level ..........................-.:..'.'......:....'.....'..'.:"',"""

B. Upper Intermediate Level .......-..-........

vocABULA,Rr............. ...'........'........:......

rsBN985-509-131-0

[] Read to Speak English Well - Texts and Tests(Bookos.org)

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