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Lesson one text: a glimpse of London. Grammar

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The Use of the Present Perfect Tense in the Meaning
In the dining-car
Where crime steadily declines
Speech and composition
Losing one's way
A Misunderstanding
Lesson six
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The Use of the Present Perfect Tense in the Meaning


of the Future Perfect Tense in Adverbial Clauses of Time


Ex 49 Complete the following sentences using the Present Perfect Tense in adverbial clauses of time according to the model.


Model: I shan't go anywhere until (finish writing my report).

I shan't go anywhere until I've finished writing my report.


1. You'll pay when (get the money from home). 2. I'll come as soon as (write this letter). 3. He won't let you have another book until (give back the one he gave you last week). 4. She will understand what it is only after they (teach her a good lesson). 5. I shan't speak with you until (take your words back). 6. You'll never be well again until (stop smoking). 7. You won't understand the goodness of these people until (live some time with them). 8. I won't let you go till (promise to come again).


Ex 50 Translate the following sentences (note the model above).


1. Мы не отпустим вас, пока вы не пообедаете с нами. 2. Никто не будет с вами разговаривать, пока вы не возьмете свои слова назад. 3. Нельзя пользоваться этим аппаратом, пока вы не изучите инструк­цию. 4. Вы начнете свободно читать английскую литературу только после того, как прочтете несколько книг.


Ех 51 Use the correct form of the verbs in brackets.


IN THE DINING-CAR


John and his wife, Angela, are fond of (travel) and usually they (go) abroad for their holidays. Some time ago they (go) to a small town in Yugoslavia. They also (spend) a very exciting holiday in Italy last year. They (catch) a plane from London to Paris, then they travelled by train to Istambul. The train (move) very slowly through the mountains in Northern Italy. John and Angela (have dinner) in the dining-car when the train (stop) suddenly. They (look) out of the window. It (get) dark, but they (notice) quite a lot of men in green (get on) the train. One of them (speak) angrily. John (think) he (see) fire-arms, but it (become) too dark to be sure.

A few minutes later the dining-car (be) full of men in green. They (ask) everybody for their passports and (look) at them hurriedly. Angela decided that the men (be) police or immigration officials. A man, who (sit) quietly at their desk, (look) very excited. One of the men in green (come up) to the man. But before he (ask) for his passport, the man (jump) from the seat (push) the nearest man hard, and (try) to get out of the window — but it was too small. Other officials (seize) the man and (take) him away. One of them (explain) that the Italian police (expect) them (arrest) the robber because he (steal) three paintings from the Uffizzi Gallery in Florence several weeks before.

(Mozaika, 1970)


Ex 52 Rewrite (or retell) in narrative form the following passage from the text. From "In front of her, near the wall, stood a man" ... up to "And now I must go".


The Article


Ex 53 Study the chart. See how the following nouns 'weather', 'advice', 'news', 'information', 'progress', 'money', 'work' are used.


1. What good weather (news, advice, progress, work, informa­tion)!

2. Where is the money (news, advice, work, information) from? It is from Nick.

3. I've got a piece (two pieces) of news (information, advice).

4. There is much (little) work (money, news, information, prog­ress).


Ex 54 Translate the following.


1. (і) Советы давать легко, но очень трудно следовать им. (іі) Поз­вольте мне дать вам совет, (ііі) Обратитесь к нему, он, как правило, даeт хорошие советы. 2. (і) Что нового? (іі) Это старые новости, я их уже давно слышал, (ііі) Какая прекрасная новость; дома обрадуются, когда услышат ее. 3. (і) — Где деньги? — Они на столе, (іі) Я не могу дать тебе много денег. Двадцать пять рублей устроят тебя (достаточ­но)? 4. (і) Эта книга содержит все сведения о последней экспедиции Беринга, (іі) Новые сведения еще не поступили; мы ждем их с минуты на минуту. 5. (і) Он ищет работу, (іі) Это очень трудная работа. Она не сможет сделать ее самостоятельно, (ііі) Я хочу быть откровенен с вами. Мне не нравится, как вы сделали эту работу, (іііі) Он не со­бирается менять место работы. Здесь ему й работа по душе, и коллек­тив. 6. (і) — Вы хорошо отдохнули за городом? — Да, была чудесная погода и мы большую часть времени были на воздухе, (іі) В этом году с погодой происходит что-то странное. У нас раньше никогда не было дождливой погоды в декабре, (ііі) Я надеюсь, погода не изменится к худшему; я оставила плащ и зонт дома. 7. Он сделал большие успе­хи за последнее время. Я знаю, что его преподаватель очень доволен им.


Ех 55 Translate the following.


Hall Two is on the second floor.

Take Bus Five, get off at the fourth stop.


1. — Где сейчас четырнадцатая группа? — У них обычно в это время лекция по истории во втором зале. 2. — Где будет завтра собрание? — В 405-й аудитории. 3. — На какой странице третий урок? — На пятьдесят восьмой. 4. — Скажите, пожалуйста, где находят­ся картины Репина? — В пятом зале, на втором этаже. — Спасибо. 5. На нашем курсе около десяти групп; самая маленькая — восьмая, в ней только три студента. 6. Вот десятый автобус, ваша остановка пятая (отсюда). 7. Дом номер девять — четвертый от угла.


READING


Ex 56 Read the text, and do the assignments coming after it.


It is useful to be able to estimate and describe characters. There are however, two aspects of the subject. Personal appearance, physical fea­tures, stature and build, clothes or individual details which make one person different from another. Such description is often given of missing persons. There will be little indication of character in these cases.

Yet clothes and appearance are often an index to character, not only the kind of clothes people wear, but how they wear them. A person who takes little interest in his or her appearance, is not likely to be a meth­odical or tidy person.

Characters may be described in several ways: by description, by sug­gestion, by conversation, or by action.

Simple description is perhaps the easiest, but also the least satisfac­tory method, e.g. you may, say John Brown is a very methodical and tidy person, which is a plain statement of fact. If, however, you describe some of his habits which help to build character, such as his neatly-parted hair and clean shoes, his careful and accurate work, tidy desk, and so on, all this will suggest his character far better. If you wish to add that John is also cheerful and good-tempered, you can do so by des­cribing what he says and what he does. If you listen to a person's talk, you soon have some idea of his character. You should remember, also, that "Actions speak louder than words" and by telling how people act, you will be indicating their character.

If you wish to describe people well, you should notice such things as habits, mannerisms, amusements or hobbies, clothes, particularly hats and shoes. Habits and amusements can also tell us much. Character shows itself through such details as one's voice, walk, features, eyes, mouth, hands, rouge, or other make-up.

Yet we cannot say that a person is wholly good or bad, any more than we can say that a high forehead always denotes intelligence or a big chin indicates a strong will.

(After "English Every Day" by R. E. Houseman)


Assignments


(a) Say what the text is about in (i) a short phrase; (ii) an extended sentence.


(b) Quickly look through the list and mark, the lettered phrase nearest in meaning to the word or phrase tested.


1. Estimate character: (i) find out a person's true worth; (ii) see the difference between people's characters; (iii) form an opinion of a person's character.

2. Personal appearance: (i) the way a person looks; (ii) the way a person dresses; (iii) the way a person walks and talks.

3. Physical features: (i) the size of a person's hands, feet; (ii) the parts of the face (forehead, nose, etc); (iii) the colour of the hair.

4. Stature: (i) a person's health; (ii) state of mind; (iii) the natural height of a person.

5. Build: (i) the shape and proportions of the body; (ii) the look in a person's eyes; (iii) the way a person laughs.

6. Missing person: (i) somebody who has lost his way; (ii) a person who is lost to others; (iii) a person who is absent.

7. Habit: (i) (an example of) usual behaviour; (ii) a family tradition; (iii) a national holiday.

8. Suggest: (i) describe directly; (ii) indicate indirectly; (iii) express one's opinion.

9. Good-tempered: (i) very temperamental; (ii) calm and pleasant; (iii) honest and kind.

10. Mannerism: (i) a peculiar way of behaving, speaking, etc, that has become a habit; (ii) the way in which anything is done or happens; (iii) a person's manners.


(c) Two of the words in each group below are similar in meaning. Check the word which does not belong.


1. appearance; look; manner. 2. character; feature; characteristic. 3. stature; statue; height. 4. build; habit; shape. 5. indication; index; description. 6. kind; sort; mannerism. 7. methodical; analytical; system­atic. 8. clean; tidy; neat. 9. careful; exact; accurate. 10. denote; explain; indicate; 11. temper; intelligence; intellect.


(d) Choose the answer that expresses most accurately what is stated in the passage. Only one answer is correct.


The idea behind the sentence "Yet we cannot say that a person is wholly good or bad, any more than we can say that a high forehead al­ways denotes intelligence or a big chin indicates a strong will" is that: (i) there is as little connection between a high forehead and intelligence, or a big chin and strong will, as there is between the kind of character a person has and his appearance, habits, mannerisms, etc; (ii) the good­ness or badness of a person is in direct proportion to the height of his forehead and the size of his chin; (iii) it is as impossible to decide wheth­er a person is wholly good or bad on the basis of his appearance or char­acter as it is to say that a person is intelligent because he has a high fore­head, or has a strong will because he has a big chin.


(e) Pick out all the words from the text relating to: (i) appearance; (ii) character.


(f) Complete the following list.


Character shows itself through:

1. clothes (the kind of clothes people wear, and how they wear them).

2. appearance (features, stature; the interest a person takes in his or her appearance),

3. habits (neatness, tidiness accuracy, cleanliness).

4. temper ....

5. mannerisms ...., etc.


(g) Name the traits of character suggested by the following. Say which, in your opinion, are good, and which are bad, and why.


A person: 1. takes little interest in his or her appearance; 2. shows great interest in one's appearance; 3. is always well-dressed; 4. wears loud clothes; 5. has neatly-parted hair and clean shoes; 6. works careful­ly and accurately; 7. never leaves a job half-done; 8. works hard; 9. nev­er lies; 10. hardly ever lies but never tells the truth; 11. never speaks the truth; 12. thinks of nobody but himself; 13. secretly believes that he is better than others; 14. is always glad to help others; 15. knows all the answers and therefore never asks for advice; 16. gladly takes advice; 17. thinks carefully before taking a decision; 18. is cold and unfeeling; 19. does the most unexpected things; 20. is bright and pleasant; 21. en­joys discussing other people's personal matters.


(h) Briefly state the four ways of describing character. Say which method the au­thor finds the more satisfactory, and why. Express your agreement or disagree­ment.


(i) Discuss some popular beliefs about character, eg that handwriting, the lines on your hand, or certain physical features indicate special types of character.


(j) Explain why it is useful to be able to estimate and describe character.


(k) Read the text critically,* and state your criticism of the author's arguments or conclusions. Express your own opinion on the matter.


Ex 57 Read the text, consulting the dictionary, if necessary. Pick out the sen­tence which, in your opinion, expresses the main idea. Make a list of examples the author quotes to prove his main thesis. Write a summary of the passage, in your own words as far as possible.


WHERE CRIME STEADILY DECLINES


During the first weeks of our stay in the USSR, when after a late show or visit we would be walking homeward on Pravda Street which is usual­ly empty by eleven, my wife and I were naturally inclined to watch for anything moving in the bushes lining the sidewalks.** In most parts of a US city such late walks on empty streets are hardly advisable. But we soon got over that habit and thought nothing of such walks at mid­night or even later.

In view of the extremely serious crime situation in the United States, we often questioned people on crime conditions in the many USSR cities we visited. The usual reply would be something like, "Oh, yes we have crime." Asked if that meant murders, kidnapping, narcotics pushing, organized syndicates in gambling and prostitution, bank holdups and such, the answer with a loud laugh, would be, "Oh, nothing like that!" If you press the question, they may recall some rare serious crime that once attracted public attention. But crime, as we know it in the United States, does not figure much in Soviet public interest. And when you tell Soviet people a little of America's crime situation, they look at you in disbelief, like something from another world.

(After "Where Human Rights Are Real" by George Morris)

SPEECH AND COMPOSITION


Ex 58 Answer the following questions, using the vocabulary of the lesson. Sum up your answers (orally, or in writing).


FIRE IN THE HOUSE


1. Why must you always be sure that you have turned off the gas and lights when you leave home? 2. Why is it dangerous to leave the gas on? What may happen? 3. What's the quickest way to put out a fire (if, say, the tablecloth or the curtains are on fire)? 4. Why mustn't you get excited or lose your head? 5. What is the telephone number of the city fire brigade? Why is it usually a two-figure number? 6. Have you ever phoned the fire brigade service? When was it? 7. What must you do if you catch the smell of gas in your flat? 8. Why is it dangerous to light a match or turn on the light if the kitchen is full of gas? What may hap­pen?


LOSING ONE'S WAY


1. Have you ever lost your way in a strange town (in a forest, etc)? 2. How did it happen? 3. Who helped you to find your way back home (to the hotel; through the forest)? 4. Did you expect help to come so quick­ly? 5. How much time did it take you to get to the right road (place, etc) again? 6. It was kind of the man to take you all the way back (show you the way; explain how to get home), wasn't it?


Ex 59 Read the passage. Answer the questions. Retell (or write up) the passage in English.


Начало литературной деятельности Джека Лондона относится к последнему десятилетию XIX века. К этому времени в жизни Соеди­ненных Штатов Америки произошли глубокие экономические и со­циальные перемены. Американский империализм вступил в свою последнюю, империалистическую стадию развития.

В США, как и в странах Запада, эпоха империализма ознаменова­лась наступлением жестокой политической реакции и общим кри­зисом буржуазной культуры. Официальная буржуазная литература всячески отвлекала читателя от серьезных социальных вопросов, кормила его баснями о всеобщем благополучии и «равных возмож­ностях» и исключала всякий намек на существование глубочайших общественных противоречий,

Лишь немногие писатели, среди которых прежде всего следует назвать имена М. Твена (Mark Twain), Ф. Норриса (Frank Norris), С. Крейна (Stephen Crane), Л. Стеффенса (Lincoln Steffens), Т. Драйзе­ра (Theodore Dreiser), отстаивали правду и боролись за реалистичес­кое искусство. Несомненно, что к этому прогрессивному лагерю аме­риканской литературы принадлежал и Лондон.

Творчество Лондона достигает наивысшего расцвета в 1905— 1910 гг. Писатель в этот период принимает активное участие в рабо­чем движении. Он восторженно приветствует русскую революцию 1905 г. Его многочисленные лекции и статьи, проникнутые глубокой верой в близкое торжество социалистической революции, сделали его популярнейшим писателем среди американских рабочих. В эти годы он создает свои лучшие произведения: сборники публицистиче­ских статей «Борьба классов» (War of the Classes) (1905), «Революция» (Revolution and Other Essays) (1908), романы «Железная пята» (The Iron Heel) (1907) и «Мартин Иден» (Martin Eden).

(Из предисловия П. Федунова к роману «Мартин Иден», 1953 г.)


Questions


1. When did Jack London turn to writing? 2. What changes had tak­en place in the USA by that time (the last decade of the 19th century)? 3. What was behind those profound socio-economic developments? 4. When did US capitalism enter its final stage of development? 5. Was the USA the only country in the world where imperialism had triggered off brutal political reaction as well as a general crisis of bourgeois cul­ture? 6. How did the official bourgeois literature see its task? 7. In what ways did the official bourgeois literature try to divert the attention of the masses from the burning social problems of the day? 8. What fairy­tales did it feed to the general public? 9. What part did the concepts of general prosperity and "equal opportunity" play in the official prop­aganda campaign? 10. What did official writings have to say about the differences and contradictions in American society? 11. What are the names of the American writers who fought for a truly realistic art? 12. What years mark the peak of Jack London's literary career? 13. What made Jack London's novels and political essays so popular with the Amer­ican working-class reader? Would you say it was his deep belief in an early victory of the socialist revolution? 14. What are Jack London's most famous works? 15. When were they written?


Ex 60 Act as interpreter. Sum up the dialogue.


A: Who looks after public order in the Soviet Union? How is privacy of citizens and safety of their property protected?

В: Как и в любой стране, в Советском Союзе есть специальные го­сударственные органы, общественные организации и должностные лица, которые следят за поддержанием общественного порядка и за охраной личной жизни населения и их имущества.

A: I've read that under Soviet power all kinds of crime and especially dangerous crimes as well as robbery and murder have been rapidly reduced. How can you explain this?

В: В Советском Союзе, в противоположность капиталистическому миру, отсутствуют социальные и политические причины для пре­ступлений. У нас нет эксплуатации человека человеком, все граж­дане социально равны.

A: Very often crimes are committed by people for reasons of unemploy­ment, poverty as well as national inequality. What about the So­viet Union?

В: В Советском Союзе нет безработицы, нет нищеты. Все националь­ности имеют равные права. В этом, пожалуй, основная причина уменьшения количества правонарушений (offences).


Ex 61 Use the following words and phrases in situations of your own.


1. A Good Lesson


used to; lose things; happen; look for an important document; get excited; turn on all the lights; look under the table (behind the chairs, etc); move the piano; push the table out of one's way; be sure that ...; What if ...? a whole hour; have no time left; catch a taxi; be late for; make a decision; put things in their right places; learn one's lesson well.


2. A Cry for Help


happen; camp near a river; stay behind; do the cooking; make a fire; suddenly; a loud cry; listen without moving; run to the river as fast as one can; a big crowd; show to sth; a dangerous place; a poor swim­mer; be in danger; need help badly; lose one's head; cry out for help; cry to sb; throw а горе (веревка) to sb; catch the rope; pull sb out of the water; come just in time; advise sb; explain the danger to sb.


3. A Misunderstanding


a tall building; several entrances; arrange to meet sb; wait for sb outside; expect sb to come out through the main entrance; for two whole hours; wonder what has happened; get excited; suddenly; remember; side entrance; be sure that ...; look for sb; look angry; say "Hallo" cold­ly; smile bitterly; explain sth to sb; see one's mistake.


Ex 62 Discuss the following, giving your arguments for or against.


1. Your friend says that people are as good as they are beautiful. You disagree with him, saying: "Beauty's but skin-deep." Generally speaking, you don't believe that a person's looks reflect his character in any way.

2. Your friend believes that honesty is the best policy. You personal­ly think that sometimes it's better to be tactful than truthful.


Ex 63 Subjects for oral and written composition.


1. Give character-sketches of (a) Mrs Setliffe; (b) the man who came to rob old Setliffe; (c) old Setliffe.

2. Say whether you think the man did right when he came to old Setliffe's house to take back what he believed to be his own.

3. Explain why the man didn't turn to the police for help.

4. Give a description of Mrs Setliffe as she looked to the man at the beginning of the story and at the end of it.

5. Explain how it happened that Mrs Setliffe's fine words fooled the man for some time.

6. Explain why the man was so sure that Mrs Setliffe would not shoot.

7. Write an article (a) giving a true story of what happened; (b) of the kind that Mrs Setliffe would like to see in the papers.

8. Tell a story to illustrate each of these proverbs: A Friend in Need is a Friend Indeed. Друг познается в беде. Appearances are Deceptive. Внешность обманчива.

9. Explain the paradox: "If you want to be thought a liar, tell the truth."

10. It is often said that people look without seeing. What does this mean?

LESSON SIX


Text: An Unfinished Story (from "A Writers's Notebook" by W. Somerset Maug­ham)

Grammar: Modal Verbs. Can, May, Must and their Equivalents.