It is / was ... That / who ... .

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3.1.5 Answer the questions to the text.

1) Who was all - powerful for many centuries? 2) When did the political parties begin to take shape in England? 3) What kind of man was Charles I? 4) What kind of king was he? 5) Do you think Charles I liked the Parliament? 6) When did the Civil War break out? 7) Who supported the king? What can you say about the Royalists or the Cavaliers as they were called? 8) What was the outward expression of their inward gaiety and love of the beautiful? 9) Did the Parliamentarians, the Puritans, as they were called, bear any outward signs of their inward beliefs? 10) Why could no defeats crush them? 11) Were courage and religious beliefs alone enough to win battles? What else was necessary? 12) What kind of man was Oliver Cromwell? 13) Did he train soldiers for the Parliamentary forces or for Charles’s army? 14) Who won in the Civil War? 15) What did Cromwell do for England when he became ruler of the country? 16) What qualities made him respected as one of the greatest Englishmen? 17) Whom do you sympathize with: the Royalists or the Parliamentarians?

3.1.6 Try to remember the attributes used with the following nouns in the text:

husband, father, forces, gentlemen, clothes, windows, eyes, face, figure, appearance, honesty, manners, dress, faith, nature, power, impression.

3.1.7 Use the following pairs of words to make some sentences based on the text on (1) how is A like B? (2) how does A differ from B ?

A B

Сharles I - Oliver Cromwell

the Royalists - the Parliamentarians

king - Protector of the Commonwealth

You may begin in the following way:

Both Charles I and Oliver Cromwell were Englishmen. They lived in the same country, England in the 17 th century. They both were rulers of this country - Charles I before and during the Civil War of 1642-1645 and Cromwell after the War, etc.

3.1.8 Make your summary of the text concentrating on the main historical events in the chronological order.

Text B Read the text and express its main idea. Identify the dominant nouns and their equivalents in the paragraphs.

Many years ago there lived an Emperor who was so fond of new clothes that he spent all his money on dress and finery. He didn’t care about his soldiers, nor about going to the theatre or driving in the park. All he really cared about was showing his new clothes. He had a coat for every hour of the day.

The great city where he lived was a very pleasant place. Many strangers visited it every day. One day two rogues arrived. They heard about the Emperor’s love for new clothes. They said they were weavers and pretended that they knew how to weave the most beautiful cloth. Not only were the colours and patterns unusually fine, they said, but the cloth was so delicate that nobody who was either unfit for his office or stupid could see it.

They would indeed be valuable clothes, thought the Emperor. “By wearing them I could find out which of my ministers are unfit for their positions, and I could tell the wise from the stupid. Yes, some of that cloth must be woven for me at once”. And he gave the two rogues a lot of money in advance so that they might begin their work.

3.2 Answer the questions to the text.

1) What kind of ruler was the Emperor? 2) Did he care about his country and his people? 3) What was he crazy about? 4) Who visited his town one day? 5) What cloth did the rogues promise to weave for the Emperor? 6) Why did the Emperor want the cloth? 7) When did he give money to the rogues - before or after they had finished their work? 8) What do you think of the Emperor? Was he clever? 9) What is the moral of the story?

3.2.1 Suggest the title to the story.

3.2.2 Summarize the information given in the text and say what you have learnt about a) the Emperor; b) the cloth which the rogues promised to weave.

3.2.3 Make a dialogue between a) the two rogues (when they were planning the visit to the town); b) the Emperor and the rogues.

3.2.4 Retell the story in the name of the two rogues.

3.3 Learn the words and word combinations on people’s good and bad qualities.

Good Qulities Bad Qualities

cheerful - жизнеpадостный absent-minded - pассеянный

easy to deal with - легкий в bad-tempered - вспыльчивый

общении (легко greedy - жадный

иметь дело с ...) hard to deal with - тpудный в

frank - искpенний, общении

пpямой to have no control over one’s tongue

good-tempered - уpавновешенный - быть несдеpжанным на язык

industrious - тpудолюбивый rude - гpубый, pезкий

just - спpаведливый rudeness - гpубость

to keep one’s temper - сдеpживаться impolite - невежливый

modest - скpомный lazy bones - лентяй

reserved and tactful - сдеpжанный и to let smb down - подводить

тактичный кого-либо

witty - остpоумный light-minded - легкомысленный

obstinate - упpямый

3.3.1 Read the dialogues on people’s character and relations. Pay attention to the new words. Say what qualities each dialogue is about.

1) - I say, Kate. What sort of girl is your roommate?

- A good sort, I think. She is good-tempered and tactful.

- You like her, don’t you?

- I do. She is easy to deal with and she is frank and industrious.

- You are lucky, I should say.

2) - Why don’t you like Linda? She seems a good sort.

- Well, I think she is rather light-minded.

- Light-minded? Are you sure?

- I am. The fact is that she has let me down several times. I can’t say she is very industrious as well.

3) - Do you know Mary’s brothers, Jane?

- I do. Why?

- What sort of people are they?

- Her elder brother is a kind and good-tempered man. He is also frank and easy to deal with.

- And what about Mary’s younger brother? Is he a good sort, too?

- It’s hard to say. I don’t know him well. He impressed me as clever and cheerful but Mary says he is hard to deal with at times.

4) - Oh, there you’re, John. I want a word with you about Dick. I find

his manners very bad.

- Really? Do you? I’ve never noticed anything special.

- He was very rude at the party last night, had no control over his tongue and was extremely impolite at table.

- Maybe you have simply disliked him. He is usually reserved and tactful and keeps his temper. Wasn’t he witty?

- Not a bit! No sense of humor at all!

3.3.2 Do these substitution drills for revision and activization of the new words. Reproduce them by memory.

(1) - What can you say of Peter?

- I think he is kind and clever.

just and modest

reserved and tactful

bad-tempered and obstinate

stupid and lazy

rude and tactless, etc.

(2) - If he were less ambitious it would be better.

more serious

morre polite

less stupid

more delicate

more trustworthy

less helpless

more industrious

more good-tempered

not so greedy as his father

as tactful as his elder brother.

Eсли бы он был менее честолюбив, было бы лучше.

(Сказуемое стоит в сослагательном наклонении).

- Yes, I agree with you.

(3) - Why are you so absent-minded today?

serious

angry

thoughtful and sad

reserved

dull

hot-tempered

obstinate, etc.

- I’m not well, you know. Besides, I’ve got some problems.

3.3.3 Compose the dialogues on people’s qualities with your partner. Use the new words to texts A and B.

3.3.4 Speak about your best friend, her / his good and bad qualities or about the person you admire.

Lesson Seven