- •4. On the East Side
- •I. Translate the following phrases and sentences from the text:
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and sentences. Use them in situations based on the text:
- •IV. Respond to the following questions or statements and correct them(if necessary). When expressing disagreement make sure you begin your answers with such commonly accepted phrases as:
- •V. Answer the following questions:
- •VI. Find evidence in the text to support the following statements:
- •VII. Talk about: a) Erik's summer experience; b) Erik's interview with Professor Fox; c) Professor Fox's first impression of Erik Gorin.
- •VIII. Make up dialogues between:
- •XVIII. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):
- •XIX. Suggest Russian equivalents for the word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XX. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •XXI. Translate the following situations paying careful attention to the words and word combinations in bold type:.
- •XXII. Make up short dialogues using the following structural patterns:
- •XXIII. Read the text and retell it following the points in the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •XXIV. Make up situations based on the episode from the autobiography of Charlie Chaplin using the following word combinations and structural patterns:
- •1. Clauses of Unreal Condition
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and sentences. Use them in situations based on the text:
- •IV. Respond to the following questions or statements and correct them if necessary (see Unit One, Ex. IV, p. 22):
- •V. Answer the following questions:
- •VI. Find evidence in the text to support the following statements:
- •VII. Quote sentences which prove that it is a humorous story.
- •VIII. Make up stories as they might have been told by:
- •XVI. Form as many questions as possible on the topics given below using the pattern to have smth done. Ask your comrades to answer your questions:.
- •XVII. Make up short situations using the following pairs of structural patterns:
- •XVIII. Read (he text and retell it in the form of a story retaining the sentences of unreal condition:
- •XIX. Give English equivalents for the following short sentences (see Vocabulary and Ex. Hi):
- •XX. Suggest Russian equivalents for the words and word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XXI. Read the following sentences paying careful attention to 'he words and word combinations in bold type. Suggest their Russian equivalent:
- •XXII. Translate the following situations. Use the active vocabulary of Unit Two for the words and word combinations in bold type:
- •XXIII. Make up short dialogues using the following structural patterns:
- •XXIV Read the story and retell it following the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •XXV. Make tip situations based on the story "The-Legend of Sleepy Hollow" using the following word combinations and structural patterns:
- •I. Translate the following sentences and situations:
- •II. Render into English:
- •Vocabulary extension
- •1. Sentences with /Is-clauses
- •2. Had better, would rather
- •3. The Absense of Article with Nouns in Apposition
- •Vocabulary
- •I wonder who he is, what he wants, why he is here, whether he will come again:
- •I. Translate the following sentences from the text:
- •II. Give the principal forms of the following verbs?
- •III. Find in the text English equivalents for the following Russian phrases and sentences and use them in situations based on the text:.
- •IV. Respond to the following questions or statements and correct them if necessary (see Unit One, Ex. IV, p. 22):
- •V. Answer the following questions:
- •VI Find evidence in the text to support the following statements:
- •VII Make up stories as they might have been told by:
- •VIII Make up dialogues between:
- •XV. Respond to the following statements, questions or requests using had better or would rather. Give two variants wherever possible. Add a sentence or two to make the situation clear:
- •XVI. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):
- •XVII. Read the following sentences paying careful attention to the words and word combinations in bold type and suggest their Russian equivalents:
- •XVIII.Analyse the use of the tenses in the following sentences. Translate them .Into Russian:.
- •XIX. Translate the following situations. Use the active vocabulary of Unit Three for the words and word combinations in bold type;
- •XX. Read the story and retell it Following the outline given below. Make a list of the words in the text which you could use to develop each point:.
- •XXI. Make up situations based on the story "The Tattoo" using the following word combinations and structural patterns:
- •XXII. Make up sentences based on the story "The Tattoo" using clauses of unreal condition.
- •I. Use one of the patterns - to do smth, to have smth done, to want/need doing smth - in your answers to the question: What would you do or say or ask if....:
- •II. Translate the following sentences and situations a) into Russian::
- •III. Render into English:
- •Vocabulary extension
- •1. Read the following text and translate the word combinations given below each point of the outline. Retell the text following the points:
- •II. Read the text and retell it in the form of a story. Enlarge on the story making use of the words and word combinations from the previous text "Being hi";
- •III. Read the text and write down the words and word combinations connected will; dentistry giving their Russian equivalents. Retell the text in brief;
- •Vocabulary
- •I. Translate the following phrases and sentences from the text:;
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and use them in situations based on the text:;
- •IV. Develop the thought expressed in each sentence to bring out the meaning of the words in bold type:
- •V. Give a neutral variant for each of the following:
- •VI. Answer the following questions:
- •VII. Translate the following sentences using the structural patterns:
- •VIII. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):
- •IX. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •X. Make up short dialogues using the following structural patterns:
- •1. Sentences with so fAaf-clauses ... Move his chair so that he can see
- •Vocabulary
- •I. Translate the following phrases and sentences from the text:
- •VI. Find evidence in the texts (in both parts) to support the following statements:
- •VII. Give a detailed description of each of the following episodes in the third person (Texts 1, 2)I
- •VIII. Make up stories as they might have been told by:
- •IX. Make up character-sketches of Mr. Drake and Mrs. Thayer. Make a list of words and word combinations to help you describe the characters.
- •X. Suggest a title for the story and give your reasons.
- •XI. Translate the following sentences using the structural patterns?
- •XII. Give English equivalents for the following Russian short sentences (see Vocabulary and Ex. III):
- •XIII. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •XIV. Translate the following situations. Use the active vocabulary of Unit Four for the words and word combinations in bold type;
- •XV. Read the story and give full answers to the questions that follow the text. Make a list of the words in the text which you could use in your answers:
- •XVI. Make up situations based on the text "One Coat of White" using the following word combinations and structural patterns:
- •XVII. Read (he story and write out English and American equivalents for the Russian words given after the text:
- •Vocabulary extension
- •I. Read the text paying careful attention to the words and word combinations in bold type. Give their Russian equivalents. Get ready to discuss the problem:
- •III. Comment on the following statements concerning visiting, tact, manners (use facts from the texts to prove, illustrate or refute them):
- •IV. Topics for discussion:
- •V. Read the text and retell it:
- •VI. Give a talk on the difference between be and ae, Make up a written outline to guide you.
- •VII. Read the poem. Try to trace the similarity in the views of the author of the poem and the main character of the story "Liberty Hall". Could you accept this attitude towards life?
- •I. Interpret the words given in bold type:
- •II. Answer the following questions:
- •III. Point out the main thought expressed by the poet in each of the three stanzas of the poem.
- •IV. Memorize the poem.
- •V.Read extracts from the following poems. Point out their lexical and syntactical peculiarities using the commentary given to the poem "The Song of the Wage-Slave":
- •VI. State what kinds of relations form the basis for each case of metonymy in the text of the poems "To the Men of England", 'The Song of the Shirt" and "Sons of Poverty".
- •Vocabulary
- •II. Give (he principal forms of the following verbs?
- •III. Find in the text English equivalents for the following Russian phrases and sentences and use them in situations based on the text:
- •IV. Answer the following questions.
- •V. Mke up stories as they might have been told by:
- •VI. Find evidence in the text to support the following statements:
- •VII. Suggest a title for the text and give reasons for your choice.
- •VIII. Give ail possible Russian equivalents for the parts in bold type;
- •IX. Translate the following sentences using the structural patterns:
- •X. Give English equivalents for the following short sentences (see Vocabulary and; Ex. Ill):
- •XI. Suggest Russian equivalents for the word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XII. Translate the following situations. Use the active vocabulary of Unit Six for the words and word combinations in bold type:
- •XIII. Make up short dialogues using the following structural patterns:
- •XV. Make up situations based on the story "Patients Needed" using the following word combinations and structural patterns:
- •Vocabulary extension
- •I. Reproduce the following situations based on the works of famous English and American authors. Make sure that you use the active vocabulary:
- •II. Insert prepositions if necessary:
- •III. Read the story and retell it. Then, using it as a basis, think of sentences which will contain clauses of unreal condition:
- •IV. Read the text and translate it into Russian paying careful attention to the use of the modal verbs. Make up another dialogue with the same structural patterns:
- •V. Respond to the following statements expressing probability, doubt, incredulity or near certainty;
- •VI. Change the following sentences using didn't have to or needn't have done to express absence of necessity:
- •VII. Revise the texts included in Units One-Six. Get ready to answer the following questions:
- •VIII. Make up dialogues on the following topics:
- •IX. Translate the following situalions in written form:
- •Vocabulary
- •II. Look up the synonyms to snatch, to seize, to grip (схватить) in an English-English dictionary or a reference book and explain the difference between them.
- •I. Translate the following sentences or parts of sentences from the text:)
- •II. Find English equivalents in the text for the following Russian word combinations, phrases and sentences:
- •III. Reproduce situations from the text using the following word combinations:
- •IV. Make up disjunctive questions or wrong statements covering the contents of the story and ask your comrades to respond to them (see Unit One, Ex. IV, p. 22).
- •V. Answer the following questions:
- •VI. Find evidence in the text to support the following statements:
- •VII. Make up stories as they might have been told by:
- •VIII. Make up dialogues between:
- •IX. Make up character-sketches of Mrs. Packletide and Miss Mebbin.
- •I. Translate the following sentences using the structural patterns:
- •II. Make up short situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •III. Translate the following sentences paying careful attention to the parts in bold type:
- •IV. Read the sentences and explain the use of the synonyms to snatch, to seize, to grip:
- •V. Read the story and retell it following the outline given below. Make a list of the words in the text to develop each point:
- •VI. Make up situations based on the story "His Wedded Wife" using the following word combinations:
- •VII. Render into English:
- •VIII. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •1. Sentences with before-clauses
- •2. Infinitive of Subsequent Action
- •Vocabulary
- •I. Translate the following sentences into Russian paying careful attention to the word combinations in bold type:
- •II. Look up the verb to change in an English-English dictionary and write down its meanings. In which of the meanings is it synonymous to the verb to alter? Explain the difference. Give examples.
- •I. Translate into Russian passages from the text which begin and end as follows:
- •II. Find in the text English equivalents for the following Russian phrases and senr tences:
- •III. Reproduce situations from the text using the following word combinations
- •IV. Make up disjunctive questions or wrong statements covering the contents of the story and ask your comrades to respond to them (see Unit One, Ex. IV, p. 22).
- •V. Answer the following questions:
- •II. Translate the following sentences using the structural patterns:
- •III. Make op situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •IV. Translate the following sentences paying careful attention to the parts in bold type:
- •V. Read the following sentences paying carefuJ attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •VI. Make up short dialogues using the following structural patterns:
- •VII. Read the story and retell it following the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •VIII. Make up sentences based on the story "The Pendulum" using the following word combinations and structural patterns:
- •IX. Render into English:
- •X. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •1. Absolute Nominative Constructions
- •2. There's not a...
- •3. Participle I as Adverbial Modifier
- •Vocabulary
- •I. Translate the following sentences paying careful attention to the words and word combinations in bold type. Give possible variants:
- •II. Look up the meanings of the verbs to divide and to share as used in the following sentences and say how they differ:
- •I. Translate into Russian passages from the text which begin and end as follows;
- •II. Find in the text English equivalents for the following Russian phrases and sentences:
- •III. Reproduce situations from the text using the following words and word combinations:
- •IV. Make up disjunctive questions or wrong statements covering the contents of the story and ask your comrades to respond to them (see Unit One, Ex. IV, p. 22).
- •V. Answer the following questions:
- •II. Translate the following sentences paying careful attention to the absolute nominative constructions:
- •III. Translate the following sentences using the structural patterns:
- •IV. Translate the following sentences paying careful attention to the parts in bold type:
- •V. Read the following sentences carefully and suggest Russian equivalents for the word combinations in bold type:
- •VI. Translate the following sentences using the verbs to share and to divide:
- •VII. Make up short dialogues using the following structural patterns:
- •VIII. Read the story and retell it following the outline given below. Make a list of the words in the text which you could use to develop each point:
- •IX. Make up situations based on the story "The Boy Next Door" using the following word combinations and structural patterns:
- •X. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •I. Translate the following situations paying careful attention to the words and word combinations in bold type:
- •II. Render into English:
- •I. Interpret the following sentences:
- •II. Ahswer the following questions:
- •III. Learn the poem by heart.
- •IV. The following are three translations of John Barleycorn. Which variant do you prefer? Give reasons for your choice:
- •V. Give the metrical scheme used in the following verses. Point out all the violations of the metre;
- •2. Clauses of Real Condition
- •Vocabulary
- •1. Translate the following phrases and sentences from the text:
- •II. Find in the text English equivalents for the following Russian phrases and sentences:
- •III. Reproduce situations from the text using the following words and word combinations:
- •IV. Answer the following questions:
- •II. Make up situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •III Translate the following sentences paying careful attention to the parts in bold type:.
- •IV. Make up short dialogues using the following structural patterns:".
- •V. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •1. Sentences with while-clauses
- •Vocabulary
- •1. Translate the following sentences from the text:
- •II. Give English equivalents for the following sentences:
- •III. Reproduce situations from the text using the following words and word combinations:
- •IV. Answer the following questions:
- •V. Find evidence in the text to support tfie following statements:
- •VI. Make an outline of the text and retell it following your points.
- •VII. Read the sentences with while-clauses. State the meaning of while and the time relations of the actions:
- •VIII. Translate the following sentences using the structural patterns:
- •IX. Make up short situations using the following gerundial phrases?
- •XI. Make up situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •XII. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •XIII. Render into English:
- •XIV. Read the following excerpt and retell it in brief:
- •I. Translate into Russian the following sentences and passages from the text which begin and end as follows:
- •II. Find English equivalents for the following Russian phrases and sentences;
- •III. Reproduce situations from the text using the following word combinations!
- •IV. Answer the following questions:
- •IX. Read the following sentences and commeqf on the character of the semantic relations between the components of the verb-postpositive phrases in bold type. Give their Russian equivalents:
- •X. Translate the Following sentences paying careful attention to the parts in bold type:
- •XI. Read the following sentences and suggest Russian equisralents for the verb-postpositive phrases in bold type:
- •XIV. Read the following excerpts and retell them in brief:
- •1. Translate the following sentences and situations:
- •III. Read the end of the story and retell it using the following verb-postpositive phrases wherever possible. Reread the whole story and discuss the title:
- •I. Reproduce the following situations. Make sure that you use the active vocabulary:
- •II. Fill in prepositions and postpositives:
- •III. Point out the structural patterns and explain their use. Translate the sentences into Russian:
- •IV. Revise the texts included in Units Seven-Thirteen. Get ready to answer the following questions:
- •VI. Choose any 10 word combinations out of the following list and "rite sentences (or short situations) in Russian based on the story "The Boatswain's Mate". Discuss the sentences in class:
- •VII. Make up dialogues on the following topics:
- •VIII. Translate the following situations in written form:
- •I. Supply a title to the story and give reasons for your choice.
- •II. Pick out sentences in the story illustrating the various types of if-clauses.
- •III. Make up 5 Russian sentences with clauses of unreal condition based on the story. Ask your comrades to translate them into English.
- •I. What helps you guess the author of the passage? What is the author's name?
- •II. How do you know that it is a passage from a detective story?
- •III. Have you read any short stories by the author? Tell one of them.
- •I. What do we learn from the extract about the author's way of reading? What did he gain from such reading?
- •II. Why did he call himself a bad reader?
- •I. What book does the passage come from?
- •II. What do you think of the man? What made him such an extraordinary person? Why did he attract other people?
- •I. What is the title of the story? Who is its author?
- •Il. What state do you think Johnsy was in? Why did she watch the dry leaves falling?
- •III. What happened later?
- •I. What book does the extract come from? Comment on the language.
- •II.How did the man happen to find himself in the gloomy passages alone and half-dressed?
- •III. Write a simplified version of the passage using your active whenever possible.
- •I. Pick out all the proverbs in the story and give their Russian equivalents.
- •II. Write an end to the story using some of the following proverbs;
- •I. What story does the passage fit into?
- •II. What do you think the cause of Mr. Jones's illness was?
- •I. How does (he passage fit info the story "One Coat of White"?
- •II. Bring out the meaning of "People don’t often look their business". Do you agree to the statement? Give examples to justify jour point of view.
- •I. How does the author characterize a modern disease the name of which is travel? Are you taken with a similar disease when your summer or winter vacations are coming?
- •II. What aim do you set yourself when you travel or go hiking?
- •III. What thoughts in the extract strike you as most humorous?
- •I. What efforts at self-improvement have you ever made? Were they successful?
- •II. Write a short story about one of your efforts at self-improvement and what came of it.
- •III. Pick out words and word combinations in the story which you think are used by the author to achieve a humorous effect.
- •I. Make up a few questions on the passage and ask your comrades to answer them.
- •II. Think of a number of statements concerning events in the text and ask your comrades to find evidence in the text to support them.
- •I. What story is the passage taken from? How does it fit into it?
- •II. What did the girl look like as she hurried to the painter's studio? What do you know about her from the rest of the story?
- •III. What city is described in the passage? What similes help you guess? What do you know about the city?
- •I. Read and translate the text.
- •II. Give English equivalents for the following Russian word combinations and phrases:
- •III. Answer the following questions. Make use of the word combinations listed in brackets:
- •IV. Translate the following sentences using words and word combinations from the text:
- •V. Make a written translation of the following passages:
- •VI. Reproduce the following passages:
- •VII. Speak on the Soviet Union's achievements in different spheres of life. Make use of the text and the additional passages given in Exercises V, VI.
Part I
UNIT ONE
TEXT
The door to his office opened, and Professor Fox saw a young man, about twenty-one, enter behind his secretary. Erik Gorin was a little above middle height, slender, and wearing not very good clothes. He had dark, living eyes and straight black hair.
"Mr. Gorin," said the secretary.
Fox rose to shake hands, and then asked ths young man to sit down. His own voice sounded cold to him, and he wished it could be more affable. He returned to his chair and tried to remember who had recommended Gorin.
"Dr. Hollingworth?" Fox asked suddenly. "How is he?"
"Very well, sir," said Gorin. He spoke in a slow steady voice, and he sat up straight as though prepared for any onslaught. But he had to clear his throat before answering, and Fox felt sorry for him though he was sure that the quick eyes would have been amazed at any expression of sympathy. He saw the bright watchful face and the eager intelligence it held. "My God," he thought, "he's scared, he's probably hungry, and he still wants to set the world on fire."
"We're very glad to have you here, Mr. Gorin," he said gently. "This year we've taken on only one new assistant. You've come with excellent recommendations and you'll have every opportunity to live up to them. As you know, you'll be teaching freshman physics lab while you take your own courses towards your doctorate. You'll probably find the first year rather confusing and hard work between the two schedules, but things will straighten out for you after a while. Is there any field of physics in which you are especially interested so far?"
"No," said Erik after the slightest hesitation. "I really don't know enough about any o: them yet. All I had as an undergraduate were the usual courses in mechanics, light, thermodynamics and electricity."
Fox nodded. He knew that Gorin must have been tortured for a moment by the conflict between the fear that ha might make a poor impression and the desire to tell the truth.
"You'll have plenty of time to make up your mind," he said, "and there are any number of researches going on to help your choice. Unfortunately, most of the staff is away and work won't start for another two weeks. Professor Beans is tha man to whom you'll be responsible for your undergraduate teaching. He gives the freshman physics lecture. Professor Cameron will be your adviser in your
8
graduate work. In the meantime, leave your address with Miss Prescott, the secretary. Each year just before the semester starts, Mrs. Fox and I hold an open house for all the members of the staff so that the new men can meet everyone else. Naturally, we're expecting you, but Mrs. Fox will prefer to send you an invitation anyhow."
This just about made up the usual speech and Fox knew that his tone had warmed as he went along. Was there anything he had left out; he wondered. The invitation, the names of Beans and Cameron, the general air of encouragement - he had remembered them all. Oh yes, one more touch...
"And did you have a pleasant summer, Mr. Gorin?"
"A pleasant summer?" Erik was silent for the time of two long breaths. His dark gaze never moved from Fox's face. "No, sir," he said explosively. "I damn well did not have a pleasant summer!"
"What did you say?" Fox asked out of surprise.
"I said that the summer was pretty awful," said Erik once more. "May I smoke?"
Fox pushed an ash-tray along the desk.
"Thanks. All I can say is I'm glad it's over," Erik went on. He had come with no intentions of saying this or anything personal. But there was something so damned gentle and sincere about Fox, he thought, that you couldn't help but tell him everything about the past two months; and the words came tumbling out, faster and faster to ease the pressure in his throat.
"You see, I was absolutely broke when Hollingworth - Professor Hollingworth - told me at commencement that I had got the appointment here. I won't even tell you what that meant to me - to study physics at Columbia. He was very decent and asked me to spend the summer with him and his family at a place they have in Wisconsin. But I couldn't see myself sponging on him for all that time, so I settled for two weeks. It was wonderful there."
"I am sure it was," Fox said. His amazement was still growing. Wisconsin is a beautiful state."
"Oh, it is. But at the end of two weeks, I left them saying I was coming East to visit a cousin. I don't have any cousin, but I got on the train because the whole Hollingworth family came down to the station to see me off, and I knew they'd feel bad if they thought I had no place to go. On the train I bought a ticket for the next town, a place called Catlett. I got out there and took a lift on the highway from a fellow who was driving his car to Cleveland to sell it there. He liked the car, because you see he had saved so long to buy it. He was sad all the way and told me over and over how he had fixed this part and repaired that one. But here he was - out of a job and all of his savings, gone and finally the car was going too. Somehow it scared me. At Cleveland, I got another lift out of town and once, when we stopped for gas in a place called High Hope, I got into conversation with the owner of the station. He offered me a job for a place to eat and sleep. I was supposed to help him in repairs and service and I could keep whatever money I got for
9
fixing automobile radios. In three weeks, I fixed one radio, but I quit because one day I went into town and a fellow stopped me. He was almost crazy because he said I had taken his job. He used to make thirty a week and 1 was doing the work for practically nothing. He was married and had a family, so I moved on. I don't know whether he ever got the job back, but I know I didn't want it any more. You see, I knew all the time that I had this appointment here, waiting for me."
Erik put out the cigarette as if he had just become aware of the extent of his rambling. He cleared his throat and stood up, hoping to be dismissed painlessly.
"No, sit down," said Fox. "Sit down and tell me what happened."
Erik sat down again. Here I am, he thought, talking to Earle Fox, a scientist who won the Nobel Prize. We're all alone in the room and he's listening to me go on like an idiot about my summer. To me. He thought of all the people Fox had shaken hands with - the President of the United States, the King of Denmark, every living creature whose name was famous.
"Go on," said Fox. "What happened?"
''Nothing much. You see, now that I'm safe, it's almost as though nothing had happened. In Schenectady I had a job washing dishes for a while, and when I got to New York, I came up here at once but you were still away on your vacation. For two weeks until yesterday I worked in a bath house at an open air pool on the East Side. I used to laugh all the time because it was so funny."
"Funny?"
"No matter what was happening, no matter what kind of crazy job I had, I used to say to myself, I'm really a physicist." He checked himself. "I can call myself a physicist, can't I? Or is that - presumptuous?"
"No," said Fox after a moment. His voice was gentle. "You're a physicist."
"The point is this," Erik said. He was standing and his eyes seemed very dark. "I want you to know what this chance means to me, and when you say that I'll be given every opportunity, I don't need every opportunity. All I ask is just one, that's all, just one."
"Yes," said Fox. "Yes, I see."
(From "Live with Lightning" by Mitchell Wilson)
COMMENTARY
NOTES
1. Freshman physics lab
Freshman physics lab is the laboratory work in physics for the first year students. Lab is a shortened word from laboratory.
Shortening is one of the ways of enlarging the English vocabulary. There are two main types of shortenings: clipped words and initial abbreviations.
10
Clipping is the result of reducing a word to one of its parts. A word may be clipped at the beginning, at the end or part of it may be omitted in the middle, e. g.
-
exam - from examination
-
phone - from telephone
-
maths (also math Am) - from mathematics
Clipped words are mostly characteristic of colloquial speech. Initial abbreviations are produced by shortening word-groups to initial letters or syllables, e. g.
-
MP - from Member of Parliament
-
UNO - from United Nations Organization
-
Interpol - from International Police
In some cases only the first component of a word-group is shortened, the second one undergoing no changes at all, e. g.
V-day - from Victory Day
2. beautiful, wonderful, watchful
-ful is an adjective-forming suffix which is usually added to nominal bases imparting to them the meaning of full of, abounding in or causing, giving, e. g.
-
beautiful - full of beauty, having beauty
-
painful -giving pain
When added to a verbal base, the suffix -ful gives the derived adjective the meaning of inclined, tending to, e. g.
-
watchful - inclined or tending to watch
There is another adjective-forming suffix in English similar in meaning to the suffix -ful: -y - full of, tending to, e. g.
noisy - full of noise
-
sleepy - tending to sleep, ready to go to sleep
-
These suffixes are called synonymous suffixes.
In many cases nominal bases may take both one of the synonymous suffixes (-ful, -y) and the antonymous suffix -less, thus forming pairs of adjective with opposite meanings, e. g.
-
painful - painless
-
noisy - noiseless
3. At Columbia
Columbia as used in the text means Columbia University. The word University is generally dropped in informal speech.
He is at Oxford. - He is at Oxford University.
Note that no article is used with names of universities and colleges: London University, Eton college. But: The University of London.
4. On the East Side
The East Side is the part of New York City lying to the east of Fifth Avenue, where the world's richest residential district, the Upper East Side, is situated.
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STRUCTURAL PATTERNS
1. Wish + Object Clause
... he wished it could be more affable.
The predicate verb in object clauses dependent on the verb to wish describes an unreal situation.
I wish I had'gone to that concert. |
Жаль, что я не пошла на этот концерт. |
The tense form of the predicate verb in the object clause shows the relations between the actions expressed in the principal clause and in the subordinate (object) clause:
a) The Past Indefinite shows that the action in the subordinate clause is simultaneous with that of the principal clause.
He wished he knew more about his fellow-students. |
Он хотел бы больше знать о своих однокурсниках. |
b) The Past Perfect shows that the action of the subordinate clause is prior to that of the principal clause.
You will wish you had controlled yourself and answered all his questions. |
Вы пожалеете, что не сдержались и не ответили на все его вопросы. |
Note: The same rules hold true for the use of tense forms in clauses of comparison introduced by as if, as though.
He looked at me as if he didn't believe a word of what I was saying. |
Он смотрел на меня так, как будто не верил ни одному слову из того, что я говорил. |
You speak as if you had read a lot on the problem. |
Вы говорите так, как будто много читали по этому вопросу. |
с) When the action of the subordinate clause follows that of the principal clause the predicate in the subordinate clause is generally expressed by could or might + infinitive.
Erik wished he could (might) start working immediately. |
Эрику хотелось бы начать работу немедленно. |
Would + infinitive may be found in the subordinate clause only if the subjects in the clauses are different. It makes the wish more emphatic.
I wish spring would come soon. |
Хорошо бы скорее пришла весна. |
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The use of would + infinitive often implies that the person expressed by the subject of the subordinate clause does not want to perform the action.
I wish he would tell me everything. |
Как бы мне хотелось, чтобы он мне все рассказал. |
Note: The verb to be may have the form were for all persons singular and plural. The form were is traditionally termed the Past Subjunctive.
I wish it were true (or: I wish it was true). |
Жаль, что это неправда (как бы мне хотелось, чтобы это было правдой). |
Note: As all the forms of the predicate verb in object clauses (after the verb to wish) denote unreal actions they very often serve as expressions of regret rather than wish and are accordingly translated into Russian by the expression жаль, the verb сожалеть etc.
I wish I had the book, (a) |
Жаль, что у меня нет этой книги. |
I wish I had told her about it. (a) |
Жаль, что я не сказал ей об этом. |
I wished Thomas hadn't brought me here, (b) |
Я сожалел, что Томас привел меня сюда. |
If the verb in the object clause is affirmative in English, it is negative in Russian (a) and vice versa (b).
2. Must, may, can + Perfect or Continuous Infinitive
... Gorin must have been tortured for a moment by...
The modal verbs must, may, can used with the perfect or continuous infinitive express various degrees of supposition, i. e. probability, doubt, incredulity.
a) The verb must in such cases expresses a high degree of supposition, almost certainty. The Russian equivalents are должно быть, вероятно.
He must have worked the whole summer. He looks tired. |
Он, должно быть, работал все лето. Он выглядит усталым. |
Note: The verb must in this meaning is not used with the particle not. To express negation lexical means are used.
He must have been out when I rang him up. |
Его, должно быть, не было дома, когда я позвонила ему. |
Evidently he did not know anything about it. |
Он, должно быть, ничего не знал об этом. |
b) The verb may expresses uncertainty as to the fulfilment of an action, state or occurrence, supposition implying doubt. The Russian equivalents are возможно, может быть.
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She may be staying with her friends at a place they have in Moscow. |
Она, возможно, гостит у своих друзей в Москве. |
Don't be angry with him. He may not have known about it. |
Не сердись на него. Он, может быть, ничего об этом не знал. |
с) The verb can expresses doubt (in interrogative sentences) or incredulity (in negative sentences). The Russian equivalents are неужели, не может быть.
Can she have told a lie? |
Неужели она сказала неправду? |
She can't be lying! |
Не может быть, чтобы она лгала! |
The form of the infinitive shows the time reference of the action. The perfect infinitive is used when the action refers to the past, the continuous infinitive refers the action to the present.
She must have done some research work in this field. |
Должно быть, она занималась исследовательской работой в этой области. |
She must be doing some research work in this field. |
Должно быть, она занимается исследовательской работой в этой области. |
3. Used to
I used to laugh all the time.
Used to expresses recurrent actions or typical states in the past; it implies contrast between the present and the past - what was typical of the past is no longer true at present.
This kind of house used to cost £ 4,000. |
Такой дом когда-то стоил 4 000 фунтов. |
He used to come here every other day. |
Он, бывало, приходил сюда через день. |
Note: Would do can also denote recurrent actions in the past but its use is stylistically restricted.
4. Now (that)
Now that I'm safe, it's almost as though nothing had happened.
The conjunction now that (also without that) means as, considering that, in view of the fact that... The Russian equivalents are теперь, когда..., раз... .
Now (that) you are well again, you may return to your studies. |
Раз вы здоровы, вы можете приступить опять к занятиям. |
VOCABULARY
1. Fox rose to shake hands.
to shake vt
a) cause to move from side to side, up and down, etc - трясти to shake a rug - трясти, вытряхивать ковер
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to shake smb by the shoulder - трясти кого-л. за плечо
to shake one's head (at) - качать головой (в знак несогласия, сомнения, укоризны, неодобрения и т. п.)
to shake one's finger (fist) at smb - грозить кому-л. пальцем, кулаком
to shake hands (with smb), to shake smb's hand - пожать кому-л. руку, обменяться рукопожатием
Не shook hands with me and thanked me heartily. |
Он пожал мне руку и сердечно поблагодарил меня. |
We shook hands and I left. |
Мы обменялись рукопожатием, и я ушел. |
b) shock, trouble - потрясать, волновать
They were badly shaken by the news. |
Они были потрясены этим известием. |
2. ... the quick eyes would have been amazed at...
to amaze vt - поражать, изумлять, удивлять
Syn: to surprise, to astonish. The three verbs differ in degree.
To surprise is the general term. It means to impress somebody unexpectedly.
Their gift greatly surprised and pleased her. |
Их подарок очень удивил и обрадовал ее. |
То astonish is to surprise as greatly and suddenly as to seem incredible.
He astonished his friends by his sudden departure. |
Он чрезвычайно удивил своих друзей внезапным отъездом. |
То amaze, though it carries the idea of great astonishment, stresses rather bewilderment, perplexity, or wonder.
I was amazed at the breadth of their interests. |
Я была поражена широтой их интересов. |
All three verbs are commonly used in passive constructions followed by an infinitive or a prepositional object (generally with the preposition at).
I was not at all surprised to hear her answer. I knew her only too well. |
Я совсем не удивилась, услышав ее ответ. Я ее слишком хорошо знала. |
We were surprised at finding the house empty. |
Мы удивились, обнаружив, что в доме никого не было. |
I was astonished to discover that what he had told me was a lie. |
Я был изумлен, обнаружив, что то, что он сказал мне, было неправдой. |
I am amazed at his outrageous behaviour. He has always been : such a quiet young fellow. |
Я поражена (не знаю, что и думать) его возмутительным поведением. Он всегда был таким спокойным. |
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Thus, we are surprised at what is unexpected, astonished when we find it hard to believe, and amazed when we are struck by something so strange, unusual that we cannot (of do not want to) believe it.
Note the nouns and adjectives corresponding to the verbs: surprise n - surprising a; astonishment n - astonishing a; amazement n - amazing a.
3. ... amazed at any expression of sympathy
sympathy n (for) - сочувствие
He felt sympathy for the young man (felt sorry for him). |
Он посочувствовал молодому человеку. |
to sympathize т (with smb) - сочувствовать кому-л.
We all sympathized with the poor girl when we heard that she had lost her parents. |
Мы все сочувствовали бедной девушке, когда услышали, что она потеряла родителей. |
4. ... he might make a poor impression ...
to make a poor (good, great, favourable) impression (on) - производить плохое (хорошее, огромное, благоприятное) впечатление
The speech made a strong impression on the House. |
Речь произвела сильное впечатление в палате общин. |
The verb to make enters into a number of phraseological units:
to make friends (with) - подружиться
He made friends with the utmost ease. |
Он легко заводил друзей. |
to make fun of - высмеивать, дразнить, подшучивать, шутить
"Don't make fun of me," she pleaded. "Don't laugh at me." |
"He дразни меня, не смейся надо мной", - просила она. |
to make (both) ends meet - сводить концы с концами
After he had lost his job the family could hardly make (both) ends meet. |
После того, как он потерял работу, семья едва сводила концы с концами. |
5. Naturally we're expecting you
to expect vt
a) feel sure that somebody or something will come and be waiting - ждать, ожидать
We expected him for dinner, but he did not come. |
Мы ждали его к обеду, но он не пришел. |
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b) think, believe or hope that something will happen - рассчитывать, надеяться
I expect a letter from him in a week. |
Я надеюсь получить от него письмо через неделю. |
to expect smb to do smth
I expect you to work hard. |
Я надеюсь, что вы будете упорно работать. |
She had expected Simon to drive her home. |
Она надеялась, что Саймон отвезет ее домой. |
The verb to wait is synonymous with the verb to expect in the first meaning (a).
to wait vi - be at a fixed place until somebody comes or something happens - ждать
Don't go out. Wait till mother comes. |
He уходи. Подожди, пока придет мама. |
to wait for smb to do smth; to wait for smth to happen
I can't wait for her to come back. |
Я не могу ждать, пока она вернется. |
Everybody waited for the meeting to begin. |
Все ждали начала собрания (когда начнется собрание). |
6. Не had come with no intentions of saying this...
to have no intention (hope, idea) of doing smth - не иметь намерения (надежды, мысли) сделать что-л.
Erik had no intention of saying anything about his personal affairs. |
У Эрика не было намерения говорить о своих личных делах. |
The car broke down and they had no hope (hadn't a hope) of getting to the station in time. |
Машина сломалась, и у них не было (никакой) надежды добраться до станции вовремя. |
7. ... you couldn't help but tell him everything
// can't help but do - не может не сделать (chiefly AE,*colloq). You might expect to hear it in the casual conversation of educated persons. //
Can't help doing is very common in BE, cannot but do is more formal.
I couldn't help laughing. |
Я не могла не рассмеяться (невольно рассмеялась). |
He could not but agree to the plan. |
Он не мог не согласиться с этим планом. |
8. ... the whole Hallingworth family came down to the station to see me off.
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to see smb off (at the station, at the airport) - посадить, проводить (на поезд, на самолет)
My friends saw me off at the station. |
Друзья проводили меня на поезд. |
The Russian verb провожать has several other equivalents in English:
to see smb to (a place) - провожать, сопровождать кого-л. куда-л.
Не saw me to the gate. |
Он проводил меня до ворот. |
He saw me home. |
Он проводил меня домой. |
to show smb to, into, in, out - go with a person, show him the way to, into, out of a place - проводить до места, провести внутрь, вводить в помещение, выводить наружу
Не showed me into a small room with a desk in it. |
Он провел меня в маленькую комнату, в которой стоял письменный стол. |
Show her in. |
Проведите ее сюда. |
9. ... a fellow who was driving his car.
to drive vt & i
a) to drive a railway engine, a motor-car, a tram or other vehicle - водить машину, трамвай и т. п.
to drive with caution, carefully, recklessly, at a great speed, in the right (wrong) direction, etc. - вести машину осторожно, лихо, на большой скорости, в нужном (не в том) направлении и т. п.
Can you drive? |
Ты умеешь водить машину? |
It had grown dark and he drove (the car) very carefully. |
Стемнело, и он вел машину очень осторожно. |
b) to drive to - travel somewhere in a car (or other vehicle) which is at one's individual disposal - ехать куда-л. на машине
Shall we drive to the theatre or walk? It's not far. |
Мы поедем в театр на машине или пойдем пешком? Это недалеко. |
The Russian phrase ехать (куда-л.) на чем-л. (на машине, на автобусе, на поезде и т. п.) can be rendered in English by the combination to go (somewhere) by car, by bus, by train, etc.
We went there by bus, but Mother and Father took a taxi. |
Мы поехали туда на автобусе, а мама и папа на такси. |
// Note: The combination to ride in (a bus, train, etc - i. e. nouns denoting public vehicles) means to be in; to sit in and be carried by.
While riding in a bus the other day, I met an old acquaintance of mine. |
На днях (когда я ехала) в автобусе я встретила свою старую приятельницу. // |
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с) to drive smb to - take somebody somewhere in a private car - not in a public vehicle - отвозить кого-л. куда-л. на машине
Не drove me to the station. |
Он отвез меня на станцию. |
10. ... he had saved so long to buy it.
to save vt & i
a) keep for future use, put aside (money) - приберегать, оставлять, копить (деньги)
David saved enough money to buy a car. |
Давид скопил достаточно денег, чтобы купить машину. |
b) avoid loss of time, money, etc - сберегать, экономить
It'll save you a lot of time if you go there by car. |
Вы сэкономите много времени, если поедете туда на машине. |
to save smb (a lot) of trouble - избавлять от хлопот, неприятностей
It'll save him a lot of trouble if he speaks to her at once. |
Это избавит его от (он избежит) многих неприятностей, если он поговорит с ней сейчас же. |
This saved us a lot of trouble. |
Это избавило нас от многих хлопот. |
11. Не offered me a job.
to offer vt - hold out in the hand or express in words something which may be accepted or refused - предлагать кому-л. что-л.
to offer smb a cup of tea, a cigarette, money, help, work, friendship, etc.
The hostess offered me a cup of tea. |
Хозяйка предложила мне чашку чая. |
She fell behind the group during her illness and her comrades offered her their help. |
Она отстала от группы во время болезни, и товарищи предложили ей свою помощь. |
to offer to do smth - be ready to do something if it is wanted; volunteer (one who offers does it oneself) - предложить; вызваться сделать что-л.
Не offered to drive her back home. |
Он предложил отвезти ее обратно домой. |
Syn: to suggest vt - put an idea into a person's head - предлагать, советовать
to suggest a plan, a method, a trip, a walk, etc.
Harris suggested a trip down the river. |
Харрис предложил отправиться в путешествие по реке. |
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to suggest that smb do smth (that smb should do smth)
I suggested he sleep a little. |
Я предложила, чтобы он поспал немного. |
Do you suggest we should keep quiet about such things? |
Вы предлагаете молчать о таких вещах? |
// Note: The verb to suggest may take the to-phrase (though rarely) if it is necessary to mention the person to whom the suggestion is made, e. g. What did you suggest to the manager? //
to suggest (smb's) doing smth
She suggested (their) staying at her place. |
Она предложила (им) остановиться у нее. |
12. Erik put out the cigarette.
-
to put out - cause to stop burning - тушить, гасить
-
to put out the lights, the candle, the gas, the gas-fire, etc
He put out the candle and fell into a deep sleep. |
Он погасил свечу и погрузился в глубокий сон. |
to go out (of a fire or light) - stop burning - гаснуть
The fire had gone out and the room felt cold. |
Огонь в камине погас, и в комнате было холодно. |
to turn out (off), on the light, radio, gas; water, etc - выключать, включать свет и т. п.; закрывать, открывать воду, кран
Turn off the hot water (tap). |
Закрой кран с горячей водой. |
to switch off, on the light, radio, TV set, etc (used when speaking of an electric circuit) - выключать, включать
Switch on the light, please. |
Включи свет, пожалуйста. |
13. ... hoping to be dismissed painlessly
to dismiss vt - отпускать
a) allow to leave, send away - отпускать
The teacher dismissed the class as soon as the bell rang. |
Учитель отпустил учеников, как только прозвенел звонок. |
b) send away (from one's employment, service) - увольнять
One by one Mr. Smith asked me to dismiss the servants. He did not trust them. |
Одного за другим я увольнял наших слуг по требованию м-ра Смита. Он не доверял им. |
Syn: to sack smb, to give smb the sack, to fire smb (all colloq)
"They will give us the sack, if we don't support them," Henry Fox said. |
"Они нас уволят, если мы их не поддержим", - сказал Генри Фокс. |
The cook was afraid that they would fire him. |
Повар боялся, что его уволят. |
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14. ... listening to me go on like an idiot...
like smb, smth - in the same or a similar way as, in the manner of - как, подобным образом
If everyone worked like him, we could finish in a week. |
Если бы все работали, как он, мы бы смогли кончить через неделю. |
They are behaving like children. She refused to be treated like an invalid. |
Они ведут себя, как дети. Она возражала против того, чтобы с ней обращались как с больной. |
as smb, smth - in the capacity or character of - как, в качестве
He introduced her as his sister. |
Он представил ее как свою сестру. |
As is generally used after the verbs to regard, to view, to represent, to treat (считать, рассматривать) and other verbs similar in meaning.
Most people regarded him as a clever man. |
Многие считали его умным. |
All my life you've treated me as a child (as a stranger, etc). You can't treat that as a joke. |
Всю мою жизнь вы относились ко мне, как к ребенку. Это нельзя считать шуткой. |
Note: The verb to consider is not used with as.
Most people considered him a brilliant physicist. |
Многие считали его гениальным физиком. |
Thus, the essential difference between like and as (in the meaning of как) is that like implies the manner or way of acting (behaving) in a particular case, whereas as stresses the general attitude of a person to something or someone.
15. He checked himself
to check oneself - stop oneself from saying or doing anything when one is just going to do it - сдержаться; остановиться (и не сказать или не сделать что-л.)
I was about to tell the young man what I thought - of him, but checked myself in time. |
Я хотел было сказать молодому человеку, что я думал о нем, но вовремя остановился. |
to control oneself - not let oneself get angry or cry or show one's emotions - сдерживаться; сохранять самообладание
She controlled herself and said in. a steady voice, "We are no friends any longer." |
Она сдержалась и сказала твердым голосом: "Мы больше не друзья". |
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to pull oneself together - get control of oneself (used when a person is in a state of agitation, rage, despair, etc) - сдерживаться, взять себя в руки
You'd better pull yourself together, you can't do anything in such a state. |
Возьмите себя в руки. Вы ничего не можете делать в таком состоянии. |
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* AE - the American vAuaat ai English- RE - the British variant of English.
EXERCISES