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.

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UNIT FIFTEEN

THE SOVIET UNION TODAY

Topics and Texts for Discussion^*

1. V. I. Lenin, the founder of the first socialist state.

2. The Great October Socialist Revolution, a turning point in the history of mankind.

3. The USSR, a voluntary union of free nations.

4. The new Constitution of the USSR.

5. Fundamental human rights guaranteed to Soviet citizens.

6. The Soviet socialist way of life.

7. Large-scale construction in the USSR.

8. Contribution of Komsomol members to the economic development of the country.

9. The USSR, a champion of peace and co-operation among nations.

10. The USSR, an active member of international organisations; growing international contacts.

11. An outstanding personality (a statesman, a scientist, an artist, a distinguished worker).

12. Holidays and festivals in the Soviet Union.

THOUGHTS ON THE OCTOBER REVOLUTION

I

In 1917 the common people - no longer passive - moved out into the centre of the stage. Sweeping aside their one-time rulers and their retainers, the people on the vast Eurasian plain extending from the Baltic to the Pacific brought their long latent abilities and energies into action.

Upon them, their adequacy to cope with the great historic task that history thrust upon them, Lenin staked the future of Russia and the Revolution. His supreme confidence sprang from his deep first-hand intimate knowledge of and belief in the people.

It was my good fortune, too, soon after coming to Russia in the spring of 1917, to gain this high respect and confidence in the power of the people - increased of course in later journeys to the Soviet Union. My insight came from first-hand contact with the people - from mingling with the workers in the factories of Petrograd and Nizhni Novgorod, from the soldiers in the barracks and from long talks with Bolsheviks. Out of this came a high respect for their endurance, tenacity" abilities, readiness for new ideas and skills, inventiveness - all of it convinced me of their future success.

Thus, at the very outset of the Revolution, I had an advantage over most of the so-called experts on Russia, journalists, publicists,

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historians. They might know the history of Russia, know the programs of the many parties and leaders, know the diplomats and foreign emissaries. But for the most part they really did not know the people. And it was the people who were the Revolution.

In every crisis the Soviet people have been magnificent, adequate to the demands made upon them.

In writing as I have about the Russian people, all the time I have been writing about Lenin. In mind and temper they are almost identical; for Lenin personified those outstanding Russian human qualities and characteristics - sympathy for the oppressed, hatred and anger at the oppressor, a passionate search for truth - in him they were developed to the highest degree, to the nth power, and lifted him into the ranks of genius. That word, "genius", is applied to him by almost every foreigner who came into close contact with him, who felt the impact of his personality.

II

As Lenin stepped up to the podium at the Smolny, he was greeted by a thundering applause. Stilling it with a wave of his hand, he said: "Comrades! We will now take up the building of socialism!"

This was spoken in a simple matter-of-fact manner and for the moment few in that tense assembly grasped the full import of those words. But, sitting by my side, John Reed - always alert to the crucial and the dramatic - hastily jotted them down in his notebook and heavily underscored them. He rightly discerned that in that sentence there was dynamite enough to shake the world, and - we may add - to continue to shake it to this day.

It declared that the socialist order for which generations had toiled and fought and died was henceforth the objective of the peoples of a sixth part of the earth.

(Abridged from "Through the Russian Revolution" by Albert R. Williams.)

CONSTRUCTION ON A GIGANTIC SCALE

"Siberia will add to the might of Russia." Ai. Lomonosov

The Soviet Union has an area of over 22 million square kilometres crossing eleven time zones from East to West and several climatic zones, as far apart as tundra and subtropics, from North to South. It is easier to compare the Soviet Union with continents than with countries: it is a little smaller than Africa, bigger than South America and three times as large as Australia. Economic development is going on all over these vast expanses.

How to build, what and where? A multitude of factors have to be taken into account before the time for decision-making comes. For it is not just a matter of "taking" oil, or gas or timber from Nature only to abandon the whole field afterwards like a depleted gold vein.

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Every region earmarked for development is laid out as a territorial unit in its own right with everything necessary for human life. This applies to the environment as well: Man's relationship with Nature is seen today not as one designed to bring it into submission at any cost, but to invite it to co-operate on terms of mutual benefit.

The projects of pioneering development are sited in places with widely different natural conditions. For it is, indeed, just as senseless to speak about the North or Siberia in general as it is to speak so about Europe.

Tuymen Region lies within the latitudes of Finland, Sweden and Norway, that of Bratsk-Ust-Ilim and Sayany between latitudes 50° and 60° N., that is, in those of Britain, Holland, Poland or Denmark. It is there that the Baikal-Amur Railway is being laid.

But a geographic latitude is not enough by itself to provide a full idea of the natural conditions of the regions. There is no Gulf Stream over there to mollify winter cold as there is round the British Isles, and the taiga jungle and swamps are quite a problem for transportation.

And, all this notwithstanding, those regions do have a tremendous power of attraction, since they are of immense economic value, first and foremost. They contain four-fifths of this country's commercial coal and natural gas reserves, three-quarters of its timber, and about four-fifths of its water-power resources.

The potentialities of those areas are far from studied in full. Their exploration is still going on, and with a swing. The Siberian Branch Department of the USSR Academy of Sciences has its research centres in 50 cities and towns. Besides, there are about 80 seismic, permafrost, biological and comprehensive research stations on Siberian territory.

Man has advanced far into the North, having set up there not only his winter camps, stations or bases, but modern big cities as well. There are now 368 cities and big townships in the Northern regions of the USSR and in its Eastern regions. City •status is awarded to some twenty settlements every year, including those which have sprung up in pioneering development zones. And that means that they have crossed the quality frontier (in terms of amenities and population) which distinguishes a city from a trail-breakers' settlement.

One cannot fail to notice the consistency in implementing the programme to develop the Northern and Eastern regions. Total industrial production of Siberia and the Far East is now 450 times as great as it was in 1913.

* * *

In recent years the new term "territorial-industrial complex" has been used more and more frequently in the USSR. It is used in connection with the vast regions in which major branches of the

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economy are being developed in an integrated, interrelated way, on a strictly scientific basis.

These complexes, like planetary systems around the sun, are formed in orbits around "electric suns" - the Bratsk, Ust-Ilim, Krasnoyarsk and Sayan-Shushenskoye hydroelectric power-stations.

One such complex, located in the Angara Valley, integrates the industry over an area exceeding the territories of Denmark and Holland.

This complex began to mushroom in the mid-1950s, when construction of the Bratsk hydroelectric power project got under way. In 1965 came the turn of the next project of the Angara cascade - the Ust-Ilim.

The Ust-Ilim station will generate electricity for a powerful timber industry complex in the area: 7,4 million cubic metres of timber will be annually harvested over an area of hundreds of thousands of hectares. But perhaps this will endanger the ecology of the district? Not at all. A system of protection and growth replacement of Siberian forest is being practised. Felled trees are being replaced by an equal number of newly planted saplings.

One cannot list all the enterprises which have been, are being, and will be constructed around the powerful Angara hydroelectric power projects. But all are immense, operating on the most up-to-date production processes and strictly observing the rules of environmental conservation.

In Siberia many definitions include superlatives: the longest rivers, the deepest lake (Baikal), the greatest investment, the biggest building projects... And the hardiest people, the temperatures here run from +40° to -50° Centigrade.

Whoever works east of the Ural Mountains feels himself in the centre of the stage. The primary reasons for this are not so much material incentives, but rather moral ones. The pioneering spirit, this is what comes first.

PROJECT OF THE CENTURY

The Baikal-Amur Mainline (BAM) is called with good reason the "construction project of the century".

For it is more than a railway - it is destined to lay the groundwork for the future intensive industrialization of over 1,5 million square miles of Eastern Siberia and solve the transport problems of a slumbering area as big as Western Europe.

It is not just the volume of work that makes BAM such a mammoth undertaking. Advancing at the rate of 200 miles a year, it is winding its way through some of the world's most difficult and varied terrain.

It will cross seven high mountain ranges, cut through virgin forest and waterlog swamps, pass over permanently frozen soil and through earthquake zones with hot subterranean springs; it will operate in places with temperatures that can drop to 60 degrees below zero or rise to 40 degrees above. Consequently, the railway has called for

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the solution of many new technological problems and for completely new building materials and techniques.

Farmlands of great potential, reserves of timber, coal and iron ore oil and gas, diamonds, gold, copper and tin will have an outlet, when BAM is completed. Almost all the minerals of the earth are there.

Running several hundred miles north of the Trans-Siberian line, BAM follows a shorter route, which touches the northern tip of Lake Baikal.

The implementation of the project will relieve the intensive pressure of traffic on the present Siberian "land-bridge" which, as the speediest and most economical east-west cargo route, is becoming increasingly popular with foreign exporters.

An earlier plan for a second railway across Siberia had to be abandoned when the war broke out. The few hundred miles of track already laid down in the west were dismantled for use on the Stalingrad front.

BAM construction began in. 1972 under an updated plan geared to the expected technology of the next century, when Siberia's industrialization will be well and truly under way.

A branch line already reaches out to the north, probing the wealth of South Yakutia, where coal reserves alone are estimated at millions of tons.

The whole of mineral-rich Yakutia, which stretches to the Arctic Ocean, will eventually be crossed by the railway. It will pass through Yakutsk, the capital, and then continue to the north-east coast of Magadan, thus opening yet another Pacific outlet for cargoes to the East.

Engaged on the project are over 90,000 men and women, from cooks and construction workers to engineers and administrators, and their average age is 22.

In addition there are teams of ecologists, geologists, medical and other specialists who go before the builders all along the line. For in no way will the inroads of industry be allowed to upset the balance of nature and deprive future generations of the splendours of those untrodden lands.

BAM has become a Young Communist League project and 150,000 young people have responded to its call for volunteers. But it is not a job for the weak or faint-hearted, and nowadays no one gets to Siberia without first proving his or her worth on a construction site nearer home.

The workers are employed under contract and wages are three times the national average. But the incentive for most young people is the spirit of adventure and the desire to be part of a daring and history-making endeavour.

They expect to return home when they have completed their work, but.it does not always turn out like that. Stirred by the wonders of Siberia and the prospects of the good life they are helping to build in the towns that are mushrooming all along the route, many of them

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marry, start a family, and finally decide to make the region rithe permanent home.

People of all the Soviet nationalities are working on the grand project. And as a young man from Georgia put it: "It's good we have come here together, like one big family - a real international. Life and work is much more interesting in such a family group."

BUILT BY STUDENTS

Every summer thousands of Soviet college and university students lay aside their textbooks, pack their rucksacks, put on their green uniforms and, by plane, train and boat, move off to various parts of the country. All these young people, members of building teams, take part in this mass movement of Soviet students.

It all happened when some Moscow students decided to try their hand at building a major project.

In 1959 Kazakhstan was developing its virgin and long-fallow lands. Thousands of people had come to work on the emerging giant grain-growing state farms. Housing for the newcomers was then one of the key problems,

On hearing this the Moscow students said they would build living quarters for these people. At that time few believed that students during their two months' vacation could give serious help, but the people in charge on the virgin lands agreed to let them try.

During that first summer 339 physics students of Moscow University built 16 small houses in Kazakhstan. Shortly, students from other Moscow institutes and from other Soviet cities followed suit and the building movement attained unexpected proportions.

Student teams have progressed from building modest houses in pvillages to erecting more sophisticated constructions, including industrial ones. Now plaques saying "Built by Students" and street names such as "Students Street" appear as autographs of the young builders in many Soviet towns and villages.

In this building work young people become fully aware of their responsibility. To a belief in their skill and ability, which is so vital to 20-year-olds, they respond with enthusiasm and selflessness. The quality of their work matches that of professional builders. All who join a summer building team are offered a special course in one of the branches of construction.

Experience showed that the students' life and work on building projects required some uniform regulations, which brought into being the Rules of the АН-Union Student Building Association. The Rules say that each student joins a team on a voluntary basis, each team enjoys extensive independence in the organization of its work and living conditions and maintains democracy within its ranks.

In the Association's Centre in Moscow, which co-ordinates the activities of all construction teams, hangs a map studded with little red flags all the way from Kaliningrad in the west to Kamchatsk in the east, from the northern Kola Peninsula to the Soviet southern

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borders. There are about a hundred of them. They indicate the number of students' building teams in the various regions, territories and republics. But if one tried to mark the position of the groups working in each district the number of flags would exceed fifteen thousand. The amount of construction work accomplished by students over the last five years equals a town with a population of one million.

THE BASIC LAW OF THE COUNTRY

"Everything for the sake of man, for the benefit of man."

The 1977 Constitution represents the country's fourth Basic Law. The first constitution (RSFSR) was adopted in 1918. In legal terms it defined the birth of the country of socialism at the outcome of the victory of the Great October Socialist Revolution of 1917 and the class essence of the new power.

Several years passed. In the meantime, the young country had gained strength and stood firmly on its feet. In 1922 the Russian Federation and other Soviet republics formed the USSR. The USSR Constitution of 1924 formalized the voluntary union of sovereign Soviet republics into one single socialist state and set out its principles.

The 1936 Constitution proclaimed the victory of socialism, it reflected the triumph of socialist relations in the country (by that time exploiting classes had disappeared), and brought into line with this system the organs of power and management, as well as the principle of elections. Universal, equal and direct right to elect by secret ballot was introduced.

In the past 40 years profound changes have- taken place in the country. A developed, mature socialist society has been created in -the Soviet Union. The Soviet State, which arose as the dictatorship of the proletariat, has grown into a state of the entire people whose highest aim is to build Communism. All this has found reflection in the new Constitution.

The right to work is considered to be the foundation of all our social and economic rights. The previous 1936 Constitution defined this as the right to guaranteed employment. The new Constitution extends this provision: now each and every person is not only ensured employment, but must also be provided the opportunity of choosing a profession, type of job and work in keeping with his or her inclinations, abilities and training.

Under socialism the right to work is fundamentally connected with the right to education. According to the new Constitution this right is ensured by the institution of universal, compulsory secondary education and broad development of vocational, specialized secondary and higher education.

The USSR Constitution of 1977 also proclaims and guarantees the right to rest and leisure, the right to health protection, the right to maintenance in old age, the right to housing, etc.

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The political and personal rights and freedoms of Soviet citizens are formulated in the new Constitution more fully than in the previous constitution. Among them is the right to take part in the management and administration of state and public affairs, the right to submit proposals to state bodies and public organizations and critisize shortcomings in their work,

In accordance with the principles of the Soviet state the rights and freedoms of citizens of the USSR are inseparable from their obligations.

Citizens of the USSR are obliged to observe the Constitution of the USSR and Soviet Laws. It is the duty of every Soviet citizen to work conscientiously and maintain labour discipline. The sacred duty of every citizen of the USSR is to defend the Socialist Motherland.

Soviet society is a society of true democracy, the political system of which ensures effective management of all public affairs, ever more active participation of the working people in running the state, and the combining of citizens' real rights and freedoms with their obligations and responsibility to society. "It is a society," says the USSR Constitution, "in which the law of life is concern of all for the good of each and concern of each for the good of all."

FOR THESE STUDENTS JOBS ARE WAITING

Every year about 4 million Soviet teenagers finish ten-year general education school.

What happens to these school-leavers?

Many continue their education, which is tuition-free in the USSR. They enter one of the higher schools which have an enrollment of more than a million students in Moscow alone. In addition, there are thousands of junior technical colleges and vocational schools (educational establishments in which teenagers acquire industrial skills).

More than half the school-leavers, however, start working at once at factories, construction projects, on collective and state farms, and in various offices.

It is hardly necessary to explain what the first months of independent work and the first contacts with new people mean to any young worker. Not only the administration, but also the local organizations of the Komsomol see to it that the "adaptation" period goes smoothly and that the young workers enjoy all the privileges due them. The Komsomol also helps the young workers of an industrial enterprise to improve their skills.

Thus, secondary school-leavers have an alternative: to continue their studies or to start working at once. Does this mean that one excludes the other? Not at all. Many young workers are evening students at higher schools and technical colleges - working in the daytime and attending classes in the evening. Also, there are correspondence schools which provide materials for independent study, consultations with teachers, and examinations.

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Of course, to combine work with study is not easy. That is why young workers receive additional paid leave to take exams and to do their school assignments. The administration of an industrial enterprise is not permitted to send students on long business trips or to give them work that will interfere with their studies. Last but not least, during their work on and defense of their diploma projects, they are given a four-month leave on average monthly pay.

Whichever way school-leavers choose - to work or to study - they know that they will acquire a trade or profession, an interesting job, and will be provided with ample opportunity to realize their ambitions.

CAR PLANT IS A REAL EYE-OPENER

(Colin Williams visits the Togliatti car factory)

The plant is a real eye-opener. Its layout permits a smooth continuous production flow from the foundry and metal shops, to the press shops, body welding, paint shops and eventually to the three main assembly lines.

The plant has not only been designed to ensure maximum efficiency of the production processes, but nothing seems to have been spared to make the working conditions exemplary.

Going through the works, I was struck by the spaciousness of the workplaces, the cleanliness and the excellent air-conditioning system. With the natural exception of the foundry and mould shops, 1 thought the conditions could not have been improved.

There are 33 canteens strategically 'situated, one storey up, so that it takes a worker a matter of five minutes or so to reach his place at the dining-room table from the production floor.

Each of the canteens seats 1.000 at a time, so a whole shift can be fed at a single sitting in about 20 to 30 minutes.

As I moved from one shop to another, I asked about the accident rate and got the same answer: "No major accidents this or last year" or "very little working time lost as a result of minor injuries".

The policlinic, situated in the factory grounds, boasts a super dental department with facilities in the main surgery for giving treatment to ten patients at a time.

Now the plant has got into its stride, the trade union has seven bases at resorts like Sukhumi and Sochi, where their members can take a holiday or a rest cure. Last year 30,000 received trade union vouchers for such holidays.

The plant works on a two-shift system - one shift starting at eight in the morning and the second shift at four in the afternoon. There is a break every two hours and an hour is allowed for the lunch break. The plant works a five-day week.

The deputy director told me that social and technological factors made a two-shift system the most suitable and economic for them.

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One had to bear in mind, he said, that with 38 per cent of the workers being women, a third shift would entail additional siaff and reorganization of the creche-kindergarten facilities and so on. In general, anyway, they were opposed to night work as this disrupted social and family life.

But with all the excellent facilities available to the workforce, the fairly high level of wages and high standard of working conditions, there still remains a major social problem associated with the monotonous nature of mass production work.

To try and resolve this problem of monotony, workers are encouraged to acquire two or three skills and to raise their qualifications. This facilitates a change over to various other jobs on the assembly line and earlier promotion to more skilled operations.

All-in-all the set up of the factory and the town is impressive and if this is the model for the new industrial regions of the country, it says a lot for the superiority of Socialist planning, which places the emphasis clearly on the well-being of the people.

(From "Morning Star", March 30, 1976.)

EQUAL RIGHTS AND OPPORTUNITIES

The first Socialist state gave women not only equal rights but also equal opportunities to take advantage of these rights.

Special family and labour laws provide conditions necessary to Soviet woman's development of her intellectual and business capacities on an equal footing with men in the sphere of activity she has chosen.

92 per cent of all able-bodied women work or study; women account for about 60 per cent of all specialists with a higher and specialized secondary education. While 49 per cent of industrial workers are women, they constitute 73 per cent in education and 71 in culture and among scientists women account for 40 per cent.

That women play a truly big role in Soviet society is seen from the fact that they constitute about 30 per cent of all deputies in the USSR Supreme Soviet. The percentage is still higher in the Soviets of the Union Republics and the local Soviets. The number of women elected to the Soviet Parliament is steadily growing.

Thus, the Soviet experience shows that given equal rights and opportunities women can be equal to men in every respect.

THE LAST "NOMAD WOMAN" OF KAZAKHSTAN

She is called the last "nomad woman" of Kazakhstan by the members of her family when they help her pack and see her off for the umpteenth time. Sometimes she is away for weeks, and sometimes even for months.

Patchaim Tajibayeva's job takes her out to the steppes or to the mountains where from time immemorial nomad Kazakhs had been

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driving their herds from watering place to watering place, and from pasture to pasture.

However, at the present time geologist Patchaim Tajibayeva's route takes her not over Kazakhstan alone, but from the capital of the republic, Alma-Ata, to Moscow, and thence to parts still farther away from home. She is a member of international associations, and often represents the Soviet Union at geological congresses and conferences. Her scientific papers have been published in India, Japan, Great Britain, Spain, Australia, France and Mexico.

She was born in a remote part of an old nomad area in the northern foothills of Tien Shan. The year was 1920, the third after the October Revolution. Everything was changing in the land of the Kazakhs - the customs, laws, and relations among people, their ideas of the world around them and about one another.

After a thousand years of domestic slavery, the Kazakh women secured equal rights with men. Patchaim was a little girl at the time.

From the very outset Soviet power declared war on illiteracy. Under a decree issued in 1919, all children, from the age of seven, were required to go to school.

Patchaim was clear in her mind as to what she would do on finishing school. The people she had looked up to most were teachers, and she therefore wanted to be one herself. She passed the entrance examination to the Alma-Ata Teachers' Training College, and completed the course with flying colours. But she did not become a teacher. The fast-changing times offered her a different profession, and she did not reject it.

In the late 30s, Soviet Kazakhstan changed beyond recognition It was no longer the backward, slumbering land it had been at the time of the October Revolution. Most of the nomads were now settled. The peasant farms were collectivised, and agriculture was developing. Huge deposits of minerals were discovered, and their extraction became the basis of the development of industry in the republic. All kinds of qualified specialists, technicians, engineers and scientists were in great demand, and Patchaim chose geology. She explains her choice as follows:

"In those days discoveries in geology followed one after another. A great deal was being written about the explorers. I was carried away by their daring and fortitude, by the romanticism of the profession.

She was sent to the neighbouring republic of Uzbekistan to continue her education. There, in Tashkent, under a decree signed by Lenin, the first state university in Central Asia had been opened in 1920. Tajibayeva joined its geological department.

She was in Tashkent when the Great Patriotic War of 1941-1945 broke out. She attended lectures in the morning and nursed the wounded in the hospitals at night.

In 1943 Patchaim Tajibayeva graduated from the University with honours. She was thinking of returning home, when the head of her department advised her to take a post-graduate course.

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She defended her dissertation a year after the war ended.

In 1946, she returned to Alma-Ata, the first Kazakh woman Candidate of Geological and Mineral Sciences.

By that time new industrial enterprises and big research centres had sprung up in the republic, and the national Academy of Sciences was being set up. Tajibayeva was offered work in one of the future academic institutions, the Institute of Geology.

She was one of the first in the Soviet Union to employ new methods of mineral analysis - known as refined physical methods, - she laid the foundations in Kazakhstan for the national school of lithology, and headed a series of practical experiments being done in the republic connected with study of the earth's crust.

Thus, step by step, began the ascent to. the heights of geological science.

In 1960 she defended her dissertation for a Doctor's degree, and in 1967 was elected corresponding member of the Kazakhstan Academy of Sciences.

(From "Soviet Land", 1977)

A GREAT COMMONWEALTH OF PEOPLES

The nationalities inhabiting the Soviet Union include some numbering tens of millions and also some very small ethnic groups consisting of a few thousand or only a few hundred people.

All the peoples in the Soviet Union whether their number be large or small, have equal rights and opportunities for complete economic and cultural development. This is guaranteed by the Constitution of the USSR and confirmed by the history of the Soviet state from its inception.

All the peoples of the Soviet Union play an active part in the political, economic and cultural life of the country as a whole, and this exerts a strong influence in bringing them closer together to work for a common purpose. Many peoples whose level of economic and cultural development in the past was extremely low acquired a written language of their own only in the Soviet period. National literature and art are successfully developing and the traditions of national life are being carefully preserved.

What has taken place in the period of more than half a century since the Soviet state was formed has confirmed Lenin's view that the old feuds between the peoples would disappear and that all the peoples of the Soviet Union would achieve politically, economically and spiritually a completely new multi-national unity.

RUSSIA: A FREE UNION OF FREE NATIONS

The Russian Soviet Federative Socialist Republic (RSFSR) is one of the fifteen sovereign Soviet socialist states which have voluntarily joined together to form the Union of Soviet Socialist Republics. All of them enjoy absolutely equal rights in the political and economic

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system of the USSR and in cultural life. But in contrast to the other republics the RSFSR has a federative structure. The principle of socialist federalism on which the republic was created was later made the basis of the national and state structure of the whole country.

The emblem, of the RSFSR - the hammer and sickle surrounded by ears of wheat - indicates' that the welfare of the republic lies in the fields and in the workshops. Its Constitution introduced new principles in determining the relationships between the peoples constituting the new republic. These were the unqualified recognition of the equality of all nations, peoples and races; the right of the workers and peasants of each nation independently to choose their path of developing; the recognition of the sovereignty of each people and wide democracy in solving matters of the state.

At the moment the RSFSR contains sixteen autonomous republics, five autonomous regions and ten autonomous areas. Their people have received not only a name on - the political map of the country and not only the attributes of autonomy. The listing of their rights takes up several pages in the constitutions of the autonomous republics. Each of them has own higher organs of power - the Supreme Soviet and its Presidium, its government and its Supreme court. Each approves its budget and, in accordance with the legislation of the whole country, its state and local taxes. Each administers the industrial and agricultural enterprises on its territory, directs housing and communal construction, the health services, social maintenance, education...

And each, on an equal footing, participates in the administration of the whole state. Although differing greatly in territory and population, they elect an equal number of deputies - eleven from each to one of the chambers of the Soviet parliament - the Soviet of Nationalities. Deputies to the other chamber - the Soviet of the Union - are" elected on a uniform basis: one deputy from 300,000 citizens.

The composition of the body of deputies also gives an idea of the intellectual potential of the autonomous republics. Out of sixty deputies fifty-nine have secondary (mostly complete) or higher education.

Since Soviet power was established in Russia great changes have taken place in the cultural life of all nationality areas.

For instance, in Bashkiria before the October revolution only twelve Bashkir boys attended primary school. An educationalist of that period calculated that if the school network were to develop at that pace, Bashkiria would become literate by ... the year 2016.

Now Bashkiria, like the whole of the USSR, has completed in the main the transition to universal secondary (ten-year) education and has established its own higher school. "The Bashkir people," writes a French engineer, who has visited the republic, "have a university... where their children obtain a scientific education at the level of the most well-known educational establishments of the West."

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This can be said about any of the autonomous republics. Fourteen of them have their universities, each of them boasts several institutes and technical colleges, they have national theatres and publishing houses and are developing national literatures. In every five-year-plan period general and secondary specialized education in the RSFSR is obtained by approximately 10 million, of all nationalities. In the Russian Federation there are 486 universities and institutes of higher learning - almost seven times as many as there were on this territory in 1914.

But the intellectual potential is a reflection of the economic potential. The industrial output of the whole of the Russian Federation has increased over the past 60 years more than 200 times, while in the Chuvash autonomous republic it has increased 512 times and in the Mari republic 372 times. The annual gross output in Bashkiria or Udmurtia now exceeds that of all prerevolutionary Russia. In a word, in all autonomous republics and also in autonomous regions and areas the rates of development are higher than in the RSFSR as a whole.

Soviet society, reads the Constitution of the USSR, guarantees the juridical and factual equality of all its nations and nationalities. And a case in point is the Russian Federation which has become a firm union of free nations.

LITHUANIAN CULTURE GROWS UNDER SOCIALISM

The first book ever printed in Lithuania was a Catholic catechism in the year 1547. Its opening lines read: "Brothers and sisters, take me and read me."

In 1547, however, there were few in Lithuania, or indeed elsewhere, who could take a book and read it. And in any case, despite this catechism, books were not generally published in Lithuanian, which was considered a language of the lower classes.

Thus, as a language, Lithuanian lived as precarious a life as did the people themselves. The history of Lithuania is also the history of the struggle for the right of its people to speak Lithuanian and in particular, to write in Lithuanian.

Forbidden by king and czar alike, it led an underground existence for years, taught to children at night by those few parents who knew how to read, in homes far from the eye of the spy and the ear of the informer.

Illiteracy was the darkness of the mind that helped bind the Lithuanian peasant to the land and to his master as surely as did poverty and religion. Every revolutionary, every patriot, every Lithuanian who admitted to being Lithuanian, understood that the very existence of himself as a Lithuanian depended on preserving his language.

The illiterate masses who had been invited in 1547 to "read me" - in fact could not do so for more than 400 years. Only in socialist times has illiteracy been wiped out.

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Today, there are 6,000 libraries in the republic which, along with special libraries for the blind and handicapped, and farm libraries, present 90 million copies of books to some 1,300,000 readers in a country of a little more than 3 million inhabitants.

More than 90 per cent of all books published in Lithuania are published in the Lithuanian language. This means that more people than in all of Lithuania's history today read books in Lithuanian. About 17 million books are published every year.

Not until socialism came to Lithuania was it possible to speak of Lithuanian as a growing, living, and, develop ing language. And more people now know Lithuanian than ever before.

Was this an expression, of nationalism, as some maintain?

The truth is, there is no contradiction between socialism and national culture. On the contrary, socialism awakens the national identity of a people, often from centuries of slumber, from the darkness of oppression and ignorance, .restores its language, or even creates one where none existed before, returns the national traditions of the people to the people; develops a living new culture from the healthy roots of the old.

Lithuania today is more Lithuanian and less parochial and nationalist than it has ever been. A new generation has come into being that has known Lithuania only as a socialist nation with an all-embracing Lithuanian culture.

(From "Daily World", May 1978)

IZZAT KLYCHEV: ARTIST OF TURKMENIA

By Anton Refregier

Izzat Klychev is an artist of Turkmenia, a Central Asian Soviet republic that shares its borders with Afghanistan and Iran. In Turkmenia, one clearly sees the benefits the people have gained since the October Socialist Revolution. Its liberating forces unlocked the talents of people who, until recently, were restricted by the rules of the Moslem religion and by the oppression of imperialist czarism.

"When I was a small boy of six", Izzat told me, "I used to work in clay, making figures of animals and people. Later, I started to draw. At that time, it was still hard: the people - the religious people of our village - did not like me to make images. My father was a teacher in our village school, but he died when I was ten years old."

While he was still in school, the.Soviet Union was invaded by the nazis and Klychev spent the next five years at the front.

"I was decorated for fighting for our Motherland, and the end of the war found me in Berlin. Later I was accepted, without the usual examinations, at the Leningrad Academy of Arts where I studied for the next five years. The first year was hard - such a tremendous change in my life from war to peace. In the summertime when I returned home for the vacations, I painted our people. I studied our

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national ornaments, our traditions. Our people are rich in the culture of our fathers, and this the artist must learn, must discover for himself. Culture enriches not only the people who created it but, if it is a great culture, it will enrich the world."

For the next five years, Klychev worked on collective farms; he traveled, painted portraits, taught. He was excited by the thought of painting the life of his people, and thus did the series "My Turk-menia". Of this, and of all of his work, he writes: "The theme of labour remains fundamental in my creative work as in that of many of my contemporaries. Cotton growers and shepherds, oil industry workers and builders of the Kara Kum Canal - these are the heroes of my future paintings."

Klychev's work is known not only in the Soviet Union. Exhibitions of his paintings have been sent by the Ministry of Culture and the Artists Union to Poland, the German Democratic Republic and elsewhere. He has traveled to many countries, including Cuba, where there is an increasing cultural exchange with the USSR.

We sat in Izzat's studio. A large portrait of Lenin, painted two years ago, occupied one wall; on another were his richly colored paintings of weavers, shepherds, still lifes of Turkmenian products.

I looked at the paintings around me. Some I remembered from color reproductions in Soviet magazines. I had been puzzled by the warm color tonality, the absence of greens and blues, the background of the figures often in a strange sandy color. Now, having seen Tur-kmenia, I understood the Klychev landscapes - the vast sand dunes, the Kara Kum desert.

"I love red color. I see it everywhere.- You can see that many of our women wear our national costume - the long tunic-like dress in shades of red. The rugs that our women weavers have made so famous are red. It seems to me that we are surrounded by this color and by the strong sun. To me red is strength. It is tied to our culture; it's the color of revolution. I love to use it in my work."

Klychev is not only the foremost artist of his republic, he is acknowledged as one of the leading artists of the Soviet Union. A soft-spoken man, gentle and considerate of others, he plays an important role in encouraging the new generation of Turkmenia. He is a member of the Supreme Soviet of Turkmenia and president of the Artists Union in Ashkabad. He is a secretary of the Artists Union of the USSR and in this capacity he spends one month each year in Moscow, taking his turn in administrative work, and in seeing to the needs of the artists of Turkmenia.

(Abridged)

THE VOICE OF REASON

The foreign policy credo of the CPSU and the Soviet state is perfectly clear. That credo is not the arms race, but curbing it. Not confrontation, but the preservation and deepening of detente. Not shrill recriminations, but a peaceful, productive dialogue. Not con-

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servation of the old and provoking of new conflict situations, but their settlement and prevention. Not bellicosity, but restraint. Not inertia at disarmament talks, but vigorous initiative and resourcefulness in dealing with blind allies in international life and barriers impeding the limitation of the arms race. Not alienation and discord between East and West, but rapprochement and cooperation to prevent war that would be disastrous for all. Not conversion of the Third World into the object of fierce rivalry between the two diametrically opposed systems, but ensuring its peaceful and independent development, genuine equality and a just international economic order.

The present situation in the world arena makes it imperative to intensify work for peace, to exert new, additional efforts in this direction.

The Soviet Union holds that the paramount task of the day is the checking and termination of the arms race. The danger of war contained in the arms race hangs over the whole world. And it must be combated by common effort. The nations of the world are interdependent, and this interdependence is most acutely felt in the face of the threat of a thermonuclear conflict. The nuclear genie, once let loose, will spare no one. In blind fury it will strike right and left until it has reduced everything living to ashes.

The Soviet Union issued a call from the rostrum of the 26th Congress of the CPSU to the United States, the European countries and all other states to join in concerted effort to remove the common threat. The object must be not to beat each other in the arms race but together to beat the arms race.

To this end the Soviet Union proposes a quantitative and, what is particularly important, a qualitative freeze on medium-range nuclear missiles in Europe including the US forward-based nuclear weapons in this region. It proposes "defreezing" the talks on the limitation and reduction of armaments, primarily strategic armaments.

The aim of the Soviet proposals is to preserve everything positive accomplished in the process of detente, to stabilize the present unstable situation, and create the conditions for transition to a new and even more fruitful stage in the development of relations among nations.

At present the policy foundations are being laid for the eighties, a decade which many politicians regard as the most dangerous and decisive for the future of mankind. Will detente be continued or will it give way to confrontation, to antagonism fraught with conflict - that is the crucial question.

TWINNED CITIES FOSTER UNION OF PEOPLES

The striving of peoples of the world for peace, their desire to know each other better, result in friendship between families, cities and countries.

At the end of 1942, when a decisive battle of World War II was under way on the banks of the Volga, the defenders of Stalingrad received a telegram from Coventry, a war-ravaged city in Britain,

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which expressed admiration and gratitude for the courage and staunchness of the Soviet troops fighting at Stalingrad and'said that their example inspired every honest person to rise in arms against the common enemy. The telegram was signed by the then Mayor of Coventry.

Reply messages were sent to Coventry from Stalingrad, voicing Soviet solidarity with the British in the struggle against the hated enemy, who had subjected Coventry to barbarous air raids. Soon a committee for friendship between the two cities was set up in Cdv-entry.

British workers collected money for medicines to be sent to the defenders of the Volga fortress. In the bombshelters of Coventry a large table-cloth bearing the city's coat-of-arms was passed from person to person, and they embroidered their names on it, and sent it to the Stalingraders as a token of their admiration and solidarity.

After Coventry, a warm handshake came from the inhabitants of the city of Dijon (France), the cradle of the French Resistance. Souvenirs were exchanged between the two cities to mark the establishment of contacts. Dijon residents presented Stalingraders with the Great Sword - their coat-of-arms. These and other gifts can now be seen in the city's museum.

That was how friendship and cooperation between cities came into being. To promote thi.i movement a new international body - the United Towns' Organization - was set up in April, 1957. The last Sunday in April was declared the World Day of twinned cities. The emblem of the organization is a big key against the background of a blue globe crisscrossed by parallels and meridians. At present the organization unites more than 2,000 cities in Europe, Asia, Africa and America. More than 100 Soviet cities maintain contacts with 250 cities in other countries.

Cooperation born of the joint struggle against fascism for peace and democracy, contributes to the solution of many common problems facing cities in our time, among them - protection of the environment, organization of communal services, municipal transport, etc.

Twinned cities do not leave each other in trouble. Suffice it to recall the days when unprecedented floods brought disaster to some cities in Italy. On the very next day the residents of the Soviet cities of Kiev, Tbilisi, Kharkov, Krasnodar and Novorossiisk sent to Florence, Bologna, Palermo and Ferrara food, medicaments and other urgent necessities. Soviet "twins" immediately announced their readiness to dispatch experts in the restoration of art treasures to Florence, where many unique works of art were damaged as a result of the flood.

Days of twinned cities are becoming ever more popular.

During the 20 years since its inception the United Towns' Organization has carried out various measures for the strengthening of mutual understanding. The motto of the organization - "Unite cities in order to unite the peoples" - has rallied young and old

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cities on our planet. Their cooperation has markedly grown in recent times, in the more favourable international climate. The big family of friendly cities in our day is a vivid testimony of the materializing process of detente.

A "NONLINEAR" PERSONALITY

Rem Khokhlov died in 1977 at the age of 51. It seems a tragic absurdity: he could have gone on working brilliantly for another two or three decades. Nor is there any consolation in the fact that in the last fifteen years of his life he had traversed a path which takes many others a lifetime. He was a member of the USSR Academy of Sciences, rector of Moscow University, Lenin Prize winner, deputy of the USSR Supreme Soviet, a member of the Central Auditing Commission of the CPSU and vice-president of the International Association of Universities. But above all he was a researcher whose work does honour to worJd physical science.

And he was also a mild, kind, and at the same time, daring person, given to taking chances. Some of his colleagues were inclined to think that Rem all too often tempted fate.

He once made a parachute jump without any preliminary training whatsoever. On a dare he walked across and back along a shaky log stretched over a mountain torrent. He disarmed a hooligan who was brandishing a knife in a suburban electric train.

But that was only one facet of his character. In sharp confrontations, when "common sense" suggested he should hold his tongue for the sake of peace and security, Khokhlov, who was by nature reticent, never once hesitated to speak up.

His parents belonged to the first generation of the Soviet technical- intelligentsia. For them an urge to change the world was inseparable from human decency - personal, scientific, civic. "Be the kind of person you want your child to become." Rem absorbed this principle thoroughly and well.

When nazi Germany attacked the Soviet Union in 1941, Rem was only 15 years old and had just completed the seventh form. He could have gone on studying. But he considered it his duty to replace plant workers who had gone to the front. He worked for three years as a motor-car mechanic. At night he read textbooks, battling against terrible fatigue. In 1944 he took external exams for the 8th-10th forms of secondary school and entered the Moscow Aviation Institute. A year later he transferred to the Physics Department of Moscow University.

Khokhlov published his maiden scientific effort in 1948, when he was in the fourth year at the university. The work was of a purely practical nature - dealing with radiophysics. His fellow-students who were then mad about atomic physics, were amazed at the choice of such a modest theme by a young man who was thought to have great promise. When Rem turned his attention to what is known

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as nonlinear phenomena, many people regretfully said that a capable lad was wasting his talents.

They were wrong, but this did not become obvious until the advent of masers and lasers. In this new field Khokhlov immediately emerged as a leader and his works on nonlinear phenomena earned him world renown.

Nonlinear phenomena appealed to Khokhlov the scientist. Possibly, this has something to do with his nature: as a man he also defied "linear" schemes and analogies. His interests went far beyond experimental physics - his main field of research. An analyst, he sought universal relationships, for instance, between sciences which stood far apart, between the humanitarian and natural principles of life. When old friends dropped into his rector's office and saw heaps of books on philosophy, biology and linguistics, they were wont to ask: "Do you really understand all these books?"

He was rector of the oldest and largest educational establishment in the country and an active member of the Academy of Sciences.He was entrusted by its Presidium to develop a scheme of relationships between all education institutions and the Academy's science. This spectacular programme is far from completed. Khokhlov had ambitious plans. He believed that by the 21st century universities and institutes would have to extend their activities beyond the younger generation, beyond the framework of'training personnel, and become education centers for the whole people.

The well-planned routine of this scientist and administrator included visits to the theatre, above all, ballet performances, previews of impressionist art exhibitions, sport activities. When students did their morning exercises on the slopes of Lenin Hills, they could regularly see their rector jogging along in a gym suit. Khokhlov could run 20 kilometres like a good stayer. In winter he would bathe in an ice-hole. He was a first-rate car driver and went in for downhill skiing. He was a mountain climber and made four ascents of peaks over 7,000-metres high.

Even in his rectorate days, deep down in his heart he remained the same old Rem he had been in his student days. His coevals were envious of his relations with the students, whom he treated as his equal, overlooking the difference in age and position. The dominant quality of this scientist and administrator was that he had no fear of talented people around him. Perhaps he would not have been what he was without constant contact he had with such people. And then he was capable of quickly "helping people to achieve independr ence in science", as a former fellow-student observed.

The time will come when the gamma-laser will go into mass production. Then man will be able to transmute one chemical element into another on an industrial scale, gratefully remembering the Soviet scientist Rem Khokhlov, who fathered the "crazy" idea, opening the way for it from the field of semi-fantastic hypotheses and research to engineering development.

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NEW TRADITIONS IN A NEW WORLD

Soviet reality has brought to life new traditions and customs, new national holidays. Such are the celebrations marking the anniversaries of the October revolution, First of May, Soviet Constitution Day, International Women's Day, Victory Day. Each of them is a red-letter day and has its own specific features and unique colouring.

In the USSR the First of May is celebrated not only as the international workers' solidarity day but has also become a national festival of Spring .and Labour. In the morning hours of May 1st demonstrations of working people are held throughout the country. Coloured flags, red banners and slogans form a bright multi-coloured pattern against the first spring verdure. Songs ring all day long in the streets and squares of towns and cities. In the evening public merry-making begins, culminating in a gun salute of fireworks.

The October holiday has its own features. This is a holiday of revolutionary traditions. On November 7 military parades are held in Red Square in Moscow and in the capitals of the Union Republics, followed by working people's demonstrations. Like the First of .May, the October holiday is celebrated in each family. People send greetings to each other with festive cards and telegrams. Relatives and friends gather for a holiday dinner. The press, radio and TV mark the feats of revolutionary heroes and the achievements of outstanding Soviet people. At enterprises, in clubs, theatres and concert halls meetings, evenings and holiday concerts are held.

In the Soviet Union International" Women's Day is celebrated on March 8 on a grand scale. The fluffy spring of the mimosa flower has become a symbol of the holiday: it can be observed on badges and holiday postcards. On this day all women feel as if it is their holiday! They receive warm congratulations, diplomas and valuable presents, flowers and souvenirs.

Holidays in honour of people of different professions are becoming more popular with each passing year. There are Days of metallurgists, fishermen, geologists, etc. On these days festive meetings are held for people in the corresponding profession throughout the country and the best specialists and collectives are congratulated and awarded. Gala concerts are held in theatres and factory Palaces of Culture and transmitted over TV and radio. Public merry-making goes on in the parks.

It has become a tradition to mark one's initiation into the ranks of workers, and in the village, to celebrate one's first day at the tractor wheel. In a festive atmosphere the young workers receive tools inscribed with their names and gifts, and young people's balls are held in their honour.

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^*For the instructions how to work at the texts and topics see pp. 6-7.

VOCABULARY LIST TO UNITS FOURTEEN-FIFTEEN

A
adhere v to adhere to a policy (principle, course, treaty, etc)	придерживаться; быть верным придерживаться политики (принципа, соглашения и т. д.)
adopt v	принимать
to adopt a constitution (resolution, etc)	принять конституцию (резолюцию и т. д.)
agreement n	соглашение, договор
an interim agreement to conclude (sign) an agreement	временное соглашение заключить (подписать) договор
amateur a	непрофессиональный, самодеятельности
an amateur talent group	тельный; кружок художественной самодеятельности
area n	район, область
a backward outlying area (of tsarist Russia)	отсталая окраина (царской России)
arms n	оружие, вооружение
strategic arms the arms race to curb the arms race	стратегические вооружения гонка вооружений обуздать гонку вооружений
atomic a	атомный
atomic energy the peaceful uses of atomic energy the atom-for-peace policy	атомная энергия использование атомной энергии в мирных целях политика мирного использования атомной энергии
automate v	автоматизировать
automated a a fully automated plant	автоматизированный автоматизированное предприятие
automation n	автоматизация
autonomous a	автономный
an autonomous republic	автономная республика
an autonomous region	автономная область
an autonomous area	автономный округ
autonomy n	автономия
В
ban v	запрещать
to ban nuclear tests	запретить испытания ядерного оружия
ballot n	избирательный бюллетень; голосование (тайное)
by secret ballot	тайным голосованием
benefit n	пособие
sick benefit	пособие по болезни

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C
capacity n	мощность
annual capacity to have a capacity (with a capacity) of 2,000,000 kilowatts	годовая производительность иметь мощность (мощностью) в 2 000 000 киловатт.
(public) catering n	общественное питание
a catering institution/establishment	предприятие общественного питания
census n	перепись населения
to take the census	проводить перепись населения
a census taker	переписчик (населения)
according to the census	по данным переписи
coexistence n	сосуществование
peaceful coexistence	мирное сосуществование
to pursue a policy of peaceful	проводить политику мирного
coexistence	сосуществования
college n	колледж
a teachers' training college	педагогический институт
a technical junior college	техникум
committee n	комитет
to set up a committee	создать комитет.
the USSR Committee of Youth Organizations (CYO)	Комитет Молодежных Организаций СССР (КМО СССР)
competition n	соревнование, состязание
peaceful competition	мирное соревнование
Note: socialist emulation	соцсоревнование
complex n	комплекс
a territorial-industrial complex	территориально-промышленный комплекс
comprehensive а	всесторонний, обширный, исчерпывающий
a comprehensive program (plan, review, etc)	всесторонняя (обширная) программа (план, обзор и т. д.)
consume v	потреблять
consumer n	потребитель
consumer(s') goods	товары широкого потребления
consumption n	потребление
contribution n	вклад
to make a contribution to the cause of peace (to science, etc)	внести вклад в дело мира (в науку и т. д.)
council n	совет
the USSR Council of Ministers the АН-Union Central Council of Trade Unions (AUCCTU)	Совет Министров СССР ВЦСПС
the Students Council of the USSR	Студенческий Совет СССР
the Council for Mutual Economic Assistance (CMEA)	СЭВ

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the UN Security Council	Совет Безопасности ООН
the World Peace Council	Всемирный Совет Мира
Note: a Soviet	Совет
the Supreme Soviet	Верховный Совет
the Soviet of the Union	Совет Союза
the Soviet of Nationalities	Совет Национальностей
Créche [krei∫] n	ясли
créche and kindergarten facilities (child-care institutions)	детские дошкольные учреждения
D
day n	день, праздник
May Day	1-ое Мая
Victory Day	День Победы
Constitution Day	День Конституции
International Women's Day	Международный женский день
Soviet Army Day	День Советской Армии
decorate v	награждать
to decorate smb with an order, a medal Syn: to award smb an order, a medal	награждать орденом, медалью
degree n	ученая степень
a doctor's degree (the degree of doctor of sciences) the degree of Master (candidate) of sciences	степень доктора наук степень кандидата наук
deposit(s) n	залежи (полезных ископаемых)
coal (ore, gold, diamond, etc) deposits	залежи угля (железной руды, золота, алмазов и т. д.)
detente ['dei'ta:nt] n	разрядка международной напряженности
to make detente irreversible	сделать разрядку необратимой
to reinforce political detente by military detente	подкрепить политическую разрядку военной разрядкой
disarmament n	разоружение
general and complete disarmament	всеобщее и полное разоружение
display n	показ, демонстрация
a military display (parade)	военный парад
a gymnastic display	парад физкультурников
dissertation n	диссертация
to defend a dissertation thesis for a degree	защитить диссертацию на соискание ученой степени
Е
economy n	экономика, хозяйство
to expand/build up the economy of a country	развивать хозяйство страны

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economic a	экономический
a rapid economic upsurge	бурный экономический подъем
education n	образование
universal compulsory, seconda-. ry (10-year) education	всеобщее среднее обязательное (10-летнее) образование
specialized secondary education	среднее специальное образование
higher education	высшее образование
efficiency n	эффективность; действенность
to ensure maximum efficiency and top quality	обеспечить максимальную эффективность и высокое качество
elect v	избирать
to elect on the basis of universal, equal and direct suffrage	избирать на основе общего, равного и прямого голосования
elections n	выборы
engineering n	техника; машиностроение
engineering industry	машиностроительная промышленность
engineering products	продукция машиностроения
entity n	единство; общность
a new historical entity of men - the Soviet people	новая историческая общность людей - советский народ
environment n	окружающая среда
environmental conservation/ protection	защита окружающей среды
estimate v	оценивать
to estimate (reserves) at	оценивать (запасы) в
to be estimated at	оцениваться в
exceed v	превышать
to exceed the pre-war level	превышать довоенный уровень
expand v	расширять
to expand (business, economic, cultural) ties/contacts with	расширять (деловые, экономические, культурные) связи, контакты с ...
to expand mutually beneficial/advantageous cooperation	расширять взаимовыгодное сотрудничество
extraction n	добыча
oil extraction	добыча нефти
to increase (oil) extraction	увеличить добычу (нефти)
F
facilities n	удобства, средства обслуживания; оборудование
public facilities	средства массового обслуживания (транспорт, школы, больницы и т. д.)

351

public health/medical facilities	медицинское обслуживание
cultural facilities	культурные учреждения
sports facilities	спортивные сооружения
flourish v	процветать, преуспевать
flourishing a	процветающий, преуспевающий
freedom n	свобода
freedom of speech and the press	свобода слова и печати
freedom of assembly	свобода собраний
freedom of forming public organizations	свобода создавать общественные организации
freedom of conscience, religious beliefs	свобода совести, вероисповедания
fulfil v	выполнять
to fulfil the plan ahead of schedule	досрочно выполнить план
to fulfil the plan 10Э per cent	выполнить план на 100 %
to fulfil one's pledges	выполнить взятые обязательства
G
gains n	завоевания.
the gains of a revolution	завоевания революции
gala [‘gа:1ə] n	празднество
a gala concert	праздничный концерт
goal n	цель
to set (oneself) a goal	поставить (себе) цель
H
housing n	жилище, жилье
housing construction	жилищное строительство
holiday n	праздник, день отдыха; отдых
a holiday centre/home	дом отдыха, здравница
I
illiterate a	неграмотный
illiteracy n	неграмотность
to abolish/to wipe out illiteracy	ликвидировать неграмотность
income n	ДОХОД
national income	национальный доход
per capita income	доход на душу населения
real incomes	реальные доходы
the steady growth of real incomes	постоянный рост реальных доходов
indigenous [in'didჳinəs] a	местный
indigenous population	местное (коренное) население
incentive n	стимул
economic (moral) incentives	материальные (моральные) стимулы

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to create incentives for	создавать стимулы для
increase v	увеличивать; увеличиваться
to increase (to be increased)	увеличивать (увеличиваться)
by 150 per cent	на 150 %
many-fold (20-fold)	во много раз (в 20 раз)
industry n	промышленность; отрасль промышленности
heavy mdustry	тяжелая промышленность
light industry	легкая промышленность
key industries	ключевые отрасли промышленности
issue n	спорный вопрос; предмет обсуждения
an urgent (pressing, burning) issue	насущный (острый, жгучий) вопрос
L
land n	земля
arable land	пахотная земля
virgin and (long) fallow lands	целинные и залежные земли
to open up/to plough up virgin lands	осваивать целинные земли
the virgin land development	освоение целинных земель
leave n	отпуск
paid leave	оплачиваемый отпуск
sick leave	бюллетень, больничный лист
legislation n	законодательство; законодательная власть
labour legislation	трудовое законодательство
legislative a	законодательный
a legislative body	законодательный орган
line n	линия
a (production) line	конвейер, поточная линия
a pipe-line	трубопровод
to lay a gas (oil) pipe-line	строить (прокладывать) газо-(нефте) провод
an electric-power transmission line	линия электропередачи (ЛЭП)
to erect an electric-power transmission line	строить линию передачи
livestock breeding	Животноводство
M
maintenance n	поддержание, обеспечение
social maintenance	социальное обеспечение
maintenance of peace	поддержание мира

353

manpower n	рабочая сила
manpower shortage	нехватка рабочей силы
meeting n	собрание, совещание; заседание; митинг
a public meeting	общее собрание; митинг (собрание) представителей общественности
a festive meeting	торжественное собрание
merry-making n	празднество
public merry-making	народное гуляние
missile n	ракета
a medium-range nuclear missile	ядерная ракета среднего радиуса действия
mushroom v	быстро расти; появляться в большом количестве
N
nation ['nei∫n] n	нация
national ['næ∫nl] a	национальный
nationality [,næ∫ə'næliti] n	национальность
the nationalities question (policy)	национальный вопрос (политика)
needs n	нужды
to meet the needs of the population	удовлетворять нужды населения
nominate v	выдвигать
to nominate candidates to the Soviets	выдвигать кандидатов в Советы
O
objective n	цель, задача
operation n	действие; эксплуатация
to put into operation	вводить в действие
to be in operation	действовать
organization n	организация
a primary organizaticn	первичная организация
the Warsaw Treaty Organization	Организация Стран Варшавского Договора
output n	выпуск
industrial output	выпуск промышленной продукции
agricultural output	выпуск сельскохозяйственной продукции
annual output	годовой выпуск
gross [grous] output	валовой выпуск
gross national product (GNP)	валовой национальный продукт

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P
patron ['pettrən] n	шеф
a patron (of a school)	шеф (школы)
to exercise patronage over	осуществлять шефство над
peace n	мир
stable (lasting, secure) peace	прочный (длительный) мир
to secure/ensure peace	обеспечить мир
to maintain/preserve peace	сохранять мир
to work for peace	бороться за мир
peace-loving а	миролюбивый
pension n	пенсия
an old-age (disability) pension	пенсия по старости (по инвалидности)
to retire (on a pension)	уйти на пенсию
policy n	политика
consistent policy	последовательная политика
to pursue a policy of peace	проводить политику мира
population n	население
urban (rural) population	городское (сельское) население
population density (per square km)	плотность населения (на кв. км)
populated а	населенный
densely (sparsely) populated	густонаселенный, малонаселенный
a populated centre	населенный пункт
power n	власть; сила; могущество
to be in power	быть у власти
to come (to bring) to power	прийти (привести) к власти
to take power (into one's hands)	взять власть (в свои руки)
prize n	награда, премия, приз
the International Lenin Peace	Международная Ленинская
Prize	премия "За укрепление мира между народами"
to win a prize	получить приз/премию, награду
a prize winner	лауреат премии
produce ['prədjus] n	продукция
agricultural /farm produce	сельскохозяйственная продукция
staple ['steipl] produce	основная (составляющая важнейшую статью) продукция
production n	производство
means of production	средства производства
public ownership of the means	общественная собственность на
of production	средства производства
productivity n	производительность
labour productivity	производительность труда

355

to raise/increase labour productivity	увеличивать производительность труда
programme n	программа
to put forward (set forth) a programme	выдвинуть программу
to implement a programme	осуществить программу
progress n	прогресс; успех
to make (good, great) progress in	добиться (хороших, больших) успехов в
project n	стройка; строительный объект
an industrial project	промышленный объект
a first priority project	важнейший объект
a Komsomol construction project	комсомольская стройка
to launch (complete) a project	начать (завершить) объект
prospect v	исследовать; делать изыскания
to prospect for oil (gold, etc)	искать нефть (золото и т. д.)
prospecting n	разведка
oil (coal, etc) prospecting	разведка нефтяных (угольных и т. д.) запасов
provide v	снабжать; предоставлять
to provide grounds fop	обеспечивать основу для
provision n	положение, условие (договора, закона и т. п.)
R
rate n	темп; процент; доля
development rate	темп развития
birth rate	прирост населения
death rate	смертность
relation n	отношение, связь
good-neighbourly relations	добрососедские отношения
to establish (maintain) goodneighbourly relations	установить (поддерживать) добрососедские отношения
render v	оказывать
to render all-round assistance to	оказывать всестороннюю помощь
republic n	республика
a sovereign republic	суверенная республика
a union republic	союзная республика
an autonomous republic	автономная республика
reserves n	запасы
coal (gas, timber, etc) reserves	запасы угля (газа, леса и т. д.)
resources n	ресурсы
water-power (raw material, food-staff, etc) reserves	гидро-энергетические (сырьевые, продовольственные) ресурсы
respond v	отвечать, делать в ответ
to respond to a call	откликнуться на призыв

right n	право
universal, equal and direct right to elect	всеобщее, равное и прямое избирательное право
basic rights	основные права
to have the right to work (rest and leisure, health protection, housing, education, etc)	иметь право на труд (отдых, охрану здоровья, жилище, образование и т. д.)
to guarantee the right	гарантировать право
to enjoy equal rights	пользоваться равными правами
S
salute [sə'lu:t] n	салют
to fire a salute of twenty (artillery, gun) salvoes	произвести салют из двадцати (артиллерийских) залпов
satellite n	спутник
to put an artificial satellite into orbit	вывести искусственный спутник на орбиту
scale n	масштаб; размах
on a large (wide) scale	в большом (широком) масштабе
school n	школа
a ten-year secondary school	десятилетняя средняя школа
a vocational school	профессионально-техническое училище
a correspondence school	заочная школа
a boarding school	школа-интернат
secede v	выйти из состава
the right to secede	право выйти из состава
secure a	безопасный; благополучный; надежный
to feel secure about one's future	чувствовать уверенность в завтрашнем дне
security n	безопасность; обеспечение
world security	международная безопасность
material security	обеспеченность; уверенность в завтрашнем дне
social security	социальное обеспечение
site n	участок
a construction/building site	строительный участок, площадка; стройка
a camping site	кемпинг
site v	помещать, располагать
to be sited	быть расположенным; находиться
skills n	навыки
industrial (practical) skills	производственные (практические) навыки

356

to acquire (form) practical skills	приобрести (усвоить) практические навыки
sophisticated a	сложный
sophisticated equipment (mechanisms, etc)	сложное оборудование (механизмы и т. д.)
(outer)space n	космос
space exploration	освоение космоса
spaceship/craft n	космический корабль
to put a spaceship into orbit	вывести космический корабль на орбиту
to bring a spaceship down to the ground, to land a spaceship	возвратить космический корабль на землю
standard n	уровень; норма; стандарт
living standards	уровень жизни
to raise living standards	повышать уровень жизни
to provide higher living standards	обеспечивать более высокий уровень жизни
station n	станция
a water-power (nuclear power, thermal) station	гидроэлектростанция (атомная, тепловая электростанция)
a seismic ['saizmik] station	сейсмическая станция
a permafrost station	станция по изучению вечной мерзлоты
system n	система, строй
a socio-political system	общественно-политический строй
a collective security system	система коллективной безопасности
the world socialist system	мировая система социализма
T
talks n	переговоры
summit talks	переговоры на высшем уровне
disarmament talks	переговоры о разоружении
strategic arms limitation talks (SALT)	переговоры об ограничении стратегических вооружений (ОСВ)
team n	бригада, отряд
a students' building team	студенческий строительный отряд
technology n	техника
science and technology	наука и техника
technological advance/progress	технический прогресс
technological know-how	технический опыт/знания
tension(s) n	напряженность
to ease (lessen, relax, reduce) tens ion (s),	ослаблять (уменьшать) напряженность

357

to increase/neignten international tension(s)	усиливать международную напряженность
title n	титул, звание
the title of Hero of the Soviet Union (Hero of Socialist Labour, master of sports)	звание Героя Советского Союза (Героя Социалистического Труда, мастера спорта)
to have a title conferred on one	получить звание
treaty n	договор
a nuclear test ban treaty	договор о запрещении испытаний ядерного оружия
a treaty on non-proliferation	договор о нераспространении
of nuclear weapons	ядерного оружия
value n	ценность; качество
moral values	моральные ценности
U
union n	союз
a voluntary union of free nations	добровольный союз свободных наций
the Artists (Writers, etc) Union	Союз художников (писателей и т. д.)
unity n	единство
to strengthen /consolidate the unity of	крепить единство
V
voucher [vaut∫ə] n.	путевка
a voucher for accommodation in a holiday centre (rest home)	путевка в дом отдыха
to get a voucher at a 30 % discount	получить путевку со скидкой на 30 %
W
wage(s) n	заработная плата
wages and salaries	заработная плата рабочих и служащих
weapons n	оружие, средства
weapons of mass destruction	оружие массового уничтожения
forward-based nuclear weapons	ядерные средства передового базирования
welfare n	благосостояние
public welfare	народное благосостояние
war n	война
to prevent/avert wap	предотвратить войну

358

work n	работа, труд
manual (intellectual) work	физический (умственный) труд
to erase distinctions between manual and intellectual work	стереть различия между физическим и умственным трудом
Z
zone n	зона; пояс
a time zone	часовой пояс
a climatic zone	климатический пояс
the Non-Black Earth Zone	Нечерноземная зона

359

KEYS TO THE EXERC/SES

Unit one

Ex. XV, p. 24

1. I wish I could buy that dictionary. But they say it is sold out. 2. I wish there was a telephone here. 3. I wish we lived in the same house. 4. In the evening it started to rain heavily. I wished I had taken my umbrella! "5. She must be waiting for us at the entrance of the Institute. 6. He can't have forgotten about our meeting. Something must have happened. He may have missed the bus. 7. Can he have said that to you? You must have misunderstood him (evidently you did not understand him). 8. If he is not here, he must be working at the library. 9. She must have gone to the station to see her mother off. 10. Evidently he did not follow his friends' advice and went there alone. 11. Evidently he told her nothing. 12. Evidently nobody noticed her leave the room. 13. Last winter I used to spend every evening at the library. 14. She used to call on us every evening when she was in Moscow. 15. Now that your parents are away, you'll have to take care of your sister. 16. Now that I have told you everything, it will be easier for us to decide what to do.

Ex. XXI, p. 27

1. Becky could not help bursting into tears when she learned that they had lost their way in the cave (when they had got lost in the cave). "I wish I hadn't come with you, Tom," she said, crying. - "Pull yourself together, Becky! They'll soon find us. They must be looking for us already."

On the third day, when the children had lost all hope of getting out of the cave Tom saw daylight.

Aunt Polly could not help feeling proud of Tom. It was he who had saved Becky.

2. When Mrs. Pearce showed Eliza into his study Higgins could not help being surprised to see the flower girl with whom he had -talked the previous day. "What did she come for, I wonder? Oh, she must have decided to take English lessons from me!" The thought amazed him so much (seemed so funny) that he couldn't help bursting into laughter.

3. Pickering suggested that Higgins should teach Eliza to speak correct English. He even offered to pay all the expenses of her education.

4. Mrs. Higgins could not help sympathizing (could not but sympathize) with Eliza when she learned what had happened in Higgins' house. "Don't cry, Eliza," she said. "Pull yourself together. Remember, you used to rely only on yourself. Now that you can speak good English, you have every opportunity to become independent again and earn a better living."

5. Father Cardi shook hands with Arthur and began to ask him questions about his studies at the University. "I'm sure you'll live up to Montanelli's recommendation," said Cardi. "Now that he is away, we'll see a lot cf each other. 1 hope we'll make friends. Come next Friday. I'll be waiting for you." With .these words he dismissed Arthur.

Revision, p. 31

1. Molly had already been out of work for six months. She had lost all hope of finding anything suitable when she was offered the post of (a) teacher (a post as-(a) teacher) in a small village school. Molly accepted the offer without the slightest hesitation and the next day she went to the village. There was nobody to see her off at the station, so she got on the train at once and sat down by a window.

2. When Molly got off the train, she saw that nobody was waiting for her at .the station. "Mr. Whiteside must have forgotten about me," she thought. She wished

361

she had sent him a telegram. It would have saved her a lot of trouble. Now there was nothing she could do but go to the village school alone.

3. Suddenly a young man came over to Molly and asked if he could help her in any way. Molly had no intention of getting into conversation with a stranger, but there was something so kind and sincere about him that she couldn't help telling him about her troubles. The young man offered to drive Molly to Mr. Whiteside's place. After some hesitation Molly agreed.

4. As Molly approached Mr. Whiteside's house, she grew more and more nervous. She was afraid of making a poor impression on him. For quite a while she stood in front of his door, but then pulled herself together and rang the bell. A tall elderly woman opened the door. It was Mrs. "Whiteside. She showed Molly into her husband's study and introduced her.

5. Mr. Whiteside rose to shake hands with Molly. "Sit down, please," he said. Molly saw a bright watchful face and dark lively eyes. His voice sounded gentle. Mr. Whiteside saw that the girl was scared (was Very frightened) and he couldn't help sympathizing with her. He wished he could cheer her up, but he did not know how to do it. "Miss Morgan," he said at last, "tell me about yourself."

6. "Our family was very poor," Molly began timidly. "We could hardly make both ends meet. When Mother died, we had no money at all. A rich lady offered me a living-in job in her house as a servant. I worked practically for nothing, just for a place to sleep and eat, but I was able to attend classes in the evening. I dreamed of becoming a teacher. Whatever job I did, I used to say to myself, 'One day I'm going to be a teacher.' "

7. "It took me a long time to find a job after graduating from college." Molly checked herself, looked at Mr. Whiteside and asked in a low voice, "You'll take me on, won't you?" - "Certainly, Miss Morgan. We'll take you on. And now go and have a rest. You must be tired." Molly didn't expect to be dismissed so soon. She got up irresolutely and went to the door.

Unit two

Ex. XV, p. 49

1. H he had followed your advice (taken your advice) he would not have had an accident. 2. When do you think of coming to Moscow? If I knew it now, I would order tickets for the theatre for you in advance. 3. If We had left the house five minutes earlier, we would have caught the ten-o'clock train and would be now approaching Moscow. 4. I'm sure you know the rule. If you were not so careless, you would not have made this mistake in the translation. 5. We would have spent the whole day out in the country last Sunday if the weather had not been so bad. 6. If I had known you would come, I would have stayed at home. (If I knew that you would come, I would stay at home.) 7. What would you have answered if he had asked you about it (what would you answer if he asked you about it)? 8. By seven o'clock everybody had gathered in the hall and was waiting for the meeting to begin. 9. I must have my tooth out. I've been suffering from toothache for a week. 10. The boy waited for a long time for somebody to open the door. 11. Yesterday I had my TV set repaired. 12. I do not expect them earlier than on Monday. 13. Why not have your hair done? When did you last have your hair cut? 14. Where can I have my suit cleaned? 15. The fence wants (needs) whitewashing. 16. The dress wants (needs) washing. 17. Your shoes want (need) polishing. 18. Do you want this article translated? Why not ask Ann to do it, she knows French very well. 19. What prevented you from ccming to see us last night? 20. I am thinking of taking a trip down the Volga this year. 21. The boys locked forward to running away to Jackson's Island. They dreamed of being pirates. 22. He insisted on leaving immediately.

Ex. XXII, p. 53

1. Kerni couldn't help being surprised to hear the door bell. He did not expect anybody at such a late hour. He had just finished his work and wanted to go to bed. That day he had been working since morning. 2. Quite by chance the Invisible Man found himself near Kemp's house. He was hungry and was in great pain (was

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suffering) from the wound he had got in the fight with the villagers of Iping (with the people of Iping). 3. Kemp was astonished to discover that the Invisible Man was in his house. 4. "I intended to leave the place," said Griffin, "but now that I have found you, I would (should) very much like to work together with you ... I have brilliant plans, but I'm absolutely broke ..." 5. Kemp understood that if he accepted Griffin's proposal he would also have an opportunity to work at the problem of invisibility ... 6. Though Kemp was scared, he tried to keep his presence of mind. "How did you manage to become invisible?" he asked in a quiet steady voice as if nothing had happened. 7. "You are doubtless familiar with the works of Professor X. He made wonderful discoveries. But I went further," the Invisible Man began, but checked himself ... Kemp felt that Griffin was very agitated and could hardly control himself, but somehow he did not feel any sympathy for him. 8. Kemp had no doubt that Griffin was telling him the truth, and yet all that he was saying seemed incredible. "If I had not met Griffin in my house, I would never have believed that there was an invisible man in the world," he'thought. 9. "Now that you know my secret, you won't refuse to work with me," said Griffin. "Nothing will prevent us from making new discoveries." 10. Kemp suggested that Griffin should stay in his house for the night. The Invisible Man could not get to sleep for a long time that night.

Revision (Units One, Two), p. 57

Ex. I, p. 57

1. "I'd like to have these documents typed." - "All right, leave the documents with the secretary." 2. "Why is there a light in his room? He can't still be working."- "He must have forgotten to switch it off when he was leaving." 3. I've been looking for the house for a quarter of an hour already, but I can't find it anywhere. She must have given me the wrong address. She can't have done it; on purpose. She must have done it by mistake. 4. She can't have gone home. She must be waiting for us somewhere in the Institute. If she had decided to leave, she would have left a message for me with the secretary. 5. I must have my watch repaired. It stops now and then. 6. Your skirt needs pressing. 7. I must have my coat cleaned. 8. He can't have forgotten about the meeting. He may not have received your letter. 9. "None of them rang us up yesterday. Can they have left Moscow?" - "They can't have le;ft without saying good-bye to us." 10. I wish I were (was) in Leningrad now. 11. How he wished he could drive a car! 12. He wished he had asked for her telephone number. If he had known it, he would have rung her up. 13. He wished they would visit him. 14. Can he have refused to go there? 15. This house must have been built at the beginning of the century. 16. The weather was good and Nick suggested we walk to the station. 17. I would be very grateful if Nick offered to drive me to the station, it is raining so hard. 18. I have no doubt (I don't doubt) that we'll persuade him to stay with us for a few mare days. 19. She tried to convince him that it was necessary to go there immediately. 20. I've serious doubts whether somebody can finish the work today. 21. Victor had been under treatment for two months when at last he felt better.

Ex. II, p. 57

1. Mr. Butt was a fussy old man and a great bore. His friends tried to avoid him as he was in the habit of offering them his help (in the habit of offering to help them) which was not wanted (which they never asked for). Some of them even tried to cure Mr. Butt of his bad habit, but all their efforts were in vain. "I'd feel miserable if my friends refused my help," Mr. Butt would repeat.

2. Late one night I met Mr. Butt in the street. He was hurrying somewhere. He said he was going to a certain Mr. Jones, the son of an old friend of his. I tried to persuade Mr. Butt to put off his visit till the morning. "They're sure to be asleep already. You'd better leave it till the morning." But Mr. Butt wouldn't hear of it. "Fred and his wife moved to our town only this week. I'm sure they have not made friends with anybody yet and are in need of help... I would have visited them yesterday if I had known they were here..."With these words he hurried away (hurried

"I wonder what the Joneses will think of such a late visitor. If I were them I wbuldn't let in that fussy old fellow," I said to myself.

363

3. Fred and Betty had just gone to sleep when there was a loud knock at the; door. Fred opened the door and was astonished to see Mr. Butt in the doorway. However, he could do nothing (there was nothing he could do) but invite him in. The room was in great disorder. The Joneses had had no (had not yet had) time to unpack all their things. Mr. Butt immediately offered them his help (offered to help them). He said he would come again in the morning. No matter how hard the Joneses tried to persuade him not to do it, he wouldn't listen (the Joneses tried in vain to persuade him not to do so, but he wouldn't listen).

4. Mr. Butt came to their place every day for a month, and Betty was in despair. "I wish we had not come to this awful town!" she exclaimed, over and over again. "If we had stayed at my parenls', we would never have met him ..."

There seemed no hope of getting rid of the old fusspot. One day driven to despair Betty suggested they move to another town or go back to her parents, but Fred did not agree. Suddenly an idea occurred to her. "Let's try to persuade him to go for a holiday somewhere."

"That's a brilliant idea!" exclaimed Fred, brightening. "We'll tell him that he does not look well and needs a good rest and medical treatment. We can even suggest a definite resort ..." And he produced (took out) a map to find some remote comer. "And what if he refuses?"

5. For a long time Fred and Betty tried to convince Mr. Butt that he was in need of (needed) a good rest. At last he gave in. That was luck. Not a minute had passed before he said: "Look here, my friends. Although I am persuaded (convinced) that I really need a thorough rest, I can't afford this luxury ..."

"But the luxury won't cost you anything. We're offering to pay all the expenses of your holiday ..."Mr. Butt stared at them in amazement. He couldn't utter a word. When he recovered he said: "Thank you very much, my dear friends. I'll return healthy and strong, I'll be helping you again ..."

Unit Three

Ex. XIV, p. 73

1. I'd better go to the station without waiting for Victor. There are only fifteen minutes left before the train starts. 2. You'd better go to a dentist immediately (see a dentist) before you have complications. 3. I don't feel well today. I'd rather stay at home. Go without me. 4. He'd better ring them up at once, otherwise (or else) it will be too late. 5. "Do you mind my smoking here?" - "You'd better smoke in the corridor." 6. I'd rather wait for the next bus. This one is overcrowded. 7. I'd better leave if you are going to speak to me like that. 8. We'd better not talk (stop talking) on this subject, otherwise we'll quarrel. 9. Professor Fox, head of the laboratory, was a famous physicist, a Nobel Prize winner. 10. You'd better ask Comrade Petrov about it. He was chairman of the commission which studied the problem. 11. "Meet Doctor Larin, head of the delegation." - "Glad to meet you. Meet my colleagues: this is Mr. Smith, chairman of the friendship society; this is Mrs. Harper, secretary of the preparatory committee." 12. "Who do you think will be chairman of the meeting?" - "I have no idea. I only know, that the report will be made by the dire:tor of our plant."

Ex. XIX, p. 75

1. Martin could no longer read. He felt faint with fatigue. He turned off the light and fell into a heavy sleep. 2. Tom and Huck hid behind the bushes and waited for the tavern door to open. At last the door opened and out came none other than Injun Joe. That was luck! At last they had found out (discovered) where Joe had been hiding all the time! 3. What the boys saw in the old house surpassed their wildest expectations. It turned out that the treasure which they had been hunting for for a whole week lay right under their very nose. 4. At last David reached the house of his aunt, Miss Betsy Trotwood, he felt faint with hunger and fatigue. 5. Crane taught Katrina singing and he always received a warm welcome at Van Tassel's house. 6. Though Crane had a lot of rivals, he didn't lose heart. Old Van Tassel was a kind man and easy to deal with. Crane thought he would have no difficulty in persuading the old m.an to marry his daughter to him. 7. Crane had never

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been a brave man. No wonder he fainted when he saw the headless horseman in front of him. When Crane came to, there was nobody around. "Can I have imagined all this?" thought the unfortunate teacher. 8. "I hope you'll stay in London for some more time?" asked Sir Robert. "It all depends," Mrs. Cheveley answered. "I know I'm not a welcome guest at your house, but I won't leave until I persuade you to support my plan." 9. Lord Goring advised Sir Robert to make inquiries about Mrs. Cheveley. "We've got to take every precaution to prevent Mrs. Cheveley from publishing the letter."

Revision (Units One-Three), p. 79

Ex. II b), p. 79

1. "We must be driving in the wrong direction. The places are not familiar to me. Can the driver have lost his way?" - "I don't think so. He must have taken another route which is not familiar to us. We'd better ask him where he's driving to. He may not have understood us." 2. Before Mrs. Clowes went to the new dentist, she made inquiries about his qualifications. On inquiry she decided that he was the very man she needed. 3. Mr. Cowlishaw suggested filling the tooth. She insisted on having it out. Mr. Cowlishaw felt that she was a difficult person to deal with. 4. Mr. Cowlishaw said he had had a lot of experience in taking out teeth, but Mrs. Clowes had grave doubts about it. However, she could do nothing but resume her seat in the chair and hope for the best. Mr. Cowlishaw told her to hold tight to the chair. Mrs. Clowes was scared. However, she pulled herself together. 5. It was Mr. Cowlishaw who fainted from nervous excitement. It took him a long time to come to.

Ex. HI, p. 80

HOW MR. PICKWICK LOST HIS WAY IN THE INN'

1. Sam showed (conducted) Mr. Pickwick to his room. "Here's your room, sir. If you need something (anything), call me, sir."

The room was warm and cosy. There was a bright fire (a bright fire was burning) in the grate. No doubt Mr. Pickwick would have spent a quiet night there if nothing, had happened. But this is what happened.

In the inn Mr. Pickwick had met his old friends. They had had a wonderful time together, and Mr. Pickwick was in a good mood. On entering (when he came to) his room he discovered that he had left his watch downstairs, in the parlour, where he had spent such a pleasant evening. "I wish I were not so absent-minded," he thought. For a moment he hesitated whether he should go downstairs at once cr wait till morning (came). "I'd better go immediately," he decided.

It was his favourite watch and he never parted with it. He liked to hear it tick by him. If Mr. Pickwick had known what he would have to go through he would not have gone to the parlour alone; he would have called his servant.

2. The thing was that the inn was famous for its long and gloomy passages. 'Anyone who came to stay at it had difficulty in finding his own room on the first day. Naturally Mr. Pickwick lost his way in the passages the moment he left his room. No matter how hard Mr. Pickwick tried to remember the way he had taken to get to his room after supper, his efforts were in vain (Mr. Pickwick tried in vain to remember the way ...'). "I wish I had called Sam. If I had done so, it would have saved me a lot of trouble." He was in panic. On top of that his candle went out and Mr. Pickwick found himself in complete darkness.

3. Quite by chance he stumbled (came) upon the parlour. The watch lay where he had left it.

His way back to his room was like a nightmare. In one of the passages he saw a door which was ajar. The door seemed familiar to him. He entered. Without doubt it was his room. He went over to the bed and began to undress. You can well imagine his horror when a minute later he saw somebody carrying a candle enter the room! He nearly fainted when he saw that there was a woman in the room. "I wonder what she is doing here," thought Mr. Pickwick, looking.out from behind the curtains of the bed. "I should have locked (I wish I had locked) the door. I wish

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I were not so absent-minded," he said again. It did not even occur to him that he had got (might have got) into another person's room (into the wrong room).

4. The woman pointed to the door and demanded that he should leave the room immediately. Mr. Pickwick understood nothing. "What does she mean? Why does she insist that I should leave my own room?" Then he said in a firm voice, "I won't. I'd rather (I prefer to) stay here!"

"What! What did you say?!" she screamed with indignation. "I'll call the landlord." Only now did Mr. Pickwick understand that he had got into another person's room. Mr. Pickwick apologized: "I hope that you will not tell anyone of what has happened ..." - "It all depends ..." said the woman, slamming the door in his face.

5. There is no doubt that Mr. Pickwick would have wandered about the passages all night long (the whole night) if it had not been for Sam, who for some reason (for no apparent reason) had made up his mind to see what his master was doing. To his astonishment he saw Mr. Pickwick slowly creeping along a passage in the dark holding on to the wall. "What are you doing/sir?" - "Oh, is that you, Sam? Thank goodness, I have met you. I lost my way in these awful passages," Mr. Pickwick took hold (caught hold) of Sam's hand and did not let it go until they came to his room. The night's adventure (incident) had such an effect upon Mr. Pickwick that the poor gentleman did not have a wink of sleep lhat night (did not sleep a wink that night).

Unit Four

Ex. VII. p. 98

1. You needn't have gone to the railway station. I would have booked the tickets by phone. 2. I did not have to go to the railway station - my brother booked .the tickets by phone. 3. You needn't come tomorrow. Your request will be discussed on Wednesday. 4. I didn't have to explain anything to him. He knows this kind of work very well. 5. You don't have to wait till the doctor is back. He has left your prescription with me. Here it is. 6. Is there any need to drive (need we drive) there? The road there is not interesting. I should think it would be better to go by train. 7. You needn't worry, I am sure nothing serious has happened. 8. I didn't have to remind him of the meeting. He rang me up and asked where it was to be held. 9. He doesn't have to do everything himself. We would (should) be glad to help him. 10. You needn't have copied the text. I would have been happy to type it for you. 11. I should suggest putting off the excursion till Sunday. 12. "How old do you think he is?" - "I would (should) say about forty." 13. Ask your friend to come over to us. He would help us with the translation and then we might (could) play chess. 14. Yesterday I would have gone to the theatre. But today I'm busy. 15. I would have accepted their offer. I don't understand why you refused.

Ex. XI, p. 112

1. Put the message (the note) on the table so that it can be seen at once (they can see it at once). 2. He closed the door so that nobody could (should) overhear them. 3. The teacher repeated the rule so that everybody could get (write, put) it down. 4. I went to my room so that I shouldn't be disturbed while I studied. 5. He said he would write to both of them so that neither (of them) should complain. 6. He moved (stepped) aside so that everybody could see what was written on the blackboard. 7. 1 refused every invitation so that I could meet him on Saturday. 8. Let's walk slower so that they can catch up with us. 9. A young man came to, see you. He said he was a school-mate of yours. 10. A friend of mine rang me up yesterday. He had just come back from his trip to Siberia. 11. I was annoyed by that remark of hers. 12. That boy of theirs has broken one of our windows again. 13. In the centre of New York Jeff came face to face with an old enemy of his family. 14. He repeated the conversation he had had with you word for word. 15. For two years I worked side by side with him.

Ex. XIV, p. 114

1. Griffin had worked (had been working) at the problem of invisibility for no more than two years when he hit upon a solution. 2. At first Mrs. Hall doubted . whether she should let the stranger in. But he said he would pay ki advance and

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it settled the matter. 3. The stranger must have decided to settle in Ipinp, because the next day he asked for his luggage to be sent to him at the inn. 4. The stranger must have been out of touch with all his friends (had not kept in touch with his friends) as he never received any letters. 5. Mrs. Hall got on Griffin's nerves (Griffin was annoyed with Mrs. Hall). She kept bothering him with silly questions. 6. "Excuse me for bothering you, but the clock in your room needs repairing (I must have the clock in your room repaired)," she said. - "I wish you would not disturb me while I am at work (while I'm working)," he said irritably. 7. The newcomer's strange behaviour began to get on Mrs. Hall's nerves. The mere fact that she did not know his name disturbed her peace of mind (worried her). She was always annoyed when somebody asked her about her newcomer's name and occupation. "I'll bet he is a criminal who is hiding from the police," said Teddy Henfrey, the watchmaker. "If I were you I would get in touch with the police." - "It's none of your business," Mrs. Hall cut him short. "I won't have anybody saying bad things (speaking badly) about my lodger." But Teddy Henfrey stuck to his opinion. 8. A few weeks later Mrs. Hall wished she had not let him into her inn. "We'll have to put up with him as long as he pays his bills," Mr. Hall said. "We can't afford to ignore su:h a rich visitor (guest)." Mrs. Hall wished she could ask him to move to another inn, but she had no courage to do so. 9. Legran settled on the island soon after he retired. I never lost touch with him and from time to time visited him on the island. I always received a hearty welcome. Legran used to take me round the island and talk in great detail about his discoveries In spite of the fact that he rarely came to New York, Legran kept in touch with events (was in touch with everything) in the city. 10. Mr. Saintsbury held out a few pages to Charlie and said, "Here's the part of Sammy. It is the most important part in the play." Charlie's heart sank at the thought that he might be asked to read it there and then. What excuse would he offer? He could not afford to tell them that he was almost unable to read. To Charlie's great relief, Mr. Saintsbury said, "Go home and learn the part by heart, word for word." "I'll bet that boy will bring fame to our theatre!" Mr. Saintsbury exclaimed when Charlie left them. Charlie told his brother in detail what had happened to him at the theatrical agency. 11. Tom had a rich imagination and he always knew how to amuse himself. 12. Last year we seldom entertained. Father did not feel well.

Revision (Units One-Four), p. 119

1. Thacker was well over fifty when an incident occurred which could have changed his whole life. One day a young man came to the consulate. He looked like a Spaniard. He stood still in the doorway for a minute or two as if considering something. "Good morning! Come in, please," Thacker said. "What can I do for you?" - "I think you can help me," the young man said. "My name is Dalton, Mr. Dalton, but you know it sounds funny to me to hear it. They simply call me the Kid. I've just come from Texas ..."

2. After hearing Dalton's story Thacker said: "Would you like a job?" - "What kind of job?" - "To make a fortune overnight and get away with it ..." - "It sounds inviting, but I'd like to hear the details ..."

3. "You could easily pass for Don Urique's son. The boy disappeared many years ago, but the parents have never lost hope of finding him. You and Don Urique's son are amazingly alike. You only need (to have) a tattoo on your left hand ... Don Urique is very rich. You'll steal the money from his safe and we'll get out of here at once. How does the scheme strike you?" - "It strikes me as somewhat risky (dangerous)... I've had no experience in acting, but no doubt the plan is original. I'll have a go." - "It's settled then," Thacker said, brightening.

4. "You must stick to our story, otherwise we'll lose the game," Thacker said and added with a smile, "I hope the local climate won't disagree with you ... Now about some details. When your tattoo heals up I'll get in touch with Don Urique. The consulate, I suppose, is the most suitable place for the meeting, and you'd better not go about the town so that no one should suspect anything."

5. Thacker hoped that the Kid would stick to his promise and would do his job ,at the first opportunity. However, the days went by and the Kid did not appear. He sent for the young man several times, but in vain. The young man kept silent.

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6. One day he called on Tha:ker at the consulate. "You needn't have sent for me so many times," he said coldly. - "But we'll lose our game if we don't stick together," Thacker said, and added mockingly, "Friends should stick together, shouldn't they?" The Kid stared at him in silence. "Well, let's have the matter out!" Thacker controlled himself with difficulty. "Have you changed your mind? Or ... are you going to say that the key to the safe sticks?" - "Not at all," said the_Kid abruptly. "The thing is this, I can't leave my 'mother' childless again. She II die of grief." - "Traitor!" exclaimed Thacker, trembling with indignation. ' 1 won't have that conduct from you ..." - "And I won't have you talking to me like this. I'm the son of Don Urique and I'll have nothing to do With you ..."

7. Thacker was struck dumb. The Kid's impudence was beyond the limit. For a while hz stood staring at the young man in amazement. Nobody knows what would have happened if the voice of Donna Urique had not broken the silence. "Where are you, my dear son?" - "Mr. Thacker, I advise you to keep your mouth shut. That will be much better for you than to be killed ... by accident." said the Kid, making for the door.

Unit Six

Ex. IX, p. 145

1. She should not remind him of his (this) mistake. It was so long ago. 2. I'm sorry you didn't come to see him off. You should have put off everything. 3. You should not have told him the news. He is very upset now. 4. I'm sorry, I ought not to have said that. 5. She must be angry with me. I should not have spoken to her so sharply. 6. I knocked several times before he let me in. "Why were you slow in opening the door?" I asked. 7. Our teacher happened to be passing at that moment. 8. I happen to know the man. 9. How did you happen to get lost (to lose your way) yesterday? 10. You seem to know everybody here. 11. He seems to like his profession. 12. John might have stayed at home and spent the evening with his wife, but he went to see his friends just the same. 13. "You might offer me a chair." -"Oh, I'm so sorry." 14. You might have warned me beforehand. I would have come earlier. 15. "They might have given me that watchman's job. They gave it to someone else."

Ex. XII, p. 147

1. "You must be very careful at work and not break the rules (any rules)," the foreman said to Carrie. "If you are not quick enough, you may injure your fingers." 2. Day had broken but Carrie could not get to sleep (could not sleep). She had a headache and she was shivering all over. The weather had been cold and wet all week long (the whole week) and she had no suitable clothes. No wonder she had caught a cold. "I'd better stay at home. I'm quite unable to go to work," Carrie thought. "And what if I am sacked (fired) and have to hunt (look) for a job again?" She shuddered at the thought. 3. Carrie was a pretty girl, and always attracted attention. However, she could not afford to dress well, and she lacked good manners. 4. One day she got acquainted with a young man. He was well dressed and made a deep impression on her. He promised to get in touch with her as soon as he was back from a business trip. 5. Two weeks had passed and Carrie had had no message from him yet. "I wish I could see him soon," thought Carrie. 6. At last the welcome letter came. With trembling hands she opened the envelope. 7.'Drouet suggested that Carrie should leavs her sister and rent a room. He was ready to pay all the expenses until Carrie found suitable work. 8. Carrie hesitated for a while, but then she accepted his help. 9. Carrie lacked the courage to tell her sister that she was leaving her, and she wrote her a note. 10. When Minnie read the note, she burst into tears. "I'm to blame for what has happened. We ought to have treated her with more consideration. Poor Carrie!" 11. "You are not.to blame for anything (it's not your fault)," her husband said to her. "We did all we could for her". 12. After Avis had spoken to the lawyer and the witnesses who gave evidence at the trial she understood that Ernest was right. Jackson was in no way to blame and should

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have got damages. He had lost the case as the company employed efficient lawyers who knew which side their bread was buttered on. 13. Everhard had no doubt that Colonel Ingram was good at cross-examination, and that Jackson was unable to prove that right was on his side. 14. He had bad luck. The bus broke down and he missed the last train.

Revision I

Ex. IX, p. 164

I

1. At noon, more dead than alive, David reached the outskirts of Dover. He felt faint (weak and faint) with hunger and fatigue. No wonder, he had been walking to Dover a whole week.

Before he started his search for his aunt (started looking for his aunt),, Miss Betsy Trotwood, David decided to have a rest (to rest a bit) and wait till it grew cooler. As he sat in the shade of a large tree he thought of his future. "And what (what shall 1 do) if my aunt does not allow me to stay (let me stay) with her? And what if she sends me back to Mr. Murdstone?" This thought drove him to despair.

2. When he came to the town he began to ask passers-by if they knew where Miss Betsy Trotwood lived, but everybody took him for a beggar and refused to talk to him. David had been wandering about the streets of the town for a long time when at last he came to a garden gate (he stopped before a garden gate). A woman was working in the garden. On seeing David she cried: "Go away, boy! I don't want any beggars here!"

David did not move. He had a feeling that he had found the right person (the very person) who would be able to help him. "I'm looking for Miss Betsy Trotwood, but nobody knows where she lives ... I've lost all hope of ever seeing her ..."

The woman stopped her work (working) and came up to David. "What do you want Miss Betsy for? She does not like boys," the woman said staring so hard at David that he felt ill at ease. "I'm David Copperfield, I have run away from home, they have treated me so badly there, I ..." and David burst into tears.

What happened then surpassed all David's expectations. He had hardly uttered these words when Miss Betsy Trotwood, for it was none other than her, gripped David by the collar and David felt himself being dragged somewhere.

3. David must have fainted from nervous excitement for when he came to he found himself lying on a couch in a very light room.

The next morning when David woke up it took him a long time to understand where he was. He sat up in bed and looked around. "Where am I? Can I be imagining all this?" He got hurriedly up, went .over to the door and.listened. He heard the already familiar voice. Now he remembered what had happened to him. He had run away from the Murdstones and found his aunt.

II

1. I had been wandering about London for a few hours already, hungry and miserable, when my attention was attracted to a window of a restaurant. I could not help stopping in front of it. "I wish I could go in and have a good dinner," I .thought, looking, at the delicious things displayed in the window. But I could not afford even a cup of coffee!

2. Suddenly I felt I was being watched (somebody was watching me). I looked around and saw a tall, grey-haired man who looked like a manservant. He came over to me and. said, pointing to the house next to the restaurant. "Would you mind coming up to the second floor with me?"

3. As I walked up the stairs after him I could not help wondering what it was all about (what it all meant). I was shown into a richly-furnished dining-room where two gentlemen were having breakfast. I at once felt faint with hunger. I stared at the foodi hoping that they would give rne something to eat, but the gentlemen had no intention of sharing their breakfast with me!

However, they shook hands with me and asked my name and my occupation. They seemed to like my answers and one of them said: "We have-decided to offer

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you a job. We won't go into details. "This letter explains everything. I can only say that if you don't live up to my hopes I'll lose my bet."

4. I was given a large envelope (a large envelope was handed over to me) and I had no time to recover from my amazement when the servant showed me to the front door, and I again found myself in the street. I was choking with indignation. "I won't have anybody treating me like this! What do they want from (of) me? I don't want to be mixed up in any affair! If I had known that it would end like that I would never have gone there ... I shouldn't have taken the envelope either ... 1 wonder what's there in it ..."

III

1. By one o'clock Mrs. Hall's visitor had rung the bell several times demanding breakfast. But Mrs. Hall did not pay any attention to his calls. She had made up her mind not to give him anything to eat until he had paid his bill. He had fallen behind again.

2. "1 wish I could get rid of him," she said to her neighbour. His strange behaviour gets on my nerves. The other day I made inquiries about him, but nobody knows where he lived before he came to Iping."

3. At a quarter past one Mrs. Hall heard her new lodger's bell again. Taking his bill she said: "I'll go and speak to him (have the matter out), I must settle the question once and for all."

"Excuse me, sir. Did you ring?" - "Yes, I'm hungry (I'm starving). I've been waiting for breakfast all morning. You must have forgotten about me." - "Not at all, I think you have forgotten that bills should be paid in time. I'm very sorry that I gave you the best room in my inn ..."

The stranger quickly came over to her. "I won't have you talking to me like .this. You don't know who I am ... I ... I'm a scientist ..."

4. But Mrs. Hall was not frightened this time. She said: "I have no doubt that you're a brilliant scientist, but I need my money. I can't afford to keep you for nothing, I'll be ruined. I insist that you pay at once. Here is your bill," Mrs. Hall held it out to him without looking at him. - "And here's your money," said the stranger. Mrs. Hall looked up. The next moment she nearly fainted. There was a headless man standing in front of her!

5. "God!" screamed Mrs. Hall, trembling with fear., She wanted to call for help but she could not utter a word. She tried to pull herself together. She straightened up and took a deep breath, but it did not help. Then she felt herself being pushed (that she A'as being pushed) towards the door.

When she came to, she saw that she was again standing in the passage in front of the door of the stranger's room. "I can't have dreamt all that. Can the rumours about an Invisible Man really be true?" she whispered. It took her a long time to come to herself again.

IV

1. Crane was slowly riding through the forest with his head down. He was in low spirits. Katrina had again refused to talk to him. And he had gone to the party with the intention of proposing to her! "Can she be in love with Brom?" he thought. It took him a long time to calm down.

The night was dark. There was nobody to be seen around. The silence began to tell on Crane's nerves. Crane had never felt so lonely!

2. As he rode (was riding) through the dark forest, the legend of the headless horseman came back to him (he remembered the legend of the headless horseman). He had heard the legend at a party given by Katrina's father. It was none other than Brom who had told the story. "And what if it is (were) true?" He was panic-stricken.

3. Suddenly the silence of the night was broken by a strange noise. Crane looked up (raised his head) and saw a headless horseman facing him. Crane nearly fainted. "Who are you?" he asked in a trembling voice. - "The man who has long been waiting for a chance to take his revenge on you (looking forward to the day when he will be able to. take his revenge on you) ..."

4. Brom burst into silent laughter when he saw Crane galloping away. "Bet he'll never return to ihe village," Brom said, very pleased with his joke.

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5. Whenever Brom was asked whether he knew what had happened to the teacher he would stick (stuck) to his story which was that he had seen the headless horseman carrying the poor teacher away. Nobody doubted the truth of the story as Crane was never after seen in the village.

V

1. "I'll tell you how once we kidnapped Johnny, the son of a rich farmer in 'the hope of getting a big ransom for him. We had long been thinking of buying a small tavern, but we were short of money. We needed another thousand dollars. It was then that an idea of genius occurred to Bill. He suggested kidnapping a rich farmer's son and demanding a big ransom for him. At first I welcomed the idea, but then ... Oh, well, let me tell you everything in detail (every little detail).

2. We took Johnny to a cave in the mountains where we had prepared to hide him. But after less than an hour we realized what a silly thing we had done (an hour had not passed before we realized ...). Johnny was a regular devil. He scared us with terrible cries, played cruel jokes on us and did not give us a minute's peace.

The first night Johnny kept bothering us with silly questions. "How long have you lived in this cave? Why are you staring at me, Bill? What's the matter with your eye, Sam? Did you have an accident? How did it happen? Are there many snakes here? Your cave needs (wants) whitewashing! Are you taking treatment (under treatment) for some illness, Sam? Why is your nose red? Have you got a cold? Do you want me to cure you of your running nose, Sam?" And so on and so forth. Naturally neither Sam nor I slept a wink (had a wink of sleep) that night.

3. In the morning I went to the village to make inquiries about Mr. Dorset and find out what was happening. To my surprise everything was quiet. Nothing disturbed the silence of the summer morning. The village seemed to be dozing in the sun. I saw neither the policeman nor Johnny's parents running to and fro in search of their lost son. "They have not yet discovered that the boy has disappeared. I'd better write a letter to Mr. Dorset and state our terms at once."

4. I must tell you that when we received a message from Mr. Dorset we were panic-stricken. The message ran: "I'm very sorry, gentlemen, but I can't accept your terms (agree to your terms). However, I suggest doing as follows (the following): if you bring me two hundred and fifty dollars, I'll agree to take the boy back. It would be better if you brought the boy late at night when my neighbours are fast asleep ... They may take it out on you if they see that you have brought the boy back ..."

5. The letter had such an effect on us that for a while we sat silent. Then Bill who had been driven to despair during these three days, said: "I wish we had not kidnapped this little devil! I'm the one who is to blame. I shouldn't have given you that advice. What a pity we shall have to part with the money we have been saving a whole year!"

6. In the evening Bill came and told Johnny that his father had bought him a rifle to hunt bears and would be waiting for him at home that night. "And will you bring me back?" Johnny asked, looking us up and down with suspicion. - "Certainly, certainly," I answered, trying to keep my presence of mind. I saw Bill shudder at the word.

7. We took every precaution to prevent Johnny from learning what we were going to do. If he had found out the truth he would have run away from us. Late that night we were through with the job, and in spite of the fact that we had lost our money we felt the happiest men on earth.

PART II

Unit Seven Ex. I (B), p. 177

1. Jackson had no hope of getting another job. 2. He had an unpleasant habit of interrupting people. 3. She had no intention of inviting him to her birthday party. 4. Mr. Cowlishaw ran the risk of ruining his career if he refused to do as Mrs. Clowes

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wished. 5. He is the right person for me. 6. I am not familiar with the present state of affairs. 7. His refusal to give evidence was the main reason for their quarrel. 8. Avis grew up in a well-to-do family, she was an only child and, as she realized later, she knew nothing about life. 10. Sasha was the only boy in our group.

Ex. III (B), p. 178

I

1. The audience was carried away by the music. There was complete silence in the hall. Nobody dared to stir. 2. He hated to upset her and gave in though he was convinced that she was wrong. 3. He was given a month's notice. 4. The appearance of the Invisible Man in ping gave rise to a lot of rumours (to a great deal of talk). 5. I was given to understand that there was no hope of (my) getting the (that) job (filling the (that) vacancy). 6. He decided to do it at his own risk. 7. He gave me to understand that he did not trust me. 8. Don't give way to despair, things are not so bad as they seem. 9. There is no risk (danger) of (your) catching cold if you put on a warm coat. 10. Crane had many rivals and he could not hope to win Kat-rina's heart, but he wouldn't .(refused to) give in. 11. Mrs. Packletide flushed as if Miss Mebbin had caught her red-handed. 12. Mrs. Packletide did not dare to give Miss Mebbin notice, but she made up her mind never to confide in her again. 13. The expedition was caught in a heavy snowstorm and the geologists were forced to spend the night in a small hut on the bank of the river. 14. Her book report left much to be desired. 15. A book in a bright cover caught my eye. 16. After the quarrel he was unable to look her in the fa:e. 17. He dared not confide (he didn't dare to confide) his secrets to anybody. 18. On the face of it the consul's plan looked absolutely safe and the Kid agreed. 19. His mother went out to work (left for work) early in the morning and Johnny was left to himself the whole day. 20. Eliza could no longer control herself and gave way to tears. 21. Gregg made a favourable impression on Lautisse and the latter decided to take him into his confidence.

II

1. Loona Bimberton's popularity grew more and more every day and it got on Mrs. Packletide's nerves. However, she did not want anybody to think that she was jealous of Loona, therefore she made up her mind to give a luncheon-party in honour of her rival.

2. She had already appointed a (the) date for the occasion, but had not yet invited her guests, when it occurred to her that she too might (could) gain popularity if she had in her drawing-room the skin of a tiger she had shot with her own hands. She was so carried away by the idea, that she could not sleep peacefully. So she set out at once for India.

3. One day she was told that an old tiger had appeared on the outskirts of the local jungle (at the edge of the jungle)! He had abandoned big-game killing and confined his appetite to the smaller domestic animals. "I advise you to take the opportunity and shoot that tiger. Just try, it won't be much of a risk (you won't run much risk, if you try)," said Miss Mebbin, her paid companion. "The people in the village can arrange it.

4. Mrs. Packletide gladly agreed. But on the day of the shooting party the tiger disappeared. At any rate he was not to be found anywhere: Mrs. Packletide was annoyed.

Ex. VII. p. 182

I

UNCLE PODGER AT WORK

Uncle Podger decided to put up the picture which had just been brought from the shop. His family tried to make him give up the idea (to talk him out of doing this). "Look here, Podger, you run the risk of breaking your neck if you do it, our kitchen ladder is old, it may break." But Uncle Podger would not listen. He was so carried away by the idea that there was no stopping him (nobody could stop him). • "All right, do it at your own risk, we aren't going to help you injure (hurt) yourself," said Aunt Ann. She wished she could give him a piece of her mind, but she

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controlled herself. He was a difficult person to deal with. He always had his (own) way.

For a while Uncle Podger could not hammer in the nail (drive in the nail), but he stuck to it and wouldn't give in. Suddenly Aunt Ann gave a cry of alarm. The ladder gave way under Uncle Rodger's weight and he would have fallen if Aunt Ann had not come to his rescue.

II

CLEAR PROFIT

1. Mr. and Mrs. Gregg invited Lautisse, a famous artist, to spend a week-end in their home out of town. It so happened that just for fun Lautisse painted their garden fence white. At the time the Greggs little knew what would come of it.

2. The next week an article appeared in one of the local newspapers stating that the famous French artist Lautisse had been staying at the Greggs'. The news gave rise to a lot of talk (caused a great deal of talk, caused a great sensation). It turned out (appeared) that Lautisse had never (in his life) used white paint; besides, he had not been heard of for quite a time. Crowds of newspapermen and reporters besieged Mr. Gregg's house. They took pictures of the fence, of the bucket, of the brush. They asked the Greggs all kinds of questions. Some of them demanded that the Greggs should immediately sell the fence. One of the reporters was quite unbearable. He hung about their house all day long and never left them in peace. Mrs. Gregg could not stand (endure) it any longer and gave way to tears. "How dare they interfere in our life!" she exclaimed.

Mr. Gregg was also furious. He wished he could give the reporter a piece of his mind, but he could not afford the luxury. "Look here, gentlemen, the work leaves much to be desired, anyone could have painted the fence like that," Mr. Gregg repeated again and again. But the reporters wouldn't give in. They kept saying that it was a real masterpiece.

3. "Don't give way to despair," said Gerston, their neighbour, when the Greggs confided their trouble to him. "Have your fence exhibited at some art gallery. It's not much of a risk, if you do it." On the face of it the idea seemed absurd. Was it not ridiculous to have a plain wooden fence on exhibition (on view) at an art gallery? Had the world gone mad? Yet, when Gerston gave them to understand that they might make a fortune out of it, thay agreed.

4. Strange as-it might seem the fence was accepted by the best gallery in the town. Mr. Gregg felt awfully uncomfortable when he saw the place the fence had been given in the main hall of the gallery. He blushed as if caught red-handed. He stood muttering, "I could have done a better job myself." When he looked up he caught Gerston's eye, and the latter could not help laughing.

Unit Eight Ex. II (B), p. 194

1. Before Erik began working at the University .he had changed many times from one job to another (he had had many different jobs). 2. Mr. Cowlishaw had not lived two days in the town before his first patient came to him. 3. Gordon had had a talk with his father before Enid saw him. 4. He had not talked for five minutes before I understood that he was very familiar with the problem. 5. I think he got our telegram before he and his family started off for the coast. 6. We had not gone two miles before the ruins of a castle appeared on the horizon. 7. Before Mr. Drake went to the Thayers, he left a telegram with Irene, the secretary of his publishers. 8. He rushed to the door (only) to discover that it was closed. 9. The next day the children woke up to see that it was snowing.

Ex. IV (B), p. 195

I. "You've get to draw the line somewhere. You can't let her always-have her way." 2. Enid hoped that she would get used (accustomed) to the new place in the long run. 3. Enid put up with many things in the family but she felt that her

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patience was running out. She was annoyed to see Gordon running his father's errands. Gordon was able to run the business himself, without his father's help. 4. Enid felt that things at home were becoming more and more complicated. She was constantly being accused of neglecting her duties. She could hardly control herself. 5. She realized that as things stood then it would be useless to try to have her own way. 6. That day she did not feel like working. 7. She looked at herself in the mirror. She looked run-down. 8. Enid went to the station alone. She hoped that her decisive step would bring Gordon to his senses. But her action made things worse. 9. Mrs. Packletide went out of her way to gain popularity. 10. It was only Miss Mebbin who knew the secret that lay behind Mrs. Packletide's popularity and she made the most of her advantage. 11. "He seems to be talking sense," thought Professor Cunningham. 12. It was just like Ernest not to hesitate to express his likes and dislikes. 13. Her time was running out, and yet she had not told him the most important thing. 14. The latest exhibition of modern painting drew big crowds (a lot of people). 15. Lionel was so agitated that at first he could not make out what was written in the note. 16. There is nothing like a cup of hot strong tea when one feels tired. 17. "Look here, gentlemen," said Mr. Gregg. "What you suggest doesn't make any sense. Who would want (wish) to see a plain wooden fence in an art gallery?" 18. Мог jumped up from his seat and made for the door. 19. The Kid was in no hurry to keep (carry out) his promise and Thacker decided to have it out with him. "I'd like to know where we stand," said Thacker, looking the Kid up and down. "When are you going to keep your promise? Why are you so slow in doing it?" 20. Now that Martin was quite well again, he worked from morning till night to make up for lost time. 21. Alice stood by Jane in all her troubles. 22. I saw her in the street now and then, but she never greeted me. 23. He was startled at the news.

Ex. IX (B), p. 199

I. Rip was a kind fellow, but he was very lazy. He never felt like working on his farm, though he would willingly help his neighbours. This couldn't help but annoy his wife. "1 must draw the line somewhere. He's becoming unbearable," she kept repeating to herself. 2. Though Rip never argued with her, he felt his patience was running out. It annoyed him when she did not let him go his own way. 3. "I wish I could go to the mountains and rest up there for a while (time). I am certainly running the risk of being severely scolded, but I don'tcare," thought Rip. He was so carried away by the idea that he forgot all about his worries (troubles) for a while. He was looking forward to seeing his dream come true. 4. That morning Rip woke up very early. The sun had not yet risen. Rip slipped out of the house, took his rifle, called his dog and started off (set out). For about a mile the path ran through a rye-field, and then turned to the left up into the mountains. As the sun rose higher and higher, everything seemed to become alive. Rip enjoyed his freedom, trying to make the most of it. 5. Rip was climbing up a slope when he heard somebody call (calling) him. He turned round and saw a strange little man with a keg of wine on his shoulders. He was making signs to Rip that he should stop and help him with his load. A cold shiver ran down Rip's spine. "I shouldn't have come up into the mountains alone." He remembered one of the villagers telling him, "This year strange things have been happening in the mountains. If I were you I'd never go up there alone ..." Rip was terribly frightened. However, when he caught the strange man's eye, his fear gave way to curiosity.

Unit Nine

Ex. Ill (B), p. 212

1. He can't have left without appointing a date for our meeting. 2. He refused to accept the offer without explaining the reasons for his refusal. 3. Not knowing how to explain everything to Grace, the young man decided net to resume the conversation. 4. Mr. Cowlishaw sat in the armchair dozing over the pages of the Iccal newspaper. 5. The boy ran out of the room, overturning a chair on his way (in his flight, as he ran). 6. Try to explain this to him without hurting his feelings. 7. "It must be past midnight. There's not a light in ine village," said Tom. 8. "There's not a chance

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of buying anything on credit in their shop," said Mrs. Ridley. 9. There's not a word of truth in your story. 10. I can't believe that there was once a beautiful city here. There's not a sign of life in the whole valley.

Ex. IV (B), p. 212

1. Gazing out of the window she caught a glimpse of a stranger who on seeing her quickly disappeared among the bushes. 2. For a long time Enid could not get accustomed to the Days' way of life. 3. Enid was groping (groped) for the right words to explain what had happened. 4. Suddenly the light in the corridor went out and he had to grope for the door. 5. "You look run down. Have you been working too hard?" 6. "You shouldn't turn up your nose at your old friends, Eliza," said Higgins. 7. When he lived in the hostel he was accustomed to doing everything himself. 8. Mr. Doolittle's hair was turning grey, and he had to have it dyed in order not to lose his job. 9. If Mr. Bartle had decided to stay with the Parkers for a few days, Robert would have had to share his room with his brother. 10. Having finished reading the book she sat in silence for a while. The story had stirred her; it reminded her of her childhood. 11. Now that Marvel was the only possessor of the Invisible Man's mysterious manuscripts he took every precaution to prevent anybody from learning where they were. 12. Every day after making sure that ths doors were securely locked, Marvel would take out (took out) the books and read them. He usually sat up late (would sit up late), trying to make out what was written there. He never shared his secret with anyone. 13. Marvel dreamed of becoming invisible. The very thought of it took his breath away. 14. When he reached the fourth floor, Mr. Clegg stopped to take (get his) breath. 15. He was out of breath when he reached the top of the hill (got to the top of ...). 16. Simon held his breath when he heard voices behind the partition. One of them was familiar. 17. Be sure and call on us before you are (set) off (start) for the seaside. 18. I could hardly recognize my mother, she had become very thin. She hadn't (didn't have) enough strength even to sit up in bed. 19. Sit up straight! 20. The child was running a high temperature and mother sat up all night looking after it. 21. You say she has left Moscow? Do you know that (it) for sure?

Ex VI (B), p. 213.

1. She was always ready to share my troubles and worries. 2. The money was divided into two equal parts. 3. He gladly shared his knowledge and experience with his comrades. 4. May I share your table? 5. Divide the number by 5. How much is it? 6. He shared his dinner with me. 7. There was a glass partition in the room which divided it into two (parts). 8. Do you recognize me? We shared a room last summer at the "Sadko" hotel. 9. I don't share your opinion on the matter. 10. She had a feeling that he wanted very much to share his secret with her.

p. 218

СОНЕТ 91

В. Шекспир

Кто хвалится родством своим со знатью, Кто силой, кто блестящим галуном, Кто кошельком, кто пряжками на платье, Кто соколом, собакой, скакуном. Есть у людей различные пристрастья, Но каждому милей всего одно. А у меня особенное счастье, - В нем остальное все заключено. Твоя любовь, мой друг, дороже клада, Почетнее короны королей, Наряднее богатого наряда, Охоты соколиной веселей. Ты можешь все отнять, чем я владею, И в этот миг я сразу обеднею.

(Перевод С, Маршака)

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Revision (Units 7-9), p.219

Ex. I, p. 219

I

1. Mrs. Packletide was annoyed to learn that she had hit the wrong animal. 2. A few days later Louisa, her paid companion, said: "I was offered a country house today. It is small but very cozy. I've been dreaming of (longing to have) such a house (a house like that) for a long time. But unfortunately I haven't the money at the moment (I'm short of money, I've run out of money). 3. Airs. Packletide understood at once what Louisa was driving at (took the hint at once). She knew very well that if she refused to give Miss Mebbin the necessary sum of money her paid companion would immediately give her away and everybody would laugh at her. "I've got to draw the line somewhere. I should have parted with hsr long ago. But as things stand now I'd better do as she asks me (to). It will save me a lot of unpleasant minutes (a lot of trouble) in the future. But I shall not confide in her in future." Thought after thought went rushing through her mind. 4. Miss Mebbin looked as if she were enjoyingth; scene (seemed to be enjoying the scene). Shj understood that Mrs. Packletide had no alternative (no way out). Miss Mebbin had learned quite a lot while travelling with Mrs. Packletide, she therefore knew how to deal with such people and was able to make the most of her position.

II

1. Old Day was never rude to Enid, but the way he treated her left much to be desired. He was annoyed to see that Enid wanted to have her own way (he felt annoyed when she tried to go her own way). She was always given to understand that she must know her place. 2. Very often Enid gave way to despair. She had nobody to share her trouble with. She was lonely. If Enid had not loved Gordon she might (would) have left the village long ago, but she never lost hope that Gordon would change his attitude towards her. 3. Sometimes Enid thought of having it out with Gordon, but she was afraid that this would make things worse in the household. She wished Gordon would say, "Well, Enid, you can (may) have it your own way!" But she understood that as things stood then, this would never happen. 4. That is how matters stood when Enid finally decided (made up her mind) to have her own way. 5. That day she snatched a minute to think about the forthcoming trip down to the seaside. 6. She was deeply hurt to hear that again Gordon had obeyed his father and put off the trip. She took a look at the clock. The bus was due in twenty minutes. She had time to catch it. 7. When she was in the bus she felt miserable. But she had been unable to act (couldn't have acted) differently. She hoped that-her resolute step would bring Gordon to his senses. "Perhaps he'll change and turn over a new leaf," she kept saying, trying to calm herself. She was mistaken. Gordon was very much like his father. Lust for money ran in their family. 8. Having read (after reading) his wife's note, Gordon exclaimed, "I never thought she was capable of acting like that. I've got to (must, I'll have to) have it out with her." 9. On receiving the telegram Enid thought that she had done her husband an injustice. Now she would be unable to look him in the face. 10. However, when she saw old Day in the doorway, her feeling of guilt gave way to anger. She wished she could slam the door right in his face, but she did not dare.

Ex. II, p. 220

FRAMTON'S VISIT TO THE COUNTRY

1. "I suggest you (should) go to the country and stay at Mrs. Sappleton's for a while. They are a very nice family. I had a wonderful time there last summer," Mrs. Nattel said to her younger brother, a very nervous young man. Framton agreed, though he did not at all feel like going to the country.

2. It so happened that when he arrived, Mrs. Sappleton was busy in the kitchen and he was met (welcomed) by Vera, her niece, a very resolute young .person. Vera was 15 years old and she was fond of making up unusual stories which often scared her aunt's acquaintances.

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3. Framton took to the girl at once, but when she started telling him about the tragic death of her aunt's husband, and her younger brother and their spaniel, he was sorry that he had allowed himself to be talked into going to stay with the family. His anxiety gave way to horror when Vera came out with all the details of the tragic story (went into details).

4. "They went there at their own risk," Vera continued. "You know, last summer it often rained and it was dangerous to go hunting in the local marshes here. No matter how hard my aunt tried to persuade them to give up the idea of going out shooting that day, they wouldn't hear of it. They kept saying that they knew the way very well and there was no risk of getting stuck in the marshes ... But ... they did not come back ..."

Vera gave a heavy sigh. "If they had taken my aunt's advice nothing of the kind would have happened. It is exactly a year today since the tragic event and my aunt still expects them to come back ..." Vera was so carried away by her story that she did not see that Mr. Nuttel was on the point of fainting.

6. Suddenly a dog began to bark in the garden and to his horror Framton caught a glimpse of two figures among the trees. At the same moment Mrs. Sappleton came into the room. "Good afternoon, Mr. Nuttel! I'm very glad to see you," she said, cheerfully, holding out her hand. Then she glanced towards the window. "Well, that's'fine, dinner's ready and our men are returning from their day's shooting." A cold shiver ran down Mr. Nuttel's spine. He gave a startled cry and rushed out of the room. "What's happened to him?" exclaimed Mrs. Sappleton in astonishment. "Vera, what did you tell him? He looked so scared. You've got to draw the line, and stop telling hair-raising stories. Nothing good will come of it. People will stop coming to see us ... Vera answered as if nothing had happened that it was not her fault. "Our spaniel must have frightened him. Mr. Nuttel told me that he was mortally afraid of dogs ..."

Unit Eleven

Ex. I (B), p. 237

I. The shooting party had taken their places and were impatiently waiting for the tiger to appear. 2. The news of Mrs. Packletide's shoot had spread far and wide and she was enjoying the attention of the press. 3. Miss Mebbin had bought a pretty weekend cottage and was (now) inviting her friends to spend weekends with her. 4. Enid had packed the suit-cases and was waiting for her husband to come home. 5. Gordon had sold their house and now he and his wife were living with his parents. 6. The young man came out of the book-store (shop) and stopped at the corner of the street. 7. "You'll have to hurry, unless you wish (want) to miss your train and spend the night at the station," Pat said in a grim voice. 8. "I warn you that you won't get anything at my shop unless you pay cash," said Mr. Day. 9. He's certain to come unless something unexpected happens. 10. After the guests left (had left) Professor Cunningham told his daughter how he had come (had happened) to meet Ernest. 11. After Avis had talked with Jackson, she went to his lawyer. 12. He accepted the offer only after he had discussed (discussing) it with his father. 13. He entered the institute shortly after he returned (had returned) from the front.

Ex. Ill (B), p. 238

1. Mr. Higgins asked Mrs. Pearce to take charge of Eliza's clothes. 2. "You're too quick to take offence, Enid," said Gordon. 3. None of Mrs. Packletide's friends were taken in by her story. They knew her too well. 4. Henry did not take his friends' jokes too much to heart, and (so) they soon left him in peace. 5. Thacker and the Kid soon came to an understanding (it did not take Thacker and the Kid long toicome to an understanding). 6. Mrs. Higgins must have taken to Eliza as she did her best to help her. 7. I'll be home all day; come round if you have time. 8. While the Colonel read (was reading) the document the girl made (worked) her way to the exit and disappeared. 9. The medicine which Aunt Polly gave Tom worked wonders. 10. Annie and her brother took to the wounded English pilot from the first day. 11. Annie Dykers's plan worked well -г- nobody doubted the existence of Spitfire Johnny.; 12.."If.Spitfire Johnny were alive he would have attended the meeting," said Ritten.

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Unit Twelve

Ex. VIII, p. 258

1. After talking with (to) Harling, the correspondent went to Annie Dykers's farm. 2. After spending several days at the Thayers', Ben announced that he had to return to New York. 3. On seeing his father, the young man turned to Grace and said, "Let's go now. There's not a breath of air in here." 4. Before going to bed John used to come to his parents' room and tell (told) them how he had spent the day. 5. After examining the boy from head to foot, Mr. Dick said, "He has run away from home, hasn't he?" 6. On entering the room Ernest noticed that there were some people among the guests whom he had already met. 7. After reading your letter through (from beginning to end) several times I saw that there was not a word (wasn't a single word) of truth in it. 8. Erik told Professor Fox how he had gone from town to town in search of a job (looking for a job).

Ex. XIII, p. 260

1. The Marriage of Figaro caused a sensation in Prague. Everybody desired to meet Herr Mozart. Count Thun who prided himself on his musical taste, said to Wolfgang, "It is the most remarkable thing that has happened in Prague since I arrived here." He welcomed the Mozarts warmly and gave them rooms in his palace. There was much space and comfort in their apartment and they wanted to rest and enjoy it, but their host had many plans for his honored guests.

2. At the ball that evening Wolfgang was the centre of attention. Applause greeted his entrance.'Many beautiful young \vomen desired to dance with the celebrated composer. Everybody talked] of nothing but Figaro. Nothing else was of interest. Count Thun introduced him to Signer Bondini, the impresario of the National Theatre of Prague who had produced Figaro. Bondini cried out, "There is no opera in the world like Figaro, Herr Mozart! It has saved our theatre. And it was composed by a German, too. Fantastic!" Wolfgang bowed. He was pleased, but a little amused by his words.

3. Wherever Wolfgang went in Prague, people spoke only about Figaro. Nothing was performed, sung or whistled but tunes from his opera. He learned that Figaro had run through the winter without interruption, and had rescued the National Theatre from ruin.

One day Wolfgang sat in a city park and listened to a blind harpist playingmel-odies from Figaro. When he gave the wandering harp player a gulden, he was told, "It is too much. The beggar won't aprreciate your generosity." But Wolfgang smiled bitterly to himself: he knew only too well what it meant to be underpaid. Figaro's success had not brought him one kreutzer so far.

p. 264

ВЕНЕЦИАНСКИЙ КУПЕЦ

В. Шекспир

Тот, у кого нет музыки в душе, Кого не тронут сладкие созвучья, Способен на грабеж, измену, хитрость; Темны, как ночь, души его движения ..................................................... Не верь такому, -

(Перевод Т. А. Щепкиной-Куперник)

Unit Thirteen

Ex. Vlll, p. 271

1. The Pushkin Fine Arts Museum has extensive conbcts and exchange programmes with the largest museums in th. USA and Great Britain - the Metropolitan Museum of Art, the National Gallery, etc. 2. Are you sure it is a Rembrandt? - Yes, I am. It is not the original, but a copy. The original is in the Hermitage. 3. Mozart's opera Don Giovanni was staged (performed) for the first time at the National

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Theatre of Prague. 4. If you chance to come (if you should come) to Leningrad, you must certainly go to the Russian Museum. 5. Where is this film showing? - At the "Progress", I believe. 6. While Wolfgang put (was putting) down the overture, Constanze told him funny stories to keep him awake. 7. Da Ponte was interested mainly in the plot, while (whereas) Mozart stressed the characters and their emotions. 8. He didn't say a word while the orchestra played (was playing) melodies from his new opera. 9. While Auguste saarched (was searching) for an empty canvas, someone stole his box of paints. 10. While the boy was washing (washed) his hands, his sister laid (set) the table.

Ex. XIII, p. 273

THE MAN WITH A BROKEN NOSE

Auguste, when he heard that there was soon to be an exhibition, decided to do a bust, or rather a head, and send it to the Salon. He did not have his own studio, he had no money for plaster and marble, he could not afford (to hire) a model, but the thought that he had an opportunity to take part in an exhibition fired his imagination (fired him with enthusiasm). He was determined to overcome all difficulties.

Auguste would have liked to do a handsome male head but the only person who agreed to sit for him in return for a bowl of soup and a glass of wine was Bibi, an old drunkard with a broken nose. At first Bibi struck Auguste as hideous and it was hard for him to concentrate. However, after Auguste had torn up dozens of sketches, his design (idea) began to take shape. And once he had the clay in his hands, there was no stopping (him). Bibi's ugliness didn't seem to matter any more. Auguste worked (laboured) day and night; he lost track of time. While he worked, nothing else existed.

A week before the exhibition was to open, the head was not yet ready. Suddenly Bibi disappeared. Auguste was in despair. Now that there remained only some finishing touches to be done, he needed the model most. Auguste didn't want to do the head from memory, he was afraid it would become false and sentimental. But there was no alternative and Auguste continued to work.

Several days later Bibi appeared in the studio, but he was too drunk to sit (pose). He blankly stared at Auguste, while the latter tried to sit him in a corner and prop Wm up by (with) an easel. To keep him awake, Auguste made some coffee. On gulping down .(after swallowing) two cups of the scorching liquid, Bibi revived and sat up on the chair. "This might (may) last only a few minutes," Auguste thought. He saw (knew) that his doubts were right - he had failed to capture what he had found so striking about Bibi's face. He destroyed everything but the chin, and began to model all over again.

When the exhibition opened, Auguste was still doing over the head of "the man with a broken nose".

Revision (Units 11-13), p. 277 Ex. I, p. 277

I

1. The Colonel first heard the story of Spitfire Johnny, an English pilot, when he was attending a.conference of Resistance leaders. 2. The Colonel was not to be taken in by the incredible story about the exploits of the mysterious Spitfire Johnny. 3 "What you have told me comes to this: Spitfire Johnny fought against the enemy for a year was in charge of a Resistance group, but nobody can tell me what he looked like Why he must have been an invisible man!" 4. The Colonel was determined to solve the mystery of Spitfire Johnny. 5. But the mystery did not prove easy to solve A month passed, and the Colonel's efforts had still come to nothing. He only knew that Spitfire Johnny was listed among the missing. 6. However, after the talk with Hading, a Resistance fighter, the Colonel took heart. His explanation of the mystery began to take shape. 7. Now he had important facts at his disposal. There was only one link missing in .the story. 8. Fired with the desire to get at the

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truth at last, the Colonel started for the Dykers's farm. 9. Seeing the Colonel, Annie , and her brother stopped working and came over to greet him. 10. While Annie was ' free and easy in her manner, her brother seemed to ba slightly put out by the stranger's visit. The Colonel felt a certain guardedness in his attitude but he put it down to the boy's youth. Jan was no more than sixteen or seventeen. 11. A few minutes later they entered the farmhouse and Annie began to tell the Colonel the story of Spitfire Johnny while her brother sat in an armchair, silently observing the visitor. 12. Th3 Colonel had guessed long before that Spitfire Johnny was an invention of Annie and her brother's but he didn't have the heart to interrupt the girl's story. He couldn't help but admire the courage of the young patriots.

II

1. The singers of the National Theatre in Prague were not so brilliant as thosa in Vienna, but Mozart had to put up with that. 2. He made many changes in the arias to adjust the music to the voices of the singers. 3. There were only a few hours left before the opera was to b:gin and the overture had not been copied yet. Bondini was furious: "We'll have to ca icel th; performance. All my efforts have come to nothing," hz said. 4. Wolfgang was very nervous before the performance. He always took a failure very much to heart. 5. But the moment the orchestra began to play, Wolfgang forgot his fears. The unrehearsed overture went off well. 6. Bondini was delighted with the success of Mozart's new opera. "His music can work wonders!" he said to his friends.

III

1. Fired with the desire to get into the Academy of Fine Arts, Auguste began regularly to attend classes at the Petite Ecole. 2. Lecoq took to Auguste at once. He saw that the youth was talented (had talent) and was anxious to learn. 3. Au-guste's father was strongly against his passion for drawing. "You mustn't take up art," he said to his son. "Nothing will come of it. Come to your senses before it.s too late. 4. One day the paints which Aufjuste had got with such difficulty were stolen from him and he stopped attending the painting class. 5. Constant failure began to tell on Auguste. He was losing heart.Lecoq was seriously concerned about it (about him). 6. One day Auguste was sent to the sculpture room. The few hours he spent there worked wonders. He took heart again - now he knew he would never give up art. He felt he was born a sculptor.

Revision II

Ex. VIII, p. 294

I

1. Finally the three of them rose and made for Mr. Green's house. Mr. Letts. Telt uncomfortable (ill at ease). He doubted whether he should have fallen in with Mrs. Green's scheme at all. "I wish I knew where I stood," he thought.

"I'm so glad that my brother has been found," said Betsy happily. "Now I have somebody to confide my troubles to." - "Yes," said Mrs. Green, with a sigh of relief, "now we have somebody who will always be a good friend (a support) to us." She caught Mr. Letts's eye and the latter said promptly: "Don't worry, Mother. Now' that I've come back home, things will be different. I'll always stand by you. It's-a shame how Green has been treating you all these years!" :

2. Mr. Green gave Mr. Letls a cold welcome, but the latter did not seem to take offence (to take it too much to heart, to be hurt by that). He did not even try to make a good impression on Mr. Green.

3. Though Mr. Green doubted the truth of his wife's story he was obliged to give (had no choice but to give) Mr. Letts the best room in the house. At supper Mr. Green asked him question after question, trying to confuse him: "How did you happen to get to our town? What prevented you from coming home earlier? What have you been doing all this time? You didn't write a single letter to your mother.' Why didn't 'you? You can't have forgotten the address ..."

Mrs. Gre;n interrupted her husband: "He lost his memory (his memory failed

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him) after he was shipwrecked. He has been having treatment (under treatment) all this time. Now he's better." But Mr. Green was not to be convinced like this. He felt there was something up. "I don't believe a single word ... He does not look as if he'd been ill all those years." Mr. Letts rose. He said he was very tired, he had not had a wink of sleep (had not slept a wink) for three nights, but he would gladly talk to his stepfather when he had had a good rest.

4. The next morning Mr. Green said to Mr. Letts: "Why don't you go somewhere else and hunt for a job? There are a lot of unemployed in our town." - "I'd rather not go anywhere yet," answered Mr. Letts. "As things stand now, I don't want to leave my sister and my mother, I can't neglect my duties towards them."

5. Mr. Green decided to make inquiries about the young man. A week later he got an answer. No wonder he flew into a rage when he learned the truth. "What a fool 1 am to be taken in by this improbable story!" He rushed home to turn the imposter out, but it was too late. Mr. Letts had married Betsy that very day:

II

1. As you remember, Rip met a very strange little man in the mountains. For a while he stared at the strange man, unable to utter a word. "Who are you? What do you want with me?" he said at last.The little man seemed to pay no attention (did not seem to pay the least attention) to the questions. He told Rip to come up to him and take the keg of wine from him. Though Rip was no coward, he could not help trembling with fear. He could do nothing but obey the stranger (had no choice but to obey the stranger).

2. They had been walking for an hour and a half when they saw a group of strange little men playing ninepins. On seeing the keg of wine the strange little men at once stopped their game and ran towards Rip. A few minutes later all of them were sitting around the keg enjoying the wine, which appeared to be excellent. Rip also took some. Very soon, however, Rip felt sleepy. His head began to nod and he fell into a deep sleep.

3. When Rip awoke (woke up), it was a bright sunny morning. For a long time he could not understand where he was and what had happened to him. "I can't have dreamed it all! Where are these strange little men? I'd better go home before they come back."

4. As he walked through the village he could not help wondering at the changes which had taken place in his absence. "What does it all mean? Can I still be sleeping?"

5. Rip's clothes attracted the attention of everybody in the village. He saw that he was being looked at with curiosity and wonder. Nobody seemed to recognize him. Near a house which very much resembled his own house (looked exactly like his own house) he saw a nice-looking young woman with a child in her arms. "What has happened to my relatives? Where's my house? Where are my friends?" Rip nearly fainted when he learned that he had slept more than twenty years.

III

1. John Perkins sat by the window staring into space. His cigarette had long gone oyt, buthe did not stir. Only now did he realize that he had treated Kate badly all these years." "I wish I hadn't left her alone every evening. She must have been suffering all the time, but she never complained. I've got to turn over a new leaf and make up for my mistake. When she comes back things will be different." He felt as if he had not seen ber for ages, though only a few hours had passed since she had left. '-...'

2. John gave a startled cry when the door was flung open and his wife walked hurriedly in. He stared at her as if he had seen (saw) a ghost. He had not expected her to turn up so soon.

"John, dear, I'm so glad to be home again!" said Kate cheerfully. "What have you been doing all this time? Have you had your supper? You must have been astonished to see the flat in such terrible disorder. If I had bad more time I would certainly have tidied it up (cleaned the flat). DJdjypu read my note? You know that Mother has been taken ill. I got the telegram soon after you left for work. 1 had to hurry

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to catch the 9 o'clock train. Fortunately Mother felt (was) much better by the time I arrived. Of course, she was glad to see me, but she didn't want me to stay in the village for her sake. "They needn't have sent you that telegram. They should not have worried (troubled) you," she said. "And please don't treat me as a sick person, I'll soon get well again."

"I tried to convince her that my presence would do her a lot of good, but she insisted on my taking the next train back."

3. There was a silence in the room. By this time John had recovered from his astonishment. He sprang to his feet and said: "Oh,it's fine you've comebackso soon... Would you like a cup of coffee?" But then John glanced at his watch. It showed a quarter to eight. "It can't be as late as that! I should have left the house at seven. The chaps must be waiting for me ..." He reached for his hat and said, as if nothing had happened: "Sorry, but I must be off (must be going). I'm three quarters of an hour late already. They must have lost all hope of ever seeing me today ... They must be wondering what has happened to me ... I wouldn't go if I hadn't promised the chaps I'd come ..." He was groping for words, "One should keep one's promises, shouldn't one?"

4. Kate had never been cross with John and she had always forgiven him everything. But this time she felt her patience was running out. "I must make him draw the line somewhere," she said to herself. "Why should he always have it his own way? Tomorrow I'll have it out with him."

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