- •4. On the East Side
- •I. Translate the following phrases and sentences from the text:
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and sentences. Use them in situations based on the text:
- •IV. Respond to the following questions or statements and correct them(if necessary). When expressing disagreement make sure you begin your answers with such commonly accepted phrases as:
- •V. Answer the following questions:
- •VI. Find evidence in the text to support the following statements:
- •VII. Talk about: a) Erik's summer experience; b) Erik's interview with Professor Fox; c) Professor Fox's first impression of Erik Gorin.
- •VIII. Make up dialogues between:
- •XVIII. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):
- •XIX. Suggest Russian equivalents for the word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XX. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •XXI. Translate the following situations paying careful attention to the words and word combinations in bold type:.
- •XXII. Make up short dialogues using the following structural patterns:
- •XXIII. Read the text and retell it following the points in the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •XXIV. Make up situations based on the episode from the autobiography of Charlie Chaplin using the following word combinations and structural patterns:
- •1. Clauses of Unreal Condition
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and sentences. Use them in situations based on the text:
- •IV. Respond to the following questions or statements and correct them if necessary (see Unit One, Ex. IV, p. 22):
- •V. Answer the following questions:
- •VI. Find evidence in the text to support the following statements:
- •VII. Quote sentences which prove that it is a humorous story.
- •VIII. Make up stories as they might have been told by:
- •XVI. Form as many questions as possible on the topics given below using the pattern to have smth done. Ask your comrades to answer your questions:.
- •XVII. Make up short situations using the following pairs of structural patterns:
- •XVIII. Read (he text and retell it in the form of a story retaining the sentences of unreal condition:
- •XIX. Give English equivalents for the following short sentences (see Vocabulary and Ex. Hi):
- •XX. Suggest Russian equivalents for the words and word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XXI. Read the following sentences paying careful attention to 'he words and word combinations in bold type. Suggest their Russian equivalent:
- •XXII. Translate the following situations. Use the active vocabulary of Unit Two for the words and word combinations in bold type:
- •XXIII. Make up short dialogues using the following structural patterns:
- •XXIV Read the story and retell it following the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •XXV. Make tip situations based on the story "The-Legend of Sleepy Hollow" using the following word combinations and structural patterns:
- •I. Translate the following sentences and situations:
- •II. Render into English:
- •Vocabulary extension
- •1. Sentences with /Is-clauses
- •2. Had better, would rather
- •3. The Absense of Article with Nouns in Apposition
- •Vocabulary
- •I wonder who he is, what he wants, why he is here, whether he will come again:
- •I. Translate the following sentences from the text:
- •II. Give the principal forms of the following verbs?
- •III. Find in the text English equivalents for the following Russian phrases and sentences and use them in situations based on the text:.
- •IV. Respond to the following questions or statements and correct them if necessary (see Unit One, Ex. IV, p. 22):
- •V. Answer the following questions:
- •VI Find evidence in the text to support the following statements:
- •VII Make up stories as they might have been told by:
- •VIII Make up dialogues between:
- •XV. Respond to the following statements, questions or requests using had better or would rather. Give two variants wherever possible. Add a sentence or two to make the situation clear:
- •XVI. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):
- •XVII. Read the following sentences paying careful attention to the words and word combinations in bold type and suggest their Russian equivalents:
- •XVIII.Analyse the use of the tenses in the following sentences. Translate them .Into Russian:.
- •XIX. Translate the following situations. Use the active vocabulary of Unit Three for the words and word combinations in bold type;
- •XX. Read the story and retell it Following the outline given below. Make a list of the words in the text which you could use to develop each point:.
- •XXI. Make up situations based on the story "The Tattoo" using the following word combinations and structural patterns:
- •XXII. Make up sentences based on the story "The Tattoo" using clauses of unreal condition.
- •I. Use one of the patterns - to do smth, to have smth done, to want/need doing smth - in your answers to the question: What would you do or say or ask if....:
- •II. Translate the following sentences and situations a) into Russian::
- •III. Render into English:
- •Vocabulary extension
- •1. Read the following text and translate the word combinations given below each point of the outline. Retell the text following the points:
- •II. Read the text and retell it in the form of a story. Enlarge on the story making use of the words and word combinations from the previous text "Being hi";
- •III. Read the text and write down the words and word combinations connected will; dentistry giving their Russian equivalents. Retell the text in brief;
- •Vocabulary
- •I. Translate the following phrases and sentences from the text:;
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and use them in situations based on the text:;
- •IV. Develop the thought expressed in each sentence to bring out the meaning of the words in bold type:
- •V. Give a neutral variant for each of the following:
- •VI. Answer the following questions:
- •VII. Translate the following sentences using the structural patterns:
- •VIII. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):
- •IX. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •X. Make up short dialogues using the following structural patterns:
- •1. Sentences with so fAaf-clauses ... Move his chair so that he can see
- •Vocabulary
- •I. Translate the following phrases and sentences from the text:
- •VI. Find evidence in the texts (in both parts) to support the following statements:
- •VII. Give a detailed description of each of the following episodes in the third person (Texts 1, 2)I
- •VIII. Make up stories as they might have been told by:
- •IX. Make up character-sketches of Mr. Drake and Mrs. Thayer. Make a list of words and word combinations to help you describe the characters.
- •X. Suggest a title for the story and give your reasons.
- •XI. Translate the following sentences using the structural patterns?
- •XII. Give English equivalents for the following Russian short sentences (see Vocabulary and Ex. III):
- •XIII. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •XIV. Translate the following situations. Use the active vocabulary of Unit Four for the words and word combinations in bold type;
- •XV. Read the story and give full answers to the questions that follow the text. Make a list of the words in the text which you could use in your answers:
- •XVI. Make up situations based on the text "One Coat of White" using the following word combinations and structural patterns:
- •XVII. Read (he story and write out English and American equivalents for the Russian words given after the text:
- •Vocabulary extension
- •I. Read the text paying careful attention to the words and word combinations in bold type. Give their Russian equivalents. Get ready to discuss the problem:
- •III. Comment on the following statements concerning visiting, tact, manners (use facts from the texts to prove, illustrate or refute them):
- •IV. Topics for discussion:
- •V. Read the text and retell it:
- •VI. Give a talk on the difference between be and ae, Make up a written outline to guide you.
- •VII. Read the poem. Try to trace the similarity in the views of the author of the poem and the main character of the story "Liberty Hall". Could you accept this attitude towards life?
- •I. Interpret the words given in bold type:
- •II. Answer the following questions:
- •III. Point out the main thought expressed by the poet in each of the three stanzas of the poem.
- •IV. Memorize the poem.
- •V.Read extracts from the following poems. Point out their lexical and syntactical peculiarities using the commentary given to the poem "The Song of the Wage-Slave":
- •VI. State what kinds of relations form the basis for each case of metonymy in the text of the poems "To the Men of England", 'The Song of the Shirt" and "Sons of Poverty".
- •Vocabulary
- •II. Give (he principal forms of the following verbs?
- •III. Find in the text English equivalents for the following Russian phrases and sentences and use them in situations based on the text:
- •IV. Answer the following questions.
- •V. Mke up stories as they might have been told by:
- •VI. Find evidence in the text to support the following statements:
- •VII. Suggest a title for the text and give reasons for your choice.
- •VIII. Give ail possible Russian equivalents for the parts in bold type;
- •IX. Translate the following sentences using the structural patterns:
- •X. Give English equivalents for the following short sentences (see Vocabulary and; Ex. Ill):
- •XI. Suggest Russian equivalents for the word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XII. Translate the following situations. Use the active vocabulary of Unit Six for the words and word combinations in bold type:
- •XIII. Make up short dialogues using the following structural patterns:
- •XV. Make up situations based on the story "Patients Needed" using the following word combinations and structural patterns:
- •Vocabulary extension
- •I. Reproduce the following situations based on the works of famous English and American authors. Make sure that you use the active vocabulary:
- •II. Insert prepositions if necessary:
- •III. Read the story and retell it. Then, using it as a basis, think of sentences which will contain clauses of unreal condition:
- •IV. Read the text and translate it into Russian paying careful attention to the use of the modal verbs. Make up another dialogue with the same structural patterns:
- •V. Respond to the following statements expressing probability, doubt, incredulity or near certainty;
- •VI. Change the following sentences using didn't have to or needn't have done to express absence of necessity:
- •VII. Revise the texts included in Units One-Six. Get ready to answer the following questions:
- •VIII. Make up dialogues on the following topics:
- •IX. Translate the following situalions in written form:
- •Vocabulary
- •II. Look up the synonyms to snatch, to seize, to grip (схватить) in an English-English dictionary or a reference book and explain the difference between them.
- •I. Translate the following sentences or parts of sentences from the text:)
- •II. Find English equivalents in the text for the following Russian word combinations, phrases and sentences:
- •III. Reproduce situations from the text using the following word combinations:
- •IV. Make up disjunctive questions or wrong statements covering the contents of the story and ask your comrades to respond to them (see Unit One, Ex. IV, p. 22).
- •V. Answer the following questions:
- •VI. Find evidence in the text to support the following statements:
- •VII. Make up stories as they might have been told by:
- •VIII. Make up dialogues between:
- •IX. Make up character-sketches of Mrs. Packletide and Miss Mebbin.
- •I. Translate the following sentences using the structural patterns:
- •II. Make up short situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •III. Translate the following sentences paying careful attention to the parts in bold type:
- •IV. Read the sentences and explain the use of the synonyms to snatch, to seize, to grip:
- •V. Read the story and retell it following the outline given below. Make a list of the words in the text to develop each point:
- •VI. Make up situations based on the story "His Wedded Wife" using the following word combinations:
- •VII. Render into English:
- •VIII. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •1. Sentences with before-clauses
- •2. Infinitive of Subsequent Action
- •Vocabulary
- •I. Translate the following sentences into Russian paying careful attention to the word combinations in bold type:
- •II. Look up the verb to change in an English-English dictionary and write down its meanings. In which of the meanings is it synonymous to the verb to alter? Explain the difference. Give examples.
- •I. Translate into Russian passages from the text which begin and end as follows:
- •II. Find in the text English equivalents for the following Russian phrases and senr tences:
- •III. Reproduce situations from the text using the following word combinations
- •IV. Make up disjunctive questions or wrong statements covering the contents of the story and ask your comrades to respond to them (see Unit One, Ex. IV, p. 22).
- •V. Answer the following questions:
- •II. Translate the following sentences using the structural patterns:
- •III. Make op situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •IV. Translate the following sentences paying careful attention to the parts in bold type:
- •V. Read the following sentences paying carefuJ attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •VI. Make up short dialogues using the following structural patterns:
- •VII. Read the story and retell it following the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •VIII. Make up sentences based on the story "The Pendulum" using the following word combinations and structural patterns:
- •IX. Render into English:
- •X. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •1. Absolute Nominative Constructions
- •2. There's not a...
- •3. Participle I as Adverbial Modifier
- •Vocabulary
- •I. Translate the following sentences paying careful attention to the words and word combinations in bold type. Give possible variants:
- •II. Look up the meanings of the verbs to divide and to share as used in the following sentences and say how they differ:
- •I. Translate into Russian passages from the text which begin and end as follows;
- •II. Find in the text English equivalents for the following Russian phrases and sentences:
- •III. Reproduce situations from the text using the following words and word combinations:
- •IV. Make up disjunctive questions or wrong statements covering the contents of the story and ask your comrades to respond to them (see Unit One, Ex. IV, p. 22).
- •V. Answer the following questions:
- •II. Translate the following sentences paying careful attention to the absolute nominative constructions:
- •III. Translate the following sentences using the structural patterns:
- •IV. Translate the following sentences paying careful attention to the parts in bold type:
- •V. Read the following sentences carefully and suggest Russian equivalents for the word combinations in bold type:
- •VI. Translate the following sentences using the verbs to share and to divide:
- •VII. Make up short dialogues using the following structural patterns:
- •VIII. Read the story and retell it following the outline given below. Make a list of the words in the text which you could use to develop each point:
- •IX. Make up situations based on the story "The Boy Next Door" using the following word combinations and structural patterns:
- •X. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •I. Translate the following situations paying careful attention to the words and word combinations in bold type:
- •II. Render into English:
- •I. Interpret the following sentences:
- •II. Ahswer the following questions:
- •III. Learn the poem by heart.
- •IV. The following are three translations of John Barleycorn. Which variant do you prefer? Give reasons for your choice:
- •V. Give the metrical scheme used in the following verses. Point out all the violations of the metre;
- •2. Clauses of Real Condition
- •Vocabulary
- •1. Translate the following phrases and sentences from the text:
- •II. Find in the text English equivalents for the following Russian phrases and sentences:
- •III. Reproduce situations from the text using the following words and word combinations:
- •IV. Answer the following questions:
- •II. Make up situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •III Translate the following sentences paying careful attention to the parts in bold type:.
- •IV. Make up short dialogues using the following structural patterns:".
- •V. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •1. Sentences with while-clauses
- •Vocabulary
- •1. Translate the following sentences from the text:
- •II. Give English equivalents for the following sentences:
- •III. Reproduce situations from the text using the following words and word combinations:
- •IV. Answer the following questions:
- •V. Find evidence in the text to support tfie following statements:
- •VI. Make an outline of the text and retell it following your points.
- •VII. Read the sentences with while-clauses. State the meaning of while and the time relations of the actions:
- •VIII. Translate the following sentences using the structural patterns:
- •IX. Make up short situations using the following gerundial phrases?
- •XI. Make up situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •XII. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •XIII. Render into English:
- •XIV. Read the following excerpt and retell it in brief:
- •I. Translate into Russian the following sentences and passages from the text which begin and end as follows:
- •II. Find English equivalents for the following Russian phrases and sentences;
- •III. Reproduce situations from the text using the following word combinations!
- •IV. Answer the following questions:
- •IX. Read the following sentences and commeqf on the character of the semantic relations between the components of the verb-postpositive phrases in bold type. Give their Russian equivalents:
- •X. Translate the Following sentences paying careful attention to the parts in bold type:
- •XI. Read the following sentences and suggest Russian equisralents for the verb-postpositive phrases in bold type:
- •XIV. Read the following excerpts and retell them in brief:
- •1. Translate the following sentences and situations:
- •III. Read the end of the story and retell it using the following verb-postpositive phrases wherever possible. Reread the whole story and discuss the title:
- •I. Reproduce the following situations. Make sure that you use the active vocabulary:
- •II. Fill in prepositions and postpositives:
- •III. Point out the structural patterns and explain their use. Translate the sentences into Russian:
- •IV. Revise the texts included in Units Seven-Thirteen. Get ready to answer the following questions:
- •VI. Choose any 10 word combinations out of the following list and "rite sentences (or short situations) in Russian based on the story "The Boatswain's Mate". Discuss the sentences in class:
- •VII. Make up dialogues on the following topics:
- •VIII. Translate the following situations in written form:
- •I. Supply a title to the story and give reasons for your choice.
- •II. Pick out sentences in the story illustrating the various types of if-clauses.
- •III. Make up 5 Russian sentences with clauses of unreal condition based on the story. Ask your comrades to translate them into English.
- •I. What helps you guess the author of the passage? What is the author's name?
- •II. How do you know that it is a passage from a detective story?
- •III. Have you read any short stories by the author? Tell one of them.
- •I. What do we learn from the extract about the author's way of reading? What did he gain from such reading?
- •II. Why did he call himself a bad reader?
- •I. What book does the passage come from?
- •II. What do you think of the man? What made him such an extraordinary person? Why did he attract other people?
- •I. What is the title of the story? Who is its author?
- •Il. What state do you think Johnsy was in? Why did she watch the dry leaves falling?
- •III. What happened later?
- •I. What book does the extract come from? Comment on the language.
- •II.How did the man happen to find himself in the gloomy passages alone and half-dressed?
- •III. Write a simplified version of the passage using your active whenever possible.
- •I. Pick out all the proverbs in the story and give their Russian equivalents.
- •II. Write an end to the story using some of the following proverbs;
- •I. What story does the passage fit into?
- •II. What do you think the cause of Mr. Jones's illness was?
- •I. How does (he passage fit info the story "One Coat of White"?
- •II. Bring out the meaning of "People don’t often look their business". Do you agree to the statement? Give examples to justify jour point of view.
- •I. How does the author characterize a modern disease the name of which is travel? Are you taken with a similar disease when your summer or winter vacations are coming?
- •II. What aim do you set yourself when you travel or go hiking?
- •III. What thoughts in the extract strike you as most humorous?
- •I. What efforts at self-improvement have you ever made? Were they successful?
- •II. Write a short story about one of your efforts at self-improvement and what came of it.
- •III. Pick out words and word combinations in the story which you think are used by the author to achieve a humorous effect.
- •I. Make up a few questions on the passage and ask your comrades to answer them.
- •II. Think of a number of statements concerning events in the text and ask your comrades to find evidence in the text to support them.
- •I. What story is the passage taken from? How does it fit into it?
- •II. What did the girl look like as she hurried to the painter's studio? What do you know about her from the rest of the story?
- •III. What city is described in the passage? What similes help you guess? What do you know about the city?
- •I. Read and translate the text.
- •II. Give English equivalents for the following Russian word combinations and phrases:
- •III. Answer the following questions. Make use of the word combinations listed in brackets:
- •IV. Translate the following sentences using words and word combinations from the text:
- •V. Make a written translation of the following passages:
- •VI. Reproduce the following passages:
- •VII. Speak on the Soviet Union's achievements in different spheres of life. Make use of the text and the additional passages given in Exercises V, VI.
VI. State what kinds of relations form the basis for each case of metonymy in the text of the poems "To the Men of England", 'The Song of the Shirt" and "Sons of Poverty".
134
UNIT SIX TEXT
Ernest Everhard, a labour leader, is invited to a dinner party at Professor Cunningham's. The guests, encouraged by the professor, exchange their views on various social problems. Ernest seizes the opportunity to expose the cruel treatmn.-t of the workers at the local mills. He tells them about Jackson, a worker who lost his arm in an accident. The man had noticed a piece of flint that had got in his machine and might have put it out of order. He threw off the belt to stop the machine and reached for the flint. But the belt didn't come off and his arm was picked and clawed to shreds from the finger tips to the shoulder. When he came out of hospital Jackson could not return to his job. And the company refused to give him work he could do. So his situation was wretched...
The story is told by Avis Cunningham, the professor's daughter.
"And what did the company do for him?" I asked Ernest.
"Nothing. Oh, yes, they did do something. They successfully fought the damage suit that he brought when he came out of hospital. The company employs very efficient lawyers, you know."
"But the courts," I urged. "The case would not have been decided against him, had there been no more to the affair than you have mentioned."
"Colonel Ingram is the company's leading lawyer. He is a very shrewd man." Ernest looked at me intently for a moment, then he went on: "I'll tell you what, Miss Cunningham. You investigate Jackson's case."
"I had already determined to," I said coldly.
"All right," he smiled good-naturedly," and I'll tell you where to find him. But I tremble for you when I think of all you are to prove by Jackson's arm."
And so it came about that I accepted Ernest's challenge.
I found Jackson in a crazy ramshackle house down near the bay on the edge of the marsh. He was making some sort of a basket and toiled on steadily while I talked with him.
"How did you happen to get your arm caught in the machine?" I asked.
He looked at me in a slow and pondering way and shook his head.
"Carelessness?" I prompted.
134
"No," he answered, "I ain't for callin' it that. I was workin" overtime, an' I guess I was tired out. I worked seventeen years in them mills, an' I've noticed that most of the accidents happens just before whistle-blow. A man ain't so quick after workin' steady for hours. I've seen too many of 'em cut up and killed not to know."
"Many of them?" I asked.
"Hundreds an' hundreds, an' children, too."
With the exception of the terrible details, Jackson's story of his accident was the same as that I had already heard. When I asked him if he had broken some rule of working the machinery, he shook his head.
His mind was rather hazy concerning the suit for damages. Only one thing was clear to him and that was that he had not got any damages. He had a feeling that the testimony of the foremen and the superintendent had brought about the adverse decision of the court. Their testimony, as he put it, "wasn't what it ought to have ben". And to them I resolved to go.
One thing was plain. Jackson's situation was wretched. His wife was in ill health, and he was unable to earn, by his basket-work and peddling, sufficient food for the family. He was back in his rent, and the oldest boy, a lad of eleven, had started to work in the mills.
"They might a-given me a watchman's job," were his last words as I went away.
* * *
Jackson's lawyer was a weak and inefficient-looking man, and at sight of him two of Ernest's statements flashed into my mind. "The company employs very efficient lawyers," and "Colonel Ingram is a very shrewd man." It dawned upon me that of course the company could afford finer legal talent than could a working-man like Jackson.
"Why did you lose the case?" I asked.
The lawyer was perplexed and worried for a moment. Then he began to whine. He whined about the testimony. The witnesses had given only the evidence that helped the other side. Not one word could he get out of them that would have helped Jackson. They knew which side their bread was buttered on. Jackson had been confused by Colonel Ingram, who was brilliant at cross-examination. He had made Jackson answer damaging questions.
"How could Jackson's answer be damaging if he had the right on his side?" I demanded.
"What's right got to do with it?" he demanded back. "You see all those books?" He waved his hand towards the crowded shelves of books in his tiny office. "All my reading and studying of them has taught me that law is one thing and right is another thing. Ask any lawyer."
135
* * *
"Why did you not call attention to the fact that Jackson was trying to save the machinery from being damaged?" I asked Peter Donnelly, one of the foremen who had testified at the trial.
He pondered a long time before replying. Then he cast an anxious look about him and said:
"Because I've a wife and three children, that's why. It wouldn't a-ben healthy," he answered.
* * *
Henry Dallas, the superintendent, refused to talk. Not a word could I get from him concerning the trial and his testimony.
But with James Smith, the other foreman, I had better luck. He agreed with Peter Donnelly that Jackson should have won his case and got damages. He went even further and called the action heartless and cold-blooded. Also he explained that there were many ."ccidents in the mills, and that the company's policy was to fight to the bitter end all suits for damages.
"When you testified at the trial, you didn't point out that Jackson received his injury through trying to save the machinery from damage?" 1 asked.
"No, I did not," was the answer. "I testified to the effect that Jackson injured himself by neglect and carelessness, and that the company was not in any way to blame."
"Was it carelessness?" I asked.
"Call it that or anything you want to call it. The fact is that I testified at the trial the way I did ... because I was following instructions, Colonel Ingram's instructions. He outlined the evidence I was to give."
"And it lost Jackson's case for him?"
He nodded, and his face grew dark.
"And Jackson had a wife and two children dependent on him."
"I know," he said quietly, but his face grew darker.
"Tell me," I went on, "was it easy to do such a thing at the trial?"
He burst into a savage oath.
"I beg your pardon," he said the next moment. "No, it was not easy. But let me tell you this. If you repeat anything I've said, I'll deny every word of it; and if I have to, I'll do it under oath on the witness stand."
After my interview with Smith I went to my father's office and there I met Ernest.
"I have been looking up Jackson's case. He seems to have been badly treated," I confessed.
"Of course," he answered. "If Jackson and all his fellows were treated mercifully, the dividends of the company would not be so large. Our boasted civilization is based upon blood."
(From "The Iron Heel" by Jack London)
136
COMMENTARY
NOTES
Both Jackson and Peter Donnelly speak an illiterate English. Note the following non-standard forms which occur in the text:
a) I ain't for callin' it that
The form ain't is used for the following: am not, is .not, are not, have not, has not.
b) ... workin' steady for hours.
The adjective steady replaces the adverb steadily.
c) a-given, a-ben, a-got
The forms are used instead of have given, have been, have got.
d) in them mills
The personal pronoun them is used instead of the demonstrative pronoun these, those or the definite article.
e) ... most of the accidents happens ...
Agreement between the subject and the predicate is violated.
f) callin', workin'
The omission of the final g in spelling indicates that [n] is pronounced instead of [n] at the end of the words.
g) an', 'em
The omission of d in and and th in them shows the omission of the corresponding sounds in pronunciation.
These improprieties of speech - non-standard pronunciation, improper grammatical forms - are used by the author to give his characters definite speech characteristics. They show the characters' vocation, their education, environment and even their psychology. Only typical non-standard forms are used for this purpose.
STRUCTURAL PATTERNS
1. Happen, seem + Infinitive
How did you happen to get your arm caught in the machine?
Jackson seems to have been badly treated.
The verbs to happen and to seem may be followed by any kind of infinitive.
The indefinite infinitive expresses an action simultaneous with the moment described in the sentence.
The young farmer seemed to know everything about Miss Posie's family. |
Казалось, что молодой фермер знает всё о семье мисс Поузи. |
The continuous infinitive emphasizes that the action expressed by the infinitive is in process.
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I first met her in Wisconsin. |
Я впервые встретила ее в Висконсине. |
I happened to be staying with my relatives there. |
Так случилось, что я гостила там у своих родственников. |
He seems to be enjoying his holidays here. |
Он, как будто (кажется), с удовольствием проводит здесь каникулы. |
The perfect infinitive expresses an action prior to the moment referred to in the sentence.
Nobody knew the man, but when I saw him I recognized him at once. I happened to have worked with him in the North. |
Никто не знал этого человека, но когда я его увидела, я его сразу узнала. Я когда-то работала с ним на севере. |
They seem to have met before. |
Они, кажется, встречались раньше. |
2. Might + Perfect Infinitive
They might have given me a watchman's job.
Might have done expresses disapproval or reproach. The perfect infinitive refers the action to the past.
You might have warned me in advance (but you didn't). I wouldn't have waited for you. |
Ты мог бы предупредить меня заранее. Я бы не стал тебя ждать. |
Note: When might is followed by an indefinite infinitive, the combination might do smth expresses a request with a shade of reproach and refers the action to the present or future.
You might at least drive me home. |
Вы хотя бы отвезли меня домой. |
You might carry the parcel for me. |
Мог бы понести мой сверток. |
3. Should + Infinitive
Не agreed with Peter Donnelly that Jackson should have won his case and got damages.
The modal verb should expresses obligation, advisability, desirability. It may be followed by any kind of infinitive.
Should + indefinite infinitive refers the action to the present or the future.
You should take tha visitors round the museum. |
Вам надо (следует) показать гостям музей. |
Should + continuous infinitive refers the action to the immediate present.
You should be reading your history instead of watching TV. |
Тебе надо (следует) заниматься историей, а не смотреть телевизор. |
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Should + perfect infinitive refers the action to the past.
You should have accepted the invitation (but you didn't). |
Вам надо было бы принять его приглашение. ' |
You shouldn't have accepted his invitation (but you did). |
Вам не надо было бы принимать его приглашение. |
Note: The modal verbs should and ought (to) are very much alike in meaning. In many cases they are used interchangeably. However, ought to emphasizes moral obligation, whereas should is commonly used when instructions are given in the form of advice.
You ought to be grateful to her. |
Вы должны быть благодарны ей. |
You ought to be helping your mother, Jane. She is washing up. |
Тебе следовало бы помочь маме, Джейн. Она моет посуду. |
You ought to have apologized to her. |
Вам надо было бы извиниться перед ней. |
You shouldn't miss this opportunity. |
Вам не следует упускать такую возможность. |
You should have put more sugar in the cake. |
В торт следовало бы положить больше сахара. |