- •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.
Vocabulary
1. But I tremble for you when I think ...
//to tremble for smb - feel anxious on srnb's account - опасаться за кого-л.//
To tremble, to shake, to shiver and to shudder need to be distinguished when they mean to move quickly or vibrate. They correspond to the Russian дрожать, трястись, содрогаться.
To shake vi is the general term. It may imply any kind of state which is not firm or steady. To shake may refer to both persons and things.
|
He shook with fear (cold). |
Он трясся от страха (холода). |
|
The earth shook under us. |
Под нами дрожала земля. |
То tremble vi means to shake with agitation, fear, anger, cold, physical weakness. It implies a slight, not very noticeable motion.
|
Her lips trembled and she could not trust herself to speak. |
У нее дрожали губы, и она не решалась говорить. |
|
She stood at the door, her whole body trembling with fear. |
Она стояла у двери и вся дрожала от страха. |
|
His voice trembled with indignation. |
Его голос дрожал от негодования. |
То shiver vi means to shake with a rapid vibrating movement, esp because of cold or fear.
|
He came into the house snow-covered and shivering. |
Он вошел в дом весь в снегу, дрожа от холода. |
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To shudder vi means to experience sudden shivering due to fear, horror, repugnunce or cold. To shudder is usually the action of a moment and is stronger than to shiver.
|
She shuddered at the sight of blood. |
Она содрогнулась при виде крови. |
|
I shuddered to think what might happen. |
Я содрогнулась, когда подумала, что может произойти. |
2. I asked him if hehad broken some rule of working the machinery.
to break vt - fail to keep or obey - нарушать
to break a law, a rule, one's word, silence, etc
|
Kemp was the first to break the silence. |
Кемп первым нарушил молчание. |
|
She never broke her word. |
Она никогда не нарушала своего слова. |
to break vi - begin - начинаться, наступать
|
Day was breaking when we went out. |
Рассветало, когда мы вышли. |
|
A heavy storm was about to break. |
Надвигался шторм. |
to break down
a) fail to act, become useless - сломаться, разрушиться, выйти из строя
|
The machinery broke down |
Машина сломалась (вышла из строя). |
b) become weak and ill (of health) - ухудшаться, сдавать (о здоровье)
|
His health broke down. |
У него ухудшилось здоровье. |
to break out - begin suddenly (of fire, war, epidemic, strike) - вспыхивать, разражаться
|
A fire broke out during the night. |
Ночью вспыхнул пожар. |
|
The quarrel broke out afresh. |
Ссора вспыхнула вновь. |
3. He was unable to earn ... sufficient food for his family.
to be (un)able to do smth - (not) have the power, ability, means or opportunity to do smth - (не) быть в состоянии (в силах) что-л. сделать
|
Will you be able to come today? |
Вы сможете прийти сегодня (у вас есть такая возможность)? |
|
You are better able to do it than I am. |
Вы можете сделать это лучше, чем я. |
|
Are you able -to walk another two miles? |
Вы в состоянии пройти еще две мили? ' |
|
He was unable to think clearly at the moment. |
В этот момент он был не в состоянии ясно мыслить. |
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to be (in)capable of doing smth - (not) have the power, ability or fitness - быть (не) способным на что-л., сделать что-л.
|
Не is quite capable of neglecting his duty (is the sort of man who might do so). |
Он может пренебречь своим долгом (он способен на. это). |
|
In those days only Filatov was capable of performing such delicate operations. |
В то время только Филатов был способен делать такие сложные операции. |
|
Show me what you are capable of (how well you can work). |
Покажи, на что ты способен. |
The difference between (un)able to do and (in)capable of doing is that the first word combination describes the state of things in a certain situation, whereas to be (in)capable of (not) doing stresses a person's fitness for doing something.
|
He was unable to come as he was busy. |
Он не мог прийти, он был занят. |
|
The boy can't have told a lie. He is incapable of lying. |
Не может быть, чтобы мальчик солгал. Он не способен на ложь. |
|
At that moment Bill felt he was capable of murder. |
В этот момент Билл почувствовал, что он способен на убийство. |
4. The witnesses had given only the evidence that helped the other side.
witness n - a person who has first-hand knowledge of an event and is able to describe it; also, one who gives evidence under oath in a law-court - свидетель
|
Tom was the -only witness to (of) the crime. |
Том был единственным свидетелем преступления. |
|
He appeared in court as a witness. |
Он появился в суде в качестве свидетеля. |
5. Jackson had been confused by Colonel Ingram, who was brilliant at cross-examination
to be brilliant (good, clever, skilful, poor, slow) at smth or doing smth
Some adjectives take an object expressed by a noun or a gerund with the preposition at.
|
My friend is good at phonetics. |
У моей подруги хорошо идет (ей дается) фонетика. |
|
Jerome thought he was good at packing things. |
Джером думал, что он хорошо умеет упаковывать вещи. |
|
1 am afraid 1 am no good at solving cross-word puzzles. |
Боюсь, что я совершенно не умею решать кроссворды. |
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Note: To be good (quick, slow) at doing something expresses a permanent characteristic feature of a person; to be slow (quick) in doing something characterizes a person's action in a given situation.
|
Dennis was quick in seeing the joke. |
Деннис сразу понял шутку. |
|
He was slow in taking the hint. |
Он не сразу понял намек. |
After the adjectives quick and slow we often find an infinitive instead of the gerund.
Dennis was quick to see the joke. He was slow to take the hint.
6. Why did you not call attention to the fact that...
to call (smb's) attention to smth - show; point out; cause smb to notice - обратить (чье-л.) внимание на что-л.
|
I'd like to call your attention to the following facts. |
Мне бы хотелось обратить ваше внимание на следующие факты. |
|
He called my attention to a group of students and said: "They've come to help us." |
Он обратил мое внимание на группу студентов и сказал: "Они пришли помочь нам". |
to pay attention to - give one's mind to - обращать (свое) внимание на что-л., на кого-л.
|
Не paid no attention to her words. |
Он не обратил никакого внимания на ее слова. |
|
Pay attention to what is being said. |
Слушайте, что сейчас говорят. |
to attract (smb's) attention - make people notice one; arouse interest - привлекать чье-л. внимание
|
I shouted to attract attention. |
Я крикнул, чтобы привлечь к себе внимание. |
|
Suddenly my attention was attracted by a strange-looking man. |
Вдруг мое внимание привлек человек странной наружности. |
7. Jackson was trying to save the machinery from being damaged.
to damage vt - make less useful or valuable (applied mostly to things) - повредить
|
The car was badly damaged in a crash. |
Машина была сильно повреждена при столкновении. |
damage n (uncountable) - вред, ущерб, убыток, урон
to do (cause) damage to - нанести, причинить ущерб чему-л.
|
The storm did great damage to the port. |
Шторм произвел большие разрушения (нанес большой ущерб) в порту. |
|
The fire caused no damage to the pictures. |
Пожар не причинил вреда картинам. |
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8. ... that Jackson should have got damages.
//damages n pl (legal) money that is paid in compensation for a loss or injury - убытки, компенсация за убытки to claim damages - взыскивать убытки
-
to pay smb damages - возмещать кому-л. убытки
-
to get damages - получать компенсацию за убытки
-
to bring a suit for damages or to sue smb for damages возбудить дело о возмещении убытков//
9. I testified to the effect that Jackson injured himself by neglect and carelessness.
to injure vt - hurt; do or cause harm or damage to - ушибить, ранить; повредить
|
Nobody was injured in the accident. |
Никто не пострадал в аварии. |
|
He injured his knee playing football. |
Он ушиб колено, играя в футбол. |
|
The fruit was injured by hail. |
Фрукты пострадали от града. |
//injury п - a wound, a hurt; harm, Damage - ушиб, рана; повреждение//
10. ... the company was in no way to blame.
to be to blame (for smth) - быть виноватым в чем-л.
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Who is to blame for the accident? |
Кто виноват в аварии? |
|
He is in no way to blame. |
Он ни в коей мере не виноват. |
to blame smb for smth - fix on smb the responsibility for smth - обвинять, порицать, винить кого-л. за что-л.
|
You should not blame him for what had happened. |
Вам не следует винить его в том, что произошло. |
|
I have nothing to blame myself for. |
Мне не в чем себя упрекнуть. |
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EXERCISES
I. Translate the following sentences from the text:
1. They successfully fought the damage suit that he brought when he came out of hospital. 2. He was making some sort of a basket and toiled on steadily while I talked with him. 3. He looked at me in a slow and pondering way ... 4. His mind was rather hazy concerning the suit for damages. 5. The testimony of the foremen and the superintendent had brought about the adverse decision of the court. 6. Jackson's lawyer was a weak and inefficient-looking man. 7. It dawned upon me that of course the company could afford finer legal talent than could a working-man like Jackson. 8. The witnesses ... knew which side their bread was buttered on. 9. Jackson had been
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confused by Colonel Ingram, who was brilliant at cross-examination. 10. He had made Jackson answer damaging questions. 11. He waved his hand towards the crowded shelves of books in his tiny office. 12. The company's policy was to fight to the bitter end all suits for damages. 13. I testified to the effect that Jackson injured himself by neglect and carelessness. 14. He outlined the evidence I was to give.