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- •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.
IX. Translate the following situalions in written form:
I
1. Еле живой, Давид добрался в полдень до окраины Дувра. У него кружилась голова от голода и усталости. Не удивительно, ведь он шел в Дувр уже целую неделю.
Прежде чем начать поиски (to start one's search for) своей тетки, мисс Бетси Тротвуд, Давид решил отдохнуть немного и подождать, пока не спадет жара (to grow cooler). Сидя в тени большого дерева, он думал о своем будущем: "А что если тетя не позволит мне жить у нее? А что если она отошлет меня обратно к мистеру Мердстоуну?" Эта мысль привела его в отчаяние (to drive smb to despair).
2. Когда он пришел в город, он стал спрашивать прохожих, не знают ли они, где живет мисс Бетси Тротвуд, но все принимали его за попрошайку, и никто не желал разговаривать с ним. Давид долго бродил по улицам города, пока, наконец, не остановился у калитки какого-то сада. В саду работала женщина. Увидя его, она крикнула: "Уходи, мальчик, мне здесь не нужны попрошайки!"
Давид не двигался. У него было такое чувство, что он нашел именно того человека, который поможет ему. "Я ищу мисс Бетси Тротвуд, но никто не знает, где она живет... Я уже потерял всякую надежду увидеть ее когда-нибудь..."
Женщина тотчас же прекратила работу и подошла к Давиду. "Зачем тебе мисс Бетси? Она не любит мальчиков",- сказала
164
женщина, так пристально глядя на Давида, что тот почувствовал себя неловко (to feel ill at ease). - "Я Давид Копперфильд, я убежал из дома, там со мной так жестоко обращались (to treat badly), что я ..."-и Давид расплакался.
Все, что случилось потом, превзошло все ожидания Давида. Едва он произнес эти слова, как мисс Бетси, ибо это была она, схватила Давида за воротник, и Давид почувствовал, что его волокут куда-то.
3. Давид, должно быть, потерял сознание от нервного напряжения, так как когда он пришел в себя, он обнаружил, что лежит на кушетке в очень светлой комнате.
На следующее утро, когда Давид проснулся, он долго не мог сообразить, где он находится. Он сел на кровати (to sit up) и огляделся. "Где я? Неужели мне все это кажется!?" Он поспешно встал, подошел (to go over to) к двери и прислушался. Он услышал уже знакомый ему голос. Теперь он вспомнил, что с ним приключилось: он убежал из дома и нашел свою тётку.
II
1. Уже несколько часов я бродил по городу, голодный и несчастный, когда мое внимание привлекло окно ресторана. Я не мог не остановиться перед ним. "Как бы мне хотелось войти и заказать хороший обед!" - подумал я, рассматривая (глядя на) вкусные вещи, которые были выставлены там. Но я не мог позволить себе даже чашки кофе!
2. Вдруг я почувствовал, что за мной наблюдают. Я оглянулся и увидел высокого, седого мужчину, похожего на слугу. Он подошел ко мне и сказал, указывая на дом рядом с рестораном (next to): "Не могли бы вы подняться со мной на второй этаж?"
3. Поднимаясь за ним по лестнице, я не мог не удивляться, что все это значит. Меня провели в богато обставленную столовую, в которой сидели за завтраком два джентльмена. Я сразу почувствовал слабость от голода. Я уставился на еду, надеясь, что они дадут мне что-нибудь поесть, но джентльмены и не подумали поделиться (to share) со мной своим завтраком!
Однако они поздоровались со мной за руку, спросили, как меня зовут и чем я занимаюсь. Мои ответы как будто понравились им, и один из них сказал: "Мы решили предложить вам одно дело. Мы не будем вдаваться в подробности. Зто письмо все объяснит. Могу только сказать, что если вы не оправдаете моих ожиданий, я проиграю пари".
4. Мне вручили большой конверт, и не успел я оправиться от изумления, как слуга провел меня к двери, и я снова очутился на улице. Я задыхался от негодования: "Я никому не позволю со мной так обращаться! Что они хотят от меня? Я не желаю быть замешанным в каком-либо деле (to be mixed up in)! Если бы я знал, что все так кончится, я бы -не пошел туда... Мне также не следовало бы брать этот конверт... Интересно, что в нем?"
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III
1. К часу дня постоялец миссис Холл звонил несколько раз, требуя завтрака. Но миссис Холл не обращала никакого внимания на его звонки: она решила не давать ему есть, пока он не заплатит по счету. Он опять задолжал ей.
2. "Как бы мне хотелось отделаться от него (to get rid of smb)", - говорила она своей соседке. "Его страннее поведение действует мне на нервы. На днях я наводила справки о нем, но никто не знает, где он жил, прежде чем приехал в Айпинг".
3. Было пятнадцать минут второго, когда миссис Холл снова услышала звонок своего нового постояльца. Взяв счет, она сказала: "Пойду и поговорю с ним, я должна решить все раз и навсегда".
"Простите, сэр. Вы звонили?" - "Да. Я голоден. Я жду завтрака все утро. Вы., должно быть, забыли обо мне". - "Вовсе нет. Я думаю, вы забыли, что счета следует оплачивать вовремя. Я очень сожалею, что дала вам лучшую комнату в гостинице..."
Незнакомец быстро подошел к ней. "Я не потерплю, чтобы вы так со мной разговаривали. Вы не знаете, кто я... Я ученый..."
4. На этот раз миссис Холл не испугалась. Она сказала: "Я не сомневаюсь, что вы гениальный ученый, но мне нужны мои деньги. Я не имею возможности содержать вас бесплатно. Я разорюсь (to be ruined). Я настаиваю, чтобы вы заплатили сейчас же. Вот ваш счет". Миссис Холл протянула ему счет, не глядя на него. - "А вот ваши деньги", -сказал незнакомец. Миссис Холл подняла глаза. В следующий момент она едва не упала в обморок. Перед ней стоял человек без головы!
5. "Боже мой!" - вскрикнула миссис Холл, дрожа от страха. Она хотела было позвать на помощь, но не могла произнести ни слова. Она попыталась взять себя в руки. Она выпрямилась и глубоко вздохнула, но это не помогло. Но тут она почувствовала, что ее подталкивают к двери (to push smb towards).
Когда она пришла в себя, она увидела, что опять стоит в коридоре перед дверью комнаты незнакомца. "Не может быть, чтобы мне все это приснилось. Неужели слухи о невидимом человеке - правда?" - прошептала сна. Она долго не могла прийти в себя.
IV
1. Опустив голову (with his head down), Крейн медленно ехал через лес. Он был в мрачном настроении. Катрина опять отказалась разговаривать с ним. А ведь он поехал на вечеринку с намерением сделать ей предложение (to propose to smb)! "Неужели она влюблена в Брома?" - вдруг подумал он. Он долго не мог успокоиться.
Ночь была темная, вокруг никого не было видно. Тишина начала действовать Крейну на нервы. Он никогда не чувствовал себя таким одиноким.
2. Проезжая через темный лес, он вспомнил легенду о всаднике без головы. Он слышал эту легенду на вечеринке, которую
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устраивал отец Катрины. Никто иной как Бром рассказывал эту историю. "А что, если это правда?" Им овладела паника.
3. Вдруг тишину ночи нарушил странный шум. Крейн поднял голову и увидел перед собой всадника без головы. Крейн едва не упал в обморок. "Кто вы?" - спросил он дрожащим голосом. "Я тот, который давно ждал случая отомстить тебе..."
4. Бром беззвучно рассмеялся, увидев, как Крейн умчался галопом (to gallop away). "Держу пари, он больше никогда не вернется в деревню", - сказал он, очень довольный своей шуткой.
5. Всякий раз, когда Брома спрашивали, не знает ли он, что случилось с учителем, он всегда говорил одно и тоже: он видел, как всадник без головы уносил бедного учителя. Никто не сомневался в правдивости этого рассказа, так как с тех пор Крейна никто не видел в деревне.
V
1. Я расскажу вам, как однажды мы похитили (to kidnap) Джонни, сына богатого фермера, в надежде получить большой выкуп за него (a ransom for). Мы давно мечтали купить кабачок, но нам не хватало (to be short of) денег. Нам нужна была еще тысяча долларов. И вот тогда-то и пришла Биллу в голову "гениальная" мысль. Он предложил похитить сына какого-нибудь богатого фермера и потребовать за него большой выкуп. Сначала мне понравилось это предложение, а потом... Но давайте я расскажу вам все подробно...
2. Мы отвезли Джонни в пещеру в горах, в которой мы решили его спрятать. Не прошло и часа (an hour had not passed before...), как мы поняли, какую глупость мы совершили. Джонни был сущий чертенок (a regular devil). Он пугал нас ужасными криками, зло шутил над нами и не давал нам ни минуты покоя.
В первый вечер Джонни донимал нас глупыми вопросами: "Сколько времени вы уже живете в этой пещере? Почему ты уставился на меня, Билл? Что случилось с твоим глазом, Сэм? Ты попал в катастрофу? Как это произошло? Здесь много змей? Вашу пещеру надо побелить! Ты лечишься от какой-нибудь болезни, Сэм? Почему у тебя красный нос? Ты простудился? Хочешь, чтобы я вылечил тебя от насморка, Сэм?" и т. д. и т. п. Конечно, в эту ночь ни я, ни Билл не сомкнули глаз.
3. Утром я пошел в деревню навести справки о мистере Дорсете и узнать, что там происходит. К моему удивлению, все было тихо. Ничто не нарушало тишины летнего утра. Деревня, казалось, дремала. на солнце. Я не видел ни полицейского, ни родителей Джонни, бегающих взад и вперед в поисках своего пропавшего сына. "Они еще не узнали, что мальчик исчез. Я лучше напишу письмо мистеру Дорсету и сообщу ему наши условия".
4. Я должен сказать, что, когда мы получили ответ от мистера Дорсета, мы были в панике. В записке говорилось: "Очень сожалею, джентльмены, но я не могу принять ваши условия. Однако
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я предлагаю сделать следующее: если вы принесете мне двести пятьдесят долларов наличными, то я соглашусь взять сына обратно. Было бы лучше, если бы вы привезли Джонни поздно ночью, когда все соседи будут крепко спать. Они смогут отомстить вам (отыграться на вас) (to take it out on smb), если увидят, что вы привезли Джонни обратно..."
5. Письмо произвело на нас такое впечатление, что некоторое время мы сидели молча. Затем Билл, который был доведен до отчаяния за эти три дня, сказал: "Зачем мы только похитили этого чертенка!? Это я виноват в этом. Мне не следовало бы давать тебе советы. Какая жалость, нам придется расстаться с деньгами, которые мы копим уже целый год!"
6. Вечером Билл пришел и сказал Джонни, что отец купил ему ружье для охоты на медведей (to hunt bears) и будет ждать его вечером дома. "А вы возьмете меня обратно?" - спросил Джонни с подозрением, оглядывая нас с головы до ног. - "Конечно, конечно", - ответил я, стараясь сохранить присутствие духа. Я видел, как Билл содрогнулся при этом слове.
7. Мы приняли все меры предосторожности, чтобы Джонни не узнал, что мы намереваемся делать. Если бы он узнал правду, он бы убежал от нас. Поздно ночью мы покончили с этим делом, и, несмотря на то, что мы потеряли свои деньги, мы чувствовали себя самыми счастливыми людьми на свете!
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Part II
UNIT SEVEN
TEXT
MRS. PACKLETIDE'S TIGER
By Saki (H. H. Munro)
It was Mrs. Packletide's pleasure and intention that she should shoot a tiger. Not that the lust to kill suddenly descended on her, or that she felt that she would leave India safer and more wholesome than she had found it, with one wild beast less per million inhabitants. The compelling motive was the fact that Loona Bimberton had recently been carried eleven miles in an aeroplane by an aviator, and talked of nothing else; only a personally procured tiger-skin and a heavy harvest of press photographs could successfully counter that sort of thing. Mrs. Packletide had already arranged in her mind the lunch she would give at her house in Curzon street, ostensibly in Loona Bimberton's honour, with a tiger-skin rug occupying most of the foreground and all of the conversation. She had also already designed in her mind the tiger-claw brooch that she was going to give Loona Bimberton on her next birthday. Mrs. Packletide's movements and motives were largely governed by her dislike of Loona Bimberton.
Mrs. Packletide offered a thousand rupees for the opportunity of shooting a tiger without overmuch risk or exertion, and it so happened that a neighbouring village could boast of being the favoured rendezvous of an animal which had been driven by old age to abandon game-killing and confine its appetite to the smaller domestic animals. The prospect of earning the thousand rupees aroused the sporting and commercial instinct of the villagers; children were posted night and day on the outskirts of the local jungle to drive the tiger back if he attempted to leave the district, and the cheaper kinds of goats were left about with elaborate carelessness to keep him satisfied with his present hunting-ground. The one great anxiety was lest he should die of old age before the date appointed for the lady's shooting party. Mothers carrying their babies through the jungle after the day's work in the fields hushed their singing lest they might disturb the restful sleep of the aged herd-robber.
The great night duly arrived, moonlit and cloudless. A platform had been constructed in a comfortable and conveniently placed tree, and thereon crouched Mrs. Packletide and her paid companion, Miss Mebbin. A goat, gifted with a particularly persistent bleat such as even a partially deaf tiger might be reasonably expected to hear on a still night, was tied to a stake at the correct distance. With an
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accurately sighted rifle and a thumb-nail pack of patience cards, the sportswomen awaited the appearance of the tiger.
"I suppose we are in some danger?" said Miss Mebbin.
She was not actually nervous about the wild beast, but she had a morbid dread of performing an atom more service than she had been paid for.
"Nonsense," said Mrs. Packletide; "it's a very old tiger. It couldn't spring up here even if it wanted to."
"If it's an old tiger I think you ought to get it cheaper. A thousand rupees is a lot of money. If I were you I would have asked ..."
She was, however, cut short by the appearance on the scene of the animal itself. As soon as it caught sight of the goat it lay flat on the earth, as if it wanted to snatch a short rest before commencing the grand attack.
"I believe it's ill," said Louisa Mebbin, loudly in Hindustani, for the benefit of the village head-man, who was in ambush in a neighbouring tree.
"Hush!" said Mrs. Packletide, and at that moment the tiger commenced ambling towards his victim.
"Now, now!" urged Miss Mebbin with some excitement; "if he doesn't touch the goat we needn't pay for it." (The bait was an extra.)
The rifle flashed out with a loud report, and the great tawny beast sprang to one side and then rolled over in the stillness of death. In a moment a crowd of excited natives came running to the scene, and their shouting speedily carried the glad news to the village, where a thumping of tom-toms took up the chorus of triumph. And their triumph and rejoicing found a ready echo in the heart of Mrs. Packletide; already that luncheon-party in Curzon street seemed immeasurably nearer.
It was Louisa Mebbin who drew attention to the fact that the goat seemed to have died of a mortal bullet-wound, while no trace of the rifle's deadly work could be found en the tiger. Evidently the wrong animal had been hit, and the tiger had died of heart failure, caused by the sudden report of the rifle.
Mrs. Packletide was pardonably annoyed at the discovery; but at any rate, she was the possessor of a dead tiger, and the villagers, anxious for their thousand rupees, gladly connived at the fiction that she had shot the beast. And Miss Mebbin was a paid companion. Therefore did Mrs. Packletide face the cameras with a light heart, and her pictured fame spread far and wide. As for Loona Bimberton, she refused to look at an illustrated paper for weeks, and her letter of thanks for the gift of a tiger claw brooch was a model of repressed emotions. The luncheon-party she declined; there are limits beyond which repressed emotions become dangerous.
From Curzon street the tiger-skin rug travelled down to the Manor House, and was duly inspected and admired by the county, and it seemed a fitting and appropriate thing when Mrs. Packletide went to the County Costume Ball in the character of Diana. She refused to fall in, however, with a tempting suggestion of a primeval dance
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party, at which every one should wear the skins of beasts they had recently shot.
"How amused everyone would be if they knew what really happened," said Louisa Mebbin a few days after the ball.
"What do you mean?" asked Mrs. Packletide quickly.
"How you shot the goat and frightened the tiger to death," said Miss Mebbin, with her disagreeably pleasant laugh.
"No one would believe it," said Mrs. Packletide, the colour leaving her face.
"Loona Bimberton would," said Miss Mebbin.
"You surely wouldn't give me away?" she asked.
"I've seen a week-end cottage near Dorking that I should rather like to buy," said Miss Mebbin with seeming irrelevance. "Six hundred and eighty, freehold. Quite a bargain, only I don't happen to have the money."
Louisa Mebbin's pretty week-end cottage, gay in summer-time with its garden borders of tiger-lilies is the wonder and admiration of her friends. "It is a marvel how Louisa manages to do it," is the general opinion.
Mrs. Packletide has given up big-game shooting.
"The incidental expenses are so heavy," she confides to inquiring friends.
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COMMENTARY
NOTES
1. Curzon St. is a famous street in Mayfair West London, once a street of fashionable houses where rich or aristocratic people formerly lived. Today some of the old houses remain, many of them turned into hotels or boarding-houses. Others have been removed to make way for blocks of modern office buildings.
2. ... the cheaper kinds of goats were left about with elaborate carelessness ...
... said Miss Mebbin, with her disagreeably pleasant laugh.
In the combinations elaborate carelessness and disagreeably pleasant individual components clash, as they are contradictory in meaning. This stylistic device is called oxymoron. Oxymoron mostly appears in the patterns: adjective + noun and adverb + adjective.
3. ... while no trace of the rifle's deadly work could be found on the tiger.
The combination the rifle's deadly work means here the shot itself or the result of the shot. Such an indirect or round-about way of referring to an object or a phenomenon instead of a plainer form of expression is called periphrasis. Periphrasis can be understood only in its context. Metaphors are often used in periphrasis.
Here are some other examples of periphrasis:
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Mrs. Thayer... herded Miss Hannah back into her stall (Lardner) = she put the record back in its place.
... the happiest portion of human .life (Dickens) - childhood.
... the embodiment of respectability and the sense of property (Galsworthy) - Soames Forsyte.
STRUCTURAL PATTERNS
1. Gerund as Attribute (Noun + Prep + Gerund)
The prospect of earning the thousand rupees aroused the sporting and commercial instinct of the villagers.
Certain abstract nouns are commonly used with attributes expressed by the gerund. In most cases the gerund is preceded by the preposition of. The attribute acquires appositive meaning, i. e. it serves to explain the meaning of the head-noun. Among the nouns thus used are (dis)advantage, art, experience, fear, feeling, habit, idea, impression, intention, manner, means, method, prospect, risk and some others.
I had the advantage of looking younger than I was. |
У меня было то преимущество, что я выглядела моложе своих лет. |
After a while I began to have a feeling of being watched. |
Через некоторое время у меня появилось ощущение, что за мной следят. |
I had no hope of snatching even a short rest. |
У меня не было надежды выкроить время даже для короткого отдыха . |
2. The right (wrong, etc) + Noun
Evidently the wrong animal had been hit.
Such adjectives and adjective pronouns as right (тот, который нужен, правильный), wrong (не тот), very, only, main, chief, principal, central, left, right, same, following, present, former (первый) and latter (последний) give a unique meaning to the noun they precede; therefore the definite article is used.
It seems to be the right method of solving the problem. |
Кажется, это правильный метод решения проблемы. |
Note: An only child is to be regarded as a set phrase meaning единственный ребенок у родителей: She is as spoiled as if she were an only child. But: Robin was the only child in the bus.