- •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.
VIII. Read the following sentences and suggest Russian equivalents for the parts in bold type:
1. A man stood b.y the window. He must have caught sight of me, because he drew back abruptly. 2. He must have got caught in the rain and be sheltering somewhere in the grounds. 3. As a matter of fact he looked distinctly annoyed, but I insisted on his accompanying me back to the hotel. 4. Мог thought it quite likely that it was Demoyte's rudeness that had driven Miss Carter away, and he felt annoyed with Demoyte. 5. Colonel Arbuthnot was clearly annoyed at being summoned for a second interview. 6. Nan did not know what to do. The idea of confiding in one of her women friends was inconceivable. 7. The great interest between us was, of course, Jason, but in addition he took me more and more into his confidence. 8. I noticed that she wore no wedding ring, carrying in its pla:e a large opal. "I see you are wondering about my opal," she said suddenly, catching my eye. 9. As I wandered across the lawn to the terrace, my eye was caught by a gleam of sunshine on something metal. 10. But suddenly he paused, his eye caught by a cardboard folder which lay on top of the case. 11. He gave a little laugh as he said the last words and quickly walked out of the room. 12. Мог reached the top of the staircase and pulled at the handle of the door. He gave a cry of despair. It was locked. 13. "He should never have come here," he said. "He knew the complications his return would give rise to." 14. He gave me to understand that he was the only person who knows how to deal with her. 15. The door gave way and they all stepped into the shop, and stood still while Tom turned on a light. 16. Philip was prepared to give way to his emotion, but the matter-of-fact reception startled him. 17. She knew it would be better if she could stop being analytical and give way to her emotions. 18. The only thing now was to leave the rooms, and he made up his mind to give notice the next morning. 19. At first Jose refused to touch these unusual delicacies but, seeing disappointment in Nickolas's eyes, he gave in. 20. "I have my newly hired car outside, so I won't be running the risk of meeting your friend at the railway station." 21. "Look here, Henry, we've known one another all our lives. Be honest with met Can you look me in the face and tell me you believe it's a true story?" 22. We all of us agree, that on the face of it the thing's absurd, out of the question. 23. She cut short a flowery phrase of apology from M. Boue. 24. He was fairly sure that Mr. White had simply been carried away by enthusiasm on a favourite topic and had not intended to attack him personally.
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REVISION (UNITS ONE-SIX)
Choose any 10 word combinations and structural patterns out of the following list and make up situations based on the story "Mrs. Packletide's Tiger":
it will save you a lot of trouble (money); to feel sympathy for; to sympathize with; to control oneself with difficulty; to pull oneself together; to suggest that smb do smth; to lose hope (all hope)
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of doing smth; quite by chance; it's settled then; to doubt the truth of the story; How did it all come about?; not to have a wink of sleep; to gaze at; to agree to smb's plan; to take every precaution; to pre--vent smb from learning smth; to have difficulty in doing smth; to go through with; to be driving at; to flash through one's mind; to be to blame for; (the climate) to disagree with smb; to have a feeling; can(not) afford to do smth; to stick to one's story; might as well; had better do smth; would rather not do smth; I wish ...; must, can, may + infinitive (perfect, continuous); clauses of unreal condition
Read and memorize the poem. How is the effect of echo achieved in the poem?
ECHO
By Walter de la Mare (1873-1956)
'Who called?' I said, and the words Through the whispering glades, Hither, thither, baffled the birds - 'Who called? Who called?' The leafy boughs on high Hissed in the sun; The dark air carried my cry Faintingly on: Eyes in the green, in the shade, In the motionless brake, Voices that said what I said, For mockery's sake: 'Who cares?' I bawled through my tears; The wind fell low: In the silence, 'Who cares? Who cares?' Wailed to and fro. |
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UNIT EIGHT
TEXT
CLEAR PROFIT
By Don Edwards
The interior of the store was cool and dark against the glare of the summer's day that shone against the doors and windows and sent shifts of steady light across the boxes, shelves, and show cases.
Enid leant against the counter, with stocks of clothing heaped about her. She moved them idly and sat down on the counter. There was a sound of footsteps outside and hastily she sprang down to stand expectantly. It was only Harry Ridley with a note from his
185
mother; wanting some groceries on credit again. If she had her way she would give the Ridleys what they wanted. For a moment she thought of telling Lucy, the hired girl, to give Harry anything that the note asked for, but the knowledge of what her husband and father-in-law would say made her remain quiet.
She couldn't understand their attitude. They had plenty; people like the Ridleys had nothing, yet they refused to help the Ridleys in any way.
When she had first arrived here and had heard a local resident say, with a mirthless laugh, "All Days are the same in Delford, anyhow," she thought it just cheap humour. It might have been true of Mr. Day, but it wasn't true of his son. Gordon was different. But now she was discovering the truth. In the last couple of years he had altered, become more like his father, so that she often found herself wishing she hadn't married him. If it were not for the holiday that was so near, she felt she would tell Gordon all the anger that was pent up within her and try to shake him out of this complacency. But the holiday would make things all right again. After a couple of weeks in the city she would be ready to come back to the village and the store. If only she could persuade Gordon to have a holiday now and then, she wouldn't mind the place so much, for she would have something to look forward to, something to break the monotony.
She knew what his father said, "Look at me. Haven't had a holiday for twenty years, and look at me," and she felt like replying, "You're a good argument for my case"; but she said nothing, for even though she accused Gordon of being scared of his father, afraid to stand up for his rights, she was rather frightened of the old man herself, and life was miserable enough without her having rows with Gordon's people. She always felt an outcast as it was, a foreigner who had been taken into the household, but not the family, merely because Gordon had married her, and because she was useful ... It was no good worrying herself about these things now. She walked through the shop to the front door.
Standing in the doorway she looked out at the township, and saw how ugly the place was. The main street stretched out, dusty and hot. The cottages, drab and untidy as the people, straggled along the road, here clustering like groups of gossipers, there spreading apart like folk who had just quarrelled. A few people moved about, and now and then a car passed.
When she had first come from the city to work in Delford she enjoyed the quiet and peace of the place after the noise and hurry of the metropolis. The open spaces, the hot sun, the sense of freedom, had been a pleasing contrast to the city. She had been eager to accept the new life and willing to make a success of things, yet she had been defeated. Now, everything seemed different: the store, the village, the people, her husband. The only one who remained the same was her father-in-law, and as she thought of him, her mind repeated those words, "All Days are the same in Delford."
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What she needed was a holiday, a change in the city. Well, tomorrow she and Gordon would be off for the seaside, and away from the village and old Day and his store.
She felt someone pulling at her arm, and turned to see Lucy. The girl whispered to her, "He's been watching you, Mrs. Day, for quite a time."
She swung round quickly and saw her father-in-law standing in the gloom at the back of the shop, looking at her. At first she felt guilty, then angry, as she realized that in Lucy's eyes she was no better than a hired girl. And that was how all the people regarded her, and how the Days regarded her, and unless she was careful, Gordon would think of her only in that way. The old man just stood there, his whole attitude expressing disapproval because he thought she was wasting time, because he wanted to see everyone working all the while. He wouldn't say anything to her, it wasn't necessary - his manner said enough. She wished he would say something, so that she could have it out with him. Thank goodness she was going on a holiday tomorrow. She knew how that worried him. "A useless waste of money. Haven't had a holiday for twenty years," she had heard him say to Mrs. Day last night.
She walked down the store towards him, challenging him to say something; but he turned and left the building.
As the afternoon drew on towards the time when Gordon was due back, she became more restless, pacing up and down th.5 shop in her excitement, serving the few customers in an absent-minded way. She had finished packing the suit-cases before breakfast and now she had nothing to do but wait for Gordon.
Old Day kept looking into the store, and each time he said to Lucy, "As soon as my son comes in, tell him I'd like to see him."
Probably it was just an excuse to see that she wasn't neglecting her work.
She went into the office at the back of the store and sat down for a few minutes to think about the city and her life here in the village. The heat must have made her doze, for the next thing she knew Lucy was saying, "Your husband is back, Mrs. Day. He's outside talking to his father."
She hurried to the door and saw Gordon and the old man standing on the footpath, talking earnestly. She waited, for although she was anxious to see her husband and talk about the trip, she was afraid to interrupt the old man. Presently her husband came towards her.
"You are earlier than I expected, Gordon," she said. "We could leave here before dark, and have tea on the way down." He didn't answer, so she went on speaking, as if to kill by her eagerness and enthusiasm any protests he might be about to make. "We could have a meal at that little hotel overlooking the sea. You know the place where we stayed when we were returning from our honeymoon."
His voice broke in on her abruptly, "We can't go just yet, Enid. Some important business has cropped up at Hillside."
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She did not give him time to explain. He was captured by the place like the other inhabitants, like his father, who dominated him. She would be the same if she lived here much longer, narrow, unimaginative, complacent, ignorant. She turned away and walked towards the house. Gordon made no attempt to follow her.
Inside the house she went to her room and shut the door. She could hear Mrs. Day and the two girls talking in the kitchen. Even in her own room she had no privacy. It wasn't her room really; they were likely to burst in at any moment without knocking. The sight of the suit-cases, ready packed on the bed, drove away her desire to cry and increased her feeling of revolt. She looked at the clock on her dressing-table. The service car would be through the village in about twenty minutes. Quickly she scribbled a note to Gordon, then picked up her cases and walked out stealthily on to the veranda.
She caught the car at the hotel. The only other passenger was a farmer, so she sat alone in the back seat. At first she felt only anger at her husband, and hatred of the village and the shop, but as night closed in, the purr of the car, and the invigorating coolness of the highland air soothed her till she was surprised and rather afraid at what she had done. Still, it might bring Gordon to his senses and show him and his family that she wasn't to be treated as a hired girl, a servant.
At the station, before she had tim; to leave the car, the station-master cams out and spoke to her. "You must be Mrs. Day," he said. "Mr. Day 'phoned me and asked me to tell you not to catch the train, but to wait for him at the Royal Hotel. He is on his way here now."
She returned to the hotel in the service car, and on the way she heard the train leave. She wondered whether Gordon would want to stay the night at the hotel or whether he would go straight on to the city. It was a beautiful night, clear and cool, and it would be delightful to drive down the pass to the coastal plain and then along the edge of the ocean towards the city. She hoped Gordon wouldn't be angry with her. Now she felt a little ashamed of herself. No doubt she had done Gordon an injustice. Things weren't as bad as she had imagined them to be back in the village. Already she was seeing things differently. She would walk down the street to a restaurant and have some supper and by then it would be almost time for her husband to arrive.
At the hotel she must have slept, for she was startled by a knocking at the door. Eagerly she ran to the door and opened it to see old Mr. Day standing outside. Her sudden feeling of confused disappointment turned to quick anger at the sight of the old man with his bent and almost cringing attitude. At once she seemed to be back in the shop, hating the village, and old Day, and even her husband. Surely Gordon could have left his father at home this time.
"Where is he?" she asked. "Where is Gordon?"
The old man put his hand on her arm, so that despite herself she moved away slightly.
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"Gordon had to go over to Hillside on that business," he said. "He will be away for a few days, so after he read your note he asked me to 'phone you and then come and get you." He looked at her for a few seconds, then he added with a smile that was intended to be placatory, "We can't get along in the store without you, Enid, while Gordon is away. And this business will mean about £ 20 clear profit to him."
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COMMENTARY
NOTES
In the course of its development the English language has borrowed a considerable number of words from other languages, which have greatly increased the English vocabulary. The largest group of borrowed words are of French and Latin origin. There are also borrowings from the Scandinavian languages, from Spanish, Italian, Russian and other languages.
For example, in the text alongside words of Anglo-Saxon origin like father, son, wife, to live, to see, to hear, old, young and many others we find a lot of words that come from French: humour, miserable, hotel, challenge, accuse, arrive, regard, credit, reply, retire and others.
There are also borrowings which come direct from Latin. These are anxious, interrupt, interior. The words monotony, enthusiasm are of Greek origin. The word veranda came into English from Hindustani.
In some cases borrowings may be easily recognized through peculiarities of pronunciation (memoir), spelling (naïve, façade), morphological structure (phenomenon - pl phenomena, crisis - pl crises). In many cases borrowings have become so assimilated in English that one has to make use of a dictionary to find out their true origin. Such is the case with these words from the text: place, air, car (Fr), ugly, take, ill (Scan), mile, street, station (Lat)
STRUCTURAL PATTERNS