ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ

Государственное образовательное учреждение

высшего профессионального образования
«Пермский государственный педагогический университет»
Кафедра английского языка

УЧЕБНЫЕ МАТЕРИАЛЫ ПО
ПРАКТИЧЕСКОМУ КУРСУ АНГЛИЙСКОГО ЯЗЫКА
Для студентов III курса заочного отделения

Пермь2018
УДК 802.0
ББК Ш 143.21

У 913

Рецензент:

кандидат филологических наук доцент кафедры

иностранных языков, лингвистики и международной коммуникации

Пермского государственного технического университета О.С. Гребенкина

Автор- составитель : канд. филол. наук доц. О.А. Баранцева

Учебные материалы по практике устной и письменной речи для

У 913 студентов III курса. / сост. О.А. Баранцева ; Перм. гос. пед. ун-т. – Пермь, 2015–
80 с.

Издание адресовано преподавателям, студентам 3-го курса заочного отделения

факультета иностранных языков

УДК 802.0
ББК Ш 143.21

Печатается по решению учебно-методического совета

Пермского государственного педагогического университета

© Баранцева О.А., составление, 2018

© ГОУ ВПО «Пермский государственный
педагогический университет», 2018

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 ENVIRONMENTAL PROBLEMS

VOCABULARY “MAN AND NATURE” IN USE

Topical Vocabulary
1. Natural resources and attractions: minerals, (fresh)
water supplies (reservoirs), floods, rainfalls, vegetation, greenery,
woodland(s), forestry, wildlife, animal kingdoms (population), flora and fauna, arable
land (soil), cultivated land, open land, "green" belts, recreation areas, coastal areas,
country (national) parks, clear landscapes, public open spaces.
2. Environment and man: to link man to nature, to adapt to the
environment, to be preoccupied with economic growth, unrestricted industrialization,
the sprawl of large-built areas, industrial zones, to upset the biological balance, to
abuse nature, to disfigure (litter) the landscape, ecology, ecosystem, to be
environment-conscious, to be environment-educated.
3. Environmental destruction and pollution: land pollution, derelict
land, industrial wastes, the by-products of massive industrialization, to dump waste
materials on land, extensive use of agrochemicals, the denudation of soil, the toxic
fall-outs of materials, water pollution, a dropping water level, to face the fresh water
supply problem, depletion of water resources, the disruption of water cycle, marine
pollution, oil spillage, air (atmospheric) pollution, the air pollution index, to produce
foul air, to exhaust toxic gases (fuel), combustion of fuel, concentrations of smoke
in the air, dust content in the air, radiation, high (low) radioactivity, to store
(disperse) radioactive wastes, noise offenders (pollutants), merciless killing of
animals, destruction of animal habitats.
4. Nature conservation and environment protection: а global imperative for
environment, global environmental security, to preserve ecosystems, to create disaster-
prevention programmes, to harmonize industry and community, plants and people,
conservation movement, to preserve woodlands, to protect and reproduce animal
(fish, bird) reserves, to fight pollution, to install anti-pollution equipment, to
minimize noise disturbance, to reduce pollution, to dispose garbage (litter,
wastes) in designated areas.
(Аракин. Практический курс. Стр.268)

I. Fill the gaps to complete these definitions:

1..........................................................................................................The air, land
and water around us is our ____________________.
2. Dirty air, land and water are all forms of ____________________.
3...................................................................................The layer of gases which stop
dangerous radiation from the sun reaching the earth is called the
_____________________.
4. An increase in world temperature which is____________________ by an
increase in carbon dioxide is called ____________________.
5. Rain that contains dangerous chemicals is called _____________________.
6. A place to put your empty bottles is called a bottle
_____________________.

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 II. Complete these sentences using the word on the right in the correct form.
1. Smoke from factories is _____________the atmosphere. POLLUTION
2. This is one of many _______________problems. ENVIRONMENT
3. Pollution is very ______________to people's health. HARM
4. Fortunately there are now many______________ groups. CONSERVE
5. Their aim is the ____________of all natural things. PROTECT
6. Pollution is ______________the environment. DESTRUCTION
7. The effects of this radiation can be very _______________. DAMAGE
8. _____________waste is a big problem. INDUSTRY

III. Fill the gaps in these sentences with words from the box.
factory resources dumping rain forests fumes waste

1. It is very important that we look after natural ____________________such as

water and gas.
2. We need to protect tropical ______________________such as the Amazon.
3. The company was fined for ________________________dangerous
chemicals straight into the sea.
4. In big cities, two major sources of pollution are car exhaust
____________and smoke from ___________________chimneys.
5.......................................There are strict laws about the disposal of nuclear
________________________.

IV. Use the words in the box to complete the texts about environmental problems.
A.
conditions destruction disposal farming greenhouse
heavily layer over-fishing over-populated polluted resources

Pollution is a major problem of our times. Air, water and land are all ________. Poor
waste _________is to blame for many of the problems and the situation is particularly acute
in ________industrialised and _________regions. Pollution of the atmosphere has led to the
destruction of the ozone _________and to the___________ effect. Other environmental
problems have been caused by too rapid a use of _________.There are far fewer fish in the
sea because of ________and the ______________of the rainforests is having unforeseen
ecological consequences. Battery __________provides a lot of food but involves keeping
animals in unnatural and unhealthy__________.

B.
sewage enlightened pesticides sustainable
organic acid rain ecological deforestation disposal
herbicides extinction animal rights

When industrialisation began, little thought was given to its ____________effects.

Raw, untreated _______________was allowed to pollute our seas and rivers. Animals were
killed for profit to the point of____________. The loss of trees through uncontrolled
___________caused erosion and unstable climate, ____________was caused by the
poisonous gases man sent into the atmosphere. Chemicals in ___________________killed
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animal life, _______________destroyed plants. The balance of nature was disturbed. It is
only now that we are waking up to the problem. More natural, __________farming is
advocated. Legislation controls the __________of waste products into our air and water.
Wildlife organisations are becoming more militant in their fight or __________. Replanting
policies in same parts of the world mean that our forests should in future be __________.
We can only hope that growing public awareness and ____________legislation will produce
a word which is safe for us and will provide a good quality of life for future generations.

C.
OPERATION TIGER
create left remain save

Fifty years ago there were 100,000 tigers in the world. Today there are not more than
5,000_______. In 1972 the World Wildlife Fund launched 'Operation Tiger' to
___________the tigers that __________. Nine tiger reserves have been _________in India
and three in Nepal.

D.
THE LAST THIRTY ORYX
almost hunter rare survive zoo

By the 1970s, ___________ had killed__________all of the Arabian oryx. The WWF
helped to capture the last 30 _______________oryx and send them to Phoenix
_____________in Arizona, where a herd of these__________animals has been built up.

E.
THE LAST FIFTY NENE GEESE
alive less live natural successfully

A few years ago __________than 50 Nene geese were left __________in the wild.
The British Wildfowl Trust raised 700, and the WWF transported 200 to Hawaii, where they
are _______ and breeding_________ again in their _____ surroundings.

F.
THE SEAS MUST LIVE
chemical death in danger international
nuclear poison whale fur hunt

In 1976 the WWF launched its biggest _______campaign, 'The Seas Must Live'. The
seas are polluted by________pesticides, ___________ waste and other ___________.
__________are being hunted to extinction. Turtles are killed for their meat, shell and
oil, crocodiles to make handbags and shoes, walruses for their ivory. Seals are beaten to
_______ to provide ______coats. Many species of these animals are ________of dying our.
The WWF is working to provide sea sanctuaries where whales, dolphins and seals cannot be
_________.
(Cambridge Course)
V. Translate the following sentences:
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А)
1. Показатель загрязнения воздуха в этом регионе очень высокий, вследствие чего
его жители более подвержены заболеваниям легких.
2. Флора и фауна могли бы быть намного богаче, если бы не разрушительное
воздействие человека на природу.
3. Разрушение мест обитания диких животных может сказаться на всей экосистеме.
4. Экологическая гимназия воспитывает экологически образованных и сознательных
учеников.
5. Истощение озонового слоя может привести к глобальному потеплению, что, в
свою очередь, значительно повлияет на климат планеты.
6. Выхлопы газов в атмосферу со стороны автомобилистов должны
контролироваться законом.
7. Одним из серьезных факторов, оказывающих воздействие на окружающую среду,
является массовая индустриализация.
8. Человеку свойственно забывать, что природные ресурсы истощаемы и
восстановлению в большинстве случаев не подлежат.
9. Сгорание топлива сопровождается мощным выбросом в атмосферу вредных
веществ.
10. Размещение мусора в специально отведенных для этого местах является
неотъемлемым условием для сохранения чистых ландшафтов.
11. Использование агрохимикатов приносит как вред, так и пользу.
12. На сегодняшний день назрела всеобщая, объединяющая все страны необходимость
в защите окружающей среды.
13. Знаете ли вы, чем чревато жестокое истребление диких животных?
14. Лучше вовремя защитить животных, нежели потом восстанавливать их
популяции.
15. Нарушение биологического баланса – это следствие загрязнения воды, воздуха,
земли.
В)
16. Многие предприятия могут быть оштрафованы, так как на них не установлены
очистные сооружения.
17. Одной из актуальных экологических проблем на сегодня является размещение
радиоактивных отходов.
18. Многие экологические организации ставят своей целью борьбу с загрязнением
окружающей среды.
19. Смог характеризуется высоким содержанием в атмосфере токсичных газов.
20. Эрозия почвы может приводить к резкому снижению ее плодородия.
21. Разлив нефти в морях всегда представляет угрозу не только морской жизни, но и
человеку.
22. Выхлопы токсичных газов в атмосферу привели к отравлению школьников
вредными веществами.
23. Для чего создаются национальные парки и заповедники?
24. Проблема сохранения экосистем требует быстрых и радикальных решений.
25. Постоянные шумовые помехи являются причиной заболеваний нервной системы.
26. Расширение индустриальных зон нередко сопряжено с нарушением
биологического баланса данной местности.
27. Загрязнение почвы приводит к ее эрозии, что, в свою очередь, превращает уже
вспаханные земли в непригодные для использования.
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28. Несомненно, что природные pecypcы в общем и энергетические ресурсы в
особенности должны использоваться экономно.
29. Исчезновение лесов нарушает кислородный баланс.
30. «Гринпис» - это активно работающая международная организация, цель которой –
защитить окружающую среду.
С)
31. Люди плохо обращаются с природой: они беспощадно убивают животных, разрушают их
места обитания, сваливают мусор на не предназначенных для этого территориях и т.д.
32. В настоящее время в мире существует множество экологических движений, целью
которых является всеобщая охрана окружающей среды, создание заповедников и
борьба с загрязнением.
33. Промышленные предприятия, на которых не установлены очистные сооружения,
загрязняют окружающую среду, воду и почву.
34. Национальные парки и заповедники для животных создаются для того, чтобы
защищать дикую природу и сохранить популяции животных.
35. Хотя наша природа богата ресурсами и полезными ископаемыми, нужно
помнить о том, что следует сохранять экосистемы и бороться с загрязнением.
36. Загрязнение воды приводит к снижению уровня воды, исчерпыванию водных
ресурсов и нарушению круговорота воды в природе.
37. Головная боль, чувство тяжести и шума в голове обычно появляются к концу рабочей
смены у людей, которые трудятся в шумных условиях.
38. Глобальной проблемой стали кислотные дожди, которые пагубно влияют на
окружающую среду и человеческое здоровье.
39. Одной из главных проблем города на сегодняшний день является загрязнение
воздуха, т.к. концентрация смога и содержания пыли в воздухе высоки.
40. Ядовитые выбросы отходов больших заводов вызывают высокую концентрацию
различных вредных веществ в воздухе, вследствие чего люди задыхаются.
41. Истощение природных ресурсов приведет к тому, что земля станет непригодной для
жизни.
42. В наше время принимаются все меры по сохранению флоры и фауны посредством
создания заповедников.
В некоторых районах площадь заброшенных территорий преобладает над площадью
пахотных земель.
43. Сжигание топлива, выброс вредных веществ в атмосферу, использование
аэрозолей ведет к истощению озонового слоя.
44. Уничтожение заповедников опасно тем, что многие животные попадают под
угрозу исчезновения, а некоторые уже исчезли с лица Земли и теперь их невозможно
воспроизвести.
D)
45. Загрязнение воды в этом районе послужило причиной желудочно-кишечных
заболеваний у большинства населения, но власти отказались нести ответственность за
случившееся, и люди не получили компенсации за ущерб.
46. Из-за радиоактивных отходов, токсичных газов, высокой концентрации вредных
веществ в воздухе и загрязнения воды и земель, очень сильно страдают флора и фауна.
47. Чтобы сохранить редкие виды растений и животных и не нарушать биологическое
равновесие, необходимо, в первую очередь, быть экологически сознательными и
образованными.

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48. В настоящее время появляется все больше и больше возделанных земель, что ведет к
эрозии почв.
49. Безжалостное убийство животных скоро приведет к тому, что мы будем узнавать о
некоторых видах только из Красной книги.
50. Отходы массовой индустриализации крайне опасны для животных и
растительности.
51. В последнее время усилилось число природных катастроф: наводнений,
землетрясений. Это результат нарушения биологического баланса.
52. Безжалостное истребление животных приводит к вымиранию целых
биологических видов.
53. Большинство людей успокаивает информация о создании программ по
предотвращению катастроф, хотя это не обеспечивает полной экологической
безопасности.
54. Разливы нефти в океане давно перестали быть частыми, но все же остаются
значительной угрозой для морских видов животных.
55. Необходимость защиты окружающей среды стала причиной введения в школе
предмета «Экология».
56. Побочные продукты массовой индустриализации загрязняют воздух, которым мы
дышим, воду, которую мы пьем, землю, на которой мы выращиваем овощи.
57. Распространение радиоактивных веществ представляет угрозу для лесов, сельского
хозяйства и здоровья людей.
58. Мы должны быть экологически сознательными и образованными и понимать, что
когда мы плохо обращаемся с природой и загрязняем ландшафт, мы наносим вред
себе и уничтожаем все живое на планете.
59. Наша страна столкнулась с проблемой запаса пресной воды, т.к. водные ресурсы
уже истощены.
E)
60. В результате хозяйственной деятельности человека многие источники подземной
воды подвергаются загрязнению.
61. Для того, чтобы бороться с загрязнением, крупные предприятия должны
устанавливать очистительные сооружения.
62. Сгорание топлива, выхлопы токсичных газов, дым ведут к изменению
температуры и климата земли.
63. Загрязнение воды и истощение водных ресурсов – одна из острейших проблем
современного мира.
64. Во избежание исчезновения редких видов животных следует создавать как можно
больше заповедников.
65. Высокое содержание радиоактивных веществ в атмосфере может быть причиной
головных болей и повышенного давления у населения.
66. Человек очень часто злоупотребляет природой, расстраивая биологический
баланс и беспощадно уничтожая естественную среду обитания животных.
67. На сегодняшний день сохранение экосистемы, создание программ,
предотвращающих катастрофы и установка очистительных сооружений является
главной задачей правительства.
68. Засоряя прибрежные территории и лесистые местности, люди забывают, что
существуют специально предназначенные места для размещения отходов
промышленности.

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69. Сгорание топлива отрицательно влияет на атмосферу, вызывая необратимые
изменения озонового слоя.
70. Эрозия почвы сокращает число пахотных земель, что приводит к снижению
урожая.
71. Наконец-то пришло время, когда во многих странах принимаются программы по
защите окружающей среды, которые преследуют цель гармоничного
сосуществования индустрии и природы.
72. Сгорание топлива, выбросы токсичных газов и пыли приводят к высокому
содержанию углекислого газа в атмосфере, а как следствие - к парниковому
эффекту.
73. Вследствие глобального потепления многие прибрежные территории уйдут под
воду и будет нарушен природный баланс на всей планете.
74. Если человек не снизит уровень загрязнения окружающей среды и свое
вмешательство в природу, то рано или поздно все природные ресурсы будут
исчерпаны.
75. Экология сейчас не в лучшем состоянии: отходы сбрасываются на землю, вода
загрязнена, следовательно, человечеству необходимо придерживаться мировой
политики по защите окружающей среды.
76. Дети с раннего возраста должны быть просвещенными в вопросах окружающей
среды, они должны заботиться о природе.
77. Безжалостное убийство животных приводит к тому, что целые популяции
исчезают с лица земли.
78. Загрязнение воздуха мирового океана, разрушение озонового слоя - результат
беззаботного человеческого отношения к природе.
79. Вызывая нарушения внимания, раздражая нервы, шум может стать причиной
головной боли и быстрой утомляемости.
80. Озон обладает уникальной способностью предотвращать попадание солнечных
лучей на поверхность Земли.
81. Браконьеры злоупотребляют природой, беспощадно убивая животных и
разрушая их естественную среду обитания.
82. Токсичные синтетические вещества занимают особое место по своему
отрицательному воздействию на окружающую среду и живые организмы.
83. Попав в питьевую воду, различные вирусы и бактерии приводят к вспышкам
заболеваний.
84. Одним из основных загрязнителей поверхностных вод является нефть и
нефтепродукты.
85. Отходы индустрии, утечка нефти, концентрация газа в воздухе пагубно влияет на
флору и фауну.

TEXTS FOR CAREFUL STUDYING

 POLLUTION
Read the dialogue. Enumerate the types of pollution mentioned in the dialogue.
The following discussion was held at Battersea County School, in London.

Interviewer: What do you think are the worst kinds of pollution?

Steve: Smoking and car fumes.
Interviewer: Do any of you smoke?
9
 Steve: I used to. But it was getting expensive so I gave it up.
Julie: It was a craze. We all used to at one time. We did it to impress our friends.
None of us smoke any more.
Interviewer: How do you think we can tackle the problem of car fumes?
Steve: It should be compulsory to have filters on exhausts. It's compulsory in
California. The majority of traffic offences over there are for people who haven't got filters
on their cars.
Interviewer: What about the noise of cars?
Steve: I think the noise of airports is much worse.
Interviewer: And if you live on a noisy road?
Julie: I live on Battersea Bridge Road, which is one of the noisiest roads in London
and it doesn't bother me. I don't really notice it.
Carol: We've got planes coming over our house every minute and I don't notice it any
more. You get used to it.
Interviewer: What do you think of clearing city centres of traffic?
Martin: It would be difficult in London because it's so big. It would work if there was
a good public transport system...
Steve: But the public transport system here is terrible, so it would never work.
Interviewer: Are there any other kinds of pollution that affect you directly?
Julie: The smells from the factories. Gartons, a local factory for instance, makes
glucose and smoke pours out of their chimneys. Everyone in Battersea can smell it if the
wind's drifting in the right direction. It's a terrible smell.
Interviewer: What do you feel about pollution that really doesn't affect you directly?
For example, the people who live near the nuclear power station in Cumbria are afraid of
radiation and nuclear pollution. How do you feel about that?
Martin: The chances of a disaster happening are pretty slim. If there is an emergency
of some sort, I should think they'll be warned in advance.
Carol: But what about that chemical factory in Italy. Look what happened there! All
the people got burned by the acid!
Interviewer: Although there's no longer that terrible smog in London, there are still
chemicals in the air. This may affect your health. Does this worry you?
Martin: I've never really thought about it. Over the years you grow accustomed to the
smells and things.
Steve: The only time you notice how bad the air is in London, is after you've been
away for a while. You start coughing like anything!
Carol: People probably die younger in the cities.
Ann: They do in American cities. They get all sorts of lung cancer and things.
Interviewer: Are you concerned about pollution that's happening in other countries?
Carol: I feel I don't know enough about it. Sometimes you read about it in the
newspaper, but it's not enough somehow.
Steve: Yeah! They say aerosols are affecting the ozone layer. When that goes, we
blow up, because it's the ozone that protects us from the sun. I'd like to know more about
that. I tend to think: "This little bit isn't going to make much difference!" But that's what
everybody says and it builds up!
Carol: We seem to be brought up not to care.
Steve: Yeah... if it's not harming us, we needn't worry about it.
Interviewer: What do you do about litter?
Carol: I put it in my bag and wait till I find a bin or else I take it home. My friends
10
laugh at me.
Steve: I feel a bit funny walking about with greasy bits of paper in pocket. I chuck
them on the ground.
Julie: I chuck little bits down. But I wouldn't chuck a bottle down and let it smash. If I
have an apple core or something, I chuck it in the gutter where it's easy for the roadsweeper
to clean up.
Interviewer: In China, you have bins on the streets for fruit peel. These are collected
and used for fertilizers.
Julie: It's good if you can get people to do that. In America, they have Walt Disney
characters on the litter bin in the parks and the characters speak when you put litter in the
bin. This encourages the children to pick up litter. That would be good over here for the
little children.
Carol: You've got to teach people to be conscious about the community.
Julie: Yeah! You always go all out for yourself, and don't think about anybody else.
Steve: I don't think there is anything an individual could do. I think it would have to be
a group or a community.
Interviewer: If you object to something that directly affects you, what steps can you
take?
Steve: You can start a petition.
Julie: That happened with Morgans - a nut and bolt factory near here. They were
letting out too much smoke and putting their waste in the Thames. They didn't care about
other people in the area. One of the housing estates started a petition and other groups joined
in. In the end, after a twelve-year fight, they closed down. They had to move to Wales.
Carol: The trouble is, when they move to Wales, they're spoiling the countryside.
There won't be any countryside left if all the factories move out to those areas!
Interviewer: What's your attitude to waste and recycling things?
Martin: I'm in favour of recycling.
Julie: Bottles and cans can be recycled, as long as they devise a system for recycling
them...which they don't do at the moment.
Carol: A lot of the packaging you get when you buy things, is just to make them look
attractive. You can't use it again. You have to throw it away.
Interviewer: Nature always recycles everything. Nothing goes to waste. We seem to
have got so far from that...
Steve: With people, the main idea is to get as much as you can out of something and
then dump the rest.
Interviewer: And what happens when everything gets used up?
Julie: You always think: “Oh, they'll stop it by then!”
Steve: Yeah! You think: “Someone somewhere is doing something about it”. So you
don't worry about it yourself.

1. Explain the following words and word combinations:

to tackle a problem, to affect smb., to be warned in advance, like anything, the ozone
layer, to build up, to chuck, to be conscious about smth., to start a petition, to be in favour
of smth., to devise, to object to smth.
2. Answer the questions:
1. What kinds of pollution are the worst in the students’ opinion?
2. Are the students concerned about noise problems?
3. How do smells from the nearest factories affect the students?
11
4. What do the students know about the ozone layer?
5. What’s the students’ attitude to litter problem?
6. What do they think about recycling?
7. Are the students environment-conscious and educated?
3. Retell the dialogue in the form of monologue.

II. ENERGY CRISIS

What are the environmental problems caused by energy use?
I. The world is threatened by global warming, mainly caused by the increasing
amounts of carbon dioxide and other gases released as fossil fuels are burned in greater and
greater quantities. If we carry on as we are, we can expect climatic changes, sea level rises,
disrupted food supplies and the possibility of such weather events as hurricanes and
droughts.
Carbon dioxide acts with other gases (such as methane, nitrous oxide and
chlorofluorocarbons - 'CPCs') in the atmosphere to trap in the heat of the sun's rays that
would otherwise escape. This "Greenhouse Effect" occurs naturally and without it the
earth would be largely ice-bound and lifeless. However as countries have industrialised
they have used more fossil fuels, causing a rapid increase in the amounts of these gases
being emitted into the atmosphere. This has lead to the possibility of far more heat being
trapped with devastating effects on the environment. More than 300 scientists working on
behalf of the United Nations have predicted that, if we fail to take action, by the year 2030
the level of carbon dioxide in the atmosphere may be twice that of levels in the last century.
This could produce a temperature increase of up to 0.5C every ten years.
II. The burning of fossil fuels, particularly in some types of coal-fired power stations
and vehicles, also produces emissions which form acid rain, leading to extensive damage
to trees, lakes and buildings.
III. Accidents involving supertankers carrying oil around the world have caused major
pollution of the sea and damage to coastal areas and marine life.
IV. Nuclear power, now acknowledged as not being the cheap and abundant source of
energy once promised, carries with it many problems - radioactive waste, risk of accident,
weapons proliferation and radioactive health risks to workers, the public and the
environment.
For example, routine emissions and discharges from the nuclear fuel reprocessing
plant at Sellafield in Cumbria, have left the Irish Sea one of the most radioactively
contaminated seas in the world. The Chernobyl nuclear disaster of 1986 spread radioactivity
as far as North Wales, some 2000 miles from the exploded Soviet reactor. Hundreds of
thousands of people were evacuated in an area up to 100 miles from the accident, many
died, and many others more are still suffering the after effects of radiation exposure and
land is still contaminated and uninhabitable. The clean up costs have been put as high as
£200 billion.
Do we need to use so much energy?
What we need is not the energy itself, but the services - light, heat, cooking,
refrigeration etc -which energy can provide. Environmental damage is caused by our use of
energy and it seems to make little sense that we actually use far more energy than is
necessary to provide these vital services. There are many ways of providing the same
quality of service using less energy.
The way electricity is generated and used in Britain is a good example of this
problem. Nearly every power station in Britain wastes about 60 per cent of the energy in the
12
fuel used - coal, oil, uranium - when it converts it into electricity. The waste comes out as
steam, allowed to escape into the atmosphere via huge cooling towers. In Denmark and
Germany, many towns and industries cut this waste by making use of this steam to heat
local homes and offices and to supply industrial processes in Combined Heat and Power
(CMP), or "co-generation" stations.
Some of these plants also use much cleaner techniques for burning coal which greatly
cut acid emissions that cause acid rain.
In Britain, when the electricity has been generated and the steam wasted, the electricity
is used in light bulbs, appliances, machines and heaters which are often extremely energy
inefficient compared with other models that are available. In the USA there is a law which
sets minimum standards for the energy efficiency of appliances. Evidence to a House of
Lords committee has suggested that, with no decrease in the level of services produced,
electricity use in Britain could be cut to less than a third of current levels by switching to
these far less wasteful technologies.
(Abridged from Friends of the Earth)

1. Answer the questions:

1. What ecological problems are caused by the extensive use of fossil fuels?
2. Comment on the essence of the “greenhouse effect” and global warming. What triggers
these effects?
3. What are the devastating consequences of the use of nuclear power?
4. What are the possible ways to decrease energy use?
2. Find in the text English equivalents for the following:
опустошающее воздействие, находиться под угрозой, выхлапывать (о газах), морская
жизнь, загрязненный радиацией, перерабатывать, жизненно необходимые услуги,
нежилой, последствия, увеличение температуры.

III. NOISE
Noise is sound in the wrong place and often at the wrong time as well. What is just a
sound to some people is a din to others - reaction to noise depends on the listener. Your
child's high spirits are often pleasant to you, but a row to the flat below. You are proud of
your dog's alertness, but its barking drives the neighbours up the wall. Your motor bike is
just tuned right - not like that young chap's ear-splitting roar that sends the street mad.
Noise that does no physical damage to the hearer can, nevertheless, fray nerves, divert
concentration and sap energy. The effect varies enormously - some people seem affected by
the slightest sound, while others are placed in a horrible cacophony. But opinion is growing
along with noise in many places that a lot of noise is harmful and steps ought to be taken to
reduce it. Airports apart, most of the recent increase in noise in towns comes from the
exhausts of thousands of motor vehicles starting and stopping. And most of this noise is
avoidable by careful design and the use of silencers.
Scientists measure noise in decibels. A noisy factory scores 80-90 decibels, but a busy
office with phones ringing and typewriters clattering is often 70-80. It is believed that
workers who work unprotected for two or three years at a level of 100 decibels or more
suffer some permanent injury to hearing even though they feel no pain. The human ear
drum can be ruptured by a sudden explosion and also by a sustained sound of intensity of
156 to 164 decibels.
While two people will not agree on what makes an unbearable sound, the scientists
also find it is difficult to measure noise accurately taking pitch into account. Complex
13
instruments are now used to measure noise in eight frequency bands from low to nigh pitch.
But it is not so difficult to measure noise of a similar character - for example, the angry
buzz of mopeds and scooters. If your neighbours make a row all the time, there is little you
can do about it legally.
Noise regulations for vehicles are so vague and only require that no "excessive noise"
is caused. Prosecution, except where a vehicle is used without a silencer, or with a blatantly
faulty one, is rare. Lovers of peace and quiet are legion and efforts to get an all-embracing
law against noise are now being made.
Noise to many is a nuisance which common sense could reduce a lot. At work it may
be a danger. Experiments have shown that concentration is reduced for 20-30 seconds after
a loud noise, even though the worker was unaware of inattention. This can give rise to
accidents. Noisy jobs with pneumatic equipment, in weaving sheds and so on, can lead to
partial deafness if no protection for the ears is provided.
So whether it's telling a neighbour to "shut his hush" or pressing for factory protection,
peace and quiet is not only pleasant but essential for a worker's full well-being.
(Abridged from Friends of the Earth)

1. Answer these questions:

1. Give the definition of noise.
2. How can noise affect people’s health? Do you experience its harmful impact?
3. What methods for noise control do you know?
4. How is noise measured?
2. Explain the following words and word expressions:
to drive smb. up the wall, ear-splitting, to fray nerves, to divert concentration, to sap energy,
to be ruptured, an unbearable sound, prosecution, to be unaware of smth., to give rise to
smth.
IV. WATER POLLUTION
Necessity of water
In many parts of the world water is a carefully conserved resource, as we rely on water
in every aspect of our lives: indeed water is vital to all life. Adults need to drink 2 litres of
water per day to meet their biological needs, but this is just a start. For example, the average
British household uses 200 litres per person per day.
What is Water Pollution?
However human activity causes pollution at every level of the water cycle. Rivers,
lakes, groundwater, seas are all affected by pollution.
Water pollution involves dumping harmful substances into lakes, streams, rivers, and
oceans. It may also include the release of energy in the form of radioactivity or heat. Any
body of water has the capacity to absorb, break down, or recycle introduced materials.
Under normal circumstances, inorganic substances are widely dispersed and have little or no
effect on life within the bodies of water into which they are released. But, if the capacity of
a body of water to dissolve, disperse, or recycle is exceeded, all additional substances or
forms of energy become pollutants.
The Causes of Water Pollution
Pollution may begin as water moves through the air, if the air is polluted. Soil erosion
adds silt as a pollutant. The use of chemical fertilizers, pesticides, or other materials on
watershed lands is an additional factor contributing to water pollution. Industries located
along waterways downstream discharge chemical pollutants, some of which are toxic if
present in any concentration. Finally, cities and towns dump their loads of sewage and other
14
urban wastes. To add to the problem, the cities and towns in the lower, or downstream,
regions of the river basin contribute additional wastes that flow into estuaries, creating new
pollution problems.
The Results of Water Pollution
The output of industries, agriculture, and urban communities generally exceeds the
biologic capacities of aquatic systems, causing waters to become choked with an excess of
organic substances and organisms to be poisoned by toxic materials. The result is a foul-
smelling, waste-filled body of water, a situation that has already occurred in such places as
Lake Erie and the Baltic Sea and is a growing problem in freshwater lakes of Europe and
North America.
Groundwater
Huge amounts of water seep unseen into porous rocks beneath the soil and collect as
groundwater. Groundwater can become polluted in various ways. Nitrate from agricultural
fertilizer, solvents used in engineering can seep into groundwater and remain there f or
decades.
Drinking water
Tap water supplies are taken from rivers, reservoirs and groundwater, many supplies
are often a mixture of water from different sources.
At present some five million people drink water that fails to meet European
Community standards. Despite water purification, many of the contaminants in rivers and
groundwater are still found in drinking water. Over 300 different chemicals have been found
to date. Although not all of these substances are harmful, there is concern about the effects
of mixtures of certain chemicals, since we simply do not understand the long-term health
effects of some of them.
Sea water and coastal regions
The pollution of coastal and sea waters has become a serious international problem,
and also poses a threat to human health. Over 300 million gallons of either raw or partially
treated sewage is discharged into Britains seas every day. Nearly nine million tonnes of
sewage sludge was dumped off Britains coast during 1987, and 264,000 tonnes of liquid
waste. Much of Britains bathing water has been affected by pollution of various kinds, in a
recent survey of bathing water one third were found to be below European standards. The
main pollutants of sea water are sewage, toxic wastes (deliberately dumped in the sea) and
oil. The pollution of seas with sewage also poses a threat to human health. The effects of
this pollution on wildlife has often been devastating. In 1989 an oil tanker called the Exxon
Valdes spilled millions of barrels of oil into the gulf of Alaska devastating wildlife over 600
square miles of coast.
(Abridged from Friends of the Earth)
1. Answer the questions:
1. Give the definition of water pollution.
2. Point out the factors causing water pollution.
3. Are the results of water pollution detrimental to marine life? Does water pollution bring
harm to people?
4. Give some examples manifesting deplorable consequences of water pollution.
2. Find in the text English equivalents for the following:
тщательно охраняемый ресурс, круговорот воды, подвергаться загрязнению, при
нормальных обстоятельствах, удобрения, пестициды, сброс вредных веществ
3. Explain the following words or word combinations:
vital, to meet one’s needs, soil erosion, to contribute to smth., urban wastes, aquatic
15
systems, to exceed
4. Translate into English:
Под загрязнением водоемов понимается снижение их биосферных функций и
экономического значения в результате сброса в них вредных веществ.
Одним из видов загрязнения водоемов является тепловое загрязнение.
Электростанции, промышленные предприятия часто сбрасывают подогретую воду в
водоем. Это приводит к повышению в нем температуры воды. С повышением
температуры в водоеме уменьшается количество кислорода, нарушается
биологическое равновесие. В результате начинают бурно размножаться вирусы.
Попав в питьевую воду, они могут вызвать вспышки различных заболеваний.
В ряде регионов важным источником пресной воды являлись подземные воды.
Раньше они считались наиболее чистыми. Но в настоящее время в результате
хозяйственной деятельности человека многие источники подземной воды также
подвергаются загрязнению. Нередко это загрязнение настолько велико, что вода из
них стала непригодной для питья.
Одним из основных загрязнителей поверхностных вод является нефть и
нефтепродукты. Нефть может попадать в воду в результате естественных ее выходов
в районах залегания. Но основные источники загрязнения связаны с человеческой
деятельностью: нефтедобычей, транспортировкой, переработкой и использованием
нефти в качестве топлива и промышленного сырья.
Среди продуктов промышленного производства особое место по своему
отрицательному воздействию на водную среду и живые организмы занимают
токсичные синтетические вещества.
Расширенное производство (без очистных сооружений) и применение удобрений
на полях приводят к сильному загрязнению водоемов вредными соединениями.
Загрязнение водной среды происходит в результате прямого внесения ядохимикатов
при обработке водоемов для борьбы с вредителями, поступления в водоемы воды,
стекающей с поверхности обработанных сельскохозяйственных угодий, при сбросе в
водоемы отходов предприятий-производителей, а также в результате потерь при
транспортировке, хранении и частично с атмосферными осадками.
(Abridged from huba.ru/rdsref)

V. AIR POLLUTION
What is air pollution?
Air Pollution is contamination of the atmosphere by gaseous, liquid, or solid wastes
or by-products that can endanger human health and the health and welfare of plants and
animals, or can attack materials, reduce visibility, or produce undesirable odors. Each year
industrially developed countries generate billions of tons of pollutants.

Sources of Air Pollution

Transport
In the modern world cars and lorries are a major source of air pollution. Exhaust fumes
contain a mixture of different gases, including highly poisonous – or toxic – gas, carbon
monoxide. In sunny conditions, the gases from exhausts can form a photochemical smog.
Smog is a mixture of smoke and fog, and contains ozone which is valuable high up in the
stratosphere, but harmful when it occurs near the ground.

16
 All forms of motorised transport cause some environmental problems, but road
vehicles are the most polluting. By encouraging the use of public transport the amount of
polluting gases in our cities could be reduced.
Electricity generation
Although all forms of electricity generation have some effect on the environment,
sources of energy such as wind and wave power have far less effect than generation from
fossil fuels. The combustion of coal, oil accounts for much of the airborne pollutants. These
fumes can cause acid rain. However the harmful fumes may be cleaned up using special
desulphurisation equipment.
Industry
The tall smokestacks used by industries and utilities do not remove pollutants but
simply boost them higher into the atmosphere, thereby reducing their concentration at the
site. These pollutants may then be transported over large distances and produce adverse
effects in areas far from the site of the original emission. For example, sulphur dioxide and
nitrogen oxide emissions from the central and eastern U.S. are causing acid rain in New
York State, New England, and eastern Canada.
Health and environmental effects
In December 1952 a thick cloud of smog settled on London during a spell of
extremely cold weather. The smog lasted for four days. In the weeks that followed
London’s death rate rose dramatically. It is now estimated that 4000 people died
prematurely as a result of this incident.
Several of the gases found in polluted air are known to be linked with health problems.
Some of these are listed below.
Carbon Monoxide.
When inhaled, carbon monoxide molecules attach themselves to the haemoglobin
molecules which carry oxygen round the body. This reduces the amount of oxygen that can
be carried by the blood. At high levels this causes slowing of reflexes and thinking, and
eventually death. Road transport produces 85 per cent of the carbon monoxide in the United
Kingdom. These emissions can be reduced by fitting catalytic converters to cars. People
with heart conditions, young children and the elderly are most at risk from this gas.
Ozone
Ozone is chemically similar to oxygen; it contains one more atom than normal oxygen
molecules (O3 rather than O2 ).
At high concentrations, ozone can cause serious damage to the lungs and harm the
body's defences against bacteria and viruses (the immune system). At lower levels ozone
can irritate the throat and lungs causing coughing and choking particularly in those taking
vigorous exercise (joggers for example). Ozone is known to affect those with asthma and
bronchitis more than .other people. It also damages plants, particularly when mixed with
other gases such as sulphur dioxide.
Nitrogen Oxides
In the United Kingdom motor vehicles are the main source of nitrogen oxides,
contributing 45 per cent of the total, followed by power stations, which emit 32 per cent of
the total. Nitrogen oxides consist of two gases, nitrogen dioxide (NO 2) and nitric oxide
(NO). Nitrogen oxides can aggravate bronchitis and chest infections, and can cause acute
problems for asthma sufferers. Nitrogen oxides also contribute to the problems of
photochemical smog.
Sulphur Dioxide
High concentrations of sulphur dioxide (SO2) can cause restriction of the tubes
17
carrying air to the lungs called bronchi. Asthmatics are particularly liable to be affected by
sulphur dioxide.
Hydrocarbons
When fuel is not completely burned, hydrocarbons are emitted. Hydrocarbons consist
of a wide variety of gases and solids. The gas methane (that you might cook with at home)
is a hydrocarbon, and solid hydrocarbons take the form of fine and invisible particles
present in smoke; these are known as particulates. They can be breathed deep into the lungs
carrying chemicals which have the potential to cause cancer. Badly maintained diesel
engines produce fumes containing particularly high levels of particulates.
(Abridged from Friends of the Earth)

1. Explain the following words or word combinations:

contamination, to generate, to endanger, combustion, to account for smth., to boost,
adverse effects, emission, a guide-line, to aggravate, to cause acute problems, to exceed

VI. WASTE
What is waste?
Waste can be defined as anything which we discard as having no further use. The
amount of waste we produce depends on our attitude towards what we make, how we use it,
and what we throw away. One person's waste can be another person's valuable resource –
like scrap metal, for example.
There are many different kinds of waste. 'Toxic Waste' is often referred to as a major
hazard, but this is a simplification. In fact, many types of waste can pose some threat to
human health and even household rubbish can produce polluting liquids when buried in the
ground.
In England and Wales about 480 million tonnes of waste are produced every year –
and that doesn't include the millions of tonnes of liquid industrial waste and sewage effluent
pumped into our rivers and seas. They also import over 40,000 tonnes of hazardous waste
every year from countries which prefer not to deal with it themselves.
The ways to solve the problem of waste.
Clean technology
The best solution to the problem is to produce less waste. A great deal of the waste
generated by industry could be eliminated by altering the industrial processes involved and
developing so called 'clean technologies'. Some of the companies that have adopted this
policy have saved millions of pounds in resource and disposal costs.
Landfill
Landfill, the technical term for burying rubbish in holes in the ground, is the most
popular form of disposal because it is cheap – often costing as little as a few pounds per
tonne. Over 80% of household and industrial waste goes to landfill and there are many
thousands of tips, both open and closed, dotted throughout the country. But landfilling
waste affects the environment in several ways.
Many landfills contain a lot of liquid because rain enters from the top and because
some of the buried waste contained liquids. This liquid reacts with substances in the landfill
to generate a toxic fluid called 'leachate', which can sometimes leak out of the landfill and
cause pollution of rivers and underground water bodies (aquifers). Aquifers and rivers can
be used as a source of drinking water and so hazards to human health can occur. When
leachate contaminates groundwater the damage is often irreversible.
Organic waste in landfill sites (such as kitchen scraps) can also produce landfill gas.
18
 Landfill gas contains methane, which can be explosive if allowed to build up and which
contributes to the Greenhouse Effect. Gas and leachate problems can persist long after sites
have been closed.
Recycling
If waste cannot be eliminated at source then it should be reused wherever possible.
There are many examples of industrial processes where the wastes generated are recycled,
saving money and reducing waste.
At a domestic level, a lot of waste could be avoided through a reduction in packaging.
Many kinds of household waste can be recycled, either through fixed point collection
facilities, such as bottle banks, or by door-to-door collections. It is vital that the collected
materials are reprocessed and used, so it is just as important to buy products made from
recycled materials as it is to set up systems to collect waste.
Even if we adopt all possible measures for waste reduction and recycling, there will
always be some waste and its disposal will always have an impact on the environment.
However, we can substantially reduce the problems by ensuring that waste is disposed of
using methods that are designed to keep environmental damage to an absolute minimum.
We must also ensure that waste disposal is controlled by strict laws and that the regulations
are properly enforced.
(Abridged from Friends of the Earth)

1. Answer the questions:

1. Give the definition of waste.
2. What is the most hazardous type of waste?
3. Explain the essence of landfill.
4. Do landfills pose any threat to the environment?
5. Give the definition of recycling.
6. Should waste disposal be strictly controlled by laws? Why?
2. Explain the following words and word combinations:
to discard, to pose threat to smb., to eliminate, disposal, irreversible, to adopt measures
(policy), to ensure
3. Translate into English:
Одной из проблем влияния человека на окружающую среду является проблема
городских отходов.
С начала 70-х до конца 80-х гг. в России бытовых отходов стало в 2 раза больше.
Это миллионы тонн. Ситуация на сегодняшний день представляется следующей. С
1987 года количество мусора по стране увеличилось в два раза и составило 120 млрд т
в год, учитывая промышленность. Сегодня только Москва выбрасывает 10 млн т
промышленных отходов примерно по 1 т на каждого жителя!
Как видно из приведённых примеров, масштабы загрязнения окружающей среды
городскими отходами таковы, что острота проблемы нарастает с каждым днём.
Каковы пути решения данной проблемы?
Например, около 90 % отходов в США до сих пор закапывается. Но свалки в
США быстро заполняются, и страх перед загрязнениями подземных вод делает их
нежелательными соседями.
В густонаселенных районах Европы способ захоронения отходов, как
требующий слишком больших площадей и способствующий загрязнению подземных
вод, был предпочтен другому – сжиганию.

19
 Однако, наиболее перспективным способом решения проблемы является
переработка городских отходов. Получили развитие следующие основные
направления в переработке: органическая масса используется для получения
удобрений, текстильная и бумажная макулатура используется для получения новой
бумаги, металлолом направляется в переплавку.
Долгие годы деятельность по переработке отходов затруднялась из-за того, что
существовало мнение, будто любое дело должно приносить прибыль. Но забывалось
то, что переработка, по сравнению с захоронением и сжиганием, – наиболее
эффективный способ решения проблемы отходов, так как требует меньше
правительственных субсидий. Кроме того, он позволяет экономить энергию и беречь
окружающую среду. И поскольку стоимость площадей для захоронения мусора растет
из-за ужесточения норм, а печи слишком дороги и опасны для окружающей среды,
роль переработки отходов будет неуклонно расти.
(Abridged from global.wmdom.com)

BRAINSTORMING

I. Look at the list of eco-friendly tips. Think over some other tips that you
consider to be important.
ECO-FRIENDLY TIPS
1. Bike, use public transit, carpool to work, drive slower, keep your tires inflated
One-third of all traffic is commuters. Use alternative transportation when possible. If you
must drive, go slower with proper tire inflation. It saves both fuel and tires, and lowers
emissions. It also saves lives.
2. Reduce, Reuse, Recycle and Compost
Reusing packaging material saves more energy than recycling. By avoiding extra packaging,
you save both energy and landfill space. Yard and kitchen waste (leaves/grass/vegetable
scraps) are 30% of trash. Reduce this amount by composting. Also be sure to re-use plastic
bags, or better yet... refuse plastic bags when you really don't need them.
3. Conserve water
Don't let faucets run. Never water your lawn at midday. Place a brick in old toilets. Take
low flow short showers. Run the dishwasher only when it is full. Let grass grow longer.
Plant native or drought-tolerant garden plants.
4. Quit smoking
Second-hand smoke is a major indoor air pollutant and health hazard. When you quit, both
you and your family will lead longer and healthier lives.
5. Don't use pesticides/herbicides on your lawn
Along with nitrogen fertilizer runoff, these are major water pollutants.
6. Keep your cat indoors
Domestic cats kill over one billion small birds and animals every year (1 outdoor cat
averages 40 kills per year). They upset natural predator/prey balances and eliminate ground
nesting birds.
7. Eat less meat/eat more local and organic foods
Feedlots are a major source of organic pollution. Tropical forests are cut to raise beef.
8. Lower your thermostat in the winter. Raise it in the summer
Wearing a sweater in the winter and short sleeves in the summer saves energy and reduces
pollution.
9. Dispose of old paint, chemicals, and oil properly
20
Don't put batteries, antifreeze, paint, motor oil, or chemicals in the trash. Use proper toxics
disposal sites. Never buy more than you need.
10. Consider the environmental costs of major decisions and purchases
When relocating or changing jobs try to live close to work. Compare efficiency when
purchasing new cars or appliances. Buy fewer things. Choose products with lower energy
inputs.
11. Volunteer/Lobby for the Environment
Work locally and globally to save natural places, reduce urban sprawl, lower pollution and
prevent the destruction of wilderness areas for timber and oil.
12. Plant a tree with a child
Take a walk in the woods, or plant trees which store CO2. Teaching our children to love and
care for the planet is the most important thing we can do to insure the future of humankind.
(from www.ecologyfund.com)

II. Look at the quotations and discuss them.

This is what you should do: love the Earth and sun and the animals, despise riches,
give alms to everyone that asks, stand up for the stupid and crazy, devote your income and
labour to others, hate tyrants, argue not concerning God, have patience and indulgence
towards the people, take off your hat to nothing known or unknown or to any man or
number of men . . . re-examine all you have been told at school or church or in any book,
dismiss what insults your own soul, and your very flesh shall be a great poem.
Walt Whitman

III. Work in groups of three or four.

Imagine that each group is a wildlife conservation organisation in the year 2500. You
have enough money to save several, but not all, of the following from extinction: the lion,
the rabbit, the sheep, the cat, the dog, the horse, the golden eagle, the bee, the cobra, the
rose. Draw up a list of priorities: three things that you will certainly save, three more that
you will save if you have enough money left over, and four that you will not try to save.

21
 PROBLEMS OF SECONDARY EDUCATION

VOCABULARY “SCHOOL EDUCATION” IN USE

Topical Vocabulary
1. Types of schools: maintained (state), voluntary,
nursery, primary, infant, junior, secondary, grammar,
secondary modern, comprehensive, mixed (co-educational),
single-sex, special, independent (fee-paying, private),
preparatory, public, a specialist school, a sixth-form college, a
further education college.
2. Stages of education: compulsory, pre-school,
primary, secondary, further, higher.
3. Education policy: administration, schooling, full-time education, part-time
education, a class-divided and selective system of education, to sustain inequality of
opportunity, to go comprehensive, the Department of Education and Science, Local
Education Authorities (LEAs), to be responsible for national education policy, to run a
school, to prescribe curricula or textbooks, the provision of schools, to provide maintained
school education, to opt out of local education authority control.
4. Management and Staff: Head Teacher (Master), Principal, Assistant Principal,
Acting Head Teacher, staff, a governing body, to have responsibility, to employ/ dismiss
teachers, appointment and dismissal of staff, to provide and maintain buildings/ facilities, to
raise money/ funds, to supply equipment, to provide grants, a substitute teacher, a specialist
teacher, a first-time teacher, school policy.
5. Admission: to admit, to enroll in a school, to allocate, to apply for admission, a se-
lective procedure, to measure inborn abilities, to coach for, a catchment area, without any
reference to a child's ability or aptitude, to transfer (promote) from one class to another.
6. Curriculum: a broad curriculum, a common curriculum, a simplified
curriculum, a syllabus, an academic course, a non-academic course, a vocational bias/ slant,
to meet special interests, to be encouraged to do smth., the three R's, subject teaching, to
have set periods, a class, a workshop, a timetable/ schedule, remedial teaching,
extracurricular activities.
7. Categories of pupils: lower-attaining/ unsuccessful pupils, slow developers/
pupils, backward pupils, straight-A students, an honors student, handicapped/ disabled /
disadvantaged pupils.
8. Assessment: to assess /to evaluate/ to gauge knowledge/ progress/
accomplishment, an exam, an examination, a test, to sit (for) an exam in smth. (formal), to
do exams, to take an exam, to pass an exam, to do well on/at one’s exams, to perform well
in the exam, to fail an exam, to flunk an exam (informal), to have a time limit, an examinee,
an examiner, an examining board, GCSE (exam), "A" level exam; Common Entrance Exam;
to be set and marked by ... ; intelligence tests, attainment targets, to hand the papers out;
grades, "pass" grade, resits, retakes, to keep up with the group, to fall / to lag behind smb. to
repeat the year, scholastic / academic records.
9. Punishment: corporal punishment, detention (after school or during the
dinner hour), lines, exclusion from normal routine, exclusion from privileges (loss of
privilege), collection of litter, suspension from school, withdrawal from lessons, setting
extra work, telling the parents, putting “on report”, to report smb. to smb.
22
 10. Topical educational issues: bribery, juvenile delinquency, bullying/ fagging,
absenteeism/ playing truant/ cutting classes, low academic standards, special needs
schooling, home schooling, plagiarism, maintaining discipline, work overload.

I. Study the topical vocabulary and translate the following sentences:

А)
1. В Великобритании обеспечение школ оборудованием является
обязанностью местных образовательных органов.
1. Общеобразовательная школа предоставляет образование всем детям,
независимо от их уровня.
2. Телесное наказание отменено в английских школах.
3. Государственная школа существует на субсидии государства.
4. В специальных школах учебная программа адаптируется под нужды
детей с дефектами развития.
5. Назначение и увольнение штата школы – обязанность местных
образовательных органов.
6. Среди базовых предметов – музыка, физкультура, история, география,
технология.
7. Школы на добровольных началах финансируются религиозными
объединениями, частными лицами.
8. Образование в Англии является обязательным с 5 лет.
9. Экзамен 11+ был отменен, и в результате появилась общеобразовательная
школа.
10. Для учеников со слабой успеваемостью разработаны планы обучения с
особым уклоном.
11. Помимо занятий в школе дети вовлечены во внеклассную работу.
12. Академический курс охватывает английский язык, математику, географию и
другие предметы, не включающие развитие практических навыков.
13. Если бы экзамен 11+ не был упразднен в Великобритании, он бы измерял
врожденные способности детей, а сейчас школы принимают детей без учета их
способностей и склонностей.
14. Только 7% всех детей посещают частные школы Англии.
Б)
1. В обязанности директора общеобразовательной школы входит прием штата,
увольнение сотрудников, распределение бюджетных средств, выделяемых местным
департаментом образования, содержание и ремонт помещения школы, обеспечение
равных возможностей всем учащимся и применение строгого наказания в случае
необходимости.
2. Одним из минусов общеобразовательной школы является недостаток
индивидуального внимания к каждому ученику, что объясняется тем, что школа
принимает всех детей данного района без вступительных экзаменов, что значительно
увеличивает ее размеры, тем самым сокращая ее возможности, школа становится
неспособной обеспечить учеников удобным расписанием, предоставить возможность
отстающим ученикам учиться по облегченной программе или проходить
коррективный курс с целью того, чтобы догнать свой класс.
3. В России телесное наказание запрещено законодательством РФ и заменено
другими мерами, такими как исключение из школы, лишение льгот, отстранение от

23
уроков на определенное время, что не менее эффективно позволяет администрации
учебного заведения поддерживать дисциплину среди учащихся.
4. Недавно прокуратурой города Н. был задержан директор одной из
специализированных школ за злоупотребление должностными полномочиями и
взяточничество. Директор был пойман в момент преступления, когда он требовал от
родителей одного из учеников определенную сумму денег за пересдачу экзаменов,
говоря, что независимо от того, насколько хорошо ученик будет готовиться, он не
сдаст экзамен успешно и отстанет от класса, что неизбежно приведет к исключению
из школы.
5. Наказание в виде дополнительных заданий провинившимся ученикам – это
хорошая замена упраздненным телесным наказаниям, которые унижали детей и
подавляли их личности.
6. Завуч школы несет ответственность за составление расписания и выбор
учебников, принятие на работу и увольнение учителей, распределение школьного
бюджета и выбор направления деятельности школы.
В)
1. Хотя многие считают, что частные школы до сих пор остаются последним
бастионом старой системы образования, где процветают снобизм, классовое и
финансовое превосходство, они остаются уникальными институтами, которые
удовлетворяют интересам способных учеников.
2. После недавней реформы в системе образования общеобразовательные
школы в состоянии обеспечить детей хорошим образованием, современным
оборудованием, получением грантов, различными видами внеучебной деятельности и
подготовкой к поступлению в вуз.
3. Многие средние школы прилагают огромные усилия, чтобы расширить
базовый академический курс и увеличить количество предметов, тогда как другие
создают упрощенные программы для отстающих учеников, в то же время воспитывая
в них качества взаимной толератности, лидерства и лояльности.
4. Администрация школы одинаково строга как к учителям, так и к ученикам:
в случае провинности учителя могут быть уволены, а ученики – исключены из
школы.
5. По окончании средней школы ученики сдают ЕГЭ по трем или четырем
основным предметам, который будет засчитан как общий вступительный экзамен.
6. Школой заведует управляющий комитет, в который входят учителя,
директор, зам. директора и учредители, которые ответственны за прием и увольнение
кадров, обеспечение школы необходимым оборудованием.
7. В этой школе нет телесных наказаний, учителя прибегают к следующим
формам наказания: отстранение от уроков за плохое поведение, прописывание
греческих и латинских строк неуспевающими учениками, сообщение родителям.
8. Чтобы быть принятым в частную школу, ученикам придется пройти через
определенную систему отбора, т.е. сдать вступительные экзамены, в которые входит
тест на определение уровня знаний, целью которых является принять в школу детей
только с высокими показателями.
9. Невозможно принимать всех детей в одну школу без учета их способностей,
т.к. цели и задачи во всех образовательных учреждениях разные.
Г)
1. Родители прилагают все возможные усилия, чтобы обеспечить детям
достойное образование, хотя разнообразие образовательных учреждений лишь
24
ухудшает ситуацию, поскольку трудно сделать правильный выбор, когда у каждого из
них есть неоспоримое преимущество перед другими.
2. Местные органы управления обеспечивают школу всем необходимым
оборудованием, что делает процесс обучения продуктивным.
3. Профессиональный уклон в школе обеспечивает детей всеми
необходимыми знаниями по предмету, что принесет детям пользу в будущем.
4. Общеобразовательные школы принимают всех детей из прилегающего
района независимо от их наклонностей и способностей и предлагают им широкий
спектр среднего образования.
5. Обеспечение школы всем, что нужно для обучения, а также поддержка
успешных студентов стипендией осуществляется за счет фонда выпускников школы и
благотворительных пожертвований.
6. Специальная школа предлагает довольно разнообразную программу,
которая включает как теоретические, так и практические предметы, которые
включены в коррективный исправительный курс.
7. Лишение привилегий – эффективный способ наказания, особенно в частных
школах, где они играют значительную роль.
8. Департамент по образованию и науке несет ответственность за обеспечение
образования, соответствующего типу учреждения, его доступность и основательность
во всех типах образовательных учреждений.
9. Назначение и увольнение преподавателей находится в компетенции
администрации образовательного учреждения, однако местные образовательные
органы образования могут тоже вмешаться.
10. Ученики, сдающие экзамены вовремя и не имеющие задолженностей, в
конце учебного года переводятся из одного класса в другой.
11. Государственные школы считаются общеобразовательными, бесплатными и
финансируются государством.
12. Образовательные программы разрабатываются и корректируются
министерством науки и образования, они ориентированы на среднего ученика со
средними интеллектуальными способностями, берут во внимание интересы как
учащихся, так и учителей.

II. The words in the box refer to types of education in Great Britain. Group them
according to the age at which people go through them, starting when they are little
children.

junior school college comprehensive play-school grammar school

secondary university primary nursery sixth form further

2-5 years old 5-12/13 years 12/13-18 years 18+ years old
old old
junior school
III. Complete this description of a typical school education in many parts of
Britain.
Age
3 Some children go to_______________school.
5 Everyone starts ______________school.

25
 11 Children go on to_____________school. Some of these are called grammar
schools, others are called _______________i.e. with mixed ability.
16 By law, children can____________school at this age and ________________a
job, but many_______________at school for two more years.
18 If they pass their exams, many ________________to university.

IV. Fill the gaps. The first letter is given.

1............................................................................................I failed my exam first time
round, so I'm going to r_________ it next month.
1..............................I've got to d________an exam next week, so I'll be r___________
every evening till then.
2.............................................BEN: Hi, did you p____________your geography exam?
3. LORNA: Yeah, I did quite well in fact, I got 76%.
4................................................................................................................................BEN:
Oh well done! So they give you a per cent? I thought they gave g________.
5. LORNA: Yeah, they give you both. Mine was an 'A'. So how about you?
6....................................................................................BEN: Well, we don't have
exams, we have c_____________a_______, so you just have to do coursework, and you get
a m____________for each essay.
7...............................................MEG: Why did you s___________classes yesterday?
ED: Don't tell anyone, but I was out till 3.30 the night before, so I just stayed in bed all
day.
8...............I d_________well in my exams. I was pleased, and so were my parents.
9....................................................................................................The age at which
children normally leave school for good, s__________-1________age.
10..............................................................................................................Money given
by the government which enables a person to study, – g_______.
11.............................................................................A school run and funded by the
government, s___________-s___________.
12............................................................................Classes that people can go to after
work, – e___________ c___________.

V. Read the definitions below and write the numbers 1-16 next to the following
words.
boarding school primary school
co-educational school private school
College of Further Education public school
comprehensive school secondary school
evening classes Sixth-Form College
nursery school state school
playschool Teacher Training College
Polytechnic
prep school
1. This is a school which is run by the government and where education is
free.
2. This is a school which is not supported by government money and where parents
have to pay for their children's education. It is sometimes called an independent school.
3. This is the school a child attends from the age of 5 to the age of 11.
26
 4. This is a school for children between 3 and 5 years of age. Most of them are run
by local education authorities.
5. This is the school a child attends after the age of 11 and until he or she is 16 or
18.
6. This is similar to a nursery school but is not usually run by the local education
authority. It is an informal of school where children learn to play with other children as well as
learning other things through play rather than formal lessons.
7. This is usually a private school where the pupils live during the term and only
go home to their parents during the holidays.
8. This is the most common type of state secondary school where pupils of all
abilities and backgrounds are taught together.
9. This is a private school for pupils up to the age of 13, where they are made ready
(or prepared) to attend a school for older pupils, usually a public school.
10. This college specializes in training people to become teachers.
11. This is a college for people who have left school and want more qualifications
at a lower level than a degree. Here, the courses are often linked to some kind of practical
training, for example, typing, hairdressing, etc.
12. These are courses for adults held in most towns — usually in the evenings —
where students, for a small fee, study a variety of things, from French to flower arranging.
13. This is a college which specializes in preparing people for particular jobs
in science, industry, etc.
14. This is a private school which provides secondary education for pupils
between the ages of 13 and 18. Usually it has a long tradition and fees are expensive.
Two of the most famous ones are Eton and Harrow.
15. This is a school for pupils between the ages of 16 and 18, who are preparing to
take their A-level examination.
16. This is a school where boys and girls are taught together in the same buildings
and classrooms.
(P.Watcyn-Johnes. Target Vocabulary-2, p.83)

TEXTS FOR CAREFUL STUDYING

SCHOOL EDUCATION IN GREAT BRITAIN

 Pre-School and Primary Education

Within the traditional family pattern dominant in Britain
through the whole 19th century and well into the 20th, women
were not encouraged to go out to work. Indeed, there was even a
kind of stigma attached to working women. There was very much
the feeling that their proper place was in the home looking after
their husband, their children. Little wonder then that till the 1970s there was actually no
countrywide system of nursery (or pre-primary) schools: there were a few state
kindergartens, some private kindergartens for under-four-year-olds. In some areas there
were nursery schools and classes for four-year-olds (or, in England, reception classes in
primary schools). These provided informal education and play facilities a few hours a week,
but they were not compulsory and only 25% of three- or four-year-olds attended them.
There were also some pre-school playgroups organised and paid for by parents themselves
where children were brought twice a week for an hour or two.
27
 With 45% of women now going out to work, the present Labour government has
made expanding pre-school education a priority. Since September 1998 it has provided free
nursery education in England and Wales for all four-year-olds whose parents want it.
To rectify the situation, Local Education Authorities, in partnership with private
nurseries, playgroups and schools, have drawn up "early years development plans" of
providing four-year-olds with basic skills of reading, writing and arithmetic. The plans are
designed to show how co-operation between private nurseries, playgroups and schools can
best serve the interests of children and their parents. In addition, the government aims to
establish "early excellence centres" designed to demonstrate good practice in education and
childcare.
Normally, the average child begins his or her compulsory education at the age of 5
starting primary school. There are infant schools for children between the ages of 5 and 7
and junior schools for those between the ages of 8 and 11.
For the first two years of schooling (5— 6) children are expected to learn to read and
write, to do simple sums, to learn basic practical and social skills, and to find out as much as
they can about the world through stories, drama, music, crafts and through physical
exercise.
It is assumed that most children can read by the time they start their third year of
schooling. Some of them will be fluent, others will still need help, for school work now
depends on reading and writing. From 7 to about 11 or 12, children are at school where the
class teacher is still a central figure for them, because he or she teaches many basic lessons.
But increasingly there is emphasis on subjects with subject teachers. There will be probably
a special teacher for maths, another for crafts, another for French, if French is provided at
this age. But at these ages, except perhaps for maths, children are not usually divided into
different levels of ability. However, within each class there may be several different groups,
each working on a different part of the subject, requiring different intellectual
understanding.
Classroom work is often done in an informal manner. Children work at tables, and
move around fairly freely in the course of studying a practical topic. Such learning methods
are the pride of many English teachers, parents and educationalists, and the despair of
others. Do children learn essential skills and knowledge best if they are sitting in rows
listening to the teacher in front of the blackboard, or if they can follow their own
inclinations and work in their own way at their own pace? Of course, an obvious answer is
that a mixture of both methods is probably best — and probably most often practised — but
the discussions tend to divide people into opposing camps.
At about 11 or 12 children move to a new school, usually a "comprehensive" that
will accept all the children from three or four neighbouring junior schools. Changing to the
"big" school is a great moment in life for them.

1.Translate into Russian:

stigma, to provide informal education and play facilities, to make smth. a priority, to
rectify the situation, a subject teacher, inclinations.

2. Answer the questions:

How is pre-school education organised in Great Britain? Is it free of charge?
What is the purpose of “early years development plans”?
When does compulsory education start?
What is the structure of primary school?
28
What skills do children acquire during the first years of schooling?

3. Give your arguments for the following statement:

Some people are convinced that early development plans are
beneficial for children, while others are sure that they are detrimental
to them. Discuss advantages and disadvantages of early education.

4. Render the following information:

Начальные школы
Обязательное обучение начинается для британских детей в начальных школах.
Сначала пятилетние дети идут в инфант-департаменты (детские подразделения) этих
школ, а в возрасте семи лет переходят в рамках той же школы в юниор-департаменты
или же в отдельные юниор-школы. В возрасте 11 лет дети переводятся в средние
школы.
В Шотландии законом об обязательном образовании оговорено, что начальное
обучение предназначено для детей, не достигших 12-летнего возраста. Начальные
школы Шотландии включают классы различных ступеней в зависимости от возраста
учеников - от первого класса до седьмого. Таким образом, посещая к 12 годам в
Шотландии седьмой класс, ученик все еще остается в начальной школе. Все классы
начальных школ Шотландии смешанные - там учатся и мальчики и девочки (в Англии
существует много школ с раздельным обучением), нет выделения классов или
потоков по успеваемости или способностям учеников, а потому все учащиеся с
достижением определенного возраста автоматически переводятся в следующий по
порядковому номеру класс. В Северной Ирландии по исполнении ребенку четырех
лет он начинает учиться в первом классе начальной школы. Обучение в этой школе
длится семь лет, после чего в возрасте 11 лет дети переводятся в среднюю школу. По
желанию накануне перевода в среднюю школу выпускник начальной школы может
пройти специальное “переводное” тестирование.
Важнейшим показателем качества образования в начальных школах страны
британские образовательные власти считают размер классов, то есть количество
учеников в одном классе. Особенно серьезное влияние на обучение, по мнению
экспертов, этот фактор оказывает в классах младшей ступени начальной школы.
Меры по сокращению численности учеников в подобных классах обозначены среди
приоритетных в программах образовательных реформ правящего лейбористского
правительства. Согласно действующим нормативам местные органы образования в
Англии и Уэльсе обязаны распределить детей младшего возраста в начальных школах
таким образом, чтобы число пяти-, шести- и семилетних учащихся не превышало 30
человек в одном классе.
(http://alisastd.ru/item/11)

 Secondary Education

 From the history of secondary school.

Before 1965 a selective system of secondary education operated throughout
England. Under that system a child of 11 had to take an exam (known as "an 11-plus")
29
which consisted of intelligence tests covering linguistic, mathematical and general
knowledge and which was to be taken by children in the last year of primary schooling. The
object was to select between academic and non-academic children. Those who
succeeded in the examination went on in grammar schools, while those who failed went
to secondary modern or technical school.
When the Labour party returned to power, the government in 1965 abolished the
11-plus and tried to introduce the non-selective education system in the form of
comprehensive schools, that would provide schooling for children of all ability levels and
from all social backgrounds, ideally under one roof.

 The modern system of secondary education.

Nowadays most children move to secondary school at the age of eleven. 94% of
children are educated in state secondary schools, the majority of which are comprehensive
schools where children are educated together without reference to their abilities and
aptitude. In some areas, however, there are also grammar schools for which children are
selected on the basis of an exam.
A comparatively recent development in education has been grant-maintained or
voluntary-aided secondary schools, called "city technology colleges" (CTCs). These are
non-fee-paying independent secondary schools created by a partnership of
government and private sector sponsors. They provide secondary education with a strong
technological and business slant and put special emphasis on teaching mathematics,
technology and science. The promoters own or lease the schools, employ teachers, and
make substantial contributions to the costs of building and equipment.
The remaining 6 % of children go to private schools, also called independent
schools. Many of the largest and most famous of these are called public schools, and they
are often boarding schools where pupils live as well as study.
Children who want to go to a public school often go at the age of seven to a
preparatory school (called informally a prep school) and stay there until the age of 13
when they sit a common entrance exam to get into a public school. The word
“preparatory”when describing preparatory schools means providing education which is
preparatory to continued education at a public school.

 The system of school management

Usually the state schools in an area are run by the local education authority (LEA)
which is responsible for appointing and dismissing teachers and other staff as well as
deciding where new schools should be built and allocating budgets to schools.
Schools can apply for 'grant-maintained status'. This means that they 'opt out' of
local education authority control, and receive funding directly from central government.
Every state school in England and Wales has a governing body, responsible for the
school's main policies. It includes teachers, parents and members appointed by local
education authorities. Although governors set the broad strategy, day to day running of the
school is usually left to the headteacher.
 The National Curriculum.

30
 The National Curriculum was introduced in all state schools in England and Wales in
1988. Children’s education from 5 to 16 is divided into four key stages. Key stage 1 covers ages
5-7, key stage 2 ages 7-11, key stage 3 ages 11-14 and key stage 4 ages 14-16. At key stages 1
and 2 pupils study English, mathematics, science, technology, history, geography, art, music
and physical education. A modern foreign language is added at key stage 3. Pupils at key stage
4 must study English, mathematics, science, physical education, technology and citizenship.
Detailed guidance about what children should be taught is given in official programmes of
study.
Preparing young people for adult life means not only preparing him or her for
economic competition. Schools are required to prepare them for living the life of a good
citizen, of a father or mother, of involvement in social and political activity. Schools have
responded with programmes of social education, parenthood, sometimes called "Personal
and Social Education" (PSE) or "pastoral" care. Education in areas related to life skills
include, among other things, looking at drug abuse, discussing physical changes related to
puberty, sex education and relationships. There are usually one or two lessons a week,
from primary school through to sixth form, and they form an essential part of the school's
aim to prepare students for life in society.

 Extracurricular activities.
Education in Britain is not solely concentrated on academic study. Great value is
placed on visits and activities like organising the school club or field trips, which are
educational in a more general sense. The organisation of these activities by teachers is very
much taken for granted in the British school system. Some teachers give up their free time,
evenings and even weekends to do this "unpaid" work. At Christmas teachers organise
concerts, parties and general festivities. It is also considered a good thing to be "seen" to
be doing this extra work since it is fairly essential for securing promotion in the school
hierarchy.

 Organisation of the educational process.

Classes of pupils are called "forms" (though it has recently become common to
refer to "years") and are numbered in secondary school from one to six, beginning with first
form. Nearly all schools work a five-day week, and are closed on Saturdays. The day starts at
about nine o'clock with three hours of lessons (divided by short breaks) in the morning and
two more hours of lessons after the lunch break. School normally finishes between three
and four, for younger children the day is shorter. The lunch break or "dinner hour" usually
lasts about an hour-and-a-quarter. Nearly two-thirds of pupils have cheap meals provided
by the school. Parents pay for this, except for the 15% who are rated poor enough and have
it for free. Other children either go home for lunch or take sandwiches.
Instead of one very long holiday in the summer with very short breaks at other
times, as in the rest of Europe, English schools usually divide their year into three "terms",
starting at the beginning of September. Passage from one year to the next one is automatic. At
the age of 14 pupils are tested in English, math and science, as well as in statutory subjects.

 The system of knowledge assessment.

Attainment targets are set within each subject and pupil’s progress is checked at the
ages of 7, 11, and 14 when they complete National Curriculum Tests (NCTs). Pupils are
graded into eight levels for all subjects except art, music and physical education.

31
 When they reach the age of 14-15, in the 3rd or 4th form, pupils begin to choose their
exam subjects (called subject "options") and work for two years to prepare for their General
Certificate of Secondary Education (GCSE) qualifications. The exams are usually taken
in the 5th form at the age of 16, which is a school-leaving age. The GCSE must be taken in
"core subjects", plus three, four or five other subjects (usually chosen in discussion with
teachers, from a list). But there is no "free choice" because of the timetables and demands for a
coherent education. One of the subjects must be practical, another must be part of "social
studies" — geography, history, etc. Academic pupils will be able to choose mostly academic
subjects, those who find school work more difficult can concentrate on practical and technical
subjects.
The actual written (and sometimes practical) exams (sometimes two papers in each
subject) are set by independent examination boards, and are marked anonymously by
outside examiners, though they must be approved by the government and comply with national
guidelines.
Most exams last for two hours; marks are given for each exam separately. There is a
complicated (and changing) system of marking. Exams are usually marked out of 100, and then
are "converted" into grades from A to G (grades A, B, C are considered to be "good"
marks). This means that there is far less subjective impression of whether this or that pupil
deserves a good mark or a not-so-good mark.

 Further education
Those pupils who intend to go on to university or some other form of higher education can
continue their studies at the upper secondary school level in what is called the sixth form.
This is the most senior class in a secondary school, and often divided into two years known
as the “lower sixth ”and “upper sixth ”. Studies at the sixth form level, often referred to as
the upper secondary school, prepare pupils for the A-level (advanced level) examination.
A-level is the standard for entrance to university and other higher education as well as for
many forms of professional training. In many areas, there are separate sixth form colleges
or further education colleges, which are for those who wish to prepare for the A-level
examination or, in some cases, to retake the GCSE examination.

1. Answer the questions:

1. What types of schools does secondary education in Great Britain embrace?
2. Why was the 11-plus exam abolished?
3. When was the system of comprehensive schooling implemented?
4. What is the purpose of city technology colleges?
5. Speak about the system of school management.
6. Enumerate the stages of the National curriculum in Great Britain.
7. Describe the organization of the educational process in Great Britain.
8. Speak about the system of knowledge assessment practised in English schools.

2. True or false? If the sentence is false, change it to make it true.

1. In England public schools are the same as state schools.
2. Children at school are called 'pupils'.
3. In British schools PE is short for 'practical education'.
4. In Britain, the academic year is usually divided into two terms.
5. The working day is divided into lessons, with morning and afternoon breaks.
6. To enter a 'grammar school' in Britain, you normally have to pass an exam.
32
7. In Britain, A-levels are normally taken at 16 years old.
8. In Britain, 'junior school' means school for children under five.

3. Render the information.

Средние школы
Свыше 87% всех учащихся государственных средних школ в Англии и 100%
учащихся государственных средних школ Уэльса посещают средние
общеобразовательные школы. В них по достижении учащимися 16 лет
заканчивается получение обязательного образования. В своем подавляющем
большинстве эти школы принимают учащихся из начальных школ без
тестирования, без характеристик и ссылок на успеваемость или поведение,
обеспечивая тем самым возможность всем детям, проживающим в данном регионе,
получение обязательного среднего образования. Британские общеобразовательные
средние школы в своем большинстве не несут никакой специализации по
изучаемым ими наукам. Все предметы изучаются в каждой государственной
средней школе по одной и той же программе.
В Шотландии общеобразовательные средние школы также принимают
учащихся на общих основаниях без селекционирования. Зато в Северной Ирландии
средняя школа организована по принципу выборности в зависимости от качества
знаний и способностей учеников. Успешно прошедшие тестирование по английскому
языку, математике, химии и биологии могут быть зачислены в грамматические
школы. Остальные продолжают обязательное обучение в обычных средних
общеобразовательных школах.
Технические колледжи Сити и Академии Сити
В крупных городах Англии насчитывается 15 City Technology Colleges (СТС).
Так именуются специализированные школы, обучающие детей от 11 до 16 лет по
программе, сфокусированной на предметах естествознания, математике и
технических дисциплинах. Эти школы финансируются из госбюджета, но находятся в
ведении не местных органов образования, а частных спонсоров. С сентября 2001 года
открылись первые Академии Сити. Они финансируются на средства бюджета и также
с привлечением спонсоров из частного сектора.
Специализированные школы
Спецшкола занимает на сегодняшний день в системе среднего образования
недопустимо скромное место по мысли нынешних реформаторов. К сентябрю 2000
года в Англии насчитывалось всего-навсего 530 спецшкол, включающих в себя 312
технических колледжей, 99 языковых колледжей, 67 спортивных колледжей и 57
колледжей искусства. Программы для спецшкол предусматривают углубленное
изучение специальных предметов наряду с изучением общеобразовательной
программы средних школ. Все эти школы также являются государственными.
(http://alisastd.ru/item/11)

4. Fill the gaps in this life story of a British woman.

At 5, Nelly Dawes went straight to................……..(1) school, because there were very
few...........................................................................(2) schools for younger children in those
days. When she was ready to go on to secondary school, she passed an exam and so got into
her local ..................................................................(3) school. Nowadays her own children
don't do that exam, since most children go to a………………. (4) school. She left school at 16
and did not go on to.................................................(5) education, but she goes
33
to………………......................................................(6) once a week to learn French. She
would like to take up her education again more seriously, if she could get a…………….(7) or
scholarship from the government. Her ambition is to go to a………………………(8) and
become a school-teacher.
(English Vocabulary in Use (advanced)

5. Make a report.
Be ready to speak about primary and secondary schools in Russia
covering the same points as in the texts about Great Britain. Use the
recommended vocabulary.

6. Read the information about streaming and say to which extent you
agree with it. Discuss advantages and disadvantages of streaming.
"Streaming", i.e. dividing pupils into different groups according to
ability, is practised in many British schools. A few Local Education
Authorities still send bright children to one school and slow learners to
another (to a grammar school and a secondary modern school,
respectively), but now that the vast majority of schools are
comprehensive (i. e. accept children of all abilities) the decisions have
to be made within the schools. Very few teachers believe that it is
possible to educate children of all abilities together if some are going to study advanced
mathematics, for example. On the other hand, few teachers want to go back to rigid streaming
where children were kept apart, and those at the bottom were always at the bottom. Rigid
streaming is considered reactionary in England and unfair to children who are denied
opportunities for educational advancement because they are put into categories at an early age.
However, it is easier to organise special help for slower children if they are all together in one
group. And clever children like to work with clever children. So the schools are always facing a
dilemma. The most common solution is to organise children into both classes of mixed ability
and groups of similar ability, and to organise timetables in which they are moving between
classes and groups.

7. Read the information below and discuss advantages and disadvantages of the
National Curriculum.
In comparison with Great Britain, there is no curriculum in the US. State
governments are responsible for deciding the curriculum for primary and secondary schools.
The curriculum is often the cause of debate between people who want to emphasize basic
skills, such as reading, writing and mathematics, and others who see the curriculum as a
political issue and want schools to teach respect for other cultures or history, or offer less
traditional topics.

 Examinations: A Blessing or a Curse?

Pros Cons
1. Examinations test the ability to memorise large 1. More use of viva voce examinations
amounts of information for short periods of time. It (face-to-face interviews) should
is well known that some students are much better at certainly be made, as these test that the
'cramming' and revising than others and so do better student has a proper understanding of
34
 at exams, despite performing less consistently well the principles of a subject. There is
during the course of a year's study. Exams do not also far more use of coursework
necessarily test creativity, imagination, or even a components as part of most courses.
flexible understanding of the principles involved in But any exam will evaluate their
a subject; on the whole they test the rote-learning of ability to apply the knowledge they
facts. It is therefore possible for students to idle for have learned to an unfamiliar question,
a year and then learn the course in a few days, just and to communicate their knowledge
as they might successfully 'question spot' and only to the examiner. Exams should be
revise a few topics that happen to come up in the retained and perhaps improved – as
exam. It is unfair that university entrance and part of a course involving other means
employment prospects are based to such a large of evaluation as well.
degree on examination results.
2. The pressure attached to exams, both because of 2. Pressure is a fact of working life, as
their significance for the future and of the stress are deadlines, and both need to be
involved in intense revision, is extremely prepared for and tested. The number of
detrimental to the student. Not only can this people who cannot handle the pressure
pressure cause a pupil to perform less well in the is very small and there is no indication
exam than he or she would in a stress-free that they would manage the increased
environment, it can also lead to breakdowns or workload that curricula without exams
worse. School drop-outs, discipline problems and would involve; in many cases they are
even suicides are increasingly common, often due to unbalanced anyway. Parents and
worry about poor grades and the effect that failure teachers should encourage students to
in one set of exams will have for the future. Schools relax for exams.
and parents are frequently culpable in reminding the
student of the consequences of failure and hence
increasing the pressure.
3. Public exams (e.g. GCSEs, A-levels) are set 3. Exams are intended to make pupils
outside the school by examination boards, not by think and use what they have learned
the teachers who are familiar with the students. This to answer a question they have not
means one of two things. Either the pupils will find thought about before. They should not
that the exams bear little relation to the course they be spoonfed the answer by teachers
have been studying, which can cause and should expect the examinations to
disillusionment and surprisingly poor results, or the surprise them.
teachers must anticipate the exams so carefully that
they are enslaved to the curriculum, without the
ability to adjust their syllabus to the needs of their
classes. Creativity and initiative from the teachers
are lost.
4. For the most part examinations are set and taken 4. The disparity in mental maturity is
as if students had reached the same level of significant only at primary school
understanding at the same age. This is not true; boys level, where separate tests are set for
and girls mature mentally at different rates, as do late developers. It is also the school's
many individuals within the same sex. Exams make responsibility, rather than the
no allowance for this. examining board's, to deal with pupils
of different abilities, putting them into
sets or forward for different
examinations.

35
5. Examination success frequently depends on the 5. At some point opinions must be
individual examiner who marks a certain paper. given about students, and their own
Since academics often disagree over interpretation teachers are much more likely to be
of the same facts, a student's essay or opinion may partial than independent examiners
be thought correct by one examiner and incorrect by who know them only as candidate
another. Two examiners could indeed mark the numbers. Examiners mark primarily
same set of papers and grade them in completely for knowledge and clarity of argument
different orders. This is why marks given for exams rather than for conclusion. Extensive
are frequently moderated and raised or lowered by a moderation and examiners' meetings
second examiner – clearly the process does not guarantee that all papers are marked to
provide an accurate evaluation of the candidate. the same standard.

6. Intelligence tests should be used instead as a 6. Intelligence tests are highly

more reliable indicator of a student's potential, both controversial and can only differentiate
for education and for employers. They do not favour between right and wrong answers.
the student with a good short-term memory over They cannot judge whether the pupil
another. They may also be used to pinpoint exact used the right thought process in
strengths and weaknesses, profiling a pupil to say, reaching the answer, and cannot
for example, that he or she is 'strong at logical measure creativity, initiative, hard
inference while poor at lateral thinking' These work, structure and the ability to
evaluations are much more useful to employers in communicate. All of these qualities are
selecting the right candidate for the right job. evaluated by examinations.
Meanwhile, coursework and regular evaluation
should be used in school and university to make
sure the students are working consistently and
understanding their entire course.
(T. Sather, p.186-188)

1. Find in the text English equivalents for the following:

запоминать, зубрить, гибкий, приспосабливать программу к нуждам класса, точная
оценка, справляться с нагрузкой, оцениваться по одному стандарту.

2. Translate into Russian:

consistently, the rote-learning, to be detrimental to smb., a school drop-out, to be culpable in
doing smth., to be enslaved to the curriculum, to make no allowance, to be moderated, to
pinpoint, to profile, to retain, disparity, to make for smth., highly controversial.

3. Explain what it means:

stress-free environment, lateral thinking, viva voce, to be spoonfed, a late developer.

4.Give all the derivatives possible of the following words:

an exam, a test.

5.Enumerate briefly advantages and disadvantages of examinations. Expand on every

plus and minus. Can you add any other pros and cons?

36
6. Make up a dialogue with your partner. One of you is convinced that examinations
must be abolished, whereas the other is sure that they must be retained. Give well-
formulated reasons.

 Co-education
Pros Cons
1. It is only natural to teach boys and girls 1. In fact it is more natural for sexes to be
together, for social and economic reasons. taught apart, in the formative years between
Most high schools in the United States are 7 and 15 when children prefer the company
co-educational, as are state schools and an of their own sex. In the Caribbean, many
increasing number of private schools in the single-sex schools are based on the belief
UK. Primary schools are nearly always co- that gendered responses from children
educational. confirm the natural differences between the
sexes. There are also a number of subjects
that cannot be taught in the presence of both
sexes, or should not be taught in the same
way: sex education, women's issues, etc.
2. The benefits given to students in a co- 2. Confidence is a product of maturity and
educational environment are enormous. Both children can be just as shy in co-educational
boys and girls are given an easy confidence schools as they can in mixed schools. In fact,
when dealing with the opposite sex; those at co-education can lead to behaviour that is
single-sex schools frequently find this more extremely detrimental to education: boys are
difficult. Students from mixed schools are led to show off and even sexually harass
more fully prepared for adult life. The girls, while both are distracted by each other.
presence of girls usually leads to better Teenage pregnancies are soaring in co-
behaviour among boys who otherwise enjoy educational schools. Competition should be
an ‘oppressively male’ atmosphere with its discouraged and students should not be used
associated traits: arrogance, crudity, as pawns to provoke each other into
juvenility. Teenage girls mature faster than working harder; it is the teacher's job to
their male counterparts and so are a good inspire them, and they should not be
influence on them. Also, competition motivated by rivalry. Academic achievement
between sexes is greater than between same- is in fact generally higher in single-sex
sex rivals, and this competition leads to schools.
higher standards of academic achievement.
3. Adult relationships between alumni of co- 3. Divorce rates in the United States do not
educational schools often have a better basis. suggest that co-education leads to stable
Both partners will understand the relationships.
characteristics of their opposite gender,
having experienced them in daily life to a
far larger degree - in the same way that boys
with several sisters are frequently thought
to be 'more understanding of women'. Thus
their judgements of each other will be better
informed.
4. The system of single-sex schools arose 4. Children of a certain age shy away from
from the chauvinistic society of the past, the opposite gender and prefer many
where men held all major positions in activities characteristic of their sex. It is
society and were accordingly given a better only natural that they should be taught
37
education. It is now recognized that the during this period by same-sex teachers.
sexes have equal rights: of employment, of While men and women should have equal
social benefit, and of education. The fact that rights, that is not the same as saying they are
single-sex schools tend to have a majority of identical.
teachers of that sex - especially in the higher
positions such as that of head teacher -
means that women teachers are
discriminated against in boys' schools and
vice versa.
5. The lack of finance in the state sector 5. In fact mixed-sex schools are more
means that we must urgently address ways expensive to run, having to provide
of directing funding more effectively. facilities for both boys and girls, and
Distributing staff and equipment separately teachers and subjects to suit both.
to single-sex schools is less cost - effective
than their distribution to mixed schools
where facilities for boys and girls can be
shared.
(T. Sather, p.182-184)
1. Find in the text English equivalents for the following:
грубость, выпускники школы, обеспечивать условия, высокомерие
2. Translate into Russian:
cost – effective, to be distracted, to harass, detrimental to smb., to direct funding more
effectively, juvenility

3.Explain what it means:

chauvinistic society, social benefit, standards of academic achievement

5. Be ready to speak about advantages and disadvantages of single-sex schools.

 Bullying

Bullying is the act of intentionally causing harm to others, through verbal

harassment, physical assault, or other more subtle methods of coercion such as
manipulation.
(http://en.wikipedia.org/wiki/Bullying)
Bullying comes in different varieties such as:
- verbal
Verbal bullying is when a child is called names, threatened and made to feel bad.
- physical
Physical bullying is when a child is hit, punched, pushed or have their personal items stolen
and any other kind of physical aggressive contact.
When a child has some physical signs of bullying like cuts, bruises, torn clothes or personal
belongings missing they just put it down to over active play or childish games. Many times
this isn’t the cause and children who are bullied will not tell an adult or someone they trust
as they believe it will make the bullies mad and make the bulling a lot worse.
-social

38
Social bullying is when a child is left out of games, deliberately ignored and has bad things
spread about them and made to feel like an outsider.
-psychological/ mental
Psychological bullying is when a child is stalked or intimidated.
- cyber
With the technology age a new type of bullying was born - cyber bullying.
This type of bullying can be realized through chat rooms, online, instant messing, on a
mobile phone or even emails.
The possible effects of bullying are:
 Feeling afraid most of the time
 Depressed and sad
 Unable to sleep or having nightmares
 Performing badly at school
 Not wanting to go to school
 Loss in appetite
 Stomach aches and headaches
 Acute asthma
 Loss in self- confidence
 Social Anxiety Disorder (SAD) / Phobia
 Bullycide (suicide caused due to bullying)

BRAINSTORMING

I. Read the quotations and say whether you agree with them or not.

 The whole art of teaching is only the art of awakening the natural curiosity of young
minds for the purpose of satisfying it afterwards. Anatole France
 A master can tell you what he expects of you. A teacher, though, awakens your own
expectations. Patricia Neal
 If a child cannot learn the way we teach, maybe we should teach the way they learn.
Ignacio Estrada
 Education is the ability to meet the life’s situations. Dr.John G.Hibben
 Those who trust us educate us. George Eliot
 Teaching kids to count is fine, but teaching them what counts is best. Bob Talbert
 To know how to suggest is the art of teaching. Henri-Frederic Amiel
 To teach is to learn twice. Joseph Joubert
 A gifted teacher is as rare as a gifted doctor, and makes far less money. Author unknown
 A teacher is one who makes himself progressively unnecessary. Thomas Carruthers
 A teacher who is attempting to teach without inspiring the pupil with a desire to learn is
hammering on a cold iron. Horace Mann
 Acquire new knowledge whilst thinking over the old, and you may become a teacher of
others. Confucius
 Experience is the worst teacher; it gives the test before presenting the lesson. Vernon
Law
 He who dares to teach must never cease to learn. Anonymous
 I cannot teach anybody anything, I can only make them think. Socrates
 I have learned silence from the talkative, toleration from the intolerant, and kindness
from the unkind; yet, strange, I am ungrateful to these teachers. Kahlil Gibran
39
 Teachers open the door, but you enter by yourself. Anonymous
 The true teacher defends his pupils against his own personal influence. Amos Bronson
Alcott

II. Read each statement below and tick the appropriate answer from a), b), c), d), e).
When you finish, compare answers with other students. Be sure to give the reasons for
your answers.
a) strongly agree
b) agree somewhat
c) don’t agree or disagree
d) disagree somewhat
e) strongly disagree

1. Going to school can be harmful to children.

2. Children only learn by attending school.
3. People cannot succeed in life without an education.
4. All children should be required by law to attend school.
5. Teaching is an act of love.
6. Schools are sometimes like prisons.
7. Parents should help children with their schoolwork.
8. It is important that teachers maintain discipline in the classroom.
9. Students should not have to take required subjects. They should learn a subject when
they show an interest in it.

THE WORLD OF CINEMATOGRAPHY

VOCABULARY “CINEMA” IN USE

TOPICAL VOCABULARY
1. Cinema: cinema (house), open-air theatre, cinema with
continuous performance, drive-in-theatre, film, movie,
(motion) picture, to go to the cinema (a movie, movies,
pictures), normal screen, wide (large, broad) screen, the
first (second) showing, entrance (exist), showing
(performance, programme) begins at … (ends at … ),
colour poster, box office.
2. Film: documentary, educational, popular scientific (or science) film, feature film, science
fiction film, animated cartoon, adventure film, musical, puppet film, thriller, comedy,
horror film, crime film. Western, children’s film, fantasy, video, a film from the series of
“Golden Series”, the Moscow film studio is working on a film about, a film trilogy, witty
comedy, to co-star, theatrical film, wide-screen, colour (black-and-white, mute, sound,
dubbed, full-length, short-length) film, short, two (three) part film, wartime epic,
newsreel, serial, to grade film, “X” film, “U” films (urestricted), “PG” (parental
guidance), “18” (over 18), “15” (over 15), star-studded film, the screen version
(adaptation) of the novel, comic fantasy, detective, action.

40
3. Parts of films: scene, outdoor (indoor) scene, the opening scene, the final scene, crowd
scene, an episode, still, shot, long shot, close-up, caption, subtitle, flashback(s), script of
a film, screenplay, still.
4. Cinema work: to shoot (produce, make) a film, to direct a film, to make a screen version
(adaptation) of a novel, to screen a novel (play, story), to adapt a novel for the screen, to
film a novel, to play (act) on the screen, to release a picture, to come out (about a film), to
go into production, close shots, to remake a film, to reissue a film, to be dubbed in
Russian, to present a film in Russian, co-production (joint production), directed by … ,
scenery and costumes by … , the songs set to music by … , film’s promotion, to create a
film.
5. Cinema workers: producer, film director, art director, camera-man, script-writer,
animator, costume designer, critic, crew, actor, actress.
6. Cinema-goers: film goers, audience, film fans, to watch the film (screen), to watch smb.
acting on the screen, to see a film, to reserve seats, to queue up for the tickets, to book
tickets.
7. Actors and acting: the cast, comedian, an actor of great promise, leading actor, star, to
play the main (leading, title, key) or small (supporting, minor) role, to co-star, to portray
a character, to give a convincing (memorable, captivating, warm, brilliant, superb)
portrayal of … , to give a magnificent performance as … (in), to take (gain) the best
actress (actor) award (title), to create a true-to-life image, to make the most of the role, to
bring to life on the screen, to come alive on the screen, a typical N role, to outshine
everybody else, a new N film, to star in a role, to be miscast (ill-chosen), to be cast to
advantage, a seasoned actor, a recruit, an out-of-the-rut star, to be in top form, top star.
8. Effect. Impression: thee film deals with (depicts, presents, tells of); the message of the
film; to win universal acclaim; to praise unreservedly; to leave a deep and lasting
impression on; to appeal so much to the audience; to be (make) a hit with the public; a
delightful, amusing comedy; entertaining powerful, gripping, exciting, absorbing, vividly
dramatic, technically brilliant (well-made), sad, depressing, slow-moving (dragged-out)
film; to mar a film; thrilling, realistic, true to reality, first-rate, well-produced,
sentimental, boring, dull, worth-seeing, outstanding shots may be unique documents, to
have a long run, to leave smb. cold; empty of serious content; a flop; a failure; a good
film, not without flaws; a run-of-the-mill film; not a film to everyone’s taste; not an easy
film to watch; with obscure and complex ideas; a critical film review, to receive wide
publicity, the film is dull in spots.

1. Translate into English using topical vocabulary.

A.
1. Детям не следует смотреть этот фильм ужасов, т.к. в нем много насилия и
жестокости.
2. Экранизация романа Маргарет Митчел «Унесенные ветром» завоевала всеобщее
признание за прекрасный состав исполнителей и их великолепную игру.
3. В начале своей карьеры эта молодая актриса играла в массовых сценах и эпизодах,
но на сегодняшний день она является исполнительницей главных ролей в
современных художественных фильмах.
4. Несмотря на изнурительную работу режиссера, его команды и исполнителей при
съемке фильма, он был запрещен, но позже, когда этот фильм был выпущен на
экран, публика стекалась на его просмотр.

41
5. Хотя первые художественные фильмы были черно-белые, короткометражные и
немые, они имели преимущество в том, что заставляли работать воображение
аудитории, и зритель делал свой вклад в процесс создания фильма.
6. Этот актер подает большие надежды; говорят, он станет звездой.
7. Фильмы И. Бергмана несут в себе непонятные и сложные идеи, что делает эти
фильмы непростыми для восприятия, и они не всем нравятся.
8. Неправильное распределение ролей испортило весь фильм, что привело к его
провалу, и деньги были потрачены впустую.
9. Как и было написано на афише, фильм оказался увлекательным и захватывающим.
10. Эта актриса превзошла всех в этом фильме: хотя она исполнила второстепенную
роль, но смогла так правдиво изобразить свою героиню на экране, что получила
звание лучшей актрисы года.
B.
1. Художественный фильм, который мы смотрели вчера, произвел на нас глубокое
впечатление.
2. Сцена, снятая на открытом воздухе, была технически прекрасно выполнена.
3. По мнению критиков, эта картина была не без изъянов, но это не помешало ей
завоевать симпатию зрителей.
4. Это был фильм с участием многих звезд, но Джулия Робертс затмила их всех.
5. Первый показ фильма был осуществлен на английском языке, а затем картина
была дублирована на русский.
6. Я уверена, что Вы получите звание лучшей актрисы года: Вам удалось
замечательно показать характер героини.
7. Эта картина оставила нас равнодушными: она затянута и лишена какого-либо
серьезного содержания.
8. Он в восторге от экранизации романа «Унесенные ветром», особенно по вкусу ему
пришлись костюмы и декорации.
9. Давай встретимся у входа в кинотеатр, о билетах не беспокойся, я уже заказал их в
кассе.
10. Этот эпизод окончательно исказил фильм, в результате его идея оказалась
неясной.
C.
1. Этот молодой многообещающий актер может сыграть ведущую роль в новом
приключенческом фильме.
2. Фильм завоевал всеобщее признание, т.к. актеры были подобраны удачно, и
режиссер сделал все возможное.
3. Хотя фильм был черно-белый и немой, он очень понравился публике.
4. Актрисе удалось создать правдоподобный образ героини в этом захватывающем
триллере.
5. Некоторые любители кино смотрят все: документальные и образовательные
фильмы, мюзиклы, фильмы ужасов и детективы.
6. Этот фильм смотреть нелегко: он полон неясных и запутанных идей.
7. Недавно на экран вышла новая картина совместного производства Франции и
Италии.
8. Режиссер эффектно использовал крупный план в финальной сцене.
9. Несмотря на то, что картина пришлась по вкусу не всем, критики очень хвалили
ее.
10. Короткометражный фильм оказался милой развлекательной комедией.
42
2. Translate into English

ФИНАНСОВЫЙ ОТЧЕТ ЗА 100 ЛЕТ

А. Назаров
Финотчет за первые сто лет подготовила в специальном номере британская га-
зета «Санди таймс».
САМЫЙ БОЛЬШОЙ ГОНОРАР. Джек Николсон получил около 50
миллионов долларов, сыграв Джокера в «Бэтмене» Тима Бэртона, а Марлон Брандо
заработал 3,5 миллиона за 12 дней, проведенных на съемках «Супермена» в 1978
году. В этом фильме Брандо присутствует на экране всего 20 минут.
САМЫЙ ДОРОГОЙ ФИЛЬМ. Фантастическая лента «Водный мир» (1995) с
Кевином Костнером первоначально стоила около 175 миллионов долларов. Когда же
«Юниверсал» провела полномасштабную рекламную кампанию, стоимость фильма о
полной опасностей жизни на нашей планете, затопленной в результате глобального
катаклизма, достигла 250 000 000. Злые языки говорят даже о 300 миллионах (в
рублях это приблизительно 1 400 000 000 000)... Повод поглумиться над Костнером
есть: «Водной мир» стал катаклизмом для «Юниверсал», не вернув в прокате и трети
затраченных денег. Впрочем, новый владелец студии фирма «Сиграм» списала
расходы на эту картину в убытки еще до премьеры.
Любопытно, что раньше пальму первенства в этой «номинации» удерживали две
немые ленты и их римейки (более поздние, звуковые версии) «Десять заповедей» в
1923 году потянули на 1,8 миллиона, а в 1956 — на 15,5. «Бен Гур» в 1926 году стоил
3,9 миллиона, а в 1959 — 15.
САМЫЕ ДОРОГИЕ ДЕКОРАЦИИ. Самые большие декорации, которые
когда-либо были построены в студии, предназначались для научно-фантастического
фильма Стивена Спилберга «Близкие контакты третьего вида» (1977). На обширной
площадке для сцены приземления НЛО была установлена каркасная основа общей
длиной шесть с половиной километров и укреплены 2125 квадратных метров
оргстекла.
А из декораций на открытом воздухе за этот титул могут побороться замок для
«Робин Гуда» Дугласа Фзрбенкса и роскошный зал с индуистскими слоноподобными
богами для пиров Валтазара в этапной для мирового кино и грандиозной по постано-
вочному размаху «Нетерпимости» (1916) Д.У. Гриффита. Кстати, оба американских
режиссера связаны еще и тем, что создали вместе с Мэри Пикфорд и Чарли Чаплином
знаменитую студию «Юнайтед артистс», уже в наши дни поглощенную «Метро
Голдуин Майер».
САМЫЙ ДОРОГОЙ РЕКВИЗИТ. Автомобиль марки «Астон-Мартин», на
котором ездил Джеймс Бонд в исполнении Шона Коннери в фильме «Голдфингер»
(1964), через 22 года был продан на аукционе в Нью-Йорке за 275 тысяч долларов
САМАЯ ВЫСОКООПЛАЧИВАЕМАЯ АКТРИСА. Деми Мур обходила
стриптиз-клубы, готовясь к роли в фильме «Стриптиз», — и не зря. За нее она
получила 12,5 миллиона долларов, заработав больше, чем любая звезда дамского пола
в истории кино. На втором месте — Джоди Фостер (12 миллионов). Впрочем, Фостер,
стабильно получая по 10 миллионов за фильм, считается самой богатой актрисой в
Голливуде. Странно, но в кино, как и в спорте, звезды-женщины получают меньше,
чем звезды-мужчины.

43
 САМЫЙ ДЕШЕВЫЙ ФИЛЬМ. Австралийский фильм «Утраченные иллюзии»
снимался в течение всего 1927 года, а его производство обошлось всего в 300
долларов. Из картин крупных студий на титул претендует криминальная драма «Е1
Mariaсhi» («Бродячий музыкант») режиссера Роберта Родригеса, обошедшаяся
приблизительно в 7 тысяч. Правда, потом «Коламбиа» пришлось потратиться на
перевод с 16-миллиметровой пленки на 35-миллиметровую и на переозвучание.
САМЫЙ КРУПНЫЙ ПРОВАЛ. Эпический вестерн Майкла Чимино «Ворота в
небеса» (1980) стоил 57 миллионов, a принес в прокате 1,5, мгновенно разорив
«Юнайтед артистс». Кстати, подобным «достижением» для студии «Гвентис сенчури
Фокс» едва не увенчалась и знаменитая «Клеопатра» (1963), которая стоила в
производстве 44 миллиона долларов (приблизительно 200 миллионов в сегодняшних
деньгах). Студии пришлось продавать свою землю в Лос-Анджелесе, и теперь там
размещается деловой и торговый комплекс « Сенчури-Сити ».
САМЫЙ ПРИБЫЛЬНЫЙ ФИЛЬМ. Приключенческая картина о недалеком
мрачном будущем «Безумный Макс», снятая в Австралии за 350 тысяч долларов,
собрала в прокате более 100 миллионов и сделала исполнителя главной роли Мэла
Гибсона международной звездой.
САМЫЙ ПРИБЫЛЬНЫЙ НЕМОЙ ФИЛЬМ. «Большой парад» (1925)
мастера психологической драмы Кинга Видора о Первой мировой войне принес 22
миллиона долларов.
САМАЯ БОЛЬШАЯ КОМПЕНСАЦИЯ. Чарли Чаплину пришлось выплатить
Лите Грей 625 тысяч долларов, чтобы она не упоминала имена пяти других актрис на
их бракоразводном процессе. Традиция больших отступных в мире кинозвезд
хранится как зеница ока. Кевин Костнер якобы заплатил 80 миллионов своей
бывшей жене Синди, с которой они прожили 16 лет.
САМЫЙ СПОРНЫЙ ПОДАРОК. Шарон Стоун подала в суд на ювелирную
компанию «Гарри Уинстон», когда та попыталась получить назад бриллиантовое
колье, которое якобы дала актрисе напрокат. Стоун заявила, что это был подарок.
«Наш бизнес едва ли можно свести к раздариванию 500-тысячных колье», — заявил
представитель компании.
САМАЯ УСПЕШНАЯ КАМПАНИЯ. «Юниверсал» истратила 68 миллионов
на рекламу «Юрского парка» (1993) Стивена Спилберга — на 8 миллионов больше,
чем на сам фильм. Затраты оправдались: спилберговские динозавры собрали по всему
миру почти МИЛЛИАРД.
ПЕРВЫЙ РЕЖИССЕР, ПОЛУЧИВШИЙ МИЛЛИОН. Театральный
режиссер Майкл Николе (Михаил Пешковский) получил сперва семизначную сумму в
долларах, а потом и «Оскара» за фильм «Выпускник» (1967), сделавший звездой
Дастина Хофмана.
САМАЯ ДЕШЕВАЯ МАССОВКА. Во время съемок сцены похорон в картине
«Ганди» (1982) Ричарда Аттенборо было задействовано 94 560 статистов, каждый из
которых получил по 50 центов (столько же, сколько стоит в Голливуде душа). Еще
около 300 тысяч индийцев хотели сняться у британского режиссера. (Напомним, что у
солдат Советской Армии было принято участвовать в массовках бесплатно —
дешевле не придумаешь).
САМАЯ УДИВИТЕЛЬНАЯ ВЕЩЬ. Кино.
(Эхо Планеты, 1995, №39)

44
 1. Read the text below and make up your own report about famous film
director

Steven Spielberg

Director, producer, writer. Born December 18, 1946, in Cincinnati, Ohio. Spielberg
began experimenting with 8mm short films when he was only in grade school; he won a
prize at the age of 13 for the 40-minute war film Escape to Nowhere. He attended California
State College (now California State University), but dropped out before earning a degree.
His 24-minute short, Amblin, was screened at the Atlanta Film Festival when Spielberg was
still in college; its success earned the 20-year-old a seven-year contract with Universal-
MCA as a television director.
After he had directed episodes of TV series such as Columbo and Marcus Welby,
M.D., Spielberg's first feature-length TV movie, Duel (1971), earned the budding filmmaker
critical praise and a chance to jump to the big screen. He made his feature film-directing
debut in 1974 with The Sugarland Express, a crime drama starring Goldie Hawn, for which
he also wrote the story. In 1975, Spielberg helmed the terrifying film Jaws, about a great
white shark who wreaks bloody havoc in the seas around a New England beach town.
Though the filming of Jaws ran over an unprecedented 100 days, the $8.5 million movie
ultimately grossed $260 million, making it one of the first summer blockbusters and its
director one of the most sought-after in Hollywood.
Spielberg followed up on the success of Jaws with Close Encounters of the Third Kind
(1977), a science-fiction drama that garnered him his first Academy Award nomination for
Best Director. (He also wrote the screenplay). Close Encounters, nominated for eight Oscars
in all, confirmed the widespread view that Spielberg was on his way to revolutionizing the
film industry, both with his unique artistic vision and technique and with Ms equally unique
understanding of what modern movie audiences wanted to see.
Though his next film, 1941 (1979), was a critical and commercial disappointment,
Spielberg roared back with the 1981 action hit Raiders of the Lost Ark, which marked his
first collaboration with actor Harrison Ford (as the rugged hero Indiana Jones) and producer
George Lucas (whose seminal film Star Wars, also featuring Ford, was released the same
year). Raiders earned Spielberg another Oscar nod for Best Director and spawned two hit
sequels, Indiana Jones and the Temple of Doom (1984) and Indiana Jones and the Last
Crusade (1989), both directed by Spielberg.
Spielberg made another slam-dunk the following year, writing and directing E.T. The
Extra-Terrestrial (1982), the heartwrenching story of a little boy who befriends an alien
stranded on Earth. With its air of magic and unapologetic sentiment, E. T. met with a
measure of box-office success that dwarfed even Jaws with a total haul of almost $400
million. The movie remained the hallmark of Spielberg's illustrious career in the years to
come, and also launched the career of the filmmaker's young goddaughter, Drew
Barrymore.
Also in 1982, Spielberg got his first producer credit, for the hit thriller Poltergeist. He
formed his own production company, Amblin Entertainment, in 1984, and would go on to
produce a number of critically and commercially successful films, notably Gremlins (1984),
Back to the Future (1985), and Who Framed Roger Rabbit? (1988), in addition to his own
directorial features.
Facing criticism that he couldn't direct a "serious" movie aimed at adults, Spielberg
decided to produce and direct a film adaptation of Alice Walker's Pulitzer Prize-winning
45
novel The Color Purple. Though the film, released in 1986 and starring Whoopi Goldberg,
Danny Glover, and Oprah Winfrey, earned 11 Academy Award nominations, Spielberg was
overlooked in the directing category, which was perceived as a definite slight. The
following year, the Academy made amends by giving Spielberg the Irving G. Thalberg
Memorial Award, given to "creative producers whose bodies of work reflect a consistently
high quality of motion picture production."
In the late 1980s, a string of relative disappointments, including Empire of the Sun
(1987), Always (1989), and Hook (1991), coincided with a period of personal upheaval for
Spielberg. In 1989, he divorced his wife of four years, the actress Amy Irving, with whom
he had a son, Max. The following year, he had a daughter, Sasha, with Kate Capshaw, the
costar of Indiana Jones and the Temple of Doom. The couple married in October 1991 and
have a total of five children together (Capshaw also has a daughter, Jessica, from a previous
marriage). Spielberg made a major career resurgence in 1993 with the special effect-heavy
dinosaur extravaganza Jurassic Park. With a record-setting opening weekend gross of $70
million and a staggering total gross of $357 million, the film launched another big-money
franchise, including two sequels, The Lost World: Jurassic Park (1997), which Spielberg
directed, and Jurassic Park III (2001), which he produced.
Also in 1993, Spielberg released his sobering black-and-white adaptation of Thomas
Keneally's prize-winning novel Schindler 's List. The story of a complicated real-life hero,
Nazi Party member Oskar Schindler (played by Liam Neeson), Schindler's List finally
netted Spielberg the much-coveted Oscar statuettes for Best Director and Best Picture.
Nominated in 12 categories in all, including acting nods for Neeson and costar Ralph
Fiennes, the film won a total of seven statuettes. In addition to its critical acclaim,
Schindler's List earned over $100 million at the box office, and Spielberg gave all of his
earnings from the film to the Righteous Persons Foundation, 'an organization that supports a
number of projects that impact modern Jewish life.
In 1994, Spielberg joined forces with Jeffrey Katzenberg, the former head of
production at Disney, and the recording mogul David Geffen to form Dream Works, a
multimedia entertainment company with interests in film, TV, music, computer software,
and the budding Internet technology. Though its first several films were only modestly
successful, Dream Works began to hit its stride in the late 1990s, turning out critically
acclaimed hits such as Spielberg's Saving Private Ryan (1998), American Beauty (1999),
Gladiator (2000), and the animated feature Shrek (2001).
Spielberg had another banner filmmaking year in 1997, releasing not only the mammoth
sequel The Lost World: Jurassic Park but also the drama Amistad. The latter film, a fact-
based drama about a revolt by African slaves aboard a Spanish slave ship in 1839 that
resulted in a memorable legal battle in the United States, earned critical praise and a Golden
Globe nomination for Spielberg. The following summer, Spielberg had an even greater
success with Saving Private Ryan, starring Tom Hanks. The grisly but awe-inspiring World
War II epic, nominated for 11 Oscars, earned Spielberg his second statuette for Best
Director. Saving Private Ryan won a total of five Oscars, but was surprisingly upset in the
Best Picture category by Miramax's Shakespeare in Love.
In 2001, after three years without a directorial feature, Spielberg helmed the high-
profile science fiction drama A.I Artificial Intelligence, a film that was originally the pet
project of his good friend, the famously eccentric director Stanley Kubrick. After Kubrick's
death in 1998, Spielberg took over the reins, adding his trademark air of fantasy and
sentiment to Kubrick's darker vision. A.I, costarring Jude Law and the precocious child actor

46
Haley Joel Osment (The Sixth Sense), made far less impact at the box office than was
expected, however, and received mixed reviews.
Although most of his college professors had passed on and those currently teaching had
earned their stripes by studying Spielberg's work, Spielberg returned to Cal State in 2002 to
receive the B.A. he failed to complete in 1970. He satisfied the course requirements through
independent and directed studies.
In 2002, Spielberg directed the well received action-thriller Minority Report starring
Tom Cruise and Catch Me If You Can starring Tom Hanks and Leonardo DiCaprio.
Upcoming projects include producing and directing a long-planned adaptation of the
bestselling novel Memoirs of a Geisha, as well as a live-action film version of Tintin, a
1930s Belgian comic strip that follows the adventures of a globetrotting reporter and his dog
Snowy. He will also reteam with Hanks for the drama Terminal and direct funnyman Jim
Carrey in a remake of the 1947 comedy The Secret Life of Walter Mitty.

1. Read the text below and make up your own report about a famous actor or
actress.

Julia Roberts

Actress. Born Julie Fiona Roberts, on October 28, 1967, in Smyrna, Georgia, to Betty
and Walter Roberts. Her parents divorced when she was four and her father died when she
was nine. Just after high school, Roberts joined her sister in New York City and began
modeling. Her brother, Eric, was already established as an actor, and Julia filmed a small
role in Blood Red (1988), in which he starred.
Her first major film role came in 1988's Satisfaction, starring Justine Bateman of
Family Ties fame and Liam Neeson. That same year, she costarred as one of three restless
small-town girls in Mystic Pizza. Her performance as a doomed young bride in 1989's
ensemble drama Steel Magnolias, costarring Sally Field, Dolly Parton, Daryl Hannah,
Shirley MacLaine, and Dylan McDermott earned Roberts notice as a promising dramatic
actress, including a Golden Globe Award and an Academy Award nomination for Best
Supporting Actress.
Just one year later, Roberts made the leap to superstardom with her breakthrough turn
as a Hollywood Boulevard prostitute who falls in love with her business mogul client,
played by Richard Gere, in the smash hit Pretty Woman (1990). She again garnered Golden
Globe and Academy Award nods for the role, this time in the Best Actress category.
The tremendous box office success of Pretty Woman made Roberts one of
Hollywood's most sought-after actresses. She released a number of less successful movies
on its heels, including the standard-issue thrillers Flatliners (1990), costarring future fiancй
Kiefer Sutherland, and Sleeping with the Enemy (1991); the star-studded Steven Spielberg
bomb Hook (1991), with Dustin Hoffman; and the weepy Dying Young (1991).
Throughout the first half of the 1990s, Roberts made headlines more for her
tumultuous love life—she left Sutherland virtually at the altar to take up with actor Jason
Patric, then married country singer Lyle Lovett in 1993 after a whirlwind romance that
began on the set of Robert Altman's The Player (1992)—than her box office success. While
the hit legal drama The Pelican Brief (1993), costarring Denzel Washington, and Altman's
Prkt-a-Porter (Ready to Wear, 1994) were minor hits, Roberts' forays into dramatic period
pieces (notably 1996's Mary Reilly and Michael Collins) were critical and commercial
47
disappointments, and the romantic comedies I Love Trouble (1994) and Something to Talk
About (1995) failed to attract audiences.
With a starring role in the smash-hit comedy My Best Friend's Wedding in 1997,
Roberts reasserted her considerable box office authority. Costarring Cameron Diaz, Rupert
Everett, and Dermot Mulroney, the film was Roberts' first movie to gross over $100 million
since Pretty Woman. After finding only modest commercial success with Conspiracy
Theory (1997), costarring Mel Gibson, and Stepmom, costarring Susan Sarandon and Ed
Harris, Roberts again struck box office gold in 1999 by returning to her romantic comedy
roots. Her next two films—Notting Hill, costarring Hugh Grant, and Runaway Bride, which
reteamed Roberts with her Pretty Woman costar Gere and director Garry Marshall—earned
a combined domestic gross of over $300 million, despite receiving mixed reviews from
critics.
Roberts got the role of her career in 2000 when she portrayed the crusading legal
secretary who spearheaded one of the largest class-action lawsuits in U.S. history in the
drama Erin Brockovich. Directed by Steven Soderbergh, the film was an enormous critical
and commercial success, earning five Academy Award nominations, including Best Picture,
Best Director, Best Supporting Actor (Albert Finney), and Best Actress. Roberts' emotional
Oscar win capped an incredible string of international awards she received for the role,
including Best Actress honors from the New York, Los Angeles, and London critics'
associations, a Golden Globe Award, and a British Academy of Film and Television Arts
(BAFTA) Award (the British equivalent of the Oscar). Her $20 million salary for the film
also made Roberts the highest-paid actress of all time.
In 2001, Roberts starred in the romantic crime caper The Mexican opposite Brad Pitt,
the comedy America's Sweethearts, costarring John Cusack, Catherine Zeta-Jones, and Billy
Crystal, and the star-studded remake Ocean's Eleven, directed by Soderbergh and featuring
Pitt, George Clooney, and Matt Damon.
After her marriage to Lyle Lovett ended in 1995 after less than two years—most of
which the couple spent apart due to work commitments—Roberts dated actors Daniel Day-
Lewis and Matthew Perry as well as health club owner Pat Manocchia. In late 1997, she
began a more than three-year relationship with the actor Benjamin Bratt, then the star of
Law & Order. Roberts and Bratt split in the spring of 2001. On July 4, 2002, Roberts
married cameraman Daniel Moder at her New Mexico ranch.

APPEARANCE AND CHARACTER

VOCABULARY “APPEARANCE AND

CHARACTER” IN USE

I. Virtuous (good) characteristics: affable,

amiable, good-natured, good-humoured, likeable,
agreeable, kind, kind-hearted, communicative,
gregarious, sociable, friendly, courteous, modest, discreet,
generous, well-bred, decent, attentive, thoughtful, earnest, sincere, gullible, direct, enthusiastic,
energetic, charismatic, cheerful, calm, quiet, composed, self-possessed, even-tempered,
reasonable, well-organised, honest, merciful, impartial, just, patient, tolerant, forbearing,
sympathetic, respectable, cordial, broad-minded, witty, intelligent, smart, inquiring,
brainy, single-minded, resourceful, imaginative, skilful, versatile, conscientious, dignified,
capable, benevolent, philanthropic, scrupulous, consistent, easy-going, affectionate, devoted,
48
loyal, reliable, courageous, persevering, industrious, hard-working, painstaking, assertive,
competitive, sweet, gentle, proud, thrifty.
II. Evil (bad) characteristics: ill-natured, unkind, hard-hearted, ill-bred, bad (quick)-
tempered, callous, uncommunicative, unsociable, hostile, cheeky, haughty, arrogant,
malicious, malevolent, aggressive, overbearing, overpowering, domineering, cocky, spiteful,
cynical, dashing, showy, rash, pushy, indiscreet, unscrupulous, greedy, stingy, tight-fisted,
miserly, calculating, inconsistent, tactless, abrupt, curt, brusque, insincere, hypocritical,
false, vulgar, double-faced, indifferent, listless, dishonest, cruel, ruthless, partial, intolerant,
conceited, self-willed, wilful, capricious, perverse, insensible, inconsiderate, servile,
presumptuous, deceitful, ambitious, pompous, selfish, harsh, sulky, sullen, obstinate,
stubborn, coarse, rude, vain, impertinent, impudent, revengeful, blunt, boastful, highly-
strung, humble, indecisive, unreliable, superstitious, pig-headed, daft, dumb, dim, half-
witted, petty, mean, incalculable.

III. Phrases: to be hard (easy) to deal with (to get along with), to be good to keep away from,
to be put off, to have much confidence in smb., to have a grudge against smb., to let smb.
down, to lose one's temper, to fly into a temper, to go back on one's word, to be taken in, to
make smb. out, to take to smb., to be given to.

IV. Appearance.
One's HAIR may be: long, short, thick, thin, straight, smooth, silky, curly, wavy, fair,
flaxen, blond(e), golden, red, reddish, sandy, dark, black, jet-black, auburn, ashy, silvery, grey,
grizzling, scanty, rich, close-cut, close-cropped, bobbed, shingled; to have one's hair cut (done,
dressed, set, styled, trimmed, dyed), to comb one's hair, to brush one's hair, to grow one's hair;
a hair-do, a hair-cut, a hairdresser; dark-haired, fair-haired, red-haired.
One's FACE may be: round, long, square, oval, pretty, ugly, plain, expressive, lean, pale,
fleshy, common, stern, good-humoured, gloomy, clean-shaven, freckled, wrinkled, haggard,
heavy-jawed; to grow a beard, to have a mole on one's cheek, to have a dimple in one's cheek
(chin).
One's COMPLEXION may be: fresh, rosy, ruddy, fair, dark, sunburnt, tanned, swarthy,
sallow.
One's FOREHEAD may be: broad, narrow, high, low, large, open, domed, square-
domed.
One's NOSE may be: small, long, flat, straight, turned-up, snub, fleshy, hooked, aquiline.
One's CHEEKS may be: round, pale, rosy, ruddy, fleshy, hollow, sunken, wrinkled,
dimpled.
One's EYES may be: large, small, kind, warm, expressive, dark, grey, blue, green, hazel,
close-set, deep-set, slanted, almond, bulging, intelligent, faded, hollow, sunken, mischievous;
green-eyed, dark-eyed, almond-eyed.
One's EYEBROWS may be: thick, bushy, well-marked, arched, overhanging, silky, fine;
to knit (frown) one's eyebrows, to raise one's eyebrows in surprise.
One's EYELASHES may be: thin, thick, long, short, dark, curly (curving), straight.
One's CHIN may be: round, pointed, double, decided, strong, firm, protruding, massive,
dimpled.
One's MOUTH may be: large, small, firm, tiny, stern; to have a mouth like a Cupid's
bow.
One's LIPS may be: thick, thin, full, well-cut, scarlet, pale, parted, tightly-set, painted; to
purse one's lips, to pout one's lips.
49
 One's TEETH may be: large, small, perfect, tiny, even (regular), uneven (irregular),
close-set, widely spaced, false.
One's FEATURES may be: small, large, plain, ordinary, regular, irregular, rough, coarse,
ugly, massive, delicate, clean-cut, frank, stern.
One's FIGURE may be: short, tall, bent, slender, slim, strongly-built, heavily-built, stout,
plump (of a child, a very young person or a woman), broad-shouldered, narrow-shouldered,
heavy-shouldered, round-shouldered, stooping, graceful, delicately-built; to be 6 feet high (a
foot = 30,48 cm), to have sloping shoulders, to have an awkward (slouching) gait, a shuffling
gait, to tell a person by his (her) gait, to keep one's figure slim.
One's ARMS may be: long, short, bony, rounded, shapely.
One's HANDS may be: large, small, plump, fat, bony, soft, rough, tiny, delicate, hairy.
One's FINGERS may be: long, short, thick, fat, plump, thin, bony, slender, stumpy,
delicate; a thumb, a forefinger (index finger), a middle finger, a ring finger, a little finger.
One's LEGS may be: long, short, thin, bony, slender, shapely; to be bow-legged, to have
bow legs.
One's VOICE may be: loud, low, soft, pleasant, sweet, rough, clear (ringing), feeble
(weak), thin, shrill (harsh), hoarse, toneless, screaming; to speak in a low (loud, soft, pleasant,
sweet, rough, clear) voice, to raise one's voice, to speak in a whisper, to speak at the top of
one's voice.
One's SMILE may be: bright, sad, broad, happy, pleased, pleasant, sweet, charming,
winning, strained, cunning, faint, ironical; to wear a fixed smile, to make a pretence of
smiling, to force a smile, to break into laughter (to burst out laughing).

2. Match the adjectives and their explanations:

A.
1)aggressive a) are usually very nervous and are easily upset or excited
2)articulate b) are usually sure of their own ability to do things
3)broad-minded c) are polite people
4)charismatic d) hate to lose at anything
5)competitive e) tend to hide their abilities or have a lower opinion of
6)considerate themselves than is deserved
7)courageous f) know what they want and usually get it
8)highly-strung g) are always ready to quarrel or attack
9)humble h) have quick minds and can express things in a clever and
10)modest amusing way
11)obstinate i) are very impulsive and don’t think enough about the
12)pompous consequences of their actions
13)rash j) are able to express clearly and effectively their thoughts and
14)self-centered feelings
15)self-confident k) are very selfish and only interested in themselves
16)sensible l) have lots of different skills and abilities and can easily
17)strong-willed change from one kind of activity to another
18)versatile m) refuse to change their opinion or behaviour in spite of
19)well-mannered attempts to persuade them to do something else or to see
20)witty another point of view
n) are very tolerant of other people’s opinions even if very
different from their own
o) are very brave and not afraid to do dangerous things
50
 p) take themselves rather too seriously and think they are very
important
q) have a very low opinion of themselves and a high opinion of
others
r) are people with a lot of common sense
s) have very strong personal charm and the power to attract
others
t) are very aware of the wishes, needs or feelings of others
B.
1)absent-minded a) like to say how good they are at something
2)adventurous b) have strong feelings and are easily moved by things
3)amusing c) are rude and disrespectful, especially towards people like
4)bashful parents and teachers.
5)boastful d) are always trying to control others without worrying or
6)bright caring about how they feel
7)calm e) deliberately try to hurt or harm others
8)cheeky f) are try forgetful because they are too busy thinking about
9)conceited other things
10)confident g) are sure of themselves and their abilities
11)creative h) are easily tricked and tend to believe everything they are
12)domineering told
13)down-to-earth i) are very clever and learn things quickly
14)emotional j) hate having to wait for things and are not very tolerant of
15)enthusiastic other people’s weakness
16)gullible k) are very interested and excited about smth. and this shows
17)hospitable in the way they talk and behave
18)impatient l) are daring and always ready to take risks
19)malicious m) are always friendly and welcoming towards guests
20)narrow-minded n) don’t get excited or nervous about things
o) find it hard to accept or understand new ideas
p) are very funny and make you laugh
q) are very practical and honest
r) have a very high opinion of themselves
s) find it easy to produce new and original ideas and things
t) are shy and feel uncomfortable in social situations

2. Translate the sentences from Russian into English using topical vocabulary.
A.
1. Как славно, что мама такая веселая, а какая она умница, и какой у нее тонкий вкус!
2. Бойкие, неугомонные, они у всех путались под ногами, но были оба
жизнерадостные и приветливые.
3. Он был человеком благородным и щедрым.
4. Эти большие темные глаза казались опасно всезнающими, куда более
проницательными, чем живые круглые глаза его нынешнего наставника.
5. Похоже, эта умница смотрит на него свысока, но он решил не обижаться.
6. На лице чуть-чуть намечаются морщинки и придают ему достоинство, которого
прежде так не хватало, выдают своеобразный и сильный характер.

51
7. Он умница и весьма проницательный малый. Хоть с тобой и незнаком, но
понимает тебя куда лучше, чем я.
8. Он весь вечер был безупречен и держался так естественно и непринужденно, что
она чувствовала себя нужной.
9. Гости сплошь были важные персоны, но самые заурядные люди.
10. Просто я легкомысленна, как всегда. Извини за резкость.
11. Мне просто хотелось немного сочувствия, вечно я забываю, что ты очень уязвима
и только с виду толстокожая.
12. Лион очень милый человек, но я никогда ни в одном мужчине не встретила такого
бескорыстия, какое тебе в нем мерещится.
13. Я всегда верил, что терпеливый в конце концов побеждает.
14. Я слишком не уверена в себе. Всегда в себе сомневалась. И, быть может, никогда
не перестану сомневаться.
15. Она чуткая и гордая. Он, должно быть, жестоко обидел ее.
16. Педди, добрая душа, был верен себе и оплакивал сестру, а Фиа была такая же
равнодушная, как всегда.
17. Почти всегда он улыбался, и нрав у него был своеобразный – удивительная смесь
спокойствия и глубокой тихой радости.
B.
1. У нее самый своевольный характер, она лукава и хитра, очень корыстна, при этом
задорна, любезна, хотя считает себя выше других. Хорошо образованна и начитана.
Изобретательна, независима, обладает здравым умом. В делах нещепетильна,
способна совершать нечестные поступки, если уверена в безнаказанности.
2. Характер у нее открытый и чистый, как золото. Она не способна к мелочности,
лицемерию, злословию и даже к самой элементарной дипломатии. Доверчива,
чувствительна. Но при этом несдержанна на язык, слова часто опережают мысли.
Горда, интеллигентна. Волевая, выносливая, разносторонне развитая. Природа ее
щедро одарила как достоинствами, так и недостатками.
3. Люди этого плана обладают прекрасным здоровьем, энергичны, легко возбудимы,
иногда упрямы и резки до крайности. При этом они честны, эмоциональны,
решительны и на них можно положиться, хотя иногда и своевольны. Для них
характерны откровенность и склонность к мягкосердечию. Что важно – они быстро
избавляются от своих заблуждений.
4. Он – счастливец. Одарен, в меру честолюбив, приятный товарищ, скромный,
сдержанный, утонченный и добродетельный. Невозмутимый и педантичный, он, при
этом, может быть сентиментальным. Однако, он не обладает чувством
ответственности перед семьей. Ловок в делах и как деловой человек – опасен.
5. Он обладает яркой индивидуальностью, талантлив и честолюбив. Добродетелен,
сдержан, отличается безукоризненным вкусом. Правда, любит иногда посплетничать,
но тактичен и не зол. Почти никогда не выходит из себя. Люди ценят в нем такие
качества, как добросовестность и обязательность, сдержанность и терпимость,
здравый ум и тактичность.
6. Ребенок был избалован, своеволен и капризен. Он был упрям до крайности. С
родителями дерзок, с товарищами высокомерен, нетерпелив и агрессивен в играх. На
него нельзя было положиться, он всех подводил, своих обещаний не выполнял.
7. Это был властный и жестокий человек. В его осанке и манерах ощущался характер
человека эгоистичного, напористого, безжалостного и бессердечного. К тому же, он

52
был легко возбудим и самодоволен. С близкими высокомерен, но осторожен с
незнакомыми. Скуп до крайности.
8. Она всегда беспокойна, всегда на страже. Редко проявляет свои чувства, замкнута,
упряма. Знает, чего хочет. Цинична, критична, пессимистична. Скептик, но лояльна к
друзьям, обладает развитым чувством долга. Скромна и застенчива. Бережлива, но не
скупа. Когда в хорошем настроении, может быть щедрой.
9. Эти люди обладают лучшими человеческими качествами: верны, честны,
способны хранить чужие тайны. Однако, они несколько эгоистичны и невероятно
упрямы. Славятся острым языком, но справедливы. Бывают эмоционально
холодными и малообщительными. Но трудолюбивы, настойчивы и целеустремленны.
Поставленной цели всегда добиваются.
10. Характер у него был ужасный: с ним трудно было ладить. Если он что-то вбил
себе в голову, отговорить его было невозможно. Злой и раздражительный, он легко
впадал в ярость, при этом обижался, если его унижали. К окружающим относился
враждебно и подозрительно.
D.
Курс «Основные навыки шпиона»
Тема: Словесный портрет.
Описывать внешность — одно из важнейших умений разведчика. Оно может
пригодиться, чтобы кого-то запомнить, разыскать (по описанию), узнать или
встретить.
Начни описание с главного: вид, пол, примерный возраст.
Волосы. Какие они? Тёмные, светлые, рыжие, крашеные, кучерявые, густые,
короткие, длинные. А может, это лысина или парик?
Уши. Большие или маленькие, особенной формы, прижатые или оттопыренные.
Нос. Носы бывают разными: прямыми, искривлёнными, большими и маленькими,
курносыми и круглыми, как картошка. А ещё под носом бывают усы — висящие,
щёточкой или густые.
Глаза. Важны разрез, размер и форма, цвет, широко ли они расставлены, близко
посажены к носу или «на выкате». А также признаки слабого зрения: очки, привычка
при чтении отводить книгу от лица или подносить близко к глазам.
Брови. Брови могут быть тонкими, прямыми, дугообразными, сросшимися над
переносицей, редкими, густыми, мохнатыми и даже выщипанными.
Рот, губы, зубы. Большой рот или маленький? Губы — тонкие или полные? Не
забывай про зубы — они могут быть редкими, кривыми, исключительно белыми или,
наоборот, пожелтевшими. А может, один из них золотой или какого-то не хватает?
Лицо. Подбородок может быть острым, массивным, с ямочкой. Овал лица —
круглый, квадратный, вытянтый, узкий к низу, с выдающими скулами или впалыми
щеками.
Рост и фигура. Фигура бывает плечистая или сутулая, полная или худощавая.
Походка. Различают походку важную и торопливую, осторожную, неуверенную, по-
солдатски твёрдую и «в развалочку».
Особые приметы: заикание, шепелявость, шрамы, татуировки, родинки, бородавки,
прихрамывание, акцент, почёсывания, нервные тики или излишняя суетливость и
другое.
(А.Амосова Кот Джеймс агент 009)

53
 TEXTS FOR CAREFUL STUDYING
NATIONAL CHARACTER
 WHAT AMERICANS ARE LIKE
1. Read the article about Americans.

American society is composed of people from many social, cultural, ethnic and
national backgrounds, different economic situations and vastly different philosophies of life.
Because of this, it is difficult to generalise about what Americans are like, however certain
traits are listed here as a way to highlight those characteristics that may seem most obvious
to people from other countries.
 Individuals
Probably above everything else, Americans consider themselves individuals. There are
strong family ties and strong loyalties to groups but individuality and individual rights are
most important. This may seem like a selfish attitude, but it also leads many Americans to
an honest respect for other individuals and an insistence on human equality.
 Independent and self-reliant
Related to this respect for individuality are American traits of independence and self-
reliance. From an early age, children are taught “to stand on their own two feet”, or to be
independent. Since this is such a marked trait in the American style of relating, you are
expected to take care of yourself, and if you do need help, to ask for it. Others will usually
not offer help until you ask for it.
 Direct
Americans are very direct. Honesty and frankness are very important to them. They
are quick to the point and they may seem blunt at times.
 Informal
Americans are very informal. They treat each other in a very informal way, even when
there is a great difference in age or social standing. Most people call each other by their first
names, regardless of age or social differences. This may seem rude, but it is a part of the
American culture.
 Competitive
Americans are generally competitive. They place high value on achievement, and this
leads them to compete against each other. You will find friendly and not-so-friendly
competition everywhere. Competition is apparent not only in sporting activities, but also in
conversation, (seeing who can get the last word in). Although such behavior is natural to
Americans, you may find it disagreeable.
 Team players
Although often competitive, Americans also have a good sense of "teamwork",
cooperating with others to achieve a goal.
 Achievers
Americans are somewhat obsessed with records of achievement in sport and business.
Often times in camp there is an emphasis on achievement and self-growth.
 Friendly
Americans are friendly in their own sort of way. In general, friendships among
Americans tend to be shorter and more casual than friendships among people from other
cultures. This could have something to do with American mobility and the fact that
Americans do not like to be dependent on other people. Americans also tend to
"compartmentalize" friendships, having "friends at work", "friends at school", "family
friends", etc.
54
 You will see strong bonds of friendship at camp. Many of the American staff will have
known each other since childhood. This may be a little intimidating, but after a while you
should feel that same strong bond of friendship with many of the Americans and other
international staff.
 Inquisitive
Americans ask a lot of questions. Some of these questions may seem to you pointless
or elementary. You may be asked very personal questions by someone you have just met.
No impertinence is intended; the questions usually grow out of a genuine interest.
 Materialistic
Americans are often accused of being materialistic. Success is often measured by how
much money a person has and how many material goods an individual accumulates.
However, there are many Americans who do not share these feelings-people who are “down
to earth”. You will find both of these types of people at camp and during your travels.
 Time conscious
Americans are very time conscious. They keep appointment calendars and live
according to schedules. They usually are on time for appointments and expect others to be
on time as well. They feel offended if people do not act accordingly. Americans may seem
“always in a hurry”, and often time brusque, but they are generally efficient and get many
things done simply by rushing around.
 Energetic
The United States is a highly active society, full of movement and change and
Americans are very energetic. If you are used to a more leisurely pace, you may find the
fast tempo exhausting; on the other hand, you may find it fun.
 Internationally naive
Many American children and adults are not very knowledgeable about international
geography or world affairs. They may ask uninformed questions about current events and
may display ignorance of world geography. Because the US is not surrounded by any other
nations, some Americans tend to ignore the rest of the world.
 Desire eye contact/body distance
Americans consider it important to establish eye contact when addressing a person, but
feel uncomfortable if the other person is standing too close to them. Some Americans are
very open and “touchy” and others are somewhat closed and like “their personal space”.

Translate into Russian:

to highlight, to be obsessed with sth., to the point, a more leisurely pace, to rush around, to
accumulate, intimidating

Explain what the following traits of character mean:

blunt, impertinence, self-reliant, down to earth, brusque.

 APPEARANCES ARE DECEPTIVE

Appearances are deceptive. It is a common truth; practically everyone has met at least
someone whose character and appearance differ radically.
When one sees a tall, broad-shouldered youth, one expects him to be strong-willed and
brave. One thinks: 'A model to follow!' How often a good-looking individual turns out to be
petty, weak-willed or even cowardly. Then one thinks: “A mediocrity!"

55
 At the same time everyone knows that a lot of great people were of a poor build: short
and fragile. It did not stop them from displaying intelligence and courage. Ingenuity does
not depend on one's complexion or constitution.
Plump or fat people create an impression of generous and kind personalities. Strangely
enough, not rarely they may be thrifty or even greedy. One usually thinks: 'A scrooge!'
On the other hand, thin or slim nervous ladies often tend to be lavish. They like to buy
and never think twice when they pay. One thinks: 'I would call her open-handed and Mother
would call her a spendthrift'. Yes, mothers are always stricter in judgements.
Has it ever happened to you that you come to an important office and see an important
boss? You immediately evaluate his looks: “Round-faced, small narrow eyes, dimples in the
cheeks and an upturned nose. What a kind-hearted person! A simpleton!' You tell the boss
of your troubles and expect immediate help. But the boss appears to be rude, harsh and
wilful. You never get your help and think: 'A stone heart and an iron fist'.
When someone sees a delicately built pretty blonde with curly hair, blue eyes, a
straight nose and a high forehead, one is inclined to think that the beauty is intelligent and
nice. It may be disappointing to think later 'What a stupid, capricious, impolite bore!'
On the contrary, when one sees a skinny brunette with ugly irregular features — a
hooked nose, pointed chin, close-set eyes and thin lips, strange thoughts come to one's head;
because it is the image of evil people — cruel and cunning. It may be a relief some time
later to find her a clever, gentle and good-mannered lady and think: 'What charm! A heart of
gold!'
Another general misconception lies in the fact that children are always expected to
resemble their parents. And parents like it when children take after them. Relatives like to
compare moles, the shape of noses, etc. The greatest compliment is: 'They are as like as two
peas'. The greatest disappointment is to find nothing in common. We want to deny people
their exclusiveness, we don't want to admit that nature has selected other options from an
enormous genetic fund developed over generations. Why do we like our copies? Who
knows!
Nature likes to play tricks on us. But don't you think it is a present on the part of
nature? Life becomes not a boring routine, but a brilliant kaleidoscope of characters and
appearances which often clash.

Assignment
1. Do you agree that appearances are deceptive? Give your reasons.
2. Do you think it is worth judging by appearances? Give your reasons.
Меркулова Е.М., Филимонова О.Е., Английский язык для студентов
университетов. СПб, 2002

 Straight Into My Soul...

Time never fails to carry everything away; an
unbreakable chain of years possesses power to alter
your name and looks; let alone your character and
destiny.
Pondering over some crunches or definite age periods: childhood, adolescence and
youth - all people (undoubtedly me including) are sure to notice some tangible changes in
themselves both outwardly and inwardly. They are made up of these numerous alterations

56
added to some inborn features of theirs. And nothing states these evil or virtuous changes
better than time.
Childhood seemed a miraculous time that worked wonders for me. Everything
enchanted me greatly and it reflected in my radiant smile, mostly bright, charming and
winning I should say, the smile that was hard to resist. Adults found me a pretty, affable
girl, slender and full of vitality. They pointed out that my treasure was my shoulder-
blade length, chestnut rich curly hair without a fringe. I enjoyed it immensely to have my
hair styled in different ways, it lifted my spirits unerringly. They say nothing suits a
childish candid good-humoured face better that a warm twinkle of his or her eyes. My
Mum said I inspired admiration of adults thanks to my warm, expressive hazel eyes with
long dark eyelashes. When I felt really thrilled they tended to become starry and
mischievous. Every tint of a feeling I experienced reflected immediately in my eyes.
Being a modest girl, I felt awfully shy and embarrassed among people I barely knew, my
rosy cheeks used to flush in case a perfect stranger addressed me. But in my surroundings I
felt really at home being sociable and enthusiastic.
Growing up, realizing increasing responsibility on my shoulders, being a
"diligent" teenager was a tough nut to crack. Getting "excellent" (I mean a mark) results
both in my music and secondary school and being constantly involved in some
extracurricular activities became my way of life. I learnt to plan my time wisely and in this
respect became a well-organized person. Although I was well-bred and courteous
occasionally I could fly into a temper being impulsive and rash about getting things done or
said which I regretted later. As a smart girl I understood it pretty well it would never do to
behave like that revealing my being not composed and reserved especially with my nearest
and dearest. But life proves a bitter truth saying it's far easier to hurt a person close to
you than an acquaintance because neither of us is eager to lose face or seem callous and
hostile to people in public, spoiling reputation. But despite this demerit I appeared a
friendly, benevolent and amiable person, generous and attentive to my friends. Though I
was a chatterbox myself, I could be a perfect listener to people who needed it. My parents
admitted that I was never selfish or self-willed, far from being impertinent. When a teen, I
had my hair cut and dyed red, dropped skating but to be fit and keep slim I attended
aerobics. I happened to be quite tall and well-built. But I still wish to believe it wasn't only
my lovely face and a "Hollywood" smile, as people keep telling me, that inspired their
affection but my soul.
Now I got even more conscious about my inner world and personality. I place high
ideals to be achieved both in my private life and at studies. While attaining my aims I
strive to be the first, not a loser or a mediocrity. That makes me industrious and
determined. I wish to preserve my probably controversial at times but breezy personality
without conforming to what I can't regard true. I strive to have my own way although
I’m a successful team player. Being inquisitive I can devote much time to things that
evoked my interest once. I cherish a hope to become versatile and broad-minded,
meanwhile having my profession at my fingertips. Reflecting upon my affections I’ll
definitely say they all belong to a limited number of people called my family and friends.
I’m really devoted, cordial and attentive to them and can sacrifice for their benefit. I trust
them and rely on them being always confident of their feelings. I’m able to accept some
constructive criticism on their part and improve myself. I've become less gullible and
open now probably the latter being completely wrong. I consider myself more reasonable
and consistent than I used to be, though I remain sensitive and may be subject to
treachery. What I consider a virtue in myself is that I never go back on my word, being
57
trustworthy and reliable. My responsibility may be regarded as both a good and a bad
trait. I hardly ever feel tense in a company, quite on the contrary - relaxed as I am a
sociable type. One more trait I can't do without is being energetic despite fatigue and
weariness. My distinguishing feature of today is a smile - broad and open or cryptic, full of
mystery. I have no desire to distress people being given to gloom and sorrow even if I am,
but I wish to cheer them up, brightening their complicated days. I take pains to be always
neat and smartly-dressed, using makeup at times to emphasize the expressiveness of my
eyes. So I look or act always the way I feel at the moment.
Life is like an ocean full of conflicts, pain, mystery, affection, luck, devotion and
what not. You never know what awaits you round the corner. Surely you can barely
imagine the way it'll be reflected on your personality, but it undoubtedly will. And these
changes won't mean you get worse or something as it's just a psychological way to adapt to
the things going on around us. Somewhen you may stop your frantic life at least for a
moment and ask yourself; "Who's that person in the mirror looking back at me?
Sometimes I think I know her, sometimes I really wish I did. “Is that really me?" And the
answer will always remain, probably strange as it may seem:"Yes..."

WRITTEN PRACTICE
I. HOW TO WRITE A FILM REVIEW
1. Read the information about the way how to write a film review.
A film review is a specialized article written to describe, to discuss or to evaluate a
film.
The review may be formal or semi-formal in style, depending on its intended
readership, and it is usually written using present tenses.
The structure of a film review.
Firstly, you need to think of an imaginative title.
For instance, if you were writing a review of the new Star Wars film, perhaps a good
title could be ‘Love and War amongst the Stars’. This title gives a very brief idea of the
nature of the film and provides a starting point for the reader to focus on. The title might
also give an indication of whether the rest of your review will be positive or negative
(suggesting if you liked it or not).
The second stage is to give the background information (the genre of the film, the
setting, the director’s name, the studio).
The next stage is to give a summary of the film. Think if the plot flew all the way
through the film or if it became disjointed and messy in some parts. The plot of the film
should be given in the Present Indefinite tense.
After the summary, go into detail about the film itself. You must comment:
- on the key roles which will provide your audience with a better idea of how the
film is going to be;
- on the work of the cameraman (pointing out the most successful long shots and
close-ups);
- on the music and sound effects.
Then comment on the film in general: Was it thought provoking? Did it have lasting
images and ideas that particularly enthralled you? Whatever you view is, it is important to
stress it in a comprehensible manner. Never simply say that you loved or hated a certain
movie without giving your reasons. Always explain why you feel the way you do and back
it up with descriptive examples.
Even though your review should show from the start what your opinions are, at the
58
end of the piece you should give a conclusion that states strongly what you thoughts are.
The final paragraph must contain recommendations to watch or not to watch the film.

Useful language for writing reviews:

- to introduce the background information:

This film may well spark off many discussions.
This fascinating film contains the most thorough examination of…
This wonderfully original film illustrates…
The director explores the origins of…
It clearly points out…
This film is set in…

- to introduce the main points of the plot:

The plot revolves around…/ centres on…/ focuses on…/ involves…
The film reaches a breathtaking/ dramatic climax…
The plot has an unexpected ….
The plot is rather unconvincing…

- to give recommendations:
The interesting facts offered in this film make it stand out…
Don’t miss it.
It will change the way you think about…
This film offers a wealth of thought-provoking/entertaining watching.
This film will keep you on the edge of your seat right up to the end.
It is sure to be a hit.
All in all, I wouldn’t recommend it, in view of the fact that…

- to describe the film in general:

unbelievable, phenomenal, unoriginal, typical, credible, unsuccessful, irresistible, hilarious,
captivating, spectacular visual effects, excessive violence, this movie has been compared to
____ because, unexpected plot twists, hype, suspense, confusion/confused, fake, imitation, a
very moving portrayal.

2. Answer the questions:

 Give the definition of a review.
 Explain how a review should be entitled.
 What are the elements of a classical review?
 Say which statements are correct:
a) Reviews do not include the writer’s viewpoint.
b) Reviews are written in a formal style.
c) Each new topic is introduced in a new paragraph.
d) The type of film should always be mentioned.
e) The writer’s recommendations should not be justified.

3. Read the reviews and discuss their structures with your groupmate. Write out the
vocabulary which can be used in your own reviews.

59
 A) The Showshank Redemption, starring Tim Robbins and Morgan Freeman, is an
engrossing piece of film-making from director/screenwriter Frank Darabont who adapted
horror master Stephen King's 1982 novella, Rita Hayworth and Shawshank Redemption, for
his first film. This inspirational, life-affirming and old-fashioned style Hollywood product is
a combination of prison drama and character study. The film is abetted by the golden
cinematography of Roger Deakins, a touching score by Thomas Newman, and a third
imposing element -Maine's oppressive Shawshank State Prison.
Darabont's film is a patiently-told, allegorical tale unfolding like a long-played,
sometimes painstaking chess game of friendship, patience, hope, survival and ultimate
redemption. It succeeds in celebrating the resilience of the human spirit while at the same
time condemning the prison system. The story unfolds over a period of decades following the
incarceration of a naive young banker, Andy (Robbins), who was convicted of the murder of
his wife. Andy maintains his innocence throughout the film, as a result incurring the
contempt of both fellow prisoners and guards alike. We follow his struggle to survive the
harsh realities of prison life and are rewarded with his ultimate triumph over the system that
condemned him.
The film is sustained by the strength of its performances. Robbins is excellent as the
clever and utterly decent Andy. His naivety and honesty are the keys to his survival. Equally
impressive is Freeman, scintillating as the institutionalised Red, ground down by a wasted life.
Freeman gives his character a depth that hints at loss, regret, bitterness and hopelessness
without once actually admitting to it. The narration delivered by both Robbins and Freeman
gives information without overwhelming the action. This is how we get to see inside Andy
and his ability to cope.
There are, of course, weaknesses. For a start, the prisoners are too erudite and not nearly
brutish enough, while the guards are overly stereotyped. In addition, there are a bundle of
loose ends, a result of trying to cover too much ground, the most obvious of which is how the
cast hardly appear to age. However, this is a minor detail that can easily be overlooked.
On the whole, The Shawshank Redemption has an intelligent script and excellent
performances of real emotion. It is a film that asks its audience to feel, think and identify. It is
a rare accomplishment.
(V.Evans. Upstream Proficiency Workbook, p.139)

B) Following the release of the special edition Star Wars trilogy, director George
Lucas has produced yet another science-fiction film to add to the list. Star Wars: Episode I -
The Phantom Menace continues the exciting tale of an adventure through the galaxy.
Needless to say, the set is more creative and magnificent than ever before.
This chapter of the classic story follows life on a far away and peaceful planet, called
Naboo, which is under threat from the demanding Trade Federation. As ruler of Naboo,
young but wise Queen Amidala has to join forces with her supporters in order to prevent
her kingdom from being destroyed by the dishonest federation. The Jedi Knights Qui-Gon
Jinn and Obi-Wan Kanobi are needed to resolve the arguments with the Trade Federation.
Along the way, the courageous knights meet young and rebellious Anakin Skywalker
and when the tough battle takes off, the Queen and her followers are obliged to take on the
Federation and fight against the battle droids, whilst the experienced Jedi Knights try to defeat
the wicked Darth Maul.
Liam Neeson (Qui-Gon Jinn) and Ewan McGregor (Obi-Wan Kenobi) give
outstanding performances as the Jedi Knights with a good attempt at acting from Jake Lloyd

60
as the young Skywalker. The main treat of the film is the fast and furious pod race - a
breathtaking action sequence.
Even though viewers may not have seen the previous films in the series, this episode is
one not to be missed. The brilliant action scenes and special effects combined with the
eye-catching costumes make this film a gripping spectacle. It is a wonderful mixture of
adventure, conflict and humour. Audiences will no doubt be fascinated by this film. It is
a film everyone will enjoy.
(V.Evans. Enterprise Plus, p.45)

II. HOW TO WRITE

A LETTER OF RECOMMENDATION

1. Read the guidelines of writing a letter of recommendation:

 Explain how you know the applicant. How long have you known the person and in
what relationship or circumstance? Is it your boss or co-worker?
 State your qualifications for writing the recommendation letter. Why should the
reader be interested in your recommendation? How many other people of the
applicant's caliber have you known, and why does the applicant stand out?
 List the applicant's exceptional qualities and skills, especially those that are specific
to the applicant's field of interest or job requirements. For example, competency in
his/her field or prior experience, organizational and communication skills, academic
or other achievements, interaction with others, sound judgment, reliability, analytical
ability, etc.
 Emphasize key points that you want the reader to note on the applicant's resume or
job application. Be sure to meaningfully elaborate, don't simply restate.
 Give your judgment of the applicant, his/her qualifications and potential. Why should
he/she be considered over other people? How does he/she compare to other people
you have known? Do not state weaknesses. If you can't write a positive letter of
recommendation, you should respectfully decline.
 Give specific examples to back up what you have said about the person's
qualifications and character. Remember, generalized praise is a waste of space.
 Unless it is absolutely relevant, do not state (directly or by implication) the
applicant's race, religion, national origin, age, disability, gender or marital status. It is
rare in examples of good letters of recommendation to find any of these stated.
 Be succinct; make every word count; a letter of recommendation for employment
should be one page; a letter of recommendation for school should be 1-2 pages.
 List your contact information if you are willing to field follow-up correspondence.
 Proofread! The letter of recommendation represents both you and the applicant.
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2. Read the letters of recommendation below and pay attention to the marked
vocabulary. Write down the main point of each paragraph:
A)
To whom it may concern,
As the Director of the Bay Area Community Center, I work closely with many of the
community volunteers. I consider Michael Thomas to be one of the most studious and

61
responsible members of our organization. After three years time, I have come to know him
well and would like to recommend him as a candidate for your undergraduate program.
Michael is a dedicated member of the Bay Area community and has donated countless
hours of his time to the Center. He has not only worked with members of the community,
he has also helped to implement plans and programs that will enrich the lives of those
around him.
Michael’s leadership and organizational skills have been invaluable to these programs,
most of which have been started from the ground up.
For example, the children of the Bay Area are now able to benefit from a multitude of
new after-school and tutoring programs, while the elderly members of our community can
now apply for grocery deliveries that did not exist previously.
In my opinion, Michael’s unwavering devotion to his community exemplifies strong
moral fiber and character. He is a trustworthy individual and would be an excellent
candidate for your school.
Sincerely,
John Flester
Director, Bay Area Community Center
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B)
To Whom It May Concern,
As the Dean of Stonewell College, I have had the pleasure of knowing Hannah Smith
for the last four years. She has been a tremendous student and an asset to our school. I
would like to take this opportunity to recommend Hannah for your graduate program.
I feel confident that she will continue to succeed in her studies. Hannah is a dedicated
student and thus far her grades have been exemplary. In class, she has proven to be a take-
charge person who is able to successfully develop plans and implement them.
Hannah has also assisted us in our admissions office. She has successfully
demonstrated leadership ability by counseling new and prospective students. Her advice has
been a great help to these students, many of whom have taken time to share their comments
with me regarding her pleasant and encouraging attitude.
It is for these reasons that I offer high recommendations for Hannah without
reservation.
Her drive and abilities will truly be an asset to your establishment. If you have any
questions regarding this recommendation, please do not hesitate to contact me.
Sincerely,
Roger Fleming
Dean of Stonewell College
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C)
To Whom It May Concern,
Cheri Jackson is an extraordinary young woman. As her AP English Professor, I have
seen many examples of her talent and have long been impressed by her diligence and work
ethic. I understand that Cheri is applying to the undergraduate program at your school. I
would like to recommend her for admission.
Cheri has outstanding organizational skills. She is able to successfully complete
multiple tasks with favorable results despite deadline pressure. As part of a semester
62
project, she developed an innovative collaborative novel with her classmates. This book is
now being considered for publication. Cheri not only headed the project, she ensured its
success by demonstrating leadership abilities that her classmates both admired and
respected.
I must also make note of Cheri’s exceptional academic performance.
Out of a class of 150 students, Cheri graduated with honors in the top 10. Her above-
average performance is a direct result of her hard work and strong focus.
If your undergraduate program is seeking superior candidates with a record of
achievement, Cheri is an excellent choice. She has consistently demonstrated an ability to
rise to any challenge that she must face.
To conclude, I would like to restate my strong recommendation for Cheri Jackson. If
you have any further questions regarding Cheri’s ability or this recommendation, please do
not hesitate to contact me using the information on this letterhead.
Sincerely,
Professor William Dot
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D)
The purpose of this is to provide a character reference for Mr. Jeremy Swanson
whom I have known as a classmate, roommate, and friend for a period of five years.
I first met Jeremy in our freshman year at Adirondack College. We were both
studying a general arts program there and became acquainted through a number of common
classes that we shared. By second year, we had become friends and decided to take an off-
campus apartment together. We shared that living arrangement until we both graduated last
year.
Accordingly, having gotten to know Jeremy so well over the past few years, I believe
puts me in a position to provide you with a pretty accurate assessment of his character.
As a student, Jeremy was a hard-working and highly committed to his education. I
believe that his excellent transcripts will attest to that fact. In addition, he was quite
involved in a number of extra-curricular activities including the track and field team and the
school newspaper. In fact, in his last two years he was Assistant Editor of the "Campus
Inquirer." Outgoing, and always willing to help someone out, Jeremy was very popular with
his fellow students.
As a roommate, Jeremy was a great choice. He was very neat and tidy at all times and
he liked things in the apartment to be kept orderly. He made a point of cleaning his own
room and the common living areas on a regular basis. He socialized occasionally at home
but was always respectful of my needs, and he and his guests kept the noise down and ended
their activities at a reasonable hour.
As a friend, Jeremy Swanson is a standout. He is a loyal, honest, considerate, and
supportive individual who has the ability to see and understand things from another person's
perspective. He is a great direct communicator and knows how to raise and discuss common
living issues and problems in a non-threatening manner. He is hyper-sensitive and is always
tuned into how another person might "feel" in a given situation. He likes to have fun too.
During our years at school we maintained an ongoing friendly rivalry on the squash courts.
To tell the truth, I really can't think of anything of consequence on the negative side
of the personality ledger when it comes to Jeremy. All in all, I would have to say that
Jeremy Swanson is a fine, well-balanced person with an abundance of positive qualities.

63
 Sincerely,
Charles Farmington
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Assignment
 Discuss in pairs the structure of the letters of recommendation.
 The last letter of recommendation is different from the previous ones. What makes it
stand out?
 Choose from the letters special cliché – words that are used as connectors.
 Write out all the adjectives that are used in the letters to characterise the people being
recommended.

 HOW TO WRITE A FOR - AND - AGAINST ESSAY

The definition of the essay:
A for-and against essay is a formal piece of writing in which a topic is considered from
opposing points of view. You should present both sides in a fair way by discussing them
objectively and in equal detail.
The structure of the essay:
- An introductory paragraph in which you clearly state the topic to be discussed,
without giving your opinion.
- A main body in which the points for and against along with your justifications,
examples or reasons are presented in separate paragraphs.
- A closing paragraph in which you state your opinion or give a balanced
consideration of the topic.
General recommendations:
 Do not use informal style (e.g. short forms, colloquial language, etc.) or strong
language to express your opinion (e.g. I know …, etc.).
 Express your opinion in a non-emotional way (e.g. It seems that, I therefore feel
…, etc.).
 Well-known quotations relevant to the topic you are writing about will make your
composition more interesting.

 HOW TO WRITE AN OPINION ESSAY

The definition of the essay:
An opinion essay is a formal piece of writing. It requires your opinion on the topic, which
must be stated clearly, giving various viewpoints on the topic supported by reasons and/or
examples. You should also include the opposing viewpoint in another paragraph.
The structure of the essay:
- An introductory paragraph in which you state the topic and your opinion.
- A main body which consists of several paragraphs, each presenting a separate
viewpoint supported by reasons. You also include a paragraph presenting the
opposing viewpoint and reason why you think it is an unconvincing viewpoint.
- A conclusion in which you restate your opinion using different words.
General recommendations:
64
  Do not use informal style (e.g. short forms, colloquial language, etc.) or strong
language to express your opinion (e.g. I know …, etc.).
 Express your opinion in a non-emotional way (e.g. It seems that, I therefore feel
…, etc.).
 Well-known quotations relevant to the topic you are writing about will make your
composition more interesting.

LISTENING AND COMPREHENSION

 ENVIRONMENTAL PROBLEMS

1. GLOBAL ENVIRONMENTAL PROBLEMS

You’ll hear two students discussing environmental problems.

1.1. What environmental problems do you think require action on a global
scale?
1.2. Before you listen, read the text and try to fill in the gaps.
Tina: There are so many aspects of the environment that should worry us that it’s
difficult to ..……. any one problem to be most …..…. about. The fact that so many ……...
in the world are dying out is terrible, and as many as possible need to be saved before it is
too late; not only the large animals like elephants and tigers, but the small birds and insects
that make our planet so rich and …...… as well. This …...… to the sea as well as the land;
there are many different ….… of fish that have become ……... through overfishing and
others, like dolphins, are in danger because of the way we tend to use the sea as if it were an
enormous rubbish …...… We …...… all kinds of waste products into it, thinking they will
automatically disappear or …...… : since most of our waste is either wholly or partly plastic,
this can’t happen, of course.
Environmental problems do tend to be …...… though, and I would therefore be ..
……. to think that global warming is probably the one we should be putting most of our
energy into trying to ……... . There are two reasons for this: one is that the warmer the earth
gets, the more difficult it is going to be for any living creature to …..…. as all our habitats
will undergo ……... change, so …..…. pollution and ..……. species as separate problems
will become irrelevant. The other is that global warming exists because of our attitude to our
environment: that we can …..…. any kind of chemical into it we like without there being any
negative ……... to us. This attitude is ……... behind the other problems we have mentioned
too, which is why they exist. So in a sense, I think global warming and the attitudes that go
with it ……... the basis of the problems we face.
Paul: I think we have to be aware of the scale of the problem and its …..…., so I
don’t think I would put all the problems together like this. What I do feel though, is the
……... of doing something to stop the ……... of the environment. It seems to me we are still
at the stage of making people …..…. that the problem exists, when we should be getting out
and doing something about it.

2.1. Now listen to the recording and see if your predictions were correct.
Explain the meaning of the words used to complete the sentences.
2.2. What global problems are mentioned by the speakers? Expand on them.

65
 II. ENERGY CRISIS
You’ll hear a programme that takes a look at the problem of energy crisis.

1.1. Write down the definitions of the following words and word combinations
used in the recording:
 a forecast
 to run out
 fossil fuels
 to conserve sth (conservation)
 a coal mine
 an oil rig
 the Stone Age
 to evacuate
 to contaminate
 not to get a penny in compensation
 an insurance company
 a public outcry
 a nuclear reactor
 to hold to ransom
 solar energy
 tidal power
 a hydroelectric scheme
 to starve to death
 energy reserves
 flexible

2.1. Now listen to the recording and answer the questions using the vocabulary:
1. When might coal/gas/oil run out according to the pessimistic forecasts?
2. What'll happen if we don't start conserving fossil fuels now?
3. What'll happen if we invest in further research now?
4. If we spent money on research, what could we develop?
5. What would happen if there were a serious nuclear accident?
6. Would people get compensation? Why not?
7. Why does the nuclear industry keep accidents quiet?
8. What does radioactivity cause? Why is nuclear waste dangerous?
9. How long does a reactor last?
10. What could terrorists do?
11. What happened in the USA?
12. What'll happen unless we try to develop new sources of power?
13. What would happen if we didn't waste so much energy?
14. What should we do research on? What will happen unless we do?
15. What does Charles Wicks think about the estimates of world energy reserves?
16. What would happen to us all if we listened to the pessimists?
17. There's a Department of Energy; the government is spending money on research. Why do
you think they are doing this?

2.2. Write a list of the key points made by each speaker.

66
 III. WHAT SHOULD WE DO TO SAVE THE ENVIRONMENT?
You are going to listen to an interview with two people, Paul and Tina, about the
measures the world’s governments and individuals can take to protect the
environment.

1.1. Before you listen, answer the questions:

1. Are the world’s governments doing enough to protect the environment? What can be
done to get them to take decisive action?
2. What can we do to protect the environment in our everyday lives?

2.1. Write down the definitions of the following words and word combinations:
 to pay lip service to sth
 a pressure group
 a lobby
 a culprit
 to take (decisive) action
 to put obstacles in one’s way
 to replenish sth
 to soar (about global temperatures)
 excess water
 biodegradable

2.1. Now listen to the recording and compare your answers with those given by
Paul and Tina. Which points made by them would you like to add to your answers?

2.2. Decide whether the following opinions were expressed by Paul, Tina or
both. Write P (for Paul), T (for Tina) or B (for both).
1. The world governments aren’t particularly interested in promoting research into
alternative sources of energy.
2. Environmental groups are not influential enough to persuade governments to take decisive
action.
3. Governments encourage car ownership by increasing the number of roads.
4. Recycling should be taken more seriously.
5. We should start conserving water resources.
6. The energy use can be considerably reduced by each household.

3. Get ready to discuss the problem of whether or not the world’s

governments and individuals are doing enough to protect the environment and what
steps may be taken.

 THE WORLD OF CINEMATOGRAPHY

I. FACTFILES
You will hear some information on the history of world cinematography. How
much do you already know? Before listening, try to do the tasks below.

1.1. Answer the following questions:

1) When was the 'golden age' of film-making?
67
2) What did magic lanterns do?
3) Where and when did the Lumiere brothers give the first performance of their
Cinematographe?
4) When was the first Hollywood studio built, and which company built it?
5) Who introduced film editing?
1.2. Can you remember who ...
1)... became the 'great lover' of the silent screen?
2)... directed the film The Birth of a Nation?
3)... said 'You ain't seen nothing yet!'?
4)... starred in Stagecoach, and became one of Hollywood's most famous cowboys?
5)... was paid $2.25 million for ten days work on Superman?
1.3. Mark the following statements True (T) or False (F):
1) Backgrounds' can be seen through the unpainted bits of a cel.
2) Walt Disney's famous mouse was first called Mortimer.
3) The producer is the one who shouts 'Action!' when he or she is ready to film.
4) In the early years of the cinema, almost all filming was done inside the studio.
1.4. Answer these questions:
1) When are small models of towns or buildings often used in a film?
2) What do stuntmen and stuntwomen wear so that they do not hurt themselves when they
fall?
3) Who did all his own stunts in Mad Max Beyond the Thunderdrome?
4) Which cinema in New York cost $12 million to build, and had 6214 seats?
2.1. Now listen to the recording and see if your answers were correct. Then put
these sentences in the right order:
- Then magic lanterns were used to project glass slides onto a screen.
- The first moving pictures were simple 'shadow shows' or 'shadow plays'.
- Then Muybridge took pictures of a racehorse moving; the cinema was born.
- When Niepce invented photography, photographs could replace the painted slides.
- These became very popular in Europe in the 18th century, and showmen travelled from
village to village.
2.2. Complete these sentences with information from the recording:
1) The American film-makers came to California because ...
2) Some stars of the silent screen could not make the change to ...
3) The most famous producer of cartoon films was ...
4) The screenwriter is the person who ...
5) Stuntmen and stuntwomen are used when something is ...
6) A man or woman played a cinema organ while audiences ...
3. Find out about the early days of the cinema in your own country. What
were the first films? Who were the films stars? What was the first 'talkie'? What is the
most famous film made in your country?

II. SOAP OPERAS

You will hear a radio talk about television soap operas.
1.1. Do you like watching soap operas? Why do they appeal to certain groups of
viewers?
1.2. Before you listen, look at the list of points connected with soaps and tick the
ones you think the speaker will mention:
- the origin of the title
68
- the audience watching soaps
- possible advantages and disadvantages of this genre
- the most famous soap operas
1.3. Write down the definitions of the following words and word combinations
from the recording:
 to be aimed at
 cleaning fluids
 to take one’s mind off sth
 to relate to sb
 to pop up
 to account for sth
 a wealth of conversational topics
 to be restricted to sth
 a storyline
 to gain a perspective on sth
 in plain and simple terms
 to make one’s own judgement
2. Now listen to the recording and see if your predictions were correct.
3. Be ready to participate in a debate on the advantages and disadvantages of
soap operas.

 PROBLEMS OF SECONDARY EDUCATION

I. EDUCATING CHILDREN AT HOME

You will hear an interview with Bruce Cox, one of the members of the organization
‘Education Otherwise’, whose children are educated at home.

1.1. Before listening, fix in the table advantages and disadvantages of educating
children at home that are likely to be mentioned.

Advantages Disadvantages
1. 1.
2. 2.
3. 3.

1.2. Explain what it means:

 to be bussed off
 a play group
 to feel hostile to sth
 to respond to sb’s interests
 three Rs
 a peer
 to stem from sth
 ‘carrot and stick motivation’
 expert help
 to do correspondence courses

69
 exorbitant
 immense reserves
 expertise

2.1. Listen to the recording and fill in the gaps:

1) Children must be educated according to the ______ ______, but whether you educate
them at school or otherwise, is a matter ______ ______ ______ ______.
2) We realized that Eleanor would have to be ______ ______ to a remote school.
3) We don’t have a curriculum in the sense of an ______ ______ of work we solidly go
______ .
4) So you are suggesting that they are not quite ______ ______ their peers in terms of
______ .
5) At school I was quite ______, I quite enjoyed it, I did think that it was very dependent
on the ______ ______ ______ motivation.

2.2. Answer the questions using the vocabulary from Ex. 2.1:
1) Why didn’t Mr. Cox send his children to an ordinary school? Name the reasons.
2) Do they have a curriculum at home in the sense of an organized programme of work
they solidly go through? Give examples.
3) What clubs do Bruce’s children attend?
4) Do Mr. Cox’s children keep up with their school peers?
5) Who does all the teaching at Bruce’s home? According to Bruce, do parents have to be
qualified teachers to educate their children at home?
6) Where do they get expert help when they need it?

2.3. Choose the correct statements:

1) Taking children out of school is against the law.
2) Now Bruce’s children go to an alternative school which is run by a cooperative group of
parents.
3) If his children are interested in some special activity like drama or gymnastics, they go
to a club.
4) Bruce believes that only qualified teachers can educate their children at home.
5) Mr. Cox points out that when he is incapable of teaching some subject, he applies for
expert help.
6) Though his children have been involved in play groups, Bruce and his wife don’t have
the least notion of what goes on in infant schools.
7) What Bruce’s children are undertaking now stems from some sort of feeling about
school he had when a schoolboy.

3. Find out the information about home education in Russia. Do you think
this kind of education can provide the same academic standards as schools do?

II. HARROW SCHOOL

You will hear an interview with Mr. Ian Beer, headmaster of Harrow School, one
of the most prestigious public schools in Great Britain.

2.2. Before you listen, answer the questions:

70
1) What kind of schools are called ‘public’ in the UK and in the USA? Is there any
difference between public schools in Great Britain and in the United States?
2) Which nine English public schools are listed in the Act of 1864?
3) What are the obvious benefits, in your opinion, of studying in a private school? Name
the main disadvantages of getting education in such institutions.

2.3. Match the school with its location:

1) Harrow a) near the border with Wales

2) Eton b) in Southern England
3) Shrewsbury c) in central England
4) Winchester d) in northwest London
5) Rugby e) to the west of London

1.3. Write down the definitions of the following words and word combinations:
 to be referred to as sth
 to legislate
 to be independent of sth
 a bluer
 a mortar board
 to be fussy about sth
 antisocial

2.1. Now listen to the recording and mark the following statements True (T) or
False (F):
1) Harrow School is a public school, which means that free education is available to all
children.
2) Harrow School hasn’t changed greatly in its attributes but its curriculum has broadened.
3) In Harrow School all the masters had to teach in suits and gowns and the students wore
tails on Saturdays in the past.
4) Today a lot of modern teaching techniques are applied in all subjects in Harrow School.
5) Corporal punishment is out of practice there.
6) Seventy members of the staff live on the Hill with their families.

2.2. Answer the questions using the vocabulary from Ex. 1.3:
1) Where did the name ‘public’ (school) come from?
2) What does the name ‘independent’ imply?
3) What subject was not taught in Harrow School in the last century?
4) Why did the headmaster ban experiments?
5) What subjects beside Latin and Greek are included into the curriculum of the school?
6) How many students does the school give education to?
7) What methods are used to maintain discipline in Harrow School?
8) Is Harrow School a boarding school? Explain what it means.
9) What extracurricular activities are available there for students?
10)Why does the headmaster compare Harrow School with a little village?

2.3. Fill in the gaps:

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1) I have to wear my ______ ______ to raise my ______ to the boys as they ______
their hat to me.
2) So today you will find Latin and Greek are taught as it was in ______ .
3) And so we try and punish them by ______ them do something back for the ______ .
4) They would be ______ ______ all the ______ over the main public streets of Harrow
Hills in order to keep our _______ clean and tidy.
5) Then in the afternoons and evenings we devote our time to such activities as teaching
acting, ______, art, ______, all kinds of games you could possibly think of, ______
______, debating ______, science societies, ______, ______, communion services.

3. If you had a chance to study in Harrow School, would you agree to get
education there? Give your reasons. Is Harrow School close to your image of the
school of your dream?

 APPEARANCE AND CHARACTER

I. READ MY LIPS

You will hear a part of a radio programme on the subject of the relationship between
the shape of a person’s lips and their personality.

1. Do you find physiognomy a valid science? Why/ Why not?

2. Listen to the information and fill in the table:

Type of lips Traits of character

3. Talk about your partner’s character by reading his/her lips.

II. COMPARING PERSONALITIES

You’re going to listen to the dialogue about differences and similarities in the
appearance and character of Anthony and June.

1. Have you ever met people who were much similar in their appearance and
character?

2.Listen to the recording and fill in the table:

BOTH ANTHONY JUNE

Appearance:

Personality
&
Behaviour:

72
 III. THE QUALITIES WE PRIZE IN CHILDREN

You’re going to hear some information about traits of character that parents of
different nationalities try to bring up in their children.

1.1. Try to predict what nationalities will be discussed in the recording. Can you say
anything about their national character?

1.2. Write down the definitions of the following words and word combinations:

 to emerge
 to instill
 to relegate respect
 to rank the lowest priority
 to stress the virtue of sth.
 to prize sth.
 to place the highest premium on sth.
 to put sth. lowest on the list
 to hold sth. dear
 a paramount value
 ingrained
 to take for granted

2.1. Read the following T/F statements, then listen to the recording and answer them.
1. All over the world parents value the same qualities.
2. North Americans value respect most.
3. The Swiss value imagination.
4. Swedes value good manners.
5. The French value conscientiousness at work most.
6. The British don't value conscientiousness at work.

2.2. For questions 1-6, choose the answer (A, B, C or D) which you think fits best
according to the recording.

1. The survey shows that

A some values are general and others vary.
B no patterns emerged.
C different nations contradict each other.
D there are no clear results.
2. For the North Americans, a sense of responsibility is
A more important than it is for East Europeans.
B more important than respect for others.
C as important as it is for West Europeans.
D as important as respect for others.
3. A sense of imagination is
A most important to the Italians.
B most important to the Swiss.
C important to all except the Swiss.
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D equally important to the Italians and the Swiss.
4. Politeness is less important in the Eastern bloc because
A they enjoy confrontation.
B they are competitive people.
C they are still getting used to capitalism.
D they are relatively uncommunicative.
5. Although their societies are industrialized, the British and Swedes
A are not conscious of it.
B are bewildered by industry.
C do not think hard work important.
D do not think their nationality important.
6. The research was difficult because
A the researchers made so many mistakes.
B the results were distorted.
C no one knew how to translate certain words.
D it had to be conducted in so many languages.

3. What qualities would parents like to see in their children in your country? Put these
qualities in order of importance, giving your reasons.

74
 THE SUBJUNCTIVE MOOD

THEORY

MODULE I

MOOD

Mood is a grammatical category which indicates the attitude of the speaker towards
the action expressed by the verb from the point of view of its reality.
In modern English we distinguish three moods:
(1) The Indicative Mood.
(2) The Imperative Mood.
(3) The Subjunctive Mood.

The indicative mood

The Indicative Mood shows that the action or state expressed by the verb is presented
as a fact.
We went home early in the evening. (Dickens)

The Indicative Mood is also used to express a real condition, i. e. a condition the
realization of which is considered possible.

If it rains, I shall stay at home.

If Catherine disobeys us, we shall disinherit her. (Eliot)

The imperative mood

The Imperative Mood expresses a command or a request. In Modern English the
Imperative Mood has only the form which coincides with the infinitive without the particle
to; it is used in the second person (singular and plural).

Be quiet and hear what I tell you. (Eliot)

Please put the papers on the table by the bed. (Hemingway)

In forming the negative the auxiliary verb to do is always used, even with the verb to
be.

Hush! Don’t make a noise! (Eliot)

Don’t be angry… (Hemingway)

The auxiliary verb to do may also be used in affirmative sentences to make the request
more emphatic.

But now, do sing again to us. (Eliot)

To make a request or an order more emphatic the subject expressed by the pronoun you
is sometimes used. It is characteristic of colloquial speech.

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 I’ll drive and you sleep awhile. (Hemingway)

Note. – A command addressed to the third person singular and plural is usually expressed
with the help of the verb to let.

Let the child go home at once.

Пусть ребенок сейчас же идет домой.
Let the children go home at once.
Пусть дети сейчас же идут домой.

With the first person plural the verb to let used to express an exhortation to a joint
action.

Let’s go and have some fresh coffee. (Mansfield)

Пойдемте выпьем свежего кофе.

The subjunctive mood

§ 1. The Subjunctive Mood shows that the action or state expressed by the verb is
presented as a non-fact, as something imaginary or desirable. The Subjunctive Mood is also
used to express an emotional attitude of the speaker to real facts.

I. Simple sentences
§ 2. In simple sentences the Subjunctive Mood is used.
1.to express wish (пожелание)
Long live the Soviet Army!
Да здравствует Советская Армия!
Success attend you!
Да сопутствует вам успех!
Be it as you wish.
Будь по-вашему.
God/the Lord/Heaven help somebody!
God/the Lord forgive somebody!
God save us!
Храни нас Бог!
God save the Queen!
(God) Bless you!
Благослови вас Бог! (More often used as a reaction to a person sneezing. – Будь здоров.)
Peace be to his ashes.
Мир праху его.
God rest his soul.
Успокой, господи, душу его.

To express wish the analytical subjunctive with the mood auxiliary may is also used.
May success attend you!
Да сопутствует вам успех!
May you live long and die happy!
Желаю вам долго жить и быть счастливым до конца своих дней.

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2.to express an unreal wish:
If only he were free!
Если бы только он был свободен!

3. in oaths and imprecations:

Manners be hanged!
К черту всякие церемонии!
Confound these flies!
Будь они прокляты, эти мухи!
God damn (it)!
Damn!
Blast the fool!
Woe be to you if… (archaic, very emotional)
Горе тебе, если…

4. in some expressions:
Suffice it to say that…
Be it so!
God forbid!
Far be it from me…
Come what may…
Что бы ни случилось…
e. g. Come what may, I won’t leave you.
Be it rain or snow…
If truth be known…
По правде говоря…
… it need be…
… если потребуется…
The Subjunctive Mood in simple sentences is characteristic of literary style, except in
oaths and imprecations, which belong to low colloquial style.

II. Complex sentences

Types of Clauses and the Subjunctive Mood

(сводная таблица)
 The adverbial clause of condition If I were you I would run away.
 The adverbial clause of time Whenever she may come she is welcome.
 The adverbial clause of place Wherever she may study she is always a
success.
 The adverbial clause of purpose She opens the window so that she might
come in.
 The adverbial clause of concession. Though she may be tired she will go to the
concert.
 The object clause I wish I were here.

 The predicative clause He insists that everyone should come.

(предикативное придаточное, после I feel as if I were shocked.
глаголов-связок: to feel, to look, to
be)
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  The subject clause (подлежащное It’s necessary that you should come.
придаточное, если есть формальное
подлежащее it)
 Attributive clause (определительное It’s time we went/should go home.
придаточное)
 Adverbial clause of comparison He behaves as if he were mad.

§ 3. The Subjunctive Mood is used in conditional sentences to express an unreal

condition (in the subordinate clause) and an unreal consequence (in the principal clause).
In sentences of unreal condition referring to the present or future the form were of the
verb to be is used in the subordinate clause; with other verbs the same meaning is expressed
by the Past Indefinite of the Indicative Mood. In the principal clause we find the mood
auxiliary should or would and the Indefinite Infinitive. Should is used with the first person
singular and plural, would is used with the second and third persons singular and plural.
The world would be healthier if every chemist’s shop in England were
demolished. (Shaw)
Человечество было бы здоровее, если бы все аптеки в Англии были
уничтожены.
I should kill myself to-day if I didn’t believe that tyranny and injustice must end.
(Galsworthy)
Я бы сегодня же покончила с собой, если бы не верила, что тирании и
несправедливости придет конец.

In sentences of unreal condition referring to the past the Past Perfect of the Indicative
Mood is used in the subordinate clause; in the principal clause we find the mood auxiliary
should (with the first person) or would (with the second and third persons) and the Perfect
Infinitive.

If I had consulted my own interests, I should never have come here. (Galsworthy)
Если бы я только думал о себе, я бы никогда сюда не пришел.

There are two mixed types of sentences of unreal condition. In the first of these the
condition refers to the past and the consequence refers to the present or future.

If you had taken your medicine yesterday, you would be well now.
Если бы вчера приняли лекарство, теперь вы были бы здоровы.
No, by my word and truth, I never despised you; if I had I should not love you
now! (Hardly)
Нет, клянусь вам, я вас никогда не презирал; если бы я вас когда-нибудь
презирал, я не любил бы вас теперь.

In the second type the condition refers to no particular time and the consequence to the
past.

If he were not so absent-minded, he would not have mistaken you for your sister.
Если бы он не был такой рассеянный, он не принял бы вас за вашу сестру.

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 Still Beatrice had taken the trouble to go up to London and to buy the books for me.
She would not have done that if she dislikes me. (Du Maurier)
Все-таки Беатриса взяла на себя труд съездить в Лондон и купить мне эти
книги. Она бы этого не сделала, если бы не любила меня.

Note. - Unreal conditions may also be expressed in the following ways:

(a) But for the rain, we should go down to the country.

Если бы не дождь, мы бы поехали за город.
His fleshless face would have looked like the face of a mummy, but for the restless of his
little black eyes. (Collins)
Его изможденное лицо было бы похоже на лицо мумии, если бы не беспокойный
блеск маленьких глаз.

(b) If it were not for your help, I should not be able to finish my work in time.
Если бы не ваша помощь, я не смог бы вовремя закончить работу.
If it hadn’t been for me, his own brother would have shut him up for life. (Dickens)
Если бы не я, его собственный брат засадил бы его (в сумасшедший дом) на всю
жизнь.

In sentences of unreal condition the modal verb might and could are often used; they
fully retain their modal meaning and therefore they do not form the analytical subjunctive.
Here we have the group ‘modal verb + Infinitive’ which forms a compound verbal
modal predicate, whereas the analytical subjunctive forms a simple predicate.

If she were still waiting, she might be restless, feverish, but surely she would not look like
this. (Galsworthy)
Если бы она все еще ждала, она, возможно, нервничала бы, но, безусловно, она не
выглядела бы так.
I could have done very well if I had been without the Murdstones. (Dickens)
Я мог бы очень хорошо учиться, если бы не Мердстоны.

Assignment I
 Questions.
1. What meanings does the subjunctive mood express in simple sentences?
2. What is the difference between the forms of the subjunctive mood in sentences of
unreal condition referring to the present/future and past?
3. What other forms can be used to express an unreal condition referring to the
present?
4. What conjunctions are used to introduce a conditional clause?
5. Speak on the mixed types of sentences of unreal condition.
 Do exercises 1-11.
MODULE II

§ 4. The Subjunctive Mood is used in adverbial clauses of purpose. When a clause of

purpose is introduced by the conjunctions that, so that, in order that, we find the mood
auxiliary may (might) if the principal clause refers to the present or future; if the principal
clause refers to the past, only the form might is used.
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 She opens (will open) the window that she may (might) get a breath of fresh air.
She opened the window that might get a breath of fresh air.
Order a conveyance to be at the door to-morrow evening, rather earlier than is absolutely
necessary, in order that we may be in good time. (Dickens)
Прикажите подать экипаж завтра вечером пораньше, чтобы мы приехали
заблаговременно (чтобы мы могли приехать заблаговременно).
Mr. Micawber impressed the names of streets upon me that I might find my way back
easily. (Dickens)
Мистер Микобер заставил меня запомнить названия улиц, чтобы я легко нашел
дорогу обратно (чтобы я мог легко найти дорогу обратно).
He got up, cautiously, so that he might not wake the sleeping boy. (Cronin)
Он тихо поднялся, чтобы не разбудить спящего мальчика.

Occasionally the mood auxiliary should is used.

I made shorthand notes of all that she said, however, so that there should be no possibility
of a mistake. (Conan Doyle)
Я сделал стенографическую запись всего, что она говорила, чтобы исключить
возможность ошибки.

§ 5. The Subjunctive Mood is used in adverbial clauses of concession. Adverbial clauses

of concession are introduced by the conjunctions and connectives though, although,
however, no matter, whatever, whoever, etc. The analytical subjunctive with the mood
auxiliary may (might) is generally used.

Though he may (might) be tired

Tired though he may (might) be
No matter how tired he may (might) be he will go to the concert.
However tired he may (might) be

Как бы он ни был утомлен, он пойдет на концерт.

Whatever obstacles may arise, we shall not give in.
Какие бы препятствия ни встали на нашем пути, они нас не остановят.
You’re my daughter, Alice. Although you may never admit it, you’re like me. (Gow and
D’Usseau)
Ты моя дочь, Алиса. Хотя бы ты с этим и не соглашалась, ты похожа на меня.
Remember, the truth, however ashamed of it you may be, is better than any lie. (Dreiser)
Помните, что правда, как бы вы ни стыдились ее, лучше, чем любая ложь.
I must return to the city, no matter what dangers may lurk there. (Dreiser)
Я должен вернуться в город, какие бы опасности не поджидали меня там.
… I should like to do some good to you and your husband, whoever he may be. (Hardly)
Я хотел бы быть полезным вам и вашему мужу, кто бы он ни был.

If the action of the subordinate clause is prior to that of the principal clause the Perfect
Infinitive is generally used.

However badly he may have behaved to you in the past he is still your brother.
(Wilde)
Как бы плохо он ни вел себя по отношению к вам в прошлом, он все же ваш
брат.
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 Note. – The Indicative Mood is used in adverbial clauses of concession when the
action or state is considered as an actual fact and not as something supposed.
Compare:
Cold though it may be, we shall go to skating-rink (Subjunctive Mood).
Как бы ни было холодно, мы пойдем на каток.
Cold as it is, we shall go to the skating-rink (Indicative Mood)
Как ни холодно, мы пойдем на каток.

§ 6. The Subjunctive Mood is used in adverbial clauses of time and place after the
conjunctions whenever and wherever; in these cases the clauses have an additional
concessive meaning.

Whenever you may (might) come, you are welcome.

Когда бы вы не пришли, мы всегда вам рады.
Whenever she may (might) live, she will always find friends.
Где бы она ни жила, она всегда найдет друзей.
Of course, I shall come for your marriage, whenever that may be fixed. (Trollope)
Конечно, я приеду на вашу свадьбу, когда бы вы ее ни назначили.

Assignment II
 Questions.
1. What conjunctions introduce the adverbial clauses of purpose? What is the meaning
of the conjunction lest?
2. What forms of the subjunctive mood are used in each case?
3. Speak on the forms of the subjunctive mood in adverbial clauses of time and place.
4. What kind of actions do the simple and perfect infinitives following the auxiliaries
may/might denote?
 Do exercises .
MODULE III

§ 7. The Subjunctive Mood is used in adverbial clauses of comparison (or manner)

introduced by the conjunctions as if and as though (the latter is more literary).

If the action of the subordinate clause is simultaneous with that of the principal clause
the form were of the verb to be is used; with other verbs the same meaning is expressed by
the Past Indefinite of the Indicative Mood.

She speaks (spoke) about him as if she knew him well.

Она говорит (говорила) о нем так, как будто она хорошо его знает (знала).
She greeted him as if he were her brother. (Galsworthy)
Она поздоровалась с ним так, как будто она хорошо его знает (знала).
He speaks as if he knew you! (Collins)
Он говорит так, как будто он вас знает!
Rex got from his seat, as if he held the conference to be at an end. (Eliot)
Рекс поднялся с места, как будто он считал совещание законченным.

If the action of the subordinate clause is prior to that of the principal clause the Past
Perfect of the Indicative Mood is used.
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 She speaks (spoke) about him as if she had known him for years.
Она говорит (говорила) о нем так, как будто знает (знала) его много лет.
She flushes as though he had struck her. (Shaw)
Она заливается краской, как будто он ее ударил.
She shook hands with him as though they had known each other all their lives…
(Trollope)
Они пожали друг другу руки, как будто были знакомы всю жизнь.

§ 8. The Subjunctive Mood is used in predicative clauses:

(a) introduced by the conjunctions as if, as though, when we find the link verbs to be,
to feel, to look, to seem, etc. in the principal clause.
If the action of the subordinate clause is simultaneous with that of the principal clause
the Past Subjunctive of the verb to be is used; with other verbs the same meaning is
expressed by the Past Indefinite of the Indicative Mood.
If the action of the subordinate clause is prior to that of the principal clause the Past
Perfect of the Indicative Mood is used.

I feel as if we were back seven years, Jon. (Galsworthy)

У меня такое странное чувство, как будто мы вернулись на семь лет назад, Джон.
… now I feel as if you had never been away. (Shaw)
Теперь у меня такое чувство, как будто вы никуда и не уезжали.
He looked as if he knew it to be true. (Austen)
У него был такой вид, точно он знал, что это правда.
The house looked as though it had been deserted for weeks. (Wells)
У дома был такой вид, точно в нем уже много недель никто не жил.
It was as if she were angry with him. (Lawrence)
Похоже было, что она сердится на него.
Karel felt a bitter taste in his mouth. It was as if he had done something wrong. (Heym)
Карел почувствовал неприятный вкус во рту. У него было такое чувство, что он
сделал что-то дурное.
(b) when the subject of the principal clause is expressed by an abstract noun such as
wish, suggestion, aim, idea, etc. In this case the analytical subjunctive with the mood
auxiliary should (for all persons) is used:

Mary’s wish was that… our mother should come and live with her.
(A. Brontë)
Мэри хотелось, чтобы наша мама переехала к ней жить.
… his arrangement with them had been that they should meet him at Plymouth. (Hardly)
Он условился с ним, что они встретят его в Плимуте.
One of the conditions was that I should go abroad. (Swinnertone)
Одно из условий заключалось в том, чтобы я поехал за границу.

§ 9. The Subjunctive Mood is used in subject clauses after a principal clause of the
type It is necessary, It is important, etc. The analytical subjunctive with the mood auxiliary
should is used for all persons.

It is (was) necessary
It is (was) important
It is (was) right
It is (was) requested
82
 It is (was) recommended that he should come.
It is (was) obligatory
It is (was) better (best)
It is (was) desirable
It is (was) of vital importance

It was necessary that the child’s history should be known to none. (Trollope)
Надо было, чтобы историю этого ребенка никто не узнал.
It was desirable that she… should marry this earnest, well-to-do and respectable
man. (Hardly)
Было желательно, чтобы она… вышла замуж за этого серьезного, состоятельного и
солидного человека.
It is better for these young men… that they should not remain here. (Dickens)
Для этих молодых людей… лучше, чтобы они не оставались здесь.
It was imperative that she should go home. (Hardly)
Было совершенно необходимо, чтобы она поехала домой.

Assignment III
 Questions.
1. What kind of sentence structure is used in subject clauses?
2. What forms of the subjunctive mood are used in adverbial clauses of comparison? In
what way do they differ?
3. What types of predicative clauses do you know?
4. How do you differentiate between adverbial clauses of comparison and predicative
clauses?
 Do exercises 15-19, p.22-23.

MODULE IV
§ 10. The Subjunctive Mood is used in object clauses:
(a) When the predicate of the principal clause is expressed by the verb to wish. If the
action expressed in object clause is simultaneous with that of the principal clause the form
were of the verb to be is used; with other verbs the same meaning is expressed by the Past
Indefinite of the Indicative Mood.

I wish I were a girl again. (E. Brontë)

Я хотела бы быть снова девочкой.
She wished she were free and could follow them. (Ch. Brontë)
Она жалела, что не свободна и не может поехать с ними.
I wish she felt as I do. (E. Brontë)
Я бы хотела, чтобы она чувствовала то же, что и я.
He wished he had someone to talk to… (Wilson)
Он хотел, чтобы у него был кто-нибудь, с кем можно было бы поговорить.

If the action expressed in the object clause is prior to that of the principal clause the
Past Perfect of the Indicative Mood is used.

Auntie, I wish I had not done it. (Twain)

Тетя, мне очень жаль, что я это сделал.
The moment Aileen had said this she wish she had not. (Dreiser)
83
 Как только Эйлин это сказала, она пожалела об этом.

The above examples show that such sentences are often translated by means of как
жаль, мне жаль.
The analytical subjunctive with the mood auxiliary would (for all persons) is also used
to in object clauses after the verb to wish. This form is used only referring to the present or
future; it is possible only if the subject of the principal clause is not the same as the subject
of the object clause. It is chiefly used in sentences expressing request or annoyance.

I wish you would stay with me for a while. (Voynich)

Я бы хотел, чтобы вы побыли немного со мной.
I wish the honourable district attorney would mind his own business. (Dreiser)
Я бы хотел, чтобы почтенный адвокат не вмешивался в чужие дела.
With the verb to be this form is hardly ever used.

 wish/if only + would

This structure is used:
a) for a polite imperative
b) to express our desire for a change in a situation or someone’s behaviour

I wish you would pay more attention.

I wish/if only he wouldn’t give me so much work.

 After the subject pronouns I and we, we use could instead of would.
e. g. I wish I could travel abroad. (NOT. I wish I would travel…)
Note: We can use were instead of was after wish or if only.
e. g. I wish he were/was more careful.

(b) The Subjunctive Mood is used in object clauses introduced by the conjunction lest
if the principal clause the predicate is expressed by a verb denoting fear.
The mood auxiliary should is used for all persons.

She fears (feared) lest she should be blamed.

Она боится (боялась), как бы ее не осудили.
He trembled lest his secret should be discovered.
Он дрожал при мысли, что его тайна будет раскрыта.
I dreaded lest any stranger should notice me and speak to me. (Eliot)
Я боялся, что какой-нибудь незнакомый человек заметит меня и заговорит со мной.

After verbs denoting fear object clauses are often introduced by the conjunction that, in
which case the Indicative Mood is used often with the modal verb may (might).

She fears (feared) that she will (would) be blamed.

She fears (feared) that she may (might) be blamed.

(c) The Subjunctive Mood is used object clauses when we find verbs and word-groups
denoting order, suggestion, advice, desire etc. in the principal clause. The analytical
subjunctive with the mood auxiliary should (for all persons) is used.

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 He orders (ordered)
He suggests (suggested)
He proposes (proposed)
He demands (demanded) that everything should be ready by 5.
He desires (desired)
He insists (insisted)
He is anxious (was anxious)
He will see (he saw) to it

Mrs. Linton insisted that Isabella should go to bed. (E. Brontë)

Миссис Линтон настаивала на том, чтобы Изабелла легла спать.
She (Agnes) proposed to my aunt that we should go upstairs and see my room. (Dickens)
Она предложила моей тетушке, чтобы мы пошли наверх и посмотрели мою комнату.
Mr. Micawber was very anxious that I should stay to dinner. (Dickens)
Мистеру Микоберу очень хотелось, чтобы я остался обедать.

In American English we often find the Present Subjunctive in this case.

… she insisted that they open a bottle of wine and toast his success. (Stone)
Она настаивала, чтобы они откупорили бутылку вина и выпили за его успех.
The people demand that the resignation be accepted. (Heym)
Народ требует, чтобы отставка была принята.

§ 11. The Subjunctive Mood is used in attributive appositive clauses modifying the
nouns wish, suggestion, aim, idea, etc. The analytical subjunctive with the mood auxiliary
should (for all persons) is used.

His wish (suggestion) that everybody should take part in the work was reasonable.
She had been enormously flattered by his request that she should temporarily keep
the house. (Bennet)
Она была чрезвычайно польщена его просьбой временно вести его хозяйство.

Assignment IV
 Questions.
1. Speak on different types of the use of the subjunctive mood in object clauses.
2. What forms of the subjunctive mood are used in object clauses after wish? What is
the difference in their meanings?
3. What are the peculiarities of the use of the form would+inf. in object clauses?
4. In what types of object clauses is the form should+inf. used?
5. What is the difference in sentence structure between the attributive appositive clause
and the predicative clause?
 Do exercises 20-34, p.23-28.

MODULE V
§ 12. The Subjunctive Mood is also used in attributive clauses modifying the noun
time in the principal clause It is time, It is high time. In this case the Past Subjunctive of the
verb to be is used; with other verbs the same meaning is expressed by the Past Indefinite of
the Indicative Mood.
85
 It is time we went home.
Нам пора идти домой.
It is high time we went home.
Нам давно пора идти домой.
It is time we were off.
Нам пора идти.
It’s time you learned you’re in the army. (Heym)
Вам пора усвоить, что вы в армии.
Now then, children. It’s high time you were washed and dressed. (Mansfield)
Ну, дети, давно пора одеваться и умываться.

The analytical subjunctive with the mood auxiliary should is also possible, though less
common.

It is time we should go home.

It was indeed high time that some one… should come to the aid of the old farmer
and his adopted daughter. (Conan Doyle)
Уже давно было пора кому-нибудь прийти на помощь старому фермеру и его
приемной дочери.

§ 13. As has already been stated the Subjunctive Mood may be used to express an
emotional attitude of the speaker to real facts. Here we always find the analytical
subjunctive with the mood auxiliary should, which in this case is often called the ‘emotional
should’. If priority is expressed the perfect infinitive is used.
In this case the Subjunctive Mood is rendered in Russian by the Indicative Mood.
The emotional should occurs in different kinds of subordinate clauses; the
principal clause in such cases contains:
(a) An adjective expressing astonishment, incredulity, regret, joy, such as strange,
wonderful, unnatural, impossible, fortunate, unfortunate, etc.

It is strange I should never have heard him even mention your name. (Austen)
Странно, что я никогда даже не слышала, чтобы он упоминал ваше имя.
It is impossible that she should have said it.
Не может быть (невозможно), чтобы она это сказала (не могла она это
сказать).

(b) A noun with the same meaning: wonder, pity, shame, etc.

He is such a charming man that it is quite a pity he should be so grave and so dull.
(Austen)
Он такой чудесный человек; как жаль, что он такой серьезный и скучный.

(с) The principal clause may be of the following type: I am sorry, glad, pleased, vexed,
etc.

I am sorry you should take such needless trouble. (Ch. Brontë)

Мне очень жаль, что вы берете на себя такие ненужные заботы.

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 Against my will I felt pleased that he should have considered my remark interesting…
(Braine)
Невольно я обрадовался тому, что он нашел мое замечание интересным.
I am so vexed… that such a thing should have been discussed before that child. (Reade)
Мне так досадно, что подобный вопрос обсуждался при ребенке.
I forgive you; but I am so grieved, Davy, that you should have such bad passions in your
heart. (Dickens)
Я тебя прощаю, но я так огорчена, Дэви, что в твоем сердце гнездится столько
дурного.

The Subjunctive Mood with the emotional should may also occur in such sentences as:

Why should you think and talk about it? (Dickens)

К чему нам с вами говорить об этом?
To think this should have come upon us in our old age! (Hardy)
Подумать только, что на старости лет с нами случилось такое!
I was still busy, when who should come in but Caddy! (Dickens)
Я была еще занята, как вдруг вошла – кто бы вы думали? Кэдди!

In sentences of this kind the Indicative Mood is also possible.

Oh! It is strange he never mentioned to me that he had a ward. (Wilde)

It is only wonderful we have seen no living creature there before. (Collins)
… to think that I have been so blind! (Dickens)

§ 14. Ways of rendering the Subjunctive Mood in Russian.

The Subjunctive Mood in English often corresponds to the same Mood in Russian.

I wish you’d come oftener to see us. (Dreiser)

Я хотела бы, чтобы вы почаще заходили к нам!
I wonder sometimes, when I think of it, what they would have done, if I had been taken
with an illness. (Dickens)
Я иногда думаю о том, как бы они поступили, если бы я заболел.

However, this is not the only way of rendering the Subjunctive Mood in Russian: it is
often rendered by the Indicative Mood; sometimes the infinitive is used.

Barsiny received them as if he had known them for years. (Heym)

Барсини принял их так, как будто он знал их много лет.
In the first place, he showed him Mary’s letter. “If you heart be not made of stone it will
be softened by that”, he said. (Trollope)
Прежде всего он показал ему письмо Мэри. «Если у вас сердце не каменное, это
письмо тронет вас», - сказал он.
I regret extremely Mr. Helstone should have thought it necessary to trouble you. (Ch.
Brontë)
Я очень сожалею, что мистер Хелстоун счел необходимым побеспокоить вас.
I proposed to Ada, that morning, that we should go and see Richard. (Dickens)
Утром я предложил Аде пойти навестить Ричарда.
And he again took her hand that he might encourage her. (Trollope)
И он опять взял ее за руку, чтобы подбодрить.
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 Assignment V
 Questions.
1. What forms of the subjunctive mood are used in attributive clauses?
2. What types of sentences with the subjunctive mood expressing an emotional attitude
of the speaker to real facts do you know?

 Do exercises
Complete the table with your own examples using the vocabulary of home
reading books.

Form Conjunction/ Clause

connective
1. should + inf. if  conditional
e. g. ________________
 conditional sentence
e. g. ________________
that  object (after suggest)
e. g. ________________
 subject
e. g. ________________
 emotional ‘should’
e. g. ________________
 attributive appositive
e. g. ________________
 predicative
e. g. ________________
lest  purpose
e. g. ________________
 object (after fear)
e. g. ________________

2. would + inf. if  conditional

e. g. ________________
----  object
e. g. ________________

3. may/might + inf. so (that), in order that  purpose

e. g. ________________
however, etc.  consession
e. g. ________________
whenever, wherever  time and place
e. g. ________________
----  real wish (simple sentences)
e. g. ________________

4. were/had if  conditional
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 e. g. ________________
----  attributive
e. g. ________________
as if  comparison
e. g. ________________
 predicative
---- e. g. ________________
 object
if e. g. _________________
 unreal wish (simple sentences)
e. g. _________________

5. had been if  conditional

e. g. _________________
as if  comparison
e. g. _________________
 predicative
e. g. _________________
----  object
e. g. _________________
 Do exercises 37-47, p.30-34.

EXERCISES

I. Mood. The Subjunctive Mood. The Use of the Subjunctive Mood in Simple and
Complex Conditional Sentences
Ex. 1. React to the following statements using the present subjunctive.
1. Your tax declaration is due by the end of the week. – …
2. The astronauts are ready to take off, sir. – …
3. Chicago Bulls have lost a second game. – …
4. The boat is sinking, Jane. We may soon be dead. – …
5. I have made up my mind and I need your permission. – …
6. The damned computer has lost our life. – …
7. Bless him, Father, for he died a hero. – …
8. Atishoo! God, when will I stop sneezing –…

Ex. 2. Translate into English using the present or past subjunctive.

1. Я далек от мысли не доверять вам. 2. К черту политику и политиков. 3.Да
здравствует свобода! 4. Достаточно сказать, что он так и не ответил на письмо. 5. Они
вернулись, как бы это сказать, не совсем трезвыми. 6. Будь здоров! Тебе стоит
принять лекарство. 7. Покойный был добрым человеком. Мир праху его! 8. Будь это
сам Принц Уэльский, я не позволю ему разговаривать подобным образом! 9. Вы
играете в покер? – Боже упаси! 10. Чтобы ни случилось, я не отступлю ни на шаг. 11.
Пусть будет по-твоему. Я надеюсь, что ты знаешь, что делаешь. 12. Будь проклят
Джон Сильвер! Разорви его на части! 13. Черт возьми! Опять мотор не заводится.

Ex. 3. Comment on the forms of the Subjunctive Mood in conditional sentences

What If..?
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- Daddy, what if the sun stopped shining?
What would happen then?
- If the sun stopped shining
You'd be so surprised,
You'd stare at the heavens
With wide-open eyes
And the wind would carry
Your light to the skies,
And the sun would start shining again!

-But Daddy what if the wind stopped blowing?

What would happen then?
If the wind stopped blowing Then
the land would be dry,
And your boat wouldn't sail,
And your kite wouldn't fly.
The grass would see your trouble
And she'd tell the wind.
And the wind would start blowing again!

-But Daddy what if the grass stopped growing

What would happen then?
-Well, if the grass stopped growing
You'd probably cry
And the ground would be worried
By the tears from your eyes,
And like your love for me
That grass would grow so high.
The grass would start growing again!

-But Daddy, what if I stopped loving you?

What would happen then?
-If you stopped loving me
Then the grass would stop growing,
The sun would stop shining
And the wind would stop blowing.
So you see, if you want to keep
This old world go on
You'd better start loving me again!

Ex. 4. Underline the correct form of the verb.

My brother Kevin has always been a fitness fanatic. He believes that if you 1) look
after/looked after your body, it will look after you. Whenever anyone is ill, he 2) says/will
say,’ If they had taken care of themselves, they 3) wouldn't get/ wouldn't have got ill. And
the same thing 4) happens/ will happen to me if I 5) didn't keep fit/don't keep fit.’ I would
often say to him, ‘If I were you, Kevin, I 6) would try/ would have tried to slow down a little
bit. You will wear yourself out.’ Last month, however, I went to the
doctor's and he told me that I was unfit. He said that if I 7) don't start/didn’t start taking
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regular exercise, I 8) would be/would have been in danger of becoming ill. I started going to
the gym with Kevin and, after a week, I said to him, ‘I feel better already. If I 9) know/had
known how good it feels to exercise, I 10) would start/would have started years ago!’

Ex. 5. Put the verbs in brackets into the correct mood forms.
1.She would have come to dinner if we ...had invited... (invite) her.
2. If you had locked the door, the burglars…………… (not/get) in.
3.Were I you, I…… (put on) some warmer clothes.
4.Joan .................................(be able to) come to the party if she wasn't working.
5.Had I heard any news, I………. (tell) you immediately.
6.If Mark .....................(be) younger, he could join the army
7.She would have stayed at home if she…… (know) there would be so much traffic.
8.If you (put) your keys in your pocket, you wouldn't have lost them.
9.If I were you, I……………. (not/go) out in this weather.
10. Emily…………(call) me if she had changed her mind.

Ex. 6. Choose the correct answer.

1. 'I can’t find my wallet.'"
'If I were you, I…….. in my jacket pocket.'
A would look B will look C am looking

2. Had I known about the meeting, I…….. it.

A would have attended B attended C will attend

3. If he……..in the garden, he would have heard the doorbell.

A isn't B was C hadn't been

4. I……..to the bank manager if I were you

A would talk B will talk C talked

5. ‘Dad shouted at me today.’

‘Well, if you……..the window, he wouldn’t have shouted at you.’
A didn't break B hadn't broken C don't break

6. ‘If I were rich, I……..around the world.’

‘'Perhaps you will one day.’
A will sail B can sail C could sail

7. ‘Paul lost his watch.’

‘Well, if he had looked after it, he……..it.’
A wouldn't lose B won't lose C wouldn't have lost

8. ……..I you, I would look for a new job.

A Would be B Were C had been

9. ‘If you hadn’t watched that film, you……..nightmares.’

A wouldn’t have had B won’t have C don’t have

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Ex. 7. Put the verbs in brackets into the correct mood form.
1. If I... were... (be) you, I wouldn't drive in the snow.
2. Peter……..(be able to) help you if he was here.
3. If I had closed the window, the cat……..(not/jump) out.
4. I………(call) for help it I got stuck in a lift.
5. Had I known him, I ………(talk) to him.
6. If you (save) some money, you would have been able to go on holiday last year.
7. If I had toothache, I……..(go) to the dentist.
8. They would have helped us move house if we……..(ask) them.
9. If Jane………(be) older, she could live by herself.
10. We would have changed our plans if we..........................(hear) the weather forecast.
11. Emma………(send) a card if she had remembered it was their anniversary.
12. Robert………(feel) better if you talked to him.
13. If Sam was still living nearby, you………(can/invite) him for dinner.

Ex. 8. Choose the correct answer.

1. 'Shall I invite John to the party?'
'Well, were I you, I……..him.
A would invite B will invite C am inviting

2. 'Don't' cry. Everything will be alright'

'Yes' but if I……..the bus, I wouldn't have been late for school.'
A didn't miss B hadn't missed C don't miss

3. 'Can you help me, please?'

'Well, if I wasn't studying, I……..you.'
A would help B help C will help

4. 'If you……..that plate, you'd have burnt your fingers.'

'Why? Has it been in the oven?'
A would touch B touched C had touched

5. 'If you watched the news, you……..a lot?'

'I know, but I am too busy.
A learn B would learn C will learn

6. 'If you……..warm clothes, you wouldn't get cold'

I’ll put on an extra jumper next time'.
A wear B wore C had worn

7. If you weren't busy, we……..(can) talk now.

‘I’m sorry. I'll be free in an hour.’
A can B could C will be able

Ex. 9. Rewrite the following as mixed conditional sentences.

1. She didn't study hard. She won't pass the exams.
...If she had studied hard, she would pass the exams....

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 2. You didn't wake me up. Now I'm late for my appointment.
3. She isn't well-qualified. She didn't get the job.
4. We didn't go to the restaurant. We don't like fast food.
5. She didn't bring her umbrella. Now, she's getting wet.
6. I don't know them very well, so I didn't go to the party.
7. He isn't at the lecture because he wasn't told about it.
8. They didn't take a map with them. They're lost now.
9. The driver isn't careful. He crashed his car into a wall.
10. I didn't buy tickets. We can't go to the theatre tonight.
11. He didn't reserve a table. He has to wait for an hour.
12. Sue forgot to go to the bank. Now she can't go shopping.
13. They missed their flight. They won't arrive until tomorrow.

Ex. 10. Translate into English.

1. Я бы позвонил ему, если бы мы были в дружеских отношениях.
2. На вашем месте я бы не баловал его.
3. Если бы я получил все необходимые документы на прошлой неделе, я бы
закончил свою работу завтра.
4. Он бы сам принял решение по этому вопросу, если бы не заболел.
5. Мы бы относились к нему лучше, если бы он не был таким назойливым.
6. Если бы мы заказали билеты заранее, мы бы могли отправиться на юг на этой
неделе.
7. Вы бы могли приобрести больше опыта, если бы работали в контакте с ним.
8. На вашем месте я бы, не колеблясь, высказал свою точку зрения.
9. Если бы он пришел на 10 минут раньше, он бы не опоздал на поезд.
10. Если бы она посещала спортивный клуб, она бы не была такой полной.
11. На вашем месте я предпринял бы еще одну попытку уговорить его.
12. Если бы не дождь, мы отправились бы на пикник.
13. Если бы он последовал моему совету, он не попал бы в беду.
14. Если бы я не слышал этой истории из его собственных уст, я бы никогда не
поверил, что он способен на такое.
15. Если бы он не был таким рассеянным, он сел бы в нужный поезд.

Ех. 11. Translate into English using the Subjunctive Mood.

1. Если бы не суровое воспитание в детстве, он бы сейчас был менее
дисциплинированным.
2. Ты бы не страдал сейчас от недостатка знаний, если бы хорошо занимался в школе.
3. Ты бы не спутал эти слова, если бы хорошо их выучил дома.
4. Если бы не его превосходство среди ученых, я бы высказал ему все, что думаю о
нем.
5. Если бы у него действительно не было ничего общего с Томом, он бы сейчас так
себя не вел.
6. Я бы согласился с этим решением, если бы большинство было за.
7. Если бы не этот лгун, мы бы давно сделали эту работу.
8. Если бы он знал причину ссоры, то не вмешался бы.
9. Если бы у него был выбор, он скорее бы выбрал спорт, нежели учебу.
10. Он выиграл бы уже много наград, если бы он был более трудолюбивым.

93
11. Если бы не противоречия, он бы уже составил план.
12. Если бы не постоянная борьба между ними, мы были бы самой дружной группой.

II. The Use of the Subjunctive Mood in Adverbial Clauses of

Purpose, Concession, Time and Place

Ex. 12. Fill in the blanks using the correct mood form.
1. You must arrange everything beforehand lest the results of your preparation.......(be) a
failure.
2. The travellers stayed at the hotel for one more day so that they……..(see) the sunrise in
the mountains.
3. I've taken a fancy to your daughter. She is such a nice little thing. I shall read a fairy tale
for her lest she………(feel) lonely while you are away.
4. Soames built a house in the country so that Irene……..(live) there.
5. You had better start working at your course paper at once so that you……..(finish) it by
the end of the term.
6. In addition to making the necessary arrangements of travel, a guide must be of a patient
disposition so that he……..(soothe) down irritable old gentlemen when their dignity is
ruffled.
7. I took out my identity card so that I……..(get) to the press conference.
8. I knew all along that you were keeping something dark, but I wanted you to make a clean
breast of everything on your own accord lest you……..(think) I was intrusive.
9. The girls hurried to the bus stop lest they……..(miss) the bus which was due in five
minutes.
10. Of course we had to go about the matter with the utmost discretion lest a hint of the
loss……..(leak out).

Ex. 13. Translate into English.

1. Вам придется примириться с его характером и вести себя так, чтобы он не
раздражался.
2. Вы должны следить за собой, чтобы не жестикулировать слишком много.
3. Мне никогда не приходило в голову, что он делает над собой усилие, чтобы не
рассмеяться, слушая мои детские рассуждения о жизни.
4. По всей видимости, он был болтун, и мы сделали все, чтобы он не узнал о нашей
тайне.
5. Мы оставили эту тему, чтобы не смущать его.
6. Хмурое небо предвещало дождь, и я захватил зонтик, чтобы не промокнуть.
7. Я предпочитаю оставаться в тени, чтобы не было плохо с сердцем.
8. Убери ребенка с лестницы, чтобы она не упала и не ударилась.
9. Давай наймем носильщика, чтобы самим не нести этот тяжелый чемодан.

Ex. 14. Put the verbs in brackets into the correct mood forms in adverbial clauses of
concession, time and place.
1. However tired you……..(be), you have to go on.
2. No matter who……..(open) the door, give him the letter,
3. Whenever you……..(come), I'll be waiting.
4. Bob will have to go however sick he……..(be).
5. Whoever……..(come), tell them I am sleeping.
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6. Whatever your reasons……..(be) the Duke will pay no attention to them.
7. I'll take you home no matter how far you……..(live).
8. Whatever........(happen), I'll stick to your side.
9. I won't marry him however rich he………(be)!
10. However cowardly he……..(behave) during the incident, I still think he is sufficiently
reliable.
11. Send him to me whenever he……..(arrive).
12. We'll proceed according to the plan, no matter what decision the
Committee……..(take) tonight.

III. The Use of the Subjunctive Mood in Adverbial Clauses of

Comparison, Predicative and Subject Clauses

Ex. 15. Put the verbs in brackets into the correct mood forms in a predicative clause and
an adverbial clause of comparison.
1. Mary was sniffing when I spoke to her on the phone.
She sounded as though she were crying... (cry) at the time.
2. You seem very happy today. You seem as though you (just/hear) some good
news.
3. Sarah looked very frightened last night. She looked as if she……..(see) a ghost.
4. She didn't know him, but she acted as if she……..(know) him.
5. What a delicious smell! It smells as if mother……..(bake) at the moment.
6. My boss tells the same jokes all the time and we always laugh as if we……..(never/ hear)
them before.
7. Emma was wearing a beautiful dress last night. She looked as if she ……..(go) to a party.
8. Jack is only twenty-two years old, but sometimes he behaves as though he……..(be)
much older.
9. There was a lot of noise last night. It sounded as if the people next
door……..(have) a party.
10. They must have had an argument because they acted as if they……..(not/like) each
other.
11. It's very cold outside today, in fact, it feels as if it……..(snow).
12. James has been very selfish recently. He has been behaving as though
he……..(not/want) to help anyone out.
13. Helen didn't study science at university, but sometimes she talks about it as if she……..
(be) an expert on the subject.
14. She was wandering up and down the street. She looked as though she……..(be) lost.
15. Although he had a degree in French, it sounded as though……(not/speak) it well.
16. The sky is dark. It looks as if it……..(rain).
17. There is a strange smell in the kitchen. It smells as though something…….. (burn).
18. Tom is twenty-five years old, but he sometimes acts as though he…….. (be) a child.
19. Colin was out of breath. He sounded as though he……..(run).
20. Jim has only just learned this game, but he plays it as the……..(play) it for years.
21. We had never met before, but she greeted me as if we……..(know) each other all our
lives.

Ex. 16. Choose the correct answer.

1. She speaks English as if she……..an English woman.
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A be B were C had been
2. She looked so pale and thin as if she……..ill.
A were B has been C had been
3. What struck me most in the square was the silence. It looked as if" it……..with the
dead and their relatives.
A had crowded B were crowded C had been crowded

4. It seemed as though the soft hand gently caressing me……..hard and big and struck me.
A had turned B turned C were turning
5. She was dressed in a light coat as if it……..summer in the street and the sun brightly.
A were B had been C is
A had been shining B is shining C were shining
6. Not to confuse her we pretended as though nothing……..and we……..anything.
A happened B had happened C were happening
A had not noticed B did not notice C would not notice
7. It was as if I……..by an invisible enemy.
A attacked B had attacked C had been attacked
8. When Pyle saw blood on his shoes he looked as if he……..about to faint.
A is B were C had been
9. You look so tired as if, you……..all day long.
A worked B were working C had been working

Ex. 17. Translate into English.

1. Мистер Уайт посмотрел на меня удивленно, как будто он не понимал, почему я хочу
оставить эту тему.
2. Похоже на то, что скоро будет дождь, захвати зонтик на всякий случай.
3. Девушка посмотрела на него с сомнением, как будто размышляла, стоит ли его
предупреждать о взрыве.
4. Они уничтожили все бумаги, как будто бумаги были единственными
свидетелями их преступлений.
5. Взрыв раздался на большом расстоянии от кафе, казалось, что кто-то сильно хлопнул
дверью.
6. Джо с нетерпением ждал возвращения в дом тетушки, как будто он не мечтал
выбраться из него всего три месяца назад.
7. Джо был одет в свой выходной костюм и чувствовал себя так, словно был большой
праздник.
8. Его пальто было сильно помято и пахло резиной, как будто он спал в нем под дождем
много дней.
9. Она сидела в машине, не шевелясь, как будто она не управляла машиной, а отдавала ей
приказы.
10. Вернувшись в Москву через два года, я почувствовал, как будто вообще не уезжал из
города.

Ex. 18. Put the verb in brackets into the correct mood forms in the subject clause.
1. It is necessary that the child……..(feel) happy in your family.
2. It is required that the meeting……..(not to be cancelled).
3. It is important that all the students of the group……..(be present) at the conference.
4. It is necessary that she……..(apologise) for being rude.
5. It is necessary that you never................(put off) till tomorrow what you can do today.
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Ex. 19. Translate into English
1. Необходимо, чтобы вы ответили на это письмо немедленно.
2. Предполагается, чтобы мы поработали летом переводчиками.
3. Совершенно естественно для такого человека, как он, уходить от налогов.
4. Необходимо, чтобы она приняла все ваши условия.
5. Важно, чтобы он никогда больше не появлялся в нашем доме.

IV. The Use of the Subjunctive Mood in Object and Attributive Appositive Clauses

Ex. 20. Wendy has just started university. It isn't what she expected, and she is
disappointed. Read what she says and make sentences, as in the example.
e.g. I wish my room wasn't/weren't so small.
1. My room is so small.
2. I have to share the bathroom.
3. The kitchen is such a mess.
4. My tutors are strict.
5. The classes are so hard to understand.
6. The people are not friendly.
7. I can't visit my family and friends because they are so far away.
8. I don't have any friends.

Ex. 21. Jason has been for an interview. He didn't get the job. Read what he says and
make sentences, as in the example.
e.g. / wish I had known more about the company

1. I didn't know much about the company.

2. I was nervous.
3. I didn't shake hands with my interviewer.
4. I forgot what I wanted to say.
5. I didn't answer the interviews questions properly.
6. My letter of application was badly typed.
7. I spilt the cup of tea I was given.

Ex. 22. Complete the conversations with a sentence using wish.

1. Sue: My mother's really angry with me.
Pam: Why?
Sue: Because she found out I left my job.
Pam: Oh, yes. I told her that.
Sue: Well, I wish you____________________It's none of your business.
Pam: I'm sorry.

2. Tony: Have you seen Jame's new jacket?

Ana: I bet it was expensive. He told me it cost him ₤500.
Tony: I wish ___________________.
Ana: Well, you may not be rich, but you're much better looking than James.
Tony: Am I?

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3. Gary: You seem to enjoy dancing with Lionel.
Jane: Yes, I do. He's a very good dancer.
Gary: I wish ___________________ when I was young.
Jane: You could learn now.
Gary: Oh, I'd feel stupid in a dancing class at my age.

4. Eva: I went to Norway last month.

May: Really? My brother’s living in Oslo now.
Eva: I wish ____________________. I could’ve visited him.
May: Yes, it’s a pity. You must tell me if you have to go there again.

5. Fred: My parents moved to New York last month.

Jan: How do they like it?
Fred: My mother likes it, but my father misses their old home. He wishes ___________.
Jan: Perhaps he’ll get used to it.
Fred: I doubt it.

6. Kay: My brothers are digging a swimming-pool.

Yill: That’s sounds like hard work!
Kay: It is. Actually I suspect they wish _________________.
But they can’t stop now. There’s a great big hole in the middle of the
garden.
Yill: Yes, I see what you mean.

Ex. 23. Put these verbs in brackets into the correct mood form.
1. A: I wish Paul would tell (tell) me what is wrong with him.
B: Yes. He seems very upset, doesn’t he?
2. A: I wish I……..(not/shout) at the children like that.
B: Why? They were being very naughty.
3. A: I wish you……..(tidy) your room more often.
B: Sorry, I’ll try to.
4. A: I wish I……..(practise) harder before the concert.
B: I thought you performed very well.
5. A: If only Stuart……..(call) me.
B: Don’t worry. I’m sure he’ll phone soon.
6. A: I wish I……..(be) back at school again.
B: Those were great days, weren’t they?
7. A: I wish Mark………(stop) playing his music so loudly.
B: Why don’t you ask him to turn it down?
8. A: If only I……..(buy) those shoes we saw today?
B: Why not go back and buy them tomorrow?
9. A: I wish you……..(try) harder with your Math’s homework.
B: Sorry, I find it very difficult.
10. A: If only we……..(go) to France last summer.
B: We could go this year if you like.
11. A: I wish I……..(afford) some new CDs.
B: Would you like to borrow some of mine?
12. A: If only it……..(stop) raining.
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 B: Yes. Then we could go for a walk.
13. A: Are you going to Joanne’s party on Sunday?
B: No. I wish I……..(go), because I’m sure it will be fun.
14. A: I wish you……..(help) with the housework more often.
B: What would you like me to do?
15. A: I’m bored. I wish I……..(arrange) to go out this evening.
B: I’m going to the cinema. Why don’t you come, too?

Ex. 24. Put the verbs in brackets into the correct mood form.
Dear Beth,
I’m so desperate. I wish I 1) hadn’t moved (not/move) to this place. It’s not a bad place
but it’s so quiet. If only there 2) ………………. (be) more people here my age, then I
wouldn’t feel so lonely. Even better, I wish my friends 3) ………………. (move) here from
town. I thought I would enjoy the quiet life of the village but now I wish there 4)
………………. (be) some roads nearby so I could hear the traffic. I wish I 5)
………………. (afford) to move back to town but I don’t have the money. Maybe it’s the
weather. I wish it 6) ………………. (stop) raining so at least I could go for long walks in
the fields. Sometimes, when I’m really sad, I wish the village
7) ………………. (disappear) or my house 8) ………………. (collapse) so that I’d have to
move. Maybe it will get better, if only I 9) ………………. (be) more patient. I wish I 10)
………………. (write) a more careful letter. It’s made me even sadder. I look forward to
hearing from you with some suggestions.

Best wishes,
Steve

Ex. 25. Put the verbs in brackets into the correct mood form.
1. A: I wish I could play (play) a musical instrument.
B: You should take lessons.
2. A: If only the wind ……………………. (stop) making so much noise.
B: Yes, it’s very windy today, isn’t it?
3. A: I wish John ……………………. (come) with us.
B: So do I. He would have really enjoyed it.
4. A: Paul, I wish you ……………………. (stop) making so much noise.
B: Sorry, I’ll try.
5. A: I wish ……………………. (study) more when I was at school.
B: It doesn’t matter now. You’ve got a new job.
6. A: I wish I ……………………. (be) young again.
B: So do I. We had some good times back then.
7. A: I wish I ……………………. (not/speak) to Jane like that.
B: Don’t worry. I’m sure she’ll forgive you.
8. A: If only Bob ……………………. (call) me.
B: Well, he promised to call today.
9. A: I’m exhausted. I wish I ……………………. (do) some of the house work yesterday.
B: Sorry I wasn’t here to help you.
10. A: I wish you……………………. (make) less noise when you come in.
B: It’s not my fault. The door squeaks when you open it.
11. A: Are you going to your school reunion party next week?
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 B: No. I wish I ……………………. (go) because I would like to see everybody again.

Ex. 26. Translate the sentences.

1. a) Жаль, что я последовал его совету.
b) Жаль, что я не последовал его совету.
2. а) Жаль, что вы ушли так поздно.
b) Жаль, что вы не ушли попозже.
3. a) Он пожалел, что пришел.
b) Он пожалел, что не пришел.
4. a) Как жаль, что ты уже видел этот фильм.
b) Как жаль, что ты еще не видел этот фильм.
5. a) Я жалею, что не пригласил ее.
b) Я жалею, что пригласил ее.
6. a) Жалко, что ты не написала им.
b) Жалко, что ты написала им.
7. a) Мне жаль, что я принял ваше приглашение.
b) Мне жаль, что я не принял ваше приглашение.
8. a) Жаль, что ты им все рассказала.
b) Жаль, что ты им ничего не рассказала.

Ex. 27. Put the verbs in brackets in the appropriate form.

The young reporter walked up to the table where Dora Sprangle was sitting and
introduced himself. ‘Miss Sprangle, I’m Dan Quaid from ‘Star International’. The actress
smiled up at him charmingly. ‘If I 1) had known (know) you were so good-looking, I’d have
to put some more make-up,’ she said. ‘You are too kind,’ laughed Dan. ‘You
2)……..(not/say) that if you had seen me at 7 o’clock in the morning!’ ‘Probably not,’
agreed Dora. ‘Now I have to go in ten minutes. So if I were you, I 3)……..(start) asking
your questions.’ ‘Very well. Do you have any regrets retiring from acting?’ asked Dan. ‘Not
about retiring,’ she replied. ‘But I do wish I 4)……..(play) the role of Cleopatra just once in
my career.’ ‘If someone 5)……..(offer) you the part now, would you take it?’ ‘No, it’s too
late now. I’ve decided to retire and that’s final.’ What 6)……..(you/do) if you got bored?’
‘Oh, there’s no chance of that,’ she assured him. ‘I might get bored if I 7)……..(not/have)
all my animals to look after, though.’ ‘Do you ever wish you 8)……..(marry)?’ Dan asked.
‘Not really,’ she replied. ‘Although I probably 9)……..(marry) John Rogers if he had asked
me,’ she added sadly. ‘What if…’ ‘I’m sorry,’ Dora interrupted. ‘I really must go now. It’s
time to feed my dogs and they would get very upset if I 10)……..(be) late.’

Ex. 28. Answer the questions below using I wish, then justify your answer using the
correct conditional type, as in the example.
1. Which country in the world would you most like to visit?
e.g. I wish I could visit India. If I ever visited India, I would visit the Taj Mahal.
2. What object would you most like to own?
e.g. I wish I had ………………………………………………………… .
3. Who would you most like to meet?
e.g. I wish I could meet …………………………………………………. .
4. What talent would you most like to have?
e.g. I wish I could………………………………………………………... .
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5. What period in history would you most like to have lived in?
e.g. I wish I had lived in ………………………………………………… .
6. What do you regret having done?
e.g. I wish I hadn’t ………………………………………………………. .

Ex. 29. Put the verbs in brackets into the correct mood form.
1. I wish I hadn’t broken (not/break) my favourite toy.
2. If only she ………………. (listen) to what I tell her.
3. I wish I ………………. (not/go) to bed late last night.
4. If only Linda ………………. (apply) for that job.
5. If only the boys ………………. (not/arrive) so late last night.
6. If only we ………………. (have) enough money to buy a car.
7. I wish I ………………. (be) rich.
8. If only we………………. (be) old enough to live alone.
9. I wish my neighbours ………………. (not/have) parties every weekend.
10. If only I………………. (apologise) for my bad behaviour yesterday.
11. I wish I ………………. (not/make) such a big mistake.
12. I wish my brother ………………. (not/borrow) my favourite clothes.
13. If only Trevor ………………. (remember) to post the letter.
14. If only I ………………. (invite) more people to the party.
15. Tara wishes she ………………. (know) more people in the area.

Ex. 30. Complete the sentences.

1. It was cold and our mother advised that .………………………………………………... .
2. It was getting dark and my friend suggested that ……………………………………….. .
3. The tickets were hard to get, he insisted that ……………………………………………. .
4. You look so tired, I insist that you ………………………………………………………. .
5. The children went to the river. Their mother ordered that they ...……………………….. .
6. Aunt Polly said that the fence would be now the worse for whitewashing and she ordered
that Tom …………………………………………………………………………………... .
7. The rain stopped and I suggested that we ...……………………………………………… .
8. I was late and he advised that we ………………………………………………………… .
9. They were so tired after hard work, so I suggested that they …………………………….. .

Ex. 31. Translate into English using the subjunctive mood.

1. Я бы хотел, чтобы английский язык был твоим увлечением.
2. Он бы закончил университет, если бы не страдал от недостатка денег.
3. Жаль, что он так и не сошелся с ним.
4. Если бы не его влияние, она бы сейчас делала уроки.
5. Если бы не его огромная нужда в деньгах, мы бы поехали на юг.
6. Я бы хотел, чтобы у него не было ничего общего с этим человеком.
7. Я бы запретила ребенку играть с кинопроектором.
8. Я бы похвалила его хотя бы за попытку, хотя она и была тщетной.
9. Он скорее выбрал бы музыку, нежели спорт.
10. Если бы не его туманный ответ на второй вопрос, ему бы поставили
«четыре».
11. Жаль, что он не показал различие между правдой и ложью в своем произведении.
12. Жаль, что ты не замечаешь его превосходства.
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13. Я бы хотела указать на правдивость образов в романе.
14. Если бы он постоянно не сомневался, мы уже давно выполнили задание.
15. Пора уяснить тебе различие между невежеством и наглостью.
16. Если бы не противоречия, он бы уже закончил работу.
17. Если бы воспитание не было таким суровым в детстве, он бы сейчас не страдал от
комплексов.
18. Я бы хотела, чтобы он руководил этой школой.
19. Хотелось бы, чтобы у него не было трудностей с грамматикой.
20. Хотелось бы, чтобы он не жил постоянно в мире своих грёз.

Ex. 32. Fill in the blanks using the correct mood from.
1. He was terrified lest his whereabouts……..(discover).
2. I opened my umbrella lest she……..(get) wet.
3. I’ll give you Dan’s home number so that you……..(contact) him without bothering his
boss.
4. I’m afraid lest we……..(miss) the train.
5. I’m telling you this that you ……..(know) how to behave in Mr. Down’s company.
6. Avoid using the phone lest our conversation……..(overhear).
7. He wanted to win a seat in Parliament only that immunity……..(protect) him from legal
persecution.
8. Andrew turned up the collar of his coat lest he……..(recognise).
9. Andrew turned up the collar of his coat fearing lest he……..(recognise).
10. She turned down the volume lest the music……..(disturb) the baby.

Ex. 33. Complete the sentences.

1.The weather is changing; I’m afraid lest ………………………………………………… .
2. Maud closed the window lest ……………………………………………………………. .
3. On hearing the sound, she instantly turned around, fearful lest ...……………………….. .
4. Then Mrs. Stone closed all the windows and bolted the door lest ...…………………….. .
5. After the incident with the traffic police, they feared lest ...……………………………... .
6. I never carry more than a couple of dollars on me lest …………………………………... .
7. Ben never visited the haunted house again scared lest …………………………………... .
8. After robbing the bank, he spent the rest of his life fearing lest …………………………. .

Ex. 34. Translate into English.

1. Боюсь, как бы мне не заболеть.
2. Я побаиваюсь, как бы нас не приняли за жуликов.
3. Она в ужасе, что ее имя может попасть в газеты.
4. Оливер испугался, как бы его не наказали.
5. Опасаясь, что ее узнают, она опустила вуаль на шляпке.
6. Хелен надела свитер, боясь простудиться.
7. Быстро темнело, и мы начали опасаться, что не сможем найти дорогу домой.
8. Он постарался прийти вовремя из опасения, что друзья не будут его ждать.
9. Я несколько дней не выходил на улицу, боясь ареста.
10. Капитан опасается, что нас атакуют ночью.

V. The Use of the Subjunctive Mood in Attributive Clauses and in Clauses with the
Emotional ‘Should’

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Ex. 35. Underline the correct tense.
1. It’s about time she learnt/had learnt how to cook.
2. If she heard/had heard the news, she would have called us by now.
3. They would have opened the door if they knew/had known who was there.
4. It’s high time they made/had made some changes.
5. I wish I saved/had saved some money last month.
6. Ben would have taken up sport earlier if he realized/had realized how much fun it was.
7. Tom speaks to everyone as if he realised/had realised how much fun it was.
8. Suppose you met/had met him, what would you say to him?
9. If only he called/had called me last night, we could have gone out.
10. If you knew/had known what she did yesterday, you would be very surprised.
11. Supposing she were seen / had been seen leaving early, what would have happened?
12. He acted as if he owns / owned the house.
13. I wish I went / had gone to the library yesterday.
14. I would have made a cake if I know / had known you were coming.
15. It’s about time we employed / had employed some new staff.
16. If she had won / won the competition, she would have had a party.
17. If only you told / had told me, I would have understood.
18. He would have sent a card if he realised / had realised it was your birthday.
19. If you met / had met John now, you wouldn’t recognise him.
20. It’s high time you learnt / had learnt how to drive.
21. They spoke as if they knew / had known each other for years.

Ex. 36. Complete the sentences using emotional ‘should+infinitive’

1. It is horrible that you……..
2. It is a pity that……..
3. I am glad that……..
4. It is a shame that……..
5. It is annoying that they……..
6. It is incredible that he……..
7. I am sorry that……..
8. It is no wonder that……..
9. It is unnatural that people……..
10. I am pleased that……..
VI. Revision

Ex. 37. Put the verbs in brackets into the correct form.
1. If only I……..(not/confide) in her; now everybody knows my problems.
2. I wish I……..(ask) my parents for some advice before I made up my mind.
3. Suppose you……..(meet) a film star, what would you say?
4. She didn’t understand the question, but she looked as though she……..(understand) it.
5. I wish Alan……..(not/move) away, as I miss him a lot.
6. It seemed as if she……..(forget) about the meeting.
7. If you hadn’t left early, you……..(meet) Tim.

Ex. 38. Complete each sentence with two to five words, including the word in bold.
1. You will be late for school unless you leave now.
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 if You will be late to school ……………………………………………………
now.
2. I don’t think it’s a good idea to buy that jacket.
were If …………………………………, I wouldn’t buy that jacket.
3. I don’t think it’s a good idea to invest all your money in stocks.
were If I …………………………………………………… invest all my money in
stocks.
4. I ate too much ice cream and now I don’t feel well.
wish I …………………………………………………… so much ice cream.
5. I want to have a party, but my flat isn’t big enough.
wish I …………………………………………………… big enough for me to
have a party.
6. Jane regrets spending all that money on new clothes.
wishes Jane …………………………………………………… all that money on
new clothes.
7. It’s a pity I didn’t make it to your wedding.
wish I …………………………………………………… it to your wedding.
8. Colin wishes he hadn’t missed the bus, he wouldn’t be late for work.
missed If Colin …………………………………………………… the bus, he
wouldn’t be late for work.
9. Samantha wants to be a model, but she isn’t tall enough.
wishes Samantha …………………………………………………… to be a model.
10. It’s a pity I didn’t go to that party.
wish I …………………………………………………… that party.
11. I didn’t know your address; that’s why I didn’t send you a postcard.
would If I had known your address, I
…………………………………………………… you a postcard.
12. He wouldn’t have finished his report if you hadn’t helped him.
for But ……………………………………………………, he wouldn’t have
finished his report.

Ex. 39. Open the brackets and use the correct mood form.
It was in the spring of 1833 that George Wimbash first made the acquaintance of “the
three lovely Lapiths”, the three sisters. The girls did not fail to impress him, especially
Georgiana, but their conversation was so forbidding that but for the girls’ superior beauty,
he (not to have) the courage to follow up the acquaintance. During dinner the girls talked of
nature and transcendental music. As to their appetite it seemed as if it (not to exist) at all.
They looked at the food in such disgust as though the sole, the duck and the veal (to be)
objects revolting to the sight and smell. George, himself a hearty eater, looked at them with
pity and some surprise as the girls looked healthy as if they (to have) a capital dinner every
day.
Once at a house party Georgiana said, “People, who love each other truly, should wish
to die together and not to live together.”
“Come, come, my dear,” said her mother, “What (to become) of the next generation if
all the world (to act) on your principles? In my young days I (to be laughed) at if I (to say) a
thing like this.”
There was a little cry and Georgiana swooned sideways on Lord Timpany’s shoulder.

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 The next day George sat waiting in the Lapiths’ house, the ladies not having come
down yet. He was very unhappy. At any moment his delicate beloved might die. At any
moment she might become Lady Timpany. It was terrible. If she (to die) he (to die) too. If
she (to become) Lady Timpany… But suppose she (to be) in love with Timpany, though it
seemed incredible that anyone (to be) in love with him, suppose she could not live without
him?
Suddenly he saw a maid with a covered tray leave the kitchen and mount a winding
staircase leading from the hall.
An irresistible curiosity made George follow the maid. “Where could she possibly
go?” – he thought. He turned the handle of the little door behind which the maid had
disappeared and to his utmost surprise saw the Lapith sisters seated comfortably around a
table piled with the most delicious food. The riddle was solved.
George rushed out of the room bursting with laughter. In the garden that afternoon
George and Georgiana had a moment to themselves.
“I am so unhappy that you saw what we were doing. We never eat much in public or
talk about food. It is considered to be so vulgar! I wish you (not to see) us eating all that
food. But you will keep it a secret. It (to make) us look ridiculous if people (to learn) what
you saw there. Say, you won’t tell anyone!”
“I’ll tell everybody,” said George. “I’ll everybody no matter how hard you (to implore)
me, unless… ”
“But this is blackmail!”
“I don’t care!”
They married at the New Year.
(after A. Huxley)

Ex. 40. Translate into English using the Subjunctive Мооd:

1. Если бы мы только могли убедить его не уезжать! Мы сейчас уже завершали (завершили)
бы эту работу.
2. Жаль, что он такой легкомысленный.
3. Даже если бы вы предупредили меня, я не успел бы повидать его.
4. Пора бы вам помириться.
5. Старик говорил очень медленно, словно с трудом подбирал слова.
6. Если бы не плохая погода, мы бы поехали на пикник.
7. Да сопутствует вам успех!
8. Обидно, что мы ушли до его прихода.
9. Даже если бы он очень изменился внешне, я бы всегда узнал его по голосу.
10. Он пожалел, что пришел и еще привел с собой друга.
11. Если бы я слышал прогноз погоды! Я захватил бы плащ.
12. Руководитель лаборатории посоветовал нам разбиться на несколько групп.
13. Говорите вслух, чтобы лучше запомнить.
14. Если 6ы дорога была лучше, мы бы доехали значительно быстрее.
15. Он выглядел так, будто не его ученик, а он сам победитель соревнований.
16. Небо покрылось темными тучами. Стало темно, будто наступила ночь.
17. Как жаль, что он так и не смог наладить контакт с группой.
18. Если бы не недостаток денег, он смог бы поступить в институт в этом году.
19. Если бы он не был таким ленивым, он бы смог достичь успеха в изучении
английского языка.
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20. Если бы философия не была его стихией, он никогда бы не стал ее изучать.
21. Я настаиваю на том, чтобы ты повлиял на него.
22. Он выглядел так, словно страдал от сильной боли.
23. Я бы хотел, чтобы ты в какой-то степени повлиял на него.

Ex. 41. Open the brackets using the correct mood form and comment on it.
1. Oh,……..(be) it only good weather!
2. If only they……..(leave) him in peace for a little while!
3. But for a lucky chance, she never……..(notice) the error.
4. He……..(not/understand) it even if he……..(give) a broad hint which none other would
miss.
5. Both of them fell to their roles as though they………(be born) to them, as though
they………(guide) by an instinct, as though it………(be) in their blood.
6. He was very careful with his things in order that they……..(last) longer.
7. He went on arguing as if he……..(not/hear) what I had said.
8. If only we……..(not/take) the boat, but……..(come) by plane.
9. Whatever……..(be) the motives, it is the result that counts.
10. The fishermen made the boat fast lest it……..(carry away) by the current.
11. If it……..(be) all the same to me, I……..(not/come) and……..(talk) with you.
12. He spoke as if he……..(answer) at an examination.
13. It seemed almost improbable that a man……..(go) so far beyond the limit.
14.If anyone……..(call), I……..(give) him the telephone number so that he……..(get) in
touch with you.
15. The situation demanded that urgent measures……..(take) to prevent the epidemic from
spreading all over the district.
16. The man’s wish was that all this……..(change) one day.
17. We wished that nothing………(change).
18. It’s high time they……..(think up) something to break the routine that had gone stale.
19. It was as if the walls……..(close in) on him.
20. Her long-cherished dream was that her children……..(be) well – educated and………
(distinguish) themselves in some field of knowledge.
21. He looked as if he……..(have) all his teeth pulled out at a time.
22. We were deeply concerned lest the good will of the proposal……..(misinterpret).
23. It may be reckless of me, but I will go all the length of it whatever the
consequences……..(be).

Ex. 42. Translate into English using the Subjunctive Мооd.

1. Если бы он был здоров! Он бы ни минуты не остался дома.
2. Давно пора вам прекратить этот нелепый спор.
3. В зале было так много народу, что я не мог бы найти его, даже если бы знал, что он
там.
4. К сожалению, они еще ничего не знают.
5. Девушка смотрела на Сашу с таким удивлением, как будто видела его впервые.
6. Если бы не ты, я бы не справился с этой проблемой.
7. Боже упаси!
8. Жаль, что вы пришли так поздно.
9. Если бы она знала раньше о вашей поездке! Она послала бы с вами подарки своим
друзьям.
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10. Вы не жалели, что не воспользовались такой возможностью?
11. Я не закончу эту работу к вечеру, даже если бы мне помогли.
12. Я предлагаю временно прекратить обсуждение вопроса и вернуться к нему после
доклада экспертов.
13. Придерживайте шляпу рукой, чтобы она не слетела.
14. Если бы она вчера достала билет, то завтра бы уехала.
15. У него был такой вид, как будто он прождал очень долго и уже начал нервничать.
16. Прохожий не остановился, как будто не слышал, что его зовут.
17. Говори медленно, чтобы я не пропустил ни одного слова.
18. Ты так выглядишь, как будто провела все лето на юге.
19. Если бы ты предупредил меня об этом вчера, то сегодня имел бы все необходимые
книги.
20. Что бы он не говорил, он не трус.
21. Если бы он не пропускал занятия, он бы сдал экзамены успешнее.
22. Мария пожалела, что приняла его предложение без согласия матери.
23. Не может быть, чтобы моя сестра могла это сделать.
24. Если бы она была глупой, она не смогла бы написать такое сочинение.
25. Если бы я играл в хоккей также хорошо, как ты, я бы обязательно организовал кружок для
школьников.
26. Мне кажется, что ваше желание, чтобы мы все работали в одной школе, неосуществимо.

Ex. 43. Open the brackets.

1. As soon as we had passed their voices rose and fell as though they (to sing) together.
2. At the airport I wished there (to be) somewhere else I could direct my taxi.
3. It is impossible that it (to be) a mere coincidence.
4. But for Miss Green’s interference, Jane (not to avoid) meeting Mr. Brown.
5. She looked so pale and thin as if she (to be ill) for a long time.
6. It’s high time he (to behave) better, he is a grown-up.
7. Put the book into your bag, lest you (to lose) it.
8. He insisted that the young actress (to star) in the play in the coming season.
9. It is annoying that we (to deal) with this matter again.
10. They feared lest they (to be late) for the lecture.
11. She felt as if she (to be) a child of six.
12. His dream that Jan (to recover) did not come true.
13. Whoever you (to be) I shall not let you in.

Ex. 44. Translate into English.

1. Необходимо, чтобы ответили на это письмо.
2. Преподаватель рекомендовал студентам систематически читать английские газеты.
3. Он говорил таким тоном, как будто бы хотел подбодрить меня.
4. Он наклонился вперед, чтобы не пропустить ни слова из разговора.
5. Если бы моя подруга не была упорной и трудолюбивой, она бы не добилась таких
успехов.
6. Поспеши, чтобы не опоздать на лекцию.
7.Жаль, что моя подруга занята вечером. Мы могли бы пойти в кино вместе.
8. Если бы она вчера была дома, она бы позвонила мне.

Ex. 45. Open the brackets and define the type of the subordinate clause.
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1. “Oh, I wish the July holidays (to be) here,” she kept saying.
2. She neither looked nor spoke to Florence now, but went on as if she (to be) alone.
3. I expect you’ve finished your business. I (to be) sorry to interrupt.
4. It was growing dark and I began to fear lest I (to find) nothing of importance before
nightfall.
5. It is necessary that every crack (to be covered).
6. It is high time you (to be known).
7. I was surprised to see Larry still reading his book. He looked as if he (not to move) since
I left him.
8. Con demanded that Andrew (to return) to the house with him.
9. She (not to make) the money that paid for your education if it (not to be) for my advice
and help.
10. It was perhaps natural that her mind (to go) back to the previous afternoon.
11. Whatever her idea of fun (to be) she clearly wasn’t having it, and didn’t much enjoy
seeing other people full of any kind of cheer.
12. He put on glasses so that she (to see) the man better.

Ex. 46. Replace the infinitives by the correct form of the subjunctive mood.
1. But for the toothache I (to enjoy) the concert.
2. But for him, we still (to sit) here waiting for the car.
3. The children (to sleep) in the open air but for the rain.
4. They talked as if they (to know) each other for many years.
5. They spoke about the book as though they themselves (to be) the authors of it or (to
write) many others.
6. If you (to remind) me to bring the book, I should not have left it at home.
7. If you (to leave) the window open, the room would not be so stuffy.
8. If it (to rain) in the night, the ground would be soft.
9. I greatly feared lest somebody else (to be given) this job.
10. She lived in constant fear that she (to lose) her health.
11. Do it now lest they (to change) their mind.

Ex. 47. Translate into English.

1. Жаль, что вы не обратились к нему. Он бы помог вам.
2. Они бы заметили эту ошибку, если бы были более внимательны.
3. Если бы не он, мы бы пришли сюда вовремя.
4. Она не просила помощи, да они бы и не помогли ей.
5. Если вам случится встретить его, передайте ему, что мы его не забыли.
6. Если вы случайно вернетесь рано, позвоните мне.
7. Она написала слово на доске, чтобы дети не допустили ошибок.
8. Они шли быстро, чтобы не опоздать на поезд.
9. Я оставлю письмо на столе, чтобы она его сразу увидела.

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