Костина Екатерина Алексеевна

ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ
ГОУ ВПО «НОВОСИБИРСКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ»

ФАКУЛЬТЕТ ИНОСТРАННЫХ ЯЗЫКОВ


Е.А. КОСТИНА, Е.С. МИТЮШОВА


ВТОРАЯ СПЕЦИАЛЬНОСТЬ –
АНГЛИЙСКИЙ ЯЗЫК
(для студентов IV курса)

Допущено Учебно-методическим объединением
по направлениям педагогического образования
Министерства образования и науки РФ
в качестве учебного пособия для студентов высших учебных заведений, обучающихся по направлению 050300
Филологическое образование.




НОВОСИБИРСК 2009


УДК – 811.111 (075.8)
ББК – 81.432.1 – 923
                                                           
                                                         
Рецензенты
Баграмова Н.В.,
доктор педагогических наук, профессор РГПУ им. А.И. Герцена
Канакин И.А.,
кандидат филол. наук, доцент Сибирского независимого института




Костина Е.А., Митюшова Е.С. Вторая специальность – английский язык (для студентов IV курса): учебно-методическое пособие. – Новосибирск, 2009. – 231 с.





Цель пособия – привить навыки устной и письменной речи по предложенным разговорным и общественно-политическим темам, поднять уровень владения грамматикой.
Пособие предназначено для студентов, изучающих английский язык третий года как дополнительную специальность, а также для широкого круга лиц, желающих совершенствовать свои знания английского языка.

УДК – 811.111 (075.8)
ББК – 81.432.1 – 923



© ГОУ ВПО «Новосибирский государственный
педагогический университет»
© Костина Екатерина Алексеевна,
Митюшова Екатерина Сергеевна

Предисловие

Настоящее пособие предназначено для студентов 4-го курса факультета иностранных языков, третий год изучающих английский язык как вторую специальность.
При сравнительно небольшом количестве часов, отводимом государственным стандартом для освоения второго иностранного языка, требования к конечному уровню владения выпускниками языковых факультетов вторым иностранным языком весьма высокие, хотя программа не предполагает овладения вторым языком в совершенстве, до уровня носителя языка. Для достижения цели обучения при разработке программ и учебных материалов по дисциплине Английский язык необходимо учитывать тот факт, что люди, изучающие второй иностранный язык, не только обладают значительным языковым опытом – опытом двуязычия, и к тому же сочетающим практическое владение и теоретические знания, – но и характеризуются развитым мышлением, и совокупность этих факторов облегчает и ускоряет осмысление. В результате  сокращается путь к овладению значением, закономерностями функционирования элементов второго иностранного языка, а также сокращается длительность процессов запоминания и выработки необходимых навыков.
Практическая цель предлагаемого пособия – научить студентов владению грамотной устной и письменной речью в пределах заявленных тем.
Учебно-методическое пособие состоит из двух частей. Тематическая часть представлена следующими разделами:
Новосибирск. Ориентировка в городе.
Спорт.
Магазины и покупки.
Путешествие.
У врача. Болезни и их лечение.
Образование в России.
Образование в Великобритании.
Грамматическая часть включает основной теоретический материал по теме «Наклонение и модальность в английском языке» и большое  количество  упражнений,  направленных  на закрепление темы.
Пособие рекомендуется использовать как на практических занятиях, так и для самостоятельной работы.

CONTENTS

Part 1. Topics
Novosibirsk (City Life and Asking the Way) 5
Sport and Games 14
Shopping……. 34
Travelling…… 48
At the Doctor’s 62
Education in Russia 82
Education in Great Britain 87

Part 2. Grammar
The subjunctive mood 125
Exercises 135
Revision 164
Modal verbs……. 174
Exercises 185
Revision 222


List of Literature 231



PART 1. TOPICS
I. NOVOSIBIRSK
CITY LIFE AND ASKING THE WAY Vocabulary
industrial district – промышленный район
business center – деловой центр
shopping district – торговый район
residential area – жилой район
suburb, outskirts – пригород, окраины города
places of interest – достопримечательности
construction site – место возведения (постройки)
memorial, monument – памятник
edifice, skyscraper – здание, небоскреб
fortress, castle – крепость, замок
temple, cathedral, chapel – храм, собор, часовня
tower – башня
grave yard/cemetery – кладбище (у церкви)/кладбище (не рядом с церковью)
grave/tomb – могила с надгробием
palace, mansion – дворец, особняк
fountain – фонтан
design – проект
lay out – разбивать (например, газон)
architect – архитектор
arch, column, dome, spire – арка, колонна, купол, шпиль
bronze, clay, granite, marble, gem, porcelain, brick, concrete, plaster-of-Paris – бронза, глина, гранит, мрамор, самоцвет, фарфор, кирпич, бетон, гипс
ancient, medieval, majestic, unsurpassed, unique, picturesque – средневековый, величественный, непревзойденный, живописный
to do the sights, to go sightseeing – осматривать
to make a tour of – совершить экскурсию по ...
to be famous for, known for – быть известным чем-либо
to be characteristic of – быть характерным
to be built after the design of N. – быть построенным по проекту
to date back to the 5th century B.C. (A.D.) – датировать пятым веком до н.э. (н.э.)
to be founded – быть основанным

I. Answer the questions.
1. Do you like to go sightseeing? 2. What places of interest are there in your city? 3. What cities of Russia (or other countries) have you visited? What places of interest did you see there? 4. Do you like to do sightseeing on foot or by bus? Why? 5. What places of interest do you know (would like to see) in London, Paris? 6. Have you ever seen a castle? 7. Do you have any buildings in your native city that date back to the 19th century? 8. Where can we see edifices that date back to some century B.C.? 9. Which do you like more: buildings built of wood, brick or granite? 10. What is built of granite in your city? 11. Is there anything decorated with marble in your city? 12. Are there many construction sites in your city? 13. Where are biggest shopping areas in your city? 14. How many cathedrals are there in your city? 15. What buildings have domes in your city? 16. Do you know any famous architects?

II. Read the dialogue and act it out.
- What part of the country do you come from?
- I come from Siberia.
- Do you really live in Siberia? We in Great Britain know that Siberia is a place in the Far East to which people were sent to hard labour and exile.
- It was so before the Revolution. Now it’s a land of powerful industry, construction projects, splendid modern cities.
- What city is first in population and industrial importance in Siberia?
- My native town, Novosibirsk.
- What is its population, I wonder?
- More than a million.
- You don’t say so!

III. Using the information from the text make up a dialogue about Novosibirsk.
MY HOMETOWN
My native city is Novosibirsk. I was born there and have lived all my life in it.
Novosibirsk is the largest Siberian city. It is often called the capital of Siberia and the centre of Russia, due to its geographical position and as it is a political, industrial, cultural and educational centre of the Asian part of Russia.
The history of the city is not very long. It is a little over one hundred years old. The building of Novosibirsk started in 1893, and at first it was a small settlement on the bank of the Ob River. But it began growing very quickly when a bridge across the river had been built. The name of Garin-Mikhailovsky, the engineer and writer, is well-known in Novosibirsk as he is considered to be the founder of the city. His name was given to the square in front of the central railway station.
Though the city is quite young it has a lot of achievements in different spheres of life.
The research work of Novosibirsk scientists is well-known all over the world. The seat of Siberian science is Akademgorodok which is situated on the Ob Sea. This district of our city is a must for the visitors to go, because it is quite different from other parts of Novosibirsk. There is situated Novosibirsk State University.
If you arrive in Novosibirsk you should start the tour of the city with its centre where most of the sights and places of interest are concentrated.
In the main square of the city called Lenin Square there is a fine building of the Opera and Ballet Theatre whose first performance was shown on the 9th of May 1945. This theatre brought Novosibirsk world fame and is often called the Siberian Bolshoy. There are a lot of other theatres in the city. Among them there is the theatre “Globe”, the musical comedy theatre, two drama theatres and a number of new theatres which have recently appeared. Novosibirsk also has a large circus and a Picture Gallery. The Novosibirsk Picture Gallery possesses a good collection of paintings by Russian and foreign artists.
Novosibirsk is an educational centre of Siberia. There are over 20 higher educational institutions including the State University in Akademgorodok and the conservatoire.
Those who are interested in the history of the city and region can visit the Regional Museum. There one can learn a lot about local traditions and, customs and about the history of national costumes. Moreover, there are interesting collections of rare plants, animals, insects.
Novosibirsk is growing into an up-to-date city. Its face has changed greatly for the last few years. It has also become part of the business world. That’s why it attracts a lot of tourists and businessmen from abroad.

IV. Ask your groupmates about Novosibirsk.

V. Think of a few sentences in Russian about Novosibirsk. Ask your groupmates to translate them into English.

VI. Give your reasons why you like or don't like Novosibirsk, and where you would like to live.

VII. Read the following and say how Russian city-dwellers spend their free time.
HOW DO BRITISH TEENAGERS SPEND THEIR FREE TIME?
Britain’s most common leisure activities are home-based. Watching television and videos are by far the most popular leisure pastimes and this is true for teenagers as well as adults. The next most popular pastime for young people is playing computer games. However, organised sport – participating in a club or team – is also a very popular activity. Young people also spend a lot of time in their own neighbourhoods with friends, either in the streets or parks or in each others’ homes. The cinema is also a popular pursuit as is swimming, ice-skating, playing pool, reading and listening to music.

Vocabulary
accompany smb – сопровождать кого-либо
I know my way about. – Я не заблужусь; я здесь хорошо ориентируюсь.
It is a ten minutes’ walk from here. – Это в десяти минутах ходьбы отсюда; здесь недалеко пешком.
Is the Tower far from here? – Тауэр далеко отсюда?
Am I right for... ? – Я правильно иду к... ?
queen – королева
in the opposite direction – в противоположном направлении
How do I get to... ? – Как мне добраться до... ?
stock exchange – фондовая биржа
traffic lights – светофор
take the first turning on the right/left – дойти до первого перекрестка и повернуть направо/налево
Which is the shortest way to...? – Как быстрее пройти/проехать к...?
Go straight ahead. – Идите прямо, не сворачивая.
near here – здесь поблизости
block – квартал (городской)
turn (round) the corner – повернуть за угол
Does this bus go to ... ? – Этот автобус идет до/к... ?
take the underground/a bus/a taxi (from ... to ...) – поехать на метро/автобусе/такси (от... до...)
change at... – делать пересадку в ...
Is there a bus from here to ... ? – Отсюда можно доехать (на автобусе) до .?
Will this bus take me to ... – Я доеду до... на этом автобусе?
We shall (not) make it. – Мы (не) успеем.
I don’t know which way to turn. – He знаю, куда идти (букв., перен.).
He would know. – Он-то (уж) знает/скажет.
miss one’s stop – пропустить/проехать свою остановку

VIII. Read the dialogues and act out some of them.
GETTING ABOUT TOWN AND ASKING THE WAY
I
“Shall I accompany you?”
“No, thanks. I know my way about. Besides, Downing Street is quite near, isn’t?”
“Yes. It’s a short walk.”
II
“Is the Tower far from here?”
“Yes, rather far. You’d better take bus.”
III
“Am I right for Queen Victoria’s Memorials?”
“No, it’s in the opposite direction.”
IV
“Excuse me, officer, how do I get to the Stock Exchange?”
“Go down the street, pass the traffic lights and take the turning on the right.”
V
“Which is the shortest way to Piccadilly Circus?”
“Go up the street, turn to the left, and then go straight ahead.|”
VI
“Is there a public telephone near here?”
“Yes, two blocks down the street, at the Post Office.”
                                              VII
“Excuse me, where’s the nearest bus stop?”
“Turn round the corner and there it is, at Victoria Station.”
VIII
“Does this bus go to Trafalgar Square?”
“No. Take the underground, it’s the best way.”
IX
“Will this bus take me to Times Square?”
“No, it won’t. You’ll have to change at 23rd Street.”
X
“Is there a bus from here to Columbia University?”
“I suppose so. But let’s take a cab, otherwise we shan’t make it.”
XI
“The map is no good. I don’t know which way to turn.”
“There’s a policeman over there. Ask him. He would know.”
IX. Think of a place to visit in Novosibirsk, advice a tourist to visit it, give the reason of your choice and explain how to get there.

X. Complete the sentences, choosing the best ending.
A. 1. The best way to see a town is .... (to follow the recommended sightseeing routes; to walk along the streets and look around; to make a guided tour of the town).
2. If you want to know more about a strange town, you should ... (read a guidebook to the town; ask a resident of the town to show you round; ask someone who knows the town to take you for a drive in a car; make a guided tour of the town).
3. When I come to a strange town, first of all I ... (find out all about the history of the town and all historical places and monuments; go to the Zoo; go to the museums; visit the art galleries; buy a guidebook to the town; study the recommended sightseeing routes; buy a map of the town).
4. When I come to a strange town, I ask a resident of the town ... (“Have you got anything to declare?”; “What are you going to do for your holiday?”; “What should I see first?”; “Are there any places of interest in your city?”).
        5. If you are in London, be sure to visit Westminster Abbey which is ... (the seat of Parliament; the official residence of the Prime Minister; the business centre of London; the burial place of the great people of England; the residence of kings and queens of England).
      6. When you are in New York, don’t fail to visit Greenwich Village, which is ... (the Negro section of New York; the financial centre of the country; the artistic quarters of New York; an amusement centre; a big park).
7. You can buy postcards with views of New York ... (in any drugstore; at Woolworth’s; in a Lost and Found Department; in the Public Library).
B. 1. I said there was no need of him to accompany me as ... (the city was well planned; I wouldn’t lose my way; I knew my way about; I didn’t know my way about; I wasn’t a stranger).
2. As the place was quite near, we ... (took a bus; walked there; were sure we would make it).
3. We took a bus as ... (we were in a hurry; we were afraid we wouldn’t make it; the place was very far; we didn’t feel like walking).
4. If you don’t know your way about, you’d better ... (buy a guidebook; get a map of the city; not go out by yourself).
5. You’ll get to the Town Hall if you opposite direction; change at Cromwell Road).
6. If you don’t know how to get to some place, ... (look it up in a map of the city; ask a policeman; ask someone to direct you to the place).
7. If you want to ask a policeman the way to St. Paul’s Cathedral, you say ... (“Excuse me, could you tell me the way to St. Paul’s Cathedral?”; “Excuse me, how can I get to St. Paul’s Cathedral?”; “Is St. Paul’s Cathedral far from here?”; “Is it far to St. Paul’s Cathedral?”; “Which is the shortest way to St. Paul’s Cathedral?”).
8. If you don’t know what the fare is, you ask the conductor, ... (“Will you put me down at Hyde Park Corner?”; “Are you getting off at the next stop?”; “How much is it to ... ?”).
9. If you are not sure whether you are going in the right direction, you should ask a resident of the city, .... (“Am I right for ...?”; “Shall I get to ... if I go along this street?”; “Shall I reach … if I go straight ahead?”).
C. 1. Drivers as well as pedestrians should ... (observe traffic regulations; be very attentive in the street when traffic is heavy; not break traffic regulations; watch the lights; know the road sings).
2. Drivers shouldn’t ... (pass other cars where overtaking is not allowed; park their cars in busy streets; cross on the red light).
3. Pedestrians should ... (look first left and then right when crossing the street; not cross the street in front of moving buses and cars).
4. People who do not observe traffic regulations ... (never get injured may be knocked down or run over by a car; may be killed in a road accident; may be fined; may have an accident).
5. He was fined for … (driving on the wrong side of the road; speeding; parking the car in the “No parking” zone; driving on the red light; crossing on the red light; careless driving; drunken driving; arguing with the policeman; not keeping his car clean).
6. Accidents happen because people ... (don’t observe traffic regulations; are careless; are not attentive when crossing the street; get on or off while the bus is moving).

XI. Complete the sentences.
1. When  you  come  to  a strange  town,  first of all you should ... . 2. When    in a  strange  town,  ask a  resident  of  the  town … . 3. The best way to see a town is ... . 4. Not to miss anything when in a strange town you should ... . 5. Not to lose one's way in a strange town one should ... . 6. We decided to walk as ... . 7. We took a cab as … . 8.1 didn’t know the way and ... . 9. The policeman told me ... . 10.1 was afraid I would miss my stop and I asked the conductor ... .

XII. Recommend some places of interest to see in your city, London, New York, etc.
1. … is  certainly  worth  seeing. 2.  The  best  way  to  see ...  is ... .  3.  There are a lot of historical places and monuments in …, for instance ... . 4. One of the main attractions of the city is ... . 5. When in ... don’t miss visiting ... . 6. Even if you have very little time, try and see ... . 7. There are some places of interest around ... . Visiting ... should be part of your sightseeing program. The place is ... miles from ... and can be reached by ... . 8. I’m sure you’ll enjoy your stay in … .

XIII. Choose any part of our city and describe it using the following phrases and prepositions.
Opposite the ... in; in front of; (to the) east of; south from; on one side of, on the other side of; beyond the...; at the crossing of... and ....; at the corner of, round the corner; beside the monument to; next to; close to; two blocks from ... is; 5 minutes walk from .... is; along; down; into; out of; over; past; through; under; up.
XIV. Tell your groupmates how you get home from University.
XV. Think of a place in Novosibirsk. Give your partner directions, but don’t say what the place is!
XVI. Talk with a partner about the sights of Novosibirsk.
XVII. Invite your friend to visit a city (town):
- give a short history of the place;
- describe some places of interest.

II. SPORT AND GAMES
Vocabulary
INDOOR GAMES (ИГРЫ В ПОМЕЩЕНИИ)
chess – шахматы
draughts – шашки
(table) tennis – (настольный) теннис
basketball – баскетбол
OUTDOOR  GAMES/OPEN-AIR  GAMES  (ИГРЫ  НА  ОТКРЫТОМ ВОЗДУХЕ)
badminton – бадминтон
cricket – крикет
football (soccer) – футбол
golf – гольф
hockey – хоккей
rugby (colloq. rugger) – регби
(lawn) tennis – теннис на открытом корте
volleyball – волейбол
water polo – ватерполо
SOME POPULAR SPORTS (НЕКОТОРЫЕ ПОПУЛЯРНЫЕ ВИДЫ СПОРТА)
skiing – лыжный спорт
slalom – слалом
skating – конькобежный спорт
figure-skating – фигурное катание
fishing – рыбная ловля
hunting – охота
shooting – стрельба
archery – стрельба из лука
bicycling – велосипедный спорт
motor-cycling – мотоциклетный спорт
fencing – фехтование
wrestling – борьба
swimming – плавание
butterfly (back, breast, crawl, free) stroke – баттерфляй (плавание на спине, брасс, кроль, вольный) стиль
diving – прыжки в воду
highboard diving – прыжки с вышки
springboard diving – прыжки с трамплина
skin-diving – подводное плавание с аквалангом
yachting – парусный спорт
boating – лодочный спорт
artistic gymnastics (calisthenics) – художественная гимнастика
boxing – бокс
gliding – дельтапланеризм
mountaineering – альпинизм
sky diving (parachuting) – парашютный спорт
weight-lifting – тяжелая атлетика
surfing – серфинг
windsurfing – виндсерфинг
track-and-field athletics – легкая атлетика
running/runs – бег/виды спортивного бега
short/long distance running – бег на короткие/длинные дистанции
cross-country race (run, dash, event) – бег по пересеченной местности
marathon (race) – марафон
steeplechase (= crosscountry race) – бег с препятствиями на 3000 метров
hurdle race – бег с барьерами
relay – эстафета
jumping/jumps – прыжки
high/long jumping – прыжки в высоту/длину
pole vaulting – прыжки с шестом
throwing/throws – метание
discus (hammer, javelin) throw(ing) – метание диска (молота, копья)
shot put (ting) – толкание ядра
SPORT TERMS (СПОРТИВНЫЕ ТЕРМИНЫ)
amateur (professional) sport – любительский (профессиональный) спорт
championship – чемпионат
individual championship – личное первенство
competition – соревнование
(international) contest – (международное) состязание
match – матч
(shooting) tournament – турнир (по стрельбе)
meeting (Am. a meet) – спортивная встреча
event – упражнение (вид спорта)
cup (semi-final, final) match – матч на кубок, финальный, полуфинальный матч
to take part in contests – участвовать в соревнованиях
to compete – соревноваться
to contest – состязаться
to contend – бороться
to rival – соперничать
sporting – спортивный
PARTICIPANTS (УЧАСТНИКИ)
team/crew – команда
home-team – хозяева
visiting-team – команда, которую принимают хозяева
team-mate – товарищ по команде
the all-Novosibirsk (all-Russia) team – сборная Новосибирска (России)
the national team – сборная страны
the Olympic team – олимпийская сборная
contending teams – соревнующиеся команды
contestant – участник соревнования
opponent (rival) – соперник
sportsman (athlete) – спортсмен
sportswoman – спортсменка
the world boxing record holder – чемпион мира по боксу
the Russia record holder in .... – чемпион России по ....
title-holder – обладатель звания
contender to the title – претендент на звание
Honourable Master of Sports – заслуженный мастер спорта
medal winner – обладатель медали
medalist at the Olympic Games – призер Олимпийских игр
triple champion – трехкратный чемпион
The Russia, national, world, Olympic champion – чемпион России, страны, мира, Олимпийских игр
judge (referee, umpire, official) – судья
second – секундант
SPORTS CLUBS (СПОРТИВНЫЕ КЛУБЫ)
to belong to a sports club – принадлежать к спортивному клубу
member of a sports club – член спортивного клуба
to be in/on a (hockey) team – быть членом (хоккейной) команды
to train – тренировать
trainer/coach – тренер
training/sports grounds – тренировочная/спортивная площадка
gymnasium (gym) – спортивный зал
stadium – стадион
swimming-pool – бассейн
shooting-gallery – тир
skating-rink – каток
AUDIENCE (ЗРИТЕЛИ)
sports fan – спортивный болельщик
spectator – зритель
to shout/fan/root for – «болеть» за команду
to support – поддерживать
SCORING SYSTEM (СИСТЕМА ВЕДЕНИЯ СЧЕТА)
score – счет
to score – вести счет
point – балл
to lose/get a point – потерять/получить очко
to bring the score to – довести счет до ....
to keep score – вести счет
close score – счет при незначительном преимуществе одной стороны
shut out – «сухой» счет, «сухая» игра
with the score – со счетом
to open score – открыть счет
to even score – сравнять счет
with a draw – вничью
to have a draw – сыграть вничью
goal – гол
to set/better/retain a record – поставить/побить/улучшить/удерживать рекорд
victory over .... – победа над ....
to win – выигрывать
defeat – поражение, проигрыш
to defeat – наносить поражение
to lose – проигрывать
loser – проигравший
to time – засекать время
best (record, fastest) time – самое лучшее (рекордное, самое быстрое) время
SPORTS EQUIPMENT (СПОРТИВНЫЙ ИНВЕНТАРЬ)
barbell – штанга
ball – мяч
baton – эстафетная палочка
bar – планка
pole – шест
discus – диск
hammer – молот
javelin – копье
shot – ядро
side horse – козел
long horse – конь
parallel bars – брусья
(flying) rings – кольца
horisontal bar – перекладина (турник)
balance beam – бревно
rope – канат
skates – коньки
skis – лыжи
skiing gear – лыжное снаряжение
bindings – крепление
ski-jumping board – трамплин
chuck/puck – шайба
bathing-suit – купальный костюм
diving-cap – купальная шапочка
springboard – трамплин (в плавании)
highboard – вышка
yacht – яхта
speed boat – моторная лодка
racer – гоночная яхта
row-boat – весельная лодка
oar – весло
life-boat – спасательная лодка
skiff- ялик (скиф)
kayak – каяк
canoe – каноэ (байдарка)
pair (six) oar boat – двух (шести) весельная лодка
(moving) target – (движущаяся) мишень
pistol – пистолет
rifle – ружье, винтовка
chessboard – шахматная доска
net – сетка
boxing gloves – боксерские перчатки
racket – ракетка
basket – корзина
trampoline – батут


Phrases to Remember
What’s the score? – Какой счет?
Two to five in our favour. – 2:5 в нашу пользу.
Score two for you. – Два очка в вашу пользу.
The match ended in a draw. – Матч закончился вничью.
Neither side scored in the game. – Ни одна команда не забила гол.
What team do you fan/root for? – За какую команду вы «болеете»?
How is your team doing? – Как дела у вашей команды?
Our team has beaten the outside team by one goal. – Наша команда выиграла у другой команды один гол.
The match was very exciting (not fit to watch/not worth watching). – Этот матч был очень интересный/волнующий (не стоило смотреть).
Who trains him? – Кто его тренирует?
to be “in form”/“out of form” – быть в форме/не в форме
to go wild over the game – бурно реагировать на игру
to take (have) a keen interest in a team – проявлять живой интерес к команде
to care for football – интересоваться футболом
to go in for swimming – заниматься плаванием
to be keen on volleyball – любить волейбол
to take a fancy for (to) archery – увлекаться стрельбой из лука
to be good at tennis – хорошо играть в теннис
to indulge in yachting – увлекаться парусным спортом
to play sports – заниматься спортом
to drop playing sports – перестать заниматься спортом
The stadium has a seating capacity of 100000. – Стадион вмещает 100.000 человек.
Now the winter sports season is in full swing. – Сейчас в полном разгаре зимний сезон.
The audience gave the England team a hearty welcome. – Зрители тепло встретили команду Англии.
Their attacks were weak. – Их атаки были слабыми.
They were swift and aggressive. – Они играли быстро и в атакующем стиле.
They played a purely defensive game. – Их игра носила исключительно оборонительный характер.
Не doesn’t even know the ABC of boxing. – Он не знает даже элементарных правил бокса.
Who is in the ring now? – Кто сейчас на ринге?
Не made a splendid showing in the All-Russia championship. – Он показал хорошие результаты в чемпионате России.
The referee is trying to break the sportsmen. – Судья пытается разнять спортсменов.
То finish one tenth of a second behind (ahead) of N. – Прийти к финишу позже (раньше) Н. на десятую секунды.
Can you sail a yacht? – Вы умеете управлять яхтой?
I took a course of training at the yacht-club? – Я прошел практический курс в яхт-клубе.
Teach me how to aim. – Научите меня целиться.
You aim at the bull's eye. – Цельтесь в центр мишени.
Have I hit the mark? – Я попал в цель?
Не scored 30 points out of 40. – Он выбил 30 очков из 40.

I. Read, memorize, reproduce.
1
John:  Hello, Jack, glad to meet you. Where are you going to?
Jack:    Hello, John. I'm going to our college stadium, and you?
John:  Well, I’m on my way there too. I’m going to the training grounds.
Jack:    What are you going to do on the stadium?
John:  You see, my volleyball team will play in the All-Russia Championship, so we have to train a lot. Do you play volley-ball too?
Jack:    No, I don’t, but I follow all interesting contests. I’m a sports fan.
John:  But do you go in for any particular/special kind of sport?
Jack:    Yes, of course. I play tennis, and go in for gymnastics, too. I’m on the college team.
2
Jane:  Hi, Jack! Where are you going to?
Jack:    Over to the gym for a basket-ball practice.
Jane:  You are on the sophomore team, aren’t you? How is your team doing?
Jack:    Not so well. We lost two balls to seniors and juniors. But tomorrow night we play the freshmen. We should be able to beat them as their team is pretty weak.
Jane:  I wish you luck. What time’s the game?
Jack:    It starts at 8 o’clock. Why don’t you come and root for us?
(In the evening)
Jack: What do you think of the game?
Jane: Oh, it was really exciting, Jack. You have a very good team.
Jack: Yes, our playing has improved a lot.

II. Answer the questions.
1. What kind of sport do you go in for? 2. What winter (summer) sport do you like best? 3. Who is your trainer/coach? 4. How many times a week (a month) do you have your sports training? 5. Where do you generally have your training? 6. Is there a good gym in your University? 7. What kinds of sports are most popular in Pedagogical University? 8. Have you ever taken part in a sport contest? 9. When/where did the contest take place? 10. What must you do to be in good (sportive) form? 11. Would you like to set up a record in your favourite kind of sports? 12. What are the most popular ball-games in our country (the main winter sports)? 13. Are you fond of boxing? 14. What's the difference between a “knock down” and a “knock out”? 15. Are you good at playing chess? 16. Are any chess championships held at your University? 17. Who won the last International Chess Championship?

III. Respond to the invitations. Make use of the following replies.
(That’s) a good idea; I’d like (love) to; With pleasure; I’m afraid I can’t; Sorry, I’m busy; I think I’m not much good at...; I’m not very keen on...; Why not?
I. How about playing a game of (table) tennis? 2. Why not go to the skating-rink tonight? 3. Would you like to go skiing on Sunday? 4. What about buying tickets for the Saturday basket-ball match? 5. Couldn’t we go yachting tomorrow if the weather is fine? 6. Shall we watch figure-skating on TV this evening? 7. Would you like to have a game of chess? 8. Let’s go for a swim. It’s terribly hot.

IV. Make up questions upon the model.
Model:    Teacher: Ask your friend if he is a sports fan/likes sports.
      Student: Are you a sports fan? Do you like sports?
Ask him: 1) if he is fond of skiing; 2) if he is keen on playing chess; 3) if he is good at gymnastics; 4) if he is strong in jumping; 5) if he is a member of any sports club (team); 6) if he plays tennis; 7) if he likes to play chess (drafts); 8) if he always follows sports events on TV; 9) what stadium he generally goes to; 10) what winter sport he goes in for; 11) what summer sport he likes best; 12) what football team he fans; 13) what indoor (outdoor) games he likes to play; 14) if he saw the figure-skating championship last year; 15) if he took part in the last college football match.
V. Read and translate the text.
SPORTS IN GREAT BRITAIN
In some form or another sport is an important part of the Englishman’s daily life. Of all sports at least two have the greatest popularity among Britons: football in winter and golf in summer. One can also mention1 rugby, a form of English football in which the players use their hands for carrying the ball. This game is played by teams of 15 men with an oval ball. Other sports such as tennis, cricket, boxing are also very popular in England. Young people go in for traditional athletics — swimming, rowing, running, jumping. But people who are fond of motoring, hunting or fishing continue with their sports even in middle age. Most people in England don’t go in for much winter sport. Skiing in England isn’t so popular as it is in other countries. Mainly2 because they haven’t got the kind of weather which is best for skiing. However in Scotland where there are good conditions for winter sports skiing has attracted thousands of fans, particularly3 in recent years.4
Probably the most popular sport in England is simply walking. People would go out into the country at the weekend and whole families spend their time walking, especially in the more attractive and less populated regions of England.
A lot of ice-skating is done when younger people skate at various ice-rinks. In all big cities there is at least one skating-rink.
Britain has the reputation of a sporting nation, that’s why most of sport terms are English.
Explanatory Notes
1to mention — to speak of/about
2mainly — chiefly
3particularly — especially
4in recent years — not long ago

VI. Mind different meanings of the words last and least.  Translate the sentences into Russian. Use the words last and least in examples of your own.
1. The last hockey match was really exciting. 2. At last the outside team opened score. 3. You should go to the gym at least (по крайней мере) twice a week. 4. Are you in a hurry? Not in the least (нисколько).

VII. Make up some 10-12 questions on the text.

VIII Give a talk on “Sports in Great Britain”.

IX. Read and reproduce the dialogue.
THE FOOTBALL MATCH
Peter: I say what a crowd! There must be 20000 people here. The stadium is absolutely full.
John: Yes, this is one of the most popular sporting events in London. Peter: It’s lucky for us we have reserved seats.
John: Oh, here are the teams coming out. Bob is leading the London team because he is the captain.
(About an hour and a half later)
Peter: I hardly remember ever seeing a better game.
John: Oh, I wish London could win.
Peter: I don’t think they can. It must be nearly time now. It’s one goal each and the Oxford defence is splendid.
John: Look, Bob has got the ball. He’s going like lightning towards the Oxford goal.
Peter: That Oxford centre-half is trying to stop him.
John: Now, Bob has passed the ball to the inside-right, a wonderful pass.
Peter: Oh, the inside-right is down, he's had to part with the ball.
John: Look, Bob has got the ball again and is running towards the goal.
Peter: Shoot, Bob, shoot! It’s a goal!
John: Oh, what a shot! The goal-keeper didn’t have a chance.
Peter: And there’s the whistle for full time, and London have won. Well, they’ll have to select Bob for the international match now.
Words and Phrases
to reserve seats – бронировать места
defence – защита
centre-half – центральный полузащитник
like lightning – как молния
inside-right – правый нападающий
to part with... – расстаться с...
to shoot (shot) – зд. ударить
(to) whistle – свистеть; свисток

X. Mind the different meanings of the words hard – hardly; near – nearly.
hard — много; упорно: Не always works hard in the gym.
hardly — едва; с трудом: They could hardly push through the crowd.
near — около/рядом: The stadium is quite near the college.
nearly — около/приблизительно; чуть не..., почти: They have nearly won the final match.
Use the words “hardly” and “nearly” in examples of your own. The following words and phrases may be helpful.
To reserve seats; to attract fans; to even score; to have a draw; to lose a game; to set a record; to select players.

XI. Give a talk on the situations: a) imagine you are a sports commentator; b) you are watching a football match on the stadium. Make comments using the dialogue in ex. IX as a model.

XII. Read, translate and memorize the dialogue.
AMERICAN SPORTS
(A talk between an American and a foreigner)
F.: Excuse me, Sir. I’m writing on American sports. Do you mind answering a few questions?
Am.: No, of course not. I'll be only glad to help you. But I’m not an expert, remember.
F.:    Don’t worry about that. My questions are only very general1 ones. For instance, which sport is most popular in your country?
Am.: That’s hard to say. It depends on your meaning of “popular”. We consider2 baseball our national sport, football too is extremely popular. The sport with the greatest number of spectators4 however is basket-ball.
F.:  Would you give me a few basic5 facts of these three?
Am.: Surely. Let’s start with baseball. It is mainly a professional sport. In other words, the players receive the salary. There are 16 major teams and each represents an American city. All the season from April to October the teams play one or two games every day.
F.:  Do all 16 teams play with each other?
Am.: No, they don’t. There are 2 leagues6 of eight teams each and in the fall7 of the year the winner of one league plays with the winner of the other. We call this contest the World Series. It’s the most interesting period of the whole baseball season.
F.:  Does football have a World Series?
Am.: No, the major football teams belong to colleges or universities, and are non-professional. The teams play one game a week, usually on Saturday. And the season covers the months of September, October and November.
F.:  Do only students attend these College games?
Am.: By no means. The college teams attract the general public. Nearly all the major schools have built huge8 stadiums for eighty or ninety thousand people to attend the game.
F.:    How about basket-ball?
Am.: Well, basket-ball in the last few years has increased in popularity. The major teams, as in football, belong to the colleges and are non-professional. There is a well-organized National Tournament. Each year they choose the best team to play at it and the winner becomes the National Champion. The season begins the first week of December and ends by the middle of March. During this period each team plays two or three games a week.
F.: You’ve given me a very good and clear picture. I really want to thank you. You’ve been a great help.
Am.: You’re most welcome. I wish you the best of luck on your article.
Explanatory Notes
1 general — usual, not special
2 to consider — to think/believe
3 extremely (popular) — very (popular)
4 spectator — looker-on
5 basic/major — main/chief
6 league [li:g] — here a group of sports clubs which play with each other for championship
7 fall (Am.) — autumn
8 huge — very big
Phrases to Remember
surely — certainly
by all means —certainly
by no means — certainly not

XIII. Memorize and practice the formulas of politeness.

1. “Do you mind answering a few questions?” “Not at all (Not in the least). I'll be only glad to help you.”
2. “Do you mind my asking you a few questions?” “By no means. I’ll try to do my best (to help you).”
3. “You’ve given me a very good and clear picture. I really want to thank you. You’ve been a great help.” “You are most welcome. I wish you the best of luck.”

XIV. Respond to the statements. Keep the conversation going. Make use of the following replies.
Not at all; Not in the least; By no means; By all means; Certainly, with pleasure; You are most/always welcome; I’ll try to do my best.
1. Do you mind my asking you a few questions? 2. I’m writing an article on Russian sports. Will you help me with this job/task? 3. Would you mind giving me a few basic facts of the last championship? 4. Do you mind helping me with this article? 5. Will you, please, explain some things to me? 6. Do you mind my interrupting you?

XV. Agree or disagree with the statements. Give your reason. Make use of the following replies.
Exactly; That’s right; I quite agree here; It’s perfectly true; Certainly; On the contrary; I can’t agree; I shouldn’t say so; By no means.
1. Americans consider baseball the national sport. 2. Baseball is more popular than hockey in the USA. 3. In Russia basket-ball is the sport with the greatest number of spectators. 4. A professional sport is one where the players receive salary. 5. As a rule only students attend college games. 6. Very few colleges have stadiums big enough to seat public. 7. Basket-ball team are non-professional in the USA. 8. There are no professional teams in Italy. 9. Hockey has greatly increased in popularity lately. 10. Russian hockey teams are considered the best in the world. 11. American footballers are known for their rough play. 12. Figure-skating is one of the most popular sports in our country. 13. Marine cadets should be well-trained in swimming diving, rowing and yachting. 14. Skin-diving is a comparatively new kind of sport.

XVI. Answer the questions.
1. What are national kinds of sport in the USA? 2. What kind of American sport attracts the greatest number of spectators? 3. Why is baseball considered a professional sport? 4. How many major teams are there? 5. What does each team represent? 6. How long does a baseball season last? 7. How many teams are there in a baseball league? 8. What's the World Series Contest? 9. Are football teams professional in the USA? 10. What months does the football season cover? 11. Do only students attend college football games? 12. How many people can a college stadium seat? 13. When does a basket-ball season begin and end? 14. How many games does each basket-ball team play during the season?
XVII. Translate the following sentences into English.
1. Я предпочитаю легкую атлетику боксу и борьбе. 2. Я мечтаю поставить рекорд по плаванию. 3. Сегодня я не могу бежать: я не в форме. 4. Люди во всем мире следят за Олимпийскими играми. 5. Он уделяет много времени физической подготовке. 6. Я болею за футбольную команду «Спартак». 7. Наша игра закончилась вничью. 8. Он охотно будет тренироваться в фехтовании. 9. Вы занимаетесь легкой атлетикой? 10. Виндсерфинг    и    дельтапланеризм    появились    совсем    недавно. 11. Мальчик очень хочет заниматься хоккеем и просит купить ему клюшку и шайбу. 12. Сколько человек примут участие в институтском шахматном чемпионате?  13.  Разве  вы  не  хотели  бы  завоевать  кубок  в  этом соревновании? 14. Кто первый забил гол? 15. Вы пойдете на этот матч? 16. Стрельба  из  лука  стала  достаточно  популярным  видом  спорта. 17. Никто не ожидал, что они выиграют со счетом 2:0. 18. Ему хорошо дается художественная гимнастика. 19. Женщины не играют в футбол, правда? – Играют, но редко. 20. Кто завоевал первенство вашего института по шашкам? – Один из наших первокурсников. 21. Не стоит вступать больше, чем в два спортивных кружка одновременно. 22. Я предпочитаю борьбу  любому  другому  виду  спорта.  23.  Мы  не  сможем  с  вами соревноваться:  мы  недостаточно  подготовлены.  24.  Вы  собираетесь участвовать в соревнованиях по гребле? – Обязательно. 25. Я уверен, что игра закончится вничью. 26. У нас прекрасные стадион, зал, бассейн, каток и тир, так что есть все возможности для хорошей физической подготовки.

XVIII. Develop conversations on the following kinds of sports. Make use of the given words and word combinations.
Basketball: to serve the ball (подавать мяч), to receive the ball (принимать мяч), to pass the ball, to shoot the ball at the basket (бросать мяч в корзину), to land the ball in the basket (забросить мяч в корзину).
Running: lap (этап, дистанция), heat (забег), round (круг), to make a good (bad) start, a smart beginning (хорошее начало), to take the lead (выходить вперед), to keep the lead (лидировать), to stumble, to regain the lead (вернуть лидерство), to win the heat, to clock ... sec in the ... meter race (зафиксировать ... секунд(ы) в беге на … метров), to be an easy winner of the heat (легко одержать победу в забеге), to fail to win the heat, to cross the finishing line, to break the tape (порвать ленту на финише), to come out on top (выйти на первое место).
Boxing: a bout (встреча между двумя боксерами), a clinch (обхват), below the belt (ниже пояса), an uppercut (удар снизу=апперкот), a strait right (left) (прямой удар правой (левой) рукой), to batter (hammer) (обрушить град ударов), to parry (отражать удар), to avoid (уклоняться (от удара)), to give the ropes (бросать на канаты), to knock out smb., to be a knock-out specialist, to have a powerful punch (обладать сокрушительным ударом), а hard blow, to deliver a series of blows, to send the opponent to the floor (сбить противника с ног), to floor the opponent in the second round (сбить с ног противника во втором раунде), to go into a knock-down (оказаться в нокдауне), the referee is counting; the gong strikes, and the battle begins; the referee catches N.’s gloved hand and holds it aloft; it is not a fight, it is a slaughter.

XIX. Respond to the statement, expressing doubt or surprise. Keep the conversation going. Make use of the following replies.
Do you really think so?; It’s hardly possible; I’m afraid you’re wrong; I’m not sure about it; Is it so?; It’s a query; Just think!
1. Boxing is considered a rough kind of sports by many people. 2. All the boxing matches seem to be exciting to the fans. 3. An experienced boxer can easily knock his opponent out with a single punch. 4. Generally it takes the boxer more then one round to find out whether he has a serious opponent or not. 5. The boxer can hardly come to after getting a strong blow on the chin. 6. All the boxers run the risk of having a broken jaw or a bad eye-brow cut.

XX. Mind different meanings of the word foul. Translate it into Russian.
1. foul – dirty: foul air; foul water; foul ground; foul bottom
2. foul – stormy: foul weather, foul wind
3. foul – bad: foul play, foul language/words; foul food

XXI. Mind the different meanings of the word rough. Translate the sentences into Russian.
1. They are not used to rough weather in this area. 2. In the second period we were beating their team and they began to play rough. 3. Sailing the catamaran is difficult when the wind is rough. 4. You’ve had a rough day. You should relax. 5. Did you have a pleasant trip? – No, unluckily it was a rough crossing.

XXII. Read the given information and then discuss it with your group-mates.
THE OLYMPIC GAMES
While the origin of the Olympic Games is not known exactly, there is a historical record of the ancient games beginning in 776 B.C. They were held in honour of the Greek God Zeus. The Olympic Games took place every four years for nearly 1200 years, at Olympia, in Greece. After Greece had lost its independence they were abolished by the Roman emperor Theodosius. Thus, in 394 A.D.** the Games stopped and the temple at Olympia was destroyed.
Few enterprises created by man have lasted so long. At first the programme lasted only one day and consisted of one event-racing (running). Afterwards many different events such as boxing, discus throwing, jumping, horse racing and others were added, and the time of events was extended to seven days.
The Games occupied such an important position in the life of Greece that time was measured by four-year interval between them – an “Olympiad”. Even historians used this way of dating important events. It was usual to say that such a thing happened in the first, second or third year of the fifth, tenth, or seventeenth Olympiad.
It must be noted that there was a decree prohibiting any war during the Olympics.
The highest prize given to the victors (= winners) of the games was a simple olive branch. Kings competed with common people! Winners became national heroes, musicians sang their songs to them and sculptors preserved their strength and beauty in marble.
Yet this great festival of man’s skill and grace was abolished. It was abolished on the grounds that a festival having a pagan origin was not in keeping with Christian beliefs.
Many attempts were made to restore the old tradition but they all failed. Only in 1894, a Frenchman, Baron Pierre de Coubertin (1865 – 1957), persuaded people from fifteen countries to start the Olympics Games again. On the 6th of April, 1896 the first of the modern series of the Olympics took place and a great festival was held in a new marble stadium constructed in Athens for the purpose. Thus the modern cycle of the Olympic Games began and since then the Games have been regularly held in different countries and have become a wonderful sports tradition which helped to bring peoples close together.
At the fourth Olympics, in 1908, in London, there were more than two thousand competitors, from twenty-two different countries. Since then, the number of athletes competing has increased each time.
Now the programme of the Olympic Games is quite different. It was a great idea to organize a “White Olympiad” too, because if the ancient Greeks had no need, for it, nowadays winter sports occupy as strong a position as do summer sports. In 1924 the first Winter Olympic Games were held in France.
There are some changes in the rules and organization of the Olympic Games too. Women, who were not allowed as competitors in ancient times, nowadays take an active part in these games.
The International Olympic Committee, at Lausanne, in Switzerland, decides where each Olympics will take place. They ask a city (not a country) to be the host – one city for the Winter Olympics and one for the Summer Olympic Games. Nearly 150 countries are represented on the International Olympic Committee.
There is a lot of work in preparing for the Olympics. For example: the University City Stadium which was built for the Olympics in Mexico holds about 100000 people. A lot of new houses and whole villages were built there too. A new underground railway, as well as new sports stadiums was built in Munich, Germany, for the 20th Olympic Games, in 1972.
Since the 1936 Games the opening ceremony is celebrated by lighting a flame called the “Olympic flame”, which is brought from Olympia, an ancient Greek city. This flame is brought by planes, ships, cars, motor-cycles, runners, etc. until on the opening day it reaches the place where the games are being held. This flame becomes the symbol of friendly competition among sportsmen of different lands.
Another symbol of the Olympic Games is five rings. These rings stand for five parts of the world: Europe (blue), Asia (yellow), Africa (black), America (red) and Australia (green).

* B.C. – Before Christ – до нашей эры
**A.D. – Anno Domini – нашей эры

XXIII. Render the text in English.
БЕГ С ПРЕПЯТСТВИЯМИ
Бег с препятствиями очень популярен в большинстве европейских стран. Первый бег с препятствиями, организованный в 1837 г., был Крик Ран (Crick Run) в Рагби Скул (Rugby School).
Первоначально бег с препятствиями проходил в естественных условиях (over open country), в сельской местности, где можно было найти подходящие поля с естественными препятствиями (hazards). Это были живые изгороди, канавы, ручьи и прочее (the like). Некоторые школы и клубы все еще проводят бега в естественных условиях. Однако участники соревнования иногда отклоняются от намеченного курса (run off the course). По этой причине организация подобных бегов должна быть очень точной.
В настоящее время бега с препятствиями часто проводятся на замкнутых пространствах, где препятствия искусственные. Это облегчает организацию соревнований.

XXIV. Read and discuss the suggested information.
A. SWIMMING
Every person should endeavour to acquire the power of swimming. The exercise is a healthy accompaniment of bathing.
The art of swimming is, in reality, very easy. Do not attempt to learn to swim too hastily. Belts may be of service for supporting the body while one is learning what is called the stroke or that manner of drawing in and striking out the hands and feet that is necessary to produce progressive motion.
But you will be no swimmer till you can place confidence in the power of what to support you.
Choose a place where the water deepens gradually, walk into it till it is up to your breast; then turn round your face to the shore, throw yourself forward and begin striking out with your hands and feet so as to prevent the lower part of the body, that is the legs, from sinking; keep your head as high as possible above the water.
During the great heat in summer there is great danger to throw oneself into cold water – one is apt to be seized with a cramp.
Do not forget to cool yourself before getting into the water.
B. ASSOCIATION FOOTBALL (SOCCER)
Football has been called the most popular game in the world, and it certainly has a great many fans in Britain. But do you know the English terminology?
Association football (or soccer) is the game that is played in nearly all countries. A team is composed of a goalkeeper1, two backs2, three half-backs3and five forwards4. There is another game called rugby football, so called because it was originated at Rugby, a well-known English public school. In this game Players may carry the ball. There is also an American kind of football, different from the other two. The captain of the team is usually the oldest or best.
Association football, or soccer, remains one of the most popular games played in the British Isles. Every Saturday from late August until the beginning of May, large crowds of people support their sides in football grounds5 up and down the country6, while an almost equally large number of people play the game in club teams of every imaginable variety and level of skill. Over the last 20 years through, the attendance at football matches has fallen away7 sharply. This is because of changing lifestyles and football hooligans. As violence at and near the football grounds increased, there was an ever-increasing tendency for people to stay away, leaving the grounds to football fans.
After serious disturbances involving English supporters at the European Cup Finals in Brussels in 1985 which led to the death of 38 spectators, English clubs were withdrawn from European competitions for the 1985–1986 season by the Football Association. Today, many people are only interested in football because of the pools8 and the chance of winning a lot of money. The Cup Final at Wimble remains, though an event of national importance. Here is a drawing of a football field, or “pitch”, as it is usually called.
The football pitch should be between 100 and 130 metres long and between 50 and 100 metres wide. It is divided into two halves by the halfway line9. The sides of the field are called the touch-lines and the ends are called the goal-lines. In the middle of the field there is a centre circle and there is a goal at each end. Each goal is 8 metres wide and between 2.5  and 3 metres high. In front of each goal are the goal area and the penalty area10. There is a penalty spot inside the penalty area and a penalty arc outside it. A game of football usually lasts for an hour and a half. At half-time11, the teams change ends12. The referee controls the game. The aim of each team is obviously to score as many goals as possible. If both teams score the same number of goals, or if neither team scores any goals at all, the result is a draw.
The final of the football competition takes place every May at the famous Wimble stadium in London. Some of the best known clubs in England are Manchester United, Liverpool and the Arsenal. In Scotland either Ranges, Celtic or Aberdeen usually wins the cup or the championship.
Words
1goalkeeper – вратарь, голкипер
2back – защитник
3half-back – полузащитник
4forward – нападающий игрок
5football ground (or pitch) – футбольное поле
6up and down the country – по всей стране
7to fall away – уменьшаться, спадать, ослабевать
8pool – пул  (заключение  пари  перед  спортивными  соревнованиями, установление ставок)
9 halfway line – средняя линия
10penalty area – штрафная линия
11half-time – перерыв между таймами
12to change ends – поменяться половинками поля, площадками

XXV. Discuss with a groupmate which sports event to visit:
- a football match;
- a hockey game;
- high jumping championship;
- figure-skating competition.

XXVI. Speak on the following topics.
Sports and Games in Russia.
My Favourite Kind of Sports.

III. SHOPPING
Vocabulary
SHOP/STORE (AM) (МАГАЗИН)
department store – универсальный магазин
departments – зд. отделы
supermarket – большой магазин с самообслуживанием
booth – ларек
stall (a kiosk) – киоск
salesman, shop-assistant, saleswoman – продавец, продавщица
shop-window – витрина
counter – прилавок
to do (the)/go shopping – делать покупки, ходить за покупками
to do (the)/go window-shopping – рассматривать витрины, не делая покупок
buyer/customer/shopper – покупатель
price-tag – этикетка с ценой
DEPARTMENTS (ОТДЕЛЫ)
READY-MADE CLOTHES (ГОТОВАЯ ОДЕЖДА)
coat – пиджак/пальто
raincoat – плащ
(smart) suit – (нарядный) костюм
trousers/pants (Am) – брюки
windbreaker – спортивная куртка, штормовка
(sleeveless) dress – платье (без рукавов)
shirt, blouse – рубашка, блузка
(skirt and sweater) set – комплект (из юбки и свитера)
cardigan – шерстяной джемпер/жакет
FOOTWEAR (ОБУВЬ)
walking shoes – уличные полуботинки
evening shoes – вечерние полуботинки
leather/patent/suede shoes – кожаные/лаковые/замшевые туфли
high/low heels – высокие/низкие каблуки
reliable/lasting/wearable – прочный
HOSIERY (ТРИКОТАЖ)
a pair of socks/stockings – пара носков/чулок
knitted – вязаный/трикотажный
stretches – эластичные чулки (носки); безразмерные вещи
panty-hose – колготки

HABERDASHERY (ГАЛАНТЕРЕЯ)
handkerchief – носовой платок
neckerchief – косынка
tie – галстук
LEATHER GOODS (КОЖАНЫЕ ИЗДЕЛИЯ)
handbag – дамская сумочка
wallet – бумажник
(kid) gloves – (лайковые) перчатки
suit-case – (небольшой) чемодан
PERFUMERY (ПАРФЮМЕРИЯ)
bottle of perfume – флакон духов
powder – пудра
lipstick – помада
cake/bar (Am) of soap – кусок мыла
tooth-paste/brush – зубная паста/щетка
razor – бритва
package of blades – пачка лезвий
tube of shaving cream – тюбик крема для бритья
TEXTILES (ТКАНИ)
(all)wool – (чистая) шерсть
silk – шелк
cotton – бумажная ткань
tweed – шерстяная ткань
plain – гладкий (без рисунка); простой
patterned/figured – с рисунком
checkered – в клетку
striped – в полоску
washable – не линяющий
STATIONERY (КАНЦЕЛЯРСКИЕ ТОВАРЫ)
portfolio/brief-case – портфель
memo/writing pad – блокнот (отрывной)
ball-point pen – шариковая ручка
JEWELLRY (ЮВЕЛИРНЫЕ ИЗДЕЛИЯ)
(clockwork) toys – (заводные) игрушки
ring – кольцо
ear-rings – серьги
chain – цепочка
brooch – брошь
bracelet – браслет
necklace – ожерелье
TOBACCONIST’S (ТАБАЧНЫЕ ИЗДЕЛИЯ)
box (book) of matches – коробка спичек (спички в виде книжки)
pack of cigarettes – пачка сигарет/папирос
CHEMIST’S/DRUGSTORE (Am) (АПТЕКА)
medicine/drug (Am) – лекарство
PHRASES USED BY A CUSTOMER/BUYER
Show me ... – Покажите мне ...
in grey (dark/ light) – серых тонов (темных/ светлых)
not too loud – не очень яркое
to match my... – подходящее к моему...
for summer/winter wear – для лета/зимы
for everyday wear – на каждый день
Have you ... on sale? – У вас есть ... в продаже?
I'd like to try it on. – Я бы хотел это примерить.
May I try it on? – Можно мне это примерить?
How much is this ...? What’s the price of this ...? – Сколько стоит ...?
It’s too expensive. – Это слишком дорого.
It’s too loud/tight/long. – Это слишком кричаще/тесно/длинно.
It fits me well/perfectly. – Это мне как раз (впору).
PHRASES USED BY A SHOP-ASSISTANT
What can I do for you? – Чем могу быть полезен?
Can I be of assistance? – Вам помочь?
Are you being served/attended to? – Вас обслуживают?
What size do you take in shoes (suit)? – Какого размера туфли (костюм) вы носите?
It’s (out of) in fashion. – Это (не) в моде.
It’s the latest fashion/style. – Это последняя мода.
It’s out of season. – Это не по сезону.
It suits you perfectly. – Это вам очень идет.
It’s cheap. – Это дешево.
It’s a bargain. – Это выгодная покупка.

Phrases to Remember
Young people always follow (keep up with) the fashion. – Молодые люди всегда следят за модой (следуют моде).
His tastes are quite up-to-date. – У него современный вкус.
She looks rather out-of-date. – Она выглядит весьма старомодно.

I. Read, memorize, reproduce.
IN THE MEN’S WEAR
Salesman:    Good morning, Sir.1 May I help you?
Customer:  Yes, I’m looking for a light grey tweed suit.
S.: Single-or double-breasted?2
C.: Single-breasted. And I’d like something smart.
S.: What size do you wear?
C.: Size 38 long3.
S.: Here you are. That’s just your size. You can change over there.
C.: It’s a perfect fit!
S.: (Will there be) anything else?
C.: Well, can you show me a blue shirt to match this suit? Size 16 neck, 34 sleeve.
S.: Do you like this one?
C.: Yes, that will be fine.
Explanatory Notes

1Shop-assistants in England address customers as “Sir” and “Madam”.
2Single(double)-breasted corresponds to Russian «одно(дву)бортный».
3Clothes sizes in the US are usually measured in inches. Sport shirt sizes are S (small), M (medium), L (large). Shirt sizes: 38 long is for a tall man, 38 short is for a short man.

II. a) Listen, memorize, reproduce; b) Make up dialogues combining the phrases in the table.
1
S: Are you being served?
C.: No. What have you got in the way of brown suede jackets?
S.:  Sorry, but we’re sold right out.
C.: Could you get one for me?
S.:  I think so.  Yes.
Drop in    tomorrow
afternoon. 2
- Is anybody  looking after you?
- No. I’m after a size 40 V-neck  pullover, in grey.
- I’m afraid I can’t help you at the moment.
- Are you getting any more in?
-Yes, of course. Look in again. 3
- Are you being attended to?
- No. I’m trying to find a navy blue raincoat size  42  (jeans size 48).
- I can do the size but not the colour.
- Will  you  be  having any more in?
- I  doubt it. But you may be lucky at our High Street Branch.
Ш. Answer the questions. Begin уour answers with the following phrases.
I suppose/believe; As far as I know; If I’m not mistaken; As a rule; It depends.
1. Where is the shopping centre in your town (in London)? 2. What time are the shops most crowded? 3. Which is the best department store in your town? Is there always a good choice of goods there? 4. What are the advantages of buying at a department store? 5. What do you call a department where they sell shoes (socks, stockings; handbags and gloves; perfumes and powder)? 6. What can you buy at the Chemist’s? 7. What size do you take in suits (shoes, gloves, hats, shirts)? 8. What kind of gloves can you buy ready-made? 9. What’s window shopping? When do people go window-shopping? 10. How can you know the price of a certain thing?
IV. Make up questions.
a) Ask you friend: 1) if he often goes shopping; 2) where he generally does the shopping; 3) when the shops close in his town (in London); 4) where they sell ready-made clothes; 5) how you can get to the nearest department store; 6) where you can buy a cheap suit for everyday wear; 7) if he knows what’s the latest fashion in shoes.
b) Imagine you are in a department store. Ask the shop-assistant:
l) how you can get to the leather-goods department (shoe department); 2) if they have (got) gloves (pullovers, sweaters) in your size; 3) if he-can show you trousers (jeans, strong-walking shoes) in your size; 4) what suits they have for summer (everyday) wear; 5) if they have something cheaper in grey (in tweed, in dark/light); 6) what dress (blouse, handbag, etc.) of the latest fashion she can recommend you.
V. Read Dialogues A and В and act them.
A. AT THE SHOE DEPARTMENT
Salesman: What kind of shoes do you want, Sir? Leather, suede?
Customer: I want a pair of strong walking shoes. Perhaps, leather would be best.
S.: What size (do you take), Sir?
C.: Size eight.
S.: Here is a pair of your size. Try them on.
C.: They are a bit tight, I am afraid.
S.:  They’ll stretch with wearing (со временем разносятся).
С.:  Can I have another pair, please! Very well, these are all right. What’s the price?
S.:  £3/90 (three pounds ninety pence)1, Sir. It’s not expensive.
C.:  All right. It’s a real bargain. I’ll take them.
В. AT THE SPORTS GOODS DEPARTMENT
Salesman: May I wait on you?
John:      Yes, I’d like to try on some sports coats. I prefer something like the one I have on.
S.: Put this one on. It’s a popular style and the material is excellent. It’s sure to last a long time.
J.: Fine! It fits perfectly. I’ll take it.
S.: Shall I put it in a box or do you want to keep it on?
J.: I think I’ll wear it. You can put my old coat in a box.

Explanatory Notes
1Pounds, pence – British currency. In February 1971 new Decimal Currency came into use. This continues to be based on the pound sterling (£) divided into one hundred new pence (100 p.). Notes are issued to the value of £20, £10; £5 and £1. Coins are issued to the value of 50p, Юр, 5p, 2p, 1p and l/2p.
Speech Pattern to Text A
You must be sure to buy this sport-coat. Обязательно купите эту спортивную куртку.
VI. Practise the pattern in examples of your own.

VII. Read the texts and share the information with your group-mates.
A. SHOPPING IN ENGLAND
All towns have a shopping centre, where most of the shops are to be found. In large towns many of these separate shops are combined to form a department store where the shopper can buy almost all he needs under one roof. The big stores started in America, and the idea was brought to England by Gordon Selfridge about fifty years ago. Selfridge’s is still one of the biggest stores in London as well as Harrod’s. The department stores which sell the cheaper kinds of goods in London are Woolworth’s and Marks and Spencer’s. Branches of these stores are to be found in almost every town in Britain. There are two of them in Oxford Street and you must be sure to visit them. The important thing about shopping in England is to decide exactly what you want and how much you are prepared to pay before going into the shop. Shop-assistants are specially trained in advertising. Many shops have retained their old looks, but not their old prices which go up steadily.
At times the big department stores in Britain hold the so-called “bargain sales”, that is they sell goods at reduced prices. These are not real price reductions, however. In many cases the goods offered to the customer are sub¬standard (бракованные), out of fashion or out of season. But what the department store loses during the bargain sales, it returns by raising prices for other goods.
The store is divided into departments: women’s clothes, men’s clothes, shoes, hosiery, toys, sports goods, leather goods, china (фарфор) and glass, food and so on. Sometimes there is a tea-room and a restaurant as well. There is a room where you can write letters, and a post-office to post them. You will also find a room where you can rest if you are tired. There are men’s and women’s hairdressers (парикмахерские) and an office where you book seats for the theatre or arrange to travel anywhere in the world. If you are with someone who does not want to do the shopping, leave him at some of these places to have a rest or to watch people go by. Oxford Street, Regent Street and Bond Street are rightly considered the shopping streets in London. Though Chelsea, the King’s Road in particular, is still a great favourite for the young because they can find all the latest fashions at various price levels. Most shops in London are open from 9 a.m. to 5.30 p.m. from Monday to Saturday although a few close on Saturday afternoons.
Phrases to Remember
to retain old looks — зд. сохранять старый фасад
to hold “bargain sales” — устраивать распродажу
to sell at reduced prices — продавать по сниженным ценам

В. ON SHOPPING IN BRITAIN
by George Mikes
The greatest difficulty in turning myself into a true British was the Art of Shopping. In my silly and primitive Continental way, I believed that the aim of shopping was to buy things you needed or fancied. Today I know that (a) shopping is a social – as opposed to a commercial – activity and (b) its aim is to help the shop-keeper to get rid of all that junk.
Few British people go shopping because they need something, still less because they can afford it.
Shopping is a social occasion – an opportunity for a chat, an opportunity to display your charm, to show the world that you are on Christian-name terms with the butcher’s second assistant and not just a casual who has dropped in from the street. When your turn comes, the butcher’s full attention will be yours. No one exists but you. You are the centre of his universe and that’s quite something. You may get a little impatient, having already waited fifty-seven minutes in the queue, when the lady with the large family starts explaining to the butcher which of her children loves liver and which prefers kidney, or when she asks if the butcher’s younger daughter has already had her second baby. You should suppress this impatience. When your turn comes, the butcher will be yours and only yours. You can then discuss with him last night’s rain, your digestion, your children’s progress in arithmetic, the topless lady’s photo in today’s Sun (but not politics or indeed anything that a reasonably intelligent adult would like to discuss with his favourite butcher). In France they would interrupt you with some rude words, in Italy they would start laughing; in Greece they would set fire to the shop. But you are in England, among tolerant and understanding Britons who are waiting patiently not so much for their meat as for their turn to chat with the butcher.

VIII. Describe a big department store in your town (abroad).

IX. Speak about your experience of shopping abroad (if any).

X. Read the text and discuss the information with your group-mates.
A. TYPICALLY AMERICAN
The shops that are most characteristically American are the “drugstores” and the “supermarkets”. A “drugstore” is not, as an Englishman might think, a “chemist’s shop”, i.e. a place that sells only or mainly drugs. In some of them you can buy drugs, but their main business is to sell stationary, candy (конфеты), milk shakes, ball-point pens, ice-creams, toasters, electric clocks, paper-backed books or imitation jewelry. Every drugstore has a food counter where you can sit on a high stool and have Coca-Cola, orange juice, hot dogs, coffee, cakes, sandwiches or omelettes. There are “automats” from which on putting in a coin you can get a plate of cooked ham, cooked beef or cheese1 or “the best hand-carved2 sandwich in town” — all to the constant sound of music from the “juke boxes”3 or “canned music”4 that is telephoned in. There are “supermarkets” in England but the ones in America are much bigger; some covering 40,000 square feet are not uncommon, and they have huge car-parks where the cars of a thousand customers can be parked. Nearly 50% of the groceries (бакалейные товары) sold in America are sold in the supermarkets. You just help yourself as you walk pushing a wire basket on wheels that is provided to hold the goods you want to buy. At the exits the assistant will take the goods you have chosen from the wheel basket, add up the cost and take your money in payment for the goods.
Explanatory Notes
1cooked ham, beef or cheese (Br.)/hamburger, beefburger, cheeseburger (Am.) corresponds to Russian «рубленый шницель» (часто в виде сэндвича)
2hand-carved – hand-made
3juke box – electric machine playing music when a coin is put in
4canned music – recorded music

XI. Answer the questions.
1. What shops are considered characteristically American? 2. What’s the difference between a chemist’s (shop) and a drugstore? 3. What do they sell in the drugstore? 4. What can you have for a snack in the drugstore (at the food counter, from “automats”)? 5. Where does the music come from? 6. What is a “juke box” and how does it operate? 7. What is a supermarket? 8. What are the wheel baskets used for? 9. Where do you pay for the goods you have chosen? 10. Why is the principle of self-service convenient? How is it used at our shops?

XII. Describe a drugstore and a supermarket.
HOW TO SHOP IN AMERICA
by George Mikes
In America, just as in England, you see the same shops with the same boards and windows in every town and village.
    Shopping, however, is an art of its own and you have to learn slowly here to buy various things. If you are hungry, you go to the chemist’s. A chemist’s shop is called a drug-store in the United States; it is a national institution at that. In the larger drug-stores you may be able to get drugs, too, but heir main business consists in selling stationery, candy, toys, braces, belts, fountain pens, furniture and imitation jewellery. Every drug-store has a food counter with high stools in front of it and there they serve various juices, coffee, ice-cream, sandwiches, omelettes and other egg dishes. A friend of mine in Hollywood met Otto Hapsburg, the claimant to the Austrian-Hungarian throne, who – I understand – apart from his hobby of calling himself a king, is an extremely charming and cultured young man. My friend called on Otto one morning in his hotel. He was received by the aide-de-camp who declared ceremoniously: “His Majesty is having his breakfast in the pharmacy.”
If you want cigarettes, go to the grocer; if you want to have your shoes (cleaned, go to the barber; if you want a radio, go to a man’s shop; if you want a suitcase, go to the chemist’s. On the other hand, if you want to send a telegram, avoid the post-office, because telegrams are handled by private companies. Nor has the post-office anything to do with the telephone either, as telephone service; is supplied by the American Telephone and Telegraph Co. Nor will you find public conveniences in America in the British sense of the word, because a lavatory is a strictly private enterprise in the United States.
Whatever you buy, it may be exchanged later for something in the same shop. This is a great pastime with the Americans. A great many people do not really buy things they only acquire some raw material for later exchanges. It is not unusual at all to see a lady bringing back a hat with a lot of fruit on it and exchanging it either for real fruit or a real hat; or to see somebody bringing back a refrigerator with the remark that he made a mistake and now he wants to subscribe to the Reader’s Digest instead.
You do not need to time your shopping very carefully because you will find some shops stay open in New York all night. The big department stores keep open till 9 p.m. once a week. Should you want a meal at any time of the day or night that is quite easy. If you have a party in your house and you decide at 2.30 a. m. to have some music, you can rush down to the corner, buy a piano and it will be delivered to your home within half an hour. If you fancy playing golf at 3.45 in the morning you can purchase, if you wish, a set of golf clubs am balls. I still cannot quite decide what to do with that Indian feather head-dress 1 bought one morning at 5.15 in Greenwich Village, but I was deeply impressed by the tempting opportunity and could not resist.
You must be extremely careful concerning the names of certain articles. If you ask for suspenders in a man’s shop, you receive a pair of braces, if you ask for a pair of pants, you receive a pair of trousers and should you ask for a pair of braces, you receive a queer look. I should like to mention that although a lift is called an elevator in the United States, when hitch hiking, you do not ask for an elevator, you ask for a lift.
There is some confusion about the -word flat. A flat in America is called an apartment; what they call a flat is a puncture in your tyre (or as they spell it, tire). Consequently the notice: FLATS FIXED does not indicate an estate agent where they are going to fix you up with a flat, but a garage where they are equipped to mend a puncture. Only once did I see the popular notice FLATS FIXED on a shop which sold brassieres. The customary slogan for these establishments is:
“United we stand, divided we fall”.

XIII. Read and translate the following information.
THE ROOT OF ALL EVIL?
“There are few ways”, thought Samuel Johnson, “in which a man can be more innocently employed than in getting money”. Many thought otherwise. For much of the millennium, the church preached, with St. Paul, that “the love of money is the root of all evil” – even if it notoriously practised the opposite. Likewise:
1597, Francis Bacon: “Money is like muck, not good except it be spread” (as he himself spread it lavishly, especially on his own grand houses, having got it, often enough, in ways that were hardly innocent).
More persuasively:
1667, John Milton: “Riches grow in hell.”
1807, William Wordsworth: “Getting and spending, we lay waste our powers.”
1840, French economist Pierre-Joseph Proudhon: “Property is theft.”
1884, Karl Marx: “Money is the alienated essence of man’s work and existence.”
1891, Leo Tolstoy: “Money is a new form of slavery.”
1928, Bertolt Brecht, via a character in his Threepenny Opera: “What is robbing a bank compared to owning a bank?”
1940, Mahatma Gandhi: “Honesty is incompatible with the amassing of a large fortune.”
To which it is fair to add the comment of Sarojini Naidu, one of Gandhi’s fellow-marchers for Indian liberation:
“If you knew, Bapuji (father), how much it costs us to keep you in poverty.”

XIV. Translate the text into English.
Сегодня утром мне позвонила моя старшая сестра и предложила съездить в новый магазин, который недавно открылся в центре города. Я согласилась. В этом магазине большой выбор товаров. Нас интересовали отделы дамской одежды и ювелирных изделий. Я хотела купить брючный костюм на каждый день и элегантное выходное платье. Моей сестре нужно было зимнее пальто. К тому же, и моей сестре, и мне очень хотелось купить по золотой цепочке. Как обычно, я зашла за сестрой, и мы отправились в магазин.
Магазин открылся в 10 часов, и в половине одиннадцатого мы уже поднимались наверх, где был расположен отдел дамской одежды. Сестра помогла мне выбрать костюм и платье, а я помогла ей примерить зимнее пальто. Пальто было недорогое, но элегантное и очень шло ей.
Потом мы пошли в ювелирный отдел и выбрали довольно красивые цепочки. Кроме того, сестре очень понравились серьги с изумрудом, и она купила их тоже.
Мы не могли не зайти и в отдел сувениров. Там мы купили маме в подарок на день рождения кожаную сумку. Посещение этого магазина оправдало себя. Мы остались очень довольны своими покупками.

XV. Translate the dialogue into English.
Покупатель: Я хотел бы посмотреть мужские рубашки.
Продавец:        Какого цвета?
Покупатель:  Мне хотелось бы светло-серую или однотонную синюю. Она подойдет к моему костюму. Я видел такие рубашки у вас на витрине.
Продавец:    Да, да. Конечно же. Какой у вас размер воротничка?
Покупатель:  40.
Продавец:    Пожалуйста.  Вот  эта  рубашка.  К  сожалению,  у  нас осталась только одна.
Покупатель:  Я возьму ее. Сколько она стоит?
Продавец:      25 долларов.
Покупатель:  Довольно дорого.
Продавец:      Да, вы правы, недешево. Но зато она самого лучшего качества. Материал прекрасно носится (wears well). У нас есть более дешевый товар, но я хотел бы вам посоветовать взять рубашку подороже. Это практичней.
Покупатель:  Да, вы правы. Выпишите мне чек.

XVI. Translate the sentences into English.
A) 1.    Мне    нужны    почтовые    открытки.    У    вас    имеются иллюстрированные открытки (picture post-cards)? 2. На витрине я видел недорогое  светло-коричневое  демисезонное  пальто.  Оно  мне  очень понравилось. 3. В галантерейном отделе имеются в изобилии различные пуговицы всех цветов и фасонов. 4. Как сидит мой новый костюм? Не правда ли, цвет блузки гармонирует с цветом костюма? 5. Я хочу дать вам
хороший совет: не покупайте эту шляпку, она вам не к лицу. 6. Сколько стоит эта шерсть? Она хорошего качества? 7. Цены на товары широкого потребления в этом году значительно выше, чем в прошлом. 8. Взвесьте мне,    пожалуйста,    400    граммов    колбасы,    300    граммов    сыра    и полкилограмма сосисок. Сколько это все стоит? 9. Вот это приятный сюрприз! 10. Мы поздравили нашего друга и подарили ему красивую вазу.
B) 1. Как тебе нравится этот галстук? 2. Как мне идет эта фетровая шляпа? – Нет, мне не нравится форма этой шляпы. Она тебе не идет. 3. Почему ты бродишь от одного прилавка к другому и ничего не покупаешь? 4. Для кого ты покупаешь куклу и синий мяч? 5. Где здесь касса? 6. Ты действительно считаешь, что эта сумочка подходит к моему платью? 7. У вас есть однобортный (single-breasted) светло-серый костюм? 8. Когда у
вас зарплата? 9. Эти чулки и в самом деле очень тонкие. 10. Мне нужны замшевые перчатки.
C) 1. Он хотел бы купить хорошие мясные консервы. 2. Мама хотела бы купить банку сардин. 3. Мы хотели бы купить полтора килограмма свежей рыбы. 4. Покупатель бы хотел примерить спортивный костюм. 5. Она хотела бы иметь меховой жакет. 6. Хотели бы вы работать продавцом?
7. Я бы не хотела покупать платье с декольте (with a low cut).

XVI. Discuss with your sister (brother) what Christmas presents to buy for your parents.

XVII. Describe one of your shopping days.



IV. TRAVELLING
Mind the difference between the synonyms:
Travel(s) is any kind of movement by land, by sea or by air, often in foreign or distant places, going from place to place in search of pleasure, adventure, etc.
A journey is a travel from one place to another, chiefly by land.
A voyage is a journey made by water.
A trip is a short journey made by land, water or air, an excursion.
A tour is a journey in which a short stay is made at a number of places, usually finally returning to the place from which it started.
Mind the phrases: to make a journey (trip voyage), to go on a journey, a round the world journey.
Vocabulary
RAILWAY STATION
(ЖЕЛЕЗНОДОРОЖНЫЙ ВОКЗАЛ/СТАНЦИЯ)
station master – начальник вокзала/станции
(railway) conductor/guard (Am.) – (ж.д.) проводник
porter – носильщик
luggage/baggage (Am.) – багаж
to check one’s suitcase (Am.) – сдать чемодан
left-luggage office/check-room (Am.) – камера хранения багажа
to have one’s luggage registered – сдать багаж в камеру хранения
to get a receipt – получить квитанцию
booking office – билетная касса
gate agent – контролер
single (one-way)/return ticket – билет в один конец/в оба конца
to make reservations (Am.) – купить, заказать билет предварительно
inquiry office – справочное бюро
to make inquiries – получать справки
frontier officials – пограничники
to miss the train – опоздать на поезд
TRAINS (ПОЕЗДА)
long-distance/fast/through/express train – поезд дальнего следования/скорый/прямой/курьерский
day coach – пассажирский вагон с местами для сидения
to board/get on the train – сесть на поезд

CAR/CARRIAGE (AM.) (ВАГОН)
reserved-seats (non-sleep) car – плацкартный вагон
sleeping-car – спальный вагон
dining/lunch-car – вагон-ресторан
dinning-саг attendant – официант вагона-ресторана
СOMPARTMENT (КУПЕ)
power/upper berth – нижняя/верхняя полка
Phrases to Remember
Can I book a (single) ticket for the (fast) train? – Могу я купить билет (в один конец) на (скорый) поезд?
I wonder how much is a (return) ticket? – Интересно, сколько стоит билет (в оба конца)?
Is there a (through) train to ...? – Есть (прямой) поезд на ...?
The train runs 3 times (a week). – Поезд ходит З раза (в неделю).
The train is coming in/pulling in (Am.) – Поезд подходит.
The train is leaving/pulling out (Am.) – Поезд отходит.
Where do we change for ...? – Где у нас пересадка на ...?
When is our train due (in)? – Когда наш поезд должен прибыть (в)?
According to the time-table we  are  due there  at (6  a.m.). – Согласно расписанию мы должны быть там в (6 часов утра).

I. Read, memorize, reproduce.
                                            IN THE TRAIN
                                        I
A: Well, we are moving at last. The train seems to be not crowded.
B: Not so over crowded as at the rush tourist time in summer.
A: Quite true. Lots of people are holidaying in summer.
B: Well, it feels pretty hot here. Would you mind my opening the window?
A: Not at all. I think fresh air will do us good.
II
- Pardon me. May I let down the window?
- Certainly. Just please yourself.
- Won’t it be too cool for you?
- Oh, no. You see, I’ve got my fur coat on.
- Well, then, just for a few minutes.
- For just as long as you please.
- It’s only on account of the smoke.
- I’m so sorry. I simply can’t travel without smoking.
- Many people tell me that.
- For one thing, it’s a way of passing the time.
- To my thinking, the time is never too long on a journey.
- What? Are you so fond of travelling as all that?
- Yes. Aren’t you?
- I pass the same way too often.
- Oh, that’s another matter. Then the landscape has no charm for you.
- Do you think this landscape particularly charming?
- To one who travels little, any change is pleasant.
- Is it the first time you have passed this way?
- Well, as a matter of fact, I have come this way twice before.
- Oh, well, then you know it.

AIRPORT (АЭРОПОРТ)
air-line – авиалиния
jet plane – реактивный самолет
pilot; co-pilot – штурман; 2й штурман
to pilot a plane – вести самолет
to fly by plane – лететь самолетом
a flying route – авиарейс
flying weather – летная погода
long-distance flight – дальний рейс
non-stop flight – безостановочный рейс
to cancel the flight – отменить рейс
a runway – взлетно-посадочная полоса
take off; to take off – взлет; взлетать
to land – приземляться
(unscheduled) landing – посадка (не по расписанию)
forced landing – вынужденная посадка
to fasten seat belts – пристегнуть ремни сиденья
to have jet-lag – акклиматизироваться
helicopter – вертолет
business class – бизнес-класс
economy class – экономический класс
aisle seat – место у прохода
window seat – место у иллюминатора
in-flight (television, meals, magazine) – сервис на борту самолета
non-smoking section – салон для некурящих
air-sick bags – санитарные пакеты
to board – садиться на борт
boarding pass – посадочный талон
boarding – посадка
stewardess – стюардесса
stowaway – безбилетник
Phrases to Remember
Don’t see me off to the airport. – He провожайте меня в аэропорт.
The plane takes off at 6 a.m. – Самолет улетает в 6 часов утра.
Observe non-smoking signal! – He курите!
Have you enjoyed the flight? – Вы хорошо перенесли полет?
No, decidedly not! – Нет, очень плохо.
I was air-sick. – Меня тошнило.
I can’t stand long-distance flights. – Я не могу переносить полеты на дальние расстояния.
II. Read, memorize, reproduce.
AT THE AIRPORT
John: Hello, Pete! I’m sorry I’m late. When did you arrive?
Pete: Hi, John. I got here at seven thirty. We were a half hour early.
J.: Did you get your suitcases?
P.: No, I didn’t pick them up. They are in the baggage-room. 
J.: I got your telegram yesterday. Did you have a jolly trip?
P.: Well, it was a great fun, but in the end I got homesick.
J.: That’s why they say: “East or West-home is best.”
PORT, HARBOUR (ПОРТ, ГАВАНЬ)
liner – лайнер
cruiser – крейсер, круизное судно
(cargo) ship – (грузовой) корабль
boat – лодка, судно
steamer – пароход
to call at a port – заходить в порт
to go ashore – идти к берегу
rough sea – бурное море
home port/port of registry – порт приписки
port of call – порт захода
port of departure – порт отправления
port of destination – порт назначения
Port Authorities – администрация порта
Harbour Master – капитан порта
landing stage – пристань
quay [ki:], pier – причал, пирс
to moor/make fast to – отшвартоваться
to weigh/group anchor – поднять/отдать якорь
to lie at anchor/(to stand at anchor) – стоять на якоре
to anchor – бросать якорь
CRUISE/VOYAGE/CROSSING (МОРСКОЕ ПУТЕШЕСТВИЕ)
to be bound for – направляться (о судне)
to make a crossing – сделать рейс/переход
to book a passage – купить билет на судно
to reserve a cabin/berth – забронировать каюту/место
to board (the) ship – подняться на борт судна
to mount/pass up the gangway – подняться по трапу
boat deck – шлюпочная палуба
promenade deck – прогулочная палуба
top/upper deck – верхняя палуба
deck chairs – шезлонги
rails/railings – поручни
lounge saloon – кают-компания, салон
swimming-pool – бассейн
fellow passengers – попутчики на судне
pitching and rolling – качка (килевая, бортовая)
life boat (belt, jacket) – спасательная шлюпка (пояс, жилет)
THE CUSTOMS (ТАМОЖНЯ)
the Customs official – таможенник
to get/go through the Customs / to clear the Customs – проходить таможенный досмотр
custom duties/customs – таможенные пошлины
dutiable (duty-free) – (не)подлежащий обложению таможенной пошлиной

III. Read, memorize, reproduce.
ON THE SHIP
A.: Do you happen to know when our ship is due in Amsterdam?
В.: According to the time table we are due there at noon tomorrow, but I think we are an hour late.
A.: Oh, it does not matter, we’ll catch up.
В.: The sea has been quite calm since the beginning of the voyage, but I am afraid the night might bring us a storm.
A.: There is nothing to be afraid of, I’m sure we’ll come on schedule and have a good landing tomorrow.
В.: Well, good night then. I’m going to my cabin now. I feel somewhat sleepy.
A.: Happy dreams!

IV. Answer the questions. Begin your answers with:
I suppose/believe. As far as I know. As a rule. That depends. Actually. As a matter of fact. Frankly/strictly speaking. To tell the truth.
1. Which is the most convenient way of travelling?
2. Which is the quickest way of travelling?
3. What’s the speed of the fastest train (ship, plane)?
4. What was your longest trip by train (ship, plane)?
5. What must you do first before starting on a trip?
6. Where do you buy tickets for a train (ship, plane)?
7. Do you take much luggage with you?
8. How much luggage are you allowed on the plane?
9. Who takes care of the passengers on board the plane?
10. What kind of refreshment can you have on the plane?
11. Where do you take your meals while travelling by train (ship)?
12. What kind of trains are more convenient for long distance travelling?
13. What things must you always have about while travelling?
14. Do you prefer a lower or an upper berth on the ship (train)? State your reason.
15. What are the conductor’s duties on the train?
16. Who helps travellers to carry their luggage?

V. Make up questions.
Ask your friend:
1) if he often travels (make trips);
2) when he travelled last by train (ship, plane);
3) if he usually books tickets in advance;
4) how much a ticket to his home town costs;
5) if he takes much luggage on his trips;
6) if he has ever missed a train (plane, ship);
7) if his friends come to see him off (to the airport, railway, etc.);
8) if he has ever made a tour of some town (or port) of our country;
9) what foreign countries he would like to visit.

VI. Read the dialogue and say how the speakers spent their holidays.
A COACH TOUR
A.: I like a coach tour because it isn’t expensive. Indeed, it wouldn’t be possible for individual travellers to do it at the same low price.
В.: Certainly. And besides such tours are planned as holidays, so you have a chance to do a lot of sightseeing and have a good rest at the same time. Last year I went by coach through a few countries and enjoyed the tour very much.
A.: Imagine! Last year I was on a coach tour too. During that fourteen-day holiday I visited Switzerland, France, and Italy. Sightseeing was combined with rest because we stayed for a few days at some lovely small hotels.
В.: My tour wasn’t bad either. I went to Paris where I spent six days. I wouldn’t call it rest as I was “on the go” (на ногах) from morning till late at night. It’s a pity Paris is so crowded in summer as there is a big tourist rush.
A.: And where did you go to from Paris?
A: Well, we went on to the south of France and enjoyed it very much. It’s so pleasant to have no trouble with luggage as it’s taken care of for you at each night stop.
A: Oh, yes! And hotels are carefully selected and booked in advance.

VII. Agree or disagree with the statements. Give your reason. The following phrases may be helpful.
(Not) quite so. I fully agree with you. I’m of the same opinion. I should say it’s only partly true. That depends. I don’t think so. On the contrary. I can’t agree here. I shouldn’t say so.
1. Most people look forward to their holiday trips. 2. It’s impossible to plan your holiday trip in advance. 3. A coach tour is less expensive than an individual trip. 4. One of the advantages of a coach tour is that you have no trouble with your luggage. 5. If you start on your travel, it’s better to travel light. 6. You can’t have a good rest if you do a lot of sightseeing on your holiday trip. 7. You can’t really enjoy sightseeing if you’re “on the go” from morning till late at night. 8. All big cities of the world are terribly overcrowded at rush tourist time. 9. Few people can afford long distance travels.
VIII. Read the text.
AT THE CUSTOMS
After Arthur Hailey
US Customs Inspector Harry Standish arrived at Customs inspection station number eleven. Shortly before that, a red light on a wall panel near the centre of the big Customs Hall indicated that an inspecting officer had a problem and needed supervisory help. Most of the passengers, who had arrived aboard a Scandinavian Airlines DC-8 from Copenhagen, had cleared Customs and had left. Only this well-dressed American woman, Mrs Harriet Mossman, who had just returned from a month in England, France and Denmark, insisted that all she had bought in Europe was some perfume, costume jewellery, and shoes. The total declared value was ninety dollars — ten dollars less than she was allowed duty-free.
The young officer had been suspicious. To begin with, the dresses – six, all of good quality – had had their labels removed. The cut of the dresses was unmistakably French, so was the tailoring of the fur coat. The same thing was true of the three expensive sweaters. They also were without labels, and were unmistakably from Scotland, in typical British shades, not available in the United States. All this, and much else, Customs officers learned as part of their training.
“Madam,” Inspector Standish said, “is there anything else you, wish to declare?” Mrs Mossman answered indignantly. “There certainly isn’t!”
“In that case, Madam,” Inspector Standish said, “will you kindly open your handbag!” The woman protested, “But surely, purses are never inspected. I’ve been through Customs many times...” “Normally, they are not. But we do have the right.”
Reluctantly, Mrs Mossman opened her purse. Harry Standish inspected a lipstick and a gold compact. When he probed the powder in the compact, he extracted a diamond and ruby ring. There was a tube of hand lotion, partially used. When he pressed the tube near the top, there was something hard inside. He wondered when smugglers would come up with something original. Such old tricks. He had seen them all many times. He thought of the foolishness of Mrs Mossman and the many like her. Had she been honest about the coat and dresses, and declared them the duty payable would not have been great, especially for someone who was clearly well-to-do. Certainly her handbag would not have been opened and she wouldn’t have been caught red-handed.
Words
supervisor – зд. старший инспектор
declared value – объявленная (в декларации) ценность
to suspect – подозревать
suspicious – подозрительный
to remove labels – снимать ярлыки (на одежде)
the cut - покрой
tailoring of... – (портновская) работа
fur coat – шуба
(shades) not available – (оттенки) не встречающиеся
indignantly – с негодованием
reluctantly – неохотно
diamond – бриллиант
ruby ['ru:bi] – рубин
to smuggle – заниматься контрабандой
smuggler – контрабандист

IX. Complete the following sentences.
1. The young Customs officer wouldn’t have asked Inspector Standish for help if ... 2. If Mrs Mossman had declared the fur coat, sweaters and dresses, she ... 3. The young Customs officer wouldn’t have become suspicious if ... 4. If Inspector Standish hadn’t inspected the purse of Mrs Mossman, he ... 5. If Customs officers become suspicious, they ... 6. If the cases of smuggling were not so frequent, the Customs officers ... 7. You can have lots of trouble with the Customs if you ...

X. Answer the questions.
1. Where did the action of the episode take place? 2. Where did Mrs Mossman arrive from? 3. What countries had she visited? 4. What things had she bought there? 5. Why did the young Customs officer become suspicious? 6. Who was helping him to inspect Mrs Mossman’s luggage? 7. What did the Customs Inspector ask Mrs Mossman to do? 8. Why did she open her purse reluctantly? 9. Why did Customs Inspector think that Mrs. Mossman was foolish? 10. How was Mrs Mossman punished?
***Say what you know about: a) customs (house) routine inspection; b) most common cases of smuggling; c) the punishment for smuggling.
***Comment on the saying: “Every country has its own customs (традиции)”.
***Find Russian equivalent to the saying: “Custom is second nature”.

XI. Read the text.
A STOWAWAY
After Arthur Hailey
There has been a radio message that there was a stowaway on Flight 80, who had been caught riding illegally, without a ticket, between Los Angeles and New York. A ticket agent brought the stowaway, a little old lady from San Diego, to Mrs Tanya Livingstone, a passenger relations agent.
“You’ve done this before,” Tanya said addressing the little old lady. “Haven’t you?” “Oh, yes, my dear. Quite a few times. You see, I’m a widow and I have a married daughter in New York. Sometimes I get lonely and want to visit her. So I go to Los Angeles and get on an aeroplane that’s going to New York.” “Just like that? Without a ticket?” Mrs Quonsott seemed shocked.
“Oh, my dear, I couldn’t possibly afford a ticket. I just have Social Security and this small pension my late husband left. It’s all I can do to manage the bus fare from San Diego to Los Angeles.”
“But why don’t you use San Diego airport?” asked Tanya. “Well, I’m afraid, my dear, they know me there.” “You mean you’ve been caught at San Diego?” The little lady nodded her head. “Yes”. “Have you been a stowaway on other airlines besides ours?” “Oh, yes. But I like Trans America best.” “Mrs Quonsott,” Tanya said, “since you’ve had so much free travel from Trans America, you could surely help us a little. I’d like to know how you get aboard our planes.” The little lady smiled.
“Well, my dear, there are quite a few ways. I try to use different ones as much as I can. Sometimes I say I’m going aboard to see my daughter off – most airlines let people do that, you know. Or if the plane has come in from somewhere else, I say I’m going back to my seat, but I left my ticket on board, or I tell them my son just got on, but he left his wallet and I want to give it to him. I carry a wallet in my hand, and that works best of all.”
“Well,” Tanya said. “You seem to have thought everything out very carefully.” She had plenty of material now for a bulletin to all gate agents and stewardesses.
Words and Phrases
stowaway – безбилетный пассажир
passenger relations agent – сотрудник аэропорта
late husband – покойный муж
to get lonely – чувствовать себя одиноко
social security – социальное обеспечение 
free travel/ride – бесплатный проезд
Phrases to Remember
quite a few times – довольно много раз
quite a few ways – довольно много способов

XII. Render the story in brief. Speak about stowaways on ships/planes/trains. Say:
What would you suggest as to the best way of solving the problem of stowaways?

XIII. Read the text. Describe your cruise as a passenger (or a member of the crew).
WINTER CRUISE
After W. S. Maugham
Captain Erdmann knew Miss Reid very little till the Friedrich Weber reached Haiti. She came on board at Plymouth, but by then he had taken on a number of passengers, French, Belgian, and Haitian, many of whom had travelled with him before, and so at meals she was placed at the chief engineer's table. The Friedrich Weber was a freighter1 sailing regularly from Hamburg to Cartagena on the Columbian coast and on the way calling at a number of islands in the West Indies. She carried phosphates and cement from Germany and took back coffee and timber; but her owners, the Brothers Weber, were always willing to send her out of her route if cargo of any sort made the sailing worth. The Friedrich Weber prepared to take cattle, mules, potatoes, or anything else that offered the chance of making some money. She carried passengers too. There were six cabins on the upper deck and six below. The accommodation was not perfect, but the food was good and the fares were cheap. The round trip took nine weeks and was not costing Miss Reid more than forty-five pounds. She looked forward not only to seeing many interesting places, with historical associations, but also getting a lot of information that would enrich her mind. Miss Reid was a good sailor, as indeed was only to be expected since her grandfather had been a naval officer.
After a couple of roughish days the weather was fine and in a very short time she knew all her fellow-passengers. Miss Reid was a good mixer. You met such interesting people, she said, and you always learnt something. She was a great reader too and she was glad, on looking at the ship’s library, to find that there were a lot of books by Philip Oppenheim, Edgar Wallace, and Agatha Christie, but with so many people to talk to she had no time for reading. “After all,” she thought, “human nature is more important than literature.”
Miss Reid had a great many interesting talks with the fellow-passengers and she was really sorry when the ship reached Port du Prince in Haiti Island and the last of them disembarked.8 The Friedrich Weber stopped two days there during which she visited the town and the neighbourhood. When they sailed she was the only passenger on board.
“I hope you will not feel embarrassed alone with so many men, Miss Reid,” said the captain heartily as they sat down to midday dinner. She was placed on his right hand and at table besides sat the first mate, the chief engineer and the doctor. “I’m a woman of the world, Captain. I always think if a lady is a lady, gentlemen will be gentlemen,” answered Miss Reid.

XIV. Read the poem and memorize it. Try to make a free translation of the poem in writing or give its rhymed version.
I must go down to the seas again, to the lonely sea and the sky,
And all I ask is a tall ship and a star to steer her by,
And the wheel’s kick and the wind’s song and the white sail’s shaking,
And a grey mist on the sea’s face and a grey dawn breaking.
(John Masefield)

XV. Fill in prepositions.
- Hello, Alec.  I remember somebody told me that you had gone ... an
interesting trip ... Siberia.
- I really made a wonderful journey ... the very heart of Siberia. We went ... Krasnoyarsk ... plane and then sailed ... the Yenissei ... a cargo-ship.
- And where did you go ... ashore?
- Oh, when we found ourselves ... the bank we immediately started ... the place where our expedition was working.
- Did you go ... car?
- Oh, no! We travelled partly ... foot, and ... some places went... small rivers and streams ... rowing-boats. We were ... spots where no man’s foot had stepped ... us.
- How exciting! So you enjoyed ... the journey?
- Every minute ... it, though it was not an easy one.
- Did you return ... air?
- No, ... train.

XVI. Situations for dialogues.
1. Two friends are discussing different ways of spending their holidays, they both want to travel, but one of them is an enthusiast ready for anything and the other is a cautious and a skeptical person.
2. A person who has just returned from a foreign cruise is answering the questions of a friend.
3. An old lady is talking to a porter at the railway platform. She keeps forgetting the name of the place she is going to and does not quite know how many pieces of luggage she has.
4. Three friends argue about how they should travel to Tomsk for a weekend. One thinks it would be best to go by car, the second is for going by train, and the third would prefer to go by coach.

XVII. Translate it into English.
1. Если море будет неспокойным, я обязательно заболею морской болезнью. 2. Я хочу купить билет туда и обратно в спальный вагон. 3. В Санкт-Петербурге мы пересели на самолет, летящий в Одессу. 4. Если ты хочешь поехать в спальном вагоне, купи билеты заранее. 5. Я бы хотел сдать этот чемодан в багаж. Он слишком велик для багажной полки. 6. Вам обратный билет? – Нет, только туда. 7. Я предпочитаю путешествовать на машине. 8. Где я куплю билет до Киева? – В кассе №3. 9. Мы совершили интересную поездку на борту большого океанского лайнера. Он заходил во многие крупные порты. 10. В 3 часа была объявлена посадка на самолет. 11. Они приехали на вокзал, чтобы проводить нас. 12. Когда самолет взлетел, стюардесса прошла по проходам и раздала газеты.

XVIII. Tell the class about one of your travels.

V. AT THE DOCTOR’S
Vocabulary
illness – болезнь – is the most general word in the synonymic group
ailment – заболевание, недомогание – mostly refers to a slight disorder, it is short and temporary
disease – заболевание, болезнь – has a certain name.
malady – серьезное заболевание (смертельное) – describes a more dangerous illness than disease, sometimes a fatal one and it implies a lasting sometimes a chronic illness
catching (infectious) disease – заразное заболевание
epidemic – эпидемия
to fall ill (to be taken ill) with ..., to suffer from ..., to catch (have) (a) cold,
to cough
to sneeze
to feel sick, giddy
to shiver
tо be short of breath
tо have a sore throat (eye, finger)
tо have a cold in the head (a running nose)
to itch
to swell
to complain of ...
temperature: to take one’s temperature
                    to be running a (high) temperature
                    to keep the temperature down
                    to bring down the fever
ORGANS OF THE HUMAN BODY
throat – горло
collar bone – ключица
lung – легкое
rib – ребро
heart – сердце
liver – печень
kidney – почка
hip – бедро, боковая поверхность бедра
thigh - бедро
ankle – лодыжка
neck – шея
shoulder – плечо
chest – грудная клетка
stomach – желудок
elbow – локоть
spine – позвоночник
wrist – запястье
shin – голень
heel – пятка
toe – палец (на ноге)
jaw – челюсть
nostril – ноздря
skull – череп
temple – висок
back of the head – затылок
trunk – туловище
finger – палец (на руке)
thumb/first finger – большой палец (руки)
index finger – указательный палец
long finger – средний палец
ring finger – безымянный палец
little finger – мизинец
spleen – селезенка
bladder – мочевой пузырь
pain – боль: to feel (have) a bad (sharp, dull, slight) pain in one’s back (leg, arm, side, knee ...); to suffer from a pain; painful, painless
ache – боль: a continuous, not sharp or sudden pain: headache (toothache, earache, stomachache); bad (splitting) headache – сильная (раскалывающая) головная боль
tо ache – болеть, чувствовать боль (to be in continuous pain): My ear aches.
to hurt – причинять боль: My foot hurts (me) when I walk. It hurts the eyes to look at the sun.
injuries – травмы: bruise, cut, graze, scratch, fracture, nosebleed
DISEASES
flu(e) – грипп
quinsy – ангина
bronchitis – бронхит
tuberculoses – туберкулез
rheumatism – ревматизм
cholera – холера
typhoid fever – брюшной тиф
smallpox – оспа
chickenpox – ветрянка
scarlet fever – скарлатина
insomnia – бессонница
indigestion – расстройство желудка
diarrhea – диарея, понос
concussion of the brain – сотрясение мозга
heart attack – сердечный приступ
nervous break-down – нервный срыв
high blood pressure – высокое давление
complication – осложнение

I. Answer the questions.
1. Have you ever had quinsy (chicken pox, concussion of the brain, appendicitis, lumbago, measles)?
2. What are the diseases children usually have?
3. What are the symptoms of flu (tonsillitis, measles, mumps, gout, scarlet fever)?
4. What catching diseases do you know?
5. When you were ill last? What did you feel?
6. What diseases did you suffer in your childhood?

II. Here are some of the best-known and least-wanted diseases and conditions, arranged to where they strike or what causes them. However, in each group there is one that should not be there. Identify it.
The heart and blood vessels
poor circulation
high blood pressure
a stroke
heart attack
jaundice
cardiac arrest
heart failure
The liver
gallstones
cirrhosis of the liver
hepatitis
cancer of the liver coronary thrombosis
The stomach and intestines
appendicitis
stomach ulcer
polio
a hernia
constipation
Infectious fevers
measles
chickenpox
smallpox
scarlet f
ever
whooping cough
The joints
rheumatism
enteritis
arthritis
fibrosis
The lungs and respiratory system
diphtheria
catarrh
sinusitis
tonsillitis
laryngitis
cholera
bronchitis
lung cancer
The blood
anemia
pneumonia
leukemia
hemorrhage
a blood clot


Food poisoning
typhoid
dysentery
diarrhea and vomiting
salmonella mumps
Mental disorder
schizophrenia
manic depression
neurosis
paranoia
The nervous system
migraine
epilepsy (epileptic fits)
Parkinson’s disease
multiple sclerosis
muscular dystrophy

III. Supply prepositions where necessary.
Scarlet fever is an infectious fever, marked ... the appearance … the second day … a bright red rash consisting … closely-set red spots. Shortly after the patient develops a high temperature and suffers ... painful sore throat. ... the third day the rash starts to fade and … favourable cases the temperature falls and the patient feels better. … the end of a week the rash usually disappears. Complete recovery may be expected ... the following month. The complications ... scarlet fever are very serious.

IV. Translate the sentences.
1. Женщина все время страдает бессонницей.
2. Я все время чихаю и кашляю. Неужели я заболела?
3. У меня болит горло, надеюсь, это не ангина.
4. Она задыхается, когда идет по лестнице.
5. У вас может быть нервное расстройство.
6. У мальчика чешутся глаза от яркого света. Может быть, это корь?
7. Он почувствовал резкую боль в опухшем ухе.
8. У меня голова раскалывается. Может быть, это от высокого давления?
9. Брат простудился, и у него поднимается температура.
10. У нее болит живот, и она вся дрожит.
Doctors
- logy means “the science of”
- ist means “a person who works in a particular field”
Physician (general practitioner, family practitioner)
Therapeutist
Specialists
Pediatrician
Surgeon
Psychiatrist
Eye-doctor, oculist, eye specialist
Ear, nose and throat specialist
Dentist
Oncologist
Gastro-enterologist
to send for (call for) a doctor
to call (for) an ambulance
to consult (to see) a doctor
to make an appointment with a doctor
to treat smth, smb for smth
to cure smb of smth
to heal smb of smth
treatment
At the doctor’s
reception office, consulting room
consulting hours
waiting room
medical history
to examine a patient (his throat, etc.)
to feel smb’s (one’s) pulse
to strip to the waist
to sound smb’s heart (lungs, chest)
to breathe in/to breathe out
to measure one’s blood pressure
to have one’s blood pressure tested (measured)
to have one’s blood tested
blood test (examination)
to diagnose the case as...
to be (to have one's chest) X-rayed
to write out a prescription (for pills, etc.)
to prescribe some medicine = to write out a prescription
to be on (be given, get) sick leave
to put somebody on sick leave
to be taken to hospital
to be operated on for smth = to undergo an operation
to perform an operation
hospital
maternity home
in-patients, out-patients
ward nurse
to set in (about complications)
to stay in bed
to follow the doctor’s directions
to keep to a diet (of ...)
to take medicine
to recover (from a disease)
to be on the mend
to go to a chemist’s (drugstore, pharmacy)
Types of medicine
tablets, pills,  drops, powders,  ointment, tonic,  vitamins,  mixture (cough-mixture), cold compress, mustard plaster, hot-water bottle (bag)
to take a teaspoonful (a tablespoonful) of ...
injections
to gargle
to buy ready-made medicine
to have a prescription (medicine, mixture) made to order

V. Answer the questions.
1. What do you do when you fall ill?
2. When do people call for an ambulance?
3. What does the doctor do when he comes to examine you?
4. Who is treated at the polyclinic, and who is treated at the hospital?
5. Have you ever been taken to hospital?

VI. Insert articles where necessary.
1. … man was losing ... weight and looked sick.
2. I have … splitting headache and ... bad cold in ... head.
3. It’s awful to have ... tooth-ache, isn’t it?
4. You have caught .. cold. Don’t forget that ... cold is catching.
5. … people who suffer from rheumatism feel … pain in their bones.
6. You have got all ... symptoms of ... quinsy.
7. Have you got ... pain in ... back of your head?
8. I was operated on for ... appendicitis last year.
9. What are ... symptoms of ... flu?

VII. Express уour agreement or disagreement with the following statements.
1. Scarlet fever is an infectious disease.
2. Smallpox isn’t a catching disease.
3. A doctor who performs operations is called a therapeutist.
4. People who are treated in policlinics are called out-patients.
5. A sick person always looks happy and cheerful.
6. It’s not dangerous to take care of a person who has a catching disease.
7. You should consult a psychiatrist when you have scarlet fever.
8. We seldom sneeze and cough when we have insomnia.
9. People need to be operated on if they have concussion of the brain.
10. If you have lumbago, you need to gargle your throat.

VIII. Read the following and make up 2 dialogues: one – to illustrate the text, the other – to show a real interest in a person’s health.
When an Englishman asks you about your health, he is probably only doing it out of politeness. Unless he knows you have been ill he is certainly not expecting a detailed medical report, and will be most surprised if you give him one.

IX. Translate the sentences into English.
1. Девочка жалуется на сильную головную боль.
2. Царапина болит, нужно смазать ее мазью.
3. Врач послал меня сдать кровь и пройти рентген грудной клетки.
4. Только в этой больнице лечат от туберкулеза.
5. Ему сделали операцию на почке.
6. Дети боятся уколов.
7. Врач послушал сердце и легкие и записал диагноз в историю болезни.
8. Почему у вас одышка – у вас высокое давление или что-нибудь с сердцем?
9. Он растянул ногу и вывихнул плечо на футболе.
10.Ты запломбировал зуб?
11.Медсестра зашла в палату с каплями и лекарствами для уколов.

X. Make up dialogues based on the information.
WHO IS AT RISK FROM FLU?
Anyone can catch flu, even the fittest of people. Flu can make you feel ill for several days, with a high temperature, headache, aching limbs and weak muscles. You may also develop a dry cough, sore throat and a runny nose.
But the worst part of flu is the risk it brings of serious complications. Flu is particularly threatening to people with other underlying diseases, for example: asthma or bronchitis, heart disease, diabetes or kidney disease. For this reason the Department of Health recommends that all these groups of people should receive a flu vaccination each year.
HOW TO STOP FLU BEFORE IT STARTS
There is no specific treatment or cure for flu so the best thing you can do is try and avoid catching it.
Vaccination offers the best chance of protecting yourself from catching flu. But it's important for people at risk to receive a flu vaccination every year. Every year the flu virus changes, therefore the vaccines are changed each year to give people the best possible protection.
THE BEST TIME FOR FLU VACCINATION
You are most likely to catch flu in the autumn and winter. From October onwards is the best time to have a vaccination to give yourself the maximum protection before the flu season starts.
HOW YOUR DOCTOR CAN HELP
Your family doctor or nurse will usually be able to advise you or your family about vaccination against flu. It only takes one simple injection to help give you the protection you may need to see you right through the flu season.
Ask your doctor now about flu protection for you and your family.
WHAT TO DO IF YOU CATCH FLU
• Go to bed and keep warm
• Drink plenty of fluids
• Check with your doctor or pharmacist whether you should take anything for the symptoms
• If the symptoms persist for more than a few days call your doctor for advice.

XI. Act out the dialogues.
1. - May I make an appointment with the doctor for this afternoon?
- Are you our patient?
- Yes, this will be my second visit.
- All right, sir. Will 4 p.m. suit you?
- Yes, it will be fine.
- Now give me your name and address, please.
- Here is my card.
2. - Step in, please. What are your complaints?
- I’ve got a sore throat and a cough.
- Are you running a temperature?
- No, I am not. I have a splitting headache. I believe I’m starting a cold.
- Let me examine you. I suggest that you take something for your headache and cough.
- Will you write out a prescription?
- By all means. You should stay in bed for a couple of days and take the medicine 3 times a day.
- I’ll follow your advice, doctor. Thank you.
3. -  Good morning. What’s wrong with you?
- I have an awful headache that I can't get rid of. And my throat seems sore.
- Let me have a look at your throat first. Have you taken your
temperature?
- No, I’m afraid I haven’t.
- Do it now, then Yes, you have a slight fever. I’m afraid you are catching the flu. You must go straight home and keep warm. Have plenty of hot milk to bring your temperature down.
- Shall I take some medicine?
- If the headache gets too bad, you can take two aspirins. It’ll take you about a few days to get back to normal.
- Thank you, doctor. Good bye.
4.      -    I have a toothache at the left upper side.
- How long have you had it?
- For about 3 days. I have a filling that is loose. I’m afraid it is about to drop out.
- Let me take a look at it. Open your mouth wide please. I’ll take an X-ray.
- Good.
- There’s a rather deep cavity on the right side of the tooth.
- Will you have to pull out the tooth?
- No. I hope to save your tooth. I’ll give you an injection of novocain, drill the tooth and put a temporary crown on it. You can eat in two hours.
- Thank you, doctor.

XII. Translate the following sentences into English.
- На что вы жалуетесь?
- Я простудился. У меня болит горло, и я сильно кашляю.
- Измерьте, пожалуйста, температуру. Посмотрим … Да, у вас повышенная температура. Когда вы почувствовали себя плохо?
- Несколько дней назад.
- Разрешите мне осмотреть вас. Сделайте глубокий вдох. Теперь я проверю ваше кровяное давление. Так, слегка выше нормы, но оснований для беспокойства нет. На что вы еще жалуетесь?
- Доктор, я плохо сплю.
- Я вам дам (выпишу) снотворное. Принимайте эти таблетки, как указано в рецепте – одну таблетку перед сном. Несколько дней вам придется соблюдать постельный режим,  пока температура не  снизится.  Вот рецепт от гриппа. Зайдите ко мне через несколько дней.

XIII. Use the proper tense forms and retell the texts.
1. Mrs Hudson (be) about 40 when she (begin) to feel pains in the heart. She (go) to the doctor and (to tell) him that she (not, feel) well for the last two months. The doctor (ask) her if she (have) a lot of work about the house. She (say) she (have) a large family – 2 sons and 3 daughters to look after. Her husband (die) two years before. Her younger son, Mike, (fall) ill the previous
week and she (be afraid) he (not, get well) soon. Her elder son, Earnest, (join) the army some days before. The doctor (advise) Mrs Hudson not to work so hard. He said she must take care of herself because her heart (be) really weak. She said (not, be) easy but she (do) her best.
2. Dentists always (ask) questions when it (be) impossible for you to answer. My dentist just (pull out) my tooth and (tell) me to rest for a while. I (try) to say something but my mouth (be) full of cotton-wool. He (know) I (collect) birds’ eggs and (ask) me whether my collection (grow). He then (ask) me how my brother (be) and whether I (like) my new job in London. In answer to these questions I either (nod) or (make) strange noises. Meanwhile my tongue (search out) the hole where the tooth (be). I suddenly (feel) very worried but (not can) say anything. When the dentist at last (remove) the
cotton-wool from my mouth I (be) able to say that he (pulled out) the wrong tooth.
XIV. Read, translate and retell the text.
A VICTIM TO ONE HUNDRED AND SEVEN FATAL MALADIES
From “Three Men in a Boat” by Jerome K. Jerome
I remember going to the British Museum one day to read up the treatment for some slight ailment. I got down the book and read all I came to read; and then, in an unthinking moment, I idly turned the leaves and began to study diseases, generally. I forgot which was the first, and before I had glanced half down the list of “premonitory symptoms”, I was sure that I had got it.
I sat for a while frozen with horror; and then in despair I again turned over the pages. I came to typhoid fever — read the symptoms — discovered that I had typhoid fever — began to get interested in my case, and so started alphabetically.
Cholera I had, with severe complications; and diphtheria I seemed to have been born with. I looked through the twenty-six letters, and the only disease I had not got was housemaid’s knee.
I sat and thought what an interesting case I must be from a medical point of view. Students would have no need to “walk the hospitals” if they had me. I was a hospital in myself. All they need do would be to walk round me, and, after that, take their diploma.
Then I wondered how long I had to live. I tried to examine myself. I felt my pulse. I could not at first feel any pulse at all. Then, all of a sudden, it seemed to start off, I pulled out my watch and timed it. I made it a hundred and; forty-seven to the minute. I tried to feel my heart. I could not feel my heart. It had stopped beating. I patted myself all over my front, from what I call my waist, up to my head but I could not feel or hear anything. I tried to look at my tongue. I stuck it out as far as ever it would go, and I shut one eye and tried to examine it with the other. I could only see the tip, but I felt more certain than before that I had scarlet fever.
I had walked into the reading-room a happy, healthy man. I crawled out a miserable wreck.
I went to my medical man. He is an old chum of mine, and feels my pulse, and looks at my tongue, and talks about the weather, all for nothing, when I fancy I’m ill. So I went straight up and saw him, and he said:
“Well, what’s the matter with you?”
I said:
“I will not take up your time, dear boy, with telling you what is the matter with me. Life is short and you might pass away before I had finished. But I will tell you what is not the matter with me. Everything else, however, I have got.”
And I told him how I came to discover it all.
Then he looked down me, and took hold of my wrist, and then he hit me over the chest when I wasn’t expecting it — a cowardly thing to do I call it. After that, he sat down and wrote out a prescription, and folded it up and gave it to me, and I put it in my pocket and went out.
I did not open it, I took it to the nearest chemist’s, and handed it in. The man read it, and then handed it back. He said he didn’t keep it.
I said:
“You are a chemist?”
He said:
“I am a chemist. If I was a co-operative stores and family hotel combined, I might be able to oblige you.”
I read the prescription. It ran.
“1b.1 beefsteak, with 1 pt.2 bitter beer every six hours.
1 ten-mile walk every morning.
1 bed at 11 sharp every night.
And don’t stuff up your head with things you don’t understand.”
I followed the directions with the happy result that my life was preserved and is still going on.
Explanatory Notes
11b – a pound – фунт (~ 454 grams)
2pt – a pint [paint] – пинта (~ 0.57 litre)

XV. Speak on the following topics.
My latest visit to a doctor.
At the dentist’s.
There are no people who want and like to be badly ill.
My mother (father, etc.) is a doctor.
Hospital as an institution.

XVI. Memorize the following proverbs and illustrate them with situations.
Health is better than wealth.
He who has health has hope, and he who has hope has everything.
Healthy mind in a healthy body.
Early to bed, early to rise makes a man healthy, wealthy and wise.

XVII. Render the following jokes in indirect speech.
Patient: But doctor, are you sure I’ll be better? I’ve heard of cases where the doctor has made a wrong diagnosis, and treated someone for pneumonia who afterward died of typhoid fever.
Doctor: Nonsense! When I treat a patient for pneumonia, he dies of pneumonia.
Physician:  You have a local infection in your system. It will probably be necessary to pull out some teeth.
Patient:  (removing plates of false teeth). Here are all of them,      doctor!

XVIII. Read, translate and retell the text.
CONQUEST OF POLIO
The near-perfect effectiveness of mass vaccinations against poliomyelitis has been dramatically proved in figures recently released by the Center for Disease Control: in 1969, there were only 19 cases of paralytic polio in the United States and not a single death. It was the first year without a polio fatality in the half-century since records have been kept, and probably since 1894, when epidemic polio was first officially reported in the United States. By contrast, in 1952 -just before the first Salk vaccine became generally available - 3145 deaths were reported, and 21,269 additional victims suffered varying degrees of paralysis.
Unfortunately, this year's record will not be quite as good as last year’s. There has been an outbreak of polio in two Texas counties bordering on Mexico, with two deaths confirmed as a result of the disease. In both cases the children were unvaccinated. Other sporadic outbreaks can be expected among the unvaccinated in the future, but last year's record makes it clear that the once-dreaded summer polio season is a problem of the past.
XIX. A) Study the following.
1. We always use a/an with these illnesses: a cold, a headache, a sore throat.
2. We can use or omit a/an with these: catch (a) cold, have (a/an) backache/earache/stomachache/toothache.
3. We use no article at all with these plurals: measles, mumps, shingles.
4. We use no article with these: (high) blood pressure, flu, gout, hepatitis.
B) Supply “a/an” where necessary. Note where you can use “a/an:” or zero.
1. I’m going to bed. I’ve got … headache.
2. I was awake all night with … toothache.
3. I think Gillian’s got … flu.
4. The children are in bed with … mumps.
5. Mind you don’t catch … cold.
6. … measles can be very unpleasant.
7. Don’t come near me, I’ve got … sore throat.
8. I think I’ve got … cold.
9. I’ve had … terrible backache.
10. I often suffer from … backache.

XX. Choose the right word.
The words usually confused:
illness (sickness)— disease
“illness” is the state of being ill
“disease” refers to a particular kind of illness with special symptoms and name
pain — ache
“pain” refers to suffering of body. It is sharp and sudden.
“ache” means a continuous pain
cure— heal— treat
“cure” means to bring back to health
“heal” means to make healthy after wounds of any kind (e.g. cuts are healed);
“treat” means to take care of with medicines, etc. It refers to the process of curing (e.g. a person must be treated to be cured).

a)    ill— sick (Mind: “ill” is never used before a noun)
1) The nurse mixed the medicine with a teaspoon and gave it to the ... man who sat up in bed to take it. 2) When people are ... and have a temperature of over 39 degrees we say they are in a high fever. 3) When go on board a ship or a boat, I feel ... . 4) He was suddenly taken ... .
b) illness (sickness) – disease
1) What did the man die of? Did he suffer from any chronic ... or complications after a serious ... ? 2) The ... was catching, and the doctor said he would put me on the sick-list. 3) Scarlet fever is a catching ... . 4) His ... prevented him from going to school together with his friends.
c) treat – cure
1) After scarlet fever complications developed, and they had to be ... for a month before the patient was completely ... . 2) The open air life in the mountain ... him of headaches. 3) The doctor said that if I followed his instructions, I should soon be ... of the disease.
d) cure – heal
1) Fresh air, sunshine, good food may ... a patient of consumption by ... his lungs. 2) After a fortnight of slight fever, the wound ... and he recovered. 3) The doctor applied a medicine which soon ... the deep cut in my arm.
e) ache – pain – hurt
1) As Joe was coming home a sudden ... in his heart made him stop and lean against the wall of a house. 2) Wet weather often makes old people feel an ... in their bones. 3) He fell down the stairs and ... his leg. 4) This heavy suit¬case makes my arm ... . 5) Did you ... yourself?

XXI. Fill in the right prepositions where necessary.
1) I fell ill ... flu. 2) Nobody has yet found a cure ... the common colds. 3) He was treated ... flu while he had quinsy. 4) What do you take ... coughing? 5) I have a running nose/cold ... the head. 6) Make ... this medicine yourself. 7) He has been treated ... long but he is not cured. 8) You are pale ... pain. 9) If you don't have that tooth attended ... you’ll lose it. 10) He stayed away from his studies and his mother attended ... him at home. 11) You must consult ... a doctor. 12) You must have the prescription made ... . 13) You must be treated ... your anemia. 14) You must take these pills ... for your blood pressure. 15) You must be put ... sick leave.

XXII. Read and translate the information.
YOU AND YOUR HEALTH
What Do You Know About Disease?
Just what is disease? Disease is a change from the condition of good health. In disease, the normal structure or function of the body is harmed or weakened. Disease is often called sickness or illness.
A disease may last a brief time or a long time. It may be mild or severe. Some diseases such as the common cold may go away after a few days without any treatment. Other diseases require medical treatment to cure them. Still other diseases may require a lifetime of medical supervision to manage them.
Favorable standards of living help promote health. Also the body itself has defenses against disease. But now and then the defenses give way and illness occurs. Disease germs may break through the defenses. Parts of the body may begin to function poorly. Tissues1 in the body may grow in uncontrolled ways. Something may go wrong with certain chemical reactions in the body.
Symptoms of Illness
How do people know they are ill? Often they have symptoms such as pain, nausea, sore throat, lack of appetite, fatigue2, or fever. However, a disease may be present without a person knowing it. Sometimes a disease is discovered during a routine health examination.
Illnesses, that can be passed along by an infected person to a healthy person either directly or indirectly are called infectious or communicable diseases.
In early 1900s infectious diseases were still a serious public health problem. Today as a result of improved hygiene4 and living conditions, new drugs, new kinds of medical treatment, and the widespread use of vaccines5, the picture has changed. Many diseases such as malaria, yellow fever, scarlet fever, small pox, and diphtheria have been almost wiped out. However, some of these diseases – and others – pose problems in certain areas of the world.
The cold is the most common communicable disease. So far, scientists have identified more than 100 different viruses6 capable of causing cold symptoms. For this reason, no vaccine exists to immunize7 against colds. Some diseases are not caused by disease-producing microorganisms. These diseases cannot be passed from person to person. No immunity can be produced for these diseases. They are called noncommunicable. Among them are most diseases of the heart, allergy and a lot of others.
Explanatory Notes
1 tissues – ткани
2 fatigue (tired) – a painful reduction of strength
3 communicable – заразный
4 hygiene – гигиена
5 vaccine (n) – прививка, вакцина
vaccinate (v) – делать прививку
6 virus – вирус
7 immunity (n) – safety, security from disease
immunize (v) – exemption from disease

XXIII. Comprehension questions.
1. How do diseases vary according to the difficulty in getting over them?
2. What helps promote health?
3. When does illness occur?
4. How is illness discovered?
5. What are infectious diseases?
6. Is there any vaccine against the cold?
7. What are noncommunicable diseases?
8. Why no immunity can be produced for these diseases?

XXIV. Find in the text equivalents to the following words and phrase.
Нормальная функция, структура нарушена, продолжаться короткое время, легкая болезнь, тяжелая болезнь, пройти (о болезни), медикаментозное лечение, вылечить, условия жизни, уровень жизни, защита от болезни, защита ослабевает, плохо функционировать, нарушиться, тошнота, усталость, отсутствие аппетита, обычный медицинский осмотр, инфекционное заболевание, передаваться от больного здоровому, проблема общественного здоровья, истребить (о болезнях), представлять проблему, самая распространенная болезнь, создать иммунитет.

XXV. Translate the following sentences into Russian.
A. 1) Как ваше здоровье? 2) Что у тебя болит? 3) На что она жалуется? 4)Какие болезни они перенесли? 5) Что прописал ему врач? 6) Сколько дней она не ходила на работу? 7) Сколько дней твой сын лежал в постели? 8) Где простудилась твоя подруга? 9) Как чувствовал себя больной после лечения? 10) Когда вы заболели? 11) Кто лечил вашу дочь? 12) Мучают ли больного сильные головные боли? 13) Твой сын полощет горло регулярно?14) Он бросил курить? 15) Вы перенесли в детстве корь или скарлатину?16) Вы простудились в эту сырую погоду? 17) Делали ли ему рентген? 18)Тебе нужно соблюдать диету?
B. 1) К счастью, он скоро поправился. 2) Летом мой брат поедет лечиться на курорт. 3) В области медицины имеются большие успехи. 4) Он на всякий случай обратился к врачу. 5) Больная только что перенесла тяжелое воспаление легких и сейчас еще очень слаба. 6) Иногда у меня бывает сильное сердцебиение.  7) Этот врач – прекрасный специалист.  8) Я переехала в другой дом, а прихожу все к тому же врачу, в свою старую поликлинику. 9) Этот врач знает мою болезнь, он проводил разные виды лечения. Я вам говорю, он творит чудеса! 10) Болезнь легче предупредить, чем лечить.
C. 1) Врач пощупал мой пульс, прослушал сердце и легкие и измерил температуру. 2) Она не в состоянии разговаривать, у нее ужасно болит зуб. 3) Вам сделали рентген? 4) Я, пожалуй, приму эти таблетки от головной боли. 5) Кто пойдет в аптеку заказать лекарство? 6) Обещаю вам полное выздоровление в течение трех месяцев. 7) Принимайте микстуру по одной столовой ложке три раза в день. 8) Мне сделали пару уколов.

XXVI. You and your friend consulted one and the same doctor. Share your opinions with each other.

Topics for Oral Compositions
1. An accident you witnessed.
2. A visit to a throat (nerve, lung, etc.) specialist.
3. Coming back to University after being ill.
4. The way you were treated for flu.
5. The way someone attended to you when you were ill.
6. At the hospital.
7. The system of Public Health in Russia and the USA.
8. The problem “Health and Sport”.

VI. EDUCATION IN RUSSIA
I. Read the given information.
SCHOOL EDUCATION IN RUSSIA
Pre-School Education
There is the well-known parable of the young mother of a year-old baby in Ancient Greece who went to a wise man for advice: “Tell me, old man,” she said, “when should I start my son’s education?” “You are already one year late,” the sage answered.
A child’s early development has an enormous and decisive influence on the whole of his future life. Psychology, physiology, genetics and pedagogy provide concrete confirmation of this. For example, a child’s most intense intellectual development takes place before the age of eight. The structure of the language and speech as the basis of intellectual activity is almost completely formed at an early age. To help the family in the all-round development of a child in the most crucial period of his life is the task of pre-school establishments.
Children under three years of age may attend crèches and after the age of three – kindergartens. These children’s institutions are a must in every town, settlement and village, just like schools, libraries or cinemas. Children spend the whole day in a kindergarten or a crèche.
In kindergartens children are divided according to age into groups of 15 or 20. There are two adults for each group, the nursery school teacher and her assistant. Each kindergarten is also staffed with a doctor, a trained nurse, a music teacher, a cook and service personnel. In some kindergartens children arc taught a foreign language.
Games, as everybody knows, occupy a very important place in the life of a child. Through games he comes to know the world around him, learns to think, develops habits and relationships with others. Games help prepare children for school. In senior groups children arc prepared for school systematically. They retell stories read to them by their teacher, grow plants, look after pets and birds, learn to observe nature and form opinions about what they see.
Children arc receptive to beauty in every form: they like music, dancing, singing, drawing and modelling. The kindergarten programme lays great emphasis on these activities.
School Years
The school year lasts from September to May at primary school and to June at secondary school. The year is divided into four terms. Once a term is completed a pupil gets marks for his or her progress in studies. At the end of the year the question of transferring the pupil into the next form is decided. The following marks are used: five (excellent), four (good), three (satisfactory), two and one (unsatisfactory). A pupil who does badly in one or two subjects is given an opportunity to upgrade his marks before the beginning of a new academic year; otherwise he stays in the same form for a second year. However, thanks to a set of measures (studies after school hours with teachers, mutual assistance of children in studies and so on) the proportion of such cases is very low.
The ninth and eleventh form pupils take written and oral exams and re¬ceive certificates on the completion of incomplete or complete secondary school.
School children study six days a week and five or six hours a day at secondary school. Each lesson lasts 45 minutes. In the middle of the school day pupils get a hot lunch.
At home schoolchildren do homework on which they spend, depending on the form they are in, from one to three hours.
The Primary School
Children study for four years at primary school. In primary school one teacher works with the class. His main concern is to teach pupils to read, write and do sums, to acquaint them with the basic facts of nature studies and history and to make them interested in acquiring knowledge throughout their life. Reading habits are of primary importance. Experience shows that a pupil who does badly in school is always a pupil who cannot read fluently. For this reason reading and the development of oral and written speech occupy almost half the time at primary school. Great attention is devoted to physical education and aesthetic subjects such as drawing, modelling, singing, and music, as well as labour training. Children learn to handle various materials, grow plants, repair textbooks and teaching aids, toys, etc.
After primary school all children enter incomplete secondary school where they study for another five years.
The Ways of Acquiring a Complete Secondary Education
The introduction of compulsory secondary education in 1975 has posed the problem of ways of obtaining it. It is apparent that by the time a fifteen-year-old finishes incomplete secondary school he has already formed interests and inclinations. Many want to learn a trade as quickly as possible, a trade in addition to completing their secondary education. There is a choice of three different types of schools that provide a complete secondary education. They are the general secondary school, the vocational secondary school and the specialised secondary school.

II. Answer the questions.
1. How can you interpret the anecdote that opens the text?
2. Why does a child’s early development have an enormous and decisive influence on the whole of his future life?
3. What is the task of pre-school establishments?
4. Children of what age groups may attend crèches and kindergartens?
5. How is the child’s activity organised in the kindergarten?
6. Why are games so important?
7. Can you characterise the school year in Russia?
8. What is the grading system (system of marks) applied in Russian schools?
9. How are low-achieving pupils dealt with?
10. Are any examinations taken and in what forms? Compare these data with what you had in your school.
11. How many classes do school children have a day?
12. Is any homework required of them?
13. How many years does a child spend at primary school?
14. What is included in the primary school curriculum?
15. Why are reading habits of great importance?
16. Is complete secondary education compulsory in Russia?
17. What are the three types of school that provide a complete secondary education?
III. Describe school education in Russia.
IV. Read the text.
HIGHER EDUCATION – OUR NATIONAL ASSET
The changes in the system of higher education have made it more attractive to many. There are three levels of education now: you get an incomplete higher education after the first two years; a basic higher education, along with a BA degree, after two more years; and a complete higher education with an MA degree after a further two years. This pattern was introduced parallel with the old system, without impairing it in any way. It is up to each higher education establishment to choose what system to use.
Today, we are switching from the traditional higher education, received once and for all, to continuous education, lasting one’s whole lifetime. That is in keeping with the demands of the time.
In recent years, the stepped system of higher education has made it possible to meet the demands of the labour market. There are also closer ties between secondary schools and higher education establishments. Each of them sponsors dozens of schools which they expect to draw future students from.
And students who make good progress can now get two or even three stipends -not just one as before. For it is entirely up to colleges and universities how to distribute their stipend fund. Not long ago the Russian Government adopted resolutions broadening the category of students eligible for a stipend and outlining additional measures for social support.
All over the world, the system of higher education is closely linked with the most dynamic small and medium-size businesses which constantly demand new scientific achievements. Today, colleges and universities here have estab¬lished technology centres which are very useful for the educational process and for industry. Such a centre is operating effectively at the St. Petersburg Technical University.
The system of higher education is our national asset which, in the final analysis, is more precious than the country’s oil fields and gold mines.
V. Answer the following questions.
1. What are the changes in the system of higher education?
2. What is meant by continuous education?
3. Are there any ties between higher education establishments and schools?
4. What can students who make good progress get?
5. What is the system of higher education closely linked with?


VI. Discussion points.
1. It’s much better to be a correspondence student than a full time student.
2. The system of higher education is more precious than the country’s oil fields and gold mines.
3. It’s quite fair that the number of applicants is much greater than higher education establishments can admit.
4. A new system of higher education (with three levels of study) is better than the old one.
5. To keep up with the demands of the time you should study all your life.
6. The life of the teaching staff and students is much easier now as they are well supported by the state.
7. More attention should be given to the system of higher education as it is our national asset.
VII. Describe the system of High Education in Russia.

VII. EDUCATION IN GREAT BRITAIN
Vocabulary on British Schooling
TYPES OF SCHOOLS (ТИПЫ ШКОЛ)
maintained (state) school – субсидируемая школа (находится полностью в ведении местных органов народного образования)
country    school – школа,    финансируемая    только общественными    фондами,    распределяемыми    местными    органами народного образования; государственная школа
voluntary school – школа, содержащаяся на добровольные взносы (обычно при церкви)
nursery school – дошкольное учреждение; старшая группа детского сада
infant school – классы первой ступени начальной школы (от 5 до 7 лет)
primary school – общая начальная школа (для детей от 5 до 11 лет в Англии, от 5 до 12 лет – в Шотландии; включает первую ступень малышей и начальную школу)
junior school – начальная школа (для детей от 7 до 11 лет; существует самостоятельно или в составе общей начальной школы)
secondary school – средняя школа
secondary modern school – средняя современная школа (имеет практическую направленность)
grammar school – классическая школа (государственная  или  частная; предусматривается изучение классических языков)
technical school (institute) – технический колледж
comprehensive school – единая средняя школа (школа, соединяющая три типа школ: классическую, среднюю современную и техническую)
first school – начальная школа (для детей от 5 до 8 или 10 лет)
middle school – средняя школа (для детей от 8 или 10 до 13 лет)
upper school – старшая школа (для детей от 11 до 16 или 18 лет)
mixed (co-educational) school – смешанная школа (совместное обучение мальчиков и девочек)
single-sex school – школа только для мальчиков или только для девочек
special school – специальная школа (для детей с патологией умственного или физического развития)
independent (fee-paying, private) school – независимая (платная, частная) школа
preparatory school – подготовительная школа (платная)
public school – привилегированная частная школа, платная, закрытая, чаще школа-интернат
sixth-form college – подготовительный колледж (среднее учебное заведение для молодежи старше 16 лет; государственное или частное)
STAGES OF EDUCATION (ЭТАПЫ ОБРАЗОВАНИЯ)
compulsory education – обязательное образование
pre-school education – дошкольное образование
primary education – начальное образование
secondary education – среднее образование
further education – дальнейшее, послешкольное образование (дневное или вечернее, иногда с освобождением от работы; не включает обучение в университете; как правило, рассчитано на подготовку к практической работе)
higher education – высшее образование
EDUCATION POLICY (ОБРАЗОВАТЕЛЬНАЯ ПОЛИТИКА)
administration – администрация /
schooling – обучение в школе
full-time education – обучение, при котором учащийся обязан посещать все занятия
part-time education – обучение, при котором учащийся учится и работает
class-divided and selective system of education – распределение по классам и отборочная система образования (с учетом способностей учащихся)
to stream – распределять по потокам (в зависимости от результатов интеллектуальных тестов: streaming – распределение по потокам; сравните: grouping – распределение по профилям, уровням, setting – распределение по группам для изучения предметов на разных уровнях в зависимости от успехов)
to sustain inequality of opportunity – поддерживать неравенство возможностей
Department of Education and Science – Министерство Образования и Науки
Local Education Authorities (LEAs) – местные органы народного образования (отвечают за деятельность школ и колледжей на определенной территории и выплачивают заработную плату учителям этих учебных заведений)
to be responsible for national education policy – быть ответственным за национальную политику в области образования
to run a school – управлять школой
to prescribe curricula or textbooks – предписывать образовательные программы или учебники
the provision of schools – обеспечение школ
to provide maintained school education – обеспечивать субсидируемое школьное образование
EXAMINATIONS (ЭКЗАМЕНЫ)
“О” level exams = Ordinary level exams – экзамены на Общий аттестат о школьном образовании, существовавшие до 1988 г.
ОСЕ = the General Certificate of Education – Общий аттестат о школьном образовании (экзамены на получение такого аттестата существовали до 1988 г.)
GCSE (exam) = the General Certificate of Secondary Education – Общий аттестат о среднем образовании (введен в практику в 1988 г.; предполагает не только сдачу учащимися соответствующих экзаменов, но и оценку их текущей учебы за два года)
“A” level exams = Advanced level exams – экзамены на повышенном уровне по программе средней школы
SCE = the Scottish Certificate of Education – аттестат о среднем образовании на территории Шотландии
Highers – экзамены на повышенном уровне на получение аттестата о среднем образовании в Шотландии
Eleven Plus Examination – отборочные экзамены в 11 с половиной лет (включают интеллектуальные тесты по проверке умственных способностей учащегося, его сообразительности, знания английского языка и арифметики; по результатам экзаменов определяют, в каком типе школы учащемуся продолжить образование: в классической, технической или средней современной школе; в большинстве школ эти экзамены были отменены с введением единой средней школы)
Common Entrance Exam – общий вступительный экзамен
to sit for an exam = to take an exam – сдавать экзамен
to resit for an exam = to retake an exam – пересдавать экзамен
resits and retakes – пересдачи экзаменов
to pass an exam – сдать экзамен
to fail an exam – не сдать экзамен
oral/written exam – устный/письменный экзамен
the problem/task is set and marked by... – проблема/задание поставлена и оценена
to hand the papers out – раздать работы
examining board – экзаменационная комиссия
to give/conduct/hold exams – проводить экзамены
grade/mark – оценка
to give/to take grades/marks – ставить/получать оценки
“pass(ing)” – проходная оценка
excellent, good, satisfactory, bad/poor/failing grade – отличная, хорошая, удовлетворительная, неудовлетворительная оценка

I. Read the suggested information.
BRITISH EDUCATION MADE SIMPLE
What are the main types of schools in England and Wales? There’re many different types of school in Britain. There’re however, only three main systems:
The comprehensive system
More than 90% of children who go to state schools in England and Wales go to schools in the comprehensive system – a system introduced in the 1960s. Children go to a primary (or first) school at the age of 5. Depending on the policy of the Local Education Authority, they may go directly to the upper school – usually called the comprehensive school – at the age of 11. Alternatively, they may go to a middle school for 3 or 4 years before going to the upper school. The comprehensive system is non-selective. This means that all children go from one school to another without taking any exams and without being selected according to their abilities.
The selective system
In some areas in Britain, you can still find a different and older system of education (introduced in 1944). This is a selective system - children are selected for certain schools according to their ability. All children go to a primary school until the age of 11. They then take an examination called the 11-plus. Those who are successful go to a grammar school where they receive a more academic education; those who fail the exam go to a secondary modern school, where they receive an education which is less academic and more intended to train them for a job when they leave at the age of 16.
The private (independent) system
About 7% of children go to private schools. There’re three levels of private school – primary schools (age 4 to 8) and preparatory (prep) schools (8 to 13). At the age of 13 children take an examination. If they pass they go on to public school where they usually remain until they are 16 or 18. Many prep and most public schools are boarding schools – children live at the school during the school terms. Be careful – although these schools are called “public”, they are, in fact, private, and it can be very expensive to send your child to such a school.
Within the three systems, there’re several varieties of schools. For instance, you can find:
1. Schools for boys only
2. Schools for girls only
3. Mixed schools – for boys and girls
4. Voluntary schools – often with a religious background – such as Roman Catholic Schools
Examinations
The public examinations taken by British schoolchildren are: GCSEs (the General Certificate of Secondary Education). Pupils usually take their GCSEs at the age of 16. Some children take 3 or 4; others take as many as 10 or 11. Pupils who have passed their GCSEs may remain at school for another 2 years and take their A (Advanced) level exams. All grammar and most comprehensive schools have a sixth form, where pupils study for their “A” levels. Any student who wants to go to University needs to pass at least 2 or 3 “A” levels.

II. See how well you have understood the British system of school education. Here are two young British people with different education experience. Fill in the missing words to complete the story of their lives at school. Make use of the above-given information.
My name’s Maggie Turnbull, and I’m 17.1 first went to ... school when I was ... years old. I left there at the age of 9, and went on to a ... school, and then to a comprehensive. I took ten ... and now I’m in the ... form studying maths, chemistry and physics for my ... exams.
I’m Philip Powell, I’m 17, and I work in a factory. After ... school I failed my ... exam, and I went to a ... school. I passed four ... and left school when I was … .
MANAGEMENT (ШКОЛЬНОЕ УПРАВЛЕНИЕ)
Head Teacher = Master Principal = Headmaster/Headmistress –директор/директриса (школы)
Assistant Principal – завуч школы (заместитель директора)
Acting Head Teacher – действующий директор
(teaching) staff – (преподавательский) штат
governing body – орган управления
to have responsibility for – нести ответственность за ...
to employ teachers – нанимать учителей
provide and maintain buildings – обеспечивать и поддерживать здания
supply equipment – обеспечивать оборудованием
provide grant/scholarship – предоставлять стипендию
appointment and dismissal of the staff – назначение и увольнение штата
CURRICULUM (ОБРАЗОВАТЕЛЬНАЯ ПРОГРАММА)
broad curriculum – расширенная программа
academic course – академический (= теоретический) курс
non-academic course – практический курс
vocational bias – профессиональный уклон
to provide careers guidance  = careers advice – давать профессиональную
ориентацию
foundation/basic course – основной курс
foundation/basic subjects – основные предметы
to meet special interests – удовлетворять особые интересы
common curriculum – общепринятая программа
simplified curriculum – упрощенная программа
education with a practical slant for lower-attaining pupils – обучение с уклоном на практическую деятельность для учащихся с задержками в развитии
to be encouraged to do smth – поощрять делать что-либо
the three R’s (R’s = reading, writing, arithmetic) – три основных предмета (чтение, письмо, арифметика)
subject teaching – преподавание предмета
specialist teacher – предметник
to have set periods – иметь фиксированные в расписании уроки
remedial teaching – коррективное преподавание
professional – человек умственного труда (преподаватель, врач, адвокат, архитектор и др.)
system of opinions – система выбора предметов для изучения (ученики с помощью консультанта выбирают предметы в зависимости от склонностей и планов на будущее)
ADMISSION (ПОСТУПЛЕНИЕ В ШКОЛУ)
to admit to – принять
to allocate to – распределять, назначать
to apply for admission – подать документы для того, чтобы быть принятым (в школу)
selective procedure – процедура отбора
intelligence tests – интеллектуальные тесты
substitute for the abolished 11+ exams – замена отмененному экзамену 11+
to measure inborn abilities – определять врожденные способности
without any reference to a child’s ability or aptitude – независимо от
возможностей или способностей ребенка
to transfer/promote from one class to another – переводить из одного класса в другой
ACADEMIC PROGRESS
(АКАДЕМИЧЕСКАЯ УСПЕВАЕМОСТЬ)
unsuccessful/problem pupil/student – неуспевающий ученик
to loaf – бездельничать
loafer/truant – ленивый ученик, прогульщик
top pupil/student – лучший ученик
bright/capable student – способный ученик
steady/hardworking student – прилежный ученик
to repeat the year – остаться на второй год (в том же классе)
to keep up with the group – держаться наравне с группой, не отставать от группы
to fall behind the group – отставать от группы
to catch up with the group – догнать группу
to do well in – хорошо успевать
to make good/poor progress in – хорошо/плохо успевать
to be strong/weak in – быть сильным/слабым по
to be good at (languages) – быть способным к (языкам)
to be keen on (maths) – проявлять интерес/склонность к …
Phrases to Remember
He has no equal. – Ему нет равных.
He has a good head for Physics. – Он хорошо разбирается в физике.
She learns with ease. – Учение дается ей легко.
They’ll go a long way. – Они далеко пойдут.
Has he an inclination to (for) anything? – Есть ли у него склонность к чему-либо?
Success went to his head. – Успех вскружил ему голову.
He is very stupid/dull/blunt. – Он очень тупой (глупый).
Не is good for nothing. – Он ни на что не годен.
Не is slow to learn. – Учеба дается ему с трудом.
I have no head for geometry. – Я плохо успеваю по геометрии.
It’s beyond me (my grasp). = That beats me. – Это выше моего понимания.
Не is lagging behind in History. – Он отстает по истории.
Не has fallen behind a little in Biology. – Он отстал немного по биологии.

PUNISHMENT (НАКАЗАНИЕ)
corporal punishment – телесное наказание
caning – наказание плетью или розгами
detentions – дополнительные занятия после уроков
exclusion from normal routine – отстранение от привычного режима учебы
loss of privilege – потеря привилегий
collection of litter – сбор мусора
suspension from school – исключение из школы
withdrawal from lessons – удаление с уроков
setting extra work – дать дополнительную работу
telling the student’s parents – сказать родителям ученика

* Answers to Task II: primary, 5, middle, GCSEs, sixth, “A” level, primary, 11-plus, secondary modern, GCSEs, 16.
III. Read the text.
EDUCATION SYSTEMS (ENGLAND AND WALES)
Great Britain does not have a written constitution, so there are no constitutional provisions for education. The system of education is determined by the National Education Acts.
Education in Britain is provided by the Local Education Authority (LEA) in each county. It is financed partly by the Government and partly by local taxes. Until recently planning and organization were not controlled by central government. Each LEA was free to decide how to organize education in its own area. In September 1988, however, “The National Curriculum” was introduced, which means that there is now greater government control over what is taught in schools.
Let’s outline the basic features of public education in Britain. Firstly, there are wide variations between one part of the country and another. For most educational purposes England and Wales are treated as one unit, though the system in Wales is a little different from that of England. Scotland and Northern Ireland have their own educational systems.
Secondly, education in Britain mirrors the country’s social system: it is class-divided and selective. The first division is between those who pay and those who do not pay. The majority of schools in Britain are supported by public funds and the education provided is free. They are maintained schools, but there is also a considerable number of public schools. Parents must pay fees to send their children to these schools. The fees are high.
Another important feature of schooling in Britain is a variety of opportunities offered to schoolchildren. The English school syllabus is divided into Arts (or Humanities) and Sciences, which determine the division of the secondary school pupils into study groups: a Science pupil will study Chemistry, Physics, Mathematics, Economics, Technical Drawing, Biology, Geography; an Art pupil will do the English Language and Literature, History, foreign languages, Music, Art, Drama. Besides these subjects they must do some general education subjects like Physical Education (PE), Home Economics for girls, and Technical subjects for boys, General Science. Computers play an important part in education.
There is a system of careers education for schoolchildren in Britain. It is a three-year course.
The National Education Act of 1944 provided three stages of education: primary, secondary and further education. Compulsory schooling in England and Wales lasts 11 years, from the age of 5 to 16. After the age of 16 a growing number of school students are staying on at school, some until 18 or 19, the age of entry into a higher education in universities and Polytechnics. British university courses are rather short, generally lasting for 3 years. The cost of education depends on the college and speciality which one chooses.
Explanatory Notes
National Education Acts – государственные акты об образовании
the National Education Act of 1944 – Акт  1944 года об образовании (определил структуру системы народного образования в Англии)
syllabus – программа обучения
IV. Think of 10-15 questions on the text.
V. Read the text.
NURSERY EDUCATION (UNDER 5 YEARS OLD)
Children do not have to go to school until they reach the age of five, but there is some free nursery-school education before that age.
Nursery schools are staffed with teachers and students in training. There are all kinds of toys to keep the children busy from 9 o’clock in the morning till 4 o’clock in the afternoon — while their parents are at work. Here the babies play, lunch and sleep. They can run about and play in safety with someone keeping an eye on them.
However, LEAs do not have nursery school places for all who would like them and these places are usually given to families in special circumstances, for example families with one parent only. Because of the small number of nursery schools, parents in many areas have formed play grounds where children under 5 years old can go for a morning or afternoon a couple of times a week.
Explanatory Notes
students in training – студенты-практиканты
to keep an eye on smb = to look after smb

VI. Answer the questions.
1. In what institutions can children get pre-school education? 2. What is a nursery school staff like? 3. What do the children do at nursery schools? 4. Who gets the place at nursery schools? 5. Why have parents formed play grounds?

VII. Read the text.
PRIMARY EDUCATION (5 TO 11 YEARS OLD)
Primary education takes place in infant schools (pupils aged from 5 to 7 years old) junior schools (from 8 to 11 years old). Some LEAs have a different system in which middle schools replace junior schools and take pupils aged from 8 to 13 years old.
At infant schools reading, writing and arithmetic are taught for about 20 minutes a day during the first year, gradually increasing to about 2 hours in their last year. There is usually no written timetable. Much time is spent in modelling from clay or drawing, reading and singing.
By the time children are ready for the junior school they will be able to read and write, do simple addition and subtraction of numbers.
At 7 children go on from the infant school to the junior school. This marks the transition from play to “real work”. The children have set periods of arithmetic, reading and composition. History, Geography, Nature Study, Art and Music, Physical Education, Swimming are also on the timetable.
Pupils are streamed according to their abilities to learn into А, В, С, and D streams. The least gifted are in the D stream.
VIII. Make up a dialogue on the basis of this text.

IX. Translate the following information into English.
За первые два года обучения дети (5-6 лет) должны научиться читать и писать, производить простейшие арифметические действия, усвоить главные практические и общественные навыки и узнать как можно больше о мире посредством рассказов, постановок (Drama), музыки, ремесел и физических занятий. В школе для малышей детей побуждают к самостоятельным действиям.
Считается, что к третьему классу большинство детей овладевает чтением. Одни читают к этому времени бегло, другим еще требуется помощь. Дальнейшая учеба будет зависеть от умения ребенка читать и писать. С 7 до 11-12 лет классный руководитель (form tutor) остается для детей центральной фигурой, поскольку именно он/она преподает им основные предметы. Однако постепенно упор переносится на предметников. К ученикам приходят преподаватели математики, труда, французского, если уже преподается иностранный язык. Детей этого возраста еще не делят по уровням способностей («сортировка» начинается на уроках математики). В любом классе может насчитываться несколько групп, каждая из которых проходит свою часть дисциплины, требующую определенного интеллектуального уровня. Дети работают за столами, но в процессе изучения темы им разрешено свободно перемещаться по классу. Такие методы обучения составляют предмет гордости многих учителей, родителей и методистов и источник отчаяния многих других. Что полезнее для усвоения знаний – сидение рядами за партами и внимание к учителю, выступающему у доски, или поведение согласно личным склонностям и работа в собственном ритме и вообще по-своему? Безусловно, ответ напрашивается сам собой: самое лучшее – сочетание того и другого.
Какой способ обучения дает лучшее образование? Кое-какие ответы уже известны. Умные дети процветают при любом типе организации классной работы, а для тугодумов трудно и то, и другое, хотя им больше по душе более активный, неформальный процесс. Середнячки же – а их большинство – не позволяют прийти к однозначному решению. Твердая методика позволяет им приобретать твердые знания, неформальная же побуждает задавать вопросы и постигать взаимосвязи. Только сможете ли вы задавать вопросы и понимать взаимосвязи, если в вас сначала не заложили твердого фундамента знаний или навыков?
X. Retell the above given text.
XI. Read the text.
SECONDARY EDUCATION (11 TO 16/18 YEARS OLD)
Since the 1944 Education Act of Parliament, free secondary education has been available to all children in Britain. Indeed, children must go to school until the age of 16, and pupils may stay on for one or two years more if they wish. Secondary schools are usually much larger than primary schools and most children — over 80 per cent — go to a comprehensive school at the age of 11. These schools are not selective — you don't have to pass an exam to go there.
In 1965 the Labour Government introduced the policy of comprehensive education. Before that time, all children took an exam at the age of 11 called the “11+”. Approximately the top 20 per cent were chosen to go to the academic grammar schools. Those who failed the “11+” (80 per cent) went to secondary modern schools.
A lot of people thought that this system of selection at the age of 11 was unfair on many children. So comprehensive schools were introduced to offer suitable courses for pupils of all abilities. Some LEAs started to change over to comprehensive education immediately, but some were harder to convince and slower to act. There are a few LEAs who still keep to the old system of grammar schools, but most LEAs have now changed over completely to non-selective education in comprehensive schools.
Comprehensive schools want to develop the talents of each individual child. So they offer a wide choice of subjects, from art and craft, woodwork and domestic science to the sciences, modern languages, computer studies, etc. All these subjects are enjoyed by both boys and girls. Pupils at comprehensive schools are quite often put into “sets” for the more academic subjects such as mathematics or languages. Sets are formed according to ability in each subject, so that for example the children in the highest set for maths will not necessarily be in the highest set for French. All pupils move to the next class automatically at the end of the year.
XII. Think of 10 questions on the text.

XIII. Translate the following information into English.
Дети 11-12 лет переходят в новую школу, обычно именуемую «единой средней», принимающую всех учеников из 3-4 начальных школ округа. Поступление в школу для «больших» – великий момент в детской жизни.
Здесь и возникают дебаты о «параллелях» – то есть о разделении учеников на группы в зависимости от способностей. В некоторых районах все еще практикуется объединение всех умных учеников в одной школе, а отстающих – в другой, однако в наши дни средняя школа все же превращается в «единую», обязанную принимать всех учеников, независимо от способностей, поэтому соответствующие меры приходится принимать внутри школы.

XIV. Read the texts.
A. SCHOOL LIFE
The school year is divided into terms1, three months each, named after seasons: autumn term, winter term and spring term.
The autumn term starts on the first Tuesday morning in September. In July schools break up for eight weeks.
Life at school is more or less similar everywhere. Each group of 30 pupils is the responsibility of a form tutor2. Each schoolday is divided into periods3 of 40-50 minutes, time for various lessons with 10-20 minutes’ breaks between them. It might be interesting for you to see the “Bell Times” at Lawnswood School in Leeds.
Bell Times
8.40 a.m. – School begins
8.45 a.m. – Registration4
8.50 a.m. – Assembly5 bell
9.00 a.m. – Pupils move to lessons
9.05 a.m. – Lesson 1
9.45 a.m. – Lesson 2
10.25 a.m. – Lesson 3
11.05 a.m. – Break
11.25 a.m. – Pupils move to lessons
11.30 a.m. – Lesson 4
12.10 p.m. – Lesson 5
12.50 p.m. – Lunch time
1.40 p.m. – Afternoon school begins
1.45 p.m. – Registration
1.50 p.m. – Lesson 6
2.30 p.m. – Lesson 7
3.10 p.m. – End of normal lessons
3.10 p.m. – Start of additional lessons, clubs, societies, team practice, detentions, etc.
On important occasions such as end of term or national holiday, called in English schools speech-days6 pupils are gathered in the assembly area or hall7.
Most of the pupils’ time is spent in a classroom equipped with desks and a blackboard, nowadays often called chalkboard because normally it is brown or green. The desks are arranged in rows, the space between the rows is called an aisle.
In addition to classrooms there are laboratories for Physics, Chemistry and Biology. Technical rooms are for Woodwork, Metalwork, Technical Drawing. There are rooms for computer studies. Many young people use them for school exercise. They are now able to write their own games as well. The Physical Education lessons are conducted at the gymnasium, games-hall or at the playground in front of the school building. There are also language laboratories and housecraft rooms. Every school has a library and a school canteen. In the student common room8 boys and girls can relax during the breaks and lunchtime. The Staff common room9 is for teachers. In case of illness a schoolchild may go to the sick room10.
Pupils at many secondary schools in Britain have to wear a school uniform. This usually means a white blouse for girls (perhaps with a tie), with a dark-coloured skirt and pullover. Boys wear a shirt and tie, dark trousers and dark-coloured pullovers. Pupils also wear blazers – a kind of jacket – with the school badge on the pocket. They often have to wear some kind of hat on the way to and from school – caps for boys, and berets or some other kind of hat for girls. Shoes are usually black or brown. And no high heels!
Young people in Britain often don't like their school uniform, especially the hats and shoes. Sometimes they do not wear the right clothes. Schools will often give them a warning the first time that this happens but then will punish them if they continue not to wear the correct uniform. Senior students don’t have to wear their school uniform.
It sounds logical to say that the school's function is to train a pupil’s mind and his character should be formed at home. Teachers would be pleased if the problem could be solved so easily. But children don’t leave their characters at home when their minds go to school. Many of them have personality problems of one kind or another.
The pupils who violate various school regulations may be punished in the following ways: for lateness, truancy they may be reported to the Headmaster on named in school assembly. They may be detained in school after ordinary hours. [
Corporal punishment has recently been banned in state schools. But in most public schools it is still allowed. Caning is the usual punishment for serious misbehaviour in class, damage and vandalism. Many teachers remark that standards of discipline have fallen since corporal punishment was banned by the government.
You may want to know whether there are any rewards and prizes for the best pupils. Of course, there are. Each school has its system of rewards: medals and prizes.
Explanatory Notes
1term – семестр, триместр (длится три месяца в школе, два месяца – в университете)
2form tutor – руководитель класса учащихся или группы студентов   
3period – академический час, урок, занятие
4registration – регистрация явившихся в школу учащихся
5assembly – собрание, сбор учеников и учителей в школе (проводится перед занятиями для чтения молитв или оглашения объявлений по школе)
6speech-day – торжественный день
7assembly area or hall – зал для собраний, актовый зал
8student common room = common room for senior pupils – комната для старшеклассников
9Staff [sta:f] common room – комната для штатного персонала, учительская
10sick room – медпункт
В. DOs AND DON’Ts
A school, like any other organized group or community, must have basic rules and procedures if it is to function effectively.
Here are some of the regulations functioning at Lawnswood School in Leeds.
Rules
1. Appropriate school dress must be worn on all school occasions.
2. Bicycles shall not be ridden in the school grounds.
3. Ball games may not be played in areas close to unprotected windows.
4. Radios and tape-recorders of any type must not be brought to school.
5. No pupil is allowed to smoke on the school premises1 or on school visits, or to bring cigarettes, matches or lighters onto school premises. Chewing- gum is not allowed in school.
6. Pupils must move about the corridors and staircases in an orderly manner; running in corridors and on staircases is forbidden.

Procedures
1. Punctuality. Pupils must be in form rooms by 8.45 a.m. and before 1.45 p.m.
2. Lates. Pupils arriving late for registration will obtain a late form from their Form Tutor. Pupils arriving after 9.00 a.m. must report immediately to the Office2 in their building.
3. Notices. Notices may be displayed on school notice boards only with the permission of a member of Staff.
4. Classes left unsupervised. If a member of Staff does not arrive to take a lesson, the class will wait no longer than five minutes and then report the non-arrival to the Staff room.
5. Safe-keeping. Pupils should never bring valuable articles or large sums of money to school: money must be kept on one’s person. In general, pupils are responsible for the safekeeping of their own property.
6. Lost property. All personal property should be named. A pupil
discovering the loss of any article of value will report the fact immediately and those finding property should hand it to a member of Staff.
7. Absences. If pupils are absent, their parents should inform the school by letter, otherwise a card will be sent to their home after two days. On returning to school after any absence, pupils must give to their Form Tutor a note from their parents explaining their absence. Leave of absence can only be granted under certain circumstances (e. g. careers interviews3, non-school examinations,
family holiday) and should be requested in advance by letter from the parents to the Head of House4.
8. Breakages. Any pupil responsible for damage to school property (furniture, windows, etc.) will inform the Deputy Head or Head of House immediately.
These rules and procedures are very much like the rules of your school, aren’t they?
Many children in Britain earn pocket money. But it is against the law for children in Britain to work more than two hours on a schoolday. Jobs such as delivering daily newspapers or working in shops and supermarkets on Saturdays (when they can work longer hours) are popular with children.
Explanatory Notes
1school premises ['premisiz] – здание школы с прилегающей территорией
2Office – офис, канцелярия
3careers interviews – консультации по профессиональной ориентации
4Head of House – старший воспитатель группы учащихся разных классов, на которые делятся все учащиеся дневной школы.
*Lynn Faulkner is in the Lower Sixth of a comprehensive school. Here she writes about a typical day in her school
B. MY SCHOOL
A typical day at school starts at 8.40 a.m., with the first of the many bells ringing throughout the building. Pupils must then go to registration, which lasts until 9 o’clock. After registration, lessons begin. Sixth form pupils must attend the subject lessons that they choose, either at “O” level or “A” level standard.
My first lesson on a Wednesday morning is English. During this lesson we usually read a set “A” level textbook, and then comment and discuss the  language and style. After this I have two free study-periods.
The courses chosen by sixth formers are all mixed, and occupy different amounts of time every week. Therefore students usually have a number of periods in which they may study privately.
After my two free periods, I have three lessons of Geography, one before morning break, and two afterwards. During break, pupils may buy drinks, sweets, and crisps from the school tuckshop.
For lunch many students bring sandwiches, but hot and cold meals are available in the school canteen. At 1.15 p.m. on Wednesday, school band practice is held. It is quite a big band with about thirty members.
Lessons recommence at two o’clock. Most Lower Sixth pupils have social education on a Wednesday afternoon, which is held in the library, and taken by the headmaster. This lesson lasts until quarter past three – the end of school.
XV. Improvise a talk with your group-mates on what you like and don’t like in the school life of British pupils.


XVI. Read the texts and share the information with your group-mates.
A. PRIVATE EDUCATION (5 TO 18 YEARS OLD)
Some parents choose to pay for private education in spite of the existence of free state education. Private schools are called by different names: the preparatory (often called “prep”) schools are for pupils aged up tot 13, and the public schools are for 13 to 18 year-olds. These schools are very expensive and they are attended by about 5 per cent of the school population. There are about 500 public schools in England and Wales, most of them single-sex. About half of them are for girls.
The schools, such as Eton, Harrow, Rugby and Winchester, are famous for their ability to lay foundation of a successful future by giving their pupils self-confidence, the right accent, a good academic background and, perhaps, most important of all, the right friends and contacts. The children who went to one of the public schools never call themselves school-leavers. They talk about “the old school tie” and “the old boy network”. They are just “old boys” and “old girls”. Public schools educate the ruling class of England. One of such schools is Gordonstoun which Prince of Wales, the elder son of the Queen, left in 1968. Harrow School is famous as the place where Winston Churchill was educated, as well as six other Prime Ministers of Great Britain, the poet Lord Byron and many other prominent people.
Public schools are free from state control. They are independent. Most of them are boarding schools. The education is of a high quality; the discipline is very strict. The system of education is the same: the most able go ahead. These schools accept pupils from the preparatory schools at about 11 or 13 years of age usually on the basis of an examination, known as Common Entrance. Scholarships are rarely awarded on the results of Common Entrance. The fundamental requirements are very high. At 18 most public school-leavers gain entry to universities.
Explanatory Notes
old school tie – галстук старой школы выпускников привилегированных частных школ (символ принадлежности к правящему классу  перен. приятель)
Eton – Итон (старейшая) престижная мужская средняя школа; находится в г. Итоне; основана в 1440 г.
Harrow – Xappoy (старейшая мужская частная средняя школа в пригороде Лондона; основана в 1571 г.)
Rugby – Рагби (старейшая престижная мужская частная средняя школа в г. Рагби; основана в 1567 г.)
Winchester – Винчестерский колледж (старейшая привилегированная мужская средняя школа; находится в г. Винчестер; основана в 1382 г.)
old boy network – чувство дружбы, взаимопомощи (основано на принадлежности к одной и той же школе; культивируется у ее выпускников и сохраняется на всю жизнь)
Winston Churchill – Уинстон Черчилль (1874 – 1965), премьер-министр Великобритании в 1940 – 1945, 1951 – 1955 гг.
boarding school – школа-интернат, пансион
В. ETON COLLEGE
The earliest records of life in the school date from the mid-16th century and they paint a picture of a strictly regimented and spartan existence for the boys. Scholars, sleeping two or three to a bed in Long Chamber, were awakened at 5 a. m., chanted prayers, while they dressed, and were at work in Lower School by 6 a. m. All teaching was in Latin, the language of the Church, the law, and business, and in fact it was virtually the only subject taught. Boys were marched in double file to College Hall for the two meals supplied each day; but there was no food at all on Fridays, a day of fasting. At all times boys were under the close supervision of “praepostors” who were monitors appointed by the Head Master to perform such tasks as noting absentees, enforcing the speaking of Latin, watching for uncleanliness and supervising the single hour of play. Lessons finished at 8 p.m., at which time they went to bed, again saying their prayers. There were only two holidays, each of three weeks in duration, one at Christmas when boys were not allowed to return home, and the other in the summer. These holidays divided the school year into two “halves”, a word that has survived despite the change to a three-term year in the 18th century.
Eton achieved a particular distinction in the early 17th century under two provosts who succeeded in their attempt to make Eton an important centre of learning. Sir Henry Savile, an outstanding scholar, gathered round him men of conspicuous ability. He built Savile House as a printing works and here he produced his exceptional work of original scholarship on St John Chrysostom. The second renowned provost was the diplomat Sir Henry Wotton who particularly interested himself in the education of Robert Boyle who was later said to be “the father of Chemistry”. The high reputation of the Fellows also helped to make the school popular.
New boys today are assigned to a “classical tutor” when they arrive; when they reach the age of about 16 they are allowed to choose a “modern tutor” who would normally teach one of the three subjects in which they have decided to specialise. Classical and modern tutors are responsible for the work of their pupils and see them regularly in this connection.
There has always been a close association between the College and the monarchy. This may be partly because the office of Provost is a royal appointment but no doubt also because Eton is so close to Windsor Castle, which has so often been a favoured royal residence. But no monarch showed more interest, nor became more Etonian at heart, than George III, who spent most of his long reign (1760 – 1820) at Windsor. He was Eton’s second great royal patron.
School functions were frequently enhanced by his presence and he seldom passed through Eton without stopping to talk to masters and boys, many of whom he knew by name. On numerous occasions boys were entertained at the Castle. In return, the College deeply respected and loved the King, whose birthday, the Fourth of June, was made a holiday. To this day it is celebrated as a holiday with “Speeches”, cricket, and a procession of boats on the river.
Speeches are held several times a year. Senior boys wearing tailcoats, knee-breeches, and black silk stockings recite by heart passages from literature before dignitaries of the College, visitors, and a large audience.
XVII. Think of 10 questions on the text.

XVIII. Read the text.
EXAMS
At the age of 14 or 15, in the third or fourth form of secondary school, pupils begin to choose their exam subjects. In 1988 a new public examination — the General Certificate of Secondary Education (GCSE) — was introduced for 16 year-olds. This examination assesses pupils on the work they do in the 4th and 5th year at secondary school, and is often internally assessed, although there may also be an exam at the end of the course.
Pupils who stay on into the sixth form or who go on to a Sixth Form College (17 year-olds in the Lower Sixth and 18 year-olds in the Upper Sixth) usually fall into two categories. Some pupils will be retaking GCSEs in order to get better grades. Others will study two or three subjects for an “A” Level (Advanced Level) GCE exam (General Certificate of Education). This is a highly specialized exam and is necessary for University entrance. Since 1988 there has been a new level of exam: the “AS” Level (Advanced Supplementary), which is worth half an “A” Level. This means that if pupils wish to study more than two or three subjects in the sixth form they can take a combination of “A” and “AS” Level. In Scotland the exam system is slightly different.
XIX. Translate the information into English.
Когда ученики достигают 14-15летнего возраста, они могут выбирать предметы самостоятельно. Каждому ученику предстоит сдавать в 16 лет национальный экзамен на Аттестат о среднем образовании (GCSE). Сдавать приходится как базовые предметы, так и три-четыре предмета дополнительно. Последние отбираются по списку после согласования с учителями. Однако свободного выбора все равно нет, ибо приходится ориентироваться на расписание и требования гармоничности знаний. Один из предметов должен быть практическим, другой - «общественным» (география, история и т.п.). Ученики, проявившие склонность к теоретическим дисциплинам, могут выбирать предмет по душе, склонные к конкретике – специализируются на практических и технических предметах. На экзамене ученик сдает письменную работу, а то и две по каждому предмету, за которые ему выставляют оценку по общенациональной шкале. Система оценивания сложна, к тому же она постоянно меняется. Максимальная оценка равняется «100», реальная же выражается в «степенях» – их может набраться 5, 7, 8. Это исключает субъективизм при решении вопроса, заслуживает ли конкретный ученик хорошей или не слишком хорошей оценки.
XX. Be ready to explain the British system of examinations.
XXI. Read the text.
LEAVING SCHOOL AT SIXTEEN
Many people decide to leave school at the age of 16 and go to a Further Education (FE) College. Here most of the courses are linked to some kind of practical vocational training, for example in engineering, typing, cooking or hairdressing. Some young people are given “day release” (their employer allows them time off work) so that they can follow a course to help them in their job.
For those 16 year-olds who leave school and who cannot find work but do not want to go to FE College, the Government has introduced the Young Opportunities Scheme (YOPS). This scheme places young, unemployed people with a business or an industry for six months so that they can get experience of work, and pays them a small wage. They generally have a better chance of getting a job afterwards and sometimes the company they are placed with offers them a permanent job.
XXII. Translate the following information into English.
В конце года, когда ученику или ученице исполняется 16 лет, он или она может уйти из школы. Многие так и поступают, однако и они продолжают профессиональную подготовку, нацеливаясь на будущее трудоустройство. Хотя ситуация постепенно улучшается, в Соединенном Королевстве из школы уходит гораздо больше детей, достигших 16 лет, чем в большинстве европейских стран.
Vocabulary on British High Education
WHO IS WHO (КТО ЕСТЬ КТО)
applicant/prospective student – абитуриент
junior student – студент младшего курса
senior student – студент старшего курса undergraduate student – студент последнего курса
graduate student – выпускник
postgraduate – аспирант
full-time student – студент очного обучения
part-time student –студент заочного отделения
transfer student – переведенный студент
night student – студент вечернего обучения
apprentice/student in practice – практикант
TEACHING STAFF (ПРЕПОДАВАТЕЛЬСКИЙ СОСТАВ)
professor – профессор
reader (a university teacher of a rank immediately below a professor) – лектор
lecturer (a person lower in rank than a reader who gives lectures, especially at a college or university) – лектор
tutor – тьютор/преподаватель
ADMINISTRATION (АДМИНИСТРАЦИЯ)
President/Head of the University – ректор
Academic Vice-President – проректор по учебной части
Dean (of the Faculty) – декан (факультета)
Dean’s Office – деканат
Assistant Dean – заместитель декана
Department Chairman/Head of Department – заведующий кафедрой
Department of English/English Chair – кафедра английского языка
LABORATORY (ЛАБОРАТОРИЯ)
language laboratory – лаборатория устной речи lab assistant – лаборант
lab equipment – лабораторное оборудование
laboratories/practicals – лабораторное занятие
LECTURE (ЛЕКЦИЯ)
to give a lecture – читать лекцию
to give a talk/to read a paper/to make a report – делать доклад/сообщение
to attend a lecture – посещать лекцию
to miss/skip a lecture – пропустить/прогулять лекцию
ACADEMIC PROGRAMS (УЧЕБНЫЕ ПРОГРАММЫ)
training scheme – учебный план
seminar – семинар
to make a course – слушать курс
to enter retraining courses – поступить на курсы по переподготовке
pass-fail course – курс, заканчивающийся зачетом
elective – спецкурс (по выбору)
academic subject – общеобразовательный предмет
professional course – курс специальных дисциплин
course of study/training – курс обучения/подготовки
extra-mural/correspondence course, tuition by correspondence – заочный курс обучения
refresher/extension course – курс усовершенствования
crash/snap course – интенсивный курс обучения
sandwich course – курс, включающий период практики
EXAMINATION/GRADING PERIOD (ЭКЗАМЕНАЦИОННАЯ СЕССИЯ)
pass-fail grading (e.g. to take grammar pass-fail) – зачет
record book – зачетная книжка
to enter the mark in smb’s record book – поставить оценку в зачетную книжку
entrance (midterm, final) exams – вступительные (семестровые, выпускные) экзамены
to read up for (exams) – готовиться к экзаменам
examination record – экзаменационная ведомость
honours degree – диплом с отличием
diploma – диплом
TESTS (ТЕСТЫ)
quiz – опрос, проверочные вопросы
to flunk a course – провалить курс
to flunk smb. – завалить кого-либо (на экзамене)
to drop out/to withdraw (from) – удалять с (экзамена)
a pass test – тест на зачет
multiple choice test – тест, предполагающий выбор правильного ответа из данного множества вариантов
RED TAPE (ДЕЛОПРОИЗВОДСТВО)
to register (academically and financially) – зарегистрировать (академически и финансово)
to enroll for admission – подать заявление для приема
to enroll – зачислять
to interview – проводить собеседование
to select class/course – выбирать занятие/курсы
to drop a course – бросить курс
student identification document – студенческий билет
library card – читательский билет
Student’s Council (Union) – студенческий профсоюз
DEGREES СТЕПЕНИ
POST-GRADUATE AND FURTHER STUDY
(АСПИРАНТУРА И ДАЛЬНЕЙШЕЕ ОБРАЗОВАНИЕ)
В. А. = Bachelor of Arts – бакалавр искусств
B.Ed. = Bachelor of Education – бакалавр педагогических наук
B.Sc. = Bachelor of Science – бакалавр естественных наук
B.S.E. = Bachelor of Engineering – бакалавр технических наук
B.S.M. = Bachelor of Medicine – бакалавр медицинских наук
M.A. = Master of Arts – магистр искусств
M.Ed. = Master of Education – магистр педагогических наук
M.Sc. = Master of Science – магистр естественных наук
M.S.E. = Master of Engineering – магистр технических наук
M.S.M. = Master of Medicine – магистр медицинских наук
Ph.D. = Doctor of Philosophy – доктор философских наук
academic research – теоретические исследования
applied research – исследования прикладного характера
advanced research – перспективные исследования
basic research – проблемное исследование
long/short-term research – долго/краткосрочные исследования
junior/senior research assistant – младший/старший научный сотрудник
a team of researchers – группа исследователей
to do research/to be engaged in research – заниматься научными исследованиями
graduate-school – аспирантура
to be registered as a post-graduate – быть зачисленным в аспирантуру
scientific advisor/supervisor – научный руководитель
to supervise/direct research – руководитель научной работы
leading scientist – ведущий ученый
outstanding/prominent scientist – выдающийся ученый
thesis/dissertation – диссертация
manuscript – рукопись
typescript – машинопись
rough draft (of a thesis) – черновой вариант
to print – печатать в типографии
to type – печатать на машинке/принтере
to submit/to hand in a thesis – подать диссертацию на рассмотрение
to accept/reject a thesis – принять/отклонить диссертацию
to refer back – вернуть (диссертацию для доработки)
full-length criticism – развернутая рецензия
controversial subject – спорная тема/проблема
to award/grand/confer a degree – присуждать степень
Learned Council – Ученый Совет
Learned Council Secretary – секретарь Ученого Совета
Learned/Academic Society – научное общество
learned/academic journal – научный журнал
Phrases to Remember
I’ve applied to do research but I don’t know whether I’ve been accepted. – Я подал заявление в аспирантуру, но не знаю, принят ли я.
I’d like to consult you about my application to do research. – Я хочу проконсультироваться по поводу моего заявления о приеме в аспирантуру.
Maintenance grants are paid only to registered post-graduates. – Стипендия выплачивается только тем, кто учится в очной аспирантуре.
He is doing a thesis on history for his doctorate. – Он пишет докторскую диссертацию по истории.
She has taken the PhD in applied physics. – Она защитила докторскую диссертацию в области прикладной физики.
Не  received/was  awarded  the  doctor  in … – Ему  присвоили  степень доктора …
His thesis concerned/dealt with the key problem of … – Его диссертация касалась ключевой проблемы …
FINANCING (ФИНАНСИРОВАНИЕ)
grant/scholarship – стипендия
student financial aid – материальная помощь
to apply for financial aid – подать заявление на материальную помощь
to be eligible  for financial assistance – быть избранным для оказания финансовой помощи
academic fees – плата за обучение
housing fees – плата за жилье
HOSTEL (ОБЩЕЖИТИЕ)
residential college – колледж, на территории которого имеется общежитие
non-residential college – колледж, на территории которого нет общежития hall of residence – общежитие при университете
to live in hall – жить в общежитии
room-mate – товарищ по комнате

XXIII. Arrange a talk with your group-mates on the topic “High and further education” using the above-given vocabulary.
XXIV. Read the text and share this information with your group-mates.
BRITISH UNIVERSITIES
There are 46 Universities in Britain. The oldest and best-known Universities are located in Oxford, Cambridge, London, Leeds, Manchester, Liverpool, Edinburgh, Southampton, Cardiff, Bristol, Birmingham.
British Universities differ greatly from each other. They differ in the date of foundation, size, history, tradition, general organization, methods of instruction, way of student life.
The two intellectual eyes of Britain – Oxford and Cambridge Universities – date back to the twelfth and thirteenth centuries.
The Scottish Universities of St. Andrew, Glasgow, Aberdeen and Edinburgh date back to the fifteenth and sixteenth centuries.
In the nineteenth and the early part of the twentieth centuries the so-called Redbrick Universities were founded. These include London, Manchester, Leeds, Liverpool, Sheffield, and Birmingham. During the late sixties and the early seventies some 20 “new” Universities were set up. Sometimes they are called “concrete and glass” Universities. Among them are the Universities of Sussex, York, East Anglia and some others.
Good “A” Level results in at least two subjects are necessary to get a place at a University. However, good exam passes alone are not enough. Universities choose their students after interviews, and competition for places at University is fierce.
For all British citizens a place at University brings with it a grant from their Local Education authority. The grants cover tuition fees and some of the living expenses. The amount depends on the parents’ income. If the parents do not earn much money, their children will receive a full grant which will cover all their expenses.
There is an interesting form of studies which is called the Open University. It is intended for people who study in their own free time and who “attend” lectures by watching television and listening to the radio. They keep in touch by phone and letter with their tutors and attend summer schools. The Open University students have no formal qualifications and would be unable to enter ordinary universities.
The academic year in Britain’s Universities is divided into three terms, which usually run from the beginning of October to the middle of December, from the middle of January to the end of March, and from the middle of April to the end of June or the beginning of July.
After three years of study a University graduate will leave with the Degree of Bachelor of Arts, Science, Engineering, Medicine, etc. Later he may continue to take the Master’s Degree and then the Doctor’s Degree. Research is an important feature of University work.

XXV. Read the text and describe Oxbridge.
OXBRIDGE
Oxford and Cambridge are the oldest and the most prestigious Universities in Great Britain. They are often called collectively Oxbridge to denote an elitarian education. Both Universities are independent.
The tutorial is the basic mode of instruction at Oxford and Cambridge, with lectures as optional extras.
The normal length of the degree course is three years, after which the students take the Degree of Bachelor of Arts (B.A.). Some courses, such as languages or medicine, may be one or two years longer. The students may work for other degrees as well. The degrees are awarded at public degree ceremonies. Oxford and Cambridge cling to their traditions, such as the use of Latin at degree ceremonies. Full academic dress is worn at examinations.
Oxford and Cambridge Universities consist of a number of colleges. Each college is different, but in many ways they are alike. Each college has its name, its coat of arms. Each college is governed by a Master. The large ones have more than 400 members; the smallest colleges have less than 30. Each college offers teaching in a wide range of subjects. Within the college one will normally find a chapel, a dining hall, a library, rooms for undergraduates, fellows and the Master, and also rooms for teaching purposes.
Oxford is one of the oldest Universities in Europe. It is the second largest in Britain, after London. The town of Oxford is first mentioned in the Anglo-Saxon Chronicle in 911 A.D. and it was popular with the early English kings (Richard Coeur de Lion or the Lion Hearted was probably here). The University’s earliest charter is dated back to 1213. There are now 24 colleges for men, five for women and another five which have both men and women members, many from overseas studying for higher degrees. Among the oldest colleges are University College (founded in 1249), All Souls (founded in 1438) and Christ Church (founded in 1525).
The Cambridge University started during the thirteenth century and grew until today. Now there are more than twenty colleges.
On the river bank of the Cam willow trees weep their branches into the water. The colleges line the right bank. There are beautiful college gardens with green lawns and lines of tall trees. The oldest college is Peterhouse, which was founded in 1284, and the most recent is Robinson College, which was opened in 1977. The most famous is probably King’s College (founded in 1441) because of its magnificent chapel, the largest and the most beautiful building in Cambridge and the most perfect example left of English fifteenth-century architecture.
The University was only for men until 1871, when the first women’s college was opened. In the 1970s, most colleges opened their doors to both men and women. Almost all colleges are now mixed.
Many great men studied at Cambridge, among them Desiderius Erasmus, the great Dutch scholar, Roger Bacon, the philosopher, Milton, the poet, Oliver Cromwell, the soldier, Newton, the scientist, and Kapitza, the famous Russian physicist.
The universities have over a hundred societies and clubs, enough for every interest one could imagine. Sport is part of student life at Oxbridge. The most popular sports are rowing and punting.
XXVI. Mind different meanings of the words crew, team and staff. Translate the sentences into Russian. Use these words in examples of your own.
crew – 1) all the men working in a ship (including the officers): The ship carries a crew of 49. 2) all the men, except the officers, working in a ship: officers and crew.
team – a group of people acting together in a game or in any kind of work: a football team; a team of scientists; team-mate.
staff – a group of persons working together: 1) The teaching staff of our College is highly experienced. 2) He is not on staff yet. The staff is filled as far as I know. 3) We have a vacancy for a skilled lab assistant. We are short staffed at present.

XXVII. Read the text and say how teacher training is realized in Great Britain.
HIGH EDUCATION AND TEACHER TRAINING
IN GREAT BRITAIN
Nowadays teacher training in Great Britain is realized at Universities1, polytechnics and colleges of higher education.2 Students working for their first degree at University are called undergraduates. When they take their degree we say that they graduate and then they are called graduates. If they continue studying at University after they have graduated, they are called post-graduates. In general, the first degree of Bachelor is given to students who pass examinations at the end of three or four years of study.
Further study or research is required at the modern Universities for the first post-graduate degree of Master, and at all British Universities for that of Doctor.
In Britain full-time University students (students who spend all their time studying and have no other employment), have three terms of about ten weeks in each year.3
University teaching combines lectures given by professors, readers4 or lecturers5, practical classes (in scientific subjects) and small group teaching in seminars or tutorials.
The course of study for intending teachers is based on compulsory and optional subjects.
The Programme usually consists of three core components: School-based experience6, Subject studies7 and Education studies8.
Theory of Education is one of the main subjects. At the end of the first or second year students are to make their choice as to the age-range of children they wish to prepare to teach.
Junior students go into schools for one day each week, watching experienced teachers at work. They take part in the life of the school, help with games, societies or play productions.
Senior students spend fifteen weeks on teaching practice. They learn the use of different educational aids, audio-visual facilities, observe lessons and take an active part in discussing them with a supervisor (tutor) on school practice.
Examinations are held at the end of each term. Final examinations (or finals) are taken at the end of the course.
Explanatory Notes
1Of the three Universities are considered more prestigious and beneficial. Their graduates have better chances of getting a job. Polytechnics are usually formed on the basis of art colleges and colleges of technology. They combine science and technology, the arts, social studies, management and business
studies, law and other subjects.
2From 1st August 1975 the system of teacher training in England is being reorganized. All higher and further education outside the Universities including teacher training is being assimilated into a common system. A number of the existing colleges of education are to be merged either with each .other or with other institutions of further education (polytechnics and others).
3Other students who work during the day and study in the evening are part-time students.
4Reader: a university teacher of a rank immediately below a professor.
5Lecturer: a person lower in rank than a reader who gives lectures, especially at a college or University.
6By School-based experience teaching practice is meant (both “observation period” for junior students and block-teaching practice for senior students).
7By Subject studies a broad range of subjects is meant of which a student is to choose two cores (the main subjects).
8Education studies mean essential knowledge of children, the curriculum, the organization of schools and classes.
XXVIII. Memorize and reproduce the dialogue in twos.
DIALOGUE
Ann: Hallo, Steve. Have you got a minute?
Steve: Sure, yes. What can I do for you?
A.: I’ve read a number of books on the British system of        higher education but I can’t make head or tail of it.
S.:  Mm... no wonder. What’s the problem?
A.: Quite a lot of problems. What I want to discuss is the difference between a University and a college.
S.: It’s like this, you see... The programme is different. At a University it is much wider. Great attention is paid to scientific subjects.
A.: It sounds as though most people prefer a University.
S.: Well... that rather depends.
A.: Speaking about Universities I’m not quite clear about tutorials there. What is a tutorial exactly?
S.: Oh, it’s when students discuss topics with a tutor in very small groups — usually there are not more than three or four students and sometimes only one.
A.: I see... And coming back to colleges... I’m still not terribly sure what a residential college is.
S.: Erm... It’s a college with a hall of residence1 on the same grounds as the principal building. In fact all the students live in hall.
A.: Really? And what about the teaching staff?
S.: Actually the majority of the teaching staff live there too. But there are also quite a lot of non-residential colleges.
A.: And you studied at University?
S.: Yes...
A.: I’d like to find myself in that University. What was it like?
S.: Well... a big grey building surrounded by trees.
A:  Beautiful?
S.: Nothing  very  remarkable.  Of course  there  were  lecture  halls, classrooms and a number of laboratories.
A:  Any facilities for sport and P. E.2
S.: Let me see... Yes... A gymnasium with changing rooms and showers, a tennis court... What else... A playing field for netball and football...
A.:  I believe students spend a lot of time together, don’t they?
S.:  Definitely. We had students’ societies and clubs.
A.: Am I right to believe that they are for those interested in drama and music?
S.: Quite... and also politics, modern languages, literature, science and athletics.
A.:  Ah... that’s worth knowing.
S.:  And what I'd like to add is that students themselves organize all those clubs and societies. There is usually a Students’ Council or Union.
A.:  Well, Steve. Thanks very much. You’ve been most helpful.
Explanatory Notes
1hall of residence: a more modern term than hostel, used only of student hostels (the abbreviated form “hall”, with no article, is widely used by students in everyday situations). Hostel is a more general word (a nurses’ hostel, a factory hostel, a youth hostel, etc.).
2P. E. = Physical Education

XXIX. Memorize and reproduce the dialogue in twos.
DISCUSSING THE TIME-SCHEDULE
(Alan, first-year student is talking to his tutor Mr Jones)
Alan:  Mr Jones, I would like to clear up a few questions. Will you, please, explain some abbreviations in the time-schedule?
Mr J.:  With pleasure.
Alan:  What does LAB mean?
Mr J.: It means LABORATORY CLASS.  The students may work with machines, or they may do experiments and write about them there.
Alan:  What about LEG?
Mr J.: That stands for LECTURE CLASS. A professor gives lectures and the students take notes.
Alan:  The last abbreviation is SEM.
Mr J.: It stands for SEMINAR. The professor and the class, usually senior and graduate students, discuss problems connected with a specific subject. The students frequently prepare reports and read them to the class.
Alan:  Do all University courses have examinations?
Mr J.: No, but almost all of them do and there are usually two of them. The one given in the middle of a course is called a MIDTERM EXAM. The other one is given at the end of the course and is called the FINAL EXAM.
Alan:  Are there any other besides these?
Mr J.: Well, some teachers also give short exams, but these are called TESTS    or QUIZZES.
Alan:    What does a student’s final grade depend on?
Mr J.: It depends on everything: on the examinations, quizzes, written assignments and often on attendance.
XXX. Read and retell the dialogue in indirect speech.
HOW TO GET A DEGREE
J.: Well, Arnold, I remember you said once you were a B.A. Perhaps you could tell me how quickly you got those letters after your name?
A.: At University I studied history. It was a 3-year course. And after that I got a B.A. degree.
J.:  B. A. stands for Bachelor of Arts degree, doesn’t it?
A.: Yes, which reminds me of my neighbour whose son had just got his B.A. A friend asked very seriously: “I suppose your son will try to get an M.A. or Ph.D.” next to which my neighbour answered: “Not at all, now he is trying to get a J-O-B.”
A.: Ah... he meant a job! That’s a good joke!

XXXI. Fill in prepositions.
1. ... Great Britain in the course ... study ... intending teachers is based ... compulsory and optional subjects. 2. The Programme usually consists ... three core components. 3. Are you going to specialize ... Education? 4. It is important ... a student to learn the use ... different visual aids ... his block-teaching practice. 5. My school practice began when I was ... the first year. 6. ... our department examinations are held ... the end ... each term; ... each examination students are given several days which they spend ... revising the material. 7. The English club organized ... the students is concerned ... extra-curricular activities. 8. Do you enjoy your lectures ... Theory ... Education? Are there supplemented seminars?
XXXII. Read the following commentary on English degrees.
First degrees are also called Bachelor’s degrees:
Bachelor of Arts (B.A.) – a first degree in the faculty of arts
Bachelor of Science (B.Sc.) – a first degree in the faculty of science
Higher (further) advanced degrees:
Master’s Degree (M.A.; M.Sc.) – there has been an increasing tendency to make the Master’s Degree an advanced examination degree, awarded after a year’s postgraduate study, rather than a degree by thesis
Doctorate – this degree is called in full Doctor of Philosophy, but is usually shortened to Ph.D. The name is the same for all the faculties, and one may have a Ph.D. in English, or Mathematics, or Geography. A Ph.D. is awarded on acceptance of a thesis which must be an original contribution to knowledge, that is, contain new information on scientific problems. Research for this degree usually takes about three years
Senior Doctorate – this degree is much higher than the Ph.D. However, it differs from the latter in that it does not involve (does not require) the writing of a thesis. A person wishing to apply for such a degree submits his published works to a board, or committee, who then decide whether these works justify (deserve) the award of the degree
XXXIII. Memorize and reproduce the dialogues.
1. Two graduate students run into each on the University campus
James: Hello, Henry! Were you late for the conference yesterday?
Henry:  No, I was just on time. I arrived at 5 sharp. Where are you going?
James:  I have an appointment with Professor Blake. He is supervising my research. He is the brain trust (мозговой центр) of our lab.
Henry:    Really. I think you’ve made a very promising start.
2. A graduate student is talking to his scientific adviser
S.:    Could you spare me a few minutes? I’d like to clear up some points in my thesis.
S.A.:  Certainly; that’s what I’m here for.
S.:      It is only rough draft of my thesis. Do you think it is on the right lines?
S.A.:  It’s pretty hard for me to judge about it at a glance. I must give a full-length criticism of your work.
3.
Jane:    Are you going to submit your dissertation?
Robert: Not quite. Last autumn I was beginning my third year, of  graduate    school, expecting to get my Ph.D. degree in a year. Unfortunately my supervisor has made too many corrections in the typescript. Besides, some footnotes (сноски) are needed. What about you?
Jane:  I don’t have my degree yet. I just have to pass a few exams  and get my dissertation accepted.

4.
A.:  Did Jon get his doctorate?
В.: Well, his doctorate thesis concerned the problem of interstellar communication but it was no more than a patchwork (компиляция) so they failed him.
A.:  I suppose he is sorry he’s picked up his controversial subject for a doctorate.
5.
Fred:  I’d be grateful if you could get me into this advanced research project somehow.
Albert:  I was going to suggest it.
Fred:  I really would be grateful. There have been some big developments lately in this particular line of research.

XXXIV. Comment on the saying.
“Money spent on brain is never spent in vain”.

XXXV. Respond to the statements. Make use of the following replies:
Certainly (with pleasure); You‘re (always) welcome; Not at all; Don’t mention it; That was a pleasure; Never mind; That’s all right; No trouble at all; Thank you anyway; Thank you just the same.
1. Could you spare me a few minutes? I’m anxious to know about your stay at the University. 2. Can you spare me a moment? I’d like to take your advice. 3. I’d be grateful if you could clear up some points. 4. Thank you for telling me all about it. 5. I appreciate your advice. It was helpful. 6. I’m afraid I wasn’t of great help. 7. Excuse my troubling/disturbing you. 8. Excuse my interrupting you. 9. Pardon, I’ve kept you waiting. 10. Excuse my being late.

XXXVI. Speak about: a) the type of lecture you like most/least; b) the best kind of audience from your point of view. The following words and phrases may be helpful.
to give/attend a lecture; a series/course of lectures; excellent/brilliant lecturer/speaker; well/best presented lectures; to make/use notes; to follow notes as closely as possible; to speak in a loud, well-modulated voice/a low dull voice; to speak from memory; to magnetize the audience; to be greatly impressed; to be filled with admiration.
XXXVII. Give a talk on the biography of a scientist you know best. Make use of the following key words and phrases.
To graduate from....; to receive a degree in....; to be in charge of/responsible for; to be engaged in; the field of his/her research; to publish a number of.....; to deal with; to supervise (basic) research; to be of/have considerable scientific value.

PART 2. GRAMMAR

MOOD. THE SUBJUNCTIVE MOOD

MOOD AS A GRAMMATICAL CATEGORY
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. Mood expresses modality, which is the relation of the action or state expressed by the predicate to reality as it is regarded by the speaker. Thus, modality can be expressed:
1) by mood forms of the verb
e.g. He was here yesterday.
  Be here tomorrow.
  I wish he were here today.
2) by modal verbs
e.g. I must go now.
  You may come in.
3) by parenthetical words or phrases
e.g. Perhaps he will come tomorrow.
There are three moods in English: the Indicative mood, the Imperative mood and the Subjunctive mood.
The Indicative mood shows that the action or state expressed by the verb is presented as a fact. In this case the verb has the category of tense and aspect, the category of number, person and voice.
e.g.  We went home late last night.
        She hasn’t arrived home yet.
They are taken home from school.
He is going home now.
The Indicative mood is also used to express a real condition that is the condition the realisation of which is considered possible.
e.g. If it rains, we won’t go for a picnic.
The Imperative mood expresses a command or request. In Modern English the Imperative mood has only one form, which coincides with the infinitive without particle “to”. It is used in the 2nd person singular and plural.
e.g. Be quiet and listen to me!
In forming the negative form the auxiliary verb “to do” is always used, even with the verb “to be”.
e.g.  Hush! Don’t make noise!
Please, don’t be angry with me!
The auxiliary verb “to do” may also be used in affirmative sentences to make the request more emphatic.
e.g. But now do sing again to us.
To make a request or an order more emphatic the pronoun “you” is used, it is characteristics of colloquial speech.
e.g. I’ll drive and you sleep awhile.
A command addressed to the 3rd person singular and plural is usually expressed with the help of the verb “to let”.
e.g. Let him do it on his own.
The Subjunctive mood expresses a hypothetical action and shows that the action or state expressed by the verb is presented as a non-fact, as something imaginary or desired. It expresses wish, supposition, desire, purpose, condition etc. The Subjunctive mood is used to express an emotional attitude of the speaker to real facts. In Modern English the Subjunctive mood has synthetic and analytical forms.
e.g.  I wish I were 10 years younger.
I wish I would speak English better.
In Old English the Subjunctive mood was expressed by a special system of forms with a special set of inflections, different from those of the Indicative mood. In Modern English there remain only 2 synthetic forms of the old regular system of the Subjunctive mood. Although their meaning and use have changed considerably, they are often called by their old names: the Present and the Past Subjunctive. The Present Subjunctive coincides with the plain verb stem (be, go, see) for all persons in both singular and plural. It denotes a hypothetical action referring to the present or future.
e.g. He required that all be kept secret.
God save the king!
The Present Subjunctive is widely used in American English, colloquial speech and also occurs in some set-expressions.
e.g. God forbid!
Be it so!
The Past Subjunctive is more restricted in usage; it exists in Modern English only in one form “were” used for all persons both singular and plural. It refers the hypothetical action to the present or future and shows that it contradicts reality.
e.g. If I were you!
I wish you he were more attentive!
The analytical forms of the Subjunctive mood consist of the mood auxiliaries should, would, may/might, can/could etc and the infinitive of the notional verb.
e.g. Whoever you may be, I’m  really grateful.
I insist that he should enter the medical university.
If they met at the party, they would become good friends.
In Modern English the same meaning as is expressed by the Subjunctive mood may also be rendered by the forms of the Indicative mood – Past Indefinite, Past Perfect, occasionally Past Continuous, Past Perfect Continuous.
e.g. If I had a talent, I would become a comic actress.
She felt as if she had run a mile distance.

1. CONDITIONAL SENTENCES

Type of condition Russian translation Pattern Subordinate clause Principal clause
real если … if (when) 1. present
If I work late,

2. past
If it was foggy,

3. present/future
If you keep driving like this,

I get tired.


we stayed at home.

you’ll have an accident.
unreal если бы … if 1. present
If I knew the answer,

2. past
If you hadn’t reminded me,


3. no particular time
If I were not so absent-minded,


4. past

If Jim hadn’t missed the plane,
I would tell you.


I would have forgotten about this.

past
I wouldn’t have forgotten your address.

consequence in present
he would be here now.

unreal если бы только … if only 1. present
If only I had enough time!

2. past
If only I had done it that way!



______



this wouldn’t have happened! / _____

problematic cлучись так, что … should, were to If you should meet her/Should you meet her,


If you were to see her/Were you to see her, ask her to call me. / could you ask her to phone me?

you’ll be surprised. / you would be disappointed.

implied eсли бы не …



but for + noun





if it were not for + noun

if it hadn’t been for + noun
But for the rain,



But for your help,

present
If it were not for Betty,


past
If it hadn’t been for the goalkeeper,

1. present
we would go sailing today.

2. past
we would have been in trouble.

the company would be in a mess.


‘United’ would have lost.
а то, иначе оr, or else, otherwise ______ 1. present
Otherwise they would go sunbathing.

2. past
Or the parents would have gone shopping together.

2. THE USE OF THE SUBJUNCTIVE MOOD

Type of clause Principal clause Conjunction Subordinate clause
Subject clause It is/was necessary
                important
                recommended
                better
                right
It was necessary




It is important




It is curious
that




that




that




that



should + infinitive
they should do military service.

should + perfect infinitive
he should have done that by Tuesday.

present subjunctive
(Am. English)
he say so.
Attributive
clause It’s time
It’s high time
It’s time


It’s time



It’s high time


past subjunctive
we were back home.

past indefinite
they made up their minds.

should + infinitive
the main course should be served.
Object clause 1. wish, I’d rather, I’d better

I’d rather



He wishes

2. a verb, denoting fear
They feared


She fears


3. verbs/word groups, denoting order, suggestion, desire, advice
Betty suggested



The captain ordered


4. verbs/phrases, expressing doubts
We had doubts


5. clauses, referring to the formal it + objective predicative
We found it strange



We regard it as probable









that
that

lest
lest


that



that



that


if/whether

if


that


that



that past subjunctive/past indefinite (if the action is simultaneous)
you were at home now.

past perfect (if the action is prior)
he hadn’t said that to her.
might + infinitive
the train might be late.

should + infinitive
she should be recognized.




should + infinitive
care should be taken.

present subjunctive (Am. English)
the message be delivered at once.


past subjunctive
it were possible to cross the river.



should + infinitive
he should speak in such a way.

may + infinitive
he may return soon.


NOTE: subject clauses follow the principal clause which is either formal or has no subject, such as what a shame! how strange! The predicate of the principal clause expresses some kind of modality, estimate, or some motive for performing the action, denoted by the predicate in the subordinate clause. If the principal clause expresses possibility may + infinitive is used, because the action is referred to the future: It’s likely the weather may change.
If in the sentences introduced by if the reference is made to an existing fact or state of things, the indicative mood may be used: It’s strange that he behaves like this.

Type of clause Principal clause Conjunction Subordinate clause
Predicative clause 1. link verbs: to be, to seem, to feel, to look

He seemed



The house looked


2. the subject is expressed by an abstract noun: wish, suggestion, aim, idea, advice, fear etc
Her idea was

as if
as though

as though



as if



that



that past subjunctive/past indefinite (if the action is simultaneous)
he were busy.

past perfect (if the action is prior)
it had been deserted for years.


should + infinitive



they should go there together.
Appositive
clause An abstract noun: wish, idea, suggestion, advice, fear etc.
Your advice ...
is reasonable.


Her wish ...
was really great.
that


that



that

should + infinitive
he should wait till next week

present subjunctive
the mother be invited

NOTE: in appositive clauses after the nouns fear, apprehension, it’s necessary to use the conjunction lest in the meaning of “чтобы не”: Our fear lest he should give away the secret was great!





Type of clause Principal clause Conjunction Subordinate clause
Adverbial clause of comparison


His eyes wandered



She smiled






He was whistling gaily as if
as though

as if



as though






as if past subjunctive/past indefinite (if the action is simultaneous)
he were at a loss.

past perfect (if the action is prior)
she had remembered something funny.

would + infinitive (if the action is presented as following the action in the main clause)
his heart would break with joy.

Adverbial
clause of purpose










I tell you this



She left the lamp on the window-sill

The girl whispered those words that
so that
in order that
so that



that

lest
lest

may/might + infinitive
you may understand the situation.

can/could + infinitive
he could see it from afar.

should + infinitive
somebody should overhear her.

Adverbial clause of concession






He can be right





He gave no sight



I didn’t dare to interfere however
whatever
whenever
whoever
though
although
no matter how/when
no matter





though




although
may + infinitive/present subjunctive (if the action refers to the present or future)




whether his arguments be convincing or not.

may + prefect infinitive
might + infinitive (if the action refers to the past)
he might have been suspicious.

should/would + infinitive
I would like to help.

NOTE: when a concessive clause is joined asyndetically, there is usually inversion. The front position is occupied by the part that states the circumstance despite which the action in the principal clause is carried out: Whoever he may be, he has no right to be rude.

THE USE OF THE SUBJUNCTIVE MOOD
IN SIMPLE SENTENCES
In simple sentences the synthetic forms of the Subjunctive mood are more frequent than the analytical forms. In simple sentences the Subjunctive mood is used:
1) to express a real wish, it is typical for slogans, demonstration
e.g. Long live Russia!
God save the Queen!
to express wish the analytical form with the mood auxiliary “may” is used
e.g. May success attend you!
May he win!
2) to express an unreal wish, if the situation refers to the present or future, Past Subjunctive is used
e.g. Were I in London now!
if the situation refers to the past, Past Perfect form is used
e.g. Had I seen him that day!
3) in oaths and imprecations
e.g. Manners be hanged!
Confound these flies!
4) in exclamatory sentences beginning with “if only” to express a wish (Past Subjunctive, would + infinitive, Past Indefinite, Past Perfect or modal verbs can be used)
e.g. If only it would stop raining!
If only I had listened to my parents!
5) in exclamatory sentences to express an emotional attitude of the speaker to real facts (surprise or disbelief), usually “should + infinitive” is used
e.g. And this should happen just on this day!
6) in questions expressing astonishment or indignation, “should + infinitive” is used
  e.g. How should I know?
Why should you not do it?
7) in some set-expressions
    e.g. Be it so!
Far be it from me to talk back!
He is my best friend, as it were!
8) with the forms had better, would rather, had best, would sooner in sentences denoting wish, admonition, preference, advice
      e.g. You’d better go at once!
I’d rather come to the party alone.
The Subjunctive mood in simple sentences is characteristics of literary style, except in oaths, curses and imprecations which belong to low colloquial style.


















EXERCISES

Ex. 1. Comment on the mood of the verb in the following sentences.
1. I'll help you if I can. 2. Shut the door after you! 3. She did not know where she was and what had happened. 4. I re¬member it so clearly as if it had happened only yesterday. 5. She promised she would be calm. 6. She wouldn't be calm if she knew what has happened. 7. She said she didn't know me. 8. Don't look at me as if you didn't know me. 9. The article was not difficult and I could translate it. 10. If I had a diction¬ary I could translate the article. 11. If I had not told him, he would never have known. 12. She was sure I had not told him the bad news.

Ex. 2. Read the following stories and pick out the verb forms referring to (1) the Indicative Mood, (2) the Imperative Mood, (3) the Subjunctive Mood.
One Day — Two Points of View
Kathy: Mum is knocking loudly on my bedroom door. "Kathy, get up! It's seven o'clock." Why does Mum always sound so bad-tempered and unfriendly? I'll just stay in bed another five min¬utes. "Kathy, it's a quarter past seven. You'll be late for school. Hurry up." Oh dear, I've overslept, as usual. I'd better get up now. I hate Monday mornings. Where's my school blouse? There it is - but it's dirty. Mum has forgotten to wash it. I haven't time for any breakfast. If I run all the way I'll catch the bus to school. Mum is waiting in the kitchen. I wish she wouldn't worry about me. I'm not a little girl anymore. "Do have a piece of toast," Mum says. "I'm not hungry, Mum." I run out of the house and slam the front door. The first lesson is awful. It's a geography test and I can't do it. The teacher tells the whole class that I'm lazy and that I could do much better. School dinner is awful, too. I hope there's something nice for tea. I feel very hungry. I get home at half past four and Mum is getting the tea ready. "What's for tea?" Mum says that it's fish and chips. Honestly, Mum knows that I don't like fish. Then, Mum starts to ask me stupid questions, "Did you have a nice day at school, dear?" I say that it was O.K. Mum notices I'm not eating much. "I do wish you would eat something, Kathy. You didn't have any breakfast, either." Mum is always nagging me about something. Roger, my brother, reaches in front of me for the sugar-bowl and I spill my cup of tea all over the carpet. It's Roger's fault but Mum loses her temper with me. "Kathy, you are clumsy. That's gone all over my new carpet. Run and fetch a cloth." It's really not fair. I jump up and shout, "You are always nagging me. You're never nice to me. Leave me alone." Then I run upstairs to my bedroom and play my records very loudly.

Her mother: The alarm clock rings. It's a quarter past six. I get up, put on my dressing-gown and go down to the kitchen. Then I start cooking breakfast. Father always likes bacon and eggs. Father shouts, "I can't find my black socks or my blue pullover." I help Father find his socks and then I make the bed. It's seven o'clock — time to wake Kathy. There's no reply when I knock on her door. She came home very late last night and now she's tired. I make some coffee and toast for Kathy's breakfast. Then I get dressed. At a quarter past seven I have to call her again. She's a lazy girl. She's certainly not going out tonight. Kathy comes downstairs. She looks untidy and bad-tempered. I wish Kathy would have some breakfast. Growing girls need to eat. However, Kathy says she isn't hungry and she runs out of the house before I can say anything else. I throw away the cold toast and coffee and wash up. Then I catch a bus to work. I arrive at the office ten minutes late, and my boss is in a bad mood all day. After work I do some quick shopping in the supermarket. Kathy is always fussy about her food but there's no time to look for something special. I get home and make the tea. Kathy comes in from school. She looks miserable. I do wish she would talk to me more so I ask her about school. "Did you have a nice day at school, dear?" Kathy doesn't say much and she doesn't eat her tea. I feel very anxious. "I do wish you would eat something, Kathy. You didn't have any breakfast, either." Then Kathy spills her tea all over my new carpet. She doesn't apologize. This makes me very angry and I lose my temper. Kathy is very upset and says that I'm always nagging her. She runs out of the room. Perhaps Kathy is right. I do nag her too much.

Ex. 3.  Define the type of conditional sentences and translate the sentences into Russian.
1. If I were young, I should have a walking holiday. 2. If I were you, I should pay no attention to what she says. 3. The vase is beautiful. You wouldn't find another to match it if you tried. 4. If you hated sick people you wouldn't be a doctor, dear. 5. They say Frank has changed greatly. — Oh, yes. You would hardly know him if you met him. 6. If I had known that, I shouldn't have come. 7. We should never have found the house if a passer-by hadn't helped us. 8. If you had left earlier you would have caught the tram. 9. If you had taken the medicine the doctor prescribed you, you would feel better now. 10. If you had read the article I recommended, you'd know how to answer such questions.

Ex. 4. Comment on the use of the verb forms in Conditional sentences and translate them into Russian.
1. I shouldn't worry now in your place. Everything will clear up very soon, I'm sure. 2. It wouldn't have astonished me if he had found some reasonable excuse and stayed away. 3, But even if you were right I should prefer to act in my own way. 4. But for my help he would have failed at the final exam. 5. It seems to me that what she refused then she would be glad to get now. 6. Sir Horace asked me one or two questions and it wouldn't have been decent manners not to reply. 7. A few years before he would not have said so of Jago. 8. Come along. Jassie! It would do you more harm to stay by yourself. 9. I’m thinking of good results we've achieved together. We shouldn't have managed them alone. It's a pity to find us divided now. 10. If you break your promise, people will say that Crawford would never have done so in similar circumstances. 11. But for the bees we should have no honey. 12. She even didn't want to look in my direction; or else I'd have come up and apologized. 13. He was in a great hurry and had no time to think it over. Otherwise he would have found a better way out. 14. But Mrs. Jago's imitation of Lady Muriel was not exact. Lady Muriel would never have called men by their college titles. 15. I my¬self shouldn't agree to that 16. They would all be only glad to see you. 17. I should have sent her away, only I thought you wanted her to talk into your machines. 18. You never did any¬thing good to anyone. If you had done, you would have more support now.

Ex. 5. Make sentences choosing from the boxes.
If ...
we don't hurry,
you come home late,
I don't feel well,
I can't get a flight,
you have any problems,


I can understand you
It will be nice
You'll be cold
What are you going to do
I'm sure they'll understand

I'm not going to work.
we'll be late.
I'll try to help you.
please come in quietly.
I’ll fly home on Sunday.

+ if
you don't wear a coat.
you don't pass your exam?
you explain your problem.
you speak slowly.
you can come to the party.

Ex. 6. Choose the correct form of the verb.
1.  If I don't feel/won't feel well tomorrow, I stay/'ll stay at home. 2. If the weather is/will be nice tomorrow, we can go to the beach. 3. It will be hard to find a hotel if we arrive/will arrive late. 4. The alarm will ring if there is/will be a fire. 5. I am/will be surprised if they get/will get married. 6. Do/will you go to the party if they invite/will invite you? 7.  If I am/will be late this evening, don't wait for me. 8.  What shall we do, if it rains/will be raining. 9. He’ll be able to understand you, if you speak/will speak slowly.

Ex. 7. Practise the following according to the model.
Model: He runs round the park every morning, so he keeps very fit. If I ran round the park every morning I would keep fit too.
1. He lives in the South, so he can grow a lot of flowers. 2. They use electric typewriters, so they finish their work soon. 3. He lives near his work, so, he is never late. 4. He goes to bed early, so he always wakes up in time. 5. His French is good, so he reads French books in the original. 6. They have a maid, so they can enjoy themselves.

Ex. 8. Look at the warning signs. What would you say to somebody who's ignoring them?
Model: Danger! Keep away from the edge!
  If you don't keep away from the edge, you'll fall down.
Danger! Thin ice! No parking!
Danger! No smoking! Beware of pickpockets!
Don’t drive fast! Turn left only!
Horn forbidden! Painted!
Beware of dogs! Switch off your mobiles!

Ex. 9. Put the verbs in brackets into the correct form, paying attention to real and unreal condition.
1.  If I had this tool, I (give) it to you. 2. If he worked more slowly, he (not make) so many mistakes. 3. I could give you his address if I (know) it. 4. He might get fat if he (stop) smoking. 5. If he knew you were away, he (not come). 6. I (keep) a gardener if I could afford it. 7. What would you do if the lift ( get) stuck between two floors. 8. He (not go) there if his family are not invited. 9. The car wouldn't break so often if you (have) it serviced regularly. 10.  If I (know) her better, I (introduce) you. 12.  The journey takes about 3 hours by bus. You (get) there much sooner if you (go) by train. 13. If I (have) money with me then, I (can lend) you some. 14. He couldn't find job when he came to Germany. If he (like) children, he (work) at school. 15. The teacher told Peter that he (not pass) the exam if he (not work) harder.

Ex. 10. Use might instead of would to give the meaning of perhaps, use could instead of would to give the meaning possible:
1.  She's getting fat. If she (not eat) much sweet, she (lose) weight. 2. I didn't watch the film yesterday. If I (have) some free time yesterday, I (watch) it. 3. She feels very tired in the morning. If she (go) to bed earlier, she (not feel) so tired. 4. He's not a strong man. If he (go) to the fitting center, he (be) stronger. 5. We (understand) the English teacher better if she (speak) more slowly. 6. I like reading but we don't have books in our country house. If I (have) books there, I (read) a lot in summer. 7. I don't know where he's living now. If I (know) his address, I (write) to him. 8. Roberta is very pretty but rather short. If she (be) taller, she (be) a model.

Ex. 11. Answer the questions in complete sentences.
1.  Which town/city would you go to if you didn't need a visa? 2. Who would you ask to dance if you had the choice? 3. Could you come to the Institute on Sunday if the teacher asked you? 4. How would you feel if you won a thousand dollars? 5. Could you wake up at 5 a.m., if none called you? 6. Could you cook your own dinner if your mother asked you? 7. If you had been, born in 1950, what would you be now? 8. If you had been late for this lesson, would you have apologised to the teacher? 9. What would you have done if you had been the Rector of the University? 10. Could you have answered these questions correctly if you had been absent at the last lesson?

Ex. 12. Replace the infinitives in brackets by the right form of the verb.
Model: If I were you, I (to read) the book in the original.
If I were you, I would read the book in the original.
If I had known how dull the film was, I (not to go) to the cinema.
If I had known how dull the film was, I would not have gone to the cinema.
1. They (to go) to the beach if it were warmer. 2. If the poem were not so long, I (to learn) it by heart. 3. Even if it had not been so late I don't think I (to go) to the cinema. 4. Even though he knew how difficult the situation was, he (hot to stop) the preparations. 5. Even if I had a dictionary, I don't believe I (to be able) to write the test. 6. Even if you had given her your car, she (cannot arrive) in so short a time. 7. Even if I had wanted to, I (can do) nothing then. 8. If you really wanted to buy the house, you (can do) it even now.

Ex. 13. Complete the following sentences.
1. If it were not so late ... . 2. If it were Sunday today ... . 3. If you invited him ... . 4. If I were you ... . 5. If she lived in Moscow ... . 6. If you had waited a little ... . 7. If I could play the piano... . 8. If you had done as I told you ... . 9. If she were my sister ... . 10. If the weather had been fine ... . 11. We should go to the country if ... . 12. I should help her if ... . 13. He would have done it for you, no doubt, if ... . 14. They would play tennis now if ... . 15. I should have come yesterday if ... . 16. What would you do if ... ? 17. It would be very nice if ... . 18. I'd have a walking holiday if ... . 19. They'd be only very glad if ... . 20. Everything would have been all right if ... .

Ex. 14. Compose conditional sentences on the basis of the following statements.
Model: It's raining hard. We can't go out.
If it were not raining so hard, we could go out.
I have no dictionary. I shan't finish the translation today.
If I had a dictionary, I would finish the translation today.
The goal-keeper was hurt early in the game. The team lost.
If the goal-keeper had not been hurt early in the game, the team would not have lost.
1.  She thought of her future and refused to marry the young man. 2. He was deep in his thoughts and did not notice the "no parking" sign. 3. I have a lot of work to do, I can't go to the pictures. 4. There is no one to sit with the baby, I have to stay at home. 5. The rain has stopped at last, and we began to enjoy ourselves. 6. She did not think of the consequences and agreed to forge the document. 7. There were so many people there that nobody noticed his absence. 8. We don't like cheese. We don't buy it. 9. He lost his temper and said things he did not really mean. 10. I don't know your cousin, I can't meet her at the station.

Ex. 15. Compose sentences according to the model, using but for + noun/pronoun.:
Model: I don't want to tell you this, but I promised to.
But for my promise, I would tell you this.
He didn't die. The operation saved him.
But for the operation, he would have died.
1. He wants to go swimming but the water is cold. 2. He couldn't see us off as he was busy at the office. 3. She wasn't alone in the house, her husband was asleep in his room. 4. I want to go but I have an examination tomorrow. 5. In the end he went to see the doctor. His wife made him do it. 6. It began to rain and we didn't go for a walk. 7. We couldn't have a picnic. The weather was too bad. 8. Of course I want to help you but I have a conference today. 9. He had a good guide so he could see all the sights. 10. You can't prepare the contract because the computer is out of order.

Ex. 16. Translate the words in brackets.
1. But for her spelling she (получила бы) an excellent mark for her composition. 2. But for my sister's help I (не смогла бы) to translate the article so fast. 3. But for the neighbour's chickens I (не держала бы) the dog chained. 4. But for your explanation I (не смогла бы научиться) to do it so well. 5. But for the final scene the picture (была бы) quite good.
6. But for his sore throat he (выступил бы) at the meeting. 7. But for the grandmother's operation they (поехали бы) to the Crimea. 8. But for her voice she (была бы) a good actress. 9. But for the heat I (нравилось бы) working in this country. 10. But for the accident he (поставил бы/set) a record.

Ex. 17. Translate the sentences into English, using but for + noun/pronoun.
1. Если бы не простуда, я бы тоже поехал. 2. Если бы не плохая дорога, мы бы уже давно приехали. 3. Если бы не она, они никогда бы не ссорились. 4. Если бы не этот юноша, ребенок утонул бы. 5. Если бы не ваша помощь, она бы не догнала группу. 6. Если бы не его диагноз, ее не оперировали бы вовремя. 7. Если бы не погода, мы бы прекрасно провели лето. 8. Это была бы неплохая работа, если бы не орфографические ошибки. 9. Если бы не шрам на щеке, я бы его не узнал. 10. Если бы не этот звонок, это был бы прекрасный вечер. 11. Мы бы добрались туда во время, если бы не несчастный случай. 12. Если бы не тесные туфли, я бы получил огромное удовольствие от прогулки. 13. Если бы не ее усталые глаза, вы бы никогда не дали ей больше 30. 14. Если бы не я, ты бы забыл об этом. 15. Если бы не ты, я бы благополучно сидела сейчас дома. 16. Если бы не дети, я бы тоже поехала с вами. 17. Если бы не его нога, он тоже принял бы участие в этой игре.

Ex. 18. Explain the use of the verb forms in the following conditional sentences.
1. He walked around the city aimlessly for the rest of the morn¬ing, looking into shop windows and thinking of the things he would buy if he had money. 2. If I remind you in a month from now of things you are saying tonight you'll laugh. 3. What would have happened if you hadn't done so well yester¬day? 4. If I were a playwright I'd write a nice, old-fashioned play in which the heroine is pure and beautiful and makes a man out of her husband. 5. "If I'd answered back like that at your age I'd have been well slapped," said Mrs Grey. 6. I said I thought it would be far more fun if your brother had come, too. 7. I remember that if I lit a cigarette in here you always opened the window. 8. If he knew he would have told me. I'm sure he knows nothing. 9. Ronny would bring lots of gifts for Martha and say to me: "I wouldn't be doing this, if Martha did not treat me well." 10. She'll only be miserable if you insist. 11. It was so dark that he would have lost his way if she had not taken him by the hand. 12. "Do you think it's important?" "Yes, I do. If I didn't  I wouldn't
be here."

Ex. 19. Supply the necessary forms of the verbs in brackets in the follow¬ing conditional sentences.
1. If his mother (not to go) out, the boy (to turn) off the TV set and (to go) to bed. 2. I (to wait) if I (to be) you. 3. She (to fall) if he suddenly (not to put) out a hand to steady her. 4. If I (to be) a poet I (to write) a poem about nettles in a wine glass. 5. If it (to be) not for the journalists, everything (to be) perfectly easy. 6. If your father (to be) here, he (to give) you a piece of his mind. 7. I'm glad that he turned this offer down. There (to be) no turning back if he (to accept) it. 8. "She is only twenty." "She (to know) better if she (to be) twenty-five?" 9. I do not know what (to happen) if this (to go) on much longer. 10. Don't you see that if things like that (to happen) life (to be) quite different? 11. You really (to follow) me if I (to go) away? 12. I believe you (to make) her stay if it (to be) not so late. 13. It (to be) better if you (to take) things coolly, as I do.

Ex. 20. Explain the use of the verb forms in the following conditional sentences referring to the future and translate them into Russian.
1. Would you do it differently if you had to do it over again? 2. However, if it should be proved on him, he will have to leave my house.
3. It would be much more convenient if he  were to move to a hotel. 4. I think it would be a good thing if you would come and stay at my house for a little while. 5. They are going to send me some records in case I should forget my lessons. 6. If I were to tell you of the things the girl does, you would open your eyes. 7. I should certainly try to deserve your confidence if you would give me another chance. 8. "I don't care if the whole school knows." "If that should hap¬pen, we shall have to send you home." 9. The situation was embarrassing. If I went in at once it would be obvious that I had overheard the words that had just been spoken.

Ex. 21. Supply the necessary forms of the verbs in brackets in the follow¬ing conditional sentences referring to the future.
1. I (to be) grateful if you (to keep) the news to yourself. 2. I (to be) in the drawing-room in case there (to be) a telephone call for me. 3. Manу people ask themselves: "What I (to do) differently if I (to have) another chance?" 4. He wondered how he (to feel) if his former wife (to come) into the room in which he happened to be. 5. I know he is itching to tell me what happened, but I (to be) darned if I (to ask) him. 6. Philip says they (to miss) me if I (to leave) before their wedding. 7. Look here, it (to be) a bore for you if we (to have) tea some¬where? 8. In case any crisis (to arise), let me know. 9. The situation has been bad lately, but everything (to calm) down if you only (to stop) making a fuss. 10. If this (to be) our last meeting for some time, I (not to like) you to remember this talk. 11. It (to be) awkward if she (to refuse) to co-operate. 12. What his mother and father (to think) if they (to hear) of what he has done? 13. If the situation (not to change) by Saturday I (to be) in trouble. 14. I (not to be) surprised if he (to offer) an important post under the next government.

Ex. 22. Supply the necessary forms of the verbs in brackets in the follow¬ing sentences of unreal condition, taking special care of modal verbs.
1. "Are you still thinking of going on that cruise?" "It (may, be) enjoyable," he said, "if one (to have) just the right person to go with." 2. It (to be) fun if Roberta (to write) a book. 3. I never tried to understand my brother. If I (to try) I (may, stop) him from going away. 4. If I (to be) you, Meg, I (not to let) myself believe this hateful gossip. 5. I (to hate) myself if I (to deceive) him. 6. I suppose you (to think) it butting in if I (to come) too. 7. He said he had no pain, and if it (not to be) for the doctor, he (to get) up and (to go) home. 8. She (can, go) to Cambridge if she (to want). She had been offered a scholarship. 9. You (to be) horrified if I (to tell) you what I have had to go through. 10. If he (not to be) absorbed in his own thoughts he (may, take) notice of her remark. 11. I'm glad I wasn't at home. He (not to get) much help if he (to ask) me. 12. The house looked awful. If I (to be) given to crying I (may, cry).
13. "No, I won't tell you," she said. "It (not to be) fair to them if it just (to turn) out to be gossip." 14. It (may, be) fatal if she (to learn) the truth. 15. "May I read this?" "I (not to bother) if I (to be) you." 16. If I (to keep) to my original plan I (to miss) the whole affair. 17. There is no knowing how long he (to continue) on the subject if his attention (not to distract) by a man who appeared on the deck. 18. You don't understand, Lilly. If I (to pick) his idea to pieces in front of you he (to die). 19. Alice thought it (may, be) nice if you (can, join) us. 20. It (to look) silly if I (to tell) them the truth. 21. If I (to be) you, I (to try) to rise above it. 22. If I (to be) there, of course, I (to do) something. 23. If it (not to be) for the children I (to leave) you tomorrow. 24. If I (to be) a painter, I (to choose) an entirely different subject every time. 25. Well, I certainly (to put) a stop to it if I (to know) in time. 26. I (to wire) to you if you (can, do) anything.

Ex. 23. Turn the following pairs of sentences into a sentence of unreal condition.
Model: Don't refuse her present. It will upset her dreadfully.
If you were to refuse her present it would upset her dreadfully.
1. Don't ask me. I can't tell you. 2. You haven't got to the city yet because you are not travelling alone. 3. He was not captain of the team because he was very unpopu¬lar. 4. He was not a handsome man. He was not tall enough. 5. She did not reply. That's why I couldn't hear her. 6. She didn't enjoy the game because she discovered that her opponent disliked losing. 7. I'm not going to make my suggestion. He may think I'm pry¬ing into his affairs. 8. As nobody told him anything about this affair he was not involved in it. 9. Luckily he is not going to be invited to the party. He says he doesn't know what to wear on such occasions. 10. We enjoy the spring so much because of the winter. 11. Though I feel certain that nothing is going to happen to him I shall stay in my office the whole day. 12. Darling, please show Harry the garden. Won't it be very nice? 13. It's not likely that John will turn his back to my sister but I wonder what effect it will have on her nerves.

Ex. 24. Finish off the following conditional sentences.
l. The cake wouldn't have got burnt if ... . 2. You wouldn't have got into trouble if ... . 3. Your dress would look nicer if ... . 4. She would have married him if ... . 5. I would have come earlier if ... . 6. He would have got wet through if ... . 7. She would fix the door knob herself if ... . 8. He would drive straight home if ... . 9. I would take her to the party if ... . 10. It would be better for all of us if ... . 11. If it hadn't been for the rain ... . 12. If it were not for the coming wedding ... . 13. If it hadn't been for their neighbour ... . 14. If it hadn't been for his advice ... . 15. If it hadn't been for his departure ... . 16. If it were not for his family ... . 17. If it were not for his scholarship ... . 18. If it hadn't been for the announcement on the radio ... . 19. If it were not for my sprained ankle ... . 20. If it were not for the message that he received ... .  21. If your mother were to ask you about me ... . 22. If I had known you were here ... . 23. If he should turn down your offer ... . 24. If you would not interfere ... . 25. If the play had not been so long ... . 26. If we could afford it ... . 27. If the car had not broken down ... . 28. If I were you ... .
29. If you should leave unexpectedly ... . 30. If it hadn't been raining ... .
31. If the job were to be offered to me ... . 32. If my son were not making progress in his English ... .

Ex. 25. Translate the following conditional sentences into English.
1. Я бы никогда не подумал, что это возможно, если бы я не увидел этого своими глазами. 2. Я бы не стал делать этого на твоем месте. 3. В случае, если тебе придется неожиданно уехать, пришли мне записку. 4. Пьеса понравилась бы мне больше, если бы она не была такой длинной. 5. Если бы не его болезнь, семья переехала бы в город. 6. Если бы он пришел во время, этого могло бы не случиться. 7. Если бы пошел дождь, я бы промокла до костей, так как на мне было очень легкое платье. 8. Куда бы ты пошел, если бы не было дождя? 9. Посиди с ним, и, если он вдруг попросит чего-нибудь, ска¬жи мне. 10. Если бы я сказал что-нибудь подобное твоей тетушке, она сочла бы меня сумасшедшим. 11. Я буду у себя дома весь вечер на случай, если ты передумаешь. 12. Возможно, он чувствовал и вел бы себя иначе, если бы об¬стоятельства были иными. 13. Если бы ты не был так занят, мы могли бы пойти куда-нибудь пообедать. 14. Если бы я задержался еще на один момент, я не знаю, что я мог бы наговорить. 15. Если бы у нас не было багажа, мы могли бы дойти до стан¬ции пешком.

Ex. 26. Supply the correct mood of the verbs in brackets.
1. If they (not to help) us we (not to find) the way. 2. If I (to have) enough money I (to buy) this cassette-recorder. 3. You (to be) able to speak English better if you (to study) harder. 4. If she (to be) older she (to understand) you better. 5. If he (to be) in town yesterday he (to call) on us. 6. We (to enjoy) the play better if it (not to be) so long. 7. My uncle (to be) able to help us if he (to be) here. 8. I (to do) the same if I (to be) there. 9. If I (to know) of your arrival I (to meet) you. 10. If you (to know) what it is all about, you (not to keep on) smiling. 11. If you (to go) to the theatre last night, I'm sure, you (to enjoy) the play. 12. He (to act) differently if he (to realize) the situation. 13. If she (to come) earlier she (to be) able to see them before they went out. 14. Nobody told me about your trouble. I (to help) you if I (to hear) about it. 15. I (to come) sooner if I (to know) you were here. 16. We (not to know) anything about their plans for the summer holidays if Mario (not to send) us a letter. 17. If you (to come) between two and three yesterday you (to find) him in. 18. If I (to be) you I (to have) a long walk in the park. 19. If I (can) help you I readily (to do) so, but you know I can't. 20. I must be off now. If it (not to be) so late I (to stay) a little longer.


Ex. 27. Change into sentences of unreal condition.
Model: She won't help us as she is not here.
She would help us if she were here.
1. They will do it if they can. 2. It isn't summer now, and we don't go to the country. 3. He doesn't write to me and I don't write to him. 4. She didn't find the book because she didn't open the bag. 5. It will be better if they don't come. 6. I didn't give it to you because you were out. 7. I can't knit another sweater as I have no more wool. 8. I don't study Italian as I haven't got much spare time. 9. She didn't follow the doctor's advice and fell seriously ill. 10. The boy is shivering. He isn't quite well. 11. He refuses my help, and the work won't be finished today. 12. I have a headache because I had a sleepless night. 13. Anne can't translate this song: she doesn't know French well enough. 14. You are not quite all right now because you didn't take the medicine regularly. 15. They took a taxi and didn't miss the train. 16. He doesn't know her address, or he will write to her, I'm sure. 17. The garden doesn't look beautiful because the trees are bare. 18. He makes so many mistakes because he doesn't know grammar well enough. 19. Will you do it for me if I ask you?

Ex. 28. Translate these sentences into English.
1. Что бы вы сказали, если бы я пригласил его провести с нами субботу и воскресенье? 2. Какое лекарство вы бы рекомендовали, если у мальчика заболит горло? 3. Если бы я умела хорошо играть на рояле, я бы сыграла для вас. 4. Мальчик не дрожал бы, если бы ему не было холодно. Дайте ему чашку горячего чая. 5. Мы бы с удовольствием посидели еще часок, если бы не было так поздно. 6. Если бы я знала, что ты позвала меня, чтобы упрекать, я бы не пришла. 7. Если бы вы регулярно принимали лекарства, которые прописал врач, вы бы чувствовали себя теперь гораздо лучше. 8. Если бы мы начали работать рано утром, мы бы уже все закон¬чили. 9. На вашем месте я бы с ними не спорила. То, что они гово¬рят, правда. 10. Знай мы это тогда, мы бы приняли меры. 11. Если бы все было в порядке, он не выглядел бы таким озабоченным. 12.  Я бы давно это сделала, если бы знала, что это так важно. 13. Если бы ты последовал моему совету, все было бы теперь в по¬рядке. 14. Если бы вы не отказались от его предложения, мы бы уехали все вместе, а не сидели бы здесь одни. 15. Я уверен, что вы могли бы сделать это без моей помощи, если бы постарались. Это было вовсе не трудно. 16. Я бы, пожалуй, осталась, если бы мне разрешили. 17. Вы бы сэкономили время, если бы поехали поез¬дом, а не пароходом. 18. Если бы вы знали его так же хорошо, как я, вы бы ему тоже доверяли. 19. Я бы давно ответила на твой во¬прос, если бы могла. 20. Если бы вы мне позвонили, я бы зашел вчера. 21. На вашем месте я бы не пошел туда без приглашения. 22. Она бы хо¬рошо училась, да часто болеет и пропускает занятия. 23. Мы бы охотно вам помогли, но мы очень заняты сегодня. 24. Я думаю, она не рассердилась бы, да уж очень вы шумели. 25. Я поехал бы на юг, но мой врач мне не рекомендует. 26. Я бы пошел с вами в сто¬ловую, но врач прописал мне диету. 27. Хорошо, что вы послуша¬лись совета врача, иначе вам было бы не избежать воспаления лег¬ких. 28. В прошлое воскресенье дождь лил целый день, иначе мы поехали бы за город. 29. Он говорит, что у него что-то не в порядке с сердцем, а то он принял бы участие в спортивных состязаниях. 30. Если бы не головная боль, я бы присоединилась к вашей компа¬нии. 31. Он бы не поправился так быстро после болезни, если бы не хороший уход в больнице. 32. Если бы не его хорошее здоровье, он не смог бы выдержать всех трудностей этой экспедиции. 33. Если бы не ваши пилюли, доктор, меня бы положили в больни¬цу. Они сотворили чудо. 34. Если бы ты вчера оделась потеплее, ты бы сегодня не кашляла и не чихала. 35. Если бы вы знали симпто¬мы кори, вы бы сразу же поняли, что это была не скарлатина. 36.  Он поехал бы с нами, если бы не его внезапная болезнь. 37.  Странная женщина! Она не стала бы советоваться с врачом, даже если бы почувствовала себя плохо. 38. Даже если бы ему сде¬лали операцию, это не помогло бы. Ему уже ничем нельзя было помочь. 39. Было поздно, и было бы естественно, если бы больной ребенок уснул, но он не спал и пристально смотрел на спинку кро¬вати. 40. Как бы вы ответили на этот вопрос? 41. Что бы вы сдела¬ли на моем месте? 42. Я бы посоветовала вам обратиться к зубно¬му врачу. 43. Я бы этого никогда не сделал без вашей помощи.

Communication:
a) Role-play. Divide into 2 groups. The 1st group are innovators who are going to change the image of the city. They are going to introduce new buildings, new monuments, new parks. Most of the old part of the city will be destroyed. The 2nd group are conservative local community who strongly object to any changes. They believe the old city should remain the same to remind the people about their past. Have a discussion between the groups, using the sentences of real condition.
b) Work in pairs. Develop a conversation with your partner on possible plans for the future. Use the sentences of unreal condition.
c) Work in pairs. Sustain a conversation on the past events. Express some criticism when presenting your point of view. Use the sentences of unreal condition.
d) Work in groups of 3.  One of you asked the others to do some important task. The others failed to do that. Find faults and give good excuses why this task hasn’t been done. In your disscussion use the constructions but for …/ if it were not for…/ if it hadn’t been for … .
e) Work in small groups. Imagine a situation. Make up a chain story in your group, using the structure Should you … . present your story to the other groups.

Ex. 29. Explain the use of the verb forms in subject clauses.
1. It was important that no sound should give warning of their approach. 2. It's absolutely essential that you shouldn't breathe a word. 3. It puzzled me that such a young girl should so insistently occupy his thoughts. 4. It seemed necessary that his friends should be kept away from interfering with his work. 5. It was unlikely that he would take any steps against his brother. 6. After lunch it was proposed that they should all go to the lake. 7. It was possible that her only feeling was one of hurt pride. 8. It's not likely that they should exchange addresses. 9. It was agreed that he should be the first to speak. 10. It was inevitable that Danny should, sooner or later, pass through the town. 11. It's only natural that a mother should not wish to be parted from her children. 12. It infuriated me that there had been considerable newspaper coverage concerning Mr Haskin's visit. 13. It was improbable that Bart should buy pictures. 14. It is advisable that she should have someone to look after her. 15. It was explained to me that I was an ungrateful child who had consistently rejected the kindness offered by my aunt and uncle. 16. It was very odd that we should have met in my aunt's house.

Ex. 30. Supply the necessary forms of the verbs in brackets in subject clauses.
1. He had spent the first part of the night lying rigid and telling himself how important it was that he (to sleep). 2. It's wonderful that they (to give) you a present. 3. It was arranged that his wife (to join) him in six months. 4. It was all wrong that someone so young (to be) so ill. 5. It was inevitable that the conversation with Ned (to turn) upon crime. 6. It's not fair that the girl (to send) to bed so early on a day like this. 7. She listened in silence to Mel's explanation why it was essen¬tial that he (to remain) at the airport. 8. It had long been decided that I (to spend) a fourth year at Cambridge doing psychology. 9. It was advisable that she (to continue) the treatment. 10. It was demanded that I (to tell) them all that had passed at the conference. 11. It was possible that she (to find) it pleasant to be in our company. 12. It was unnatural the way he (to keep) his feeling in check. 13. Arthur said: "It seems to me almost a pity that the church (to forbid) priests to marry." 14. After their talk it was urgent that she (to see) her husband. 15. It was amazing that this coarse man (to be) so worried about a dog. 16. It was arranged that I (to pick) up Hudson at his flat after lunch. 17. It was suggested that we (to stay) where we were till it was light. 18. It is obviously necessary that an investigation (to make).

Ex. 31. Translate the following into English using the appropriate verb forms in subject clauses.
1. Прекрасно, что она сама взялась за эту задачу. 2. В конце концов, было решено, что они устроят вечеринку. 3. В этом случае весьма существенно, чтобы он не сделал ошибки. 4. Вдруг ему показалось страшно важным, чтобы они не оста¬вили его одного. 5. Было условлено, что мы встретимся у него на квартире. 6. Было нелепо, что она так рассердилась из-за подгоревшего обеда. 7 Они просили, чтобы отец взял девочку с собой. 8. Удивительно, что делает страх с человеком. 9. Хотелось, чтобы он, следуя семейной традиции, поступил в юридическую школу.  10. Она знала, что непременно должна купить себе новое пальто.

Ex. 32. Explain the use of the verb forms in attributive clauses after it is time and translate the sentences into Russian.
1. Don't you think it's time you got a job? 2. Come along. It's time we had lunch. 3. It's high time we started putting our own house in order. 4. They were saying in the office that it was about time Walker retired. 5. "It's high time you were sacked, boy," the foreman said angrily.

Ex. 33. Paraphrase the sentences using the Subjunctive Mood after the expression it is (high) time.
1. It is necessary to put an end to this pointless talk. 2. You do not seem to realize the importance of the matter. 3. Why can't you express such simple things in English as yet? 4. If you do not want your illness to assume a serious character, you should consult a doctor as soon as possible. 5. You must begin reading books in the original no matter how difficult it may seem to you. 6. Isn't it time to be moving up front? We are getting off next stop. 7. It is high time for everybody to come. 8. It is about time for the train to pull out. 9. It is high time for the second course to be served. 10. It is about time for you to start on a research. 11. It's time for her to understand that she is no longer a child and to think seriously of her future. 12. It is about time for the team to start practicing.

Ex. 34. Translate the following into English using the appropriate verb forms in attributive clauses after it is time.
1. Пора бы нам идти. 2. Ему давно пора бы объяснить нам, что он задумал. 3. Его давно пора проучить. 4. Когда я проснулся, я почувствовал, что мне самое время вызвать доктора. 5. В самом деле, нам пора пообедать. 6. Ему было сказано на людях, что пора бы ему научиться делать так, как ему велят. 7. Тебе давно пора выбросить эту старую мебель. 8. Как ты думаешь, не пора ли нам вернуться к гостям?

Ex. 35. Explain the use of the verb forms in the following object clauses.
1. I don't know how he found it out. 2. He was a little surprised that she should not believe him. 3. At the office he gave instructions that inquiries should be made about a young person called Lisette. 4. Didn't she know that you were married? 5. I gave orders that he shouldn't be allowed on the premises. 6. She wanted to go to see him off, but he had been very insistent that she shouldn't. 7. I thought I should get over it but I still feel offended. 8. I think he was determined that nothing should interfere with his independence of spirit. 9. They arranged that Grace should tell her parents that she was engaged to be married. 10. I think my sister's singing has greatly improved. 11. When he was told that she had gone to Aberdeen, he was glad that she should look at the shops and perhaps visit a cinema. 12. He had never suggested that I should visit them. 13. She had a feeling that something frightening was being kept from her. 14. Laura insisted that we should put the party off. 15. He was so anxious that the boy should not go to California. 16. I suggest that you have your foot seen to at once. 17. Con insisted that I be also present.

Ex. 36. Supply the necessary forms of the verbs in brackets in the follow¬ing object clauses.
1. He suggests that I (to try) something of a more serious nature. 2. He only requested that he (to allow) to see the heads of some departments. 3. Doris requires of a man only that he (to be) clever. 4. Brady proposed that they (to walk) down to the sea wall. 5. I saw that I (to be) mistaken in believing that Uncle Nick (to be) ill. 6. They decided that Laura (to have) the nourishing food that had been ordered her. 7. He was annoyed that they (to choose) the day of his departure for the party. 8. I'm glad that you (to drop) in. 9. Charles insisted that we (to keep) secret even the most remote mention of the idea. 10. It was lunchtime. He knew that they (to be) safely occupied for an hour at least. 11. He was determined that his enemies (to pay). 12. I was a little surprised that such a little boy (to read) the life of Milton. 13. She soon discovered that he never (to see) the Statue of Liberty or any of the museums in New York. 14. She asked that her affair never (to speak) of. 15. Rupert was anxious that there (to be) no appearance of cold¬ness on Hilda's part. 16. Propriety demanded that I (to represent) at the game in per¬son.

Ex. 37. Translate the following into English using the appropriate verb forms in object clauses.
1. Потом он предложил прекратить дискуссию и поговорить о чем-нибудь другом. 2. Мою мать звали Лидия, и она всегда настаивала, чтобы мы называли ее этим именем. 3. После ужина он предложил пойти в кино, но она отказа¬лась. 4. Он сердится, что я влюбился в его сестру. 5. Они все согласились, что надо что-то делать с мальчиком. 6. Отец хотел идти пешком, но мама настояла, чтобы мы по¬ехали на машине. 7. В открытке он предлагал, чтобы они встретились в Нацио¬нальной галерее. 8. Он настаивал на том, чтобы я взял отпуск. 9. Она надеялась, что сможет убраться в кухне утром. 10. Я не понимал, почему он так сердится. 11. Как только мы сели, он потребовал, чтобы свечи убрали. 12. Чарльз посоветовал, чтобы мы поели и потом пошли в театр. 13. Он попросил, чтобы мы не занимали этот вечер. 14. Я был встревожен, что он не позвонил мне. 15. Он спросил меня, вернусь ли я в Лондон через неделю. 16. Я предложил пообедать вместе. 17. Ее мать пригласила их остановиться у нее, но Энн настаи¬вала, чтобы они пошли в гостиницу. 18. Я рад, что вы так хорошо думаете о моем сыне. 19. Он устроил, чтобы Эдвард поехал в Италию на год или на два. 20. Я дал распоряжение Эми, чтобы она взялась за эту задачу. 21. Он предпочитал, чтобы Кэт приглашала своих друзей в дом. 22. Ронни решил, что я должен познакомиться с его девушкой в этот вечер.

Ex. 38. Explain the use of the verb forms in object clauses after to wish and translate the sentences into Russian.
1. I wish I had a lab of my own. 2. She almost wished she hadn't asked them to dinner. 3. I wish I could drop the whole matter. 4. I wish it had happened to anyone but you. 5. I wish you had brought your sister with you. 6. "I wish Paul could have stayed a few minutes," I said. 7. He wished they would let him enjoy his dinner in peace. 8. Oh, how I wish it would rain! 9. I wish you wouldn't be so horrid, Willy, just when I'm so miserable.

Ex. 39. Supply the necessary forms of the verbs in brackets in object clauses after wish.
1. Bill, you're up to something. I wish I (to know) what it is. 2. Mel wished he (to know) earlier what Tom had just told him. 3. He wished that it all never (to happen) at all and that things (to be) as they once had been. 4. I wish I (can) settle down to something. 5. I wish I (to have) a jeep, that's all. 6. I wish I (to be) quite sure that she is altogether honest. 7. "I wish I (to have) a cigarette. That's more important to me just now»" said Jack. 8. We wish to goodness the thing (can) be patched up. 9. I wish you (to go) up and (to see) Willy. 10. I now began to wish that I (not to take) Monty into my confidence. 11. I wished he (not to ask) that question. 12. "Have you got my letter?" "Yes. I wish you (not to write) it." 13. She almost wished it (to be) an ordinary day and that there (to be) no such things as holidays. 14. I wish I (саn) go round the world. 15. I wish you (to ask) her a question or two about her parents. 16. At the first sight of his host Andrew almost wished he (not to come).

Ex. 40. Translate the following into English using the appropriate verb forms in object clauses after wish.
1. Как бы я хотел, чтобы твоя дочь была немножко похожа на тебя. 2. Я бы хотел, чтобы ты пришел к тому или иному решению. 3. Ему очень хотелось, чтобы этот вечер уже кончился. 4. Я иногда жалею, что ты решил написать эту книгу, Хью. 5. Мне бы хотелось, чтобы у нас был настоящий сад. 6. О Боже, как я жалею, что сделал это. 7. Я бы очень хотел, чтобы Вилли изменил свое решение и не брался за немецкий язык. 8. Он просто не знал, как утешить жену. 9. Я бы хотел, чтобы ты снова начал писать стихи. 10. Я бы очень хотел, чтобы у большего числа людей у нас на работе было твое чувство юмора, Джек. 11. Ей было жаль, что она не могла слышать, что говорилось внизу. 12. Как бы мне хотелось, чтобы он перестал писать мне. 13. Как жаль, что я не застал его дома. 14. Я пожалела, что рассказала им о себе.

Ex. 41. Change the sentences into ones, expressing wish.
Model: I don't have a dog.
I wish I had a dog.
1. My brother doesn't have a very long holiday. 2. I can't play the piano. 3. My tooth is aching. 4. I sometimes make careless mistakes. 5. He's not coming to see me today. 6. I can't swim well. 7. I don't know how to answer this question. 8. He always drives too fast. 9. I don't speak English fluently. 10. I can't go to the cinema this evening. 11. The teacher gives us a lot of homework. 12. My father doesn't come home from work early. 13. She lives a long way from the institute. 14. Our television set is broken. 15. I can't sell my old bicycle.

Ex. 42. Add to each of the following a sentence, beginning with: I wish ... . The words in brackets will help you to form your sentences.
1. We lost the game yesterday. (win) 2. I sat at the back of the hall, and couldn't hear his speech very well. (every word). 3. The sea is rough, we can't sail to the island. (calm) 4. There were no taxis, so I had to walk from the station. (find). 5. I went to bed very late last night, and I'm half asleep this morning. (so late). 6. I could only answer three of the questions at the last examination. (all of them) 7. The box was heavy, I couldn't carry it. (help me) 8. My father gave me some good advice, but I didn't take it. (his advice) 9. One of my friends went to London for a holiday last summer, but I couldn't go. (with him) 10. Why didn't you watch the cat? It ate all the fish. I'm so angry with you. (more attentive) 11. There was so much noise in the streets last night that I couldn't sleep well. (better) 12. There was a very good film on last week, but I didn't see it. (read the programme) 13. We went for a picnic yesterday, but it rained all the time. (so hard) 14. I was lazy and wasted my time when I was at school. (harder) 15. I didn't understand what he said yesterday (louder) 16. This house is very nice and comfortable. I'd like to buy it, but it is very expensive. (less expensive)

Ex. 43. Rewrite the following, using a "wish" construction (phrases in brackets should be omitted).
1. I'm sorry I don't live near my work. 2. I'm sorry I don't know Polish. 3. I'm sorry I didn't book a seat. 4. I'm sorry I can't drive. 5. I'd like you to keep quiet. (You are making so much noise that I can't think.) 6. It's a pity he didn't work harder during the term. 7. I'm sorry you didn't see it. 8. It's a pity you are going tonight. 9. I'd like you to wait for me (even though you are ready to start now). 10. I'm sorry I didn't bring a map. 11. I'm sorry I didn't know you were corning. 12. I'm sorry I can't swim. 13. I'm sorry you aren't coming with us.

Ex. 44. Translate into English.
1. Жаль, что сегодня идет дождь. Если бы погода была солнечной, мы бы смогли провести день в лесу. 2. Я не знаю, где он сейчас живет. Если бы я знал его адрес, я бы обязательно ему написал. 3. Жаль, что я уже вернул вчера в библиотеку учебник. Если бы я знал, что он тебе нужен, я бы принес тебе его. 4. Жаль, что я не живу поблизости от института. 5. Почему вы не попросили тогда меня вам помочь? Я бы обязательно вам помог, если бы вы попросили меня об этом. 6. Жаль, что вы не посмотрели этот фильм. Он довольно долго демонстрировался в кинотеатрах Москвы. 7. Я люблю читать, но у меня мало свободного времени. Если бы у меня было больше времени, я бы смог больше читать. 8. Жаль, что я не смог пойти в театр с вами в прошлую субботу. Если бы я не был занят, я бы обязательно пошел.                                                                 

Ex. 45. Explain the use of the verb forms in object clauses after expres¬sions of fear.
1. She was afraid that he had seen her. 2. He was afraid that he might be taken for a burglar. 3. Не felt apprehensive of what might happen. 4. She is afraid that they may not meet her at the station. 5. I'm afraid the news has upset her awfully. 6. He seemed nervous lest he should set his son a bad example. 7. I passed the door quickly, fearful lest the nurse who sat up all night should hear me. 8. I said: "You know, doctor, I'm afraid I might tend to be a little inquisitive sometimes."

Ex. 46. Supply the necessary forms of the verbs in brackets in object clauses after expressions of fear.
1. "It's time you went to bed, dear." "I'm afraid my husband (to call) me up from New York yet." 2. I'm afraid we (to have) bad news for you. 3. She was afraid he (to leave) without seeing her. 4. When the plane touched down he began to have apprehension lest he (to miss) her in the crowd. 5. She was overcome with fear that I (to let) her down. 6. She was overcome with fear lest I (to let) her down. 7. I'm afraid you (not to have) a pleasant journey. 8. He feared lest his landlord (to betray) him to the Germans. 9. Paula, fearful that the opening door (to strike) the little girl, pulled her aside. 10. I had a feeling of terror lest he never (to be) able to play in public again. 11. They had made a date for the following Friday night and he feared lest she (not to come).

Communication:
a) Imagine a talk between a reporter and a professional sportsman who are considering sport violence. Make up a dialogue using the Subjunctive Mood in subject and attributive clauses.
b) Focus on different kinds of sports. Express your wish to take up a particular kind of sport and bring your arguments. Use the Subjunctive Mood in object clauses.
c) Divide into 2 teams. The 1st team are fans of extreme sports, the 2nd team are against this dangerous activity. Debate the pros and cons of extreme sports using the Subjunctive Mood in subject, attributive  and object clauses.

Ex. 47. Explain the use of the verb forms in the following appositive and predicative clauses.
1. He at last came to the decision what should be done about the manuscript. 2. My suspicion was that he did not know how to do it. 3. His aunt made a peremptory demand that he should send her ten pounds a month. 4. He willingly accepted his father's suggestion that he should go on a long journey to India. 5. He soon came to the conclusion that he had nothing in com¬mon with his brother. 6. The publisher sent me a letter with the request that I should write a review of the book. 7. But the most drastic demand the new owner made was that half the workmen be discharged at once. 8. When one reads Goethe's "The Sorrows of Werther" today one can hardly fail to ask oneself what there was in it to cause so great a sensation. I suppose that the answer is that it exactly suited what we now call the climate of opinion. 9. My only wish was that he should be altogether honest. 10. His intention was that his two sons should continue his trade. 11. The fact is that they were indifferent to one another. 12. His idea was that the theatre should serve as a means of edu¬cation for the mass of the public.

Ex. 48. Supply the necessary forms of the verbs in brackets in the follow¬ing appositive and predicative clauses.
1. He had to satisfy the editor's requirements that a short story (not to exceed) one hundred lines. 2. The arrangement was that they (to take) the Fishers to a play and to supper at the Savoy afterwards. 3. I got the impression that his family (to be) rather indifferent to him. 4. My desire was that he (to leave) off his work and go on a holiday. 5. She accepted Dick's suggestion that she (to dismiss) her taxi and ride back with him. 6. He conceived the idea that by copying any printed matter he (to improve) his spelling. 7. His only request was that he (to allow) to visit his son. 8. She was filled with a great desire that her husband (to see) her new dress. 9. He handed me over to his secretary with the instruction that I (to give) a room for the night. 10. The difficulty was that he (not to fit) in with the other people there. 11. I told him of the chief's request that he (to see) to the matter himself. 12. The trouble was that he (to move) out of the house. 13. They came to the agreement that they (to meet) for talks twice a year. 14. The suggestion is that I (to make) her stay with us a little longer. 15. The fact is that Mr March (to catch) him in a lie. 16. The idea they arrived at was that they (to get) themselves introduced to the pretty girl. 17. Bill rejected the proposal that he (to buy) an estate with the money.

Ex. 49. Explain the use of the verb forms in the following clauses of comparison and predicative clauses introduced by as if and as though.
1. He was throwing his things into a suitcase as if the place were on fire. 2. She always looked as though she had been in the beauty parlour all afternoon. 3. Mary is always saying she believes in her friend, and at the same time she always behaves as if he were her enemy. 4. Our life goes on as if nothing had happened. 5. Father sounded as if he would never agree to let me go on the trip. 6. He came over to the table and stood in front of it as though it were a lectern. 7. He took off his hat and held it across his chest, almost as if he were saluting the flag. 8. Bernard sat in his chair looking as if he were going to be sick. 9. His head ached terribly. It felt as though all sorts of little savage things were beating inside it, trying to get out. 10. It seemed as though the water drew her irresistibly. 11. He felt as if he were being reprimanded. 12. After travelling some distance the leather of the seats felt as if they might burst into flame. 13. Sinclair was panting, as though he had been running.

Ex. 50. Supply the necessary forms of the verbs in brackets in the follow¬ing clauses of comparison and predicative clauses introduced by as if and as though.
1. Her lips were parted as if she (to be) out of breath. 2. Hugh laughed awkwardly, as if he (to say) something indecent. 3. Then he rolled his eyes in his head, as if he (to do) an exercise. 4. He looked down at his feet as though he (to be) unconscious of the company. 5. Bateman felt as though someone (to give) him a violent blow. 6. She sounded as if she (to talk) to someone distasteful. 7. He couldn't move his legs as if they (to be) stuck on the floor. 8. "It sounds as though there (to be) three or four men down there," said my father. 9. She spoke of this and that as though she (to make) conversa¬tion with a stranger. 10. He looked as if he already  (to decide) on some action. 11. He went into the house by the back door and sneaked up the stairs as though he (to have) something to hide. 12. It looked as though he (to be) filled with an overwhelming joy. 13. The sky looked as though it (to be) grey for months. 14. Robert's voice sounded hoarse, as though he (to shout) into the wind for hours. 15. Her stillness and her strange words made me feel as if I still (to dream). 16. Jones greeted me as though I (to be) an old school-friend whom he had not seen for years. 17. Her eyes were sparkling as though she (to laugh) at us. 18. She was breathing fast and deep, as though she (to run). 19. Her face was red and swollen as though she (to choke). 20. He looked as though he (not to move) since I left him the previous night.


Ex. 51. Translate the following into English using the appropriate verb forms in clauses of comparison and predicative clauses introduced by as if or as though.
1. Он сидел за столом, как если бы писал, но он не писал и не читал. 2. Он смотрел на меня так, как будто не понимал меня. 3. Собака приветствовала Фрэнка,  как будто они давно не виделись. 4. Они не разговаривали, как будто они были так счастливы быть вместе, что разговоры были излишни. 5. У него был такой вид, как будто он вот-вот расплачется. 6. Она чувствовала себя очень усталой, как будто она очень долго гуляла. 7. Она продолжала оглядывать комнату, как будто искала кого-то. 8. Они разговаривали друг с другом тихими голосами, как будто они были в церкви. 9. Морис сидел, не шевелясь, словно он не расслышал Джека. 10. Он застегнул пальто, как будто ему было холодно. 11. O да, у меня такое чувство, как будто я знаю тебя годы. 12. Она обычно выглядела так, словно она недавно плакала. 13. Было похоже, что переговоры продлятся еще несколько дней.

Communication:
a) A mother is talking to her child about sport career. She wants her child to become a sportsman but not in the violent kind of sport. In pairs make up a dialogue and present it to the rest of the group. Use the Subjunctive Mood in predicative and appositive clauses to state your point of view.
b) Work in groups of 4. Chat about healthy lifestyle. What can we do to be healthy? What is the role of sport in your life? Use the Subjunctive Mood in adverbial clauses of comparison to prove your opinion.
c) Does sport always make us healthy? Have debates over the amateur and professional sports. Use the Subjunctive Mood in predicative, appositive clauses and adverbial clauses of comparison.

Ex. 52. Explain the use of the verb forms in the following clauses of purpose.
1. "I like to be close to the stage," said Sandy, "so that I can see the actors' faces." 2. He asked Teddy to stop the car so that he and Julie could get out. 3. Once or twice he gave Tom considerable sums in order that he might make a fresh start. 4. She usually bore her head high so that men should not see her double chin. 5. I shall send a scout to reconnoitre so that we can find out what the enemy soldiers are doing. 6. George stood up lest anyone should see him lying there in his evening clothes. 7. She knew that Billy preferred to go and stand at the gate so that he could be the first to board the plane. 8. Mother is sending the children to have their refreshments first, so that we'll have the table to ourselves. 9. The woman, seeing the girl, moved to the other side of her son so that not even a glance should pass between them.                                                                                               

Ex. 53. Supply the necessary forms of the verbs in brackets in the follow¬ing clauses of purpose.
1. She stirred on her sofa, shifting her weight so that she (to look) down at the playing cat. 2. He gave Stella another glance, from the corner of his eye, so that she (not to see) he was looking at her. 3. Then she went over to the captain and leaned over him so that she (to speak) into his ear. 4. She put the coat back and placed some other clothes on it so that it (to look) as though it had not been disturbed. 5. I like to know what new books are being published so that I (to ask) for them at the public library. 6. You ought to hear it from his own lips so that you (to judge). 7. I went to the desk and asked for my key so that I (to go) straight up to my room. 8. Uncle Nick's effects had to be moved out of his room so that it (to re-let). 9. He waded out cautiously, so that he (not to trip) against a coral rock. 10. He carefully took note of the furniture in the room so that he (not to knock) against a chair or a table in the dark and (to make) a noise. 11. Mrs Tinker was arranging apples on the counter so that the spots (not to show). 12. I had a book hidden in the barn, so that I (to read) without fear of being caught. 13. I took her to a theatre, so that we (to get) back home late enough.

Ex. 54. Translate the following into English using the аррropriate verb forms in clauses of purpose.
1. Я сообщаю тебе обо всех этих вещах, чтобы мы могли по¬нять друг друга. 2. Он велел нам сесть на заднее сиденье машины, чтобы мы могли поговорить. 3. Он притворился, что разговаривает с кем-то, чтобы слуга не подумал, что он один в комнате. 4. Девочка не закрывала окно ни днем, ни ночью, чтобы кош¬ка могла приходить к ней в комнату, когда той вздумается. 5. Мы пошли погулять, чтобы я мог увидеть лес до того, как стемнеет. 6. Она понизила голос, чтобы ее мать не услышала нас. 7. Грейс предприняла необходимые меры, чтобы они могли сразу же пожениться. 8. Он отошел в сторону от театральной кассы, чтобы я мог поговорить с кассиром. 9. Позвони мне, когда ты будешь выезжать, чтобы я знал, когда ждать тебя. 10. Она дала мне ключ, чтобы я мог отпереть.

Ex. 55. Reword the following sentences turning the infinitive phrases into clauses of purpose.
1. The nurse stepped around for the doctor to see the man's wound. 2. I want to go to London for my wife to see the play. 3. I know he'll come home for us to have dinner together. 4. Shall I ring for the maid to clear these things away? 5. He spoke loudly and clearly for all to hear. 6. I'm telling you this for you to write home about. 7. He kept the gate closed for the cows not to get into the garden. 8. She left the room for little Em to sleep quietly. 9. She rang off for her mother not to know whom she had been talking to. 10. He left a book here for me to look over. 11. He was plucking early roses for her to carry back to town. 12. She told all sorts of lies for her children not to hate their father.

Ex. 56. Comment on the use of forms in concessive clauses and translate these sentences into Russian.
1. He can be right, no matter whether his arguments be convincing or not. 2. Tired as he may be he will always help me. 3. Though he might have been suspicious he gave no sign. 4. No matter how he might try he couldn't do it. 5. Much as I would like to help, I didn't dare to interfere. 6. Come what may, we shall remain here. 7. Cost what it may, I'll give you the sum you ask. 8. Tired as he might be, he continued his way. 9. Whoever he may be, he has no right to be rude. 10. Whatever you may say, our decision remains unchanged. 11. Whichever of the two roads we may take, the distance is great. 12. Wherever we might go, we found the same gloomy sight. 13. Whenever I may ask him a question, he is always ready to answer. 14. He will not convince us however hard he should try. 15. Even if it were true, he couldn't say so. 16. Even though he had proposed, nothing has changed since that day. 17. Even if there were nothing new, you would have to report to say so.

Ex. 57. Translate into Russian using appropriate forms of the verb in concessive clauses.
1. Когда бы он ни приехал, я буду дома. 2. Всякий раз, когда бы он ни взял ребенка на руки, тот переставал плакать. 3. Когда бы я ни приехал, ты всегда работаешь. 4. Когда бы ни заканчивалась служба, он должен был убрать церковь. 5. Он всегда предлагал ей помощь, чтобы ни случилось. 6. Что бы вы ни говорили, он настоящий сноб. 7. Где бы вы ни проводили отпуск, вы обязательно встретите своих соотечественников. 8. Что бы вы о нем ни думали, он человек одаренный и с широким кругозором. 9. Она поклялась, что последует за своим мужем, куда бы они его ни послали. 10. Что бы они ни говорили, это жалкая попытка оправдать себя. 11. Чем бы он ни занимался, он всегда доводит дело до конца. 12. Каковы бы ни были ее сомнения, это не должно повлиять на ее решение. 13. Что бы ни случилось, вы можете быть уверены, что он не потеряет голову. 14. Даже если бы он был прав, ему пришлось бы принять их условия. 15. Даже если бы она заболела, ей пришлось бы закончить тот отчет. 16. Они все равно поехали бы туда, даже если бы их отговаривали.

Ex. 58. Find an adequate translation in Russian for the following tradi¬tional expressions.
1. "Was it you I saw there?" "What should I do there? However, be that as it may, I never was there." 2. "Far be it from me," he said, "to interfere with your arrange¬ments." 3. Suffice it to say that his idea lacked originality. 4. My aunt believes she is doing good to the village, as it were. 5. "I like your young boy, Dinny," said her grandmother.  "Be yours a happy marriage." 6. The actress, as it were, did not suit the role.
7. As luck would have it, I got a ten-pound check from my father that morning. 8. Come what may, he decided to sell the house. 9. They were busy packing and, as it were, took no notice of me. 10. I have written few pages that I feel I could not improve, but I could do no better, as it were.

Ex. 59. Comment on the use of the Old Present Subjunctive and translate the sentences into Russian.
1. "So be it," returned Steerford. 2. Success attend you! 3. Now it was Wednesday, and he was determined to go, come what might, in the late afternoon. 4. My sentence is that the prisoner be hanged. 5. Whoever he be, he must be punished. 6. See that all be present, when he comes. 7. He insisted that the boy remain in bed. 8. The workers demanded that their wages be increased. 9. Far be it from me to conceal the truth! 10. May you be happy!  11. Long live the fighters for peace! 12. God save the Queen!

Ex. 60. Translate the sentences into English paying attention to the use of the Subjunctive mood in the simple sentences.
1. Благословит тебя Бог! 2. Да сопутствует вам удача! 3. Чтобы я скрывал эти факты! 4. Чтобы я грубил! 5. Чтобы я стал спорить! 6.  Да здравствует армия! 7. Черт бы побрал этих политиков! 8. Ах, если бы это можно было исправить! 9. Он мой лучший друг, так сказать. 10. Надо же такому случиться в такой день!

Communication:
a) A husband and a wife are having a row in the supermarket about thing they really need to buy. In pairs develop a conversation using the Subjunctive Mood in adverbial clauses of purpose and simple sentences.
b) Work in pairs. One of you is a shop assistant, who is obstinately persuading to buy a piece of clothing. The other is a customer who is in two minds whether to buy this piece or not. Present your conversation to the rest of the group. Use the Subjunctive Mood in adverbial clauses of concession and simple sentences.
c) Work in groups of 3. Choose any item one can buy. First exchange views and then write a list of operating instructions, how this item should be used. Present your project to the others. Use the Subjunctive Mood in adverbial clauses of purpose and concession.

REVISION

Ex. 61. Comment on the use of the Subjunctive Mood and translate the sentences into Russian.                                             
1. You were very kind to that foreigner, Dick. I wish that we could see him. 2. Dora wished she had got her book out of the suitcase before the tram started. 3. I wish I had thought of it before. It's a good idea. 4. He nodded his head to her and turned hastily hi the direction of his own room. He wished she had not seen him. He wished she had not been there. 5. He wished heartily that Mildred had not consulted him. 6. It was a beautiful idea. I wished I had thought of it myself. 7. I wish I could feel sure about it. 8. Don't you wish you had come earlier?'' 9. It seemed as though he wished to speak, but feared to give offence. 10. I remember now that his colour had gone in a moment and he seemed to breathe as if he had been running. 11. Her eyes had shadows as though she had not slept. 12. Sud¬denly he smiled and spoke in a changed voice, as if he were confiding a secret. 13. She looked content, as though she had been waiting for this moment all day. 14. Hugh was surprised and annoyed and chilled as if the temperature of the room were sinking steadily. 15. And you behave as if we were two people who were acquainted. 16. You're almost grown-up now, and I'm going to talk to you as if you were grown-up. And you must help me. 17. They stared at each other in the silence of the house, and it was as if they were listening for distant footsteps. 18. There was a curious carefulness about his man¬ner, as though he were concealing some pain. 19. Even if you only thought that I could be of any help to you, I'd be very glad, I'd be very happy to be allowed to stay around. 20. Why say it even if it were true? 21. I should get there even if I had to walk all the way. 22. Even though you asked him twice he would do it again; he's a stubborn boy. 23. You couldn't have got in touch with him even if you had tried; he wasn't in town. 24. Had we known the time we could have prevented the catastrophe. 25. "You see, "said Randall, "I wouldn't go if you didn't want me to." 26. I think it would be natural if you joined them. 27. "Would everything have been different if mother hadn't died?" she thought. 28. No doubt somebody would have noticed if she hadn't been there. 29. If only father were alive! 30. If only it were true! 31. If only I could believe-that! 32. If only he had told you the whole story! 33. If only she were with us! 34. If only I hadn't mentioned his name! How foolish of me!
Ex. 62. Supply the necessary forms for the verbs given in brackets.
1. If I (to realise) it was to be like this, I (not to come). 2. If he (not to tell) us that himself I never (to believe) that. 3. He (to agree) never with you, even if he (to be) wrong. 4. I (to be) grateful if you (to keep) the news to yourself. 5. If anyone (to ask) me what his specific gift was, I (not to know) how to answer. 6. She said she (to be) pleased if my mother (to allow) me to spend a month with them. 7. Mary is staying with them. I think it (to be) a good thing if you (to come) and (to see) her. 8. If we ever (to happen) to meet again I (to act) as if this letter never (to write). 9. If it (to be) all the same to me, I (not to come) and (to talk) with you. 10. If (to be) there some more of us, it (to take) only a few days to get through with it. 11. If anyone (to call), I shall give him the telephone number so that he (to get in touch) with you. 12. Leave a message for me if you (not to find) me in. 13. He (not to understand) it even if he (to be given) a broad hint which none other would miss. 14. If you (to come across) an expression that you do not know, write it out, please. 15. You (not to find) the house even if you (to ask) for directions: it has been pulled down recently.  16. If Ed (to learn) about it, he probably never (to speak) to me again. 17. I (to be) in the drawing-room in case there (to be) a telephone call for me. 18. He wondered how he (to feel) if his former wife (to come) into the room. 19. Philip says they (to miss) me if I (to leave) before their wedding. 20. In case any crisis (to arise), let me know. 21. You (to do) it differently, if you (have to do) it over again? 22. If this (to be) our last meeting for some time, I (not to like) you to remember this talk. 23. It (to be) awkward if she (to refuse) to co-operate. 24. What his mother and father (to think) if they (to hear) of what he has done? 25. If the situation (not to change) by Saturday I (to be) in trouble. 26. I (not to be) surprised if he (to offer) an important post under the next government.

Ex. 63. Translate into English using the Indicative or the Subjunctive Mood.
1. Если бы не ваша помощь, я не смог бы закончить работу вчера. 2. Если бы он пришел вовремя, этого могло бы не случиться. 3. Если бы пошел дождь, я бы промокла до костей, так как на мне было очень легкое платье. 4. Если бы вы действительно любили читать, вы всегда бы нашли время для чтения. 5. Куда бы ты пошел, если бы не шел дождь? 6. В случае, если пойдет дождь, я останусь дома. 7. Если бы я сказал что-нибудь подобное твоей тетушке, она сочла бы меня за сумасшедшего. 8. Я буду у себя дома на случай, если ты передумаешь. 9. Возможно, что он чувствовал бы и вел бы себя иначе, если бы обстоятельства были иными. 10. Если бы ты не был так занят, мы могли бы пойти куда-нибудь пообедать» 11. Если бы у нас не было багажа, мы могли бы дойти до станции пешком. 12. Вы бы чувствовали себя лучше» если бы не ложились спать так поздно. 13. Мы бы не опоздали на поезд, если бы взяли такси. 14. Мы могли бы пойти на каток, если бы не было так холодно. 15. Пьеса понравилась бы мне больше, если бы она не была такой длинной. 16. Вы бы себя хорошо сегодня чувствовали, если бы вчера приняли лекарство. 17. Если бы я был на вашем месте, я бы больше проводил времени на открытом воздухе. 18. Вы бы лучше знали язык, если бы читали книги в оригинале. 19. Если бы не моя болезнь, я бы уже окончил университет. 20. Вы бы не разбили вазу, если бы были осторожны. 21. Мы, возможно, не заблудились бы, если бы ночь не была такой темной. 22. Я вернусь в шесть, если меня не задержат в университете. 23. Если бы не дождь, мы могли бы поехать за город. 24. Вы были бы уже здоровы сейчас, если бы вовремя обратились к врачу. 25. Если бы не его болезнь, семья переехала бы в город.

Ex. 64. Supply the necessary forms for the verbs in brackets.
1. It was agreed that he (to start) on his new job on Monday. 2. I'm afraid I (not to make) my point clear. 3. I wish you (to have) a serious talk with Paula. 4. Then he asked if I (to be) a foreigner to these parts. 5. I suggested that she (to take) off her coat and (to move) to¬wards the fire.
6. It was surprising that she (to make) friends with our boys. 7. It's important that I myself (to speak) with your captain. 8. I feared lest I (not to get) back in time. 9. It outraged me that he (to remind) me of my duty. 10. She was disappointed that he (not to come) to the party. 11. Do you prefer that I (to stay) here as if nothing had happened? 12. I'm afraid they (to misunderstand) my intention. 13. It's odd how little, if at all, our days (to vary) here. 14. I wish I never (to meet) you. 15. Tom seemed very worried, and insisted that we (to stop) play¬ing and (to go) home. 16. I'm afraid I (not to sleep) well. 17. It was arranged that Mr Dodd (to have) a room at the local pub. 18. It's about time we (to hear) from him.
19.1 was determined that Charles (not to do) anything more to upset his father. 20. It's important that children (to teach) to know the right things
from the very beginning. 21. I wish you (to think) of something else. 22. It surprised me that after such a journey he (to look) in first-class physical condition. 23. It's funny that you (to think) so. 24. I wish her face (not to make) up so heavily. She's not on the stage. 25. I thought that he (to change) very much. 26. It's high time Bill (to be) back home. 27. I felt puzzled why he (to be) so troubled. 28. He turned sharply to see if I (to cry) or something. 29. I wish you (to be) serious, Clare. We haven't much time before the train starts. 30. They recommended that I (to go) and (to see) him at once. 31. I wish you (to stop) laughing. 32. It's not at all necessary that I (to explain) anything to you. 33. I was afraid that Father (to be) upset when I broke the news to him. 34. Of course it was quite possible that Mrs Lee (to be) badly ill. 35. I wish you (not to catch) that dreadful cold. 36. He wanted to ask if Lament (to be) left-handed. 37. It's advisable that you (to talk) to the old man in a quiet relaxed tone. 38. I wished he (to come) to a decision. 39. It's necessary that you (to find) a specialist who could deal with it. 40. The officer ordered that the bridge (to destroy) at dawn. 41. It's surely advisable that you (not to quarrel) at a time like this. 42. He thought it (to be) quite proper that his children (to go) to a public school. 43. He was anxious that you (to know) the truth. 44. He decided that his son (to have) a proper education. 45. They demanded that the doctor (to tell) them what was the matter. 46. He had given instructions that everything possible (to do). 47. I do wish it (to rain). 48. I was ashamed that he (to tell) lies. 49. I did wish I (to bring) my camera with me.

Ex. 65. Supply the necessary forms of the verbs in brackets in the following adverbial clauses.
l. If I (to realize) it was to be like this, I (not to come). 2. Now she acted as if she (not to care). 3. They drove with the windows closed so that they (not to catch) cold. 4. If he (not to tell) us that himself I never (to believe) that. 5. He walked out of the house jingling the keys in his pocket as though they (to be) coins. 6. I was waiting until you came so that we (to eat) together. 7. He talked quite naturally, without malice, as though he (not to relate) his war experiences, but his visits to foreign universities. 8. Even if I (to see) her at the party I (can, do) nothing for you. 9. She sent a message to some friends asking them to look in so that she (not to be) alone with Ed in the evening. 10. Don't you think it (to be) very much for the better if you and I both (to keep) quiet? 11. If anyone (to ask) me what his specific gift was, I (not to know) how to answer. 12. She said she (to be) pleased if my mother (to allow) me to spend the rest of the month with them. 13. The wind blew warmly as if it (to sweep) across Africa. 14. The boy hurried his meal so that he (to go) out to play. 15. Mary is staying with me. I think it (to be) a good thing if you (to come) and (to see) her. 16. If we ever (to happen) to meet again I (to act) as if this letter never (to write).

Ex. 66. Translate the following into English using the appropri¬ate verb forms in adverbial clauses.
1. Если вдруг возникнет какая-нибудь трудность, позвони мне тотчас же. 2. Он улыбался, как будто не веря тому, что я говорю. 3. Запри дверь, чтобы нам никто не мешал. 4. Девочка сидела тихо, как будто смотрела телевизор. 5. Для нас было бы лучше, если бы мы никогда не встрети¬лись. 6. Он говорил о книге, как если бы он ее читал. 7. Я оставил ему записку на столе, чтобы он ее увидел, как только вернется. 8. Он не сказал ни слова, как будто он не слышал, что мы разговаривали о нем. 9. Если бы не ты, я не знаю, что бы я сделал. 10. Повесь объявление повыше, чтобы всем было видно. 11. Если бы не дедушка, мальчик был бы очень несчастлив дома. 12. Она записала название книги, чтобы я мог спросить ее в библиотеке. 13. Он сказал то, что другие тоже могли бы сказать, будь они более откровенны. 14. Пол в комнате был такой грязный, как будто его не подмета¬ли несколько дней. 15. Он был бы более счастливым человеком, если бы он остался в своей деревне. 16. Он улыбнулся и похлопал ее по плечу, как маленького ре¬бенка. 17. Он чувствовал, что если бы он отказался от этого предложе¬ния, отец рассердился бы на него. 18. Мы успели бы на последний автобус, если бы ушли из теа¬тра на пять минут раньше. 19. Она даже намекнула, что, если бы они встретились десять лет назад, когда им было по двадцать лет, все могло бы сложиться иначе.

Eх. 67. Point out in the following sentences the words that imply the unreal condition, which makes the realization of the action impossible:
1. I don't know what we'd do without you. 2. He's been so quick. I wouldn't have done half of it in this time. 3. Теn years ago, Maurice wouldn't have spoken like this. 4. But for that accident the thought of you would never have crossed his mind. 5. She was glad that her statement was truthful. This curious man, she felt, would have recognized a polite evasion. 6. It would have been most valuable to have his first-hand ac¬count of the excavation. 7. I haven't really signed the contract, you know. I wouldn't do a thing like that without telling you. 8. He's never been up against any of the first-rate players and it would be wonderful practice for him to play in the spring tournament. 9. Even for her I wouldn't do it. 10. He was certain she wouldn't have gone without leaving her address. 11. We often ran when walking would have done as well. 12. Charles would not have thought of coming that night, but for me. 13. Her husband agreed to hiring a grand piano though, he said, an upright piano would have done. 14. She wished she were a poet. She would pour out her heart in a poem.

Ex. 68. Turn the words implying an unreal condition into an if-clause.
Model: I should prefer you to put it in your own words.
I should prefer it if you put it in your own words.
1. He did not answer her. She would not have heard him. 2. I'd ask you to have dinner with me, but unfortunately I have a previous engagement. 3. Why didn't you tell me? It would have been only fair to give me a chance of judging for myself. 4. Jack would have left them, but he saw Maurice beckoning him to come over. 5. He knew his father was not among the audience. He would not have known what music to play for him. 6. You really should get a cat, Hilda. Think how happy it would be here! 7. "I wonder if Morgan has written to Peter."  "We'd have seen the letter." 8. She would have liked to be an adventuress, but somehow she hadn't managed it. 9. A few years ago, in a storm like this, an airport would have been closed completely. 10. I tried to explain that but for me the children might have been lost.

Ex. 69. Supply the necessary forms of the verbs in brackets to express an unreal action depending on an implied unreal condition.
l. In the old days it (not to be) so simple to travel so far. 2. "Why didn't you persuade your brother to go also?" she asked. "It (not to be) better for him?" 3. I never (to give) him a second thought but for what I knew about him. 4. He was feeling at ease and it (to be) pleasant to stay a little longer. 5. She was a competent girl, I thought; she (to make) an admi¬rable nurse. 6. Ordinarily, Jack (to escape) from the party. 7. She knows I (to do) anything for her. 8. "But the door is locked." "I expect we (can, open) it."  "Oh, I (not to do) that. Bill (to be) furious." 9. I (can, produce) easily a translation but I felt for several reasons it (to be) wiser not to. 10. Tom was an ironical chap. He (not to bare) his soul to the press. 11. He says he (to die) without me. 12. I had to find a suitable house to live in. David was inefficient about such things, and (to live) anywhere. 13. He's a man I (to hate) to think ill of me. 14. I think that the news (to worry) him too much. 15. Nothing but bad news (to bring) her on a night like this.

Ex. 70. Translate the following into English using the appropriate verb forms to express an unreal action depending on an implied unreal condition.
1. Я не винил его. Я бы сделал то же самое. 2. Это вещи, которые ребенку было бы трудно понять. 3. Я не думаю, чтобы Дорис сделала это. 4. «Посмотри-ка на эту сцену, — сказала она. — Где еще в мире ты увидел бы что-нибудь подобное?» 5. Мне это было бы безразлично. 6. «Видишь ли, мне было любопытно». — «Мне бы тоже было любопытно». 7.  «Я не хочу идти туда». —  «Почему? Я бы ни за что не пропустил этот матч». 8. Я думаю, что было бы разумно подождать до вечера. 9. Я бы никогда не подумал, что ты так быстро научишься водить машину. 10. Он бы еще многое рассказал, но он устал.

Ex. 71. Supply the necessary forms expressing unreality for the verbs given in brackets.
1. Oh, if only you (to be) as you used to be. 2. I wish you (to turn) the radio down. 3. It's desirable that the issue (to settle) as soon as possible. 4. He asked me to stay with him in the country so that he (to read) his novel to me when it was finished. 5. She arranged that the next morning the boy (to come) to the house where she had taken a room so that they (to spend) the day together. 6. He feared that after twenty years he (to find) his sister a rather disillusioned woman. 7. His mother knew very well who the man was, but wanted to act as though she (to have) no idea of it. 8. He got his sister to make herself scarce for a few hours so that his new friend (not to know) that he did not live alone. 9. When the boys learned of Peter's diary it was inevitable that they also (to set) writing diaries of their own. 10. He insisted that people in plays (to talk) as they talked in real life. 11. I wish I (to see) more of them before the war. 12. Now if I (to get) Helen sacked, this of course (to mean) telling everybody what she did. 13. "I'm afraid I can't stay," I said. "If I (to stay) I (to have) to tell things that they (not to like) and that (to spoil) their fun." 14. It was agreed that Paul (to meet) his mother at the station so that he (to show) her his apartment. 15. I (not to tell) you anything even if I (can, remember) the facts. 16. It (to help) if you (to let) me know what you saw. 17. I know I've broken your life. And we (may, be) so happy. 18. He was afraid that he (to forget) the name and asked me to put it down for him. 19. There was a wonderful concert at the Victoria Hall we (can, go) to. But now we are late for anything. 20. He was not well off and he went about in dread lest he (to dismiss). 21. In the old days she (to argue), but now she only nodded sadly. 22. I wish I (to have) a lot of money. I (not to live) another day in London. 23. Of course, I told myself, he (may, detain) but surely in that case he (to telephone) to me. 24. When he rang up home, his wife was not in. Normally it (not to upset) him but today he needed her advice badly. 25. In my reply to Miss Evans I suggested that she (to arrive) at my office on Monday. 26. Edward proposed that he (to fetch) Bateman at five so that they (to drive) out together to Jackson's house. 27. lt (to make) small difference to the universe if I never (to exist). 28. There were moments when she wished she never (to come) away. 29. As Paula had spent the whole day with them, he insisted that she (to go) for a walk in the park. 30. The Colonel proposed that they (to give) a dinner party to the new comers. 31. He has given instructions that all the papers (to send) up immediately. 32. Somehow I felt guilty as though there (to be) something I (may, do) for Renny that I hadn't. 33. What the guests wore I (can, not, describe) even if I (to be) present. 34. His fellow-student's suggestion was that they (to ride) over to Strasbourg to spend two or three nights with friends of his. 35. It's time we (to have) a break. I wish I (can, have) a cup of tea. 36. If you (to change) your mind and (to stay) here I'll take you on a boat trip on Sunday. 37. If it (not to be) for Jim the party (to be) more fun. 38. He spoke very softly as if he (to be) afraid of being overheard. 39. When he entered the room they changed the subject of their conversation whatever it (to be). 40. If Ed (to learn) about it he will probably never speak to me again. 41. If it (not to be) for his mother he (not to live) on a barren slope like this another day. 42. It's high time you (to go) and (to leave) me in peace. 43. I never (may, meet) him but for the chance of his getting drunk one evening in my college. 44. If only he (not to interfere). 45. My patient expressed the request that she (to operate) on by you, Doctor Stone. 46. The arrangement was that he (to fix) his car in my absence.

Ex. 72. Translate the following into English using the appropri¬ate means of expressing unreality.
1. Было решено, что дети пойдут в зоопарк сразу после завт¬рака. 2. Я бы хотел, чтобы ты поменьше курил. 3. Он потребовал, чтобы с ним немедленно расплатились. 4. Жаль, что я не сказала правды. 5. Необходимо, чтобы ты взял отпуск на месяц. 6. Немного найдется людей, которые отнеслись бы так спо¬койно ко всему этому. 7. Я пошел к себе в комнату, чтобы меня никто не беспокоил час или два. 8. Теперь он бы не сделал такой ошибки. 9. Как бы я хотел, чтобы этот семестр уже закончился. 10. В первую минуту он испугался, что Фред сядет с ним рядом и продолжит разговор. 11. Если бы кто-нибудь поверил мне! 12. Я бы счел его способным на это. 13. «Ты сделаешь это?» — «Я бы предпочел, чтобы ты сделал это». 14. Кто-то предложил послать за доктором. 15. Нам пора приняться за работу. 16. Мы боялись, как бы он не заболел. 17. О ней всегда говорили так, в третьем лице, как будто ее там не было. 18. Он знал, что, если бы его мать села рядом с ним и прикос¬нулась к его руке, все бы моментально стало хорошо. 19. Ты бы не понял, как мне было трудно, даже если бы я тебе рассказал. 20. Он оставил распоряжение, чтобы нас повезли показать город. 21. О, если бы она тогда только знала, куда написать ему! 22.Если бы не его работа в библиотеке Британского музея, он никогда не нашел бы этой книги. 23. Он запер бумагу в стол, чтобы ее никто не увидел. 24. Если бы с ним не было Мег, он бы спросил их об отце. 25. Мне следовало бы сказать вам давным-давно, как много вы всегда значили для меня. 26. Если бы я когда-нибудь встретила его снова, я бы знала, что делать. 27. «Если бы родители не взяли меня с собой, я бы не простил им этого», — сказал мне мальчик. 28. Как жаль, что я не могу рассказать тебе об этом. 29. Он боялся, что произведет плохое впечатление. 30. А я-то думал, что ты будешь рад увидеть своего старого друга. 31. И вдруг он почувствовал себя бессильным, словно его кости вдруг стали мягкими. 32. Мое предложение было, чтобы он приехал и погостил у меня несколько дней, чтобы осмотреться перед тем, как он найдет какой-нибудь подходящий дом. 33. Как жаль, что ты не видел письма. Оно бы тебе все объяс¬нило. 34. Я настаиваю, чтобы мы остались здесь. 35. Его отец решил, что он должен изучать юриспруденцию. 36. Пора бы вам его будить. 37. Они влюбились друг в друга и поженились бы тотчас же, если бы она была свободна. 38. Людям со слабым сердцем рекомендуется принимать эти пилюли два раза в день. 39. Как жаль, что я не знала, что тебе нужна эта книга. Я бы могла купить ее в Лондоне. 40. Будь осторожен с ключом. Если ты вдруг потеряешь его, мы никогда не откроем сейф. 41. Мне предложили написать рецензию на эту книгу. 42. У моего мужа было намерение, чтобы мы поселились в Брайтоне. 43. Я спрятала газету под диванную подушку, чтобы Макс не увидел ее. 44. Если бы не его улыбка, я ничего не заподозрила бы.



















MODAL VERBS

1. GENERAL CHARACTERISTICS OF MODAL VERBS
Modal verbs do not denote actions or states, but they are used to show the attitude of the speaker towards the action or state expressed by the infinitive, in combination with which they form compound verbal modal predicates. Thus, modal verbs show that the action or state is viewed by the speaker as (im)possible, (im)probable, obligatory, necessary, certain, doubtful, advisable, requested, ordered, prohibited etc. Modal verbs occur only with the infinitive. The modal verbs are can/could, may/might, must, should, ought to, be to, have to, shall, will/would, need, dare. Modal verbs are called defective as they lack some features of other verbs:
1) they don’t take  ending  – s in the 3rd person singular,
2) they have no verbals, no analitical forms,
3) they have only one form and no past tense (except can, may, have to, be to),
4) they are followed by a bare infinitive (without particle “to”) (except be to, have to, ought to),
5) they need no auxiliary to build up the negative and interrogative forms (except have to),
6) all modal verbs have two negative forms – full and contracted,
7) if modal verbs are followed by perfect infinitive, they normally express unreality in the past and this form is one of the forms of the subjunctive mood,
8) most modal verbs are used in three modal meanings: concrete, imperative and suppositional.

2. CAN (COULD)
CONCRETE IMPERATIVE SUPPOSITIONAL

1. Physical or mental ability
Can/could + Indefinite Infinitive
She can speak English very well.
He could not feel or hear anything.

2. Possibility due to circumstances
Can/could + Indefinite Infinitive
At a chemist’s shop you can get medicines of all kinds.
I couldn’t take your coat without paying you for it.

3. Possibility due to the existing rules or laws
Can/could + Indefinite Infinitive
The Lower House alone can initiate financial measures.
In old days a man could be sentenced to death for a small crime.

4. Theoretical possibility
Can/could + Indefinite Infinitive
The railways can be improved.
The flat could be easily repaired.
1. Permission
Can + Indefinite Infinitive
Can we go home, Miss?
Could + Indefinite Infinitive
(in reported speech)
The teacher said we could play in the school yard for a while.

2. Request
Can + Indefinite Infinitive
Can you hold on a minute, please?
Could + Indefinite Infinitive
(a polite request)
Could you come again tomorrow?

3. Prohibition
Can + Indefinite Infinitive
You can’t visit him, he’s got an infectious disease.

4. Reproach
Could + Perfect Infinitive
You could have met me at the station!


1. Unreal  ability
Could + Indefinite /Continuous Infinitive (the action refers to the present or future)
He could come tomorrow.
I could be sleeping now if you hadn’t phoned.
Could + Perfect/Perfect Continuous Infinitive (the action in the past which was not carried out)
He could have come already.
I could have been studying for two hours already.

2. Uncertainty, doubt, astonishment
Can/Could + Indefinite/Continuous Infinitive (the action refers to the present or future)
Can he be her husband?
Could they be still sleeping?
Can/Could + Perfect/Perfect Continuous Infinitive (the action refers to the past)
Can he have been operated on?
Could she have been writing that book for five years?

3. Incredulity, improbability, strong doubt
Can/Could + Indefinite/Continuous Infinitive, Perfect/Perfect Continuous Infinitive
He can’t be so old.
John couldn’t be telling the truth.
She can’t have seen that.
They couldn’t have been playing tennis for a long time.

4. Purpose
Could + Indefinite/Perfect Infinitive
I write down the telephone numbers so that I could remember them.


NOTE:
1. The meaning of ability is expressed only by “to be able to” when the reference is made to the future:
Soon he will be able to speak English quite fluently.
2. The modal verb could is not used in the meaning of “managed to”, “succeeded in”, instead “was able to” is used:
The fire brigade was able to put out the fire before it destroyed the other buildings.
3. If there are two negotiations in the Russian sentence, the verb to fail or negative words (nobody, never) or negative prefixes (dis-, mis-, un-  etc.) are used:
He can’t fail to help you. Could nobody have seen him to do it? Can he dislike it here?
4. Remember set-expressions:
She can’t help crying. They couldn’t help laughing.
I can’t but ask about it. They couldn’t but refuse him.
It’s as ugly as can be.

3. MAY (MIGHT)
CONCRETE IMPERATIVE SUPPOSITIONAL

1. Possibility due to circumstances
May/might + Indefinite Infinitive
Let’s meet at the cinema at 5 o’clock. We may get there by bus.
He said he might get to work on foot.

2. Possibility of the fact
May + Indefinite Infinitive
You may find all the books you want in the National Library.

1. Permission
May + Indefinite Infinitive
You may go now.
Might + Indefinite Infinitive
(a polite permission)
Might I use your telephone, please?

2. Prohibition
May + Indefinite Infinitive
You may not go swimming.
Might + Indefinite Infinitive
(in reported speech)
I said you mightn’t do that.

3. Ironical request
Might + Indefinite Infinitive
You might leave me alone.

4. Reproach
Might + Indefinite Infinitive
You might at least offer to help!
Might + Perfect Infinitive
(expresses irritation/annoyance)
You might have come earlier!


1. Unreality
Might + Perfect Infinitive
If he had arrived an hour earlier, he might have had a good night’s rest.

2. Supposition, uncertainty
May/Might + Indefinite/Continuous Infinitive (the action refers to the present or future)
He may come or he may not.
They might be answering now.
May/Might + Perfect/Perfect Continuous Infinitive (the action refers to the past)
Why hasn’t he come? He may have been hurt.
She might have been staying in bed for a week.

3. Purpose
May/Might + Indefinite Infinitive
He died so that others might live.

4. Concession
May/Might + Indefinite Infinitive
Try as he may he will never be top of his class.
5. Object, predicative and appositive clauses after verbs or nouns expressing fear, hope, wish
May/Might + Indefinite Infinitive
The doctor has fears that  she may not                    live much longer.


NOTE:
1. May/Might in the sense of supposition or uncertainty is not used in questions, instead other means are used:  Is it likely ...?Do you think ...?:
Is Mary likely to arrive tonight? Do you think he has already done that?
2. Remember set-expressions:
I may as well take you with me. You might as well give him a letter
I’ll do it at six. – You might just as well not do it at all.

4. MUST
CONCRETE IMPERATIVE SUPPOSITIONAL

1. Immediate obligation or necessity (sometimes referring to the future)
Must + Indefinite Infinitive
He must move the furniture himself. I can’t help him.
Must you really go so soon?

2. Obligation with no freedom of choice from the speaker’s point of view (compulsion)
Must + Indefinite Infinitive
You must call me SIR.
James said we must invite the Stuarts to dinner.


1. Emphatic request or advice(invitation)
Must + Indefinite Infinitive
You must come and see us some time.
You mustn’t miss this film.

2. Prohibition
Must + Indefinite Infinitive
The girl mustn’t go home alone.


1. Probability, near certainty
Must + Indefinite /Continuous Infinitive (the action refers to the present or future)
He must be lonely.
Jane is busy. She must be packing for the trip.
Must + Perfect/Perfect Continuous Infinitive (the action refers to the past)
She must have got used to their traditions.
It must have been raining when you left.


NOTE:
1. Must expressing probability is not used with reference to the future, instead probably, evidently or to be likely are used:
He will probably feel lonely.
2. Must expressing probability is not used in negative and interrogative sentences, the verb to fail or negative words (nobody, never) or negative prefixes (dis-, mis-, un-  etc.) are used: 
The letter must have never reached them. She must fail to recognise you.
3. Must may be used for emphasis, in this case it isn’t translated into Russian.
Just when we were ready to go on holiday, the child must catch measles.

5. HAVE TO (HAVE GOT TO)
CONCRETE IMPERATIVE SUPPOSITIONAL

1. Obligation, necessity arising out of circumstances
Have to + Indefinite Infinitive
She has to prepare a lot before she starts work.
I have to work long hours.

2. Absence of necessity
Have to + Indefinite Infinitive
You don’t have to stay in here with me, if it bothers you.

__________
__________

NOTE:
1. Have to replaces must to express past necessity or obligation or to express future obligation which makes it more precise:
We had to do that again.
You’ll have to take a taxi if you mean to catch the train.
2. Have to can be used together with the modal verb may:
We may have to wait long here.

6. BE TO
CONCRETE IMPERATIVE SUPPOSITIONAL

1. An obligation arising out of a plan or arrangement
Be to + Indefinite Infinitive
I am to go down in my car and pick up the parcels.
When am I to come?
Be to + Perfect Infinitive
She was to have graduated in June, but unfortunately fell ill.

2. Possibility/impossibility
Be to + Indefinite Infinitive Passive
Where are the postal oreders to be cashed?
They are not to be trusted.

3. Something thought of as unavoidable
Be to + Indefinite Infinitive
I didn’t know at that time that she was to be my wife.

1. A strict order or instruction
Be to + Indefinite Infinitive
You are to stay here until I return.

2. Strict prohibition
Be to + Indefinite Infinitive
You are not to smoke in this room.



____________

NOTE:
1. Remember set-expressions:
Who’s to blame? What’s to be done? It’s to be hoped.
What am I to do? What is to become of me? Where am I to go?

7. NEED
CONCRETE IMPERATIVE SUPPOSITIONAL

1. Necessity
Need + Indefinite Infinitive
Need I answer this question?

2. Absence of necessity
Need + Indefinite Infinitive
The teacher needn’t explain such simple things.
Need + Perfect Infinitive
You needn’t have paid for this.

1. Permission not to do something
Need + Indefinite Infinitive
Shall I go there? – No, you needn’t.
___________

NOTE:
1. The modal verb need may be either defective or regular. The regular form is used mainly when the following infinitive denotes habitual action and it occurs in all types of sentences. The defective form is more common when one particular occasion is referred to and it is basically restricted to negative and interrogative sentences.
You needn’t do it just now. You don’t need to say it every time you see him.
Need I show you my pass now? Do I need to show you my pass every time?
2. The difference between the two forms of need in negative sentences with the reference to the past is as follows:
Didn’t need to do something = it wasn’t necessary, so probably not done
We didn’t need to say anything at all, which was a great comfort.
Needn’t have done something = it wasn’t necessary, but done nonetheless
You needn’t have said anything. Then he would have never known about it.

8. OUGHT TO
CONCRETE IMPERATIVE SUPPOSITIONAL

1. Moral duty, moral obligation (not always fulfilled)
Ought to + Indefinite Infinitive
You ought to look after your children better.
I wonder whether I oughtn’t to speak to him.
Ought to + Continuous Infinitive
You ought to be getting ready for your report.
Ought to + Perfect Infinitive
He ought to have been more careful.

1. Advisability
Ought to + Indefinite Infinitive
You ought to see a doctor.
We really ought to buy a new car, oughtn’t we?


1. Probability
Ought to + Indefinite Infinitive (the action refers to the present or future)
Apples ought to grow well here.
Ought to + Perfect Infinitive (the action refers to the past)
The dish is very delicious. It ought to have been cooked by Mother.


NOTE:
1. Ought to + infinitive is used when describing something exciting, funny or beautiful in the meaning I wish you could:
You ought to hear the way he plays the piano.
9. SHOULD
CONCRETE IMPERATIVE SUPPOSITIONAL

1. Moral obligation, moral duty
Should + Indefinite Infinitive
All students should submit their work by present day.

2. Criticism, faultfinding
Should + Continuous Infinitive
You should be speaking more clearly.
Should + Perfect Infinitive
You should have put more sugar in the pie.

1. A weakened prohibition, negative advice
Should + Indefinite Infinitive
He shouldn’t be so impatient.

2. Advice, desirability
Should + Indefinite Infinitive
You should stay in bed.



1. Probability
Should + Indefinite Infinitive (the action refers to the present or future)
The guests shouldn’t come for another hour.
Should + Perfect Infinitive (the action refers to the past)
He should have done that long ago.


NOTE:
1. The modal verb should can be used to express emotional colouring in questions like:
Why should I? How should I know? Why should you help him?

10. SHALL
CONCRETE IMPERATIVE SUPPOSITIONAL

1. Promise, oath or strong intention
Shall + Indefinite Infinitive
He shall get his money.

2. Threat or warning
Shall + Indefinite Infinitive
Anyone found guilty shall be shot at once.

1. A suggestion or an offer (only 1st person singular and plural)
Shall + Indefinite Infinitive
Shall I get you a chair?
Shall we start?

2. Compulsion, strict order
Shall + Indefinite Infinitive
You shall stop reading fiction books at your lectures.
________

11. WILL (WOULD)
CONCRETE IMPERATIVE SUPPOSITIONAL

1. Willingness, intention, determination
Will + Indefinite Infinitive
I will write as soon as I can.
If you will help me we can finish by six.
Would + Indefinite Infinitive
When he was young, he was so poor that he would do anything to earn some money.

2. Resistance, refusal to perform an action
Will/would + Indefinite Infinitive
The door won’t open.
She wouldn’t talk to anyone, even her parents.

3. Inevitability or something naturally expected
Will + Indefinite Infinitive
Accidents will happen.
Boys will be boys.

4. Disapproval of something expected
Would + Indefinite Infinitive
You would be late!

5. Habitual action in the past
Would + Indefinite Infinitive
He would fish for hours without catching anything.

1. A polite request or an offer
Will + Indefinite Infinitive
Will you pass the salt, please?
Would + Indefinite Infinitive
(more polite request)
Would you please lend me your pencil?

2. A command
Will + Indefinite Infinitive
You will do exactly as I say.
Don’t be late, will you?




1. Prediction, certainty about the present or future
Will/would + Indefinite/Perfect  Infinitive
This would be our train.
John will have arrived by now.




NOTE:
1. Remember set-expressions:
You would, would you?
I would rather do it myself. He would sooner die than do it.

12. DARE
CONCRETE IMPERATIVE SUPPOSITIONAL

1. Having the courage or independence to do something
Dare + Indefinite Infinitive
How dare he speak to you like that?
He daren’t write anything in case it isn’t good.


_________
_________

NOTE:
1. The modal verb dare may be defective or regular. As a defective verb it has two forms dare for the present and dared for the past. It is used chiefly in interrogative and negative sentences. As a regular verb it has a limited usage and no verbals. It has two meanings:
- to venture, to have the courage or impudence
He didn’t dare to stop me.
She doesn’t dare to answer.
- to challenge, to defy
I dared him to jump.
2. Remember set-expressions:
I dare say.



EXERCISES

Ex. 1. Explain the meanings of can in the following sentences.
l. But the next day she was not well. She could not leave her cabin. 2. We can discuss it now, clause by clause. 3. My son is not in town; but he will be before long. Can I give him any message? 4. What on earth induced her to behave as she did, I never could understand. She could have married anybody she chose. 5. Can I smoke, Mr Hawkins? 6. I ate the next course grimly to an end; she couldn't have been enjoying her meal much either. 7. We'll get you into the next room, and you can lie on the sofa for a bit. 8. What can have happened to change him so much? 9. Can there have been any misunderstanding in our first en¬counter? 10. The teacher said they could all go home. 11. A policeman arrived and told him he couldn't park there. 12. Can he have changed now? Do you think it possible? 13. How did he get to know it? Who can he have been talking to? 14. "There's no such train." "We came by it." "You can't have." 15. "Life," the old man said, "can only be understood backward. Now I see clearly all the mistakes I made and could have avoided." 16. Really he had no idea that she could use water-colour as well as that. 17. You and I are in charge of a great business. We cannot leave our responsibility to others. 

Ex. 2. State in which of the following sentences the form could has (1) the Concrete meaning, (2) the Imperative meaning, (3) the Suppositional meaning.
1. She would often say that no one but she could control the little girl. 2. Could you bring me some paper, please, to write my note on? 3. Мilly asked what time it was, and her mother said it couldn't be more than one.
4. It was time for me to be getting back too, and I could have walked back with him. But I knew somehow that he didn't want that, so I sat for a few minutes watching him as he went down the road. 5. From where I was I could see the clear profile of his face. 6. "Do you know what time we arrive at the frontier?" "I'm afraid I couldn't tell you exactly." 7. "It's impossible," exclaimed Phil. "He couldn't have done it." 8. It could not be done under the present circumstances. 9. You have no idea, I suppose, who could have been there. 10. You are Agatha, aren't you? I could not be mistaken. 11. Perhaps you could tell me a little about these messages. 12. At present they could promise nothing.

Ex. 3. Translate the words in brackets using the appropriate form of can.
1.  Of course, I (могу) translate this article. 2. I think I (мог бы) show you how to do it. 3. You (можно) go and tell her about it. 4. (Можно) I see the doctor now? 5. He (мог бы) help you but he didn't want to bother. 6. You (можете) easily get there in 20 minutes. 7. You (сможете) do it directly on return. 8. (Можно) I have some cream with my tea? 9. You (нельзя) discuss the subject with your friends. 10. She was in a hurry she (не могла) wait for us. 11. There is a sign. You (нельзя) take pictures here. 12. The swimmer was very tired but he (смог) reach the shore. 13. Before her illness, she (могла) work fourteen hours a day. 14. When they buy a car, they (смогут) visit their friends more often.

Ex. 4. Turn the following into unreal statements and translate both vari¬ants into Russian. Change the form of the infinitive if necessary.
l. He's obstinate. Nothing can move him. 2. No one can ever tell when he is being serious and when he is joking. 3. In the dimness of the room I could not see him very well. 4. You know I can never refuse you. 5. Roger told me that she could run his small establishment better than any paid housekeeper. 6. No one could tell me where he lived. 7. He's very good at all that. You can learn a lot from him. 8. The trouble was I couldn't do anything else. 9. She cannot tell us the truth. 10. She could not tell us the truth then. 11. That's a question nobody can answer.

Ex. 5. Comment on the form and meaning of the verb can. Translate the sentences into Russian.
1. I can't exactly express my meaning. 2. He could not take his eyes off her. 3. She can play the piano quite beauti¬fully. 4. We'll go away today, if you like. We can easily catch the 3.40. 5. It is quite fine, Clara, the rain has stopped. We can walk to a motorbus. 6. You can't take the knowledge you gave me. 7. I will let you know, so you can be there. 8. He was so weak that he could not lift his head. 9. He is much better and can walk without my help now. 10. Oh! It can't be true! 11. Oh? Freddy, there must be a cab. You can't have tried. 12. He can't have taken the box upstairs this morn¬ing. 13. Anne can't mean that, it's not like her. 14. He couldn't have done it all by himself. Somebody helped him, I'm sure.
15. Can you believe the girl? Can it be true? 16. "Can he be my son?" she thought. 17. Could she have done it without consulting me? 18. Can it really be as bad as that?  19. There's such a smell of burning, Daddy. Can I go down and see? 20. James, you can take Agatha down. 21. You can wait in the kitchen. 22. You can keep the change. 23. You can take my other umbrella. 24. What is done cannot be undone. 25. Noth¬ing can be done, it's too late. 26. I don't believe a single word of his; he can't have failed to learn the news before us.

Ex. 6. Use the verb can in the correct form followed by the appropriate infinitive.
1. Have you got a friend whom you ... (to trust)? 2. What ... Freddy (to do) all this time? He has been gone for twenty minutes. 3. He ... not (to see) me. I came when he had gone. 4. I am not a person who ... (to tell) a lie. 5. How ... you (to make) such a mistake as to suppose that I was younger than you? 6. Surely уоu ... (to do) it before. What have you been doing all the morning? 7. Say what you like, but the work ... not (to do) in two days. 8. Mr. Fenwill's house was built on the top of the hill and ... (to see) from afar. 9. I ... not (to sleep) two hours, I still feel tired. 10. He ... not (to be) her father: he is too young. 11. They ... not (to hear) us. Knock again. 12. If you had asked me for money I ... (to lend) you some.
13. He ... (to tell) me the answer but he refused to. 14. ... he still (to sleep)? It seems to me they simply don't want us to see him. 15. I ... not  (to swim) – I wish I ... . 16.  She has a university education and ... (to make) a career for herself if she hadn't married. 17. You ... not (to forget). I don't believe you.

Ex. 7. Express strong doubt about the statements.
Model 1: He knows English well.
a) Can (could) he know English well?
b) He can't know English well.             
He is waiting for somebody.
a) Can he be waiting for somebody?     
c) He can't be waiting for somebody.
Model 2:  She knew about it.
a) Can she have known about it?
b) She can't have known anything...
1. He understands every word you say. 2. She is really fond of the child. 3. They know how to get there. 4. She is crying. 5. She is looking for somebody. 6. They are always fighting. 7. But they are very fond of each other. 8. Children like to play here. 9. He is telling the truth. 10. He saw the lion move. 11. There was a public meeting in the town. 12. On Friday morning Bill came to my office. 13. He was dismissed. 14. He had greatly changed. 15. I don't believe it. Phil would have never done such a thing.             

Ex. 8. Express strong doubt. Use the appropriate infinitive.
1. Can it (be) so late now? 2. Can he (tell) the truth then? 3. Surely it can't (be) Jim. I know him quite well. 4. But she can't (say) it. I am sure she didn't mean it. 5. I'll try to do it myself. It can't (be) so difficult after all. 6. Who told you about it? You can't (know) about it before. 7. It seems strange. Can somebody (work) against us? 8. I can't believe it. Can he (resent) it? 9. Could it (be) a joke? She felt rather hurt. 10. You can't (see) him at the meeting. He was ill then. 11. He can't (forget) your address, he has visited you several times. 12. Could they (win) the game? They are just an amateur team.

Ex. 9. Translate into English using the verb can.
1. He может быть, чтобы он опоздал. Он всегда такой пунктуальный. 2. Он не мог прочитать эту книгу так быстро; она трудна для него. 3. Вряд ли она забыла об этом; я об этом ей напоминала только вчера. 4. Неужели вы не помните, что я возвратил вам эту книгу? 5. Разве мог кто-нибудь подумать, что эта команда займет первое место? 6. Неужели они проиграли? 7. Не мог он этого сказать. 8. Неужели было так холодно? 9. He может быть, чтобы он был дома сейчас. 10. Неужели он так хорошо знает китайский язык? 11. Неужели он отказался поехать туда? 12. Не может быть, чтобы он потерял эти документы. 13. Не может быть, чтобы они уехали, не попрощавшись с нами.

Ex. 10. Express strong doubt about these negative statements.
Model:
He didn't notice you.
Can he have failed to notice you? – Н ужели он не заметил ...
Не can't have failed to notice you. - Он не мог не заметить ...
1. You didn't understand me. 2. She didn't like the play. 3. They didn't trust him. 4. They didn't notice the mistake. 5. They didn't receive the telegram in time. 6. They didn't realise the importance of the event. 7.  She didn't see you.

Ex. 11. Translate into English paying attention to double negotiation.
1. Неужели вы его не увидели? 2. Не мог он этого не заметить. 3. Неужели вы об этом не узнали? 4. Не может быть, чтобы он не одобрял вашего решения. 5. Не может быть, чтобы она вам об этом не рассказала. 6. Неужели Герберт не поверил этому? 7. Не может быть, чтобы ей не понравились эти картины. 8. Не может быть, чтобы я неправильно вас понял. 9. Не может быть, чтобы она не нашла вашего дома. 10. Неужели вы не нашли мою книгу?                                                                                           

Ex. 12. Fill in the spaces with will be able to or will not (won't) be able to.
1. When her arm is better, she_____to play the piano again. 2. I'm sorry, but I______come to your birthday party next week. 3. He ______ to finish the work by Friday if they help him. 4. My sister______to go out to dances until she is seventeen. 5. Why do you sit at the back of the class, if you can't hear well? You ______ hear better if you sit in the front. 6. I'm too busy to have a holiday this year, but I hope I _____ have a long holiday next year. 7. The train leaves at five o'clock tomorrow morning. We _____ catch it if we don't get up very early. 8. He was working very hard before he fell ill. He______work so hard when he comes out of hospital. 9. Perhaps one day we______travel to the Moon. 10. She ______ to wear her new dress when it is ready. 11. This is a very difficult problem. I'm afraid you ______ solve it without help. 12. The doctor is very busy; he______see any more patients today.

Ex. 13. Complete the following sentences using could or was/were able to.
1. It was a fine day yesterday, so we ______have a picnic, and we enjoyed it very much. 2. He suddenly felt ill, but he ______finish his speech, although at the end he could hardly stand. 3. He spoke very little French when he left school, but he ______ understand the language. 4. I got to the station at 9.50 a.m. and ______ catch the 9.55 a.m. train. I was very pleased I didn't have to wait for the next train. 5. He has always been good at Math. But even he______solve this difficult problem. 6. The town was full of visitors, and we didn't know where we would spend the night, but at last we ______ find two vacant rooms in a small hotel. 7. Before his illness, he was very strong.  He ______ work fourteen hours a day if he had to. 8. He ______ ski all day and dance all night. 9. It was a long way from the stage, I ______ see all right but I ______ not hear very well. 10. We______ borrow umbrellas, so we didn't get wet. 11. When the garage had repaired our car we ______ continue our journey. 12. When I arrived everyone was asleep. Fortunately I______ wake my sister and she let me in.

Ex. 14. Make the following sentences containing can more polite or less categorical.
l. "What can I do for you?" he asked in cordial tones. 2. Can I see John now? 3. Pat, my dear, where can you have got such a foolish idea? 4. What difference can it make? 5. I'm hungry. Can I have my tea? 6. I know a very nice little place up the hill where we can have dinner. 7. "We've brought you something!" cried Edward. "Whatever can it be?" 8. "But you don't understand me. Hugh hates me." "He can't." 9. "I don't believe you've forgotten our song. You can't have done it." 10. "But the door is locked." "I expect we can open it." 11. "In the end he insisted on walking in the rain." "He can't be so silly." 12. And I've got a bit of money. We can get ourselves a nice flat. 13. They are all watching the telly, so you can have your supper in peace. 14. Can this woman be Lousie? She can't have changed so much. 15. She can't have told you that I don't believe you. 16. What else can we do for you?

Ex. 15. Use the required form of the infinitive after can (could) in the following sentences.
1. Her face was quite unlined and she could not (to be) more than thirty. 2. I'm wondering if something can (to do) about it. 3. Her friend said quickly: "I know where you can (to get) your bicycle fixed." 4. "You couldn't (to worry) too much," Jack was tempted to say, "if you're still out at one thirty in the morning." 5. It's impossible. He can't (to do) it. 6. There wasn't anything wrong with tea. There couldn't (to be). 7. Harry's story disappointed him because if the girl had been with him at half past eight she couldn't (to be) at Hexley at the same time. 8. She lay, raised up rather high upon the pillow, her eyes closed and her hair undone. She could not (to sleep), though it would have been hard to say quite how this was evident. 9. "Have you seen anything of Roberta lately?" "Not for ages. I don't know what she can (to do)." 10. He couldn't (to hear) the news at dinner because his sister hadn't arrived yet. 11. I can easily (to walk) to the railway station. 12. For several seconds Bolt stared at her, terrified. "I can't (to die). I don't want to die."

Ex. 16. Translate the following sentences into English using can in all of its possible meanings.
1. Ты мог бы перевести этот текст? 2. Эту книгу можно купить в любом магазине. 3. Он мог бы сделать это на прошлой неделе. Он был не особен¬но занят. 4. Он не мог показать нам расчеты, так как они не были гото¬вы. 5. В комнате темно, я не могу найти свои вещи. 6. Не может быть, чтобы она ошиблась. 7. Неужели они ждали нас все это время? 8. Не может быть, чтобы вас послали ко мне. Я не имею к этому никакого отношения. 9. Можно мне чашку чая? 10. Он сказал, что мы можем идти. 11. Я могу вернуться автобусом. 12. Я мог бы вернуться автобусом. 13. Морис уставился на письмо. «И откуда оно могло прийти?» 14. Эванс был настолько неграмотным, что он просто не мог бы написать ни одного слова этого доклада. 15. «Она не поняла тебя», — вскричал Филипп. — «Она поняла меня достаточно хорошо». — «Вряд ли она тебя поняла», — повторил он упрямо. 16. Дорога пешком обратно в гостиницу оказалась очень длин¬ной, и он никогда не проделал бы ее без карты. 17. У нее было квадратное лицо, которое, вероятно, никогда не выглядело молодым. 18. «На что ты смотришь, Вилли?» — «Ни на что, дорогая». — «Нельзя смотреть ни на что». 19. Она сказала более громким голосом: «Ты слышишь меня?» 20. Никто не смог бы произвести на меня большее впечатление, чем это сделал ты. 21. В тот момент я мог бы убить его. 22. Ему не могло быть больше тридцати лет, когда мы с ним познакомились впервые. 23. Я умел плавать, когда мне было пять лет. Папа научил меня. 24. Они очень милы со мной. Просто невозможно быть более вежливыми и услужливыми. 25. Уже темнеет. Сколько же сейчас может быть времени? 26. Ты храбрый, раз работаешь с этими людьми. Я бы не мог с ними работать. 27. Он взял меню и сказал: «Ну, я полагаю, что ты проголода¬лась. Давай посмотрим, что мы можем поесть». 28. А как щенки? Можно мне посмотреть на них?

Ex. 17. То practise can, make up situations of your own using the follow¬ing patterns.
1. Не может быть, чтобы он ...
Не can't be that foolish.
He can't be writing a novel.
He can't have gone fishing.
He can't  have been walking in the rain.
    2. Неужели он...
Can he be your brother?
Can he be working so late?
Can he have left?
Can he have been looking for us?
    3. И что (где, как, почему ...) это он...
What can he mean?
Where can he be hiding?
How can he have done it?
What can he have been doing in there?
    4. Он просто не может (не мог, не мог бы)...
Не can't possibly do it.
He couldn't possibly afford a car on his present salary.
He can't possibly have done it.
    5. Не могу не ...
I can't help thinking she has made a grave mistake.
I couldn't help seeing that she was ill. 
    6. Мне ничего не остается как ...
I cannot but ask him for help.
I could not but put him up for the night.

Ex. 18. Translate into English, using the verb can.
1. He может быть, чтобы он солгал. Это на него не похоже. 2. Неужели это правда, что он стал известным актером? 3. Не мо¬жет быть, чтобы они были брат и сестра. Они совсем не похожи друг на друга. 4. Вряд ли это так. Во всяком случае, мы не можем это доказать. 5. Интересно, что вы могли бы предложить при по¬добных обстоятельствах? 6. Вряд ли он мог допустить такую ошиб¬ку. Он опытный инженер. 7. Неужели все это лишь его фантазия? 8. Если бы не он, мы могли бы заблудиться. Уже темнело. 9. На вашем месте я бы ему не доверял, он может обмануть вас. 10. Вряд ли он так молод. Я заметил у него седые волосы на висках. 11. Вы его легко можете узнать по благородному орлиному профилю. 12. Не может быть, чтобы они нас заметили. Мы были довольно далеко от них. 13. Не может быть, чтобы они нас не заметили. Мы были совсем близко. 14. Нельзя судить о человеке по внешности. Наружность обманчива. 15. Неужели это маленькая Лиззи? Как она выросла! 16. Могу я видеть управляющего? — К сожалению, нет. Он будет сегодня в 12. 17. Не мог бы ты дать мне конспекты при условии, что я верну их послезавтра? 18. Она надеется, что можно избежать операции. 19. Можно было видеть, что он был взволнован, хотя и старался выглядеть беззаботным. 20. Можно тебя на несколько слов? — Ну, в чем дело? 21. Это нельзя сделать так быстро. Вам придется подождать. 22. Он не умел читать по-латыни и не мог понять, что ему прописал врач. 23. Неужели ты не можешь объяснить родителям, что ты не в состоянии поехать туда? 24. Поначалу он не мог нащупать пульса и решил, что его сердце перестало биться. 25. Не мог он этого сказать. Он не так глуп, как ты думаешь. 26. Я бы давно мог это сделать, если бы знал, что это так срочно. 27. Я не верю, что есть болезни, которые нель¬зя излечить. Мы просто не знаем, как их лечить. 28. Не может быть, чтобы это была правда.

Communication:
a) Work in groups of 4. Have a chat about travelling. Use modal verb can in its different meanings.
b) Work in pairs. One of you is a travel agent, the other is a customer who would like to travel somewhere. Make up a conversation using modal verb can in its different meanings.

Ex. 19. Explain the meanings of may in the following sentences.
l. Of course I'm too young to be a really good writer yet, but I try hard, and one day I may achieve something. 2. I asked him if I might come over to remove something that I had left in a book I had loaned him. 3. "I'm so glad you didn't wait, Agnes," Mr Logan said in a tone which clearly meant "I think you might have waited." 4. "What's happened to the dog?" "It isn't here. Dan may have taken it with him." 5. Harry might often be seen sitting on the porch with a pipe in his mouth. 6. Archer looked touchingly white and weak. He had been through a hard time. He might have died. 7. "Then may I send Kate to you?" "But of course." 8. "Oh, Philip," she exclaimed, "your boots are muddy! You might have gone by the side door." 9. She longed for a letter from John. It might contain an expla¬nation of why he had gone away. 10. "What shall you do to amuse yourself?" she asked. "Well," I said playing for time, "I might do several things." 11. There was so much they had shared together and so much more they might have shared that they had not.

Ex. 20. State in which of the following sentences the form might has (1) the Concrete meaning, (2) the Imperative meaning, (3) the Suppositional meaning.
1. I asked if he might bring his wife down next Saturday. 2. "Where do you suppose he is now?" "He might be in New York." 3. "I thought the picture might interest you," Maurice said inno¬cently. 4. "Did she say where she was going?" "No." "Humph! She might have left a message." 5. "Might I look round?" he asked. 6. I said that I might have other problems to raise. 7. We're going to lunch with some neighbours tomorrow. Mother thinks you might be bored. Would you like to stay at home?

Ex. 21. Make the following sentences containing may more polite or less categorical.
1. May I ask you a question? 2. She gave a shrug of impatience. "This affair may well fade into nothing." 3. I heard Arthur make a slight noise, which may have been a sigh or a chuckle. 4. My main task is to find out why he killed himself. It may all be terribly simple. He may have done it because of his wife. 5. She may not find it all that easy to get a job. 6. May I have a taxi called? 7. You're welcome to come with me. You may notice things that I miss. 8. On the last evening my mother and I sat together in the drawing room. It was our one formal room and I think my mother may have chosen it for its moral effect.

Ex. 22. Comment on the form and meaning of the verb may. Translate the sentences into Russian.
1. It may be so or it may be not... I don't know, and what's more, I don't care. 2. "The old actor was drunk," thought he. "Still there may be truth in what he said." 3. This may be the reason of their refusal to join us. 4. You may want a friend some day. 5. I think we might be great friends. 6. She might be a sister of Mercy, I should think, sir. 7. Jane may have met him at her uncle's. 8. They may not have come back yet. Let's ring them up and find out. 9. I suppose she might be glad to, see him, though I am not sure. 10. Still there is the risk that he might come. 11. If he had brought a weapon, Soames might have used it at that moment. 12. If he weren't ill he might be in much greater danger. 13. He had known before he looked, but a vague hope that he might have been mistaken had en¬couraged him. 14. May I come, Mr. Doolittle? I should be very sorry to miss your wedding. 15. May I ask whether you complain of your treatment here? 16. Mr. Higgins told me I might come. 17. I think you might work harder! 18. Surely Holly might have told him all this before. 19. Really, mamma, you might have spared Freddy that! 20. He might be seen in the club any night of the year. 21. I suffered most from the thought that people might guess my state. 22. Let's go a little farther, I'm afraid they may hear us from the house. 23. It is possible that he may leave it as it is. 24. I hope your dream may come true. 25. However hard he may work he won't catch up with the group after being so seriously ill for a long time. 26. May I talk to you sometimes? I know I'm not a bit clever but I'll try not to be a bore.

Ex. 23. Translate these sentences into English, using the verb may.
1. Давайте подождем немного. Он, возможно, еще придет. 2. Она, может быть, ничего об этом не знает. 3. Многое может по¬казаться нам необычным в чужой стране. 4. Мой вопрос, возмож¬но, озадачит вас, но все же я хочу задать его. Можно? 5. «Тетушка, можно мне взять еще кусок сахару?» — спросил Том. 6. Может, это всех вас удивит, но я получил приглашение к ним на вечер. 7. Можно остаться дома, а можно и сходить в кино. 8. Позвони Нику, он, возможно, уже видел новый фильм. Спроси, стоит ли его смотреть. 9. В самом деле, Джон, ты мог бы объяснить мне с самого начала, насколько это было важно. 10. Если вы бывали в Лондоне, вы, возможно, заметили, что это город контрастов. 11. Я не знаю, где она, может быть, в саду, а, может быть, ушла в библи¬отеку. 12. Никто не отвечает. Может быть, он еще не вернулся с работы. 13. Я думаю, он, возможно, не знает всех деталей, но ос¬новная идея ему ясна. 14. Может быть, это невежливо, но я скажу ему, чтобы он больше не приходил. 15. Если бы он не столкнулся с нами случайно в метро, мы бы, возможно, никогда его больше не встретили. 16. Мне тоже можно прийти, не правда ли? 17. Вполне возможно, что они ждут нас внизу. 18. Боюсь, мы можем опоздать. 19. Надеюсь, мы встретим там вашу сестру. 20. Они боялись, что их, возможно, спросят, почему Том не пришел с ними. 21. Как бы поздно вы ни вернулись, я буду ждать вас. 22. Я принес вам боль¬шой ящик, чтобы вы могли упаковать ваши книги.

Ex. 24. Use the required form of the infinitive after may (might) in the following sentences.
l. On the whole there was less said than might (to expect). 2. Don't turn on the light. This fellow may (to lurk) outside the house door. 3. You've acquired a great deal of experience. You might (to write) a book. 4. There was no sign of John in the street. Of course, I said to myself, he might (to detain) at his office. 5. "Who said Mr Sorrel had gone to America?" "He might (to tell) it himself." 6. Strickland is very ill. He may (to die). 7. Jack had the feeling that Maurice might one day (to break) down. 8. But what you tell me may not (to be) true. 9. I was deeply shocked and worried. "It is no easy matter to find the man," the doctor said to me. He might (to read) my thoughts. 10. He may not (to want) to become a publisher in the first place, but once he had taken it up the profession had appeared to absorb all his interests. 11. Mr Fox said something about it once, but I might not (to understand) him properly. 12. "Then why on earth all this secrecy?" "One never knows who may (to listen)."

Ex. 25. Translate the following sentences into English using may in all of its possible meanings.
1. Ты был не так уж сильно занят. Ты мог бы нам помочь. 2. Спроси его, можно ли нам осмотреть лабораторию. 3. Он мог бы сделать это для вас. Ему это совсем не трудно. 4. Он чуть не разбил окно. 5. Она, возможно, опоздает. 6. Они, возможно, работают над этой же проблемой. 7. К вечеру может пойти дождь. 8. Их, возможно, не было вчера в городе. 9. Я подумал, что если его часы были там, то и деньги могли оказаться там же. 10. Я согласен, что разрешить Питеру поехать за границу, воз¬можно, было ошибкой. Но я думал, что это, может быть, вернет его к работе. 11. Я, может быть, не упоминал об этом в своих письмах, но я проделал там довольно большую работу. 12. Не увидев ни своего отца, ни мальчика, Мегги подумала, что они, быть может, переставляют книги на полках. 13. Вы, возможно, слышали его имя. 14. Мне пришло в голову, что он втайне гордился сыном, хотя он, быть может, и не осознавал этого. 15. У него большая семья. Я могу себе представить, что он, возможно, ищет себе работу получше. 16. Мне казалось, что гроза может разразиться в любой мо¬мент. 17. Она не была шведкой, но ее можно было принять за швед¬ку. 18. Может быть, он сейчас в гостинице и ждет меня. 19. Я чуть не опоздал на последний автобус. 20. Они, возможно, подумали, что мы не придем в такой дождь.

Ex. 26. То practise may, make up situations of your own using the following patterns.
1. Может быть (возможно), он ...
Не may come yet.
He may be reading in his room.
He may have forgotten about it.
He may have been expecting a letter from them.
2. Может быть (возможно), он не ...
Не may not be in now.
He may not have heard from his family yet.
З. Он чуть не ...
He might have fallen.
4. Я, пожалуй, ...
I may as well give you a lift.
I might as well give you a lift.
5. Пожалуй, лучше ...
If your mother has made up her mind, my dear, you  may (might) just as well give in without any fuss.
6. Можно было бы принять за ...
From afar the house might have been taken for a small inn.
7. Могло бы быть и ...
Charles came out of the examination room. "How did you get on?" I asked. "It might have been worse, I suppose," he said.

Communication:
a) Work in groups of 3. Share your experience of travelling. Give some useful tips from your practice. Use modal verb may in its different meanings.
b) Work in pairs. One of you is trying to talk a friend into travelling abroad.  The other is a friend who is actually afraid of going into foreign countries and getting into troubles. Make up a conversation using modal verb may in its different meanings.

Ex. 27. Explain the meanings of must in the following sentences.
l. The children must brush their own shoes. 2. His mind turned to the incident. It was the kind of thing, which must not occur again. 3. Dear Paula, there is no point in delaying the happy news. I know how much you must have been waiting and expecting. 4. I always have a warm corner for Roberta. I must try and find her before I go abroad. 5. It's lovely to have you home. We must have a party to celebrate. 6. You must give it back to me before you go. 7. "When is your mother to return?" "Next month." "You must miss her terribly." 8. Must you work hard? 9. You mustn't tell anyone about it. 10. "My god, I never thought they'd let me in there again," he said. "They must have regretted doing so in view of your behaviour." 11. She mustn't go home alone. 12. You must change your shoes. I won't have you in here with muddy feet. 

Ex. 28. Notice the use of must in reported speech in the following sen¬tences and translate them into Russian.
1.  He was white and frightened and ready to weep as she told him that he must go. 2.  Because a thing like coal had once been profitable they thought it must always be profitable. 3. She had already decided that she must show the letter to Alan. 4. The way she spoke made me think that she must be very much in love. 5. He asked where I had picked up such a word. I realized that it must have been a wrong word, but I had read it in some book and liked its sound.

Ex. 29. Use the following word combinations to compose sentences expressing order or prohibition.
Model:  to do something exactly the way you are told
You must do it exactly...
not to get one's feet wet
You mustn't get your feet wet.
1. not to do anything in a hurry
2. not to breathe a word about something
3. to give a faithful account of something
4. to be reasonable about something
5. not to cry and bother people
6. not to worry about something
7. to take every precaution
8. not to drink with your meals

Ex. 30. In the following statements of near certainty change the form of the infinitive to refer to the past. Add appropriate time references.
Model:
They must know him.
Должно быть, они его знают.
They must have known him, then.
Должно быть, они его знали.
They must be waiting for you.
Должно быть, они ждут вас.
They must have been waiting for you yesterday.
Должно быть, они ждали вас вчера.
1. It must be raining. 2. She must be pleased about it. 3. She must be really fond of you. 4. They must be always trying to help him. 5. She must know nothing about it. 6. She must be out shopping. 7. This must be the prettiest garden in the village. 8. She must be the youngest child in her class. 9. Somebody must be trying to get you on the phоne. 10. The children must be at school now.

Ex. 31. Paraphrase the following sentences using "must+ infinitive" to express near certainty. Use the indefinite infinitive when speaking about the present, the perfect infinitive when speaking about the past.
Model:
Of course, he is somewhere here. – He must be somewhere here.
Certainly, she knew that something was wrong. – She must have known that something was wrong.
1. I am sure the information was wrong. 2. She was obviously upset by something. 3. Prob¬ably, he recognised you by your photo in the papers. 4. He is sure to be in at this time. 5. Of course, she is trying to help you. 6. She is certain to be waiting for you at home. 7. Probably, the play is over by now. 8. There is little doubt that the first experiment failed. 9. No doubt, she knew what she was about to do. 10. I'm sure she is very fond of the child.

Ex. 32. Open the brackets using the correct form of the infinitive. Translate the sentences into Russian.
1. George must (be) pleased that he has passed his examination. 2. I found this baby bird at the foot of the tree. It must (fall) from a nest. 3. During the storm, the captain was on the bridge the whole time. He must (be) exhausted afterwards. 4. If Fred left here at four o'clock, he must (be) home by now. 5. Look, there's a tree right across the road! So there is. It must (be) blown down by the gale last night. 6. I sat on a seat in the park and now my coat is covered with green stripes. The paint must (be) wet. 7. As soon as I switched on my new electric cooker there was an explosion. There must (be) something wrong with it. 8. I don't know at what time I went to bed last night, but it was late. It must (be) after midnight. 9. Look, the streets are wet; it must (rain) now. 10. He promised to come at six, but he didn't. He must (forget) his promise. 11. I didn't hear the telephone. I must (be) asleep. 12. He must (be) very careless if he makes such mistakes. 13. The baby woke up when she went into the bedroom. She must (make) noise. 14. The taxi-driver got to the airport in half an hour. He must (drive) very fast. 15. He never got the letter. It must (send) to the wrong address.

Ex. 33. Paraphrase the sentence using the verb must.
1. Probably that building in the distance is the station. 2. The boy was evidently reading something funny. He was smiling all the time. 3. They have most likely not realized what opportunity they were losing. 4. I shan't bother you any longer; no doubt you are tired of my talking. 5. I see something is eating him. He looks worried. 6. It was clear the family were expecting some guests: mother was bustling about the house tidying up the rooms. 7. He surely did not find out the real reason for their silence. 8. I am sure he has got all he needed.

Ex. 34. Comment on the meaning of the verb must. Translate the sentences into Russian.           
1. Old age must lean on something. 2. A man must stand up for his rights. 3. You mustn't think it's so very easy. 4. Must it be done before tomorrow? 5. She must work from morning till night to earn her living. 6. One must have a rest alter a day of hard work. 7. The only thing he knew for certain was that he must not meet Antonia. 8. You are right, I mustn't stay here. 9. You must be reasonable, Mr. Higgins; really you must. 10. Give him something to eat. He must be hungry. 11. That fellow must be made of steel. He's never tired. 12. It's quite a charming letter. Must have taken the poor young man an hour to write it. 13. He must be quite old by now. 14. You must have frightened her. 15. That fellow has seen and felt ten times as much as I, although he must be ten years younger. 16. I felt that before long my secret must be known. 17. I hear somebody's steps on the stairs. She must be coming! 18. Judg¬ing from the books and papers on his writing-table he must have been working for several hours.

Ex. 35. Translate the following sentences into English. Remember that must in the meaning of supposition is not used in the negative.
1. Там, должна быть, никого нет. 2. Он, должно быть, ничего не понял и обиделся. 3. Она, наверное, не помнит, что обещала при¬нести нам карту Москвы. 4. Вы, по всей вероятности, не знали, что они переехали в один из пригородов Лондона. 5. Она, наверное, оставила дверь незапертой. 6. Вы, наверное, не встречали такого забавного мальчишки, как наш Тим. 7. Вам, должно быть, нелегко этому поверить. 8. Дети, должно быть, не заметили, что уже стем¬нело. 9. Он, наверняка, ничего об этом не знает. 10. Она, наверное, совсем неопытна в переводе медицинских статей с английского на русский. 11. Это, должно быть, кажется вам невероятным, но это факт. 12. Он, должно быть, не узнал вас в толпе.

Ex. 36.  Change the following sentences from Active into Passive using the verb must.
1. You must take this medicine regularly. 2. Students must do homework in time. 3. We can win peace. War is not inevi¬table. 4. You may put the book on the upper shelf. 5. You may allow the children to go for a walk. 6. We must discuss the matter not later than tomorrow. 7. Nobody can do it without your help. 8. We must look into the matter. 9. You mustn't take the magazine away. 10. You must post the letter as soon as you have written it. 11. May I take the books and papers away? 12. I must pay for the dinner. 13. You must work for success. 14. You can't describe it. One must just see it.

Ex. 37. Use the required form of the infinitive after must.
1. Both sisters must (to be) ashamed of having spoken as they had in front of a third person. 2. Fred knew that the girl's father was a draper and had four assistants. "He must (to do) well," he said to her. "He doesn't complain," said the girl. 3. The night porter was very good-looking and it must (to take) him a half-hour to comb his hair into such shining black perfection. 4. "You must (to be) right," I said. 5. They must (to hear) that the fellow was in London. 6. But at last he rose realizing dully that he had work, which he must (to do). 7. He had a faint feeling of satisfaction in the thought that Mait must (to wonder) why they had gone off together. 8. I must (to sit) there for a quarter of an hour waiting and thinking about it before I saw the letter. 9. "His relatives do not think so." "Then they must (to be) a lot of damned fools." 10. Mrs Cromwell took us round the yacht. There was no doubt that it must (to cost) her a lot of money. 11. He had said that he himself was an admirer of Stendahl. This must (to influence) him in making his decision. 12. At half past two I heard Hudson grunt, put down his book and switch out the light. He must (to read) since midnight. 13. "I must (to get) old," she said, "to be talking like that." 14. There were a lot of mirrors that must (to buy) at the sale of some old restaurant. 15. When I jumped up the thing fell off my knee. It must (to lie) there yet.

Ex. 38. Translate the following sentences into English using must in all of its meanings.
1. Я должен много работать эту неделю. 2. Марта ведь видела их. Она, должно быть, сказала вам об этом. 3. Он должен попасть туда до восьми часов. 4. Она разожгла камин и сказала: «Ну, садись же. Ты, навер¬ное, закоченел». 5. Я должна еще перемыть все стаканы. 6. Отойдя от двери, Джон заметил, что стоит на письме, кото¬рое лежало на половике. Оно, по-видимому, было доставле¬но спустя некоторое время после его возвращения. 7. «Мы будем рано пить чай, — сказала Кэт. — Ты, наверное, умираешь с голоду». 8. «А, это ты!» — сказал он, взглянув на меня с удивлением. Он, должно быть, забыл, как меня зовут. 9. Я не видел Джима, но знал, что он, вероятно, ждет меня где-то здесь. 10. Я подождал с полчаса, и когда я уже думал, что что-то, должно быть, случилось с Китти, она приехала на такси. 11. Она такая бледная. Наверное, она была больна. 12. Я должен написать им сегодня же. 13. Я должен для него что-нибудь сделать, — подумал Джек. 14. «Филипп, в твоей книжке было какое-то письмо». — «Раз¬ве?» — «Ты, наверное, забыл о нем».

Ex. 39. Remembering that must in the meaning of probability is not used either with reference to the future or in the negative form, find a suit¬able way of translating the following sentences into English.
1. Я не хочу сдавать экзамены. Меня, вероятно, не будет в Лондоне в это время. 2. Наверное, в его распоряжении никогда раньше не было так много денег. 3. Мартин стоял по другую сторону камина. Я подумал, что он, вероятно, не слышал их слов. 4.  Он, должно быть, не сумел уговорить его поехать с нами. 5. У него, очевидно, пока просто не нашлось времени для вас. 6. Они, наверное, не встретили его на станции. 7. Я терпел это так долго, потому что думал, что она меня по-своему любит. Но она, вероятно, никогда не любила меня. 8. Преподаватель, видимо, по ошибке не упомянул твоей фа¬милии. 9. Она, должно быть, не знает, что вы здесь. 10. Они, вероятно, не видели ее с лета. 11. «Могу я поговорить с тобой завтра утром?» —  «Я, навер¬ное, буду занят утром». 12. Он, вероятно, не захочет говорить по-английски. 13. Дома, наверное, нет никого сейчас. 14.  «Кто этот старик?» — «Новый  президент компании». — «Ты шутишь». — «Я не шучу. Ты, должно быть, не читал газет ».

Ex. 40. To practise must, make up situations of your own using the fol¬lowing patterns.
1. Должно быть, он ...
He must be ill.
He must be staying the night in town.
He must have lost it.
He must have been working since breakfast.
2. Он, должно быть (наверное), будет ...
Не probably will be there tomorrow.
3. Он, должно быть, не ...
He must never have been poor. 
He must have misunderstood you.
He must have failed to get the book.
4. Нельзя .....
You mustn't make so much noise.
Close the door. The children mustn't hear what you are saying.
5. Пора уходить ...
I must be off.
I must be going.

Communication:
a) Work in pairs. One of you is a patient who is thinks he is seriously ill. The other is a doctor who is going to examine the patient and prescribe some treatment. Make up a conversation using modal verb must in its different meanings.
b) Work in groups of 4. What must be done by humanity to prevent the spread of maladies such as AIDS? Argue in your group and then present your solution to the others. Use modal verb must in its different meanings.

Ex. 41. Analyse the meaning of the verb to have.
1. King Lear had three daughters. 2. Have a look at the picture. I think it is a Magritte. 3. I have to answer many letters. 4. I have some information to pass on to you. 5. During our trip we had an accident in which I had my leg badly hurt. 6. He has just come from abroad. 7. You will have to leave at six to catch the train. 8. I have never made a speech in my life.

Ex. 42. Explain the meanings and forms of have to in the following sentences.
1. I had to have someone to show me the way from the station. 2. "Guess what!" "I can't guess. You’ll have to tell me". 3. Now I've had to listen to a lot of lying. And I never watch faces. I look at hands and listen very carefully to the tone and tempo of speech. 4. But I've been having to give a lot of thought recently to my feelings toward you. 5. "What do you have to do to earn so much money?" Barber asked. 6. I didn't have to turn around to know they were coming down the street. 7. I was having to feel my way.

Ex. 43. Turn the following affirmative sentences containing have to into negative and interrogative.
1. He has to light a fire. 2. They had to change their shoes. 3. I shall have to buy a new pair of gloves. 4. She has to go home early. 5. He had to give it back. 6. She'll have to come again.

Ex. 44.  Change the following statements into disjunctive questions.
1. I gather you have to read a lot in English. 2. He had to wait at the station till it stopped raining. 3. The work will have to be done before nightfall. 4. They usually have din¬ner at home. 5. She often has to go to the dentist's. 6. You have to go to school on Saturday. 7. They will have to do what they are told. 8. We have to begin before five o'clock. 9. As far as I understand you had to stay there a fortnight. 10. You look a bit tired, you've had a long walk. 11. She has to clean the house herself. 12. They had to finish that last night.

Ex. 45.  Develop a conversation about these statements using the negative and interrogative forms of have to.
1. He will have to come again. 2. My sister has to go to work. 3. They had to go back alone. 4. You have to answer all these questions. 5. I shall have to go out after all. 6. He will have to come on foot. 7. The students had to read the whole book. 8. She has to come every week. 9. He has to stay the night. 10. They had to begin very early. 11. Mother has to cook dinner after work. 12. He had to sit up late with this work. 13. You will have to get up very early tomorrow. 14. The girl had to take care of her younger sister and brothers. 15. She will have to do it once over again. 16. These documents have to be filed. 17. They had to cover the whole distance on foot. 18. We will have to speak to him about it.

Ex. 46.  Comment on the meaning of have to. Translate the sentences into Russian.
1. I'm afraid, I shall have to send him away. 2. Was the fire already laid or did you have to lay it? 3. The rope was so strong that he had to take a knife to cut it. 4. But was it worthwhile, going to bed when he had to be up again at five? 5. I suppose I shall have to go back to London, shan't I? 6. Do you have to get up early every morning? 7. He will have to pay me back before Sunday. 8. How long did you have to stay there? 9. "We shall have to wait a long time for our holidays," she said with a sigh. 10. And you have to go there twice a week, don't you? 11. We had to walk all the way to the station. 12. She had to change her shoes after walking in the garden. 13. She pretended she didn't understand anything. Mother had to tell her plainly what she thought of it. 14. We'll have to run. 15. The shoes are a size too small. I'll have to go to the shop and have them changed. 16. She was running high temperature. I had to put her to bed at once. 17. You'll have to do something about it. 18. Someone will have to stay and warn them.

Ex. 47. Translate into English using the verb "to have" in its modal meaning.
1. Мне сейчас приходится много работать, так как я болела и отстала от группы. 2. Вам придется поговорить с ним лично. 3. Нам пришлось переждать дождь на станции. 4. Я вынужден был извиниться, хотя мне это и было неприятно. 5. Книгу необходимо переплести, иначе некоторые страницы могут потеряться. 6. Вам приходится очень рано вставать, не так ли?

Ex. 48.  Fill in the blanks with appropriate form of have to.
1. My mother was unwell, and I ... go to the chemist's. 2. She ... to prepare a lot before she starts work. 3. There was no one to help him so he ... move the furniture himself. 4.  She ... to work full-time so she can spend more time with me and our three children. 5. He was very sorry to think that he would ... part with it. 6.  I had a sleepless night. I ... go and see the doc and get him to give me some¬thing, I can't go on like that. 7. They didn't an¬swer my first knock so I ... knock twice. 8. I ... to work long hours and I’m quite badly paid. 9. Yesterday's rain spoilt my hat completely; I ... buy a new one. 10. Women ... to do military service in Israel. 11. They have very strict rules which they all ... to follow. 12. If an Amish marries somebody from outside the community, she or he ... to leave.

Ex. 49. Translate the following sentences into English using have to.
1. Ей пришлось пить чай без сахара. 2. Мне не нужно быть там раньше трех часов. 3. Один из гостей сел около меня. Мне не нужно было гово¬рить, кто он. 4. Они бомбили нас весь день вчера, и мы вынуждены были оставаться в окопах. 5. «У тебя короткие волосы,  и они вьются».  —  «Я болела скарлатиной, и волосы пришлось обрезать». 6. «Я ведь никогда не говорил тебе, что учился в частной школе?» — спросил Алик. — «В этом не было необходимо¬сти. Я это знала». 7. Он должен был пододвинуться поближе, чтобы услышать ее. 8. Интересно, надо ли приносить с собой учебники? 9. Мне не пришлось запирать дверь, кто-то уже запер ее. 10. Он знал, что, возможно, ему придется прожить там более месяца.

Ex. 50. Fill in the blanks with have to.
l. They ... to light a fire to cook their supper. 2. When I got home I found I had left my olive oil in front of the notice-board and I ... to return in the afternoon to collect it. 3. She knew there would be no more vacations for her sons. But she ... (not) to say it. They knew that as well as she. 4. For the next few weeks I ... to stay in bed. Everyone came to visit me, and brought me presents, and I ... (not) to do the cooking. 5. That day, however, I had a pupil waiting for an English lesson and I ... to cut my visit short.

Ex. 51. To practise the use of have to, make up situations of your own using the following patterns.
1. приходится (пришлось, придется) ...
He has to work here all day.
He had to work there all day.
He will have to work there all day.
2. не нужно ...
You don't have to work here all day.
You didn't have to work there all day.
You won't have to work there all day.

Communication:
a) Discuss in small groups what we have to do in order to keep fit. Make a list of your suggestions and present it to the other groups. Use modal verb have to in its different meanings.
b) Divide into 2 teams and argue over pros and cons of alternative medicine. Use modal verb have to in its different meanings.

Ex. 52. Explain the meanings and forms of be to in the following sentences.
1.  We were to act as guides to the party. 2. Now will you please show me the room where I am to work. 3. The children are not to touch anything in the room. 4. There was a special order that no one was to come to the station to see the battalion off. 5. It was the first and the last ceremony I was to see. 6. He was to have had a music lesson in the morning but the teacher called up to cancel it. 7. He looked about him for his daughter but she was not to be seen.

Ex. 53. In each of the following sentences the necessity of some action is stated. Use be to instead of must/have to to show that the action is not only necessary but also expected or planned. Translate the sentences.
1. I must buy a present for her birthday. 2. We had to take the letters to the post-office. 3. I have to make a report at the conference. 4. They must show us how to organise the work. 5. She had to take this group of children round the picture gallery. 6. We had to start early. 7. I must do the shopping today. 8. I must explain it all to you.

Ex. 54. Group the examples according to the meaning of be to + infini¬tive: (1) expressing a previously arranged plan, (2) expressing instructions or commands.
1. I am to see him tomorrow. 2. What am I to do now? 3. You are not to communicate with anybody. 4. She said that I was not to leave the house. 5. She is to return tomor¬row. 6. He said that Tom was to apologize. 7. He inquired when the secretary was to come. 8. She says I am not to lay the table before twelve o'clock. 9. At what time am I to come? 10. Something must have happened. He was to have come at eight. 11. Jim reminded me that we were to be at the station not later than seven. 12. Which of you is to bring the magazines and newspapers?

Ex. 55. Translate the following sentences into English using be to.
1. Барт должен был увидеться со своим шурином за ленчем на следующий день, но он не считал нужным рассказывать об этом жене. 2. Я знал, что Пэт должна была прийти в клуб. 3. Я был несколько удивлен, обнаружив в зале, где я должен был выступать, так много людей. 4. Руди пригласили на обед домой к Мэри. После обеда они должны были пойти в кино. 5. На следующий день Франк взял меня на долгую автомо¬бильную прогулку. А в семь часов мы должны были обе¬дать с Гринами. 6. По радио объявили, что вечером должен выступать прези¬дент. 7. В этот час Филиппа никогда не было видно.

Ex. 56. Fill in the blanks with the appropriate form of be to.
l. At nightfall the ship put in at a small port where they ... to load three hundred bags of coffee. 2. He set off for the school where he ... to write examinations for entry to the University. 3. He made all arrangements for the marriage, which ... to take place on the day of his mother's arrival. 4. The Finnish woman who ... to work for Finch had not arrived yet. 5. Eden went to the wood where he ... to meet his brother for a ride. 6. Uncle Nick's things ... to be moved out of his room so that it could be re-let. 7. Early in January Maurice returned to Ireland and his brother accompanied him. He ... to remain with him till spring. He then ... to go to the Slade School of Fine Arts in London. 8. They went to inspect Finch's new house. Finch said that only the last touches ... to be added there and he ... to move into it quite soon.

Ex. 57. To practise the use of be to, make up situations of your own using the following patterns.
1. мне суждено ...
This was the first time I made a journey that I was to make hundreds of times  afterwards.
1. как мне быть? что мне делать?
What am I to do?
2. что со мной будет?
What is to become of me?

Communication:
a) Work in pairs. One of you is a patient who failed to follow the doctor’s prescriptions. The other is a doctor who is not satisfied with the attitude of the patient to his prescrtptions. Make up a dialogue using modal verb be to in its different meanings.
b) Work in groups of 3. Make a comic story about visiting a dentist. One person in the group is responsible for drawing the characters, one person is inventing the dialogues, one person is responsible for editing. Talk over the content of the story, prepare it and present your comic to the other groups. Use modal verb be to in its different meanings.

Ex. 58. Comment on the meaning of the verb ought to. Translate the sentences into Russian.
1. I think for your wife and children's sake you ought to have a try. 2. There are people who think they ought to be reformed. 3. We all know that things are not always what they ought to be. 4. You ought to do something, you know; it'll be fatal for you to have nothing to do. 5. Have I said anything I oughtn't? 6. "I ought to have told Soames," he thought, "that I think him comic." 7. I suppose she is right. I oughtn't to have tried to speak to her! 8. By the end of the evening I almost felt that I ought to call him "Uncle Jack." 9. It'll be lovely round there today. — Yes, it ought to be quite nice. 10. It is the last of the Madeira I had from Mr. Jolyon when we came in here; it ought to be in prime condi¬tion still.

Ex. 59. Paraphrase the following sentences so as to use ought (oughtn't) followed by a correct form of the infinitive.
Example: I felt it would be only proper to follow his advice.
                I felt I ought to follow his advice.
1. I knew it would be improper if I opened the letter. 2. I recommended you to finish your work before going out. 3. I advise you not to eat between meals; it will make you fat. 4. I disapprove of your smoking so much; you are wasting your money and doing harm to your health. 5. It's a pity I didn't take those books back to the library last week. 6. It was wrong of you not to tell our guide that you wanted to go sightseeing all by yourself. 7. You didn't wait till the lights were green before crossing the road, and it was wrong, you know. 8. It was unreasonable of you to have crossed the road when the lights were red. 9. I wish you had been there. The performance was wonderful. 10. If he starts at eight he will probably be there by one o'clock.

Ex. 60. Explain the meanings of ought to in the follow¬ing sentences.
1. I think I ought to let your parents know we are here. 2. I think I ought to put all my cards on the table. 3. Oughtn't you to be more careful? 4. "How can you know what his feelings are?" "I ought to know, for he's always telling me about them." 5. When Charles saw Ann playing tennis, he came up and said: "Are you sure you ought to be doing that?" 6. The responsibility is entirely mine. I acted very wrongly in¬deed. I ought not to have let this relationship start. 7. Mrs Murrey will be moving into the new house next month. It ought to be less bleak for her.

Ex. 61. Use the required form of the infinitive after ought to.
1. But we ought (to have) your brother here, to tell us exactly how far we can go. 2. He couldn't see anything. He thought that he ought (to bring) a torch. 3. If you're in love it ought (to make) you happy. You ought (to laugh). 4. The doctor said it was appendicitis and she ought (to operate) on. 5. Oughtn't you (to answer) that letter now? 6. "Well, I'm very glad to know at last what it was all about." "You ought (to tell) before." 7. Anything we can do to clear up this miserable affair ought (to do).

Ex. 62. Translate the following sentences into English using ought to.
1. Я думаю, вам следует проявлять больше уважения к стар¬шим. 2. Я подумал, что тебе следовало бы знать об этом. 3. Как ты думаешь, чем мне следовало бы заняться? 4. «Энн — моя сестра». — «Мне следовало бы догадаться. Вы похожи на нее». 5. Ей надо было бы раньше об этом вспомнить.

Ех. 63. То practise ought to, make up situations of your own using the following patterns.
1. тебе надо бы (следовало бы, нужно бы) ...
You ought to do something for him.
You ought to have done something for him.
2. стыдись ...
You ought to be ashamed of yourself.
З. уж он-то знает ...
He ought to know.

Communication:
a) Work in groups. Design a set of tips for those who are going to apply to a pedagogical university. Present your ideas to the rest of the group. Use modal verb ought to in its different meanings.
b) Work in pairs. One of you is a teacher, the other is a student who misbehaves. Imagine a talk between them. Make up a conversation using modal verb ought to in its different meanings.

Ex. 64. Comment on the meaning of the verb should. Translate the sentences into Russian.                                                               
1. Can you show me any English woman who speaks En¬glish as it should be spoken? 2. A wife should obey her husband. 3. Besides you shouldn't cut your old friends now that you have risen in the world. 4. They should be taught a les¬son. 5. I confess I did not foresee this turn of events. But I should have foreseen it. 6. You have discovered what I in¬tended you should never have known. 7. He should not have said it. The moment the words crossed his lips he knew it was not the right thing to say. 8. Considerable debate took place between the two sisters whether Timothy should or shouldn't be summoned to see Annette. 9. "You should come here often," he said to Shelton... "You ought to come here often," he repeated to Shelton. 10. You ought to finish your work before going out — I know I should.

Ex. 65. State whether should is auxiliary or modal.
1. "So you think I should go, then?" said Randall behind him. 2. At breakfast I told Mary that I should be absent at least four days. 3. I shouldn't have believed it if I hadn't seen it with my own eyes. 4. You really shouldn't have said that, Felix. I'll talk to him myself. 5. How about Pinfold? Shouldn't he be here? 6. Thank God for our Gilbert. What should we do without him? 7. No one knew when I was to be back or if I should be back at all. 8. Felix said hastily, "Forgive me. I shouldn't have troubled you". 9. Nell has just told me you wanted to see me or I shouldn't have troubled you. 10. They had not seen — no one should see her dis¬tress, not even her grandfather.

Ex. 66. Comment on the use of should for the sake of emotional colouring. Pay attention to the structure of the sentences and the word combination it is found in.
1. Why should you be different from other men? 2. But why should he take the scandal on himself? It was not fair! 3. They only want their independence, and why shouldn't they have it? 4. "Do you see much of Randall?" "He practi¬cally lives here. But you knew" – "No," said Hugh. He was surprised and annoyed. " Why ever should I know?" 5. What do you think ought to be done? — Done? How should I know? 6. "Fresh air!" exclaimed James. "What should I do with fresh air ?" 7. Mrs. Higgins: But where does the girl live? Higgins: With us, of course. Where should she live? 8. Strange that the dog should die just now! 9.  Ironical that Soames should come down here — to this house, built for himself. 10. He heard the nurse crying over there by the fire; curious that she, a stranger, should be the only one of them who cried! 11. It's very interesting that you should say that, Edward — very interesting. 12. It struck her bitterly that she, who had been his first adored, should have to scheme to see him. 13. It annoyed him very much that his companion, who was also tired, should grow moire cheer¬ful. 14. It's very strange that he should have told you the truth! 15. Suddenly he heard his name called from behind, and who should ride up to him on either side but Bill Dennant and Antonia herself!

Ex. 67. Analyse the meaning of the modal verb should and translate the sentences into Russian.
1. He looked more than ever out of place; he should have stayed at home. 2. The children were out dancing when they should have been learning their lessons. 3. "I am having trouble with my leg." "I see. Well, I think you should go and see the doctor I know."4. I'll see and speak to Maurice. He should not behave like that. 5. He came out of the water, smiling. 'You should have come earlier," he said. 6. You should have chosen a more suitable time to tell me that dreadful news.

Ex. 68. Put should or shouldn't in the spaces.
1. You ______ work more; you ______ miss the lessons. 2. Mothers ______ look after their children. 3. What are you doing here? You_____ be in bed. It is very late. 4. There are too many accidents. Everyone ______ be much more careful. 5. That hat doesn't suit you; you ______ buy another. 6. You ______ have followed the instructions of your coach. Then you would have won the game. 7. Tom was often late and his father told him that he _____ wake up earlier. 8. She told her children that they ______ always say "Please" and "Thank you". 9. It is dark in the room, you _____ switch on the light.

Ex. 69. Make remarks according to the model.
Model: A. I only told Peter.
B. You shouldn't have told anyone.
1. I only asked Mike. 2. I only invited Jack. 3. I only argued with Tom. 4. I only discussed it with Alec. 5. I only talked about it with Arthur. 6. I only wrote to Bill. 7. I only complained about Mark. 8. I only woke George.                                   

Ex. 70. Open the brackets using the correct form of the infinitive.
1. I don't feel well now. I should (remember) to take the medicine yesterday. 2. Children should (obey) their parents. 3. It's three o'clock and I'm feeling very hungry; I should (eat) more for lunch. 4. The little boy was playing with his father's typewriter and of course he broke it; he shouldn't (allow) him to play with it. 5. You have a weak heart. You shouldn't (run). 6. I was very tired last summer and I should (take) a holiday, but there was too much work to do. 7. When he went for a walk he should (take) his umbrella, it looked like rain, (but he didn't). 8. The workmen are very slow; the job should (finish) a week ago. 9. You shouldn't (eat) so much bread, now you've gained weight. 10. You shouldn't (go) out yesterday without a coat. No wonder you caught cold. 11. You should (cross) the road by the subway, (but you didn't). 12. He should (check) that his brakes were working properly, (but he didn't). 13. You should (warn) him that the ice was dangerous, (but you didn't). 15. Tom's had another accident. It sounds like Tom's fault. He should (wait) till the main road was clear.

Ex. 71. Explain the meanings of should in the follow¬ing sentences.
1. You should have gone to the concert. Why should you miss the music? 2. It's late. You should go to bed. 3. It was surprising that they should have met at all. 4. He remembered that he should not smoke unless invited to do so. 5.  "When is he going back?" "How should I know?" 6. "Meg is in town shopping." "Who took her in?" "Renny drove her to the train. He should be back at any moment". 7. George did not see why he should not discuss the matter with his chief.   

Ex. 72. Use the required form of the infinitive after should.
1. Tea is between half past five and six, and it should (to be) ready now. 2. Should the baby (to play) with a box of matches? 3. You should (to see) him yesterday on horseback. 4. One day the headmaster came on Jack, who should (to sweat) on the sports ground, sitting comfortably in a gardener's shed reading a book and eating a large piece of cocoanut ice. 5. "Your father and I should (to arrange) everything before I came here," he said. 6. Where is his car? He shouldn't (to leave) it unattended. 7. He drove at great speed. He knew that about this hour the guests should (to arrive) at his house. 8. Then lie should (to laugh), but instead he heard himself say¬ing: "Everything you say is quite true." 9. "I don't think he had the least idea of what I meant." "You should (to be) more explicit, my dear."

Ex. 73. Translate the following sentences into English using should.
1. Я прошу прощения. Мне не следовало это говорить. 2. Теперь я расстроил ее. Мне не нужно было этого говорить. 3. «Я сказал что-нибудь такое, чего мне не следовало гово¬рить?» — спросил он у матери. 4. Не стоит задавать таких вопросов. 5. Ну, что же, вы были правы. Мне не так надо было сделать это. 6. Я был с тобой более откровенен, чем следовало бы. 7. Я сказал, что ей совсем не следовало бы приходить с ним. 11. Не стоит быть столь критичным в твоем возрасте, Фрэнк.

Ex. 74. Explain in what syntactic conditions the emotional should is used in the following sentences and translate these sentences into Russian trying to convey the emotional colouring expressed by should.
1. There was no reason why I should not get away promptly in the afternoon. 2. Kate was frowning. "I can't understand why you should do this." 3. It was singular that Horn should ask him that question. 4. "It's very disappointing," he said, "that Hugh should go off like this just when I counted on him to help me." 5. Why should he think that? 6. I am very shocked indeed that you should have felt it neces¬sary to lie to me. 7. That he should hear of the exposure of his favourite author with approval showed that something radical had changed his point of view. 8. He was very sorry that Philip should be disturbed. 9. He was one of themselves now and they didn't see why he should put on airs. 10. There is no reason why he shouldn't win two or three matches. 11. I'm sorry that you should have had a row with Pat about it. 12. It was much better that he should learn the business thor¬oughly, and if they had been able to wait for a year there seemed no reason why they should not wait another. 13. He seemed to see nothing exceptional in the idea that he should get up and speak at the meeting. 14. "Where is Meg?" "Where should she be if not in school?" 15. Why should you tell people the disagreeable things that are said about them? 16. He didn't know why he should have expected them to look different. 17. This is too terrible! To think that you should talk to me in this way. 18. It outraged him that the man should have been so foolish.

Ex. 75. Translate the following sentences into English using the emo¬tional should.
1. Вот я и подумал, что ведь это абсурд, что мы живем рядом и не разговариваем. 2. Как странно, что он ничего не сказал об этом. 3. Было невероятно, чтобы Джон оказался так занят, что у него всю неделю не было времени повидать ее. 4. Я не вижу оснований, почему они должны сердиться. 5. «Как его зовут?» — «А зачем я буду тебе говорить?» 6. Мне жаль, что ты так плохо обо мне думаешь. 7. Не знаю, почему он хочет увидеться с Джорджем. 8. Было странно, что в ее возрасте она была так безразлична к вечеринкам. 9. Наконец он решил вернуться домой. Возможно, что там он услышит новости о Мэри. 10. Мне очень жаль, что мой брат виноват в этом. 11. Как случилось, что ты привел его с собой? И чего это он захотел прийти сюда? 12. Он был очень доволен, что Кэт все же назвала ребенка в его честь. 13. Что могло с ним случиться? Представить себе не могу, по¬чему он так опаздывает. 14. Забавно, что она оказалась права. 15. Странно, что она выбрала этого человека себе в мужья. 16. Меня рассердило, что он оказался таким слабовольным. 17. Ему, казалось, было лестно, что кто-то захотел прочесть кое-что из написанного им. 18. Все же Розмари не понимала, почему она должна уйти. 19. Она начала рассказывать мужу о Теде, но вдруг останови¬лась и сказала: «Я просто сама не знаю, почему я надоедаю тебе этими рассказами о Теде».

Ех. 76. То practise should, make up situations of your own using the following patterns.
1. тебе следует (следовало бы, надо бы, нужно бы) ...
You should speak for yourself.
You should have stayed at home.
2. тебе не следовало бы (не надо бы, не нужно бы) ...
You shouldn't tell anyone about it.
You should not have interfered.
3. Откуда я знаю?
How should I know?
4. зачем мне (с какой стати) ...
Why should I do it?
5. До чего дошло дело!
Oh, that it should come to this.
6. еще бы ...
"His illness caused me a lot of worry." "So I should think."

Ex. 77.  Comment on the modal colouring of the following sentences with shall.
1. You shall not search my rooms. You have no right to do it, I forbid you! 2. He hasn't seen you and he shan't. 3. The police shall take you up. 4. All right; if she wants to be opened up, she shall be. 5. You shall go up and down and round the town in a taxi every day. 6. You shall have all the news I can send you. 7. "Shall I order a taxi?" he asked. 8. That shall be put an end to now and for ever!

Ex. 78. Explain the meanings of shall in the follow¬ing sentences.
1. Shall I get you some fresh coffee, Ed? 2. You shall have no cause to complain of me, dear. There shall be no difficulty about money. 3. Where shall we put this vase? 4. I'll begin again and you shan't stop me this time! 5. They shall not pass! 6. You shall have it back tomorrow. 7. He shall never come here again! I'll take care of it.

Ex. 79. Translate the following sentences into English using shall.
1. Сколько мне заплатить носильщику? 2. Когда мы узнаем что-нибудь, вы непременно услышите об этом. 3. «Вы отпустите меня домой?» — «Нет. Во вторник ты отправишься пароходом в Сан-Франциско». 4. Это можно сделать и это будет сделано, если ты только поможешь мне. 5. «Тебе поиграть?» — спросила она. — «Да, пожалуйста». 6. Когда он говорит «Сделай», я отвечаю «Будет сделано».

Communication:
a) Imagine a situation when you are talking to your parents about the university you are going to enter. Your views on this issue differ. In groups of 3 make up a role-play representing this discussion. Use modal verbs should and shall in their different meanings.
b) In 2 teams weigh up the pros and cons of school uniform. Suggest your argument for or agaist. Use modal verbs should and shall in their different meanings.

Ex. 80.  Comment on the meaning of will and would. Translate the sentenc¬es into Russian.   
1. I will let you know, so you can be there. 2. I will tell you what it is. 3. I will make your excuses to Margaret. 4. If it had been a girl, I would have called her after my mother. 5. Will you go out on the terrace and look at the sunset? 6. I am afraid — if you will excuse me — I must join my wife. 7. Arthur, would you mind seeing if Mrs. Erlynne has come back? 8. I want a photograph of you, — would you give me one? 9. Will you ask them to call my carriage, please? 10. Will you go and look over the photograph album that I see there? 11. I will never speak to you again. 12. No, no! I will go back, let Arthur do with me what he pleases. 13. But I told him I wouldn't give him an answer till tomorrow. 14.  You did want to come, although you wouldn't say so. 15.  She’d like you to ring her up this afternoon, before five-thirty, if you would. 16. I should be so glad if you would tell him to come up, Jane. 17. I knocked more than once but she wouldn't let me in. 18. "I wish you would leave me alone sometimes." said Dora. 19. I suppose this will be the last ball of the season? 20. He would sit on the bed beside him and watch him for hours. 21. I smoke like a chimney! And my lighter won't work.

Ex. 81. Explain the meanings of will and would in the following sen¬tences and say in which cases they may be used in a parallel way.
1. Old Lady Bland argued with him, but he would not listen to reason. 2. Each time we went out together he would show me something new, something interesting. 3. I will say it again and again. 4. He had a wound that wouldn't heal. 5. Bring him back, if he'll come. 6. All that I would tell them was that Uncle Nick was ill. 7. She was the sort of girl any man might be glad to bring to a dance if she would come. 8. I know there is a theory that a book, if it is any good, will always find a publisher. 9. Will you come round tomorrow? 10. The toilet in this room won't stop running. 11. When he returned I repeated my offer of food, but he would take nothing. 12. "What time is it?" "Half past twelve." "Well, the last bus will have left." 13. Of ten, after dinner, he will settle down in an armchair to read the paper. 14. Would you really do it for me? 15. He would smoke a pipe before going to bed. 16. Shut the door, would you? 17. "He talked of his new car the whole evening." "He would."

Ex. 82. Translate the following sentences into English using will or would.
1. Пожалуйста, расскажи мне, что случилось. 2. Джон попытался открыть крышку бака, но она никак не поддавалась. 3. Я бы все сделал, чтобы помочь ему. 4. Он сказал, что был бы рад, если бы я согласился приехать и погостить у него несколько дней. 5. Он попытался объясниться, но я не стал его слушать. 6. «Он не согласился со мной». — «Он такой!» 7. Сегодня воскресенье, и все магазины, естественно, закры¬ты. 8. Он несколько раз чиркнул зажигалкой, но она не сработа¬ла. 9. Я спросил его жену, что с ним, но она не пожелала отве¬чать. 10. Вечера он по большей части проводил за игрой в шахматы. 11. Я заплатил деньги, и я останусь здесь. 12.Он погасил свет, но сон к нему не шел. 13. Я, пожалуй, пойду и посмотрю телевизор, если вы не воз¬ражаете. 14. Я хотел посмотреть выставку, но меня не впустили, так как было поздно. 15. «Дядя Эдвин, — позвал мальчик. — Ты обещал мне помочь с моим игрушечным поездом. Он не работает». 16. Я предложил ей сходить к доктору, но она и слышать не хотела об этом. 17. Он часто засыпал с книжкой в руках и с очками на носу. 18. После работы он обычно дожидался нас у моста.

Communication:
a) Work in groups of 4. Remember your school days. Share your experience of schooling with your partners. Use modal verbs will and would in their different meanings.

Ex. 83. Explain the meaning of need in the following sentences and trans¬late them into Russian.
l. "Why don't you go and look at the snake?" her mother sug¬gested. "You needn't go up close." 2. It's not easy to hold responsibility. I needn't tell you that. 3. Angela opened the door and walked in. Her daughter was still up. "You needn't have stayed up, waiting for me," said An¬gela. 4. If you don't like the cocktail, you needn't drink it. 5. "Do you remember what you did when you were twenty-five?" "You need not have reminded me of it." 6. Need we insist upon the date? 7. You needn't worry. 8. Need you bring your girl-friend with you? 9. She said that if he didn't like to come to her parties he needn't come at all. 10. I was rather afraid that he might act as though we were inti¬mate friends, which would have been embarrassing. But I need not have worried. 11. Does he need to study more at home? 12. He needs sea air. 13. We don't need anything else. 14. I need not finish my sentence, for you already know what I was going to say. 15. Need it be finished by Saturday? 16. What more do you need? 17. He need say no more to her this evening, and risk giving himself away. 18. You needn't have carried all these parcels yourself. The shop would have delivered them if you had asked them. 19. You needn't take any more pills after next Monday. 20. I must go at once, but you needn't. 21. You needn't have waited for me, I couldf have found the way all right. 22. Looking back I can see exactly how it happened. It need never, have happened. 23. And he was always careful to have money in his pocket, and to be modish in his dress, so that his son need not blush for him.

Ex. 84. Practise the following according to the model.
Model: You took the lift, I suppose? (walk up the stairs)
        No, I walked up the stairs.
You needn't have walked up the stairs.
You could have taken a lift.
1. You went by bus, I suppose? (walk) 2. You borrowed the books, I suppose? (buy) 3. You phoned him, I suppose? (write) 4. You went by taxi, I suppose? (take a bus) 5. You went second class, I suppose? (go first class) 6. You left your heavy case at the station, I suppose? (take it with me) 7. You sent the sheets to the laundry, I suppose? (wash them myself)

Ex. 85. Open the brackets using the correct form of the infinitive.
1. You needn't (send) a car for us, we could have walked. 2. She washed up all the plates, she needn't (wash) them up, because they had a dishwasher. 3. I knew I had to be at the office on Saturday; I needn't (remind). 4. You needn't (help) him. (You helped him but he didn't need you help.) 5. He was wide awake when his mother called him at seven o'clock this morning; she needn't (call).

Ex. 86. Paraphrase the following using the modal verb need.
Model: Was it quite necessary for you to do the work instead of him?
Need you do the work instead of him?
1. It is not necessary to copy the composition. I can read it as it is. 2. It was not necessary for her to carry the bags all by herself: there were porters at the station. 3. Why do you want to buy a new bag? I could have lent you mine. 4. There is no use worrying about her; she is quite able to take care of herself. 5. What's the use of reproaching yourself? 6. I don't think there is any need to bother them.

Ex. 87. Translate the following sentences into English using need.
l. To, что она сделала, так глупо, что нам незачем обсуждать это. 2. Озеро было так близко, что даже Алан, который не любил ходить пешком, согласился, что не нужно брать машину. 3. Нам не стоит варить всю картошку. 4. Нам нужно переодеться к обеду? 5. У нас еще масса времени. Мы зря спешили. 6. А нам обязательно туда идти? 7. Тебе незачем тратить на них все деньги. 8.  «Я сказал твоему дяде, что поговорю е тобой».  —  «Ты напрасно беспокоился. Я пообещал своим родителям по¬быть здесь еще немного». 9. Он положил конверт на стол.  «Деньги все там, — сказал он. — Можешь не пересчитывать их». 10. Ты знаешь детей. Они все ломают. Мне нет нужды говорить тебе об этом. 11. Он знал, что ему не надо никому ничего объяснять. 12. Я думаю, что нам незачем уделять ей столько внимания. 13. Тебе незачем бояться меня. 14. Нам не обязательно слушать всех ораторов.

Ex. 88. Explain the meaning of dare in the following sentences and trans¬late them into Russian.
1. He felt he dared not reply. 2. Her face bore an expression of such ferocity that no one dared come near to speak with her. 3. I dare say you're a little tired after your walk, dear. 4. He dared not look into her face. 5. I did not dare to ask him to call off his trip. 6. She was aware that they were too intent upon their business to think that anyone was watching them, but she dared not move. 7. Who dares to jump over the stream? 8. She did not dare to leave the house in case he telephoned.

Communication:
a) Work in 2 groups. Compare education in Russia and Great Brutain. The 1st group focus on similarities and the 2nd group focus on differences. Use modal verbs need and dare in their different meanings.
b) Work in pairs. Sustain a conversation on the necessity of research work. Discuss the perspectives of postgraduate courses. Use modal verbs need and dare in their different meanings.


REVISION

Ex. 89. Fill in the blanks with can (could) or may (might).
l. When they told me I was cured and ... go, I ... tell you I was more afraid than glad. 2. His letter ... have given them the idea. 3. His knee touched the bottom. He crawled further and at last lay full length on the pebbles. He now felt so tired he ... not under¬stand how a moment ago he ... have been capable of swimming. 4. You've done me a great service. I knew I ... trust you. 5. Her mother said she ... play with me if she wished. 6. He's a nice boy. I'm glad you brought him out here. We ... have some fun. 7. He looked at the lighted window of the cottage. He ... see into a kitchen where two women were sitting by the table drinking tea. 8. She has attractive eyes. There's something about them that holds you. She ... have been pretty once. 9. When he married her she ... not have been more than sixteen. 10. He boasted and told the most extraordinary stories which I'm sure ... not possibly have been true. 11. She ... not think what he was doing. Something ... have hap¬pened to him. 12. You ... not have proved that I wrote the letter because I didn't. 13. It never occurred to me that I ... get measles. 14. I was just going to tell you — because of the storm I ... not be home tonight. 15. That is exactly what he did say. But I won't talk any more about it. He ... not have been himself. 16. "To my mind she is a beautiful woman." "Well, yes. But I don't see what you ... have found to say to her." 17. He hurled the heavy thing down the stairs. It made an extraor¬dinary noise in its descent and woke Joe sleeping in his pram. The only thing I ... say to that was: "You ... have killed Joe." 18. "I see one of my statuettes has been broken." "I ... not think what ... have happened to it." 19. He thought it likely that Blair ... have got away unnoticed. 20. It was dark and I ... only see the glimmer of his face. 21. You have acted very irresponsibly and you ... find yourself in serious trouble. 22. After all we don't even know if your sister is proposing to stay in London. She ... be just passing through on her way to somewhere else. 23. One ... not get anything done nowadays. 24. "Come inside in front of the fire where you ... warm up," she said quickly. 25. But I really feel that the late Mr Evans ... not have been a nice man. 26. Listen. I know I ... be making a fool of myself, but then again, I ... be not. 27. I confessed that I ... not swim unless somebody held me. 28. She was smartly, quietly dressed, and ... have been taken for a clever businesswoman. 29. It was one of those days when nobody ... tell whether it was going to rain. 30. I was driving along when I spotted a telephone box and thought I ... as well give you a call. 31. Jeff said, "Why on earth did Ken say he shot that dog? He ... not possibly have done it." 32. I don't know why he did it. He lost his wife lately. That ... have been it. 33. "Aunt Mary said she hadn't seen him." "She ... have been lying. Perhaps your father asked her to say he wasn't there." 34. I'm tired of listening to him tell me why it ... not be done. 35 — I ask then, Mr Morley, what you were doing there? 36.1 wished to be rid of my companion, and said, "Thank you. I ... look after myself now." 37. I thought you'd be staying in town for a night at least; and we ... have had a dinner and theatre. 38. We shall require, Mr Grey, to have a copy of this story. How soon ... you provide this? 39. Mrs Castle looks familiar to me. Where ... I have met her?

Ex. 90. Re-word the following sentences using  can, may or must.
1. I don't think he did it all by himself. 2. Perhaps you're right. 3. It is possible that they forgot it in the car. 4. Is it really true? 5. I don't believe he has been meaning to do it. 6. It is impossible that he should have refused your request. 7. Evidently he has not read the book. 8. I wonder where it is that you met him. 9. I'm certain that he has heard the gong. 10. It was some special occasion, I'm sure. 11. He looks wet and muddy. I'm sure he has been fishing. 12. No doubt, she is out shopping. 13. I wonder what it is that you have brought in that box. 14. It's possible that he doesn't know we are here. 15. Is it possible that he is giving a course on the Renaissance at the University? 16. It is possible that the news is being broadcast on all the chan¬nels. 17. I'm certain they didn't take notes of the meeting. 18. Is it possible that we are out of wrapping paper? 19. It is possible he will again forget to rule a margin down the left side. 20. "I don't now see him driving his car. Is it possible that some¬thing has happened?" "Evidently his car is undergoing re¬pairs." 21. It is just impossible for you to get this thing done so soon. 22. I wonder what it is that he is doing in there. 23. Then the firing began again. This time it was impossible for it to be more than a mile away. 24. Let's give her a call again. It is possible that she was asleep and didn't hear the telephone. 25. You have used up all the money I gave you, I suppose.

Ex. 91. Fill in the blanks with must, have to or be to to suit the motives expressed in the following sentences.
1. "It is eight o'clock. The children ... to bed," Mr Hudson said to the nurse. 2. She ... go to bed at eight o'clock to be up in time for the first train. 3. At this boarding school the children ... go to bed at eight o'clock. 4. "I've told my husband he ... (not) smoke in the drawing-room." "And I ... (not) tell my husband such things; he's a born gentleman." 5. He ... stay the night with us. I won't let him drive to the country in this rain. 6. He ... stay the night with us because he has missed the last bus. 7. He ... stay the night with us and tomorrow he sets off on his tour to Europe. 8. We ... begin as early as possible or we shan't finish it today. 9. I ... start on my new job on Monday. 10. You ... take the dog away. I won't have it here any longer. 11. They ... take the dog along with them because there is no one who could look after it. 12. She ... learn to do things for herself. I refuse to help her in the future. 13. What a pity you ... go. I know it's time for you to catch your train. 14. I ... be off. I want to go to bed. 15. You ... do your chores now, and she ... do hers when she comes in. 16. My mother says that I ... (not) be out after eleven o'clock, but I ... (not) hurry home because she herself is out playing bridge. 17. My bike is under repair and I ... walk here this morning. 18. My bike was under repair and I ... collect it that afternoon. 19. My bike is under repair and I ... have collected it yesterday. 20. He told me that I ... (not) repeat what I had heard. 21. He told me that I ... (not) use words which I didn't know. 22. He told me that I ... learn by heart some twenty lines every day to know English well.

Ex. 92. Translate the following sentences into English using can, may, must, have to, be to, ought to, shall or should.
1. Тебе следовало бы еще раз прочитать свое сочинение. Там, наверное, есть ошибки. 2. Неужели сейчас только шесть часов? 3. Зря ты так разговаривал с ним. Он мог обидеться. 4. Уж он-то должен это знать. 5. Мне сейчас позвонить ему? 6. У него, должно быть, есть чувство юмора. Иначе он не мог бы так выразиться. 7. Завтра день рождения твоей сестры. Я думаю, что ты дол¬жен подарить ей что-нибудь. 8. Наверное, идет сильный дождь. На улице никого нет. 9. Не может быть, чтобы он забыл о своем обещании. 10. Зря ты не послал им телеграмму. Теперь они, возможно, уже были бы здесь. 11. Простите, что я опоздал. Вам долго пришлось ждать меня? 12. Я никуда не выходил в тот вечер, так как после работы ко мне должен был зайти Джордж. 13. Ему пришлось вернуться в гостиницу, так как вылет его самолета задерживался. 14. Он знал, что ему предстояло быть на двух совещаниях на следующей неделе. 15. Она ничего не должна знать о твоих делах. 16. Она, должно быть, ничего не знает о его делах. 17. Этот экзамен я должен буду сдавать через неделю. 18. Тебе надо будет еще раз позвонить им? 19. Тебе не нужно идти сегодня в магазин, так как мы обедаем в гостях. 20. «О чем они разговаривают?» — «Возможно, спорят о сце¬нарии». 21. Новость может напугать ее. 22. Она знала, что должна все объяснить им. 23. Тебе надо самому зарабатывать на жизнь. 24. Их дом должны были снести, и ему пришлось переехать в новый жилой район. 25. Я надеюсь, твоей жене не приходится мыть автомобиль. 26. Погода хорошая, и мы могли бы прокатиться за город. 27. Мне очень жаль, но я должен идти. Я должен встретить Бетти у кинотеатра. Уже без четверти семь! Она, должно быть, уже ждет меня. Мне придется взять такси. 28. Не мог бы ты сделать это сегодня? 29. Мне можно идти? 30. Зачем мне идти туда пешком? 31. «Уже поздно. Где же может быть Дик?» — «Мне это совер¬шенно безразлично». 32. Тебе надо навестить брата в больнице. 33. Его можно было принять за старого человека. 34. Тебе не следует винить его за это. В этом есть и твоя вина. 35. Ты мог бы сказать нам, чтo происходит. 36. Возможно, они уже сделали свой выбор. 37. Я не знаю, почему она не хочет поговорить с ним сама. 38. Странно, что они включили его в команду. 39. Вам нужно найти специалиста, который мог бы взяться за это дело. 40. Он, должно быть, ничего им не сказал. 41. Возможно, они сейчас укладывают вещи. До отхода поезда остался час.

Ex. 93. Fill in the blanks in the following sentences choosing between ought to and should. Remember that although ought to and should are very close in the meaning of obligation and are often interchangeable, the former tends to express moral obligation and is not frequent in negative sentences whereas the latter is common in instructions and corrections.
1. He looked more than ever out of place; he ... have stayed at home. 2. I don't think people ... gossip like that about other people. 3. She said, "You know, I think I ... get across to the station and see what goes on." 4. I want him to do what's right. It ... (not) be necessary to persuade a man to do that. 5. My mother frowned at him and shook her head in a way that meant that he ... (not) say things like that in front of me. 6. "Strange," said the boy, "how, when people are either very old or very young, they are always wanting to do something they ... (not) do." 7. "It is very wicked of you," she said. "You ... be ashamed of yourself." 8. After she had gone I found myself wondering whether I ... do anything for her. 9. I'll see and speak to Maurice. He ... (not) behave like that. 10. I expect you to tell me the way to do it. You ... know. 11. She is a clever girl and her French ... be perfect. 12. The children were out dancing when they ... have been learn¬ing their lessons. 13. I realize now I ... (not) have said anything. 14. "I'm not very fit. I'm having trouble with my leg." "I see. Well, I think you ... go and see a doctor I know." 15. Anne was quite capable of coming down to make herself a cup of cocoa when she ... be asleep. 16. He felt very low and I thought I ... do all I could to cheer him up.

Ex. 94. Translate the following sentences into English using shouldn't, oughtn't to or needn't followed by a perfect infinitive.
1. Тебе не следовало уступать ее капризам. 2. Тебе не надо было приводить своего приятеля сегодня. Я плохо себя чувствую. 3. Мне не следовало говорить им этого. 4. Ты зря заказал номер в гостинице. У нас есть свободная спальня. 5. Тебе не следовало жениться так рано. 6. Ты зря написал ему об этом. Он теперь будет беспокоиться. 7. Ты зря приехал в Лондон. Здесь его нет. 8. Ты зря купил эту машину. Она очень дорогая. 9. Ты зря приехал на машине. Здесь нет моста через реку. 10. Зря ты был с нею так груб. Она теперь плачет.

Ex. 95. Translate the following sentences expressing absence of necessity into Russian using have to or need.
1. «Рассказать тебе, как все это случилось?» — «Не стоит. Я все знаю». 2. Погода сейчас теплая, и мне не надо топить камин вечером. 3. Он четко осознавал, что он хочет сказать, и ему не надо было подбирать слова. 4. Мне не надо было ничего покупать, так как мой муж не обедал дома в тот день. 5. У него сейчас каникулы. Ему не надо работать до осени. 6. Скажи моему сыну, что ему не надо работать до осени. Ему надо хорошо отдохнуть дома. 7. Она знала, что ей не надо присутствовать при их разговоре. 8. У него не было необходимости жить летом в Лондоне.


Ex. 96. Fill in the blanks in the following texts with suitable modal verbs.
a)  "Hallo, Tim. What have you been doing?" Mary called to the boy.      "I've been up at the station," Tim said, "watching the trains. You ... learn a lot there. You ... go up there more often. And I've got a message for you."
"For me?"
"Yes. From Mike. I saw him off back to London. He said he was called away unexpectedly and ... (not) to see you again. He also said if you were in London he'd like you to call on him but he didn't give me his address, so I ... (not) tell it to you."
"But he ... (not) have gone," Mary cried out.
"Why not?" Tim looked puzzled. "I've just seen him go."
b) "Grandad says he'll be glad when you get out of the house," the little girl said after she had been sitting still for nearly a minute.
"Does he?" said Ted.
"Yes. He says he ... (not) trust you round the corner."
"Oh?"
"What ... you do round the corner?"
"I ... do a lot of things."
"What sort of things?"
"All sorts of things."
The girl occupied herself for a short time with her own thoughts. Then she said: "Mummy says you're a cheat. What is a cheat?"
"I don't know," said Ted rather bitterly.
"But ... you be a cheat if you don't know what it is?"
"I ... (not), of course. I am not one."
"Is Grandad a cheat?"
"I shouldn't be surprised."
"... I ask him if he is a cheat?"
"I don't think you ... ."
"Why not?"
"He ... (not) like it."
"Why not?"
"I don't know," said Ted. "I don't really know anything about cheats, Ann. And I think you ... have made a mistake about the word altogether."
c) "The house is absolutely full of gas. Whatever have you been doing?" I asked the maid, entering her bedroom.
"I have done nothing," she said, weakly.
"Oh, then, who was it?" I said, trying to open the windows. "You ... have been dead. I ... (not) think what you ... have been doing. The gas oven was on. I suppose it ... have been Flora. Was she playing in the kitchen?"
"Yes. She ... have done it. What a naughty girl, trying to kill us all."
"Do you mean," I said, "that you didn't even notice? That since seven o'clock you haven't noticed a thing?"
"I did not notice anything, no."
"You ... be an idiot," I said. "What if I had stayed out all night, you'd probably all have been dead by the morning."

Ex. 97. Supply the necessary modal verbs for the following sentences, noticing carefully the Russian equivalents given in brackets.
1. He ... not and ... not believe her. (не мог; не хотел)
2. Не sat, thinking unhappily of his talk with Jimmy. He won¬dered if he ... have stayed with him. He felt he ... have said something at least, to warn Jimmy against Smith. But what ... he have said? And Jimmy ... not have listened. (надо было бы; следовало бы; мог бы; не стал бы)
3. "By the way," I asked, "what's Bill doing now?" "How in the world ... I know?" Arthur looked pained. "I thought he ... have been bothering you for money." (откуда мне знать; может быть)
4. Не came out of the water, smiling. "You ... have come ear¬lier," he said. "We ... have swum together. The water is great." (зря не пришел; могли бы)
5. "Last night, you know, Hugh suddenly began to speak to me about what my future was going to be like." "What ... it have meant?" "How ... I know?" (и что это могло значить; отку¬да мне знать)
6. There was an old apple tree beside the path. I said, "I bet I ... climb that." "No, you ... not," said Jack, (могу; не надо)
7. "Well, then, ... you hold the line while I find the letter?" "I ... not, I'm in a telephone box." "Then ... I ring you back?" "I'm not on the telephone." "Then I think perhaps you ... ring me back in half an hour. By then I ... have some idea what this is all about." (можешь ли; не могу; можно мне; тебе лучше; может быть)
8. Не knows he ... read classics. He ... change to something else. (не нужно; мог бы)
9. "Monday will be my last day in London," Hudson said. "I ... ... stay down here fairly late." (может быть, придется)
10. In any case, I ... not hang about outside indefinitely while the sisters finished their quarrel. They ... continue for hours, (не мог же; может быть)
11. It's too bad she ... not have a drink with us. We ... have learned a great deal about the theatre tonight, (не могла;могли бы)
12. If you help me now I ...... help you later, (может быть,смогу)
13. "I shall wait to hear what Lily has to say about it." "You ... ... wait a long time." (может быть, придется)
14. I think you ... certainly have told us the truth, and we ... have decided what was the best thing to do. (следовало бы; могли бы)
15. If your mother calls, tell her I ... ... be a little late, (возмож¬но, придется)
16. On Saturday Charles broke the news to his father. Mr March began to grumble: "You ... have chosen a more suitable time to tell me. You ... have known that hearing this would put me out of step for the day." (следовало бы; мог бы)

Ex. 98. Translate the following sentences into English using suitable modal verbs.
1. Мне пойти и узнать, сделал ли он работу? Он должен был закончить ее вчера. 2. Тебе долго пришлось дожидаться его? 3. Зря ты пришел. Собрание отменили. 4. Он должен был все закончить вчера, но его неожиданно вызвали в Лондон. 5. Ты должен был бы сказать нам об этом, а то теперь мы не знаем, что нам делать. 6. Все устроилось. Теперь мне не надо ехать в Лондон. 7. Он, должно быть, не сумел передать им нашу записку, и они, возможно, ждут нас. 8. «Неужели он забыл заказать нам номера в гостинице?» — «Он, наверное, заказал их на ваше имя». 9. Не может быть, чтобы она сделала такую глупость. 10. Мне можно идти? 11. Вы могли бы сделать это для меня? 12. «Он должен был приехать пятичасовым поездом. Неужели он опоздал на него?» — «Откуда мне знать?» 13. Он, наверное, не сказал им об этом, и они, возможно, не придут. 14. Ты должен был нам сказать, что не сможешь выступить за команду сегодня. 15. Зачем тебе откладывать на завтра то, что ты можешь (мог бы) сделать сегодня? 16. Я должна с ним увидеться во вторник вечером. 17. Он мог бы хоть что-нибудь сказать, чтобы поддержать меня. 18. Она никак не хотела объяснить, в чем дело. 19. К сожалению, мне не пришлось поговорить с отцом. Я не застал его дома. Мне следовало бы приехать рано утром. 20. Ты мог бы мне сказать, что опоздаешь. 21. Она, должно быть, не поняла, по какой дороге ей идти, и, возможно, заблудилась. 22. Тебе ведь пришлось остаться там до конца? 23. Ты вся промокла. Зря ты не попросила кого-нибудь подвез¬ти тебя. 24. Мне, возможно, придется поехать туда на такси. Так, на¬верное, будет быстрее. 25.  «Я везде искал его вчера. Я хотел, чтобы он тоже выступил на собрании». — «Ты зря беспокоился. Он мог бы все испортить». 26. Вчера мне не пришлось проверить тетради своих студентов, так как мне пришлось заменять другого преподавателя. 27. Мне незачем говорить вам, почему это надо сделать сразу. 28. Ты напрасно ходил за ключом. Дверь была открыта. 29. Вчера вечером я видел его жену. Ее можно было принять за француженку. 30. Как ты думаешь, почему он так смутился? 31. Тебе следует захватить плащ. Может пойти дождь. 32. Земля сырая. Здесь, должно быть, только что шел дождь. 33. Вам незачем было приходить. Мы могли бы кончить это без вас. 34. Вечером она должна была пойти на вечеринку. Поэтому после завтрака ей пришлось вымыть голову. 35. Странно, что он ушел, не сказав нам, куда он пошел. 36. Я не вижу, почему бы вам не быть друзьями. 37. Осторожно. Вы чуть не упали. 38. Тебе не надо было звонить ей так поздно. 39. Это — несущественный пункт. Его можно было и не вклю¬чать в отчет. 40. Он сказал, что должен спешить и ушел, не дождавшись ее ответа. 41. Завтра не нужно приходить. Я буду занят. 42. Отец говорит, что я должен остаться с ним еще немного.


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