Костина Екатерина Алексеевна

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РФ
ГОУ ВПО «НОВОСИБИРСКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ»











Е.А. Костина, Э.В. Усенкова, Е.В. Зырянова




ВТОРАЯ СПЕЦИАЛЬНОСТЬ – АНГЛИЙСКИЙ ЯЗЫК









НОВОСИБИРСК 2009

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РФ
ГОУ ВПО «НОВОСИБИРСКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ»











Е.А. Костина, Э.В. Усенкова, Е.В. Зырянова




ВТОРАЯ СПЕЦИАЛЬНОСТЬ – АНГЛИЙСКИЙ ЯЗЫК
(для студентов V курса)



Допущено Учебно-методическим объединением
по направлениям педагогического образования
Министерства образования и науки РФ
в качестве учебно-методического пособия
для студентов высших учебных заведений,
обучающихся по направлению 540300 (050300)
Филологическое образование






УДК 811.111 (075.8) Печатается по решению
ББК 81.432.1 – 923 редакционно-издательского
А – 647 совета                                                          

Рецензенты:
канд. филол. наук, доцент Сибирского Независимого Института
Канакин И.А.;
канд. филол. наук, доцент, зав. каф. нем. языка ГОУ ВПО НГПУ
Архипова И.В.



Костина Е.А., Усенкова Э.В., Зырянова Е.В.
Вторая специальность – английский язык (для студентов V курса): Учебно-методическое пособие. – Новосибирск, 2009. – 249 с.


Данное пособие предназначено для студентов, изучающих английский язык четвертый год как дополнительную специальность, а также для широкого круга лиц, желающих совершенствовать свои знания английского языка.
Цель пособия – развить социокультурную компетенцию студентов и поднять уровень владения грамматикой.


    УДК 811.111(075.8)
      ББК 81.432.1 – 923

ISBN



© ГОУ ВПО НГПУ
©    Костина Екатерина Алексеевна,
                                                        Усенкова Элеонора Валерьевна,                                                                    Зырянова Екатерина Владимировна


Contents

Введение
Part I.  Country Study 7
The United Kingdom of Great Britain and Northern Ireland 7
Geography, general facts 7
Weather       13
Symbols       16
Monarchy                 18
Cities       30
Scotland       40
Wales                46
Ireland       49
History       53
British Realities       60
Famous People       67
British Holidays       69
Entertainment       74
Everyday Life       81
English Character       96
The Media                 98
Religion               101
The Bank of England     105
Sports     108
The United States of America     111
General Characteristics     111
Geography and Climate     114
Economy     122
Government     124
Symbols     125
Cities and States     129
History     132
American Holidays     137
Famous People     152
American Realities     157
Religion     166
The Family     168
Traditions     170

Part II. Grammar (Non-Finite Forms of the Verb)     172
The Infinitive     173
The Participle     184
Participle I     186
Participle II     189
The Gerund                                                                                              193
Exercises     200
The Infinitive     200
The Participle     214
The Gerund     232
Revision Exercises     243
References     249



ВВЕДЕНИЕ

Предлагаемое Вашему вниманию учебно-методическое пособие предназначено для студентов, изучающих английский язык четвертый год как дополнительную специальность.
Цель пособия – развитие социокультурной компетенции обучаемых,  совершенствование лингвистической и, как следствие, коммуникативной компетенции будущих специалистов.
Пособие состоит из двух частей. Первая часть включает материалы на английском языке из области географии, истории, культуры народов, населяющих Объединенное Королевство Великобритании и Северной Ирландии, Соединенные Штаты Америки, а также комплекс упражнений и заданий.
Во вторую часть вошел теоретический материал по неличным формам английского глагола, сопровождаемый большим количеством практических упражнений.
Пособие рекомендуется использовать как на аудиторных занятиях, так и для самостоятельной работы.
Авторы












PART I. COUNTRY STUDY
THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND
GEOGRAPHY, GENERAL FACTS
Exercise 1.
a. Answer the questions.
1. Have you had a chance  to visit the United Kingdom of Great Britain and Northern Ireland?
2. Do you know where the Kingdom is situated?
3. Is it an island or a continent?
4. Is it one island?
5. How many countries does the Kingdom include?
b. Pronounce the words correctly. You will come across these words in the text below.
Island, Ireland, Wales, Cheviot, Pennines, Thames, Severn, Clyde, Mersey, lead (свинец), Sheffield, Birmingham, Manchester, Cardiff, Glasgow, wheat, barley, monarch, Conservative, isle, Greenwich.
c. Read the text.
Strictly speaking “Great Britain” is a geographical expression but “The United Kingdom” is a political expression. Great Britain is in fact the biggest of the group of islands, which lie between the North Sea and the Atlantic Ocean. The second largest is the island of Ireland, together they are called the British Isles. The British Isles today are shared by two separate and independent states. The smaller of these is the Republic of Ireland. The larger is the United Kingdom of Great Britain and Northern Ireland. Great Britain contains England, Scotland and Wales. The UK has an area of 94,249 square miles.
The population of the United Kingdom is about 56 million people. The capital of the country is London. The official language is English. But some people speak Scottish in western Scotland, Welsh – in the parts of northern and central Wales, and Irish – in Northern Ireland.
The surface of England and Ireland is flat, but Scotland and Wales are mountainous. England is separated from Scotland by the Cheviot Hills. Most of the mountains are in the western part. The Cambrian Mountains are in Wales. The highest mountain top in the United Kingdom is Ben Nevis in Scotland (4,406 ft, in the Grampians). Many parts of the country have beautiful green meadows. 
The chief rivers are the Thames, the Severn, the Clyde, the Trent and the Mersey. The longest river is the Severn. It is in the southwest of England. The seas round the British Isles are shallow. These shallow waters are important because they provide excellent fishing grounds.
The United Kingdom has few mineral resources, of which the most important are coal and oil. Other minerals are clays, chalk, iron ore, lead, zinc, etc.   
The United Kingdom is one of the world’s most industrialized countries. The main industrial centres are Sheffield and Birmingham where iron structures are made, also Manchester, the cotton centre of Great Britain, and Leeds, the country’s wool producing centre. The largest cities of the country are London, Birmingham, Manchester, Cardiff and Glasgow. The important ports are London, Cardiff and Glasgow.
Though the United Kingdom is an industrialized country, agriculture remains a major sector of economy. Britain grows wheat, barley, oats and vegetables. Over three-quarters of Britain’s land is used for farming. Farms produce nearly half of the food Britain needs.
Great Britain is a high-technology country, with the world famous Royal Society or, more fully, the Royal Society of London for Improving Natural Knowledge, founded in 1660. It occupies a unique place in Britain’s scientific affairs and is equivalent to national academies of sciences of other countries.
The United Kingdom is a parliamentary monarchy. The official head of the state is the monarch (at present Elizabeth II) whose powers are limited. British parliament consists of two houses: the House of Lords and the House of Commons. The Prime Minister is the head of the government. The main political parties of Great Britain are the Labour Party and the Conservative Party.

Exercise 2. Look at the map and find on it.
• the British Isles, the UK, Great Britain; England, Wales, Scotland, Northern Ireland, their capitals;
• the cities: Manchester, Liverpool, Sheffield, Bristol, Bath, Oxford, Cambridge;
•  the mountains: the Pennines, the Cheviot Hills, the Cambrian mountains, the Grampians;
•  the rivers: the Thames, the Severn, the Clyde, the Trent, the Mersey;
•  the oceans and the seas mentioned in the text above; the English Channel, the Strait of Dover;
• the biggest islands: the Isle of Man, the Isle of Wight, the Hebrides, the Shetland Islands, the Orkney Islands.

Exercise 3. Look through the text once again and write out in 2 columns geographical names used with the definite article and without any article.

Exercise 4. Explain the difference between the expressions: Great Britain, the United Kingdom, the Republic of Ireland, the British Isles.
Which of these people are British?
An Englishman, a citizen of the Irish Republic, a Scot, a Welshman.

Exercise 5. Fill in the table.
Name of the country Capital Nationality Language


Exercise 6. Translate it into English.
1. Англия знаменита своими зелеными лугами.
2. Оксфорд расположен на Темзе.
3. На северо-востоке Великобритания омывается Северным морем. 
4. Острова Великобритании и Ирландии разделены Ирландским морем.
5. Горные районы расположены в Уэльсе, Шотландии и на северо-западе Англии.
6. В Уэльсе официальными языками являются английский и валийский.
7. Северное и Ирландское моря неглубокие.
8. Около Бирмингема добывают железную руду и уголь.
9. Настоящий шотландец говорит по-шотландски.
10. Лидс считается центром по производству шерсти, а Манчестер – по производству хлопка

Exercise 7. Compare the geographical position of the UK with that of your own country. Which is situated more conveniently, what are the advantages and disadvantages?

Exercise 8. Complete the following text with the words below.
Physical Features
Britain ... Great Britain and Northern Ireland. It ... the greater part of the British Isles which ... off the northwest coast of ... Europe. Britain’s area is ... square kilometers which is about half the ... of France. No ... in Britain is as so much as … km from the sea. The seas ... the British Isles are ... because the islands lie on the continental ... . The prime ... of 0 ... through the old observatory at ... (London). Britain has a ... climate which is somewhat warmer than that of the ... because of the warm ... of the Gulf Stream. The weather ... to frequent changes, but it is ... above 32C or below 10C.
(mild, Greenwich, 120, shelf, rarely, to comprise, to surround, to pass, 244, to lie, to constitute, meridian, current, continent, shallow, size, to be subject, point, continental)

Exercise 9.  Read the texts about some interesting places in Great Britain and say what you have known.
Lake District
The Country of Cumbria contains one of the most beautiful and famous districts in England, the Lake District. It consists of a mass of mountains, many valleys and 16 main lakes. The largest lake is Windermere. And up in the fells (the local name for the hills or mountains) there are many little lakes, which are called tarns. This place has the highest rainfall in England. The beauty of the Lake District was lovingly described by the Lake Poets William Wordsworth, Samuel Coleridge and Robert Southey. They lived and worked there and were deeply inspired by the country around them.
The Lake District has been made into a national park. It means that there is very strict control over any new developments, alterations or buildings in the area. You cannot even cut down a tree without a special permission and any new building, which is allowed, must be in character with those around it.
Now that the Lake District can easily be reached by car, train or air, tourism has rapidly expanded. Many beauty spots become completely overcrowded in summer. People come to the lakes for rock-climbing, fell-walking, boating, yachting, swimming, and water-skiing.
          Many people in the Lake District work in sheep farming. Sheep wander freely on the fells. Farms are very small and isolated and are built from the local stone. A typical fell farmer speaks the Cumbrian dialect, which English people from other counties cannot understand. There is a society of people who wish to preserve the Cumbrian dialect.
Stonehenge
In some parts of Britain one can see a number of huge stones standing in a circle. These are the monuments left by the earliest inhabitants of the country. The best-known stone circle named Stonehenge on Salisbury Plane dates back to about 4000 years ago, the Bronze Age. It is made of many upright stones, each weighing about 7 tons. Inside these are two groups of stones in the shape of a horseshoe. No one can tell how these large stones were moved, from what places they were brought or what they were used for – as a burial place or a sacred place where early men worshipped the sun. Stonehenge is still a mystery to scholars.

Exercise 10. Divide into groups. Find out information on the project topic “British Culture”. Distribute the roles. Present your project in class at the end of the course. Give your opinions about your groupmates’ projects. Choose the best one.

Exercise 11. You are a teacher. Choose a project topic for schoolchildren of a certain age-group. Explain the task to your pupils. Taking into account the psychological peculiarities of your pupils distribute the roles in the group. Choose the best teacher from the point of view of the organization of the project.



WEATHER
Exercise 12.
a. Answer the questions.
1. What is the weather like today?
2. Is it typical for this season?
3. Do you like such weather?
4. What’s your favourite season?
5. Do you like our Siberian climate?
6. What can you say about the British weather?
b. Read and translate the words and word combinations you will come across in the text below.
Black clouds, to pour down (about the rain), wintry, a dense blanket of fog, a spell of winter, the more predictable climate.
c. Why do you think Englishmen say “Other countries have a climate, in England we have weather”? The following text will help you to answer the question.
In no country other than England can one experience four seasons in the course of a single day! Day may break as a soft and warm spring morning, an hour or so later black clouds may appear from nowhere and the rain may be pouring down. At midday conditions may be really wintry with the temperature down, by about fifteen degrees. And then, in the late afternoon the sky will clear, the sun will begin to shine, and for an hour or two before darkness falls, it will be summer.
In England one can experience almost every kind of weather except the most extreme (some foreigners seem to be under the impression that ten months of the year the country is covered by a dense blanket of fog, this is not true). The problem is that we never can be sure when the different types of weather will occur. Not only do we get several different sorts of weather in one day, but also we may very well get a spell of winter in summer and vice-versa.
This uncertainty about the weather has had a definite effect upon the Englishman’s character, it tends to make him cautious, for example.
And of course, the variety of the weather provides a constant topic of conversation. Even the most reserved of Englishmen is always prepared to discuss the weather. And, though he sometimes complains bitterly of it, he would not, even if he could, exchange it for the more predictable climate of other lands.
d. Answer the questions.
1. How could you experience “four seasons in one day”?
2. What is the constant characteristic of the English weather?
3. How has the English weather affected the Englishman’s character?
4. Why is the weather a constant topic of conversation in England?
5. What’s the Englishman’s fundamental attitude towards his weather?

Exercise 13.
a. Compare the British weather and the Siberian one. Which is better in your opinion?
b. Copy out of an encyclopedia articles about the British weather and the Siberian climate. Be ready to present the information in class. Compare your information with the one that your groupmates have got.
c. Act out a dialogue. It can be a phone talk. One of you is in Britain, the other one is in Russia. You are interested in the weather in both countries.

Exercise 14.
a. Answer the questions.
1. What are the parts of the United Kingdom of Great Britain and Northern Ireland?
2. What are the capitals of these parts?
3. Do you know the parts of London?
4. What river is London situated on?
b. Watch the video “Guide to Britain”. Pay attention to the phrases on the screen.
c. Answer the questions.
1. What is the name of the airport in London?
2. How do they call the underground in London?
3. What is the Russian for “to be at a low budget holiday”?
4. What is the Russian for “a collect call”?
d. Make up a dialogue using as many phrases from the video as possible.


SYMBOLS
Exercise 15.
a. Every country has its own symbols. What are these symbols? What official symbols does the United Kingdom of Great Britain and Northern Ireland have?
b. Translate the words into English.
Святой покровитель, парад, знамя, крест, гимн, спасать, царствовать, лук-порей, нарцисс, чертополох, трилистник, шип.
c. Read the text.
Each part of the country has its patron saint: St. George in England, St. David in Wales, St. Andrew in Scotland and St. Patrick in Ireland. The Welsh, the Scots and the English don’t really celebrate their national saint’s days. But St. Patrick’s Day is very important for the Irish people all over the world. For example in New York and other big cities the Irish people always have a big St. Patrick’s Day parade.
The Union flag, approved in 1801, is a combination of the banners of England (St. George’s flag which has a red cross with extended horizontals on a white field), Scotland (the Scottish flag which has a white diagonal cross of St. Andrew on a blue field), Ireland (the Irish flag which has a red diagonal cross of St. Patrick on a white field). The flag is known as the Union Jack.
The British national song or anthem is called “God Save the Queen”. Here are its words:
God save our gracious Queen (King),
Long live our noble Queen,
God save the Queen –
Send her victorious,
Happy and glorious,
Long to reign over us,
God save the Queen.
Each part of the country also has a flower as its emblem: rose is the symbol of England, leek and daffodil – of Wales, thistle – of Scotland and shamrock – of Ireland.
Why did the Scottish people choose thistle, this thorny plant, as the national emblem?
People say that during a surprise night attack by foreign invaders the Scottish soldiers were awakened by the shouts of the invaders as their bare feet touched the thorns of the thistles in the field they were crossing. So thistle saved their land from enemies. This, of course, was a good reason to choose the thistle as a national emblem!
As for the Welsh emblems a legend tells us how David, who was chosen as the patron saint of Wales, suggested that his people should wear a leek in their bonnets during battles so that they could be easily recognized. However, as St. David’s Day is celebrated at the beginning of spring when daffodils are blooming, this flower has become the second, more graceful emblem of Wales.
There is another explanation: it’s traditional to wear the emblem on the saint’s day, but the leek doesn’t go in a buttonhole, so the Welsh often wear a daffodil.
d. Read aloud and translate the underlined sentences into Russian.
e. Ask your groupmates questions to the text and be ready to answer your groupmates’ questions.
f. Choose one of the symbols of the country in the text and tell about it.
g. Choose one Russian symbol, find out some information about it and tell about the symbol to your groupmates. Combine the whole information of the group and prepare a school lesson “The state symbols of Russia”.



MONARCHY
Exercise 16.
a. Answer the questions.
1. Who is the head of the country in the United Kingdom of Great Britain and Northern Ireland?
2. Does she/he rule alone?
3. What is the governmental body in the country?
4. How is the state system called?
5. Who heads the Parliament?
6. What state system do we have in Russia?
b. Many English words are of French origin. Try to guess the meaning of the following words.
Beauty, beef, chivalry, choice, conquest, court, dinner, garden, govern, honest, interest, devout, volunteer, hotel, judge, loyal, mutton, noble, courage, place, poison, royal, sure, stuff, ticket, cafe, chef, coup d’etat, debut, elite, garage, hors d’oeuvre, limousine, morale, parole, prestige, regime, silhouette, souvenir.
c. Pronounce correctly, transcribe and translate the words.
Monarchy, sovereign, politician, dictatorship, commonwealth, ambassador, royal, realm, Empire, Duke, Duchess, christen, chapel, Lieutenant, Edinburgh, monarch, Malta, Majesty.
d. Read and translate the text.
The British monarchy is an interesting institution. This is due to the fact that it does not actually govern. The country is governed in the Queen’s name by ministers, who are responsible to the House of Commons, which is elected by the people. Although the Sovereign has very wide theoretical powers, they are seldom, if ever, used. The Queen is really a figure representing the country, but she has the power to prevent any politician establishing a dictatorship. She is also Head of the Commonwealth, and is Head of State in 14 of its 41 member countries. The Queen and her family are a symbol that people can identify with. The British public is obsessed with the details of the royal family life, and when people feel that the Queen has problems with her children, or her sister, they see her as a “real person” with the same worries and anxieties as themselves.
The monarchy has not always been popular. During the late 19th century there was a growing republican sentiment, but the personality and family image of the Queen, her father and grandfather have removed that feeling. The Queen is probably the wealthiest woman in the world, most of the money coming from family investments rather than the state. Her state salary (the Civil List) pays for her servants and transport. In recent years the Queen has become a roving ambassador for Britain, and if we calculate the increase in trade after a royal visit abroad, the nation probably makes a profit from her activities, and that does not take into account the income from tourism in Britain generated by the monarchy and great state events such as royal weddings.
e. Translate the words into English.
Монархия, политик, диктатура, посол, королевский, царствование, империя, герцог, герцогиня, крестить, часовня, лейтенант, Эдинбург, монарх, Мальта, Величество.
f. Give the main idea of each paragraph of the text.
g. Answer the questions.
1. Is it good or bad when the population of the country knows much about the personal life of the Head of State? Why?
2. Some people in Britain say that they don’t need the Queen, that the Queen doesn’t really rule the country. What is your opinion? Are there any advantages of being ruled by the Queen for Britain? Any disadvantages?

Exercise 17. Make up a dialogue. One of you is a British tourist, the other one is a Russian student. Discuss the state systems of your countries and try to find out which is better: a parliamentary monarchy or a democratic republic.



Exercise 18.
a. Read the text.
The Queen of Great Britain Elizabeth II was born in London on the 21st of April 1926, the first daughter of the Duke and Duchess of York, subsequently King George and Queen Elizabeth. Five weeks later she was christened Elizabeth Alexandra Mary in the chapel at Buckingham Palace. The Princess married Lieutenant Philip Mountbatten in Westminster Abbey on the 20th of November 1947. Lieutenant Mountbatten, now his Royal Highness Prince Philip, Duke of Edinburgh was the son of a Greek Prince and a great great grandson of Queen Victoria.
The Royal couple has four children, and so far have six grandchildren. Prince Charles, now the Prince of Wales, heir1 to the throne, was born in 1948, and his sister, Princess Anne, now the Princess Royal, two years later. After Princess Elizabeth became Queen, their third child, Andrew, arrived in 1960 and the fourth, Prince Edward, in 1963. Prince Andrew and Prince Edward were the first children born to a reigning monarch since Queen Victoria gave birth to her youngest child, Princess Beatrice, in 1857.
After her marriage Princess Elizabeth paid formal visits with the Duke of Edinburgh to France and Greece, in autumn 1951 they toured Canada. She also visited Malta four times while the Duke was stationed there on naval duties; in 1952, King George VI’s illness forced him to abandon his proposed visit to Australia and New Zealand. The Princess, accompanied by Prince Philip, took his place. On 6 February, during the first stage of this journey, in Kenya, she received the news of her father’s death and her own accession2 to the throne.
Her Majesty’s Coronation took place in Westminster Abbey on 2 June 1953. Representatives of the peers, the Commons and all the great public interests in Britain, the Prime Ministers and leading citizens of the other Commonwealth countries, and representatives of foreign states were present. The ceremony was broadcast on radio around the world and, at the Queen’s request, on television. It was television, then in its relative infancy that brought the splendour3 and the deep significance of the coronation to many hundreds of thousands of people in a way never before possible. The coronation was followed by drives through every part of London, a review of the fleet at Spithead, and visits to Scotland, Northern Ireland and Wales.
1heir [ɛ∂] – наследник
2accession [æk´se(∂)n] – вступление (на престол)
3splendour [´splend∂] – великолепие, пышность
b. Write out of the text the main points of the Queen’s life. Be laconic: write out just word-combinations.
c. Use these points as a plan to tell about the British Queen’s life and family.

Exercise 19.
a. Read aloud the words below the text. Mind the stress in them. Pay attention to their Russian equivalents.
b. Read the text.
Many people in the UK also believe that the Prime Minister (PM) exercises more power and authority than the Queen. The Queen is the titular Head of State and she nominally carries out many formal duties, which might seem as though she has power. For example, she opens and dissolves Parliament, authorizes Acts of Parliament, which makes them into laws of the land, etc., but these are largely ceremonial duties. Parliament is called “her” Parliament and the Members (MPs) must swear or affirm allegiance1 to her, but effectively they then do their own thing! The Queen actually appoints the PM, but she must always choose the person who is the leader of the party with the greatest number of MPs. If the PM wishes to resign2 (and many of us wish he would!) he takes his letter of resignation to the Queen and she will accept it. She then chooses another PM, but it will be the man the last one told her to choose and will be only a temporary measure until Parliament itself chooses a new one, usually following a General Election3. Incidentally, the PM is really the “First Lord of the Treasury4”.
The Queen is nominally the Head of the Church of England (C of E), but again this is a mere formality. She appoints the Archbishop5 of Canterbury, the senior cleric in the Church, but she simply accepts the person proposed to her by the PM and even he simply endorses the choice of the bishops. She is head of the armed forces and even the ceremonial Colonel of some regiments, but she has no say in how they are formed or what they do – it is the PM, hopefully but not necessarily, with the approval of Parliament who sends them off to fight wars. The present Queen is reputed to take a keen interest in the affairs of state and in foreign events, but not all monarchs have done so. The PM reports to her once a week in what is called “an audience” when he is supposed to listen to what she has to say, but it is more often the case that she listens to what he has to say! This, like so many other duties, is supposed to show the authority of the Queen, but again the PM does not need to take any notice of what she tells him.
There are some things, which only the Queen can do, such as exercising the Royal Prerogative, which is theoretically subject to no restriction. This means that she can do anything she likes! Actually, in many cases, the PM exercises it on her behalf and in effect, abrogates6 that authority, taking it upon himself to act as he wishes, but always “in the Queen’s name”.
Civil order is maintained by the police and similar bodies, but is known as “the Queen’s peace” in acknowledgement that they act in the name of, and with the authority of, the Queen. In practice, the authority is the Home Secretary7 who reports to the PM.
The heads of state of other countries are generally received formally by the Queen, but any real business is done with them by the Foreign Secretary8 and/or the PM. Similarly, foreign ambassadors will present their credentials9 to the Queen, but then deal with the government. The Queen may hold state dinners in honour of certain guests, but always on the advice of the PM.
It is the Queen who presents medals and gives honours to people deemed worthy of receiving them, but it is doubtful whether she has any choice about who those people are. The lists will be prepared by the Civil Service10 and given to the PM for approval and only then given to the Queen to “choose”. Medals are often presented by the Queen or one of her family standing in for her at garden parties held in Buckingham Palace, her house in London.
On State occasions11, the Queen has precedence – she walks first, she sits first at dinner, etc, and the PM trails along behind. There have been occasions when it is reported that the PM wished to have a more prominent position and has been snubbed12, but these are matters of show, not the exercise of authority.
1swear allegiance [´swε∂´li:dƷ(∂)ns] – клясться в верности
2resign [rا´zaın] – уходить в отставку
3General Election – всеобщие выборы
4First Lord of the Treasury [´treƷ(∂)rا] – государственный казначей
5Archbishop [´a:tbا∂p] – архиепископ
6abrogates [´æbr∂ugeاt] – отменять
7Home Secretary – министр внутренних дел Великобритании
8Foreign Secretary – министр иностранных дел Великобритании
9credentials [krا´den∂lz] – мандат
10Civil Service – (зд.) государственные служащие
11State occasions – торжественная церемония (в связи с событием государственного масштаба)
12snub [snΛb] – осадить, поставить на место
c. Find in the text the sentences with the words below it. Translate the sentences from English into Russian.
d. Say if the statements are true or false. Correct the false ones.
1. The Prime Minister exercises more power and authority than the Queen.
2. The Prime Minister is elected by the members of Parliament.
3. If the Prime Minister wishes to resign he asks parliament for permission to do so.
4. The Archbishop of Canterbury is the head of the Church of England.
5. The Queen is the head of the armed forces.
6. Everything in the country is done in the name of the Queen.
7. The Queen is the final authority in the case of presenting medals and giving honours to people.
e. Look through the text and write out in 2 columns the duties of the Queen and the duties of the Prime Minister. Be ready to tell some words about their duties. Who, in your opinion, heads the country? Is it necessary for the country to have the Queen and the Prime Minister at the same time? Why?

Exercise 20.
a. Read the text and say what you have learnt from it.
Members of the Royal family
Queen Elizabeth II
The Queen has always been very popular with the British people. The first big royal television event ever was her coronation in 1953. The ceremony was a fantastic spectacle in Westminster Abbey. Twenty million people watched it. She works very hard, with a busy programme of engagements every year.
Prince Philip
The Queen’s husband is the son of Prince Andrew of Greece, who spent years of exile in England. But Philip changed his surname to Mountbatten when he became a British citizen. He was a Navy officer when he first met Princess Elizabeth. She was only twenty-one when they married. Prince Philip is also called the Duke of Edinburgh. He has always been famous for talking openly about his very strong views on many subjects.
Prince Charles
Traditionally, the eldest son of the British monarch has the title the Prince of Wales. Prince Charles went to school in England, Scotland and Australia, went to Cambridge University and later also went to a Welsh University. He has many intellectual interests but also loves adventure. He has trained as a diver, parachuted from aeroplanes, climbed mountains and served in the Navy.

The Queen meets thousands of people every year. She has to shake hands with each of them, and she has to find something interesting to say. If you meet the Queen you should call her “Your Majesty”, then “Ma’am”. The other Princes and Princesses are “Your Highness”, then “Sir” or “Madam”. When she wants to end a conversation, she takes a half step backwards, smiling broadly, then moves on. Here are some favourite royal conversation starters:
“How long have you been waiting?”(The Queen)
“Where have you come from?” (The Queen)
“What exactly are you doing?” (Prince Charles)
“Pay you enough, do they?” (Prince Charles)
“Keep you busy, do they?” (Prince Charles)
“How long have you been working here?” (Princess Anne)
“What’s your job?” (Prince Philip). At the reply: “I’m a postman,” he will say: “Oh, you’re a postman, are you?”
b. Make up a short dialogue. One of you is a member of the Royal Family. Use some royal conversation starters in you talk.
c. Find out any information about the members of the Royal Family. Present it as a fragment of a school lesson (think of the age of your pupils).

Exercise 21. Fill in the gaps with the words given below.
Wallis collection dazzles bidders
The collection of (a)______jewels being sold by Sotheby’s for “over £10m” is (b)_______for a queen. For their owner, the Duchess of Windsor, however, they could only ever be a substitute for the crown. Although she demanded that her servants (c)________her as “Your Royal Highness”, she became instead a larger-than-life queen of 1940s fashion and style.
It was in 1936 that King Edward VIII sensationally (d)_______from the throne to marry Wallis Simpson, an American divorcee. They left for Paris in 1937.
The Duke was a man with a (e)_______eye for gems and style; he (f)_______Wallis with ostentatious gifts that celebrated events in their life together.
It is sad to reflect that the Duke (g)_______in his will that his wife’s jewels should never adorn another woman. He would have been horrified to learn that more than 3,000 people had booked a place for the sale.
“Thousands have been (h)_______the items each day, both in New York and Geneva,” one overwhelmed Sotheby’s representative reported. Among the rich and fashionable who are believed to have been dazzled into (i)_______are the queen of television soap, Joan Collins, and the pop musician, Elton John.
This seems to be the closing (j)_______in the romance, and like all good stories, it combines history, money and love. Many of the 200 jewels are unique ones with personal and now historic inscriptions (k)_______particular events.
“Historical events can be followed through inscriptions on a remarkable number of pieces”, the sale catalogue says. “In this respect, the Duke was himself following a family (1)_______.”
One hundred years earlier, Prince Albert had dates and messages (m)_______on some of the jewelry that he gave to Queen Victoria.
Sotheby’s experts believe the three elements of history, quality and design make the collection altogether (n)_______. There is, for example, the Duchess’s favourite Van Cleef and Arpels necklace with intertwined rows of rubies and diamonds. It was commissioned by the Duke of Windsor as her 40th  birthday present, and is engraved: “My Wallis from her David 19/6/36” – the year of the abdication (estimate £500.000-£620,000).
The (o)_______of the sale will be donated towards medical research. The beneficiary is the Pasteur Institute in Paris.
(discerning, sparkling, chapter, showered, proceeds, recording, abdicated, fit, bidding, stipulated, unique, tradition, address, viewing, inscribed)


Exercise 22.  Find on the map the countries in the Queen’s realm.
Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Britain, Canada, Fiji, Grenada, Jamaica, Mauritius, New Zealand, Papua New Guinea, Solomon Islands.

Exercise 23. Match the place and its link with the Royal family.
1) Buckingham Palace, London     
2) Windsor Castle, Berkshire                 
3) Balmoral, Scotland
4) Westminster Abbey, London               
5) The Tower of London
6) The Palace of Westminster, London

A. The church where most of the English Kings and Queens have had their coronation ceremonies
B. The castle which holds the Crown Jewels
C. The Queen’s official London home
D. The main home of the Royal Family
E. The favourite holiday home of the Royal Family
F. The site of the Houses of Parliament – it was once the main palace of the English Kings

Exercise 24.  Render the text in English (see the reference material below).
Англия является конституционной монархией. Королева (или король) в соответствии с результатами выборов в парламент назначает премьер-министра. Королеву информируют обо всех решениях кабинета министров. В прерогативу королевы входит также роспуск парламента (правда, по представлению премьер-министра) и  созыв нового парламента. Монарх формально является главнокомандующим вооруженными силами. От его имени происходит награждение орденами, пожалование титулов и т.д.
Королева Елизавета II получает большие суммы из государственного бюджета по так называемому цивильному листу (а также ее муж, старший сын, другие близкие родственники).
В Англии, в отличие от большинства других стран, нет конституции, составленной в форме единого основного закона страны. Под английской конституцией имеется в виду комплекс законов, изданных на протяжении веков, различных обычаев, прецедентов и традиций. К их числу относятся Великая хартия вольностей (1215), Петиция о правах (1628), Акт о праве личности (1679), Билль о правах (1689), Акты о парламенте (1911 и 1949).
Reference material
Magna Carta (лат.) – Великая хартия вольностей, грамота, подписанная в 1215 г. королем Иоанном Безземельным под давлением баронов. Ограничила королевскую власть и предоставила более широкие права крупным феодалам.
The Petition of Rights – петиция о правах, утверждена в 1628 г. Требовала значительного ограничения королевской власти, закрепляла роль и права парламента и судов, ограждала собственность буржуазии от посягательств абсолютизма.
Habeas Corpus Act – закон о неприкосновенности личности, принят в 1879 г.  Предписывал представление арестованного в суд в течение установленного срока для надлежащего судебного разбирательства. 
Bill of Rights – Билль о правах, принят в 1689 г. Был направлен против восстановления абсолютизма, юридически оформил итоги «Славной революции», значительно ограничив власть короны и гарантировав права парламента, заложил основы английской конституционной монархии.


Exercise 25.
a. Read and translate the words and expressions.
Survive, recover, a visible symbol, funeral, the unique monarchy, coronation, ordinary, extraordinary.
b. Watch the film “Monarchy. Pomp and Popularity”.
c. Say if the statements are true or false. Correct the false ones.
1. The British monarchy is the unique institution.
2. King James recovered the image of the King.
3. Monarchy should be seen as a visible symbol.
4. King Edward was the founder of traditional spectacles: parades, royal    ceremonies, etc.
5. The last performance where King Edward took part was his wedding.
6. King Edward planned his funeral himself.
7. George VI turned his marriage to Elizabeth into a real spectacle.
8. The first royal event shown on TV was the wedding of Queen Elizabeth
the second.
9. The British are proud of their monarchy.
d. Answer the questions.
1. What is the reason of the popularity of the British monarchy?
2. Where can the British take any information about the Royal Family?
3.  Is the Russian President popular in Russia? Prove your opinion.

Exercise 26. Work with the computer programme “English Discoveries” (Intermediate 3).
1. Read and translate the text “Quiz”.
2. Listen to the speaker following the text.
3. Listen to the speaker without the script.
4. Repeat each sentence after the speaker.
5. Record your speech, see the results.
6. Try to pronounce it as the speaker.




CITIES
Exercise 27.
a. Answer the questions.
1. What is the capital of the United Kingdom of Great Britain and Northern Ireland? Show it on the map.
2. What do you know about this city?
3. How old is it?
4. What was the very first name of the settlement?
b. Pronounce correctly the names of the famous places of London.
Fleet Street,  Harley Street, Oxford Street, Downing Street, Westminster, Whitehall, Buckingham Palace, the Shambles, Smithfield, Covent Garden, Billingsgate.
c. Read the words below the text paying attention to their Russian equivalents. Find the sentences with these words in the text (mind the numbers of the words) and translate them from English into Russian.
d.  Read the information about the famous London’s places.
Fleet Street is located in the middle of the City of London and leads on to Ludgate Hill which goes up to the front of St Paul’s Cathedral. St Paul’s was designed and built by Sir Christopher Wren after the Great Fire of London in 1666. Fleet Street itself is famous because the main offices of most of the important national newspapers used to be there, although they have now moved to other places around the edge of the city. The term “Fleet Street” is still commonly used to mean the press, i.e. the newspaper industry. The name comes from the River Fleet, which runs underneath it in great pipes down to the River Thames.
Fleet Street is not the only place to be used metaphorically to represent an activity. It could be used in a sentence such as: “If Fleet Street got hold of1 this news, they would splash it all over2 the front pages of the newspapers”.
Other places include: 
Harley Street – a place in London where many eminent doctors have their offices (incidentally, many of the popular examples are from London, because it is such a large and influential city and England is not a very big country).
Oxford Street – also in London where there are many large (and expensive) department stores. Marks & Spencer, John Lewis, Selfridges, Debenhams, C & A Topman and many others can be found there. 
Downing Street or No. 10 – where the Prime Minister (PM) lives and has his offices. Actually, the Chancellor of the Exchequer3 also lives there at No. 11. When the PM or Chancellor changes, the old one has to leave immediately to make way for the new one! There are doors between the houses so that the PM does not have to go out into the street to talk to his neighbour. Many years ago anybody could walk down Downing Street, but now there are big security gates at the entrance. There is always a policeman outside No. 10. Another interesting thing because the PM has a family and the Chancellor doesn’t, they changed living quarters4, but they still call the PM’s office ‘No. 10’. 
The City – the square mile that is the original location of old London and where there are many banks, insurance offices and other financial institutions. You might hear a sentence like: “The City reacted well to the news of a cut in interest rates5.”
Westminster – this used to be a separate town from London, but is now part of the city. It is where the Houses of Parliament are and the name is used to represent the Government.
Whitehall – this is a street where there are many government departments and the name is used collectively to denote them.
Buckingham Palace – this is where the Queen lives when she is in London. Sometimes people just say “The Palace” and mean this one, although there are many others.
All these places are in London, but there is one place in the City of York that is also very commonly used – the Shambles. In York, it used to be a narrow street used by the butchers of the town and because it was always so congested6, it became a generic term for anything that is in a muddle7 or largely destroyed.
When London was much smaller than it is now (but it was still the largest city in the world at that time), there were many markets around the edges. As people did not have refrigerators then, produce was brought in daily from the countryside to feed the Londoners. As the city grew, these markets found themselves boxed in8 by the houses and streets so that it was hard to get the food there in time. So the markets were moved to new places on the edges. About fifty years ago the markets were still in their old places and some of the most famous ones were:
Smithfield – for meat. Originally, the animals were taken alive right to the market, but later only the carcasses9. This has quite gone now as it was very unhygienic and full of flies!
Covent Garden – for fruit and vegetables. This still exists in its new place called “New Covent Garden”. In the old place, there is the main opera; so the term “Covent Garden” now refers more usually to the opera house than to the market.
Billingsgate – for fish. This was on the edge of the River Thames and this has almost gone now10 as refrigeration eliminates the need for it. Years ago, the men there worked as porters, carrying boxes of fish. It was very heavy, wet, cold and dirty work, also infested11 with flies. Only the poorest would do it. Often women would help cleaning the fish, etc. They all had a bad reputation and we still have the expression, “to swear like a Billingsgate fishwife12”. Like all markets, if you wanted the best things, you had to get there early. They mostly opened at about 3 or 4 a.m.
1get hold of – суметь схватить
2splash over – печатать аршинными буквами
3Chancellor of the Exchequer [´ta:ns∂l∂ ∂v ðا اks´tek∂] – канцлер казначейства (министр финансов Великобритании)
4living quarters – жилое помещение
5cut in interest rates – снижение процентных ставок
6congested - [k∂n´dƷestاd] – перенаселенный
7muddle [´mʌdl] – беспорядок
8boxed in – окружать, огораживать
9carcass [´ka:k∂s] – туша
10другие источники утверждают, что рыбный рынок Billingsgate все еще работает
11infested – кишащий
12fishwife – торговка рыбой
e. Prepare “an excursion” around the famous London’s places. Each guide tells about a certain place. “Tourists” may ask questions.

Exercise 28. Work with the computer programme “English Discoveries” (Intermediate 2).
1. Study all the information about London.
2. Choose and copy the information you like (2 points).
3. Tell your information in class.

Exercise 29.
a. Answer the questions.
1. What cities and towns of the United Kingdom of Great Britain and Northern Ireland do you know? Show them on the map.
2.  What are these cities and towns famous for?
b. Read the text.
Oxford
Oxford was an important town even before the University came into existence.
The University was established in 1214 and by the end of the 13th century four colleges were founded. Oxford University continued to expand and develop throughout the medieval and Renaissance periods. The thirteen and fourteen centuries saw many quarrels between the students and the townsfolk culminating in the riots. The King gave his support to the University, which gained considerable influence over the town and its trade.
There are now 39 colleges there. They all are situated in wonderful buildings, for example Magdalen College, Pembroke College, Queen’s College, All Souls’ College. Many distinguished people studied in Oxford, for example, William Harvey, the scientist who discovered the circulation of blood.
Sir Christopher Wren was a professor of astronomy at Oxford and they once asked him to design a theatre where the University’s public ceremonies could take place. The Sheldonian Theatre, completed in the 1660s, was the result. It can seat up to 1,500 people and is still used today for concerts and for the annual ceremony of conferring degrees.
Academic life in Oxford is full and varied. The three principal annual events are Commemoration, Congregation and Convocation meetings. The first is the biggest holiday in the University, it is held in June and is devoted to the memory of the founders of the colleges, there is the ceremony of conferring Degrees and the commem ball. Congregation is the ruling body of the University, it consists of all teachers and administration. Convocation is the highest governing body in the University. Meetings of Congregation and Convocation are conducted with all ceremony which tradition demands.
Oxford is not only a learned and historic city, it is also one of great beauties. Here almost every period of architecture is represented with outstanding examples of the works of such masters as Sir Christopher Wren and Nicholas Hawksmoor. The ground on which Oxford is built is actually a peninsula, there are rivers in the west and south. The Isis, a branch of the Thames, flows through the heart of the town and is joined by the River Cherwell. Both rivers provide marvelous opportunities for punting, boating, fishing and riverside walks. Punting as sport is taken very seriously by many undergraduates and there is big competition between college crews. There are annual contests on the Thames with Cambridge.
c. Put the sentences in the correct order.
    _ The University was established in 1214.
    _ Sir Christopher Wren was a professor of Astronomy at Oxford.
    _ Meetings of Congregation and Convocation are conducted with all              ceremony which tradition demands.
_ Oxford was an important town even before the University came into existence.
_ By the end of the 13th century 4 colleges were founded.
_ There are now 39 colleges there.
_ The King gave his support to the University, which gained considerable influence over the town and its trade.
_ Many distinguished people studied at Oxford.
_ Academic life in Oxford is full and varied.
_ There are annual contests on the Thames with Cambridge.
_ Oxford is also one of great beauties.
_ The ground on which Oxford is built is actually a peninsular.
_ Sir Christopher Wren and Nicholas Hawksmoor built the city.
d. Translate the sentences from Russian into English.
1. Оксфорд – очень старый город.
2. Он известен во всем мире своим университетом.
3. Университет был основан в 1214 году.
4. Сейчас в университете 39 колледжей.
5. Они все расположены в прекрасных зданиях.
6. Многие выдающиеся люди учились в Оксфорде.
7. Но Оксфорд – не только центр образования и исторический город.
8. Он также один из красивейших городов.
9. Христофор Рен и Николас Хоксмур представили в нем все архитектурные периоды.
e. Are there words of French origin in the text? Point them out.
f. Tell about Oxford.

Exercise 30. Make a report about a town (city) in Great Britain. Present it as a school lesson.

Exercise 31.
a. Study the words.
- moniker – кличка (sl.)
- poll tax – подушный налог
- Peasants’ Revolt – восстание крестьян
- enforce – навязывать, насаждать
- crusader – крестоносец
- Holy Land – святая земля
- godfather – крестный отец
- to be in the cold (an idiom) – оставаться в одиночестве
- Hebrew – (древне)еврейский, иудейский
- gracious – милостивый, милосердный
- Jehovah – Иегова (протестантская церковь)
- favour – благоволить
- forerunner – предтеча, предвестник
- to play second fiddle (an idiom) – играть вторую скрипку
b. Read the newspaper article. Try to guess the meaning of the unknown words.
Hello, John, Got a New Moniker?
Rummaging through records from the Middle Ages, a historian has charted the fall of the nation’s favourite, reports Jack Malvern
JOHN may no longer be the name of choice for today’s new parents, who seem to prefer Jack or Alfie, but 800 years ago baby boys were unlikely to be called anything else.
Fresh research into naming patterns in the Middle Ages shows that 35 per cent of men in 1377 were called John. The dominance of a handful of names was so strong that more than half of men and boys were named John or William. A further quarter was divided between Thomas, Richard and Robert.
The supremacy of John persisted for centuries. He was knocked from the top spot by William only in the 19th century. The pattern emerged when George Redmonds, a historian from Huddersfield, combed through lists of men, women and children registered to pay the poll tax, the national tax that was so rigorously enforced that it caused the Peasants’ Revolt in 1831.
The name first became popular among the upper classes after a religious revival in the early 13th century when John the Baptist became a favourite saint. As crusaders returned from the Holy Land, churches bearing the names of St John the Baptist and St John the Evangelist sprang up. Today they account for around 700 churches.
The name spread to the lower classes because children tended to be named not by their parents but by their godfathers, usually the local landowner. Once the name became established it proliferated and remained in families as traditions changed and boys were named after their fathers.
Leslie Dunkling, a name expert who compiled the Guinness Book of Names series, said that the philosophy of naming a boy after his father guaranteed John’s supremacy.
“Unlike the naming of girls, the naming of boys was considered a very serious business,” he said. “It remained popular up until the 1950s, when suddenly people decided that their children should not inherit their fathers’ names.” John, which had only ever been second to William and David until 1950, fell out of fashion and was ranked twelfth among boys named in 1965. In 1975 it was at number 25 and ten years later number 30. By 1995 it was no longer in the top 50.
Mr Dunkling added: “John and William were left out in the cold. They conjured up a rather middle-aged image and fell out of fashion.”
John in its various forms has also been consistently popular in Europe. Ian (Scotland), Sean (Ireland), Ieuan (Wales), Yann (Britain), Jean (France), Giovanni (Italy), Juan (Spain), Jens (Denmark), Ivan (Russia), Johann or Hans (Germany) have all dominated their countries’ top ten names. The name also filtered into surnames, creating Joneses and Johnsons. It derives from johanan, a Hebrew word meaning “God is gracious” or “Jehovah has favoured”.
Names were at their most diverse in the late 1100s, but hundreds were eradicated as the Saxon custom of giving each child a unique name was replaced by Norman traditions, under which children could share the same first name but would be distinguished by a surname.
Other now common names nearly became extinct in the Middle Ages. In the poll tax records there were no mentions of Charles, Arthur or Leonard, which had been commonplace in the 13th century. Arthur resurfaced in the 1400s when there was a revival of the Arthurian legend. The story of the Knights of the Round Table was also responsible for a regional outcrop of Lancelots in the 1400s.
Other names strictly limited to regions include Digory, named after Degare, the son of a Breton princess, which was confined to Cornwall and Devon. Robson was overwhelmingly popular in Durham and Northumberland.
Academics have long assumed that Mary was the female equivalent of John and enjoyed dominance throughout the Middle Ages. However, despite ranking first from 1650 until the 18th century and beyond, it was ranked 49th in the 14th century poll tax records behind now extinct names such as Godelena and Helwise. The discovery challenges the assumption that Maid Marion, Robin Hood’s lover, was actually called Mary. The name Mariot was three times as popular in 1377.
The top girls’ name was Alice, shared by 17 per cent of the population, followed by Agnes and Joan. Records from 1379 also show one girl called “Diot Coke”, derived from the name Dionisia.
The survey, published in Dr Redmond’s book Christian Names in Local and Family History, was based on a sample of 10,000 men’s names contained in Poll Tax records for ten counties in England between 1377 and 1381.
(The Times, March 11 2004)
c. Read aloud the underlined sentences and translate them.
d. Read aloud the information to see what famous people were named “John”.
Common Name, Uncommon Men
John the Baptist – the cousin and forerunner of Jesus
King John – King of England from 1199 – 1216
John of Salisbury – the English priest who supported Thomas Becket against Henry II
John of Gaunt – the Duke of Lancaster and virtual ruler of England during last years of reign of Edward III, his father
John Milton – the Puritan poet and author of Paradise Lost
John Wesley – the founder of the Methodist Church
John Constable – the English Romantic painter
John Keats – the Romantic poet
John F. Kennedy – the American President
John Betjeman – the Poet Laureate
John Lennon – the Beatles singer and songwriter
John Wayne – the actor whose real name was Marion
John Major – the Conservative Prime Minister (1990 – 1997)
e. Can you give any examples of Russian famous people with the name «Иван»?
f. What can you say about the situation with the name «Иван» in our country? What about other male and female names? How can you explain it?



SCOTLAND
Exercise 32.
a. Answer the questions.
1. What are the parts of the United Kingdom of Great Britain and Northern Ireland?
2. Where is Scotland situated?
3. What is the capital of Scotland?
Show the United Kingdom and Scotland with its capital on the map.
b. Pronounce the words.
Hebrides, Orkneys, Shetlands, Grampians, Ben Nevis; Forth, Clyde, Loch Lomond, Loch Ness; Edinburgh, Glasgow; Picts, Scots, Britons, Angles, Vikings; legal, administrative, Kirk, Presbyterian, Gaelic, Celtic.
c. Read the text, study the map of Scotland.
Geography
In area, Scotland is more than half as big as England. Besides the mainland, it includes several islands, the Hebrides, Orkneys and Shetlands. The highest mountains are the Grampians, which include Ben Nevis. The chief rivers are the Forth and the Clyde. There are many mountain lakes in Scotland, including Loch Lomond and Loch Ness. The capital of Scotland is Edinburgh; the chief centre of commerce and industry is Glasgow, on the Clyde. Scotland’s most important industries are shipbuilding, iron and steel, heavy and light engineering and coal mining.
Regions
Since 1975, the mainland of Scotland has been divided into 9 regions. But another division is well-known: the Border country (which is close to England), the Lowlands (the relatively flat region of central Scotland with about three quarters of the population) and the Highlands (with a harsh climate, which include the highest mountains, the wildest lochs and most of the islands). The Highlanders consider themselves superior to the Lowlanders. The Lowlands are densely populated and heavily industrialized. The Highlands, on the contrary, are sparsely populated and devoted to crofting.
History
First Scotland was inhabited mainly by the Picts. In the 6th century Scots (from Ireland or “Scotia”) settled in the west, Britons in the southwest, and Angles in the south-east. In the 9th century the Scots and Picts were united into a kingdom (called Scotia in medieval Latin), and fought the Vikings. The monarchy which existed at that time in England threatened Scottish independence – English tried to conquer Scotland throughout the Middle Ages.
Scotland was an independent kingdom, often at war with England, until 1603 when King James VI of Scotland became King of England. In 1707 the Act of Union was passed under which Scotland and England became a united part, but the Scots kept their own legal system, religion and administrative systems and still keep them now. It still has her own law and lawcourts, her own banks and banknotes and her own system of education.
Scotland has no Parliament of its own, but has a number of seats in the United Kingdom Parliament. The majority of Scots, about 65%, are members of the Kirk, the Presbyterian Church of Scotland. Every village has a kirk.
Population, language
Its population is only one eighth as great as that of England and is a little over 5 million people. The inhabitants of Scotland, especially the Highlanders, are originally Celts. The few thousand Scots who live by the lonely lochs (lakes) still speak Scottish Gaelic, an ancient Celtic language, with a variety of regional accents. There are many words and phrases, which are peculiar to Scottish use thus maintaining national distinctness. Many Scottish people still use some Scottish words when they speak English.
“Wee”, meaning small, is often heard in such expressions as “wee laddie” – a small boy. “A bonnie lass” is a pretty girl and a “bairn” is a young child. If someone answers your questions with “aye” they are agreeing with you: “aye” means yes. Finally, if you are offered a “wee dram” be careful: you’ll be given some whisky to drink and you will probably have to drink it all in one go!

Exercise 33.  Find the phrases with the following meaning in the text.
густо/малонаселенный, угрожать, завоевывать, воевать с, система управления, суд, свой собственный, сохранять национальное своеобразие, быть специфичным для.

Exercise 34. Answer the questions.
1) What is the political status of Scotland at present? 2) What made Scotland and England a united part? 3) What language do the Scots speak? 4) Explain why, in your opinion, some regions in Scotland are called the highlands. 5) Find examples how Scotland remains different from England.
TRADITIONS
Exercise 35.
a. Answer the questions.
1. What Russian traditions do you know?
2. Do you know any Scottish traditions?
b. Read and translate the underlined sentences in the text.
Scotland is a land of tartans and fine whisky, of romantic castles and the melodies of bagpipes. The history and atmosphere of Scotland as well as the character of its people have been expertly portrayed by such famous Scottish writers as Robert Burns, Sir Walter Scott, Robert Louis Stevenson and Archibald Cronin.
Every year on January 25 a celebration called Burns Night is held. That’s the date of Burns’ birthday. In spring and summer many towns hold cultural festivals. Summer is also the season for Highland Gatherings (Highland games) – a traditional annual festival of Scottish sports and music held at a centre in the Highlands. Scottish people like to dance very much. Glasgow has more dancing schools than any other European city.
The Scots, particularly the “Highlanders” from the mountainous north, try to maintain their separate identity. They object to being called “English”. The Scottish Highlander considers himself the “true” Scot and wears his national dress, the kilt, with pride. The kilt, a knee-length-pleated skirt worn by men is made of the material with a squared, coloured design and is called tartan. Each Scottish clan (a Gaelic word for “tribe” or “family”) has its own tartan with specific colours and design. The kilt is worn with a tweed jacket, plain long socks, a beret and a leather sporran, that is a pouch hanging from a narrow belt round the hips. The Scottish beret – tam-o’-shanter – is a woolen cap with a pompon or a feather on top, traditionally worn pulled down at one side. It got its name after Tam o’Shanter, the hero of that name of the poem by Burns.
Every Scotsman belongs to a clan. There are about 300 different clans. Many people in Scotland have the name MacDonald or MacKenzie. “Mac” means “son of” and people with this name usually tell they belong to the same family or clan. Campbell and Cameron are other common surnames. Common boys’ names are Angus, Donald or Duncan, and girls’ names are Morag, Fiona or Jean. The names James and John are so common that many English people call a man from Scotland “a Jimmy” or “a Jock”!
The Bagpipe
The Scottish Highland bagpipe we know today – played in Britain, Canada, the United States, and other English speaking countries – is barely 300 years old. We can, however, trace the origins of the instrument back thousands of years to the ancient city of Ur, the home of Abraham, and also to ancient Egypt. In both places simple reed1 pipes have been found that are viewed by scholars2 as forerunners of the modern bagpipe. But at what time and by whom the air bag was added is not known.
In the Bible book of Daniel, written more than 500 years before the birth of Jesus Christ, six Babylonian musical instruments are specifically mentioned. Included in this list is the Aramaic word “sumponyah”, rendered “bagpipe” in many Bible translations.
Although we cannot be sure what this ancient Babylonian instrument was like, it probably resembled one of the bagpipes still found in the Orient. Records3 reveal that in Persia (Iran), India, and China, bagpipes were used in various forms, some of which still exist.
Roman Emperor Nero, during his reign in the first century C.E., promised that if he kept his throne, he would play “successively on water-organ, flute, and bagpipes”, wrote Roman historian Suetonius. Some 50 years before Nero’s birth in 37 C.E., a poem attributed4 to the poet Virgil mentions “the pipe, which twitters5 sweetly”.
From early times France, Germany, Ireland, Italy, Poland, and Spain all had bagpipes, as did the Balkans and Scandinavia. By what route did the bagpipe come to Britain? It is known that about 500 B.C.E., migrating Celts brought a form of bagpipe to the country and that many counties in England had their own different forms of bagpipe early on, as did Scotland. The Oxford Companions to Music even suggests that “the bagpipe was popular in England some centuries earlier than in Scotland”.
Roman infantry had their pipers, but whether the Romans introduced a bagpipe following their conquest of the British Isles in 43 C.E. or simply augmented what was already there, nobody can be sure.
If you visit Scotland today and chance to hear the sound of the Highland bagpipe echoing through the glens6, you will agree it is an experience not easily forgotten.
1reed – 1. тростник 2. (муз.) язычок
2scholar [´skɔlə] – ученый (гуманитарий)
3record [´rekɔ:d] – исторический документ
4attributed – приписываемый
5twitter [´twاtƏ] – щебетать
6glen – узкая горная долина
c. Read the text, write out some key-words or key-phrases that will help you to tell about these traditions.
d. Choose a tradition from the text and tell about it.
e. Have we got similar Russian traditions?
f. Make up a dialogue: you are speaking about traditions. One of you tells about some Russian traditions, the other – about the Scottish ones.
g. Try and find out any information about other Scottish traditions and tell about them.

Exercise 36. Work with the computer programme “English Discoveries” (Intermediate 2).
1. Read and translate the text “Music”.
2. Listen to the speaker following the text.
3. Listen to the speaker without the script.
4. Repeat each sentence after the speaker.
5. Record your speech, see the results.
6. Try to pronounce it as the speaker.

Exercise 37. Work with the computer programme “English Discoveries” (Intermediate 1).
1. Study all the information about Edinburgh.
2. Choose and copy the information you like (2 points).
3. Tell your information in class.







WALES
Exercise 38.
a. Read the text. Study the map of Wales.
Geography
Its surface is largely mountainous, with the highest peak at Snowdon. 6% of Wales is covered by forest, and much of the country is pastureland for sheep and cattle. The sheep provide wool for local weaving industries, and the wood is used for beautiful hand-made furniture.
Regions
Wales is divided into thirteen counties, but 70% of the population lives in the 3 industrial counties of the South – Glamorgan, Monmouth and Carmarthen. The ancient capital of Wales is Caernarvon, where the British monarch’s eldest son is traditionally crowned Prince of Wales. At present the capital is Cardiff.
History
Wales  began with the Anglo-Saxon victories in the 6th and 7th centuries, which isolated the Welsh from the rest of their fellow-Britons. Until the 11th century the Vikings made frequent raids on the coast. Then came the Normans in spite of strong resistance of the Welsh. The subjection of the people was completed by Edward I who in 1301 after defeating the native prince of Wales, made his own son, afterwards Edward II, the first Prince of Wales. But frequent wars and rebellions against the English continued into the fifteenth century. In 1536 Wales was brought into the English system of national and local governments by an Act of Union.
Population, language
The population totals about 3 million people. This part of Britain is almost a separate nation, with its own language, music, and Celtic culture. The Welsh language is commonly spoken by about 20% of the population. Welsh and English are both official languages. The Welsh call their country Cymru, this word has the same root as “comrade, friend”.
The Welsh people are originally Celts, and many of their traditions date back to the pre-Christian times of the Celts and the Druid religion. The Celtic people were short, strong and dark-haired. They had a reputation of being good fighters.
b. How do the Welsh call their country? What does it mean?

Exercise 39. Find the English equivalents in the text.
пастбища, ткацкая промышленность, ручной работы, отделять, набеги, несмотря на, восстания, насчитывать, считаться.

Exercise 40. Ask questions to the text about Wales. Let your groupmates answer your questions.

Exercise 41. Translate the sentences.
1. Поверхность Уэльса гористая.
2. Высочайший пик Уэльса – Сноудон.
3. Уэльс состоит из 13 графств, но 70% населения живет в трех промышленных графствах юга.
4. В 1536 году Уэльс был объединен с Англией.
5. Население страны насчитывает около трех миллионов человек.
6. Валлийский и английский – официальные языки.
7. На валлийском языке говорит около 20% населения страны.
8. Валлийцы по происхождению кельты.

Exercise 42.
a. Read the text. Translate the underlined sentences in the text.
Traditions
There is no other part of the British Isles where national spirit is stronger, national pride more intense or national traditions more cherished than in Wales.
Although not many Welsh words are well-known in England, the word “eisteddfod” is understood by almost everybody – this is the Welsh name for the annual competition where people meet to dance, sing and read poems. The Royal National Eisteddfod of Wales is held annually early in August, in North and South Wales alternately. It attracts Welsh people from all over the world. The programme includes male and mixed choirs, brass-band concerts, many children’s events, drama, arts and crafts and, of course, the ceremony of the Crowning of the Bard. Usually, only Welsh is spoken and in recent years they have attracted people who wish to protest against the influence of English on the Welsh language and culture.
In addition to the Eisteddfod, about thirty major Welsh Singing Festivals are held throughout Wales from May until early November.
Welsh family names are very often Jones, Williams, Morgan, Evans, and Owen. That is why Welsh people in villages often call people by their jobs together with their family names. Then everybody knows which Jones or which Williams they are speaking about. You can understand what Jones the Meat, Williams the Bread and Morgan the Fish do. The Welsh living in England are often called by the nickname “Taffy”. This may come from the River Taff, which runs through Cardiff.
Rugby is the national game of Wales. It’s a form of football and was named after Rugby School in Warwickshire where it was developed. When the Welsh side are playing at home at Cardiff Arms Park their supporters often sing the Welsh National anthem “Land of My Fathers”.
b. Answer the questions.
1. Who is the Prince of Wales now? Why? Where is he crowned?
2. How do the Welsh call their country?
3. What do people do at Eisteddfod? When is it held? 
4. What’s the national game in Wales?

Exercise 43. Prepare a talk “Scotland, Wales and Russia”. Divide into three groups: the Scots, the Welsh and the Russians. You are speaking about your countries (history, traditions, geography). Each group tells about the advantages of its country.
IRELAND
Exercise 44. 
a. Read the text.
Geography
There is an old Irish saying that Ireland must be the cleanest place in the world, because God washes it every day. Ireland is also called the Emerald Isle because of its beautiful green fields. Northern Ireland occupies northeastern part of the island.
Regions
The island of Ireland is politically divided into two parts: Northern Ireland (Ulster), which forms part of the United Kingdom of Great Britain, capital Belfast, and the Republic of Ireland – a separate state named Eire in Irish; its capital is Dublin.
Northern Ireland is a unique region within the United Kingdom, for in addition to economic problems similar to those seen in other national outlying regions, there are political divisions, which reflect the unsettled Irish issue. At present Northern Ireland in the political sense comprises six counties of Ulster, which was one of the four provinces of ancient Ireland. Three other provinces of Ulster form part of the Irish Republic. Population totals 1,5 million people.
History
In 1160 the Anglo-Norman conquest of Ireland began. Frequent and fierce rebellions took place. In early seventeenth century English and Scottish Protestants were sent by kings to settle among Catholics in Northern Ireland.
In 1921-1922 Ireland was divided by agreement into Irish Free State (Eire) and Northern Ireland (Ulster). Protestants of Ulster chose union with Britain. Britain became officially known as the United Kingdom of Great Britain and Northern Ireland.
Traditions
Among the most famous Irish writers and poets are Jonathan Swift, Thomas Moor, Oscar Wilde, George Bernard Shaw.

The Irish problem
The history of Anglo-Irish relations began when in 1155 King Henry II of England was made King of all Ireland by the Pope. There were still native Irish kings of parts of Ireland. Over the next two centuries these Norman settlers became “more Irish than the Irish”, and it is possible that Ireland might have ended up under the British Crown. However, in the 16th century Henry VIII quarreled with Rome and declared himself head of the Anglican Church. Resistance from Irish Catholics was strong, but was put down by Henry’s armies. And so by trying to force Irish Catholics to become Anglican and by taking a lot of their land, Henry began the two lasting problems of Anglo-Irish relations – religion and land.
What he started was continued by his daughter Elizabeth I. Ulster was an especially difficult area to bring under her rule. The soldiers of the province of Ulster successfully fought against Elizabeth’s armies until 1603, but were finally defeated. Then the “Plantation of Ulster” began. “Plantation” meant that Irish land was given to tens of thousands of Protestants from England and the Scottish Lowlands. Ulster soon had more Protestants than Catholics. Twenty-three new towns were built in Ulster to protect the needs of 170,000 new Protestant settlers known as “planters”, most of whom came from Scotland. By 1703 Protestants in Ulster owned 95% of the land.
Religion separated the planters and native Irishmen. The Scottish planters were Presbyterians, a form of Protestantism, and they were deeply suspicious of Catholics and Catholicism. But they brought with them their own laws and customs, relation to land, which encouraged greater social stability and economic growth. The Scots also placed great emphasis on education and hard work, and they were good at business. All this sowed the seeds of Ulster’s 19th century industrialization, which made it different from the rest of Ireland.
In 1800 there was signed the Act of Union between Great Britain and Ireland.
Nevertheless the Irish continued to fight for independence and in 1921 after a mass uprising Great Britain was forced to grant independence to the south. Ulster chose to remain part of the United Kingdom of Great Britain and Northern Ireland.
The Irish Free State declared itself a republic in 1949 and is now known as the Irish Republic, or Eire (an old Irish word for Ireland). It is completely separate and independent from Britain and Northern Ireland, and its government is in the capital city, Dublin.
In 1969 there was rioting in Northern Ireland between Catholics and Protestants. By 1972 the hostility between the two groups was so bad that Britain suspended the Northern Irish Parliament at Stormont and sent in the British army to keep peace. The soldiers were welcomed at first by the Catholics as protectors from Protestant violence, but when the army began house-to-house searches of Catholic areas for men with guns, the welcome soon turned to bitterness.
There have been many deaths since 1969. In 1972, on what became known as “Bloody Sunday”, British soldiers opened fire on Catholic demonstrators in Londonderry and thirteen people were killed. In addition, many British soldiers were killed.
Both the Protestant and the Catholic communities have illegal secret armies fighting a bloody war. On the Catholic side, are the IRA (Irish Republican Army, developed from the Irish nationalist party Sinn Fein – Gaelic for “Ourselves Alone”) and INLA (Irish National Liberation Army). Both these organizations want to achieve a united Ireland by violent means, but they are condemned today by the government of the Irish Republic. On the Protestant side are the UDA (Ulster Defence Association) and the UVF (Ulster Volunteer Force).
b. Give the English equivalents of the words.
Изумрудный остров, нерешенный ирландский вопрос, в политическом смысле, завоевание, сопротивление, подавить (сопротивление), колонизация, колонизатор, социальная стабильность (стабильность в обществе), экономический рост, делать особое ударение (уделять большое внимание), массовое восстание, даровать независимость, быть в меньшинстве, равные возможности, «кровавое воскресенье», открыть огонь.
c. Find the sentences with the words above in the text and translate them from English into Russian.
d. Show on the map.
Ireland (island), Northern Ireland, the Republic of Ireland, Belfast, Dublin.
e. Divide the text into several parts and give names to each of them.
f. Answer the questions.
1. What part of the island of Ireland belongs to the United Kingdom?
2. What is the majority religion in the Republic of Ireland?
3. What is the majority religion in the United Kingdom and, consequently in Northern Ireland?
4. What is the problem in Northern Ireland?
g. Make a plan to retell the texts.
h. Speak on the Irish problem.
i. Make up a dialogue: a catholic and a protestant of Northern Ireland touch upon their religious problem.





HISTORY
Exercise 45.
a. British history is very rich in events and names. Study the information.
Ancient times
6th – 3rd centuries B.C.   The Celts invade Britain
1st – 5th centuries A.D.   Britain is a Roman province
55 B.C.                                         Julius Caesar lands in Britain
407 A.D.   The Romans leave Britain
The Middle Ages (feudal society)
5th – 7th centuries               The Anglo-Saxon period
  (King Arthur)
6th – 7th centuries     Conversion of Anglo-Saxons to 
                                                                    Christianity
8th – 10th centuries     Invasions of the Danes (or the     
                                                                    “Vikings”)
9th century                          829               Unification of the Anglo-Saxon     
                                                                    kingdoms into the Kingdom of         
                                                                    England
11th – 12th centuries            1066          The Normans, under William
                                                                    the Conqueror, invade and
                                                                    conquer  England at the battle   
                                                                    of Hastings
13th century                        1215     Magna Carta.
                                          1264                  The First English Parliament
14th century                        1381     Wat Tyler’s Revolt
15th century                        1455 – 1485     The Wars of Roses (absolute
                                                                    monarchy)
The Modern Age. New History
(17th – 20th  centuries: development of capitalist society)
16th  century                      1529 – 1536        English Reformation
    Colonial expansion
    Elizabeth I: 1558 – 1603
    Mary Stuart: 1542 – 1587
I7th century                       1642 – 1649        The Civil War
                                          1649 – 1660        Oliver Cromwell:
                                                                      The Republic
                                                                      (parliamentary monarchy)
    1665               Great plague
  1689                    Bill of Rights
18th  century           1707     Act of Union: England, Scotland 
                                                                      and Wales become Great Britain
19th  century       British colonial empire
                      1837 – 1901        Queen Victoria
                      1838 – 1850        The Chartist movement
b. Study the most important events of the British history. Choose a period of the British history and tell your groupmates about it. Ask your groupmates 2-3 questions about what they’ve heard.
1 B.C. –  4 A.D.
Roman times
During the period from the 6th to the 3rd century B.C. a people called the Celts spread across Europe. Several Celtic tribes invaded and settled in Britain.
At the end of the 1st century B.C. while the Celts were still living in tribes the Romans were the most powerful people in the world. It was a slave society with 2 main classes: the slaves and the slave-owners.
The Romans remained in Britain for about four centuries and during that time Britain was a Roman province governed by Roman governors and protected by Roman legions. As a result of that, signs of Roman civilization spread over Britain. There had been no towns in Britain before the Romans conquered it. The civilized Romans began to build towns, roads, bridges, splendid villas, public baths as in Rome itself. York, Gloucester, Lincoln and London became the chief Roman towns. The town of Bath became famous for its hot springs. Among the Celts there appeared some nobility – the tribal chiefs became richer than other members of the tribes.
Early in the 5th century the Roman legions were recalled from Britain to defend the central provinces. They did not return to Britain, and the Celts were left alone on the land.
5 CENTURY
The Anglo-Saxon times
In the 5th century, first the Jutes and then the other Germanic tribes – the Saxons and the Angles – began to migrate to Britain. It took them more than 150 years to conquer the country. The resistance of the Celts was very strong. The last refuge for them was Cornwall and the mountainous districts of Wales and Scotland where later on some independent states were formed. 
By the end of the 6th century several kingdoms were formed on the territory of Great Britain (Sussex, Wessex, Essex, Northumbria, Mercia) which were hostile to one another.
As a result of the conquest the Anglo-Saxons made up the majority of the population in Britain and their languages became predominant. In the course of time all the people of Britain were referred to as the English after the Angles and the new name of England was given to the whole country. The Anglo-Saxon language, or English, has been principal since then.
6 – 7 CENTURIES
Conversion of the Anglo-Saxons to Christianity
Conversion of the Angle-Saxons to Christianity began at the end of the 6th century and was completed, in the main, in the second half of the 7th century. Before that the Angles, Saxons and Jutes had been pagans. They believed in many gods, worshiped the sun and the moon, the sea, trees and other pagan gods.
In 597 the Roman Pope sent about forty monks to Britain to convert the Anglo-Saxons. The monks landed in Kent and it became the first Anglo-Saxon kingdom to be converted. The first Church was built in the town of Canterbury, the capital of Kent that is why the Archbishop of Canterbury became Head of the Church of England. Then Christianity spread among the Anglo-Saxons of the other kingdoms.
Christianity brought about important changes in the life of the Anglo-Saxons. It helped the growth of culture in Britain. Monasteries became centres of knowledge and learning in those early times. The first libraries and schools were set up in monasteries.
c. Fill in the table with names of those who came to the British land and their influence.

Century People Influence

13 CENTURY
Magna Carta
Richard I the Lion Heart spent all but 6 months of his reign abroad. John Lackland, his brother, was ruling in his stead. Richard was a poet, he became a hero of legends after his death.
It was under John that the great contract between the king and his vassals was signed in 1215. It was called Magna Carta and it meant great changes in the feudal system. The power of the king was limited. In spite of the contract the king and the barons lived in conflict for a few decades, which led to a civil war. And under these circumstances the first English parliament (1264) was summoned. It was under Henry III’s reign. The initial function of Parliament was to tell leading people of towns what new taxes to expect. In the course of time Parliament became a fiscal body responsible for taxation. In the course of the 14th century Parliament took its modern shape: the House of Commons and the House of Lords. The 1st Parliament was represented by the knights.
14 CENTURY
Wat Tyler’s revolt (1381)
People revolted against heavy taxes. The rioters killed the Archbishop of Canterbury and the Treasurer who had proposed the hateful poll-tax. The King promised to abolish feudal dues, anti-labour laws and privileges for the titled nobility and establish freedom of trade for all towns and free pardon for all the participants in the revolt. The rebels also demanded an enlargement of peasants’ land plots.
But Wat Tyler was treacherously killed; the King didn’t fulfil any of his promises.
15 CENTURY
The Wars of Roses (1455 – 1485)
The Wars of Roses started on the background of England’s defeat in the Hundred Years War between England and France. Nobles fought for power at the King’s court. The two most powerful feudal families struggled with each other: the house of Lancaster, which had the emblem of the red rose and the house of York with the emblem of the white rose.
16 CENTURY
The Anglican Church was recognized as the official Church of England with the King at its head. Hatred of everything Catholic became an important political force.
Colonial expansion. The Tudors, especially Queen Elisabeth assisted merchants and sea-pirates. The English were, as foreigners used to say, “good sailors and better pirates, cunning, treacherous and thievish”.   
The war with Spain. The Spanish Armada was defeated by the English.
The first links were established with Russia.
17 CENTURY
Civil War and Oliver Cromwell (1642 – 1659)
Charles I tried to make Parliament do what he wanted. The country was thrown into a civil war. In 1645 the royalists were defeated by the parliamentary army led by Oliver Cromwell. Charles was captured and beheaded in 1649 for treason.
1649 – 1660 Britain was a republic, but it was not a success. Cromwell and his government were even more severe than King Charles. Parliament was dissolved in 1653 and from this time Britain was governed by Cromwell alone. He had far greater power than King Charles had had. After his death the republic collapsed and Charles II was invited to return to his kingdom.
Appearance of the 1st political parties in Britain. “Whigs” – a rude name for cattle drivers. They were afraid of catholic faith and of absolute monarchy. “Tories” – an Irish name for thieves. They upheld the authority of the crown and the Church, were natural inheritors of the “Royalist” position. These 2 parties became the basis of the 2-party parliamentary system of government.
18 CENTURY
The industrial revolution – by the end of the 18th century.
19 CENTURY
Britain in the 19th century was the most powerful and self-confident. British factories were producing more than any other country in the world. Towns and cities grew rapidly. 
The Chartist movement
In 1824 workers were allowed to join together in unions. Their aim was to make sure employers paid reasonable wages. In 1838 people’s charter was adopted, a 6-point programme, which demanded rights that are now accepted by everyone: to vote for all adults, for a man without a property of his own to be an MP, voting in secret. All these demands were refused by the House of Commons. The Chartists flourished around 1838 – 1850.
Taking of land, the creation of colonies.
Britain led wars with Russia, modern Pakistan, northwest India. It defended its interests by keeping ships of its navy in the oceans of the world. It had occupied a number of places during the war against Napoleon (the Ionian Islands, Sierra Leone, Cape Colony, Ceylon and Singapore). Many unknown to the Europeans African areas were discovered, Africa was divided into “areas of interest”. Britain succeeded in taking most land in Africa, it had ambitions in Egypt, it bought a large number of shares in the Suez Canal Company. Britain invaded Egypt, saying to the world this occupation was only for a short time, but it didn’t leave until forced to do so in 1954.
Many people settled in Canada, Australia, New Zealand. The white colonies were soon allowed to govern themselves and no longer depended on Britain. By the end of the 19th century Britain controlled the oceans and much of the land areas of the world. The colonies were too expensive to keep, they became a heavy load and in the 20th century they began to demand their freedom.
By the end of the century it had become clear that Britain was no longer as powerful as it had been. Germany and the USA began to compete with Britain. They produced more iron, coal. Britain was behind in science and technology. It realized that it no longer ruled the world and that others had more powerful armies and more powerful industry.
d. Fill in the table.
Period Century, year Event
 
Exercise 46. Find out newspaper articles or episodes in books connected or describing the events of the British history.

Exercise 47.
a. Watch the video “State Opening of Parliament”.
b. Answer the questions.
1. Where does the State Opening of Parliament take place?
2. Who was the Crown made for?
3. Where do they carry the Crown?
4. What is one more Royal regalia?
5. What precious stones decorate the Crown?
6. When can one see the Crown?
7. Who was the Royal Coach built for?
8. Who is represented in the House of Lords?
9. When were the Royal Thrones made?
10. What is the function of the Black Rod? When and why did the Black Rod appear in the House of Lords?
11. What does the Speaker sit on? What does it symbolize?




BRITISH RIALITIES
Exercise 48. 
a. Read and translate it into Russian.
Baked Beans – 1.  in Britain, baked HARICOT BEANS (= a kind of white bean) in a tomato sauce, sold in tins. Baked beans are a favourite food of many children in Britain. 2. also Boston baked beans AmE in the US, beans cooked with pork and brown sugar.
Cab – 1. a taxi 2. the part of a bus, railway engine, etc., in which the driver sits or stands 3. (in former times) a horse–drawn carriage for hire.
Cooked breakfast – (in Britain) a breakfast consisting of cooked food, usu. including eggs, often together with bacon, sausages, or tomatoes. It is usu. followed by toast and tea or coffee.
Ferry (also ferryboat) – a boat that goes across a river or any other esp. narrow stretch of water, carrying people and things.
New Forest – an area with many oak and beech trees in Hampshire, Southern England. Many people spend holidays there, riding horses or walking in the woods.
New Forest Pony – a type of pony (= small horse) which lives half-wild in the New Forest. 
Paisley – [´peızlı] cloth with curved coloured patterns from the town Paisley in Scotland, where the pattern was first made on a large scale.
Punt – a long narrow flat-bottomed river boat with square ends, moved by someone standing on it and pushing a long pole against the bottom of the river.
Stand–up comedian – a comedian telling jokes standing up.
Swimming bath (BrE) – a public swimming pool, usu. indoors.
Sycamore [´sıkəmɔ:] – a European tree with fairly large five–pointed leaves and seeds that float to the ground on wing-like parts.
Wellington also wellington boot, welly, wellie (infml) // rubber boot (AmE) – a rubber boot which keeps water from the  lower part of the legs.


Exercise 49. Read and explain it in English.
apple strudel [æpl´stru:dl] яблочный струдель, яблочный слоеный рулет (яблоки, запеченные с пряностями в слоеном тесте)
Ascot [´æskət] 1. «Аскот» (ипподром близ г. Виндзора, где в июне проходят ежегодные четырехдневные скачки, являющиеся важным событием в жизни английской аристократии. Впервые были проведены в 1711) <полн. Ascot meeting или Ascot course> 2. 1) аскотский галстук, галстук «Аскот» (с широкими концами, наложенными друг на друга и обыкновенно сколотыми декоративной булавкой) 2) аскотский шарф, шарф «Аскот» (двойной; мужской или женский; завязывается под подбородком) <часть костюма, который по традиции носят зрители, находящиеся на королевской трибуне [Royal Enclosure] на скачках в Аскоте>.
bagpipe(s) [´bægpaاp(s)] волынка (шотландский народный музыкальный инструмент; состоит из трубок, вделанных в кожаный мешок).
Boots [bu:ts] 1) аптека Бута (кроме аптекарских товаров, продает некоторые предметы домашнего обихода, канцелярские принадлежности, книги и грампластинки; такие однотипные аптеки принадлежат компании «Бутс» 2) фармацевтическая компания; выпускает и продает через широкую сеть собственных аптек и магазинов аптекарские товары, предметы личной гигиены и косметики, а также некоторые предметы домашнего обихода. Основана в 1888  <полн. The Boots Co>
caff  [kæf] разг. (дешевое) кафе; забегаловка
conkers [´kɔŋkəz] «чей крепче?», «каштаны» (детская игра; конским каштаном бьют по каштану противника, пытаясь его разбить)
Coronation Street [kɔrə´neıʃən stri:t] «Улица коронации» (популярный многосерийный телевизионный фильм о повседневной жизни нескольких семей с одной улицы в промышленном городе на севере Англии. Транслируется по независимому телевидению [Independent Television] с 1960)
cricket [´krıkıt] крикет (английская национальная спортивная игра; проводится на травяном поле командами по 11 человек. Цель игры – разрушить бросками мяча [bowl] калитку [wicket] команды соперника и таким образом вывести из игры противника. Игроки другой команды, стоя перед калиткой, по очереди отбивают битой [bat] мяч как можно дальше, чтобы набрать больше очков. Отдаленно напоминает русскую лапту. Известна с середины 18 в.)
croft [krɔft] 1) небольшой участок (пахотной) земли 2) небольшая ферма; мелкое хозяйство <древнеанглийское «огороженное поле»>    Devonshire cream [devnʃıə´kri:m] «девонширские сливки» (то же, что clotted cream)
double-decker [dʌbl´dekə] двухэтажный автобус (городской, в Лондоне – красный) <букв. двухпалубный>
East-Ender [i:st´endə] 1) житель или уроженец лондонского Ист-Энда [East End] 2) житель восточного, рабочего района [East End] (в некоторых городах)
fish and chips [fıʃən´tʃاps] рыба с картофелем во фритюре (обыкновенно треска или камбала; популярное дешевое блюдо; подается в небольших специализированных кафе; если покупатель берет рыбу с собой, она, по традиции, завертывается в газетную бумагу)
gin [dʒın] джин (можжевеловая водка; используется обыкновенно для приготовления коктейлей)
Harrods [´hærədz] «Харродз» (один из самых фешенебельных дорогих универсальных магазинов Лондона; контролируется торговой компанией «Хаус оф Фрейзер» [House of Fraser])
Harvey Nichols [ha:vı´nاkəlz] «Харви Николз» (фешенебельный универмаг в Лондоне в районе Найтсбриджа [knightsbridge],  принадлежит фирме «Дебнемз» [Debenhams])
Hogmanay [´hɔgməneı] хогманей, канун Нового года; встреча Нового года (торжественно отмечается а Шотландии <от ст.-фр. канун Нового года >)
HP sauce [eıtʃ pا ´sɔ:s] соус «Эйч-пи» (фирменное название пикантного соуса к мясу производства одноименной фирмы) <H.P. от H/ouses of P/arliament; на этикетке изображено здание парламента>
Jersey [´ʤə:zı] джерсейская порода (молочного скота, преимущественно темно-красной или светло-бурой масти; отличается высокой жирностью молока; выведена на острове Джерси, нормандские острова) < полн. Jersey cattle>
jumble sale [´dʒʌmblseıl] дешевая распродажа (различных, часто подержанных, вещей в благотворительных целях)
Kew Gardens [´kju:ga:dnz] Кью-Гарденз (большой ботанический сад; находится в западной части Лондона. Основан в 1759) < полн. Royal Botanic Gardens, Kew>
kilt [kاlt] 1) килт, юбка шотландского горца (в складку; из шерстяной шотландки [tartan]; часть шотландского костюма [Highland costume]; 2) клетчатая юбка в складку (женская или детская)
King Edward [kıŋ´edwəd] «Кинг Эдвард» (популярный сорт среднеспелого картофеля; клубни преимущественно овальные; кожура белая с красными пятнами)
Liberty’s [´lıbətız] «Либертиз» (большой лондонский универсальный магазин преимущественно женской одежды и принадлежностей женского туалета одноименной фирмы)
Marks and Spencer [ma:kspən´spensə] «Маркс энд Спенсер» (одноименный фирменный магазин по торговле преимущественно одеждой и продовольственными товарами одноименной компании)
marmalade [´ma:məleıd] апельсиновый или лимонный конфитюр (часто с цедрой; подается к утреннему завтраку)
Marmite [´ma:maıt] «Мармайт» (фирменное название питательной белковой пасты производства одноименной компании; используется для бутербродов и приготовления приправ) <от фр. котелок, кастрюля>
maypole [´meıpoul] майское дерево (столб, украшенный цветами, разноцветными флажками и т.п., вокруг которого танцуют на майском празднике [May Day])
Morgan [´mɔgən] «Морган» (марка спортивного автомобиля одноименной фирмы. Первая модель была выпущена в 1909)
National park [næʃənl ´pa:k] национальный парк (открытый для туристов заповедник, охраняемый государством)
National Theatre [næʃənl ɵıətə] Национальный театр (основан в 1963 под руководством Лоренса Оливье [Laurence Olivier]); с 1976 имеет постоянное помещение в районе Саут-Банк [South Bank] в Лондоне; получает правительственную субсидию; в 1989 переименован в Королевский Национальный театр [Royal National Theatre]
National Trust [næʃənl ´trʌst] Национальный трест (организация по охране исторических памятников, достопримечательностей и живописных мест; финансируется преимущественно за счет частных пожертвований и небольших государственных ассигнований. Основана в 1895) <полн. The National Trust for England, Wales and Northern Ireland>
NHS [en eاtʃ ´es] сокращенно от National Health Service
package holiday [pækاʤ ´holاdeا] = package tour комплексная туристическая поездка или экскурсия (с одновременной оплатой полного обслуживания, включая проезд, проживание в гостинице, питание, посещение зрелищных мероприятий и т.п.)
Penguin Books [´peŋgwاn buks] «Пенгуин букс», издательство «Пингвин» (одно из крупнейших издательств; первым начало широкое издание книг в мягкой обложке; выпускает литературу широкого профиля. Основано в 1936 <марка издательства изображает пингвина>
Proms [prɔms] разг. променад (сокращенно от promenade concerts) променадные концерты (классической музыки с участием видных дирижеров и исполнителей, в т.ч. зарубежных. Проводятся с 1840, чаще летом; в настоящее время устраиваются Би-би-си [BBC] в Лондонском Ройял-Алберт-Холле [Royal Albert Hall]) <от promenade – прогулка; первоначально публика во время концерта могла прогуливаться по залу>
pub [pʌb] разг. паб  (от public house) пивная, трактир, таверна (торгует преимущественно пивом, а также другими алкогольными и безалкогольными напитками и закусками; при некоторых пабах имеется и ресторан; является местом встреч жителей данного района; открыт обыкновенно с 11 ч. до 15 ч. и с 18 ч. до 23 ч., как правило, принадлежит крупным пивоваренным компаниям; в большинстве таких заведений раньше имелись общий бар [public bar] и бар-салон [saloon bar], в некоторых дополнительно – частный бар [private bar] и лаундж [lounge])   
Radio 4 [reاdاəu´fɔ:] «Радио 4» четвертая программа радио (одна из основных программ внутреннего радиовещания Би-би-си [BBC]; передает беседы на текущие политические темы, радио спектакли, детские передачи и др. Работает с 1967)
Richmond Park [´rاtʃmənd pa:k] Ричмонд-Парк (самый большой городской парк Великобритании; расположен на юго-западной окраине Лондона; площадь 1000 га)
Roman road [´rəumən rəud] римская дорога (одна из дорог, построенных в период римского завоевания Британии в I – IV в.в. н.э.)
Royal Ballet, The [rɔاəl ´bæleا] королевский балет (создан в 1956 из балета «Садлерз-Уэллз» [Sadler’s Wells] и балета театра «Садлерз-Уэллз» [Sadler’s Wells Theatre Ballet]); выступал обыкновенно в Лондонском Королевском оперном театре [Royal opera House]; в 1990 переехал в Бирмингем и переименован в Бирмингемский Королевский балет [Birmingham Royal Ballet]
Samaritans [sə´mærاtnz] «Самаритяне», «Самаряне» (благотворительное общество помощи людям в бедственном положении, особенно замышляющим самоубийство. Основано в 1953 <название по евангельской притче о милосердном самарянине>
Scotch [skɔtʃ] скотч, шотландское виски [whisky]
Stratford-(up)on-Avon [strætfəd(əp)ɔn´eاvən] Стратфорд-он-Эйвон (город в графстве Уорикшир; место рождения и смерти У. Шекспира [William Shakespeare, 1564 – 1616]; ряд зданий связан с его жизнью и деятельностью; на берегу р. Эйвон находится Королевский шекспировский театр [Royal Shakespeare Theatre])
VAT [vi:ei´ti:, væt] сокращенно от value added tax
Whiskey [´wاskا] виски (ирландское; крепкий спиртной напиток; обыкновенно вырабатывается из ячменя; ср. whisky [´wاskا] виски (шотландское; крепкий спиртной напиток; вырабатывается из ячменя)
Wimbledon [´wاmbldən] 1) Уимблдон (предместье Лондона, в котором находится всеанглийский теннисный и крокетный клуб [All England Lawn Tennis and Croquet Club]) 2) Уимблдон (разговорное название международного турнира по теннису, который проводится на кортах Всеанглийского теннисного и крокетного клуба)
Yorkshire pudding [jɔ:kʃاə´pudاŋ] йоркширский пудинг (жидкое пресное тесто, которое запекается под куском мяса на рашпере и впитывает стекающий сок и растопленный жир) 
b. Find out some other information about British Realities. Tell the class about them.



FAMOUS PEOPLE
Exercise 50.
a. Answer the questions.
1. What famous people do you know?
2. What are they famous for?
b. Read these facts.
William Shakespeare (1564 – 1616)
Shakespeare was born on St. George’s day (April 23), 1564, in Stradford-(up)on-Avon. He was the eldest son and third child of his parents. In his childhood he studied for 6 years in a grammar school. At the age of 18 he married Anne Hathaway and had three children. At 21 he left for London where he worked in a theatre and became famous as an actor and later as a playwright. He wrote dramas, comedies, poems and sonnets. When he became successful in London he bought the biggest house in Stratford. He died in 1616, like he was born, on the saint’s day, April 23.
Henry Raeburn (1756 – 1823)
Henry Raeburn was born in Edinburgh on March 4, 1756. Although he was trained as a jeweller he began early to paint; and it seems probable that as an oil painter he was largely self-taught. He had a natural gift for bold and vigorous modelling, and he very rapidly established a personal style and a local reputation.
In  1780 Raeburn married Anne Leslie, a widow of independent means. In 1785 he went to Rome, returning to Edinburgh in 1787.
Raeburn worked directly on the canvas without making preliminary drawings or studies.
Raeburn first exhibited in London in 1793, when “Sir John and Lady Clerk of Penicuick” was shown at the Shakespeare Gallery in Pall Mall.
Raeburn established a steady practice at his studio in York Place, Edinburgh. In 1810 he considered moving to London but decided against it. In 1812 he became president of the Society of Artists of Edinburgh and was subsequently elected to the Royal Academy. In 1815 he became a full academician, and on the occasion of the visit of George IV to Edinburgh in 1822 he was knighted. He was sometimes called the “Scottish Reynolds” or the “Reynolds of the North” which is misleading as his work has neither the intellectual content nor the variety of Reynolds, but it has purpose,  a very considerable sympathy  and understanding of character.
c. Divide into two groups. One group prepares a school lesson about William Shakespeare (find out additional information), the other one – about Henry Raeburn.

Exercise 51. Find out information and make reports about other famous British people.


BRITISH HOLIDAYS
Exercise 52.
a. Answer the questions.
1. What French holidays do you know?
2. What British holidays do you know?
b. Look through the calendar of special British occasions. The holidays marked “*” are public holidays.
New Year’s Day* (1 January)
2 January is also a public holiday in Scotland.
St Valentine’s Day (14 February)
Shrove Tuesday (Forty-seven days before Easter)
St Patrick’s Day (17 March)
This is a public holiday in Northern Ireland.     
Mother’s Day (The fourth Sunday in Lent)
£ 50 million worth of flowers are bought for this day. Cards are also sent.
April Fools’ Day (1 April)
It is traditional for people to play tricks or practical jokes on each other on this day. Children are the most enthusiastic about this custom, but even the BBC and serious newspapers sometimes have “joke” (i.e. not genuine) features on this day.
Good Friday*
The strange name in English for the day commemorating Christ’s crucifixion.
Easter Monday*
(The day after Easter Sunday)
May Day* (The first Monday in May)
In Britain this day is associated more with ancient folklore than with the workers. In some villages the custom of dancing round the maypole is acted out.
Spring Bank Holiday* (The last Monday in May)
There used to be a holiday on “Whit Monday” celebrating the Christian feast of Pentecost. Because this is seven weeks after Easter, the date varied. This fixed holiday has replaced it.
Father’s Day (The third Sunday in June)
This is probably just a commercial invention – and not a very successful one either. Millions of British fathers don’t even know they have a special day.
Queen’s Official Birthday (The second or third Saturday in June)
It is “official” because it is not her real one. Certain public ceremonies are performed on this day.
Orangemen’s Day (12 July)
This is a public holiday in Northern Ireland only. In this way, the holiday associated with the Catholic part of the community (St Patrick’s Day) is balanced by one associated with the other part, the Protestants.
Summer Bank Holiday* (The last Monday in August)
Hallowe’en (31 October) This is the day before All Saints’ Day in the Christian calendar, and is associated with the supernatural. Some people hold Hallowe’en parties, which are fancy-dress parties (people dress up as witches, ghosts, etc.). However, this day is observed much more energetically in the USA than it is in Britain.
Guy Fawkes’ Day (5 November)
Remembrance Sunday (Second Sunday in November)
This day commemorates the dead of both World Wars and of more recent conflicts. On and before this day, money is collected in the street on behalf of charities for ex-servicemen and women. The people who donate money are given paper poppies to pin to their clothes. No politician would be seen on this day without a poppy!
Christmas Eve (24 December)
Christmas Day* (25 December)
Boxing Day* (26 December)
Explanations for the origin of this name vary. One is that it was the day on which landowners and householders would present their tenants and servants with gifts (in boxes), another is that it was the day on which the collecting boxes in churches were opened and the contents distributed to the poor.
New Year’s Eve (31 December)
c. Answer the questions.
1. Which of these holidays are there in Russia?
2. Which of these holidays are celebrated in France?
3. Which of these holidays are celebrated only in the United Kingdom of Great Britain and Northern Ireland?

Exercise 53. Look through the holidays. Divide into groups, choose one of the holidays and present it to the rest of the group (include some vocabulary and exercises). You can find out and add some details to it. Be ready to answer your groupmates’ questions.
Burn’s night
The 25th of January is celebrated all over the world by Scotsmen wherever they are, as it is the birthday of Robert Burns. As at Hogmanay, a special meal of haggis, potatoes and turnip is eaten, washed down by lots of whisky! The haggis is carried into the dining room behind a piper wearing traditional dress. He then reads a poem written especially for the haggis!
haggis [´hægاs] – a Scottish dish made from sheep’s or calf’s offal and oatmeal
Ancient Traditions
Easter is also a time when certain old traditions are observed, whether it is celebrated as the start of spring or a religious festival. In England it is a time for the giving and receiving of presents which traditionally take the form of an Easter egg, for the Easter Bonnet Parade and hot cross buns.  Nowadays Easter eggs are usually made of chocolate, but the old custom of dyeing or painting eggshells is still maintained in some country districts. The Easter egg is by far the most popular emblem of Easter, but fluffy little chicks, baby rabbits and springtime flowers like daffodils, dangling catkins and the arum lily are also used to signify the Nature’s reawakening.
Merry England and London May Queen Festival
Visitors from many parts of the world are among the thousands of people who gather near Bromley, Kent, to witness the Crowning of London’s May Queen. It is the largest May Queen Festival in Britain and over a thousand children take part. The date is the second Saturday in May. The procession forms up in the village about 1.30 p.m. The actual crowning takes place at about 3 p.m. As many as forty May Queens from different parts of the country are present, and with their attendants present a colourful spectacle. Their dresses are beautifully made, with a distinctive colour scheme for almost all the different “Realms”. The Festival has been held since 1880.
Edinburgh Festival
August is festival time in Edinburgh. The population of the capital city of Scotland is set to double this month as tourists and performers flock1 in from all over the world. It is the huge range and number of artistic events, performances and exhibitions happening throughout the city which makes Edinburgh unforgettable.
Everything from theatres to circuses, orchestras to book-readings, stand-up comedy2 to experimental dance is featured on the programme, making the festival the largest celebration of the arts anywhere in the world – it is listed as such in The Guinness Book of Records. “It’s a truly wonderful occasion,” said Eric Milligan, Edinburgh’s Lord Provost3. “For four weeks Edinburgh becomes the cultural capital of the world. Other cities have great festivals, but nowhere else can you get the same breadth4 of cultural experience in a single place. It’s unique.”
The International Festival is in fact an umbrella title for the six arts festivals which take place in Edinburgh during August and September: the Edinburgh Festival Fringe5, Edinburgh Military Tattoo6, Edinburgh Film Festival, Edinburgh Jazz Festival, Television Festival, and the biennial7 Edinburgh Book Festival.
The event began in 1947 with the first Edinburgh International Festival as a stage for peace and unity in Europe after the Second World War.
1flock [flɔk] – стекаться
2stand-up comedy – сольное выступление юмориста
3Lord Provost [´lɔ:d´prɔvəst] – лорд-мэр
4breadth [bredɵ] – широкий размах
5fringe [frاndʒ] – периферия, задворки
6tattoo [tə´tu:] – (зд.) сигнал вечерней зари
7biennial [baا´enاəl] – происходящий раз в два года
Remembrance Day (Poppy Day)
Remembrance Day is observed throughout Britain in commemoration of the million or more British soldiers, sailors and airmen who lost their lives during the two World Wars. On that day special services are held in the churches and wreaths are laid at war memorials throughout the country and at London’s Cenotaph, where a great number of people gather to observe the two-minute silence and to perform the annual Remembrance Day ceremony. The silence begins at the first stroke of Big Ben booming 11 o’clock, and is broken only by the crash of distant artillery and perhaps by the murmur of a passing jet. When the two-minute silence is over, members of the Royal Family or their representatives and political leaders come forward to lay wreaths at the foot of the Cenotaph. Then comes the march past the memorial of ex-servicemen and women, followed by an endless line of ordinary citizens who have come here with their personal wreaths and their sad memories.
On that day artificial poppies, a symbol of mourning, are traditionally sold in the streets everywhere, and people wear them in their button-holes. The money collected in this way is later used to help the men who had been crippled during the war and their dependants. 


ENTERTAINMENT
Exercise 54. Discuss the points.
- List in order the three things you most like doing when you go out at night “on the town”. If you don’t like going out, say why this is.
- Why do people go out at night?
- What factors are important in deciding which restaurant, discotheque, etc. to go to? Say what matters to you and what matters to most people (in your opinion).
- If you have been to London, what did you do at night while you were there? What recommendations can you make?
- If you have not been to London, is there anything you would like to do or to see if you did go?

Exercise 55.
a. Read the extract.
The theatre
London offers playgoing in its most exciting, comfortable and inexpensive form. At least forty plays or musicals are always running and all but the top two or three hits have available seats up to five minutes of curtain time, which is 7.30 or 8 p.m. in most London theatres. The highest-priced orchestra seats (here they’re called “stalls”) in the best theatres rarely cost more than £16 ($25.60), but you needn’t pay more than $18 in the “upper circle” (first balcony); and you can do it for less. “Slip seats” (side circle) for performances at the new National Theatre on the South Bank can be had for as little as £8. My idea of a London vacation is to see a play a night. They’re the city’s top attraction, and they can be managed on the lightest budget.
In fact, if you are extreme theatre buffs you can hustle to as many as three plays in one day in London. That’s because on certain matinee days, some London theatres schedule their afternoon performances for 3 p.m., others for 5.30 or 6 p.m. On one memorable Saturday in London, we saw Alec Guinness in Ross at 2 p.m., Ralph Richardson in The Complacent Lover at 5 p.m., and Sir John Gielgud in The Ages of Man at 8 p.m. We did it by eating sandwiches at numerous intermissions throughout the day and evening (sandwiches and tea are sold in most London theatres), and by then taxiing to the next theatre in the five-or-so minutes between performances. I certainly don’t recommend this tiring fanaticism, but merely set it forth, as an example of the attraction that London theatre can have ... Try to avoid buying your tickets at brokers. Since nearly all theatres have available seats, there’s no need to incur the added commissions.
And do use the half-price ticket offerings of the Leicester Square Theatre Ticket Booth in a Jack-and-Judy-puppet-show-type structure in the park area of the square. They sell day-of-performance seats at all London theatres (subject to availability) for 50% off from noon to 2 p.m. for matinees, from 2.30 to 6.30 for evening performances, Monday through Saturday. Students and senior citizens with identification can also receive large discounts by presenting themselves half an hour before performance time at the theatres which identify themselves with a circled “S” in their ads. That’s also subject to availability, of course.
A READER’S COMMENT: “Any bright tourist should take advantage of the British theatres – every night! You can appear l0 or 15 minutes before curtain time at any theatre of your choice and you can always find a “single” priced at just about £9 or often less.” (Anne Fomin, Dearborn Heights, Michigan).
Discotheques and dancing
London’s inexpensive night life is centered in a number of rock clubs which sprout and die much too rapidly. They’re listed in a weekly magazine called Time Out (80p), to be picked up at any London news-stand. ... For disco dancing, you ought definitely to make at least one visit to the phenomenal Empire Ballroom on Leicester Square (get off at the Leicester Square or Piccadilly tube station), a gigantic dance hall and legitimate pick-up spot for London’s unmarried young people. This is one of the top tourist attractions of London: hundreds and hundreds of single men and women (on a Saturday night), flashing colored lights, a famous revolving globe of light-reflecting mirrors, continuous bands on a revolving stage. The action extends from 8 p.m. to 2 a.m., Monday through Thursday (admission is £3 before 10 p.m., £4 thereafter); on Friday and Saturday, from 8 p.m. to 3 a.m. (£5 before 10 p.m., £7 after). Sunday hours are 8 p.m. to 1.30 a.m., with an admission fee of £3.50 for the entire evening. You’re under no obligation to pay a single thing more, after you’ve purchased your entrance. A somewhat older crowd patronizes the Hippodrome, corner of Charing Cross Road and Cranbourn Street (nearest tube stop is Leicester Square). The self-styled “greatest disco in the world,” it boasts seven revolving speakers descending from the ceiling, smoke machines, lasers, a revolving stage, impressive lighting, and admission of £5 (Monday through Thursday), £9 on Friday and Saturday nights. Closed Sunday.
b. What do the following words and expressions mean?
- running (para. 1)
- hits (para. 1)
- curtain time (para. 1)
- theatre buffs (para. 2)
- matinee days (para. 2)
- intermissions (para. 2)
- brokers (para. 2)
- subject to availability (para. 3)
- patronizes (para. 5)
c. Mark the following statements T (true) or F (false), according to what is said or implied in the extract.
- You can get seats for the most successful plays a few minutes before curtain time.
- You will never need to pay more than £16 to sit near the stage in the best theatres.
- Balcony seats are cheaper than seats at ground level.
- At the Leicester Square Ticket Booth you will be able to buy a cut price ticket for any London theatre which has tickets available, if you buy on the day of the performance.
- At the Leicester Square Ticket Booth, a £10 ticket would be sold for £4.20.
- Students with identification can get cut price tickets, if tickets are available, from theatres marked “S” in ads, if they buy on the day of the performance.
- The writer recommends no rock clubs because he can’t update his information quickly enough.
- Young single people go to the Empire Ballroom in search of romance.
- The music there is live.
- There is a globe made of mirrors on a revolving stage.
- Drinks are free at the Empire Ballroom.
- The Hippodrome is the greatest disco in the world.
d. Decide these questions as a group.
- For whom is the extract intended? Note down the evidence for your answer.
- What is the purpose of the extract? Choose one or more of the following aims:
to entertain  to warn  to inform  to advertise  to complain 
to recommend to express a personal point of view
- Have you found any of the information in the extract useful? What?
- How do you think the author spends most of his time? Would you like to do what he does? Why/Why not?

Exercise 56.
a. What is a British pub? How do you imagine it?
b. Watch a video episode about pubs in London to realize better what it is.
c. Compare the pub and the Russian beer bar. Have they got anything in common? What is the difference?
d. Look through the words from the text below.
- public houses = pubs
- conviviality – веселость, праздничное настроение
- egalitarian – поборник равноправия
- contrive – придумывать, изобретать
- ferment – бродить (о жидкости)
- cask – бочка
- barley – ячмень
- hops – хмель
- carbon dioxide – углекислый газ
- lager – лагер (пиво)
- flat – выдохшийся (о пиве)
- brewery – пивоваренное предприятие
- keg – бочонок
- pasteurise – пастеризовать
- brew – напиток
- publican – трактирщик
- rip out – выдирать
- refurbish – полировать, чистить
- appeal – привлекательность
- efficiency – производительность
- efficient – продуктивный
- preserve – заповедник
- impact – влияние
- twofold – двойной
- cosy – уютный
- clientele – клиентура
- profit – доход
- from far and wide – отовсюду
- fare – пища
- counterfeit – поддельный
- conform – соответствовать
- understatement – сдержанное высказывание
- stridency – резкость
e. Read the text. Write out (or formulate) the main idea of each paragraph.
Time for a drink: the British pubs
The British pub exercises a special fascination for foreigners. In fact it is so popular that many imitations exist around the world, some relatively successful, others less so.
Public houses date back to the inns and taverns of the Middle Ages, places where local people met and where travellers stayed. They have always been characterised by conviviality, intimacy and an egalitarian atmosphere. They have always been immensely popular, as Dr Samuel Johnson, the eighteenth-century writer, remarked: “No, Sir, there is nothing which has yet been contrived by man, by which so much happiness is produced, as by a good tavern or inn.”
Traditional English ale or beer rapidly disappeared from most pubs during the 1960s and 1970s. This “real ale” required special care, for it remained alive and continued to ferment in its wooden cask in the pub cellar, beneath the bar. It was made from barley, hops and pure water and required storage at a constant cool temperature. It was not refrigerated and contained no carbon dioxide gas. To those used to drinking refrigerated lager, real ale can taste flat, warm and weak. To many British, it is the only beer with real taste. The big breweries found it easier to produce “keg” beer, a pasteurised brew, containing carbon dioxide that required no special care. It was stored in metal barrels under pressure. It was easier for the manufacturer and for the publican who served the beer to the customer. But it did not compare with the real thing.
The big breweries, in fierce competition with each other, each tried to create their own “house” style by ripping out the interiors of old pubs and refurbishing them according to a standard appearance which they believed would attract most customers. In so doing they destroyed an essential appeal of many pubs, their individuality. They also tried to improve efficiency and reduce the number of staff required to serve drinks. Most pubs had at least two different rooms for drinking, the public bar and a smarter and slightly more expensive “saloon” bar.
It was only to saloon bars that women were taken until the greater social liberalisation of the 1960s. Pubs, it should be noted, are still essentially male preserves. Although the days are long past when a woman entering a pub alone was disapproved of, there are still a few pubs particularly in socially conservative areas where women are not welcome, and it is still true that men use pubs far more than do women.
The impact of big brewery control, therefore, is primarily twofold. The quality of the beer has gone down, and large open rooms have replaced two or three less efficient but more cosy rooms, thereby destroying the intimacy which made pubs attractive. The pubs owned by big breweries have also tried to concentrate on a particular clientele. In particular they have tried to appeal to younger people in their twenties. This was not a new development. Many pubs were known for their special character. For example in socially mixed parts of town one pub might be proudly working class and another might attract middle-class people. In Kilburn in London where a large Irish community exists a number of pubs had a strong Irish character. But by the mid-1990s “Irish” pubs had become widespread, with the popularity of all things Irish. Some pubs have become favoured by particular sub-cultures: motorbikers, students, and so forth.
Today an increasing number of pubs serve food, and coffee or tea as well as alcoholic drinks. Food, which accounted for only 10 per cent of profits in 1980 now accounts for more like 30 per cent. Providing good cheap food is now an important source of profit. The best also, even if they attract people from far and wide, still rely on a reliable local clientele who give the pub its basic atmosphere. The worst pubs remain impersonal and only serve mass-produced food, which is often more expensive and less tasty than homemade fare. The greatest threat to pub quality by the mid-1990s was the noise of loud music, making conversation harder with a counterfeit atmosphere of conviviality.
It is also in the pub that people are usually unafraid to express their views, whether these conform to traditional British characteristics of understatement and moderation or whether they reflect a new stridency. For anyone interested in understanding Britain better, the pub is not a bad place to start.
f. Choose a paragraph.
- ask 2-3 questions to it. Let your groupmates answer your questions;
- put right and wrong statements to your paragraph and ask your groupmates to say if they are true or false;
- retell your paragraph.
g. Answer the questions.
1. Do women in Russia attend beer bars? 2. Is it a usual thing? 3. What is the attitude of men to women attending beer bars?
EVERYDAY LIFE
Exercise 57. Look through the information. Divide into 5 groups. Choose one episode and present it in class comparing with the reality of any country to your choice (Russia, France, etc.).
The family
In comparison with most other places in the world, family identity is rather weak in Britain, especially in England. Of course, the family unit is still the basic living arrangement for most people. But in Britain this definitely means the nuclear family. There is little sense of extended family identity, except among some racial minorities. This is reflected in the size and composition of households. It is unusual for adults of different generations within the family to live together. The average number of people living in each household in Britain is lower than in most other European countries. The proportion of elderly people living alone is high.
Significant family events such as weddings, births and funerals are not automatically accompanied by large gatherings of people. It is still common to appoint people to certain roles on such occasions, such as “best man” at a wedding, or godmother and godfather when a child is born. But for most people these appointments are of sentimental significance only. They do not imply lifelong responsibility. In fact, family gatherings of any kind beyond the household unit are rare. For most people, they are confined to the Christmas period.
Even the stereotyped nuclear family of father, mother and children is becoming less common. Britain has a higher rate of divorce than anywhere else in Europe except Denmark and the proportion of children born outside marriage has risen dramatically and is also one of the highest (about a third of all births). However, these trends do not necessarily mean that the nuclear family is disappearing. Divorces have increased, but the majority of marriages in Britain (about 55%) do not break down. In addition, it is notable that about three-quarters of all births outside marriage are officially registered by both parents and more than half of the children concerned are born to parents who are living together at the time.

The love of nature
Most of the British live in towns and cities. But they have an idealized vision of the countryside. To the British, the countryside has almost none of the negative associations, which it has in some countries, such as poor facilities, lack of educational opportunities, unemployment and poverty. To them, the countryside means peace and quiet, beauty, good health and no crime. Most of them would live in a country village if they thought that they could find a way of earning a living there. Ideally, this village would consist of thatched cottages built around an area of grass known as a “village green”. Nearby, there would be a pond with ducks on it. Nowadays such a village is not actually very common, but it is a stereotypical picture that is well-known to the British.
Perhaps this love of the countryside is another aspect of British conservatism. The countryside represents stability. Those who live in towns and cities take an active interest in country matters and the British regard it as both a right and a privilege to be able to go “into the country” whenever they want to. Large areas of the country are official “national parks” where almost no building is allowed. There is an organization to which thousands of enthusiastic country walkers belong, the Ramblers’ Association. It is in constant battle with landowners to keep open the public “rights of way” across their lands. Maps can be bought which mark, in great detail, the routes of all the public footpaths in the country. Walkers often stay at youth hostels. The Youth Hostels Association is a charity whose aim is “to help all, especially young people of limited means, to a greater knowledge, love and care of the countryside”. Their hostels are cheap and rather self-consciously bare and simple. There are more than 300 of them around the country, most of them in the middle of nowhere!
Even if they cannot get into the countryside, many British people still spend a lot of their time with “nature”. They grow plants. Gardening is one of the most popular hobbies in the country. Even those unlucky people who do not have a garden can participate. Each local authority owns several areas of land, which it rents very cheaply to these people in small parcels. On these “allotments”, people grow mainly vegetables.
The love of animals
Rossendale Pet Cemetery in Lancashire is just one example of an animal graveyard in Britain. It was started by a local farmer who ran over his dog with a tractor. He was so upset that he put up a headstone in memory of his dog. Now, Rossendale has thousands of graves and plots for caskets of ashes, with facilities for every kind of animal. Many people are prepared to pay quite large sums of money to give their pets a decent burial (a trait they share with many Americans). As this example shows, the British tend to have a sentimental attitude to animals. Nearly half of the households in Britain keep at least one domestic pet. Most of them do not bother with such grand arrangements when their pets die, but there are millions of informal graves in people’s back gardens. Moreover, the status of pets is taken seriously. It is, for example, illegal to run over a dog with your car and then keep on driving. You have to stop and inform the owner.
But the love of animals goes beyond sentimental attachment to domestic pets. Wildlife programmes are by far the most popular kind of television documentary. Millions of families have “bird-tables” in their gardens. These are raised platforms on which birds can feed, be safe from local cats during the winter months. There is even a special hospital (St Tiggywinkles) which treats injured wild animals.
Perhaps this overall concern for animals is part of the British love of nature. Studies indicating that some wild species of bird or mammal is decreasing in numbers become prominent articles in the national press. Thousands of people are enthusiastic bird-watchers. This peculiarly British pastime often involves spending hours lying in wet and cold undergrowth, trying to get a glimpse of some rare species.
Housing
Almost everybody in Britain dreams of living in a detached house; that is, a house which is a separate building. The saying, “An English man’s home is his castle” is well-known. It illustrates the desire for privacy and the importance attached to ownership, which seem to be at the heart of the British attitude to housing.
A large, detached house not only ensures privacy. It is also a status symbol. At the extreme end of the scale there is the aristocratic “stately home” set in acres of garden. Of course, such a house is an unrealistic dream for most people. But even a small detached house, surrounded by garden, gives the required suggestion of rural life which is dear to the hearts of many British people. Most people would be happy to live in a cottage, and if this is a thatched cottage, reminiscent of a pre-industrial age, so much the better.
Most people try to avoid living in blocks of flats (what the Americans call “apartment blocks”). Flats, they feel, provide the least amount of privacy. With a few exceptions, mostly in certain locations in central London, flats are the cheapest kind of home. The people who live in them are those who cannot afford to live anywhere else.
The dislike of living in flats is very strong. In the 1950s millions of poorer people lived in old, cold, uncomfortable nineteenth century houses, often with only an outside toilet and no bathroom. During the next twenty years many of them were given smart new “high rise” blocks of flats to live in which, with central heating and bathrooms, they were much more comfortable and were surrounded by grassy open spaces. But people hated their new homes. They said they felt cut off from the world all those floors up. They couldn’t see their neighbours. They couldn’t keep a watchful eye on their children playing down there in those lovely green spaces. The new high-rise blocks quickly deteriorated. The lifts broke down. The lights in the corridors didn’t work. Windows got broken and were not repaired. There was graffiti all over the walls.
In theory (and except for the difficulty with supervising children), there is no objective reason why these high-rise blocks (also known as “tower blocks”) could not have been a success. In other countries millions of people live reasonably happily in flats. But in Britain they were a failure because they do not suit British attitudes. The failure has been generally recognized for several years now. No more high-rises are being built. At the present time, only 4% of the populations live in ones. Only 20% of the country’s households live in flats of any kind.
Shop opening hours
The normal time for shops to open is nine in the morning. Large out-of-town supermarkets stay open all day until about eight o’clock. Most small shops stay open all day (some take a break for lunch, usually between one and two) and then close at half-past five or a bit later. In some towns there is an “early closing day” when the shops shut at midday and do not open again. In fact, in the last quarter of the twentieth century, shop opening hours have become more varied. Regulations have been relaxed. It is now much easier than it used to be to find shops open after six. In these areas the local authorities are encouraging high street shops to stay open very late on some evenings as a way of putting life into their “dear” town centres.
But the most significant change in recent years has been with regard to Sundays. By the early 1990s many shops, including chain stores, were opening on some Sundays, especially in the period before Christmas. In doing this they were taking a risk with the law. Sometimes they were taken to court, sometimes not. The rules were so old and confused that nobody really knew what was and what wasn’t legal. It was agreed that something had to be done. On one side were the “Keep Sunday Special” lobby, a group of people from various Christian churches and trade unions. They argued that Sunday should be special, a day of rest, a day for all the family to be together. They also feared that Sunday-opening would mean that shop workers would be forced to work too many hours. On the other side were a number of lobbies, especially people from women’s and consumer groups. They argued that working women needed more than one day (Saturday) in which to rush around doing the shopping. In any case, they argued, shopping was also something that the whole family could do together. In 1993 Parliament voted on the matter. By a small majority, the idea of a complete “free-for-all” was defeated. Small shops are allowed to open on Sundays for as long as they like, but large shops and supermarkets can only open for a maximum of six hours.

Exercise 58. Work with the newspaper article “Health Claim for Retain Therapy”.
a. Answer the questions.
1. How do you translate the title?
2. What in your opinion is the topic of the article?
b. Read the words that will help you to understand the article.
- retail – розничная продажа;
- accurate – правильный;
- benefit – польза;
- on a regular basis – постоянно;
- safeguard – гарантировать;
- wellbeing – здоровье;
- spree – кутеж;
- unfit – нездоровый;
- BHF = British Health Federation;
- spokesman – представитель;
- early evidence – первые данные;
- clock up – хронометрировать, отмерять;
- distress – утомление, истощение;
- methodical – систематический;
- corporate – общий;
- High Street – Главная улица (название главной улицы или бывшей главной улицы во многих городах, иногда также главных улиц городских районов в пределах того же города; на них обыкновенно расположено большое число торговых предприятий, зрелищных заведений и т.п.).
c. Read the article and say what the topic of the article is. Were you right?
Health Claim for Retail Therapy
Retail therapy is a more accurate description of shopping than previously thought according to new research which shows it really does have health benefits.
Spending hard-earned cash on a regular basis may not seem like the obvious way to safeguard physical wellbeing. But a study has found that a two-hour spree can lighten a lot more than a wallet.
Most British women cover an estimated 133 miles a year by going to the shops – equivalent to walking from London to Nottingham, according to research by Woolworths, published today.
Walking is recognized as one of the best therapies for unfit people and is recommended by the British Heart Foundation as an ideal way to help avoid coronary heart disease.
“It is a relaxing way to keep healthy, and, as it requires no equipment or expense, is the perfect way to get more exercise,” a BHF spokesman said. “Early evidence suggests people are taking between 3,000 and 4,000 steps per day, whilst 10,000 steps is a healthy ideal.”
The study found the average woman clocks up 2.77 miles every time she goes on a two-hour shopping trip, burning 193 calories and covering 4,059 steps in that time.
The research also found that more than a fifth of British women make a “distress” shopping trip at least once a week, when they have forgotten a particular item, and more than two-thirds go on a “destination” shopping trip for a specific purpose at least once a month.
Going with a friend was found to be even more beneficial than solo shopping, according to the study, which found people tended to stay out longer and cover more distance in pairs.
More than 50% of the 4,500 women interviewed admitted they were not methodical when it came to planning the big shop.
Nicole Lander, head of the company’s corporate affairs, said: “We were surprised to hear high-street shopping is clocking up so many miles and helping to keep customers staying healthy.”
(Rebecca Allison)
d. Read aloud the underlined sentences and translate them into Russian.
e. Render the article.

f. Answer the questions.
1. Do you agree with the author of the article about the benefit of going    shopping?
2. Do you like going shopping?
3. How often do you go shopping?
4. Do you go shopping alone?
5. Is shopping useful and good for you?

Exercise 59.
a. Read the text.
Stereotypes and change
Societies change over time while their reputations lag behind. Many things, which are often regarded as typically British, derive from books, songs or plays which were written a long time ago and which are no longer representative of modern life. One example of this is the popular belief that Britain is a “land of tradition”. This is what most tourist brochures claim. The claim is based on what can be seen in public life and on centuries of political continuity. And at this level – the level of public life – it is undoubtedly true. The annual ceremony of the state opening of Parliament, for instance, carefully follows customs, which are centuries old. So does the military ceremony of “trooping the colour”. Likewise, the changing of the guard outside Buckingham Palace never changes.
However, in their private everyday lives, the British as individuals are probably less inclined to follow tradition than are the people of most other countries. There are very few ancient customs that are followed by the majority of families on special occasions. The country has fewer local parades or processions with genuine folk roots than most other countries have. The English language has fewer sayings or proverbs that are in common everyday use than many other languages do. The British are too individualistic for these things. In addition, it should be noted that they are the most enthusiastic video-watching people in the world – the very opposite of a traditional pastime!
There are many examples of supposedly typical British habits, which are simply not typical any more. For example, the stereotyped image of the London “city gent” includes the wearing of a bowler hat. In fact, this type of hat has not been commonly worn for a long time. Food and drink provide other examples. The traditional “British” (or “English”) breakfast is a large “fry-up” preceded by cereal with milk and followed by toast, butter and marmalade, all washed down with lots of tea. In fact, only about 10% of the people in Britain actually have this sort of breakfast. Two-thirds have cut out the fry-up and just have the cereal, tea and toast. The rest have even less. What the vast majority of British people have in the mornings is therefore much closer to what they call a “continental” (i.e. European) breakfast than it is to a “British” one. The image of the British as a nation of tea-drinkers is another stereotype, which is somewhat out of date. It is true that it is still prepared in a distinctive way (strong and with milk), but more coffee than tea is now bought in the country’s shops. As for the tradition of afternoon tea with biscuits, scones, sandwiches or cake, this is a minority activity, largely confined to retired people and the leisured upper-middle class (although preserved in tea shops in tourist resorts).
Even when a British habit conforms to the stereotype, the wrong conclusions can sometimes be drawn from it. The supposed British love of queuing is an example. Yes, British people do form queues whenever they are waiting for something, but this does not mean that they enjoy it. In 1992, a survey found that the average wait to pay in a British supermarket was three minutes and twenty-three seconds, and that the average wait to be served in a bank was two minutes and thirty-three seconds. You might think that these times sound very reasonable. But The Sunday Times newspaper did not think so. It referred to these figures as a “problem”. Some banks now promise to serve their customers “within two minutes”. It would therefore seem wrong to conclude that their habit of queuing shows that the British are a patient people. Apparently, the British hate having to wait and have less patience than people in many other countries.

b. Write out in 2 columns:
- stereotypes that really exist;
- stereotypes that don’t exist any more.
c.  Speak on each point in your columns.
d. Compare each point with our country and France.

Exercise 60.
a. Read the text.
Formality and informality
The tourist view of Britain involves lots of formal ceremonies. Some people have drawn the conclusion from this that the British are rather formal in their general behaviour. This is not true. There is a difference between observing formalities and being formal in everyday life. Attitudes towards clothes are a good indication of this difference. It all depends on whether a person is playing a public role or a private role. When people are “on duty”, they have to obey some quite rigid rules. A male bank employee, for example, is expected to wear a suit with a tie, even if he cannot afford a very smart one. So are politicians. There was once a mild scandal during the 1980s because the Leader of the Opposition wore clothes on a public occasion which were considered too informal.
On the other hand, when people are not playing a public role – when they are just being themselves – there seem to be no rules at all. The British are probably more tolerant of “strange” clothing than people in most other countries. You may find, for example, the same bank employee, on his lunch break in hot weather, walking through the streets with his tie round his waist and his collar unbuttoned. He is no longer “at work” and for his employers to criticize him for his appearance would be seen as a gross breach of privacy. Perhaps because of the clothing formalities that many people have to follow during the week, the British, unlike the people of many other countries, like to “dress down” on Sundays. They can’t wait to take off their respectable working clothes and slip into something really scruffy. Lots of men who wear suits during the week can then be seen in old sweaters and jeans, sometimes with holes in them. And male politicians are keen to get themselves photographed not wearing a tie when “officially” on holiday, to show that they are really ordinary people.
This difference between formalities and formality is the key to what people from other countries sometimes experience as coldness among the British. The key is this: being friendly in Britain often involves showing that you are not bothering with the formalities. This means not addressing someone by his or her title (Mr, Mrs, Professor, etc), not dressing smartly when entertaining guests, not shaking hands when meeting and not saying “please” when making a request. When they avoid doing these things with you, the British are not being unfriendly or disrespectful, they are implying that you are in the category “friend”, and so all the rules can be ignored. To address someone by his or her title or to say “please” is to observe formalities and therefore to put a distance between the people involved. The same is true of shaking hands. Although this sometimes has the reputation of being a very British thing to do, it is actually rather rare. Most people would do it only when being introduced to a stranger or when meeting an acquaintance (but not a friend) after a long time. Similarly, most British people do not feel welcomed if, on being invited to somebody’s house, they find the hosts in smart clothes and a grand table set for them. They do not feel flattered by this, they feel intimidated. It makes them feel they can’t relax.
It is probably true that the British, especially the English, are more reserved than the people of many other countries. They find it comparatively difficult to indicate friendship by open displays of affection. For example, it is not the convention to kiss when meeting a friend. Instead, friendship is symbolized by behaving as casually as possible. If you are in a British person’s house, and you are told to “help yourself to something”, your host is not being rude or suggesting that you are of no importance – he or she is showing that you are completely accepted and just like “one of the family”.
In the last decades of the twentieth century, the general amount of informality has been increasing. Buffet-type meals, at which people do not sit down at a table to eat, are a common form of hospitality. At the same time, the traditional reserve has also been breaking down. More groups in society now kiss when meeting each other (women and women, and men and women, but still never men and men!).
b. Point out informal British things.
c. Compare informalities in Britain with Russian and French behaviour.

Exercise 61.
a. Read the words under the line paying attention to their meaning.
b. Read the first two paragraphs of the text and explain what “culturally aware” means.
c. Read paragraph A and give examples of Russian and French taboos (if there are some).
d. Read paragraph B and explain what is considered rude in Britain and America.
e. Read paragraphs C and D. Give examples of impoliteness and tactlessness from the text.
f. Read paragraph E.
- What does “faux pas” mean?
- What idiom is the synonym to “faux pas”?
- Give some examples of faux pas.
g. Read paragraphs F and G.
- Do we have such a phenomena as political incorrectness in Russia? Give some examples.
- What does  “bon ton” mean?
- How is “bon ton” translated from French?
- Is the phenomena bon ton a characteristic of our society?
h. Read the conclusion and say what cultural awareness includes.
Cultural awareness
Suppose you went to England or America. You have learned about the country in school, from television, from the Internet, and so forth. You also know the language. You don’t want to offend the people there. However, you might offend the people there without wanting to. In your language courses, you cannot learn all the latest idioms. Knowing all about Buckingham palace will not help you in everyday life in London. News programs do not tell you about the subtle1 meanings of gestures2. TV serials do not tell you what is acceptable in Samara but insulting in New York.
Being “culturally aware” means to know enough about a society so that you can act in that society without offending others unintentionally. This means that you need to familiarize3 yourself with that society’s norms. Going against these norms can go under various names. We list a few of them, from the strongest to the weakest:
a breaking a taboo,
b being rude,
c being impolite,
d being tactless,
e committing a faux pas4
f  being politically incorrect (the USA only),
g not setting the bon ton5 (cultured society).
Let us examine each one of these categories.
A. Taboos are things you do not talk about or do without strong social condemnation. Some taboos are the same in Russia and abroad. There are some examples that are so taboo that should not even be mentioned. For a tamer6 example: in America it is taboo to ask someone about his or her personal income7.
B. Rudeness. The attitude towards queues (British English) or lines (American English) is quite different between the British-based cultures (Britain, America, Canada, Australia, New Zealand) and the rest of the world.
Queues are everywhere a synthesis of competition and cooperation. However, in most cultures, it is the competition that is most important. It is often considered justified to get in front of others because of their hesitation or slowness. In British-based cultures, the attitude of cooperation is stronger, and such behaviour is considered rude. Observe, as an example, British bus queues.
Another, more subtle difference, is “personal space”. This is the space that a person wishes to have around him or her without anyone else in that space except for intimate situations, sport, handshakes, and the like. There are great differences between cultures in this regard. For example, waiting in a queue, a Russian will usually get within a few centimetres of the person in front; the Americans will leave a much larger distance. The same applies to talking to someone: how close do you approach the other person’s face? To violate this “personal space” is considered rude. A Russian in America inadvertently8 offends simply by standing in a queue in a standard Russian fashion.
C. Impoliteness. This can simply be by not observing some custom of politeness. For example, in Britain and in America, a gentleman should open the door for a lady when the opportunity permits. Not to do so is impolite.
D. Tactlessness. There are often words or actions which, in general situations, are not considered offensive, but in a special situation might offend. To talk about suicide is usually acceptable – but can be tactless if someone present has just lost a dear one who committed suicide. To know what is tactful and what is not, one must know both the society’s norms and the situation of those around you. Generally, tactlessness includes the concept of “you should have known better”.
E. Faux pas, from the French for “false step”, is a social mistake committed by carelessness or sometimes by ignorance. If this is by speech, it is also called “to put one’s foot in one’s mouth”. For example, a colleague once gave a French lesson about a typical French dinner, with tasty pork and a good wine. Then she realized that her students were Moslems, for whom such food is forbidden. This was a faux pas.
F. Political incorrectness is an American term, although some instances of its usage are adopted in England. Briefly, certain words or actions are considered to promote the oppression9 of certain groups: words concerning women, racial or ethnic groups, homosexuals, prostitutes (“sex workers”), handicapped (“physically challenged, “mentally challenged”, “differently abled”), the aged (“in the golden age”) and so forth, must be carefully chosen. Actions that might imply the possibility of sexual harassment10 must be avoided.
G. Not observing the bon ton of a situation is a concept unique to high society. “Bon ton”, from French, literally means “a good tone”. Here it means the appropriate speech and behaviour expected of a cultured person in a given situation. What is talked about at a Texan barbecue is unlikely to be bon ton in a ball given by Her Majesty the Queen of England. Stories told in an English pub may be inappropriate at a Church gathering.

Getting a feel for a society is not easy. The language, history, and basic customs are not enough. Anyone who has lived abroad can tell you that. Cultural awareness includes a flexibility and an openness to others’ ideas and even to their prejudices.
By David Reid
Instructor, Nayanova University
(Samara)
1subtle [´sʌtl] – тонкий, едва различимый
2gestures [´dʒestʃə] – жест, мимика
3familiarize [fə´mاlاəraاz] – знакомить
4faux pas [´fəu´pa:] – (фр. ложный шаг) ошибка, проступок
5bon ton [ bò tò] – (фр.) хорошие манеры
6tame [teاm] – культурный
7income [´اnkʌm] – доход, заработок
8inadvertently [اnəd´və:t(ə)ntlا] – непреднамеренно
9oppression [ə´preʃ(ə)n] – притеснение
10sexual harassment [´seksjuəl ´hærsmənt] – сексуальные домогательства


ENGLISH CHARACTER
Exercise 62.
a. What do you think about the people in Great Britain?
b. Pay attention to the following words.
- snobbish – прилагательное от «сноб» (explain how you understand the word “snob”)
- aloof – надменный
- apparent – видимый
- reverence – почтение, благоговение
- prudent – предусмотрительный
- crop – подстригать
- assign – закреплять (за кем-то)
- rigorously – строго
c. Read the text.
Great Britain is an island and its geographical position has produced a certain spirit among its inhabitants. They tend to regard their own community as the centre of the world. The national character of the British has been very differently described, but most commentators agree over one quality – sense of superiority, or insular pride. British vanity and arrogance grew as England fought off the competition from other European countries and became the world’s leading trading nation.
The British have also been known as snobbish, aloof and unsociable. Snobbery is not so common in England today as it was at the beginning of the century.
The apparent coldness of Englishmen and their reserve has been almost universally noted by foreigners, but foreigners also confess that they find English reserve not unpleasant, and that once one gets to know an Englishman he turns out to be a very companionable fellow. The traditional opinion about the British, or the English in earlier centuries, was based on the habits of those Britons who could afford to travel, diplomats and merchants.
Englishmen tend to be rather conservative, they love familiar things. Conservatism on a national scale may be illustrated by the public attitude to the monarchy, an institution which is held in affection and reverence by nearly all English people.
The British people are prudent and careful about almost everything. Their lawns are cropped, their flower beds are primly cultivated. Everything is orderly. Drinks are carefully measured, seats in a cinema are carefully assigned, closing hours are rigorously observed.
On Sundays most British people do some fairly light activities such as gardening, washing the car, taking the dog for a walk. Another most popular activity is a visit to a “pub”. The national drink in England is beer, and the “pub”, where Englishmen go to drink to is a peculiarly English institution.
d. Answer the questions.
l. Why do some people tend to regard their own community as the centre of the world? 2. How do you understand the British snobbery? 3. How do Britons like to spend their weekends? 4. What is the most popular leisure time for most British people?

Exercise 63. Translate the text.
Одни из самых поразительных черт английской жизни – самодисциплина, учтивость, вежливость людей всех классов.
Англичане по природе вежливы и никогда не устают говорить «спасибо», «извините», «простите». Если вы входите за кем-то в здание или комнату, он всегда придержит для вас дверь.
Англичане не любят показывать свои эмоции даже в опасных и трагических ситуациях, и обычно кажется, что люди остаются бодрыми даже тогда, когда у них неприятности.
Англичане не любят хвастовства в манерах, одежде или речи. Иногда они скрывают свои знания: например, могут не сказать о своем понимании иностранных языков.
Англичанин предпочитает собственный дом многоэтажным домам, т.к. не хочет, чтобы соседи видели его жизнь (дом англичанина – его крепость). Многие мужья-англичане помогают женам по дому – моют окна в субботнее утро, посуду и т.д.     


THE MEDIA
National Newspapers
Exercise 64.
a. Read the text.
The British are a great nation of readers and, with sales of national newspapers averaging around 15 million copies on weekdays and almost 18 million on Sundays (besides the provincial daily newspapers and the daily evening newspapers that most towns and cities have), only in Japan are more newspapers sold per person than in Britain. The term “newspaper” can only be loosely applied to the top-selling dailies, however, as these tabloids contain mainly coverage of “human” news and scandals, particularly sexual, as opposed to political and economic matters, which are covered in depth in the larger quality newspapers. Several of the tabloids even contain pictures of nude girls on page three (Samantha Fox is a famous “Page Three Girl”). An interesting development has been the launching of two “quality” weekly newspapers – The Indy and The Early Times – especially for younger readers.
Newspapers in Britain are not subsidized (although the greatest source of income is advertising) and there is no fixed price. They are financially independent of any political party and any political bias results from traditional positions and the influence of the owner. A worrying development has been the concentration of many of the newspapers in the hands of the two owners – Rupert Murdoch and Robert Maxwell – especially as a result of the former’s evident bias in favour of Mrs Thatcher.
b. Complete these sentences to make a summary of the passage.
1 On average, more than one in four people in Britain ...
2 Newspapers in Britain are classified as either ...
3 Popular dailies deal with ...
4 Quality papers cover ...
5 Two newspapers came out intended for ...
6 The price of newspapers ...
7 The political position of a newspaper ...
8 Many people are worried about ...
Exercise 65. Work with the newspaper article “Short reprimanded for attacks on Blair”.
a. Answer the questions.
1. Who is Tony Blair? 2. What party does he head?
b. Look through the words and expressions.
- reprimand – делать / объявлять выговор
- Intelligence Service – сеть разведывательных и контрразведывательных служб Великобритании
- whip (party whip) – парламентский организатор партии
- defiance – вызывающее поведение, открытое неповиновение
- with impunity – безнаказанно
- Hilary – Хилари (женское имя)
- exacerbate – усиливать, обострять
- loyalists – «лоялисты» (последователи правоэкстремистского протестантского деятеля И. Пейсли [Ian  Paisley], выступающие за укрепление связей Северной Ирландии с Великобританией; отличаются крайней реакционностью, прикрываемой социальной демагогией
- timing – выбор определенного времени
- Iraqi – иракский
c. Read and translate the title of the article.
d. Try to guess what the article is about.
e. Read and translate the article.
Short Reprimanded for Attacks on Blair
Patrick Wintour
Clare Short, the former international development secretary, is to receive a formal written warning over her attacks on Tony Blair and claims that British intelligence bugged the offices of the UN secretary-general Kofi Annan, Labour officials said yesterday.
At one point some MPs were so furious at her repeated attacks on the prime minister’s personal integrity that they wanted the whip withdrawn from here. Some loyalists have been furious that severel rebels have been allowed to get away with repeated defiance of the party whip with impunity.
Labour’s parliamentary committee, chaired by Mr Blair, decided yesterday that her mutinous behaviour could go unpunished but not unremarked.
As a result, chief whip Hilary Armstrong will write to Ms Short to remind her of her “responsibilities”, a party spokesman said.
However Downing Street and other senior party figures have decided that severe disciplinary action against the former cabinet minister would turn her into a martyr and exacerbate internal division over Iraq.  She has a strong following with the public, but is rapidly losing friends on the Labour backbenches.
A Labour spokesman added: “The chief whip will be writing to Clare Short to reflect the views of Labour’s parliamentary committee and remind Clare of her responsibilities under the code of conduct.”
The spokesman insisted that no one was trying to silence her expression of her anti-war views.
Loyalists were furious at the timing of Ms Short’s claims about British bugging at the UN since they were made on the eve of the prime minister’s last press conference when he was due to announce his commission of Africa. Mr Blair dismissed her claims as typical, but refused to discuss whether they were true.
Subsequently Ms Short appeared to be less certain that she had seen transcripts of Mr Annan’s conversations as a result of British bugging. The home secretary David Blunkett had raised doubts about her claims pointing out that he had higher security clearance than her, but had not seen any such transcript evidence during the war.
This week she caused more controversy when she attacked the labour-controlled defence select committee for its claim that the preparations made by her department ahead of the Iraqi invasion were hampered by her anti-war views.
She said she would be writing to the defence select committee to complain.
(The Guardian, March 18, 2004)
f. Render the article.
RELIGION
Exercise 66.
a. Pay attention to the words.
- denomination – вероисповедание
- schism – раскол, ересь
- adhere – придерживаться
b. Read the preface to answer the questions.
1. What are the basic religions of the countries in the United Kingdom of Great Britain and Northern Ireland?
2. How is the number of Muslims estimated?
c. Study the tables. Answer the questions in the tables.
The various Christian denominations in Britain are the result of the various schisms (beginning with Henry VIII) that divided the Church. It is possible to make a very general distinction on a geographical basis between England which is Anglican, Scotland which is Presbyterian, Wales which is Calvinistic Methodist, and Northern Ireland which is Protestant. Obviously, there are large minority groups adhering to other Christian groups in each country. There are also large Jewish communities, while immigrants from India, Pakistan and the Middle East have also introduced Eastern religions. Indeed, it is now estimated that there are more practising Muslims than members of any Christian faith in Britain.
What the survey shows
Table 1
Which, if any, of the following do you believe in?
June 1968 June 1975 Mar
1979 Apr
1981 July
1986 Today
The Devil



Hell



Heaven



God



Reincarnation Yes
No
Don’t know

Yes
No
Don’t know
Yes
No
Don’t know
Yes
No
Don’t know
Yes
No
Don’t know 21
60
19


23
58
19

54
27
19

77
11
12

18
52
30 20
72
8


20
71
9

49
36
14

72
17
11

28
58
20 22
68
10


22
66
12

57
31
12

76
15
9

28
51
11 21
73
7


21
72
7

53
37
10

73
19
8

28
57
15 21
74
5


21
73
6

52
42
6

68
26
6

25
62
13 26
65
9


24
65
11

55
34
11

64
24
12

27
56
17
                                                                                                                                          Table 2
Which of these statements comes closest to your beliefs?
Feb
1957 Mar
1963 Mar
1979 Apr
1981 July
1986 Today
There is a personal God.

There is some sort of sprit or life force.

I don’t know what to think.

I don’t think there is any sort of spirit or life force. 41


37


16


6 38


33


20


9 35


41


14


8 36


37


15


12 31


41


11


16 30


39


19


12
                                                                                                                          Table 3
Do you believe that Jesus Christ was the son of God or just a man?
Feb
1957 Mar
1963 Mar
1979 Apr
1981 July
1986 Today
Son of God
Just a man
Just a story
Don’t know 71
9
6
14 60
16
7
17 55
25
7
13 52
31
5
11 48
32
8
11 46
30
9
15
                                                                                                                      Table 4
Which of these comes nearest to expressing your views about the Old Testament?
Jan
1960 Mar
1979 Apr
1981 July
1986 Today
It is of divine authority and its commands should be followed without question.
It is mostly of divine authority but some of it needs interpretation.
It is mostly a collection of stories and fables.
Don’t know 19


41

22

18 12


39

33

16 14


34

42

10 10


38

45

8 9


34

43

14
                                                                                                                          Table 5
Which of these comes nearest to expressing your views about the New Testament?
Jan
1960 Mar
1979 Apr
1981 July
1986 Today
It is of divine authority and its commands should be followed without question.
It is mostly of divine authority but some of it needs interpretation.
It is mostly a collection of stories and fables.
Don’t know 25


43

13

19 13


42

28

17 14


39

34

14 13


39

39

9 10


37

38

15
                                                                                                    Table 6
Thinking about the Gospel miracles, do you believe that they are mostly historical facts, mostly the Gospel writers’ interpretation of certain events or mostly legends?
Oct
1984 Today
Historical facts
Gospel writers’ interpretation
Legends
Don’t know 25
38
26
10 15
42
28
14
                                                                                                                                         

Table 7
Do you think that the Church should or should not take sides in political issues?
Oct
1984 Today
Should
Should not
Don’t know 25
69
6 25
67
8
                                                                                                                                            Table 8
At the present time, do you think religion as a whole is increasing its influence on British life or losing its influence?
Feb
1957 May
1967 June
1975 Today
Increasing
Losing
No change
Don’t know 17
52
18
13 9
65
19
7 12
70
12
6 12
69
14
6
d. Answer these questions.
1. Does the survey show any change in people’s attitude to the Church?
2. Do Britons want an atheist society?
3. What is the attitude of British people towards the Church’s involvement in politics?
4. Who are generally the most religious people in British society now?


THE BANK OF ENGLAND
Exercise 67.
a. Look through the words and expressions.
- provide for – предусматривать
- stock – основной капитал, фонды
- charter – грамота, право
- governor – (зд.) управляющий
- vaults – подвал
- on behalf – в интересах
- by design – намеренно
- withdraw – уходить
- within the framework – в рамках
- intervention – вмешательство
- statutory – установленный законом
- supervision – надзор
- oversee – наблюдать
- promote – поощрять
- efficiency – рентабельность
- competitiveness – конкурентоспособность
- endeavour – прилагать усилия
- ensure – обеспечивать, гарантировать
- settlement – уплата, расчет
- sound – платежеспособный
- impediment – препятствие
b. Read the preface and say if the activity of the central bank is important or not in any country. Why?
c. Read the text and point out the main idea of each paragraph.
The Bank of England is Britain’s central bank. It looks after the nation’s money, and its work has a direct influence on many aspects of everyday life.
1694 – The beginning
The first step towards central banking was taken with the creation of the Bank of England in 1694, when the Government of the day needed money to pay for the war against France. William Paterson, a Scottish merchant, suggested founding a bank, which could then lend its capital to the Government. In the spring of 1694, Parliament gave its approval to an Act, which provided for the setting up of a company under the title of “The Governor and Company of the Bank of England”. The public were invited to invest in the company and £1,200,000 was very quickly subscribed to what became known as Bank of England Stock.
The Bank was granted a Royal Charter on 27 July 1694 and Sir John Houblon was appointed the first Governor. It opened its books for business in the Mercers’ Hall, Cheapside, with a staff of 19. The first notes to bear the name of the Bank of England appeared within a few months of its foundation.
The Bank moved to its present site in Threadneedle Street in 1734.
Banker to the nation
Probably the best known function of the Bank of England is to design, print and issue banknotes in England and Wales, and to store gold in its vaults on behalf of its customers. It does however, have many other responsibilities and functions.
Many of these arose from the Bank’s historical development rather than by design. As the Bank gradually withdrew from commercial banking, it extended its role as banker to other banks and to the Government. As the Government’s banker, the Bank now acts for the Treasury in raising finances and managing the government debt.
Monetary policy
Monetary policy is directed by the Bank and the Treasury within the policy framework agreed with the Government. The bank cannot act independently of the Government, but it plays an important role as adviser on policy and is closely involved in key decisions. Monetary policy operates in the UK mainly through short-term interest rates, which are influenced through the Bank of England’s daily operations in the money markets.

Foreign exchange
Foreign exchange market intervention is the other principal instrument of monetary policy, which has become more prominent since sterling joined the Exchange Rate Mechanism of the European Monetary System in October 1990. Management of the foreign exchange reserves is carried out by the Bank as agent of the Treasury.
Maintaining a sound financial system
One of the Bank of England’s most important tasks in maintaining a sound financial system is the supervision of banks operating in the UK, in order to protect depositors. This became a statutory responsibility in 1979 and the powers then granted were strengthened by the Banking Act 1987, which now governs banking supervision.
Helping companies
The Bank’s position in the City goes wider than its relationship with banks. It has a responsibility for overseeing the general welfare of the financial services industry. It has also, periodically, acted to help companies with liquidity difficulties to meet with their bankers to see whether a solution can be found.
Promoting efficiency and competitiveness
Finally, in promoting the efficiency and competitiveness of the UK financial system, the Bank endeavours to ensure that payment and settlement systems and other parts of the market infrastructure are sound. The Bank works to remove impediments to the efficient functioning of markets, so that the City can serve industry at home and maintain its place as the world’s leading financial centre.
d. Speak on the functions of any Bank.


SPORTS
Exercise 68.
a. Answer the questions.
1. Do you like sport?
2. Do you go in for sport?
3. What sport or game interests you most?
4. What kinds of sports or sports games are popular in Russia?
5. What kinds of sports or sports games are popular in Britain?
6. Have you heard anything about curling?
7. Do you know the rules of curling?
b. Study the words and expressions below the text.
c. Read the text.
Curling
Curling is one of the fastest growing winter sports and a recent addition to the Winter Olympics. Shrouded1 in nearly 500 years of history, curling is a social sport of fitness and finesse. It’s one of the few games that can be played at all age levels and physical abilities.
As curling gained popularity in Scotland in the early 1800s, a uniform set of rules became necessary. Subsequently, as more clubs formed, a governing body was established to promote the sport and streamline2 the rules. In 1843, Prince Albert granted patronage of the Grand Caledonian Club (Edinburgh, Scotland) forming a centralized focal point3 for the sport.
Scottish immigrants introduced curling to Canada. In the early 1800s clubs began to form in the Maritime Provinces, Montreal, Albany, New York, and Portage (Wisconsin). Curling slowly expanded westward until the late 1800s when clubs reached the Pacific shoreline.
With the advent of artificial refrigeration, curling facilities nearly doubled in size. As of 1998, curling is played in 33 countries and by over two million people.
The recent involvement in the Winter Olympics, a growing professional cash-circuit4, and booming television ratings in Canada, Asia and Europe has only boosted the sport’s potential in the “sporting mainstream”.
Curling, in its basic form, is a game combining the attributes of bowling, shuffleboard5, billiards and chess. The playing surface is a sheet of ice. Before each game, the ice surface is sprinkled6 with а layer of pebbles7. It is these pebbles that the curling stone rides upon.
The main piece of curling equipment is the stone. Curling stones are made of a very special granite called Blue Hone, which is known for its toughness and resiliency8. Blue Hone granite only comes from one location, Ailsa Craig, Scotland.
Another important piece of curling equipment is the broom9. In the early days, curling brooms were nothing more than twigs10 wrapped with twine11. Today, brooms have taken a high-tech evolution. Sweeping12 today is not so much to clear away debris but to slightly melt the ice forming a frictionless13 barrier.
The last piece of equipment is the slider. Historically speaking, sliders are a new addition to the game. The slide makes it possible for a long, smooth, consistent14 slide, which results in better accuracy.
The curling team is composed of four players; the lead, second, third and skip. Each member has a specific duty and must be in sync15 with his fellow players.
Curling matches (called “draws”) pit16 two teams against each other. Both teams have eight stones (two per person) with each team alternating theirs shots. After all sixteen stones have been thrown, the score is calculated and the end is complete. Most draws last six to eight ends. Formal competitions have ten ends. Scoring is determined by the team whose stone(s) is (are) closest to the center of the target. For each stone that is closer, one point is scored. Only one team can score per end.
1shrouded [´ʃraudاd] – покрытый завесой
2streamline – очертить
3focal point – фокусная точка
4cashcircuit […´sə:kاt] – оборот денежных средств
5shuffleboard [´ʃaf(ə)lbɔ:d] – шаффлборд (игра с передвижением деревянных кружков по размеченной доске при помощи кия)
6sprinkled - посыпать
7pebbles – голыш, галька
8resiliency [rا´sاlاənsا] – упругость
9broom – метла
10twig – веточка, прут
11twine – бечевка
12sweeping – подметание
13frictionless – лишенный трения
14consistent [kən´sاst(ə)nt] – стойкий
15in sync [اn´sاŋk] – (разг.) согласованно
16pit – (зд.) противопоставлять
d. Read the sentences with the words under the line and translate them.
e. Point out the main steps on the history of curling and speak on the history of curling.
f. Answer the questions.
1. What is the equipment of curling?
2. Is it a team game?
3. What is a curling team like?
4. How does the game end?
g. Make up a dialogue “Curling”. Try to present in your dialogue everything you can about curling.

Exercise 69. Prepare a report about a British kind of sport or sports game.

Exercise 70. Present your projects “British culture” (see exercise 10).





THE UNITED STATES OF AMERICA
GENERAL CHARACTERISTICS
Exercise 1.
a. Answer the questions.
1. Have you had a chance to visit the United States of America?
2. Do you know where the USA is situated?
3. Is America an island or a continent?
4. How many states does the country include?
b. Pronounce the words correctly. You will come across these words in the text below.
Skyscraper, China, the Pacific Ocean, Puerto Rico, Virgin Islands, the Atlantic, Columbia, Alaska, Hawaii, Asia, ethnic diversity, Arab, Polynesian, Eskimos, Amerindians, doomed to extinction, identifiable, minority, Spanish, Italian, German, Polish, Russian, Chinese, Japanese. 
c. Read the text.
The United States is a young country. Its written history is only a few hundred years old. It is sometimes, in fact, called the “New World”. Americans are not afraid of new ideas. They built the first skyscrapers and they put the first man on the moon. They like to be modern, like exciting, modern cities, new houses, and new cars. At the same time, Americans love old things. They build old pioneer towns and remember the days of the “Wild West”.
The total area of the USA is over 3.5 million square miles. In size, it ranks fourth among the nations after Russia, Canada and China. It possesses many islands in the Pacific Ocean, Puerto Rico and the Virgin Islands in the Atlantic.
The official name is the United States of America. The country is a federal republic of 50 states and District of Columbia. The state of Alaska is separated from the rest of the USA by Canada and its western part is only 80 km from Russia. Hawaii, which became the 50th state in 1959, is in the Pacific Ocean, halfway between America and Asia.
The population of the USA totals more than 265 million people who are called Americans. In the USA there are representatives of practically all racial and national groups. The nation’s ethnic diversity is chiefly due to large-scale immigration, most of which took place before 1920. Though mainly European and African in origin, Americans are derived from nearly all nations, including Chinese, Arab, Polynesian, Eskimos and what is left of the native Amerindians. Indians, the native inhabitants of America, are now practically doomed to extinction. Different people brought to their new land a wonderful mixture of customs and traditions. The Germans brought Christmas trees. The Irish brought St. Patrick’s Day celebrations. The Scots brought Halloween.
Over many generations, a definite American nationality has developed, superficially identifiable by speech and manners. 
The official language of the USA is English. But some minority languages include Spanish, Italian, German, Polish, Russian, Chinese and Japanese.
The idea of success is important to Americans. They believe that if they work hard they can have what they want and be what they want. This is part of what they call “the American Dream”.
America is a friendly country. In small towns people say “hello” to friends and strangers on the street. Even in cities, strangers may start up a conversation. Waiters in restaurants will often introduce themselves by name, and talk with customers as they serve them. When the customers leave, they tell them to “take care” or “have a nice day”. Sometimes foreigners feel Americans are too friendly. People you have only just met may ask you personal questions or tell you all about themselves.
d. Answer the questions.
1. How old is the United States?
2. How is the country sometimes called?
3. What are Americans like?
4. What is the total area of the United States?
5. What islands does the United States possess?
6. What is the official name of the country?
7. Where are Alaska and Hawaii situated?
8. What is the population of the USA?
9. What nations are Americans derived from?
10. What is the official language of the country?
11. What are the minority languages in the USA?
12. What idea is important to Americans? How is it connected with “the American Dream”?


GEOGRAPHY AND CLIMATE
Exercise 2.
a. Read the text and write out in 2 columns geographical names used with the definite article and without any article. Read these names correctly.
The USA is situated in the central part of North America. It (excluding Hawaii and Alaska) stretches from the Atlantic Ocean in the east to the Pacific Ocean in the west, from Canada in the north to Mexico, the Gulf of Mexico and the Gulf of California in the south.
The continental part of the USA consists of two highland regions and two lowland regions. The highland regions are the Appalachian Mountains in the east and the Cordillera in the west. The Appalachian Mountains run parallel to the Atlantic coast almost from the Gulf of Mexico into Canada. Their highest peak is 2,000 metres high. The Cordillera stretches along the Pacific Ocean with the Sierra Nevada in the south and the Rocky Mountains continuing into Canada and Alaska in the north. Their highest point in the USA is 4,540 m in the Sierra Nevada.
Between the Cordillera and the Appalachian Mountains are the central lowlands called the prairie, and the eastern lowlands called the Mississippi valley.
The five Great Lakes, between the USA and Canada are joined together by short rivers and canals. In the west there is another lake called the Great Salt Lake.
The chief rivers are the Mississippi, the longest river in the world (flows into the Gulf of Mexico), the Colorado and the Columbia, which flow into the Pacific Ocean, and the Hudson River, which flows into the Atlantic Ocean.
The capital of the USA is Washington, D.C. (District of Columbia). The population of it is only over 600 thousand people. It’s a beautiful administrative city without much industry. Here mainly government buildings are situated including the Capitol (the seat of the US Congress) and the White House (the residence of the President).
The other largest cities are New York (17 mln), Los Angeles (12 mln), Chicago (8 mln), Philadelphia (5,7 mln), San Francisco (5,6 mln).
The USA has several different climate zones, so the climate varies greatly from one part of the country to another. The coldest climate is in the north, where there is heavy snow in winter and the temperature may fall to –40C. The south has a subtropical climate, with temperatures as high as +49C in summer. Hot wings blowing from the Gulf of Mexico often bring typhoons. The climate along the Pacific coast is much warmer than that of the Atlantic coast. The heaviest rains in the country are in the Washington region, and the climate in the Gulf of Mexico area is also very damp. The region around the Great Lakes is known for its changeable climate.
b. Discuss the points.
1. Have you ever lived in a place with lots of rain or bad weather? If so, did the bad weather affect the things you did and/or the way you felt?
2. Do you think it’s possible that constant bad weather can increase the number of suicides? Why or why not?
3. What kind of climate would you prefer to live in? Why?

Exercise 3. Find on the map.
• the Pacific and the Atlantic oceans, the biggest rivers (the Mississippi, the Hudson, the Colorado, the Columbia), the Great Lakes, Niagara Falls, the Great Salt Lake;
• the biggest mountains (the Appalachian, the Rocky, the Cordilleras, the Sierra Nevada, the Grand Canyon (formed by the Colorado river in Arizona)), the central lowlands (the prairie), the eastern lowlands (the Mississippi valley);
• the biggest cities and states (Texas, California, Florida, Minnesota, Washington, New-York, Washington D.C.,  Chicago, Los-Angeles, San-Francisco, Boston).


Exercise 4. Translate it into English.
1. Соединенные штаты Америки расположены в центральной части Северной Америки.
2. Континентальная часть США состоит из двух высокогорных регионов и двух низменностей.
3. Столица США – Вашингтон, округ Колумбия. Его население чуть больше 600 тысяч человек.
4. Здесь в основном расположены правительственные здания.
5. В США несколько климатических зон.

Exercise 5.
a.  Discuss the points.
1. Do you have any areas in your country that were geographically isolated? If so, did these areas develop strong traditions of their own?
2. Appalachia is economically one of the poorer areas in the United States. When workers from the government visited the region to see what they could do, one older man told them, “Bring us your prosperity but leave us our civilization”.
What did the man mean by this?
Do you agree with what he said?
Do you think what he wanted is possible?
b.  Compare the geographical position of the USA, the UK and that of your own country. Which is situated more conveniently, what are the advantages and disadvantages?

Exercise 6.
a.  Study the information.
The Fifty States
The fifty states of the United States, or the USA are one nation. The United States did not always have fifty states. At first there were thirteen. As the United States grew, more states joined the union. The last two states to join were Alaska and Hawaii. The both joined in 1959.
The area of the United States is represented with every type of relief. There are forests, deserts, mountains, and flat land. The area of the United States also covers every type of climate. The size of each state is different too. Alaska is the biggest state. Rhode Island is the smallest one. Alaska is 500 times bigger than Rhode Island.
The people of the United States come from all over the world. People there name cities after where they come from. For example, in the United States you find Paris, Rome, Delhi, and Frankfurt. The state with the highest population is California. The state with the lowest population is Alaska.
Each state has its own name. The name gives the state its identity and personality. More than half the states have names from American Indian origin. Each state also has a flag with colours that have a special meaning for the state. The flag is the emblem, or the symbol, of the state. There is also a state flower, tree, and bird.
b. One word in each sentence is not correct. Cross out the word and write the correct answer above it.
1. There is a state flag, mountain, tree, and bird.
2. Hawaii is 500 times bigger than Rhode Island.
3. More than half the states have people of American Indian origin.
4. The state with the lowest population is Hawaii.
5. Each state has a flag with colors that have a special meaning for the nation.
6. People often name states after where they come from.
c. Complete the sentences with the correct article. Use “the” or “a”. If no article is necessary, write “X”.
EXAMPLE: The fifty states of the United States, or the USA, make one nation.
1. ___ Alaska is the biggest state.
2. Rhode Island is ___ small state.
3. The state with the highest population is ___ California.
4. ___ people of the United States come from all over the world.
5. ___ last two states joined in 1959.
6. ___ Hawaii became a state in 1959.

Exercise 7. Read the poem. Pronounce the names of the states correctly.
The United States
by Susan H. Nipp
The United States, the United States,
I love my country, the United States.
    There’s Alabama, Alaska,
Arizona, Arkansas,
California, Colorado,
Connecticut and Delaware,
Florida, Georgia, Hawaii and Idaho,
Illinois, Indiana, Iowa and Kansas,
Kentucky, Louisiana,
Maine, Maryland, Massachusetts,
Michigan, Minnesota,
Mississippi, Missouri, Montana,
Nebraska, Nevada, New Hampshire,
New Jersey, New Mexico, New York,
North n’ South Carolina,
North Dakota, South Dakota,
Ohio, Oklahom’,
Oregon, Pennsylvania,
Rhode Island, Tennessee,
Texas, Utah, Vermont, Virginia,
West Virginia, Washington,
Wisconsin, Wyoming.
The United States, the United States,
I love my country, the United States.


Exercise 8.
a.  Look through the list, find the states and their capitals on the map.

Name of state Abbreviation Nickname Capital
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut

Delaware
Florida
Georgia
Hawaii
Idaho

Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming Al., Ala.
AK, Alas.
AZ, Ariz.
AR, Ark.
CA, Cal., Calif.
CO, Colo.
CT, Conn.

DE, Del.
FL, Flor., Fla.
GA, Ga
HI
ID, Id

IL, Ill
IN, Ind.
IA, Ia
KS, Kan.
KY, Ky., Ken
LA, La
ME, Me.
MD, Md.
MA, Mass.
MI, Mich.
MN, Minn.
MS, Miss.
MO, Mo.
MT, Mont.
NE, Nebr.
NV, Nev.
NH, N.H.
NJ, N.J.
NM, N. Mex.
NY, N. Y.
NC, N. C.
ND, N.Dak.
OH, O.
OK, Okla.
OR, Oreg., Ore.
PA, Pa., Penn.
RI, R.I.
SC, S.C.
SD, S.D., S.Dak.
TN, Tenn.
TX, Tex.
UT, Ut.
VT, Vt.
VA, Va.
WA, Wash.
WV, W.Va.
WI, Wis., Wisc.
WY, Wyo., WY. Yellowhammer st.
The Great land
Grand Canyon state
Land of Opportunity
Golden state
Centennial state
Nutmeg state
Blue Hen state
Diamond state
Sunshining state
Peach state
Aloha state
Gem state
Prairie state
Land of Lincoln
Hoosier state
Hawkeye state
Sunflower state
Bluegrass state
Pelican state
Pine tree state
Old Line state
Bay state
Wolverine state
North Star state
Magnolia state
Show-me state
Treasure state
Cornhusker state
Silver state
Granite state
Garden state
Land of Enchantment
Empire state
Tar Heel state
Flickertail state
Buckeye state
Sooner state
Beaver state
Keystone state
Little Rhody
Palmetto state
Coyote state
Volunteer state
Lone Star state
Beehive state
Green Mountain state
Old Dominion state
Evergreen state
Mountain state
Badger state
Equality state Montgomery
Juneau
Phoenix
Little Rock
Sacramento
Denver
Hartford

Dover
Tallahassee
Atlanta
Honolulu
Boise

Springfield
Indianapolis
Des Moines
Topeka
Frankfort
Baton Rouge
Augusta
Annapolis
Boston
Lansing
St. Paul
Jackson
Jefferson City
Helena
Lincoln
Carson City
Concord
Trenton
Santa Fe
Albany
Raleigh
Bismarck
Columbus
Oklahoma city
Salem
Harrisburg
Providence
Columbia
Pierre
Nashville
Austin
Salt Lake city
Montpelier
Richmond
Olympia
Charleston
Madison
Cheyenne

b. What states, cities were named after people? Because of animals that live on the territory?

Exercise 9. Fill in the blanks with the corresponding articles.
___United States of America is situated in the central part of ___ North America. Its western coast is washed by ___ Pacific Ocean. Between ___ Appalachians and ___Rocky Mountains lies ___great plain of ___ United States. ___ Mississippi River runs through ___ center of this plain. ___ Cordilleras are made up of three long ranges that are nearly parallel to each other. ___ Grand Canyon is ___ world’s greatest geological laboratory. In ___ Arizona there is another natural wonder, ___ Painted Desert famous for its wonderful colors. Part of ___ Painted Desert is ___ Petrified Forest made up of ___ trees now turned to stone. ___ Niagara Falls is beautiful and all the time changing. ___ Niagara River gives electric power.

Exercise 10. Translate the text into English.
Ниагара
Утверждают, что водопад получил свое название от слова «ниакаре». С языка индейцев ирокезов оно переводится как «большой шум». Водопад разделяется Козьим островом на две части: канадский – высота 48 метров, ширина 917 метров, и американский – высота 51 метр, ширина 323 метра. Было много смельчаков, которые бросались за плату в стальном бочонке в ревущую водяную пучину или проделывали головокружительные трюки на канате длиной почти в 400 метров, протянутом над кипящей пропастью водопада. Многие поплатились своей жизнью за это.
Большой шум вокруг этого чуда, сотворенного природой, создает вездесущая реклама. На Ниагару ежегодно приезжает почти 20 миллионов туристов. Благодаря громкой рекламе процветает и городок Ниагара-Фоллс, который находится у самого водопада. К услугам туристов гостиницы, мотели, кемпинги, рядом с которыми магазинчики, торгующие сувенирами на любой вкус. Для туристов устраиваются спектакли в “Marine land” – гигантском аквариуме, где актерами выступают дрессированные дельфины, музей восковых фигур, музей Ниагары, где демонстрируются бочки, в которых отчаянные смельчаки рисковали своей жизнью, спускаясь по водопаду.


ECONOMY
Exercise 11.
• Read the text and say what you have known.
The USA is the most powerful highly developed industrial country. It leads the world in industrial and agricultural production.
The USA owns its high level of economic development mainly to its rich mineral resources, which it has been able to exploit for a long time without external interference. The USA is a leading producer of oil, natural gas, copper, coal and iron ore. Zinc, lead, sulphur, uranium, gold and silver are among the other minerals produced and the nation is also rich in waterpower.
The most industrialized areas are the following: the region of the Great Lakes, around Birmingham, Detroit and Chicago (coal-mining, motor-car industry), Pittsburgh and Philadelphia areas (iron-mining), California, Texas (oil-producing), the Atlantic and Pacific coasts (ship-building).
Agriculture is very widespread, above all in the prairie regions where wheat and other grain crops are grown. Cotton is grown in the Mississippi valley, tobacco – in Virginia. California is famous for its fruit plantations and cattle-farming.
About 27% of the US gross national product is derived from manufacturing: 16% from wholesale and retail trade; 15% from finance, insurance and real estate; 11% from services; 10% from government and government enterprises; 6% from agriculture, forestry and fisheries.
As a result of this vast expansion of economy and severe anti-monopoly struggle of American labour for higher wages, a majority of Americans enjoy a high standard of living, the fact which led to the creation of cliche phrases: “the American style of life”, “land of opportunity”, “God’s country”.

b. Discuss the points.
1. What are some of the major imports and exports of your country?
2. The major economic challenges in the United States are (1) increasing productivity of workers and (2) training workers for new kinds of jobs. Do you know what major economic challenges your country is facing now?

Exercise 12. Divide into groups. Find out information on the project topic “American Culture”. Distribute the roles. Present your project in class at the end of the course. Give your opinions about your groupmates’ projects. Choose the best one.

Exercise 13. You are a teacher. Choose a project topic for schoolchildren of a certain age group. Explain the task to your pupils. Taking into account the psychological peculiarities of your pupils distribute the roles in the group. Choose the best teacher from the point of view of the organization of the project.


GOVERNMENT
Exercise 14.
a. Pronounce correctly, transcribe and translate the words.
Republic, legislative, bicameral, Senate, representative, entitle, determined.
b.  Read the text.
The USA is a federal republic. The President, elected for 4 years, is head of the state. The main legislative body is Congress (bicameral), consisting of the Senate and the House of Representatives. The Senate consists of 100 members – 2 from each state – chosen by popular vote for a 6-year term; a third of its membership is renewed every two years. The House of Representatives has about 450 members elected by popular vote every two years; each state is entitled to at least one representative, with the total number determined periodically according to population.
There are 2 main political parties in the USA: the Democratic Party (symbolized by a “donkey”) and the Republican Party (its symbol is an “elephant”).
c. Translate the words into English.
Республиканский, демократический, представитель, всеобщее (всенародное) голосование, избирать, Палата представителей, двухпалатный, законодательный, федеративная республика.
d. Using the vocabulary from the text compare the government system of Russia with the one of the USA.
e. Discuss the points.
1. How many political parties does your country have? Are there clear differences between the parties?
2. What are some of the bad effects of a low voter turnout? What can be done to increase voter turnout? In your country, is voter turnout high or low?


SYMBOLS
Exercise 15.
a. What national symbols do countries usually have? Are symbols important? Why?
b. Read the text.
The flag
The American flag is often called the “Stars and Stripes”. It has thirteen stripes (seven red and six white), and fifty white stars on a blue field. One star is for each state and the stripes are for the first thirteen states of the union. Americans enjoy their flag; they use the “Stars and Stripes” as a popular design anywhere and everywhere, including clothes, shoes, hats. The 14th of June is Flag Day in the USA. There are many rules for the flag: for example, you should display it only during the day, and you should fold it in a special way. It hangs in many offices, in some schools there is a flag in each classroom, and children stand in front of the flag every day and say the “Pledge of Allegiance”:
“I pledge allegiance to the flag of the United States of America and to the Republic for which it stands. One nation, under God, indivisible, with liberty and justice for all.”
The Star Spangled Banner
The US has an official song “The Star Spangled Banner”. It is sung at many sports events and public celebrations. It was written by Francis Scott Key. He was on a British ship, which was attacking Fort McHenry outside Baltimore. The attack started on September 13th, 1814 and continued all that day and night. Suddenly, early in the morning of September 14th, they saw the American flag flying from the fort. Key was so excited he began to write down his feelings in a poem. At first “The Star Spangled Banner” was sung to an old English drinking song. Later, music was written by John Stafford Smith. In March 1931 Congress officially approved the song as the national anthem.

The star spangled banner
by Francis Scott Key, 1814
Oh, say, can you see, by the dawn’s early light,
What so proudly we hailed at the twilight’s last gleaming,
Whose broad stripes and bright stars, through the perilous fight,
O’er the ramparts we watched were so gallantly streaming?
And the rocket’s red glare,
The bombs bursting in air,
    Gave proof through the night
                                        That our flag was still there.
Oh, say, does that Star Spangled Banner yet wave,
O’er the land of the free and the home of the brave?
The Statue of Liberty
One of the most famous symbols of the US is the Statue of Liberty. France gave the statue to the US in 1884 as a symbol of friendship and freedom. It is in New York Harbour, and it was the first sight many immigrants saw when they arrived in the US. The Statue is nearly 100 meters high, there is a lift and a circular way from the base to the crown inside. The figure shows a young woman freeing herself from shackles. She holds a torch in her right hand above her head, and in her left hand is a tablet with the date “June 4th, 1776” on it, which symbolizes the Declaration of Independence. The torch lights up at night.
The eagle
The eagle became the official national symbol of the US in 1782. It carries an olive branch (a sign of peace) and arrows (sign of war). You can see the eagle on the back of a dollar bill.
“Uncle Sam”
“Uncle Sam” is a cartoon symbol of the US government. He has appeared in magazines, newspapers and on posters for the last 150 years. During the War of 1812 against England a man named Samuel Wilson sold meat to the US government for its soldiers. Everyone called him Uncle Sam. The first letters of Uncle Sam, “US”, were the same as the first letters of the United States. After the war, cartoons of Uncle Sam as the US government first began to appear.

Every state in the US has its own flag, its own symbol and its own song too. These are not as well known as the national ones, but they are used in all state ceremonial events.
“America the Beautiful”
Every so often a movement is started to make “America the Beautiful” the national anthem, instead of “The Star Spangled Banner”, largely because it was not written as a result of a war. The tune is easier to sing and the whole country is praised, not only the flag. Katherine Lee Bates, an English professor at Wellesley College, rode in a horse-drawn wagon up Pike’s Peak, a mountain top in Colorado in 1893. She saw a view of the mountain that few people saw in those days and was inspired by her glimpse of the “spacious skies” and “purple mountains” to write a poem, which became the 1st verse of the song. The public loved the poem, and Miss Bates was encouraged to set it to music. She chose the music of a hymn by Samuel Ward. The words and music travelled around the world, and today Mexico, Canada and Australia sing it with their own countries’ names instead of “America”. 
America the Beautiful
By Katharine Lee Bates, 1893
                                  1.  O beautiful for spacious skies,
For amber waves of grain,
For purple mountain majesties
Above the fruited plain!
America! America!
God shed His grace on thee,
And crown the good with brotherhood
From sea to shining sea!
   

                                    2. O beautiful for pilgrim feet
            Whose stern, impassioned stress
A thoroughfare for freedom beat
Across the wilderness!
America! America!
God mend thine every flaw
Confirm thy soul in self-control,
The liberty in law!
                                    3. O beautiful for heroes proved
In liberating strife,
Who more than self their country loved,
And mercy more than life!
America! America!
May God thy gold refine
Till all success be nobleness
And every gain divine!
                                        4. O beautiful for patriot dream
    That sees beyond the years
Thine alabaster cities gleam
Undimmed by human tears!
America! America!
God shed his grace on thee
And crown thy good with brotherhood
From sea to shining sea!
c. Read aloud and translate the underlined sentences into Russian.
d. Ask your groupmates questions to the text and be ready to answer your groupmates’ questions.
e. Choose one of the symbols of the country in the text and tell about it.
f. Are there any Russian symbols similar to the American ones? Tell about them.

                                           

                                            CITIES AND STATES
Exercise 16.
a. Answer the questions.
1. What is the capital of the USA? Show it on the map.
2. Do you know anything about the city?
3. Who is it named after?
b. Pronounce correctly the names from the text.
Washington, the Potomac River, Columbia, Columbus, the Capitol, Congress, Pennsylvania Avenue, Lincoln, Jefferson, the Smithsonian Institution, the National Museum of History and Technology, the Museum of Natural History, Pentagon, Massachusetts Avenue.
c. Read about the capital of the USA.
Washington is the capital of the USA. The city is called after the first President of the United States, General George Washington. Washington is situated on the Potomac River in the District of Columbia (D.C). The District of Columbia is a piece of land ten square miles; it does not belong to any state. The district is named in honor of Columbus, the discoverer of America. It was Washington who chose the place for the district.
The tallest structures in Washington are the Capitol that houses the Congress and the Washington Monument that is 555 feet (over 180 meters) tall. The Capitol is the seat of the Government of the USA; it is situated in the very center of Washington on Capitol Hill, the highest point in the city. There is a law in Washington not to build houses higher than the Capitol. The Capitol is the seat of Congress, it contains 540 rooms; it is easy to get lost in the huge building full of paintings and statues.
The oldest building in the city is the White House, the official residence of the President. It is set close to Pennsylvania Avenue. The President’s House was first occupied in 1800. President George Washington decided that the President of the United States must have an official residence and selected the place for it. In 1814, during the war with England, the White House was burnt down. After the war the remains of the building were painted white. Since that time the residence of the American presidents has been painted white and later it became the official name.
Washington has many monuments – Lincoln Memorial, Jefferson Memorial, and many others. The most beautiful of them is Lincoln Memorial.
The major attractions for the visitors are in the heart of Washington. Among them is the Smithsonian Institution that includes the National Museum of History and Technology, the Museum of Natural History, the National Collection of Fine Arts, etc.
Along the banks of the Potomac River there are many green parks and gardens. In 1912 the famous cherry trees were planted in Washington. The 3000 flowering cherry trees were a gift from Japan and are still a major attraction for visitors and residents in the early days of spring.
There is a famous Pentagon in Washington. The Pentagon is a building where the headquarters of the Department of Defense, the Army, the Navy and the Air Forces are located. It is the military center of the US, which is a huge five-sided building and five storeys high. It has more than 17 miles of corridors.
Washington avenues are wide and long, most of them are called after states, for example Pennsylvania Avenue, Massachusetts Avenue. Streets are numbered and lettered. Numbered streets run north and south, lettered streets – east and west. Most of the well-to-do people live outside the city and Afro-Americans who make up more than half the population of Washington are the main city dwellers.
d. Tell
- a short history of the city of Washington;
- about the places of interest of the capital.
e. Discuss the points.
1. What things make a city liveable?
2. Are there certain cities in your country that many people want to move to? Do these cities have problems with growth? If so, what kind of problems?
3. How do you think cities can handle growth?
4. List and discuss the arguments for and against life in small towns and city life.
5. Is there a difference between a small town life and a city life in Russia?
6. Where would you prefer to live, in a small town or in a big city a) in America? b) in Russia? Give reasons.
f. Find information and make reports on one of the states or cities of the USA.


HISTORY
Exercise 17.
a. Read the information about the most important events of the American history.
Why is America called “America”
Why did European geographers give the name America to the lands that Columbus discovered? Why did they not name them instead after Columbus?
The reason is that to the end of his life Columbus believed that his discoveries were part of Asia. The man who did most to correct this mistaken idea was Amerigo Vespucci. Vespucci was an Italian sailor from the city of Florence. During the late 1490s he wrote some letters in which he described two voyages of exploration that he had made along the coast of South America. He was sure, he wrote, that these coasts were part of a new continent. 
Some years later Vespucci’s letters were read by a German scholar who was revising an old geography of the world. The letters convinced the scholar that Vespucci was correct, and that the lands beyond the Atlantic were a new continent. To honour Vespucci the scholar named them America, using the feminine form of Vespucci’s first name as the other continents had female names.
The Mayflower Compact
When the Pilgrims arrived off the coast of America they faced many dangers and difficulties. They did not want to put themselves in further danger by quarreling with one another. Before landing at Plymouth they wrote out an agreement. In this document they agreed to work together for the good of all. The agreement was signed by all forty-one men on board the Mayflower. It became known as the Mayflower Compact. In the Compact the Plymouth settlers agreed to set up a government to make “just and equal laws” for their new settlement. All of them, Pilgrims and Strangers alike, promised that they would obey these laws. In the difficult years, which followed, the Mayflower Compact served the colonists well. It is remembered today as one of the first important documents in the history of democratic government in America.
Walking the Freedom Trail
The American Revolution lasted from 1775 to 1781. After March 1776, the city of Boston was never again touched by fighting. Yet no other city played as important a role in the struggle for independence. It was events in Boston that led to the Revolution.
In the 1760s, England passed laws that imposed taxes on the colonists and limited their rights. Bostonians strongly objected. Riots in 1768 led to the occupation of Boston by British soldiers. From there, problems grew. In 1770, an angry crowd threw snowballs (evidently filled with stones and ice) at some soldiers. The soldiers then fired into the crowd, killing five men; this event became known as the Boston Massacre. In 1773, to protest against a new tax, Bostonians, dressed as Indians, threw cases of British tea into the Boston Harbour. This event got the name The Boston Tea Party. In response to the Boston Tea Party, Britain closed the harbour. This response was a severe one, since Boston depended on trade.
Before long, colonists in and around Boston began raising armies and preparing to fight if necessary. The first shots were fired in April 1775, in the nearby town of Lexington. Independence was formally declared by Massachusetts and the 12 other colonies, on July 4, 1776. 
The Declaration of Independence was unanimously approved. The Declaration says that independence is a basic human right:
We hold these truths to be self-evident, that
All men are created equal, that they are en-
dowed by their Creator with certain un-
alienable Rights, that among these are Life,
Liberty, and the pursuit of happiness…
When independence was won, the colonies came together, not as a nation, but as a confederation, or group of states. To prevent tyranny, there was no president and the central government had very little power. Each state had its own army. The states taxed each other’s goods. It was almost as if they were separate countries. The result was great confusion. 
In 1787, representatives from all the states met in Philadelphia to discuss the problems. They soon decided that the confederation could not work and that a new system of government was needed. For this purpose, they wrote the United States Constitution. The Constitution united the states into one country.
b. Say True or False.
1. Hundreds were killed in the Boston Massacre.
2. The Boston Tea Party was a meeting held to discuss a tea tax imposed by the British government.
3. The first battle of the Revolution was fought in 1775.
7. In the beginning, the Revolution took place mainly in Boston and the surrounding area.
8. Boston was occupied by the British throughout the Revolution.
The Forty-niners
In January 1848, a man named James Marshall noticed some flecks of gold in a river in California. The news of Marshall’s discovery got around, and by 1849 thousands of people – “forty-niners,” as they were called – were on their way to California. Within four short years California’s population jumped dramatically and its reputation as a land of opportunity was well established!
The trip to California, over land or by water, was difficult but the rewards were great – at least in the early days. Gold was in the hills, and rivers had eroded the hills. As a result, a miner could get gold simply by panning the rivers – by using a pan to separate the gold in the water from the dirt and rocks.
Often, the most money was made not by miners themselves but by those who had something to sell to the miners. A man named Levi Strauss, who had recently immigrated to the United States, thought he knew just what the miners would buy: he headed for California with canvas for tents.
“Tents!” the miners told him. “We already have tents. You should have brought pants. Pants don’t last at all here.” A quick thinker, Strauss made his canvas into pants. Miners liked the pants because they were sturdy and lasted. And so Levi’s were born. Today many people visit “the gold country” to see the old mines and spend a few hours panning for gold. The hills of the area still have about as much gold as was taken out during the Gold Rush. Unfortunately, most of this gold is deep underground and difficult to mine.
Words
Today “Levi’s” can be used to mean “blue jeans”. English has other words that, like Levi’s, began as names of specific products but now are used in a more general way. Do you know these words? Kleenex, Xerox, Jello, Q-tip, Scotch tape, Pampers, Walkman.
The Civil War
For a long time, the North and the South each developed differently but without conflicts. The conflicts came when the nation began to expand west. Southern states said the new areas that were being settled should allow slavery; the Northern states disagreed. In the 1840s and 1850s Congress passed a series of laws that were compromises between the North and the South. In the end, the compromises failed.
The conflict worsened, and in 1861, the Southern states separated from the Union and formed a new nation: the Confederate States of America. The Northern states refused to accept this. President Lincoln had not wanted war, but war became inevitable.
The American Civil War lasted four years. More Americans died in this war than in all other wars combined. Before the war, there had been great advances in weapons but few advances in medicine. Soldiers who weren’t killed outright often died of their wounds. Many regiments lost over half of their men in a single battle.
The North had certain great advantages over the South. It had a larger population and most of the country’s factories and banks. But it had the more difficult task – conquest rather than defense. Also, many of the nation’s top military leaders were from the Southern states and joined the Southerners.
Effects of the War
When the war finally ended in 1865, the South had been devastated. The state of Virginia alone had been the scene of 26 major battles and over 400 smaller fights.
The most important long-term effect of the war was the end of slavery. Black Americans were made citizens and were given the right to vote.
The Civil War helped transform the nation’s economy and way of life. The war effort required more factories and better transportation systems. The North became much more industrialized than before. One Northerner commented after the war, “It does not seem to me as if I were living in the country in which I was born.”
c. Fill in the table.
Event Date

d. Discuss the point.
It’s obvious why Levi’s were popular with the miners. But what makes Levi’s so popular with young people today? Do you like to wear Levi’s? Why or why not?
e. Answer the questions.
1. Why were there so many deaths in the American Civil War?
2. What advantages did the North have? What disadvantages did it have?
3. What were some effects of the Civil War?
f. Choose one of the events, add some more details to it and make a report.


AMERICAN HOLIDAYS
Exercise 18. Translate the text into English.
Сколько всего в Америке праздников? Никто не возьмется их перечислять – у каждого штата свои обычаи. И все же 10 праздников можно назвать всеамериканскими: Новый год, День Вашингтона, День Поминовения, День Независимости, День Труда, День Ветеранов, Хэллоуин, День Колумба, День Благодарения, Рождество. С 1986 г. по решению Конгресса как федеральный праздник стали отмечать и день рождения Мартина Лютера Кинга.
Федеральные праздники – нерабочие дни Америки, время отдыха и шумных торжеств. Есть, кроме того, праздники, связанные с религией, с различными моментами истории США, с обычаями переселенцев разных национальностей, с временами года.

Exercise 19. Read the following information about some American holidays, choose one holiday and prepare a school lesson for your groupmates about it using the information given below.
Birthday
(Any day)
“What will you do on your birthday?” Most Americans celebrate their birthdays on the day on which they were born. Like in Russia, friends and relatives share in the celebration. However, unlike in Russia, birthday parties have a more spontaneous, less planned guest list and agenda, and there is no particular attempt made to venerate one’s guests with vast quantities of gourmet treats (A birthday person is not expected to spend his special day in the kitchen!). Something simple but elegant (not something you would eat any day) and a nice bottle of wine will suffice for this occasion.
In the United States an adult person having a birthday feels no particular social obligation to invite guests home for festivities. This time and space is usually reserved for the immediate family and close family friends. Co-workers may have an impromptu group gathering at coffee break time with cake and ice cream and a small gift for which all have contributed. Or they may shout a “birthday lunch” at a nearby restaurant for the special person or go out for drinks after work.
Children may bring cupcakes and candy to school or distribute invitation to their classmates for a party to be held at their home. A cake is baked, group games are played, and prizes and souvenirs are passed out to all of the guests. Cone-shaped paper birthday hats may be worn and noise makers passed out to everyone present. Serving of the ornately decorated birthday cake is the highlight of the birthday celebration for the guests. First the cake is equipped with candles, one candle for each year of the birthday person’s life. Then the candles are lit and everyone sings “Happy Birthday to You,” after which the special person makes a “secret wish” and blows the candles out.
The custom of putting candles on a birthday cake is said to have started about 200 years ago in Germany, renowned for its high-quality candles. It was considered good luck to blow out all of the candles in one blow. Now it is considered as assurance that the birthday wish will come true. The custom of singing “Happy Birthday to You” began about 100 year ago in America when Mildred and Patty Hill made up the song which has since become a big hit and attracted lost of humorous variations. 
For the birthday person the highlight of the celebration is often quite conspicuously the opening of the birthday presents. It used to be that “thank you” notes were written to acknowledge the gift givers for their thoughtfulness. Now, more and more, this custom is reserved for the very formal gift-giving occasion of the wedding.
The most common way to wish someone a happy birthday, however, is with a simple birthday card, a custom, which began in England about 100 years ago. These cards serve as testimony to the fact that in the United States the focus is definitely on the individual, at least on that one very special birthday each year.
Martin Luther King’s Birthday
(January 15th)
This is the most recently instituted legal holiday in the United States, recognized for the first time nationally in 1986. Martin Luther King, Jr. (1929 – 1968) was a famous civil rights activist who fought against racial discrimination and segregation during the late 1950s and 1960s. King was a Baptist preacher with a doctorate degree in Theology from Boston University. He organized non-violent protests against unequal treatment of African-Americans, particularly throughout the southern states. “We will not resort to violence. We will not degrade ourselves with hatred.” Constant reminders such as these inspired his followers with the belief that they would overcome all trials if only they did not resort to bloodshed. And so the spiritual “We Shall Overcome” is a fitting anthem for the civil rights movement under King's leadership.
No less important than King’s studies, however, was the rich spiritual (black gospel) background provided by his family (his father and grandfather were ministers, his mother was a musician). Songs like “He’s Got the Whole World In His Hands” reflect the spirit of community prevalent in the all-black neighborhood in which King was raised in Atlanta, Georgia. Contrary to what one might think, this neighborhood was not poor, but was characterized by prosperous black-owned or black-operated banks, businesses and services, which thrived despite Atlanta’s strict segregation policies. His father’s church played an important role as a meeting place for local groups, which sought further social and educational advancement of the blacks.
King’s career as an activist began with helping to organize the boycott of the segregated bus system in Montgomery, Alabama, in December of 1955. He encouraged all people, both black and white, who did not feel it was right for black passengers to be restricted to seats in the back of the buses to refuse to ride them altogether and to walk in peaceful demonstration of their disagreement with the law. A year went by, and in response to this social pressure, the US Supreme Court ruled that the Alabama segregation law was unconstitutional and the city was ordered to have equal integrated seating on its buses. This was King’s first victory. Later he began to fight discrimination in schools, hotels, restaurants, and achieved federal legislation, which forced these businesses and institutions to provide equal opportunities and services to black Americans.
Why all the fuss over who sits or stands in a bus? Perhaps King’s biggest threat to a reluctant establishment was in the sharp increase in the numbers of black Americans who were registering to vote for the first time in their families’ histories, and the number of political candidates promising fulfillment of their newly awakened dreams. Black voters were instrumental in electing democratic President John F. Kennedy in 1960. Once a president with a large constituency of black voters was in the White House, the stage was set for King’s “March on Washington”.
Imagine what it must have been like on August 23, 1963, in Washington, D.C., when a crowd of over 250.000 people, both black and white, marched behind Martin Luther King, Jr., and other activists to the Capitol Building to demonstrate their support for laws guaranteeing equal civil rights to all Americans. It was the biggest crowd of marchers, which the country had ever seen – and no violence took place. Later that day, on the steps of the Lincoln Memorial, King delivered his famous “I Have a Dream” speech. Most experts agree that King's speech is one of the most eloquent and inspiring in American oratory tradition.
As a result of King’s activities, in 1964 Congress passed the Civil Rights Act, which prohibited racial discrimination in public places and called for equal opportunity in employment and education. That same year Martin Luther King received the Nobel Peace Prize for his work. He was loved and respected by many people around the world for remaining true to his creed of non-violence. This did not, however, prevent multiple arrests of King and acts of violence aimed at him and his followers. In the end King was assassinated in 1968 at the age of 39 while leading a workers’ strike in Memphis, Tennessee.
It is interesting to note that controversy in evaluating King’s achievements remains heated to this day. Republican President Ronald Reagan was heavily criticized by some conservatives among his constituency when, in 1986, he declared the third Monday in January a federal legal holiday commemorating Dr Martin Luther King’s birthday. On this day public schools and government offices are closed in his honor, and this is how many American school children today learn of the legacy of “A Man Named King”. On the preceding Sunday churches of many denominations hold memorial services and read sermons devoted to keeping the dream alive.
• Discuss the points.
1. The civil rights movement helped lead the major changes in the law. Yet changes in the law didn’t solve all the problems faced by blacks in America. Why do you think legal changes weren’t enough? What other kinds of goals have to be met?
2. Martin Luther King favoured use of nonviolent strategies (sit-ins, marches, etc.). Although most people in the struggle for equal rights agreed with King, some disagreed. They argued that real changes might not happen without violence. What is your opinion? Do you think violence should ever be used to bring about social changes? Can you think of struggles for social change elsewhere in the world? What kinds of strategies were used?
Presidents’ day
(3rd Monday in February)
Until 1986 this holiday was in fact two holidays: Abraham Lincoln’s Birthday, celebrated on February 12, and George Washington’s Birthday, celebrated on February 22. It was condensed into one legal holiday in the same year that Martin Luther King’s Birthday was established as a national holiday observed on January 15. Some people were not happy with this decision. Others argued that both presidents are honored in a great number of ways, and so there should be no offense taken if the two were made to share a joint holiday.
President Abraham Lincoln is probably the most deeply revered president in American history. School children learn that he was born into a very poor family on February 12, 1809, and spent his early years in Kentucky and Indiana, where his father worked as a farmer and carpenter. All of the Lincoln children had to work very hard as well to help the family make ends meet, and Abe became skilled with an axe at a very early age. Because of this, there was little time left for schooling. Unfortunately, Abe’s mother died when he was nine. His father remarried two years later, and luckily for Abe, his stepmother also encouraged Abe’s thirst for learning.
When he was older, Abe became known as a talented storyteller in the general store where he worked. People would come from miles around just to hear him talk. Abe’s nickname “Honest Abe” characterizes his hard work, clear insights, and straight talk. When the family’s next move brought them to Springfield, Illinois, Abe’s powers of speech helped him excel in law and politics. He began formally to study law in 1834, and was elected into the House of Representatives that same year. He married Mary Todd Lincoln after a long courtship in 1842. In 1847 he was elected to Congress for the first time, but his strong stand against slavery was not popular, and he was not reelected for a second term.
In the years that followed, the controversy surrounding the issue of slavery continued to grow. In 1858, Lincoln joined the newly formed Republican Party, and became its nominee for the U.S. Senate. Here he began to attract the attention of the whole country with his fine gift of oratory and passionate voice warning: “A house divided against itself cannot stand. This government cannot endure, permanently half-slave and half-free...” In 1860 the Republicans nominated him as their presidential candidate and he narrowly won. There was little cause for celebration, however, because by that time South Carolina and several other states had seceded from the Union, reserving the right to decide for themselves on many issues, including whether or not to abolish slavery. The American Civil War had already begun.
The Battle of Gettysburg, Pennsylvania in July of 1863 was the bloodiest battle ever fought on American soil. On November 19, 1863, Lincoln delivered his famous Gettysburg Address at a memorial service held there. The fighting was not yet over, but Gettysburg was a turning point in a war, which lasted five years and left the southern states in devastation. On April 9, 1865, the South surrendered, and the war was ended. Less than a week later, on April 13, Lincoln was shot in Ford’s Theater in Washington, D.C., by an actor who thought he was furthering the southern cause. Lincoln died the following morning.
Lincoln’s body was placed on a train and made a long, slow farewell journey back to Springfield, Illinois, where he was buried. His house has been made into a memorial museum in tribute to the man who steered the nation’s vessel through its most “fearful trip”.
Both the North and the South agree that George Washington had great influence in shaping the United States and so deserves the name “Father of His Country”. He was born on February 22, 1732, in West Moreland County, Virginia. Legend has it that as a boy Washington (rather naively) decided to try out his new axe on the family’s prize cherry tree. His father was angry when he saw the felled fruit bearer. He confronted his son with the withered evidence, and George (resourceful even at so early an age) saved himself with what would seem at first glance to be a rather unimaginative reply: “I cannot tell a lie”. His father was moved by his son’s open admission of guilt. Whether or not this sufficed to save George from a spanking is hard to say. Today corporal punishment is so unpopular in the U.S. as a means of discipline that parents and teachers usually end the telling of the legend early and let the kids speculate for themselves what punitive measures were imposed. And so cherry pie has become the traditional food for Washington’s birthday, commemorating the boy’s noble words in the face of a furious father. In any case it was probably many years before George could again enjoy that delicious dessert.
This is George Washington, as young American children know him. Later, in their studies of American history they learn that George Washington made three important contributions to the shaping of the early United States. First, he was the commander in chief of the Continental Army, which was victorious in gaining independence from Great Britain during the Revolutionary War. The song “Yankee Doodle” dates back to that time. Yankee was a derogatory term used by the British and by New Yorkers to refer to the people living in “New England” (Massachusetts, New Hampshire, Maine, Rhode Island, Connecticut, and Vermont). A doodle was a foolish person or country bumpkin. At first the British sang this song to ridicule Washington’s army, which at first was little more than an armed mob, with officers quarreling constantly among themselves and soldiers who obeyed only the orders, which suited them. Washington is credited with transforming this motley crew into a disciplined fighting unit, which began to experience success in October 1777 at the Battle of Saratoga in northern New York. It is said that the American troops sang this song back to the British after the latter’s final surrender to Washington at Yorktown, Virginia, on October 19, 1781.
George Washington’s second major contribution to the shaping of early America was in serving as president of the Constitutional Convention that wrote the United States Constitution. Finally, Washington was unanimously elected to be the first president of the new country. In spite of this, he was a reluctant leader, and accepted two terms in office out of the deep obligation he felt to serve God and his country. He refused to serve a third term, choosing instead to retire to his beautiful family home at Mount Vernon, where he died on December 14, 1799, at the age of 67.
List of all Presidents’ names
years served
1. George Washington 1789 – 1797
2. John Adams 1797 – 1801
3. Thomas Jefferson 1801 – 1809
4. James Madison 1809 – 1817
5. James Monroe 1817 – 1825
6. John Quincy Adams 1825 – 1829
7. Andrew Jackson 1829 – 1837
8. Martin Van Buren 1837 – 1841
9. William Henry Harrison 1841 – 1841
10. John Tyler 1841 – 1845
11. James Knox Polk 1845 – 1849
12. Zachary Taylor 1849 – 1850
13. Millard Fillmore 1850 – 1853
14. Franklin Pierce 1853 – 1857
15. James Buchanan 1857 – 1861
16. Abraham Lincoln 1861 – 1865
17. Andrew Johnson 1865 – 1869
18. Ulysses Simpson Grant 1869 – 1877
19. Rutherford Birchard Hayes 1877 – 1881
20. James Abram Garfield 1881 – 1881
21. Chester Alan Arthur 1881 – 1885
22. Grover Cleveland 1885 – 1889
23. Benjamin Harrison 1889 – 1893
24. Grover Cleveland 1893 – 1897
25. William McKinley 1897 – 1901
26. Theodore Roosevelt 1901 – 1909
27. William Howard Taft 1909 – 1913
28. Woodrow Wilson 1913 – 1921
29. Warren Gamaliel Harding 1921 – 1923
30. Calvin Coolidge 1923 – 1929
31. Herbert Clark Hoover 1929 – 1933
32. Franklin Deleno Roosevelt 1933 – 1945
33. Harry S. Truman 1945 – 1953
34. Dwight David Eisenhower 1953 – 1961
35. John Fitzgerald Kennedy 1961 – 1963
36. Lyndon Baines Johnson 1963 – 1969
37. Richard Milhous Nixon 1969 – 1974
38. Gerald R. Ford 1974 – 1977
39. James E. Carter, Jr. 1977 – 1981
40. Ronald W. Reagan 1981 – 1989
41. George Bush 1989 – 1993
42. William J. Clinton 1993 – 2001
43. George Bush, Jr. 2001 – ?
White House Curse
Beginning in 1840 and extending for well over a century, every President elected in a year ending in a zero died in office. This strange twist of fate was called the “20-year curse” because it occurred every twenty years. Consider:
- William Henry Harrison, elected in 1840.
Harrison caught a cold at his inauguration and died of pneumonia a month later.
- Abraham Lincoln, elected in 1860, and reelected four years later. Lincoln was assassinated on April 14, 1865.
- James A. Garfield, elected in 1880.
Garfield was shot on July 2, 1881, and three months later died of blood poisoning.
- William McKinley, elected in 1900.
McKinley was shot on September 6, 1901, and died a week later.
- Warren G. Harding, elected in 1920.
Harding died of a heart attack approximately 2I/2 years after taking office.
- Franklin D. Roosevelt, elected in 1940 for a third term.
Roosevelt died of natural causes on April 12, 1945, less than four months after taking the oath of office for a fourth term.
- John F. Kennedy, elected in 1960.
Kennedy was assassinated on November 22, 1963.
Ronald Reagan, elected in 1980, loomed as the next victim of the curse. About two months after taking office, Reagan was shot and wounded by John F. Hinckley. But quick and expert medical attention saved the President’s life. Reagan’s survival was said to have broken the curse.
A presidental curiosity
How does one explain the many similarities in the lives of Abraham Lincoln and John F. Kennedy? Consider:
-  Both were married in their thirties to women in their twenties.
- Lincoln won election to the U.S. House of Representatives in 1846. Kennedy was elected to the House in 1946.
- Lincoln tried and failed to get his party’s nomination for Vice President in 1856. Kennedy failed in his bid to get his party’s nomination for Vice President in 1956.
- Lincoln was elected President in 1860, defeating Stephen A. Douglas, born in 1813. Kennedy was elected President in 1960, defeating Richard Nixon, born in 1913.
- Lincoln was younger than his Vice President, Andrew Johnson, a Southerner, born in 1808. Kennedy was younger than his Vice President, Lyndon B. Johnson, a Southerner, born in 1908.
- Lincoln was shot on a Friday (April 14, 1865) as he sat next to his wife. Kennedy was shot on a Friday (November 22, 1963) as he sat next to his wife.
- Lincoln’s assassin, John Wilkes Booth, fled and was killed before he could be brought to trial. Kennedy’s assassin, Lee Harvey Oswald, fled and was killed before he could be brought to trial.
Mother’s Day (2nd Sunday in May)
Father’s Day (3rd Sunday in June)
In the United States two Sundays are set aside on which Americans honour their mothers and fathers, grandmothers and grandfathers. On these days children give thanks for the support, love, care, and guidance, which these special people provide. Since it is unusual for several generations to live together under one roof, this expression of thanks often takes the form of a special dinner, either home-cooked or in a favorite restaurant, or, especially on Father’s Day when the weather is more dependable, an outside barbecue is a common way of celebrating. Giving cards and gifts is also a tradition. Children often make Mother’s Day and Father’s Day gifts in school. Pin cushions sachets, tie clasps, decorated boxes and picture frames, recipe holders, and plaster-cast hand prints are all popular favorites. Another common gift for mothers (from fathers or older children) is the “mother ring”, a ring set with the birthstones of each of the members of the family.
Mother’s Day was first proclaimed a national holiday by President Woodrow Wilson in 1915. The idea of honouring mothers on a special day started with Ann Jarvis, from Grafton, West Virginia, who chose the second Sunday in May and began the custom of wearing a red carnation if one’s mother was still living and a white carnation if one’s mother was deceased. If the latter is the case, many people visit their mother’s grave site and dedicate the day to their mother’s memory.
Father’s Day dates back to 1909, when one daughter, a certain Mrs Dodd from Spokane, Washington, wanted to honour her own father who had raised four sons and a daughter after her mother’s death. Although the first Father’s Day was observed in Spokane in 1910 and it has been likewise observed in many other states for many decades, Father’s Day did not become a national holiday until Senator Margaret Chase Smith helped to establish it as such in 1972.
Since many American families are geographically separated from their parents or children, on these two special Sundays they try to bridge the gap with a long-distance phone call (some companies offer special rates for the holiday weekend) or special delivery of flowers in order to say “I love you” to those who gave them life.
Memorial Day (last Monday in May)
Americans observe Memorial Day in different ways. For some it is simply the three-day weekend, which opens the summer outdoor recreation season. Camping, boating, gardening, and sunbathing are taken up again after the long winter. For other Americans, this day is set aside to visit the grave sites or otherwise honour friends and loved ones who lost their lives while serving their country.
The first Memorial Day dates back to the time following the Civil War. In 1866 residents and veterans of Waterloo, New York, agreed to close their shops and businesses on May 5 in order to decorate the graves and honor the memory of the many soldiers buried in the local cemetery. This is why the holiday was originally called Decoration Day.
Two years later the former Union General Jonathan Logan led veterans to decorate the graves of their fallen comrades with flags.
In 1882 the name was changed to Memorial Day, and its focus was broadened to include soldiers who had died in previous wars. It is important to note that the southern states honoured their war dead as well, but on different dates: April 26th, May 10th, and June 3rd. May 30th was established as a national holiday observed by both northern and southern states as late as 1971!
Since World War I a red poppy has become the symbol for Memorial Day, as that flower grew wild in the battlefields of France, where many thousands had died. Today the most elaborate Memorial Day ceremonies are held in Waterloo, New York, and at Arlington National Cemetery in Virginia. The spirit of remembrance is particularly strong at Arlington, the site of 200,000 soldiers’ graves, the Tomb of the Unknown Soldier, President Kennedy’s grave overlooking Washington, DC, and graves of numerous astronauts, war heroes, and many other distinguished Americans.
Independence Day (July 4th)
Often simply called “the Fourth of July”, this holiday celebrates the day (July 4, 1776) on which the Continental Congress ratified the Declaration of Independence, which proclaimed freedom from the British monarch King George III, who had up to that time ruled the 13 American colonies. Several events preceded the actual drafting of this treasonous document, for which the 56 men who signed it risked execution. General discontent with British trade policies turned to open dissent in 1770 when the British government levied a new tax on tea in order to save its failing India Tea Company. Samuel Adams and other residents of Boston showed their outrage by dressing up as Indians and dumping a shipload of tea into the Massachusetts Bay. This event was later called “The Boston Tea Party”. In 1773, British soldiers who had been sent to Boston to tighten control over the impudent colonists were jeered and stoned and thus provoked to firing into the crowd, killing several. The number of dead was exaggerated and the event was named “The Boston Massacre”. These two events acted as catalysts in uniting the unhappy colonists to fight against British rule.
In September 1774 the First Continental Congress met in Virginia to draw up a list of grievances. The Continental Army was established under the command of General George Washington, and the Revolutionary War was begun. On July 2, 1776, a second draft of the list of grievances was presented at the Second Continental Congress, and this document, called the Declaration of Independence, inspired the colonists wherever it was read to formally separate from England. A war ensued which was to last until 1783, when, after securing victory, Independence Day was made an official holiday.
Today firecrackers are exploded and fireworks are displayed all across America on the night of the Fourth. Picnics, air shows, clambakes, barbecues, baseball games, relay races, fairs, rodeos, art shows, parades and special concerts are but a few of the many ways in which Americans observe this bright mid-summer holiday.
Thanksgiving Day (fourth Thursday in November)
Imagine a day set aside for families to come together from near and far to feast and feel thankful for all that they have and you’ve got Thanksgiving Day in the United States. Some families take part in religious ceremonies in the morning, but for most families the highlight of the day is Thanksgiving dinner. Traditionally this feast features roast turkey with stuffing, mashed potatoes and gravy, sweet potatoes, squash, cranberry sauce and pumpkin pie with whipped cream. Major college and professional football games are televised that day, and this unites many men around the television while women are busy in the kitchen.
This custom began with the Pilgrims in 1621. The Pilgrims were an English religious minority, which did not worship the Church of England and therefore suffered persecution. They decided to leave the country in search of religious freedom. King James I gave them a charter to settle in Virginia, where a British colony had been founded in 1607. On September 16, 1620, a small ship called the Mayflower, carrying 102 passengers, left Plymouth harbour in England and sailed west. On November 11, 1620, the Mayflower reached North America. But storms had blown the ship off course and the Pilgrims were far north of Virginia. It took them another month to find a suitable place to settle and, finally, on December 26, 1620, the Pilgrims found a harbour which became the site of the town they named Plymouth, in the present State of Massachusetts. The colonists endured a very hard winter of sickness and starvation by the end of which half were dead. But with the help of the native Indians, who taught them how to fish, hunt, and plant corn, their chances for surviving the winter of 1621 looked much brighter. After a successful harvest, Governor William Bradley decided to hold a special Thanksgiving feast, and invited the Indian chief Massosoit and ninety Indian braves to attend. The Indians brought deer meat or venison to be roasted along with the wild turkeys. They even brought popcorn to share! The original Thanksgiving lasted three whole days and can you believe that all that food was prepared by three women!
The colonists continued to celebrate the autumn harvest with a feast of thanks. George Washington suggested that November 26th be set aside each year for the observance. In 1864, at the end of the tragic Civil War, Abraham Lincoln established the last Thursday in November as a day for all Americans to give thanks.
Stores, schools, and homes are decorated with various Thanksgiving symbols, including pictures of pilgrims, Indians, turkeys, and harvest still-lives. The horn of plenty or cornucopia, wreaths of dried flowers, and dried, multi-coloured “Indian corn” are often used as door and table decorations. The day after Thanksgiving is considered the beginning of the month-long Christmas shopping season, as demonstrated by Santa Claus’s traditional arrival at the end of the annual Thanksgiving Day Parade held in New York City and sponsored by Macy’s department store.


FAMOUS PEOPLE
Exercise 20.
a. Answer the questions.
1. What famous Americans do you know?
2. What are they famous for?
b. Read the following and say what you have learned about the person.
Benjamin Franklin
One reason why the Declaration and the Constitution were written in Philadelphia is that in the late 1700s Philadelphia was America’s most important city. Philadelphia’s importance had much to do with one man – Benjamin Franklin.
In 1723, at the age of 17, Benjamin Franklin ran away to Philadelphia, looking for work as an apprentice printer. A few years later he had his own print shop and was publishing one of the most widely read newspapers in the colonies. Franklin did a lot for Philadelphia – for example, he started a library (the first in the colonies), a fire department, a city hospital, and a school that is now the University of Pennsylvania.
Franklin also did a lot for his country. He helped write the Declaration of Independence. During the war, he persuaded the French to aid the colonists; without French help, the colonists might not have won the war. When the Constitution was being written, Franklin solved some serious disagreements; at 81, he was twice as old as most of the other men and was greatly respected.
Benjamin Franklin was also a writer, philosopher, scientist, and inventor. In a famous experiment with a kite and a key, he proved that lightning is electricity.
• Benjamin Franklin was known for his humour and common sense. When the Declaration of Independence was being signed, one man called for unity by saying, “We must be unanimous; we must all hang together.” Franklin replied with a play on words: “Yes, we must indeed all hang together, or assuredly we shall all hang separately!”
Franklin’s many sayings show his common sense. Here are some sayings that he made up. Can you tell what each means? Are there sayings with similar meanings in your language?
1. Remember that time is money.
2. Little strokes fell great oaks. (Here, to fell means “to cut down”; strokes is “swings of an axe”.)
3. God helps them that help themselves.
4. Experience keeps a dear school but fools will learn in no other. (Here, dear means “expensive, costly”.)

Exercise 21.
a. Read the text. 
Abraham Lincoln
Abraham Lincoln grew up in rural Indiana and Illinois. He was a frontiersman and had all the frontiersman’s skills. He could split rails – that is, cut logs so they could be used to make fences. He could tell a good story or joke and liked going to country fairs, where he’d “stand backs” with other men to see who was taller. (At 6’4’’, Lincoln often won.)
But Lincoln also had ambitions. He educated himself, studied law, and became a lawyer in Springfield, Illinois. In 1834, at the age of 25, he was elected to the Illinois House of Representatives.
His political career began at a time when Americans were becoming divided over the issue of slavery. Lincoln’s speeches reveal his insight and his simple eloquence. Running in 1858 for U.S. senator from Illinois, he said, quoting from the Bible: “A house divided against itself cannot stand. I believe this government cannot endure, permanently half slave and half free.”
Lincoln lost this election, but his “House Divided” speech brought him national recognition. In 1860 he became the Republican candidate for president. There was an unusual election with four candidates. Lincoln won, although he had almost no support in the South. Soon Lincoln stood on the Springfield train platform, waving well-wishers good-bye. His trunks were labeled simply “A. Lincoln. White House. Washington, D.C.”
Within months of Lincoln’s election, the house divided against itself fell. The southern states seceded from the Union. Despite his lack of experience, Lincoln was a very capable political and military leader. He brought the country through four years of civil war.
Lincoln never lost touch with the people. He visited soldiers in hospitals and on battlefields. He often opened the White House to ordinary citizens, meeting with them and listening to their problems.
The war greatly affected Lincoln. Friends noticed how much he had aged. Once, after a battle in which many were killed, Lincoln was telling one of jokes, when a congressman interrupted him, pointing out that jokes were not appropriate at such a time. Lincoln broke into tears. His body shaking, he explained that if he did not tell jokes, his sorrow became too much to bear.
As the war neared its end, Lincoln showed his compassion for those on the other side – those who had been and would again be part of the nation. He stated clearly: “With malice toward none, with charity for all, … let us strive on to finish the work we are in, to bind up the nation’s wounds.”
Could Lincoln lead the country successfully in this process of healing? Peace would bring problems almost as difficult as war. The southern states had to be readmitted and former slaves had to be incorporated into the society.
Unfortunately, the answer to this question would never be known. On April 14, 1865, Lincoln went to the theater to see a comedy. John Wilkes Booth, a southern sympathizer, slipped into Lincoln’s theater box and assassinated him.
All along the route as Lincoln made his final trip home to Springfield, Illinois, 7 million Americans went down to the train tracks to pay their last respects. The nation was in shock and in mourning.

b. The adjectives below are among those that were often used to describe Abraham Lincoln. (Some, but not all, are in the reading). Match them to the definitions on the right.
1. eloquent a. clumsy
2. insightful b. able to understand situations
3. compassionate c. clever
4. capable d. expressing yourself in a powerful way
5. shrewd e. having feeling and concern for others
6. awkward f. having abilities
7. ambitious g. having a strong desire to succeed
c. Discuss the points.
One other adjective is especially associated with Lincoln: honest. Throughout his political career, Abraham Lincoln was known for his honesty. His nickname, in fact, was “Honest Abe”. Do you feel honesty is an important quality in a leader? What personal qualities do you think are most important for leaders?
The reading implies that Lincoln helped shape American history – that he helped end the Civil War and that if he hadn’t been killed, the period following the war might have been different. Do you think a single leader can shape history? Why or why not?

Exercise 22.
a. Here is information about Elvis Presley.
The King of Rock and Roll
Elvis Presley came from a very poor family. He was born on 8 January 1935 in Mississippi.
Elvis loved music. He went to church every Sunday and sang in the choir. When he was 13, his mother bought him a guitar. (Elvis wanted a bicycle, but it was too expensive). The same year Elvis and his family left Mississippi. They moved to Memphis, Tennessee.
One day in 1954 he went to a recording studio called Sun Records. He wanted to make a record for his mother’s birthday. The secretary at the studio, Mario Keisker, heard Elvis and she told her boss, Sam Phillips.
Elvis was Sam Phillips’s dream – “a white boy with a black voice”. Philips became Elvis’s manager and Elvis made his first single “That’s All Right, Mama”. When disc jockeys played it on their radio stations, American teenagers went wild. Many American parents didn’t like Elvis. He was too sexy.
In 1955, Elvis appeared on TV in New York. The following year he went to Hollywood and made his first film “Love Me Tender”. In the next two years he had many hit records.
In 1958, Elvis joined the American army and went to Germany. When he returned to the United States in the early 60s, pop was not the same. British groups like the Beatles and the Rolling Stones were the new stars.
Elvis was a millionaire, but he was a very lonely man. In his last years he became fat and depressed. He died of a heart attack on 16 August 1977 in his mansion at Graceland, Memphis.
b. Use the information you have got to write a short biography of Elvis. In 1935 Elvis was born. In 19…

Exercise 23. Find out information and make reports on some other famous Americans.


AMERICAN REALITIES
Exercise 24.
a. Read and explain it in Russian.
all-American – 1) having those qualities thought to be admired by Americans. Most British people have an idea of the all-American man or woman as being young, attractive, healthy, and rich, and very keen to be successful, but also insincere, and not very clever. Many Americans, though, see the all-American man or woman as us. middle-class, white, and as representing American values that have been passed down from the past to the present. 2) representing the best in American sports, esp. in university
All-American – a player who has been chosen as one of the best in his or her sport in university: eg. He made All-American last year in football.
bench – to remove from a game for a short period because of breaking the rules or because of poor performance: eg. He may be benched for the next few games because of shoulder problems.
coulee [´ku:lا, -leا] – a small valley with steep sides that was created by water running through it but is now usu. dry: eg. Cattle are gazing down in the coulee.
dirt farmer – a farmer who earns his living by farming his own land, esp. without hired help
dirt poor – very poor; having very little money
entryway – a passage by which one enters a place
Field and Stream – an American magazine read mostly by men that has articles about hunting, fishing, and out-door life
golden anniversary – golden wedding
hillbilly [´hاlbاlا] – an uneducated person from a mountain area, esp. from the Appalachian Mountains, living far from a town
intermediate school – a junior school or middle school
John Hancock – a signature (after the American statesman of that name who was the first to sign the Declaration of Independence. He is said to have made his signature very large, so that the King of England could read it without his glasses: eg. Put your John Hancock on the dotted line).
Keep America Beautiful – the slogan of a campaign to encourage American people not to drop litter in the streets
liquor [´lاkə] strong alcoholic drink, such as whisky
March of Dimes – an American charity organization which raises money, esp. for disabled children
oatmeal – porridge
pony [´pəunا] – a very small bottle of an alcoholic drink: eg. Could I have a pony of gin, please?
representative – a member of the House of Representatives, the Lower House of Congress in the United States, usu. called a Congressman or a Congresswoman
shell game – a game meant to deceive the person who is watching it. In the game a small object is placed under one of three cups and then the cups are moved quickly into different positions. The person watching must then say which of the cups the object is under.
thongs [ɵoŋz || ɵɔ:ŋz] – a type of open shoe (sandal) which is held on by the toes and loose at the back
Underground Railroad – a loosely arranged system in America before the Civil War to help escaping slaves
vampire bat also vampire – a South American Bat (=animal like a flying mouse) which sucks the blood of other animals
whisk broom – a small hand-held brush usu. made from broom, used for brushing clothes or sweeping dust into a dustpan
yearbook – a book printed once a year giving facts and information about the year just past
zipcode – postcode
b. Play the game.
In groups of three play a reality vocabulary TV game show. One person is the game show host. He/she says the definitions of American realities, one at a time. Contestants must think of the words that go with the definitions. For each definition, the contestant who is the first to call out the correct word scores a point. The contestant with the most points at the end wins the game.

Exercise 25. Read and explain it in English.
A, B, C, D, E оценки по пятибалльной системе, принятые в большинстве американских школ и колледжей. A – «отлично» (excellent), B – «хорошо», «выше среднего уровня» (above average or superior work), C – «посредственно» (satisfactory), D – «удовлетворительно, но ниже среднего уровня» (a passing grade), E (или F) – «неудовлетворительно» (completely unsatisfactory)
Abraham and Strauss универсальный магазин в Нью-Йорке, в Бруклине. Имеет полный ассортимент товаров по относительно невысоким ценам
Bowery the [´bauərا] улица в Нью-Йорке, в нижней части Манхаттана. Центр района трущоб, ночлежных домов и питейных заведений, нью-йоркское дно (New York’s Skid Row). Жизнь на Бауэри считается последней степенью обнищания и деградации человека. Здесь влачат жалкое существование «бродяги с Бауэри» (Bowery bums), погрязшие в нищете и алкоголизме. В последнее время в жизни улицы произошли изменения, сюда переехало несколько театров и дискотек, появился ряд неплохих магазинов, торгующих люстрами и другими бытовыми светильниками, а также оборудованием для ресторанов. Их привлекла сюда близость к крупному торговому району – к Нижнему Ист-Сайду (Lower East Side)
destructive competition конкуренция на уничтожение (вытесняющая некоторых производителей с рынка). Происходит, когда один и тот же продукт производят так много фирм или компаний, что цены опускаются до уровня, когда никто не получает прибыли, а также в том случае, когда один из производителей значительно богаче других и может позволить себе снизить цены так, что другие вынуждены выйти из бизнеса
Easter basket пасхальная корзина (наполненная драже в шоколаде, шоколадными яйцами и вложенным в нее шоколадным кроликом). Ставится в пасхальное утро в таком месте, чтобы дети могли легко ее найти; в их представлении это подарок от пасхального кролика
Easter bunny пасхальный кролик. В представлении американской детворы он приносит им пасхальные корзинки с подарками и прячет пасхальные яйца
Easter egg пасхальное яйцо. В США это обычное яйцо, раскрашенное ребенком. Затем родители прячут его, а в пасхальное утро ребенок его ищет, считая, что яйцо спрятал пасхальный кролик
Flag football «футбол с флажком», разновидность американского футбола, распространенная в школах (у одного из игроков команды у пояса находится флаг, игра ведется до тех пор, пока этот флаг не будет сорван стороной противника)
Grade point average (GPA) средний балл успеваемости за определенный период времени. Каждая оценка имеет числовое выражение (А=4, B=3, C=2, D=1, F=0), и по сумме выводится средний балл. Наивысшим возможным является 4.0, который произносится как [fɔ:r'pɔاntəu]. Часто по среднему баллу определяют, может ли ученик средней школы быть принят в тот или иной колледж или университет
Haunted House, the Дом с привидениями (достопримечательность Нового Орлеана). Здание, где по преданию все еще слышны стоны рабов, замученных до смерти владелицей дома мадам Лалаурие
“In God we trust” «На Бога уповаем» / «С нами Бог» 1. девиз Соединенных Штатов Америки (принят конгрессом в 1956; помещен на балконах и монетах США) 2. девиз штата Флорида
jumbo jet ['dʒʌmbəu 'dʒet] огромный пассажирский лайнер «Боинг-747» (Boeing 747), произведенный компанией «Боинг» (Boeing Corporation)
Kangaroo court 1. судебное разбирательство, игнорирующее установленные правила юриспруденции; суд некомпетентный и несправедливый 2. sl незаконное судебное разбирательство (особ. подпольный «суд» заключенных в тюрьме)
live-in разг. 1. лицо, живущее в доме, где работает по найму 2. иметь квартиру по месту службы
Master Card кредитная карточка, учрежденная группой крупных банков. Входит в международную систему расчетов
night letter «вечерняя телеграмма». Отправляется вечером или ночью, а вручается на следующий день. Плата за «вечернюю телеграмму» меньше, чем за обычную.
opening number фильм, который показывают дополнительно к основному фильму (обычно в начале программы)
opening show номер в концертной программе, идущий дополнительно к основным (обычно предшествует номерам, исполняемым звездой программы)
poverty trap «ловушка нищеты», ситуация, когда небольшое увеличение доходов выводит семью из категории бедняков и лишает ее пособий или приводит к увеличению ставки налогообложения, в результате чего она становится более нуждающейся, чем была до того
quiz викторина, серия вопросов
rags-to-reaches «от нищеты к богатству» («из грязи – в князи») (о жизненном пути, карьере, начатой человеком на пустом месте и приведшей его к успеху и богатству)
Schwarz [swɔ:s] магазин игрушек в Нью-Йорке. Самый популярный магазин у американской детворы
TESOL [‘tesol] (сокр. от Teaching English to Speakers of Other Languages) Ассоциация преподавателей английского языка как иностранного. Ее штаб-квартира находится в пригороде Вашингтона; за рубежом работает в тесном контакте с информационным агентством Соединенных Штатов, издает методический журнал «Форум» (“Forum”)
Unemployment benefit / compensation пособие по безработице
valedictorian ['vælاdاk'tɔ:rاən] лучший студент-выпускник, выступающий с прощальной речью на церемонии вручения дипломов
wading pool [‘weاdاŋpul] 1. «лягушатник», неглубокий бассейн (обычно в парке), где дети могут купаться без опаски утонуть 2. небольшой бассейн из пластика, в котором могут купаться дети
X категория фильмов «только для взрослых» (порнографические фильмы; подростки и дети не допускаются)
X-certificate фильм, отнесенный к категории Х
X-film фильм категории Х (можно показывать только взрослым)
yellow-dog подлец, трус
yellow dog contract контракт о найме на работу, требующий от рабочего предварительного обязательства не вступать в профсоюз
zoning районирование, деление городского массива на промышленные и жилые зоны (стоимость жилья зависит от того, в какой зоне находится дом).

Exercise 26. Find out information about other American realities in different dictionaries. Tell the class what you have found out.

Exercise 27.
a. Read the information.
The Sequoias
The sequoia trees are the oldest living things in the world. You can find them only in the north of California. They are huge. Some are over 250 feet high. Many sequoias are over 3.000 years old. They are living giants.
The name sequoia comes from Sequoyah, an American Indian. Sequoyah developed an alphabet for his people, so they could read and write.
The bark, or outside part of the sequoia, has a special tannin or juice. This protects the tree from fire and insects. So sequoias never die from fire of disease.
The biggest sequoia is the General Sherman tree. This tree is 100 feet around its base, or bottom. It is 267 feet tall. This means it is about the same size as a building with twenty-six floors. It is also one of the oldest trees in the world. The General Sherman tree is 4,000 years old!
When people needed wood, they began to cut down the sequoias. John Muir was a famous naturalist. He studied plants and animals. Muir wanted to save the sequoias. He asked President Theodore Roosevelt to come and see the sequoias in California. The president came, and in 1903 he made the land where they grew into a national park – Sequoia National Park.
b. Complete the definitions. Circle the letter of the correct answer.
a) Something that is very, very big is _____.
a. huge
b. high
c. tall
b) The bottom of a tree is its _____.
a. bark
b. base
c. juice
c) A person who studies plants and animals is a _____.
a. sequoia
b. nationalist
c. naturalist
d) The thick outside part of a tree is the _____.
a. tannin
b. bark
c. juice

e) Something that is much bigger than normal is _____.
a. giant
b. building
c. world
f) When something saves you from bad things, it _____ you.
a. protects
b. finds
c. studies
g) When something is sick, it may have a _____.
a. fire
b. bark
c. disease
h) Sequoyah made an alphabet for his people. He _____ it especially for them.
a. saved
b. grew
c. developed
c. Circle the letter of the best answer.
1. The sequoia trees are _____.
a. the oldest living things in the world
b. died 3,000 years ago
c. the oldest things in the world
2. The General Sherman tree is _____.
a. the oldest sequoia
b. the biggest sequoia
c. in Washington
3. President Roosevelt _____.
a. cut down sequoias
b. saved John Muir
c. made Sequoia National Park
d. One word in each sentence is not correct. Cross out the word and write the correct answer above it.
1. Sequoia trees are the oldest living things in California.
2. Some Sequoias are 250 feet old.
3. The General Sherman tree is 100 feet around its tannin.
4. Sequoyah developed an American for his people.
5. The bark of the sequoia has a special fire.
6. John Muir was a famous president.
7. Muir wanted to save the people.
8. President Roosevelt made the land where the sequoias grew into a presidential park.
e. The words in the sentences are not in the correct order. Rewrite the sentence with the word in the correct order.
EXAMPLE: the / General Sherman / old / is / tree / 4,000 years
    The General Sherman tree is 4,000 years old.
1. naturalist / was / a / John Muir / famous
___________________________________
2. General Sherman / around / the / is / 100 feet / its / tree / base
___________________________________
3. has / bark / a / the / juice / special
___________________________________
4. to / sequoias / Muir / wanted / save / the
___________________________________
5. disease / sequoias / from / fire / never / die / or
___________________________________
6. plants / John Muir / studied / and / animals
___________________________________
f. Discuss the answers to these questions with your groupmates.
1. What other names of trees do you know?
2. What do people use wood for?
3. Why are scientists worried about people cutting down forests?


RELIGION
Exercise 28.
a. Read the information.
Separation of Church and State
A basic American principle is separation of church (religion) and state (government). The U.S. Constitution says that people have the right to worship as they choose and that no religion can be made the official religion. In keeping with this principle, government money cannot be used to support church activities and prayers may not be said in public schools. (The U.S. Congress, however, opens each year with a prayer).
The Different Religions
Studies show that about 9 in 10 Americans identify with a religion and that about 6 in 10 belong to a church.
About 94 percent of Americans who identify with a religion are Christians. Among Christians, there are more Protestants than Catholics. However, there are many different Protestant denominations, or groups. For example, Protestants include, among others, Baptists, Methodists, and Lutherans, and each of these groups is divided into smaller groups. So Catholics, although outnumbered by Protestants, are the single largest religious group. Jews are the largest non-Christian group, with about 4 percent of the population. About 2 percent of the population is Moslem, and smaller numbers are Buddhists and Hindus. Native Americans often preserve their tribal religions.
Regional Differences
There are some differences among the regions when it comes to religion. In part these differences are related to where different immigrant groups settled. For example, the Lutheran religion was strong among Germans and Scandinavians. Many Germans and Scandinavians settled in the Midwest. So today there are many Lutheran churches in the Midwest. The Baptist religion really developed in the South. Today there are still many Baptists in the Southern states. The state of Utah, in the West, was settled by Mormons. (The Mormon religion began in the United States, in the 1800s).
Sections of the South and, to some extent, the Midwest are sometimes called the “Bible Belt”. In these areas there are many Protestant fundamentalists, who believe that the Bible is literally true and that its message should be at the center of a person’s life.
b. Compare the religious situations in the USA and Russia.


THE FAMILY
Exercise 29.
a. Read the information.
The American family has changed greatly in the last 20 or 30 years. Many of these changes are similar to changes taking place in other countries.
Marriage and Children
Young people are waiting longer before getting married. Women are also waiting longer to have children. It’s not unusual today for a woman to have her first child in her mid-thirties. And families are having fewer children. The typical family used to have three children. Today most families have one or two children.
Dual-Earning Families
In the traditional family, the wife stayed home with the children while the husband earned money. Now 60 percent of all married women work outside the home. So a majority of couples have two wage-earners. One reason for this change is that women want and expect to have careers. Another reason is economics. With rising prices, many families cannot survive on one person’s salary.
Single-Parent and Other Nontraditional Families
The United States has a high divorce rate: approximately 1 in every 2 marriages ends in divorce. One result of this high divorce rate is that many American children live in single parent families.
Although some women wait until their thirties to have their first child, other women become mothers while they are still teenagers. Many of these teenaged mothers are not married. Many are also poor. Poverty among children in homes headed by single mothers has become a serious problem in the United States.
Often people who are divorced get married again. This has led to a new kind of family – the “reconstituted family”, in which there are children from previous marriages as well as from the present marriage.


An Aging Population
In the past, it was common for three generations – grandparents, parents, and children – to live together. Now older people live on their own. They generally stay in contact with their children but might live in a different part of the country. People are also living longer – often for 20 years after they’ve retired from their job. Modern American culture tends to value youth rather than age. All of this creates an interesting challenge for older people – and for the country, since by the year 2020, 1 in every 6 Americans will be over the age of 65.
b. Discuss the points.
1. What about the Family in your country? Are there similar processes and problems?
2. What do you think the perfect family is like? For example, how many children should there be? Should both parents work? Should the grandparents live with the family?


TRADITIONS
Exercise 30. There are many things Americans do in their own way. Make reports about different sides of life in the USA (School traditions; Boyscouts, Girlscouts; Wedding traditions; Wild West and Cowboys; Native Americans and so on).

Exercise 31. Render the text in English.
Имена
Для стран английского языка характерно принятие женщиной имени мужа: Mrs Frank Brown (наряду с Mrs Charlotte Brown), супружеская пара обозначается the Frank Browns.
В США приятно давать мальчикам второе, «среднее» имя. Вместо среднего имени часто используется инициал (иногда ничего не значащий, просто для различения людей, имеющих одинаковые имена и фамилии). До середины XVIII в. средние имена в Америке употреблялись крайне редко, более того, получить два имени при крещении считалось нарушением английских традиций.
При выборе инициала иногда вступает в действие вера в магическую силу имени. Так, среди негров распространено поверье, что если инициалы образуют значащее слово, то это приносит счастье: Fun, Joy, Pet.
К имени сына, носящего имя и фамилию отца, добавляется Jr. (junior – младший): John J. Smith, Jr.
Если дочь названа по матери, то ее имя Miss Mary Smith, в отличие от Mrs John Smith – матери. Если обе работают и пользуются первым именем Mary, то дочь называют Mary Smith, the younger. Когда Miss Mary Ann выходит замуж за мужчину по имени George Henry Coldbeer, ее официальным именем становится Mrs George Henry Coldbeer, а неофициальным – Mary Ann Coldbeer.
В странах английского языка часто в качестве имени используют фамилии. В США это носит массовый характер, например, Sinclair Lewis, – известный американский писатель.
Примерно 75% старших сыновей из американских семей с претензиями на социальный престиж имеют в качестве первого или среднего имени девичью фамилию матери (John Fitzgerald Kennedy).
После окончания войны за независимость возникла тенденция использовать имена известных государственных деталей. В качестве первых имен стали использоваться Washington, Madison, Monroe, Jackson, Harrison, Lincoln, например, Washington Irving.
Для США характерно также широкое использование библейских имен – Joseph, Samuel, Benjamin, David, Joel, Adam.
Создаются сложные имена, которые обычно объединяют имена родителей или двух наиболее любимых бабушек и дедушек: Georgiana (George + Anna), Joanna (Joe + Anna), Clarence (Charles + Anna).
Сложные имена более характерны для юга, где широко принята практика давать девочкам 2 имени: Betty Sue, Mary Jane. 

Exercise 32.
a. Present your projects “American culture” (see exercise 12).
b. Discuss the points.
1. Which aspects of American culture can you find in your own city or country?
2. What do your friends think about the American cultural influence on your country?
3. How do you personally feel about it?












PART II. GRAMMAR
NON-FINITE FORMS OF THE VERB (VERBALS)
There are four non-finite forms of the verb in English: the Infinitive (to take), the Gerund (taking), Participle I (taking), Participle II (taken).
These forms possess some verbal and some nominal features. The participle combines the characteristics of a verb with those of an adjective; the gerund and the infinitive combine the characteristics of a verb with those of a noun.
Non-finites possess the verb categories of voice, tense and aspect. They lack the categories of person, number, mood. The tense distinctions of the verbals are not absolute but relative. The form of a verb does not show whether the action it denotes refers to the present, past or future; it shows only whether the action expressed by the verbal is simultaneous  with the action expressed by the finite verb or prior to it.
All the verbals can form predicative constructions, i.e. two-component syntactical units consisting of two elements, a nominal (noun or pronoun) and a verbal (participle, gerund or infinitive); the verbal element stands in predicate relation to the nominal element, i.e. in a relation similar to that between the subject and the predicate of the sentence. In most cases predicative constructions form syntactic units, serving as one part of the sentence.
They sat down to supper, Manston still talking cheerfully. (Hardy)
Они сели ужинать; Мэнстон продолжал весело разговаривать.
Manston still talking cheerfully is a predicate construction with a participle: the participle talking stands in predicate relation to the noun Manston, which denotes the doer of the action expressed by the participle.

THE INFINITIVE
In Modern English the Infinitive has the following forms:
Table 1
Active Passive
Indefinite
Continuous
Perfect
Perfect Continuous to write
to be writing
to have written
to have been writing to be written
—
to have been written
—
Table 2
Characteristics of the Infinitive
Nominal Verbal
The Infinitive can be used:
1. as a subject:
Never to study at night was her new unbreakable rule.
2. as a predicative:
Judy’s intention was to become a writer and pay back the money spent on her education.
3. as an object:
Judy was sorry to leave the farm but glad to see the campus again. The Infinitive:
1. can take a direct object
I promise never to bother you with any more questions.
2. can be modified by an adverb:
She promised to write letters regularly and to describe her college life sincerely.
3. has tense, aspect, voice distinctions (see Table 1).
Table 3
Tense, aspect, voice distinctions of the Infinitive
Simultaneous actions Prior actions
May be expressed by:
Indefinite Infinitive Active
The trouble with college is that you are expected to know such a lot of things you’ve never heard.
Indefinite Infinitive Passive
She hated to be laughed at because of her ignorance, so she decided to look up all the unknown words in the encyclopedia.

Continuous Infinitive
It was pleasant to be breathing fresh air again. May be expressed by:
Perfect Infinitive Active
The girl was glad to have been of any help to the old people on the farm.
Perfect Infinitive Passive
Judy was happy to have been sent to college to continue her education.
Perfect Continuous Infinitive
She was sorry to have been treating him so cruelly so long.
The Infinitive may be used with or without the Particle “to” (Bare Infinitive).
Table 4
The Infinitive is used
without to with to
1. after the auxiliary and modal verbs;
2. - after the verbs of sense perception to hear, to see, to feel, to notice, to watch, to observe;
- after the verbs to make and to have (заставлять);
    - after the verb to let;
3. after the expressions had better, would rather, would sooner, cannot but, can do nothing but;
4. in questions beginning with why;
5. sometimes after the verb to help;
6. after than in comparisons. 1. after the modal verbs ought to, have to, be to;
2. after the verbs to hear, to see, to make, to know in the Passive Voice.
Note: After the past tense forms of the verbs to mean, to expect, to hope, to intend the Perfect Infinitive shows that the hope or intention was not carried out: The children intended to have taken their mother for a beautiful drive away into the country.

THE FUNCTIONS OF THE INFINITIVE IN THE SENTENCE
                                      The Infinitive as a Subject
Table 5
Function Sentence Patterns Tense, aspect, voice distinctions Phrases to be memorized
A subject 1. Never to study at night was Judy’s new unbreakable rule.
2. It was a great pleasure for Daddy-Long-Legs to be thinking all the time about Judy.
3. It was annoying to have been waiting for his letters for quite a time. Indefinite Infinitive Active


Indefinite Infinitive Passive

Perfect Continuous Infinitive

Perfect Indefinite Active

Perfect Indefinite Passive

1. It’s always easy to…
2. It was hard to…
3. It is so important to…
4. It gives him pleasure to …
5. It’s dangerous to…
6. It’s wise of him to…
7. It does people a lot of good to…
8. It won’t do you any harm to…
9. It has become his habit to…
10. It surprised me to…
11. It made me feel awkward to…
12. It was natural to…
The Infinitive as Part of a Compound Nominal Predicate
Table 6
Function Sentence Patterns Tense, aspect, voice distinctions Sentences to be memorized
Part of a compound nominal predicate
a) a predicative
b) part of a predicative 1. After her long trip to New York her first desire was to sleep.
2. Judy was by nature a sunny soul and she was pleasant to deal with. Indefinite Infinitive Active

Indefinite Infinitive Passive

1. He is hard to please.
2. She is easy to deal with.
3. She is pleasant to look at.
4. The article is difficult to translate.
5. He was difficult to convince.


The Infinitive as an Object
Table 7
Sentence Patterns Tense, aspect, voice distinctions The Infinitive is used after
1. Judy was happy to continue her education.
2. I found it utterly cruel to offer the man to swim when he was not in good condition.
Indefinite Infinitive Active

Indefinite Infinitive Passive

Continuous Infinitive

Perfect Infinitive Active

Perfect Infinitive Passive

Perfect Continuous Infinitive 1. To order, to agree, to forget, to remember, etc.
2. To be glad, to be happy, to be delighted, etc.
3. To order, to teach, to ask, to help, to assist, to tell, to instruct, to request, to advise, to beg, to invite, to encourage, etc.
4. To find/to consider/to think/to make/to feel it
interesting
necessary
impossible
cruel
useful
hopeful
hopeless
important to do smth

The Infinitive as Part of a Compound Verbal Predicate
Table 8
Function Sentence patterns Tense, aspect, voice distinctions The Infinitive is used after
1. Part of a compound verbal modal predicate
1. He must have written his book many years ago.
2. Old Burton said, “You had better come back and see me in another thirty-five years.”
3. Judy thought, “I’d rather read plain books.” Indefinite Infinitive Active
Indefinite Infinitive Passive
Continuous Infinitive
Perfect Infinitive Active
Perfect Infinitive Passive
Perfect Continuous Infinitive 1. Modal verbs: can, may, must, should, ought, will, would, shall, need, to be to, to have to
2. Modal expressions: had better, would rather
2. Part of a compound verbal aspect predicate A bit of money used to come in for Burton once a quarter. Indefinite Infinitive Active The verbs expressing the beginning, the duration, the repetition, the end of the action:
to begin, to start, to commence, to burst out, to continue, to go on, to keep on,  to cease, to finish, to end, used to + Infinitive, would + Infinitive.
The Infinitive as an Attribute
Table 9
Sentence Patterns Tense, aspect, voice distinctions The Infinitive is used after
1. This is a chance not to be missed.
2. I have no desire to change my mind.
3. There was a great deal to tell you.
4. There’s nothing to worry about.
5. He was the last to realize the danger.
6. She was the first to guess what he was driving at. Indefinite Infinitive Active

Indefinite Infinitive Passive

Continuous Infinitive

Perfect Infinitive Active

Perfect Infinitive Passive 1. Class nouns: a patient, a doctor, a sportsman, a footballer, etc.
2. Abstract nouns: time, hope, desire, love, hate, beauty, help, assistance, courage, etc.
3. Expressions of quantity: much, little, a great deal, no more, etc.
4. Indefinite pronouns: somebody, something, anybody, anything, no one, nowhere, nothing, etc.
5. The adjective last;
6. Ordinal numerals: the first, the second, etc.
The Infinitive as an Adverbial Modifier
Table 10
Function Sentence patterns Tense, aspect, voice distinctions The ways of Introducing the Infinitive
1. An adverbial modifier of purpose 1. You must be a good player to be captain of a team.
2. He came to my office one day in order to see me and ask for a job.
3. You’d better wait outside so as to be at hand if I want you. Indefinite Infinitive Active 1. By the conjunctions: in order, so as;
2. Without any conjunction.
2. An adverbial modifier of result
1. The opportunity was too good to be missed.
2. He was old enough to be her father.
3. He was not such a man as to break his promise.
4. Mr Burton was so cruel as to send a man to death. Indefinite Infinitive Active

Indefinite Infinitive Passive
1. Too hot (skilled, excited, shocked, frightened, impressed, angry) to do smth;
2. Clever (experienced, skilled, strong, old, sharp, brave) enough to do smth;
3. So cruel (impressed, careless) as to do smth;
4. Such a man (a fool, a woman, a son, a student, a sportsman) as to do smth.
3. An adverbial modifier of comparison (manner) 1. He opened his mouth wide as if to speak.
2. He smiled bitterly and turned away as though to go out of the room.
3. She seemed more anxious to listen to the troubles of others than discuss her own. Indefinite Infinitive Active

Indefinite Infinitive Passive By the conjunctions: as if, as though, than
4. An adverbial modifier of attendant circumstances 1. Young Burton swam to the creek of Tarumi never to turn up.
2. He turned to look at me with those kind and candid eyes of his.
3. Mr Burton managed to get to Tarumi at half past twelve only to learn his namesake hadn’t turned up. Indefinite Infinitive Active

Indefinite Infinitive Passive Sometimes by
the adverb never,
the particle only.
The Infinitive as Parenthesis
Table 11
Sentence Patterns Tense, aspect, voice distinctions Phrases to be memorized
To crown it all, I had an accident the other day.
To begin with, there was not much to listen to. Indefinite Infinitive Active
1. To cut a long story short, to put it in a nutshell (короче говоря)
2. To tell (you) the truth (to speak the truth) (по правде говоря)
3. To put it mildly (мягко говоря)
4. To say nothing of (не говоря уже)
5. To be quite frank (откровенно говоря)


INFINITIVE CONSTRUCTIONS
In Modern English one can find the following predicative constructions with the infinitive:
1. The Objective with the Infinitive Construction (Объектный предикативный инфинитивный оборот)
2. The Subjective Infinitive Construction = The Nominative with the Infinitive Construction (Субъектный предикативный инфинитивный оборот)
3. The For-to-Infinitive Construction (Инфинитивный оборот с предлогом for)
Objective with the Infinitive Construction
The Objective with the Infinitive is a construction in which the infinitive is in predicate relation to a noun in the common case or a pronoun in the objective case. In the sentence this construction has the function of a complex object.
In translating the Objective with the Infinitive Construction into Russian we nearly always use a subordinate clause.
He’s a wonderful teacher and I’ve never seen him lose his temper or get angry about anything. (Wilson)
Он замечательный учитель, и я никогда не видел, чтобы он вышел из себя или рассердился из-за чего-нибудь.
Table 12
Function Sentence patterns Tense, aspect, voice distinctions
A complex object 1. Mr Burton saw his namesake get pale.
2. Mr Burton had his namesake swim a long and dangerous distance.
3. They all considered him to be a good chap but a bit wild.
4. She declared her mind to be abyss of ignorance.
5. He wouldn’t like you to put on so much make up.
6. She could not bear him to go in for wrestling.
7. The doctor ordered the medicines to be taken immediately.
8. He allowed the boy to be taken for a drive into the country.
9. She believed him to have suffered all the injustices of the world. Indefinite Infinitive Active

Indefinite Infinitive Passive

Perfect Infinitive (very seldom)
Table 13
The Objective with the Infinitive Construction is used
without the particle to:
a) after verbs of sense perception: to see, to hear, to watch, to observe, to notice, to feel;
b) after verbs of compulsion: to make, to have;
c) after he verb to let
with the particle to:
a) after verbs denoting mental ability: to know, to think, to consider, to believe, to suppose, to expect, to find, to understand;
b) after verbs denoting declaring: to pronounce, to declare, to report;
after verbs denoting wish and intention: to want, to wish, to desire, should like, to intend, to mean;
after verbs denoting feeling and emotion: to like, to dislike, to love, to hate, cannot bear;
c) after verbs denoting order and permission: to order, to allow.
Notes: 1. If a process is expressed Participle I Indefinite Active is used.
We watched them playing badminton.
2. If the meaning is passive Participle II is used.
He heard his name pronounced through the open door.
3. After to see = to understand and to hear = to learn, to be told a clause is used.
Mr Burton could see (understand) that the man was down and out.
He heard (learned) that young Burton had got trimmed.
4. After to see, to notice a clause is used with the verb to be.
He saw that he was pale.
5. After the verbs to think, to consider, to find the Infinitive may be missing.
We consider him a cruel person.

The Subjective Infinitive Construction
The Subjective Infinitive Construction (traditionally called the Nominative with the Infinitive Construction) is a construction in which the infinitive is in predicate relation to a noun in the common case or a pronoun in the nominative case.
The peculiarity of this construction is that it does not serve as one part of the sentence: one of its component parts has the function of the subject, the other forms part of a compound verbal predicate.
Edith is said to resemble me. (Dickens)
Говорят, что Эдит похожа на меня.
The Subjective Infinitive Construction is used with the following groups of verbs in the Passive Voice:
1. With verbs denoting sense perception: to see, to hear, etc.
The rider was seen to disappear in the distance.
Видно было, как всадник скрылся вдали.
2. With verbs denoting mental activity: to think, to consider, to know, to expect, to believe, to suppose.
He was thought to be honest and kindly. (Dreiser)
Его считали честным и добрым человеком.
3. With the verb to make.
Little Abraham was aroused… and made to put on his clothes… (Hardy)
Маленького Эбрахама разбудили и заставили одеться.
2. With the verbs to say and to report.
The gods had given Irene dark-brown eyes and golden hair, which is said to be the mark of a weak character. (Galsworthy)
Боги наделили Ирэн темно-карими глазами и золотистыми волосами, что, как говорят, является признаком слабости характера.
The Subjective Infinitive Construction is used with the word-groups to be likely, to be sure, and to be certain.
But he is sure to marry her. (Hardy)
Но он, бесспорно (несомненно), женится на ней.
The Subjective Infinitive Construction is used with the following pairs of synonyms: to seem and to appear; to happen and to chance (the latter is literary); to prove and to turn out.
They seemed to have quite forgotten him already. (Hardy)
Они, казалось (по-видимому), уже совершенно забыли его.
The For-to-Infinitive Construction
The for-to-Infinitive Construction is a construction in which the infinitive is in predicate relation to a noun or pronoun preceded by the preposition for.
In translating this construction into Russian a subordinate clause or an infinitive is used.
He waited for her to speak. (Hardy)
Он ждал, когда она заговорит.


THE PARTICIPLE
The Participle Characteristics
Table 14
Characteristics of the Participle
Adjectival or adverbial Verbal
The Participle may be used as
1) an attribute: The boy playing centre forward is a first-year student of the English faculty.
2) an adverbial modifier: Having cured his first patient of a serious disease, the young doctor was very happy. The Participle
1) can take a direct object: Having left his umbrella at home, he soaked to the skin.
2) can be modified by an adverb: He walked up and down looking straight before him.
3) has tense and voice distinctions: erecting (Participle I Indefinite Active), being erected (Participle I Indefinite Passive), having erected (Participle I Perfect Active), having been erected (Participle I Perfect Passive).
Table 15
Tense, voice distinctions of Participle I Participle II
Simultaneous actions Prior actions
1. Participle I Indefinite Active
Making a tour of England we were struck by its “parklike” appearance.
2. Participle I Indefinite Passive
The monument being erected now on this square will be soon unveiled. 1. Participle I Perfect Active
Having decided to get a general idea of the country we began to study the map.
2. Participle I Perfect Passive
Having been presented with five gold coins, Judy went shopping.
Note: Participle I Indefinite Active is used to express a prior action with some verbs of sense perception and motion; such as to see, to hear, to come, to arrive, to seize, to look, to turn, to enter, to close, to open, to pass, to cross, etc.
Looking out of the window she saw a man working in the garden. 1. Participle II has no tense distinction
As a rule the goods produced at this factory are of the highest quality (simultaneousness).
Burton’s namesake ruined by card playing had to ask for a job (priority).
2. Participle II of transitive verbs has a passive meaning:
broken, opened, closed, built, made, etc.
3. Participle II of intransitive verbs denotes passing into a new state: faded leaves – увядшие листья; a withered flower – засохший цветок; a retired colonel – отставной полковник; a fallen star – упавшая звезда.



PARTICIPLE I
THE FUNCTIONS OF PARTICIPLE I IN THE SENTENCE
Participle I as an Attribute
Table 16
Sentence Patterns Tense, voice, aspect distinctions
1. The roaring water of the river made a deep impression on him (in preposition).
2. Great Britain is situated on the British Isles lying to the west of the continent of Europe (in post position). Participle I Indefinite Active

Participle I Indefinite Passive

Peculiarities: 1. If we have a participle used as an attribute to a noun (in pre-position), the noun performs the action expressed by the ing-form:
a touching story – a story that can touch; a laughing girl – a girl who is laughing.
2. In the function of an attribute Participle I Indefinite can be used only when it expresses simultaneous action with that of the finite verb. To express priority an attributive clause is used:
The student who has shown the countries of America on the map is going to his seat.
3. Sometimes Participle I Indefinite denotes an action referring to no particular time:
Taiga is a thick forest stretching to the south of the tundra.

Participle I as a Predicative
Table 17
Sentence patters Tense, aspect, voice distinctions
The answer of the student is disappointing. Participle I Indefinite Active
Phrase to be memorized: to be disappointing, to be exciting, to be humiliating, to be inviting, to be tempting, to be terrifying, to be touching.
Participle I as Parenthesis
Table 18
Sentence patters Tense, aspect, voice distinctions
Judging by his words he has visited Great Britain. Participle I Indefinite Active
Phrase to be memorized: generally speaking, judging by appearance (words), mildly speaking (saying), speaking frankly, strictly speaking, saying nothing of, roughly speaking.

Participle I as an Adverbial Modifier of Time
Table 19
Sentence patters Tense, aspect, voice distinctions
1. Learning the topic “The geographical position of Great Britain”, he remembered that he had forgotten to buy the map of Great Britain.
2. While getting breakfast ready, the girls began to light the camp fire.
3. When in England she couldn’t help admiring its ‘parklike’ appearance.
4. Coming to the Lake District, we put up our tents on the boundary of the lake Participle I Indefinite Active

Participle I Indefinite Passive

Participle I Perfect Active

Participle I Perfect Passive
Peculiarities: 1. The action expressed by a participle in the function of an adverbial modifier always refers to the subject of the whole sentence.
2. With such verbs as to see, to hear, to notice, to come, to arrive, to seize, to look, to enter, to turn, to close, to open, to cross Participle I Indefinite is used to express a prior action when the action expressed by the finite verb closely follows the action expressed by the Participle:
Seeing that it was useless to argue with him, I dropped the subject.
3. The conjunctions ‘when’ and ‘while’ are often used with Participle I Indefinite Active to express an action in progress simultaneous with that of the finite verb:
While making a tour of England, we were impressed by its beauty.
4. Participle I Indefinite of the verb ‘to be’ is not used as an adverbial modifier of time.
Clauses of the type «Когда он был в Москве» may be translated “When in Moscow”.


Participle I as an Adverbial Modifier of Cause
Table 20
Sentence patters Tense, aspect, voice distinctions
Not knowing the topic well, he got confused.
Being impressed by the duel scene in “Hamlet”, they were silent on the way home.
Having lost the book, the students couldn’t prepare the topic.
Having been left alone, the child felt miserable and lonely. Participle I Indefinite Active

Participle I Indefinite Passive

Participle I Perfect Active

Participle I Perfect Passive
Participle I as an Adverbial Modifier of Manner
or Attendant Circumstances
Table 21
Sentence patters Tense, aspect, voice distinctions
He was standing on the top of the mountains admiring the beautiful view. Participle I Indefinite Active

Participle I as an Adverbial Modifier of Comparison
Table 22
Sentence patters Tense, aspect, voice distinctions
He was silent for a while, as though pausing for a reply. Participle I Indefinite Active


PARTICIPLE II
THE FUNCTIONS OF PARTICIPLE II IN THE SENTENCE
Table 23
Function Sentence patters
1. An attribute 1. People treated in polyclinics are called out-patients. (post-position)
2. After giving the boy the prescribed medicine I went out for a while. (pre-position)
3. Frozen with horror, he understood everything. (detached)
4. I took the boy for a walk up the path covered with faded leaves.
2. a predicative (part of a compound nominal predicate) 1. He seemed delighted to see me again.
2. She looked worried.
3. I confessed I was bewildered.
3. an adverbial modifier of time
4. an adverbial modifier of condition
5. an adverbial modifier of comparison
6. an adverbial modifier of concession When told the fare, he realized he couldn’t afford the tour.
If sent immediately, the telegram will be delivered in time.
He looked bewildered as if told something unbelievable.
Though frightened, he didn’t show it.


Predicative Constructions with the Participle
In Modern English we find the following predicative constructions with the participle:
1) Objective Participial Construction (Объектный предикативный причастный оборот);
2) Subjective Participial Construction (Субъектный предикативный причастный оборот);
3) Nominative Absolute Participial Construction (Независимый причастный оборот);
4) Absolute Constructions without Participle (Независимые обороты без причастия).
The Objective Participial Construction
The Objective Participial Construction is a construction in which the participle is in predicate relation to a noun in the common case or a pronoun in the objective case.
In the next berth she could hear her stepmother breathing heavily. (Hardy)
Ей было слышно, как на соседней койке тяжело дышит ее мачеха.
The Objective Participial Construction may be found:
(a) after verbs denoting sense perception, such as to see, to hear, to feel, to find, etc.
Then he looked out of the window and saw clouds gathering. (Dreiser)
Затем он выглянул из окна и увидел, что собираются тучи.
(b) after some verbs of mental activity, such as to consider, to understand.
I consider myself engaged to Herr Klesmer. (Eliot)
Я считаю себя помолвленной с господином Клесмером. 
(с) after verbs denoting wish, such as to want, to wish, to desire. In this case only Participial II is used.
The governor wants it done quickly. (Bennett)
Губернатор хочет, чтобы это было сделано быстро.
The Subjective Participial Construction
The Subjective Participial Construction is a construction in which the participle (mostly Participle I) is in predicate relation to a noun in the common case or a pronoun in the nominative case, which is the subject of the sentence.
In rendering this construction in Russian a complex sentence is generally used; the principal clause is of the type which in the Russian syntax is called “indefinite personal” (неопределенно-личное предложение).
This construction is chiefly used after verbs of sense perception.
The horse was seen descending the hill. (Hardy)
Видно было, как лошадь спускалась с холма.

The Nominative Absolute Participial Construction
The Nominative Absolute Participial Construction is a construction in which the participle stands in predicate relation to a noun in the common case or a pronoun in the nominative case; the noun or pronoun is not the subject of the sentence, but functions as a subject to the participle.
The door and window of the vacant room being open, we looked in. (Dickens)
Так как дверь и окно пустой комнаты были открыты, мы заглянули в нее.
Absolute Constructions without a Participle
There are two types of absolute constructions in which we find no participle. The second element of the construction is an adjective, a prepositional phrase, or an adverb.
1. The Nominative Absolute Construction. It is used in the function of an adverbial modifier of time or attendant circumstances. In the function of an adverbial modifier of time this construction is rendered in Russian by an adverbial clause.
Breakfast over, he went to his counting house. (Ch. Brontё)
Когда кончили завтракать, он пошел в свою конторку.
In the function of an adverbial modifier of attendant circumstances the Nominative Absolute Construction is rendered either by a coordinate clause, деепричастный оборот, or a noun (pronoun) with the preposition «c».
Manston went homeward alone, his heart full of strange emotion. (Hardy)
Мэнстон отправился домой один; душа его была переполнена странными чувствами.
2. The Prepositional Absolute Construction. It is mostly used in the function of an adverbial modifier of attendant circumstances. In rendering this construction in Russian a coordinate clause or деепричастный оборот is used.
I found him ready, and waiting for me, with his stick in his hand. (Collins)
Он был готов и ждал меня; в руке у него была трость.
Sikes, with Oliver’s hand still in his, softly approached the low porch, and raised the latch. (Dickens)
Сайкс, все еще не выпуская руку Оливера из своей, подошел потихоньку к невысокому крыльцу и поднял щеколду.
The Nominative Absolute Participial Construction and the Nominative Absolute Construction are separated from the rest of sentence by a comma or a semicolon.
Grandcourt… rose and strolled out on the lawn, all the dogs following him. (Eliot)
Prepositional Absolute Construction is usually separated from the rest of the sentence by a comma.
He was there, writing busily at a distant table, with his back towards the door. (Eliot)


THE GERUND
The gerund developed from the verbal noun, which in course of time became verbalized preserving at the same time its nominal character. The gerund is formed by adding the suffix -ing to the stem of the verb.
Table 24
Characteristics of the Gerund
Nominal Verbal
The Gerund may be
1. used as a subject
Swimming is just delightful there.
2. used as a predicative
My favourite our-door winter sport is figure skating.
3. used as an object
I hate seeing people off, I prefer being
seen off myself.
4. preceded by a preposition
I can boast of having seen London.
5. modified by a possessive pronoun
His being so slow is very annoying.
6. modified by a noun in the Possessive Case
She objected to her son’s travelling by sea. The Gerund
1. can take a direct object
They can’t get good crops without cultivating soil.
2. can be modified by an adverb
She burst out crying bitterly.
3. has tense and voice distinctions: writing, being written, having written, having been written.

Table 25
Tense, aspect, voice distinction Peculiarities
Simultaneous action Prior action
Indefinite Gerund Active
I hate being on sick leave and staying in bed.


Indefinite Gerund Passive
He had a feeling of being watched. Perfect Gerund Active
It serves you right for having disobeyed me.


Perfect Gerund Passive
I’ve never heard of the house having been painted once since it was built. 1. The Gerund is rendered in Russian by a noun, an infinitive, by деепричастие, by a subordinate clause.
2. After the verbs to remember, to excuse, to forgive, to thank and after the prepositions on (upon), after, without the Indefinite Gerund is used to denote a prior action.
I hardly remember ever seeing a better game.
Young people enter college after finishing high school, at 18.
3. After the verbs to want, to need, to deserve, to require and the adjective worth the Gerund is used in the active form though it is passive in meaning.
My watch needs repairing.
The film is amusing. It’s worth seeing. 
The sportsman deserves praising.


Predicative Constructions with the Gerund
Table 26
Function Sentence patterns Tense, aspect, voice distinction
1. A complex subject

2. A complex predicative


3. A complex object


4. A complex attribute


5. A complex adverbial modifier 1. It’s no use your telling me not to worry.
2. What annoyed me most was his being invited there regularly.
3. I was irritated with him having been put in an awkward position.
4. I don’t like the idea of Mary’s going home alone.
5. I stayed at the party a bit longer in spite of her having told me the sad news. Indefinite Gerund Active

Indefinite Gerund Passive

Perfect Gerund Active

Perfect Gerund Passive
Table 27
The nominal element
a living being a lifeless thing
may be expressed
1. by a noun in the Possessive Case
It’s bad enough Richard’s failing at the examination.
2. by a possessive pronoun
The morning passed without my making any decision.
3. by a noun in the common case
a) when the doer of the action is emphasized
He denied Mary having done this on purpose.
b) when the nominal element consists of two or more nouns
I insist on Mary and Kate passing their vacation at a rest-home.
4. by a pronoun in the objective case
Do you mind them coming too? 1. by a possessive pronoun
He insisted on its (the telegram) being delivered without delay.
2. by a noun in the common case
The carrying out of these plans depends on the documents being signed in time.
3. by pronouns all, this, that, both, each, something
I couldn’t deny both of them having made a reasonable excuse.
Peculiarities: 1. The Gerundial Predicative Construction is nearly always rendered in Russian by a subordinate clause introduced by то, что; тем, что; как; после того, как, etc.
You may rely on my setting matters right.
Вы можете рассчитывать на то, что я все улажу.
2. Gerundial Constructions in which the nominal element is expressed by a noun in the common case or a pronoun in the objective case are sometimes called constructions with a half Gerund.
3. In the Predicative Gerundial Construction the Gerund usually refers to a subject of its own.

The Gerund as a Subject
Table 28
Sentence patterns Voice, aspect, tense distinction
1. Flying is a thrilling thing.
2. Your being so indifferent irritates me a great deal.
3. It’s no use discussing it now, we must act.
4. It’s worth while seeing the ballet.
5. There was no persuading him, as he was too stubborn. Indefinite Gerund Active

Indefinite Gerund Passive

Perfect Gerund Active

Perfect Gerund Passive
Patterns to be memorized: A complex subject
His being so slow is very annoying.
It was quite unexpected his coming so soon.
A subject with the introductory “there is no”.
Once he starts making little jokes, there is no stopping him.
There is no deceiving him, he can read my face like a book.

The Gerund as a Predicative
Table 29
Sentence patterns Voice, aspect, tense distinction
1. What he loves best in the world is going to the theatre.
2. What annoyed me most of all was his accepting their proposal quite readily. Indefinite Gerund Active

Indefinite Gerund Passive

The Gerund as Part of a Compound Verbal Predicate
Table 30
Function Sentence patterns Voice, aspect, tense distinction
Part of a Compound Verbal Aspect Predicate

Part of a Compound Verbal Modal Predicate The audience burst out applauding.

Julia couldn’t help feeling the warmth of the reception. Indefinite Gerund Active

Indefinite Gerund Passive
Peculiarities: Here are some verbs with which the Gerund forms a compound verbal aspect predicate: to keep on, go on, give up, leave off, burst out, finish, stop, cease, begin, start, continue.
The Gerund forms a compound verbal modal predicate with the modal expression can’t help.
The Gerund as a Direct Object
Table 31
Sentence patterns Voice, aspect, tense distinction
1. The museum is world-famous and certainly worth seeing (a direct object).
2. I remember my brother-in-law going for the benefit of his health (a complex direct object).  Indefinite Gerund Active
Indefinite Gerund Passive
Perfect Gerund Active
Perfect Gerund Passive
Peculiarities: The verbs after which the Gerund is used as a direct object or a complex direct object: to avoid, deny, enjoy, fancy, mind, postpone, put off, suggest, want, need, require, deserve, be busy, like, dislike, hate, prefer, excuse, remember, forgive, forget, regret, recollect, can’t afford, can’t bear, etc.

The Gerund as a Prepositional Object
Table 32
Sentence patterns Voice, aspect, tense distinction
We are looking forward to seeing “Swan Lake” tonight.
He agreed to this valuable letter being registered.
(a complex prepositional object) Indefinite Gerund Active
Indefinite Gerund Passive
Perfect Gerund Active
Perfect Gerund Passive
Peculiarities: The verbs after which the Gerund is used as a prepositional object: to approve of, to complain of, to accuse of, to suspect of, to think of, to boast of, to be aware of, to be capable of, to be fond of, to be pleased at, to be surprised at;
to agree to, to object to, to confess to, to devote to, to look forward to, to get used to, to get accustomed to;
to rely on, to insist on, to count on, to depend on;
to feel like, to look like, to persist in, to succeed in, to be busy in, to be engaged in, to be interested in; to prevent from, to keep from; to thank for, to care for.

The Gerund as an Attribute
Table 33
Sentence patterns Voice, aspect, tense distinction
The doctor left three different medicines with instructions for giving them.
I don’t believe that is the reason for their losing the game (a complex attribute). Indefinite Gerund Active
Indefinite Gerund Passive
Perfect Gerund Active
Perfect Gerund Passive
Peculiarities: Here are the nouns after which the Gerund is used as an attribute:
of chance, habit, idea, trouble, risk, method, way, custom, fear, manner, means, problem, necessity, possibility, pleasure, right, hope, intention, importance, effort, feeling, sound, gift, sing, etc.
for instruction, apology, explanation, reason, preparation, excuse, plan
in experience, use, skill, interest, sense, harm, difficulty
at astonishment, disappointment, surprise

EXERCISES
THE NON-FINITE FORMS OF THE VERB

THE INFINITIVE
Exercise 1. Give all possible forms of the Infinitive of the following verbs.
To change, to project, to come, to shut, to cover, to read, to write, to wait, to think, to go, to laugh, to give, to pave, to build, to lead, to construct, to drive, to know, to undergo, to look, to put, to spread, to learn, to settle, to mean, to vary, to draw, to solve.

Exercise 2. Read and translate the following word combinations paying attention to the Infinitives.
To send the letter to inform them; the new device to be introduced; the house to be built; the theory to be considered; to build the road to connect two towns; the instrument to be used; the story to listen to; the bridge to be constructed; the question to be answered; the road to be paved; the problem to be solved; the experiment to be carried out.

Exercise 3. Translate the following proverbs and sayings paying attention to the Infinitives.
1. To choose time is to save time. 2. To believe is to see. 3. It is easier to pull down than to build. 4. It is easy to be brave from a safe distance. 5. It is easy to be wise after the event. 6. It is better to wear out than to rust out. 7. It is a woman’s privilege to change her mind. 8. Live not to eat, but eat to live. 9. To understand is to forgive. 10. One must have a home to come to. 11. To err is human.

Exercise 4. Read and translate the sentences. Pay attention to the Infinitives.
1. They were happy to take part in our expedition. 2. She wanted to be answered at once. 3. He was happy to be working with the famous scientist. 4. It’s very difficult to drive a car in a big city. 5. Water may be used to drive dynamos which generate electricity. 6. Sputniks do not need any additional energy to move along their orbit. 7. Newton made use of the three laws of motion to explain the movement of the Moon around the Earth and of the planets around the Sun. 8. To extend the main street they had to destroy some old buildings. 9. The workers will use powerful machinery to assemble these huge units. 10. In this area there are no monuments to speak of. 11. Dalton’s atomic theory was the first to make successful use of the old Greek theory of atoms in chemistry. 12. The new channel to be constructed here will be the longest in the country. 13. The new branches of industry to be developed in this part of the country are metallurgy and radio engineering. 14. Another reason to consider is the absence of necessary facilities for the experiment.

Exercise 5. Read and translate the sentences. Analyze the forms of the Infinitives.
1. I intend to start immediately. 2. They happened to be discussing something when I came in. 3. The patient wanted to be examined. 4. She didn’t want to bother anyone and she didn’t want to be bothered either. 5. Ann appears to have been typing since morning. 6. The child seems to be sleeping now. 7. She turned out to have been cleaning the house since morning. 8. My doctor told me to be thinking about something else while the plane was taking off, but it didn’t do much good. 9. I am quite ashamed to have given you so much trouble. 10. It’s great to have finished our exams! 11. This palace is said to have been built in three years. 12. Don’t talk too much if you want to be listened to. 13. They may have telephoned while you were out. 14. I meant to have bought a newspaper on my way home, but I forgot about it. 15. It seems to have been snowing ever since we came here.


Exercise 6. Change the following sentences using the forms of the Infinitive according to the model.
Model: He is the only man who can do it better than I. – … to do it better than I.
1. She was not a girl who would miss an opportunity like that. 2. It was one of those incredible opportunities where you could get something for nothing or nearly nothing. 3. He was always speaking about a book he was going to read in the nearest future. 4. She’ll always find something she can complain about. 5. There’s simply nothing anyone can do about it. 6. Her mother was the first who kissed her and wished her luck. 7. There seemed to be no one there who could be asked for directions. 8. I have a few more notebooks which must be corrected. 9. Is there anything else that could be said in his defence? 10. There was a long argument over the trees which were going to be planted in the yard. 11. There still remained things which had to be said and she was the girl who would say them.

Exercise 7. Paraphrase the following sentences using Infinitive Active or Passive.
1. She was sorry that she had missed so many classes before the exams. 2. Emma was surprised when she heard of his sudden arrival. 3. She was extremely happy when she found her children safe and sound. 4. David was afraid that he would put on weight if he gave up smoking. 5. She was lucky enough that she’d been given another chance to admire the masterpiece. 6. The girl was out of breath. It seemed that she had been running. 7. When he felt worse, he was sorry that he hadn’t consulted the doctor before. 8. You should give this matter top priority. 9. We expect they will invite us to the meeting with the management. 10. It is nice when someone is waiting on you at dinner. 11. I hope they will interview me for this job. 12. Go and talk with George. He believes that we have unfairly treated him.


Exercise 8. Translate the sentences into Russian, pay attention to the Infinitives in the function of a(n):
Subject
1. To look quickly through a book is an important study skill. 2. To do away with crime seems an impossible task. 3. To love means never to say “I am sorry”, the father said. 4. To tell her the truth was to upset her. 5. It’s easy to remember her telephone number. 6. It’s so nice of you to have brought the book I need. 7. It was impossible to argue with her. 8. It isn’t so easy to find a good job. 9. It took me an hour to get here. 10. It’s never late to study. 11. It’s a tradition to cook turkey for Christmas.
Predicative
1. The best preparation for tomorrow is to do today’s work superbly well. 2. My idea was to slide into the room at the last moment. 3. The objective is not only to identify the problem, but also to solve it. 4. To read aloud is to develop speech skills. 5. My suggestion is to leave everything as it is. 6. At last he came to understand what was happening. 7. All you’ve got to do is to wait. 8. He was so tired that he went to sleep in class.
Object
1. My father knew how to catch snapping turtles, charm women and make money. 2. His watch needs to be repaired. 3. Nobody likes to be punished. 4. He did not consider it necessary to tell her about it. 5. She liked to be admired. 6. Show me how to do it, please. 7. He didn’t want to be told what to do. 8. She was waiting for the telephone to ring.
Attribute
1. There wasn’t a minute to lose and he ran for his car. 2. There was nothing much to talk about and she left them. 3. It is the best play to have been staged this season. 4. This is the best book to read on the train. 5. This is an interesting fact to be mentioned in the report. 6. Which of you was the last to leave the house? 7. Here is an interesting point to discuss. 8. Her sister’s care gave her an opportunity to get used to the new way of life.

Adverbial modifier
1. It was easy enough to understand what he was driving at. 2. The author was too young to say “no” to a woman. 3. They left never to come back. 4. They had to walk a kilometer to get to the place. 5. To prepare for the TOEFL exam, you should study 30 minutes every day for several months. 6. Some people use Express Mail to send letters and packages overseas. 7. To complete his physical education credits, John took not only swimming, but also golf. 8. To judge your friends, you should not listen to what they say, but observe what they do.

Exercise 9. State the functions of the Infinitives and translate the sentences into Russian.
1. The book is easy to read. 2. Do you know what to do to avoid such mistakes? 3. It was a mistake to send them away. 4. He was shocked to see his car after the accident. 5. Who was the first to put forward the idea? 6. He thought it possible to ask one more question. 7. She is clever enough to understand which side of her bread is buttered. 8. Here’s the man to give you all the necessary information. 9. He is too smart to have made such a mistake. 10. The only thing to do was to sell the house. 11. It is easy to be wise after the event. 12. He would stop at nothing to achieve his aim. 13. We had to take a taxi not to miss the train. 14. We didn’t know how to get in touch with them.

Exercise 10. Read and translate the sentences. Analyze the functions of the Infinitives.
1. The problem to be discussed is connected with the city water supply system. 2. This method is not good enough to be used everywhere. 3. A new comfortable coach was developed to transport people over long distances. 4. He was saving money to travel about the country. 5. It did not take much time to pave the road. 6. The internal combustion engine to be used in this lorry is of a new design. 7. The road surface to be repaired was destroyed many years ago by heavy vehicles. 8. Goods to be transported to the north are stored at the railway station. 9. He was too tired to be asked any questions. 10. England looks like one well ordered park. Englishmen like to preserve various old trees. There are some trees which were even too old to be cut for building ships in the seventeenth century. 11. A high speed electronic machine has introduced great changes in carrying out various mathematical calculations. This electronic machine works according to a program to be prepared in advance and can carry out several thousand arithmetic operations per second.

Exercise 11. Translate it into English.
1. Вам лучше подождать здесь. 2. Последним, кто приехал, был мой отец. 3. О таких вещах нельзя говорить. 4. Почему за ним нельзя послать? 5. Это, кажется, просто сделать. 6. Очень холодно. Я лучше закрою окно. 7. Подождите, пожалуйста, я должна вам что-то рассказать. 8. Рассказ был слишком хорош, чтобы его так быстро забыть. 9. Она вошла, и он встал, чтобы встретить ее. 10. Он был недостаточно взрослым, чтобы понять этот рассказ. 11. У него было желание поехать на юг к друзьям. 12. Они продолжали сидеть и разговаривать почти до полуночи.

Exercise 12. Translate the following sentences with the Infinitive constructions in the function of Complex Object.
1. He wanted us to visit the art exhibition. 2. I expect you to tell me everything. 3. I suppose her to be about 50. 4. The teacher does not consider him to be a good student. 5. The engineer expected the work to be done in time. 6. We expect you to show good results. 7. We know him to have graduated from the Institute two years ago. 8. Everybody knows him to be working on a new book. 9. We believe cybernetics to be an important branch of modern technology. 10. We thought him to have taken part in their experiment. 11. She felt somebody touch her. 12. We heard him come in and close the door behind him. 13. Have you ever seen Ulanova dance? 14. She watched the boy buy a newspaper, open it, look it through and then throw it away. 15. I heard him mention my sister’s name. 16. Many people like to watch the sun rise. 17. She saw her son fall and shouted. 18. He likes to watch his son play in the garden. 19. The students heard the bell ring. 20. You can’t make me believe that all these stories are true. 21. In spite of bad weather the instructor made the sportsmen continue their training.

Exercise 13. Point out the Objective Infinitive constructions. Translate the sentences into Russian.
1. We expect her to come tomorrow. 2. Everyone considers him to be a clever man. 3. I wish John to come to our place at the weekend. 4. We ordered a huge bunch of flowers to be brought by 7 o’clock. 5. I have never heard him play the piano. 6. Every spring we see the leaves on the trees come out again. 7. Usually English people don’t like strangers to ask personal questions. 8. I will let you use my car if necessary. 9. The nurse felt him tremble with cold. 10. You could have heard a pin drop. 11. You mustn’t let it worry you. 12. What made you think so? 13. People know him to be an honest man. 14. He wished the specialist to cure him of his illness. 15. I know him to be working very hard. 16. What made you come so early? 17. I’ve never seen them talk together. 18. How can you let your son go there alone? 19. They borrowed the money, didn’t they? Let them pay it back.

Exercise 14. Use “to” where necessary.
1. We should allow them … come next week. 2. Most people suppose him … be innocent. 3. Did anyone hear John … leave the house? 4. They made me … do it. 5. He ordered the car … come at 5 p.m. 6. We all thought the plan … be wise. 7. These events caused him … leave the country. 8. Don’t let him … drive so fast. 9. Let us … be friends. 10. What makes you … think so? 11. I felt my heart … jump.


Exercise 15. Paraphrase the following sentences using the Complex Object according to the model.
Model: Mr Brown didn’t have a necessary book. He / want / Mr Stevenson / lend it to him. He wanted Mr Stevenson to lend it to him.
1. There is a football match next Sunday between Russia and Argentina. You / want / Russia / win?
2. Mary’s husband was upset when she decided to leave him. He / want / Mary / stay with him.
3. Please don’t tell anyone that I’m dating Scott. I / not / want / anyone / know.
4. Unfortunately someone had told Elizabeth what I was going to give her as a birthday present. I / want / it / be a surprise.
5. English designers are going to take part in the competition. Everybody / want / them / win.
6. I’d like to come to you at 5 o’clock, not at 7 o'clock. You / want / me / come earlier?

Exercise 16. Paraphrase the sentences using the Objective with the Infinitive Construction. Make all the necessary changes.
Model: He wants the book back. Bring it tomorrow. He wants you to bring back the book tomorrow.
1. He is an honest man. Everybody knows it. 2. Somebody must help him with English. He expects it. 3. It’s a safe way out, I believe. 4. You must not talk about such things in the presence of the children. I don’t like it. 5. We believe it is a mistake. 6. I want you for a few minutes. Help me rearrange the furniture in my room. 7. She wants a new toy. Go to the shop and buy a doll.

Exercise 17. Translate it into English.
A. 1. Спроси его, кто пришел первым. 2. Дай мне воды попить. 3. Элиза первая узнала, что граф продал свой замок. 4. Ему предстоит сдать три экзамена. 5. Есть еще два вопроса, которые следует обсудить. 6. Он сдавал экзамен последним.
B. 1. Я видел, что он выходил из комнаты. 2. Мы слышали, как у дома остановилась машина. 3. Я хочу, чтобы ты выучил стихотворение. 4. Они уговорили гостя сыграть на рояле. 5. Я не ожидал, что вы уедете так скоро. 6. Он попросил соседа дать машину.

Exercise 18. Point out the Objective with the Infinitive Construction in the sentences below. Translate the sentences into Russian.
1. I like to hear her sing. 2. Did you notice anyone come in? 3. Let me go. 4. They made me believe there was no danger. 5. Do you think this trip to be dangerous? 6. I suppose him to be about fifty. 7. I don’t want anybody of you to misunderstand me. 8. He hated people to argue about things of no importance. 9. We had nothing to do all day. 10. I have only three minutes to spare. 11. I’ll have the porter bring the things tomorrow. 12. His parents got him to study medicine. 13. I asked her to help me about the house. 14. He ordered the documents to be brought. 15. We expected the children to be protected.

Exercise 19. Point out the Subjective with the Infinitive Construction in the sentences given below. Translate the sentences into Russian.
1. This exhibition is said to be held in Moscow now. 2. I seem to be unable to solve this problem. 3. This appears to be the only exception to the rule. 4. They are sure to reach the shore safely. 5. The children seemed not to notice it. 6. They are said to have been to London last month. 7. He turned out to be ten years my senior. 8. I chanced to meet him in the park.

Exercise 20. Identify the Subjective with the Infinitive Construction. Translate the sentences.
Model: 1. The secret was believed to have been lost. – Полагали, что секрет был утерян. 2. She appeared to be supporting the girl. – Оказалось, что она поддерживает девушку.
1. She is extremely likely to succeed. 2. We are not allowed to go out. 3. He had been asked to remain to lunch. 4. Tell him this next time you happen to be alone together. 5. The girl was not likely to have taken an overdose of sleeping tablets by mistake. 6. It was bound to happen. 7. They seem to be planning a new attempt. 8. The children are sure to be fighting again. 9. The facts are sure to become known next year. 10. She proved to know the subject. 11. It was silent in the room. Only the clock was heard to tick. 12. A young woman is supposed to have written this book. 13. She smiled broadly and waved her hand. She seemed to have recognized me. 14. Just look at his hands. He is sure to have been working in the garage.

Exercise 21. Use “to” where necessary.
1. My pride forbade me … ask any question. 2. This job will enable him … have a home of his own. 3. This is the place from which I saw the inspector … arrive the other day. 4. I tried to induce him … see a doctor. 5. The family suspected it and wanted to get him … see a doctor. 6. He asked the woman … destroy his letters. 7. I told her … bring in the children.  8. She called to her … bring some stamps. 9. Women always want you … write them letters. 10. I’d love you … see my little daughter. 11. You can’t make me … say what you want me … say. 12. She begged me to let her … know when mother would be back. 13. I had expected him … be disappointed. 14. Don’t let it … trouble you. 15. She watched me … open the safe.

Exercise 22. Read the text and analyze the Objective with the Infinitive Construction and Subjective with the Infinitive Construction.
Socrates is known to be the Great Greek philosopher and orator. A talkative young man wanted Socrates to teach him oratory. He begged Socrates to hear him speak on some subject. Socrates let him talk as much as he liked and then said: “You must pay me double price, for I’ll have to teach you two sciences: how to speak and how to hold your tongue”.
Exercise 23. Translate the sentences into Russian. Pay attention to the Subjective with the Infinitive Construction.
1. The lecture was said to be very interesting. 2. The members of the committee are reported to come to an agreement. 3. The English delegation is believed to come at the end of the month. 4. She seems to know English and French. 5. He proved to be a good teacher. 6. This school is considered to be the best in the town. 7. The weather appears to be improving. 8. The doctor happened to be there at the time of the accident. 9. She seems to be waiting for you. 10. Lake Baikal is said to be the deepest in the world. 11. This picture proved to be the best at the exhibition. 12. These two scientists happened to work on the same problem.

Exercise 24. Translate into Russian paying attention to the Infinitives and Infinitive constructions.
A. 1. Perhaps you’d better tell me how much more time we are to stay here. 2. It’s easy to behave well in disaster, the hard thing is to behave well in good fortune. 3. The best way to remember your friend’s birthday is to forget it once. 4. It was unwise to continue the discussion of the subject. 5. A good housewife will always find something to do about the house. 6. We considered this matter to be settled. 7. She kept silent as she had nothing to say. 8. Ted didn’t like his sister to be looked at. 9. I found it hard to concentrate on anything that morning. 10. The old man and woman didn’t expect to be interrogated.
B. 1. To tell the truth, I don’t think this is the kind of question to be discussed in public. 2. To cut a long story short, we don’t want to be tricked. 3. To be more exact, he is the only man to have witnessed the accident. 4. To tell you frankly, she’s the last person to turn to for advice. 5. “To sum it up, let’s go over the main items again”, said the lecturer. 6. It has nothing to do with the problems in question. 7. We used to know each other very well. 8. To be able to drive a car you must practice a lot.


Exercise 25. Translate it into English.
1. Он, кажется, сейчас работает в своем кабинете. 2. Он, по-видимому, не согласен с нами. 3. Казалось, что он прав. 4. Статья оказалась очень интересной. 5. Вряд ли он придет так рано. 6. Говорят, что он придет позже. 7. Известно, что он написал много статей. 8. Ожидается, что он приедет в наш город в начале сентября. 9. Ему разрешили пойти в кино. 10. Видели, что он проходил по улице. 11. Они непременно придут. 12. Он, кажется, очень милый человек.

Exercise 26. Translate it into English.
1. Вот почему я так хотел, чтобы отец показался врачу. 2. Я оставила письма на столе, чтобы мистер П. подписал их. 3. Не мне говорить о том, как это было сделано. 4. Надеюсь, вы понимаете, что мне очень неудобно оставаться в Лондоне летом. 5. Ему будет проще показать вам дорогу туда по карте. 6. Детям там совершенно нечего делать. 7. Все это настолько просто, что каждый может это сделать сам. 8. Я подожду, пока ты дочитаешь книгу. 9. По его мнению, вам лучше не торопиться. 10. У нас слишком мало времени. Я не смогу тебе все рассказать. 11. С его стороны было нетактично опаздывать.

Exercise 27. Identify the For-to-Infinitive constructions. Translate the sentences.
1. It was easy for my brother to learn Spanish. 2. We are still waiting for him to come. 3. Have you bought something for me to read during the trip? 4. The day was much too cold and rainy for anyone to have a good time. 5. It’s not the right time for us to speak about it. 6. Your attitude made it difficult for him to tell you the truth. 7. It will be best for you to see the doctor about the tooth. 8. I’d like to put forward a few suggestions for you to think about. 9. Harriet was anxious for the party to be a success. 10. It might be possible for you to sign the paper today. 11. It was hard for the boy to read the book in the original.
Exercise 28. Translate it into Russian paying attention to the Infinitives and Infinitive constructions.
1. The child wanted to be taken seriously. 2. He didn’t hear the boy enter the room. 3. The dog was the first to feel danger. 4. This question is too complicated to be answered at once. 5. The engine to be installed in this car is very powerful. 6. Where is the work to be done? 7. To explain the problem the students were interested in, the engineer demonstrated some diagrams. 8. A delegation is expected to arrive in the capital of the country to discuss the creation of a shipping line to operate between the two countries. 9. The computer is said to be able to do computation in milliseconds. 10. He seemed to be completely exhausted after a whole day of hard work. 11. His knowledge of the subject proved to be both deep and many-sided. 12. Nothing could make him change his decision. 13. The new gas fuel is assumed to be both cheap and efficient. 14. Many various types of airplanes are reported to have been produced in this country during the last decades. 15. I tried to make him understand that his behaviour was no good. 16. To grow fruit one must have good soil. 17. Do you know the language well enough to read English newspapers and magazines?

Exercise 29. Translate the following sentences into Russian.
1. To complete the post-tensioning operation was important. 2. To give the calculated ultimate moments the designer must determine effective prestressing force. 3. The architect wanted to plan the work at every stage. 4. He decided to speed up the work on the construction site. 5. The students watched the experienced engineer demonstrate the advantages of silica concrete. 6. They wanted the builders to improve the quality of building constructions. 7. The article to be translated is not very difficult. 8. This is the branch of building engineering to be taken into consideration. 9. The bearing capacity of the ground was too low for the builders to start the construction work of a 16-storeyed house. 10. The beam seemed to be fixed. 11. They are sure to know how the high-rise apartment house was constructed in such a short period of time.
Exercise 30. Translate it into English. Use the constructions with the Infinitive.
1. Ты хочешь, чтобы я пригласила его к нам обедать? 2. Некому было присмотреть за детьми. 3. Кажется, вы думаете иначе. 4. Машина ехала слишком быстро, чтобы я смог рассмотреть лицо водителя. 5. Чернила очень трудно стереть. 6. У нас, кажется, уже был этот разговор раньше. 7. Они попросили, чтобы секретарь показала им оригинальные документы. 8. Вероятно, он выздоровеет. 9. Я договорилась, чтобы он провел воскресенье у бабушки. 10. Ты действительно считаешь, что мне нужно заняться спортом? 11. Оказалось, что ее ключи утеряны. 12. Надеюсь, вы понимаете, как мне неудобно отправляться туда на две недели. 13. Он говорил по-английски достаточно хорошо, чтобы мы могли понять, что он хотел. 14. Сообщалось, что делегация прибудет поздно вечером. 15. Кажется очень вероятным, что их предложение будет принято. 


THE PARTICIPLE
Exercise 1. Give all possible forms of Participle I of the following verbs.
To come, to work, to seek, to cover, to read, to blow, to design, to write, to look, to wait, to build, to ring, to lay, to think, to see, to sleep, to cut, to go, to describe, to laugh, to hit, to fall, to give, to burn, to spoil.

Exercise 2. Form Participle I from the following verbs and make up word-combinations using these verbs (in the form of Participle I) and the nouns.
To excite, to howl, to promise, to advance, to melt, to threaten.
Storm, doctor, troops, wind, story, snow.

Exercise 3. Form a) Participle I (Indefinite Active) from the following verbs and translate them into Russian.
To build, to grow, to think, to bring, to determine, to follow, to move, to refuse, to obtain, to contain, to produce, to use, to include, to offer, to enter, to get, to happen, to carry, to teach, to tell, to make, to begin, to keep, to divide, to return, to develop, to save.
b) Participle II from the following verbs and translate them into Russian.
To find, to send, to throw, to add, to change, to keep, to take, to save, to maintain, to install, to consider, to burn, to achieve, to show, to develop, to decide, to receive, to leave, to equip, to divide, to return, to write, to read, to make, to do, to give, to see, to say, to speak.

Exercise 4. Read and translate the following word-combinations paying attention to the Participles.
A. The student attending all the lectures; the plan containing many details; the workers building a new house; the engineer using a new method; the car developing the speed of 80 km; the plant producing machinery; the growing population of the country; the student studying foreign languages; the young man entering the university; the engineer carrying out the research.
B. Using new methods; constructing new machines; achieving good results; dividing the apple into three parts; discovering new lands; using new equipment; refusing to give an explanation; receiving important information; constructing new roads; moving at high speed; leaving the town; graduating from University.
C. Having entered the university; having calculated the distance; having developed the speed of 120 km; having introduced new methods of work; having decided to leave the city; having divided the apple into three parts; having installed a new equipment; having obtained the necessary information; having found the new way; having changed his behaviour; having offered her his help; having passed all examinations; having returned home.
D. The achieved results; all developed countries; the apple divided into three parts; the information obtained recently; the railway built between the two towns; the boy saved by his dog; help offered by the teacher; the lecture read by a well-known professor; the research made in the laboratory; the film shown to the students; the letter sent to his parents; the book left on the table; the news brought by him; the land discovered by Columbus.

Exercise 5. Translate the following word-combinations into English.
А. Профессор, читающий лекцию; студент, изучающий английский язык; методы, улучшающие исследовательскую работу; девочка, спрашивающая дорогу; инженер, знающий иностранный язык; человек, предлагающий свою помощь; мальчики, играющие на улице; студент, сдающий экзамен; инженер, использующий новые достижения науки; расширяющиеся газы.
Б. Студент, спрошенный преподавателем; книга, оставленная дома; газета, взятая в библиотеке; университет, основанный Ломоносовым; письмо, найденное в столе; телеграмма, посланная матери; машина, сконструированная молодым инженером; железная дорога, построенная молодыми рабочими; оборудование, установленное в лаборатории; экзамен, сданный успешно; проблема, решенная успешно.
В. Изучая иностранный язык; читая книгу; сдавая экзамены; строя дороги; увеличивая скорость; отказываясь помогать; устанавливая новое оборудование; производя новые автомобили; покидая город; улучшая уличное движение; оставаясь дома; играя в теннис; применяя новые методы; работая на заводе; переводя текст на русский язык.
Г. Изучив один иностранный язык; прочитав интересную книгу; окончив институт; закончив работу; получив новую информацию; построив дорогу; открыв новый элемент; решив важную проблему; соединив две части города; встретив друга, с которым не виделся много лет; получив письмо; закрыв дверь; закончив делать упражнение; сдав все экзамены.

Exercise 6. Translate the following sentences according to the models:
Models: When / while reading the article he made some critical remarks. – Читая статью, он делал критические замечания.
Having read the article he knows / knew what I meant. – Прочитав статью, он знает / знал, что я имел в виду.
Being questioned they were very careful not to make a mistake. – Когда им задавали вопросы, они старались не совершить ошибку.
Having been built 50 years ago the house needed repairs. – Поскольку дом был построен 50 лет тому назад, он требовал ремонта.
1. Reading his son’s letter the father was very proud. 2. Having seen half the film the audience left the hall. 3. You spend a lot of money dining at a restaurant. 4. Having arrived half an hour earlier we had to wait outside. 5. Having waited for 5 minutes Julie left. 6. Having arrived by the last train we walked to the town square hoping to find a taxi. 7. The present having been carefully and neatly wrapped lay on the desk. 8. Having been delayed by the heavy traffic she missed the train. 9. Being delighted with the results of the experiment he went out to celebrate. 10. Having never been invited to such receptions she didn’t know what to wear. 11. He realized how much knowledge he lacked only when entering University. 12. He discovered the loss of his pound when taking his coat off.

Exercise 7. Translate into English using different forms of Participle I.
1. Глядя на смеющегося попугая, мы тоже рассмеялись. 2. Прожив в Москве всю жизнь, он знал каждый ее уголок. 3. Встав пораньше, она приготовила завтрак и, посмотрев на часы, пошла будить спящих детей. 4. Не раздумывая, мы сели в автобус, направляющийся в Оксфорд. 5. Поскольку в доме давно никто не живет, он выглядит заброшенным. 6. Глядя на мальчишек, играющих во дворе, он вспомнил свое детство. 7. Окончив среднюю школу, Чарльз считал себя образованным. 8. Роман, публикуемый в этом журнале, будет скоро издан отдельной книгой. 9. Мне кажется, что дорога, которую ремонтируют, – самый короткий путь к ним. 10. Люди стояли на улице на снегу, глядя в окна и слушая музыку. 11. Изучая французский, я поняла, что во французском и английском есть много слов, звучащих одинаково и имеющих одно и то же значение. 12. Выпив кофе и перекусив, мы поехали дальше, надеясь успеть на матч.

Exercise 8. Translate into Russian the sentences with Participle I in the function of:
An attribute
1. His smiling face cheered her up. 2. The mother tried to calm down her crying baby. 3. There was one bright star shining in the sky. 4. The trees seemed dark in the setting sun. 5. The snow falling like a fine mist glowed in the street lamp at the corner of the alley. 6. She put aside the telegram with trembling hands.
An adverbial modifier of time
1. Walking across the square I met an old friend of mine. 2. Moving aside her breakfast tray, she moved over to the desk. 3. Looking at his watch, Anthony discovered that it was nearly 9 o’clock. 4. Looking up at her, he realized how much she had changed. 5. Tom smiled picturing it.
An adverbial modifier of cause
1. Seeing that she didn’t understand me I said it again. 2. Being curious she went out of her way to find out all the particulars. 3. Not knowing his telephone number we could hardly find their house. 4. Having no relations in that town he went straight to the hotel. 5. Being an experienced teacher she knew the ways with teenagers. 6. Feeling cold and hungry they were happy to find themselves in such a cosy little place.

Exercise 9. State the functions of Participle I and translate the sentences into Russian.
1. You must be very careful when crossing the street. 2. The windows facing the bridge were open. 3. Arriving at the station we went to get a taxi. 4. The man watched the fighting boys. 5. Having no dictionary I couldn’t translate the article. 6. All those studying the subject will take their exam in January. 7. Sitting in the back seat and listening to the continuous noise of the running wheels, I was half lulled into a drowse. 8. Wearing it, he looked handsome and very distinguished. 9. Waiting for the kettle to boil, he went with some satisfaction over the events of the day. 10. He wasted nearly a minute lighting a cigarette. 11. She stood back holding him at arms length. 12. He stood making sure of his direction, feeling the rough grass with his feet.

Exercise 10. State the functions of Participle I. Translate the sentences into Russian.
1. Hoping Christine would come soon, he returned his attention to Flora and the morning mail. 2. He handed the message to her, who read it, leaning towards a light beside her. 3. He began to stammer, gazing at her troubled eyes. 4. Mr Parker stood looking up and down. 5. Relocking the door, he glanced at the envelope. 6. Louise straightened her handbag, searching for her pencil. 7. They left the shining carriage, with the shining horses. 8. Daisy took her face in her hands as if feeling its lovely shape. 9. Two little boys carrying toy airplanes stopped dead, examining her dark eyelashes resting on her cream-coloured cheeks. 10. Putting down the receiver, Fleur took up the time-table.

Exercise 11. Translate into English using Participle I in the function of:
an attribute
1. Он смотрел на мальчика, сидевшего на стуле в саду. 2. Мальчик, который сидел на стуле в саду, ушел домой. 3. «Что случилось?» – спросил отец, услышавший шум из соседней комнаты. 4. Таня, гладившая белье на кухне, ушла в гостиную. 5. Они вышли на дорогу, которая вела в лес. 6. Он присоединился к Пете, который стоял у гостиницы. 7. Он рассказывал о комнате, в которой жил в течение ряда лет. 8. Он смотрел на людей, которые проходили мимо его дома. 9. Джейн смотрела на увядшие растения, которые росли у стены. 10. Он увлеченно рассказывал о городах, в которых ему удалось побывать.
an adverbial modifier of time
1. Он незаметно задремал, сидя в кресле под деревом. 2. Войдя в комнату, она сразу же увидела там Тома. 3. Закрыв дверь, он подошел к письменному столу. 4. Я снова встретил его на корабле по возвращении домой. 5. Закрыв тихо дверь, он вышел в сад. 6. Взглянув на закрытую дверь, молодой человек подошел поближе. 7. Когда он брился, он вдруг вспомнил, что она назвала свою девичью фамилию. 8. Они вошли в комнату, громко разговаривая. 9. Сняв старое платье, она надела новое. 10. Посмотрев вниз, он увидел своего сына с друзьями.

Exercise 12. State the functions of Participle II. Translate the sentences into Russian.
1. The answer to this was unexpected. 2. You didn’t look so interested. 3. There was stillness in the small intimate dining-room, broken only by the subdued ticking of a Dutch clock upon the wall. 4. He entered, puzzled but interested. 5. She always became impatient when asked to define a word of whose definition she was not sure. 6. Puzzled by the dim light, Sanders turned his attention to the inshore areas. 7. “Tell you what,” said Gideon, as if struck with a new idea. 8. You could have passed me by unnoticed. 9. Presently he came to a standstill, with his hands deep plunged into his pockets. 10. She had no photographs of herself taken since her marriage.

Exercise 13. State the forms and functions of the Participles. Translate the sentences into Russian.
1. The amazing thing about the whole situation was that they were able to live for a long time without water. 2. The town deserted since the battles, stood black and half-ruined. 3. Having signed the will I left the office. 4. Sitting in a front row we had an excellent view. 5. I noticed him coming along the road. 6. Students starting on Monday should arrive by 8.30. 7. Ray, depressed after his unfortunate road accident, decided to go on a holiday. 8. Not having studied, I failed the exam. 9. Jane ate her dinner sitting in front of the television. 10. Being my friend he helped me a lot. 11. We were delayed by heavy tracks loaded into the ship. 12. Having been invited to speak to you I must say a few words. 13. When questioned, he denied being a member of the group. 14. We all suddenly sensed danger approaching. 15. You should have your eyes tested.

Exercise 14. Translate the following sentences into Russian paying attention to the Participles.
1. He heard the voices coming through the open window. 2. Waiting for him I looked through the magazines lying on the table. 3. They remained at home refusing to go anywhere that day. 4. The channel linking the two seas is being built now. 5. The explanation given was not complete. 6. The new materials recommended for bridge construction were described in the article written by our professor. 7. The results received were of great importance for further work. 8. A balsa tree found in South America is lighter than any other. 9. Having passed all the examinations he left for his native town. 10. Having been shown the way I could find his house easily. 11. Having waited for him for half an hour they went home. 12. Having obtained the necessary results they stopped their experimental work. 13. When studying elements Mendeleyev found that they could be divided into nine groups. 14. When writing a telegram we must use as few words as possible. 15. When burnt, coal produces heat. 16. When reconstructed, the theatre looked more beautiful than before. 17. Being built in a new way modern houses have better facilities.

Exercise 15. Translate it into English using Participles.
1. Она отвернулась, слегка покраснев. 2. Этот дом, упоминаемый в объявлении, – их дом. 3. Том обучал меня дизайну, безжалостно исправляя мои ошибки. 4. Принимая во внимание неожиданные обстоятельства, можно сказать, что она сдала экзамен хорошо. 5. Автомобиль, поврежденный в аварии, стоял в гараже и ждал ремонта. 6. Отремонтировав автомобиль, мы ехали на огромной скорости, забыв о разбитом стекле. 7. Они невольно улыбнулись, увидев его обиженный вид. 8. Я читаю все статьи, публикуемые в этой газете. 9. Когда его спросили, он сказал правду. 10. Горящий камин и зажженные свечи создавали атмосферу домашнего уюта. 11. Прожив в Англии много лет, он так и не научился говорить без акцента. 12. Барри вскочил, разбуженный странным шумом, доносившимся из сада. 13. Она стояла и смотрела на картину, как зачарованная. 14. Вернувшись домой, хозяева были поражены, обнаружив открытую дверь, разбросанные повсюду вещи и незнакомого мужчину, спящего на полу в гостиной.

Exercise 16. Pay attention to the Objective Participial Construction in the following sentences and translate them into Russian.
1. I’ve been listening to you talking about it for the last half an hour. 2. I couldn’t bear to listen to anyone talking about them. 3. They found aunt Mabel sitting by the fire. 4. Through the open window we watched the cars moving along the road. 5. He was so preoccupied that he didn’t hear the car coming up the road and stopping at the gate. 6. He watched the planes landing and taking off. 7. There was an earthquake, we felt the ground shaking. 8. Suddenly she hears someone approaching. 9. She suddenly observed Richard emerging from the drawing-room. 10. Harold noticed them first walking up the path from the lake. 11. He could smell something delicious cooking. 12. He sensed someone watching him. 13. When we entered the theatre we heard the orchestra tuning up.

Exercise 17. Paraphrase the following sentences using the Objective Participial Construction.
Model: Tom got into his car and drove away. I saw this. – I saw Tom getting into his car and driving away.
1. Yesterday he saw Ann. She was waiting for a bus. 2. He fell off the wall. I saw this. 3. The accident happened. Did you see this? 4. He was walking along the street. I saw this when I drove past in my car. 5. It was a tremendous noise. Everybody heard it. The bomb exploded. 6. When we got home a cat was sleeping on the kitchen table. We found it there. 7. I turned round suddenly. Somebody called my name. I heard it. 8. The old man was telling his story from beginning to end. We listened to him. 9. Listen, a baby is crying. Can you hear? 10. You were making such disparaging remarks about your friend. I hope he didn’t hear you. 11. I last saw him when he was going towards the bank of the river. 12. The firemen were fighting the blaze. A huge crowd watched them. 13. The coffee was boiling in the kitchen. Through the open door I could smell it. 14. He was reading his letters, frowning at one, smiling at another, dismissing the next with no expression. I watched him.

Exercise 18. Reorder these jumbled sentences to make sense.
1. Tom, heard, I, playing, the piano. 2. The, we, Bill, listen, to, could, guitar, playing. 3. Clare, saw, a, having, we, a, in, meal, restaurant. 4. We, smell, burning, dinner, could. 5. You, Linda, see, did, jogging? 6. I, feel, can, oh, up, leg, my, something, crawling. 7. Across, the, we, two, garden, the, watched, men, running. 8. Birds, to, listen, the, singing. 9. It, could, I, hear, raining.

Exercise 19. Match the following English sentences and the translation.
A. B.
1. He watched the people hurrying towards the trains.
2. He lit himself a cigar and tried to relax as he heard the front door being opened.
3. He found Fox talking in the kitchen.
4. Later she heard luggage being carried up the stairs.
5. He came up the hill and saw the car waiting.
6. His wife was in the shower. He could hear the water running.
7. I heard Kate eating an early lunch before going out to meet Ann.
8. He saw me looking at the photograph.
9. I saw my bus approaching, and walked off to catch it.
10. Next day I saw him drinking a glass of beer at the pub and reading the paper.
11. I had to wait two hours in the hospital to have a tooth filled.
12. I heard his name mentioned in this connection.
13. I couldn’t have my only son expelled from the college.
14. He told her that it was impossible to have a form filled without a previous application.
15. They wanted the committee convened on Monday. 1. Он зажег себе сигару и постарался расслабиться, как вдруг услышал, что открывается входная дверь.
2. Мне пришлось прождать два часа в больнице, чтобы мне запломбировали зуб.
3. Они хотели, чтобы комитет был созван в понедельник.
4. Позже она услышала, как вверх по лестнице носили багаж.
5. Он наблюдал, как люди торопились к поездам.
6. Он нашел Фокса разговаривающим в кухне.
7. Я увидел, что приходит мой автобус, и пошел, чтобы успеть сесть на него.
8. Я слышал, как в связи с этим упоминалось его имя.
9. Он сказал ей, что нельзя заполнить бланк без предварительного заявления.
10. Он видел, что я смотрел на фотографию.
11. Он поднялся на холм и увидел, что машина ждет.
12. Я не мог допустить, чтобы моего единственного сына исключили из колледжа.
13. На следующий день я увидел его в баре пьющим пиво и читающим газету.
14. Его жена была в душе, он слышал, как течет вода.
15. Я застал Кэт, когда она ела ранний ленч, перед тем как идти встречать Энн.

Exercise 20. Translate the following sentences into Russian.
1. Mary came and found Kate staring at the window sitting on a straight chair. 2. She found herself caught in a vicious tidal current. 3. Dorian heard him first stopping on the pavement and then hurrying after him. 4. Stephen turned his head and discovered a good-looking young man of his own age smiling down at him. 5. Following Chester’s look, Stephen saw a slim man of about thirty entering the restaurant. 6. As I got off, I saw Miss Bradly standing on the platform with two large very old suitcases. 7. I could hear him singing and whistling when the work was going well, and swearing when he was in desperation. 8. One can’t get anything done in our house. 9. He was determined to make himself respected. 10. He saw the scientists divided into two unequal groups. 11. She had her bag stolen on a train. 12. Mr Brown had his passport taken away from him by police. 13. You can get your clothes made in Europe. 14. I consider myself engaged to John. 15. You must make your news known.


Exercise 21. Paraphrase the following using the Subjective Participial Construction.
Model: We heard a typewriter clattering in the next room. – A typewriter was heard clattering in the next room.
1. From the shore one could see dolphins playing in the distance. 2. They kept me waiting at the door for full five minutes. 3. Through the open window we heard a piano being played. 4. We saw parts of a broken raft carried by the water. 5. We heard him explaining something to his son. 6. They watched the boys playing football. 7. Someone saw her walking about the garden. 8. We saw them signing the paper. 9. Watson saw inspector Morton standing at the corner. 10. She found him looking through morning newspapers. 11. He watched the postman distributing the letters. 12. They saw Mr Brown entering his office at 9 sharp. 13. We heard them whispering about something. 14. I found her listening to him trying to catch every word.

Exercise 22. Re-order these jumbled sentences to make sense.
1. Approaching, was, the, heard, train. 2. Seen, the, in, young, were, dancing, the, men, hall. 3. He, every, working, in, day, was, the, seen, garden. 4. Theatre, the, country, was, touring, the, announced, country. 5. Was, found, the, closed, door. 6. She, crossing, the, was, street, seen. 7. Were, the, calling, voices, for, heard, help. 8. They, being, by, the, were, police, seen, carried, off. 9. Calling, each, they, heard, other, were, names. 10. Someone, at, standing, was, gate, noticed, the.

Exercise 23. Match the English sentences and the corresponding translation.
A. B.
1. They were heard arguing on the terrace a few minutes ago.
2. When I rang the bell a dog could be heard barking in the hall.
3. Fox was found waiting for us on the terrace.
4. I thought that matches were not left lying about the garden for noticing.
5. In his talk with my father the visitor was heard mentioning some accident.
6. The horse was seen descending the hill.
7. She was heard crossing the room.
8. They were heard talking together.
9. A score of young heads were seen peering out of the narrow windows.
10. Every day he could be seen working in the garden. 1. Каждый день его можно было видеть за работой в саду.
2. Было слышно, как они разговаривали.
3. Было видно, как лошадь спустилась с холма.
4. Было слышно, как она прошла через комнату.
5. Слышали, как несколько минут тому назад они спорили на террасе.
6. Фокса нашли ожидающим нас на террасе.
7. Когда я позвонил в дверь, было слышно, как в холле лает собака.
8. Я подумал, что спички не оставляют лежать в саду просто так.
9. Слышали, как посетитель в разговоре с моим отцом упомянул какой-то несчастный случай.
10. Было видно, как множество молодых людей выглядывало из узких окон.

Exercise 24. Translate the following sentences into Russian.
1. The baby was seldom heard crying. 2. Some boys there told me that a small girl in a blue dress had been seen watching a cricket match, and someone else said that she had been seen walking off with a man who was pushing a bicycle. 3. A terrorist was seen standing in the middle of the road. 4. She could distinctly be seen hesitating. 5. The painter was found putting the finishing touches to a picture of a beggar. The beggar himself was seen standing on a raised platform in a corner of the studio. 6. He was seen getting on the Huntington beach bus this morning. 7. He was found looking through morning newspapers. 8. Smoke could be seen rising from the village. 9. The old woman was heard shrieking in short bursts like a ship in a fog. 10. About that time hurricane Donna was reported tromping her way out of the Caribbean in our direction. 11. He drew a cartoon for Punch in which W. Shakespeare was shown biting his fingers in front of the boards that advertised my plays. 12. I felt I had been caught out boasting. 13. The escaped prisoner was found hiding in a barn. 14. He was caught stealing a ten-pound note from the till.

Exercise 25. Match the English sentences and the corresponding translation.
A. B.
1. The door and window of the vacant room being open, we looked in.
2. This duty completed, he had three months leave.
3. It being now pretty late, we took our candles and went upstairs.
4. We were walking by ourselves for an hour, George having remained behind in the hotel to write a letter to his aunt.
5. He turned and went, we, as before, following him.
6. Circumstances permitting, we shall start tomorrow.
7. They were walking on again, with Hugh calmly smoking his pipe.
8. Breakfast over, he went to his office.
9. There he stood, his face to the south-east…his cap in his hand.
10. I found him ready, and waiting for me, with his stick in his hand.
11. He was there writing busily at a distant table, with his back towards the door.
12. George rose and strolled out of the lawn, all his dogs following him. 1. Когда закончили завтракать, он пошел к себе в офис.
2. Он стоял, повернувшись на юго-восток, с шапкой в руке.
3. Если обстоятельства позволят, мы поедем завтра.
4. Они снова шли вперед, Хью спокойно покуривал свою трубку.
5. Так как дверь и окно пустой комнаты были открыты, мы заглянули в нее.
6. Так как было довольно поздно, мы взяли свечи и пошли наверх.
7. Когда эта работа была закончена, он получил трехмесячный отпуск.
8. Мы гуляли одни в течение часа, так как Джордж остался в отеле, чтобы написать письмо своей тетке.
9. Он повернулся и вышел, как и прежде, мы последовали за ним.
10. Он сидел за дальним столом и писал, повернувшись спиной к двери.
11. Я обнаружил, что он был готов и ждал меня, а в руке у него была трость.
12. Джордж поднялся и ушел с лужайки, и все его собаки последовали за ним.

Exercise 26. Translate the sentences into Russian paying attention to the Absolute Participial Constructions.
1. Everybody having come, we began the meeting. 2. The letter written, he went out to post it. 3. This having been settled, John left them. 4. Time permitting, we shall call on you. 5. The weather changing for the better, we’ll go skiing. 6. Everybody coming on time, the discussion won’t take us long. 7. It being a hot day, they went to the river. 8. The room being practically dark, I couldn’t at first see anything. 9. Their house being ruined by the fire, they had to ask their neighbours for shelter. 10. The door being open, we went in. 11. The new laws having been adopted, they had to follow them. 12. He watched her, his bright eyes blinking. 13. He came down the stairs, his hand trailing on the banister. 14. He ran into the room, his eyes shining. 15. After lunch with the dishes washed and the kitchen tidy, they dispersed on their various plays.

Exercise 27. Translate the following sentences into Russian.
1. Her aunt having left the room, I asked Ann for some personal help. 2. The discussion completed, the chairman adjourned the meeting for half an hour. 3. With the mortgage paid, they could afford to go abroad for their vocation. 4. There being no further business, the meeting was adjourned. 5. Her eyes glittering with tears, she stood up and asked the council: “What am I to do?” 6. Bats are surprisingly long-lived creatures, some having a life-expectancy of around twenty years. 7. The old man stood up, with tears running down his face. 8. The subject having been opened, he had to go on with it. 9. He proceeded to light his pipe. That done, he put on his woolen scarf and went out. 10. He began hitting them with his stick, their reply not having come as quickly as he wanted. 11. “What do you mean by that?” said Hugh, his face pale. 12. He was waiting, drumming with his fingers, his eyes on his napkin. 13. She walked on, with her eyes straight ahead. 14. It was a calm day, with every object at the sea surface visible for miles.

Exercise 28. Translate it into English using the Absolute Participial Constructions.
1. Так как входная дверь была открыта, она вошла без стука. 2. Поскольку целую неделю шел дождь, уровень воды в реке поднялся. 3. Если погода будет благоприятной, яхта быстро достигнет берега. 4. Если позволит время, я к вам приеду. 5. Когда договор продлили, торговля возобновилась. 6. Поскольку весь июль стояла жара, вода в реке была очень теплая. 7. Так как времени осталось очень мало, нам придется взять такси. 8. Она стояла неподвижно, при этом у нее дрожали руки. 9. Так как ключ потеряли, мы не могли войти в дом. 10. Поскольку солнце было уже высоко, мы решили, что пора продолжать путь. 11. Когда пресс-конференция закончилась, журналисты обступили кандидата. 12. Он ехал на велосипеде, а его преданный пес бежал рядом. 13. Так как меда больше не было, Винни-Пух решил отправиться домой. 14. Когда рождественские подарки были упакованы, мы пошли спать. 15. Так как это был ее день рождения, она проснулась в хорошем настроении. 16. Поскольку детство Корин провела в Лондоне, она говорила почти без акцента.


Exercise 29. Translate the sentences into Russian paying attention to the Participles and Participial Constructions.
1. The professor told the students about the experiments being carried out in the laboratory. 2. Having looked through all the documents and letters received that day he called his secretary. 3. Squeezed by the ice the steamer could not continue her way. 4. She showed us a list of the newly published books. 5. Lake Baikal, known to be the deepest in the world, is fed by 336 rivers. 6. The sun having risen, they continued their way. 7. The talks between the two countries were conducted behind the closed doors, measures having been taken that no correspondent should receive any information. 8. The figures mentioned in his report were published in the latest scientific journal. 9. The goods having been loaded, the workers left the port. 10. Having been advised by the doctor to go to the south, she decided to spend her leave in Sochi. 11. One of the most noticeable features of air transport development is the big increase in the quantities of goods carried. 12. Kerosene is the fuel used in jet engines. 13. Driving a car at night he met with an accident. 14. Having refused to unload American ships the French dockers lost their job. 15. Having been taught by a good teacher he knew German well.

Exercise 30. Read and translate the sentences into Russian. Define Participle I (its forms), Participle II, the Objective, Subjective and Absolute Participial Constructions.
1. The man training our team is our physical training instructor. 2. Placing the mild steel close to the concrete face, cracks will be more evenly distributed. 3. Then we noticed a group of our students going slowly to the university. 4. Having been translated by the students, the journals were returned to the library. 5. Being very interested in the project, he offered his services immediately. 6. Having been invited to the conference, the graduates began to work very hard at their reports. 7. Testing a new type of hoisting crane, the engineer offered some recommendations as to its use. 8. Having tested a new type of hoisting crane, the engineer offered some recommendations as to its use. 9. The engineer testing a new type of hoisting crane, the builders helped him. 10. The engineer having tested a new type of hoisting crane, the contractor made use of it. 11. A new type of hoisting crane having been tested, the builders put it into operation. 12. With a minimum of changes having taken place in the post-tensioning system, one can be sure of obtaining a post-tensioned crack-free panel. 13. When reinforced, concrete regains great strength. 14. Unless treated, the water cannot be used for drinking and domestic purposes.


THE GERUND
Exercise 1. Give all possible forms of the Gerund of the following verbs.
To add, to bind, to break, to bring, to build, to buy, to choose, to connect, to construct, to dig, to draw, to drive, to find, to foresee, to give, to inform, to pave, to preserve, to sell, to solve, to spoil, to strike, to take, to teach, to undergo, to work.

Exercise 2. Read and translate the sentences. Point out the Gerund.
1. Choosing a present for my friend is not a difficult matter for me. 2. On seeing a funny kitten, the child started laughing. 3. He doesn’t like drinking hot milk. 4. The boy was blamed for making too many mistakes. 5. Who is responsible for cleaning the room? 6. The film is worth seeing. 7. I’m tired of telling the same story a hundred times. 8. I’m looking forward to seeing you soon. 9. I don’t mind helping you. 10. Do you like skiing?

Exercise 3. Read and translate the following proverbs and sayings. Give their Russian equivalents.
1. It’s no use crying over spilt milk. 2. Seeing is believing. 3. Anything is better than going on doing nothing. 4. It’s better to die standing than live kneeling. 5. Saying and doing are different things. 6. He who would catch fish must not mind getting wet. 7. Learning is the eye of the mind. 8. There is no accounting for tastes. 9. Speaking without thinking is shooting without aiming. 10. What is worth doing at all is worth doing well.

Exercise 4. State the form of the Gerund. Translate the sentences into Russian.
1. I don’t think the collection of essays is worth reprinting. 2. All of us enjoyed reading your letter. 3. She had the feeling of being watched. 4. I thanked her for having made a list of all the things we ought to take along with us. 5. I hate being disturbed in my seat when the performance has started. 6. She denied having seen them in the shop. 7. After having read hundreds of books I came across one that made me think for myself. 8. Before going to the station I had to telephone my office on business. 9. Swimming every day is a good way of keeping fit. 10. You’ll enjoy being in London. 11. She regrets having said all this to you. 12. She apologized for not telling the truth. 13. There seems no reason for such a society being founded. 14. What do you like better – reading or being read to?

Exercise 5. Use the Indefinite Gerund of the verb in brackets in the Active or Passive Voice.
1. He looked forward to (to meet) his parents. 2. You can’t be afraid of (to hurt) unless you’ve been hurt. 3. He took his time about (to answer). 4. Robinson could not live in the caves. They aren’t for (to live). They’re for (to go) through. 5. But in fear of (to recognize) she lowered her gaze. 6. So I see. You’re good at (to make) yourself at home. 7. Jack would have gone to his bedroom without (to see). 8. My sister would never leave without (to see) me. 9. Jennie sat them up to their dinner, and Jeff presently stopped (to cry). 10. She couldn’t help (to like) the look in his brown eyes. 11. He had got out of the habit of (to ask) questions by demonstrators. 12. I’ve always liked (to take) risks. 13. I seem to remember (to tell) not to grumble by someone. 14. She had not even got round to (to ask) for anything yet, because she was too busy to tell him about her granddaughter. 15. At his departure Rose had continued to weep, largely through fury at (to leave) alone with Nurse Williams.

Exercise 6. Change the construction of the sentences using the Gerund.
Model: She laughed but she did not reply. – She laughed without replying.
1. She bowed her head but she did not speak. 2. I like when I do everything myself. 3. Philip was tired because he talked too much. 4. She insisted that she should be called Joyce Emily. 5. Within less than a minute, after she apologized to her guest, she was in the express lift to the main floor. 6. When he returned she went immediately into the dining-room. 7. I don’t remember that I met him in London. 8. Little Jane liked when she was clean. 9. After he examined the patient he said it was simply a case of nerve strain. 10. I’m so tired because I sit at home. 11. I am still a little afraid to be late. 12. I like to get hold of nice things. 13. The younger man hesitated before he answered. 14. I suggested that I should visit the Smiths. 15. She glanced round the comfortable consulting room before she answered. 16. He went on and did not pay any attention to her interruption. 17. She stepped back and did not say a word. 18. After he left his friends at the university he bought copies of the early editions of the post. 19. Tom realized that he had seen Jane before but he did not recognize her. 20. When he realized this his first thought was to leave the vicinity of the house as quickly as possible.

Exercise 7. Join two sentences to make one sentence using Gerund.
Model: Don’t worry about it. It’s no use. – It’s no use worrying about it. There is no point in worrying about it.
1. Don’t try to escape. It’s no use. 2. Don’t smoke. It’s a waste of money. 3. Don’t ask Tom to help you. It’s no good. 4. Don’t hurry. It’s no worth it. 5. Don’t study if you are feeling tired. There’s no point. 6. Don’t get angry. It’s not worth it. 7. Don’t work if you don’t need the money. There’s no point. 8. Don’t give him much money. It’s no good. 9. Don’t blame yourself. There is no point. 10. Don’t follow her advice if you don’t trust her. There is no point. 11. Don’t buy a secondhand car. It’s a waste of money. 12. Don’t threaten him. It’s no good.

Exercise 8. Define the forms of the Gerund. Translate the sentences into Russian.
1. There are other ways of applying high voltage. 2. At first, there was no hope of the exports being increased. 3. On being heated to a sufficient high temperature any body becomes a source of light. 4. There seems to be no simple graphical method of constructing the pitch lines (линии зацепления) except for special cases. 5. I am glad at being invited. 6. I did not speak of having read this book. 7. After having been discussed the report was published. 8. We know of the work being carried out in his laboratory. 9. We know of the work having been carried out in his laboratory.

Exercise 9. Translate the following sentences paying attention to the Gerund.
1. Learning English is not an easy thing. 2. His friend began learning the English language. 3. Studying natural phenomena without making observations is useless. 4. On coming home my father began watching television. 5. Russian scientists played an important part in solving the problem of atmospheric electricity. 6. On splitting atoms in reactor heat is developed.

Exercise 10. Read the story. Write out the sentences with the Gerund. Analyse the functions of the Gerunds.
One Man in a Boat
Fishing is my favourite sport. Every Sunday I go fishing. I begin fishing at 7 o’clock in the morning and finish fishing at 6 o’clock in the evening. I often fish for hours without catching anything. But it does not worry me. Some fishermen are unlucky. Instead of fishing fish, they catch old boots and rubbish. Some fishermen are very impatient. They can’t stand sitting and waiting for a long time without saying a word. I enjoy spending my time near water. But I am even less lucky. I never catch anything – not even old boots. After having spent whole days on the river, I always go home with an empty bag. Everybody laughs on seeing me with this empty bag. “You must give up fishing!” my friends say. “It’s a waste of time.” “It’s no use going to the river with a fishing rod,” says my wife. She always looks forward to getting some fresh fish. But they don’t realise one thing. I’m not really interested in fishing. I am only interested in sitting in a boat and doing nothing at all! Though sometimes I dream of becoming a lucky fisherman.

Exercise 11. State the syntactic function of the Gerund.
1. It’s no use doing things by halves. 2. She kept eyeing Henry with interest. 3. He didn’t feel like talking to anyone now. 4. I could not help thinking of the island in this anatomical way. 5. After pausing for breath she announced, “I have some excellent news.” 6. She explained this to them by saying she was busy. 7. She asked her one or two questions. Kitty answered them without knowing what they meant. 8. The land was the one thing in the world worth fighting for. 9. After a moment, everyone started talking again. 10. Jennie was busy all next day preparing for a cocktail-party. 11. He supposed it was the civilized way of doing things. 12. She waited a minute or two before speaking. 13. Julie expressed horror at the very thought of going out into the cold. 14. I could not answer for coughing. 15. Housekeeping with Lidia worked quite well. 16. “A mule would be useful for crossing the mountain,” I observed.

Exercise 12. Define the functions of the Gerund. Translate the sentences into Russian.
1. The scientists’ names deserve mentioning. 2. They could not help using this information. 3. Doing is better than saying. 4. Memory is the process of selective forgetting. 5. Getting several viewpoints is vital. 6. The work of these geologists is looking for oil and gas in new areas. 7. Defining problems precisely requires patience. 8. It is worth discussing this phenomenon. 9. Life is one long process of getting tired. 10. Through obeying learn to command. 11. The turbulent flow of gases produces cooling. 12. The main point of a transformer is providing the change of voltage. 13. We thought of starting another series of experiments. 14. Reading is to the mind what exercise is to the body. 15. The world is a fine place and worth fighting for. 16. They insisted on postponing the discussion. 17. Part of town where there are shops is a shopping centre. 18. The main requirement is observing the rules. 19. He who likes borrowing dislikes paying. 20. In an interview a person can learn only by listening, not by talking. 21. The revolt went on spreading over the country. 22. He preferred changing the course of actions. 23. It is no use considering these writings.

Exercise 13. Translate the sentences into Russian paying attention to the Gerund. Define the functions of the Gerund.
1. Upon solving a series of most urgent problems the cosmonauts commenced analysing the results. 2. The main task of the builders is developing a highly efficient method of apartment and industrial constructions. 3. They must improve erecting high-rise buildings. 4. Speeding up construction has been made possible through using all kinds of modern building equipment. 5. Our cosmonauts succeeded in solving a series of most vital problems. 6. They finished placing concrete. 7. There are several ways of placing room-sized elements into position. 8. This case is worth mentioning.

Exercise 14. Translate it into English using the Gerund as:
Subject
1. Мы знали, что с ним было бесполезно спорить. 2. Нехорошо так думать о своих друзьях. 3. Было бесполезно пытаться встретить его у Петровых. 4. Быть с друзьями на экскурсии – большое удовольствие. 5. Ловить рыбу в Черном море – не простое дело.
Part of a compound verbal predicate
1. Он продолжал улыбаться. 2. Он остановился, чтобы что-то записать в блокнот, а затем продолжил идти. 3. Я люблю, когда мне читают волшебные сказки. 4. Он перестал улыбаться и внимательно на меня посмотрел. 5. Она взяла мою руку и продолжала рассказывать о своем путешествии на север. 6. То, что вы говорили, было так интересно, что я не могла не слушать. 7. Когда я вошла в зал, директор уже начал выступать. 8. Когда он закончил говорить, Том отодвинул стул и вышел. 9. Он продолжал что-то читать и смеяться. 10. Она не могла не думать о родителях. 11. Она продолжала смотреть на часы.
Object
1. Я очень устала сидеть дома. 2. Он способен к языкам. 3. Вы не будете возражать, если я запишу ваш адрес? 4. Он настаивал на том, чтобы меня проводили домой. 5. Я получаю большое удовольствие, когда читаю ваши стихи. 6. Спасибо, что вы пришли вовремя. 7. Мне хочется что-нибудь почитать. 8. Туда стоит пойти сейчас же. 9. Эту книгу стоит прочесть. 11. Простите за беспокойство.
Attribute
1. У нас есть все основания полагать, что у вас была привычка навещать их по вечерам. 2. Он был счастлив при мысли о том, что скоро опять увидит своих друзей. 3. После завтрака я объявила о своем намерении пойти на прогулку. 4. Есть ли какая-нибудь надежда застать их дома сейчас? 5. У меня не было времени подумать, как ответить на ваш вопрос. 6. Мне редко представляется случай повидать их всех вместе. 7. Какие у вас основания разговаривать с нами таким тоном?
Adverbial modifier
1. Переписывая текст, она пропустила некоторые слова. 2. Я закончила, сказав, что скоро вернусь. 3. Он подумал, прежде чем ответить. 4. Я стала много писать, чтобы улучшить орфографию. 5. Получив письмо от брата, он поехал к нему первым поездом. 6. Читая эту книгу, он нашел много интересных выражений. 7. Он подождал полминуты, прежде чем ответить. 8. Позавтракав, он вернулся в свою комнату. 9. Выйдя из дома, он встретил своего школьного товарища. 10. Я устала оттого, что много читала, и решила посидеть в кресле в саду. 11. После двухчасового чтения он положил чемодан на колени и начал что-то писать.

Exercise 15. Analyse the ing-forms: state whether they are Gerunds or verbal nouns.
1. I hate the idea of your wasting your time. 2. I was afraid of being called upon to give evidence against her. 3. She was put out by being kept waiting. 4. I sat in the sun, extremely tired after the crossing of the mountain on the previous day. 5. It was hot walking through the town but the sun was starting to go down and it was very pleasant. 6. It was good walking on the road. But it was lovely walking in the woods. 7. There was a tramping of feet. 8. No one ever thought of protecting Isabel. 9. He walked to the edge of the terrace, and looked down into the darkness; he could just see the powdering of the daisies on the unmown lawn. 10. It was a habit with him to tell her the doings of his day. 11. He liked dancing quickly. 12. He crossed back into the doorway, and, slowly, to keep down the beating of his heart, mounted the single flight of stairs and rang the bell.

Exercise 16. Read and translate the sentences with Gerundial constructions.
1. Some parents don’t approve of their children watching a lot of television. 2. I was annoyed because the decision was made without anybody telling me. 3. You can’t stop me doing what I want. 4. I’m worried about Jane getting to the airport on time. 5. I can’t imagine your mother’s approving of what you are doing. 6. I don’t enjoy John’s teasing. 7. The job will involve your travelling to different parts of the country. 8. The teacher said that he wouldn’t tolerate my arriving late every day. 9. The question is so trivial; it hardly justifies our taking up any more time. 10. His lawyer insisted on his dropping the case, since it was unlikely to succeed. 11. I vaguely remember him saying something like that. 12. Will the new job involve your being away from home a lot? 13. The public authorities should prohibit people begging in the streets. 14. Forgive my mentioning it, but don’t you miss your friends now while you are living in England? 15. The headmaster suggested my trying the examination again the following year. 16. I don’t recollect his actually promising to help you.

Exercise 17. Translate the sentences into Russian and point out the Gerundial constructions.
1. I did not know of her having been ill. 2. Did you hear about many students going to London? 3. There are unmistakable proofs of Pauling’s having been wrong. 4. The explanation lies in the product (being) more stable. 5. There is no hope of our getting a complete analysis of the measurements within 10 days.
Exercise 18. Translate the following sentences into Russian paying attention to the Gerunds and Gerundial constructions. Define the forms of the Gerunds.
A. 1. Reading English technical magazines is important for an engineer. 2. He remembers having added some water to the mixture. 3. They finished installing the apparatus only on Saturday. 4. They began making the experiment in May. 5. After failing his examination in January he had to take it again in February. 6. After graduating from University he worked in the Far North. 7. At the meeting they discussed different ways of improving their work. 8. There are different ways of obtaining the substance. 9. The organizers of the conference were informed of his refusing to take part in it. 10. I remember his having been interested in languages in his childhood.
B. 1. I know of his having been sent to work to the Far East. 2. What is the reason for his having left our city so suddenly? 3. We heard of the experiment having been started last week. 4. He improved his report by changing the end. 5. They objected to his staying at home. 6. Instead of restoring the old theatre they decided to build a new one in the centre of the town. 7. New possibilities for applying atomic energy open up. 8. It is possible to set up power stations based on utilizing the heat of the Sun. 9. The idea of creating a multi-stage rocket belongs to Tsiolkovsky. 10. Before being sent up the balloon was filled with a special gas. 11. What apparatus do we use for measuring air pressure? 12. Science requires experimenting. 13. Speaking foreign languages is important for every educated man.

Exercise 19. Complete the following sentences using the Gerunds and Gerundial constructions.
1. He looked forward быть приглашенным на вечеринку.
2. She prefers рассказать нам всю правду.
3. Do you remember наше посещение Американского национального парка?
4. I don’t mind если тебя пошлют в командировку.
5. I don’t mind если вы возьмете наш пылесос.
6. It depends on подпишет ли директор документы.
7. He objects делать работу одному.
8. He objects проводить вечеринку в пятницу.
9. He has no experience in воспитании детей.
10. He has no experience in починке машин.
11. You can’t do well without хорошей учебы.

Exercise 20. Translate it into English using Gerundial constructions.
1. Ему не нравилась моя идея одной ехать на Кавказ. 2. Представь себе, ей хотелось знать, что его беспокоит. 3. Он настаивает, чтобы я держала окна открытыми независимо от погоды. 4. Вы не возражаете, если я поработаю сегодня в вашем кабинете? 5. Я удивлена, что вы оставили маленького мальчика одного дома. 6. Вы помните, я вам говорила, что мой муж инженер. 7. Я не могу себе представить, чтобы вы так долго сидели в читальном зале. 8. Казалось, что мне не было больше нужды оставаться в Москве. 9. Интересно, как она вошла в дом так, что мы не видели ее.

Exercise 21. Translate it into Russian paying attention to the Gerunds and Gerundial constructions.
1. I remember your having objected to this schedule. 2. He entered the room without noticing her. 3. We were surprised at hearing his name among the winners. 4. Nothing could prevent him from playing tennis practically every day. 5. Did you have any difficulty in solving this problem? 6. He improved his report by changing the end. 7. She is against being sent to this faraway place. 8. Is there any possibility of their finding a suitable building material so soon? 9. They insisted on the question being reconsidered. 10. Flying is better for long journeys but travelling by car is more interesting. 11. Wood has many uses. We use it for making chairs and tables. It is used for building houses. It is used for making matches. 12. Seeing is believing. 13. Smoking is not allowed in this building. 14. He tried to find an excuse for being late. 15. You should avoid hurting other people’s feelings. 16. He was given an award for having saved the life of the little children. 17. The director was responsible for the work being finished in time.

Exercise 22. Translate it into English.
1. Я настаиваю на том, чтобы вы меня послушали. 2. У меня нет надежды увидеть Соню скоро. 3. Идея провести весенние каникулы в Лондоне принадлежит моему отцу. 4. Я не смогу перевести это предложение, не посмотрев слова в словаре. 5. Я думаю поехать в Тверь осенью. 6. Доктора велели девочке избегать сидеть на солнце. 7. Он не способен сделать другу больно. 8. Он вошел в дом, не постучав. 9. Нет смысла делать эту работу сейчас. 10. Мы не могли не рассмеяться, когда увидели маленького смешного котенка.

Exercise 23. Translate it into English.
1. Я была тронута, что он навестил меня. 2. Простите меня за беспокойство. 3. Он устал стоять. 4. Они сидели в течение некоторого времени, не разговаривая. 5. Они настаивали, чтобы я вернулся ровно в два часа. 6. Когда я вошел, он уже собирался уходить. 6. Кроме того, что он преподавал физику в школе, он прекрасно рисовал. 7. Джек продолжал стоять с чашкой кофе и разговаривать с гостями. 8. Извините, что я так поздно пришла. 9. Я не возражаю против того, чтобы поехать с вами путешествовать на Дальний Восток. 10. Я надеюсь, вы не возражаете против того, чтобы я вас навещал каждую субботу. 11. Он выслушал приказ, ни о чем не спрашивая. 12. У него не было намерения ехать в экспедицию. 13. Она продолжала писать сочинение, когда кто-то позвонил по телефону. 14. Простите, что я так говорю, но сидеть здесь без дела бесполезно. 15. Вы думаете, что есть смысл, чтобы я остался здесь работать в качестве инженера? 16. Ему не составило труда найти в библиотеке то, что он хотел. 17. Она покачала головой, не отвечая на его вопрос. 18. Извините, что я вошел без стука. 19. Они рассчитывали, что им помогут упаковать вещи. 20. Не было смысла об этом думать. 21. Не было смысла переходить мост.
REVISION EXERSICES (VERBALS)
Exercise 1. Say whether the marked word is the Infinitive, Participle or Gerund.
1. I don’t want to ask him. 2. Camping is an ideal way of spending a holiday. 3. I am glad to have asked you. You’ve helped me a lot. 4. It is strange of you to be asking me for advice now. I need advice badly myself. 5. Asking this question, she blushed. 6. I don’t mind asking him about it. 7. I don’t call it pleasant to be asked such questions. 8. I certainly disapprove of your having asked him. 9. Having asked this question he felt relief. 10. We met there before crossing a bridge. 11. There was no way of avoiding it. 12. She went out, shutting the door behind her. 13. I suppose she got tired of waiting. 14. For a quarter of an hour I must have been writing by a glow of firelight.

Exercise 2. State the functions of the Infinitives, Gerunds and Participles.
1. Working with him was a pleasure. 2. It is necessary to solve this problem. 3. It is no use crying over spilt milk. 4. She began crying. 5. He must have gone away. 6. The only way out is to tell him the truth. 7. I like to read English books. 8. He did not want to be seen. 9. She insisted on speaking English. 10. He avoided talking about it. 11. There are a lot of books to choose from. 12. There is no reason for quarrelling. 13. He came here to take the photo. 14. He left without saying a word. 15. On seeing the child’s drawing he smiled. 16. The train leaving from platform six goes to London. 17. The match planned for tomorrow must be put off. 18. Having worked all day she was tired. 19. Feeling tired he decided to have a rest. 20. Walking along the street he noticed his friend.

Exercise 3. Use the Verbals in the correct form.
We do not usually think of the cold regions of the Arctic Circle as suitable places for (to build) new towns. But in our country scientists at the Institute for Northern Architecture are (to study) the problems of (to live) in the Far North. Their answer is (to build) a town under cover, so that the people (to live) there need never (to go) outside into the cold. One idea (to suggest) by the Institute is (to cover) all paths and roads between buildings. A town (to base) on this idea would look like any ordinary town, except that people would move from one building to another along (to heat, to cover) passages. Another idea is (to build) blocks of flats in a circle, so that they form an outside wall for the dome which covers the whole of the centre. The centre would have an artificial climate.

Exercise 4. Choose the correct verbal form.
1. Most of the scientists (invited / inviting) to the conference were (leading / led) specialists in various branches of economics. 2. Experiment is a test (carried out / being carried out) to gain new knowledge. 3. The number of electronic computers (used / having been used) in any (given / giving) field of human activity is an indication of the degree of its modernity. 4. When (giving / given) advice to others, think whether you would follow it yourself. 5. Reporters can cause suffering to individuals (by publishing / by being published) details about their private lives. 6. I’m absolutely sure I locked the door. I clearly remember (locking / to lock) it. 7. I remembered (locking / to lock) the door when I left but I forgot to shut the windows. 8. The streets are unsafe at night. A lot of people are afraid (to go / going) out. 9. I don’t usually carry my passport with me. I’m afraid of (losing / to lose) it. 10. Would you mind (answering / to answer) a few questions? 11. The article (typing / being typed) now will be published tomorrow. 12. The students have just passed the last exam and one of them suggested (going / to go) to the pub in the evening.

Exercise 5. Define the constructions with the Verbals. Translate the sentences into Russian.
1. Science seems to be playing a major part on politics now and it is desirable for people to understand it. 2. For the experiment to be successful he had to do much work before carrying it out. 3. We do not expect the government to cut taxes though it was promised to the people not long ago. 4. This discovery is considered to be the result of a long and thorough investigation. 5. The application of science and technology in all fields is certain to affect the structure of society as a whole. 6. Occasionally, we all have days, in which nothing seems to go right. 7. Steve’s coming so late surprised everybody for he was known to be a very punctual person. 8. The manager’s refusing to sign this contract was an unexpected result of our talks with one of the foreign companies working in this country. 9. I heard them discussing the agenda of the conference and asked if they would mind my joining their discussion. 10. When he had all his taxes paid, the amount left in the bank was hardly worth mentioning. 11. The standard of living having improved, the families could afford spending more money on foodstuffs. 12. Both scientists and scholars carry out research, the difference between the two is that the former are engaged in exact and natural sciences, while the latter work in the field of the humanities.

Exercise 6. Use the Verbals in the correct form.
The Language of Opportunity
The (learn) and (teach) of English has always been popular in Russia. But the interest has grown rapidly in the past few years and the educational system finds itself (challenge) by the demand. English is now perceived as the language of opportunity. People now feel a greater need (learn) the language for (specialize) purposes and have a greater access to courses, materials and (train). In response to the (increase) demand teachers of English look for new professional opportunities. Teachers need (increase) contact with native speakers and access to professional gatherings of English (teach) specialists, if they are (develop) their skills of the language, culture and methodology.
Fortunately, a (grow) number of (qualify) native-(speak) English teachers are working with Russian colleagues in Russian educational institutions. Russian teachers of English have more opportunities (travel) to English-(speak) countries and participate in professional (train), seminars and conferences, (organize) by the British Council, The Peace Corps and other organizations.
Exercise 7. Write each pair of sentences as one. Use the correct verbal forms.
Model: Trevor didn’t ring Laura. He forgot. – Trevor forgot to ring Laura.
1. Harriet didn’t think she could move the piano. She didn’t even try. 2. Mike once saw a spaceship. He’ll never forget it. 3. What about painting the walls? They need it. 4. Natasha was unkind to Jessica. But she didn’t mean it. 5. Andrew was studying. He went on through the night. 6. When Mark was driving, he needed to make a phone call. So he stopped. 7. Tom and Nick had been playing cards for hours. But they went on with the game. 8. I am sorry but we have decided not to accept your application. I regret about it. 9. I posted the letter on Friday morning. I can remember it. 10. He doesn’t smoke any longer. He stopped it.

Exercise 8. Paraphrase the following sentences using the Verbals or the constructions with them.
1. She was sorry that she had missed the beginning of the lecture. 2. The problems that will be discussed are vital for our research. 3. The two sides expect that negotiations will be long and difficult. 4. Most of the scientists believe that rapid expansion of industrialization leads to an exhaustion of natural resources. 5. People are sure that science will influence the solution of most important economic and political problems. 6. We waited when the newspapers would publish the information about our new discovery. 7. The teacher insisted that we should take part in the conference. 8. As he didn’t know the language and had no friends in the town he found it hard to get work. 9. As the crisis in the country had passed, people could think about the future again. 10. The problems of pollution have already been discussed at a large number of conferences and some of them have been sponsored by the UN. 11. I smelt that something was burning and suddenly saw that smoke was rising over the roof of the house.


Exercise 9. Translate the sentences into English using Verbals and verbal constructions.
1. Туземцы воспользовались тем, что мы не знаем их языка, и мы слышали, как они громко спорят о чем-то, показывая на нас. 2. Знать язык – еще не значит уметь им пользоваться. 3. У него была плохая привычка читать газету за едой и не слышать, когда к нему обращаются. 4. Рокфеллер утверждал, что дружба, основанная на бизнесе, лучше, чем бизнес, основанный на дружбе. 5. Нет ничего труднее, чем пытаться изменить то, что вы привыкли делать постоянно. 6. Очевидно, он вспомнил, что мы вместе играли в теннис в местном клубе. 7. Поскольку все уже решено, стоит ли говорить об этом еще раз? 8. Добраться туда было невозможно. Мост, разрушенный наводнением, еще не был восстановлен. 9. Она привыкла сдавать экзамен первая и никому не позволяла опережать ее. 10. Неожиданный звонок в дверь заставил меня вздрогнуть. 11. Поскольку в доме давно не жили, его надо было сначала отремонтировать и покрасить. 12. Будучи профессором университета, ему хотелось, чтобы жена тоже имела высшее образование. 13. Считается, что в старых замках живут привидения, и иногда видят, как они разгуливают по ночам, пугая обитателей замка. 14. Так как компьютер был неисправен, нам не напечатали текст.

Exercise 10. Translate the sentences into English.
1. Чтобы поступить в аспирантуру, нужно иметь высшее образование. 2. Говорят, он прекрасный ученый, сделавший ряд открытий в области математики. 3. Во второй главе книги автор продолжает описывать экономическое положение в стране. 4. Проанализировав экономику страны, он охарактеризовал политическую ситуацию. 5. Не ожидая ответа, он повернулся и вышел из комнаты, не сказав ни слова. 6. Известно, что ряд преступлений были совершены в этом городе в последнее время, и полиции будет трудно расследовать их. 7. Он думал, что управляющий предложит ему новую работу, и не смог не спросить его об этом. 8. Кажется, экскурсия по городу начнется с осмотра достопримечательностей лондонского Тауэра. 9. Знать страну значит знать историю народа этой страны, его литературу и искусство. 10. Я никогда не забуду, как сдавал вступительные экзамены в университет. 11. Заказав билеты в театр, я пошел за покупками. 12. Она стояла, глядя в окно, и ждала, когда сын вернется домой.

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