Rainbow English 8th Grade Textbook Part 2: Cinema & Famous People

О. В. Афанасьева, И. В. Михеева, К. М. Баранова
АНГЛИЙСКИЙ язык
$ ррофа
УДК 373.167.1:811.111
ББК 81.2Англ-922
А94
Условное обозначение:
Fa | — предлагаемое задание имеет экзаменационный формат
А94
Афанасьева, О. В.
Английский язык. 8 к л .: в 2 ч. Ч. 2: учебник / О. В. Афанасьева,
И. В. Михеева, К. М. Баранова. — М. : Дрофа, 2014. — 126, [2] с . :
ил. — (Rainbow English).
ISBN 978-5-358-13993-0 (ч. 2)
ISBN 978-5-358-14044-8
Учебник, созданный известными специалистами в области преподавания англий­
ского я зы к а , является основным компонентом учебно-методического комплекса
для 8 класса.
Учебник соответствует Федеральному государственному образовательному стан­
дарту основного общего образования, рекомендован Министерством образования
и науки Российской Федерации.
У Д К 373.167.1:811.111
Б Б К 81.2Англ-922
ISBN 978-5-358-13993-0 (ч. 2)
ISBN 978-5-358-14044-8
© ООО « Д Р О Ф А » , 20
B ook G uide
UNIT 3. Performing Arts: Cinema
(pages 5— 51)
Talking
Points
1. The history of cinema
2* Film stars of the 20th century
3. Types of films
4. Describing and discussing films
Gram m ar
Points
1. Articles with the names of cinemas, theatres,
museums, galleries
2. Past perfect and past perfect progressive in the
reported speech
3. Future-in-the-past
4. Rules of the sequence of tenses not observed
5. Verbs with two forms of comparative and superlative
degrees (late, old, far, near)
6. Definite and zero articles with the adjective late
Vocabulary
Points
1. Words for talking points
2. Formal and informal English
3. Word building: the suffix -ish to form adjectives
4. Phrasal verbs: to see around, to see to, to see
through, to see o ff
C ulture and
H istory
1. History of Hollywood
2. W alt Disney and his cartoons
Consolidation and Extension (Textbook, Step 8, pages 37— 43)
Workbook 8: Unit 3
Revision (Textbook, Step 9, pages 44— 48)
Test Yorself (Textbook, Step 10, pages 48— 51)
Project W ork (Textbook, page 51)
UNIT 4 . The W hole W orld Knows Them (Textbook, pages 52— 101)
Talking
Points
G ram m ar
Points
| 1. Famous people of different countries
i 2. Well-known artists and their works
j 3, Celebrated writers and scientists
S 4. Biographies of outstanding people
1. Passive constructions (general information)
2. Past simple passive (affirmative, negative and
interrogative sentences)
3. Passive constructions with verbs that can have two
objects
4. Passive constructions in present simple
I 5. Passive constructions with the verbs followed by
prepositions
j 6. Passive constructions with modal verbs
j 7. Using adjectives after link-verbs (seem, took, fee/, etc)
Vocabulary
Points
1. Words for talking points
2. The word Sir and its usage
3. English synonyms to learn and to study
4. Confusable English: to be made o f versus to be
made from
5. Words and phrases to give opinion
6. Word building: suffixes -dom, -hood, -ship, -ism to
form nouns
7. Phrasal verbs: to p u t down, to p u t o ff, to p u t out,
to p u t up with
Culture and
History
Some representatives of different cultures - i
Katherine the Great, Mikhail Lomonosov, Alexander
Griboyedov, Horatio Nelson, Benjamin Franklin, Queen
Victoria, Queen Elizabeth II, Steve Jobs, American
presidents, Confucius, Mother Teresa, Jury Gagarin,
etc
Consolidation and Extension (Textbook, Step 8, pages 87— 93)
Workbook 8: Unit 4
Revision (Textbook, Step 9, pages 94— 98)
Test Yorself (Textbook, Step 10, pages 98— 101)
Project W ork (Textbook, page 101)
Step
DO IT TOGETHER
Q j
Listen to the song, ^
(41), and sing it along.
Pasadena1
(K aren a n d A lice M ayw ood)
Come w ith me to Pasad ena,
Tod ay at ten w e w ill a rriv e .
I have been in Pasad en a
F o r a g reat deal o f m y life .
Refrain'.
Come w ith me to Pasad en a
I f you w a n t to h ave some fu n .
W a tc h th e d an cin g sen io rin as
In the h eat2 o f th e sun.
W h e n I w oke up tod ay
I heard someone say,
“ G ir l, i t ’s ra in in g
A n d th e y ’re exp ectin g 3 snow ” .
R efra in
A n d i t ’s m o rning I knew
W h a t I had to do —
T ake th e nex t plane
A n d fin a lly go.
R efra in
1 P asadena [paesa'diino] — a city of California, U SA , a famous place for holidaymaking
2 heat [hi:t] — жара
8 to expect [ik'spect] — ожидать
S te p
Performing Arts: Cinema
A. W ork in pairs. Find out:
1) how often your p artn er goes to the cinem a;
2) w hat he/she prefers: to w atch film s at home or in a cinem a house;
3) w hat kind of film s he/she prefers;
4) if he/she has any favo u rite film s and favo u rite actors;
5) w hat is the best/worst film he/she has ever seen and w hy he or she
considers them good or bad.
B. Report what your partner told you.
Example: N . says he goes to the cinem a once a month w ith his parents.
Listen,
(42), and read.
A.
achievem ent [a'tprvmant] —
достижение
anyw here ['eniwea] — где бы то
ни было, повсюду
crim e [kraim] — преступление
d irecto r [di'rekta] — режиссёр
ra p id ly ['raepidli] — быстро
screen [skri:n] — экран
silen t ['sailant] — беззвучны й,
немой, м олчаливы й
w ith in [wi'din] — в течение,
с интервалом в, внутри
achievem ent: m any achievem ents, a great achievem ent. W h a t are
M ik e’s best achievem ents in sport? Y o u ’ve w ritten a v e ry b eau tifu l piece
of poetry, w hich is quite an achievem ent!
anyw here: to tra ve l anyw here, anyw here else. H e never travels anyw here
w ith o u t his cam era. D id you go anyw here in terestin g ? This species of
tigers doesn’t liv e anyw here else in the world.
crim e: a serious crim e, a scene of crim e, to com m it1 a crim e, to solve a
crim e. It took the police years to solve th at crim e. A t th at moment he
didn’t understand th at he had com m itted a crim e.
d irector: a film d irector. W h a t successful film directors do you know?
I remember some v e ry good film s by th is fam ous d irector,
rap id ly: to move rap id ly, to develop rap id ly, to grow rap id ly. People’s
in terest in p olitics is rap id ly grow ing in the country. Some of these bussinesses are ra p id ly developing.
screen: a com puter screen, a T V screen, to come to the screen. A new
icon w ill appear on your screen. M argo’s screen career was ve ry success­
fu l. H e is a star of stage and screen.
silen t: a silen t person, silen t reading, to keep silen t about som ething,
a silen t film . I asked m y frien d to keep silen t about m y new plans.
W e walked through a silen t forest. Everyone was silen t when the p resi­
dent spoke. I th in k th at silen t film s are in the past now.
w ith in : w ith in an hour, w ith in the country. There were fo u r churches
w ith in the w alls of the ancient c ity . W e arrive d w ith in two m inutes of
each other. I hope to be ready w ith in two or three days.
Complete the sentences with the new words from the box.
w ith in , crim e, achievem ents, screen, anyw here, rap id ly
1 to commit — совершать (обычно преступление, самоубийство)
1) Y o u ’ve been v e ry ... today. W h a t’s the m atter?
2) K illin g a person is a terrib le ... .
3) Nowadays people p refer big- ... televisions.
4) The car ... disappeared behind the houses.
5) The new test showed much b etter ... of the students.
6) There are some v e ry talented young film
w orking in the country,
7) I th in k I ’ll be able to com plete the work
two or three days.
8) I can go ... w ith you if you ju st ask me.
A. Read the text and answer the questions after it.
How It All Began
Cinem a is much younger than theatre. It was born at
the end of the 19th centu ry. The fir s t people who
showed the firs t m ovies to the p ub lic ['рлЬкк] were the
Lu m ier ['lu:miea] Brothers of France. They did it at the
G rand Cafe, Bou levard des Capucines1, P a ris , on the
20th Feb ru ary 1896. This was the firs t cinem a show.
V e ry q u ickly cinem a appeared in m any other places in
a ll parts of the w orld.
The firs t film s showed m oving people and transp o rt,
then people were able to see short comedies on the
screen. In 1901 France was the firs t country to produce
a dram atic film , The Story of a Crime, then The Great
Train Robbery2 appeared in the U n ited States in 1903.
A t firs t, people could see film s anyw here: in m usic
h a lls, clubs and shops. B y 1908 special film theatres began to give reg­
u la r program m es. A t th is tim e cinem a ra p id ly developed in both the
New and the Old W o rld . C h arlie C haplin made his firs t film , M aking a
Living, in 1914 in the U S A . The Russian film in d u stry was now going
on its own w ay. It produced such great film s as Protazan ov’s The Queen
of Spades (1916) and Father Sergius ['saidjias] (1918). A little la te r
1 Grand Cafe, Boulevard des Capucines ['grairj 'kafa 'bulva: 'da 'kaputjin] — Грандкафе на бульваре Капуцинок
2 a robbery ['robari] — ограбление
The Battleship “Potem kin ” came to the screen. That was R u ssia’s great
achievem ent in cinem a. The film d irecto r was Sergey Eisenstein ['aiznstain].
In 1927, W a rn e r Bro th ers1 in H ollyw ood made the firs t film in w hich
an actor sang and spoke. The film ’s title was J a z z [djaez] Singer. It had
three songs and a short dialogue. That opened a new era [i:ra] in
film s — the era of the “ ta lk ie s ” , or sound film s. The silen t film was
dead w ith in a year. The fir s t one hundred percent2 sound film , Lights
o f New Y ork , appeared in 1928, and the fir s t colour film s — in the
1930s.
Questions:
1) W h en was cinem a born?
2) W h a t cou ntry produced the firs t dram atic film ?
3) W h y is the film J a z z Singer im portant in the h isto ry of cinem a?
4) W h ere could the people w atch the firs t film s?
5) W h a t can you say about the fir s t Russian film s?
6) W hen was the era of silen t film s o ver? W h en did the era of talkies,
or sound film s begin?
7) W h en did the fir s t colour film s appear?
B. W hat do the marked words in the text mean? W hat helped you to
understand them: a) the way they look and sound or b) the context?
Find in the text the names of these films.
1)
2)
3)
4)
«Больш ое ограбление поезда»
«П и ковая дама»
«Огни Нью-Йорка»
«И стория преступления»
5)
6)
7)
8)
«Отец Сергий»
«Броненосец “ П отём кин” »
«Певец из джаза»
«Зарабаты вая на ж и зн ь»
1 Warner ['wo:na] Brothers — американская кинокомпания
2 percent [pa'sent] — процент
Articles
Обратите внимание, что с названиями театров, кинотеатров,
картинных галерей обычно употребляется определённый артикль.
Theatres
Cinem as
the
the
the
the
the
the
the Coliseum ['kDk'sEdm]
the Saturn ['saet3:n]
the Odeon f'audian]
the Zenith ['zeniG]
the Rossia Cinema House
the Forum
Bolshoi Theatre
Maly Theatre
Royal Opera House
Royal Shakespeare Theatre
National Theatre
Playhouse
M useum s
G alleries
the British Museum
the Science Museum
the Natural History Museum
the National Gallery
the National Portrait Gallery
the Tretyakov Gallery
музеев,
Complete the sentences. Use the articles a or th e where necessary.
The cen tre o f th e a tre life in B r it a in is Lo n ­
don b u t in m ost (1 ) ... c itie s and (2 ) ... tow ns
o f (3 ) ... c o u n try th ere are (4 ) ... th ea tres too.
T h ere are about (5 ) ... hu nd red th eatres in
London, h a lf o f them are situ ate d in (6 ) ...
W e s t E n d . Pro b a b ly (7 ) ... m ost fam ous th e ­
a tre is (8 ) ... R o y a l O pera H ouse at C ovent
G ard en w h ich is in (9 ) ... ce n tra l London.
T h ere you can lis te n to operas and also
w atch b alle ts b y th e R o y a l B a lle t, w h ich has
The Royal Opera House
become very successful. There are m any the­
atres and (10) ... th e a tre com panies fo r young
people. (1 1 ) ... N a tio n a l Y o u th T h e atre and
(1 2 ) ... Y o u n g V ic C om pany in London are
am ong them .
T h is guidebook g ives you in fo rm a tio n about
W a s h in g to n , D .C . H ere you can fin d (1 ) ...
tex ts about a ll th e m useum s o f (2 ) ... c ity .
F o r exam ple, on (3 ) ... page 56 you can read
about (4 ) ... N a tio n a l M useum o f A m e rica n
H is to ry and (5 ) ... some o th e r m useum s as
w e ll. C h ild re n o ften go to (6 ) ... N a tu ra l
H is to ry M useum w h ere th e y spend hours
The N a tio n a l A ir
le a rn in g about how life developed on (7 ) ...
and Space M useum
p lan et. A n o th e r m ust fo r (8 ) ... v is ito r to
W a s h in g to n , D .C . is (9 ) ... N a tio n a l A ir and Space M useum , p ossib ly
(1 0 ) ... m ost p op u lar o f W a s h in g to n ’s m useum s and (1 1 ) ... m ost v is ite d
m useum o f (1 2 ) ... w o rld .
DO IT ON YOUR OWN
Use past simple or past perfect to complete the sentences.
1) M any B ritis h critic s w rote th at The K ing’s Speech (to be) the best
film of the year 2010. They (say) it (m ark) the reb irth of the B ritis h
film in d u stry. 2) Jo h n was sure th at film -m akers (to use) the press to
sell th e ir product to the public. 3) A lic e answered th at she re a lly (to
enjoy) the m ovie. 4) The film d irecto r said he (to make) a funn y come­
dy. 5) W e mentioned th at we (already to buy) tickets.
St e p 2
■■■
Find in the text "H ow It All Began" the word combinations antonymic to
El the
following.
Example: it died p
it was born
1) A t the beginning; 2) the last show; 3) fin a lly ; 4) common film the­
atres; 5) slow ly developed; 6) disappeared from the screen; 7) silen t
film s.
Щ
W rite these in English.
1) Велики е достижения; 2) знам ениты й кинорежиссёр; 3) соверш ить
преступление; 4) гул ять где угодно; 5) в границах (внутр и) государства;
6) тихая ночь; 7) ш ирокий экран; 8) быстро расти.
IB
W rite 8 sentences with the word combinations from exercise 10.
S t e p
2
DO IT TOGETHER
D
A. Listen to the text about Charlie Chaplin,
(43), and complete the following statements.
1) C harlie C haplin ... .
a) played in film s
b) directed film s
c) was both an actor and afilm d irecto r
2) C hap lin’s firs t perform ance came
was ... .
a) a v e ry young boy
b) a teenager
c) a young man
3) Chaplin ... .
a) was born in the U S
b) moved to the U S
c) loved the U S
when he
4)
C hap lin’s firs t film s were
a) short sound dramas
b) long silen t tragedies
c) short silen t comedies
5)
C haplin didn’t make the film ... .
a) “ The C ircus A n im als”
b) “ C ity Lig h ts”
c) “ M odern Tim es”
3. Listen to a piece of music by Charlie Chaplin, A
associate it with.
(44), and say what you
Read the word combinations and sentences.
an im portant achievem ent
a personal achievem ent
a cu ltu ral achievem ent
to com m it a crim e
to solve a crim e
to report a crim e
a film d irecto r
a theatre d irecto r
a m usical d irecto r
to develop rap id ly
to produce rap id ly
to grow rap id ly
on the screen
a wide screen
to come to the screen
to grow silen t
to become silen t
to keep silen t
w ith in a month
w ith in a year
w ith in the next hour
w ith in the c ity
w ith in the U K
w ith in the garden w alls
I ’ll meet you anyw here you say. H e says he can liv e anyw here in this
country. S it anyw here you like. I tried to fin d th at book but couldn’t
see it anyw here.
A. Read the text and complete it with the word combinations (a— h). Give
the text a name.
I a) the home of the A m erican film in d u stry
I b) who lived on the farm near
I c) a great success
1 d) in the ea rly 1890s
I e) to make film s
I f ) and a ll his actors
1 g) w ith an in vita tio n to v is it a farm
I h) b uild a film studio
W h y do m any A m erican film companies
have offices and studios in H ollyw ood,
C alifo rn ia? Do you know it a ll started
(1)... ?
The A m erican film in d u stry began (2)... in
New Y o rk , the fin a n cia l cap ital of A m e ri­
ca. The in d u stry developed v e ry q uickly
as the technology developed. The firs t
film s were black and w hite and silen t. A s
d irectors learn t more about film in g , they
made longer and longer film s. La te r came colour m ovies we see today.
B u t in the old days, when the firs t film s appeared, people made them in
sm all studios or in the streets. Then, in 1907, a producer in Chicago
was m aking a film called The Count of M onte Cristo, and p art of the
film was set at the seaside. H e didn’t w ant to (3)... w hich looked like a
seaside, he wanted a real thin g. The producer had a frien d (4)... the
sm all town of H ollyw ood. This frien d had in vite d the producer to v is it
him . So the producer took a ll his
film crew (5)... w ith him and they
made p art of the film
at the seaside near Hollyw ood. The film was
(6)... . A fte r th at m any film companies came to H ollyw ood (7)... . The
town got bigger and bigger and m any studios were b u ilt.
Hollyw ood became (8)... .
a
W ork in pairs. Ask and answer questions about films and film making. Report
what your partner has said.
Example: A n n , have you seen, a lot of film s? — A n n said (told me)
th at she had seen a lot of film s late ly.
A. 1) Have you seen many films lately? 2) W hat films were they? 3) Did you
enjoy watching them?
B. 1) Did you go to the
you go? 3) How long did
cinema last
it take you
week? 2) To what cinemahouse did
to get there?
C. 1) Did you see any comedies last month? 2) W ith whom did you watch
the film? 3) Did you enjoy the actors?
Обратите внимание на изменения, которые происходят в глагольных
формах при переводе предложений из прямой речи в косвенную, если
глагол, который вводит прямую речь, используется в past simple.
Kevin said: "I have been writing a play for a
week".
Kevin explained he had been writing a play
for a week.
Alice asked Bob: "How long have you been
directing the film?
Alice wondered how long Bob had been di­
recting the film.
Alice asked Bob how long he had been direct­
ing the film.
В придаточных предложе­
ниях present perfect pro­
gressive переходит в past
perfect progressive.
A group of pupils are staging a play. They have come to their teacher to
say what they have been doing. Report what they say.
Exam ple: T i m
an d
S a r a h :
W e have been decorating the hall
since last Tuesday.
Tim and Sarah explained that they had been decorating the
hall since the previous Tuesday.
Describe1 a good modern cinema house. Here are some ideas.
•
•
big hall
com fortable seats
wide screen
good sound equipment
equipment fo r showing film s in 3D2
several shows a day
box office that works long hours
tickets w hich are not too expensive
booking tickets3 through the Internet
drinks and refreshm ents in the foyer
Work in pairs. Invite your friend to go to the cinema. Together decide:
— where to go;
— what film to see;
— which show you prefer: m orning, afternoon or evening.
DO IT OIU YOUR OWN
This is what Julia, a famous actress, said about herself in an interview.
Report it in writing.
Exam ple: Ju lia said she had always liked cinema.
1 to describe — описывать
2 3D [.Ork'cli:] = 3-dimentional [dai'menjonl]
3 to book tickets — заказывать билеты
13
St e p 2
1) A 1 i с e: I have been w ritin g in vitatio n cards
fo r several days.
2) J a n e
a n d
R o b e r t :
W e have been
m aking scenery for two weeks.
3) R e b e c c a :
I have been selling tickets for
a week already.
4) S i m о n: I have been learning my part for a
month.
5) F r e d
a n d
L i z z y :
W e have been in ­
v itin g our classmates and teachers to the per­
formance since last W ednesday.
6) W e n d y
a n d
Max:
W e have been m aking g ifts fo r the ac­
tors fo r several days.
7) A n d r e w:
I have been draw ing pictures fo r the performance
since last Frid ay.
Ju lia : “ I have alw ays liked cinem a. I th in k I have been w atching m y fa ­
vo u rite film s since m y early years. A t the age of ten I received m y firs t
p art in a film . A t th is moment I ’m preparing fo r some v e ry im portant
fe stiva l. I ’m going to speak about m y acting career. I have been w ritin g
m y speech fo r several days.”
в
Compare old and new cinema houses. Use the adjectives in the box in their
comparative degree.
big, sm all, narrow , wide, com fortable, expensive, modern, good
Example". The halls in new cinem a houses ... .
The halls in new cinem a houses are bigger than in old cine­
mas.
1) The foyers in old cinem a houses ... .
2) The screens in old cinem as ... .
3) The screens in new cinem as ... .
4) The seats in new cinem as ... .
5) The tickets fo r film s in new cinemas
... .
6) New cinem a houses are ... and ... .
Spell these words.
1) [a'tjkvmant]
2) [kraim ]
ш
3) [skri:n]
4) [wi'5in]
5) ['eniwea]
6) ['sailant]
7) [di'rekta]
8) [ ’raepidli]
Get ready to speak about a visit to the cinema. Mention:
•
•
•
•
•
•
Step
w hat cinem a it was;
who was w ith you;
w hat film you watched;
where were your seats;
if you had any refreshm ents;
if you enjoyed the v is it and w hy (or w hy not).
3
DO IT TOGETHER
Listen to five people (1— 5) speaking about different films,
match what they say with the statements (a— f). There is one
you don't have to use. Match the statements with the pictures.
(45), and
statement
a) The speaker says that the film is about Hollyw ood.
b) The speaker explains th a t the film is not a “ ta lk ie ” .
c) The speaker talks about a m usical.
d) The speaker explains th a t the film is about p reh istoric anim als.
e) The speaker says th at he has seen the film two tim es.
f) The speaker talk s about a Russian film .
Say what questions the pupils asked at the meeting with
Hollywood actor.
Brian Kelly, a
E xam ple : M ark wondered how long B ria n had been w orking in cinem a.
M a r k :
How long have you been w orking in the cinem a?
1) Lin d a wanted to know if B ria n had ever taken p art in film festivals
in Cannes [kaen], France.
2) D iana asked if B ria n him self often went to the cinem a.
3) G reg asked if B ria n had been keeping to a d iet of fru it and vegeta­
bles.
4) Susan wanted to know when B ria n had been to the theatre last.
5) Ja c k wondered w ith how m any directors B ria n had worked.
6) K e vin asked who B ria n ’s favo u rite d irecto r was.
7) Ju lie wanted to know when B ria n had begun his career.
8) Sarah asked if B ria n was going to v is it some European countries.
9) Sam wondered in how m any film s B ria n had appeared.
При переводе из прямой речи в косвенную обратите внимание на
следующее: если глагол в главном предложении употребляется в простом
прошедшем времени, то вспомогательные глаголы w ill и shall, образующие
будущее время, изменяются соответственно на w ould и should:
John said: "I w ill have an advantage overBob."
John said he w ould have an advantage over Bob.
W e said: "W e shall go to the cinema."
W e said we should go to the cinema.
future simple
future-in-the-past
future simple
future-in-the-past
Report w h at they said. Use the verbs from the box.
w ondered, th o u g h t, w anted (to k now ), asked, said
E xa m p le : J e n n y :
I’ll play th e ce n tra l p a rt in a new film .
Je n n y th o u g h t she w ould p la y th e ce n tra l p a rt in a new film .
1) P
et e r: W h a t film w ill you see a t th e Odeon?
2) J
оh n: H e cto r, w ill you appear in th is com edy?
3) V
a 1: I sh a ll go to th e cinem a in th e evening .
4) R о b e r t:
Ja n e , w ill you b u y tick e ts fo r The Sou n d s o f M u sic ?
5) M r C o o k :
W e sh a ll h ave ou r seats in the s ta lls .
6) M r s
C o o k :
I am sure o u r d au g h ter w o n’t lik e th is film .
7) M r s
E v a n s :
W h e re sh a ll we m eet?
8) M i s s F o x : W h o w ill p la y in th is com edy?
A. Listen, fife (46), and read the words and phrases that can help you to
speak about films.
Good impression1
powerfull — си л ьн ы й
moving — тр о гательн ы й
thrilling — во лн ую щ и й
gripping — зах ваты ваю щ и й
enjoyable — п р и ятн ы й
a hit — х и т, усп еш н ы й ф ильм
a blockbuster — кассо вы й
Bad impression
Words
slow — за тя н у т ы й
boring — с к у ч н ы й
shallow — поверхностны й
silly — гл уп ы й
violent — ж е сто к и й , сод ерж ащ ий
сц ены н аси л и я
ф ильм , блокбастер
Phrases
The film is good fu n . — Ф и л ь м интересны й (весёл ы й ).
I enjoyed e v e ry m in u te o f it.
The film leaves a deep im pressio n. — Ф и л ь м о ставл яет глубокое вп е­
чатлен ие.
The film is a flo p . — Ф и л ь м п р о вали лся.
I t is so-so. — Он та к себе.
1 an im pression [im prejn] — впечатление
W atch in g th is film is a waste of tim e. — Смотреть этот фильм —
попросту терять время.
The film has an in teresting message. — Ф и л ьм содержит интересные
идеи.
The actors’ p laying is fan tastic.
The d irecto r’s w ork is orig in al.
The film is a h it w ith the public. — Ф и л ьм пользуется успехом у пуб­
ли ки .
В. W hat can these people say about the film they are watching?
Ш
1) Andrew
3) Ja c k
2) Jo h n
4) N ick
5) D avid
Say the same in one word.
Som ething that
moves you is (1 ) ...
th rills you is (2) ...
doesn’t move fast is (3 ) ...
keeps you interested is (4 ) ...
has a lot of crim e and blood is (5 ) .
doesn’t have any in terestin g ideas is ( 6 )
is popular w ith the public is a (7) ..
is uninteresting is (8) ...
is not clever is (9) ...
is pleasant is (10) ...
Say what film you have lately seen is
a) pow erful;
b) gripping;
c) m oving;
d) good fu n ;
e) a h it w ith a public.
f) slow;
g) boring;
h) shallow ;
i) vio len t;
j) a flop.
Think of three films you've seen and say what you think of them. Use the
words and phrases from exercise 4.
DO IT ON YOUR OWN
Report what the children said in writing.
Bob:
I w ill go to see a b allet next Sunday.
H e l e n :
Sid , w ill you jo in us?
S a l l y :
W h a t p lay w ill they perform ?
H a r r i s :
W ill you help me, P a u l?
C h r i s :
I w on’t go to the circus w ith you.
в
и
Spell these words.
1) ['gnpirj]
2) ['Gnlirj]
3) [hit]
4) ['blDkbAsta]
5) ['vaialant]
6) ['Jaelau]
7) [flop]
8) ['mu:viq]
Ш
Ш
т Pair up the antonyms from the boxes. Write the pairs down.
boring
clever
peace
fin a lly
slow
violent
gripping
s illy
kind
fast moving
deep
a flop
w ar
a h it
firs t
shallow
Give the English for the following word combinations.
1) Трогательная история; 2) захватывающие события; 3) глубокое
впечатление; 4) игра актёра; 5) жестокое поведение; 6) пустая трата
времени; 7) важ ная идея; 8) поверхностный ответ.
Step
4
DO IT TOGETHER
Listen,
(47), to the dialogues (1— 4) and say where these talks (a— e)
take place. There is one statement you don't have to use.
a) The
b) The
c) The
d) The
e) The
dialogue takes place in the circus.
dialogue takes place at the theatre.
dialogue takes place in the box-office.
dialogue takes place outside the cinema house.
dialogue takes place at home.
You know the words in column A. Read the sentences (1— 10) and say what
the words in column В mean.
A.
B.
achievem ent
im pression
silent
rapidly
a screen
to achieve
to impress
silence
rapid
to screen
1) The Russian hockey players have achieved re ally great results. 2) He
is one of the actors who has achieved real success in Hollywood. 3) W h a t
impressed me was the w ay they solved th eir everyday problems. 4) This
is not the film to im press the public. 5) W h en I answered the phone,
there was dead silence (= no sound at a ll). 6) The ow l’s cry broke the
silence in the forest. 7) W e see a rap id grow th in the use of the In te r­
net. 8) The resu lt of the reform is a rap id change of the national indus­
try . 9) To screen means to make a film of some lite ra ry w ork. 10) W hen
did they screen “ W a r and Peace” by Leo Tolstoy?
m W a bene_______ __________________________
Я Щ
m
m
-n-п-—
—
i
rrn
гт-тгтп
гттгггттттгп
п
чгп
п
ггш
м
и
п
иn--тгп
ггггп
▼ ^ П р а в и л а согласования времён не соблюдаются, если глагол в главном
предложении используется в форме прошедшего времени (said, explained,
thought, added, etc.), а в придаточном предложении
а) речь идёт об общеизвестной истине, фактах не требующих доказательств:
Не said that the Earth is round.
I explained to little Ann that the sun sets in the west.
б) указывается конкретная дата события:
John said he left school in 2012.
в) используются модальные глаголы must, should, ought (to):
I thought you must visit her.
He said I should be more careful.
Read the sentences and explain in Russian the use of the verb forms in the
clauses1.
1) I d id n’t know when P a tric ia was born.
2) H e said the A m erican film in d u stry began in 1890s in N ew Y o rk .
3) M y m other told me I ought to see the doctor.
4) The teacher explained to his pupils th at the E a rth is m oving round
1 the Sun.
5) H e was not sure th a t there are fo u r oceans in the w orld.
6) Jacob thought th at the Lake D is tric t is in Scotland though it is situ ­
ated in England.
7) M y older brother said W o rld W a r I I began in 1939.
8) H e said he d id n’t know when the firs t Russian film appeared.
Read the text. Use the necessary forms of the words on the right to complete
it.
A s you know Hollyw ood is the home of the A m erican
film in d u stry. H ollyw ood (1 ) ... an ideal clim ate and different places to make film s. They are much (2 ) ... than
m any others. Y ou can fin d deserts, h ills and m ountains,
sm all seaside towns and the c ity of Los Angeles there.
Since the 1920s thousands of directors (3) ... th e ir film s
in th is place. Nowadays H ollyw ood is (4 ) ... than ever.
Y ou can w atch film s of its studios in a ll parts of the
w orld. B u t these days film -m akers p refer (5) ... crews to
real places to make film s there, and m any studios (6) ...
in H ollyw ood. W h a te ve r2 the fu tu re (7) ..., w e’ll remember H ollyw ood as the centre of the A m erican film indus­
try .
1 a clause [klo:z] — придаточное предложение
2 whatever [WDt'eva] — что бы ни
offer
good
m ake
popular
send
close,
b rin g
Read the texts and match the names of these actors and actresses with the
information about them.
a)
Y u ri N ik u lin
d) M a rily n M onroe
l^maerilm шэп'гэи]
b) C harlie C haplin
e) Je a n M arais
[,за:пш а:'геэ]
c) Lubov O rlova
f ) Sophia Loren
[sau,fi:a 'b:ren]
1) H e was born in 1889 in England and lived a long life . H e was a film
actor and d irecto r who worked a lo t in the U S A in silen t black-andw h ite comedy film s. H is favo u rite role was th at of a tram p1 w earing
fu n n y clothes and w alking in a fu n n y w ay. D uring his life he was
v e ry popular w ith the public. H e died in 1977.
2) She is a b eau tifu l Ita lia n actress. She was born in 1934. D uring her
w ork in cinem a she was a real film star and had won several A cad ­
em y A w ard s2.
3) This R ussian actor was born in 1921. H e was at the fro n t during the
Second W o rld W a r. Since 1950 he began to w ork in the circus as a
clown. H e became a popular film actor in his country. A lo t of peo­
ple remem ber him fo r his com ic and tragicom ic parts.
4) She is an A m erican film actress, born in 1926, whose real name is
Norm a Je a n B ak er. She played a num ber of characters in m any suc­
cessful film s. She was a perfect example of a H ollyw ood studio star.
She had a tra g ic life and died at the age of 36. Since her death in ­
terest in her life has on ly grown.
5) H e is a popular French actor who was born in 1913 and died in 1998.
H e starred in a lot of popular film s. Prob ab ly cinem agoers remember
the parts of M onte C risto and Phantom as best.
6) She was born in R u ssia in 1902 and died in 1975. She played in one
of Moscow theatres but appeared both on screen and stage. She played
central parts in the film s The Spring, The Circus and Volga-Volga.
1 a tramp [traemp] — бродяга
2 an Academy Award [a^aedami a'wa:d] — награда Академии киноискусства
A. Listen,
(48), and read the names of some popular types of films.
Types of Films
an adventure [sd'ventja] film —
приклю ченческий фильм
a th rille r — триллер
a crim e film — детектив
an actio n ['aekjn] film — фильм
в жанре «экш н»
a w estern — фильм в жанре
«вестерн»
a w ar film — военный фильм
a psychological [,saika1loc^ikl]
dram a — психологическая
драма
В.
a com edy — комедийный фильм
a h o rror ['1тгэ] film — фильм
уж асов
a m usical — м ю зикл
a science fic tio n [,saians 'fikfn],
sci-fi ['sa^fai] — ф антастический
фильм
a fa m ily film — ф ильм для
семейного просмотра
a docum entary [^Dkju'm entri]
film — документальны й фильм
a cartoon [ka:'tu:n] — м ультф ильм
Think of several films you've seen and say to which types they belong.
Look at the pictures and name the types of these films.
DO IT ON YOUR OWN
Match the types of these films with their descriptions1.
1) A film w ith lots of m usic and dance.
2) A film about cowboys and life in the
W ild W est.
3) A film about crim in als and detectives.
4) A film in w hich terrib le and frig h ten in g 2
things happen.
5) A film about space trave ls or life in
an im ag in ary3 fu tu re.
6) A fu n n y film w ith a happy ending.
a) a horror film
b) a crim e film
c) a comedy
d) a western
e) a m usical
f) a science fictio n
film (a sci-fi)
Complete the sentences with the words from the box.
achieved, im press, silence, screen, rapid
1) Jo h n m entioned the ... developm ent of new technologies in the film
in d u stry. 2) I don’t th in k th is science fictio n film can ... you. 3) The
two actors were looking at each other in ... . 4) The republic ... its in ­
dependence in the m iddle of the previous century. 5) A fam ous H o lly ­
wood d irecto r is going to ... one of Je ffre y A rc h e r’s stories.
03
Spell these words.
1)
2)
3)
Ш
['fmra]
[.dDkju'mentri]
[ka:'tu:n]
4) [ad'ventja]
5) ['Grila]
6) ['aekjn]
7) [^aika'lod^ikl]
8) ['westanl
Get ready to speak about the type of films you like to watch. Mention:
• w hat type of film it is;
• w hy you like such film s;
• w hat film s of th is type you
have seen;
Step
• w hich of them you th in k is the
best;
• who the d irecto r of the film is;
• w hat actors p lay in the film .
5
DO IT TOGETHER
D
Listen to the text,
it.
(49), and say which of the facts is not mentioned in
1) A t firs t the W illco x es bought two lemon farm s near Los Angeles.
2) The W illco x es called the land they had bought H ollywood.
1 a description [di'skripjn] — описание
2 frightening ['fraitamq] — пугающий
3 imaginary [I'maedjinri] — воображаемый
3) U n til 1910, audiences did not know the names of th e ir favo u rite ac­
tors and actresses.
4) Good w eather attracted film -m akers to C alifo rn ia.
5) A ctors and actresses didn’t ta lk in the fir s t film s.
TRADE
MARK
M etro-Goldwyn-M ayer
20th C entury Fox
Param ount P ictu res
A.
Colum bia Pictu res
In d u stries, In c.
U n iversa l Pictu res
W a rn e r Bros.
[Ъглбэг]
Read and say what types of films they are.
E xam ple : A comedy is a film th at tries to make the audience laugh.
1) A comedy
2) A th rille r
3) A rom antic comedy
4) A dram a
5) A cartoon
6) A n action film
7) A fa m ily film
8) A h isto rical film
a) any serious film
b) a film w hich is a love sto ry and a comedy
c) a film th a t parents and children
enjoy w atching together
d) a costume dram a about real h isto rical events
e) a film where characters are not people
f ) a film w ith a lo t of fig h ts
g) a film th a t makes you th rille d , often
about a crim e
h) a film th at tries to make the audience
laugh
B, Answer these questions.
1) W h a t action film s have you seen la te ly ? 2) A re you fond of horror
film s? W h y ? W h y not? 3) Sherlock Holm es [j3:lDk'haumz] is one of the
world-famous characters of crim e film s. Do you know any others? 3) A re
psychological dram as popular nowadays? 4) W h y do you th in k they are
(aren ’t)? 5) W h o do you th in k prefers to w atch science fictio n film s
more: men or women, young people or those who are older than six ty?
6) Can you call the film about Robinson Crusoe an adventure film ?
W h y ? W h y not? 7) W h a t adventure film s have you seen or heard o f?
8) Can you give the title s of some th rille rs ?
В
Listen, ю
(50), and read.
agree [a'gri:] — соглаш аться
applaud [a'pbd] — аплодировать
atten tive [a'tentiv] — внимательный
besides [bi'saidz] — кроме, кроме того, помимо
cheap [t£i:p] — дешёвый
price [prais] — цена
rise [raiz] — подниматься
seem [si:m] — казаться
at last [st'laist] — наконец
24
M -----St e p 5
agree: to agree w ith somebody, to agree to do something, to agree
w ith somebody (on/about) something, to agree to a plan/an idea/an of­
fer. Do you thin k Jo h n w ill agree w ith us? W e agreed to leave at once.
I t ’s a fantastic movie, isn ’t it? — I couldn’t agree more. (=1 quite agree
w ith you.)
applaud: to applaud somebody, to applaud loudly/w arm ly/w ildly. The au­
dience applauded the actors w ild ly. W e all got to our feet and applauded
the speech.
attentive: to be attentive to somebody or something; an attentive listen ­
er, an attentive student. Our fam ily doctor is frien d ly and very atten­
tive. Be attentive to your younger brothers and sisters,
besides: I don’t like the jacket, besides it ’s too expensive. There are a
lot of rivers in England besides the Thames.
cheap: cheap food, cheap clothes, cheap tickets. I think that cinema tic k ­
ets should be cheaper.
price: the price of something, low and high prices, to buy something at
a low price. W h a t’s the price of these apples? They bought th eir te le vi­
sion at h a lf price. She has become very successful, but at what price?
rise (rose, risen): to rise rap idly, to rise regu larly. Everyone knows that
the sun rises in the east. The curtain rose and we saw some beautiful
scenery on the stage.
seem: to seem nice, to seem good, to seem to somebody. It seems rather
cold today. It seems to me that the weather is going to change,
at last: A t last we got the answer we wanted to get. A t last means the
same as finally.
В
Match the words in the two columns and complete the sentences.
agree
applauded
cheap
price
plane
besides
seemed
j
j
|
|
tickets fo r the film
attentive enough
fo r th eir words
rose into the a ir
to send the students
the actors
loudly
1) The ... and then disappeared in the clouds. 2) The school w ill never
... abroad w ithout teachers. 3) I would like to buy ten ... . 4) Did you
speak to anyone ...? 5) The audience ... and I understood the perfor­
mance was a real success. 6) The children ... to what th eir teacher was
saying. 7) They have paid a very high ... .
A. Think of w h at these proverbs may mean. Choose the right variant.
1) B e s t is cheapest.
^
a ) Cheap th in g s are b e tte r th an expensive th in g s.
b ) Good th in g s serve lo n g er, so in th e long ru n 1 th e y
save y o u r m oney.
c) I t ’s alw ays b e tte r to b u y cheap th in g s.
2) B ird s in th e ir litt le nests agree.
a ) B ird s alw ays liv e p eacefu lly.
b) Peop le m ust agree not to k ill b ird s or d estro y th e ir nests.
c) I f you w an t to be happy, you m ust liv e to g eth er in harm ony.
3) T h in g s are seldom w h at th e y seem.
a) W h a t you see doesn’t alw ays te ll you th e tru th , look deeper.
b ) Y o u can n ever be sure o f w h at you see.
c) T h in g s o ften seem to be b e tte r th a n th e y are.
4 ) A th in g th a t you don’t w a n t is d ear a t an y p rice.
a)
b)
c)
D on’t
D on’t
D on’t
B. W hich
one of them.
buy
buy
buy
th in g s th a t are d ear (ex p en sive) in th e ir p rice.
th in g s th a t are cheap in th e ir p rice .
th in g s you don’t need even if th e y are cheap.
of these proverbs do
you agree w ith ? Tella brief story to illustrate
BtaJtane.
r
Некоторые имена прилагательные образуют степени сравнения особым
образом. К ним относятся, например, такие единицы, как late (поздний)
и old (старый).
later (более поздний) — latest (последний, очередной;
1. la t e ^ ^ ^
последний на настоящий момент)
^ la tte r ['laetaj (последний из двух упомянутых) — last (самый
последний, больше не будет)
Let's take a later train. Pete and his friend came in. The former2 was short.
The latter was very tall.
W hat is the latest movie by Nikita Mikhalkov? August is the last summer
month.
2. Обратите внимание на различие в употреблении артикля с прилага­
тельным last:
last
(прошлый по времени)
last year — в прошлом году
last month — в прошлом месяце
last week — на прошлой неделе
last summer — прошлым летом
the last
the
the
the
the
(последний по порядку)
last house on the left
last question in the exam paper
last month of the year
last bus
older — th e oldest (о людях и предметах)
3.
old
elder — the eldest (только о людях, как правило, о членах
семьи)
1 in th e lon g run — в конечном итоге
2 form er [ fo:ma] — первый из двух упомянутых
This oak is the oldest tree in the garden. Jane is my older (elder) sister.
Granny is the oldest (eldest) member of the family.
4. При сравнении используются слова older и oldest, но не elder и el­
dest. Jane is two years older than Jack. Mr Davis is the oldest member of
the club.
Translate these sentences into Russian.
1) She alw ays dresses in the latest fashion. 2) W h a t tim e does the last
bus leave? 3) December is the last m onth of the year. 4) The teacher
told us about the latest elections1 in th is country. 5) W e ’ve read two
books th is m onth — “ A lic e in W onderland” and “ M atild a” . A s to me,
the la tte r was more in teresting . 6) This poem belongs to his la te r works.
7) He did w ell in both schoolwork and sport and won some medals in
the latest football m atches. 8) H is latest film is v e ry sad. 9) “ M y Old
Frien d s” was Jo sep h ’s last w ork. H e w rote the book ju st before he died.
10) It happened on the last day of Novem ber.
Choose the appropriate words to complete the sentences. In two sentences
both words are possible.
1) I bought the (latest/last) copy of today’s paper. There were no more
in the kiosk. 2) H is (last/latest) words before he died were: “ The rest is
silence.” 3) M y uncle is the (oldest/eldest) member of m y fam ily. 4) D o .
you know th at M r W e s t’s (older/elder) daughter is an actress? 5) W h a t
is the (last/late st) day of the week? 6) W h a t do you th in k about his
(last/latest) p lay? Does Jo h n him self like it ? 7) The school b uilding is
(older/elder) than a ll the other buildings in th is street. 8) W h a t is the
(last/latest) news2? 9) I haven’t read K itty 's (last/latest) play, but I know
w hat she is w orking on now. 10) M y frie n d ’s (elder/older) brother is not
in R u ssia now.
DO IT ON YOUR OWN
Use the appropriate forms of the words on the right to complete the text.
M el Gibson, a fam ous A m erican ac­
to r, never (1) ... about th at profession
when he was a child. H is real dream
(2) ... to become a jo u rn alist. B u t his
(3) ... sister said he (4) ... a v e ry
good actor. She (5) ... his name down
fo r the Academ y and they (6) ... him .
Now M el Gibson is one of the (7) ...
world-famous actors.
1 elections [ilekjnz] — выборы
2 news [nju:z] — новости
th in k
be
old, be
put
choose
good
Use the words from the box and complete the sentences.
a tte n tiv e , agreed,
seem s, cheaper
applauded,
p rices,
cheap,
p rice ,
besides,
seem,
1) I hope th a t th e ... on food w o n ’t rise too h ig h .
2) These shoes are expensive — ..., th e y are too sm all.
3) W e a ll ... th e d ire c to r’s p lan to g ive th e film a happy ending.
4) W h a t ... d id th e y p ay fo r th e house?
5) The p u p ils w ere v e ry ... w hen th e teach er w as speaking.
6) I don’t lik e th is dress: it looks ... and old-fashioned.
7) H e ... to v is it us some d ay and read h is poem s.
8) T h in people alw ays ... to be ta lle r th an th e y re a lly are.
9) C inem a tic k e ts fo r m o rning shows are u s u a lly ...
th an tick e ts fo r
even in g perform ances.
10) It ... lik e years since I la s t saw you.
Ш
Spell these words.
1) [bi'saidz]
2) [a'g ri:]
[Q
3) [si:m ]
4) [tji:p ]
5) [prais]
6) [raiz]
7) [a'tentiv]
8) [a'p b :d ]
W rite these word combinations in English.
1) В прош лом году; 2) последний день недели; 3) послед няя кн и га
(автор ж и в ); 4 ) послед няя к н и га (авто р а нет в ж и в ы х ); 5) мой стар ш и й
брат; 6) стар ш е, чем я ; 7) сам ы й стар ш и й чл ен сем ьи ; 8) мой сам ы й
стар ш и й брат; 9) сам ы й стар ш и й у ч е н и к в классе.
Step
6
DO IT TO G ETH ER
D
Listen, ^
(51), and say which of the following is true, false or not stated
in the text.
1) The tw o frie n d s w en t to the cinem a e v ­
e ry S a tu rd a y aftern o o n .
2) Once th e y decided to w atch a new film .
3) T h ey w anted to look o ld er th an th e ir age
because th e film w as not fo r young c h il­
dren.
4) B o th boys p u t on u n u su al clothes.
5) In th e tic k e t o ffic e th e y asked N ic k
about h is age.
6) The boys w atched a fu n n y film .
7) T h e y both enjoyed th e film a lo t.
8) The s to ry te lle r d id n ’t fin d th e film q u ite
f it 1 fo r th e c h ild re n ’s age.
1 fit — подходящ ий
Read these word combinations.
atten tive eyes
atten tive ears
an atten tive audience
to applaud the singer
to applaud the speech
to applaud the actors
a high price
a low price
a h a lf price
cheap clothes
cheap goods
cheap tickets
to seem pleasant
to seem curious
to seem expensive
to agree to w atch a film
to agree to p lay in one team
to agree to study more
to happen at last
to fin ish at last
to fin d at last
a sto ry and a poem besides
a s k irt and two blouses besides
a cup of coffee and a sandwich besides
You know the words in column A. Read the sentences (1— 8) and say what
the meanings of the words in column В are.
atten tive
applaud
price
attention
applause
priceless
p ricy/p ricey
1) “ M ay I, please, have your atten tio n , gentlem en?” said the lecturer.
2) W h a t fir s t caught m y atten tio n was his voice. 3) There was a storm
of applause when the perform ance ended. 4) H is speech got a lot of ap­
plause. 5) He has a priceless collection of draw ings. 6) The inform ation
they sent to us was re a lly priceless. Now we knew w hat to do and where
to go. 7) M um says m y new clothes are too pricey, but I don’t th in k
tw en ty dollars is too much fo r a blouse. 8) The car we have bought is
not cheap, but it is not v e ry p ricey eith er.
Men and women have different tastes in films. Look at the diagram and
comment on it using the phrases from the box.
I understand from the ch art th a t...
I ’m surprised to see th a t...
I fin d it in terestin g th a t...
I t ’s d iffic u lt to believe th a t...
The most unusual th in g is th a t...
I quite agree th a t...
T y p e s of film s
action ^
horror <
psychological J
drama >
comedy
musical ^
Шрщцвнрнр!
11ШЯ1И31119|1НШ
ЩВДЩ1ЩЩЙЙт1|Шп1ШтШ
cartoon
_____
A . Read the text and match the titles below (a— e) with its four paragraphs.
There is one title you don't have to use.
I a) W h y W e G o to th e C inem a
® b) H ow C inem a B eg an
I c) W h e re W e W a tc h F ilm s
I d ) C inem a W a s th e G re a t W o rld o f F a n ta sy
I e) Tastes D iffe r 1
Let’s Go to the Cinema!
1) T od ay it is possible to b u y a vid eo and w atch a film a t hom e, b u t
m illio n s o f people a ll o ver the w o rld s till p re fe r to go to th e ir tow n
o r c ity cin em a fo r a “ n ig h t o u t” . A n d b efore te le v isio n a rriv e d in
people’s hom es, a v is it to th e cinem a w as som ething re a lly special
and tr u ly w o n d erfu l.
2) The G olden A g e o f film -m aking and going to the cinem a w as betw een
1930 and 1950. F ilm sta rs seemed lik e k in g s and queens. Cinem as
w ere “ p ic tu re palaces” w h ere, fo r the p rice o f a tic k e t, you could
fin d y o u rse lf in a m ag ical w o rld . In th a t w o rld a n yth in g and e v e ry ­
th in g w as possible.
3) N ow adays cinem a audiences are m uch sm aller and u su a lly young er
th an the audiences o f th e G olden A g e. M a n y o f the “ p ictu re palaces”
are now m u ltiscreen cinem as w ith fo u r o r fiv e sm all cinem as in sid e
one b u ild in g . T o d ay’s film s appear on vid eo,
and then on T V a fte r cinem a audiences have
seen them . B u t some film s don’t look so
good on T V , th ey need a larg e screen and
o n ly then you can re a lly en joy them . T e le v i­
sion can ’t do it . Y o u m ay agree or disagree
w ith it , b u t fo r m any people the cinem a is
s till th e o n ly place to w atch a film . Besides,
the cinem a is the o n ly place w here you can
w atch a brand-new2 film b efore y o u r frien d s
do it and decide if you lik e it.
1 T astes differ. = О вкусах не спорят.
2 brand-new = new and com pletely unused
St e p 6
science fiction
29
men
li; women
4)
O f course, everyone has th e ir own favo u rite kinds of film s — action
film s or th rille rs , comedies, psychological dram as, science fictio n ,
adventure and crim e film s, horror film s or m usicals. B u t cinem a is
alw ays in the focus of our attention; it th rills , entertains and edu­
cates us.
B.
Listen, ^
(52), and read the text aloud.
Read the text "Let's Go to the Cinema" again and find in it the words and
word combinations which mean:
1) an evening when you go out to a cinem a, theatre or p arty.
2) a period of tim e when the best works of cinem a in d u stry appeared.
3) a well-known actor or actress in cinem a pictures.
4) money you pay fo r a tick et.
5) a place w hich is strange, w onderful and enjoyable.
6) film goers.
7) having a few screens.
8) the film th a t has ju st appeared on the screen.
9) film s th a t te ll a v e ry exciting sto ry, u su ally of crim e or adventure.
10) fu n n y film s w hich end happily.
11) film s about im ag inary fu tu re events and characters, often about
tra ve llin g to other planets.
12) film s where terrib le and dangerous things happen, such as dead peo­
ple com ing to life .
13) film s w ith spoken words, songs and often dances.
Прилагательные far (далёкий) и near (близкий), также как late и old,
образуют степени сравнения иначе, чем остальные прилагательные:
farther — further
1.
far
*■ farthest — furthest
Указание на расстояние
Указание на дополнение
Vladivostok is farther/further For further information, see Page 2.
away from Moscow.
Any further questions?
My house is the farthest/fur­ That's a further reason to do it.
thest from the station.
further improvement
дальнейшее
улучшение
education
образование
further
notice
уведомление
further
дальнейшее
дальнейшее
nearer — nearest (ближайший, самый близкий)
2. near
next (следующий по порядку, соседний)
nearest
next
The next train to London is at 10 a.m.
Where is the nearest cinema?
The nearest house to ours is We'll watch this film at the next lesson.
2 miles away.
But. in the near future — в ближайшем будущем
next door — по соседству, рядом (in the house next door)
next-door — соседний (in the next-door house)
A. Choose the right forms to complete the sentences. In some sentences you
can use both the forms.
1) W h a t do you th in k of your (fu rth e r/ fa rth e r) education? 2) He lives
fo u r m iles (fu rth e r/ fa rth e r) aw ay from the cinem a than I do. 3) W e
have no (fu rth e r/ fa rth e r) inform ation. C all us la te r, please. 4) The hos­
p ital is (fu rth e r/ fa rth e r) from the school than the park. 5) They agreed
to meet in the (farth est/fu rth est) corner of the park. 6) I wonder w hat
her (fa rth e r/ fu rth e r) explanation is going to be. 7) The hu n ter’s house
is on the (fu rth e r/ fa rth e r) shore of the lake. 8) H ave you any (fu rth er/
fa rth e r) questions?
B. Choose the right forms to complete the sentences.
1) Two passengers talk in g on the bus: “ W h a t’s the (nearest/next) stop?”
2) W e ’ll have to w alk to the (nearest/next) shop, I ’m afraid . 3) How do
you u su ally get to the (nearest/next) underground station? 4) Do you
know the name of your (nearest/next)-door neighbour? 5) Excuse me,
where is the (nearest/next) telephone box? 6) W h a t is your (nearest/
next) question? 7) Pe te r lives (nearest/next) to the school of a ll of us.
8) W e have to h u rry if we w ant to catch the (nearest/next) bus to L iv ­
erpool.
DO IT ON YOUR OWN
Some of these sentences have mistakes. Find the sentences and correct the
mistakes.
1)
2)
3)
4)
5)
6)
7)
M y best frien d lives next door to me and we go to school together.
Excuse me, where is the next bus stop?
The cinem a is a b it fa rth e r on along th is road, next to the bank.
The nearest tra in to S a in t Petersburg leaves at 6.30.
F a rth e r education is the education you get a fte r leaving school.
They th in k the Sun goes round the E a rth . W h a t next?
I f you tra ve l fa rth e r north, you w ill be able to see some v e ry
b eau tifu l places of w ild nature.
8) I f we w ant to see a new film , m y friend s and I go to the next
cinem a.
9) W h a t are they going to do in the nearest fu tu re ?
10) W h ic h is fu rth e r from here: the cinem a house or the circu s?
Complete the sentences with the words from the box.
atten tive, attention, applaud, applause, prices, priceless, p ricy
1) In our superm arket you w ill fin d some of the best ... in town.
2 ) Some children love to be the centre of .
3) I can’t buy th is game, i t ’s too ... .
4) To clap your hands is the same as to ... .
5) These books have been in the fa m ily fo r
m any years. F o r us they are ... .
6) The audience gave the fam ous actor a
storm of ... .
7) If you aren’t ... , you’ll miss the most
in teresting episode in the film .
Change the words on the right to complete
the text.
K irs te n D unst (1 ) ... in film s since she was three
but Spiderm an fans know her as P e te r P a rk e r’s
g irlfrie n d . F ir s t she (2 ) ... to p lay the role of
M ary Ja n e . W h en a jo u rn alist asked her w hat she
(3) ... of the character, she said th a t M ary Ja n e
was great but she (4) ... playing her in Spiderman 2
where she fin a lly gets m arried.
Wimbledon is another popular film w ith K irste n .
This is a rom antic comedy. H er character, a tennis
player, (5) ... in love w ith another athlete. T h eir
love (6 ) ... him (7) ... and (8) ... them both ve ry
happy.
be
not w ant
th in k
p r e fe r
f a ll
h e lp , w in , m a k e
ED Get ready to speak about a film star you like. Mention the following:
•
•
•
•
where he/she comes from ;
when he/she started appearing in film s;
some of the most successful parts he/sheplayed;
your favo u rite film w ith th is actor and w hy
you like it.
Step
7
DO IT TOGETHER
A, Listen to the text about four films, 6 J) (53), and match the film numbers
(1— 4) with the statements below (a— eh One statement you don't have to
use.
I a)
I b)
j c)
In th is film the central character is in great danger.
In th is film the central character learns an im portant lesson,
In th is film fo u r people tra ve l through tim e and space.
d) In th is film fo u r children help to free a cou ntry from its ru ler.
i e) In th is film its character can do som ething th at other people can’t.
3. Have you seen these films? W hat are they? Do you like them?
Listen, ^
(54), and read.
A.
caring ['keariq] — заботливый, лю бящ ий
deserve [di'z3:v] — заслуж ивать
gifted ['giftid] — одарённый
im agine [I'maedjin] — воображать, представлять себе
im ag ination [^maedji'neijn] — воображение
lib ra ry ['laibrari] — библиотека
m atter ['maeta] — 1) дело; 2) проблема, вопрос для обсуждения
novel ['nDval] — роман
punish ['pAnij] — наказы вать
B.
caring: a caring teacher, loving and caring parents. H e is a good fa ­
th er because he is so caring. C aring teachers can make a difference. It
is a great school because there are so m any caring people there,
deserve: to deserve a holiday, to deserve a prize. Y ou have worked hard
and now you deserve a break. Do you th in k she has deserved w hat she
has got in the end?
gifted: a g ifted child , to be g ifted in /at som ething. She is v e ry g ifted in
m usic. H e is v e ry g ifted at m aths. They are v e ry g ifted athletes,
im agine: to im agine som ething, it ’s hard/im possible to im agine. I can
hard ly im agine th a t we’ll live there. Y ou don’t re a lly im agine I ’ll agree
to th at.
im agination: It is a product of yo u r im agination. It doesn’t take great
im agination to say w hat happened next.
lib ra ry: a town lib ra ry, a school lib ra ry, to borrow books from a lib ra ry.
You can borrow th is book from our u n ive rsity lib ra ry. The L ib ra ry of
Congress in W ashington, D .C . is one of the largest lib raries in the w orld,
m atter: a m atter fo r consideration, an im portant m atter. W h a t’s the
m atter w ith the rad io? It won’t tu rn on. There is nothing the m atter
w ith you, you are ju st tired .
novel: an in terestin g novel, a long novel, a novel by Leo Tolstoy. A
novel usu ally tells us about d ifferen t places and people like those in real
life .
punish: to punish a pet, to punish seriously, to punish somebody fo r
som ething. I f you miss at school, the teachers w ill punish you fo r th at.
Use the prepositions from the box where necessary to complete the sentences.
34
St e p 7
1) H ave you read any novels ... Iv a n Turgenev? 2) E v e ry week I go ...
the lib ra ry and borrow one or two books ... it. 3) I don’t th in k there is
anything the m atter ... her. She sim ply doesn’t w ant to jo in ... us.
4) “ Young Robinson, I ’ll punish you ... these w ords,” said the School
Head. 5) I don’t th in k she deserves ... your love. 6) M y elder brother is
v e ry g ifted ... the a rt of draw ing. 7) M y little sister is not v e ry gifted
... m aths, but she has got a v e ry rich im agination.
Match the words in the two columns and complete the sentences (1— 9)
with the word combinations.
im agine
deserve
punish
gifted
caring
m oving
school
poor
im portant
her servant
im agination
a prize
m atter
novel
lib ra ry
child
m y fu tu re life
teachers
1) M y little neighbour is a v e ry ... . She can easily w rite gripping and
m oving stories. 2) Ja n e can’t ... . She has several rath er poor m arks in
biology. 3) I can’t borrow books from our ... so fa r. I haven’t given back
two novels yet. 4) The cruel old lad y decided to ... . The la tte r was
ra th er s illy and didn’t understand w hat he had to do. 5) I re a lly th in k
it is an ... fo r our consideration, and besides I m ust give our answ er in
two days. 6) The school is re a lly great because lo ving and ... work there.
7) I have finished reading the book at last. It is a ... w ith a happy end­
ing. 8) H is cousin is a rath er shallow boy w ith a ... . 9) I can’t ... w ith ­
out you. It seems im possible.
A. Read the text and give it a title. W hat do you think the marked words
in the text mean? W hat helped you to understand their meanings: a) the
way they look and sound, b) the context, c) both?
Y esterd ay I took m y younger sister to the cinem a to see “ M atild a” . It is
a f a irly old ch ild ren ’s film . I
can say it is a fam ily film too because
I th in k grown-ups can enjoy it as much as children.
The film appeared on the screen in 1996.
Its d irecto r was D anny D eV ito, a fam ous
A m erican actor, who starred [sta:d] in the
film . М ага W ils o n played the leading
role, th a t of M atild a. D avid Newm an
w rote m usic to the film .
“ M atild a” is tru ly enjoyable. It is a g rip ­
ping and m oving film . Y ou love every
m inute of it. It is a modern A m erican screen versio n1 of Roald D ah l’s
novel of the same name.
M atild a W orm wood (M ara W ils o n ) is a v e ry clever and talented g irl.
One of the great things about her is her love of books. H er fam ily do
not understand her and are not interested in her or her wishes. H er fa ­
ther, who sells old cars, refuses to buy her books. M atild a feels ve ry
lonely. A t the age of fo u r she takes m atters in her own hands and be­
gins to v is it the lib ra ry and read lots of books. Though M atild a is too
young she asks her parents to send her to school and in the end they
agree to do it. A t school quite unusual things begin to happen. M atild a
find s out th at she can move objects. These w onderful telekinetic powers
help her to punish the terrib le and vio len t School Head M iss Trunchbull
who terrorizes pupils. In the film M atild a believes th a t when a person is
bad, he or she deserves to get a lesson.
There are two types of grown-ups in “ M atild a” . M r and M rs W orm wood,
the g irl’s parents, and the Trunchb ull, as the children call her, are not
pleasant people. They are rath er cruel and uncaring. M a tild a ’s teacher,
M iss Je n n ife r H oney, is, by contrast, kind and she q u ickly discovers
M a tild a ’s intellectual g ifts. The g irl develops a warm friendship w ith
M iss Honey.
I th in k “ M atild a” is one of the best film s I have ever seen. The actors’
perform ance is fan tastic, the special effects are great, the m usic is nice.
B u t the most im portant th in g about the film is th at it is thought-pro­
voking2 and helps to develop our im agination and to understand the
w orld around us better.
B.
Listen, ££) (55), and read the text aloud.
Собирательные имена существительные, такие, как family, government,
crew, audience, group, team, в предложении могут употребляться с
глаголами в единственном и во множественном числе. Сравните:
A. 1. My family is big. (Семья целиком)
2. My family are not interested in sport(s). (Члены семьи)
B. 1. The present government hasn't been in power long. (Правительство
целиком, орган государственной власти)
2. The Moscow Government usually arrive at their place of work at 9 o'clock.
(Члены правительства, отдельные люди)
Speak about the film "M atilda". Mention the following.
•
•
•
•
•
•
•
The type of film
The tim e when it appeared
The film d irecto r
The sto ry lin e in short
Some of the actors and th e ir perform ance
The message of the film
The n a rrato r’s im pression
1 screen version ['skri:n ,V3:jh] — экранизация
2 thought-provoking ['Goitprayaukir)] — заставляющий думать
a n d in fo r m a l E " 9lis h
Вы, наверное, не раз замечали, что наш выбор слов часто зависит от той
ситуации, в которой мы находимся, то есть от ситуации общения. К при­
меру, в официальной ситуации (на работе, на деловой встрече) люди
обычно не используют так называемую сниженную, бытовую лексику,
если не хотят быть неправильно понятыми. Сказанное справедливо для
всех языков. Ниже приводится список некоторых слов, относящихся к
категории формальных или нейтральных по стилю и соответствующих им
единиц неформальной лексики. Их полезно запомнить.
M ore form al or neutral
Q uite inform al
a bicycle
(a) television
a friend
a refrigerator
a man
mother and father
wonderful
a policeman
to telephone
I enjoyed the film.
Hello!
Goodbye
Thank you.
W hat's the matter?
a bike
the telly
a pal
a fridge
a guy
mum and dad
terrific
a cop
to phone
The film grabbed me.
Hi!
Ta-ta.
Та.
W hat's up?
Read the dialogue and say how it can sound in informal English.
S tolen1 Bicycle
P o l l y :
H e llo , W a lte r! W h a t’s th e m a tte r?
W a l t e r :
Som eone has sto len 2 m y b icycle! It
m akes th e second tim e th is ye a r.
P o l l y :
P o o r W a lte r ! M y m o ther saw a p ro ­
gram m e on te le v is io n yesterd a y. T h ey said som e­
th in g about a m an ste a lin g b icycles in o u r n eig h ­
bourhood.
W a l t e r :
R e a lly ? I h ave a frie n d w ho is a po­
licem an . Do yo u th in k I should telephone h im ?
P o l l y :
I th in k i t ’s a w o n d erfu l idea. M ean w h ile
I can d riv e you to w o rk .
W a l t e r :
T h an k you. I t ’s v e ry h e lp fu l o f you.
1 sto len ['staulan] — украденный
2 stea l (sto le, sto len ) — красть
DO IT ON YOUR OWN
Rewrite these sentences. Use neutral vocabulary.
1) I t ’s getting late. I ’m a fra id I m ust go. Ta-ta. 2) W h y don’t you w atch
the te lly w hile I ’m getting ready to go ou t? 3) This park is a te rrific
place w ith lots of entertainm ents. 4) Jaso n is m y best pal, we spend a
lot of tim e together. 5) H i, guys! How are things today? 6) Do you
know anyone who w ants to become a cop? 7) The film I watched yester­
day re a lly grabbed me.
Find in each line the odd word out.
1) loving , cru el, caring, kind, pleasant
2) lib ra ry, attention, school, cinem a, theatre
3) enjoyable, slow, m oving, thought-provoking, pow erful
4) g ifted , talented, clever, in te llectu a l, shallow
5) horror, terro r, crim e, terrorize, violence
6) im agine, applaud, deserve, m atter, punish
7) bookshop, sto ry, newspaper, novel, magazine
3
Complete the text with the words from the box. W rite the text down.
p reviously, firs t, m eanwhile, fin a lly , even tu ally
a
( i ) .» we meet M atild a in the local lib ra ry, w hich she often v is its . M a til­
da loves books and re g u larly borrows them from the lib ra ry. (2 ) ... she
had read the few books the W orm woods had at home. A t school the g irl
makes friends w ith M iss H oney, a lo ving and caring teacher. (3) ... M iss
Trunchbull terrorizes her and her classm ates. M atild a find s a v e ry un­
usual w ay to punish the cruel and vio len t woman. (4) ... the Trunchbull
leaves the school and never comes back. (5 ) ... M atild a and M iss Honey
become a kind of fam ily.
Get ready to speak about the film you've recently seen or the film you like.
Use the outline from Exercise 6, page 35.
s t e p
8
Consolidation and Extension
DO IT TOGETHER
Listen to the text,
1)
(56), and complete these statements.
To become a football p layer was Banderas’s ... .
a) life-tim e dream
b) school-years dream
c) dream th at came true
2) Banderas
tres ... .
worked
in
d ifferen t
thea­
a) before he began appearing in film s
b) w h ile appearing in film s
c) afte r he began appearing in film s
3) In the U S Banderas firs t had ... .
38
a)a language problem
b) a cu ltu ra l problem
c) problems w ith his film directors
Ste
p 8
4) W om en
in ... .
especially
lik e
Banderas
a) “ E v ita ”
b) “ The M ask of Zorro”
c) “ The In te rvie w w ith a V am p ire1”
5) In “ Sh rek ” Banderas speaks in ... .
a) one language
b) two languages
c) three languages
Read these word combinations.
a m atter of great im portance
a m atter of life and death
a m atter of tim e
g ifted children
g ifted kids
g ifted students
to deserve a rew ard
to deserve b etter
to deserve success
his latest novel
a novel about grow ing up
a h isto rical novel
to punish the agressor
to punish the children
to punish the dark powers
to v is it the lib ra ry
to give books back to the lib ra ry
to borrow books from the lib ra ry
to im agine the near fu tu re
to im agine the d istant fu tu re
to im agine the film ’s ending
to im agine the w orld w ith out love
Match the words and word combinations which are close in their meanings.
Make up sentences with some of them.
1) talented
2) frien d
3) central role
4) in tellectu al
5) w onderful
6) m atter
7) previo usly
8) receive
9) appear in a film
LO) excited
1 a vampire ['vaempaia] — вампир
a) g ifted
b) deep
c) kid
d) leading p art
e) thing
f ) clever
g) before
h) th in k
i) get
j) th rille d
11) thought-provoking
12) consider
13) child
Read
Think
I
|
к ) te rrific
1) pal
m) star in a film
the four parts of the text (A— D) and put them in their logical order.
of apossible title to the text.
A. W a lt returned to the U S A from Europe and began
w orking w ith the company th at produced short car­
toons. They became fa ir ly successful and popular in
the local Kansas C ity area. B u t soon the company un­
derstood th at the money they put in to the film s never
returned and W a lt decided to move to H ollyw ood, C al­
ifo rn ia .
B. So D isney had to develop a new cartoon star. H e
him self and his friends began w ork on a new mouse
character to take Oswald’s place. B a s ic a lly it looked
like Oswald, but w ith round instead of long ears. The
mouse’s o rig in al [a'ridpnl] name was M ortim er but la t­
er W a lt ’s w ife L illia n offered to call him M ickey
Mouse. The firs t M ickey Mouse film s were silen t but
then W a lt D isney him self perform ed as the voice of th is character u n til
1947.
M ickey and his frien d M inn ie are s till among the best-loved cartoon
characters everyw here in the w orld.
C. W a lt D isney (1901— 1966) was an A m erican film producer, d irector,
screenw riter, voice actor and a world-famous creator of cartoons. He was
born in Chicago. In 1910 the fa m ily moved to Kansas C ity where he
spent his school years. A t the age of sixteen he le ft school. D uring
W o rld W a r I he was a d riv e r and a member of the A m erican Red Cross
Am bulance Force in France1.
D. There w ith his brother R o y W a lt D isney organized the D isney B ro th ­
ers Stud io w hich la te r became the W a lt D isney Stud io and in 1927 the
new series of cartoons Oswald, the Lucky Rabbit appeared.
That was a real success but under the contract the studio could make
Oswald cartoons w ith out D isney as the rabbit character belonged to the
Stud io, not to W a lt D isney.
1 the American Red Cross Ambulance Force in France — американское отделение
Красного Креста во Франции
• М н о ги е а н гл и й ск и е п р и л а гате л ьн ы е образованы пр и пом ощ и
суф ф и кса -ish. В ы в стр е ча л и сь с н и м в т а к и х сл о ва х , к а к English,
Spanish, Irish, B ritish, Scottish, F innish. Э то т ж е суф ф и кс вход ит в
со став та к и х сл о в, к а к
P o lis h — п о л ь ск и й
Sw e d ish — ш вед ски й
40
T u rk is h — тур е ц к и й
D a n ish — д атски й
• С уф ф и кс -ish м о ж е т у к а з ы в а т ь н а к а ч е ств о :
Ste p 8
c h ild is h а§9 р е б яч е ск и й ( х а р а к т е р н ы й д л я реб ёнка)
b o yish — м а л ь ч и ш е с к и й
g irlis h *■» д е ви че ск и й , х а р а кте р н ы й д л я д ево чки
w o m an ish — ж е н с к и й , х а р а кте р н ы й д л я ж е н щ и н ы
• Ч а с т о суф ф и кс -ish
н еп о л н о ту к а ч е с т в а :
в
составе
п р и л а га те л ьн ы х
указы вае т
на
g ree n ish — зел ен о ваты й ( недост ат очно и н т е н си в н ы й , чт обы быт ь
н а зв а н н ы м зелёны м )
b ro w n ish — к о р и ч н е в а ты й
y e llo w is h — ж е л то в а ты й
ta llis h — в ы с о к о в а ты й
П одобны е п р и л а гате л ьн ы е о тн о с ятся к р азгово рно м у сти л ю .
в
A . Com plete the sentences w ith the derivatives form ed from the words on
the right.
1) Ja c k re fu ses to t r y a n y new k in d s o f food . I th in k it is
child
b e h a vio u r.
2) H e r v o ic e w as no t s o ft o r w eak and ..., it w as stro n g
and m a n lik e .
3 ) M r W ils o n w as a m an w ith a ... tem p eram en t.
4 ) T h e y are fro m th e n o rth o f E u ro p e , th e ir n a tiv e la n ­
guage is ... .
5) T he ca rp e t w as no t b ro w n ,
it w as n o t y e llo w e ith e r. I
can say it w as ... .
woman
B. Com plete the text w ith the
Sweden
brown
derivatives form ed from the w ords on the
right.
J u st You W ait!
J u s t You W ait! (N u , pog od i!) is a p o p u la r
S o v ie t/ R u s s ia n se rie s1 o f carto o n s. T he
f ir s t film ap p eared in 1969. I t ’s (1 ) ...
w as V y a c h e s la v K o ty o n o c h k in .
1 a series ['si3ri:z] — серия
boy
The (2) ... film language is (3 ) ... but there is v e ry
little speech in it. The (4) ...characters are a (5) ...,
stupid and aggressive W o lf who is a (6) ... fello w 1
and who is try in g to catch a clever and (7 ) ... H are.
The la tte r is fu ll of (8 ) ... and (9 ) ... and
(10) ... makes fu n of his enemy. W o lf is a good fig ­
ure (11) ..., he can p lay the g u ita r and rides the
(12) ... m otorbike. B u t he is alw ays (13) ... to catch
H are.
1. to see somebody around
(часто) встречаться с кем-то
Goodbye, I'll see you around.
3. to see to somebody
________I or to
something — позаботиться
позаботи
о
ком-то/чём-то
Can you see to my pets while I'm
away?
1 a fellow ['felau] — парень
direct
origin, Russia
lead, fun
big
joy,
strong, imagine,
brave
skate
power, able
2. to see through something or
somebody — видеть насквозь
You can never fool him. He can
see through your tricks.
4. to see somebody off —
проводить
Will you all come to the airport
to see me off?
Say the same in a different way.
1) I ’m v e ry su rp rised he d id n ’t understand th a t A n n w as ly in g to h im .
2) D o n ’t w o rry , I ’ll take care of y o u r garden in sum m er. 3) W e ’ll a ll
come to th e ra ilw a y sta tio n to say goodbye to A u n t B ren d a. 4 ) L a s t
week I met R ob quite often. 5) Make sure th a t th e w indow s are not
open b efore yo u leave th e fla t. 6) The d etective w as so c le ve r, he could
e a sily understand th e g an g sters’ p lan s. 7) I ’m sure I ’ll be able to meet
you quite often now , as w e go to th e sam e school. 8) W h e n are you
le a v in g ? I ’ll come to th e a irp o rt to say goodbye to you.
Develop these ideas (1— 4) and use some of the word combinations listed
below.
1) Cinem a a century ago
3) Cinem a and th eatre
• before television appeared
• the Golden Age of Cinema
• a special event
• film stars like kings and queens
• black-and-white film s
• silent film s
• the firs t film studios
• sm all cinema houses
• more/less popular
• not a ll places have th eir theatres
• cheaper/more expensive
• more/less intellectual
• take more tim e
• need more im agination
• more entertaining
• bigger/sm aller audience
2) Cinem a to d ay
4) Films of d ifferen t kinds
• high ticket prices
• m ultiplex cinemas
I • brand-new film s
I • better picture and sound
• modern equipment
• film s in 3D
I • a lot of special effects
• sm aller and younger audiences
• older and younger audiences
• many types of film s
• favourite kinds of film s
• d ifferent people prefer different
film s
• film s from many countries
• Russian film s
• old and new film s
• film s not to everyone’s taste
DO IT 01У YOUR OWIU
Complete the sentences using the missing words from the box.
aroun d, o ff, th ro u g h , to
1) Sh e knew h im w e ll enough to see ... h is b eh a vio u r. 2) W ill you come
to th e a irp o rt to see L ilia n ...? Sh e is fly in g to N ew Y o rk . 3) Jo h n said
he w ould see ... o u r luggage. 4) W ill you see ... th e ch ild re n w h ile I ’m
a w a y ? 5) M y eld er b ro th er saw ... m y p lan a t once and to ld me about it.
6) H e saw h is re la tiv e s ... at th e bus sta tio n . 7) Do you see Bob ... these
d ays? 8) A ft e r a ll those years she had le a rn t to see ... h is litt le tric k s
and lie s. 9) D on ’t you th in k about th e puppies. I ’ll see ... them . 10) K e v ­
in w ill m ake a flow erb ed . I ’ll see ... it.
Complete the text using the words on the right in the appropriate grammar
forms.
W esterns are film s te llin g stories about the life in the
A m erican Old W e st. These film s show how hard life
(1)... there in the 19th centu ry fo r those people who
(2)... to A m erica from far-aw ay European countries.
The leading characters in westerns are often hunters
and cowboys. The (3)... characters often (4)... between
towns and ranches1 and (5)... a lot of adventures. W esterns often (6)... con flicts of w hite people w ith N a tive
Am ericans. W h ile in (7)... w estern film s Ind ians (8)...
cruel and agressive people, the (9)... film s show them in
a (10)... w ay.
be
come
late, ride
have
show
early, be
late
friend
Match the words and word combinations with the opposite meanings.
1) cheap
2) a grown-up
3) rap id ly
4) w ith in
5) at the beginning
6) a silen t film
7) a black-and-white film
a) a colour film
b) outside
c) expensive
d) a child
e) a sound film
f) at the end
g) slow ly
Get ready to speak about the cartoon you like/dislike. Mention the following.
•
•
•
•
the name of the cartoon and its director
the plot of the film
when and where you saw it
your im pressious of the cartoon
1 a ranch [ra:ntj] — ранчо
Revision
DO IT TOGETHER
D
Listen to the text,
(57), and complete the sentences 1— 5.
1) D uring the w ar G lo ria ... .
a) spent some m ornings w ith her granny
b) spent some afternoons w ith her granny
c) spent some evenings w ith her granny
2) G lo ria ’s granny ... took her granddaughter to the cinem a.
a) often
b) from tim e to tim e
c) seldom
3) G lo ria loved ... .
a) only m usicals
b) film s about adventures
c) m usicals more than other film s
4) G lo ria ’s granny ... .
a) liked film s about adventures
b) made G lo ria ’s v is its to the cinem a a
real adventure
c) told her granddaughter a lot of adven­
ture stories about adventures
5)
On th e ir w ay
granny ... .
home
G lo ria
and
her
a) were alw ays talk in g about w hat they
had seen
b) were talk in g about the darkness
c) sometimes forgot about the darkness in
the street
H
W ork in groups. Imagine you are at a TV show about cinema and filmmaking. W hat answers will you give to such questions?
1) W h a t is the role of cinem a in people’s live s ? In your life ?
2) H ave you seen any film s th at you can call g reat? W h a t are they?
W h a t makes them g reat?
3) W h a t types of film s are your favo u rites? Can you say w hat kind of
film s your friend s and relatives p refer.
4) W h o do you lik e to go to the cinem a w ith ? W h y so? W h y do you
th in k people s till go to the cinem a when they could easily w atch the
same film s at home?
5) Do you th in k going to the cinem a is an expensive pastim e? Does it
seem to you th a t cinem a tickets have become re a lly expensive?
6) Do you th in k the size of a screen is im portant if you w atch a film
at the cinem a? W h ic h is b etter — a usual screen or a wide screen?
Read the text and complete it with the following phrases (a— g). W hat title
can you give to the film?
| a) is alw ays in danger
I b) men and anim als die
c) shows its horror and cru elty
d) it is a w ar film
I
e) Jo e y was re a lly lu cky
f) the fa m ily doesn’t have a lot of money
g) to w atch Jo e y ’s adventure
\
The d irecto r of the film “ W a r H orse”
Steven Spielberg. The film is a screen version of
a popular novel by M ichael M orpugo ['moipjuigau].
A s you can understand, (1)... . Spielberg made
it fo r a ll audiences except1 children under 13 be­
cause of some scenes of w ar violence. Some ve ry
good actors like P e te r M u llan , Gerem y Irv in e ,
E m ily W atson star in the film . The message of
the film is tim eless, it is about the horror of
w ar in w hich both (2)... .
The film begins on a sm all farm in England. W e meet young A lb e rt
N arraco tt, Ted, his not unkind fath er, and Rose, his hard-working, lo v­
ing and caring m other. Though (3)... the fath er buys a b eau tifu l horse
Jo e y . A lb e rt and Jo e y become good friends. Then the F irs t W o rld W a r
begins and Ted sells the horse to the arm y.
The next p art of the film is about w hat happened to the horse at w ar.
The film presents the scenes of th at terrib le w ar quite re a lis tic a lly , (4)....
Jo e y meets several m asters2 both En g lish and Germ an, his life , like the
life of other horses (5)..., the w ork th at people and anim als do seems
next to im possible. There are a lot of pow erful scenes in th is p art of
the p icture. Som etim es it is p ain fu l (6)... especially fo r younger audienc­
es.
H ow ever, Spielberg
gives his film a happy ending, w hich makes such a
story watchable.B y contrast to a lot of other w ar horses (7)... . A lb e rt
and Jo e y even tu ally meet and both re tu rn home.
The d irecto r is not afraid to seem sentim ental, his m ovie is deep and
thought-provoking. A lot of cinem agoers are sure to enjoy th is talented
work.
Say if you would or would not like to watch the film "W a r Horse" and why
or why not. Here are some ideas you may use.
• you like/don’t lik e w ar film s
• you like/don’t lik e the idea to make a horse the central character
• you like/don’t lik e film s w ith happy endings
• you are/aren’t interested in the work of Steven Spielberg
• you like/d islike to see cruel and vio len t scenes on the screen
1• except
[ik'sept] — кроме,
за исключением
you prefer/don’t
p refer
film s th at entertain
2 a master ['ma:sta] — хозяин
Read the text. Use the necessary forms of the words on the right to complete
it.
The country school fo r (1 ) ... children was a low
b uilding fo r two hundred and f if t y pupils. In M a til­
da’s class there were eighteen other sm all boys and
g irls about the same age as her. T h eir teacher, M iss
Honey, had the (2 ) ... face M atild a (3) ... . She
looked lik e a madonna w ith her light-brown h a ir
and eyes of the (4) ... blue.
M iss Je n n ife r H oney was kind and quiet, her voice
seldom (5) ...; and though she (6) ... a lo t, every
sm all child under her care seemed to love her. She
understood v e ry w ell w hat children (7) ... when they
found (8) ... in the classroom fo r the (9) ... tim e in
th e ir lives.
M iss Trunchbull was v e ry d ifferen t. She was a ta ll
m onster who terrorized pupils and teachers alike.
W hen she shouted, you could hear her voice in the
(10) ... room.
Thanks God we (11) ... m any people like her in this
w orld. I f you ever do, clim b up the (12) ... tree and
stay there u n til she (13) ... aw ay.
young
lo vely, see
b rig h t
rise, not sm ile
feel
they, one
n ear
not m eet
near
go
Open the brackets to complete the sentences.
1) Jacob said he never (see) a horror film . H e added th a t he (lik e ) to go
and see some film s of th is genre ['зопгэ] the next week. 2) O ur teacher
told us th a t the Lum iere brothers (g ive) the w orld ’sfirs t public film
show in 1896. 3) I knew th at the firs t “ ta lk ie ” (appear) in 1927, it (be)
“ The Jaz z Sin g e r” . 4) They remembered v e ry w ell th at H ollyw ood (be)
the centre of the A m erican film in d u stry. 5) M y elder sister said I
(m ust) see the new film by a ll means1. 6) They decided they (go) and
see some old westerns. 7) M y eldest brother thought th at Conan D oyle’s
fam ous detective Sherlock Holm es (be) the film hero th at everybody
(know ). 8) They said I (can) buy cheaper tickets fo r the show. 9) Ron
explained to us th at the U n ited States s till (produce) most of well-known
film s a ll over the w orld. 10) H e was sure th at a new screen version of
“ Sleeping B ea u ty” (appear) soon.
A. Listen, ^
I.
(58), and read the dialogues. Act them out.
A .: W h a t did you th in k of the film ?
В .: I loved every m inute of it. B rad P it t ’s fan tastic.
A .: That’s what I feel too. A ngelina Jo lie was not so bad either. I re­
a lly liked her.
B .: M o stly I enjoyed the fin a l scene where the leading characters w in
th e ir victo ry.
A .: Yes, it was a v e ry pow erful scene indeed. A n d w hat w ill you say
about the m usic?
B .: I th in k it was the best soundtrack I ’d ever heard.
1 by all means — вне всяких сомнений
II.
A .: W h a t d id you th in k o f th e film ?
В .: I can ’t say I enjoyed it .
A .: I th in k it w as so-so. The s to ry lin e
is n ’t in te re s tin g o r o rig in a l.
B .: I agree. The film is too slow , it
d id n ’t grab me a t a ll.
A .: Y o u know w h a t? I th in k th e lead ­
in g actors d id th e ir best b u t it d id n ’t
m ake th e film b e tte r, d id it ?
B .: N o, it d id n ’t. Though I ca n ’t say th a t th e film
flo p , I w on’t re a lly recom m end it to m y frie n d s.
is a com plete
B. M ake up similar dialogues about good and/or bad films.
DO IT ON YOUR OW N
D
M argaret came home from the cinema. Eliza, her elder sister, asked M argaret
five questions. Report Eliza's questions.
1) D id you enjoy the film ?
2) W h o starred in the film ?
3) W a s the sto ry lin e e x citin g ?
4) H ow w ell did the actors p lay?
5) W ill you go and see the
same film ag ain ?
□
Use the necessary forms of the adjectives to complete the sentences.
1) T h is is the (la te ) film of
the fam ous d ire cto r
th a t I have seen.2) E v ­
erybody w ants to know w h at his (n ear) film w ill beabout.3) Ed d ie M u r­
phy and S y lv e s te r Stallo n e are fam ous A m erican actors. The (la te ) took
p art in the well-known Rembo film s. 4) H ave you any (fa r) questions?
5) The house was situ ated in the (fa r) corner of the garden. 6) A ll the
ch ild ren in the fa m ily are teenagers, the (old ) is M ik e who is seventeen.
7) H e died and his (la te ) words w ere: “ Rem em ber m e.” 8) Jo h n came up
to the fla t (n ear) door and rang the bell.
Complete the sentences with around, through, to or off.
1) I ’m a fra id I have to go
now. I ’ll
see you ... . 2) Don’t tr y to hide
an ything from me,. I see you ... . 3) I know th a t yo u ’re leavin g tom or­
row . Is anyone seeing you ...? 4) I ’ll see ... it th at the children have a
hot b reakfast every day. 5) E v e ry tim e fa th e r goes aw ay, m y m other
and I see him ... at the station. 6) Please see ... it th at everyone knows
the facts. 7) I don’t see Ja c k ... v e ry often these days. In fa ct I haven’t
seen him fo r a long tim e. 8) I have a feeling th a t m y m other sees ...
me, so I te ll her the tru th .
9) D on’t see me ...: I ’m going to the airp o rt
by ta x i. 10) I ’ll see ... lunch, i t ’ll be ready on tim e.
ш
Revise the words for Test Three.
О
яШЯт
П С Т
achieve(m ent), adventure, agree, anyw here, applaud, applause,
attention, atten tive, besides, blockbuster, caring, cartoon, cheap,
cop, crim e, deserve, directo r, docum entary, farth e r, farth est,
flop, fu rth e r, fu rth est, g ifted , gripping, guy, h it, im agine, imag jnation , im press(ion), in tellectu al, la tte r, leading, lib ra ry, m at­
ter, message, m oving, m usical, novel, pal, price, priceless, p ric­
ey/p ricy, public, punish, ra p id (ly), rise — rose ■
*—* risen, screen,
seem, shallow , silence, silen t, s illy , star, talented, te lly , thoughtprovoking, te rrific , terrorize, transport, vio len t, western
Step
Test Yourself
I.
LISTENING
I I
Listen to four texts about different films,
(59), and match their names
with the categories (types) to which they belong. You don't have to use one
of the categories.
Film s
1. Tsar
2. The S ta r
3. Come Look at M e
4. The Ugly Swans
9
Categories
a) Rom antic comedy
b) D ram a. Sci-Fi. T h rille r
c) H o rro r
d) Dram a. H isto ry
e) H isto ry. W a r
Maximum result
Your result
II.
5
?
READING
Read the text and decide in which sentences after it the information is true,
false or not stated.
The Match
In M ay 2012 a new Russian film appeared on the screen. It was “ The
M atch” w ith popular R ussian actors E liz a v e ta Boyarskaya and Sergey
Bezrukov sta rrin g in it. It is a dram a about the football m atch th at
took place in 1942 in K ie v between Dinamo K iev and the Germ an fas­
cists’1 team .
1 fascist [’faejist] — фашист; фашистский
The film is a p atrio tic action m ovie. Such film s are
v e ry popular these days. H isto rica l dram as seem
v e ry in teresting fo r modern audiences. M any of us
like film s about the past. People from the past cen­
turies look d ifferen t, they th in k and act d iffe re n t­
ly , they are a v e ry im portant p art of w hat we call
h isto ry. F o r example, every fa m ily who lived d u r­
ing W o rld W a r I I can become a film character, as
they a ll have th e ir own stories to te ll. This is w hy
h isto rical dram as are often real hits w ith the pub­
lic. W h en people go to see a “ p atrio tic dram a” , the
audience wants to see the action, the w ar and peo­
ple’s feelings.
Sergey Bezrukov plays the p art of the Dinamo team
captain N ik o lay. Sergey is a v e ry good actor, but
he is a good football p layer too and you can w atch
it on the screen. H e learn t to p lay professionally
w ith in a short period of tim e.
In the film E liz a ve ta Boyarskaya plays the p art of A n na, the woman
who loves N ik o lay and who is a Germ an language schoolteacher. E liz a ­
veta Boyarskaya says she tried to make her character re alistic. A n na
looks free and open in the film .
The ending of “ The M atch” is tra g ic though the So viet team w ins. This
is a film to see.
1) Sergey Bezrukov is the d irecto r of the h isto rical dram a “ The M atch” ,
a) True
b) False
c) N ot stated
2) A n y p atrio tic action m ovie is u su ally a h it w ith the public,
a) True
b) False
c) N ot stated
3) People from the previous centuries seem in teresting to modern audi­
ences.
a) True
b) False
c) N ot stated
4) Sergey Bezru kov’s favo u rite kind of sport is football.
a) True
b) False
c) N ot stated
5) The film “ The M atch” has a happy ending.
a) True
b) False
c) N ot stated
6) The jo u rn alist who has w ritte n the tex t thin ks “ The M atch” is a ta l­
ented film .
a) True
b) False
c) N ot stated
Maximum result
Your result
6
?
I . USE OF ENGLISH
Choose the appropriate words to complete the sentences.
1) In cinem a houses you can’t hear (applaude/applause) v e ry often. The
audience (applaud/applause) only if the film is v e ry successful. 2) I ’ve
seen two film s th is week, the form er was a comedy and the (la te r/ la t­
te r) — a psychological dram a. 3) I ’m sorry, I don’t w ant to speak about
it any (fa rth e r/ fu rth e r): it makes me sad. 4) W e have had th is rin g in
the fa m ily fo r m any years, fo r a ll of us it is (p riceless/p ricy). 5) The
new film is v e ry popular, I can say th at it ’s a real (blockbuster/flop).
6) This fu n n y cartoon is (last/the la st) th in g I watched on television.
7) This w rite r died tw o years ago. H is (la st/la te st) book is a long novel.
8) Ladies and gentlem en, I ’d lik e to introduce to you our new film d i­
rector, he is a v e ry g ifted (guy/m an). 9) Film s about A m erican cowboys
are (th rillers/w estern s). 10) Use your (im agination/im pression) and speak
about schools of the fu tu re. 11) Jim is leaving London by the (nearest/
next) tra in . 12) H e said he (w ill/w o u ld ) w atch the film later.
Maximum result
11
Your result
7
Complete the sentences with the words from the box.
шшяштяяятшштшшшшшшшшшш1шшшяяяяятшттштшшшт
at (2 ), b y, fo r, o ff, on, to (3 ), w ith (2 ), w ith in
1) The children were very attentive ... what their teacher was saying.
2) The book was not a success at a ll but ... contrast its screen version
became a real h it ... the public. 3) W h en did th at rom antic comedy come
... the screen? 4) Ja c k ’s fath er told him th at he would punish him ...
his dangerous d rivin g . 5) I said I would fin ish the job ... h a lf an hour.
6) H is latest action film seemed a real flop ... me. 7) I w ill never agree
... you on th is m atter. 8) ... last the detectives had solved the crim e and
the audience understood the ending of the film . 9) W e have bought th is
cam era ... half-price. 10) W h en w ill the actress starrin g in the film
appear ... the screen? 11) I ’ll go to the airp o rt to see you ... .
Maximum result
Your result
12
7
SPEAKING
Comment on one of the statements. You may agree or disagree with them.
1) Young children can w atch the same film s as grown-ups.
2) Soon nobody w ill go to the cinem a: people w ill w atch film s only at
home.
3) Cartoons are film s fo r young children.
4) They make the best film s in H ollyw ood.
5) R u ssia has produced a lo t of w onderful film s.
6) D iffe re n t people p refer d ifferen t types of film s.
7) To make a new film is not easy at a ll.
8) Old film s are alw ays boring and not in teresting .
Maximum result
Your result
15
7
V.
WRITING
W rite these in English.
1) П оследние новости; 2) б л и ж а й ш и й ки н о театр ; 3) н а к а за ть за
ош и б ки ;
4) д остиж ение в спорте;
5) присм отреть за багаж ом ;
6 ) р азви ва ть воображ ение; 7) аплодировать актёр ам ; 8) п р и кл ю чен че ски й
ф ильм ; 9) кром е того; 10) м ул ьти п л и кац и о н н ы й ф ильм .
M axim um result
10
Y o u r result
?
Total result
59
?
Y o u r result
DO IT ON YOUR OWN
Do Project W o rk 3. Complete a page in your English Album.
W r ite about y o u r fa v o u rite R u s s ia n film , ex p lain w h y you lik e it . Illu s ­
tra te y o u r s to ry w ith p ictu re s. D o n ’t fo rg e t to th in k o f an o u tlin e fo r
yo u r s to ry b efore yo u w rite it . A s k y o u r fa m ily an d/o r frie n d s to help
you i f necessary.
The Whole 1 World Knows
Them
Step
1
DO IT TOGETHER
Every nation has people it can be proud of. Look at
the list of names, listen,
(60), and read them, then
decide w hat country they belong to. Say w hat these
people are famous for. Match their names with the
pictures (A— L).
Example: Sir W inston Churchill (1874—1965) was
the English Prime Minister during most
of World War II. He made many fa­
mous speeches. People remember him
wearing a hat and smoking a large ci­
gar.
1) Leonardo da Vinci [li:a,na:d30 de 'vinlfi] (1452— 1519)
2) W olfgang Amadeus Mozart
[,wulfgaeg ,aemadeias 'mautsait] (1756— 1791)
3) Indira Gandhi ^mdira 'gaendi] (1917— 1984)
4) Thomas A lva Edison ^trnnas ^lva 'edisn]
(1847— 1931)
5) Ludwig van Beethoven [,ludvig vaen 'beithauvan]
(1770— 1827)
6) Karl Brulov [,ka:l bru:'lDv]
7) Confucius [kan'fju:Jas] (about 551—479 BC3)
8) Napoleon Bonaparte [пэ'рэиИэп ЪэипэраТ]
(1769— 1821)
9) W alter Scott [,WD:lta 'skD t] (1771— 1832:
10) Charles Darwin [,tja:lz 'da:win] (1809— 1882)
11) Nicholas Copernicus [,nikl9S кэи'рзгткэв] (1473— 1543)
12) Rembrandt ['rembraent] (1606— 1669)
a) Russia
b) England
c) the USA
d) Holland
e) Poland
f) A ustria2
g) Scotland
h) India
i) Italy
j) Germany
к) France
1) China
1 whole [haul] — целый, весь
2 A u stria ['DStria] — Австрия
3 BC = Before C hrist [,bi:'si:] — до Рождества Христова (до нашей эры)
I.
в
J.
К.
L.
A. W ho are these Russian people?
1) He was born in R u ssia in 1828 in to a noble fa m ily and fought in the
Crim ean W a r. A t the age of 82 he le ft his home but soon became ill
and died in a sm all ra ilw a y station hotel. A talented man, he wrote
some of the w o rld ’s greatest novels. One of them is “ A n n a K a re n i­
na” .
2) She is a b allet dancer R u ssia is proud of. A fte r Moscow School of
B a lle t she began w orking in the Bolshoi Theatre. She danced in
“ Sw an Lake” , “ Sleeping B ea u ty” and “ Carm en” where she perform ed
some of her best parts. She is m arried to the fam ous Russian com­
poser Rodion Shchedrin, who has w ritte n m usic fo r her ballets. She
teaches young b allet dancers and stages new ballets.
3) She is th e fir st wom an p rofessor in R u ssia and N orth Europe. She
was born in M oscow in 1850 and showed her in terest in m athem atics
very early. A t the age of 11 she already could do a lot o f th in gs
th at u n iv ersity stu d en ts fin d d iffic u lt. T hough she was a g ifted
m athem atician, she could not com plete her education in R u ssia as
wom en could not be u n iversity stu d en ts then. She had to go abroad
and even tu ally becam e a really fam ous scien tist.
4) He was a R ussian airplane te st p ilot born in a sm all tow n near N i­
zhni N ovgorod in 1904. He is fam ous for several u ltra ['лкгэ] long
flig h ts 1^ One o f them was a 63-hour flig h t from M oscow to Vancou­
ver [vaen'ku:va], U n ited S tates. To g et there he flew over th e N orth
Pole. H e died at the age o f 34 w hen h is plane crashed2 during a te st
flig h t.
Sp eak o f som e peop le living no w , w h o se nam es peop le w ill no t forget.
Explain w hy.
B.
The P a ssiv e V o ice
Все уж е известные вам глагольные ф ормы были использованы в так
н азы ваем ом активном залоге (the a c tiv e vo ice), когда глагол показывает,
что действие выполняется лицом или предметом, вы раж енны м под-т
лежащ им.
Richard broke the w in d o w yesterday.
Susan w rote the project last Sunday.
Однако, когда говорящий либо не знает, кто соверш ает действие, либо
не придаёт этому значения, в предложении обы чно используется страда­
тельный залог (the p a ssiv e voice). В английском язы ке страдательный
залог образуется с помощ ью вспомогательного глагола to be и третьей
ф ормы основного глагола (Ved/V3).
Для прошедшего времени это w a s /w e re + Ved/V3.
The film was shown. — Ф и л ьм был показан.
The books w ere translated. — Книги были переведены.
О братите внимание, что одно и то же предложение в
залоге м ож ет переводиться на русский язы к по-разному.
страдательном
The letter was sent yesterday.
1) Письмо бы ло отослано вчера. 2) Письмо отослали вчера.
Если ж е возникает необходимость
действие, пользуются предлогом by.
назвать
лицо,
которое
The book was w ritten b y Jo an n e Rowling.
C hange th e sentences in th e active voice into passive.
E xam ple: The team played th e m atch very w ell.
The m atch was played very w ell (by the team ).
1 a flig h t [flait] — полёт
2 to crash [kraej] — разбиться (о самолёте)
соверш ает
1) Jo h n found a sm all s ilv e r box in the garden. 2) M r M orrison hung
the picture on the w all. 3) Jaso n learn t the poem by heart. 4) O ur school
football team won the fin a l m atch. 5) The g irls did the exercises afte r
classes. 6) Barb ara took these pictures w h ile tra ve llin g in A fric a . 7) Ja n e
chose the blue dress because it was longer. 8) A lic e cut the cake into
sm all pieces. 9) M rs Big g s kept the old letters in a sm all green box.
Look at the sentences and say how negations and questions are made in
the passive voice.
The flo o r was not cleaned last night.
The cars were not washed in the evening.
?
Was the book bought last weekend?
Were the churches built last centu ry?
W h?
W h en were the apples bought?
W h ere was the car made?
W h y were the letters burnt?
Disagree with the statements. Correct them using the passive voice.
Exam ple : The teacher collected the projects.
not the teacher,
the students
No, he d id n’t. The projects were not collected by the teacher,
they were collected by the students.
1) Professor Jack so n inform ed every­
body about the lecture.
2) Jo h n broke th e ir m other’s favo u ­
rite vase.
3) L ittle Sarah b u ilt a sm all sandcastle on the beach.
4) Em m a painted the door yellow .
5) Tou rists k illed a lot of dodos.
6) M arion took two eggs from the
fridg e.
7) H en ry scored the last goal in the
game.
8) M r Jaso n chose P la n A , not
P la n B .
Listen,
not Professor Jackson , Pro fes­
sor Davidson
not Jo h n , Florence
not Sarah , little A lice
not Em m a, her brother Steve
not to u rists, sailors
not M arion, Sharon
not H en ry, M ax
not P la n A , P la n В
(61), and read.
A.
admire [ad'maia] — 1) восхищ аться; 2) лю боваться
bury ['beri] — 1) хоронить; 2) закапы вать в землю
law [b :] — закон
lead [li:d ] — вести, приводить
m ankind ['maenkaind] — человечество
m ixture ['mikstja] — смесь
v illa g e ['vibcf;] — деревня
whole [haul] — целый
a ll over the w orld — по всему свету
В.
adm ire: 1) to adm ire sb/sth fo r som ething. B ria n adm ires his talented
cousin. I adm ire you fo r your brave actions. 2) to adm ire the old cathe­
dral. He stood adm iring b eau tifu l swans on the pond,
bury: 1) to b u ry near the church. Bo th m y grandparents were buried
here. 2) The dog has buried a bone.
law : to break law s, to make law s, to keep the law , the laws of nature,
the law of g ra v ity 1. Parliam en t makes law . H e broke the law and was
punished.
lead (led, led): to lead somebody to some place, to lead a quiet life . This
road leads to m y house. W h o was chosen to lead the group? Is she able
to lead a quiet life ?
m ankind: to help m ankind, fo r the good of a ll m ankind, the fu tu re
of m ankind. There are m any world-famous people in the h isto ry of
m ankind.
m ixture: a m ixture of feelings, a m ixture of d ifferen t types, a strange
m ixture of styles. I was listening to him w ith a m ixture of love and
sadness. The b uildin g was a m ixture of d ifferen t styles,
villa g e : a sm all villag e, a villag e on the bank of the riv e r. H e was
born
in a sm all Sco ttish fish in g villag e. The road led to the villag e,
whole: his whole body, m y whole fam ily, the whole th in g , the whole sto­
ry . Come on, le t’s forget the whole thing. They are the best teachers in
the whole w orld.
a ll over the w orld: to be fam ous a ll over the w orld; to be im portant a ll
over the w orld. People have the same problems a ll over the w orld.
A. Use the new vocabulary to give names to the following:
1) a ll the humans on the planet;
2) to put a dead body underground;
3) a group of houses th at is sm aller than a town;
4) to take a person or anim al in a certain d irection2;
5) the rules w hich people follow in a certain place
or in a country;
6) to look at som ething w ith great pleasure;
7) a ll of som ething;
8) the resu lt of p utting things together.
B. Complete the sentences with the new words.
1) It is not alw ays easy to keep the ... but everyone m ust do it.
2) They
... a quiet life in the country and don’t meet a lot of people. 3) The p i­
rates ... th e ir gold on a sm all island in the ocean. 4) They lived in a
b eau tifu l little ... at the foot of the m ountain. 5) H e was a great ath ­
lete, one of the best in the ... w orld. 6) Use a ...
of eggs and m ilk to
make om elette. 7) Bad ecology is v e ry dangerous fo r ... . 8) People know
the names of some Russian w riters a ll ... the w orld.
1 the law of gravity [ graeviti] — закон всемирного тяготения
2 direction [di'rekfn] — направление
DO IT ON YOUR OWN
D
Translate these sentences into Russian.
1) The castle was b u ilt in the 17th centu ry. 2) The books were brought
from the lib ra ry. 3) The lunch was eaten in no tim e. 4) These cam eras
were made in Ja p a n . 5) The En g lish language was spoken only in E n g ­
land in the 16th centu ry. 6) The liv in g room was cleaned an hour ago.
7) Two bottles of m ineral w ater were drunk because it was v e ry hot.
8) The vegetables were brought in the m orning. 9) The boy was asked to
come back at 9 p.m . 10)The work
was done at once.
И
A. Write who thesepictures
to help you if necessary.
were painted
by. Ask
your family and/or friends
a) Claude M onet
b) V ic to r Vasnetsov
c) K a rl B ru lo v
d) Leonardo da V in c i
e) V in cen t V an Gogh
f) Iv a n Sh ish kin
1)
“ M orning in the P in e 1 Forest”
2) “ The Horse R id e r”
5) “ Sun flow ers”
3) “ The M ona L is a ”
4) “ A lenushka”
6) “ W a te rlily Pond”
W rite who these books were written by. Ask your family and/or friends to
help you if necessary.
B.
1) “ L ife on the M ississip pi”
2) “ H a rry P o rte r and the Philosop her’s Stone”
1 a pine [pain] »— сосна
a) Leo Tolstoy
b) Joan ne R ow lin g
d.
3)
4)
5)
6)
e.
“ P e te r P a n ”
“ O liv e r T w is t”
“ R o b in so n C ru so e”
“ W a r and P e a c e ”
f.
c) M a rk T w a in
d ) Ja m e s M . B a r r ie
e) C h a rle s D ick en s
f ) D a n ie l D efo
Spell these words.
1) [h au l]
2 ) ['vilacfe]
3 ) [ad'm aia]
4 ) ['m ikstja]
5 ) ['b e ri]
6 ) ['m aenkaind]
7) [la :]
8 ) [li:d ]
W rite these in English.
1) П о всем у св е ту ; 2) вести сп о ко й н ы й образ ж и з н и ; 3) в о с х и щ а ться
собором; 4 ) и сто р и я че л о ве че ства ; 5) за к о п а ть к о р о б к у с м о н етам и ;
6 ) б ы ть похор онен ны м около ц ер к ви ; 7) за к о н ы пр ирод ы ; 8 ) м а л е н ь к а я
д ер евн я; 9 ) соблю д ать за к о н ы ; 10) н а р у ш а ть з а к о н ы ; 11) см есь ц вето в;
12) ц ел ы й к л а с с .
DO IT TOGETHER
D
(62), and say
Listen to the three texts about world-famous scientists,
which of them
a) didn’t go to school to get his
1) N icholas Copernicus
education;
2) Charles Robert D arw in
b) was not an on ly child in the
3) K o n stan tin Tsiolkovsky
fam ily;
c) was not healthy w hile a child;
d) was buried in a cathedral;
e) was not interested in astronom y;
f) spent a lot of tim e in the south
of Europe.
1) N icholas
Copernicus
В
В
2) Charles Robert
D arw in
3) K o nstan tin
Tsiolkovsky
Read these word combinations,
to adm ire the flow ers
to adm ire modern novels
to adm ire R ussian b allet
a m ixture of colours
a m ixture of styles
a m ixture of theories
the laws of nature
to keep laws
to break laws
to lead a peaceful life
to lead to the theatre
to lead the boy from the room
to be buried in the castle
to be buried in the abbey
to be buried fa r aw ay
the h isto ry of m ankind
fo r the good of a ll m ankind
fo r the happiness of m ankind
a villag e on the bank
a villag e on the seashore
a fish in g villag e
the whole w orld
the whole class
the whole school
You know the words in column A. Read the sentences (1— 10) and say what
the words in column В mean.
B.
A.
adm iration
to adm ire
adm irer
to m ix
m ixture
to m ix up
leader
to lead
1) The young g irl looked at her new teacher in ad m iration. 2) W e ’re
fu ll of ad m iration fo r a ll your hard w ork. 3) The film star stood among
her friend s and adm irers. 4) K e vin has alw ays been a great ad m irer of
Pablo Picasso. 5) M ix the eggs and sugar w ell. 6) O il1 and w ater don’t
m ix. 7) They are so much alike th at it is v e ry easy to m ix them up.
8) I th in k I ’m m ixing him up w ith someone else.
Ask questions to get information about these facts. Give answers.
E xam ple: K e v in ’s plan was supported.
W h en was his plan supported?
W h ere was his plan supported?
B y whom was the plan supported?
W h y was the plan supported?
1) The poem
was
w ritten .
2) The sandcastle was b u ilt.
3) The sto ry
was
told.
4) The new land was discovered.
5) Some species of anim als were
k illed .
La st week.
A t the Congress.
B y everyone.
It was re a lly good.
6) A lot of h isto ric facts were remembered.
7) The trees were cut down.
8) A lot of power stations were
b u ilt.
9) Some rive rs were polluted.
W ork in pairs. Ask questions and choose the answers. Check,
1) when A m erica was discovered;
a) 1392
b) 1492
c) 1429
2) on w hat continents rainforests were m ostly destroyed;
a) Europe
b) A u stra lia
c) N o rth A m erica
d) South A m erica
e) A s ia
3) when “ Eugene Onegin” was w ritten ;
a) 1823— 1831
b) 1832— 1837
c) 1810— 1819
4) when Moscow was founded;
a) 1047
b) 1147
c) 1417
5) when the electron was discovered;
a) 1807
b) 1877
c) 1897
6) when W o rld W a r I I was finished;
a) 1945
b) 1948
c) 1946
7) by whom “ Robinson Crusoe” was w ritten ;
a) D aniel Defo
b) Jo n ath an S w ift
8) when the firs t clock was made;
a) in the early M iddle Ages
b) in the late M iddle Ages
c) in ancient tim es
1 oil [oil] — растительное масло
c) R u d yard K ip lin g
(63).
9) where the E iffe l Tow er was b u ilt;
a)
D ijon
b)
Lio n
c) P a ris
10) by whom “ The M ona L is a ” was painted;
a) M ichelangelo ^maikl'aendplau]
b) Leonardo da V in c i [li^natd au de vintji]
c) R a ffa e llo Sa n ti ['raefeiab: 'saenti]
11) when “ The M ona L is a ” was painted;
a)
1603
b)
1403
c) 1503
12) when the firs t plane was flow n by the W rig h t brothers,
a)
1903
b)
1913
c) 1923
A.
Read the text and complete it in 3— 6 sentences.
Isaak Newton
S ir Isaak New ton is a world-famous En g lish scientist,
who devoted his life to m athem atics, physics, astronom y
[as'tronami] and other sciences. New ton discovered the law
of gravity and m any other law s, he developed some v e ry
im portant scien tific theories w hich helped people to un­
derstand and explain a lot of things about the physical
w orld.
Isaak New ton was born in a sm all villag e in the east of
England in 1642. A t school he was interested in m athe­
m atics, w hich he studied la te r at Cam bridge U n iv e rsity .
In 1655 New ton received his degree1 and returned home where he did
much of his most im portant w ork. H ere, among other things, he studied
optics. H is experiments [ik'spenments] showed th a t w hite lig h t was a
m ixture of a ll colours of the rainbow . M any people had seen the colours
of the rainbow before but it was New ton who explained th a t w hite lig h t
was made of those colours. N ew ton’s studies of lig h t led him to build
the firs t re flectin g 2 telescope [teliskoup]. New ton also firs t thought about
the law of g ra vity . The legend says th a t he discovered th is law when an
apple fe ll on his head w h ile he was sittin g under a tree in his garden.
T h a t’s w hy in m any pictures New ton was often shown w ith an apple in
his hand.
New ton understood th a t the same kind of power th a t made apples fa ll
from trees also gives objects w eight and keeps planets on th e ir orbits.
N ew ton’s discoveries are s till im portant fo r modern science. F o r exam­
ple, by studying the spectrum of lig h t from a star scientists can fin d
out w hat it is made of.
New ton took p art in the political life of England and was a member of
En g lish Parliam en t. H e d id n’t have a fa m ily and devoted a ll his life to
science. New ton died in 1727 and was buried in W estm in ster Abbey
where there is a monument to th is great man. M any scientists a ll over
1 degree [di'gri:] — степень
2 reflecting [n'flektiq] — отражающий
the w o rld ad m ire h is talent and con sid er him to be th e g reatest genius
['cfehnias] in th e h is to ry o f m ankind .
To sum it up, we rem em ber Isa a k N ew to n because...
B. You probably didn't know the marked words in the text. W h a t helped
you to understand them: a) the w ay they look and sound or b) the context
in which they are used?
Слово Sir перед именем мужчины означает, что он имеет рыцарское
звание или принадлежит к аристократическому роду. Так, например,
Исаак Ньютон первым в стране получил рыцарское звание за заслуги в
науке.
Обратите внимание, что слово Sir ставится перед именем и фамилией
(Sir Isaak Newton) или же перед именем, но не перед фамилией (Sir Isaak).
В подобных случаях перед женскими именами используют слово Lady для женщинаристократок (Lady Chatterley) и слово Dame для тех, кому титул был присвоен за
заслуги перед страной (Dame Agatha Christie).
Look through the text about Newton again and a) answer the questions;
b) make up questions to match the answers.
a)
1) W h e re d id
N ew to n get h is ed u catio n ?
2) W h a t d id th e s c ie n tis t fin d out about w h ite lig h t?
3) W h a t g ives objects w eig h t and keeps p lan ets on th e ir o rb its?
4) H ow d id N ew to n take p a rt in p o litic a l life ?
5) W h a t is a p op u lar legend about N ew to n ?
b)
1) It w as th e
la w o f g ra v ity .
2) In a sm all E n g lis h v illa g e .
3) W h e n he w as a t school.
4) T h ey w ere exp erim en ts w ith lig h t.
5) The fir s t re fle c tin g telescope.
6) Becau se th ere is a legend about an apple w h ich fe ll on his head.
7) In 1727.
8) In W e s tm in s te r A b b ey, London.
DO IT ON YOUR OW N
On Saturday the Greens had lots of things to do. They worked very hard
and at the end of the day everything was done. W rite w h at was done by
the Greens.
E xa m p le : M r G reen spent tw o hours w ash in g th e ca r, so the ca r w as
w ashed.
1)
2)
M r G reen spent th e
aftern o o n m aking a bench, so ... .
M rs G reen spent a lo t o f tim e p la n tin g th e flo w ers and c u ttin g the
g rass, so ... .
3) Ja k e G reen spent an h o u r and a h a lf p a in tin g th e garage, so ... ,
4) M argo G reen spent th ree hours clean in g th e w indow s in the house,
so ... ш
5) B a rb a ra G reen spent th e aftern o o n p rep arin g d in n e r fo r the fa m ily ,
so ... ,
6) Sam Green spent a few
hours b uilding a
new
garage roof,so ....
7) Young P o lly Green spent a ll the afternoon m aking and hanging new
cu rtain s, so ... .
в
W rite these sentences in the passive voice.
ш
A. Spell these words.
1) People grew th is coffee in B ra z il.
2) Someone made th is piano in the 18th century.
3) Somebody sent a Christm as postcard to me.
4) Somebody bought a lot of vegetables and put them in the fridg e.
5) A ndrew took us to the liv in g room.
6) People k illed the last dodo m any years ago.
7) They b u ilt a new hospital in our c ity last month.
8) People translated th is book in to m any languages.
9) They taught reading in the firs t year.
1)
^aedma'reifn]
2) [miks]
3) [ad'maiara]
4) ['li:da]
B. Complete the sentences with the propositions from the box.
fo r (2 ), by, in , over, of, to (2)
1) He is adm ired ... his devotion ... science. 2) The narrow road led ...
a sm all villag e church. 3) W h o was the book w ritte n ...? 4) The name
of th is film d irecto r is fam ous a ll ... the w orld. 5) W h y did you decide
to b u ry your rin g ... a flow er pot? 6) W h a t can you te ll me about th is
m ixture ... colours? 7) H e says he has alw ays fe lt adm iration ... you.
m
Get ready to speak about Sir Isaak Newton. Don't forget to write an outline
of your story.
St ep 3
DO IT TOGETHER
A. Read the text below, then listen, ^
(64), and say what information is
missing in it.
Catherine the Great
C atherine I I is also known as C atherine the G reat. She was the leader of
R u ssia in the 18th centu ry and made the cou ntry larg er and stronger
than ever. D uring the years when she was on the throne the R ussian
te rrito ry was ra p id ly grow ing and soon the cou ntry became one of the
greatest powers of Europe. C atherine made R u ssia the dom inant
['dominant] power in the southeast of Europe.
C atherine introduced m any new things. A lot of new palaces and houses
were b u ilt in R u ssia, m any were in the classical style and they changed
St e p 3
the face of the country. C atherine was fa irly
w ell educated. She w rote books and was v e ry
much interested in the arts and literatu re.
She knew m any world-famous people of th at
centu ry and w rote letters to the great French
philosopher [fi'lDsafa] V o ltaire during 15 years
try in g to make his ideas popular in Russia.
C atherine the G reat believed in education.
She thought education could change the
hearts of Russian people. She wanted to de­
velop them . C atherine died in 1796. She is
buried at the P e te r and P a u l C athedral in
S t Petersburg and is considered one of the
great R ussian ru lers1.
B. W hy do you think,
Catherine the Great?
people
remember
Английские синонимы to learn и to study близки по смыслу, однако
необходимо знать, как правильно употреблять их в речи. Сравните:
learn = 1 ) приобретать новые знания или опыт
Today we've learned something new about our planet.
2) научиться что-либо делать
When did you learn to play the piano?
3) узнавать о чём-то
Soon he learned that his friend had left their home town.
study = 1) изучать какой-либо предмет в школе, университете
или
самостоятельно
I want to study literature at university.
2) внимательно рассматривать что-либо, например карту или текст
W e studied the map carefully but didn't find the little village on it.
Важно отметить, что глагол to learn часто используется, если речь идёт о
практическом овладении предметом или заучивании наизусть: to learn а
foreign language, to learn some poetry. В то же время глагол to study
употребляется в случае, когда говорится о теоретическом овладении
предметом: to study foreign languages, to study poetry.
Заметьте также, что глагол to study обычно не используют, если говорят
об учёбе в школе или колледже. Более уместны в этом случае выражения
to go to school, to be at school (university, college).
В
Choose learn or study to complete the sentences.
1) M y cousin has ju st (learned/studied) a new song. H e’s going to sing
it at the school concert.
2) I ca re fu lly (learned/studied) the text of the le tte r before answ ering
it.
3) If you w ant to (learn /stud y) m athem atics seriously, th in k about going
to u n iversity.
4) Since ancient tim es people have been (learn ing /stud ying ) the nigh t
sky.
1 a ruler ['ru:la] — правитель(ница)
5) H e le n ’s d ream is to (le a rn / s tu d y ) b io lo g y a t one o f th e b est u n iv e rs i­
tie s .
6 ) W h e re d id yo u (le a rn / s tu d y ) to dance so w e ll?
7) D o yo u fin d it easy to (le a rn / s tu d y ) new E n g lis h w o rd s?
8 ) T r y to (le a rn / s tu d y ) m ore ab ou t th e E n g lis h lan g u ag e and how to use
it .
9 ) A t th a t tim e M ic h a e l w as (le a rn in g / s tu d y in g ) to becom e a d o cto r.
Страдательный (пассивный) залог в английском языке употребляется, как
правило, с переходными глаголами, то есть с такими глаголами, которые
имеют после себя дополнение.
I saw him at school yesterday. He w as seen at school yesterday.
John told me about it. I w as told about it.
Заметьте, что в значении «мне сказали» возможна только английская
фраза I w as told. (Соответственно, he w as told — ему сказали, she w as
told — ей сказали и т. д.) Глагол say в этом значении не употребляется.
Обратите внимание, что если предложение в активном залоге содержит
два дополнения, то в пассивном залоге возможны два варианта.
1. They gave Andy an apple.
( The active voice.)
An apple was given to Andy. 1 ( The passive voice.)
Andy was given an apple.
/
2. Someone showed me a new dictionary. ( The active voice.)
A new dictionary was shown to me.l
( The passive voice.)
I was shown a new dictionary.
J
При этом второй вариант является более употребительным.
I was told a joke.
They were asked about the film.
Sarah was given tw o sweets.
Bob was shown the new library.
Change th e active voice into the passive voice w h ere it is possible.
I ) A b e a u tifu l to w n la y on th e r iv e r . 2 ) Som eone rem em bered these
fa c ts . 3) T h e v a lle y stre tch e d fo r m iles. 4 ) Pe o p le b u ilt a lo t o f s k y ­
scrap ers in N e w Y o rk . 5) H e show ed m e h is new c a r. 6) A sm a ll p o la r
b ear liv e d in th e c it y zoo. 7) M y g ra n n y g ro w s flo w e rs in h e r g ard en .
8 ) D ic k tra v e lle d to A u s tr a lia la s t s p rin g . 9 ) W h a t happened in th e class
y e s te rd a y ? 10) T h e y d isco vered a sm a ll is la n d in th e m id d le o f th e lak e.
I I ) Ja m e s g ave me a book. 12) W e to ld h e r o u r address.
Read the sentences and say h o w present simple
translate the sentences into Russian.
+
I am told to com e b ack a t 5.
C o ffee is g ro w n
in B r a z il.
B u tte r and cheese are made fro m m ilk .
passive
is form ed. Then
are not u su ally taught in Russian schools.
1 am not included in the team .
This poem is not translated in to French.
A fric a n languages
?
Are the Hobsons invited to your p arty?
Is En g lish spoken here?
W h?
W h y are you asked to go there?
W h a t kind of m usic is played in your cou ntry at C hristm as?
Find the sentences in the passive voice in the text and read them out.
E v e ry cou ntry has some fam ous people whose names are known a ll over
the w orld. They are remembered fo r the things they did fo r m ankind.
T h e ir books are read, th e ir theories are discussed, th e ir discoveries are
adm ired. People w ant to know details about the lives and works of d if­
feren t scientists and athletes, actors, b allet dancers and showmen.
Thousands of museums and g alleries are visite d in d ifferen t countries.
A lot of questions are asked and answered and yet tourists and visito rs
w ant to know more. Now adays you can easily fin d such in form ation on
the In tern et and we know th at m illions of users look fo r it. G reat and
fam ous people w ill alw ays be in teresting fo r us.
Listen,
(65), and read.
A.
brilliant ['bnliant] — блестящ ий,
восхитительны й
contribution [jkDntri'bjuijn] —
1) вклад; 2) взнос
1) входить в;
2) поступать в учебное заведение;
3) вводить данные в компьютер
graduate ['graedjueit] — оканчивать
(университ ет )
enter ['enta] —
improve [im'prurv] — ул учш ать
knowledge [W ild ;] — знания
opportunity [,Dp9'tju:n3ti] —
возможность
respect [n'spekt] — уваж ение
b rillia n t: a b rillia n t scientist, a b rillia n t career, to have a b rillia n t tim e.
W in n in g th at race was ju st b rillia n t. W a sn ’t it an absolutely b rillia n t
idea?
contrib ution: a w onderful contribution, to make a contribution to some­
thing. They made a v e ry large contribution to the developm ent of this
theory. W e were asked to make a contribution of 25 dollars,
enter: 1) to enter the house, to enter the h a ll; 2) to enter a u n iversity.
I ’d like to enter th is school. The boy was not allowed to enter the room.
3) E n te r the in form ation onto the com puter.
graduate: to graduate from a u n ive rsity, to graduate from a college. He
entered the u n ive rsity in 2005 and graduated from it in 2010.
im prove: to im prove the results, to im prove the perform ance, to im prove
education, to im prove educational standards. The w eather has im proved.
M y elder brother is alw ays try in g to im prove him self,
knowledge: to im prove your knowledge, his knowledge of the facts, not
to m y knowledge. I did not have any knowledge of w hat had happened.
Y ou should have some knowledge of physics at your age.
opportunity: a good opportunity, a b rillia n t opportunity, a fan tastic op­
p o rtu n ity, to take the opportunity, to miss the opportunity. Y o u r v is it
to London is a w onderful opportunity to do the c ity . Don’t miss the op­
p o rtu n ity to go there.
respect: respect fo r somebody/something, to lose respect, to show re­
spect. W e have alw ays shown respect fo r the law.
DO IT ON YOUR OWN
И
Change the active voice into passive. W rite down your sentences.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
D
Listeners alw ays adm ire such songs.
The children didn’t ask th is question.
W h en did Columbus discover A m erica?
They don’t grow such fru it trees in cold countries.
They remembered the perform ance fo r a long tim e.
H e ate the ice cream in no tim e.
D id a fam ous arch itect build th is palace?
A lot of tourists v is it th is castle.
H e hung his coat on the hook.
L ittle Adam broke his toy car.
The active voice or the passive voice? Use the appropriate forms of the verbs
and write down the sentences.
1) a)C ristopher Columbus (discover) A m erica in 1492.
b) Nobody knows when th is fa ct (discover).
2) a) The
Po st O ffice Tow er in London (b u ild ) in 1964.
b) It (b u ild ) to make the telephone and televisio n system s of the B r it ­
ish cap ital better.
c) W h o (b u ild ) the T retyako v G a lle ry in M oscow?
3) a) The
sm all island (not, show) on the map.
b) M rs P itk in (not, show) me her garden when I came to v is it
her.
4) a) M r W o o d riff (p ain t) v e ry good p o rtraits when he was younger.
b) A lo t of strange anim als (p ain t) on the w all. W e couldn’t see a ll
of them .
5) a) Jo n a th an S w ift (w rite ) “ G u lliv e r’s T ravels” in the 18th century,
b) “ B a ttle of the Books” (w rite ) by him too.
Spell the words.
1) [n'spekt]
2) [W licfe]
3) [im'prurv]
4) ['enta]
5) [ppa'tjurnati]
6) ['bnliant]
7) ^kDntri'bjmjh]
8) ['graedjueit]
Use the new words to complete the sentences.
1) Students show th e ir ... fo r the teacher by behaving them selves.
2) H e alw ays worked hard and was a ... student, and he ... from the
u n ive rsity w ith excellent m arks in a ll the subjects.
3) W h en did he ... college?
4) W e never m iss the ... to speak to them . They know so mush.
5) Pu sh k in ’s ... to the developm ent of the Russian language is re a lly
great.
6) H e has re a lly im proved his ... of m athem atics.
7) Y ou should ... your presentation.
Step
4
DO IT TOGETHER
Щ
A. Look at the portrait. W ho is this man? W hat
do you know about him? Listen,
(66), to get
more information about his life and career. Say
what facts were new to you.
B. Look at the chart below, listen again, Щр (66),
and say which dates are wrong in it.
Date
1795
1803
1806
1812
1817
1823
Event1
was born
began his education
entered Moscow U n iv e rsity
graduated from the U n iv e rsity
began his career of a diplom at
finished his fam ous comedy “ W oe from W it ” (G ore ot
U m a)
1 an event [iVent] — событие
1825
was sent to P e rs ia 1 (now Ira n ) as a diplom at
1827
was arrested
182Я
m arried N in a Chavchavadze, was sent to Teheran [teara:n]
to w ork fo r peace between R u ssia and Pe rsia
1829
was k illed by nationalists in Pe rsia
A. Read the text and complete the sentences after it.
Mikhail Lomonosov
M ik h a il V asilyevich Lom onosov (1711— 1765) was
a Russian scientist and w rite r who made im por­
tan t contributions to lite ra tu re , education and
science. Am ong his discoveries was the atmo­
sphere ['aetmasfta] of Venus ['vi:nas]. H is interests
la y in chem istry, physics, optics, geography, h is­
to ry and a rt. H is poetry helped to develop the
modern Russian language.
Lom onosov was born in the villa g e of D enisovka
(now Lomonosovo) near Kholm ogory in the fa r
north of R ussia. H is fath er, firs t a fisherm an,
even tu ally bought a ship and began transporting things from A rk h a n ­
gelsk to other places. W h en M ik h a il was ten, his fath e r decided th at the
boy was old enough to help him .
H ow ever, young Lom onosov was not interested in the fam ily business.
Learn ing was w hat he wanted. H is neighbour had taught him to read
and he spent as much tim e as he could w ith books, among w hich there
was a gram m ar book and a book of arithm etic. The knowledge he got at
home was not enough fo r Lom onosov and in 1730, at nineteen he le ft
the villag e and joined a caravan ['kaeravan] tra ve llin g to Moscow.
H ere he entered S la v ic G reek L a tin Academy [a'kaedami] and lived on
bread and w ater fo r quite a long tim e but made rap id progress ['praugres]
as a student. H e completed a tw elve-year study course [ka:s] in only fiv e
years, and graduated from the Academ y w ith b rillia n t results. A fan tas­
tic student, he was given an opportunity to go to S a in t Petersburg U n i­
v e rs ity and la te r to the U n iv e rs ity of M arburg in Germ any.
1 Persia ['рзг^э] — Персия
The la tte r was among Euro pe’s most im portant u n iversities in the 18th
century, Lom onosov q u ickly learned Germ an and developed an in terest in
Germ an lite ra tu re and philosophy. H e seriously studied
chem istry and
began w ritin g poetry. In G erm any Lomonosov got m arried. The money
he got from the Russian Academ y of Sciences was not enough fo r his
grow ing fa m ily and he decided to re tu rn to S t Petersburg.
A t home he became a member of the Academ y, and soon was made pro­
fessor [prs'fesa] of chem istry. W ish in g to im prove education in R u ssia he
and Count1 Iv a n Sh u valo v founded Moscow U n iv e rsity .
Lomonosov developed a num ber of im portant theories and made some
b rillia n t discoveries, w rote poetry some of w hich is remembered t ill now­
adays.
1) Lomonosov was n o t in te re ste d in ... .
a) astronom y
b) biology
c) lite ra tu re
2) Lomonosov’s fa th e r ... .
a) sold goods
b) bought goods
c) delivered2 goods
3) Y oung Lomonosov le ft home fo r Moscow because ... .
a) he didn’t have enough books to read
b) he wanted to see the w orld
c) he wanted to receive a good education
4) Lomonosov was able to get a u n ive rsity education because ... .
a) the R ussian governm ent paid fo r his studies
b) the Germ an governm ent paid fo r his u n iv e rsity course
c) he worked v e ry hard and paid fo r him self
5) S t Petersburg U n iv e rs ity was founded ... .
a) before Moscow U n iv e rsity
b) a fte r Moscow U n iv e rsity
c) at the same tim e
as Moscow
U n iv e rsity
B. In the text you've read there
are some words you may not know. Thes
words are marked. Did you understand their meanings? W hat helped you to
understand them: a) the way the words look and sound, b) the context in
which they are used, c) both?
A.
Use the text about Lomonosov and prove3 the following.
1) M ik h a il Lom onosov had w ide interests.
2) He was la rg ely a self-made man.
3) H e was a g ifted student and a fast learner.
1 count [kaunt] — граф
2 to deliver [di'liva] — доставлять
3 to prove [pru:v] — доказывать
4) Lom onosov’s co n trib u tio n to ed ucation is p riceless.
5) H e helped to develop both sciences and a rts.
B. Give 3— 5 good reasons w hy w e remember and respect Mikhail Lomonosov.
в
Change the active voice into passive.
1) W e fo rm th e p assive vo ice w ith the help o f th e verb to be. 2) Peop le
grow oranges in Ita ly . 3) T h e y b u ild a lo t o f new houses in o u r co u n try.
4) Peop le o ften m ake tab les o f p la stic ['plaestik]. 5) T h e y tra n s la te the
H a rr y P o tte r books in to m any languages. 6) T h e y don’t teach fo reig n
languages at th is p rim a ry school. 7) T h ey don’t show such film s on T V .
8) M y g ra n n y doesn’t grow tom atoes here. 9) Peop le don’t b u ild ta ll
b u ild in g s on th is islan d . 10) W h a t questions does y o u r teach er u s u a lly
ask yo u in cla ss? 11) Do yo u h ear such m elodies h ere?
Обратите внимание на различие предлогов в следующих сочетаниях: to
be m ade o f и to be m ade from.
Словосоченатие to be m ade of используется, когда материал, из которого
сделан предмет, не подвергался качественной переработке, т. е. не
изменил своей сущности (the pen is made of plastic).
The castle is made of sand.
The bench is made of wood.
The bridge is made of stone.
The book is made of paper.
Словосоченатие to be m ade from используется, когда материал подвер­
гается переработке и в результате становится чем-то иным. Например,
яблоки при варке превращаются в джем: the jam is made from apples.
Обычно предлог from используется тогда, когда речь идёт о приготовлении
пищи.
Butter is made from milk.
Borsch is made from different vegetables.
This fruit salad is made from apples, plums and apricots.
В A.
Read the list o f words and say w h at makes them similar.
G old , stone, s ilv e r, paper, wood, sand.
B. Learn some more words belonging to the same category of material
nouns.
leather ['1ебэ] — к о ж а
metal ['m etl] — м еталл
plastic ['plaestik] — пластм асса
brick [b rik] — ки р п и ч
cement [si'm ent] — цемент
rubber ['глЬэ] — резина
В
A.
wool [w u l] — ш ер сть
cotton ['kDtn] — хлопок
silk [silk ] — ш ёл к
glass [gla:s] — стекло
cardboard ['ka:dbD:d] — кар тон
china ['tjaina] — фарфор
Read these word combinations.
a ru bb er b a ll
a p la s tic bag
a glass w ind ow
a b ric k w a ll
a cem ent flo o r
a m etal spoon
a
a
a
a
a
a
ch in a ju g
cardb oard box
s ilk blouse
w ool sw eater
cotton s h irt
le a th e r b elt
В. Say what these things are usually or often made of.
E xam ple : M atryoshka dolls are u su ally made of wood.
5.
6.
7.
Use o f or from to complete the sentences.
1) Is your new s k irt made ... wool or cotton? 2) A s everybody knows,
Pinocchio was made ... wood. 3) This tasty cocktail is made ... m ilk, ice
cream and fru it juice. 4) W e have made th is ju ice ... fresh oranges.
5) A lot of old cottages in Scotland are made ... stone. 6) In A s ia they
often use tables and chairs made ... bamboo. 7) M y grandm other’s jam
made ... plum s is re a lly nice, we often have it fo r tea. 8) W atches made
... gold are v e ry expensive. 9) W h a t is th is soup made ... ? 10) The
boat was not heavy because it was made ... rubber.
DO IT OIU YOUR OWN
W rite answers to these questions.
1) W h a t are books u su ally made o f? 2) W h a t are bottles u su ally made
o f? 3) W h a t are m ilk jugs u su ally made o f? 4) W h a t are cottages usu­
a lly made o f? 5) W h a t are shoes and bags u su ally made o f? 6) W h a t
are m ittens, scarves and jum pers u su ally made o f? 7) W h a t is b utter
made fro m ? 8) W h a t is jam made fro m ? 9) W h a t is om elette made
from ? 10) W h a t is soup u su ally made from ?
Make up and write down ten true sentences.
1) W in e
2) Coffee
3) Books
4) Gold
5) Lem ons
6) Tea
7) Rin g s
8) Bridges
9) Fish in g villag es
10) W ild flow ers
B3
often/
usu ally
Spell these words.
1) ['1ебэ]
2) ['глЬэ]
3) ['kDtn]
ffl
is/
are
grown,
made of/
made
from ,
found
stone.
in rivers.
in the m ountains.
in w arm countries.
grapes.
in the fields.
on sea shores.
cardboard and paper.
in L a tin A m erica and
A fric a .
m etal.
4) [wul]
5) [gla:s]
6) [si'ment]
7) [brik]
8) ['plaestik]
9) [silk]
Be ready to speak about Alexander Sergeevich
remember him.
Step
10) ['m etl]
11) ['ka:dbD:d]
Griboedov.
Say why we
5
DO IT TOGETHER
Listen to three speakers, Ю (67), and match the statements (a- -d) with
what they say. There is one statement you don't have to use.
* a)
The speaker says th at a ll the tra v e lle r’svoyages were d iffic u lt.
Ib) The speaker says th at the tra ve lle r was not loved by one nation
I
but was adm ired by another.
I c)
The speaker says th at the tra ve lle r was
not born in England.
I d) The speaker says the tra ve lle r d id n’t die in his native country.
A Read the following word combinations.
a frie n d ly atm osphere
a fa m ily atm osphere
a cosy atm osphere
to transport goods
to transport people
to transport food
a fam ily business
a grow ing business
a successful business
rapid progress
slow progress
to make progress
a course of En g lish
a course of Germ an
a u n ive rsity course
modern philosophy
ancient philosophy
his philosophy of life
B. Make up sentences of your own with some of these word combinations.
You know the words in column A. Read the examples and decide what the
words in column В mean.
A.
B.
b rillia n t
a contribution
to enter
to graduate
to im prove
knowledge
respect
b rillia n tly ['briliantli]
to contribute [kan'tribjuit]
an entrance [entrans]
a graduate ['graedjuat]
an im provem ent [im'pru:vmant]
knowlegeable ['nDhdjabl]
respected [ri'spektid]
respectable [ri'spektabl]
respect [ri'spekt]
1) Jo e is a v e ry g ifted actor. He plays each of his roles brilliantly.
2) Some businesses contributed money to rebuild the museum. 3) I ’ll
meet you at the central entrance to the theatre at six o’clock. 4) M a ry ’s
elder brother is a graduate of Moscow State U n iv e rsity . 5) There has
been an improvement in the co u n try’s economy. 6) M y fath er is one of
the most knowlegeable people I ’ve ever met, I th in k he has answers to
a ll questions. 7) M r Johnes was a respected member of his club. 8) E v ­
eryone knows th a t Elizab eth leads a p erfectly respectable life . 9) W e all
respect him fo r his devotion to his children.
A. How much do you know about Benjamin Franklin? Share the information
you have with the others.
B. Read the text and match the paragraphs with their titles (a— f). There is
one title you don't have to use.
I a) B ra ve and G ifted Scie n tist
| b) A b le P u p il
I c) Teacher of L ife W isdom
I d) M an of M any Interests
I e) P o litic ia n and Edu cator
I f) A G reat T ravelle r
1)
Benjam in F ra n k lin (1706— 1790) lived in
A m erica at about the same tim e as M ik h a il
Lomonosov in R ussia. They both belonged
to the Age of Enligh tenm en t1. F ra n k lin was
a
w rite r,
publisher,
scientist,
diplom at
['diplamset] and p o litician [p o li'tijn ]. H e was
among the most fam ous and respected people
of his tim e. H e was, probably, the firs t selfmade man in A m erica.
2) F ra n k lin ’s fa m ily im m igrated to A m erica
from England, his fath er was a candle-maker. Though Benjam in was self-educated, he
was well-read and had learned a lot from
Enlightenm ent w riters. W h ile he was s till
young, he taught him self languages. D uring his whole life F ra n k lin
worked hard and ca re fu lly to im prove his knowledge and character.
3) N ever selfish, F ra n k lin tried to help other people to become success­
fu l and w rote a self-help book “ Poor R ic h a rd ’s A lm anack” . The book
became v e ry popular and made F ra n k lin quite rich and well-known in
the A m erican colonies. The Alm anack is fu ll of useful inform ation
and has a lot of clever sayings. H ere are some examples: “ God helps
them th a t help them selves.” “ E a rly to bed and ea rly to rise, makes a
M an healthy, w ealthy2 and w ise.”
4) F ra n k lin believed in experim ental science. H e tried to explain the na­
tu re of e le ctricity . Once he decided to show th at lig h tn in g 3 is a form
of e le ctric ity w ith the help of an experim ent. H e flew a k ite during
a storm and showed th at e le ctric ity got from the kite to the m etal
key4 on the other end of the cord5.
5) F ra n k lin understood ea rly the power of words. H e became one of the
people who worked on the U . S. C onstitution [,kDnsti'tju:^n], w hich
played such an im portant role in the co u n try’s h istory. In his la te r
years th is tru ly great man did his best to prove th at education m ust
be given free to everybody in the country.
C. Find in the text words and word combinations which mean the same as
the following:
1) people fo r whom others have respect;
2) a man who became successful w ith out anybody’s help;
3) to come to a cou ntry to make your life and home there;
1 the Age of Enlightenment [in'laitnmant] — эпоха Просвещения
2 wealthy ['welGi] — состоятельный
3 lightning ['laitniq] — молния
4 key [ki:] — ключ
5 cord [ko:d] — проволока, шнур
4) a book th a t comes out e v e ry y e a r and g ives some u sefu l in fo rm a tio n ;
5) b rig h t lig h t th a t you see in the sk y d u rin g a storm ;
6) the m ost im p o rtan t law s and ru les o f a co u n try p u t to g eth er;
7) w ith o u t p ayin g an y m oney.
Compare Lomonosov and Franklin.
E xam ple: L ik e Lom onosov, F ra n k lin d id n ’t come fro m a ric h fa m ily .
U n lik e
tio n .
Lom onosov, F ra n k lin
d id n ’t have
a u n iv e rs ity
educa­
_ _______________ ыке в страдательном залоге часто употребляются глаголы,
которые требуют после себя предлога: to take about, to send for, to listen
to, to look at, to think of, to look after (присматривать за), to laugh at, to
speak to/about, to look fo r (искать), to wait for. В страдательном залоге
эти предлоги всегда сохраняются:
Не is much spoken about. — О нём много говорят.
The doctor was sent for.
За доктором послали.
She is often waited for. — Её часто ждут.
Such jokes are not laughed at. — Над такими шутками не смеются.
Are the children looked after? — За детьми присматривают?
John wasn't spoken to. — С Джоном не говорили.
Обратите внимание на различие предлогов by и with в предложениях,
где глагол используется в страдательном залоге:
The tower was built by a famous architect. — Башню построил известный
архитектор.
The toy tower was built w ith a lot of tiny instruments. — Башенку построили
при помощи крошечных инструментов.
A. How can you say the same using the passive voice?
1) Peop le speak m uch about th is film . 2) T h ey spoke to M r D avid son.
3) M y cousin looks a fte r m y pet. 4) Peop le laughed at h im . 5) T h ey sent
fo r m y p aren ts. 6) The boy is so u n u su al, everyb od y looks a t him .
7) Peop le o ften ask fo r such d ictio n a rie s. 8) N obody spoke to me in such
a w a y. 9) Peop le ju s t don’t ta lk about such th in g s. 10) I ’m sure th a t
nobody listen ed to H a rry .
B. Complete the sentences using b y or w it h .
1. The show w as enjoyed ... everyon e. 2. The C h ristm as tree w as deco­
rated ... lig h ts , fla g s and to ys. 3. The tow n w as destroyed ... th e ene­
m y. 4. W h o is th e s to ry tra n sla te d ... ? 5. The houses w ere b u ilt ... the
help o f the g overn m en t. 6. T he p rim a ry school w as b u ilt ... th e m oney
th a t cam e fro m an unknow n gentlem an. 7. The carp et w as made ... sm all
pieces o f s ilk , cotton and w ool. 8. The club w as created ... th e th ree
b ro th ers. 9. The club w as b u ilt ... th e C anadian techn olog y. 10. In A n ­
cien t G reece th is m usic w as alw ays p layed ... a horn. 11. The p o rrid g e
was eaten ... litt le H u e. I t w as eaten ... a tea spoon.
A. Say what they are usually made of.
tables and chairs
ch ild ren ’s toys
scissors
tennis balls
mobile phones
windows
modern cars
excercise books
rings and earrings
bags and handbags
buildings
scarves
B. Remember your favourite dish or drink and say what it is made from.
Example: I like hot sandwiches. They are made from bread, cheese, ham
and tomatoes.
vith the missing prepositions.
1) N ot a ll new books are much spoken ... . 2) Nobody likes it when they
are not listened ... . 3) The new toy was looked ... and forgotten. 4) The
new museum is visited ... thousands of people. 5) This dish is eaten ...
a spoon. 6) The game is played ... a b all and two rackets. 7) The Head
Teacher was spoken ... and the decision was rap id ly made. 8) Don’t take
too long, remember th at you’re w aited ... . 9) These b eau tifu l flow ers
are grown ... m y younger sister. 10) The p icture was coloured ... felttips. 11) The old castle was made ... stone. 12) I made the d rin k ... w a­
ter, sugar and orange juice.
Use the appropriate forms of the verbs in brackets to complete the sentences.
1) The book (w rite ) in the previous
century. 2) N ot long ago th is story
(te ll) by a fam ous tra ve lle r. 3) W e
(ju s t b uy) her a p air of skates as a
b irth d ay present. 4) The child (look) fo r his toy everyw here but couldn’t
fin d it. 5) The m usic (p lay) by a big orchestra tom orrow. 6) The other
day the team (w in ) the game quite
easily. 7) La st week the dog (fin d )
on the road not fa r from the villag e. 8) Such cakes (m ake) and (deco­
rate) fo r Easter. 9) They (clean) the room v e ry ca re fu lly two or three
tim es a week. 10) W h a t vegetables (grow ) by these farm ers in the fu ­
tu re?
Continue these sentences.
1) W e a ll respect our frien d because...
2) W h en Liz a becomes a u n ive rsity graduate, she...
3) There’s some im provem ent in his En g lish , he...
4) Everybo dy contributed one or two poems to ...
5) H e sang b rillia n tly and the audience...
6) Y ou need to be quite knowlegeable to become...
7) H is great-grandfather was a respected man in ...
8) Excuse me, where is the entrance to the g alle ry? I...
Spell these words.
1) [n'spektid]
2) [kan'tribju:t]
3) ['graedjuat]
4) ['ndidjabl]
5) ['entrans]
6) [im'prurvmant]
7) ['briliantli]
8) [ri'spektabl]
DO IT TOGETHER
Listen,
1)
(68), and say which facts are true, false or not stated.
N elson’s personal name is H o ratio [ha'reijiau].
a) tru e
b) false
c) not mentioned
2) Nelson wask illed in 1805.
a) tru e
b) false
c) not mentioned
3) Nelson took p art in the w ars against France,
a) tru e
b) false
c) not mentioned
4) Nelson became captain of a ship at the age of tw enty,
a) tru e
b) false
c) not mentioned
5) Napoleon’s arm y didn’t come to B rita in thanks to N elson’s victo ries,
a) tru e
b) false
c) not mentioned
6) In the w ars Nelson lost his le ft hand and eye.
a) tru e
b) false
c) not mentioned
A. W ho do you think a role m odel is? Read the word entry from Macmillan
English Dictionary and say if you understood this word combination in the
same way.
role model noun [C ] someone whose behaviour is considered to be a good
example fo r other people to copy
B. Listen to the dialogue, A (69), and explain
why Ann has chosen her elder sister as a role
model.
A Role Model
A n n : Y ou know, Irene, yesterday we were
asked to w rite about role models.
Irene'. Role m odels? I wonder who you wrote
about. L e t me th in k . I ’m sure you chose H e l­
en, your elder sister as a role model.
A n n : You are rig h t. How did you guess?
Irene’. It was ra th er easy indeed.
You often
say you adm ire H elen fo r her talents.
A n n : T h a t’s tru e. She is good at so m any things. She is interested in
foreign languages and lite ra tu re , she often goes to the cinem a and to
the theatre, she re g u larly v is its p icture galleries and museums. She tells
me so m any in teresting things.
Irene : I like H elen too. She is v e ry kind and caring and she is alw ays
ready to help but I th in k a role model m ust be older and more im por­
tan t.
A nn: R e a lly ? I have never thought th is w ay. W h o can be your role
model then?
Irene: W e ll, maybe some fam ous scientist or tra ve lle r, somebody who
has achieved a lo t, who has been successful and who has done much fo r
th e ir country.
A nn: That sounds logical. B u t I th in k a role model can be anybody who
you respect and w ant to copy1.
Read the sentences and say how future passive is formed. Then translate the
sentences into Russian.
+
A n n will be invited to the p arty.
The room will be cleaned tom orrow.
The fru it will be bought on Sunday.
Tom won’t be helped.
The le tte r won’t be sent tom orrow.
The cake won’t be made by granny.
?
Will flow ers be grown here?
Will the tickets be brought in the m orning?
W ill the story be translated soon?
W h?
W hen will the car be washed?
W h y will the le tte r be written in Fren ch?
W h ere will the flow ers be planted?
Say the same in a different way. Use the passive voice.
1) W e ’ll remember the play. 2) People heard a loud noise in the garden.
3) A n n w on’t clean the carpet tom orrow. 4) She w ill do it next S a tu r­
day. 5) W h a t w ill you grow in the kitchen garden is sum m er? 6) I won’t
forget your help. 7) They speak only En g lish in th e ir club. 8) They did
not include a ll endangered birds on the lis t. 9) They w ill make a new
discovery soon. 10) W ill somebody draw the emblem of our club?
1 to copy ['kr>pi] — подражать
Listen, ^
(70), and read.
A.
death [deG] — смерть, гибель
d uty ['dju:ti] — долг, обязанность
event [iVent] — событие
responsible [ri'spnnssbl] — ответственный
sense [sens] — 1) чувство; 2) смысл
sensible [ sensabl] — разум ны й, благоразумный
share [jea] — делить, разделять
wisdom [ wizdam] — мудрость
В.
death: an ea rly death, a tra g ic death. H e was saved from an alm ost cer­
tain
death. H e r death came at the age of 86.
duty: a fam ily d uty, to do one’s d uty, to have a duty. I t ’s a d u ty of
every team member to do th e ir best. H e fe lt it was his m oral d u ty to
help his neighbour.
event: a happy event, a h isto ric event, to celebrate an event. W h a t were
the m ain events of the school year? Today is B en ’s b irth d ay and there
w ill be a p arty to celebrate the event.
responsible: to be/become responsible fo r som ething, fu lly/w h o lly respon­
sible. They are responsible fo r the cooking. W h o is responsible fo r the
m istake? I knew Ja n e as a v e ry responsible person.
sense: 1) a great/strong/deep sense, a sense of d uty, a sense of hum our.
Though he can’t see, he learns a lo t through his other senses. 2) com­
mon sense, to make (no) sense. W h a t Ja c k tells us makes no sense,
sensible: sensible words, sensible behaviour, sensible clothes, sensible
shoes. Keeping a d iary was a sensible th in g to do.
share: to agree to share, to share among the children, to share the cake
between the friend s. E v e ry tim e he comes back home he shares his im ­
pressions of the trip w ith us. W e shared the money between the two
of us.
wisdom : great wisdom, words of wisdom . H e doesn’t have enough w is­
dom to become a p o litician .
Match the words in columns A and В and complete the sentences (1— 7).
A.
common
responsible
sensible
share
ea rly
h isto ric
unusual
B.
I
j
j
the money
wisdom
death
event
sense
job
answer
1) It is ... to use an um brella1 when it rains. 2) I th in k I can ... w ith
you, because I ’ve got it fo r m y job. 3) H is ... was a shock to everybody
in the fam ily. Jam es was so young and so strong. 4) The discovery of
A m erica in 1492 is an im portant ... fo r the A m erican nation. 5) Bein g
a queen, a king or a president is a ... . 6) She gave a v e ry ... to his
rath er s illy question. 7) The ch ild ’s ... surprised us.
1 an umbrella [лт'Ьге1э] — зонтик
Giving Opinion
В жизни нам часто приходится высказывать своё мнение по тому или
иному поводу, а также соглашаться или не соглашаться с мнением
собеседника. Полезно научиться делать это корректно.
Agreeing
I think...
I believe...
In my view...
It seems to me...
In my opinion...
To my mind...
As I see it...
If you ask me...
That's just what I think.
Yes, that's true.
I fully agree.
I couldn't agree more.
I'm of the same opinion.
Disagreeing
I see what you mean but...
It may be right but...
W ell, I'm not so sure.
I'm afraid I can't agree with you here.
I shouldn't (wouldn't) say so (say that...)
Not at all!
Agree or disagree with the following.
1)
2)
3)
4)
5)
6)
7)
8)
9)
In m y op in ion, read in g books has become old-fashioned.
A s I see it th ere is no place lik e home.
I f you ask me, the m ankind has no fu tu re .
I t seems to me th a t w a tch in g T V is th e best en tertain m en t.
I b elieve w e m ust im p ro ve th e ecology in o u r co u n try.
In m y v ie w , everyb od y should be responsible fo r th e ir ow n h ealth .
I th in k w eak people are not easy to resp ect.
To m y m ind ric h people are alw ays g reedy.
In m y v ie w , w isdom comes w ith age, nobody is born w ise.
DO IT ON YOUR OW N
ПРИ
U
‘ .m
Complete the sentences with the verbs from the box. Use them in present,
past or future simple passive.
b u ry , resp ect, m ake, ad m ire, co n trib u te, sh are, im p ro ve, stu d y
1) The b e a u tifu l S t P a u l’s C ath ed ral alw ays ... b y to u ris ts. 2) The fa ­
m ous no vel “ W a r and Pe ace” b y Leo T o lsto y ... nex t ye a r. 3) M a n y R u s ­
sian tsa rs ... in P e te r and P a u l C ath ed ral in th e p revio u s cen tu ries.
4) The m oney w e’ve got ... betw een us nex t S a tu rd a y . 5) I am sure th a t
such people n ever ... in the p ast, n ever ... now and n ever ... in the
fu tu re . 6) I don’t know w hen th is d isco very ... . 7) I ’m sure o u r p ro ject
... some d ay. 8) A lo t o f p ictu res ... to o u r school new spaper la st week.
St e p 6
D
Giving your opinion
81
a
Complete the questions with the right prepositions.
about, afte r, fo r, o ff, to
1) W ill the children be seen ... at the airp o rt? 2) W h o is u su ally w a it­
ed ...? W h o alw ays arrive s la st? 3) W h o are your pets and pot flow ers
looked ... when you are aw ay? 4) W e re these events spoken ...? 5) W h a t
is th is lady adm ired ...? 6) W ill our luggage be seen ...? 7) L ittle Tom
was not listened ... , though he was speaking about v e ry im portant
things.
82
St e p 7
Spell these words.
1) [de0]
2) ['dju:ti]
3) Цеэ]
4) [sens]
5) [iVent]
6) [ri'spDnsabl]
7) ['sensabl]
8) ['wizdam]
Choose a world-famous person and get ready to speak about him/her. Say if
he or she is a role model for many people and explain why.
Consider the follow ing:
1) name, age, occupation, place of liv in g ;
2) the good example he/she gives;
3) personal ch aracteristics;
4) your opinion of the person.
Step
7
DO IT TOGETHER
^Fa
И
Щ
Listen to what different people say about Queen Victoria,
(71), and
match the speakers (1— 5) with the statements (a— f). There is one statement
you don't have to use.
I a) The speaker ex p lains w h y the Q ueen’s fir s t nam e w as n ever used
o ffic ia lly .
| b ) The speaker te lls
us about the Q ueen’s e a rly years.
I c) The speaker g ives g en eral in fo rm a tio n about
th e years she w as the
ru le r o f the c o u n try and ch aracteriz es h er as a m onarch.
I d) The speaker te lls us about Queen V ic to ria ’s fa m ily life .
I e) The speaker ta lk s about the end o f Queen V ic to ria ’s era.
I f ) The speaker ta lk s about Queen V ic to ria ’s ju b ilees.
в
Read the word combinations.
responsible fo r th e w o rk
responsible fo r th e perform ance
responsible fo r e v e ryth in g
a sensible p rice
a sensible answ er
sensible b eh avio u r
to share food
to share im pressions
to share know ledge
fe s tiv a l events
sports events
p o litic a l events
h ard d uties
p leasan t d uties
m o ral d uties
a sense o f d u ty
a sense o f tim e
a sense o f hum our
to m ake sense
to have sense
com m on sense
sure death
tra g ic death
ce rta in death
people’s w isdom
an cien t w isdom
w ords o f w isdom
Ha bene
__________________________
The Verb
Модальные глаголы (must, should, can) или их эквивалент (have to) часто
употребляются с конструкциями в страдательном залоге (the passive voice),
при этом предложения строятся по следующей схеме:
[модальный глагол] + [be] + [V3]
The letter must be written. — Письмо должно быть написано.
The answer should be given. — Ответ следует дать.
The record can be listened to. — Пластинку можно послушать.
The books have to be returned to the library. — Книги необходимо вернуть
в библиотеку.
The text must be translated. — Текст должен быть переведён.
В
Complete the sentences with the given verbs in active or passive forms.
1)
K e v in should (te ll) about it as soon as possible3. 2) T h is le tte r m ust
(an sw er) a t once. 3) F re d has to (te ll) about th e m eeting. 4) T h is te x t
1 an era ['югэ] — эра
2 a jubilee ['cfeu:bili:] — юбилей
3 as soon as possible — как можно скорее
can (tran slate) in to Chinese. 5) Tom should (in v ite ) to the p arty. 6) C h il­
dren should (teach) to speak p o litely. 7) I t ’s too hot. M ilk m ust (keep)
in the frid g e. 8) The film can (show) a fte r lunch. 9) This fact m ust (ex­
p lain ) to the students. 10) The text m ust (read) by the children.
Королева Елизавета Вторая является главой Великобритании и одновре­
менно главой так называемого Содружества Наций (Commonwealth, или
Commonwealth of Nations). В Содружество входят более 50 независимых
государств, когда-то составлявших Британскую империю. Содружество
создано для развития дружеских и торговых связей между этими странами. Коро­
лева Елизавета носит следующий официальный титул: "Her Most Excellent Majesty
Elizabeth the Second by the Grace of God, of the United Kingdom of Great Britain
and Northern Ireland and of Her Other Realms and Territories Queen, Head of the
Commonwealth, Defender of the Faith". (Её Величество Елизавета II, Божией мило­
стью Соединённого Королевства Великобритании и Северной Ирландии и иных
своих царств и территорий Королева, Глава Содружества, защитница веры).
□
A. Read the text and answer the questions after it. Give a title to the text.
In 2012 the Diam ond1 Ju b ile e of Queen Elizabeth I I
was celebrated. A lo t of events devoted to the J u ­
bilee took place in the U K and abroad: d ifferen t
countries were visited by the Queen and other
members of the R o yal2 Fam ily, big lunches were
given across the U K , people were asked to share
th e ir stories of the last 60 years to make a digital
g ift to H er M ajesty the Queen. W h a t makes her
such a special person?
Queen Elizab eth has been on the throne fo r over
60 years. She was born in London in A p ril 1926.
H er fath er came to the throne as George V I in
1936. Young Elizab eth and her sister M argaret
were educated at home. H er studies m ostly in clu d ­
ed h isto ry, language, lite ra tu re and m usic. People
who knew her as a child remember her love of an­
im als, especially dogs and horses. They described
her as a v e ry responsible, sensible and well-be­
haved g irl.
D uring the Second W o rld W a r Princess Elizab eth
trained as a d riv e r and mechanic [mi'kaemk] because
she wanted to help her cou ntry and give a good
example. In
1947, Princess Elizab eth m arried
P rin ce P h ilip , her th ird cousin, w ith whom she
had been in love since the age of 13. W ith her
husband she had fo u r children: Charles, A nne, A n ­
drew and Edw ard.
She came to the throne a fte r her fa th e r’s death in
1952. The tim e she was a Queen was not cloud­
1 diamond ['daiamand] — бриллиант; бриллиантовый
2 royal ['гэ!э1] — королевский
less. It included a num ber of local w ars, problems in
her ch ild ren ’s fam ilies, the death of her daughter-inlaw D iana, Princess of W ale s. The Queen had to face
criticism ['kntisizm] of the R o yal F a m ily from the press,
but she is s till a v e ry popular m onarch. People respect
her fo r her devotion to her country and a ll the work
she does fo r it. Everyone knows about the Queen’s
sense of d uty, her unselfishness and wisdom. M any
people believe th a t she is a unique [ju'ni:k] personality
as w ell as a sucessful head of the state.
1) W h a t events devoted to the Queen’s Ju b ile e are
mentioned in the tex t?
2) W h o was on the throne before Queen Elizab eth II?
3) W h a t do we learn about the Queen’s young years?
4) H ow long had Princess Elizab eth been in love w ith
P rin ce P h ilip before they got m arried?
5) W h a t were some of the problems the Queen had to face during her
reig n?
6) W h a t makes Queen Elizab eth a popular m onarch?
B. The marked words in the text are probably new to you. Did you
understand what they mean? W hat helped you to understand their meanings:
a) the way the words look and sound, b) the context in which they are
used, c) both?
В A.
Say what you know about:
1) the Queen’s personal life ;
2) the advantages and the disadvantages of the Queen’s “ job” ;
3) the Queen’s Diam ond Ju b ilee .
B. W ork in pairs or in small groups and make a list of a monarch's duties as
you see them. Compare your lists and decide whose thinking was the most
realistic.
,L.
.......... ., щ
яшт............... ........................,..
После некоторых глаголов английского языка: look (выглядеть), seem, ap­
pear, taste, smell (пахнуть), sound, feel, в отличие от русского языка, не
могут следовать наречия, после них используются прилагательные. Сравни:
Russian
English
Музыка звучит громко.
The music soundsloud [laud].
Джон выглядит молодо.
John looks young.
Алиса чувствует себя плохо.
Alice feels bad, shedoesn't
feel well/good.
(В последнем примере well является старой формой прилагательного.)
Обратите внимание на различия в значениях глагола to look.
Jane looks sad. (После look следует прилагательное.)
Джейн выглядит грустной.
Jane looked at me sadly. (После look следует наречие.)
Джейн посмотрела на меня грустно.
Complete the sentences with one of the verbs — seem, look, sound, taste,
smell or feel in the appropriate forms.
1) H ow are you ... today? — I ’m fin e, thank you. In fact I ’ve never
... better.
2) The w ater ... so cold. I don’t th in k I ’ll swim today.
3) I can ... som ething nice cooking in the kitchen. W h a t’s fo r dinner?
4) The language they are speaking ... strange. I ’m sure it ’s not a E u ­
ropean language.
5) Even in g came. It was v e ry quiet. The a ir ... of grasses and flo w ­
ers.
6) W h a t’s the m atter w ith George today? H e ... v e ry
unhappy.
7) The cake ... lo vely. M ay I have anotherpiece, please?
8) I don’t like the m usic, it ... so sad!
9) H ello , Ja n e ! You ... w onderful today.
10) The child ... v e ry young. I don’t believe he is ten years old.
86
т
г+
ф
тз
N1
Q
Get ready to speak about your own role model. Don't forget to
outline of what you are going to say.
write an
DO IT ON YOUR OWN
Choose the appropriate words to complete the sentences.
1) Please speak (q u iet/q u ietly). 2) I can’t understand w hy you can’t be
(q u iet/q u ietly) when you see Rex. 3) Tom doesn’t like the porridge, he
says it tastes (unpleasant/unpleasantly). 4) D oris sm iled (unpleasant/un­
p leasantly) and looked at me. 5) I feel (bad/badly), I have a terrib le
headache. 6) Bob cooks (good/w ell), he is a (good/well) cook. 7) Ja n e
looks (unhappy/unhappily). W h a t’s the m atter? 8) R alp h looked at me
(unhappy/unhappily) and said he was sorry. 9) The song sounded rath er
(pleasant/pleasantly). 10) The lilies-of-the-valley sm elt so (sw eet/sw eetly).
Complete the sentences with the words in brackets. Use the verbs in active
or passive forms.
1) Y o u r frien d (should, g ive) some unusual present fo r his 20th b irth ­
day.
2) M ilk (m ust, keep) in a frid g e. D on’t you know?
3) I tried but I (couldn’t, open) the window.
4) Someone (have to, take) the child home. H e (can’t, leave) here alone.
5) This new book (m ust, read). I t ’s w onderful!
6) They (shouldn’t, spend) so much tim e in fro n t of the television.
Complete these sentences and write them down. Use the verbs from the
box.
read, in vite , spend, w rite, forget, v is it
1) These letters have to be ... .
2) The money m ay be ... .
3) Y o u r frien d should be ... .
4) This w onderful book m ust be ... .
5) The idea m ay be ... .
6) A t the moment the cou ntry can’t be ... .
ЦЦ
Celebrating anniversaries1 is an old tradition which appeared in the Middle
Ages. It is very popular nowadays. Match the years and the anniversary titles.
Ask your parents or relatives for help if necessary.
Year
Step
A n n ive rsa ry T itle
Y ear
A n n ive rsa ry T itle
8
Consolidation and Extension
DO IT TOGETHER
D
Listen to five people speaking about world-famous painters, { f t (72), and
match the speakers (1— 5) with the statements (a— f). There is one statement
you don't have to use.
I a) The speaker says th at th is p ain ter lived in the 15th century and
was a man of m any talents.
I b) The speaker says th at th is p ain ter died v e ry young.
8 c) The speaker says th at th is p ain ter d id n’t spend the last years of
his life in his m otherland.
1 an anniversary ^aeni'vsisari] — годовщина
d ) T h e sp eaker says th a t n e a rly a ll w o rk s
o f th is p a in te r are in th e c o u n try
w h ere he w as b o rn .
e) T he sp eaker says th a t th is p a in te r got
h is f ir s t stu d io fro m h is fa th e r and
m o th er.
f ) T h e sp eaker says th a t th e p a in te r be­
gan h is ca re e r m uch la te r th a n he
show ed h is ta le n t.
“ T h e H a y W a in ” 1
‘T he B a s k e t o f B re a d ”
A le x a n d e r
P u s h k in ”
“ M ad o n n a L it t a ”
“ T h e S cre a m ” 2
В
составе
м н о ги х
а н гл и й с к и х
им ён
с ущ е с тви те л ьн ы х
в стр е ти ть суф ф и ксы -dom, -hood, -ship, -ism.
м ож но
-dom
kin g d o m — кор олевство
freed o m — свобода
w isd o m — м уд р ость
boredom — с к у к а
-hood
ch ild h o o d — д етство
b ro th erh o o d — бр атство
babyhood — м лад ен чество
n eig h b o u rh ood — о кр ест­
н о сть, соседство
-ship
le a d e rsh ip — р уко во д ство , п ер венство
p a rtn e rs h ip — п артн ёрство
frie n d s h ip — д р уж б а
re la tio n s h ip — родство, отн ош ение
-ism
ra cism — р аси зм
o p tim ism — о п ти м и зм
p a trio tis m — п атр и о ти зм
to u ris m — тур и зм
1 “ The H ay W a in ” — «Воз сена»
2 “ The Scream ” — «Крик»
Complete the sentences with the derivatives of the words on the right.
A.
1) I am surprised at her ... .
2) There were a lot of parks in the ... .
3) He thought he would die of ... liv in g in
the country.
4) W e are a group of people who have the
same interests. W e belong to one ... .
5) They have enough ... to forget about th e ir
fig h t.
6) H is ... is absolutely clea rly seen.
7) W e would like to
be free and weshall
fig h t fo r our ... .
8) Once upon a tim e there lived a cruel king
in his cheerless ... .
9) The tim e of w ar is a great test of people’s
10) W e can speak about a new ... between the
two countries.
11) T h eir ... can be adm ired.
12) W h a t games did you like to p lay in your
f
id eal
neighbour
bore
b rother
w ise
leader
free
king
p atrio t
re latio n
friend
ch ild
B. La st year
O laf graduated from the u n iversity.
H e was a v e ry (1)... young man, (2)... enough,
and fa ir ly (3)... . B u t not a ll the people in the
(4)... liked him . M any of the (5)... said O laf
thought only about him self and they d id n’t
feel his (6)... into the life of th e ir com m unity.
I am sure they didn’t feel much (7).,. fo r the
man, but in m y view he had begun to change
and I could see some (8)... in his (9)... w ith
the people. I hope O laf w ill have enough (10)...
to see th at he is one of us.
sense, knowledge
respect,
neighbour, v illa g e
contrib ute
adm ire
im prove, re latio n
wise
A. Look at the picture. Do you know this man? W hat do you know about
him?
Steve
Job s (1955— 2011), an A m erican business­
man, one of the founders of Apple In c 1. Compa­
ny, is also known as Fath er of the D ig ita l R evo ­
lu tion.
H e was born in San Francisco to two u n ive rsity
students who were unm arried then and couldn’t
support th e ir baby. The boy
was adopted2 at
b irth by P a u l Reinhold Job s and C lara Jo b s who
became loving and caring parents fo r Steve. P a u l
taught him some elem entary electronics and how
to w ork w ith his hands. C lara taught Steve to
read before he went to school.
1 Inc = Incorporated
2 to adopt [a'dopt] — усыновлять или удочерять ребёнка
Though Steve often found school boring, he was known as a gifted stu­
dent. W h ile in high school1, he met some people who shared his interests
in electronics. One of them was Stephen W ozniak. In 1976 Job s and Wozniak form ed th e ir own business. They named it “ Apple Com puter Compa­
ny” in rem em brance of a happy summer Job s had spent picking apples.
Everyone agrees th at it was Steve’s character and in te llect th a t helped
to make the com pany w hat it was. He was certa in ly the heart and soul2
of the com pany and its public face.
Steve was responsible fo r designing [di'zamirj] new products, m arketing
and fin d in g the best possible people fo r the com pany. U nd er his leader­
ship the com pany had the greatest success in business h isto ry and devel­
oped such world-famous products as iM ac, iTunes, iPo d , iPhone, iP ad
and m any others.
Steve Jo b s was a p erfectio nist. N othing was ever “ good enough” fo r
him — it had to be perfect. It seemed th at he worked 24 hours a day.
This devotion to w ork and great in terest in it helped him to become a
real w inner and achieve great results w ork­
ing together w ith his team.
Steve loved songs by Bob D ylan and was a
great fan of The Beatles. This is w hat he
once said about them , “ They were four guys
who... balanced each other. A nd the total was
greater than the sum of the parts. G reat
things in business are never done by one per­
son, they are done by a team of people.” He
said that from that point of view The Bea­
tles were a model fo r him .
B. The words that are marked in the text may be new to you. Did you
understand their meanings? W hat helped you to understand the words:
a) the way they look and sound, b) the context in which they are used,
c) both?
C. Complete these statements.
1) Steve Jo b s was ... .
a) the head of a big company
b) a fam ous scientist
c) not the only founder of a big company
2) Steve Jo b s ’ interests la y in ... .
a) producing hi-tech equipm ent
b) im proving the old models of com puters
c) fin d in g new m arkets fo r the com pany’s mobile phones
3) Steve Jo b s was a ... .
a) good frien d
b) good public speaker
c) hard w orker
4) The w ord “ p erfectio n ist” means a ... .
a) perfect personality
b) person try in g to achieve the best results
c) person who alw ays wins
1 high school — в США старшие классы средней школы
2 soul [soul] — душа
5)
Steve Jo b s believed in ... .
a) a great role of a leader
b) being a w inner
c) join ing w ith other people in doing work
A. Choose the words that can describe Steve Jobs.
a role model
a genius
a founder of a successful company
a successful designer
a modern public fig u re
a discoverer of talents
the heart and soul of the company
a talented businessm an
a p erfectionist
a lo ver of m usic
a man of character
a team p layer
the com pany’s public face
a tru e leader
a man who knew w hat he wanted
a w orkaholic
a man devoted to his work
a real in tellectu al
B. Speak about Steve Jobs. Mention the following:
•
•
•
•
•
•
his fa m ily and ea rly years;
his firs t in terest in electronics;
Apple Com puter Company;
his responsibilities in the com pany;
his special talents;
w hat helped him to achieve success.
Постарайтесь запомнить и использовать фразовые глаголы с ядерным элементом put.
(clown)^
^ ^ r(o ff)
(P U T '
o u t/ "'
1) to put d o w n
— записать
^ * < u p (w ith ))
2)
to put o ff
отсрочить
—
отлож ить,
I ’ll have to put down your
names.
3) to pu t o u t — погасить
огонь, вы кл ю чи ть свет
Jim has been p utting
work fo r years.
Please don’t forget to put the
fire out before you leave.
I w ill not put up w ith your
bad behaviour any longer.
o ff his
4) to put up w ith so m eth in g
— м ириться с чем-либо
Use the words from the box to complete the sentences.
down,
out,
o ff,
up
1) I was try in g to put ... the moment when I would have to leave. 2) I
don’t w ant to put ... w ith th is situatio n any more. 3) Please put your
cigarette ... . W e don’t smoke in here. 4) She put the lig h t ... and went
to bed. 5) N ever put ... t ill tom orrow w hat you can do today. 6) You
are sure to forget his address if you don’t put it ... . 7) Bad language
shouldn’t be put ... w ith . 8) I ’ve ju st put ... the names of a ll the c h il­
dren in the club. 9) P u t a ll the candles ..., please. I t ’s tim e to fin ish
the p arty. 10) How can you put ... w ith a ll th is noise? L e t’s ask your
neighbours to be a little quieter.
Answer these questions to give your opinions.
1) W h a t people are usu ally respected and adm ired? 2) Is it possible to
im prove your knowledge of E n g lish ? W h a t, in your view , are the best
ways to achieve th is re su lt? 3) W h ic h of your friend s, in your opinion,
contributes a lo t to the after-school a c tiv itie s? W h a t do they do? 4) Can
you say a few words about the latest most in teresting sports or cu ltu ral
event? 5) Do you know any u n ive rsity graduates? W h o are th ey? W h en ,
in your view , did they graduate from the u n iv e rsity ? 6) W h a t person
can you call responsible? Do you know such people? 7) H ave you ever
fe lt a m ixture of feelings about som ething? W h a t feelings were they?
8) H ave you ever fe lt adm iration fo r somebody or som ething? W h en and
w hy did it happen? 9) W h a t are parents’ duties and ch ild ren ’s duties as
you see them ? 10) Do you alw ays try to use opportunities that life of­
fers you? Can you give an exam ple?
A. Match the parts of the proverbs in the two columns. Say what makes
them all alike. Comment on one of the proverbs and illustrate it with
a short story.
A.
1) The b ull
2) Rom e
3) W e ll begun
4) C hildren
5) M en
6) The d evil
7) The fish
8) A fool and his money
9) M arriages
1 heaven ['hevan] — небо, небеса
2 nibble ['nibl] — надкусывать
3 bait [beit] — наживка
4 a horn [ho:n] — рог
B.
a) are made in heaven1.
b) should be seen and not heard.
c) is not so black as he is painted.
d) w ill soon be caught th at nibbles2 at
every b ait3.
e) are known by the com pany they keep
f) are soon parted.
g) is h a lf done.
h) m ust be taken by the horns4.
i) was not b u ilt in a day.
DO IT ON YOUR OWN
В
Paraphrase these word
sentences you get.
combinations
using
o f or
from. Write down the
E xam ple : A glass jug. The jug is made of glass.
Apple jam . The jam is made from apples.
1) Pap er money; 2) china vase; 3) fu r coat; 4) vegetable salad; 5) m etal
rin g ; 6) tom ato soup; 7) stone bench; 8) s ilv e r chain; 9) orange m arm a­
lade; 10) plum juice.
□
Complete the sentences. Use the prepositions from the box.
about, a fter, at, fo r, over, to
1) They are alw ays w aited ... . 2) This actor is much spoken ... . 3) Y o u r
pets w ill be looked ... when you are aw ay. 4) Ju lia dresses b rillia n tly .
She is alw ays looked ... . 5) A lic e is running a high tem perature. The
doctor m ust be sent ... . 6) The clown is so fu n n y. H is trick s are alw ays
laughed ... . 7) The young man was spoken ... yesterday, but I don’t
th in k he understood his m istake. 8) The key was looked ... everyw here
but we didn’t fin d it. 9) M iss Loveday is a v e ry good speaker and she
is alw ays listened ... . 10) Y o u r project w ill be thought ... and discussed
later.
Match the phrasal verbs in column A with their meanings in column В and
write sentences of your own with these verbs.
1) to put down
2) to put o ff
3) to put up (w ith )
4) to put on
5) to put out
B.
a)
to stop som ething burning
b) to dress
yourself
c)
to w rite
som ething down
d) to make
som ething happen late r
e) to accept1 an unpleasant situatio n, behaviour
or somebody even if you don’t like them
Write these in English.
A. 1) Потушить огонь; 2) надеть плащ; 3) отложить на завтра; 4) мирить­
ся с чем-то; 5) записать что-то.
В. 1) По соседству; 2) отношения между странами; 3) в младенчестве; 4) в
детстве; 5) сильное (мощное) королевство; б) настоящий патриотизм;
7) большая скука; 8) его руководство; 9) великая мудрость; 10) наше
братство и дружба.
1 to accept [ak'sept] — принимать как неизбежное, мириться
Revision
DO IT TOGETHER
Listen to four speakers who talk about American presidents (1— 4), ®
(73),
and match them with the statements (a— e) below. There is one statement
you don't have to use. Match the names of the presidents with the pictures.
I a) The speaker says th is president lived in the 18th century.
| b) The speaker says th is president didn’t come from a rich fam ily
and put a stop to slavery1 in his country.
I c) The speaker says Am ericans often use three letters fo r th is presi­
dent’s name.
I d) The speaker says th is president was a symbol of the cou ntry d u r­
ing W o rld W a r II.
I e) The speaker says th is president was not v e ry successful, especially
at the end of his presidency.
А.
В.
C.
D.
W ork in pairs. Give your opinion on the following themes, agree or disagree.
Use the "opinion words" from Step 6.
1) a film you both watched
2) dangerous sports
3) a singer or a group you both know
4) language learning
5) opera and/or ballet
6) some food you like or dislike
7) tra ve llin g
8) shopping
9) role models
Say the same in one word. Some of the words from the box can help you.
1) a good opinion, adm iration fo r someone or som ething
2) to make som ething b etter than it was before
3) to give
4) a place through w hich people come in
1 slavery [’sleivari] — рабство
5) to fin ish studying and be given a diplom a
6) a sm all group of houses in the country
7) to use som ething w ith another person or otherpeople
8) a feeling
9) having a ll its parts, complete
10) to put two or more d iffe re n t things together
11) human beings as a group
12) the end of life in people, plants and anim als
13) an ything th at happens, especially anything th a t is im portant
14) an understanding th at you get through experience or study
15) som ething th a t a person m ust do
whole, to share, b rick, m ankind, opportunity, to graduate, to study,
event, b rillia n t, duty, to contrib ute, sensible, respect, responsible, to
im prove, knowledge, law , death, to m ix, to lead, villag e , wisdom , en­
trance, sense
Complete the sentences with the verbs in their appropriate forms.
1) N ot long ago a lot of money (to contribute) to the Save the A nim als
Fund. 2) People who help others m ust (to adm ire) and (to respect).
3) How did it happen th at the boy (to m ake) responsible fo r a ll the
problem s? 4) Jam es died the day before yesterday and (b u ry) tom orrow.
5) N ot a ll questions can (to answ er) easily. 6) I t ’s a v e ry good opportu­
n ity to learn som ething new and I th in k it should (take). 7) Can you
te ll me w hat th is lo vely dish (to m ake) fro m ? 8) I know you are fu ll of
im pressions and I hope these im pressions (to share) in the lesson tom or­
row. 9) I ’ll come in a m inute, I don’t w ant (to w a it) fo r. 10) M ark is
one of the most knowlegeable people I ’ve ever met, his in te llect (to ad­
m ire) everyw here.
W ork in pairs and decide what are 10 most important reasons for a person
to be remembered, admired and respected. Choose from the long list below.
Compare your short lists.
A person should:
— be a good leader
— be knowlegeable and wise
— w ork hard fo r his or her
country
— be w ell educated
— have a strong character
— be lo ving and caring
— do som ething useful fo r other
people
— be a role model fo r others
— respect and keep the law
— not do harm to people or na­
ture
— be an in tellectu al
— have a pow erful personality
— be a self-made person
— be honest w ith him self/herself
and other people
— be talented in some field
— w ish good to people
■
—* alw ays help those who need
help
— be responsible fo r w hat they
do
— be a p atrio t
— be abble to see through other
people
— not put up w ith cru elty or v io ­
lence
В
Ш§1
Look at the portraits of these world-famous people and say what you know
about them, why, in your opinion, they are remembered, respected or
admired.
□
A. Say how much do you know about the man whose name was Confucius.
B. Work in pairs and make up some questions you would like to ask about
Confucius.
C. W ork in pairs. One of you will read Text A and the other Text В and
then share the information with each other. See which of your questions
have found their answers.
Text A
Confucius was one of the greatest m oral teachers of a ll tim e. H e lived
in C hina about fiv e hundred years before C h rist [kraist]. Confucius stud­
ied ancient Chinese w ritin g s from w hich he took some ideas. Those ideas
seemed im portant to the developm ent of fin e charac­
ter. Then he taught these ideas to the princes and to
the students of a ll ages who came to him fo r in stru c­
tion [in'strAkJn]. The rules he w rote down 2,400 years
ago are s till used by people. Fo r example, his golden
ru le was “ W h a t you do not w ant done to yourself, do
not do to others” . H e tried to in terest people in ide­
als of love, openness and m oral behaviour. Confucius
believed th at man was n a tu ra lly good and could liv e
in harm ony w ith other people.
Text В
Confucius’ Chinese name was Kung-Fu-tse. A t the age
of 22, three years a fte r his m arriage, Confucius began
to teach men how to liv e happily. Am ong other people
he taught a num ber of Chinese princes.
Confucius did not consider him self a god. In fact, he taught nothing
about relig ion or about w hat happens to us a fte r death.
W ith in fiv e hundred years afte r his death, his teachings became the p h i­
losophy of the whole country. W h en Buddhism appeared, the teachings
of Confucius were alm ost forgotten, but la te r remembered again. W e can
say th at even today C onfucius’ ideas are im portant fo r people.
DO IT ON YOUR OWN
В
Complete the sentences with the missing function words1 where necessary.
1) W h a t I fe lt was a m ixture ... love and hate. 2) Y o u ’ll fin d me ... the
enterance ... the cinem a at a q uarter to seven. 3) Y ou should show more
respect ... your teachers. 4) I t ’s not necessary to graduate ... a u n ive r­
s ity to be a respected and knowlegeable person. 5) A ll the houses in the
little villag e were made ... wood. 6) Sa ra said she was not going to
put ... w ith the ch ild ren ’s behaviour. 7) You need a sense ... responsibil­
ity to become a good leader. 8) So m any subjects can’t be studied ...
pupils at the same tim e. 9) W ill I be able to enter ... the h a ll a fte r the
th ird b ell? 10) Y u ri G agarin is one of the people whose name is known
a ll ... the w orld.
Q
Cross the odd words out.
1) lead, leader, leather, leadership, leading
2) rubber, leather, china, land, paper
3) law , m ankind, adm iration, knowledge, opportunity
4) contribute, respect, im prove, b ury, whole
5) of, at, on, in , we
Цу
Complete the sentences using the appropriate forms of the verbs in brackets.
1) a) W h o you (w a it) fo r now? b) Jo h n alw ays (w a it) fo r. 2) a) I th in k
you should (send) fo r the doctor, Pete is seriously ill. b) I th in k the
1 function words [w3:dz] — служебные слова
doctor should (send) fo r, Pete is seriously ill. 3) a) I never (liste n ) to. I
th in k th ey don’t respect me. b) I never (liste n ) to him , I don’t respect
his opinion. 4) a) The children w ill (look) a fter. Don’t w o rry about them ,
b) W ill you (look) afte r the ch ild ren ? I don’t w ant to leave them alone.
5) a) H e was a v e ry fam ous actor and he much (speak) about then,
b) H e alw ays (speak) much about fam ous actors.
Revise the words for Test Four.
T3
A
Step
adm iration, adm ire, adm irer, b rick, b rillia n t(ly ), b ury, card­
board, cem ent, china, cotton, contribute, contribution, death,
d uty, enter, entrance, event, glass, graduate, im prove(m ent),
knowledge(able), law , lead, leader, leather, m ankind, m etal,
m ind, m ix (up ), m ixture, opinion, opportunity, p lastic, respect,
respectable, respected, responsible, rubber, seem, sense, sensible,
share, s ilk , sm ell, talen t, taste, view , villag e , wisdom, wise,
whole, wool
Ю
Test Yourself
DO IT TOGETHER
I.
LISTENING
Listen to the text about Yuri Gagarin,
facts are not mentioned in it.
9 (74), and write which of these
1) Y u ri went to school in 1941.
2) Y u ri was a v e ry good pupil at school.
3) Y u ri was v e ry good at fly in g planes.
4) Y u ri spent 108 m inutes in space.
5) Y u ri asked the people of our planet to
keep its beauty.
6) Y u ri G ag arin became a hero of the So viet
U n io n 1.
Maximum result
Your result
1 the Soviet Union — Советский Союз
2
?
II.
READING
Read the text and decide which of the following is true, false or not stated
in the text.
99
S te p
1) M other Teresa [ta'rkza] was not born in In d ia.
2) The num ber of people in her order1 has grown.
3) M other Teresa learned a foreign language in Irelan d .
4) M other Teresa didn’t need any money contributions as she
did everything w ith her own hands.
5) There were only th irteen women to sta rt helping M other
Teresa firs t.
6) The members of her order worked in more than one or
two countries.
10
Mother Teresa
The whole w orld remembers the name of M other Teresa, whose life was
v e ry unusual. She was A lbanian by blood but spent most of her life in
In d ia and once said about herself th at she belonged to the w orld.
Bo rn in 1910, M other Teresa was a C atholic nun2 who devoted 45 years
to poor, sick, lonely and dying people. M other Teresa founded an order
w hich gives “ wholehearted and free service3 to the poorest and the poor” .
Now the order consists of about 4,500 sisters w orking in 133 countries.
M other Teresa received the 1979 Nobel Peace Priz e.
H er real name was Agnes and she came from Kosovo, A lb an ia. A t the
age of 18 she le ft home, learned En g lish and went to teach children in
In d ia. W h en Agnes was 21, she became a nun and chose fo r herself the
name of Teresa, now world-fam ous. Though Teresa enjoyed teaching
schoolchildren, there was som ething she could not put up w ith : at th at
tim e there were a lot of poor people in C alcu tta [kael'k/vto],hundreds
of
them died from hunger and illness. Teresa knew th a t if she
wanted to
help them , she had to live among them . That was how she started w ork­
ing w ith the poor in the most terrib le parts of C alcu tta and collecting
money fo r them . Then people gave her the name of M other Teresa. She
offered food and m edical help to those who needed them and went on
teaching children. Soon she was joined by a group of young women who
wanted to help “ the poorest among the poor” together w ith her. That
was how the order began.
Soon they opened the firs t Home fo r
the D ying , a free hospice fo r the poor
where they received m edical help,
love and care. Then they opened a
home fo r children who had no p ar­
ents and started w orking in some
countries outside In d ia. Sisters of her
order went to the most dangerous
places where people needed th e ir care.
M other Teresa lived a fa ir ly long life
doing the duties of the head of her
1 order ['э:с1э] — зд. монашеский орден
2 Catholic nun ^kaeBlik 'плп] — католическая монахиня
3 service ['s3:vis] — услуги, помощь
order p ra ctica lly u n til she died in 1997. She certa in ly belonged to those
who change the w orld fo r the better.
Maximum result
Your result
100
6
?
I I I . USE OF ENGLISH
Step 10
Choose the appropriate words to complete the sentences.
1) The m usic sounds (long/loudly). 2) The Diam ond Ju b ile e of Queen
Elizab eth I I (celebrated/was celebrated) in 2012. 3) Young Elizab eth and
her sister M argaret were (educated/education) at home. 4) I bought m y
new mobile at a v e ry (responsible/sensible) price. 5) (In /T o ) m y opinion,
you are not quite rig h t here. 6) L e t’s meet at the (enter/entrance) to
the building. 7) The roses sm elt (sw eet/sw eetly). 8) M y little brother is
ill. H e m ust be looked (fo r/ a fte r). 9) The cam pers put (out/dow n) the
fire before leaving. 10) The e a rlie r you begin to (learn /stud y) to swim
the better.
Maximum result
Your result
Q
10
?
Complete the sentences with the words on the right in their appropriate
forms.
R o y ’s cousin had alw ays been a role model fo r
the boy. Fran k was 5 years (1)... than R o y
but he was R o y ’s (2)... frien d . Fran k (3)... so
m any talents and he (4)... and (5)... by a ll
R o y ’s friend s. A year before Fran k (6)... from
the u n ive rsity and at the moment he (7)... as
a doctor in th e ir villag e. H e alw ays (8)... to
w ork on tim e and (9)... never. The villag ers
(10)... him a lo t and said they had the (11)...
doctor in the w orld.
old,
good, have
respect, admire
graduate
work
come, wait for
admire, responsible
Maximum result
Y our result
11
?
I V . SPEAKING
Think of who you could name the symbol of Russia or the most respected
person in the country. Explain why you have chosen him or her.
Maximum result
Your result
15
?
WRITING
W rite the same in English.
1) У важ аем ы й человек; 2) разум ны е цены; 3) поделиться впечатлениями;
4) исторические события; 5) честное м нение; 6) всё человечество;
7) блестящ ий учёны й; 8) талантливы й лидер; 9) древняя мудрость; 10)
в ход в здан ие.
M aximum result
Y o u r result
Total result
Y o u r result
10
?
54
?
IT Oiy YOUR OW N
Do Project W o rk 4. Complete a page in your English Album.
Think of one or tw o people w ho you could name your role models. Describe
them. Illustrate your story w ith pictures. Ask your family and/or friends to
help you if necessary. Don't forget about an outline for your story before
you begin writing it.
D ear a ll,
W e hope i t ’s been an in te re s tin g and f r u it f u l y e a r. Y o u ’ve learn ed a
lo t o f new th in g s and no t o n ly in term s o f E n g lis h . N ow yo u know |
how m uch yo u can do on y o u r ow n — and how m uch m ore yo u can do
w o rk in g w ith o th ers. Y o u also know th a t i f w e w a n t to do som ething
v e ry m uch and w o rk a t it , and en jo y it and becom e b e tte r a t it —
th en w h a t we do n e v e r seem s to be too h a rd .
H a v e w o n d e rfu l h o lid ays! See yo u ag ain in Sep tem b er.
Y o u rs ,
th e a u th o rs.
Grammar
Reference
М о р ф о л о г и я
MOUIU (И М Я СУ Щ Е С Т В И Т ЕЛ ЬН О Е )
102
§ 1. С о би р ател ьн ы е и м ен а сущ е ств и те л ьн ы е (au d ien ce, com pany, fa m ily ,
cre w , g o vern m en t, team , e tc .) м о гут у п о тр е б л я тьс я с гл а го л ьн ы м и
ф орм ам и в ед инственн ом и м н о ж ествен н о м ч и сл е .
• Е с л и в ы ш е у к а за н н ы е сущ е ств и те л ьн ы е об озн ачаю т лю д ей, во сп р и ­
н и м аем ы х к а к единое ц елое, они и с п о л ь зу ю тся с глаго лом в ед ин­
ствен н о м ч и с л е , вм есто н и х м о ж е т и сп о л ьзо ва ться м есто им ени е it,
а о п р ед ели тельн ы е п р и д ато чн ы е в во д ятс я с л у ж е б н ы м и сл о вам и w h ich /
that: M y fa m ily is b ig . O u r team , w h ic h is n o t a lw a y s su cce ssfu l, has
show n ra th e r good re s u lts . I t ’s g e ttin g b e tte r.
• К о гд а ж е м ы восп р и н и м аем лю д ей, об о зн ачаем ы х р ассм атр и ваем ы м и
и м ен ам и сущ е с тв и те л ьн ы м и , к а к о тд ел ьн ы х л и чн о сте й , и з ко то р ы х
со сто ят те и л и и н ы е к о л л е к т и в ы , то д анны е и м ен а и с п о л ь зу ю тс я с
глаго лом во м н о ж ествен н о м чи с л е , вм есто н и х в пр ед лож ен и и м о гут
и сп о л ьзо в а тьс я л и ч н ы е м есто и м ен и я they и them , а о п ред елительн ы е
п р и д ато чн ы е в это м сл уч а е в во д ятс я п р и пом ощ и сою зного сл о ва who:
O u r com pany are m eetin g to m o rro w . T h e y are a ll v e ry n ice people. I lik e
th em . T h e au d ien ce w ho yo u can see are a ll m y schoolm ates.
§ 2. С и м ен ам и су щ е с тв и те л ьн ы м и , об о зн ачаю щ и м и н а зв а н и я я з ы к о в
E nglish, French, Indian, Chinese и др. а р т и к л ь не уп о тр е б л яе тся.
О д нако если в н аи м ен о ван и е в к л ю ч а е т с я и м я сущ естви тел ьн о е lan ­
guage, то н а зва н и е я з ы к а сод ер ж и т опред елённы й а р т и к л ь : the E n g lis h
la n g u ag e, th e G erm an lan g u ag e.
§ 3. С и м ен ам и су щ е с тв и те л ьн ы м и , о б о зн ачаю щ и м и лиц о то й и л и
иной н а ц и о н а л ьн о сти , уп о тр е б л яе тся неопред елённы й а р т и к л ь : a R u s ­
sia n , an A m e ric a n , an E n g lis h m a n . О д нако д л я о б о зн ачен и я к о л л е к ­
ти вн ого н а зв а н и я н ац и и о б ы чн о и с п о л ь зу е тс я оп ред елённы й а р ти к л ь :
th e E n g lis h — а н гл и ч а н е , the F re n c h — ф ранцузы , th e C h in ese — к и ­
т айцы .
§ 4. В
с тр у к ту р е им ён сущ е с тв и те л ьн ы х , о б р азован н ы х
д ери вац ии (а ф ф и к са ц и и ), в ы д е л я ю тс я след ую щ и е суф ф и ксы :
-ist (p ia n is t, p o rtr a itis t, eg o ist)
-ance (im p o rta n ce , e n tran ce , ap p earan ce)
-ence (d iffe re n c e , p atien ce, in te llig e n c e )
-hood (ch ild h o o d , boyhood, babyhood)
-dom (free d o m , boredom , k in g d o m )
-ism (eg o ism , so cia lism , p a trio tis m )
-ship (frie n d s h ip , le a d e rsh ip , re la tio n s h ip )
способом
A D JECTIV E (И М Я П Р И Л А Г А Т Е Л Ь Н О Е )
§ 1. Д л я ср авн ен и я лю д ей, предм етов и о б ъе кто в и сп о л ьзую т та к и е
м од ели, к а к as...as; not so/as...as; Adj + er + than; Adj + m ore/less +
than; (the) m o st/(th e) least + Adj. Н ап р и м ер :
T h e n ew b u ild in g is as h ig h as th e o ld one.
T h e n ew gam e is m o re in te re s tin g th a n th e o ld one.
T h e n ew p la y is th e m o st m o d ern o f a ll.
§ 2. И н о гд а ф о р м ы степ е н ей с р а в н е н и я одного и того ж е п р и л а га те л ьн о го
о т л и ч а ю т с я сво и м и з н а ч е н и я м и и л и уп о тр е б л ен и ем :
old — older —• old est (с т а р ы й : о л ю д я х , ж и в о т н ы х , п р ед м етах );
old — elder — eld est (с т а р ш и й : о б ы чн о о ч л е н а х одной с е м ь и );
far — farth er — fa rth est (у д а л ё н н ы й по р а с с то я н и ю );
far — fu rth er — fu rth e st (у д а л ё н н ы й по р а с с то я н и ю и л и по вр ем ен и ,
д а л ь н е й ш и й );
la te — la ter — la te st (бо лее п о зд н и й , п о зд н е й ш и й по вр е м е н и );
la te — la tte r — la s t (вто р о й и з д ву х , с а м ы й п о сл е д н и й по п о р я д к у );
n ear — nearer — n earest (н а х о д я щ и й с я б л и ж е , б л и ж а й ш и й );
near — nearer — n ex t (н а х о д я щ и й с я б л и ж е , с л е д ую щ и й по п о р я д к у ).
Д л я с р а в н е н и я во зр а ста в о зм о ж н о л и ш ь и с п о л ьзо ва н и е ф орм older и
old est.
V E R B (Г Л А Г О Л )
§ 1. Д л я о п и с а н и я д е й с тв и я , ко то р о е п р ои сх од и ло в п р о ш л о м , но не
п р о и сх о д и т с е й ч а с , ч а с то у п о тр е б л я е т с я оборот used to.
T h e y u sed to s w im a lo t la s t su m m er. О н и о б ы чн о м но го п л а в а л и л ето м
(а с е й ч а с т а к м ного не п л а в а ю т ).
I u sed to t r a v e l w ith m y p a re n ts . Я и м е л о б ы к н о в е н и е п у т е ш е с т в о в а т ь
с р о д и те л ям и (а се й ч а с н е т ).
О тр и ц а те л ь н а я и в о п р о с и те л ь н а я ф ор м ы д анного оборота ч а щ е о б р а зу­
ю т с я п р и п о м о щ и всп о м о гате л ьн о го гл а го л а to do:
• Н е didn’t u se to lik e s k a tin g w h en he w as s m a ll.
D id y o u u se to go in fo r sp o rts a t sch o o l?
О д н ако в о з м о ж н ы в а р и а н ты :
H e u sed n o t to lik e r id in g a h o rse w h e n he liv e d in th e c o u n try .
§ 2. Г р а м м а т и ч е с к а я ф ор м а p a st p erfect о б р а зу е тс я с п о м о щ ью
всп о м о гате л ьн о го гл а го л а had и тр е тье й ф о р м ы см ы сл о во го гл а го л а :
had + V 3.
В о п р о си те л ь н ы е п р е д л о ж е н и я о б р а зу ю тс я с п о м о щ ью и зм е н е н и я п о ­
р я д к а с л о в , п р и ко то р о м в с п о м о га те л ь н ы й гл аго л h a d с т а в и т с я перед
п о д л е ж а щ и м , а о тр и ц а те л ь н ы е — с п о м о щ ью п р и б а в л е н и я к н е м у о т­
р и ц а н и я n ot (n’t):
M y frie n d sa id he had seen th e n ew film .
H ad th e te a c h e r answ ered y o u r q u e s tio n ?
T h e y had not to ld us th e tru th .
§ 3. P a st p erfect ч а с т о и с п о л ь з у е т с я в п р е д л о ж е н и я х с пр ед логом by
(к как о м у- л и б о вр е м е н и ) и в п р и д а то ч н ы х п р е д л о ж е н и я х вр ем ен и ,
к о то р ы е в в о д я т с я сл о в а м и w hen, before, a fter, е сл и р е ч ь ид ёт о п р о ш ­
лом :
I had done th e w o rk b y e v e n in g .
S h e had alread y told u s th e new s w hen th e w o rk in g d a y b eg an .
H ad th e y learn ed th e w o rd s before th e te s t?
A fter w e had read th e b ook, w e b eg an to u n d e rs ta n d th e m a te ria l b e t­
te r.
§ 4. В а н гл и й с к о м я з ы к е и м е ю т с я д ва за л о га — д е й с тв и т е л ь н ы й (a c ­
t iv e v o ic e ) и с тр а д а те л ьн ы й (p a s s iv e v o ic e ). В п р е д л о ж е н и и M rs B ro w n
103
104
g ro w s flo w e rs in h e r g a rd e n гл а го л уп о тр е б л ён в д е й ств и те л ьн о м зал о ге,
т а к к а к M rs B ro w n (п о д л е ж а щ е е п р е д л о ж е н и я ) са м а со вер ш ает д ей ст­
ви е , са м а в ы р а щ и в а е т ц в е ты .
Е с л и д л я го во р ящ его не в а ж н о , к т о со вер ш ает д ей стви е и л и есл и он
это го не зн а е т, то гл а го л у п о т р е б л я е т с я в стр ад ател ьн о м зал о ге:
B e a u t if u l ro ses are grow n h e re . Зд е сь в ы р а щ и в а ю т в е л и к о л е п н ы е р о зы .
Ф о р м ы стр ад ател ьн о го за л о га о б р а зу ю тс я п р и п о м о щ и гл а го л а to be в
н у ж н о й ф орм е и втор ого п р и ч а с т и я (p a r tic ip le I I ) осно вного гл а го л а по
ф о р м ул е to be + V 3.
P resen t sim p le p assive (a m /is /a r e + V 3): I am ch osen fo r th e e x p e d i­
tio n . H e is m u ch spoken ab o u t. S u c h flo w e rs are grow n h e re .
P a ss sim p le p a ssiv e (w as/w ere + V 3): Jo h n w as ask ed th is q u e stio n y e s ­
te rd a y . T h e le tte rs w ere sen t th e o th e r d a y .
F u tu re sim p le p a ssiv e (sh all b e /w ill be + V ): W e sh a ll be driven to
sch o o l b y c a r. N e w s to rie s w ill be to ld to m o rro w .
В о тр и ц а те л ь н ы х п р е д л о ж е н и я х в с п о м о га те л ьн ы е г л а го л ы у п о тр е б л я ­
ю т с я с ч а с т и ц е й n ot. Н а п р и м е р : W e are n ot inform ed ab o u t it . M y
frie n d s w ere n ot in v ited to th e p a rty . T h e y w ill n ot be le ft alo n e.
В во п р о с и те л ьн ы х п р е д л о ж е н и я х в с п о м о га те л ьн ы е гл а г о л ы с т а в я т с я
перед п о д л е ж а щ и м . Н а п р и м е р : Is th is c a r sold in y o u r c o u n try ? W ere
th e c h ild re n show n ab o u t th e n ew m u seu m ? W ill th ese books be read
d u rin g th e sch o o l y e a r?
§ 5. Г л а г о л ы в стр ад ател ьн о м зал о ге ч а с то с о ч е та ю т с я с м о д а л ьн ы м и
гл а го л а м и и л и и х э к в и в а л е н т а м и .
m u st (n o t)
can (n o t)
m a y (n o t)
sh o u ld (n o t)
o u g h t (n o t) to
h a ve / h a s to / (d o n ’t/ d o e sn ’t h a ve to )
+ be
+ v 3
П р и это м гл а го л to be п о сл е м о д а л ьн ы х гл аго л о в и с п о л ь з у е т с я без ч а с ­
т и ц ы to и не и з м е н я е т с я по л и ц а м и ч и с л а м . В в о п р о с и те л ьн ы х пред ­
л о ж е н и я х м о д ал ьн ы е гл а г о л ы с т а в я т с я перед п о д л е ж а щ и м , в о тр и ц а ­
т е л ь н ы х к н и м п р и б а в л я е т с я о тр и ц а н и е not:
T h ese e x e rcise s m u st be done to d a y .
Can th e w o rk be fin ish ed la te r ?
T h ese ve g e ta b le s sh ou ld n ’t be boiled.
§ 6. Р е ч ь , к о то р а я перед аёт п о д л и н н ы е сл о в а како го -л и бо л и ц а , н а з ы ­
в а е т с я п р я м о й р е ч ь ю . Р е ч ь , в ко то р о й п ер ед аётся со д ер ж ан и е того ,
ч т о б ы л о кем -то с к а за н о , н а з ы в а е т с я ко све н н о й .
П р и переходе п р я м о й р е чи в к о с в е н н у ю со б л ю д а ю тся п р а в и л а со гл а со ­
в а н и я вр ем ён . Е с л и гл а го л , к о то р ы й вво д и т к о с в е н н у ю р е ч ь в гл а вн о м
п р е д л о ж е н и и , уп о тр е б л ён в н а с то я щ е м и л и б уд ущ ем вр ем ен и (p re s e n t
in d e fin ite , p re s e n t p e rfe c t, fu tu r e in d e fin ite ), то в п р и д ато чн о м п р ед ло­
ж е н и и в р е м я гл а го л а не м е н я е т с я :
Н е sa y s, “ I w as in M o sco w in 200 1” .
H e says he w as in M o sco w in
2001 .
Если
в гл а вн о м
п р е д л о ж е н и и гл а го л , в в о д ящ и й к о с в е н н у ю
р ечь,
уп о тр е б л ён в п р о ш ед ш ем вр ем ен и (p a s t in d e fin ite ), то в п р и д ато чн о м
о б ы чн о п р о и сх о д ят сл ед ую щ и е и зм е н е н и я :
p r e s e n t in d e fin ite -* p a s t in d e fin ite
H e said: “I th in k N e lly is r ig h t .”
H e said he th o u g h t N e lly w as rig h t.
p a s t in d e fin ite , p r e s e n t p e r fe c t
p a s t p e r fe c t
H e said: “I liv ed in th e c o u n try .” -* H e said he had lived in th e co u n ­
try .
H e said: “I h ave done i t . ” —» H e said he h ad done it .
fu tu r e in d e fin ite -* fu tu re-in -th e-p a st
H e said: “I w ill go th e re .” -#■ H e said he w ould go th e re .
О д н ако есл и в ко све н н о й р е чи со о б щ ается о со б ы ти и , кото р о е я в л я е т с я
к а к б ы о б щ и м ф а к то м , то п р ави л о со гл а с о в а н и я вр ем ён в это м с л у ч а е
о б ы чн о не п р и м е н я е т с я :
Н е sa id P a r is is th e c a p ita l o f F ra n c e .
§ 7. Е с л и п о сл е гл а го л а to say, к о т о р ы й вво д и т п р я м у ю р е ч ь , е сть
у к а з а н и е н а то , к к о м у э т а р е ч ь о б р ащ ен а, то гл а го л say м е н я е т с я н а
слово t e ll (so m eb o d y).
J e f f said to A n n : “ I am g o in g to G la s g o w .” -> J e f f told A n n he w as
g o in g to G la sg o w .
В с е л и ч н ы е и п р и т я ж а т е л ь н ы е м е с то и м е н и я и з м е н я ю т с я в за ви с и м о с ти
от то го , от к а к о г о л и ц а что-то со о б щ ается.
P a m s a id to J i l l : “ I w a n t to ta lk to y o u .” -* P a m to ld J i l l sh e w a n te d
to ta lk to h e r.
С ою з th a t ч а с то о п у с к а е т с я п о сл е гл аго л о в to say, to th in k , to know,
to rem em ber и т . д.
H e rem em b ered (th at) she h ad asked h im ab o u t it .
§ 8. В со о тв е тс тв и и с п р а ви л о м со гл а с о в а н и я вр ем ён в п р и д а то ч н ы х
п р е д л о ж е н и я х , в в о д ящ и х к о с в е н н у ю р е ч ь, п р о и сх о д ят т а к ж е сл ед ую щ и е
л е к с и к о - гр а м м а ти ч е с к и е и з м е н е н и я :
now *-» th en
today -* th a t day
tom orrow -* th e n ex t day
th e day a fter tom orrow -> tw o days la ter
in tw o days -* tw o days la ter
ago -** before
n ex t year
th e n ex t year
la st w eek
th e w eek before, th e p revious w eek
here —* th ere
th is -* th a t
th ese -*■ th ose
Н еобх од и м о т а к ж е о б р а ти ть в н и м а н и е н а перевод п о д обн ы х п р ед л о ж е­
ний на р усски й я з ы к .
Н е s a id he w as w r itin g a le tte r . О н с к а з а л , ч т о п и ш е т п и сьм о .
S h e s a id she liv e d in R o s to v . О н а с к а з а л а , ч т о ж и в ё т в Р о сто в е .
T h e y s a id th e y h ad liv e d in R o s to v tw o y e a rs b e fo re . О н и с к а з а л и , ч то
ж и л и в Р о с то ве д ва года то м у н азад .
§ 9. В во п р о сах в ко све н н о й р е ч и со б л ю д а ется п р я м о й п о р яд о к сл о в,
т . е. ск а зуе м о е за н и м а е т п о зи ц и ю п о сле п о д л еж ащ его .
Н е asked : “ W h e r e do y o u liv e ? ” -* H e asked m e w h e re I liv e d .
§ 10. Д л я п о ст а н о в к и воп росо в т и п а К т о и з ва с ...?, К т о и з н и х ...?
у п о т р е б л я ю т с я с т р у к т у р ы W h ich o f you ...? W h ich o f th em ,..?
W h ic h o f you h as passed th e e x a m ? К т о и з в а с сд ал э к з а м е н ы ?
Н о'. W ho liv e s in L o n d o n ? К т о ж и в ё т в Л о н д о н е? — M r G re e n does.
Го сп о д и н Г р и н .
§ 11. Г л а г о л ы to ta ste , to sound, to feel, to sm ell, to look, to seem
ч а с то в ы с т у п а ю т в к а ч е с т в е гл а го л а - с в язк и п р и о б р а зо ван и и со ставн о го
105
им ен н о го с к а зу е м о го , в и м е н н о й ч а с т и ко то р о го и с п о л ь з у ю т с я п р и л а г а ­
тел ьн ы е.
I fe e l b ad , I d o n ’t fe e l w e ll. Я ч у в с т в у ю себ я п л о х о , а не хор ош о.
T h e ro se sm e lls sw e e t. Р о з а сл ад ко п а х н е т.
T h e o ran g e ta ste s b itte r . А п е л ь с и н го р ек н а в к у с .
При
это м
в р усско м
в а р и а н те , к а к
вид но и з в ы ш е п р и в е д ё н н ы х
п р и м ер о в, в п р е д л о ж е н и я х и м е е тс я простое гл аго л ьн о е с к а зуе м о е , и
оно о п р е д е л яе тся н а р е чи е м .
106
С и н т а к си с
(S y n ta x )
§ 1. В а н гл и й с к о м я з ы к е с у щ е с т в у ю т
д ве с х о ж и е по с м ы с л у с т р у к т у ­
р ы — одна в к л ю ч а е т слово so, а д р у га я сло во such:
T h e book is so in te re s tin g .
I t is su ch an in te re s tin g book.
Ч т о б ы не о ш и б и т ь с я в и х и с п о л ь зо в а н и и , сл ед ует п о м н и т ь , ч т о слово
so я в л я е т с я у с и л и те л е м к п р и л а г а т е л ь н ы м и н а р е ч и я м , в то в р е м я
к а к сл о во su ch и с п о л ь з у е т с я д л я у с и л е н и я с у щ е с т в и т е л ь н ы х :
so in te re s tin g , so w e ll, so good, so s lo w ly
su ch a fin e s to ry , su ch a p le a s a n t fa c e , su ch lo v e ly m u sic
К а к вид но и з п р и м ер о в, в с т р у к т у р е su ch + с у щ е с т в и т е л ь н о е ч а с то
п р и с у т с т в у е т тр е ти й эл е м е н т, п р и л а га те л ьн о е , я в л я ю щ е е с я оп ред елени ем
к э то м у с у щ е с т в и т е л ь н о м у . О д н ако это т ф а к т н и че го не м е н яе т: слово
su ch т а к и л и и н а ч е по с м ы с л у с в я за н о и м ен н о с с у щ е с т в и т е л ь н ы м .
В это й с т р у к т у р е необход им о и сп о л ьзо ван и е неопределённого а р т и к л я
п р и у с л о в и и , ч т о сущ е с тв и те л ь н о е , к к о то р о м у о тн о с и тс я слово su ch ,
я в л я е т с я и с ч и с л я е м ы м и у п о тр е б л я е тс я в ед и н ствен н о м ч и с л е . С р а вн и те :
I t w as su ch a good idea.
T h e w e re su ch good id e a s. T h a t w as su ch ta s ty b re a d .
§ 2. П о м и м о в о с к л и ц а т е л ь н ы х п р е д л о ж е н и й , н а ч и н а ю щ и х с я со сл о ва
w h a t, в а н гл и й с к о м я з ы к е и с п о л ь з у ю т с я в о с к л и ц а т е л ь н ы е п р е д л о ж е н и я
со сл о во м how . С р а вн и те :
W h a t a c le v e r an sw e r!
H o w c le v e r th e a n sw e r is !
В ы б о р п ер вой и л и вто р о й к о н с т р у к ц и и з а в и с и т от то го , ч т о х о че т под ­
ч е р к н у т ь го в о р я щ и й . Е с л и а к ц е н т д е л а е тся н а пр ед м ете, о ко то р о м
ид ёт р е ч ь , и с п о л ь з у ю т к о н с т р у к ц и ю с w h a t, а есл и н а к а ч е с т в е того ,
о ч ё м го в о р я т, — к о н с т р у к ц и ю с how . С лово w h a t с о о тн о си тся с с у ­
щ е с т в и т е л ь н ы м и , a how — с п р и л а га те л ь н ы м и и н а р е ч и я м и . С р а вн и те :
W h a t a d a y ! W h a t fu n ! W h a t good lu c k !
H o w n ice ! H o w c le v e r! H o w soon!
В в о с к л и ц а т е л ь н ы х п р е д л о ж е н и я х , н а ч и н а ю щ и х с я со с л о в а w h a t, н е ­
обходим о у п о т р е б л я т ь н ео п р ед ел ён н ы й а р т и к л ь , есл и су щ е с тв и те л ь н о е
я в л я е т с я и с ч и с л я е м ы м и и с п о л ь з у е т с я в ед и н ствен н о м ч и с л е .
Internet
Resources
E n .w ikip ed ia.org
R u .w ikipedia. org
British m useum .org
K re m l.ru
L o u v re .fr
M etm useum .org
M useodelprado.es
M uzei-m ira. com
Site k id .ru
Ed u kid s.narod.ru
ww w.rubicon.com
www.bbc.со.uk/learning/sub j ects/english.shtm l
w w w . 1-language .com
www. english-at-home.com
w w w .m any th in g s.org
Вопросы
|#«л—
^
для
самооценки
1. К а к и е и з р а зд е л о в у ч е б н и к а о к а з а л и с ь с а м ы м и с л о ж н ы м и ? К а к в ы
д у м а е те , п о ч е м у ?
2. В к а к и х г р а м м а т и ч е с к и х я в л е н и я х в ы д о п у с т и л и о ш и б к и ?
3. К а к а я л е к с и к а тр е б у е т д а л ь н е й ш е й о т р а б о т к и ?
4. Ч т о м о гл о б ы в а м п о м о ч ь л у ч ш е с п р а в и т ь с я с з а д а н и я м и по говорению ? П и сьм у?
5. П р и х о д и л о с ь л и в а м п р и в ы п о л н е н и и за д а н и й о б р а щ а т ь с я з а д о п о л ­
н и т е л ь н о й п о м о щ ью к с в о е м у у ч и т е л ю ? Р о д и т е л я м ? В к а к и х с л у ч а я х ?
6. И с п о л ь з о в а л и л и в ы п р и в ы п о л н е н и и за д а н и й д о п о л н и т е л ь н ы е р е ­
сур сы : сп р аво чн и ки , И н тер н ет?
7. Н а с к о л ь к о в ы д о в о л ь н ы с в о и м и р е з у л ь т а т а м и ?
List o f Irregular Verbs
be [bi:]
w as/w ere [wdz] /
[W3l]
been [bi:n]
быть
becom e [Ы'клт]
becam e [bi'keim]
becom e [bi'kAm]
становиться, являться
begin [bi'gin]
began [bi'gaen]
begun [bi'gAn]
начинать
blow [blau]
blew [blu:]
blow n [Ыэип]
дуть
break [breik]
broke [Ьгэик]
broken [Ъгэикэп]
ломать
brin g [brig]
brought [bro:t]
brought [bro:t]
приносить
build [bild]
b u ilt [bilt]
b u ilt [bilt]
строить
burn [Ьз:п]
burnt [b3:nt]
burnt [b3:nt]
ж ечь, гореть
buy [bai]
b ough t [bo:t]
bought [bod]
покупать
can [kaen]
could [kud]
catch [kaelj]
caught [ko:t]
caught [ko:t]
схватить
choose [1ju:z]
chose [tjauz]
chosen ['ijauzn]
выбирать
com e [клт]
cam e [keim]
com e [к лт]
приходить
cu t [kAt]
cu t [kAt]
cu t [kAt]
резать
do [du:]
did [did]
done [dAn]
делать
draw [dro:]
drew [dru:]
drawn [dro:n]
рисовать
dream [dri:m]
dream ed/dream t
[dremt]
dream ed/dream t
[dremt]
мечтать
drink [drigk]
drank [draegk]
drunk [drAgk]
пить
drive [draiv]
drove [drauv]
driven ['dnvn]
водить (машину
мочь
и т. п.)
eat [i:t]
ate [et]
eaten ['i:tn]
есть
fa ll [fo:l]
fe ll [fel]
fallen ['fb:lan]
падать
fig h t [fait]
fou gh t [fo:t]
fou gh t [fo:t]
драться, сраж аться
fin d [faind]
found [faund]
found [faund]
находить
fly [flai]
flew [flu:]
flow n [flaun]
летать
forget [fa'get]
forgot [fa'gDt]
forgotten
[fa'gDtn]
забывать
g et [get]
got [got]
got [gDt]
получать
give [giv]
gave [gerv]
given ['grvn]
давать
109
Продолжение табл.
110
go [д эи ]
w e n t [w e n t]
g o n e[g D n ]
и д ти , н а п р а в л я т ь с я
g ro w [д гэи]
g re w [g ru :]
g ro w n [g rau n ]
р а с ти
h a n g [haerj]
h u n g [Ь л д ]
h u n g [Ь л д ]
веш ать
h a ve [haev]
h ad [haed]
h a d [haed]
и м еть
h e a r [h is ]
h e a rd [h3:d]
h e a rd [h3 :d]
сл ы ш ать
h o ld [h a u ld ]
h e ld [h e ld ]
h e ld [h e ld ]
д ер ж ать
keep [k i:p ]
k e p t [k ep t]
k e p t [k ep t]
д е р ж а т ь , с о д е р ж а ть
k n o w [п аи ]
k n e w [n ju :]
k n o w n [n au n ]
зн ать
le a d [li:d ]
le d [le d ]
le d [le d ]
вести , р уко во д и ть
le a rn [1з:п]
le a rn e d / le a rn t
[b :n t]
le a rn e d / le a rn t
[b :n t]
учи ть
le a v e [li:v ]
le f t [le ft]
le f t [le ft]
у е з ж а т ь , п о ки д ать,
о ставл ять
le t [le t]
le t [le t]
le t [le t]
п о зво л ять,
д авать
lie [la i]
la y [le i]
la in [le in ]
л еж ать
lo se [lu :z ]
lo s t [lD St]
lo s t [lD St]
тер ять
m ake [m e ik ]
m ad e [m eid ]
m ade [m eid ]
д е л а ть , и з г о т о в л я т ь
m ean [m i:n ]
m e a n t [m en t]
m e a n t [m en t]
з н а ч и т ь , и м е т ь в ви д у
m eet [m i:t]
m et [m et]
m e t [m et]
встр ечать
p u t [p u t]
p u t [p u t]
p u t [p u t]
кл асть
re a d [ri:d ]
re a d [re d ]
re a d [re d ]
чи тать
rid e [ra id ]
ro d e [rau d ]
rid d e n ['rid n ]
е зд и ть ( верхом
на лош ади, на
велосипеде)
r in g [rig ]
ra n g [raeg]
ru n g [глд ]
зво н и ть
ris e [ra iz ]
ro se [rau z ]
ris e n ['riz n ]
в о с х о д и ть, в с т а в а т ь ,
п о д н и м аться
ru n [гл п ]
ra n [raen]
ru n [глп]
б е га ть
s a y [se i]
sa id [sed ]
s a id [sed]
сказать
see [s i:]
saw [sa:]
seen [si:n ]
в и д е ть
send [send ]
se n t [sen t]
se n t [sen t]
п о сы л ать
s k i [s k i:]
s k ie d [sk i:d ]
s k ie d [sk i:d ]
кататься
на лы ж ах
Окончание табл.
sp eak [spi:k]
sp oke [spauk]
sp oken [spaukan]
говорить
sp e ll [spel]
sp e lt [spelt]
sp elt [spelt]
п роизносить
по буквам
sp en d [spend]
sp en t [spent]
sp en t [spent]
тратить (деньги)',
проводить (время)
sta n d [staend]
sto o d [stud]
sto o d [stud]
стоять
ste a l [sti:l]
sto le [staul]
sto len ['staulen]
красть
str ik e [straik]
stru ck [stmk]
stru ck [strAk]
удар ять, бить (о часах)
sw im [swim]
sw am [swaem]
sw um [swAm]
плавать
ta k e [teik]
took [tuk]
ta k en ['teikan]
брать
tea ch [ti:tj]
ta u g h t [ta:t]
ta u g h t [ta:t]
учи ть, обучать
te ll [tel]
to ld [tauld]
to ld [tauld]
ск азать, рассказать
th in k [Birjk]
th o u g h t [0a:t]
th o u g h t [0a:t]
дум ать
u n d erstan d
[Anda'staend]
u n d erstood
[Anda'stud]
u n d erstood
[Anda'stud]
поним ать
w ear [wea]
w ore [wa:]
w orn [wa:n]
н осить, быть одеты м
w in [win]
w on [WAn]
w on [waii]
выигрывать
w rite [rait]
w rote [raut]
w ritten ['ritn]
писать
ENGLISH-RUSSIAN VOCABULARY
A
achieve [a'tji:v] достигать
achievem ent [a'tjkvmant] достижение
add [£ed] добавлять, прибавлять
ad m iration [^dm a'reijn] восхищение
adm ire [ad'maia] 1) восхищ аться; 2) лю боваться
to adm ire somebody fo r som ething восхищ аться кем-либо за что-то
adm irer [ad'maiara] поклонник
adopt*1 [a'dopt] принимать в свою семью
advantage [ad'vaintidj] преимущ ество
to have an advantage over somebody иметь преимущ ество перед
кем-то
adventure [ad'ventfb] приклю чение
aerobics [ea'raubiks] аэробика
to do aerobics заним аться аэробикой
agree [a'gri:] соглаш аться
to agree to som ething соглаш аться на что-то
to agree w ith somebody on/about som ething соглаш аться с кем-то
по какому-то поводу
a lik e [a'laik] похожий, сходный
allo w [э'1аи] позволять, разреш ать
an n iversa ry* [^ n i'vsisri] юбилей
anyw here ['eni,wea] где бы то ни было
applaud [s'pb:d] аплодировать
applause [a'pb:z] аплодисменты
aren a* [э'п:пэ] арена
a th le tic [aeG'letik] спортивный, атлетический
atten tio n [a'tenjn] внимание
a tte n tive [a'tentiv] вним ательны й
to be a tte n tive to som ebody/som ething бы ть вним ательны м к комуто или чему-то
A u s tria * [’ostria] А встр и я
В
balance ['baebns] уравновеш ивать
b alcony ['baelkani] балкон
in the balcony на балконе
b aseball ['beisbo:l] бейсбол
b attle ['baetl] 1) n битва; 2) v биться, сраж аться
to w in a b attle вы играть сражение
В С * [jbi^si:] (Befo re C h rist) до наш ей эры (до Рож дества Христова)
besides [bi'saidz] кроме (того)
b iolo g ical ^baia'lDdpkl] биологический
blockbuster [tblpk,bASt3] блокбастер
1 Значок * означает, что слово не входит в активный вокабуляр учащихся
blood [bl/vd] кровь
in blood по крови
box [boks] 1) коробка; 2) театральная лож а
box o ffice ['boks ,Dfis] касса (в кино или театре)
brick [brik] 1) n кирпич; 2) adj кирпичный
b rillia n t ['briliant] блестящ ий, великолепный
b rillia n tly ['briliantli] блестящ е, великолепно
bronze* [bronz] 1) n бронза; 2) adj бронзовый
b u ffet ['bufei] буфет
burry ['beri] 1) хоронить; 2) закапывать
С
cardboard ['ka:dba:d] 1) n картон; 2) adj картонный
carin g ['kearirj] заботливый
cartoon [ka:'tu:n] мультипликационный фильм
cem en t [si'ment] 1) n цемент; 2) adj цементный
cen tral ['sentral] центральный
cerem ony ['serimani] церемония
cham pion ['tjaempian] чемпион
ch aracter ['kaerakta] 1) характер; 2) герой ( фильма, спектакля, книги)
ch a racteristic j^kaerakta'ristik] характерный
ch art* ['$a:t] таблица, чертёж
cheap [tji:p] дешёвый
china ['tjaina] 1) n фарфор; 2) adj фарфоровый
chorus* ['ka:ras] хор, припев
C inderella* [^inda'rela] Золуш ка
circle ['s3:kl] 1) круг; 2) бельэтаж (в театре)
in th e circle в бельэтаже
cla ssic a l ['klaesikl] классический
cla u se* [kb:z] придаточное предлож ение
clim a tic [klai'maetik] климатический
clim b [klaim] забираться, карабкаться
rock clim b in g скалолазание
cloakroom ['klaukrum] театральный гардероб
a t th e cloakroom в гардеробе
com edy ['kmnadi] комедия
com ical ['knmik] комический, комичный
com m ittee [ka'miti] комитет
com p ete [kam'pirt] соревноваться, состязаться
co m p etitive [kam'petativ] d ancing спортивные танцы
con n ect [ka'nekt] соединять
con n ection [ka'nekjn] связь, соединение
co n trast ['kDntra:st] контраст, противопоставление
by con trast в противоположность
con trib u te [kan'tribju:t] вносить вклад
con trib u tion [^Dntn'bju^n] вклад
to m ake a con trib u tion o f som eth in g вносить вклад в виде чеголибо
to m ake a con trib u tion to som eth in g вносить вклад во что-то
сор [kop] ( inform al ) полицейский
cord [ka:d] бечёвка, верёвка, шнур
113
114
c o t t o n ['kDtn] 1) n х л о п о к ; 2 ) ad) сд е л а н н ы й и з х л о п к а
c o u n t* [kaunt] гр аф
c o u r t [ka:t] к ор т
c r a sh * [kraej] р а зб и т ь с я
c r im e [kraim] п р е ст у п л е н и е
t o c o m m it a c r im e сов ер ш ать п р е ст у п л е н и е
t o s o lv e a c r im e р аск р ы ть п р е ст у п л е н и е
c r it ic is m * ['kntisizm ] к р и т и к а
t o fa c e c r it ic is m * ст а л к и в а т ь ся с к р и т и к о й
c r u e l ['kru:ol] ж е с т о к и й
c r u e lt y ['kruialti] ж е ст о к о ст ь
c r y [krai] 1) п л ак ать; 2 ) к р и ч ать
t o c r y o n s o m e b o d y ’s s h o u ld e r ж а л о в а т ь ся , и зл и в а т ь д у ш у к о м у -т о
t o c r y w it h p a in /h a p p in e s s к р и ч ать (п л а к а ть ) от б о л и , сч асть я
c u r t a in ['к з:т ] за н а в ес
c y c lin g ['saikliq] в ел о си п ед н ы й сп о р т
t o g o c y c lin g за н и м а т ь с я в ел о сп о р то м
D
d e a th [de6] см ер ть
d e g r e e * [di'gri:] д и п л о м , у ч ён а я ст еп ен ь
d e liv e r * [di'lrva] д о ст а в л я т ь , п р и в о зи ть
d e s c r ip tio n * [di'skripjn] о п и са н и е
d e s ig n * [di'zain] 1) n д и з а й н , р а зр а б о т к а ; 2 ) v р азр абаты вать
d e v o te [di'vaut] п осв я щ ать
t o d e v o te s o m e t h in g t o so m e b o d y п о св я щ а ть ч то -то к о м у -л и б о
d e v o te d [di'vautid] п р ед а н н ы й
a d e v o te d fr ie n d в ер н ы й д р у г
d e v o tio n [di'vaujn] п р ед ан н ост ь
d ia m o n d * ['daiamand] бр и л л и а н т
d ig it a l* ['didptl] ц и ф р о в о й
d ir e c to r [di'rekta] р е ж и с с ё р
d o c u m e n ta r y [tdokjэ 1m entari] 1) ad) до к у м ен т а л ь н ы й ; 2 ) n д о к у м ен т а л ь н ы й
ф ильм
d r a m a ['dra:ma] д р а м а
a p s y c h o lo g ic a l d r a m a п с и х о л о г и ч е с к а я д р а м а
d r a m a tis t* ['dram atist] д р а м а т у р г
d ra w [dra:] н и ч ь я (в игре)
to e n d i n /w it h a d ra w за к о н ч и т ь с я вн и ч ью
d u k e * [dju:k] гер ц о г
d u ty ['dju:ti] д о л г , о б я за н н о с т ь
t o d o o n e ’s d u ty в ы п ол н я ть св ой д о л г
E
e c o lo g is t [I'kDlacljist] эк о л о г
e f f e c t [I'fekt] эф ф ек т
s p e c ia l e f f e c t s сп е ц и а л ь н ы е эф ф ек т ы (в кино)
e ld e r ['elds] ст а р ш и й
e ld e s t ['eldist] са м ы й ст а р ш и й
e le c tio n s * [ 1'lekjnz] вы боры
e le ctro n ic s* ^elek'troniks] эл ектр о н и ка
elegance [elig an s] элегантность
ele m e n ta ry * ^eli'm entri] элем ентарны й, простой
else [els] ещ ё
an yw h ere else где-нибудь ещ ё
nobody else н и кто больш е
w h a t else что ещё
w ho else к то ещ ё
end [end] 1) n конец ; 2) v за к а н ч и в а ть с я
to end in за к о н ч и тьс я чем-либо
to end up о к а за тьс я, о ч у ти ть с я
to end sm th w ith sm th за к о н ч и ть что-то чем-то
a t th e end в конце
end in g ['endirj] ф инал
E n lig h te n m e n t* [in'laitnm ant] П росвещ ение
th e A g e o f E n lig h te n m e n t в е к П ро свещ ения
e n te r ['enta] вход ить, вступ а ть, п о ступ ать
to e n te r u n iv e rs ity п о ступ ать в ун и вер си тет
en te rta in m e n t ^enta'teinmant] развлечение
en tran ce [entrans] вход
eq uip m ent [I'kwipmant] оборудование
a piece o f eq uip m ent предмет оборудования
e ra * ['iara] эра
even t [iV en t] собы тие, вы ступ л ен и е (в спорте)
a h is to ric e ven t историческое собы тие
e v e n tu a lly [i'vent[uali] со временем, в конц е конц ов
ex cite [ik'sait] волно вать, во зб уж д ать
ex cited [ik'saitid] взволн о ван н ы й
ex citem en t [ik'saitm ant] волнение
ex p ect* [ik'spekt] о ж и д ать
exp ensive [ik'spensiv] дорогой, дорогостоящ ий
ex p erim en t* [ik'sperim ent] 1) n о п ы т; 2) v эксп ери м ентир овать
e x p la in [ik'splem ] о б ъ ясн ять
to e x p la in som eth ing to som ebody о б ъ я с н я ть что-то кому-то
F
fa ir [fea] 1) к р аси вы й ; 2) светл ы й ; 3) справед ливы й
fe llo w * ['felau] п р и ятел ь, парень
film [film ] ки н о , кино ф ильм
a co lo u r film ц ветной ф ильм
film in d u s try ки н о и н д устр и я
a h o rro r film ф ильм уж асо в
a science fic tio n (s c i- fi) film научн о-п оп уляр н ы й ф ильм
fin a lly ['fain ali] наконец
flig h t* [fla it] полёт
flo p [flop ] н еуд ачн ы й , п р о вал ьн ы й ф ильм
fo rm er ['faim a] пер вы й из уп о м ян уты х
fo ye r ['faiei] фойе
frig h te n in g * ['ffaitanir)] п угаю щ и й
fu rth e r ['f3:6a] д альн ей ш и й , более д альний (no расст оянию )
fu rth e s t ['f3:6ist] сам ы й д альний (no расст оянию )
G
116
gallery ['gaelari] галёрка
in the gallery на галёрке
geographical [^ka'graefikl] географический
gifted ['giftid] одарённый
to be gifted in /a t som ething быть одарённым в какой-либо области
gladiator* ['glaedieita] гладиатор
gla ss [gla:s] 1) n стекло; 2) v стеклянный
globe* [glaub] земной шар, глобус
glove-m aker* ['gl/vv ^ eik a] перчаточник
god [god] бог, божество
God Бог (в христианстве)
g o lf [golf] гольф
goods* [gudz] товары
govern* ['длуэп] управлять
grab [дгаеЬ] хватать
graduate ['graedjueit] оканчивать, выпускаться
to graduate from a u niversity (college) заканчивать университет,
колледж
graduate ['graedjuit] выпускник
gravity* ['graevati] гравитация
th e law o f gravity* закон всемирного притяжения
gripping ['gripir)] захватывающий
guy [gai] ( informal) парень
gym nastics [djim'naestiks] гимнастика
H
head [hed] 1) n глава; 2) v возглавлять
heroic [hi'rauik] героический
h istorian [hi'sta:rian] историк
h istoric [hi'stDnk] исторический
hit [hit] хит, имеющий успех (о книге, фильме)
to be a h it w ith the public иметь успех у публики
hockey (ice hockey) ['hoki] хоккей, хоккей на льду
hold (held, held) [hauld] держать, доводить
to hold on ждать
to hold on to sm th держаться за что-либо
to hold out протягивать
to hold up задерживать
honour ['ипэ] 1) n честь; 2) v чествовать
h ost* [ht>st] 1) принимать; 2) вмещать
however* [hau'eva] как бы то ни было
I
im aginary* [I'maedjinri] воображаемый
im agination [^maedji'neijn] воображение
im portance [im'pa:tans] важность, значимость
im possible [im'pDsabl] невозможный
im press [im'pres] производить впечатление
im p re s s io n [im 'prejn] в п е ч а т л е н и е
to le a v e a deep im p re s sio n on
som eb od y п р о и з в о д и т ь н а к о г о -т о
гл убок ое вп еч атлен и е
im p ro v e [im'prurv] у л у ч ш а т ь
im p ro v e m e n t [im 'pn nvm ont] у л у ч ш е н и е
im p ro v is e * ['im pravaiz] и м п р о в и зи р о в а т ь
in s tru c tio n * [in'strAkjn] н а с т а в л е н и е
in te lle c t u a l [^nts'lektjual] 1) a d j и н т е л л е к т у а л ь н ы й ; 2 ) n и н т е л л е к т у а л
in te r io r * [in'tiaria] и н т е р ь е р
in te r v a l ['intavl] а н т р а к т , п ер ер ы в
in tro d u c e [^ntra'djms] п р е д с т а в и т ь , п о зн а к о м и т ь
to in tro d u c e o n e s e lf п р е д с т а в и т ь с я
to in tro d u c e som eb od y to som eb od y п р е д с т а в и т ь к о г о -т о к о м у -т о
J
jo in [d p in ] п р и с о е д и н я т ь с я
to jo in in a n a c t iv it y п р и с о е д и н и т ь с я к к а к о й -т о д е я т е л ь н о с т и
to jo in som eb od y п р и с о е д и н и т ь с я к к о м у -т о
ju b ile e * ['djuibili:] ю б и л е й
ju m p [ ф л т р ] 1) n п р ы ж о к ; 2 ) v п р ы га т ь
th e h ig h ju m p п р ы ж о к в в ы со т у
th e lo n g ju m p п р ы ж о к в д л и н у
b u n g ee ['bAndji] ju m p in g п р ы ж о к с т а р за н к и
s k i ju m p in g п р ы ж к и н а л ы ж а х с т р а м п л и н а
К
k e y * [ki:] к л ю ч
k n o w le d g e ['шэЬф] з н а н и я
n o t to m y k n o w le d g e м н е об эт о м н е и зв е с т н о
k n o w le d g e a b le ['n o lid p b l] зн а ю щ и й
L
la s t [la:st] п о с л е д н и й
a t la s t н а к о н е ц
la t t e r ['laeta] в т о р о й и з д в у х у п о м я н у т ы х
la w [Ь :] за к о н
th e la w o f n a tu re з а к о н п р и р о д ы
to b re a k th e la w н а р у ш а т ь за к о н
to k eep la w s со б л ю д а т ь за к о н
to m a k e la w s со зд а в а т ь за к о н ы
le a d [li:d] (le d ) в ест и
to le a d a q u ie t lif e в е с т и т и х у ю , н е з а м е т н у ю ж и з н ь
le a d e r [li:d a ] л и д е р
le a d in g ['li:diq] в е д у щ и й
a le a d in g p a r t/ r o le в е д у щ а я , г л а в н а я р о л ь
le a s t [li:st] н а и м е н ь ш и й
le a th e r [1 еб э ] 1) n к о ж а ; 2 ) a d j к о ж а н ы й
le ss [les] м е н ь ш е
117
library ['la ib ra ri] б и б л и о те к а
lightning* [ laitm q ] м о л н и я
local* ['la u k l] м е с тн ы й
M
118
m agical* ['m aedjikl] в о л ш е б н ы й , м а г и ч е с к и й
majesty* ['m aedjasti] ве л и ч и е
Her Majesty Е ё В е л и ч е с т в о
mankind ['m aenkaind] ч е л о в е ч е ств о
m arketing* ['m a :k itir)] м а р к е т и н г
m atter [ maeta] 1) с у т ь , с у щ н о с т ь ; 2) м а те р и я
meantime j^m im 'taim ] тем вр ем ен ем
in the m eantim e в то ж е сам ое в р е м я
m eanwhile ^ m im 'w ail] в то ж е сам ое в р е м я
mechanic* [m i'kaem k] м е х а н и к
medical ['m ed ik l] м е д и ц и н ск и й
m essage ['m esid j] 1) и д е я ; 2 ) п о сл ан и е
text m essage* 1) n С М С -сообщ ение; 2 ) v п ер ед авать С М С -сообщ ение
m etal ['m e tl] 1) n м е та л л ; 2 ) a d j м е т а л л и ч е с к и й
mime* [m a im ] 1) м и м , у ч а с т н и к п а н то м и м ы ; 2 ) д в и ж е н и я те л а
mind [m ain d ] у м
to my mind к а к м н е п р е д с та в л я е тс я
m ix (up) [m iks] с м е ш и в а т ь
m ixture ['m ikstfa] см есь
a m ixture of feelings с м е ш а н н ы е ч у в с т в а
moral* ['m o ra l] 1) n м о р а л ь; 2 ) a d j н р а в с тв е н н ы й
m ountaineering ^m aun ti'n iarir)] а л ь п и н и з м
m oving ['m u :vir)] 1) д в и ж у щ и й с я ; 2 ) тр о га т е л ь н ы й
fast m oving б ы стр о р а зв и в а ю щ е е с я (о д е й с т в и и ф и льм а , сюж ете)
m usical ['m ju :z ik l] 1) a d j м у з ы к а л ь н ы й ; 2) п м ю з и к л
N
nation ['n e ijn ] н а ц и я , народ
national ['naejnal] н а ц и о н а л ь н ы й
the national team сб о р н ая ко м а н д а
new [nju:] н о в ы й
brand-new аб со л ю тн о н о в ы й , «с и г о л о ч к и »
news* [n ju :z ] н о во сти
noble ['n au b l] б л аго р о д н ы й
novel ['n D val] р ом ан
Nutcracker*['nAtlkraeka] Щ е л к у н ч и к
О
object* ['D bdpkt] пр ед м ет, о б ъ е к т
offer [ ‘o fs] п р е д л агать
oil* [o il] н е ф ть, р а сти те л ьн о е м асл о
opera [Ъ р г э ] оп ера
(a pair of) opera glasses [Ъ р гэ ,gla;siz] т е а т р а л ь н ы й
opinion [э'р и у э п ] м н ен и е
би н окль
o p p o rtu n ity ^D pa'tjum iti] в о зм о ж н о ст ь
to ta k e / m is s a n o p p o rtu n ity и с п о л ь з о в а т ь / у п у с т и т ь во зм о ж н о ст ь
o p tic s * ['D ptiks] о п т и к а
o r b it* ['a :b it] о р б и та
o rc h e s tra p it ['aik istra ,pit] о р к е с тр о в а я я м а
o rg a n iz e ['a:ganaiz] о р га н и зо в ы в а ть
o r ig in a l [a'rK & in l] о р и ги н а л ьн ы й
p
p a l [pael] ( in fo r m a l ) п р и я т е л ь
p a n to m im e ['paentam aim ] п а н то м и м а
p a r k o u r* [p a:'k u a ] п а р к у р
p eace [p i:s] м и р , п о ко й
to k eep p eace с о х р а н я ть м и р
w a r a n d p eace в о й н а и м и р
p e a c e fu l ['p i:s fl] м и р н ы й , с п о к о й н ы й
p e rc e n t (p e r c e n t) [p a'sen t] п р оц ен т
p e rfe c tio n is t* [p a'fekjan ist] п ер ф екц и о н и ст
P e r s ia * [р з :[э ] П е р с и я
p e rs o n a lity * [p sisa'naelati] л и ч н о с т ь
p h ilo s o p h y [fi'lD safi] ф и л о со ф и я
p ia n is t ['pi:am st] п и а н и с т
p ic k * [p ik ] со б и р ать, р в а т ь
p in e * [p ain ] со сн а
p la s tic ['plaestik] 1) n п л а с т и к ; 2 ) a d j п л а с т и к о в ы й , п л а с тм а с с о в ы й
p la tfo r m * ['plcetfa:m ] п о м о ст, п л а тф о р м а
p la y h o u s e * ['p leih au s] театр
p le a s u re ['р1езэ] уд о в о л ьств и е
w ith p le a s u re с уд о во л ьств и е м
p o e tic [p au 'etik ] п о э т и ч н ы й , п о э ти ч е с к и й
p o lit ic a l [p a 'litik l] п о л и т и ч е с к и й
p o lo ['p au lau ] поло
w a te r p o lo ввод ное поло
p o s itio n * [p a 'z ijn ] м есто , п о зи ц и я , д о л ж н о с ть
p o ssib le ['pD sabl] в о з м о ж н ы й
p re fe re n c e ['p refran s] п р ед п о чтен и е
p re - h is to ric * ^prkhi'stD rik] д о и сто р и ч е ск и й
p re se n ce ['prezans] п р и с у т с тв и е
p ress (th e ) [p res] п р есса
p re v io u s ['p ri:v ia s ] п р е д ы д ущ и й , п р е д ш е ств ую щ и й
p re v io u s ly ['p ri:v ia s li] ранее
p ric e [p ra is] ц ен а
to
buy
s o m e th in g
at
a
c e r ta in
p ric e
п о куп ать
что-либо
оп ред елённ ой цене
p ric e le s s ['p raislas] б е сц е н н ы й
p ric y (p r ic ie ) ['p ra is i] д орогой, д о р о го сто ящ и й
p r im itiv e * ['p rim itiv ] п р о сто й , п р и м и т и в н ы й
p riz e [p raiz ] н агр ад а, п р и з
to w in / g e t a p riz e в ы и г р а т ь , п о л у ч и т ь н а гр а д у, п р и з
p ro d u ce [p ra'd ju :s] п р о и зво д и ть, в ы п у с к а т ь
to p ro d u ce goods в ы п у с к а т ь то ва р ы
p ro d u c t* ['prodA kt] п р о д ук т
119
по
120
p ro g ra m m e ['praugraem ] п р о гр ам м а
p ro v e * [p ru :v ] д о к а з ы в а т ь
p u b lic ['р л Ь Ь к ] о б щ е ст ве н н ы й , п у б л и ч н ы й
p u n is h ['p A n iJ] н а к а з ы в а т ь
to p u n is h som eb od y fo r s o m e th in g н а к а з ы в а т ь кого-то за что-либо
p u t [p u t] к л а с т ь
to p u t d o w n з а п и с а т ь
to p u t o ff о т л о ж и т ь , о тс р о ч и ть
to p u t o u t п о га с и ть , в ы к л ю ч и т ь
to p u t u p w ith s o m e th in g м и р и т ь с я с чем -либо
R
ra c e [re is] го н к а , с о с т я за н и е н а ск о р о сть
c a r ra c in g * а в то го н к и
m o to rc y c le ra c in g м о то го н к и
to ra c e som eb od y to a p la c e б е ж а т ь с кем -то н а п е р е го н к и до како гото м еста
ra n c h * [ra :n tj] р ан чо
ra p id ['raepid] б ы с тр ы й
r a p id ly ['raepidli] бы стр о
re a p p e a r [,п :э'р 1э ] п о я в л я т ь с я в н о вь
re c e iv e [ri's i:v ] п о л у ч а т ь , п р и н и м а ть
to re c e iv e v is ito r s п р и н и м а т ь п о се ти те л е й , го стей
re fu s e [ri'iju :z ] о т к а з ы в а т ь с я
re m e m b ra n c e * [ri'm em brans] н а п о м и н ан и е
re p ly [ri'p la i] 1) v о тв е т и ть ; 2 ) n о тв е т , р е п л и к а
re q u ire d * [ri'k w a ia d ] т р е б у ю щ и й с я , н ео бх о д и м ы й
re s is ta n c e [n'zistan s] со п р о ти вл ен и е
re s p e c t [n 'sp ek t] у в а ж е н и е
re s p e c t fo r som eb od y / so m e th in g у в а ж е н и е к к о м у- то , чем у-то
re s p e c ta b le [ri'sp ektab l] у в а ж а е м ы й , р е сп е к та б е л ь н ы й
re sp e c te d [n 'sp ek tid ] у в а ж а е м ы й
re sp o n s ib le [n'spD nsabl] о тв е т ст в е н н ы й
to be re s p o n s ib le fo r s o m e th in g о т в е ч а т ь за что-либо
re tu r n [ri't3 :n ] в е р н у т ь , в е р н у т ь с я
ris e (ro s e , ris e n ) [ra iz ] п о д н и м а тьс я
ro b b e ry * ['ro b a ri] о гр аб л ен и е, гр а б ё ж
ro d e o * [rau 'd eiau ] родео
ro w [гэи ] р яд
ro y a l* ['ro ia l] к о р о л е в с к и й
ru b b e r ['гл Ь э] 1) n р е зи н а ; 2 ) a d j р е зи н о в ы й
ru g b y ['гл д Ы ] р егби
r u le r * ['ги:1э] п р а в и те л ь
ru n [гл п ] п р о т я ж ё н н о с т ь
in th e lo n g ru n * в п е р с п е к ти в е , когд а-н и буд ь
S
s a fe [seif] н а д ё ж н ы й , з а щ и щ ё н н ы й
s a fe a n d so u n d в ц ел о сти и со х р ан н о сти
scen e [si:n ] сц ен а
a scen e o f c rim e м есто п р е с ту п л е н и я
scenery ['si:n a ri] д еко р ац и и
school [sk u :l] ш к о л а
high school с та р ш и е к л а с с ы ш к о л ы (в С Ш А )
score [ska:] 1) п с ч ё т ; 2) v п о л у ч и т ь о ч к о , з а б и т ь гол
screen [sk ri:n ] эк р а н
to come to the screen в ы й т и н а эк р а н
screen version э к р а н и з а ц и я
see [s i:] ви д еть
to see smb around в с т р е ч а т ь с я с кем -либо
to see through ви д е ть н а с к в о з ь
to see to п р и г л я д ы в а т ь , п о за б о ти ть с я
to see off п р о в о ж а ть
seem [si:m ] к а з а т ь с я
to seem to somebody к а з а т ь с я ко м у-то
seldom* ['seldam ] ред ко
sense [sens] 1) р а зу м ; 2 ) ч у в с т в о
a sense of humour ч у в с т в о ю м о р а
common sense зд р а в ы й с м ы с л
sensible ['sensabl] р а з у м н ы й
series* ['sia ri:z ] с е р и я
shallow ['jaelau] 1) м е л к и й ; 2 ) л и ш ё н н ы й гл уб о к о го
с о д е р ж а н и я,
п о ве р х н о стн ы й
share [je a ] 1) v д е л и т ь (с я ), р а зд е л ять 2 ) п д о л я
to share am ong/bet w een/w ith somebody д е л и ть м е ж д у кем -то, с
кем -то
silence ['sailan s] м о л ч а н и е , т и ш и н а
silent ['sa ila n t] 1) ти х и й , м о л ч а л и в ы й ; 2 ) нем ой (о ф и л ь м е )
to keep silent
х р а н и ть м о л ч а н и е , со б л ю д ать
ти ш и н у
a silent film нем о й ф и л ьм
silk [s ilk ] 1) п ш ё л к ; 2 ) a d j ш ё л к о в ы й
silly ['s ili] г л у п ы й
silver ['s ilv a ] 1) п серебро; 2 ) a d j се р е б р ян ы й
a silver medal се р е б р ян а я м ед ал ь
skateboarding ['skeitbordiq] к а т а н и е н а скей тб ор д е
ski [s k i:] к а т а т ь с я н а л ы ж а х
ski cap ['ski: ,kaep] л ы ж н а я ш а п о ч к а
ski suit ['ski: ,su:t] л ы ж н ы й к о с тю м
slavery* ['s le iv a ri] р абство
sm ell [sm el] 1) n
за п а х ; 2 ) v п а х н у т ь
sm ile [sm ail] 1) n
ул ы б к а ; 2) v ул ы б а ться
to sm ile at somebody у л ы б н у т ь с я ком у-то
to sm ile to oneself у л ы б а т ь с я са м о м у себе, сво и м м ы с л я м
so [sau] т а к
so-so т а к себе, не о ч е н ь х о р о ш и й
sock [snk] н о со к
knee-length (knee-high) socks го л ь ф ы
solve* [sdIv] р еш а т ь
soul* [sau l] д у ш а
sound [saund] 1) n з в у к ; 2 ) v з в у ч а т ь
a sound film з в у к о в о й ф и л ьм
That sounds good. Э то з в у ч и т з а м а н ч и в о ,
spectator ^spek'teita] зр и те л ь
spectrum* ['sp ektram ] с п е к тр
121
122
s p o r ts w e a r * [sp a:tsw ea] сп о р т и в н а я о д е ж д а
s t a g e [steidj] с ц е н а , п о д м о ст к и
o n t h e s t a g e н а сц е н е
s t a l l s [sta:lz] п ар т ер
in t h e s t a l l s в п ар тер е
s t a r [sta:] 1) n зв е зд а ; 2) v бл и ста т ь , сн и м а т ь ся в к и н о
s t e a l* [sti:l] ( s t o le , s t o le n ) к р асть
s t ic k [stik] п а л к а
a m a g ic s t ic k в о л ш еб н а я п а л о ч к а
s t o le n * [stau lan ] у к р а д е н н ы й
s t u d ie s * ['stAdiz] у ч ёб а , за н я т и я
s u r f in g ['s3:fir)] сёр ф и н г
s w im m in g t r u n k s ['swim iq ,trAgks] п л а в к и
s w im s u it ['swim su:t] к у п а л ь н и к
T
t a [ta :] ( in form al ) сп а си б о
t a - t a [ta 'ta :] ( in form al ) п о к а , д о св и д а н и я
t a le n t [taelant] тал ан т
t a le n t e d ['tselantid] т ал ан тл и в ы й
t a s t e [teist] 1) n в к ус; 2) v и м еть в к ус
t o m y t a s t e м н е п о в к у су
te a m [ti:m ] к о м а н д а
te le s c o p e ['teliskaup] т ел еск о п
a r e f le c t in g t e le s c o p e о т р а ж а ю щ и й т ел еск о п
t e r r if ic [ta'rifik] п о т р я са ю щ и й
t e r r o r iz e ['teraraiz] тер р ор и зи р ов а т ь
t h o u g h [баи] х о т я
t h o u g h t -p r o v o k in g ['Gadpra^aukirj] д а ю щ и й п и щ у д л я р а зм ы ш л е н и й
t h r ill [G ril] 1) n в ол н ен и е; 2) v в олн овать
t h r ille d [G rild] в зв о л н о в а н н ы й , в о зб у ж д ё н н ы й
t h r illin g ['G riliq ] в о л н у ю щ и й , щ е к о ч у щ и й нервы
t ic k e t ['tik it] 1) би л ет; 2) ж е т о н , н о м ер о к
t ic k e t o f fic e б и л е т н а я к а сс а
t r a in /p la n e /b o a t /b u s t ic k e t б и л ет н а п о е з д , са м о л ёт , к о р а б л ь ,
ав тобус
t r a g e d y ['treedjadi] т р а гед и я
tr a m p * [traemp] б р о д я га
tr a n s p o r t ['traenspa:t] 1) n тр ан сп ор т; 2 ) v [traens'pa:t] п ер ев о зи т ь
U
u m b r e lla * [лш'Ьге1э] зо н т
u n iq u e * jju:'ni:k] у н и к а л ь н ы й
u s h e r [ ' ф ] к а п ел ь д и н ер , б и л етёр
V
v ic to r y * ['v ik ta ri] п о б ед а
v ie w [v ju :] в и д , в згл я д
in m y v ie w с м о ей т о ч к и зр е н и я
v illa g e [Vilicfe] деревня
vio len t ['vaialant] ж естокий
W
w aste [weist] напрасная трата
a w aste of tim e напрасная трата времени
w ealth y ['welGi] состоятельный
w e ig h tliftin g ['weit^iftip] тяж ёл а я атлетика
w ell-behaved* ^welbi'heivd] воспитанный
west [west] запад
the W ild W e s t Д икий Запад
w estern ['westan] западный
w h atever* [wDt'eva] что угодно
w hole [haul] целый
w illin g ly ['wilipli] охотно
w ind surfing ['winds3:fir}] виндсёрфинг
w ine* [wain] вино
w inner ['wina] победитель
wisdom ['wizdam] мудрость
w it* [wit] ум , остроумие
w ith in [wi'din] внутри, в течение (о периоде времени)
w ith in an hour в течение часа
w ith in the cou ntry внутри страны
woe* [wau] горе
wonder ['wAnda] интересоваться, спраш ивать
w o rld [W3:ld] мир
a ll over the w o rld во всём мире
wool [w ul] ш ерсть
Y
yoga ['jauga] йога
List of Proper Names
124
Alaska [a'laeska]
Аляска (штат в США)
Albania [asl'bemia]
Албания (государство в Европе)
(the) Appalachians [,aepa'leijanz]
Аппалачи/Аппалачские горы
(горная система на востоке
Северной Америки)
Australia [Dstreilia]
Австралия
Austria ['DStria]
Австрия (государство в Европе)
Brazil [bra'zil]
Бразилия (государство в Южной
Америке)
Covent Garden [,kDvant 'ga:dn]
Ковент-Гарден (театр в Лондоне,
место проведения оперных и ба­
летных спектаклей)
Brighon ['braitn]
Брайтон (город на юге
Великобритании)
Brussels ['brAslz]
Брюссель (столица Бельгии)
Canberra ['kaenbara]
Канберра (столица Австралии)
Chicago [fi'kcirgau]
Чикаго (город в США)
China ['t£aina]
Китай (государство в Восточной
А зии)
(the) Colorado River [,ко1э'га:ёэи ,riva]
река Колорадо (на юго-западе
США и северо-западе Мексики)
Death Valley [,de0 'vaeli]
Долина Смерти (США, националь­
ный заповедник в восточной
части Калифорнии)
(один из старей­
ших лондонских театров)
(the) Globe Theatre [,glsub 'Biata]
театр «Глобус»
(the) Grand Canyon [,graend 'kaenjan]
Великий (Большой) Каньон (США)
(the) Great Planes [,greit 'pleinz]
Великие равнины (США), предгор­
ное плато Кордильерских гор
Japan [dja'paen]
Япония
Kansas City [,kaenzas 'siti]
Канзас-Сити (1) город в штате
Миссури, США; 2) город в шта­
те Канзас, США)
Lake Badwater [,leik 'baedwarta]
озеро Бэдвоутер (в Долине
Смерти, США)
Melbourne ['melban]
Мельбурн (второй по величине
город Австралии)
(th e) N a tio n a l A ir and Space
M useum [,naejnal ,ea and 'speis
mju^zkam]
Национальны й музей
косм онавтики (музей
(th e) N ia g ara F a lls [nai,aegara 'fa:lz]
Н иагарский водопад
(th e) N ia g ara R iv e r [nai,aegara 'riva]
река Н иагара {США)
N ig e ria [nai'c^iaria]
авиации
и
Смитсонов­
ского инст ит ут а в Вашингтоне)
Н игерия {государство в Западной
Африке)
P e rth [рз:0]
П ерт {крупнейший город на западе
А вст ралии и столица штата
Западная Авст ралия)
P e ru [pa'ru:]
П еру {государство в Южной
Америке)
Singapore ^sirja'pa:]
Сингапур {государство в ЮгоВосточной Азии)
Sydney ['sidni]
Сидней {крупнейший город
Авст ралии, расположен на юговостоке, столица штата Новый
Южный Уэльс)
Texas ['teksas]
Техас {штат США)
V an co u ver [vaen'ku:va]
Ван кувер {город на западном побе­
режье Канады)
V ietn am [yjet'nasm]
Вьетнам {государство в ЮгоВосточной Азии)
W em b ley ['wem bli]
Уэмбли {стадион на северо-западе
Лондона)
125
Book Guide ..........................................................................................................
UNIT 3. P e r f o r m in g
126
Step
Step
Step
Step
Step
Step
Step
Step
Step
Step
1 ....................................................................................................................
2 ....................................................................................................................
3 ....................................................................................................................
4 ....................................................................................................................
5 ....................................................................................................................
6 ....................................................................................................................
7 ....................................................................................................................
8. Consolidation and E x te n s io n .............................................................
9. R e v is io n ................................................................................................
10. Test Y o u rs e lf.......................................................................................
UNIT 4. T h e W h o le W o rld
Step
Step
Step
Step
Step
Step
Step
Step
Step
Step
3
A r t s : C in e m a
5
10
14
18
22
27
32
37
44
48
K n o w s Them
1 ....................................................................................................................
2 ....................................................................................................................
3 ....................................................................................................................
4 ....................................................................................................................
5 ....................................................................................................................
6 ....................................................................................................................
7 ....................................................................................................................
8. Consolidation and E x te n s io n .............................................................
9. R e v is io n ................................................................................................
10. Test Y o u rs e lf.......................................................................................
52
59
63
68
73
78
82
87
94
98
G ram m ar R eferen ce.............................................................................................
In tern et Resources...............................................................................................
Вопросы для сам о о ц ен ки ................................................................................
L is t of Irre g u la r V erb s.......................................................................................
English-Russian V o c a b u la ry ..............................................................................
L is t of Prop er N am es.........................................................................................
102
107
108
109
112
124
Серия «Rainbow Eng lish»
Учебное издание
Афанасьева Ольга Васильевна
Михеева И рина Владимировна
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