Short Stories (Короткие рассказы)

КЭТРИН МЭНСФИЛД

Учебное пособие для чтения и обсуждения

Москва Издательство Менеджер 1999

ББК 81.2 Англ М97

К. Мансфилд. Короткие рассказы. Учебное пособие/ Составители Костина С.Г.., Хлебникова И.Н. 2-е изд.— М.: «Издательство Менеджер», 1999 — 192 с. ISBN 5-8346-0006-9 Пособие по домашнему чтению включает в себя рас­ сказы К. Мэнсфилд, снабженные большим количеством разноообразных упражнений, направленных на расши­ рение словарного запаса и развитие навыков устной речи. Пособие расчитано на учащихся старших классов школ, гимназий и лицеев.

© «Издательство Менеджер», 1998.

ISBN 5-8346-0006-9

Предисловие

Предлагаемое учебное пособие включает несколько рас­ сказов известной английской писательницы Кэтрин Мэнсфилд и предназначается для занятий по домашне­ му чтению с учащимися старших классов общеобразова­ тельных школ, гимназий, лицеев. Цель пособия — нау­ чить учащихся критически и осмысленно подходить к ли­ тературному произведению, представляющему интерес как в идейном, так и в художественном и языковом отно­ шении. Упражнения и задания, включенные в пособие, направ­ лены на пополнение и идиоматизацию словарного запаса учащихся, на развитие навыков устной речи. В пособии содержатся упражнения двух видов. А — лексические упражнения: их выполнение должно пред­ шествовать обсуждению текста в классе. В — речевые уп­ ражнения: этот вид заданий включает вопросы по содер­ жанию произведений, характеристике действующих лиц, оценке их поступков, а также вопросы, касающиеся ос­ новных проблем рассказов. Упражнения носят разнонаправленный характер. Пре­ дусматривается проверка понимания прочитанного, уг­ лубленная работа над вокабуляром, а также повторение некоторых грамматических явлений, представляющих трудности для учащихся. Упражнения с заданием "Explain and expand on the fol­ lowing" предназначены для контроля понимания текста учащимися и, кроме того, они призваны научить школь­ ников интерпретировать текст своими словами. Собственно грамматические упражнения основаны на грамматическом материале, встречающемся в текстах. Их цель — повторить те разделы грамматики английского языка, которые представляют специфические трудности. Упражнения на предлоги и артикли вводятся в пособие на том основании, что даже учащиеся старших классов обычно допускают большое количество ошибок в их упот­ реблении. Пособие снабжено также вступительной статьей об ав­ торе предлагаемых рассказов, комментариями и англо­ русским словарем.

3

Katherine Mansfield (1888 — 1923) 1

K a t h e r i n e Mansfield is t h e p s e u d o n y m of K a t h ­ leen B e a u c h a m p , a w e l l - k n o w n s h o r t - s t o r y w r i t ­ er, w h o enjoys t h e r e p u t a t i o n of being a n English Chekov. S h e w a s b o r n in N e w Zealand in t h e f a m ­ ily of a p r o m i n e n t Wellington businessman. A t t h e a g e of 14 she w a s sent to Q u e e n ' s College, London, w h e r e she r e m a i n e d for four years. S h e h a d a t a l ­ e n t for music a n d for w r i t i n g and w h e n h e r p a r ­ e n t s c a m e to L o n d o n to t a k e h e r h o m e , K a t h e r i n e w a s r e l u c t a n t to g o . S h e talked h e r p a r e n t s into a c c e p t i n g t h a t she w a s serious in h e r a m b i t i o n to b e c o m e a w r i t e r a n d for t h a t she m u s t b e allowed to live in London. K a t h e r i n e Mansfield's first stories a n d s k e t c h e s w e r e published in t h e periodical " T h e N e w Age", to w h i c h she b e c a m e a r e g u l a r c o n t r i b u t o r . H e r first book of short-stories, "In a G e r m a n Pension", a p p e a r e d in 1911. In 1912 she b e g a n to w r i t e for " R h y t h m " , a l i t e r a r y periodical e d i t e d b y J o h n M i d d l e t o n M u r r y , a w e l l - k n o w n critic. M u r r y , w h o m she m a r r i e d in 1918, e n c o u r a g e d a n d culti­ v a t e d h e r obvious t a l e n t , w h i c h e x p r e s s e d itself b e s t in d e e p l y psychological stories. H e r second book, "Bliss a n d O t h e r Stories", a p p e a r e d in 1920 a n d h e r third, " T h e G a r d e n P a r t y " , in 1922. It w a s t h e last of h e r w r i t i n g s to be published in h e r life time . K a t h e r i n e Mansfield w a s v e r y delicate in h e a l t h . S h e h a d suffered from tuberculosis since 1917. S h e led a w a n d e r i n g life in s e a r c h of h e a l t h a n d w r o t e 2

3

4

5

6

7

8

9

4

u n d e r difficulties. S h e died in F r a n c e in J a n u a r y , 1923, at t h e a g e of t h i r t y - f o u r . T w o m o r e collec­ tions of stories w e r e p u b l i s h e d a f t e r h e r d e a t h , m a k i n g five books, a total of e i g h t y - e i g h t s t o r i e s . You'll r e a d some stories b y a British l a d y - w r i t e r w h o is k n o w n as a g r e a t m a s t e r of s h o r t - s t o r y . T h e peculiar features of h e r stories a r e t h e symbolic use of objects a n d incidents a n d a c c u r a c y of detail. S h e is not usually concerned so m u c h w i t h t h e d e v e l o p ­ m e n t of t h e p l o t . Describing h e r c h a r a c t e r s she doesn't so m u c h stress w h a t t h e y do, b u t w h a t t h e y a r e a n d w h a t t h e y feel. S h e is m o r e i n t e r e s t e d in their inner life, w h i c h is n a t u r a l l y r e v e a l e d t h r o ­ u g h t h e i r behavior. K a t h e r i n e Mansfield declares t h a t life m u s t be t a k e n as it i s . S h e n e v e r s a w a n y n e c e s s i t y to c h a n g e it. Yet in spite of t h e objectivity s h e p r o ­ claims, t h e r e a d e r can easily feel h e r s y m p a t h i e s . S h e is v e r y sensitive t o class distinctions a n d h e r s y m p a t h y is a l w a y s on t h e side of t h e h a v e - n o t s , t h o u g h she usually w r i t e s a b o u t t h e English u p p e r class. Besides t h a t , a n y kind of egoism and p r e t e n c e on t h e p a r t of h e r bourgeois c h a r a c t e r s is t r e a t e d w i t h irony. "A C u p of T e a " is r e p r e s e n t a t i v e in this respect . In h e r stories K a t h e r i n e Mansfield w i s h e s "to s h o w t h e complexity of life". T h a t ' s w h y children a r e often chosen as t h e m a i n c h a r a c t e r s . C h i l d r e n g e n e r a l l y r e a c t painfully to s u d d e n c o n t r a s t s or n e w unfamiliar situations. W e h o p e t h a t you'll enjoy stories b y K a t h e r i n e Mansfield, t h a t a r e really lively, fresh a n d n a t u r a l . 10

11

12

1 3

14

15

16

17

18

5

Notes 'pseudonym ['sjuxtanim] — псевдоним enjoys the reputation — имеет репутацию was reluctant to go — не хотела уезжать she talked her parents into accepting... — (зд,) она заставила родителей признать... to which she became a regular contributor — куда она регулярно отсылала свои рассказы encouraged and cultivated her obvious talent — он способствовал развитию её явного таланта it was the last of her writings to be published in her life time — это было последнее произведение, опуб­ ликованное при её жизни was delicate in health — у нее было слабое здоровье she led a wandering life — она вела странствующий образ жизни a total of... — всего, в общей сложности the development of the plot — развитие сюжета which is revealed — которая проявляется life must be taken as it is — жизнь нужно прини­ мать такой, какая она есть in spite of — несмотря на she is very sensitive to... — она остро чувствует the have-nots — неимущие; бедные on the part — со стороны is representative in this respect — показательна в этом отношении

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

List of Vocabulary to have a talent for to talk smb into doing smth ambition (n); ambitious(a) to accept to edit; editor; edition 6

psychology; psychological to suffer from (some disease) peculiar incident to be concerned with smb, smth sympathy to treat smb/smth with... A . Training Excercises 1. Find in the text sentences of the list is used.

in which

Translate

the

these

vocabulary

sentences

into

Russian. 2. Express

the same

combinations

1) 2) 3) 4) 5)

from

notion the

using

words

and

word-

list.

to h a v e a n a p t i t u d e , a n ability to p r e p a r e a m a n u s c r i p t for publication special t h e science of t h e m i n d a n d m e n t a l activities to r e g a r d , to b e h a v e t o w a r d

3. Give

definitions

for the following

ing an English-English own examples

dictionary

to illustrate

their

expressions

us­

and think of

your

usage:

1) to talk s m b into doing s m t h 2) to be c o n c e r n e d w i t h s m t h , s m b 3) s y m p a t h y 4) to suffer from 5) ambition 4. Find in the text the English lowing your

expressions.

for the

fol­

Use them in the sentences

of

own.

7

equivalents

Видный (известный); стремление стать п и с а ­ телем; были опубликованы; глубоко психологич­ н ы е р а с с к а з ы ; писать с большим трудом; в в о з ­ р а с т е 34 лет; точность детали; поведение; необ­ ходимость; провозглашать объективность; к л а с ­ совые р а з л и ч и я ; относиться с иронией; главный герой; незнакомая ситуация; живой; естествен­ ный; сложность ж и з н и . 5. Find in the text the following explain

their

lustrate

their

usage

idiomatic

and make

expressions,

up situations

to il­

meaning:

to enjoy t h e r e p u t a t i o n of...; a t t h e age of...; w e l l k n o w n ; to lead a life; in s e a r c h of; in spite of; to be on t h e side of; in this respect; 6. Find in the text sentences comment

on its usage;

Russian

translate

and use the Russian

translation 7. Make

with the Passive

into

the sentences

translation

for

into back

English.

up a number

on the contents

Voice;

of true-false

of the

statements

based

foreword.

B. S p e e c h Excercises 8. Answer

the following

questions:

1) W h a t is K a t h e r i n e Mansfield? 2) W h e r e did s h e come from? 3) H o w did s h e find herself in London? 4) W a s t h e beginning of h e r l i t e r a r y c a r e e r s u c ­ cessful? 5) W h o played a n i m p o r t a n t role in h e r life? 6) W h a t w a s t h e reason for h e r e a r l y d e a t h ? 8

7) H o w m a n y collections of stories did s h e w r i t e ? 8) W h a t a r e t h e peculiar f e a t u r e s of K a t h e r i n e Mansfield's stories? 9) W h a t is h e r m a i n concern w h e n describing h e r characters? 10) Is s h e sensitive to class distinctions? 11) W h o m does s h e a l w a y s s y m p a t h i z e w i t h ? 12) W h y a r e c h i l d r e n often chosen b y K a t h e r i n e Mansfield a s t h e m a i n c h a r a c t e r s of h e r s t o ­ ries? 13) W h y did Mansfield once call herself " A n E n ­ glish C h e k o v " ? 9. Paraphrase,

explain

and expand

on the

follow­

ing:

1) K a t h e r i n e Mansfield enjoys t h e r e p u t a t i o n of being a n English Chekov. 2) K a t h e r i n e w a s serious in h e r a m b i t i o n to b e ­ come a w r i t e r . 3) J o h n Middleton M u r r y e n c o u r a g e d a n d culti­ v a t e d h e r obvious talent. 4) K a t h e r i n e M a n s f i e l d w a s v e r y d e l i c a t e in health. 5) S h e is k n o w n as a g r e a t m a s t e r of s h o r t story. 6) K a t h e r i n e Mansfield declares t h a t life m u s t be t a k e n as it is. 7) In h e r stories Mansfield w i s h e s "to s h o w t h e complexity of life". 8) H e r stories a r e really lively, fresh a n d n a t u r a l . 10. Once task: softly,

Katherine "The

formulated

takes a long

look

that.

All the rest he leaves."

with this statement?

Give

9

a

at life.

"So this is what life is, is it? And he

to explore agree

artist

Mansfield

your

writer's He

says

proceeds Do reasons.

you

11. Sum up what Mansfield. you

consider

field: Give

you've

Give

learned

about

her character-sketch.

the most

typical

features

Katherine What of

do

Mans­

a) as a p e r s o n ; b ) as a w r i t e r ? your

words

for whatever

and phrases

excercises 12. Topics

reasons 4 and

for

from

you say. Use

the vocabulary

list

the and

5.

discussion.

1) K a t h e r i n e Mansfield's childhood. 2) T h e beginning of h e r l i t e r a r y career. 3) T h e peculiarities of h e r l i t e r a r y style. 4) K a t h e r i n e Mansfield's v i e w s on life a n d t h e w r i t e r ' s role in it. 5) Children a s t h e m a i n c h a r a c t e r s of m a n y of h e r stories.

I A n d after all t h e w e a t h e r w a s ideal. T h e y could not h a v e h a d a m o r e perfect d a y for a g a r d e n - p a r ­ t y if t h e y h a d o r d e r e d i t . Windless, w a r m , t h e sky w i t h o u t a cloud. T h e g a r d e n e r w a s w o r k i n g since early m o r n i n g c u t t i n g t h e g r a s s a n d s w e e p i n g t h e l a w n s until t h e grass s e e m e d to shine. As for t h e roses, h u n d r e d s h a d come out in t h e night. Breakfast w a s not yet over before w o r k m e n come to p u t u p a t e n t . " W h e r e do you w a n t t h e m to p u t t h e t e n t , m o t h ­ er?" "My d e a r child, d o n ' t ask me. I leave e v e r y t h i n g to you this year." B u t Meg, t h e elder sister, could not help t h e m e n . S h e h a d w a s h e d h e r hair before b r e a k f a s t a n d s h e sat d r i n k i n g h e r coffee w i t h a g r e e n towel on h e r head. Joze a l w a y s c a m e d o w n to b r e a k f a s t in a silk kimono. "You'll h a v e to go, Laura; y o u ' r e so artistic." A w a y L a u r a flew, still holding h e r piece of b r e a d a n d - b u t t e r . Four m e n stood in t h e g a r d e n . T h e y c a r r i e d sticks a n d c a n v a s . L a u r a c a m e u p to t h e m , t r y i n g to look b u s i n e s s ­ like. "Good m o r n i n g " , she said, copying h e r m o t h e r ' s voice. "Oh — er — h a v e you come — is it a b o u t t h e tent?" " T h a t ' s right, miss", said t h e tallest of t h e m e n a n d smiled d o w n at her. His smile w a s so friendly t h a t L a u r a t h o u g h t , h o w v e r y nice w o r k m e n w e r e ! A n d w h a t a nice m o r n 1

2

3

4

5

12

ing! B u t s h e m u s t t h i n k a b o u t business. T h e tent. W h e r e shall w e p u t it up? "A c o r n e r of t h e t e n n i s court", s h e s u g g e s t e d . " B u t t h e b a n d will be in one corner." "Look h e r e , miss, t h a t ' s t h e place. N e a r t h o s e t r e e s . O v e r t h e r e . T h a t ' l l b e fine." L a u r a w a s eating h e r b r e a d - a n d - b u t t e r as s h e lo­ oked a t t h e w o r k m e n w a l k i n g to t h e place w h e r e t h e t e n t would be p u t u p . Only t h e tall m a n w a s b e h i n d . He b e n t d o w n , picked a flower, p u t it to his nose, a n d smelt it. W h e n L a u r a s a w t h a t s h e forgot a b o u t t h e tent. S h e w o n d e r e d a t h i m — h e c a r e d for t h e smell of a flower. Oh, h o w w o n d e r ­ fully nice w o r k m e n w e r e , s h e t h o u g h t . W h y co­ u l d n ' t she h a v e w o r k m e n for friends r a t h e r t h a n t h e silly b o y s w i t h w h o m she d a n c e d ? It is all t h e fault of t h e s e a b s u r d class distinctions. " L a u r a , L a u r a , w h e r e a r e you? T e l e p h o n e , L a u ­ ra!" a voice cried from t h e house. "Coming!" A n d she r a n over t h e lawn, across t h e v e r a n d a a n d into t h e house. In t h e hall h e r f a t h e r a n d h e r b r o t h e r L a u r i e w e r e p u t t i n g on t h e i r h a t s r e a d y to go to t h e office. After a talk over t h e t e l e p h o n e w i t h h e r friend L a u r a p u t back t h e r e c e i v e r a n d sat still listen­ ing. All t h e doors in t h e house s e e m e d to b e open. T h e front door-bell r a n g a n d t h e i r maid, Sadie, r a n to open t h e door. A m a n said something. Sadie a n s w e r e d , "Oh! I d o n ' t know. Wait, I'll ask Mrs. Sheridan." " W h a t is it, S a d i e ? " L a u r a c a m e into t h e hall. "It's t h e florist , Miss Laura." N e a r t h e door stood a wide t r a y full of p o t s of r e d lilies. N o t h i n g b u t lilies, big r e d flowers. 6

7

8

9

10

11

12

13

13

"О — Oh, Sadie!" said L a u r a . S h e b e n t d o w n to t h e m a s s of lilies. " I t ' s s o m e m i s t a k e " , s h e said. "Nobody e v e r o r d e r e d so m a n y . Sadie, go a n d find mother". B u t at t h a t m o m e n t Mrs.Sheridan joined t h e m . "It's q u i t e r i g h t " s h e said. "Yes, I o r d e r e d t h e m . A r e n ' t t h e y beautiful?" S h e t o u c h e d L a u r a ' s a r m . "I w a s passing t h e shop y e s t e r d a y , a n d I s a w t h e m in t h e w i n d o w . And I s u d d e n l y t h o u g h t for once in m y life I shall h a v e e n o u g h lilies. T h e g a r d e n - p a r ­ ty will be a good excuse." "But I t h o u g h t you said you d i d n ' t w a n t to t a k e p a r t in t h e p r e p a r a t i o n s " , said Laura. S h e p u t h e r a r m r o u n d h e r m o t h e r ' s neck a n d kissed her. "My d e a r child, you w o u l d n ' t like a logical m o t h ­ er, would y o u ? " In t h e k i t c h e n t h e cook h a d finished m a k i n g t h e sandwiches. " G o d b e r ' s h a s come", said t h e maid, coming into t h e kitchen. She h a d seen t h e m a n pass t h e w i n ­ dow. T h a t m e a n t t h e c r e a m p u f f s h a d come. G o d ­ b e r ' s w e r e famous for t h e i r c r e a m puffs. N o b o d y e v e r t h o u g h t of m a k i n g t h e m at h o m e . "Bring t h e m in a n d p u t t h e m on t h e table, m y girl", o r d e r e d cook. S a d i e b r o u g h t t h e m in a n d w e n t back to t h e door. L a u r a and Jose t h o u g h t t h e y w e r e too g r o w n - u p to care a b o u t such things. All t h e s a m e t h e y a g r e e d t h a t t h e puffs looked v e r y good. Very. " H a v e one e a c h , m y d e a r s " , said cook. " Y o u r m o t h e r w o n ' t know." Oh, impossible. C r e a m puffs so soon after b r e a k 14

15

14

fast. B u t t w o m i n u t e s l a t e r J o s e a n d L a u r a w e r e eating t h e m with great pleasure. " L e t ' s go into t h e g a r d e n b y t h e back door", s u g ­ g e s t e d L a u r a . "I w a n t to see t h e m e n p u t t i n g u p t h e t e n t . T h e y ' r e s u c h nice m e n . " B u t a t t h e b a c k door stood cook, Sadie, G o d b e r ' s m a n a n d H a n s , t h e b o y w h o w o r k e d in t h e h o u s e . Something had happened.

1

2

3

4

5

6

7

8

9

Notes They could not have had a more perfect day... if they had ordered it. — У них не было бы более подходя­ щего дня... даже если бы они его заказали. (Сосла­ гательное наклонение. Perfect — идеальный, совер­ шенный.) lawn — газон to put up a tent — установить тент Where do you want them to put the tent...? — Где ты хочешь, чтобы они установили тент? (объектный инфинитивный оборот) canvas — холст, парусина suggest [sa'd3est] — предлагать bend (bent; bent) — наклоняться workmen for friends rather than the silly boys — ра­ бочих в качестве друзей, а не глупых мальчиков Coming! — Иду! receiver [ri'si:v9] — трубка florist — торговец цветами tray — поднос pot — горшок cream puff — слойка с кремом have one each — съешьте по одной

10

11

12

13

14

15

15

List of Vocabulary to seem; it seems that... to look (+adj) (-business-like) to be behind; to fall behind to care for smb/smth; about fault class distinctions , ' to do smth to be ready for smth to take part in smth to mean; meaning; meaningful , s to order

m

t

h smb to do smth

A . Training Excercises 1. Reproduce vocabulary 2. Suggest following

the situations of the words (from

list is

from

the story

where

the

for

the

used.

and word-combinations your

active

vocabulary).

1) to be less a d v a n c e d t h a n ; inferior to 2) to be concerned; to h a v e an inclination (to) or affection (for) 3) significant 4) responsibility for being w r o n g 3. Explain

the meaning

of the following

ing an English-English

dictionary.

1) class distinctions 2) to o r d e r s m t h 3) it seems t h a t 4) to look business-like 16

phrases

us­

4. Paraphrase words

the

from

the

following

sentences

using

the

list:

1) H e failed in t h e e x a m i n a t i o n b u t h e d o e s n ' t a p p e a r to feel a n y sorrow. 2) T h o u g h h e is 16 a l r e a d y , h e h a s n ' t m a d e so m u c h p r o g r e s s as o t h e r boys of his age. 3) S h e is a good pupil, she is a l w a y s willing to work. 4) T h e doctor told m e to s t a y in bed. 5) T h e P r e s i d e n t shook h a n d s w i t h e v e r y o n e , w i t h o u t differences of r a n k . 5. Translate

the following

into Russian

tion to the italicized

paying

atten­

parts.

1) "It w a s all m y faultl" exclaimed L a u r a . 2) E v e r y b o d y in t h e family w a n t e d to take part in t h e p r e p a r a t i o n s for t h e g a r d e n p a r t y . 3) K a t h e r i n e Mansfield w a s v e r y sensitive to class distinctions. 4) E v e r y t h i n g seemed ready for t h e p a r t y . 5) W h a t did g a r d e n p a r t i e s a n d boxes a n d d r e s s ­ es mean to t h e d e a d m a n ? 6) L a u r a ' s m o t h e r d i d n ' t care m u c h for t h e life of t h e poor. 6. Write

out

from

the

include

the English

Russian

words

them in sentences

text

the sentences

equivalents

and

of the

word-combinations

of your

which following and

use

own.

Б е з в е т р е н н ы й день; у с т а н а в л и в а т ь тент; с т а ­ р ш а я сестра; спускаться к з а в т р а к у ; д р у ж е с к а я у л ы б к а ; н а к л о н я т ь с я ; р а з г о в о р по т е л е ф о н у ; проходить мимо; взрослые; всё равно; с большим удовольствием; предлагать. 17

/.

Think

of the nouns

adjectives.

Put down

that can be modified all the possible

by

the

word-com­

binations.

Nice; logical; beautiful; perfect; w a r m ; early; a r ­ tistic; business-like; friendly; silly; famous; wide; right. 8. Explain

the meaning

of the following

ical units and say in what connection in the

phraseolog­ they are

used

text.

A good excuse; all t h e same; to t a k e p a r t in; to be famous for; to h a v e s m b for s m b ; for once in o n e ' s life; after all. 9. Explain

the use of articles

or their

absence

in the

sentences:

1) "Laura, L a u r a , w h e r e a r e you? Tele­ p h o n e , L a u r a ! " A voice cried from t h e house. 2) "Sadie, go a n d find mother." 3) Breakfast w a s not y e t over w h e n w o r k m e n c a m e to p u t u p _a tent. 4) " T h a t ' s right, miss ", said t h e tallest of t h e men. 5) "I t h o u g h t you said you d i d n ' t w a n t to t a k e p a r t in t h e p r e p a r a t i o n s . " 10. Fill in the blanks

with prepositions

if

necessary:

1) T h e g a r d e n e r w a s w o r k i n g early m o r n i n g c u t t i n g t h e grass. 2) B u t Meg could't help the men. 3) S h e sat drinking h e r coffee a green tow­ el on h e r head. 4) L a u r a c a m e to t h e m , t r y i n g to look business-like. 18

5) In t h e hall h e r f a t h e r a n d h e r b r o t h e r L a u r i e were putting t h e i r h a t s r e a d y to go t h e office. 6) After a talk the telephone with her friend, L a u r a p u t t h e receiver and sat still listening. 7) G o d b e r ' s w e r e f a m o u s their cream puffs. / /. Define

the word-forms

the sentences lation

for back

ending

into Russian, translation

in - i n g .

Translate

use the Russian into

trans­

English.

1) T h e g a r d e n e r w a s w o r k i n g since e a r l y m o r n ­ ing c u t t i n g t h e g r a s s a n d s w e e p i n g t h e lawns. 2) L a u r a c a m e u p to t h e m t r y i n g to look b u s i n e s s ­ like. 3) L a u r a w a s e a t i n g h e r b r e a d - a n d - b u t t e r as s h e looked a t t h e w o r k m e n w a l k i n g to t h e place w h e r e t h e t e n t would b e p u t u p . 4) In t h e k i t c h e n t h e cook h a d finished m a k i n g t h e sandwiches. 5) Nobody e v e r t h o u g h t of m a k i n g c r e a m puffs at home. 12. Find

the sentences

Perfect Translate

Tense

in the text in which

is used.

the sentences

13. Use participles

Comment into

in paraphrasing

the

on its

Past usage.

Russian. the

following:

1) "Good m o r n i n g " , said L a u r a to t h e w o r k m e n a n d tried to copy h e r m o t h e r ' s voice. 2) L a u r a p u t b a c k t h e receiver a n d sat still a n d listened. 3) N e a r t h e door stood a w i d e t r a y of r e d lilies w h i c h m o t h e r h a d o r d e r e d a d a y before. 19

4) " G o d b e r ' s h a s come", said t h e m a i d w h e n she c a m e into t h e kitchen. 5) "I w a n t to see h o w t h e m e n will p u t u p t h e tent." 14. Study

the following

were

used

with

each:

phrases.

in the text. Make

Recall

your

how

own

they

sentences

1) to p u t u p ; to p u t on; to p u t back 2) to come out; to come d o w n (to...); to come u p (to...) 15. Make

a list of words

and word-combinations

are used to describe 16. Present mother

Laura.

the dialogue about

that

between

lilies in narrative

Laura

and

her

form.

B. Speech Excercises 17.

Introduce

the

Summarize her

characters.

characterizing notice What their

main

characters

the author's

of their

Pick each

out verbs of

behaviour

do we learn behaviour,

method

of

through

story.

presenting

and

adjectives

the personages. and manner

about

the

in

Take

of

the characters their

actual

speech. through

and

inner

speech? 18. What

is your

ing preparations it reveal

opinion

of Laura's

for the garden

her personality?

she?

20

What

behaviour party? kind

How

dur­ does

of a girl

is

19. Reread

the fragments

came to put up the

author

sketches

introduce which

remark

absurd

21.

outlook?

Comment

characterfor

"It is all the

distinctions."

coming Give

from

your

on the following

the text if necessary. (Make

small

does

irrelevant

statement:

class

or a belief

author's)

these

who

purpose

the

story?

for Laura's

of these

the workmen what

are seemingly

main line of the 20. Account

about

the tent. For

Is it a the

girl's

(or

the

reasons. statements,

Use the following

sure you understand

fault casual

their

quoting openings

meaning.):

I ( d o n ' t ) see e y e t o e y e w i t h . . . A t any r a t e . . . I w o u l d n ' t say s o . . . In fact . . . It's a d o u b t f u l s t a t e m e n t . Just t h e o t h e r w a y r o u n d . I'm in t w o m i n d s a b o u t i t . That's w h e r e I a g r e e / d i s a g r e e w i t h . . . It m a y b e t r u e t o s o m e e x t e n t b u t . . . The w a y I s e e i t . . . It's n o t as s i m p l e as all t h a t . . . etc.

1) T h e w e a t h e r w a s ideal for t h e g a r d e n - p a r t y . 2) E v e r y b o d y in t h e family w a s e a g e r to t a k e p a r t in t h e p r e p a r a t i o n s . 3) L a u r a h a d to h e l p t h e w o r k m e n b e c a u s e she w a s t h e artistic one in t h e family. 4) L a u r a t h o u g h t t h e w o r k m e n w e r e w o n d e r ­ fully nice b e c a u s e t h e y w e r e smiling f r i e n d 21

ly a n d one of t h e m e v e n c a r e d for t h e smell of a flower. 5) T h e r e w a s some m i s u n d e r s t a n d i n g b e t w e e n Laura and her mother. 22. Make

up key-questions

tents of the

chapter

that will cover

under

study.

the

Use your

con­ active

vocabulary. 23. Sum up the contents tences. mosphere

of the chapter

Be ready

to discuss

of the

chapter.

the setting

in 5-7 and the

sen­ at­

II "What's the matter? What's happened?" " T h e r e ' s b e e n a t e r r i b l e accident", said cook. "A m a n killed." "A m a n killed! W h e r e ? How? W h e n ? " B u t G o d b e r ' s m a n w a s n ' t going to let a n o t h e r one tell his story. "Do you k n o w t h e s e little h o u s e s not far f r o m h e r e , miss?" h e said. "Well, t h e r e ' s a y o u n g m a n li­ ving t h e r e , Scott, a c a r t e r . His h o r s e got f r i g h t ­ ened at a t r a c t o r a t t h e corner of H a w k e S t r e e t this m o r n i n g a n d h e w a s t h r o w n out on t h e b a c k of his h e a d . Killed." "Dead!" L a u r a looked a t G o d b e r ' s m a n . "Dead w h e n t h e y picked h i m u p . T h e y w e r e t a k ­ ing t h e b o d y h o m e w h e n I c a m e u p h e r e . " A n d h e said to t h e cook, " H e ' s left a wife a n d five little children." "Jose, come h e r e " , L a u r a c a u g h t h e r sister's h a n d a n d p u s h e d h e r t h r o u g h t h e k i t c h e n door. "Jose", she said in h o r r o r " , h o w a r e w e going to stop e v e r y t h i n g ? " "Stop e v e r y t h i n g , Laura!'' cried Jose in surprise" W h a t do you m e a n ? " "Stop t h e g a r d e n - p a r t y " , said L a u r a . B u t Jose w a s still m o r e surprised. "Stop t h e g a r ­ d e n - p a r t y ? M y d e a r L a u r a , d o n ' t be so stupid. W e c a n ' t do a n y t h i n g like t h a t . D o n ' t be so silly". "But w e c a n ' t h a v e a g a r d e n - p a r t y w i t h a m a n d e a d not far from our h o u s e " , L a u r a cried. T h a t w a s not q u i t e right, b e c a u s e t h e little h o u s ­ es stood in a l a n e w h i c h led u p to t h e S h e r i d a n s ' 1

2

3

23

house. A r o a d r a n b e t w e e n . T h e y w e r e little h o u s ­ es p a i n t e d b r o w n , a n d v e r y poor. In t h e little g a r ­ dens t h e r e w a s nothing b u t cabbages a n d sick hens. W o r k e r s lived t h e r e w i t h their families. T h e r e w e r e m a n y c h i l d r e n of all ages. W h e n t h e S h e r i d a n s w e r e little t h e y w e r e not allowed to go t h e r e b e ­ cause t h e y could catch a n illness. But since t h e y were grown-up Laura and Laurie sometimes wal­ ked along t h e lane. "And j u s t t h i n k of w h a t t h e b a n d would s o u n d like to t h a t poor w o m a n " , continued L a u r a . "Oh, L a u r a ! " Jose b e g a n to be angry. "If y o u ' r e going to stop a b a n d playing e v e r y t i m e someone h a s a n accident, you'll h a v e a v e r y difficult life. I ' m as sorry a b o u t it as you." S h e looked a t h e r sister as she did w h e n t h e y w e r e little a n d fighting t o g e t h ­ er. "You w o n ' t bring a d r u n k e n w o r k m a n b a c k to life b y being s e n t i m e n t a l " , she said quietly. " D r u n k ! W h o said h e w a s d r u n k ? " L a u r a t u r n e d angrily on Jose. "I'm going s t r a i g h t u p to tell m o t h ­ er", s h e said. "Do, d e a r " , said Jose. "Mother, can I come into y o u r r o o m ? " L a u r a said a t t h e door. "Of course, child. W h y , w h a t ' s t h e m a t t e r ? W h y a r e y o u e x c i t e d so m u c h ? " A n d M r s . S h e r i d a n t u r n e d r o u n d from h e r dressing-table. S h e w a s t r y ­ ing on a n e w hat. " B u t listen, m o t h e r " , said Laura. A n d she told t h e terrible story. "Of course, w e c a n ' t h a v e our p a r t y , can w e ? " s h e said. "They'll h e a r t h e b a n d , m o t h e r ; t h e y ' r e our n e i g h b o u r s ! " 4

5

24

To L a u r a ' s s u r p r i s e h e r m o t h e r a n s w e r e d as J o s e did. "But, m y d e a r child, t h i n k a little. I t ' s only b y accident w e ' v e h e a r d of i t . If someone h a d died t h e r e — a n d I c a n ' t u n d e r s t a n d h o w t h e y c a n live in those little h o u s e s — w e should still b e h a v i n g our p a r t y , s h o u l d n ' t w e ? " L a u r a h a d to s a y " y e s " to t h a t , b u t s h e felt it w a s all w r o n g . " M o t h e r , isn't it really t e r r i b l y h e a r t ­ less of us?" s h e asked. "Dear", Mrs. S h e r i d a n got u p a n d c a m e o v e r to her, c a r r y i n g t h e hat. Before L a u r a could stop h e r , s h e h a d p u t it on h e r h e a d . "My child", said h e r m o t h e r , _ i e h a t is y o u r s . It's m a d e for you. It's m u c h too y o u n g for me. I h a v e n e v e r seen y o u look s u c h a p i c t u r e . Look a t y o u r ­ self." A n d s h e took L a u r a to h e r d r e s s i n g - t a b l e . "But, m o t h e r " , L a u r a b e g a n again. S h e c o u l d n ' t look at herself: s h e t u r n e d a w a y . This t i m e Mrs. S h e r i d a n lost p a t i e n c e j u s t as Jose h a d done. " Y o u ' r e v e r y silly, L a u r a " , s h e said coldly. " S u c h people don't expect sacrifices from us. A n d it's not v e r y nice to spoil e v e r y b o d y ' s p l e a s u r e as y o u ' r e doing now." "I d o n ' t u n d e r s t a n d " , said L a u r a a n d she w a l k e d q u i c k l y o u t of t h e r o o m into h e r o w n b e d r o o m . T h e r e t h e first t h i n g s h e s a w w a s this nice girl in t h e m i r r o r in h e r black h a t w i t h gold flowers a n d a long black ribbon. N e v e r did s h e t h i n k s h e could look like t h a t . "Is m o t h e r r i g h t ? " s h e t h o u g h t . A n d n o w she h o p e d h e r m o t h e r w a s right. W a s s h e silly? J u s t for a m o ­ m e n t s h e s a w t h a t poor w o m a n a n d t h o s e little 6

7

8

9

25

children a n d t h e b o d y t h a t w a s c a r r i e d into t h e house. B u t it all looked like a p i c t u r e in t h e n e w s ­ p a p e r . "I'll r e m e m b e r it again after t h e p a r t y ' s over", s h e decided. A n d t h a t s e e m e d t h e best plan.

1 2

3

4 5

6

7

8 9

Notes carter — возчик back of (his) head — затылок lane — переулок would sound like — как будет звучать but you won't bring the drunken workman back to life by being sentimental — но ты не вернёшь к жиз­ ни этого пьяного рабочего тем, что расчувствуешь­ ся It's only by accident we've heard of it — мы услы­ шали об этом ведь только случайно (эмфатическая конструкция) but she felt it was all wrong — но она чувствовала, что всё это не так patience [peifns] — терпение sacrifice [' saskrifais] — жертва

List of Vocabulary accident to let smb do smth stupid to catch (an illness) to try smth on matter to spoil

26

A . Training Excercises /. Recall active

the situations words

2. Express

from

the story

and phrases

the same notion

are

where

these

used.

in one

word.

1) S o m e t h i n g to w h i c h a t t e n t i o n is given; piece of business, affair. 2) A n u n f o r t u n a t e occurence; c a t a s t r o p h e . 3) To m a k e useless or unsatisfactory. 3. Use your meaning

English-English of the

dictionary

to explain

the

following:

1) to let s m b do s m t h ; 2) to c a t c h a n illness; 3) to t r y s m t h on. 4. Paraphrase

the following

using

your

new

vocab­

ulary:

1) My m o t h e r w o u l d n ' t allow m e to come b a c k h o m e after eleven p.m. 2) T h e doctor told u s not to come to see P e t e r , b e c a u s e w e could b e c o m e ill. 3) W h a t ' s h a p p e n e d ? 4) L a u r a h o p e d h e r m o t h e r w a s right. W a s s h e silly? 5. Find in the text the English

for:

прекрасно в ы г л я д е т ь ; в е р н у т ь к ж и з н и , о ж и ­ вить; собираться что-либо сделать; подобрать; в у ж а с е ; взрослый; быть взволнованным; б е с ­ сердечный; т у а л е т н ы й столик; з а к а н ч и в а т ь с я . 6. Make up situations sonal experience.

of your

own based

Use the following

27

on your

per­

sentences:

1) "What's the matter? Why are you so excited?" asked the mother. 2) Unfortunately this beautifull dress was too small for me when I tried it on. 3) "It's not very nice to spoil everybody's plea­ sure as you're doing now", my friend told me. I, 7. Paraphrase

and

translate:

1) G o d b e r ' s m a n w a s n ' t going to let a n o t h e r one tell his story. 2) "You w o n ' t bring a d r u n k e n w o r k m a n b a c k to life b y being s e n t i m e n t a l " said Jose quietly. 3) L a u r a felt it w a s all w r o n g . 4) T h e poor w o m a n , those little children a n d t h e b o d y t h a t w a s carried into t h e house - t h e y all looked like a p i c t u r e in t h e n e w s p a p e r . . 8. a) Form adverbs recall

from the following

the situations

used in the

in which

adjectives

and

adverbs

are

these

text:

quiet; a n g r y ; terrible; real; cold; quick. b) Think of the verbs

that can be modified

by

these

adverbs. 9. Find in the text antonyms Use them in sentences

to the following

of your

words.

own.

Wrong; nothing; to stop; heartless; little; s o m e ­ times. 10. Explain

(in English)

phraseological they are used

the meaning

of the

units and say in what in the

story:

to be going to do s m t h what's the matter 28

following connection

by accident to lose p a t i e n c e 1 /. Study

the phrases

sentences

of your

with

"surprise".

Use them

in

own:

to s m b ' s s u r p r i s e ; to cry in s u r p r i s e ; to b e s u r ­ prised. 12. Translate

into

English

from the text, paying

the following

attention

to passive

sentences construc­

tions.

1) "Эта ш л я п к а сделана д л я тебя!" 2) Им не р а з р е ш а л и ходить по переулку, т.к. они могли подцепить к а к у ю - н и б у д ь болезнь. 3) Л о ш а д ь испугалась трактора, и Скота выбро­ сило из повозки. 4) Л и ш ь на мгновение она у в и д е л а эту бедную ж е н щ и н у , этих м а л е н ь к и х д е т е й и тело, к о ­ торое внесли в дом. 13. Account these

for the grammar

phenomena

marked

in

sentences:

1) G o d b e r ' s m a n w a s n ' t going to let a n o t h e r one tell his s t o r y (Complex Object). 2) T h e y w e r e t a k i n g t h e b o d y h o m e w h e n G o d ­ b e r ' s m a n c a m e u p to t h e S h e r i d a n s ' (Aspect T e n s e form). 3) T h e y w e r e little houses p a i n t e d b r o w n ( P a r t i ­ ciple II). 4) L a u r a h a d to say "yes" b u t s h e felt it w a s all w r o n g (Modal phrase). 5) N e v e r did s h e t h i n k she could look like t h a t (word-order). 6) Mrs. S h e r i d a n got u p a n d c a m e over to h e r , c a r r y i n g t h e h a t (Participle I). 29

7) Before L a u r a could stop h e r , she h a d p u t t h e h a t on h e r h e a d (Sequence of tenses). !

14. Present

the

scene

with

a new

hat in

indirect

speech.

B. Speech Excercises 15. Give

a summary

active

vocabulary

of the proceeding from

the first

16. Tell the story of Godber's 17. State whose followed ed by.

words

them,

these are,

Use the active

utterances

and discuss

speech.

what preceded they were

vocabulary

Give your

when

moral

or

prompt­ describ­

own opinion

their

using

part.

man in indirect

what motives

ing the episodes.

events

of

these

aspect.

1) "Jose, h o w a r e w e going to stop t h e g a r d e n party?" 2) "You w o n ' t bring a d r u n k e n w o r k m a n back to life b y being sentimental." 3) "Such people don't expect sacrifices from us." 4) "Isn't it really t e r r i b l y h e a r t l e s s of u s ? " 5) "Is m o t h e r right? A m I silly?" 18. Comment meaning

upon

the scene

for describing

and daughter

the characters

and the nature

tions. Did Mrs. Sheridan because other

to oppose

her

Prove

of their

present

it was too young

reasons?

with a hat. Reveal

30

mother

mutual

rela­

Laura with her

for her or had she

that Laura wasn't

mother.

of

that

its

hat any

strong

19. Make

up a story

mother

about

20. Use your

that Laura

the

imagination

an incident

have

fold

her

accident.

man — his appearance, 21. Describe

might

and speak

about

occupation, from

the same as Laura on hearing

your

the

family

life when you

a terrible

story.

dead life. felt

Ill At half past t w o t h e b a n d a r r i v e d a n d w a s placed in t h e corner of t h e tennis-court. Laurie c a m e back from his office a n d at t h e sight of h i m L a u r a r e ­ m e m b e r e d t h e accident again. S h e w a n t e d to tell him. A n d she followed h i m into t h e hall. "Hallo, Laurie!" He w a s going to his b e d r o o m to dress for t h e p a r t y . He t u r n e d r o u n d a n d s a w L a u ­ ra. "My word, L a u r a ! You look so beautiful! W h a t a c h a r m i n g hat!" L a u r a said softly, "Really?" a n d smiled u p a t L a u ­ rie a n d d i d n ' t tell h i m after all. Soon after t h a t people b e g a n coming. T h e b a n d b e g a n to play. W a i t e r s r a n from t h e h o u s e to t h e tent. E v e r y w h e r e w e r e g u e s t s looking at flowers, g r e e t i n g each other, talking, laughing. T h e y w e r e like b r i g h t birds t h a t h a d flown into t h e S h e r i d a n s ' g a r d e n for this one afternoon. T h e y all seemed h a p РУ" D e a r L a u r a , h o w well you look!" " W h a t a beautiful hat, child!" "Laura, you look quite S p a n i s h . " A n d L a u r a , v e r y pleased, a n s w e r e d pleasantly, "Have you h a d tea? W o n ' t you h a v e a n ice?" T h e n she helped h e r m o t h e r with g o o d - b y e s . T h e y stood side b y side in t h e g a r d e n till it w a s all over. "All over, All over", said Mrs. S h e r i d a n . "Call t h e o t h ­ e r s , L a u r a . L e t ' s go a n d h a v e s o m e coffee. I ' m tired." A n d t h e y all sat d o w n in t h e t e n t . " H a v e a sandwich, d a d d y dear." 1

2

3

4

32

" T h a n k s . " Mr. S h e r i d a n a t e one s a n d w i c h a n d took a n o t h e r . "I s u p p o s e you d i d n ' t h e a r of a n a c ­ cident t h a t h a p p e n e d t o d a y ? " h e said. " M y d e a r " , said M r s . S h e r i d a n , " w e did. It n e a r l y ruined t h e p a r t y . L a u r a insisted w e should p u t it off." "It w a s terrible", said Mr.Sheridan. " T h e m a n w a s m a r r i e d too. Lived q u i t e n e a r , in t h e lane, a n d left a wife a n d five children, so t h e y say." A silence fell . Mrs. S h e r i d a n p u t d o w n h e r c u p . S u d d e n l y s h e looked u p . T h e r e on t h e table w e r e all t h o s e s a n d w i c h e s , cakes, puffs, all u n e a t e n , all going to be t h r o w n a w a y . S h e h a d one of h e r b r i l ­ liant ideas. "I k n o w " , s h e said. " L e t ' s s e n d t h a t poor w o m a n some of this v e r y good food. It will give t h e g r e a t ­ est p l e a s u r e to t h e children. D o n ' t y o u a g r e e ? L a u ­ ra!" S h e j u m p e d u p . " G e t m e a big box from t h e house." "But, mother, do you really think it's a good idea?" said L a u r a . A g a i n s h e felt q u i t e d i f f e r e n t f r o m t h e m all. "Of course! W h a t ' s t h e m a t t e r w i t h you t o d a y ? A n h o u r or t w o ago you w e r e insisting on b e i n g s y m p a t h e t i c , a n d now..." "Oh, well!" L a u r a r a n for t h e box. H e r motherp u t all t h e food into it. " T a k e it yourself, d e a r " , said she. "No, wait, t a k e t h e lilies too. People of t h a t class like lilies." " T h e flowers will spoil h e r d r e s s " , said practical Jose. " T a k e only t h e box t h e n . " It w a s g r o w i n g d a r k as L a u r a w e n t out of t h e g a r d e n gates. T h e r o a d looked w h i t e a n d t h e little houses w e r e in d a r k n e s s . H o w q u i e t it s e e m e d af­ ter the garden-party. 5

6

33

N o w s h e crossed t h e big road a n d e n t e r e d t h e lane, small a n d dark. W o m e n in s h a w l s a n d m e n in t w e e d c a p s h u r r i e d by, children p l a y e d n e a r t h e doors. L a u r a b e n t h e r h e a d a n d h u r r i e d on. S h e w a s sorry t h a t she h a d not p u t on a coat. H o w h e r d r e s s shone! A n d t h e big h a t w i t h t h e ribbon w a s too bright. W e r e t h e people looking at her? It w a s a m i s t a k e to h a v e come, s h e k n e w it w a s a mistake. M u s t she go back? No. Too late. This w a s t h e house. A g r o u p of people stood n e a r it. T h e y stopped talk­ ing a n d looked at her. L a u r a w a s terribly n e r v o u s . S h e said to a w o m a n s t a n d i n g by: "Is this Mrs. Scott's h o u s e ? " A n d t h e w o m a n a n s w e r e d : "It is, m y girl." Oh, to be a w a y from this! L a u r a w a l k e d u p to t h e door a n d knocked. T h e n t h e door opened. A little w o m a n in black stood a t t h e door. 7

8

9

L a u r a said, " A r e you Mrs. Scott?" But t h e w o m ­ a n a n s w e r e d , "Walk in, please, miss." "No", said Laura. "I d o n ' t w a n t to come in. I only w a n t to leave this box. M o t h e r sent...-—" T h e little w o m a n seemed not to h a v e h e a r d her. "Come this w a y , please, miss", she said a n d L a u r a followed her. S h e found herself in a little k i t c h e n lighted b y a small lamp. T h e r e w a s a w o m a n sit­ ting before t h e fire. "Em", said t h e little w o m a n w h o h a d let h e r in. "Em! It's a y o u n g lady." S h e t u r n e d to L a u r a a n d explained, " I ' m h e r sister, miss. You'll e x c u s e her, won't you?" "Oh, b u t of course!" said L a u r a . "Please, please, d o n ' t w o r r y her. I — I only w a n t to leave—." B u t at t h a t m o m e n t t h e w o m a n at t h e fire t u r n e d round. H e r face, red, w i t h swollen eyes a n d swol34

len lips, looked t e r r i b l e . It s e e m e d s h e c o u l d n ' t u n ­ d e r s t a n d w h y L a u r a w a s t h e r e . W h a t did it m e a n ? W h y w a s this s t r a n g e r s t a n d i n g in t h e k i t c h e n w i t h a box? A n d she b e g a n crying again. "All right, m y d e a r " , said t h e other. "I'll t h a n k t h e y o u n g lady." L a u r a w a n t e d only to g e t out, to g e t a w a y . T h e door opened. S h e w a l k e d into t h e b e d r o o m , w h e r e t h e d e a d m a n w a s lying. "You'd like to look a t him, w o u l d n ' t y o u ? " said E m ' s sister a n d s h e w a l k e d p a s t L a u r a over to t h e bed. "Don't b e f r i g h t e n e d , m y girl. C o m e along, m y dear", a n d s h e took d o w n t h e s h e e t . L a u r a came. T h e r e lay a y o u n g m a n — sleeping so d e e p ­ ly, t h a t h e w a s far, far a w a y from t h e m both. W h a t did g a r d e n - p a r t i e s a n d boxes a n d dresses m e a n to him? He w a s far from all those things. B u t people h a d to cry, a n d she c o u l d n ' t go out of t h e room w i t h o u t saying s o m e t h i n g to him. L a u r a g a v e a loud childish s o b . "Forgive m y h a t " , she said. A n d this t i m e s h e d i d n ' t wait for E m ' s sister. S h e found h e r w a y out of t h e door, past all those d a r k people. At t h e corner of t h e lane s h e m e t Laurie. "Is t h a t you, L a u r a ? " "Yes." " M o t h e r w a s g e t t i n g worried. W a s it all r i g h t ? " "Yes, quite. Oh, L a u r i e " , she took his a r m a n d stood v e r y n e a r to him. " Y o u ' r e not crying, a r e y o u ? " asked h e r b r o t h e r . L a u r a shook h e r head. S h e w a s . Laurie p u t his a r m r o u n d her. "Don't cry", h e said in his w a r m , loving voice. "Was it awful?" 10

11

12

1 3

35

"No", sobbed Laura. "It w a s wonderful. But, L a u ­ rie — " S h e s t o p p e d , s h e looked a t h e r b r o t h e r . "Isn't life", she said slowly, "isn't life — " B u t w h a t life w a s s h e couldn't explain. B u t h e q u i t e u n d e r ­ stood. "Isn't it, d e a r ? " said Laurie.

1 2 3 4

5 6

7 8 9

Notes at the sight of him — при виде его My word, Laura! — Честное слово, Лаура! you look quite Spanish — ты похожа на испанку helped her mother with good-byes — помогала ма­ тери провожать гостей a silence fell — наступило молчание you were insisting on being sympathetic — ты на­ стаивала, чтобы мы выразили сочувствие shawl [Го:1] — шаль tweed cap — твидовое кепи Oh, to be away from this! — О, только бы уйти отсю­ да! past — мимо sheet -— простыня sob — всхлипывание She was. — Она плакала. (Вспомогательный глагол was здесь заменяет сказуемое was crying)

10 11

12 13

List of Vocabulary to follow smb charming to greet (v); greeting (n) to put smth off (that) smb should do smth to insist (doingj t}i o

n

sm

to find oneself to forgive stranger 36

A . Training Excercises /. Recall

the situations

vocabulary 2. Choose active

from

of the list is

words

the story

in which

used.

and word-combinations

vocabulary

the

to express

from

the following

your no­

tions:

1) 2) 3) 4)

a person not k n o w n to go or come after a n o t h e r ; to u n d e r s t a n d highly a t t r a c t i v e ; delightful to postpone; to do s m t h at a l a t e r d a t e

3. Interpret

the meaning

phrases

1) 2) 3) 4)

to to to to

using

an English-English

words

and

dictionary:

g r e e t each o t h e r find oneself s o m e w h e r e insist t h a t s m b should do s m t h forgive

4. Paraphrase words

of the following

the

from

the

following

sentences

using

the

list:

1) T w o friends said "Hello!" to each other. 2) L a u r a felt u n e a s y in this poor h o u s e in h e r beautiful d r e s s a n d big hat. 3) Laurie found h e r n e w h a t v e r y a t t r a c t i v e . 4) " W h o is this n e w c o m e r ? " she a s k e d 5) Suddenly L a u r a discovered t h a t she w a s s t a n d ­ ing in a little k i t c h e n lighted b y a small l a m p . 5. Translate

the following

tion to the italicized

into Russian paying words

and

1)1 c a n ' t forgive his r u d e n e s s . 2) E v e r y b o d y in t h e court insisted cence... 37

atten­

phrases:

on his i n n o -

3) My dog a l w a y s b a r k s a t strangers. 4) S u d d e n l y h e found himself sitting n e a r a charming y o u n g lady. S h e greeted h i m w i t h a smile a n d began talking. He w a s so n e r v o u s t h a t he could h a r d l y follow h e r . 6. Find in the text the English

for:

Одеться к празднику; в конце концов; не х о т и ­ те л и л ь д а ? ; совсем рядом; б л е с т я щ а я м ы с л ь ; в ы р а ж а т ь сочувствие; слишком поздно; п р о х о ­ дите сюда; впускать; уйти прочь; д а л е к о - д а л е ­ ко; в порядке; всхлипывать. 7. Choose your

the correct

word

to fill in the blanks.

Give

reasons.

1) " D e a r L a u r a , h o w y o u look! (good — well) 2) M r . S h e r i d a n a t e one s a n d w i c h a n d took (other — another). 3) "It w a s ", said M r . S h e r i d a n (terribly — terrible). 4) I t _ d a r k as L a u r a w e n t out of t h e g a r ­ d e n g a t e s (grew — w a s growing). 5) T h e people stopped (to talk — talking) a n d looked at her. 6) S h e found herself in a little kitchen, by a small l a m p (lighting — lighted). 7) T h e w o m a n ' s face, r e d , w i t h swollen e y e s , looked (terrible — terribly). 8) "Isn't life," s h e said isn't life..." (slow — slowly). 8. Insert

articles

where

necessary.

choice.

38

Explain

your

1) "It will give g r e a t e s t p l e a s u r e to t h e chil­ dren." 2) E v e r y w h e r e w e r e g u e s t s , looking a t flowers, g r e e t i n g e a c h o t h e r , t a l k ­ ing, laughing. 3) " W h a t beautiful h a t , child!" 4) " H a v e you h a d tea? W o n ' t y o u h a v e 5) "Get m e "Oh, well!" L a u r a 6) W h a t did boxes a n d 9. Explain

big box from house!" r a n for box. garden-parties and dresses m e a n to him?

the meaning

and say in what

of the phraseological

connection

they

units

are used

in

the

text.

After all; to b e all over; a brilliant idea; t h e y say; side b y side. 10. Arrange onyms.

the following

words

Use them in sentences

in pairs of your

of

syn­

own.

To excuse; terrible; to spoil; to forgive; a w full; to come in; to ruin; to e n t e r . 11. Open of the

the brackets

using

the appropriate

form

Infinitive.

1) Laurie w a s going to his b e d r o o m (to dress) for the party. 2) "Let's (to go) a n d (to have) some coffee. 3) It w a s a m i s t a k e (to come). S h e k n e w it w a s a mistake. 4) Must she (to go) back? No, too late. 5) "I d o n ' t w a n t (to come) in. I only w a n t (to leave) this box." 39

6) T h e little w o m a n s e e m e d not (to h e a r ) her. 7) B u t people h a d (to cry), a n d she c o u l d n ' t (to go out) of t h e r o o m a n d not (to say) s o m e t h i n g to him. 12. Define

the word

the sentences

into

forms

ending

in - i n g .

Translate

Russian.

1) He w a s g o i n g to his b e d r o o m to d r e s s for t h e party. 2) W h a t a c h a r m i n g h a t ! 3) Soon people b e g a n coming. 4) E v e r y w h e r e w e r e g u e s t s looking a t flowers, g r e a t i n g e a c h other, talking, l a u g h i n g . 5) "An h o u r or so ago you w e r e insisting on b e i n g s y m p a t h e t i c a n d now..." 6) T h e y s t o p p e d t a l k i n g a n d looked a t her. 7) T h e r e w a s a w o m a n sitting before t h e fire. 8) S h e c o u l d n ' t go out of t h e room w i t h o u t s a y ­ ing s o m e t h i n g to him. 13. Insert prepositions

where

necessary.

1) W a i t e r s r a n the house t h e tent. 2) T h e n she h e l p e d h e r m o t h e r t h e good­ byes. 3) " L a u r a insisted w e should p u t t h e p a r t y . 4) "Let's send t h a t poor w o m a n s o m e of this v e r y good food! It will give t h e g r e a t e s t pleasure t h e children." 5) N o w she crossed t h e big road a n d e n t e r e d t h e lane, small a n d dark. 6) L a u r a b e n t h e r h e a d a n d h u r r i e d . 7) S h e said a w o m a n s t a n d i n g by: "Is this Mrs.Scott's h o u s e ? " 8) S h e found herself in a little k i t c h e n lighted a small l a m p . 40

9) "Please, d o n ' t w o r r y her." 10) B u t that moment the woman turned round. 11) S h e found h e r w a y o u t of t h e door, all t h o s e d a r k people. 12) " D o n ' t cry", h e said his w a r m , loving voice. B. S p e e c h Excercises 14. Sum up the events using

active

15. Describe

the girl's

came to this house "Forgive

my hat."

16. Express

of the preceeding

chapters

vocabulary.

your

the following expressions

visit to the Scotts. and saw the dead What

said:

by

that?

or disagreement

statements. Ex.21

Laura

did she mean

agreement

from

When man she

Give

your

(Chapter

with

reasons.

Use

I)

1) T h e g a r d e n p a r t y w a s a real success. 2) M r . S h e r i d a n w a s s o r r y for t h e poor widow. 3) It w a s really a brilliant idea to send some left­ overs from t h e p a r t y to t h a t poor family. 4) It w a s L a u r a ' s m i s t a k e to h a v e come to t h e Scotts. 5) L a u r a w a s g o o d - h e a r t e d . 17.

Sum

up

what

you

have

learned

Mrs.Sheridan.

Give her character-sketch.

your

opinion

of her.

dren

in the proper

18. Give

Did

way? Give

a character-sketch

in her appeal

she bring

to you?

your

of Laura. Use your

41

about Express

up her

chil­

reasons. What

imagination

features and

say what

Laura

the poor

family.

will do after

ters and friends she remain when

she has been

to

What will she tell her parents, about

good

her visit? Will,

or will

she grows

see sis­

do you

think,

she be like her

mother

up?

Topics for g e n e r a l discussion 7. What

is the main

conveyed

idea

of the story

to the reader?

and how

Try to formulate

is it if in

brief. 2. What

is the author's

ters? With whom she condemn? 3. How

attitude

towards

her

does she sympathize, Prove

is the problem

your

opinion

of children

whom citing

in the story? Does the author

the children

or with the

about

new information

we call it a happy would

of the story? author

rela­

side

with

people

the

story

in

England?

it with the

con­

story.

6. What is your opinion

7. How

did you get from

on the title connecting

tents of the

text.

parents?

the life of the well-to-do

5. Comment

does

the

and parents

tions treated

4. What

charac­

you

of the end of the story? ending?

formulate

Which

aspect

mean to show the

If not,

why?

the "leading of human reader?

Could

motive"

life does

the

I In t h e afternoon t h e chairs came, a whole big cart full of little gold ones w i t h their legs in t h e air. A n d t h e n t h e flowers c a m e . W h e n you s t a r e d d o w n from t h e balcony a t t h e people c a r r y i n g t h e m t h e flower pots looked like funny awfully nice h a t s . Moon t h o u g h t t h e y w e r e h a t s . S h e said: "Look, t h e r e ' s a m a n w e a r i n g a palm on his head." B u t she n e v e r k n e w t h e difference b e t w e e n real things a n d not real ones. T h e r e w a s nobody to look after S u n a n d Moon. N u r s e w a s helping A n n i e alter M o t h e r ' s d r e s s a n d M o t h e r w a s r u n n i n g all over t h e h o u s e a n d t e l e ­ p h o n i n g F a t h e r to be s u r e not to forget things. S h e only h a d t i m e to say: "Out of m y w a y , children!" T h e y k e p t of h e r w a y — at a n y r a t e S u n did. He did so h a t s being sent back to t h e n u r s e r y . It d i d n ' t m a t t e r a b o u t Moon. If s h e got t a n g l e d in people's legs t h e y only t h r e w h e r u p and shook h e r till she s q u e a k e d . B u t S u n w a s too h e a v y for that. H e w a s so h e a v y t h a t t h e fat m a n w h o c a m e to d i n n e r on S u n d a y s u s e d to say: "Now, y o u n g m a n , let's t r y to lift you." A n d t h e n h e ' d p u t his t h u m b s u n d e r S u n ' s a r m s a n d g r o a n a n d t r y to give it u p at last saying: "He's a perfect little ton of bricks!" N e a r l y all t h e f u r n i t u r e w a s t a k e n out of t h e d i n ­ ing-room. T h e big piano w a s p u t in a c o r n e r a n d t h e n t h e r e c a m e a r o w of flower pots a n d t h e n t h e r e c a m e t h e goldy chairs. T h a t w a s for t h e concert. W h e n S u n looked in a w h i t e faced m a n sat at t h e piano — not playing, b u t b a n g i n g at it a n d t h e n looking inside. He h a d a b a g of tools on t h e piano a n d h e h a d stuck his h a t on a 1

2

44

s t a t u e against t h e wall. S o m e t i m e s h e j u s t s t a r t e a to play a n d t h e n h e j u m p e d u p a g a i n a n d looked inside. S u n h o p e d h e w a s n ' t t h e concert. B u t of course t h e place to b e in w a s t h e k i t c h e n . T h e r e w a s t h e i r cook, Minnie, all r e d in t h e face a n d laughing. Not cross a t all. S h e g a v e t h e m e a c h a n a l m o n d finger a n d lifted t h e m u p on to t h e flour bin so t h a t t h e y could w a t c h t h e w o n d e r f u l t h i n g s she w a s m a k i n g for s u p p e r . "Ah, b u t you h a v e n ' t s e e n t h e i c e - p u d d i n g " , said Cook. "Come along." W h y w a s s h e being so nice, t h o u g h t S u n as s h e g a v e t h e m e a c h a h a n d . A n d t h e y looked into t h e refrigerator. Oh! Oh! Oh! It w a s a little house. It w a s a little pink house w i t h w h i t e s n o w on t h e roof a n d g r e e n w i n d o w s a n d a b r o w n door a n d s t u c k in t h e door t h e r e w a s a n u t for a h a n d l e . W h e n S u n s a w t h e n u t h e felt q u i t e tired a n d h a d to lean against Cook. "Let m e touch it. J u s t let m e p u t m y finger on t h e roof", said Moon, dancing. S h e a l w a y s w a n t e d to t o u c h all t h e food. S u n didn't. "Now, m y girl, look s h a r p w i t h t h e table", said Cook as t h e h o u s e m a i d c a m e in. "It's a picture, Min", said Nellie. "Come along a n d h a v e a look." So t h e y all w e n t into t h e dining-room. S u n a n d Moon w e r e almost frightened. T h e y w o u ­ l d n ' t go u p to t h e t a b l e a t first; t h e y j u s t stood a t t h e door a n d m a d e e y e s a t it. It w a s n ' t real night y e t b u t t h e blinds w e r e d o w n in t h e dining-room a n d t h e lights t u r n e d on — a n d all t h e lights w e r e red roses. Red ribbons and b u n c h ­ es of roses tied u p t h e table at t h e corners. In t h e middle w a s a lake w i t h rose petals floating on it. 3

4

45

" T h a t ' s w h e r e t h e ice p u d d i n g is to b e " , said Coook. T w o silver lions w i t h w i n g s h a d fruit on t h e i r backs, and t h e salt cellars w e r e t i n y b i r d s d r i n k ­ ing out of basins. All all t h e w i n k i n g glasses and shining plates a n d sparkling k n i v e s a n d forks — a n d all t h e food. A n d t h e little r e d table n a p k i n s m a d e into roses... " A r e people going to eat t h e food?" a s k e d Sun. "I should j u s t t h i n k t h e y w e r e " , l a u g h e d Cook, laughing with Nellie. Moon laughed, too; she always did t h e s a m e as o t h e r people. But S u n d i d n ' t w a n t to l a u g h . R o u n d a n d r o u n d h e w a l k e d w i t h his h a n d s b e h i n d his back. P e r h a p s h e n e v e r would h a v e s t o p p e d if N u r s e h a d n ' t called s u d d e n l y : "Now, then, children. It's high time you w e r e w a s h e d a n d dressed." A n d t h e y w e r e m a r c h e d off to t h e n u r s e r y . While they w e r e being u n b u t t o n e d Mother looked in w i t h a w h i t e t h i n g over h e r shoulders. "I'll ring for t h e m w h e n I w a n t t h e m , N u r s e , a n d t h e n t h e y can j u s t come d o w n a n d be seen a n d go back again", she said. S u n w a s u n d r e s s e d , first n e a r l y to his skin, a n d dressed again in a w h i t e shirt w i t h r e d a n d w h i t e daisies s p o t t e d on it, b r e e c h e s , w h i t e socks a n d r e d shoes. " N o w y o u ' r e in y o u r R u s s i a n c o s t u m e " , said Nurse. " A m I?" said Sun. "Yes. Sit quiet in t h a t chair a n d w a t c h y o u r little sister." Moon took ages. W h e n s h e h a d h e r socks p u t on she p r e t e n d e d to fall back on t h e bed a n d w a v e d 5

6

7

46

h e r legs at N u r s e a s s h e a l w a y s did, a n d e v e r y t i m e N u r s e tried to m a k e h e r curls w i t h a finger a n d a w e t b r u s h s h e t u r n e d r o u n d a n d a s k e d N u r s e to show h e r t h e photo of h e r brooch or s o m e t h i n g like that. B u t a t last she w a s finished too. H e r dress w i t h fur on it w a s all w h i t e . H e r shoes w e r e w h i t e w i t h big blobs on t h e m . " T h e r e you a r e , m y l a m b " , said N u r s e . T h e m t h e r u s h e d to t h e door. " M a ' a m , one m o m e n t . " M o t h e r c a m e in again w i t h half h e r h a i r d o w n . "Oh", she cried. " W h a t a p i c t u r e ! " "Isn't she", said N u r s e . 8

A n d Moon h e l d out h e r s k i r t s b y t h e tips a n d d r a g g e d one of h e r feet. S u n d i d n ' t m i n d people not noticing h i m — m u c h 1

2 3 4 5 6 7 8

Notes she got tangled in people's legs — она путалась под ногами squeak [skwi:k] — пищать look sharp — поторапливайся! petal — лепесток salt cellar — солонка winking — мерцающий breeches — бриджи blob — шарик

List of Vocabulary to look after smb to be sure to give smth up to matter cross (adj) 47

to make eyes at smth, smb nursery to pretend (not) to mind smb doing smth A . Training Excercises /. Reproduce

the situations

the vocabulary 2. Express

the same notion

active

from

of the list is

the story

in

which

using

your

used.

in one word,

vocabulary.

1) to stop doing s m t h 2) to be of i m p o r t a n c e 3) s h o w i n g a n g e r 4) to be t r o u b l e d by; to feel objection to 5) to be free from doubt; to h a v e confidence 3. Explain

the meaning

of the following

ing an English-English

phrases

us­

using

the

dictionary:

1) to look after s m b 2) to m a k e eyes at s m b , s m t h 3) n u r s e r y 4) to p r e t e n d 4.Paraphrase

the

following

words

the

list.

from

sentences

1) I can do n o t h i n g more. I c a n ' t find t h e a n s w e r . 2) I d o n ' t care w h e t h e r you a r r i v e early or late. 3) He d o e s n ' t object to t h e cold w e a t h e r at all. 4) No d o u b t this w e t w e a t h e r w o n ' t last m u c h longer. 5) O u r g r a n d f a t h e r n e e d s a n u r s e to t a k e c a r e of him. 48

5. Translate

the following

tion to the italicized

into Russian

paying

atten­

parts.

1) S h e gave up h e r job to look after h e r invalid mother. 2) It d o e s n ' t matter m u c h , does it? 3) I w o u l d n ' t mind a glass of cold w a t e r , I would like one. 4) I t h i n k h e ' s coming, b u t I ' m not sure. 5) T h e y pretended not to see u s . 6. Write clude

out from

sian words your

the text

the English

the sentences

equivalents

and phrases.

which

of the following

in­ Rus­

Use them in sentences

of

own.

Пристально смотреть; разница; д е р ж а т ь с я подальше от кого-либо; сумка с инструментами; опереться на кого-либо; посмотри; ш т о р ы были опущены; свет был потушен; собираться ч т о либо сделать; то ж е самое; р а с с т ё г и в а т ь (пуго­ вицы); з а г л я н у т ь ; почти. 7. Explain

(in English)

phraseological they are used

the meaning

of the

units and say in what in the

following connection

text.

at any rate; at last; come along; it's high time; at all. 8. Define

the word-forms

the sentences lation

for back

ending

into Russian, translation

in - i n g .

use the Russian into

Translate trans­

English.

1) W h e n you s t a r e d d o w n t h e balcony a t t h e p e o ­ ple c a r r y i n g t h e flowers t h e flower pots looked like funny nice h a t s . 2) N u r s e w a s h e l p i n g Annie alter M o t h e r ' s dress. 3) S u n h a t e d b e i n g sent back to t h e n u r s e r y . 49

4) N e a r l y all t h e f u r n i t u r e w a s t a k e n out of t h e dining-room. 5) T h e r e w a s their cook, Minnie, all red in t h e face and laughing. 6) A n d all t h e w i n k i n g glasses a n d s h i n i n g plates a n d s p a r k l i n g knives a n d forks — a n d all t h e food... 7) " A r e people going to eat t h e food?" a s k e d Sun. 8) S u n d i d n ' t m i n d p e o p l e n o t n o t i c i n g h i m much... 9. Comment

on the use of modal

and the infinitives sentences

into

that follow

verbs them.

and

phrases

Translate

the

Russian.

1) W h e n S u n s a w t h e n u t h e felt q u i t e tired a n d h a d to lean against cook. 2) " T h a t ' s w h e r e t h e ice p u d d i n g is to b e " , said Cook. 3) "I'll ring for t h e m w h e n I w a n t t h e m , N u r s e , a n d t h e n t h e y can j u s t come d o w n a n d be seen a n d go back again", said Mother. 10. Find

the sentences

ple II is used. sentences 11. Account lowing

in the text in which

Comment

into

on its usage.

Translate

the

Russian.

for the usage sentences

Partici­

of the Infinitive

and define

its role

in the in the

fol­ sen­

tences.

1) T h e place to b e in w a s t h e kitchen. 2) N u r s e was helping Annie alter M o t h e r ' s dress. 3) M o t h e r w a s telephoning F a t h e r to b e s u r e not to forget things. 4) S h e only h a d t i m e to say: "Out of m y w a y , children!" 50

5) "Now, y o u n g m a n , let's t r y to lift you." 6) "Let m e t o u c h it. J u s t let m e p u t m y finger on t h e roof", said Moon. 12. Use the correct following

form

of the Passive

Voice

in the

sentences:

1) N e a r l y all t h e furniture... (to t a k e out) of t h e dining room. 2) "It's high t i m e you... (to w a s h ; to dress)." 3) While they... (to u n b u t t o n ) M o t h e r looked in w i t h a w h i t e t h i n g over h e r shoulders. 4) " T h e n t h e y can j u s t come d o w n and... (to see) a n d go b a c k again", said M o t h e r . B. S p e e c h Excercises 13. Introduce

the main characters

marize

the author's

acters.

Pick out verbs

ing each

method

and

learn

about

iour,

through

14. Account

manner

their

actual

for Mother's

children!"

Is it a casual

her way of treating sons.

Find

sentences

of

What

through

we

behav­

speech?

words:

"Out

remark

or does

it

Give

your

in the text

their

do

their

and inner

her children?

char­

characteriz­

Take notice

of speech.

the characters

Sum­

her

and adjectives

of the personages.

behaviour

of the story.

in presenting

of my

way, reveal rea­

to support

your

alike or different?

Give

statements. 15. Do you find Sun and Moon your

reasons

16. Express

your

the following

for whatever agreement statements

you

or disagreement from

51

say.

the chapter.

with Give

your

reasons.

ex. 21 page

Make

use of the openings

21 (a story

" The

from

Garden-Party")

1) E v e r y b o d y in t h e house w a s b u s y getting r e a d y for t h e p a r t y . 2) Moon h a t e d so m u c h being sent b a c k to t h e nursery. 3) T h e i r cook, Minnie, w a s a l w a y s cross a t t h e children for g e t t i n g tangled in peoples legs. 4) W h e n S u n s a w t h e ice house w i t h t h e n u t h e w a n t e d to t o u c h it. 5) S u n a n d Moon w e r e almost f r i g h t e n e d as t h e y c a m e into t h e dining-room; t h e y j u s t stood at t h e door a n d m a d e eyes at t h e table. 6) Cook a n d Nellie l a u g h e d at S u n ' s question, S u n laughed, too. 17. What is the author's ration

attitude

for the party?

Prove

towards

your

the

opinion

prepa­

citing

the

the

con­

text. 18. Make

up key-questions

tents of the chapter

that will cover

under

study.

Use your

active

vocabulary. 19. Sum up the contents tences. mosphere

Be ready of the

20. Pick out a passage prepare

of the chapter

to discuss

it for recital

in 8-10

the setting

sen­

and the at­

chapter. describing

a festive

in class and

table

translation.

and

II After t h a t t h e y p l a y e d clean t i d y g a m e s u p a t t h e table while N u r s e stood at t h e door, a n d w h e n t h e carriages b e g a n to c o m e a n d t h e s o u n d of l a u g h t e r a n d voices c a m e from d o w n below s h e w h i s p e r e d : "now t h e n , children, s t a y w h e r e y o u are." Moon kept j e r k i n g t h e t a b l e cloth so t h a t it all h u n g d o w n h e r side a n d S u n h a d n ' t a n y — a n d t h e n s h e p r e ­ t e n d e d s h e d i d n ' t do it on purpose. At last t h e bell r a n g . "Down you go", w h i s p e r e d N u r s e a n d joined t h e i r hands together. A n d d o w n t h e y w e n t . S u n did feel silly holding Moon's h a n d like t h a t b u t Moon s e e m e d to like it. At t h e d r a w i n g - r o o m door stood M o t h e r f a n n i n g herself w i t h a black fan. T h e d r a w i n g - r o o m w a s full of s w e e t smelling, silky ladies a n d m e n in black w i t h f u n n y tails on t h e i r coats — like beetles. F a ­ t h e r w a s a m o n g t h e m , talking v e r y loud. " W h a t a picture!" cried t h e ladies. "Oh, t h e ducks! Oh, t h e lambs! Oh, t h e sweets! Oh, t h e pets!" All t h e people w h o couldn't get a t Moon kissed Sun, a n d a skinny old lady w i t h t e e t h t h a t clicked said: " S u c h a serious little p o p p e t " , a n d r a p p e d him on t h e h e a d w i t h s o m e t h i n g h a r d . S u n looked to see if t h e s a m e concert w a s t h e r e , b u t h e w a s gone. I n s t e a d , a fat m a n w i t h h e a d leaned over t h e piano talking to a girl w h o held a violin at h e r ear. T h e r e w a s only one m a n t h a t S u n really liked. He w a s a little g r e y m a n , with long g r e y w h i s k e r s , w h o w a l k e d a b o u t b y himself. He c a m e u p to S u n 1

53

a n d rolled his eyes in a v e r y nice w a y a n d said: "Hullo, m y lad." T h e n h e w e n t a w a y . B u t soon h e c a m e b a c k again a n d said: "Fond of dogs?" S u n said: "Yes." B u t t h e n h e w e n t a w a y again, a n d t h o ­ u g h S u n looked for h i m e v e r y w h e r e h e c o u l d n ' t find him. He t h o u g h t p e r h a p s h e ' d gone outside to look for a p u p p y . "Good night, m y precious babies", said M o t h e r , folding t h e m u p in h e r b a r e a r m s . "Fly u p to y o u r little nest." T h e n Moon w e n t and m a d e a silly of herself again. She p u t u p h e r a r m s in front of e v e r y b o d y and said: "My D a d d y m u s t c a r r y me." B u t t h e y s e e m e d to like it, a n d D a d d y b e n t d o w n a n d picked h e r u p as h e a l w a y s did. N u r s e w a s in such a h u r r y to get t h e m to bed t h a t she even i n t e r r u p t e d S u n over his p r a y e r s a n d said: "Get on w i t h t h e m , child, do." A n d t h e m o m e n t after t h e y w e r e in b e d a n d in t h e d a r k e x c e p t for t h e nightlight. " A r e you asleep?" a s k e d Moon. "No", said Sun. " A r e y o u ? " "No", said Moon. A long while after S u n w o k e u p again. T h e r e w a s a loud, loud noise of clapping from d o w n s t a i r s , like w h e n it rains. He h e a r d Moon t u r n over. "Moon, a r e you a w a k e ? " "Yes, a r e y o u ? " "Yes. Well, let's go a n d look over t h e stairs." T h e y h a d j u s t got settled on t h e t o p s t e p w h e n t h e d r a w i n g - r o o m door opened a n d t h e y h e a r d t h e p a r t y cross over t h e hall into t h e d i n i n g - r o o m t h e n t h a t door w a s shut. T h e n S u n s a w t h e m all w a l k 54

ing r o u n d a n d r o u n d t h e lovely t a b l e w i t h t h e i r h a n d s b e h i n d t h e i r b a c k s like h e h a d d o n e R o u n d a n d r o u n d t h e y w a l k e d , looking a n d s t a r ­ ing. T h e m a n w i t h t h e g r e y w h i s k e r s liked t h e lit­ tle h o u s e best. W h e n h e s a w t h e n u t for a h a n d l e he rolled his eyes like h e did before a n d said to S u n : "Seen t h e n u t ? " "Don't nod y o u r h e a d like t h a t , Moon." " I ' m not nodding. I t ' s you." "It is not. I n e v e r n o d m y head." "O-oh, you do. Y o u ' r e n o d d i n g it now." " I ' m not. I ' m only s h o w i n g you h o w not to do it." W h e n t h e y w o k e u p again t h e y could only h e a r F a t h e r ' s voice v e r y loud, a n d M o t h e r , l a u g h i n g away. F a t h e r c a m e out of t h e dining-room, w a l k e d up t h e stairs, a n d n e a r l y fell over t h e m . "Hullo!" h e said. "By J o v e , K i t t y , come a n d look at this." M o t h e r c a m e out. "Oh, you n a u g h t y children", said s h e from t h e hall. "Let's h a v e ' e m d o w n a n d g i v e ' e m a bone", said Father. S u n h a d n e v e r seen h i m so jolly. "No, certainly not", said Mother. "Oh, m y Daddy, do! Do h a v e us down", said Moon. " I ' m h a n g e d if I w o n ' t " , cried F a t h e r . "I w o n ' t b e bullied. K i t t y — w a y t h e r e . " A n d h e c a u g h t t h e m up, one u n d e r each a r m . S u n t h o u g h t M o t h e r would h a v e b e e n d r e a d f u l ­ ly cross. B u t s h e w a s n ' t . S h e k e p t on l a u g h i n g a t Father. "Oh, you d r e a d f u l boy!" said she. B u t she d i d n ' t m e a n Sun. 55

"Come on, kiddies. Come a n d h a v e s o m e pick­ ings", said this jolly F a t h e r . B u t Moon stopped a minute. " M o t h e r — y o u r dress is r i g h t off one side.'' "Is it?" said Mother. A n d F a t h e r said "Yes" and p r e t e n d e d to b i t e h e r w h i t e s h o u l d e r , b u t s h e pushed him away. A n d so t h e y w e n t back to t h e beautiful d i n i n g room. B u t — oh! Oh! W h a t h a d h a p p e n e d . T h e r i b b o n s a n d t h e roses w e r e all pulled untied. T h e little r e d t a b l e n a p k i n s lay on t h e floor, all t h e shining plates w e r e d i r t y a n d all t h e w i n k i n g glasses. T h e lovely food w a s all t h r o w n about, a n d t h e r e w e r e bones a n d bits a n d fruit peels a n d shells e v e r y w h e r e . T h e r e w a s e v e n a bottle lying d o w n w i t h stuff com­ ing out of it on to t h e cloth a n d n o b o d y stood it u p again. A n d t h e little pink house w i t h t h e s n o w roof and t h e g r e e n w i n d o w s w a s b r o k e n — b r o k e n — half m e l t e d a w a y in t h e c e n t r e of t h e table. "Come on, S u n " , said F a t h e r , p r e t e n d i n g not to notice. Moon lifted u p h e r p y j a m a legs a n d c a m e to t h e t a b l e a n d stood on a chair. " H a v e a bit of this ice", said F a t h e r , s m a s h i n g in s o m e m o r e of t h e roof. M o t h e r took a little plate a n d held it for h i m ; s h e p u t h e r o t h e r a r m r o u n d his neck. "Daddy, Daddy", squeaked Moon. " T h e little h a n ­ dle's left. T h e little met. K i n I e a t it? " A n d s h e r e a c h e d across a n d picked it o u t of t h e door. "Here, m y lad", said F a t h e r . 2

56

B u t S u n d i d n ' t m o v e from t h e door. S u d d e n l y h e p u t u p his h e a d a n d g a v e a loud w a i l . "I t h i n k i t ' s h o r r i d — h o r r i d -— h o r r i d ! " h e sobbed. " T h e r e , you see!" said M o t h e r . "You see!" "Off w i t h you", said F a t h e r , no longer jolly. "This m o m e n t . Off you go!" A n d wailing loudly, S u n s t u m p e d off to t h e n u r s ­ ery. 3

4

1

2

3

4

Notes poppet [ 'popit] — (разг.) милочка Kin = can (детское произношение) gave a loud wail — громко заревел stump — ковылять

List of Vocabulary to keep (on) doing smth to whisper to look for smb, smth perhaps to be asleep Ф to be awake naughty jolly horrid A . Training Exercises /. Reproduce active tences 2. Explain phrases

the situations

vocabulary

is used.

with the words the meaning using

from

from

the story where

Think of your the

57

own

sen­

words

and

list.

of the following

an English-English

the

dictionary.

1) jolly 2) to b e asleep 3) p e r h a p s 4) to w h i s p e r 3. Suggest

words

and

word-combinations

following

(from

your

active

1) 2) 3) 4)

for

the

vocabulary).

bad; w r o n g ; disobedient; causing t r o u b l e to t r y to find to continue frightful; terrible

4. Translate

the following

tion to the italicized

into Russian paying

atten­

parts:

1) He a n s w e r e d in a whisper. 2) A r e you still looking for a job? 3) I w o n d e r , w h e t h e r h e is awake or asleep? 4) "Don't be naughty, dear!" t h e m o t h e r said to a little girl. 5) Keep on as you are. All will come well in t h e end. 5. Write

out from

equivalents

the text sentences

of the following

Use them in sentences

with the

Russian

of your

English

expressions.

own:

Д е р ж а т ь кого-либо за р у к у ; склониться над пианино; бродить; драгоценный; поднять наверх; устроиться; проснуться; подняться по л е с т н и ­ це; у ж а с н ы й ; остатки (еды); растаять; замечать; всхлипывать; громко. 6. Express

the following

more

simply.

1) T h e y played clean tidy g a m e s . 2) T h e n Moon w e n t a n d m a d e a silly of herself again. 58

3) "Let's h a v e t h e m d o w n a n d give t h e m a b o n e " , said F a t h e r . 4) "Oh, D a d d y , do h a v e us d o w n " , said Moon. " I ' m h a n g e d if I w o n ' t " , cried F a t h e r . "I w o n ' t b e bullied. K i t t y — w a y t h e r e . " 5) S u d d e n l y S u n p u t u p his h e a d a n d g a v e a loud wail. 6) Wailing loudly, S u n s t u m p e d off to t h e n u r s ­ ery. 7. Think

of the nouns

following

adjectives.

word-combinations your

that can be modified Put down

by

all the

the

possibe

and use them in sentences

of

own.

Clean; tidy; silly; sweet; funny; loud; serious; h a r d ; nice; precious; n a u g h t y ; jolly; cross; d r e a d ­ ful; winking; horrid. 8. Explain

(in English)

phraseological the

the meaning

of the

following

units and say how they are used

in

text:

(to do s m t h ) on p u r p o s e except for to be in a h u r r y b y oneself no longer to be fond of s m b , s m t h 9. Translate an Infinitive

into English

using

or with Participle

Complex I. Explain

Object the

with differ­

ence.

1) М а л ь ч и к у с л ы ш а л , что его сестра п о в е р н у ­ лась на другой бок. 2) Солнышко видел, как они все ходили вокруг стола, д е р ж а р у к и за спиной. 59

3) Дверь открылась, и дети у с л ы ш а л и , что вся компания п р о ш л а ч е р е з зал в столовую. 10. Account in these

for

the Grammar

phenomena

marked

sentences:

1) "Down you go!" w h i s p e r e d Nurse. A n d d o w n t h e y w e n t (word-order). 2) All t h e people w h o couldn't get at Moon kissed S u n (a modal verb). 3) S u n did feel silly holding Moon's h a n d ( w o r d order). 4) "My D a d d y m u s t c a r r y m e " (a modal verb). 5) T h e y h a d j u s t got settled on t h e top step w h e n t h e d r a w i n g - r o o m door opened (sequence of tenses). 6) "Off w i t h you", said F a t h e r , no longer jolly. "This m o m e n t . Off you go!" (word-order). B. Speech Excercises / 7. Give

a summary

active

vocabulary

12. What

of the preceeding from

Chapter

do you consider

of Sun, Moon

13. Paraphrase,

you

explain

parents?

using

I.

the most typical

and their

sons for whatever

events

Give

features your

rea­

say. and expand

on the

follow­

ing:

1) " W h a t a p i c t u r e ! " cried t h e ladies. "Oh, t h e ducks! Oh, t h e lambs! Oh, t h e sweets! Oh, t h e pets!" 2) N u r s e w a s in such a h u r r y to get t h e m to b e d t h a t she even i n t e r r u p t e d S u n over his prayers. 60

3) "Let's h a v e t h e m d o w n a n d give t h e m a bone", said F a t h e r . S u n h a d n e v e r seen h i m so jolly. 4) M o t h e r k e p t l a u g h i n g a t F a t h e r . " O h , y o u dreadful boy!" said she. B u t s h e d i d n ' t m e a n Sun. 5) "Come on, S u n " , said F a t h e r , p r e t e n d i n g not to notice t h e b r o k e n little p i n k house. B u t S u n d i d n ' t m o v e from t h e door. 6) "Off w i t h you", said F a t h e r , no longer jolly. "This m o m e n t . Off y o u go!" 14. Pick after

out a passage the party

describing

and

the

prepare

it for

translating

in class.

Compare

sage from

Chapter

I (Ex 20). Reveal

meaning

of these two

15. Expand

the sentences 16. Which

views

to illustrate

impressive?

illustrate

answer

17. Use your

imagination

his appearance, 18. Make after

family

back

symbolic

in the story.

Find

statements. do you consider

Give

your

by examples and speak

between

in the

61

to

reasons from

about

life, occupation

up a short dialogue they were

the

liv­

your

of the story

be especially your

and pas­

on the way of

classes as shown

episode

reading

it with a similar

passages.

on the author's

ing of the upper

dining-room

and

the

text.

Father

—

and

views.

Sun and

Moon

nursery.

Topics for General Discussion /. What is the turning 2. What is your

point

opinion

we call it a happy 3. How

of the story? Describe

of the end of the story? ending?

is the problem

If not,

of children

and parents

in the story? Does the author

the children

or with the

is the main

how is it conveyed it in 5. Give

a summary and

you understand

— — — — —

rela­

side

with

parents? of the story

to the reader?

at large

Try to

and

formulate

brief.

cabulary

— — — — — — — —

idea

Could

why?

tions treated

4. What

it.

of the story. the following their

Use your phrases

active (make

vo­ sure

meaning).

t h e story deals w i t h ... t h e story describes t h e life of ... t h e story criticizes ... it is interesting to note that... t h e m a i n character(s) finds himself ... t h e e v e n t s t h a t follow s h o w that... t h e story gives a vivid description of ... t h e story gives a good insight into h u m a n nature... it becomes obvious that... it proves that... t h e i m p o r t a n t t h i n g w a s that... in t h e e n d t h e a t t r a c t i o n of t h e story lies in ... etc.

I W h e n d e a r old Mrs. H a y w e n t back to t o w n after s t a y i n g w i t h t h e Burnells she sent t h e children a doll's house. It w a s so big t h a t t h e c a r t e r a n d P a t c a r r i e d it into t h e c o u r t y a r d , a n d t h e r e it stayed, on t w o w o o d e n boxes beside t h e f e e d - r o o m door. No h a r m could come to it; it w a s s u m m e r . A n d p e r ­ h a p s t h e smell of paint would h a v e gone off b y t h e time. For, really, t h e smell of paint w a s q u i t e e n o ­ u g h to m a k e a n y o n e seriously ill, in A u n t Beryl's opinion. T h e r e stood t h e doll's house, a d a r k , oily, spinach g r e e n , a n d b r i g h t yellow. Its t w o solid little c h i m ­ neys, w e r e p a i n t e d red a n d w h i t e , a n d t h e door, w a s painted yellow. T h e r e w e r e four w i n d o w s , real w i n d o w s , a n d a tiny porch p a i n t e d yellow. B u t perfect, perfect little house! W h o could pos­ sibly m i n d t h e smell. It w a s p a r t of t h e joy, p a r t of t h e newness. " O p e n it quickly, someone!" T h e hook a t t h e side w a s stuck fast. P a t prised it open w i t h his penknife, a n d t h e whole h o u s e front s w u n g back, a n d — t h e r e you w e r e , gazing at one a n d t h e s a m e m o m e n t into t h e d r a w i n g - r o o m a n d dining-room, t h e k i t c h e n a n d t w o b e d r o o m s , t h e little hall w i t h a h a t - s t a n d and t w o umbrellas. T h a t is t h e w a y for a house to open! W h y don't all houses open like t h a t ? "Oh-oh!" T h e Burnell children s o u n d e d as t h o ­ u g h t h e y w e r e in despair. It w a s too m a r v e l l o u s ; it w a s too m u c h for t h e m . T h e y h a d n e v e r seen a n y ­ t h i n g like it in t h e i r lives. All t h e rooms w e r e p a ­ p e r e d . T h e r e w e r e pictures on t h e walls, p a i n t e d on t h e p a p e r w i t h gold frames. 1

2

64

Red carpet covered all t h e floors except t h e k i t c h ­ en; r e d p l u s h chairs in t h e d r a w i n g - r o o m , g r e e n in t h e dining-room; tables, b e d s w i t h real bedclothes, a cradle, a stove, a d r e s s e r w i t h t i n y plates a n d one big jug. B u t w h a t Kezia liked m o r e t h a n a n y t h i n g , w h a t she liked frightfully, w a s t h e l a m p . It stood in t h e m i d d l e of t h e d i n i n g - r o o m table, a n e x q u i s ­ ite little a m b e r lamp w i t h a w h i t e globe. It w a s e v e n filled all r e a d y for lighting, t h o u g h , of course, y o u c o u l d n ' t light it. B u t t h e r e w a s s o m e t h i n g inside t h a t looked like oil a n d m o v e d w h e n you shook it. T h e f a t h e r a n d m o t h e r dolls, w h o w e r e in t h e d r a w i n g - r o o m , a n d t h e i r t w o little children asleep u p s t a i r s , w e r e really too big for t h e doll's house. T h e y d i d n ' t look as t h o u g h t h e y belonged . B u t t h e l a m p w a s perfect. It s e e m e d to smile a t Kezia, to say, "I live here." T h e l a m p w a s real. T h e Burnell children could h a r d l y w a l k to school fast e n o u g h t h e n e x t m o r n i n g . T h e y b u r n e d to tell e v e r y b o d y , to describe t o — w e l l — t o boast a b o u t t h e i r doll's house before t h e schoolbell r a n g . " I ' m to tell," said Isabel, " b e c a u s e I ' m t h e eldest. A n d y o u t w o can join in after. B u t I ' m to tell first." T h e r e w a s n o t h i n g to a n s w e r . Isabel w a s bossy , b u t s h e w a s a l w a y s r i g h t , a n d Lottie a n d Kezia k n e w too well t h e p o w e r s t h a t w e n t w i t h being el­ dest . T h e y said nothing. " A n d I ' m to choose w h o ' s to come a n d see it first. M o t h e r said I might." For it h a d b e e n a r r a n g e d t h a t while t h e doll's h o ­ use stood in t h e c o u r t y a r d t h e y m i g h t ask t h e girls a t school, t w o a t a t i m e , to come a n d look. Not to stay to tea, of course. B u t j u s t to s t a n d quietly in 3

4

5

65

t h e c o u r t y a r d while Isabel pointed out t h e b e a u ­ ties, a n d Lottie a n d Kezia looked pleased.... B u t h u r r y as t h e y might, b y t h e t i m e t h e y h a d r e a c h e d t h e b o y s ' p l a y g r o u n d t h e bell h a d b e g u n to jangle. T h e y only j u s t h a d t i m e to w h i p off t h e i r h a t s a n d fall into line before t h e roll w a s called . N e v e r mind. Isabel tried to m a k e u p for it b y look­ ing v e r y i m p o r t a n t a n d m y s t e r i o u s and b y w h i s ­ pering b e h i n d h e r h a n d to t h e girls n e a r h e r , "Got s o m e t h i n g to tell y o u at playtime." P l a y t i m e c a m e a n d Isabel w a s s u r r o u n d e d . T h e girls of h e r class nearly fought to p u t t h e i r a r m s r o u n d h e r , to w a l k a w a y w i t h her, to be h e r s p e ­ cial friend. S h e held q u i t e a court u n d e r t h e h u g e pine t r e e s at t h e side of t h e playground. N u d g i n g , giggling t o g e t h e r , t h e little girls pressed u p close. A n d t h e only t w o w h o stayed outside t h e ring w e r e t h e two w h o w e r e always outside, t h e little Kelveys. T h e y k n e w b e t t e r t h a n to come a n y w h e r e n e a r t h e Burnells. A n d Isabel's voice, so v e r y p r o u d , w e n t on tell­ ing. T h e c a r p e t m a d e a g r e a t sensation, b u t so did t h e b e d s w i t h real bedclothes, a n d t h e stove w i t h a n oven door. W h e n she finished Kezia b r o k e in. " Y o u ' v e for­ g o t t e n t h e l a m p , Isabel." "Oh yes," said Isabel, "and t h e r e ' s a t e e n y little lamp, all m a d e of yellow glass, w i t h a w h i t e globe t h a t s t a n d s on t h e dining-room table. You c o u l d n ' t tell it from a real one." " T h e l a m p ' s best of all," cried Kezia. S h e t h o u g h t Isabel w a s n ' t m a k i n g half e n o u g h of t h e little lamp. B u t nobody paid a n y attention. Isabel w a s 6

7

8

66

choosing t h e t w o w h o w e r e to come b a c k w i t h t h e m t h a t afternoon a n d see it. S h e chose E m m i e Cole a n d Lena Logan. B u t w h e n t h e o t h e r s k n e w t h e y w e r e all to h a v e a chance, t h e y c o u l d n ' t b e nice e n o u g h to Isabel. One b y one t h e y p u t t h e i r a r m s r o u n d Isabel's waist a n d w a l k e d h e r off. T h e y h a d s o m e t h i n g to w h i s p e r to her, a secret. "Isabel's my friend." Only t h e little Kelveys m o v e d a w a y forgotten; t h e r e w a s n o t h i n g m o r e for t h e m to h e a r .

1

2

3 4

5

6

7

8

Notes the whole house front swung back — передняя стен­ ка вся откинулась назад That is the way for a house to open! — Вот как дол­ жен бы открываться дом! (имеется в виду каждый дом) belong — зд. быть на своем месте bossy (разг.) — властная, склонная командовать, верховодить the powers that went with being eldest — зд. власть принадлежит старшим the roll was called — перекличка кончилась got something to tell you (разг.) = I have got some­ thing to tell you. to make enough of something — отдавать должное, достаточно расхвалить что-либо

List of Vocabulary to arrange to boast about smth to burn to do smth in despair to be the elder 67

to gaze to giggle to join in with smb to nudge in one's opinion to whip off A. Training Excercises /. Recall

the situations

vocabulary 2. Choose

of the list is

words

active

from

the story

the

used.

and word-combinations

vocabulary

in which

to express

from

the following

your no­

tions:

1) a v i e w or a j u d g e m e n t f o r m e d in t h e m i n d about a particular matter 2) to look long a n d a t t e n t i v e l y 3) to lose all hope or confidence 4) to speak w i t h excessive p r i d e 5) to t a k e off or to pull off v e r y quickly a n d forcefully 6) to be e a g e r to do s m t h 7) to come to an a g r e e m e n t or u n d e r s t a n d i n g 8) one h a v i n g a u t h o r i t y by v i r t u e of age a n d e x ­ perience 9) to l a u g h in a silly m a n n e r 10) to t a k e p a r t in a collective activity 11) to p u s h or t o u c h gently or slightly 3. Interpret phrases down

the meaning

of the following

using an English-English the sentences

and translate

with these words

them into

68

Russian:

words

dictionary. from

and Write

the

text

exquisite marvelous perfect mysterious huge tiny (teeny) a f e e d - r o o m door never mind to m a k e a g r e a t sensation to p a y a t t e n t i o n to h a v e a c h a n c e 4. Try to guess the meaning

of the words

without

the

dictionary.

bossy, c h a n c e , c o u r t y a r d , e l e g a n t , globe, h a t stand, l a m p , m o m e n t , penknife, p l a y g r o u n d , p l a y ­ time, plush, rose, schoolbell, secret, serious, spin­ ach, special, s t a t u e , s t r a n g e r , upstairs. 5. Paraphrase words

from

the the

following

sentences

using

the

list.

1) In A u n t B e r y l ' s view t h e smell of p a i n t w a s too terrible. 2) T h e child looked s t e a d y a t a s t r a n g e r . 3) T h e children lost all t h e h o p e after t h e i r m o t h ­ er's death. 4) S h e w a s e a g e r to tell h e r friends t h a t she h a d e n t e r e d t h e Moscow University. 5) T h e m o t h e r w a s v e r y p r o u d b e c a u s e h e r d a u g h t e r b e c a m e a m e m b e r of a famous school chorus. 6) My sister w h o w a s b o r n earlier t h a n I w o r k s as a doctor. 7) This funny situation m a d e t h e m l a u g h fool­ ishly. 6.9

8) In t h e shop t h e little girl p u s h e d slightly h e r m o t h e r a n d asked to b u y some sweets a n d bis­ cuits. 6. Translate

the following

tion to the italicized

into Russian paying words

and

atten­

phrases:

1) T h e little boy gazed at t h e u n k n o w n people. 2) In despair h e fell d o w n in t h e a r m - c h a i r . 3) Mike w a s the eldest son in t h e family. 4) As t h e y w e r e late t h e y whipped off t h e i r h a t s a n d coats in t h e cloak-room. 5) T h e girl boasted about h e r n e w toy. 6) T h e friends arranged to m e e t at t h e b u s stop. 7) A n d r e w burned to play football for his school t e a m this t e r m . 7. Find in the text the English

for:

кукольный домик, запах краски, в действитель­ ности, одновременно, в п а д а т ь в о т ч а я н и е , это было слишком, особенно нравиться, посредине, в ы г л я д е т ь к а к н а с т о я щ е е , едва смогли ж д а т ь , горели ж е л а н и е м рассказать, как у ж е было з а ­ ведено, остаться на ч а ш к у чая, ко времени, н е ­ важно. 8. Choose your

the correct

word

to fill in the blanks.

Give

reason.

1) T h e boy w a s ill (serious-seriously). 2) O p e n t h e door (quick-quickly). 3) T h e sight w a s (marvellous-marvellously). 4) T h e l a m p w a s (perfect-perfectly). 5) Mike w a s m y friend (real-really). 6) T h e dolls w e r e too big for t h e doll's h o u s e (real-really). 70

7) T h e Burnell children could w a l k to school fast e n o u g h t h e n e x t m o r n i n g ( h a r d - h a r d l y ) . 8) He k n e w too his r i g h t s (well-good). 9) T h e girls s h o u l d s t a n d in t h e c o u r t y a r d while t h e y w e r e gazing at t h e doll's house (qui­ et-quietly). 10) Isabel t r i e d to look (mysterious-mysteriously). 9. Insert

articles

where

necessary.

Explain

your

choice.

1) Old Mrs. H a y sent children doll's house. 2) T h e r e stood doll's house, dark, oily, spinach green. 3) T h a t ' s w a y for h o u s e to open! 4) B u t perfect, perfect little house! 5) lamp was real. 6) " I ' m eldest", Isabel told to little sisters. 7) N e v e r mind! 8) Isabel held quite court u n d e r h u g e pine t r e e s at side of playground. 9) A n d only t w o w h o s t a y e d outside ring were t w o w h o w e r e a l w a y s outside, little _Kelveys. 10. Explain

the meaning

and say in what

of the phraseological

connection

they

are used

units in

the

text.

b y t h e t i m e , to m a k e s o m e b o d y seriously ill, in s m b ' s opinion, at one a n d t h e s a m e m o m e n t , in d e s p a i r , to b e too m u c h for s m b , r e a d y for s m t h , a t a t i m e , a t t h e side, one b y one.

71

П.

Arrange the following words in pairs of onyms. Use them in sentences of your own.

syn­

To boast, fast, to place in order, to w h i p off, in one's opinion, t h e d r a w i n g - r o o m , a stove, e x q u i s ­ ite, to speak softly, to a r r a n g e , to whisper, w o n ­ derful, to pull off s m t h , v e r y quickly a n d forceful­ ly, d a i n t y , in one's view, beautiful, real, alive, to s p e a k w i t h excessive pride, quickly, w o n d e r , a n oven, t h e sitting-room, marvellous. 12. Open of the

the brackets

using

the appropriate

form

Infinitive.

1) No h a r m could (to come) to t h e doll's house. 2) P e r h a p s t h e smell of paint would (to have) gone off b y t h e time. 3) T h e smell of p a i n t w a s q u i t e e n o u g h (to m a k e ) a n y o n e seriously ill, in A u n t Beryl's opinion. 4) T h a t is t h e w a y for a h o u s e (to open)! 5) W h y d o n ' t all t h e houses (to open) like t h a t ? 6) T h e l a m p s e e m e d (to smile) at Kezia. 7) T h e y b u r n e d (to tell) e v e r y b o d y , (to describe), (to boast) a b o u t their doll's house. 8) I ' m (to tell) first. 9) T h e r e w a s n o t h i n g (to a n s w e r ) . 10) T h e bell b e g a n (to jangle). 13. Define

the word

the sentences

into

forms

ending

in - i n g .

Translate

Russian.

1) After s t a y i n g w i t h t h e Burnells d e a r old Mrs. H a y sent t h e children a doll's house. 2) T h e r e you w e r e gazing at one a n d t h e s a m e m o m e n t into t h e d r a w i n g - r o o m and d i n n e r room, t h e k i t c h e n and t w o bedrooms. 3) T h e y h a d n e v e r seen a n y t h i n g like it in t h e i r lives. 72

4) T h e l a m p w a s e v e n filled all r e a d y for lighting. 5) But t h e r e w a s s o m e t h i n g inside t h a t looked like oil. 6) T h e r e w a s n o t h i n g to say. 7) Lottie a n d Kezia k n e w too well t h e p o w e r s t h a t w e n t w i t h b e i n g eldest. 8) Isabel tried to m a k e u p for t h e lost time b y look­ ing very important and mysterious and b y w h i s p e r i n g b e h i n d h e r h a n d to t h e girls t h a t she h a d got s o m e t h i n g to tell t h e m at playtime. 9) T h e children played in t h e p l a y g r o u n d in t h e morning. 14. Insert prepositions

where

necessary:

1) W h e n old Mrs. H a y w e n t b a c k town stay­ ing t h e Burnells she sent the children a doll's house. 2) It w a s p a r t t h e joy, p a r t the newness. 3) T h e hook t h e side w a s s t u c k fast. 4) T h e Burnell children s o u n d e d as t h o u g h t h e y were despair. 5) It w a s too m u c h them. 6) T h e l a m p stood the middle the diningroom table. 7) T h e r e w e r e p i c t u r e s t h e wall. 8) T h e B u r n e l l c h i l d r e n could h a r d l y w a l k school fart e n o u g h t h e n e x t morning. 9) T h e Burnells only just h a d t i m e to w h i p their h a t s a n d fall line t h e roll w a s called. 10) T h e girls h e r class n e a r l y fought to p u t their a r m s her, to w a l k a w a y her. 11) Isabel held quite a court t h e h u g e pine t r e e s _ t h e side the playground. 73

12) T h e l a m p is best all. 13) One one t h e girls p u t their a r m s bel's waist a n d w a l k e d h e r . 15. Find the sentences the text.

Translate

with the Past Perfect them into

16. Find the sentences

Isa­ Tense

in

Russian.

with the Passive

text. Transform

them into the Active

late them into

Russian.

Voice

in the

Voice.

Trans­

B. S p e e c h Excercises 17. Sum up the events ing active 18. Describe

the doll's

that the doll's side using

of the preceding

chapter

us­

vocabulary. house.

house

Prove

was perfect

the following

the

statement

outside

and

in­

words:

— d a r k , oily, spinach green, b r i g h t yellow, red, white; — c h i m n e y s , a door, w i n d o w s , a porch; — a kitchen, a d r a w i n g - r o o m , a dining-room, a bedroom; — r e d p l u s h c h a i r s , g r e e n a r m - c h a i r s , tables, beds, a cradle, a stove, a dresser, a h a t - s t a n d , a carpet; — bedclothes, a plate, a big jug, a lamp, dolls, a n umbrella. 19. Describe

the lamp

20. Use your imagination nell children:

Isabel,

in the doll's

house.

and try to describe Lottie 1

character-sketches. 74

and Kezia.

the Give

Burtheir

21. Use your imagination character-sketches. appearance, 22. Describe 23.

What

character, the playtime

could

rest children 24. Answer

and try to give the Describe

the

separate at school?

clothes, on the the little Give

Kelveys'

the Kelveys

your

habits,

(age, pets).

playground. Kelveys

and

the

reasons.

questions:

1) W h y did Mrs H a y s e n d t h e c h i l d r e n t h e doll's house? 2) W h a t and w h y did Kezia like best of all in t h e doll's house? 3) W h y did t h e Burnell children h u r r y to school the next morning? 4) W h a t h a d b e e n a r r a n g e d b y t h e girls a t school for t h e visits to t h e doll's house? 5) W h y did Isabel t r y to look v e r y i m p o r t a n t a n d mysterious? 10) W h a t did Isabel forget to say a b o u t while d e ­ scribing t h e doll's house? 11) W h y w a s it v e r y i m p o r t a n t for Kezia to tell e v e r y b o d y a b o u t t h e lamp? 12) W h o m did Isabel choose to come a n d see t h e doll's h o u s e first? W h y did s h e choose t h e s e girls? 13) Did t h e Kelveys h a v e a c h a n c e to come to t h e Burnells a n d see t h e i r doll's house? 14) W h y w e r e t h e little Kelveys t h e only t w o w h o s t a y e d outside t h e girls' ring a n d m o v e d a w a y forgotten?

75

25. Express

your

the following wrong,

correct

agreement statements.

or disagreement If you find the

it, use the following

with statement

expressions:

You are not right; It is not true to the fact; As a matter of fact it is wrong; I'm afraid that's not quite right; No, that's wrong. 1) W h e n d e a r old Mrs. H a y w e n t back to t o w n after staying w i t h t h e Burnells she w a s so sick and tired t h a t she tried to forget a b o u t t h e m as soon as possible as a b a d d r e a m . 2) T h e smell of paint was so marvellous, t h a t A u n t Beryl w a s spending all h e r free t i m e n e a r t h e doll's house. 3) T h e doll's house h a d two solid little c h i m n e y s , four w i n d o w s a n d a tiny porch. 4) P a t opened t h e hook at t h e side of t h e doll's h o u s e easily. 5) T h e r e w e r e r e d plush chairs in t h e d r a w i n g room a n d g r e e n in t h e dining-room. 6) At first sight Kezia disliked t h e l a m p b e c a u s e it w a s broken. 7) T h e n e x t m o r n i n g t h e Burnell children w e r e not in a h u r r y a n d t h e y w a l k e d to school h u m ­ m i n g t h e i r favorite song. 8) Isabel w a s t h e youngest sister, so she c o u l d n ' t choose w h o w a s to come a n d see t h e doll's h o ­ use first. Lottie a n d Kezia did it. 9) W h e n t h e playtime c a m e Isabel w a s s u r r o u n d ­ ed b y t h e girls of h e r class. 10) T h e little Kelveys w h i s p e r e d to t h e girls t h a t t h e y h a d got s o m e t h i n g m y s t e r i o u s a n d i m ­ p o r t a n t to tell t h e m . T h a t ' s w h y t h e y w e r e a l ­ lowed to play w i t h t h e girls from t h e school and soon t h e y b e c a m e t h e i r special friends. 76

11) T h e t e e n y l a m p in t h e doll's h o u s e m a d e a g r e a t sensation. 12) E m m i e Cole a n d Lena Logan w e r e t h e t w o w h o w e r e to come back w i t h t h e B u r n e l l s a n d see t h e doll's house, b u t t h e o t h e r s h a d no c h a ­ nce to see it. 13) T h e K e l v e y s w e r e invited to t h e B u r n e l l s b e ­ cause t h e y w e r e t h e i r special friends. 26. Make

comments

on the following

phrases:

1) Isabel w a s bossy. S h e w a s a l w a y s right. 2) T h e Kelveys k n e w b e t t e r t h a n to come a n y ­ w h e r e n e a r t h e Burnells. 27. Sum up what

you

nells and the Kelveys

have

learned

in Chapter

about I.

the

Bur­

II For t h e fact w a s , t h e school t h e Burnell children w e n t to w a s not a t all t h e kind of place t h e i r p a r ­ e n t s w o u l d h a v e c h o s e n if t h e r e h a d b e e n a n y choice. B u t t h e r e w a s none. It w a s t h e only school for miles. A n d t h e consequence w a s all t h e chil­ d r e n of t h e n e i g h b o u r h o o d , t h e J u d g e ' s little girls, t h e doctor's d a u g h t e r s , t h e store k e e p e r ' s children, t h e m i l k m a n ' s , w e r e forced to mix t o g e t h e r . B u t t h e line h a d to be d r a w n s o m e w h e r e . It w a s d r a w n at t h e Kelveys. M a n y of t h e children, in­ cluding t h e B u r n e l l s , w e r e not allowed e v e n to speak to t h e m . T h e y w a l k e d past t h e Kelveys w i t h t h e i r h e a d s in t h e air, t h e Kelveys w e r e s h u n n e d by everybody. E v e n t h e t e a c h e r h a d a special voice for t h e m , a n d a special smile for t h e o t h e r children w h e n Lil K e l v e y c a m e u p to h e r desk. T h e y w e r e t h e d a u g h t e r s of a spry, h a r d - w o r k ­ ing little w a s h e r w o m a n , w h o w e n t a b o u t from h o u s e to h o u s e b y t h e day. This w a s awful enough. B u t w h e r e w a s Mr. Kelvey? Nobody k n e w for c e r ­ tain. B u t e v e r y b o d y said he w a s in prison. So t h e y w e r e t h e d a u g h t e r s of a w a s h e r w o m a n a n d a g a ­ olbird. V e r y nice c o m p a n y for o t h e r people's chil­ d r e n ! T h e t r u t h w a s t h e Kelveys w e r e d r e s s e d in "bits" given to Mrs. Kelvey b y t h e people for w h o m she worked. Lil, for instance, w h o w a s a stout plain child, w i t h big freckles, c a m e to school in a d r e s s m a d e from a g r e e n a r t - s e r g e t a b l e c l o t h of t h e Burnells', w i t h r e d plush sleeves from t h e L o g a n s ' c u r t a n s . H e r h a t , w i t h a large scarlet quill p e r c h e d on top of h e r high forehead, w a s a g r o w n - u p w o m ­ a n ' s h a t , once t h e p r o p e r t y of Miss L e c k y , t h e postmistress. 1

2

3

78

W h a t a little g u y she looked! It w a s impossible not to laugh. A n d h e r little sister, o u r Else, w o r e a long w h i t e d r e s s , r a t h e r like a n i g h t g o w n , a n d a pair of little b o y ' s boots. B u t w h a t e v e r o u r Else w o r e she would h a v e looked strange. S h e w a s a tiny w i s h - b o n e of a child, w i t h c r o p p e d h a i r a n d e n o r ­ m o u s solemn e y e s — a little w h i t e owl. N o b o d y h a d e v e r seen h e r smile; s h e scarcely e v e r spoke. S h e w e n t t h r o u g h life holding on to Lil, w i t h a piece Lil's skirt s c r e w e d u p in h e r h a n d . W h e r e Lil w e n t , our Else followed. In t h e p l a y g r o u n d on t h e road going to a n d from school, t h e r e w a s Lil m a r c h i n g in front a n d our Else holding on b e h i n d . Only w h e n she w a n t e d anything, or w h e n she w a s out of breath, our Else gave Lil a tug, a twitch, a n d Lil stopped and t u r n e d round. T h e Kelveys n e v e r failed to u n ­ d e r s t a n d each other. Now you c o u l d n ' t stop t h e m listening. Days passed, a n d as m o r e children s a w t h e doll's house, t h e fame of it spread. It b e c a m e t h e one s u b ­ ject, t h e rage. T h e one question w a s , " H a v e you seen B u r n e l l s ' doll's h o u s e ? Oh, a i n ' t it lovely!" " H a v e n ' t you s e e n it? Oh, I say!" E v e n t h e d i n n e r h o u r w a s g i v e n u p to talking a b o u t it. T h e little girls sat u n d e r t h e pines eating t h e i r thick m u t t o n s a n d w i c h e s a n d big slabs of j o h n n y cake s p r e a d w i t h b u t t e r . While always, as n e a r as t h e y could get, sat t h e Kelveys, our Else holding on to Lil, listening too, while t h e y c h e w e d t h e i r j a m s a n d w i c h e s out of a n e w s p a p e r . "Mother," said Kezia, "can't I ask t h e Kelveys just once?" "Certainly not, Kezia." 4

5

15

79

"But w h y n o t ? " " R u n a w a y , Kezia; you k n o w quite well w h y not." At last e v e r y b o d y h a d seen it except t h e m . On t h a t d a y t h e subject r a t h e r flagged. It w a s t h e d i n ­ n e r hour. T h e children stood t o g e t h e r u n d e r t h e pine t r e e s , a n d s u d d e n l y , as t h e y looked a t t h e Kelveys eating out of their paper, a l w a y s b y t h e m ­ selves, a l w a y s listening, t h e y w a n t e d to be horrid to t h e m . E m m i e Cole s t a r t e d t h e whisper. "Lil K e l v e y ' s going to be a s e r v a n t w h e n s h e g r o w s up." "Oh-oh, h o w awful!" said Isabel Burnell, a n d she m a d e eyes at E m m i e . E m m i e swallowed in a v e r y m e a n i n g w a y a n d n o d d e d to Isabel as s h e ' d seen h e r m o t h e r do on those occasions. "It's t r u e — i t ' s t r u e — i t ' s t r u e , " s h e said. T h e n Lena Logan's little eyes s n a p p e d . "Shall I ask h e r ? " s h e w h i s p e r e d . " B e t you don't," said Jessie May. "Pooh, I ' m not frightened," said Lena. "Watch! W a t c h m e ! W a t c h m e now!" said Lena. Lena w e n t over t o — t h e Kelveys. Lil looked u p from h e r dinner. S h e w r a p p e d t h e rest quickly away. Our Else stopped chewing. W h a t w a s coming now? "Is it t r u e y o u ' r e going to be a s e r v a n t w h e n you g r o w u p , Lil K e l v e y ? " shrilled Lena. D e a d silence. B u t instead of a n s w e r i n g , Lil only g a v e h e r silly, s h a m e f a c e d smile. S h e d i d n ' t s e e m to mind t h e question at all. W h a t a sell for Lena! T h e girls b e g a n to titter. Lena c o u l d n ' t s t a n d that. S h e p u t h e r h a n d s on h e r lips; s h e shot forward. "Yah, y e r f a t h e r ' s in prison!" s h e hissed spitefully. 7

8

9

10

80

This w a s such a marvellous thing to h a v e said t h a t t h e little girls r u s h e d a w a y in a body, deeply, d e e p ­ ly, excited, wild w i t h joy. S o m e o n e found a long rope, a n d t h e y b e g a n skipping. A n d n e v e r did t h e y skip so high, r u n in a n d out so fast, or do such d a r ­ ing t h i n g s as on t h a t morning. Notes 1

2

3

4

5

6

7

8 11

gaolbird (слэнг) = jailbird ['сгзепЬэх!] — заключён­ ный, арестант "bits" — остатки, кусочки, обноски art-serge = arty-serge —декоративная саржа с раз­ водами или рисунками, обычно используется для скатертей,занавесок our Else — наша Эльси; здесь — постоянный эпи­ тет при имени собственном wish-bone = wishing bone'— зд. худышка johnny cake = johnny cake ['ctpnikeik] — пшенич­ ная лепешка (австрал.) to make eyes at somebody •— строить глазки комулибо bet (сокр.) — better (adv.) лучше a sell — зд. разочарование, неприятная неожидан­ ность Yah, yer father's in prison. = Yes, your father is in prison.

10

List of Vocabulary to chew consequence cropped hair to be frightened of to give a tug to give a twitch guy

smth/smb

81

to to to to to to to to to

hiss be horrid nod mind the question rush shun skip stare whisper A . Training Excercises

/. Recall

the situations

vocabulary 2. Choose active

from

of the list is

words

the story

the

used.

and word-combinations

vocabulary

in which

to express

from

the following

your no­

tions:

1) to speak softly w i t h little or no vibration of t h e vocal cords especially w i t h t h e aim of p r e s e r v ­ ing secrecy 2) a p e r s o n of g r o t e s q u e a p p e a r a n c e 3) a close c u t of t h e hair 4) to be ignored, to be avoided b y e v e r y b o d y 5) to give a strong pulling force 6) s o m e t h i n g p r o d u c e d b y a cause or necessarily following from a set of conditions 70 to c r u s h w i t h t h e t e e t h 8) to m a k e a quick d o w n w a r d motion of t h e h e a d w h e t h e r as a sign of assent, salution or c o m ­ mand 9) to j u m p from leg to leg, to j u m p again a n d again over a rope 10) to give a short s u d d e n pull or j e r k 11) to m o v e speedily 82

12) to 13) to 14) to 15) to 16) to

p a y attention; to c a r e m a k e a p r o l o n g e d s h a r p sound b e terrible, b a d , not a t all nice b e afraid of s r r i t h / s m b look at someone for a long t i m e

3. Interpret phrases down

the meaning

of the following

using an English-English the sentences

and translate

dictionary.

with these words

them into

words from

and Write

the

text

Russian.

awful in a v e r y m e a n i n g w a y to d r a w t h e line a t enormous in t h e n e i g h b o u r h o o d daring things to s t a n d s m t h freckles to p e r c h on tiny solemn to give u p rage m a d e eyes at s m b in a b o d y spitefully 4. Try to guess the meaning

of the words

without

the

dictionary.

j a m , m i l k m a n , postmistress, mile, doctor, w a s h ­ e r w o m a n , sandwich, to m a r c h , tablecloth, h a r d ­ working.

83

5. Paraphrase words from

the following the list.

sentences

using

the

1) T h e h a t w i t h a large scarlet quill p e r c h e d on top of t h e little girl's h e a d w a s so terrible t h a t she looked like a person of g r o t e s q u e a p p e a r ­ ance. 2) W h e n t h e girls found out t h a t M a r y ' s m o t h e r w a s a w a s h e r w o m a n t h e y b e g a n to avoid her. 3) T h e children c r u s h e d w i t h t e e t h several slices of b r e a d w i t h meat, cheese a n d fish w i t h g r e a t appetite. 4) T h e s n a k e m a d e a s h a r p prolonged sound. 5) T h e girls took a long rope and b e g a n to j u m p from one leg to a n o t h e r one. 6) M a r y looked for a long t i m e at a s t r a n g e r w i t h a close cut of hair because she couldn't r e m e m ­ b e r w h e r e she h a d seen h i m before. 6. Translate the following into Russian paying tion to the italicized words and phrases:

atten­

1) The consequence of this e x p e r i m e n t w a s e v e n t ­ ful for t h e y o u n g scientist. 2) S h e h a s m a d e a guy of herself in this dress. 3) At first t h e children shunned t h e n e w girl b u t soon t h e y m a d e close friends. 4) T h e B r o w n s were frightened w h e n t h e y s a w a n u n k n o w n person in t h e i r g a r d e n . 5) W h e n t h e girls d e c i d e d to be horrid to t h e Kelveys t h e y b e g a n to w h i s p e r a n d to nod to each other. 6) T h e m o t h e r w a s so tired t h a t s h e didn't mind her daughter's question. 7) W h e n t h e child w a n t e d to d r i n k some juice h e c a m e u p to his m o t h e r a n d gave her a tug, a twitch. 84

7. Find in the text the English

for:

в действительности, провести черту, с высоко поднятой головой, едва говорить, произвести сен­ сацию, днём, наконец, всегда сами по себе, в т а ­ ком с л у ч а е , вместо чего-либо, с т р о и т ь г л а з к и к о м у - л и б о , по т а к о м у с л у ч а ю у л ы б н у т ь с я , не понять вопроса, все вместе, с о в е р ш а т ь ответные поступки (дела). 8. Choose your

the correct

word

to fill in the blanks.

Give

reason.

1) T h e t e a c h e r h a d voice for t h e K e l v e y s a n d _ smile for children (special-specialty; t h e o t h e r - t h e others). 2) This w a s e n o u g h (awful-awfully). 3) V e r y nice c o m p a n y for people's children (other-another). 4) S h e e v e r spoke (scarce-scarcely). 5) Lil w r a p p e d h e r d i n n e r a w a y (quick-quickly). 6) Lid didn't seem t h e question (to m i n d - m i n d ­ ing). 7) Nobody could stop t h e m (to listen-listen­ ing). 9. Insert

articles

where

necessary.

Explain

your

choice.

1) It w a s only school for miles. 2) B u t line h a d to b e d r a w n s o m e w h e r e . 3) W h a t little g u y she looked! 4) Kelveys w e r e s h u n n e d b y everybody. 5) Isabel w a s choosing t w o w h o w e r e to come back w i t h t h e m t h a t afternoon. 85

6) It w a s d i n n e r hour. 7) Lil w r a p p e d rest of h e r dinner quickly a w a y 8) E m m i e swallowed in very meaning way and n o d d e d to Isabel. 9) "Is it t r u e y o u ' r e going to be servant?" Lena asked Lil. 10) This w a s such marvellous t h i n g to h a v e said t h a t little girls r u s h e d a w a y in body, deeply excited, wild w i t h joy. 10. Explain and

the meaning

say in what

of the phraseological

connection

they

units

are used

in the

text:

for miles, for certain, to be in prison, for instance, a pair of, in front of; to give a t u g , to give a t w i t c h , q u i t e well, at last, on occasions, instead of, to give a smile. 11. Arrange onyms.

the following

words

Use them in sentences

in pairs of your

of

syn­

own.

To choose, b r i g h t red, rage, occasion, e n o r m o u s , awful, to s h u n , to shrill, daring, tiny, h u g e , scarlet, to ignore, event, passion, v e n t u r o u s , afraid, t e r r i ­ ble, spitefully, to scream, frightened, select. 12. Open of the

the brackets

using

the appropriate

form

Infinitive.

1) T h e consequence w a s all t h e children of t h e n e i g h b o u r h o o d w e r e forced (to mix) t o g e t h e r . 2) T h e line h a d (to be) d r a w n s o m e w h e r e . 3) T h e children w e r e not allowed e v e n (to speak) to t h e Kelveys. 4) It w a s impossible not (to laugh). 86

5) T h e K e l v e y s n e v e r failed (to u n d e r s t a n d ) each other. 6) You c o u l d n ' t (to stop) t h e m listening. 7) T h e r e w a s n o t h i n g m o r e for t h e m (to h e a r ) . 8) A l w a y s , as n e a r as t h e y could (to get) sat t h e Kelveys. 9) T h e girls w a n t e d (to be) h o r r i d to t h e Kelveys. 10) E m m i e Cole s t a r t e d (to w h i s p e r ) . 11) E m m i e n o d d e d to Isabel as s h e ' d s e e n h e r m o t h e r (to do) on those occasions. 12) O u r Else s t o p p e d (to c h e w ) h e r s a n d w i c h . 13) Lil d i d n ' t s e e m (to m i n d ) t h e q u e s t i o n a t all. 14) T h e girls b e g a n (to titter). 15) Lena Logan c o u l d n ' t (to s t a n d ) t h a t . 13. Define

the word

the sentences

into

forms

ending

in - i n g .

Translate

Russian.

1) M a n y of t h e children including t h e Burnells, w e r e not allowed e v e n to speak to t h e Kelveys. 2) O u r Else w e n t t h r o u g h t h e life h o l d i n g on to Lil. 3) Only w h e n s h e w a n t e d a n y t h i n g our Else g a v e Lil a tug, a t w i t c h . 4) N o w you couldn't stop t h e m listening. 5) In t h e p l a y g r o u n d on t h e road going to a n d from school, t h e r e w a s Lil m a r c h i n g in front a n d our Else holding on behind. 6) E v e n t h e d i n n e r h o u r w a s given u p to t a l k i n g a b o u t t h e doll's house. 7) T h e little girls sat u n d e r t h e pines e a t i n g t h e i r t h i c k m u t t o n s a n d w i c h e s a n d big slabs, of j o h n n y cake s p r e a d w i t h b u t t e r . 8) T h e c h i l d r e n stood t o g e t h e r u n d e r t h e pine t r e e s , a n d s u d d e n l y , as t h e y looked at t h e K e l cS'7

veys eating out of their paper, always by t h e m ­ selves, a l w a y s listening, t h e y w a n t e d to be h o r r i d to t h e m . 9) "Lil K e l v e y ' s going to be a s e r v a n t w h e n she grows u p " E m m i e Cole s t a r t e d . 10) E m m i e swallowed in a v e r y m e a n i n g w a y and n o d d e d to Isabel. 11) O u r Else stopped chewing. 12) W h a t w a s coming now? 13) B u t instead of a n s w e r i n g , Lil only g a v e h e r silly, s h a m e f a c e d smile. 14) Someone found a long rope, a n d t h e y b e g a n skipping. 15) A n d n e v e r did t h e y skip so high, r u n in and out so fast, or do such d a r i n g things as on t h a t morning. 14. Insert prepositions

where

necessary.

1) It w a s t h e only school miles. 2) T h e line w a s d r a w n t h e Kelveys. 3) M a n y t h e children w e r e not allowed even _ speak t h e Kelveys. 4) T h e children w a l k e d t h e Kelveys their heads t h e air. 5) T h e K e l v e y s w e r e s h u n n e d _ _ e v e r y b o d y . 6) A s p r y , h a r d - w o r k i n g little w a s h e r w o m a n went about house house t h e day. 7) Nobody k n e w certain. 8) E v e r y b o d y said Mr. K e l v e y w a s prison. 9) V e r y nice c o m p a n y o t h e r people's children. 10) T h e Kelveys w e r e dressed "bits" given Mrs. Kelvey the people w h o m she worked. 88

11) Lil instance, w h o w a s a s t o u t plain child _ big freckles, c a m e school a dress m a d e _ a g r e e n a r t - s e r g e tablecloth the Bur­ nells', r e d plush sleeves t h e Logans' cur­ tains. 12) Lil's h a t , a l a r g e scarlet quill p e r c h e d top her high forehead, was a grown-up woman's hat. 13) O u r Else w e n t t h r o u g h life holding Lil, _ a piece Lil's skirt s c r e w e d her hand. 14) t h e p l a y g r o u n d _ t h e road going and school, t h e r e w a s Lil m a r c h i n g front a n d our Else holding behind. 15) E v e n t h e d i n n e r h o u r w a s given to talking t h e doll's house. 16) T h e little girls sat t h e pins eating their thick m u t t o n s a n d w i c h e s a n d bib slabs johnny cake s p r e a d butter. 17) last e v e r y b o d y h a d seen t h e doll's h o u s e except t h e Kelveys. 18) t h a t d a y t h e subject r a t h e r flagged. 19) T h e children stood t o g e t h e r t h e pine t r e e s a n d s u d d e n l y , as t h e y looked t h e Kelveys, eating their paper, always them­ selves, a l w a y s listening, t h e y w a n t e d to b e horrid them. 20) E m m i e swallowed a very meaning way and nodded Isabel as s h e ' d seen h e r m o t h e r do _ those occasions. 21) Isabel m a d e eyes Emmie. 22) I n s t e a d a n s w e r i n g , Lil only g a v e h e r silly, s h a m e f a c e d smile as she d i d n ' t m i n d t h e q u e s ­ tion all. 89

23) W h a t a sell Lena! 24) T h e little girls r u s h e d _ a body, deeply e x ­ cited, wild joy t h a t morning. 15. Find the Subjunctive it into Russian.

Make

this grammar

form.

16. Find the sentences the text.

Mood

in the text.

up your

Translate

own sentences

with the Past Perfect

Translate

them into

with

Tense

in

Russian.

B. Speech Excercises 17. Sum up the events ing active 18. Use your school

Give

imagination

where

19. What

of the preceding

chapter

us­

vocabulary.

the Burnell

can you

her

and

try

to describe

children

tell about

went

the

to.

the Kelveys'

mother?

character-sketch.

20. Describe

Lil Kelvey.

Give

her

character-sketch.

21. Describe

her little sister, our Else. Give

her

char­

acter-sketch. 23. Describe

the dinner

the children

wanted

What

them

made

hour. How

did it happen

to be horrid

do some

to the

daring

things

that

Kelveys? on

that

the

Bur­

morning? 22. Use your imagination nells'

mother.

the Kelveys'

and try to describe

Compare mother's

her character-sketch character-sketch.

90

with Why

did

Mrs.

Burnell

see their 24. Answer

refuse

Kezia

doll's

house?

the

questions:

to invite

Express

the Kelveys

your

to

opinion.

1) W h y did t h e Burnells a n d t h e K e l v e y s s t u d y a t one a n d t h e s a m e school? W e r e t h e i r p a r ­ e n t s satisfied w i t h this situation? If not, w h y ? 2) W h y w e r e t h e Kelveys s h u n n e d b y everybody? 3) W h e r e w a s Mr. Kelvey? 4) W h o looked like a little owl? E x p r e s s y o u r opin­ ion. 5) W h a t can y o u say a b o u t t h e p o p u l a r i t y of t h e doll's house? 6) Explain t h e situation d u r i n g t h e d i n n e r hour. W h y did t h e girls w a n t to be h o r r i d to t h e K e l ­ veys? 7) W h a t m a d e L e n a Logan say t h a t Lil's f a t h e r w a s in prison? 8) W h y did t h e girls do t h e d a r i n g t h i n g s at t h a t m o m e n t ? W h y w e r e t h e y e x c i t e d a n d wild w i t h joy? 25. Express

your

the following find

agreement statements.

the statement

expressions

from

or disagreement Give your

wrong,

correct

Chapter

1, task

reason.

with If you

it and use

the

25.

1) All t h e p a r e n t s w e r e satisfied w i t h t h e school t h e i r children w e n t to. 2) T h e line h a d to b e d r a w n a t t h e Burnells. 3) T h e B u r n e l l s w a l k e d p a s t t h e K e l v e y s w i t h t h e i r h e a d s in t h e air. 4) T h e Kelveys w e r e t h e d a u g h t e r s of a s p r a y , h a r d - w o r k i n g little w a s h e r w o m a n . 5) Isabel a l w a y s looked like a little guy. 91

6) Kezia w e n t t h r o u g h life holding on to Isabel a n d Lottie. 7) Days passed a n d t h e children b e g a n to forget a b o u t t h e doll's house. 8) T h e Kelveys used to eat thick m u t t o n s a n d ­ wiches a n d big slabs of j o h n n y cake s p r e a d with butter. 9) Kezia's m o t h e r allowed t h e Kelveys to come a n d look at t h e doll's house b e c a u s e t h e y b e ­ c a m e Kezia's special friends. 10) Lil K e l v e y w a s going to b e a s e r v a n t w h e n she g r e w u p . 11) T h e K e l v e y s w e r e v e r y p r o u d of t h e i r father b e c a u s e h e w a s t h e p r e s i d e n t of t h e USA. 12) O u r Else found a long rope a n d b e g a n to skip. On t h a t m o r n i n g she and h e r sister Lil skipped so high, r a n in a n d out so fast and did some o t h e r d a r i n g things. 26. Make

comments

on the following

phrases:

1) T h e line h a d to be d r a w n at t h e Kelveys. 2) T h e K e l v e y s n e v e r failed to u n d e r s t a n d each other. 3) On t h a t d a y t h e subject r a t h e r flagged. 4) W h a t a sell for Lena Logan! 27. Sum up what else you have learned the Burnells

and the Kelveys

in Chapter

more 2.

about

Ill In t h e afternoon P a t called for t h e B u r n e l l chil­ dren with the buggy and they drove home. There w e r e visitors. Isabel a n d Lottie, w h o liked visitors, w e n t u p s t a i r s to c h a n g e t h e i r pinafores. B u t Kezia t h i e v e d o u t at t h e back. N o b o d y w a s about; she b e g a n to swing on t h e big w h i t e g a t e s of t h e c o u r t ­ y a r d . P r e s e n t l y , looking along t h e road, s h e s a w t w o little dots. T h e y g r e w bigger, t h e y w e r e com­ ing t o w a r d s her. N o w she could see t h a t one w a s in front a n d one close behind. N o w s h e could see t h a t t h e y w e r e t h e Kelveys. Kezia s t o p p e d swinging. S h e slipped off t h e g a t e as if, she w a s going to r u n a w a y . T h e n she hesitated. T h e K e l v e y s c a m e n e a r ­ er, and beside t h e m w a l k e d t h e i r s h a d o w s , v e r y long, s t r e t c h i n g r i g h t across t h e road. Kezia clam­ b e r e d back on t h e gate; she h a d m a d e u p h e r mind; she s w u n g out. "Hullo," she said to t h e passing Kelveys. T h e y w e r e so a s t o u n d e d t h a t t h e y stopped. Lil g a v e h e r silly smile. O u r Else s t a r e d . "You can come a n d see our doll's h o u s e if you w a n t to," said Kezia. B u t at t h a t Lil t u r n e d r e d a n d shook h e r h e a d quickly. " W h y n o t ? " a s k e d Kezia. Lil gasped, t h e n she said, "Your m a told our m a you w a s n ' t to s p e a k to us." "Oh, well," said Kezia. S h e d i d n ' t k n o w w h a t to reply. "It doesn't m a t t e r . You can come a n d see our doll's house all t h e same. Come on. N o b o d y ' s look­ ing." B u t Lil shook h e r h e a d still h a r d e r . 1

93

"Don't you w a n t to?" a s k e d Kezia. S u d d e n l y t h e r e w a s a twitch, a t u g at Lil's skirt. S h e t u r n e d round. O u r Else w a s looking at h e r w i t h big, imploring eyes; she w a s frowning; she w a n t e d to go. For a m o m e n t Lil looked at our Else v e r y dou­ btfully. B u t t h e n our Else t w i t c h e d h e r skirt again. S h e s t a r t e d forward. Kezia led t h e way. Like t w o little s t r a y cats t h e y followed across t h e c o u r t y a r d to w h e r e t h e doll's house stood. " T h e r e it is," said Kezia. T h e r e w a s a pause. Lil b r e a t h e d loudly, almost snorted; our Else w a s still as stone. "I'll open it for you," said Kezia kindly. S h e u n ­ did t h e hook a n d t h e y looked inside. "There's the drawing-room and the dining-room and that's the—" "Kezia!" Oh, w h a t a s t a r t t h e y gave! "Kezia!" It w a s A u n t Beryl's voice. T h e y t u r n e d round. At t h e back door stood A u n t Beryl, s t a r i n g as if she couldn't believe w h a t she saw. " H o w d a r e you ask t h e little K e l v e y s into t h e c o u r t y a r d ! " said h e r cold, furious voice. "You k n o w a s well as I do, y o u ' r e not allowed to talk to t h e m . R u n a w a y , children, r u n a w a y a t once. A n d d o n ' t come b a c k again," said A u n t Beryl. A n d s h e s t e p ­ p e d into t h e y a r d a n d shooed t h e m out as if t h e y w e r e chickens. "Off you g o i m m e d i a t e l y " she called, cold and proud. T h e y did not n e e d telling twice. B u r n i n g w i t h s h a m e , shrinking together, Lil h u d d l i n g along like 2

3

94

h e r m o t h e r , our Else dazed, s o m e h o w t h e y crossed t h e big c o u r t y a r d a n d squeezed t h r o u g h t h e w h i t e gate. "Wicked, disobedient little girl!" said A u n t Beryl bitterly to Kezia, a n d s h e s l a m m e d t h e doll's house to. T h e afternoon h a d b e e n awful. A l e t t e r h a d come from Willie Brent, a terrifying, t h r e a t e n i n g letter, saying if she did not m e e t h i m t h a t e v e n i n g in P u l m a n ' s Bush, h e ' d come to t h e front d o o r a n d ask the reason why! But now that she had frightened those little r a t s of K e l v e y s a n d given Kezia a good scolding, h e r h e a r t felt lighter. T h a t g h a s t l y p r e s ­ s u r e w a s gone. S h e w e n t b a c k to t h e h o u s e h u m ­ ming. W h e n t h e K e l v e y s w e r e well out of sight of B u r ­ nells', t h e y sat d o w n to r e s t b y t h e side of t h e road. Lil's c h e e k s w e r e still b u r n i n g ; s h e took off t h e h a t w i t h t h e quill a n d held it on h e r knee. P r e s e n t l y our Else n u d g e d u p close to h e r sister. But n o w she h a d forgotten t h e cross lady. She p u t out a finger and stroked h e r sister's quill; she smiled h e r r a r e smile. "I s e e n t h e little l a m p , " s h e said softly. T h e n b o t h w e r e silent once m o r e . 4

5

1

2 3

4

Notes thieved out — зд. тихонько выскользнула наружу off you go (эмфат. инверсия) — прочь huddling along — пробираясь суетливо he'd come to the front door — зд. придёт открыто, объявится хозяевам дома (упоминание front door связано с тем, что в жилых домах английского типа 95

5

обычно есть front door — для хозяев и посетите­ лей — и back door — для прислуги, разносчиков, посыльных). 1 seen the little lamp, (десткий говор, опускание вспо­ могательного глагола) = I have seen the little lamp.

List of Vocabulary to be astounded to burn with shame to clamber cross (adj) to dare smth disobidient furious to gasp to give a good scolding to give a start to hesitate to hum (hummed) to make up one's mind it doesn't matter to lead the way (led) to nudge presently to turn red to shoo out a shrinking (person) to be silent to swing A . Training Excercises /. Recall

the situation

cabulary

from

of the list is

the story

used.

96

in which

the

vo­

2. Choose

words

active

and word-combinations

vocabulary

to express

from

the following

your no­

tions.

1) to b e frightened; to s h u d d e r ; to j u m p o u t of one's skin 2) to r e d d e n , to b e r e d , to b e c o m e red, to b l u s h 3) to s w a y , to reel 4) to g u i d e on a w a y b y going in a d v a n c e ; to a d ­ vance 5) m a r k e d by b a d t e m p e r 6) v e r y a n g r y 7) to criticize bitterly, to b l a m e 8) to decide, to d e t e r m i n e 9) n e v e r mind; it's not i m p o r t a n t 10)soon 11) to d r i v e (to send) a w a y a n a n i m a l (birds) b y or a s if b y crying shoo 12) to b e m u t e , to b e free from s o u n d or noise, to hold one's t o n g u e (peace) 13) to b e surprised, a m a z e d 14) to h a v e t h e c o u r a g e to do s m t h , to risk 15) to blush, flash, tingle w i t h a feeling of guilt 16) not obeying; refusing to obey 17) to climb clumsily, a w k w a r d l y 18) to sing w i t h closed lips 19) to p a u s e , to hold b a c k in d o u b t 20) to catch t h e b r e a t h 21) a shy, modest p e r s o n 22) to p u s h slightly 3. Interpret phrases down

the meaning using

English-English

the sentences

and translate

of the following

dictionary.

with these words

them into

Russian: 97

words from the

and Write text

buggy pinafore imploring to frown dot doubtfull s t r a y cats wicked to n u d g e to feel lighter ghastly 4. Try to guess the meaning dictionary.

of the words

without

the

u p s t a i r s , front (adj), to stop, little s t r a y cats, a p a u s e , a start. 5. Paraphrase words from

the following the list:

sentences

using

the

1) S h e h a d n ' t t h e courage to go t h e r e alone. 2) T h e children w e r e surprised v e r y m u c h to see Mike play football so well, b e c a u s e h e w a s a v e r y s h y boy. 3) At first h e p a u s e d b u t soon he d e t e r m i n e d to m a k e a j o u r n e y to Latin America. 4) N e v e r m i n d w h a t P e t e r says. 5) Mike j u m p e d out. of his skin w h e n a s t r a n g e r p u s h e d h i m slightly. 6) T h e boy w a s blamed because he couldn't climb t h e t r e e to get his sister's cat. 7) Mrs. H a y sent a w a y t h e chickens from h e r g a r ­ d e n b y crying shoo. 8) T h e boy d i d n ' t obey his p a r e n t s , t h a t ' s w h y t h e y criticized him bitterly. 9) After a noisy d a y the children held their t o n g u e (peace). 98

10) Going h o m e h e w a s singing w i t h closed lips. 11) All c h i l d r e n like to s w a y in t h e swing. 6. Translate

the following

tion to the italicized

into Russian words

and

paying

atten­

phrases:

1) H o w dare you s a y such things! 2) T h e boy c o u l d n ' t clamber t h e h i g h fence. 3) S h e w a s humming all h e r w a y h o m e b e c a u s e she w a s in good mood. 4) T h e t e a c h e r g a v e P e t e a good scolding for b e ­ ing lazy at t h e lessons. 5) He spoke in a v e r y cross voice. 6) T h e r e a r e m a n y swings in t h e c o u r t y a r d so t h e boys a n d girls can swing after classes. 7) Mike burned with shame b e c a u s e h e told lies. 8) T h e y made up their mind to a r r a n g e a chess c h a m p i o n a t at t h e i r school. 9) W h e n a n E n g l i s h m a n a s k e d A n n t h e w a y to t h e n e a r e s t post-office s h e turned red b e c a u s e she forgot h o w to say it in English. 10) P e t e gave a start b e c a u s e his n e i g h b o u r nud­ ged h i m u n e x p e c t e d l y . 11) W h e n t h e y h e a r d t h e n e w s t h e y were g r e a t l y astounded a n d were silent for a long time. 7. Find in the text the English

for:

подняться наверх переодеть передники, ка­ ч а т ь с я на воротах, вскоре, впереди и позади, р е ­ ш и т ь улыбнуться, покраснеть, покачать головой, повернуться, глаза полные мольбы, н а х м у р и т ь ­ ся, бездомные кошки, сопеть, вздрогнуть, с е р д и ­ т ы м голосом, прогнать, пересечь большой двор, у г р о ж а ю щ е е письмо, з а д а т ь трёпку, на сердце полегчало, напевать, щ е к и все е щ е пылали, быть молчаливым. 99

8. Choose your

the correct

word

to fill in the blanks.

Give

reason.

1) Two little dots d r e w (big-bigger). 2) Kezia stopped (swing-swinging). 3) Lil shook h e r h e a d still (hard-harder). 4) O u r Else w a n t e d to see t h e doll's h o u s e (to go-go). 5) For a m o m e n t Lil looked a t our Else v e r y (doubtful-doubtfully). 6) Lil b r e a t h e d (loud-loudly). 7) "How d a r e you ask t h e little K e l v e y s into t h e c o u r t y a r d ! " said h e r voice (cold-cold­ er; f urious-f uriously). 8) You k n o w it as as I do (well-good). 9) S h e said (bitter-bitterly). 10) T h e afternoon h a d b e e n (awful-awfully)11) A letter h a d come from Willie B r e n d , a letter (terrifying-terrified) ( t h r e a t e n i n g threatened). 12) S h e g a v e h e r a (good-well) (scoldscolding). 13) H e r h e a r t felt (light-lighter). 14) T h a t p r e s s u r e w a s gone (ghastf u l - g h a s t iy)15) S h e smiled h e r smile ( r a r e - r a r e l y ) . 16) T h e Kelveys w e r e once m o r e (silent-silently). 9. Insert

articles

where

necessary.

Explain

your

choice.

1) In afternoon P a t called for Burnell chil­ dren with buggy and they drove home. 100

2) Lil g a v e silly smile. 3) It d o e s n ' t matter. 4) You can come a n d see our doll's h o u s e all _ same. 5) S u d d e n l y t h e r e w a s twitch, t u g at Lil's skirt. 6) For m o m e n t Lil looked a t o u r Else v e r y doubtfully. 7) Kezia led way. 8) T h e r e w a s pause. 9) W h a t s t a r t t h e y gave! 10) R u n a w a y , children, r u n a w a y at once. 11) B u r n i n g w i t h s h a m e t h e K e l v e y s crossed big c o u r t y a r d a n d s q u e e z e d t h r o u g h w h i t e gate. 12) letter h a d come from Willie B r e n t , ter­ rifying, t h r e a t e n i n g letter. 13) A u n t Beryl g a v e Kezia good scolding. 14) Lil took off hat with quill a n d held it on _ knee. 15) O u r Else h a d forgotten cross lady. 10. Explain and

the meaning

say in what

of the phraseological

connection

they

units

are used

in the

text:

to go upstairs, to t h i e v e out, in front, to r u n a w a y , to give a smile, to s h a k e one's h e a d , come on, a t t h a t , to t u r n r o u n d , all t h e s a m e , for a m o m e n t , as well as, at once, to be out of sight, to sit down, b y t h e side of, once m o r e . 11. Arrange onyms.

the following

words

Use them in sentences

101

in pairs of your

of own.

syn­

to be surprised, v e r y a n g r y , to blush, to criticize bitterly, to s h u d d e r , to gasp, to climb, cross, to be astonished, to b u r n w i t h s h a m e , to catch t h e b r e ­ a t h , soon, awful, to t u r n red, shrinking, to give a good scolding, presently, to become red, dot, to lead t h e w a y , ghastly, spot, bad, to give a start, it doesn't m a t t e r , wicked, to a d v a n c e , n e v e r mind, furious, to clamber. 12. Open of the

the brackets

using

the appropriate

form

Infinitive.

1) Isabel and Lottie w e n t upstairs (to change) their pinafores. 2) Kezia b e g a n (to swing) on t h e big w h i t e g a t e s of t h e c o u r t y a r d . 3) N o w Kezia could (to see) t h a t t h e y w e r e t h e Kelveys. 4) Kezia w a s going (to r u n ) a w a y . 5) Kezia d i d n ' t k n o w w h a t (to reply). 6) You can (to come a n d to see) t h e doll's house. 7) O u r Else w a n t e d (to go). 8) You a r e not allowed (to talk) to t h e m . 9) T h e Kelveys sat d o w n (to rest) b y t h e side of t h e road. 10) If Beryl did not (to m e e t ) Willie B r e n t t h a t evening in P u l m a n ' s Bush, h e ' d (to come) to t h e front door a n d (to ask) t h e reason w h y ! 13. Define

the word

the sentences

into

forms

ending

in - i n g .

Translate

Russian.

1) P r e s e n t l y looking along t h e road, Kezia s a w t w o little dots. 2) T h e y g r e w bigger, t h e y w e r e c o m i n g t o w a r d s her. 102

3) Kezia s t o p p e d s w i n g i n g . 4) At first Kezia w a s going to r u n a w a y , b u t t h e n she hesitated. 5) "Hullo," Kezia said to t h e p a s s i n g Kelveys. 6) Nobody is looking. 7) O u r Else w a s looking at Lil w i t h big, imploring eyes, she w a s frowning; she w a n t e d to go. 8) B u r n i n g w i t h s h a m e , s h r i n k i n g t o g e t h e r , Lil h u d d l i n g along, our Else dazed, s o m e h o w t h e y crossed t h e big c o u r t y a r d . 9) A letter h a d c o m e from Willie B r e n t , a t e r r i f y ­ ing, t h r e a t e n i n g letter, s a y i n g if s h e d i d n ' t m e e t h i m t h a t e v e n i n g in P u l m a n ' s Bush, h e ' d come to t h e front door. 10) A u n t Beryl g a v e Kezia a good scolding. 11) S h e w e n t b a c k to t h e h o u s e h u m m i n g . 12) Lil's c h e e k s w e r e still b u r n i n g . 14. Insert prepositions

where

1)

necessary:

t h e afternoon P a t called t h e Burnell chil­ dren the buggy and they drove __ home. 2) Kezia b e g a n to swing t h e big w h i t e g a t e s _ the courtyard. 3) Kezia slipped t h e g a t e , t h e n she c l a m b e r e d back the gate. 4) Kezia m a d e h e r mind. 5) a m o m e n t Lil looked our Else v e r y d o u b t ­ fully. 6) Y o u ' r e not allowed to talk t h e Kelveys. 7) " R u n a w a y once", said A u n t Beryl a n d s h e stepped t h e y a r d a n d shooed t h e K e l v e y s _ as if t h e y w e r e chickens. 8) B u r n i n g s h a m e t h e K e l v e y s crossed t h e big c o u r t y a r d a n d squeezed t h e w h i t e gate. 103

9) W h e n t h e Kelveys w e r e well _ _sight _ Burnells' t h e y sat d o w n to rest t h e side _ t h e road. 10) Lil took her hat t h e quill a n d held it _ h e r knee. 15. Form from

a comparative

degree

the text where

own sentences

with them.

following

forms

Chapters

1,2,3.

of the

it is possible.

adjectives

Make

up

Find sentences

of the comparative

your

with

the

degree

in

near-nearer big-bigger hard-harder light-lighter good-better 16. Find

the sentences

and Subjunctive into

Russian.

with

Mood Make

these grammar

the Past Perfect

in the text.

up your

own

Tense

Translate

them

sentences

with

forms.

B. Speech Excersises 17. Sum up the events ing active 18. Use your itors

who

Burnell

imagination

chapter

came

and try to describe

to the Burnells.

and her daughters

19. Describe

Aunt Beryl.

Do you like her? 20. Use your Brent.

of the preceding

us­

vocabulary.

Who

glad

Give her

Why to see

the

were

vis­ Mrs.

them?

character-sketch.

Why?

imagination

and try to describe

was he? Why

104

did he write

Willie

such a fer-

rifying

and threatening

he the main pen

hero

if he appeared

21. Answer

the

letter

of this story?

to Aunt What

at the Burnells'

Beryl?

Was

could

hap­

front

door.

questions:

1) W h a t m a d e Kezia t h i e v e out a t t h e b a c k ? 2) W h a t w a s she doing? 3) W h y did s h e c l a m b e r back on t h e g a t e of t h e courtyard? 4) W h y w e r e t h e K e l v e y s so a s t o u n d e d ? 5) W h y did Kezia invite t h e K e l v e y s to see t h e i r doll's house, t h o u g h s h e k n e w t h a t h e r m o t h ­ er w a s against it? 6) W h a t m a d e Lil follow across t h e c o u r t y a r d to w h e r e t h e doll's h o u s e stood? 7) W h o u n d i d t h e h o o k a n d o p e n e d t h e doll's house? 8) Could t h e K e l v e y s o b s e r v e t h e w h o l e house? 9) W h o shooed t h e m out of t h e B u r n e l l s ' c o u r t ­ yard? 10) W h a t did A u n t Beryl say to Kezia? 11) W h a t letter did A u n t Beryl receive t h a t af­ ternoon? 12) W a s A u n t Beryl in good mood w h e n she w e n t b a c k home? W h y ? 13) W h y did our Else smile? Did s h e often smile? 22. Express

your

the following find

agreement statements.

the statement

expressions

from

or disagreement Give your

wrong,

correct

Chapter

1, task

reason.

with If you

it and use

the

25.

1) W h e n Isabel, Lottie a n d Kezia w e r e told t h a t t h e r e w e r e visitors, t h e y r u s h e d u p s t a i r s to c h a n g e t h e i r pinafores. 105

2) W h e n t h e K e l v e y s saw Kezia on t h e big w h i t e g a t e s t h e y told h e r t h a t t h e y would like to see t h e doll's house. B u t Kezia said t h a t she w a s n ' t allowed to do it. T h e Kelveys b e g a n to implore h e r a n d s h e a g r e e d at last. 3) A u n t Beryl w a s a l w a y s v e r y kind to t h e K e l ­ veys. W h e n she s a w t h e m in their c o u r t y a r d n e a r t h e doll's h o u s e she w a s so glad t h a t she at once invited t h e m to d r i n k a cup of tea w i t h Isabel, Lottie a n d Kezia. 4) A u n t Beryl received a terrifying, t h r e a t e n i n g l e t t e r saying t h a t Willie B r e n t w a n t e d to m e e t her. 5) O u r Else smiled h e r r a r e smile a n d said t h a t s h e h a d seen t h e little lamp. 6) Nobody could stop t h e Kelveys talking a b o u t t h e doll's h o u s e w h e n t h e y decided to rest b y t h e side of t h e road far from t h e Burnells. 23. Make

comments

on the following

phrases:

1) Oh, w h a t a s t a r t t h e y gave! 2) H e r h e a r t felt lighter. T h a t ghastly p r e s s u r e w a s gone. 24. Sum up what

you

have

nells and the Kelveys

learned

in Chapter

about

the

Bur­

3.

Do you think t h e a u t h o r w a s right w h e n she com­ p a r e d t h e Kelveys w i t h t w o little s t r a y cats. 25. Use your

imagination

to the Burnells years.

and

Is it possible

real friends?

Give

and say what may the Kelveys

in the next

for them to become your

26. Do you like the story?

106

reasons. Why?

happen

special

ten or

I R o s e m a r y Fell w a s not exactly beautiful. No, you couldn't h a v e called h e r beautiful. P r e t t y ? Well, if you took h e r to pieces... But w h y be so cruel as to t a k e a n y o n e to pieces? S h e w a s young, brilliant, e x t r e m e l y modern, exquisitely well dressed, a m a z ­ ingly well r e a d in t h e n e w e s t of t h e n e w books, a n d h e r p a r t i e s w e r e t h e most delicious m i x t u r e of t h e really i m p o r t a n t people a n d ... artists. R o s e m a r y h a d b e e n m a r r i e d t w o years. S h e h a d a d u c k of a boy. A n d h e r h u s b a n d absolutely adored her. T h e y w e r e rich, really rich, not j u s t comfort­ ably well-off, so if R o s e m a r y w a n t e d to shop she w o u l d go to P a r i s as you a n d I would go to Bond Street. If she w a n t e d to b u y flowers, t h e car pulled u p at t h a t perfect shop in Regent S t r e e t , and Rose­ m a r y inside t h e shop j u s t gazed in h e r dazzled, r a t h e r exotic way, a n d said: "I w a n t those and those a n d those. Give m e four b u n c h e s of those. A n d t h a t j a r of roses. Yes, I'll h a v e all t h e roses in t h e jar. No, no lilac. I h a t e lilac. It's got no shape." T h e a t ­ t e n d a n t b o w e d a n d p u t t h e lilac out of sight, as t h o u g h this w a s only too t r u e ; lilac w a s dreadfully s h a p e l e s s . " G i v e m e t h o s e s t u m p y little tulips. Those r e d a n d w h i t e ones." A n d she w a s followed to t h e car b y a t h i n shop-girl s t a g g e r i n g u n d e r a n i m m e n s e w h i t e p a p e r a r m f u l t h a t looked like a b a b y in long clothes.... 1

2

3

One w i n t e r afternoon she h a d b e e n buying s o m e ­ t h i n g in a little a n t i q u e shop in Curzon S t r e e t . It w a s a shop she liked. For one thing, one usually h a d it to oneself. A n d t h e n t h e m a n w h o k e p t it w a s ri­ diculously fond of serving her. He b e a m e d w h e n ­ e v e r she c a m e in. He clasped his h a n d s ; h e w a s so 4

108

gratified h e could scarcely speak. F l a t t e r y , of cou­ rse. All t h e s a m e , t h e r e w a s something... "You see, m a d a m , " h e w o u l d explain in his low respectful tones. "I love m y things. I w o u l d r a t h e r not p a r t w i t h t h e m t h a n sell t h e m to s o m e o n e w h o does not a p p r e c i a t e t h e m , w h o h a s not t h a t fine feeling w h i c h is so rare...." A n d , b r e a t h i n g deeply, h e u n r o l l e d a t i n y s q u a r e of b l u e v e l v e t a n d p r e s s e d it on t h e glass c o u n t e r w i t h his p a l e fin­ ger-tips. T o - d a y it w a s a little box. He h a d b e e n k e e p i n g it for her. He h a d s h o w n it to n o b o d y as yet. A n e x ­ quisite little e n a m e l box w i t h a glaze so fine it look­ ed as t h o u g h it h a d b e e n b a k e d in c r e a m . On t h e lid a m i n u t e c r e a t u r e stood u n d e r a f l o w e r y t r e e , a n d a m o r e m i n u t e c r e a t u r e still h a d h e r a r m s r o u n d his neck. H e r h a t , really no b i g g e r t h a n a g e r a n i u m petal, h u n g from a b r a n c h ; it h a d g r e e n ribbons. A n d t h e r e w a s a pink cloud a b o v e t h e i r h e a d s . R o s e m a r y took h e r h a n d s out of h e r long gloves. She a l w a y s took off h e r gloves to e x a m i n e such things. Yes, she liked it v e r y m u c h . S h e loved it; it w a s a g r e a t duck. S h e m u s t h a v e it. And, t u r n ­ ing t h e c r e a m y box, opening a n d s h u t t i n g it, s h e c o u l d n ' t help noticing h o w c h a r m i n g h e r h a n d s w e r e against t h e blue velvet. " C h a r m i n g ! " R o s e m a r y a d m i r e d t h e flowers. B u t w h a t w a s t h e price? For a m o m e n t t h e s h o p m a n did not s e e m to hear. T h e n a m u r m u r r e a c h e d her. " T w e n t y - e i g h t guineas, m a d a m . " " T w e n t y - e i g h t guineas." R o s e m a r y g a v e no sign. S h e laid t h e little b o x d o w n ; s h e b u t t o n e d h e r gloves again. T w e n t y - e i g h t guineas. E v e n if one is rich... S h e looked v a g u e . S h e s t a r e d at a p l u m p t e a 5

109

k e t t l e a n d h e r voice w a s d r e a m y as she a n s w e r e d : "Well, k e e p it for me—will you? I'll..." B u t t h e s h o p m a n h a d a l r e a d y b o w e d as t h o u g h k e e p i n g it for h e r w a s all a n y h u m a n being could ask. He would be willing, of course, to k e e p it for h e r for ever.

1

2

3

4

5

Notes if you took her to pieces — зд. если разобрать каж­ дую её черту в отдельности Bond Street — улица в аристократическом кварта­ ле Лондона (West End), известная своими дороги­ ми роскошными магазинами Regant Street — крупная магистраль, одна из са­ мых фешенебельных торгово-деловых улиц в Лон­ доне Curzon Street — улица в аристократической запад­ ной части Лондона; здесь расположены особняки и изысканные, дорогие магазины a tiny square of blue velvet — коврик из синего бар­ хата, на котором продавец обычно показывает дра­ гоценности

List of Vocabulary appreciate attendant delicious to dazzle to be a duck exquisitely well dressed to be fond of to keep smth for smb minute creature to pull up stumpy well-off 110

A. Training Excercises /. Recall

the situations

vocabulary 2. Choose active

from

of the list is

words

the story

in which

used.

and word-combinations

vocabulary

the

to express

from

the following

your notions:

1) in good position, condition or c i r c u m s t a n c e s 2) tiny, small c r e a t u r e 3) to b r i n g to stop; to d r a w one's car to t h e c u r b 4) one w h o a t t e n d s a n o t h e r to r e n d e r a service 5) affording g r e a t p l e a s u r e ; delightful 6) to shine brilliantly 7) to e v a l u a t e t h e full significance 8) darling 9) to love 10) a r e m a i n i n g p a r t (after cutting) 11) to persist or p e r s e v e r e in 12) to h a v e for s o m e t i m e 3. Interpret phrases down

the meaning

of the following

using an English-English the sentences

and translate

with these words

them into

Russian.

to be cruel amazing delicious to be m a r r i e d ridiculously to b e a m flattery charming to m u r m u r

111

words

dictionary. from

and Write

the

text

4. Try to guess the meaning

of the words

without

the

dictionary.

brilliant; m o d e r n ; m i x t u r e ; artist; comfortably; rose; lilac; tulip; g e r a n i u m ; yelvet; guinea. 5. Paraphrase words

the following

from

the

sentences

using

the

list.

1) T h e d r i v e r usually d r e w his car to t h e c u r b in t h e center. 2) This girl usually shows good t a s t e in clothes. 3) T h e little girl w a s a c h a r m i n g darling. 4) T h e B r o w n s w e r e in good position. 5) A n a n t i q u e box w a s d e c o r a t e d w i t h t h e t i n y creatures. 6) T h e scientist e v a l u a t e d t h e full significance of t h e old book, w h i c h w a s given to h i m b y his teacher. 7) As h e w a s leaving this t o w n h e a s k e d his friend to h a v e some of his things for a week. 6. Translate

the following

tion to the italicized

into Russian paying words

and

atten­

phrases.

1) W h e n R o s e m a r y c a m e to t h e little a n t i q u e shop in Curzon S t r e e t the attendant w a s so g r a t i ­ fied t h a t h e could scarcely speak. 2) We appreciate t h e w o r k s of a n c i e n t p a i n t e r s greatly. 3) R o s e m a r y w a s always exquisitely well dressed, amazingly well r e a d in t h e n e w e s t of t h e n e w books. 4) T h e girl was fond of flowers, especially s h e liked red roses. 5) W h e n R o s e m a r y s a w a minute vase she couldn't stop examining it. S h e loved it, it w a s 112

a great duck. B u t this t i m e she c o u l d n ' t b u y it, as she w a s going to t h e p a r t y , so s h e a s k e d t h e s h o p m a n to keep it for h e r till t h e n e x t m o r n ­ ing. 7. Find in the text the English

for:

строго говоря; быть жестоким; изысканно оде­ та; очень начитана; быть замужем; прелесть (душка); быть зажиточным; останавливаться пе­ ред; букет роз; до смешного любил прислуживать ей; маленькая, изящная, покрытая глазурью ла­ кированная шкатулка; цветущее дерево; снять перчатки; не могла не заметить; застегнуть пер­ чатки; выглядеть рассеянной; "оставьте шкатул­ ку для меня"; навсегда. 8. Choose your

the correct

word

to fill in the blanks.

Give

reason.

1) R o s e m a r y Fell w a s not beautiful (exactexactly). 2) W h y be so as to t a k e a n y o n e to pieces (cruel-cruely). 3) S h e w a s (young-younger), (brilliant brilliantly), modern (extrem-extremely), well d r e s s e d (exquisite-exquisitely), well r e a d (amaze-amazing-amazingly). 4) Lilac w a s shapeless ( d r e a d f u l - d r e a d f u l -

iy). 5) For one t h i n g , one h a d a shop to oneself (usual-usually). 6) He h a d b e e n it for R o s e m a r y ( k e p t - k e e p ­ ing). 7) S h e couldn't help how charming her hands w e r e against t h e blue velvet (notice-noticing). 113

8) H e r voice w a s dreamy). 9. Insert

articles

as she a n s w e r e d ( d r e a m -

where

necessary.

Explain

your

choice.

1) You couldn't h a v e called R o s e m a r y beauti­ ful. 2) S h e w a s young, brilliant, extremely modern, exquisitely well dressed amaz­ ingly well r e a d in n e w e s t of n e w books. 3) S h e h a d d u c k of boy. 4) If R o s e m a r y w a n t e d to shop she w o u l d go to Paris. 5) S h e w a s followed to car b y thin shop­ girl s t a g g e r i n g u n d e r immense white pa­ p e r armf ull t h a t looked like b a b y in long clothes. 6) One w i n t e r afternoon s h e h a d b e e n b u y i n g s o m e t h i n g in little a n t i q u e shop. 7) T o - d a y it w a s little box. 8) T h e r e w a s pink cloud a b o v e t h e i r h e a d s . 9) W h a t w a s price? 10) For moment s h o p m a n did not s e e m to hear. 10. Explain

the meaning

and say in what

of the phraseological

connection

they

are used

units in

the

text:

to t a k e s m b to pieces, well r e a d in t h e n e w e s t of t h e n e w books, in r a t h e r exotic w a y , to p u t out of sight, all t h e same, in a low respectful tones, for a m o m e n t , for ever, to look like.

114

11. Arrange onyms.

the following

words

Use them in sentences

in pairs of your

of

syn­

own.

darling, to be fond of, m i n u t e c r e a t u r e , b e a u t i ­ ful, exquisitely, to b e a g r e a t d u c k , to love, t i n y c r e a t u r e , to e v a l u a t e t h e full significance, w o n d e r ­ ful, to be of good taste, a p p r e c i a t e . 12. Open of the

the brackets

using

the appropriate

form

Infinitive.

1) B u t w h y (to be) so cruel as (to t a k e ) a n y o n e to pieces. 2) If R o s e m a r y w a n t e d (to shop) s h e w o u l d (to go) to Paris. 3) S h e usually a s k e d (to give) h e r four b u n c h e s of roses. 4) T h e s h o p m a n w a s so gratified h e could scarcely (to speak). 5) I would r a t h e r not (to part) w i t h m y things t h a n (to sell) t h e m to someone w h o does not (to a p ­ preciate) t h e m . 6) R o s e m a r y a l w a y s took off h e r gloves (to e x ­ amine) such things. 7) S h e m u s t (to h a v e ) it. 8) S h e couldn't (to help) noticing h o w c h a r m i n g this box was. 9) For a m o m e n t t h e s h o p m a n did not (to seem) (to hear). 10) T h e s h o p m a n w o u l d (to be) willing, of course, (to keep) this little box for R o s e m a r y for ever. ' 3 . Define

the word

the sentences

into

forms

ending

in - i n g .

Translate

Russian.

1) A n d R o s e m a r y w a s followed to t h e car b y a t h i n shop-girl s t a g g e r i n g u n d e r a n i m m e n s e 115

w h i t e p a p e r armful t h a t looked like a b a b y in long clothes. 2) One w i n t e r afternoon she h a d b e e n b u y i n g so­ m e t h i n g in a little a n t i q u e s h o p in C u r z o n Street. 3) T h e m a n w h o k e p t this shop w a s ridiculously fond of s e r v i n g her. 4) All t h e s a m e , t h e r e w a s s o m e t h i n g . 5) A n d b r e a t h i n g deeply t h e s h o p m a n pressed a tiny s q u a r e of blue velvet on t h e glass counter. 6) T h e s h o p m a n h a d b e e n k e e p i n g this little box for R o s e m a r y . 7) T u r n i n g t h e c r e a m y box, o p e n i n g a n d s h u t ­ t i n g it, R o s e m a r y couldn't h e l p noticing h o w c h a r m i n g h e r h a n d s w e r e against t h e blue vel­ vet. 8) " C h a r m i n g ! " R o s e m a r y a d m i r e d t h e flowers. 9) T h e s h o p m a n h a d a l r e a d y b o w e d as though k e e p i n g it for R o s e m a r y w a s all a n y h u m a n b e i n g could ask. 10) He would be willing to k e e p this box for h e r for ever. 14. Insert prepositions

where

necessary.

1) W h y b e so cruel as to t a k e a n y o n e pieces. 2) R o s e m a r y w a s amazingly well real the new­ est t h e n e w books. 3) If she w a n t e d to b u y flowers, t h e car pulled t h a t perfect shop Regent Street. 4) S h e w a n t e d to b u y all t h e roses t h e jar. 5) T h e a t t e n d a n t p u t t h e lilac sight. 6) T h e s h o p m a n w a s ridiculously fond serv­ ing Rosemary. 116

7) He explained his low respectful tones. 8) He w o u l d r a t h e r not p a r t his t h i n g t h a n sell them someone w h o does not a p p r e c i a t e them. 9) T h e s h o p m a n h a d b e e n keeping t h e little e n a m ­ el box Rosemary. 10) T h e r e w a s a pink cloud their heads. 11) R o s e m a r y a l w a y s took h e r gloves to e x ­ a m i n e such things. 12) a m o m e n t t h e s h o p m a n didn't seem to hear. 13) S h e s t a r e d a plump tea-kettle. 15. Find the Subjunctive late it into Russian.

Mood Make

with this grammar

Translate

own

Trans­ sentences

form.

16. Find the sentences the text.

in this chapter. up your

with the Past Perfect them into

Tense

in

Russian.

B. S p e e c h Excercises 17. Sum up the events ing active 18. Describe sketch.

Why

21.

chapter

us­

Give

the little antique

characterparties?

shop in Curzon

like to be

the shopman

her her

Street.

there?

of this antique

shop.

Give

character-sketch.

Describe glaze.

Fell.

can you say about

did Rosemary

20. Describe his

Rosemary

What

19. Describe

of the preceding

vocabulary.

an exquisite

Would

little

enamel

you like to have this

117

box thing?

with

a

22. Answer

the

questions:

1) C a n you p r o v e t h a t R o s e m a r y Fell w a s e x ­ t r e m e l y rich? 2) W h e r e w a s R o s e m a r y used to b u y things s h e liked? 3) H o w w a s she used to b u y flowers? Did she r e ­ ally like flowers? 4) W h a t did she do one w i n t e r afternoon in C u r zon S t r e e t ? 5) W h y did t h e s h o p m a n say to R o s e m a r y t h a t he would r a t h e r not p a r t w i t h his things t h a n sell t h e m to someone w h o did not a p p r e c i a t e t h e m a n d w h o h a d n ' t t h a t fine feeling w h i c h w a s so r a r e ? 6) W h a t h a d h e b e e n k e e p i n g for R o s e m a r y ? 7) W h y did R o s e m a r y decide t h a t she had to h a v e t h e little box? 8) W h a t w a s R o s e m a r y ' s reaction on h e a r i n g t h e price for t h e box? W a s it too m u c h expensive for R o s e m a r y Fell? W a s it a real price for this box? 9) W h y did R o s e m a r y ask t h e s h o p m a n to k e e p t h e box for her? 23. Express

your

the following

agreement statements.

or disagreement Give

your

with

reason.

1) R o s e m a r y Fell w a s not beautiful. Well, if you took h e r to pieces... S h e w a s a d a u g h t e r of a hard-working washerwoman. Her father was in prison. S h e w a s dressed in "bits" given to h e r m o t h e r b y t h e p e o p l e for w h o m s h e worked. R o s e m a r y w a s a stout plain girl, w i t h big freckles, w i t h cropped hair a n d e n o r m o u s 118

solemn eyes. S h e c a m e to t h e s h o p in a d r e s s m a d e from a g r e e n a r t - s e r g e tablecloth w i t h r e d plush sleeves from c u r t a i n s . S h e w o r e a pair of little b o y ' s boots. S h e h a d a h a t w i t h a l a r g e scarlet quill p e r c h e d on top of h e r f o r e ­ head. W h a t a little g u y s h e looked! 2) R o s e m a r y loved flowers, especially s h e loved roses a n d lilac, b u t she h a t e d s t u m p y tulips. 3) O n e w i n t e r afternoon R o s e m a r y w e n t to a lit­ tle a n t i q u e shop to b u y s a n d w i c h e s . 4) W h e n t h e s h o p m a n s a w R o s e m a r y in a long w h i t e dress r a t h e r like a n i g h t g o w n a n d a h a t w i t h a l a r g e s c a r l e t quill h e could s c a r c e l y speak. 5) T h e s h o p m a n d i d n ' t w a n t to p a r t w i t h h i s t h i n g s , so h e d i d n ' t sell t h e m to R o s e m a r y . 6) R o s e m a r y laid t h e b o x d o w n on t h e g l a s s c o u n t e r a n d b u t t o n e d h e r gloves. 24. Make

comments

on the following

phrases:

1) R o s e m a r y h a d b e e n m a r r i e d t w o years. S h e h a d a d u c k of a boy. 2) It w a s a shop R o s e m a r y liked. For one t h i n g , one usually h a d it to oneself. 3) R o s e m a r y loved an exquisite little e n a m e l box w i t h a glaze; it w a s a g r e a t duck. 25. Sum up what you have learned Fell.

119

about

Rosemary

II T h e discreet door s h u t w i t h a click. S h e w a s o u t ­ side on t h e step, gazing a t t h e w i n t e r afternoon. Rain w a s falling, a n d w i t h t h e rain it s e e m e d t h e d a r k c a m e too. T h e r e w a s a cold b i t t e r t a s t e in t h e air, a n d t h e n e w - l i g h t e d l a m p s looked sad. S a d w e r e t h e lights in t h e houses opposite. Dimly t h e y b u r n e d as if r e g r e t t i n g something. A n d people h u r ­ r i e d by, h i d d e n u n d e r t h e i r h a t e f u l u m b r e l l a s . Rosemary felt a strange pang. She pressed h e r muff against h e r breast; she w i s h e d she h a d t h e little box, too, to cling to. Of course t h e car w a s t h e r e . S h e ' d only to cross t h e p a v e m e n t . But still she w a i t ­ ed. T h e r e a r e m o m e n t s , horrible m o m e n t s in life, w h e n one e m e r g e s from s h e l t e r a n d looks out, and it's awful. O n e o u g h t n ' t to give w a y to t h e m . One o u g h t to go h o m e a n d h a v e a n extra-special tea. B u t at t h e v e r y instant of t h i n k i n g t h a t , a y o u n g girl, thin, d a r k , s h a d o w y — w h e r e h a d s h e come from?—was s t a n d i n g at R o s e m a r y ' s elbow a n d a voice like a sigh, almost like a sob, b r e a t h e d : " M a d ­ a m , m a y I speak to you a m o m e n t ? " 1

" S p e a k to m e ? " R o s e m a r y t u r n e d . S h e s a w a lit­ tle b a t t e r e d c r e a t u r e w i t h e n o r m o u s eyes, s o m e ­ o n e q u i t e y o u n g , no o l d e r t h a n h e r s e l f , w h o clutched at h e r coat-collar w i t h r e d d e n e d h a n d s , a n d shivered as t h o u g h she h a d j u s t come out of the water. " M - m a d a m , " s t a m m e r e d t h e voice. Would you let m e h a v e t h e price of a c u p of t e a ? " "A cup of t e a ? " T h e r e w a s s o m e t h i n g simple, sin­ cere in t h a t voice; it w a s n ' t in t h e least t h e voice of a beggar. " T h e n h a v e you no m o n e y at all?" asked Rosemary. 2

120

"None, m a d a m , " c a m e t h e a n s w e r . "How e x t r a o r d i n a r y ! " R o s e m a r y p e e r e d t h r o u g h t h e d u s k a n d t h e girl gazed back a t her. H o w m o r e t h a n e x t r a o r d i n a r y ! A n d s u d d e n l y it s e e m e d to R o s e m a r y such an a d v e n t u r e . It w a s like s o m e t h i n g out of a novel b y Dostoyevsky, this m e e t i n g in t h e dusk. Supposing she took t h e girl h o m e ? S u p p o s ­ ing she did do one of t h o s e t h i n g s s h e w a s a l w a y s r e a d i n g a b o u t or seeing on t h e stage, w h a t w o u l d h a p p e n ? It would b e thrilling. A n d s h e h e a r d h e r ­ self saying a f t e r w a r d s to t h e a m a z e m e n t of h e r friends: "I simply took h e r h o m e w i t h m e , " as s h e s t e p p e d f o r w a r d a n d said to t h a t d i m p e r s o n b e ­ side h e r : "Come h o m e to tea w i t h me." T h e girl d r e w b a c k startled. S h e e v e n s t o p p e d shivering for a m o m e n t . R o s e m a r y p u t out a h a n d a n d t o u c h e d h e r a r m . "I m e a n it," s h e said, smil­ ing. A n d she felt h o w simple a n d kind h e r smile was. " W h y w o n ' t you? Do. Come h o m e w i t h m e n o w in m y car a n d h a v e tea." " Y o u — y o u d o n ' t m e a n it, m a d a m , " said t h e girl, a n d t h e r e w a s pain in h e r voice. " B u t I do," cried R o s e m a r y . "I w a n t you to. To please m e . Come along." T h e girl p u t h e r fingers to h e r lips a n d h e r e y e s d e v o u r e d Rosemary. " Y o u ' r e — y o u ' r e not t a k i n g m e to t h e police station?" she s t a m m e r e d . " T h e police s t a t i o n ! " R o s e m a r y l a u g h e d o u t . " W h y should I b e so cruel? No, I only w a n t to m a k e you w a r m a n d to h e a r — a n y t h i n g you c a r e to tell me." H u n g r y people a r e easily led. T h e footman h e l d t h e door of t h e car open, and a m o m e n t later t h e y w e r e s k i m m i n g t h r o u g h t h e dusk. 121

"There!" said Rosemary. She h a d a feeling of t r i ­ u m p h as she slipped h e r h a n d t h r o u g h t h e velvet s t r a p . She could h a v e said, "Now I've got you," as she gazed at t h e little captive s h e h a d n e t t e d . B u t of course she m e a n t it kindly. Oh, m o r e t h a n k i n d ­ ly. S h e w a s going to p r o v e to this girl t h a t — w o n ­ derful t h i n g s did h a p p e n in life, t h a t — f a i r y god­ m o t h e r s w e r e real, t h a t — r i c h people h a d h e a r t s , a n d t h a t w o m e n were sisters. S h e t u r n e d i m p u l ­ sively, saying: "Don't' be frightened. After all, w h y s h o u l d n ' t you come b a c k w i t h m e ? W e ' r e b o t h women. If I ' m t h e m o r e f o r t u n a t e , you o u g h t to expect..." B u t happily at t h a t m o m e n t , for s h e d i d n ' t knowh o w t h e sentence w a s going to end, t h e car stopped. T h e bell w a s r u n g , t h e door opened, a n d w i t h a c h a r m i n g , p r o t e c t i n g , almost e m b r a c i n g m o v e ­ m e n t , R o s e m a r y d r e w t h e o t h e r i n t o t h e hall. W a r m t h , softness, light, a s w e e t scent, all those t h i n g s so familiar to h e r she n e v e r e v e n t h o u g h t a b o u t t h e m , she w a t c h e d t h a t o t h e r receive. It w a s fascinating. S h e w a s like t h e rich little girl in h e r n u r s e r y with all t h e c u p b o a r d s to open, all t h e b o x ­ es to unpack. "Come, come u p s t a i r s , " said R o s e m a r y , longing to begin to b e generous. "Come u p to m y room." A n d , besides, she w a n t e d to s p a r e this poor little t h i n g from being s t a r e d at b y t h e s e r v a n t s : s h e decided as t h e y m o u n t e d t h e stairs she w o u l d not e v e n ring to J e a n n e , b u t t a k e off h e r things b y h e r ­ self. T h e g r e a t t h i n g w a s to be n a t u r a l ! And "There!" cried Rosemary again, as t h e y r e a c h e d h e r beautiful big b e d r o o m w i t h t h e c u r ­ tains d r a w n , t h e fire leaping on h e r w o n d e r f u l lac122

q u e r f u r n i t u r e , h e r gold cushions a n d t h e p r i m ­ rose a n d blue r u g s . T h e girl stood j u s t inside t h e door; s h e s e e m e d dazed. B u t R o s e m a r y d i d n ' t m i n d t h a t . "Come a n d sit d o w n , " s h e cried, d r a g g i n g h e r big chair u p to t h e fire, "in this comfy chair. C o m e a n d get w a r m . You look so dreadfully cold." "I d a r e n ' t , m a d a m , " said t h e girl, a n d she e d g e d backwards. "Oh, p l e a s e , " — R o s e m a r y r a n f o r w a r d — " y o u m u s t n ' t b e f r i g h t e n e d , y o u m u s t n ' t , really. Sit d o w n w h e n I've t a k e n off m y t h i n g s w e shall go into t h e n e x t r o o m a n d h a v e tea a n d be cosy. W h y a r e you afraid?" A n d g e n t l y s h e half p u s h e d t h e t h i n figure into its d e e p cradle. 3

4

B u t t h e r e w a s no a n s w e r . T h e girl s t a y e d j u s t as she h a d b e e n p u t , w i t h h e r h a n d s b y h e r sides a n d h e r m o u t h slightly open. To be q u i t e sincere, s h e looked r a t h e r stupid. B u t R o s e m a r y w o u l d n ' t a c ­ k n o w l e d g e it. S h e l e a n t over h e r , saying: " W o n ' t you t a k e off y o u r h a t ? Y o u r p r e t t y hair is all wet. A n d one is so m u c h m o r e comfortable w i t h o u t a hat, isn't one?" T h e r e w a s a w h i s p e r t h a t s o u n d e d like " V e r y good, m a d a m , " a n d t h e c r u s h e d h a t w a s t a k e n off. " A n d let m e h e l p y o u off w i t h y o u r coat, too," said R o s e m a r y . T h e girl stood u p . B u t she held on to t h e chair w i t h one h a n d a n d let R o s e m a r y pull. It w a s q u i t e an effort. A n d w h a t w a s she to do w i t h t h e coat now? S h e left it on t h e floor, and t h e h a t too. S h e w a s j u s t going to t a k e a c i g a r e t t e off t h e m a n t e l ­ piece w h e n t h e girl said quickly, b u t so lightly a n d s t r a n g e l y : " I ' m v e r y sorry, m a d a m , b u t I ' m going 123

to faint. I shall go off, m a d a m , if I d o n ' t h a v e some­ thing. "Good h e a v e n s , h o w t h o u g h t l e s s I am!" R o s e ­ m a r y r u s h e d to t h e bell. "Tea! Tea a t once! A n d some b r a n d y i m m e d i a t e ly!" T h e maid w a s gone again, but t h e girl almost cried out: "No, I d o n ' t w a n t no b r a n d y . I n e v e r d r i n k b r a n d y . It's a c u p of tea I w a n t , m a d a m . " A n d she b u r s t into t e a r s . It w a s a t e r r i b l e a n d fascinating m o m e n t . Rose­ m a r y knelt beside h e r chair. "Don't cry, poor little thing," she said. "Don't cry." A n d she g a v e t h e o t h e r h e r lace handkerchief. She really w a s t o u c h e d beyond words. S h e p u t h e r a r m r o u n d those thin, birdlike shoulders. Now at last t h e o t h e r forgot to be shy, forgot e v ­ e r y t h i n g e x c e p t t h a t t h e y w e r e both w o m e n , a n d gasped out: "I c a n ' t go on no longer like this. I c a n ' t b e a r it. I c a n ' t b e a r it. I shall do a w a y w i t h myself. I c a n ' t b e a r no more." "You s h a n t ' t h a v e to. I'll look after you. Don't cry a n y more. D o n ' t you see w h a t a good t h i n g it w a s t h a t you m e t me? We'll h a v e tea a n d you'll tell m e everything. A n d I shall a r r a n g e something. I p r o m ­ ise. Do stop crying. It's so e x h a u s t i n g . Please!" T h e o t h e r did stop just in t i m e for R o s e m a r y to get u p before t h e tea came. She h a d t h e table placed b e t w e e n t h e m . S h e plied t h e poor little c r e a t u r e w i t h e v e r y t h i n g , all t h e sandwiches, all t h e b r e a d a n d b u t t e r , a n d e v e r y time h e r cup w a s e m p t y she filled it w i t h tea, c r e a m a n d sugar. People a l w a y s said s u g a r w a s so nourishing. As for herself she d i d n ' t eat; she smoked and looked a w a y tactfully so t h a t t h e o t h e r should not be shy. 124

1

2

3

4

Notes shelter — зд. не только убежище, укрытие, но и за­ щита, надежный приют Would you let me have the price of a cup of tea? — зд. не дадите ли вы мне на чашку чая? comfy = comfortable things — зд. пальто и шляпа

List of Vocabulary amazement to bear to burst into tears to devour by eyes to do away with smb to draw into (drew) (drawn) extraordinary to faint fascinating to ought to do smth to ply to shiver A . Training Excercises 7. Recall

the situation

cabulary 2. Choose active

from

of the list is words

the story

in which

vo­

used.

and word-combinations

vocabulary

the

to express

from

the following

your no­

tions:

1) a quality of s t a t e of being w i t h w o n d e r ; g r e a t ­ ly s u r p r i s e d 2) to s h a k e 3) to give m u c h food; to feed 125

4) to tolerate 5) to p u t to d e a t h ; to kill 6) to give v e n t s u d d e n l y to a r e p r e s s e d emotion 7) e x t r e m e l y interesting or c h a r m i n g 8) to e a t u p greedily b y eyes 9) to pull into, to cause to go in a certain direction (as b y leading) 10) to lose consciousness b e c a u s e of a t e m p o r a r y d e c r e a s e in t h e blood s u p p l y to t h e b r a i n 11) to b e r e q u i r e d or desired 12) u n u s u a l , exceptional 3. Interpret

the meaning

phrases down

of the following

using an English-English the sentences

and translate

with these words

them into

words

dictionary.

and Write

from the

text

without

the

Russian:

discreet door cold b i t t e r t a s t e pang battered creature enormous lace h a n d k e r c h i e f nourishing 4. Try to guess the meaning

of the words

dictionary:

t r i u m p h , novel, g o d m o t h e r , impulsively, f o r t u ­ n a t e , familiar, b r a n d y , tact. 5. Paraphrase words

from

the following the

sentences

using

the

list.

1) S h e lost consciousness b e c a u s e it w a s too hot in t h e room. 126

2) Don't t a k e off your coat, you a r e t r e m b l i n g w i t h cold. 3) O u r Else w a s a child w i t h c r o p p e d h a i r a n d big solemn eyes. 4) W h e n t h e poor girl a s k e d for t h e p r i c e of a c u p of t e a R o s e m a r y t h o u g h t t h a t it w a s r a t h e r unusual. 5) R o s e m a r y a s k e d Mrs. S m i t h to c o m e a n d b e comfortable at h e r room, b u t t h e girl said t h a t she h a d n ' t got c o u r a g e for it. 6) T h e m o m e n t w a s e x t r e m e l y i n t e r e s t i n g w h e n R o s e m a r y k n e l t beside t h e crying girl. 6. Translate

the following

tion to the italicized

into Russian words

and

paying

atten­

phrases.

1) T h e w o m a n fainted w h e n s h e h e a r d t h a t h e r h u s b a n d h a d a n accident. 2) T h e y spent their s u m m e r vocations a t a charm­ ing place n e a r Kaluga. 3) T h e pain w a s so terrible t h a t h e could h a r d l y bear it. 4) On h e a r i n g t h e sad n e w s she burst into tears. 5) M o t h e r leaned over t h e child's cradle. 6) This situation w a s r a t h e r extraordinary. 7) W e were amazed at this y o u n g artist's talent. 8) You ought to h a v e gone t h e r e immediatly. 7. Find in the text the English

for:

ощутить незнакомое чувство беспокойства; п р и ж а т ь м у ф т у к груди; в этот с а м ы й момент; плохо одетое существо; с х в а т и т ь с я за воротник пальто покрасневшими руками; д р о ж а т ь ; "не д а ­ д и т е ли вы мне ч а ш к у чая"; ни в м а л е й ш е й с т е 127

пени, "как удивительно!"; как и з романа Досто­ евского; отступит назад; дотронуться до руки; по­ ж и р а т ь глазами; нестись сквозь сумерки; ч у в с т ­ во победителя; пойманный в западню пленник; к р е ё с т н а я мать; в т я н у т ь в комнату; так з н а к о ­ м ы е ей в е щ и ; з а х в а т ы в а ю щ е е з р е л и щ е ; с т р е ­ м и т ь с я быть великодушной; п о щ а д и т ь бедную д е в у ш к у ; к а з а т ь с я ошеломленной; быть и с к р е н ­ ним; я сейчас у п а д у в обморок, если не с ъ е м ч т о нибудь; боже мой; расплакаться; кружевной п л а ­ ток; я не могу больше терпеть; потчевать. 8. Choose your

the correct

word

to fill in the blanks.

Give

reason.

1) T h e r e a r e m o m e n t s m o m e n t s in life (horrible-horribly), w h e n one e m e r g e s from s h e l ­ t e r a n d looks out, and it's (awful-awfully). 2) It w o u l d be (thrilling-thrillingly). 3) "I took h e r h o m e w i t h m e " , R o s e m a r y h e a r d herself saying a f t e r w a r d s (simple-simply)4) R o s e m a r y felt h o w and h e r smile w a s (simple-simply; kind-kindly). 5) H u n g r y people a r e led (easy-easily). 6) Rosemary w a n t e d to prove t h a t fairy g o d m o t h ­ ers w e r e (real-really). 7) T h e g r e a t t h i n g was to be (natural-naturally). 8) B u t of course s h e m e a n t it , more than (kind-kindly). 9) You m u s t n ' t be frightened (real-really). 10) It w a s a and _ _ moment (terrible-terribly) (facinating-facinatingly). 128

11) R o s e m a r y smoked a n d looked a w a y full-tactfully). 9. Insert

articles

where

necessary.

(tact-

Explain

your

choice.

1) 2)

discreet door s h u t w i t h click. rain w a s falling, a n d w i t h r a i n it s e e m e d _ d a r k c a m e too. 3) R o s e m a r y felt s t r a n g e pang. 4) At v e r y i n s t a n t of t h i n k i n g t h a t , young girl, t h i n , d a r k , s h a d o w y a p p e a r e d b e f o r e Rosemary. 5) Would you let m e h a v e price of c u p of tea? 6) It w a s n ' t in least voice of beggar. 7) footman held _ door of car open, a n d m o m e n t later t h e y w e r e s k i m m i n g t h r o u g h _ dusk. 8) R o s e m a r y d r e w o t h e r into hall. 9) g r e a t t h i n g to be natural! 10) S h e b u r s t into tears. 11) It w a s terrible a n d fascinating m o m e n t ! 12) Don't cry, poor little thing! 13) R o s e m a r y plied poor little c r e a t u r e w i t h everything, all sandwiches, all bread and b u t t e r a n d e v e r y t i m e _ girl's c u p w a s e m p t y she filled it w i t h tea, cream and sugar. 10. Explain

the meaning

and say in what

of the phraseological

connection

they

are used

units in

the

text.

of course; at t h a t moment; to t a k e off; to be fright­ ened; a m o m e n t later; to give w a y to; at the v e r y 129

instant; "let m e h a v e t h e price of a cup of tea"; in time; to get up; to t a k e s m b h o m e ; for a m o m e n t ; to h a v e tea; to t a k e s m b to t h e police station; "I c a n ' t go on no longer"; no more; a n y m o r e . //.

Arrange onyms.

the following

words

Use them in sentences

in pairs of your

of

syn­

own.

breast, to look after, to be a m a z e d , to bear, t e r r i ­ ble, to m o u n t , e n o r m o u s , at once, bosom, modest, to t o l e r a t e , s w e e t scent, to faint, to c a r e , s w e e t smell, to climb up, horrible, to t r e m b l e , to gaze, big, immediately, shy, to lose consciousness, to be cosy, to do a w a y w i t h s m b , to be comfortable, to kill o n e ­ self, to stare, to blush, to be surprised. 12. Open of the

the brackets

using

the appropriate

form

Infinitive.

1) One o u g h t (to go) h o m e a n d (to have) an e x t r a special tea. 2) M a d a m , would you (to let) m e (to have) t h e price of a c u p of tea? 3) Come h o m e (to have) tea w i t h m e . 4) "You d o n ' t (to m e a n ) it", said t h e girl. 5) I only w a n t (to m a k e ) you (to w a r m ) a n d (to h e a r ) — a n y t h i n g you to c a r e (to tell)me. 6) R o s e m a r y w a s going (to prove) to this girl t h a t rich people h a d h e a r t s a n d t h a t w o m e n w e r e sisters. 7) R o s e m a r y d i d n ' t (to mind) t h a t . 8) You m u s t n ' t (to be) frightened. 9) I c a n ' t (to bear) it no more. 10) R o s e m a r y w a n t e d (to spare) this poor little thing from being s t a r e d at b y s e r v a n t s . 130

11) R o s e m a r y w a s going (to take) a c i g a r r e t t e off t h e m a n t e l p i e c e w h e n t h e girl said: " I ' m v e r y sorry, m a d a m , b u t I ' m going (to faint). I shall (to go) off m a d a m , if I d o n ' t (to h a v e ) s o m e ­ thing". 13. Define

the word

the sentences

into

forms

ending

in - i n g .

Translate

Russian.

1) R o s e m a r y w a s outside on t h e s t e p , gazing at t h e w i n t e r afternoon. 2) T h e n e w - l i g h t e d l a m p s b u r n e d d i m l y as if r e ­ g r e t t i n g something. 3) At t h e v e r y i n s t a n t of t h i n k i n g t h a t , a y o u n g girl, thin, dark, s h a d o w y w a s s t a n d i n g at Rose­ m a r y ' s elbow. 4) It w a s like s o m e t h i n g out of a novel b y Dostoyevsky, this m e e t i n g in t h e dusk. 5) Supposing s h e did do one of t h o s e t h i n g s s h e w a s a l w a y s r e a d i n g a b o u t or s e e i n g on t h e stage, w h a t w o u l d h a p p e n ? 6) It would be thrilling. 7) T h e girl e v e n stopped s h i v e r i n g for a m o m e n t . 8) A m o m e n t later t h e y w e r e s k i m m i n g t h r o u g h t h e dusk. 9) R o s e m a r y h a d a feeling of t r i u m p h . 10) T h e door w a s opened a n d w i t h a c h a r m i n g , protecting, almost embracing movement, R o s e m a r y d r e w t h e girl into t h e hall. 11) "Come, come u p s t a i r s , " said R o s e m a r y , long­ i n g to begin to be generous. 12) It w a s a terrible a n d fascinating m o m e n t . 13) Don't cry a n y m o r e . Do stop crying. It's so e x ­ hausting! 14) "Come a n d sit d o w n " , R o s e m a r y said smil­ ing, d r a g g i n g h e r big chair u p to t h e fire. 131 5*

14. Insert prepositions

where

necessary.

1) T h e discreet door s h u t a click. 2) R o s e m a r y s a w a y o u n g girl e n o r m o u s eyes, w h o clutched h e r coat-collar reddened h a n d s , a n d s h i v e r e d as t h o u g h she h a d j u s t come the water. 3) It w a s n ' t t h e least t h e voice a beggar. 4) R o s e m a r y d r e w t h e girl t h e hall. 5) T h e girl s t a y e d j u s t as she h a d b e e n put, her hands h e r side a n d h e r m o u t h slightly open. 6) R o s e m a r y leant t h e girl saying: "Won't you take your hat?" 7) T h e girl b u r s t tears. 8) N o w last t h e girl gasped : "I c a n ' t go no longer like this. I c a n ' t b e a r it. I shall do _ myself." 9) R o s e m a r y plied t h e poor little c r e a t u r e ev­ e r y t h i n g , a n d e v e r y time h e r c u p w a s e m p t y she filled it tea, c r e a m a n d sugar. 15. Find the sentences the text.

Translate

with the Part Perfect them into

Tense

in

Russian.

B. Speech Excercises 16. Sum up the events ing active

of the preceding

17. What kind of weather Describe 18. Describe

was it that winter

it. Did it influence

us­

little

Rosemary.

call her "a little battered thing"?

132

afternoon?

Rosemary's

a girl who approached

did the author "a poor

chapter

vocabulary.

mood? Why creature",

19. Describe afraid

Rosemary's

to enter

20. Use your imagination the girl say she would 21. Prove with

bedroom.

Why was the

girl

it?

the statement

and say what situation do away

with

that Rosemary

made

herself. plied

the

girl

everything.

22. Answer

the

questions:

1) W h y did R o s e m a r y feel a s t r a n g e p a n g ? 2) W h o a p p e a r e d at R o s e m a r y ' s elbow a n d w h a t did this poor c r e a t u r e ask for? 3) W h a t did t h e e x t r a o r d i n a r y a d v e n t u r e s e e m to R o s e m a r y a n d w h a t did she decide to do? 4) Did R o s e m a r y invite t h e poor girl to h a v e tea w i t h h e r only b e c a u s e of h e r kindness? 5) W h y w a s it e a s y for R o s e m a r y to n e t t h e poor girl? 6) W h y did t h e poor girl stand just inside t h e door of R o s e m a r y ' s b e d r o o m a n d s e e m dazed? 7) W h y did t h e girl say t h a t she w a s going to faint? 8) W h y did R o s e m a r y promise to a r r a n g e s o m e ­ thing for t h e girl a n d give t h e o t h e r h e r lace handkerchief? 9) How did s h e ply t h e girl? 23. Express

your

the following

agreement

of disagreement

with

statements:

1) W h e n R o s e m a r y w a s outside she w a s pleased to h a v e d r y , s u n n y w e a t h e r t h a t m o r n i n g . 2) T h e girl c a m e u p to R o s e m a r y a n d a s k e d t h e n e a r e s t w a y to t h e post-office. 3) A t first R o s e m a r y t h o u g h t t h a t t h e girl w a s a beggar, t h a t ' s w h y she m a d e u p h e r m i n d to 133

t a k e h e r to t h e police-station. T h e n she hesi­ t a t e d b e c a u s e s h e d i d n ' t w a n t to give differ­ ent explanations to t h e policemen and suggest­ ed t h e girl to h a v e a c u p of tea w i t h her! 4) H u n g r y people a r e easily led. R o s e m a r y ' s foot­ m a n held t h e door of t h e car open a n d a m o ­ m e n t later t h e y w e r e s k i m m i n g t h r o u g h t h e d u s k to R o s e m a r y ' s house. 5) A lot of s e r v a n t s m e t R o s e m a r y in t h e hall. T h e y helped R o s e m a r y a n d t h e girl to t a k e off • t h e i r coats a n d h a t s . 6) T h e girl w a s n ' t shy at all. W h e n she took off h e r coat and h a t she asked to give h e r a c u p of tea and some b r a n d y immediately. 7) R o s e m a r y plied t h e girl w i t h e v e r y t h i n g , all t h e sandwiches, all t h e b r e a d and b u t t e r , filled h e r cup w i t h coffee, c r e a m a n d sugar, because it w a s so nourishing. As for herself she also a t e a lot of s a n d w i c h e s a n d biscuits b e c a u s e she w a s v e r y h u n g r y . After t h a t she smoked. 24. Make

comments

on the following

phrases:

1) T h e r e a r e m o m e n t s , horrible m o m e n t s in life, w h e n one e m e r g e s from shelter a n d looks out, a n d it's awful. O n e o u g h t n ' t to give w a y to t h e m , one o u g h t to go h o m e a n d h a v e a n e x ­ tra-special tea. 2) T h e g r e a t t h i n g w a s to be n a t u r a l . 3) People a l w a y s said s u g a r w a s so nourishing. 25. Sum up what you have learned Fell and a poor

young

134

girl.

about

Rosemary

Ill A n d really t h e effect of t h a t slight m e a l w a s m a r ­ vellous. W h e n t h e t e a - t a b l e w a s c a r r i e d a w a y a n e w being, a light, frail c r e a t u r e w i t h t a n g l e d hair, d a r k lips, d e e p , lighted eyes, lay b a c k in t h e big chair. R o s e m a r y lit a fresh c i g a r e t t e ; it w a s t i m e to begin. " A n d w h e n did you h a v e y o u r last m e a l ? " s h e a s k e d softly. B u t at t h a t m o m e n t t h e d o o r - h a n d l e t u r n e d . " R o s e m a r y , m a y I come in?" It w a s Philip. "Of course." He c a m e in. "Oh, I ' m so sorry," h e said, a n d s t o p ­ ped a n d stared. "It's quite all right," said Rosemary, smiling. "This is m y friend, Miss—" " S m i t h , m a d a m , " said t h e languid figure, w h o w a s s t r a n g e l y still a n d unafraid. " S m i t h , " said R o s e m a r y . " W e a r e going to h a v e a little talk." "Oh yes," said Philip. "Quite," a n d his eye c a u g h t sight of t h e coat a n d h a t on t h e floor. He c a m e over to t h e fire a n d t u r n e d his back to it. "It's a b e a s t l y afternoon," h e said curiously, still looking at t h a t listless figure, looking at its h a n d s a n d boots, a n d t h e n at R o s e m a r y again. "Yes, isn't i t ? " said R o s e m a r y enthusiastically. "Vile." Philip smiled his c h a r m i n g smile. "As a m a t t e r of fact," said h e , "I w a n t e d you to come into t h e li­ b r a r y for a m o m e n t . Would you? Will Miss S m i t h excuse u s ? " 135

T h e big eyes w e r e raised to him, b u t R o s e m a r y a n s w e r e d for h e r : "Of course she will." A n d t h e y w e n t out of t h e room together. "I say," said Philip, w h e n t h e y w e r e alone. "Ex­ plain. W h o is she? W h a t does it all m e a n ? " R o s e m a r y laughing, leaned against t h e door a n d said: "I picked h e r u p in Curzon Street. Really. She's a real pick-up. S h e a s k e d m e for t h e price of a cup of tea, a n d I b r o u g h t h e r h o m e w i t h me." "But w h a t on e a r t h a r e you going to do w i t h h e r ? " cried Philip. "Be nice to h e r , " said R o s e m a r y quickly. "Be frightfully nice to her. Look after her. I d o n ' t k n o w how. W e h a v e n ' t t a l k e d yet. But s h o w h e r — t r e a t h e r — m a k e h e r feel!—" "My darling girl," said Philip, " y o u ' r e q u i t e m a d , you know. It simply c a n ' t be done." "I k n e w you'd say t h a t , " retorted Rosemary. W h y not? I w a n t to. I s n ' t t h a t a reason? A n d besides, one's always r e a d i n g a b o u t t h e s e things. I decid­ ed—" "But," said Philip slowly, and h e cut t h e end of a cigar, "she's so astonishingly p r e t t y . " " P r e t t y ? " R o s e m a r y w a s so s u r p r i s e d t h a t s h e blushed. "Do you t h i n k so? I—I h a d n ' t t h o u g h t a b o u t it." "Good Lord!" Philip s t r u c k a m a t c h . " S h e ' s a b ­ solutely lovely. Look again, m y child. I w a s bowled over w h e n I c a m e into y o u r room j u s t now. H o w ­ ever... I t h i n k y o u ' r e m a k i n g a g h a s t l y m i s t a k e . Sorry, darling, if I ' m c r u d e and all that. B u t let m e k n o w if Miss S m i t h is going to dine w i t h us in t i m e for m e to look u p The Milliner's Gazette." 1

136

"You a b s u r d c r e a t u r e ! " said R o s e m a r y , a n d s h e w e n t out of t h e library, b u t not b a c k to h e r b e d ­ room. S h e w e n t to h e r w r i t i n g - r o o m a n d sat d o w n at h e r desk. P r e t t y ! Absolutely lovely! Bowled over! Her h e a r t b e a t like a h e a v y bell. P r e t t y ! Lovely! S h e d r e w h e r c h e q u e - b o o k t o w a r d s her. B u t no, c h e q u e s w o u l d be no use, of course. S h e o p e n e d a d r a w e r a n d took out five p o u n d notes, looked a t t h e m , p u t t w o back, a n d holding t h e t h r e e squeezed in h e r h a n d , s h e w e n t b a c k to h e r b e d r o o m . Half a n h o u r later Philip w a s still in t h e library, w h e n R o s e m a r y c a m e in. "I only w a n t e d to tell you," said s h e , a n d s h e leaned against t h e door again a n d looked at h i m w i t h h e r dazzled exotic gaze. "Miss S m i t h w o n ' t dine w i t h us to-night." Philip p u t d o w n t h e paper. "Oh, w h a t ' s h a p ­ pened? Previous engagement?" R o s e m a r y c a m e over a n d sat d o w n on his k n e e . "She insisted on going," said she, "so I g a v e t h e poor little t h i n g a p r e s e n t of money. I c o u l d n ' t k e e p h e r against h e r will, could I?" she a d d e d softly. R o s e m a r y h a d j u s t done h e r hair, d a r k e n e d h e r eyes a little a n d p u t on h e r pearls. S h e p u t u p h e r h a n d s a n d t o u c h e d Philip's cheeks. "Do you like m e ? " said she, a n d h e r tone, s w e e t , h u s k y , t r o u b l e d him. "I like y o u awfully," h e said, a n d h e held h e r tighter. "Kiss me." T h e r e w a s a pause. T h e n R o s e m a r y said dreamily: "I s a w a fascinat­ ing little box to-day. It cost t w e n t y - e i g h t guineas. May I h a v e it? 2

137

Philip j u m p e d h e r on his knee. "You may, little wasteful one," said he. "But t h a t w a s not really w h a t R o s e m a r y w a n t e d to say. "Philip," she whispered, and she pressed his h e a d against h e r bosom, " a m I p r e t t y ? "

1

2

Notes to be bowled over — поразиться чем-то. Previous engagement? — Уже приглашена?

List of Vocabulary: to astonish to blush to bowl over frail to lean to look after pearl to pick up a pick up pretty to squeeze to strike a match A . Training Excercises 1. Recall

the situation

cabulary 2. Choose active

from

of the list is words

the story

in which

and word-combinations

vocabulary

the

vo­

used.

to express

tions.

1) to press firmly 2) to light, to set fire 138

from

the following

your no­

3) to cast one's w e i g h t to one side for s u p p o r t 4) to t a k e c a r e 5) w h i t e r o u n d g e m 6) to strike w i t h s u d d e n w o n d e r , to s u r p r i s e 7) to o v e r w h e l m w i t h s u r p r i s e 8) to b e c o m e r e d in face (from s h a m e , m o d e s t y or confusion), to r e d d e n 9) physically w e a k 10) t e m p o r a r y c h a n c e a c q u a i n t a n c e 11) to t a k e hold of a n d lift u p 12) a t t r a c t i v e 3. Interpret

the meaning

phrases down

of the following

using an English-English the sentences

and translate

dictionary.

with these words

them into

words

and Write

from the

text

without

the

Russian.

slight m e a l door-handle languid figure listless figure beastly (weather) vile ( w e a t h e r ) to r e t o r t to insist on wasteful 4. Try to guess the meaning

of the words

dictionary:

effect, enthusiastically, cigarette, cigar, absolute­ ly, w r i t i n g - r o o m , c h e q u e - b o o k , cheques. 5 . Paraphrase words

from

the the

following

sentences

using

the

list.

1) M a r y b e c a m e red in face w h e n s h e h e a r d r e ­ m a r k s to h e r address. 139

2) This girl is v e r y attractive b u t v e r y w e a k p h y s ­ ically. 3) W e w e r e s u r p r i s e d at his u n u s u a l behaviour. 4) Mr. B l a k e w a s o v e r w h e l m e d w i t h s u r p r i s e w h e n h e s a w t h e ballet " T h e S w a n L a k e " 5) He w a n t e d to smoke b u t h e couldn't set fire to a match. 6) W h e n m o t h e r w e n t a w a y t h e g r a n d m o t h e r took care of t h e children. 7) T h e c h i l d w a s f r i g h t e n e d , t h a t ' s w h y h e pressed firmly his m o t h e r ' s h a n d . 8) On his w a y h o m e he u n e x p e c t e d l y m e t his t e m ­ porary chance acquaintance. 6. Translate

the following

tion to the italicized

into Russian paying words

and

atten­

phrases.

1) T h e b e g g a r picked up t w o p o u n d notes a n d squeezed t h e m in his h a n d . 2) He w a s bowled over w h e n b e h e a r d t h e news. 3) T h e n e w a c t r e s s w a s frail a n d pretty. 4) After slight meal he struck a match a n d lit a cigar. 5) T h e girl leaned against t h e wall a n d said t h a t she w a s v e r y tired because she h a d b e e n w o r k ­ ing for t h e whole d a y in t h e g a r d e n . 6) She couldn't pick up t h e h e a v y bag. 7) Philip p r e s e n t e d R o s e m a r y beautiful pearls. 8) W h e n t h e children a r e small it's n e c e s s a r y to look after t h e m . 7. Find in the text the English

for:

легкая еда; хрупкое создание; спутанные воло­ сы; р а с к и н у т ь с я в большом кресле; з а ж е ч ь но­ вую сигарету; в это время; у ж а с н а я погода; б е з 140

р а з л и ч н а я ко всему фигура; м е р з к а я погода; дело в том, что; прислониться к двери; подобрать коголибо; " Ч т о ж е т ы с о б и р а е ш ь с я с ней д е л а т ь ? " случайное знакомство; у х а ж и в а т ь за кем-то; сой­ ти с ума; смутиться; з а ж е ч ь спичку; поразиться; с ж и м а т ь в р у к е деньги; полчаса спустя; д е р ж а т ь кого-либо против его воли; у л о ж и т ь волосы. 8. Choose

the correct

word

to fill in the

blanks.

1) T h e effect of t h a t slight m e a l w a s (marvellous-marvellously). 2) T h e girl w a s still a n d u n a f r a i d ( s t r a n g e strangely). 3) "It's a w e a t h e r (beast-beastly)", h e said (curious-curiously). 4) R o s e m a r y a g r e e d w i t h Philip t h a t t h e w e a t h ­ er w a s vile (enthusiastical-enthusiastical-

iy). 5) S h e is a p i c k - u p (real-really). 6) "Be nice to t h e girl", said R o s e m a r y (frightful-frightfully) (quick-quickly). 7) S h e is so pretty (artonishing-artonishing-

iy). 8) S h e is

(absolute-absolutely; love-love-

iy). 9) You a r e m a k i n g a

mistake (ghast-ghast-

iy). 10) I like you (awful-awfully). 11)1 s a w a little box t o - d a y (fascinating-fas­ cinatingly). 9. Insert

articles

where

necessary.

choice.

141

Explain

your

1) W h e n t e a - t a b l e w a s carried a w a y newbeing, light, frail c r e a t u r e with tangled hair, d a r k lips, deep, lighted eyes, lay in big chair. 2) R o s e m a r y lit fresh cigarette. 3) Philip's eye c a u g h t sight of coat a n d h a t on floor. 4) It's beastly afternoon. 5) "As m a t t e r of fact, I w a n t e d you to come into library for m o m e n t " , said Philip. 6) T h e y w e n t out of room together. 7) T h e girl asked R o s e m a r y for price of cup of tea. 8) " B u t w h a t on e a t h a r e you going to do w i t h h e r ? " cried Philip. 9) R o s e m a r y saw fascinating little box. 10. Explain

the meaning

and say in what

of the phraseological

connection

they

units

are used

in

the

text.

to light a fresh cigarette, "May I come in?", " I ' m sorry", it's quite all right, as a m a t t e r of fact, w h a t on e a r t h , to b e bowled over, to m a k e a m i s t a k e , to look u p , to sit d o w n at t h e desk. //.

Arrange onyms.

the following

words

Use them in the sentences

in pairs of your

of

syn­ own.

to astonish, pearl, look after, to blush, to p r e s s firmly, a t t r a c t i v e , beastly, to squeeze, gem, to b e ­ come red, to w o n d e r , to care of, to o v e r w h e l m w i t h surprise, p r e t t y , vile, to bowl over. 12. Open of the

the brackets

using

the appropriate

form

Infinitive.

1) " R o s e m a r y , m a y I (to come) in?" It w a s Philip. 2) We a r e going (to have) a little talk. 142

3) "As a m a t t e r of fact, I w a n t e d y o u (to come) into t h e library for a m o m e n t . Will Miss S m i t h (to excuse) u s ? " 4) W h a t does it all (to m e a n ) ? 5) " W h a t on e a r t h a r e you going (to do) w i t h h e r ? " cried Philip. 6) It simply c a n ' t (to be) done. 7) "But let m e (to k n o w ) if Miss S m i t h is going (to dine) w i t h us in t i m e for m e (to look up) The Milliner's Gazette". 8) B u t no, c h e q u e s w o u l d (to be) no use, of course. 9) Miss S m i t h w o n ' t (to dine) w i t h us. 10) B u t t h a t w a s not really w h a t R o s e m a r y w a n t ­ ed (to say). 13. Define

the word

the sentences

into

forms

ending

in - i n g .

Translate

Russian:

1) "It's q u i t e all r i g h t , " said R o s e m a r y smiling. 2) "It's a beastly afternoon," h e said curiously, still looking at t h a t listless figure, looking a t its h a n d s and boots, and t h e n at R o s e m a r y again. 3) Philip smiled his c h a r m i n g smile. 4) R o s e m a r y l a u g h i n g , leaned against t h e door a n d said: "I picked h e r u p in C u r z e n street." 5) " W h a t on e a r t h a r e you going to do w i t h h e r ? " cried Philip. 6) "My d a r l i n g girl", said Philip " y o u ' r e q u i t e m a d , you know." 7) A n d besides, one's a l w a y s r e a d i n g a b o u t t h e s e things. 8) I t h i n k you a r e m a k i n g a g h a s t l y mistake. 9) T h e girl insisted on going home. 10) I saw a fascinating little box to-day. 143

14. Insert prepositions

where

necessary:

1) A n d realy t h e effect t h a t slight meal w a s marvellous. 2) that moment the door-handle turned. 3) Philip's eye c a u g h t sight t h e coat a n d h a t t h e floor. 4) As a m a t t e r fact I w a n t e d you to come _ t h e library a moment. 5) T h e big eyes w e r e raised Philip, b u t Rose­ mary answered t h e girl: " course s h e will." And t h e y w e n t _ _ t h e room together. 6) R o s e m a r y picked t h e girl Curzon Street. 7) T h e girl asked h e r t h e price a cup tea a n d she b r o u g h t t h e girl h o m e her. 8) Philip w a s bowled w h e n he c a m e the room. 9) R o s e m a r y o p e n e d a d r a w e r a n d took five p o u n d notes, looked t h e m , p u t two back a n d holding t h e t h r e e squeezed _ h e r h a n d , she w e n t back h e r bedroom. 10) R o s e m a r y c a m e over a n d sat d o w n his knee. 15. Find

sentences

chapter.

with

Translate

the Complex

them.

Make

Object

up your

in this own

ex­

chapter

us­

amples.

B. S p e e c h Exercises 16. Sum up the events ing active 17. Use your File.

Give

of the preceding

vocabulary. imagination his

and try to describe

character-sketch.

144

Philip

18. Answer

the

questions.

1) W h a t w a s t h e effect of t h a t slight meal? 2) W h o c a m e w h e n t h e girls w e r e going to h a v e a little talk? 4) W h a t did h e say a b o u t t h e w e a t h e r t h a t a f t e r ­ noon? 5) W h y did he ask R o s e m a r y to come into t h e lib­ rary? 6) How did R o s e m a r y explain Miss S m i t h ' s a r ­ rival to h e r h u s b a n d ? 7) W a s Philip glad to see Miss S m i t h a t his house? 8) W h a t did he say a b o u t Miss S m i t h ' s a p p e a r ­ ance? 9) W h y did R o s e m a r y go to h e r w r i t i n g - r o o m ? 10) R o s e m a r y t o l d P h i l i p t h a t M i s s S m i t h w o u l d n ' t dine w i t h t h e m because s h e insisted on going. W a s it t r u e ? 11) W h a t did R o s e m a r y do to send Miss S m i t h a w a y as soon as possible? 12) W h y did R o s e m a r y d a r k e n h e r eyes, do h e r hair a n d put. on h e r pearls? 13) W h y did Philip call his wife "little wasteful"? 14) Did h e allow h e r to b u y one fascinating little box? 15) W h y w a s it i m p o r t a n t for R o s e m a r y to k n o w that she was pretty? 19. Express

your

the following

agreement

or disagreement

with

statements:

1) W h e n t h e slight m e a l w a s over t h e girls decid­ ed to chat. A t t h a t m o m e n t t h e d o o r - h a n d l e t u r n e d a n d R o s e m a r y ' s b r o t h e r c a m e in. 2) T h e w e a t h e r w a s nice a n d Philip s u g g e s t e d to go for a walk and to t a k e Miss Smith w i t h them. 145

3) W h e n R o s e m a r y c a m e to t h e library she told Philip t h a t she h a d picked Miss S m i t h u p in Curzon S t r e e t b e c a u s e she a s k e d for t h e price of a c u p of tea? 4) W h e n Philip s t r u c k a m a t c h he told R o s e m a r y t h a t it w a s impossible for Miss S m i t h to stay at their h o m e a n y longer. 5) Half a n h o u r later R o s e m a r y c a m e to t h e lib­ r a r y a n d told Philip t h a t she h a d given Miss S m i t h some money. Miss S m i t h t h a n k e d h e r a n d said t h a t she w a s in a h u r r y a n d couldn't dine w i t h t h e Fells. 6) Philip said t h a t R o s e m a r y w a s a wasteful one a n d h e d i d n ' t allow h e r to b u y a little box for t w e n t y - e i g h t guineas. 7) R o s e m a r y w a n t e d to k n o w h e r h u s b a n d ' s a t ­ t i t u d e to her, t h a t ' s w h y s h e a s k e d h i m if she was pretty. 20. Sum up what

you

have

and Miss Smith in this

happen again.

imagination

if the Fells

about

the

Fells

story.

21. Do you like the story? 22. Use your

learned

Why? and try to say what

met Miss

Smith

would

somewhere

A D D I T I O N A L TASK Translate

into

English

КУКОЛЬНЫЙ

домик

Когда дорогая с т а р а я миссис Х э й в е р н у л а с ь в го­ род, побывав у Б а р н е л л о в , она п р и с л а л а д е т я м к у ­ к о л ь н ы й домик. Он б ы л т а к велик, что в о з ч и к и П а т в ы г р у з и л и его во дворе, и т а м он стоял, у п а к о в а н ­ ный, на д в у х д е р е в я н н ы х коробках п е р е д кухонной дверью. Ничего страшного не могло с л у ч и т ь с я с ним, т а к как было лето. Р а з в е что з а п а х к р а с к и б ы л от него все в р е м я . З а п а х , конечно, был и, по м н е н и ю т е т и В е р и л , от него мог к т о - н и б у д ь серьезно з а б о л е т ь . И когда он наконец был распакован... К у к о л ь н ы й домик стоял, п о к р ы т ы й т е м н о й м а с л я ­ нистой к р а с к о й , о т т е н е н н ы й я р к о - ж е л т ы м . У него были д в е м а л е н ь к и е т р у б ы , р а с к р а ш е н н ы е к р а с н ы м с б е л ы м и ж е л т а я л а к о в а я дверь, п о х о ж а я на и р и ­ ску. Он и м е л ч е т ы р е н а с т о я щ и х окна с з е л е н ы м и рамами. Было т а к ж е маленькое желтое крыльцо с б о л ь ш и м и к а п л я м и з а с т ы в ш е й по к р а я м к р а с к и . П р е к р а с н ы й , ч у д е с н ы й м а л е н ь к и й домик! Н у кто е щ е будет д у м а т ь о к а к о м - т о з а п а х е ? Ведь это ч а с ­ т и ц а счастья, частица новизны. — Кто-нибудь, о т к р о й т е его скорее! К р ю ч о к на боковой стенке заело. П а т о т к о в ы р н у л его своим п е р о ч и н н ы м ножом, и вся п е р е д н я я с т е н ­ ка о т к и н у л а с ь , и с р а з у стало возможно р а з г л я д е т ь в н у т р и гостиную, столовую, к у х н ю и д в е спальни. Вот к а к д о л ж е н о т к р ы в а т ь с я дом! Почему все дома не о т к р ы в а ю т с я так, к а к этот? Т а к гораздо и н т е р е с ­ нее, чем в г л я д ы в а т ь с я сквозь п р и о т к р ы т у ю д в е р ь в маленькую прихожую с вешалкой для шляп и дву147

мя зонтиками. Это то самое, что т ы т а к хочешь у з ­ н а т ь о доме, когда б е р е ш ь с я з а д в е р н о й молоток. М о ж е т быть, именно этим способом Бог ночью о т к р ы ­ вает дома, обходя их вместе с ангелами... "Ох!" — в о с к л и к н у л и дети Б а р н е л л о в в восторге. Это было удивительно, д а ж е слишком великолепно. В ж и з н и ничего похожего они не видели. Все к о м ­ н а т к и в доме были о к л е е н ы обоями, на стенах в и с е ­ ли к а р т и н ы в з о л о т ы х рамах. Везде, к р о м е к у х н и — к р а с н ы е к о в р ы на полу; к р е с л а красного п л ю ш а в гостиной, зеленого в столовой; к р о в а т и с н а с т о я щ и ­ ми п о к р ы в а л а м и , д е т с к а я колыбель, печь, к у х о н н ы й ш к а ф с к р о ш е ч н ы м и т а р е л к а м и и одним б о л ь ш и м кувшином. Но что К е з и и понравилось больше всего, у ж а с н о понравилось — это л а м п а в столовой; и з ы ­ сканная маленькая янтарная лампа с белым а б а ж у ­ ром, с т о я в ш а я посреди стола. Она, к а з а л о с ь , только и д о ж и д а л а с ь того, чтобы ее з а ж г л и , х о т я она, к о ­ нечно, не горела. В н у т р и ее было ч т о - т о н а л и т о и если л а м п у п о т р я с т и , то ж и д к о с т ь в н у т р и ее д в и г а ­ л а с ь (перемещалась). К у к л ы " м а м а " и "папа", словно без сознания р а с ­ т я н у в ш и е с я в гостиной, и две к у к л ы детей, " с п я щ и х " н а в е р х у , были слишком в е л и к и д л я кукольного д о ­ мика. Они были не т а к и е , к а к хотелось бы. Но л а м п а была з а м е ч а т е л ь н а . Она к а к бы у л ы б а л а с ь К е з и и , говоря "я з д е с ь ж и в у " . Лампа была н а с т о я щ е й . Д е т я м Б а р н е л л о в было т р у д н о о т п р а в и т ь с я в ш к о ­ л у с л е д у ю щ и м утром. Они горели ж е л а н и е м п е р е д в с е м и п о х в а с т а т ь с я своим к у к о л ь н ы м д о м и к о м до звонка. — Р а с с к а з ы в а т ь буду я, — с к а з а л а И з а б е л л , — п о ­ тому что я старше. М о ж е т е потом д о б а в л я т ь . Но я буду первой. Д е л а т ь было нечего. И з а б е л была с т а р ш е и всегда права, а Лотти и К е з и я хорошо з н а л и , к а к у ю в л а с т ь 148

имеют те, кто с т а р ш е . Они молча ш л и сквозь г у с т ы е л ю т и к и в д о л ь дороги. — И я в ы б е р у т е х , кто пойдет их с м о т р е т ь п е р в ы ­ ми. Мама с к а з а л а , мне можно. К а к у них было договорено, пока к у к о л ь н ы й д о м и к стоит во дворе, они могут п р и г л а ш а т ь по две п о д р у ж ­ ки и з ш к о л ы п о с м о т р е т ь на него. Н е о с т а в а т ь с я на чай, конечно, и л и п р о х о д и т ь в дом, а т о л ь к о п о с т о ­ я т ь тихо во дворе, пока И з а б е л л п о к а з ы в а е т домик, а Л о т т и и К е з и я в о с т о р ж е н н о наблюдают. Но к а к они не с п е ш и л и , дойти до конца длинного забора игровой п л о щ а д к и д л я мальчиков, звонок у ж е прозвенел. Они у с п е л и только снять ш л я п ы и постро­ иться в л и н е й к у д л я переклички. Но ничего. И з а б е л л , с т а р а я с ь к а з а т ь с я к а к м о ж н о более в а ж н о й и т а и н ­ ственной, ш е п н у л а д е в о ч к а м в о з л е нее: "Есть о чем поговорить на п е р е м е н е " . Перемена наступила, и Изабелл тут ж е окружили. Девочки из ее класса наперебой с т а р а л и с ь обнять ее, п р о й т и с ь с ней, с т а т ь ее подругой. Она о р г а н и з о в а л а себе ч т о - т о типа " с в и т ы " при д в о р е под огромными соснами на к р а ю п л о щ а д к и д л я игр. Т о л к а я с ь и х и ­ х и к а я , девчонки все столпились там. И т о л ь к о две, м а л е н ь к и е девочки К е л в и , к а к всегда остались в сто­ роне. Они хорошо з н а л и , что им л у ч ш е не п р и б л и ­ жаться к Барнеллам. На самом д е л е ш к о л а , в которую х о д и л и д е т и Б а р н е л л л о в , была не той, к о т о р у ю в ы б р а л и бы их р о д и ­ т е л и , если бы у них был выбор. Но его не было. Это б ы л а е д и н с т в е н н а я ш к о л а на всю округу, и поэтому з д е с ь в п е р е м е ж к у у ч и л и с ь вместе дети, ж и в ш и е по соседству: дочери судьи, лавочника, доктора, молоч­ ника. Б ы л о там и несколько неотесанных м а л ь ч и ш е к . Но границу надо было где-то провести, и ее п р о в е л и по д е т я м Келви. Многим д е т я м , в к л ю ч а я Б а р н е л л о в , не р а з р е ш а л о с ь д а ж е р а з г о в а р и в а т ь с ними. И т а к 149

как именно они диктовали правила поведения, Келви приходилось избегать всех. Даже учитель по-одному говорил с ними, и по-другому с остальными детьми. Они были детьми маленькой, энергичной прачки, каждый день обходившей дома в поисках работы. Это было всем известно. Но никто не знал точно, где же мистер Келви. Поговаривали, что он в тюрьме. Ста­ ло быть, они были детьми прачки и арестанта. Хоро­ шенькая компания для других детей! Трудно было понять, для чего миссис Келви так одевала своих дочерей. Они были одеты в обноски, которые давали люди, у которых их мать работала. Например Лил, которая была полной, некрасивой девочкой с боль­ шими веснушками, ходила в школу в одежке, выкро­ енной из зеленой скатерти Барнеллов с красными плюшевыми рукавами от занавесок Логанов. На ее высокой макушке торчала взрослая женская шля­ па, ранее принадлежавшая почтмейстерше миссис Леки. Она была повернула задом наперед и увенча­ на большим алым пером. Господи, каким чучелом она выглядела! Это было даже не смешно. А ее младшая сестра Эльза ходила в длинном белом платье, похо­ жем на ночную сорочку и мальчишеских ботинках. Но на Эльзу что ни надевай, все равно будет выгля­ деть странно. Она этакая маленькая сова. Никто ни­ когда не видел ее улыбки; она едва ли могла гово­ рить. Она всегда ходила, держась за кусок платья Лил. Если Лил куда-нибудь шла, та следовала за ней. На площадке, по дороге в школу и из школы Лил все­ гда шла впереди, а Эльза сзади. Если ей что-нибудь было нужно, или она уставала, то дергала Лил, и та останавливалась. Они всегда понимали друг друга. И теперь они держались с краю, внимательно слу­ шая. Когда девчонки поворачивались к ним и усме­ хались, Лил, как обычно улыбалась своей глупой, стыдливой улыбкой, а Эльза только смотрела. 150

А гордый голос И з а б е л л тем в р е м е н е м п р о д о л ж а л вещать. Ковры, кровати с покрывалами и плита с духовкой п р о и з в е л и сенсацию. Когда И з а б е л л з а к о н ч и л а , п о д а л а голос К е з и я . — Т ы з а б ы л а про л а м п у , И з а б е л л ! — А х да. Т а м е щ е есть м а л е н ь к а я л а м п а в с т о л о ­ вой на столе. Она и з ж е л т о г о с т е к л а , с б е л ы м а б а ­ ж у р о м . Ее не о т л и ч и ш ь от н а с т о я щ е й . — Л а м п а — самое л у ч ш е е ! — к р и к н у л а К е з и я . Ей к а з а л о с ь , что о м а л е н ь к о й л а м п е говорили мало. Но никто не о б р а т и л внимания. И з а б е л л в ы б р а л а д в о ­ их, кто м о ж е т этим в е ч е р о м пойти и посмотреть. Ее выбор п а л на Л е н у Логан и Эмми Кол. Но когда ос­ т а л ь н ы е у з н а л и , что они т о ж е и м е ю т ш а н с : они ста­ л и очень л ю б е з н ы с И з а б е л л . Одна з а другой п ы т а ­ л и с ь о т в е с т и ее в сторону и с о о б щ и т ь по с е к р е т у : " И з а б е л л , т ы моя подруга". Только м а л е н ь к и е К е л в и у д а л я л и с ь , з а б ы т ы е в с е ­ ми. Они ничего б о л ь ш е не с л ы ш а л и .

Vocabulary Сокращения a — adjective — прилагательное adv — adverb — наречие cj — conjunction — союз int — interjection — междометие n — noun — существительное пит — numeral — числительное pi — plural — множественное число pron — pronoun — местоимение prp — preposition — предлог pp — past participle — причастие прошедшего вре­ мени v — verb — глагол

A absence ['aebs(3)ns] n отсутствие, пропуск absolutely [ ,aebs9'lu:tli] adv совершенно absurd [ab'ss'.dl а нелепый, абсурдный, глупый accept [эк'sept] v принимать accident [ 'seksid(3)nt] n несчастный случай, катаст­ рофа, авария account for [э 'kaunt] v отвечать, нести ответствен­ ность accuracy ['sekjurasi] n точность, правильность, тща­ тельность acknowledge [ak'noliaVj] v признавать, сознавать across [akros] adv поперек, в ширину, крест-накрест, prep через actual [ 'aektjusl], [ 'aektjual] а подлинный, действи­ тельный, фактически существующий adjective [ ' a e c r j p k t i v ] n грам. имя прилагательное admire [ad 'maiaj v восхищаться, восторгаться, лю­ боваться 152

adore [9'do:| v обожать, поклоняться, преклоняться adventure [ad'ventfs] n приключение adverb ['aedv9:bj n грам. наречие affair [эТеэ] п д е л о affection [э 'fekT(a)n] n привязанность, расположе­ ние, любовь, склонность, стремление afternoon [a:fta 'nu:n] п время после полудня again [ э ' д е т ] adv снова, вновь, опять, еще раз against [a'geinst] prep против age [eid3 j n возраст ago [э'дои] adv тому назад agree [э 'gri:] v соглашаться, договариваться aim [eim] n цель, намерение, стремление air [to] n воздух alike [э 'laikj а похожий, подобный, такой ж е allow [s'lau] v позволять, разрешать almond f a:ni9nd] а миндальный, светло-коричневый almost [' o:lmoust] adv почти along [ э ' Ь п | adu дальше, вперед alter f 'o:lta] v изменять, переделывать, менять amazement [a'meizmsnt] n изумление, удивление amazingly [э 'meizinli] adv изумительно, удивитель­ но, поразительно amber ['аетЬэ] а янтарный, желтый ambition [зет 'bif(a)n] п честолюбие, стремление among [э'тлп] prep среди, посреди, между angry ['эепдп] а сердитый, гневный, яростный answer I'ainsa] п ответ, v отвечать antique [зеп 'ti:k| а древний, старинный, антиквар­ ный appear [э pia] v появляться, показываться appearance [э 'р1эг(э)ш] п внешний вид, внешность, наружность appreciate [a'pn:Jieit] v ценить, высоко ставить appropriate [э 'prouprnt] а соответствующий, под­ ходящий; [э 'proupnet] v присваивать 153

arm [a:m] рука (от плеча до кисти) armful fa:mful] п охапка, большое количество arrange [э'гетс1з] v приводить в порядок, устраи­ вать arrive [a'rarv] v прибывать, приезжать artificial [ ,a:ti' fif(9)l] а искусственный asleep [a'sli:p] а спящий astonishing [э' stoni/in] а удивительный, изумитель­ ный astonishingly [a'stonifinli] adv удивительно astound [a'staund] v поражать, изумлять attend [a'tend] v прислуживать attendant [s'tendant] n обслуживающее лицо, обслу­ живающий персонал attention [э tenf(3)n] п внимание attentively [a'tentivli] adv внимательно, вежливо, предупредительно attitude f aetitju:d] n отношение, позиция attract [э 'trsektj v притягивать, привлекать, пле­ нять, прельщать attraction [э Чгзек[(э)п] п притяжение, тяготение authority [э:'9огш] п власть, право, полномочие awful ['o:ful] а ужасный, отвратительный

В backwards ['baskwadz] adv назад bake [ 'beik] v печь(ся), запекать(ся), выпекать(ся) band [baend] n тесьма, лента bang [baen] v ударить, стукнуть, бить bare [Ьгэ] а нагой, обнаженный basin ['beisn] n бассейн battered fbaetad] pp потрепанный, изношенный, быть плохо одетым beam [ 'bi:m] v сиять, улыбаться bear [Ьсэ] v (bore; born) переносить, терпеть, выно­ сить 154

beastly [,bi:s(t)li] а гадкий, ужасный; adv ужасно страшно, крайне bed-clothes fbedkloudz] n pi постельное белье и одея­ ло beetle ['bi:tl] n жук beggar ['Ьедэ] n нищий, бедняк begin [bi'gm] v (began, begun) начинать, приступать behaviour |bi 'heivja] n поведение, поступки behind [bi 'haind] adv сзади, позади beings (human) [bi:irj] n люди belief [bi' li:fj n вера, убеждение believe [bi' li:v] v верить below [ bi' lou] prep внизу bend [bent, bent) [bend] v сгибаться, наклоняться beyond [bi 'jond] adv вне, за пределами, дальше, на расстоянии biscuit [' biskit] п сухое печенье, крекер bite (bit, bit) [bait] v кусать bitter f'bita] а горький bitterly ['blteh] adv горько, сильно, очень blank [blaenk] а чистый, незаполненный blaze [bleiz] n пламя, яркий огонь blind [blaind] а слепой, незрячий blob [blob] n капля, цветное пятнышко blush [Ь1лГ| v краснеть, делаться красной от смуще­ ния, стыда; смущаться boast [ 'boust] v хвастать, хвастаться, похваляться body | 'bodi] п тело, группа людей in a body — в полном составе, в совокупности boot [bu:t] п ботинок bosom ['buzam] n грудь, душа bourgeois ['bu33\va:] n буржуа bow [bauI v кланяться bowl over [ boul ouva] v совершенно сразить, очень удивить или шокировать box [boks] п коробка J55

branch [bra:ntf] n ветка breach [bri:tj] n отверстие, пролом, брешь break ['breik] v (broke, broken) ломать breast ['brest] n грудь breath [Ьгеб] n дыхание breathe [bri:d] v дышать breeches ['bntjiz] n бриджи brick [bnk] n кирпич brief [bri:f] n краткое изложение, сводка in brief — кратко bright [brait] а яркий, блестящий, умный brilliant [ 'bnljant] а блестящий, выдающийся bring [bnn] v (brought, brought) приносить bring back I 'bnn 'baek] приносить обратно, возвра­ щать brooch ['broutj] n брошь broom [bru:m] n метла brush [Ьгл v причесывать(ся), те щётка bully [ 'bull] а прекрасный, хороший, первокласс­ ный bunch [ЬлщГ] n букет, охапка burn [Ьэ:п] (burnt, burned) v гореть to burst [bs:st] v (burst) разрываться; burst into tears — залиться слезами, распла­ каться b u t t o n [ b A t n ] v застегивать п

С cabbage ['казЬкгз] п капуста cake f'keik] п торт, кекс, сладкий пирог captive ['kaeptiv] п пленник, пленный саге [кеэ] п забота, попечение; v заботиться, уха­ живать, беспокоиться, тревожиться, волно­ ваться carpet ['ka:pit| п ковер carriage ['казной] п экипаж 156

carry ['kaeri] v нести, везти, перевозить cart [ka:t] n повозка, двуколка, экипаж carter ['ka:ts] n возчик, ломовой извозчик cast [ka:st] v располагать casual [ 'kae^jual] а случайный, непреднамеренный, несерьезный catch [kastj] v (caught) поймать, схватить, ловить cause [ko:z] v быть причиной, служить поводом certain [sain] n нечто верное, факт for certain — наверняка chair [t/еэ] n стул chapter ['tfaepta] n глава, раздел книги character [ 'kaerikta] n характер, герой charming ['tfaimin] а очаровательный, обаятельный, прелестный cheek [tjl:k] n щека cheque-book [ 'tfekbuk] n чековая книжка chew [tfu:] v (on, upon) жевать, пережевывать child [tjaild] n ребенок, дитя chimney ['tfmini] n труба, дымоход choice [tfois] n выбор, отбор choose [tfu:z] v (chose; chosen) выбирать, отбирать chorus I' ko:ras] n хор cigarette [.siga'ret] n сигарета, папироса cite [salt] v ссылаться, цитировать clamber [ 'klasmba] v карабкаться, взбираться, цеп­ ляясь (за что-либо) clap [klaep] v хлопать clasp [klaisp] v сжимать clean [kli:n] а чистый click [klik] n щелканье затвора, щеколды, щелчок cling [klirjl v (clung) цепляться, держаться, хватать­ ся cloak-room [ 'kloukrum] n гардероб, раздевалка cloth [kbG] n ткань cloud [klaud] n облако 157

[kLvtf]

clutch

v

схватить, стиснуть,

to clutch at — coat

схватиться,

зажать

ухватиться

[ 'kout] n в е р х н я я о д е ж д а , пальто,

coat-collar

[ 'kout 'kola] n в о р о т н и к

comfortably ним

['kAmf(9)t9bli]

куртка

пальто

p p обеспеченно, со сред­

достатком

c o n c e r n e d [кэп'sa:nd] а и м е ю щ и й о т н о ш е н и е (к ч е м у либо), связанный

(с ч е м - л и б о ) ,

озабоченный,

обеспокоенный condemn

[kan'dem] v осуждать,

condition

[ к э п 'dif(9)n] п с о с т о я н и е ,

п

confidence

[ 'k9nfid(9)nsj

connection

[кэ'пек[(э)п] п связь,

порицать положение

доверие соединение

c o n s e q u e n c e [' k o n s i k w g n s ] п с л е д с т в и е , результат, consider

вывод,

[кэп 'sidg] v р а с с м а т р и в а т ь ,

content

[ к э п' t e n t ] а

последствие,

заключение обсуждать

удовлетворенный

c o n t e n t ( s ) [ ' k o n t e n t ( s ) ] п pi с о д е р ж а н и е , continue convey

[кэп 'tmju:] v

содержимое

продолжать

[кэп'vei]v переводить,

сообщать,

переда­

вать cook

[kuk]

cord(s)

п

кухарка

[ko:d] п г о л о с о в ы е

c o r n e r ['ко:пэ] п correct

угол

[kg'rekt] а п р а в и л ь н ы й , точный,

cosy ['kouzi] а у ю т н ы й , counter court

связки

верный

удобный

['кашйэ] п п р и л а в о к (в м а г а з и н е )

[ko:t] д в о р ( к о р о л я ) , с в и т а

(короля)

to hold a court — у с т р а и в а т ь п р и е м п р и д в о р е courtyard cover

[' ko:t ' j a : d ] п в н у т р е н н и й

двор

['kwg] v покрывать, закрывать,

cradle

[kreidl] п к о л ы б е л ь ,

cream

[kri:m| п с л и в к и ,

creamy

накрывать

люлька

крем

['kri:mi] а с л и в о ч н ы й , ж и р н ы й ,

кремовый

c r e a t u r e ['krirtfa) п с о з д а н и е , т в о р е н и е , ж и в о е ство

158

суще­

crop [krop] v подстригать cropped hair — подстриженные волосы cross [kros] а сердитый, злой, раздраженный; v пе­ ресекать, переходить crude [kru:d] а грубый, неотесанный, невежливый cruel [ 'kriral] а жестокий, безжалостный crushed [кгл/t] рр смятый cry [krai] v плакать, кричать cupboard ['kvbad] п шкаф, буфет curb [' кэ:Ь] п тротуар curious ['kjuanas] а любознательный, пытливый, лю­ бопытный curiously ['kjuanasli] adv с любопытством curl [кэ:1] п локон, завиток curtain [ka:tn] п штора, портьера cushion ['ки|эп] п диванная подушка

D dainty f'deinti] а изящный, грациозный, изысканный, сделанный со вкусом dare [dea] v (dared [dead]) сметь, отважиться, иметь наглость daring ['dearing] а смелый, отважный, бесстрашный, дерзкий dark [da:k] а темный darkness ['da:knis] п темнота, мрак dazed [deizd] рр изумленный, потрясенный, оше­ ломленный dazzle [daezl] п ослепление, ослепительный блеск, v ослеплять блеском, великолепием, пора­ жать dead [ded] а мертвый deal [di:l] v (delt) выдавать, снабжать, распределять; иметь дело (с); касаться (чего-л., кого-л.) declare [di' klea] v заявлять, объявлять deeply |'di:pli] adv зд. очень 159

define [di'fam] v определять, дать точное определе­ ние, характеризовать definition [ ,defi 'щГ(э)п] n определение delicate ['delikit] а утонченных!, изысканный, тонкий (вкус), изящный delicious [di hjbs] a восхитительный, очарователь­ ный, прелестный delightful [di ' laitf(s)l] а восхитительный, очарова­ тельный describe [dis'kraib] v описывать, изображать despair [dis'pea| n отчаяние, безысходность, безна­ дежность development |di 'velapmant] n развитие, рост devour [di 'vaua] v пожирать, есть быстро to devour smb. with one's eyes •— пожирать кого-либо глазами die [dai] v умирать different [ 'dif(3)rent] а различный, разный, отлич­ ный difficult [' diflk(s)lt] а трудный, тяжелый dim [dimj a слабый, бесцветный, серый, скучный dimly [dimli] adv тускло dining-room [ 'dainirjrumj n столовая (в квартире) dirty ['da:ti] а грязный discreet [dis' kri:t] а скромный discuss [dis'lovsj v обсуждать, дискутировать disobedient [,diss 'biidjantj а непослушный, непокор­ ный distinction [dis 'tin(k)/9n] n различение, распознава­ ние, разграничение do away with smb — покончить с кем-либо dot [dat] n точка, пятнышко doubt fdaut] v сомневаться, подвергать (что-либо) сомнению, быть неуверенным (в чем-либо) doubtful ['dautfalj а сомневающийся, нерешитель­ ный, колеблющийся 160

doubtfully Г dautfali] adv неопределенно, подозри­ тельно, сомнительно downstairs ['daun'steaz] n низ, нижний этаж drag [draeg] v тащить, волочить, с трудом перестав­ лять draw [dro:] v (drew drawn) тянуть, тащить, задерги­ вать (занавески шторы) draw back ['dnx'baekj v отодвинуть назад, отводить назад; draw into — вовлечь, втянуть drawer [dro:a] п выдвижной ящик (комода) drawing-room ['dnxinrum] п гостиная dreadful ['dredfulj а ужасный, страшный, грозный dreadfully f dredfuli] adv ужасно, страшно, отврати­ тельно dreamy f dri:mi] а мечтательный, полный грез, убаю­ кивающий, успокаивающий dress [dres] п платье dresser f dresa] n кухонный стол с полками для посу­ ды, кухонный шкаф (для посуды) dressing table [dresin ,teibl] n туалетный столик с зер­ калом drive ['draiv] v (drove, driven) водить, управлять drunken f йглпкэп] а пьяный duck f &\k] n душка, прелесть, чудо during ['djuarin] prep в продолжение, в течение, во время dusk [' dAsk] п сумерки, сумрак dusky fdAski] а сумеречный, темный, неясный, ту­ манный

Е each [i:tf] а каждый, любой ear [ю] п ухо edge [ad3] п край; v медленно продвигаться edit ['edit] v редактировать, издавать effort ['efat] те усилие, напряжение, попытка 161 А

_4АА

elbow felbou] n локоть eldest feldist] а самый старший elegant [ ehgant] а элегантный, изящный embrace [irn breis] v обнимать emerge [i'ma:d3] v появляться, показываться, выхо­ дить (откуда-либо) enamel [i'naem(3)l] n эмаль, глазурь, финифть encourage [in'kAnd3] v ободрять, вселять мужество enjoy [m'd30i] v получать удовольствие, наслаж­ даться enormous [i'no:mas] а громадный, огромный, гранди­ озный enough [i' плт] adv достаточно enter fenta] v входить enthusiastically [in '9ju:zi 'aestikali] adv восторженно, с восторгом, с радостью, с энтузиазмом entirely [m'taiah] adv совершенно, всецело, вполне, совсем evaluate [i'vaeljueit] v оценивать event [i 'vent] n событие, важное явление eventful [i 'ventful] а полный событий, богатый со­ бытиями ever f eva] adv когда-либо, когда бы то ни было exactly [ig 'zaektli| adv в сущности, строго говоря examine [ig 'zaamm] v рассматривать, осматривать, обследовать example [ig 'za:mpl] n пример, образец excellent feksalant] а превосходный, отличный, ве­ ликолепный except [ik' sept] prep кроме excessive [ik'sesiv] a чрезмерный, излишний, избы­ точный excited [ik'saitrd] pp возбужденный, взволнованный excuse [iks'kju:s] n извинение, оправдание exhausting [ig 'zo:stin) а утомительный, невыноси­ мый exotic lig'zotik] a экзотический, экстравагантный 162

expand [iks'paendj v расширять, развивать expect [iks'pekt] v ожидать experience [iks'pianans] n опыт explain [iks'plem] v объяснять explore [iks'pb:] v исследовать, изучать express [iks'pres] v выражать, отражать, изображать expression [iks'pref(3)n] n выражение exquisite ['ekskwizit] а изысканный, утонченный, тон­ кий, изящный, совершенный exquisitely [ 'ekskwizitli] adv изысканно, утонченно, тонко, изящно extent [iks 'tent] п протяженность, степень, мера extraordinarily [iks 'tradnnli] adv необычайно, уди­ вительно extraordinary [iks'tro:dnri] а необычный, замечатель­ ный, выдающийся extremely [iks 'tri:mh] adv чрезвычайно, в высшей степени

F fail [fed] v терпеть неудачу, не сбываться, не уда­ ваться faint [feint] v падать в обморок, терять сознание fairy ['fean] п фея, волшебница; а волшебный, ска­ зочный, воображаемый fall [fo:l] v (fell, fallen) падать to fall into line (place) — построиться, встать на место fame [feim] n слава familiar [fa' milja] а близкий, хорошо знакомый famous ['feimas] а знаменитый, прославленный, из­ вестный fan [fasn] n веер, v обмахивать(ся) far [fa:] adv далеко fascinating [ 'fsesmeitin] а очаровательный, обворо­ жительный, пленительный, увлекательный, захватывающий 163

fast [fa:st] adv прочно, крепко, твердо fat [fast] а жирный, толстый, пухлый, откормлен­ ный fault [fo:lt] те недостаток, дефект, вина, ошибка feature ['fitja] те pi черты, особенность, характерная черта feel [fi:l] v (felt) чувствовать, ощущать feeling ['fiilirj] те ощущение, чувство, сознание, эмо­ ции festive ['festiv] а праздничный, веселый fight [fait] v (fought) воевать, сражаться, бороться fill [fil] v наполнять fill in — заполнять filled — наполненный finger ['finga] те палец fingertip ['fingatip] те кончик пальца fire ['faia] v зажигать, разжигать firm ['farm] а твердый, крепкий flag [Пазд] v зд. ослабевать, уменьшаться, (об инте­ ресе, энтузиазме) flattering ['flastann] а льстивый float [flout] v плавать, плыть, нестись (по течению), держаться на поверхности, затоплять floor [fb:] те этаж flour [flaua] те (пшеничная) мука flowery [ 'flauan] а покрытая цветами fly [flai] v (flew; flown) летать, лететь fold [fould] v завертывать follow ['folou] v следовать, идти следом (за кем-либо) following ['folo(u)in] а следующий; prep после, вслед за to be fond of smb, smth [fond] v любить кого-либо, что-либо, увлекаться чем-либо foot [fut] те (pi feet) нога, ступня footman [ 'futman] те лакей (ливрейный) force [fo:s] п сила; v заставлять, принуждать 164

forcefully [ 'fa:sfuh] adv убедительно, действенно forehead ['fond] n лоб foreword ['fb:wa:d| n предисловие, введение forgive [fa 'grv] v (forgave; forgiven) прощать fork [fo:k] n вилка fortunate ['fb:tjhit] а счастливый, удачный frail f fred] а хрупкий frame f'freim] n рама, рамка freckle f frekl] n веснушка friendly Tfrendli] а дружеский, дружественный, бла­ гоприятный frighten f fraitn] v пугать to be frightened of smth бояться чего-либо frightful ['fraitful] а страшный, ужасный, безобраз­ ный, уродливый frightfully [' fraitfu.ii] adv ужасно, страшно front [frAnt] n перед, передняя сторона frown ffraun] n хмурить брови fuel [' fj иэ IJ n топливо, горючее; v заправлять горю­ чим или топливом, питать, поддерживать full [ful] а полный, наполненный до краев fur [fa:] п мех furious I'fjuanas] а разъяренный, взбешенный furniture ['ta:nitja] n мебель, обстановка

G gasp [ga:sp| v дышать с трудом, задыхаться, ловить воздух gazefgeiz] v (at, into, about, on, upon) пристально гля­ деть, вглядываться, глазеть gem [d3em] n жемчужина general f d3en(a)r(a)l] а общий, всеобщий generous [d3en(a)ras] а великодушный, благородный gently f'd3enth] adv мягко, тихо, спокойно, кротко, нежно geranium [d3i'remjamj n герань 165

g e t u p fget'Ap] v зд. наводить блеск, порядок ghastly ['gastlij adv с т р а ш н о , ужасно; а с т р а ш н ы й , ужасный, отвратительный giggle [gigl] v х и х и к а т ь , глупо или льстиво с м е я т ь ­ ся give u p fgiv 'лр] v (gave; given) о т к а з ы в а т ь с я , у с т у ­ пить, с д а в а т ь , м а х н у т ь р у к о й glass [gla's] п стекло; а с т е к л я н н ы й glaze [gleiz] п г л а з у р ь globe [gloub] п ш а р , глобус glove [gL\v] п п е р ч а т к а go off t h e h a n d l e [gou] v (went, gone) в ы й т и и з себя g o d m o t h e r [ 'god ,тлдэ] n к р е с т н а я мать gold [gould] а золотой g r a s s [gras] n т р а в а gratify fgraetifai] v р а д о в а т ь greet ['gri:tj v з д о р о в а т ь с я , п р и в е т с т в о в а т ь g r e y [grei] а с е р ы й groan [grounj v стонать, т я ж е л о в з д ы х а т ь grow [grou] v ( g r e w ; g r o w n ) расти, у в е л и ч и в а т ь с я , усиливаться g r o w u p v в ы р а с т а т ь , становиться в з р о с л ы м g u e s t [gest] n гость guinea ['gini] n гинея (английская д е н е ж н а я е д и н и ­ ца и монета = 21 шиллингу) g u y [gai] п пугало, ч у ч е л о

н h a i r [Ьеэ| п волосы half [ha:f] п половина; adv наполовину hall [ho:l] п з а л , п р и х о ж а я h a n d k e r c h i e f [ ' haenkatfif] п носовой платок h a n d l e fhasndl] п р у ч к а , р у к о я т к а h a n g [hsen] v (hung; h a n g e d ) в е ш а т ь , висеть h a p p e n ['haepanj v с л у ч а т ь с я , происходить h a r d [ha:d| а т в е р д ы й , трудный, т я ж е л ы й

166

hardly [' ha:dli | adv едва harm [ha:mj n вред, ущерб hat [haet] n шляпа hate [heit] v ненавидеть, не выносить hateful f heitful] а ненавистный, омерзительный, от­ вратительный hat-stand fhaetstaend] n стоячая вешалка (для паль­ то и шляп) head [hed] п голова heart [ha:t] n сердце heaven [hevn] n небо; Good Heavens! О боже! Боже мой! heavy fhevi] а тяжелый help [help] n помощь hen [hen] n курица hesitate f heziteit] v колебаться hidden [hidn] pp спрятанный, скрытый, тайный hiss [his] v шипеть, свистеть hold [hould] v (held; held) держать to hold on — v держаться, вцепиться (во чтолибо) hook [huk| n крючок, крюк horrible (пэгэЫ] а ужасающий, вселяющий ужас, страшный horrid ['hond] а противный, отталкивающий horror f погэ| n отвращение, ужас, омерзение horse fho:s] n лошадь huddle [h\dl] n куча, свалка huge [hju:d3] а огромный, громадный, гигантский, колоссальный hum [плт] v напевать, петь без слов, мурлыкать, петь с закрытым ртом human being ['hju:m3n'bi:n] п человек hurry ['1тлп| n спешка, торопливость, поспешность; v спешить, торопиться husky ['hvski] а хриплый, сиплый (голос) 167

I ice

[aisj n

лед

ill [il] а больной, нездоровый illness [ilras] n болезнь, заболевание imagination ,maes3i n воображение, фан­ тазия immense [fmensj а огромный, колоссальный, громад­ ный imploring ' p b : r i n | а умоляющий, молящий importance n значение impossible [ i m posabl] а невозможный, невыполни­ мый, невероятный impulsively [ i m ' pAlsivli] adv импульсивно incident [ 'insid(a)nt] n случай, происшествие, инци­ дент inclination n наклон, угол наклона; на­ мерение include [ r n ' k l u : d ] v включать, содержать including prep включая, в том числе, вме­ сте с тем inferior [m'fianaj а находящийся ниже, низкий inner ['та] а внутренний insert v вставлять, вкладывать, поместить inside п внутренняя часть, интерьер; adv внутрь, внутри insight ['insait] п проницательность, способность по­ нять (постигнуть) insist v настойчиво утверждать, настаивать instant ['instant] п момент, мгновение at that very instant — в (э)тот самый момент instead [m'sted] adv вместо, взамен interrupt [,mta'rApf] v прерывать, приостанавливать introduce [.intra dju:s] v вводить, представлять irony f ' a i a r a m ] n ирония, насмешка irrelevant [i 'relivant] а не имеющий отношения (к чему-либо); несоответствующий, лишний, ненужный [i

'neif(a)n]

[ i m

[im'po:t(a)ns]

[,inkli' neif(a)n]

[ m ' k l u : d m ]

[m'sa:t]

[in'said]

[m'sist]

168

italicize [i 'taelisaiz] v выделять курсивом; подчерки­ вать, выделять

J jangle Гd3sengl] v издавать резкие нестройные звуки jar [й$х] п кувшин jerk [d39:k] v резко дергать, толкать, поворачивать, швырять join [d30in] v соединять, связывать jolly [' d3oliJ а веселый, радостный, шумный, празд­ ничный joy [d30i] п радость, веселье, удовольствие judge [d3Ad3] v судить, считать judgement ['d3Ad3mant] п суждение, мнение jug [d3Ag] п кувшин, кружка jump [d3Amp] v прыгать jump up подпрыгивать

К keep [ki:p] v (kept) держать, иметь, хранить keeping ['ki:pin] n хранение key [ki:] n ключ kind [kamd] а добрый, сердечный, ласковый, любез­ ный, внимательный; п сорт, класс, разряд, ха­ рактер, вид, род kindly fkamdh] adv доброжелательно, сердечно, лю­ безно; а добрый, мягкий, добродушный, дру­ желюбный kiss [kis] v целовать kitchen ['kitfm] п кухня knee [ni:] п колено kneel [ni:l] v (kneeled, knelt) становиться на колени knife [naif] n нож knock [nok] n стук; v стучать

169

L lace [leis] n кружево, кружева lacquer Паекэ] n лак, глазурь, политра; v покрывать лаком, глазурью, лакировать lad [lsed] п парень lane [lein] п переулок, узкая улочка languid flaengwid] а слабый, истомленный, вялый, безжизненный languor Пазпдэ] п вялость, усталость, тишина, том­ ность, мечтательное настроение large [Ia:d3] а большой, крупный at large — целиком, во всем объеме last flarst] а последний late [leit] а поздний laugh [la:f] п смех; v смеяться lawn [b:n] п лужайка с подстриженной травой, га­ зон lead [li:d| v (led) вести, показывать путь, руководить, возглавлять lean [li:n| а худой, тощий lean [li:n] v (leaned, leant) v наклоняться, опираться lean against — прислоняться leap [li:p] v (leapt, leaped) прыгать, скакать leaping |'li:pin] а прыгающий not in the least [li:st] — ни в малейшей степени, ни­ чуть, нисколько leg [legJ п нога let [let] v (let) пускать, впускать, разрешить, позво­ лить lid [lid] п крышка, подставка light [' lait] v (lit, lighted) зажигать, загораться, осве­ щать light ['lait] а легкий to feel lighter — .чувствовать легче lighting f'laitin] n освещение like ['laik] а подобный, похожий 170

lilac ['laibkj n сирень, сиреневый цвет lip [lip] n губа listless flistlis] а вялый, аппатичный, безразличный, равнодушный lively ['larvli] а живой, полный сил locate ['lo(u)'keit] v находиться long [bn] v страстно желать, стремиться to look after smb, smth [luk 'лйэ] v присматривать, ухаживать за кем-то, заботиться о ком-то lose [lu:z] v (lost) терять loud [laud] а громкий, шумный lovely fLwli] а красивый, очаровательный, привле­ кательный low [lou] а низкий, негромкий

м maid [meid] n служанка, горничная, прислуга make up [ 'meikAp] v наверстывать, восполнять mantelpiece ['maentlpi:s] n каминная доска marble ['ma:bl] n мрамор to be married ['maerid] а быть замужем, быть тым marvellous fmarvibs] а изумительный, удивитель­ ный, чудесный matter fmaeta] v иметь значение it doesn't matter — это не имеет значения, это неважно mean [mi:n] а посредственный, плохой, слабый; v (meant) намереваться, иметь в виду meaning ['mi:nin] п значение melt [melt] v таять mind [maind] n ум, разум, мысли; v заботиться, вол­ новаться, беспокоиться, тревожиться, обра­ щать внимание minute [mai 'nju:t] а мелкий, мельчайший, крошеч­ ный 171

mirror ['гшгэ] n зеркало mistake [mis'teik] n ошибка, недоразумение, заблу­ ждение mix [miks] v смешивать, мешать, соединять, соче­ тать mixture ['mikstfa] n смесь modify ['modrfai] v модифицировать, видоизменять, смягчать, сжимать, определять move [mu:v] v двигать, передвигать, перемещать muff [nuf] п муфта m u r m u r [ т э : т э ] те шепот, бормотание; v говорить тихо, шептать, бормотать mute [mju:t] а немой mutton [ т л т ] те баранина mutual ['mju:tjual] а взаимный, обоюдный mysterious [mi'stianas] а таинственный, непостижи­ мый

N napkin f'naepkm] те салфетка narrative ['naerativ] а повествовательный natural ['n3et|r(a)l] а естественный, природный, на­ стоящий, натуральный naughty ['no:ti] а непослушный, шаловливый, ка­ призный near [тэ] adv близко, недалеко, подле nearly ['mail] adv почти, чуть не, приблизительно necessary ['nesasn] а необходимый, нужный, неотъ­ емлемый necessity [ni'sesati]тенеобходимость, нужда, настоя­ тельная потребность neck ]nek] те шея neighbour ['neiba] а соседний; v граничить, соседст­ вовать neighbourhood ['neibahud) те соседство, близость nest [nest]тегнездо 172

n e t [net] v л о в и т ь и л и п о й м а т ь в с е т и , л о в у ш к у , западню n e w n e s s ['nju:rus] п повозка n e w s p a p e r ['nju:s ,регоэ] п газета n i g h t - g o w n ['naitgaun] п д л и н н а я н о ч н а я р у б а ш к а n i g h t - l i g h t ['naitlait] п ночник nod [nod] v к и в а т ь головой to n o d to s m b к и в н у т ь к о м у - л и б о noise [noiz] n ш у м , гам, к р и к , г а л д е ж ; v ш у м е т ь , к р и ­ чать, галдеть notice ['noutis] v з а м е ч а т ь notion [ 'noujh] n п о н я т и е , п р е д с т а в л е н и е , ф а н т а ­ зия, заблуждение, каприз nourishing ['папГщ] а сытый, п и т а т е л ь н ы й n u d g e [nAd3] п л е г к и й т о л ч е к л о к т е м ( д л я п р и в л е ­ чения внимания) to give a n u d g e — п о д т о л к н у т ь локтем; v слег­ ка п о д т а л к и в а т ь л о к т е м (чтобы п р и в л е ч ь в н и ­ мание) n u r s e r y ['na:s(3)n] п д е т с к а я (комната) n u t [nAt] п о р е х

О obvious ['obvias] а я в н ы й , очевидный, я с н ы й , п о н я т ­ ный occasion [э'кегзп] п с л у ч а й on occasion -— п р и с л у ч а е , п р и (определенных) обстоятельствах occupation [ pkju'peifn] те з а н я т и е , р о д и л и в и д д е я ­ тельности, занятий; профессия occurence [э'клгэш] те с л у ч а й , я в л е н и е , п р о и с ш е с т ­ вие oil [oil] те масло oily ['як] а м а с л я н ы й , м а с л я н и с т ы й opinion [э'рнуэп] те мнение, в з г л я д in m y opinion •— по-моему, мне к а ж е т с я 173

oppose [a'pouz] v противиться, сопротивляться, быть против opposite [ 'эрэгп] а находящийся напротив, проти­ воположный; adv напротив, против (друг дру­ га) order [ 'эх1э] v приказывать, распоряжаться ought to [ ' a t ] v выражает долженствование you ought to do — вам следовало бы, вы долж­ ны сделать что-либо outlook [' autluk] п точка зрения overwhelm [ ,ouv9 'welm] v поражать, ошеломлять, потрясать owe [ ou] v быть должным, задолжать owl [aul] п сова own [oun] п собственность, принадлежность; а свой собственный, принадлежащий (кому-либо, чему-либо)

Р pain [pem] п боль paint [pem] n краска; v красить, раскрашивать, рас­ писывать pale [рей] а бледный palm [pa:m] n ладонь pang [рагп] n внезапное проявление эмоции paper [ регоэ] n обои; v обклеивать обоями to paste (to cover with) paper — наклеивать обои paraphrase [ 'paersfreiz] v перефразировать part [pa:t] n часть; v расставаться participle ['palsipl] n причастие particular [рэ 'tikjuta] а особый, особенный, специ­ фический, исключительный, заслуживающий особого внимания party ['pa:ti] п прием гостей, вечеринка, праздник pass [pa:s] v идти, проходить мимо 174

past [past] adv мимо patience ['peif(a)nsj та терпение, терпеливость, на­ стойчивость, упорство pavement fpeivmant] та тротуар pearl [рэ:1]тажемчуг peculiar [pi kjuilia] а специфический, особенный, своеобразный, п р и н а д л е ж а щ и й , присущий или свойственный определенному лицу, пред­ мету peer [рю] v вглядываться, всматриваться penknife ['pennaif] та перочинный нож perch on smth [pa:tf] v сидеть на чем-то, взгромоз­ диться to perch one's hat on — надеть шляпу perfect ['ps:fikt] а совершенный, безупречный, иде­ альный, прекрасный, замечательный perhaps [рэ 'hasps] adv возможно, пожалуй, может быть periodical [.pian 'odik(3)l] та периодическое издание, журнал; а периодический persist [pa'sist] v сохранять(ся) personal [parsnl] а личный, персональный personality [,po:s3 'nashti]n личность, индивидуаль­ ность pet [pet]та(любимое) домашнее животное; а домаш­ ний (о животных) petal [' petl] та лепесток phrase [freiz] та словосочетание, выражение picking ['pikin]та(pi) остатки, объедки pick up ['р1к'лр] v поднимать, подбирать; та случай­ ное знакомство picture ['pikt/э] та картина piece [pi:s]такусок, часть pinafore ['pmafo:] та передник, фартук pine-tree ['paintri:] та сосна pink [pink] а розовый 175

plain [plem] а зд. некрасивый playground [pleiground] n игровая площадка pleasant fpleznt] а приятный, милый, славный, сим­ патичный pleased ]'pli:zd] pp довольный pleasure ['р1езэ] n удовольствие, наслаждение plot f plot] n фабула, сюжет plump [pUmp] а полный, пухлый, толстый plush [р1л(] п плюш; а плюшевый ply [plai] v потчевать, усиленно угощать, усердно кормить и поить point [point] v показывать point at, to, out — показывать, указывать на что-либо, кого-либо poor [риэ] а бедный, несчастный porch [po:tJ] п крыльцо, подъезд possible f posabl] а возможный, вероятный postmistress ['poust ,mistns] п начальница почтового отделения pot [pot] п горшок power [раиэ] п сила, мощь practical ['praektik(o)l] а практический, удобный, по­ лезный prayer [ргеэ] п молитва preceding [pri: sirdin] а предыдущий, предшествую­ щий precious [ prejos] а драгоценный, дорогой, любимый preparation [,ргерэ'reiJ(o)n] п подготовка, приготов­ ление prepare [рп'реэ] v приготавливать, подготавливать, готовить preposition [,ргерэ'zij(s)n] п грам. предлог present fpreznt] п настоящее (время) presently [' prez(a)ntli] adv вскоре, через минуту, те­ перь, сейчас, ныне preserve [рп 'za:v] v сохранять, оберегать, хранить, поддерживать 176

press [pres] v жать, нажимать, надавливать, оказы­ вать давление, прижимать, давить pressure [ ргеГэ] та давление, сжатие, воздействие, нажим pretence [pn'tens] та притворство, обман, отговорка, предлог pretend [рп 'tend] v притворяться, делать вид, ис­ пользовать в качестве предлога pretty [pnti]тапрелесть; а милый, прелестный, при­ влекательный, хорошенький, симпатичный price [prais]тацена pride [praid] та гордость, чувство гордости pride (on, upon, in) v гордиться primrose ['pnmrouz] та примула prise=prize [praiz] v высоко оценить, оценивать proceed [pra'sM] v продолжать proclaim [ргэ 'kleim] v объявлять, провозглашать prominent ['prominant] а заметный, известный, вы­ дающийся promise ['promis] та обещание, перспектива, надеж­ да; v обещать, давать обещание prompt [promt] а быстрый, проворный, исполни­ тельный proper ['ргорэ] а присущий, свойственный, правиль­ ный, должный property [ ргорэП] та собственность, имущество protect [ргэ 'tekt] v защищать, охранять, предохра­ нять proud [praud] а гордый, надменный, высокомерный prove [pru:vj v доказывать psychological [,saiko'lod3ik(a)l] а психологический pudding ['pudirj] та пудинг, запеканка puff [pAf] та выдох pull [pul] v тянуть, тащить pull off ['pubf] v стаскивать, снимать, срывать pull up подъезжать и останавливаться у чеголибо, перед чем-либо 177

puppy Грлрг] n щенок purpose [ paipas] n цель, намерение, замысел push fpuf] v толкать, пихать put [put] v (put) класть, ставить, положить put down — посадить put into — вводить, осуществлять put off — откладывать, отсрочивать put on — надевать put out — высовывать, вытягивать put up — поднимать

Q quiet ['kwaiat] n тишина, безмолвие, покой, спокой­ ствие; а тихий, бесшумный, неслышный, спо­ койный, неподвижный; v успокаивать, уни­ мать, останавливать, усмирять quil [kwil] п перо quite [ 'kwait] adv вполне, совсем, совершенно, пол­ ностью, всецело quote [kwout] v цитировать, приводить чьи-то сло­ ва, делать ссылку, ссылаться

R rage [reid3] п повальное увлечение, помешательст­ во rank [raenk] v выстраивать в ряд, классифицировать rap [гаер] v слегка ударить, постукивать гаге [геэ] а редкий rate [reit] v оценивать, классифицировать rather [ "га:дэ] adv (обыкн. — than) лучше, скорее, охотнее, предпочтительнее reach [ri:tj] v достигать ready fredi] а готовый reason [ri:zn] n причина, основание receiver [n'sfcva] n зд. трубка (телефонная) 178

recite [n'sait] v читать вслух redden fredn] v краснеть, покраснеть refrigerator [n'fnd33reita] n холодильник regret [n'gret] v сожалеть (о чем-либо), раскаивать­ ся relation [п'leif(a)n] п отношение, связь, зависимость relevant frehvant] а уместный, относящийся к делу, важный, необходимый reluctant [n'kktant] а делающий (что-либо) с неохо­ той, вынужденный, неохотный remain [n'mem] v оставаться remark [п 'mark] п замечание, наблюдение; v заме­ чать, наблюдать, отмечать remember [n'memba] v помнить, хранить в памяти, вспоминать render ['renda] v оказывать reproduce [,п:ргэ 'djurs] v производить, порождать, воспроизводить, повторять respect [ns'pekt] v уважать, почитать, касаться respectful [ns 'pektful] а почтительный, вежливый responsible [ns'posabl] а ответственный, несущий от­ ветственность, надежный rest [rest] п остальное, остаток; (the ~ ) v отдохнуть retort [n'tort] v отвечать резко, отвечать тем же, воз­ разить reveal [п 'vi:l] v показывать, обнаруживать, откры­ вать, разоблачать ribbon ['пЬэп] п лента ridiculous [n'dikjulas] а смехотворный, смешной, не­ лепый ridiculously [п 'dikjulosli] adv смешно, смехотворно, до смешного right [rait] а правильный to be all right — все хорошо, быть в порядке ring [пп] п звонок, круг; v (rang, rung) звенеть, зво­ нить 179

roll [roul] n булочка roof [ru:fl n крыша rope [roup] n веревка round [raund] prep вокруг row [rau] n шум, гвалт rug [глд] n ковер, коврик ruin [ruin] v разрушать, уничтожать rush [глГ] v бросаться, кидаться, устремляться, мчаться, нестись

S sacrifice [' sasknfais] п жертва; v пожертвовать same [seim] n (the~) то же самое, одно и тоже; adv (the~) так же, таким же образом scarcely ['skessli] adv едва, почти scarlet ['skarlit] а ярко-красный, алый, багровый, баг­ ряный scent [sent] п запах, аромат, благоухание scolding ['skouldin] п нагоняй, выговор to give smb a good scolding — дать кому-либо нагоняй, обругать кого-либо screw [skru:] v (up) накрутить, навертеть, закрутить search [sa:tf] v искать, отыскивать, разыскивать select [si 'lekt] v отбирать, выбирать, проводить от­ бор seem [si:m] v казаться, представляться sensitive ['sensitrv] а чувствительный, нежный, впе­ чатлительный, чуткий sentence ['sentsns] n грам. предложение sentimental [,senti 'mentl] а сентиментальный, чув­ ствительный serious [' sianas] а серьезный, глубокомысленный servant ['sa:v(3)nt] n слуга, служанка, прислуга serve [ 'sa:v] v служить, быть слугой, состоять на службе 180

setting ['setin] n окружение, окружающая обстанов­ ка shadowy ['/aedo(u)i] а призрачный shake [Teik] v (shook, shaken) трясти, встряхивать shamefaced ['Jeim ,feist] а робкий, застенчивый shape [feip] n форма, очертание shine [fain] v (shone) светить, озарять, сиять shiver Lfrva] v дрожать, вздрагивать, трястись shoo [fu:] v вспугивать, прогонять, шикать shoot [fu:t] v (shot) стрелять, выстрелить shoulder [ 'Joulder] п плечо shrill [fnl] v пронзительно кричать shrink [frir>k:] v (shrank, shrunk) сжиматься, съежи­ ваться shrinking fjnnkin] а застенчивый, робкий shy [fai] застенчивый, стеснительный, стыдливый side [said] n сторона significance [sig' nifiksns] n важность significant [sig' nifikant] а знаменательный, важный silence ['saltans] n тишина, молчание, безмолвие silk [silk] n шелк; а шелковый silly ['sill] а неумный, глупый, неразумный silver ['silva] а серебряный silvery f silv(a)ri] а серебристый, покрытый серебром, содержащий серебро similar f simib] а похожий, подобный, соответствую­ щий since [sins] adv с тех пор; после (того); prep с, со, по­ сле sincere [sm'sis] а искренний, истинный, подлинный, настоящий sketch [sketf] п очерк skim [skim] v легко и плавно скользить skin |skm] п кожа skip [skip] v прыгать, скакать через скакалку slab [slseb] п большой кусок a

181

slam [slaemj v со стуком закрывать, захлопывать, бросать sleeve [sli:v] п рукав slight [slait] а необильный, неплотный slight mead [mi:l] — легкая еда slip [slip] v скользить, быстро и плавно передвигать­ ся to slip off ускользнуть, соскользнуть, сбросить smash [smaef] п грохот, стук; v разбить, вдребезги, ударять smell [smel] п запах; v (smelt) чуять, чувствовать, пахнуть snap [snaep] v сверкать (глазами) snort [sno:t] v храпеть, фыркать, пыхтеть sob [sob] п рыдание, всхлипывание to burst into sobs — разразиться рыданиями, разрыдаться soft [soft] а мягкий, нежный, добрый, кроткий solid [solid] а твердый, плотный, сплошной spare [spea] v щадить, избавить sparkle [spa:kl] v искриться spinach [' spmid3] n шпинат spiteful [' spaitful] а злобный, недоброжелательный, злорадный, злопамятный, язвительный splendid ['splendid] а блестящий, отличный, роскош­ ный spoil [spoil] v (spoilt, spoiled) портить, испортить spot [spo:t] n пятно spread [spred] v (spread) распространяться, прости­ раться, разноситься spry [sprai] а проворный, бойкий, подвижный square [skwea] а квадратный squeeze [skwLz] v сжимать, стискивать stagger ['staego] v идти шатаясь, шататься strair [steo] n лестница, ступень stammer ['staema] v заикаться, говорить заикаясь 182

stand [staend] v выносить, выдерживать, переносить, терпеть stare [stea] v пристально смотреть, уставиться startle ['stall] v испугать, напугать, сильно удивить startle ['stalls] п сенсация, сенсационное событие statement fsteitmant] п утверждение stay [stei] v оставаться steady ['stedi] v укреплять, делать прочным stick [stik] п палка storekeeper ['sto: ,ki:pa] п владелец магазина stout [staut] а полный, тучный, дородный stove [stouv] п печь, печка, плита, плитка straight [streit] а прямой, правильный, ровный; adv прямо, по прямой strange fstremd3] а незнакомый, неизвестный stranger ['stremd3a]тенезнакомец, посторонний че­ ловек strap [straep] п ремень stray [strei] а бездомный, беспризорный, одинокий stretch [stretf] v растягиваться, удлиняться, тянуть­ ся strike [straik] v (struck, struck), ударять, бить, пора­ жать, сражать strike a match — чиркнуть спичкой, зажечь спичку stroke [strouk] v гладить, поглаживать, ласкать, умасливать stuff [sUf] п вещь, штука stumpy ['sUmpi] а короткий, подрезанный stupid ['stju:pid] а глупый, бестолковый, тупой, ду­ рацкий subject fsAbjikt] п предмет, тема (разговора) sudden [sAdn] а внезапный, неожиданный, непред­ виденный suffer fsAfa] v страдать, сносить, терпеть, выносить suggest [sa'd3est] v предлагать, советовать sum [sAm] v складывать, подводить итог 183

summarize [ 'sAmoraiz] v суммировать, подводить итог suppose [so'pouz] v полагать, считать sure [Гиэ] а уверенный, несомненный, бесспорный surprise [sa'praiz] v удивлять, поражать surround [so'raund] v окружать, обносить, обступать swallow fswolou] v глотать, проглатывать sweep [swi:p] v (swept) мести, подметать sweet [swi:t] а сладкий, милый, любезный, любимый swing [swin] v (swung) качать, раскачивать swollen ['swoul(a)n] рр вздутый, опухший, распух­ ший sympathize ['simpaQarz] v сочувствовать, сострадать sympathy [ simpoGi] п сочувствие, сострадание

т tactful [' taektful] а тактичный tail [teil] п хвост take of ['teikof] v (took, taken) убирать, уносить, уво­ дить, удалять, снимать tangled ['taengld] а запутанный, спутанный tangled hair спутанные волосы taste ['teist] п вкус tea-kettle ['ti: ,ketl] п чайник teeny fti:m] а крошечный, крохотный terrible fterobl] а страшный, ужасный terrify ftenfai] v ужасать, внушать или вселять ужас, страх, запугивать though [dou] cj хотя, несмотря, все ж е thoughtless f 9o:tlis] а бездумный, беспечный threatening ГЭгеиип] а угрожающий, грозящий thrilling f Gnlin] а волнующий, захватывающий, ще­ кочущий нервы through [Gru:] prep через, сквозь throw [Grou] v (threw, thrown) бросать, кидать, швы­ рять 184

t h u m b [9лш] n большой п а л е ц (руки) tidy ['taidi] а о п р я т н ы й , а к к у р а т н ы й , ч и с т ы й tight Г tart] а туго з а в я з а н н ы й , п л о т н ы й , н а т я н у т ы й , тугой t i g h t e n ftaitn] v к р е п к о с ж и м а т ь , з а т я г и в а т ь tiny [ taim] а очень м а л е н ь к и й , к р о ш е ч н ы й tip [tip] п кончик, оконечность, в е р х у ш к а tired ['taiad] р р у с т а л ы й , у с т а в ш и й , у т о м л е н н ы й , уморившийся t i t t e r [ t i t s ] п х и х и к а н ь е ; v х и х и к а т ь , п р ы с к а т ь (со смеху) t o g e t h e r [ta 'дедэ] adv вместе, совместно, сообща total ftoutl] а весь, ц е л ы й , о б щ и й t o u c h ftAtf] v к а с а т ь с я , т р о г а т ь t r a n s f o r m [traens' fo:m] v т р а н с ф о р м и р о в а т ь , п р е о б ­ разовывать t r a y [trei] n поднос t r e a t [tri:t] v о б р а щ а т ь с я , о б х о д и т ь с я , о т н о с и т ь с я , рассматривать t r i u m p h ftraiamf] n победа, т о р ж е с т в о , т р и у м ф t r o u b l e ГЧглЫ] п беспокойство, в о л н е н и е , н е п р и я т ­ ность t r u e [tru:] а в е р н ы й , п р а в и л ь н ы й t r y on f t r a i ' o n ] v п р и м е р я т ь , п р о б о в а т ь t u g [Ug] п рывок, д е р г а н ь е to give a t u g a t s m t h д е р н у т ь , п о т я н у т ь за ч т о либо tulip [4ju:lip] п т ю л ь п а н t u r n a w a y [Чэ:п a ' w e i ] v о т в о р а ч и в а т ь , о т к л о н я т ь t u r n on [Чэ:п'эп] v в к л ю ч и т ь , о т к р ы в а т ь t u r n r o u n d [' ta:n' round] v о б о р а ч и в а т ь с я , п о в о р а ч и ­ ваться t w i t c h [twitf] n р е з к о е д е р г а ю щ е е и л и т я н у щ е е у с и ­ лие, дерганье to give a t w i t c h a t s m b д е р н у т ь кого-либо з а что-либо

185

и umbrella [лт'Ьге1э] п зонт, зонтик unafraid [дпэ'ггега ] а бесстрашный understand [,Anda 'stsend] v (understood) понимать, постигать undo [An'du:] v (undid, undone) развязывать unpack [лп'рэек] v распаковывать, разгружать unroll [лп'гош] v развертывать, раскатывать use fju:z] v употреблять, пользовать, применять utterance f At(a)r(a)ns] n выражение, высказывание 1

V vague [veig] а рассеянный velvet [' velvit] n бархат vibration [vai'breijh] n колебание, дрожание, отзвук view [vju:] n вид, пейзаж, мнение, точка зрения vile [vad] а мерзкая; vile weather — отвратительная погода violin [jVaia'lm] п скрипка by virtue ['v3:tfu:] в силу vocal ['vouk(a)l] а голосовой, речевой, устный voice ['vois] n голос

w waist [weist] n талия waiter fweita] n официант walk [wo:k] v ходить, идти пешком wandering [ 'wondarin] а бродячий, блуждающий warmth [wo:m0] n тепло, теплота, сердечность washerwoman ['wo/a ,wumen] n прачка wasteful f weistful] а расточительный, неэкономный зд. разорительница watch fwot/J v наблюдать, следить wave [warv] v развиваться, качаться, размахивать wear [wea] v (wore, worn) быть одетым, носить (одежду) 186

weather f we6a] n погода well off f welof] а зажиточный well-to-do ['welts 'dir.] n состоятельные, обеспечен­ ные слои общества wet [wet] а мокрый, влажный, сырой whatever [wot'eva] pron какой бы ни, любой, какой бы то ни было whenever [wen'evo] adv когда же; всякий раз когда, когда бы ни while [wail] prep до, до тех пор (пока) whip [wip] v off — сбросить, сорвать whisker fwisko] п бакенбарды whisper fwispo] v шептать wicked fwikid] а злой, злобный, нехороший, плохой wide [waid] а широкий wife [waif] n ( pi wives) жена will [wil] v (would) хотеть, желать, намереваться wing [win] n крыло woman fwumon] n (pi women) женщина wonder fwAndo] n чудо, удивление; v интересовать­ ся wonderful fwAndoful] а удивительный, изумитель­ ный, чудесный, поразительный, замечатель­ ный wooden fwudn] а деревянный workman ['wo:kmon] n (pi-men) рабочий worry ['wAn] v беспокоить, волновать wrap [гаер] v (wrapped, wrapt) завертывать, обер­ тывать, упаковывать wrong [ron] а неправильный, неверный, ошибочный, ложный

Y young [JAn] a молодой, юный

187

CONTENTS Предисловие

3

Katherine Mansfield (1888-1923)

4

The Garden-Party

11

Sun and Moon

43

The Doll's House

63

A Cup of Tea

107

Vocabulary

152

" M A N A G E R " P u b l i s h i n g t h e f o r

G r o u p

f o l l o w i n g language

o f f e r s

b o o k s t r a i n i n g :

— English and American Literature (Textbook)

— Short Stories to Read and Discuss (Book

for

Reading)

— Настольная к н и г а секретаря-референта на русском и а н г л и й с к о м я з ы к а х

— A Book for Reading and Discussion (Book

for

Reading)

— English for Banking (Textbook)

— Let's Read and Discuss (Textbook)

— Английская грамматика в таблицах и упражнениях

— Jack London. Short Stories (Book

for

Reading)

"MANAGER" Publishing Group offers a wide choice of English-language literature in the original: — English Story of the 20th Century — American Story of the 20th Century — W.S. Maugham "Selected Short Stories" — W.S. Maugham "The Painted Veil" — W.S. Maugham "Theatre" — W.S. Maugham "Cakes and Ale: or the Skeleton in the Cupboard" — D. Hammet "Detective Prose" — J.B. Priestley "Dangerous Corner" (Пьеса

с параллельным

англо-русским

текстом)

— J.B. Priestley "Time and the Conways" (Пьеса

с параллельным

англо-русским

текстом)

— J. Fowles "The Ebony Tower" "Eliduc" "The Enigma" — C. Wilson "The Mind Parasites" — O. Henry "Selected Stories" — H.G. Wells "The Invisible Man" — J. Jerome "Three Men in a Boat"

Издательство « М е н е д ж е р » начинает публикацию серии «Языки и культуры», которая обращена к ши­ рокому кругу читателей и посвящена изучению языка как проявлению обще­ ственной и духовной жизни общества и личности, как инструмента формиро­ вания культуры и способа ее сущест­ вования. Открывающий серию «Словарь труд­ ностей английского словоупотребле­ ния» составлен авторами, которые име­ ют большой опыт преподавания анг­ лийского языка и много лет изучают и систематизируют ошибки в английской речи русскоговорящих. Словарь рассчитан на широкий круг читалей, изучающих английский язык и работающих с ним.

КЭТРИН МЭНСФИЛД Рассказы У ч е б н о е п о с о б и е для ч т е н и я и о б с у ж д е н и я С о с т а в и т е л и С.Г. Костина, И.Н. Хлебникова 2-е и з д а н и е Издательство «Менеджер» ЛР № 066270 от 13 января 1999 г. Издатель А. Гутиев Редактор Н. Самуэльян Рисунки А. Байбаковой Оригинал-макет Н. Надворской Обложка В. Арбекова Сдано в набор 10.01.99. Подписано в печать 05.03.99. Формат 84x108 1/32. Гарнитура JournalC. Бумага газетная. Печать офсетная. Печ. л. 6. Тираж 5 000 экз. Заказ № 466 Отпечатано в полном соответствии с качеством предоставленных диапозитивов в ОАО «Можайский полиграфический комбинат». 143200, г. Можайск, ул. Мира, 93.