5 курс под редакцией В. Д. Аракина Москва, Владос, 1999 unit one text one the passionate year

B. 1. Charlie Chaplin's "The Circus" comes to us like a surprise gift from history, the cinematic equivalent of a suddenly discovered minor masterpiece by Mozart or an unearthed James Joyce manuscript. 2. This, then, was the British expert described by Lady Willard as being a minor official at the British Museum. 3. Young Bleibner was suffering from some minor skin trouble. 4. A few yards down that unfrequented road a large car is standing, apparently broken down. 5. The constant stale of strain under which she has been working recently may lead to a serious breakdown. 6. As Ferris taxied uptown he glimpsed at intersections the lingering sunset, but by the time he reached his destination it was already autumn dark. 7. The little girl was eleven — beautifully ugly as little girls are apt to be who [169] are destined after a few years to be inexpressibly lovely. Vitality is born early in such girls. It was utterly in evidence now, shining through her thin frame in a sort of glow. 8. As seen from one of its seven hills, Richmond was beautiful, with its broad streets, its noble trees and the shimmer of the gently flowing river. 9. The Army Bill was under discussion and it was clear Jefferson Davis thought none but himself qualified to speak on the issue. 10. Don't stray from the point at issue. I want to get to the bottom of this. 11. He was trying to catch a gleam or gesture that would lessen the gap which lay between his present and his past. 12. The boy was struck dumb by a suave turn of carpeted stairs and a pendant glitter of chandeliers and a mute gleam of gold frames. 13. He continued then for a moment to turn the brooch this way and that in the light to see it sparkle. It sparkled very nicely. 14. His skull and face were shining from a recent scrubbing, so that the little bridgeless nose glistened between the protective points of the cheekbones. 15. Her eyes opened wider as she contemplated the sea-green figured velvet, the shining brass, silver, and glass, the wood that gleamed as darkly brilliant as the surface of a pool of oil. 16. The sun was glaring from the pale sky, and just over the horizon a shifting silvery haze was shimmering.

15. Translate the following sentences into English using your active vocabulary:

1. У него была удивительная память, которая мгновенно схватывала и прочно удерживала всю особо важную информацию. Лекции он не записывал, но после мог воспроизвести все, что говорил лектор, в подробностях, без единого пробела. Накануне экзамена ему нужно было только бегло просмотреть учебник, и все знали, что счастье и на этот раз ему не изменит. 2. «Вы читали этот роман? » Он поднял со стола книгу. — «Я перелистала его». 3. Ответить просто, что она едет в Сан-Франциско, значило бы оказаться в глазах спутников самой заурядной пассажиркой, направляющейся к самому обыденному месту назначения, и потерять всякую надежду привлечь к себе внимание или возбудить интерес. 4. Симфония № 40 и симфония «Юпитер» считаются самыми значительными произведениями Моцарта. Однако великому композитору не было суждено услышать их: при жизни его они ни разу не исполнялись. 5. Читая любой детективный роман, читатель заранее знает, что преступник неизбежно будет схвачен и наказан. Это — существенный нравственный аргумент в пользу данного жанра. 6. Почти всю ночь он блуждал в тумане, пока его внимание не привлек отдаленный свет, тускло блеснувший во мраке. 7. В вечернем выпуске газеты вы найдете подробный отчет о сегодняшних дебатах в парламенте. 8. Досадно, когда такую прекрасную музыку используют только для того, чтобы заполнить паузу между передачами. 9. Большинство экспертов пришли к заключению, что этот портрет, до сих пор приписывавшийся

1. I bet you've only skipped it. 2. It is a thing of vital importance. 3. I'm afraid it will be difficult for him to grasp that... 4. ... captured the eye. 5. of minor importance. 6. He was destined to... 7.... to a destination unknown. 8. It was a nervous breakdown. 9. to lack vitality. 10. a gleam of hope (understanding, sympathy). 11. a wide gap between ....

1. "Why on earth did he leave the train? Can you account for it?" "I think I can. You see, ..."

2. "If only the train would stop!" "Why should it?"...

3. "Do you really mean to take me to that horrid place for the holidays?" - "But, darling, it's a lovely place!" - "Lovely, indeed! Many miles from nowhere with not even a cinema!"

4. "Why don't we go on? What has happened?" - "Nothing has happened. It must be a station." - "Oh, it's most unlikely. Look out of the window. Does it look like a station?" -"Hm, not much."
21. Make up dialogues on the suggested situations using the given phrases. Convey proper attitudes both in the stimuli and responses following the instructions given in each situation:

1. A young man is boasting of his traveling experiences. To hear him, he has been roaming through all the world and seen everything there is to see. As he is evidently making it all up, his friend sounds sceptical.

a) Did you really? (Have you really?) Indeed? Is that so? You don't say so! You can never tell. I don't believe it. I (rather) doubt it. It is most unlikely! You must have imagined it. Tell it to the marines. Dear me! Just fancy! Well, I never! Who'd have thought it! It's amazing!..
It's incredible!

b) But I assure you... Not the slightest doubt about it. I've seen it with

2. Two passengers are admiring the landscape out of a railway-carriage window or from a ship deck. One is immoderately enthusiastic about all he (she) sees; the other is bored and intensely dislikes it all.

a) How lovely! What a charming view! Just look at.... I'm thrilled no end. Isn't it marvellous to ...? I love going by train (boat), don't you? If only the train (boat) would stop! This place is divine, isn't it? Don't you find it so? You agree, don't you? It's breathtaking! A riot
of colour!

b) Nothing to speak of. Why should you be so thrilled? Rubbish! Stuff and nonsense! I don't think so. Can't see anything in it. Why, it's just a landscape, isn't it? I'm not the one for nature. It's ridiculous to get so excited about... This modern craze for nature is absurd.

3. Avery old lady is discussing different methods of travelling with her grown-up grandson. She prefers travelling as it was in olden times. The young man naturally likes modern methods.

a) used to; were in the habit of; slow but sure; you can never tell; the new ways; you ought to; you'd better not; mark my words; be on the safe side; you can't be too careful.

b) Why should we (you)...? I think you are wrong there. I'm all for; Times do change. Don't let that upset you. Take it easy. There is something in that but; We mustn't be behind the times. You can't be serious! Absurd! Crawl at a snail's pace,

22. a) Write a newspaper account that might have appeared in the next issue of the newspaper under the title "The Minor Mystery Solved". Begin in the following way:

In our previous issue we acquainted the readers with a curious incident related to the breakdown of the Blue Alsatian Express. During the emergency stop one of the passengers had mysteriously left the train. As we have been informed ...

b) Read your account to your comrades in class. Arrange a competition for the best version.

"I know. We've had a funny day today," replied Mr. Smeeth, but for the time being he did not pursue the subject. He was busy carving, and though it was only cold mutton he was carving, he liked to give it all of his attention.

"Now, then, Edna," cried Mrs. Smeeth to her daughter, "don't sit there dreaming. Pass the potatoes and the greens — careful, they're hot. And the mint sauce. Oh, I forgot it. Run and get it, that's a good girl. All right, don't bother yourself. I can be there and back before you've got your wits together."

Mr. Smeeth looked up from his carving and eyed Edna severely. "Why didn't you go and get it when your mother told you. Letting her do everything."

His daughter pulled down her mouth and wriggled a little. "I'd have gone," she said in a whining tone. "Didn't give me time, that's all."

Mr. Smeeth grunted impatiently. Edna annoyed him these days. He had been very fond of her when she was a child — and, for that matter, he was still fond of her — but now she had arrived at what seemed to him a very silly, awkward age. She had a way of acting, of looking, of talking, all acquired fairly recently, that irritated him. An outsider might have come to the conclusion that Edna looked like a slightly soiled and cheapened elf. She was between seventeen and eighteen, a smallish girl, thin about the neck and shoulders but with sturdy legs! She had a broad snub nose, a little round mouth that was nearly always open, and greyish-greenish-bluish eyes set rather wide apart; and scores of faces exactly like hers, pert, prettyish and under-nourished, may be seen within a stone's throw of any picture theatre any evening in any large town. She had left school as soon as she could, and had wandered in an out of various jobs, the latest and steadiest of them being one as assistant in a big draper's Finsbury Park way. At home now, being neither child nor an adult, neither dependent nor independent, she was at her worst: languid and complaining, shrill and resentful, or sullen and tearful; she would not eat properly; she did not want to help her mother, to do a bit of washing-up, to tidy her room; and it was only when one of her silly little friends called, when she was going out, that she suddenly sprang into a vivid personal life of her own, became eager and vivacious. This contrast, as sharp as a sword, sometimes angered, sometimes saddened her father, who could not imagine how his home, for which he saw himself for ever planning and working, appeared in the eyes of fretful, secretive and ambitious adolescence. These changes in Edna annoyed and worried him far more than they did Mrs. Smeeth, who only took offence when she had a solid grievance, and turned a tolerant, sagely feminine eye on what she called Edna's "airs and graces".

Left to himself, Mr. Smeeth slowly knocked out his pipe in the coal-scuttle and then stared into the fire, brooding. He was always catching himself grumbling about the children now, and he did not want to be a grumbling father. He had enjoyed them when they were young, but now, although there were times when he felt a touch of pride, he no longer understood them. George especially, the elder of the two, and once a very bright promising boy, was both a disappointment and a mystery. George had had opportunities he himself had never had. But George had shown an inclination from the first, to go his own way, which seemed to Mr. Smeeth a very poor way. He had no desire to stick to anything, to serve somebody faithfully, to work himself steadily up to a good safe position. He simply tried one thing after another, selling wireless sets, helping some pal in a garage (he was in a garage now, and it was his fourth or fifth), and though he always contrived to earn something and appeared to work hard enough, he was not, in his father's opinion, getting anywhere.

He was only twenty, of course, and there was time, but Mr. Smeeth, who knew very well that George would continue to go his own way without any reference to him, did not see any possibility of improvement. The point was, that to George, there was nothing wrong, and his father was well aware of the fact that he could not make him see there was anything wrong. That was the trouble with both his children. There was obviously nothing bad about either of them; they compared very favourably with other people's boys and girls; and he would have been quick to defend them; but nevertheless, they were growing up to be men and women he could not understand, just as if they were foreigners. And it was all very perplexing and vaguely saddening.

The truth was, of course, that Mr. Smeeth's children were foreigners, not simply because they belonged to a younger generation but because they belonged to a younger generation that existed in a different world. Mr. Smeeth was perplexed because he applied to them standards they did not recognize. They were the product of a changing civilization. They were the children of the Woolworth stores and the moving pictures. Their world was at once larger and shallower than that of their parents. They were less English, more cosmopolitan. Mr. Smeeth could not understand George and Edna, but a host of youths and girls in New York, Paris and Berlin would have understood them at a glance. Edna's appearance, her grimaces and gestures, were temporarily based on those of an Americanized Polish Jewess, who, from her mint in Hollywood, had stamped them on these young girls all over the world. George's knowing eye for a machine, his cigarette and drooping eyelid, his sleek hair, his ties and shoes and suits, the smallest details of his motor-cycling and dancing, his staccato impersonal talk, his huge indifferences, could be matched almost exactly round every corner in any American city or European capital.
ESSENTIAL VOCABULARY
Vocabulary Notes
1. Pursue vt 1) follow in order to capture or kill; chase 2) (fig.) keep close to; never leave, e.g. His record as a criminal pursued him wherever he went. 3) follow after; seek after; aim at, as to pursue pleasure 4) continue; follow out; carry on, as to pursue one's studies, to pursue a subject continue to talk about it; argue it further

Pursuer n one who pursues; pursuit л 1) the act of pursuing, following or chasing, as a dog in pursuit of rabbits; pursuit of happiness 2) any regular occupation or pastime, as pursuit of science.
Syn. employment
2. eye vt watch very carefully, as to eye a person with suspicion.

Syn. look, stare, gaze, glare, glance

Word Discrimination: look vi is neutral and does not imply any particular aspects of the manner of watching; look n stare vi look steadily, with wide-open eyes, in surprise, curiosity or contempt. Srare may also denote the way of senseless looking devoid of any expression as stare into space; stare n

Word Discrimination: assist describes the kind of help in which the recipient of help performs the major part of work, and the role of the one who helps is of minor importance; sometimes he does his work under the supervision of the recipient, e.g. The instructor assists the professor by taking notes during the examination. Cf. She helped him to write the book (i.e. It is possible that he would not have managed the work without her help) and She assisted him in writing the book (i.e. She did minor work without which the book would have been written all the same).