Characters, feelings, emotions and something up your sleeve

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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

ДЕПАРТАМЕНТ ОБРАЗОВАНИЯ И МОЛОДЕЖНОЙ ПОЛИТИКИ ХАНТЫ-МАНСИЙСКОГО АВТОНОМНОГО ОКУРГА – ЮГРЫ БЮДЖЕТНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ ХАНТЫ-МАНСИЙСКОГО АВТОНОМНОГО ОКУРГА – ЮГРЫ «СУРГУТСКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ»

CHARACTERS, FEELINGS, EMOTIONS AND SOMETHING UP YOUR SLEEVE УЧЕБНО-МЕТОДИЧЕСКОЕ ПОСОБИЕ Направление подготовки 44.03.05 Педагогическое образование (с двумя профилями подготовки) Направленность «Иностранные языки»

Сургут, 2018

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

УДК 811.111(07) ББК 81.432.1я81 С 47

Печатается по решению Редакционно-издательского совета СурГПУ

Учебно-методическое пособие утверждено на заседании кафедры лингвистического образования и межкультурной коммуникации Протокол № 11 от 16 мая 2018 года

Рец е нз ен т: Кандидат филологических наук, доцент кафедры лингвистического образования и межкультурной коммуникации Сургутского государственного педагогического университета Карнюшина В.В.

С 47

Characters, feelings, emotions and something up your sleeve : учеб.метод. пособие : направление подгот. 44.03.05 Педагогическое образование (с двумя профилями подготовки), направленность «Иностранные языки» / Департамент образования и молодеж. политики Ханты-Манс. авт. округа – Югры, Бюджет. учреждение высш. образования ХМАО – Югры «Сургут. гос. пед. ун-т» ; [авт.-сост. А. С. Даулетов]. – Сургут : РИО БУ «Сургутский государственный педагогический университет», 2018. – 76, [1] с.

Учебно-методическое пособие предназначено для организации аудиторной и внеаудиторной работы по формированию коммуникативной компетенции студентов в сфере межличностного общения. Данное учебно-методическое пособие рекомендуется студентам старших курсов направления 44.03.05 Педагогическое образование (Направленность «Иностранные языки»). УДК 811.111(07) ББК 81.432.1я81

© БУ «Сургутский государственный педагогический университет», 2018

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ПРЕДИСЛОВИЕ

Предлагаемое учебно-методическое пособие является составной частью учебно-методического комплекса по дисциплине «Практический курс английского языка» для студентов 3 курса направления 44.03.05 Педагогическое образование / Направленность «Иностранные языки». Предлагаемое учебно-методическое пособие Characters, feelings, emotions and something up your sleeve является составной частью учебнометодического комплекса по дисциплине «Практический курс английского языка» для студентов 3 курса направления 44.03.05 Педагогическое образование (с двумя профилями) / Направленность «Иностранные языки». Настоящее учебно-методическое пособие охватывает два взаимосвязанных модуля: Appearance and character, Feelings and emotions, которые изучаются последовательно и имеют объём по 2 ЗЕТ, что составляет 144 часа, из них:  аудиторная работа 48 часов;  самостоятельная работа 69 часов;  промежуточная аттестация 27 часов. Цель каждого из них состоит в совершенствовании коммуникативных умений студентов в области межличностного общения. Каждый модуль посвящён отдельному аспекту этого общения (внутренний мир человека, его проявления в характере и поведении, отношения человека с окружающими его людьми) и состоит из двух учебных элементов. Задачи модулей: 1) освоить лексический и фразеологический минимум межличностной сферы общения, а также социокультурные особенности коммуникативного поведения жителей Великобритании в ситуациях межличностного общения; 2) освоить коммуникативные стратегии и нормы речевого (устного и письменного) поведения в ситуациях межличностного общения в англоязычных странах; 3) развивать речевые умения аудирования, говорения, чтения и письма в рамках тематики межличностной сферы общения. Использование настоящего учебного пособия предполагает организацию учебного процесса в соответствии с требованиями системно-деятельностного подхода, в рамках которого акцентируется внимание на развитии метапредметных умений обучающихся, формируемых на основе учебных действий с предметным материалом. –3–

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Под разделами Appearance and character и Feelings and emotions в настоящем пособии понимаются учебные элементы, работа над которыми представляет собой практикум, состоящий из языковых, условно-речевых и речевых упражнений: в структуре учебных элементов выделяются такие задания, как групповые и парные дискуссии, подстановка лексикограмматических конструкций, перевод предложений с русского языка на английский, аудирование на материале аудио- и видеозаписей, построение монологической и диалогической речи, реферирование текстов, грамматические упражнения. На первом этапе осуществляется предъявление тематической лексики или её выделение из текстов, далее происходит её семантизация, как правило, беспереводными способами (дефиниция). Следующий блок заданий нацелен на закрепление новой лексики с помощью различных типов лексико-грамматических упражнений (лексические игры, составление собственных упражнений, прямой и обратный перевод, установление соответствия, завершение, и т.д.). Далее предполагается включение новой лексики и лексико-грамматических конструкций (speech patterns) во все виды речевой деятельности (различные виды аудирования и чтения, пересказ и реферирование текстов). Заключительный блок заданий каждого раздела содержит упражнения, стимулирующие творческое применение новых лексических единиц или коммуникативных стратегий в собственной устной и/или письменной речи обучающихся (эссе, составление рассказов, моделирование речевых ситуаций). В состав каждого учебного элемента входит один или несколько учебных элементов, направленных, главным образом, на формирование социокультурной компетенции студентов. Они состоят из заданий, связанных с изучением идиоматики межличностной сферы общения, а также особенностей менталитета носителей английской культуры и их сопоставление с особенностями менталитета носителей русской культуры. Следует отметить, что, работая по настоящему учебному пособию, вполне допустимо менять последовательность изучения модулей, сохраняя при этом последовательность учебных элементов внутри каждого модуля. Тем не менее, работа по каждому элементу не требует строгой последовательности и полного покрытия материала и предполагает возможность адаптировать учебный процесс к потребностям группы или отдельных обучающихся. Часть упражнений может быть использована для самостоятельной аудиторной работы студентов, а также в качестве вариативных заданий: изготовление карточек с предложениями, составление упражнений, тематических рассказов, реферирование статей из периодических изданий и т.д. Структура учебного элемента Appearance and character: учебный элемент состоит из трех тем, в рамках которых изучаются номинации черт внешности и характера; обсуждаются способы взаимодействия с людьми различных психотипов. Цель освоения учебного элемента Appearance and character заключается в совершенствовании коммуникативных умений в сфере межличностного общения. –4–

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Задачи учебного элемента: 1) освоить основную лексику и лексико-грамматические единицы в рамках темы «Внешность и характер»; 2) совершенствовать умения чтения и аудирования аутентичных текстов в рамках темы «Внешность и характер»; 3) развивать умения устной и письменной речи в рамках темы «Внешность и характер». Учебные результаты:  знать основную лексику и лексико-грамматические единицы в рамках темы «Внешность и характер»;  уметь строить монологические и диалогические высказывания в рамках темы «Внешность и характер»;  владеть навыками анализа и интерпретации аутентичных текстов в рамках темы «Внешность и характер». Структура учебного элемента Feelings and emotions: учебный элемент состоит из четырех тем, в рамках которых изучаются номинации эмоций и состояний; языковые средства и дискурсивные стратегии выражения различных эмоций в устной и письменной речи. Цель учебного элемента Feelings and emotions состоит в совершенствовании коммуникативных умений в сфере межличностного общения. Задачи учебного элемента: 1) освоить основную лексику и лексико-грамматические единицы в рамках темы «Чувства и эмоции»; 2) совершенствовать умения чтения и аудирования аутентичных текстов в рамках темы «Чувства и эмоции»; 3) ознакомиться с языковыми средствами и дискурсивными стратегиями выражения эмоций в устной и письменной речи на английском языке; 4) развивать умения устной и письменной речи в рамках темы «Чувства и эмоции». Учебные результаты:  знать основную лексику и лексико-грамматические единицы в рамках темы «Чувства и эмоции»;  уметь строить монологические и диалогические высказывания в рамках темы «Чувства и эмоции»;  владеть навыками анализа и интерпретации аутентичных текстов в рамках темы «Чувства и эмоции»  владеть языковыми средствами и дискурсивными стратегиями выражения эмоций в устной и письменной речи в английском языке. Аудиторная работа по дисциплине проводится в форме практических занятий. Поскольку коммуникативная компетенция может формироваться только в процессе коммуникативной деятельности, на каждом занятии предполагается использование интерактивных форм: лексические игры, ролевые игры, дискуссии. Кроме того, важно, чтобы на каждом занятии активизировались различные виды речевой деятельности. –5–

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Настоящее учебно-методическое пособие предполагает следующие виды самостоятельной работы студентов: работа со словарём, направленная на определение значения лексических единиц, выявление их системных отношений в рамках лексической системы английского языка (синонимы, антонимы), а также подбор русских эквивалентов и вариантов их перевода в контексте; прямой и обратный перевод предложений и текста; составление и решение кроссвордов с тематической лексикой; составление тематических рассказов; моделирование ситуаций общения; аудирование аутентичных текстов; чтение и интерпретация аутентичных текстов; реферирование аутентичных текстов; написание эссе. Уровень сформированности знаний, умений и навыков студентов проверяется в рамках текущего и рубежного контроля, а также промежуточной аттестации. Текущий контроль предполагает использование различных форм: устный опрос, лексико-грамматический тест, мини-доклады, составление рассказа, ролевая игра, эссе. Рубежный контроль осуществляется в интерактивной форме, а именно, в форме ролевой игры. Студентам предлагается инсценировать ситуацию межличностного общения. Весь процесс является импровизацией, так как роли и участники назначаются случайным образом. Промежуточная аттестация проводится в форме экзамена, включающего задания по моделированию ситуаций межличностного общения на заданную тематику, а также реферированию текста в рамках тематики межличностного общения. Общие требования и критерии оценивания. Критерии оценивания речевой деятельности обучающихся: адекватная реализация коммуникативного намерения, соответствие языковым нормам (произносительной, грамматической, лексической, стилистической) речи носителей языка, логичность, содержательность, связность, смысловая и структурная завершенность, выразительность, соблюдение естественного темпа говорения (графических норм для письменных работ), соответствие социокультурным особенностям речи носителей языка, аутентичность лексического наполнения речи. Источниками материала для данного пособия послужили отечественные и зарубежные учебники, аутентичные тексты из монографии Кейт Фокс Watching the English, толковые словари, словари синонимов, тезаурусы, электронные статьи, интернет-ресурсы и др.

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UNIT I APPEARANCE AND CHARACTER

1. IS BEAUTY IN THE EYE OF THE BEHOLDER?

EXERCISE 1.1 Work in small groups and discuss your answers to the questions given below. Provide with arguments. a) Who do you think is the most handsome man in the world? b) Who do you think is the most beautiful woman in the world? c) What makes them more attractive than other men and women? EXERCISE 1.2 Read the text which describes research into the nature of beauty. Find out whether, according to the research, the following statements are true or false. Discuss it with your partner. a) Beauty is ‘in the eye of the beholder’. b) Most film stars and supermodels don’t have ideal features. c) Most women prefer men with gentle features. d) There is more pressure on men to be perfect than there is on women. e) There are only subtle differences in what is considered to be beautiful by people from different cultures. –7–

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IS BEAUTY IN THE EYE OF THE BEHOLDER? Is there such a thing as the perfect face? Is beauty something you can measure? Recent scientific evidence suggests that the answer is 'yes'. A new science, the science of attraction, has come to the conclusion that beauty is objective and quantiable and not, as the romantic believe, in the eye of the beholder. For more than a century it was thought that a beautiful faceis appealing be cause it was a collection of average features. Using his computer system, Dr David Perrett of the University of St Andrews has challenged the theory. In a key experiment, photographs of women were ranked for their attractiveness by a number of volunteers. Two composite pictures were then created: one, the average of all pictures, the other made from those rated most attractive. Although the faces looked very similar at first glance, a significant number said they preferred the composite of most attractive faces. 'The conclusion I reached,' said Dr Perrett, 'was that the most attractive face was not average. If you look at famous filmstars and supermodels, most of them have ideal features – larger than normal eyes, higher arched eyebrows, slightly smaller noses, cheekbones are a little more prominent. Even popular cartoon characters such as Betty Boop, Yasmin from Alladdin and Bambi gave big eyes, small turned-up noses, big mouths and small chins. And if these features are exaggerated, the attractiveness rating goes up even more. Julia Roberts is a good example of this.' But what do scientists make of men's faces? Do men withlarge eyes, high cheekbones and a small chin have the same irresistible appeal? Researchers were a bit shocked at the top-ranking male face. They expected it to have the classic square jaw and strong cheekbones, but instead, women seem to prefer men with gentle faces. Although there is more pressure on females to be perfect, research suggests that men and women look for many of the same things: for example, expressive features such as arched eyebrows and a big smile were associated with attractiveness in men. Dr David Perrett puts forward an evolutionary reason to explain why so many women now go for baby-faced stars such as Leonardo DiCaprio and Jude Law. Women like a man with a feminine face because he is more likely to have higher levels of the female hormone oestrogen and therefore to make a kinder and more trustworthy husband and father. But do these ideals of beauty manage to cross cultural boundaries? For instance, in some cultures, lips discs, scars and tattoos are considered to be attractive. Professor Cunningham of the University of Louisville, Kentucky, found that there were only very subtle differences between ethnic groups. For example, Asians tended to prefer faces that were slightly less mature and slightly less expressive, whereas blacks preferred faces that were a little more plump. In other words, although there might be a little truth in the old adage that beauty is in the eye of the beholder, by and large, we all seem to be attracted to the same things. –8–

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EXERCISE 1.3 Match the words in the first column with the words in the second one (sometimes more than one answer is possible). Then use the phrases to describe the perfect male/female face to your partner. What is it that makes the faces attractive? a) smooth teeth b) perfect eyes c) sparkling bone structure d) full in the cheeks e) a big jaw f) a turned-up lips g) good nose h) high skin i) a square cheekbones j) dimples smiles EXERCISE 1.4 Describe the appearance of people in the picture using the phrases above.

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EXERCISE 1.5 39.1-39.5. Five people were asked the question, ‘What do you think makes a face attractive?’ Listen to their answers and see if their opinions are the same as yours. EXERCISE 1.6 Use phrases from ex. 1.3 to describe people that you know. EXERCISE 1.7 Cosmetic surgery is becoming more and more commonplace. Do you think this is a good or a bad thing? Discuss it with your partner. EXERCISE 1.8 40. You are going to hear a discussion about cosmetic surgery. Do you think these three people are likely to be for or against cosmetic surgery? Listen and find out. EXERCISE 1.9 There are some of the points made in the discussion below. Work with a partner. Try to remember who made each point. The listen again and check. Discuss it with your partner. a) True beauty comes from being intelligent and interesting, not from being physically perfect. b) Cosmetic surgery can give people more confidence. c) There’s nothing wrong with trying to improve on what nature has given us. d) People should be grateful for what God has given them. e) It is selfish and indulgent to spend money on superficial improvements when there is so much poverty and sickness in the world. f) Cosmetic surgery can be more beneficial than a holiday, because the effects last longer. g) We should accept ourselves as we are. h) Having cosmetic surgery is similar to having your hair dyed or your teeth straightened. i) It is good to see life experience showing on people’s faces. j) People who feel good about the way they look are more likely to do well in their career. EXERCISE 1.10 Make up a monologue expressing your opinion about people’s appearance nowadays.

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PASSIVE REPORT STRUCTURES These structures can be used to say what people in general feel or believe in. You can find them in formal context such as scientific writing or in news reports. is has been was

It

said believed that… thought

It used to be said that beauty was in the eye of the beholder.

He/She/It They

said is/was are/were

believed thought

to (+ infinitive)…

But now beauty is thought to be objective and quantifiable. There are some other verbs that can be used in this way: alleged, assumed, claimed, considered, expected, felt, reckoned, regarded, reported, rumoured, suggested. EXERCISE 1.11 Rearrange of eight sentences. a) reckoned capital b) said English is c) all blondes is It d) that It eating e) thought Diana f) men is often g) Politicians regarded h) assumed sometimes

the words below to make the beginnings city food believed claimed been was It that not that

Our

is

wrongly that has carrots Princess suggested are women It unmarried

EXERCISE 1.12 Match the beginnings of the sentences (a-h) in ex. 1.10 with the endings of the sentences (1-8). 1. as being bery honest. 2. are looking for a husband. 3. to be almost a saint. 4. to have the highest crime rate in the country. 5. improves eyesight. 6. to be boring. 7. only think about one thing. 8. are stupid. – 11 –

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HAVE/GET SOMETHING DONE You can use this structure when someone does something for you – often because you have paid them for doing it. have/get + something (object) + past participle I’ll probably have/get my car repaired next week. How many times has she had/got her fortune told? You really should have/get your eyes tested. Note: Get is a little less formal than have. EXERCISE 1.13 Read the following sentences and answer the questions about the woman. 1. Helen put her make-up on before her friend’s birthday party. 2. Helen had her hair done before her friend’s birthday party. a) Who put Helen’s make-up on? b) Who did Helen’s hair? c) In which sentence can you replace the main verb with got? EXERCISE 1.14 Complete the rule by choosing the correct ending. You can use the structure have something done… a) when you do something for someone else. b) when someone does something for you. c) when you do something yourself. EXERCISE 1.15 Describe the characters of the actors. Your descriptions should be based upon the pictures.

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2. SURGERY CHANGED MY LIFE!

EXERCISE 1.16 Cindy Jackson talks about why she had several years of cosmetic surgery in her attempt to create the perfect face and body. Complete her account using had, have or having.

SURGERY CHANGED MY LIFE! The features I wanted were the kind of feminine ideal that’s embodied in plastic dolls like Barbie and Sindy. I wanted the wide eyes so I (1)_____ my eyes widened as much as I could. (2)_____ my eyes done made me see that I really could change my face, so I decided to (3)_____ everything done that I possibly could. I wanted the pert, turned-up nose, so I (4)_____ my nose turned up. I wasn’t happy with the first nose job – it only made it slightly smaller. So I (5)_____ it done again, and they took more bone out and made the nostrils smaller. Now my nose is as Barbie as it can get for my face and the rest of my features. My chin bothered me a lot too, so I (6)______ that moved back, so that it was in line with the upper lip. Then there were my lips – I thought they were too thin, so I tried (7)______ collagen put in. But that wasn’t good enough, so I (8)______ fat taken from my thighs and injected into my lips. Then I (9)_____ implants put into my cheeks to give me high cheekbones. Before I had surgery, I was invisible. I have a genius IQ, and it never got me anywhere. Now I get lots of attention. Pretty girls just do. EXERCISE 1.17 What do you think is more important: to be beautiful or intelligent? Discuss it with your partner. – 14 –

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EXERCISE 1.18 Put the words in correct order. a) have my letters by b) on Sundays was I c) my hair get I d) at the weekend clean my house e) have my nails regularly

the following sentences in the my secretary my car cut I manicured

typed every six weeks

Rewrite the sentences so that they are true for you. For example: I type my own letters. I get my car washed at the local garage. EXERCISE 1.19 Explain the vocabulary below and give some examples of famous people owning these features. Describe your partner using these words and word combinations. Discuss the pictures in ex. 1.4 with your partner. s mile: skin: charming – прелестная, очаровательная delicate – нежная engaging – обаятельная rough – грубая happy – счастливая nos e: pleasant – приятная aquiline – орлиный pleased – довольная flat – приплюснутый sweet – ласковая, милая hooked – крючковатый broad – широкая snub – курносый cunning – хитрая fleshy – мясистый faint – едва заметная ironical – ироническая lips : sad – печальная full – полные strained – деланная, искусственная thick – толстые wry – кривая rosy – розовые enigmatic – загадочная painted – накрашенные winning – привлекательная parched – запекшиеся parted – полуоткрытые comp lex ion: bite one's lips – кусать губы dark – темный compose one's lips – пождать губы fair – белый, светлый curl one's lips – презрительно sallow – болезненно-желтый кривить губы purse one's lips – сложить губы бантиком EXERCISE 1.20 How well do discuss the following. Where is the best place to… a) have your hair cut? b) get your hair dyed? c) have your eyes tested? d) get a tattoo done? e) have your shoes repaired?

you know Surgut? Work in groups and

f) g) h) i) j)

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get your dry-cleaning done? have a passport photo done? get your films developed? have some photocopies done? get a duplicate key made?

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3. YOUR DREAM PARTNER… IN FIVE MINUTES EXERCISE 1.21 Work in small groups. Discuss the following questions. a) What is the minimum length of time you need to spend with somebody to know whether you are attracted to them? b) What can you say about somebody from the clothes they wear and the way they talk? c) What would turn you off somebody immediately? d) If you could ask just three questions to find out whether somebody is your type of person, what would your questions be? e) Have you ever spent a whole evening on a date with somebody you didn’t like? f) What do you think speed dating is? EXERCISE 1.22 Read the text about a speed dating session and complete the tables. Then answer the questions below. Discuss with your partner. Best date Craig Kevin Adam Jim Tony а) b) c) d) e) f) g)

Worst date

Best date Karen Lara Sindy Erica Claire

Who were the most and least popular men? Who were the most and least popular women? Which two men had the same taste in women? Which couple fell for each other? Would you ever try speed dating? Who would be the best person for you? Who would be the worst person for you?

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Worst date

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YOUR DREAM PARTNER… IN FIVE MINUTES! The idea is simple – why devote a whole evening to one blind date when you can meet five potential mates in less than half an hour? Five men and five women are introduced by a master of ceremonies or chaperone. Each ‘couple’ is given five minutes to get to know each other before moving on to the next candidate. At the end of the season, if the attraction is mutual, they can walk off together into the sunset (or at least swap telephone numbers). We went along to a Speed dating night where these five women and five men had signed up for the event, all hoping to meet their dream-partner, safe in the knowledge that if they hate each other on sight, the suffering will last only five minutes or three hundred excruciating seconds. Craig, 21, a student. Ideal date: I’m looking for someone who makes me laugh and someone I can learn something from. She has to be a brunette though. Best date: Claire – she’s a brunette with a great personality. She made me laugh, and I’d like to see her again. Worst date: Erica – ugh! Awful manners and jokes. She is very absorbed with herself: totally self-centred. Kevin, 31, a telecom salesman. Ideal date: I’ve had a few serious relationship, but at the end of the day, nothing materialized. My ideal date is a lively, pretty girl who is amusing and good to talk to. Best date: Sindy – bubbly and lively. I’d definitely like to see her again. Worst date: Lara – didn’t seem to be on the same planet as the rest of us. Too spaced out for me. Adam, 21, a party planner. Ideal date: I broke up with my girlfriend of a year three months ago so now I’m after someone who is a good laugh but who you can get on a deeper level with. Best date: Karen – stayed very enigmatic, which I liked. Very attractive. I’d like to see her again. Worst date: Erica – a bit dizzy. I prefer somebody a bit more down-to-earth. Jim, 25, a computer consultant. Ideal date: I didn’t come into this thinking I was going to meet the ideal girl. I just wanted a bit of a laugh. I wouldn’t use this technique to find my future girlfriend. Best date: Sindy – sensible and fun. The sort of woman I’d take home to meet my parents. Worst date: Claire rather stand-offish and just not interested. She didn’t ask any questions about me, and the five minutes went by very slowly. Tony, 23, a journalist. Ideal date: I rarely pull when I’m out and about unless I know the girl first, as I’m quite shy. I’d like to meet someone who’s good fun and easy to chat to. Best date: Sindy – lovely girl, a superb laugh. I felt really comfortable with her. I’d definitely like to see her again. Name the date. Worst date: Lara – rambled on too much about her home town in Ireland. A relief when the five minutes were up. Karen, 26, a student. Ideal date: My ideal date is someone with intelligence, good looks, sexiness, a family man. He’s got to be sensitive and trustworthy. On other words, I’m looking for the ideal man! Best date: Craig – really cute, young, friendly and good-looking. Worst date: Tony – harmless, but slightly boring and much too quiet. – 17 –

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Lara, 23, a piano tutor. Ideal date: I like people who are open-minded and different. Best date: Adam – I found him charming, young and really sexy. Worst date: Jim – he was polite, but a bit too straight for me. Sindy, 23, a florist. Ideal date: My ideal man is someone interesting, amusing and full of life. I love being outgoing and friendly, so this was the perfect dating game for me. Best date: Tony – wonderful, interesting and fun. Worst date: Adam – a very cool bloke but not someone I’d date. Too young. Erica, 22, an actress and singer. Ideal date: I like tall mature men who are quite a lot older than me. Best date: Adam – a bit young, but by far the coolest and most laid-back. Worst date: Kevin – laddish and unambitious. Claire, 25, an editorial assistant. Ideal date: I always manage to go out with very intense men who get very obsessive even though I’m just looking for fun. Best date: Adam – sexy, exotic: a really pretty boy. Yes! Worst date: Tony – sweet but not very inspiring. A bit drippy. EXERCISE 1.23 Decide if these words usually have positive or negative meanings. Check your answers in the article. a) self-centred e) stand-offish i) straight b) enigmatic f) sensitive j) mature c) down-to-earth g) trustworthy k) laid-back d) sensible h) open-minded EXERCISE 1.24 Choose words from the list in ex. 1.23 which best replace the words in bold in these sentences. a) My ideal partner would have to be someone caring, good-looking and dependable. b) I think I’m quite a level-headed sort of person. I haven’t done anything crazy yet …! c) I’d say I feel relaxed about work – I never let things worry me. d) People think I’m unfriendly, but actually, I’m just really shy. e) My parents are extremely conventional. I wish they were more tolerant. f) I prefer to go out with people older than me. You can have more interesting conversations with somebody who’s experienced and grown-up. g) I know somebody who likes to think she’s mysterious. In fact, she’s very boring. h) My friend’s very wealthy, but you’d never know it because he’s so unpretentious. i) I’ve got a friend who’s rather selfish – probably because her parents spoilt her when she was a child. EXERCISE 1.25 Can you identify yourself with any of the sentences in ex. 1.24? Discuss with your partner.

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EXERCISE 1.26 You can turn certain adjectives into nouns by adding the suffixes: -ity and -ness. Add suffixes and make any necessary changes to turn the adjectives in the box into the nouns. For example: sensitive → sensitivity happy → happiness flexible lively friendly compatible sad generous weak mature sexy EXERCISE 1.27 Compound adjectives are made of two parts and are usually joined by a hyphen. Join words from box A to words from box B to make synonyms for the adjectives in box C. The first one has been done for you. A absent-

big-

easy-

quick-

self-

B assured

faced

going

headed

hearted minded

C a) forgetful absent-minded c) confident _____________ e) kind _________________ g) intelligent ____________

stuck-

two- warm-

up

witted

b) hypocritical _____________ d) arrogant ________________ f) snobbish ________________ h) relaxed _________________

EXERCISE 1.28 Work with a partner. Describe members of your family or close friends using words from ex. 1.23 and 1.27. See if your partner would like to meet them! EXERCISE 1.29 and 1.27 in English.

Explain the meaning of the words from ex. 1.23

EXERCISE 1.30 Translate the sentences given into English. 1. Это самый добросердечный и чувствительный человек, которого я когда-либо встречал. 2. Сегодня мы все стремимся быть уверенными и здравомыслящими (практичными). 3. Идеальный муж – это тот, что надежен и зрел. 4. Мой начальник демонстрирует немало спокойствия и смекалки, хотя и в то же время неприветливости. 5. Двуличные, но гибкие люди непросты в общении. 6. С ним так легко! 7. Рональд – крайне яркая (энергичная) личность, но его слабость – загадочные женщины. – 19 –

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8. Совместимость щедрых и рассеянных людей с заносчивыми и высокомерными далека от идеала. 9. Едва ли еще родится человек с таким кругозором, как у нее. 10. «Кем ты хочешь стать?» – спросили у грустного мальчика. – «Эгоистом». EXERCISE 1.31 Work with your partner. Describe the vocabulary concerning feelings and emotions and define situations where these feelings occur. 1. Positive feelings: admiration, enthusiasm, excitement, elation, joy, love, pride, zest. 2. Negative feelings: anger, annoyance, irritation, anxiety, despair, humiliation, embarrassment, tension, envy, hate, jealousy, fear, shame, guilt, rage, terror. 3. Emotional condition: a) to feel good, to feel fine, to feel great, to feel pride or joy, to be bright and happy, to be in a good mood; b) to feel bad, to feel uneasy/anxious/lonely/scared/miserable/ guilty, to feel put upon, to be upset, to be tense and jumpy, to be furious, to be in a bad temper. 4. Display of emotions: to express/hide/disguise/control/reveal/relieve one’s feelings, to cope with one’s feelings, an outlet for one’s feelings, to cope with one’s feelings, an outlet for one’s feelings, to get angry at smth./smb., to let off steam, to burst out laughing/crying, to behave calmly and coolly, to take one’s irritation out on smb., to throw tantrums, to scream and yell at smb., to keep/lose one’s temper, to fly into a rage. EXERCISE 1.32 Which of the phrases can explain emotions of the people depicted below best?

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EXERCISE 1.33 -01 Watch a video episode of a series "Mind your language", write down linguistic jokes and describe the characters using vocabulary from ex. 1.23, 1.27, and 1.31.

EXERCISE 1.34 Read and translate the following speech patterns. Discuss their structure with your partner. Make up examples of your own usage of the speech patterns. 1. I have always hesitated to give advice. I hesitated to ask him for help. He didn't hesitate to take such a big risk. Don't hesitate to refuse the offer if you don't like it. 2. How can one advise another unless one knows that other as well as one knows himself? They won’t accept your plan unless you alter it. You'll fail unless you work hard. Unless I'm mistaken, he's an artist. Unless he's done the work properly, I shan't accept it. 3. He had some difficulty in lighting it. I have some difficulty in understanding spoken German. She had some difficulty in finding the house. We had some difficulty in selecting a present for her. I had some difficulty in writing an essay. – 21 –

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4. He gave an apologetic laugh. I had not given him more than a cursory glance. The girl gave a deep sigh. Jim gave a loud cry (groan). She gave me a critical look. 5. It's precisely what they are going to do. That's what I've got to look forward to. That's all I've got to look forward to. This is precisely what I object to. That's what they've got to expect. That's all they've got to hope for. 6. He was dressed in a blue suit a good deal the worse for wear. This is an old coat, but it is none the worse for wear. The road is a good deal the worse for the rain. We are none the happier for learning the truth. I like you none the worse for being frank. 7. He looked to me as though he knew a good bottle of wine when he saw it. He knows a good book when he sees it. The man knew a good painting when he saw it. I know a good play when I see it. 8. You could not have imagined a more delightful person to drink a glass of wine with. I can 't imagine a better place to have a rest in. I don’t know a worse place to go for holidays to. He never saw a more interesting person to speak with. EXERCISE 1.35 Complete the following sentences using the speech patterns. 1. Caution made Jim hesitate to _____. 2. He did not hesitate to _____. 3. I shan't touch upon the subject unless _____. 4. No use discussing the matter with me unless _____. 5. We thought we knew Italian having studied it from books, but we had some difficulty _____. 6. It’s not always easy to teach children to read. Some children have special _____. 7. The door was so narrow that we had some _____. 8. With so many other things to occupy my mind, I had not given Wilson _____. – 22 –

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9. The two old gentlemen were obviously displeased with the interruption. They gave us a _____. 10. I’m not astonished at his refusal to help us at all. That is precisely _____. 11. Now it’s quite evident that we shan't be able to finish the work on time. That's _____. 12. I know that he's sorry about what happened, but I am none _____. 13. The boy is naughty, but I like him none ______. 14. I think it only fair to tell you that that's all _____. 15. He's a connoisseur of art and he surely knows a good painting when _____. 16. This young actress has got real talent. I assure you I know a good actress when _____. 17. You cannot imagine a more delightful person to _____. 18. If you're in need of advice, you cannot find a better person to ______. EXERCISE 1.36 Suggest the beginning matching up the end: 1. _____ to go further because he was afraid. 2. _____ to refuse if you think the plan is unwise. 3. _____ we ought to have a good trip there. 4. _____ we shan't get home before dark. 5. _____ in getting the information. So don't fret. 6. _____ in understanding what she said because of her bad French. 7. _____, seemed to hesitate and then walked on. 8. “_____ a ring, it's urgent.” 9. _____ what it's going to be if we can't find some better explanation. 10. _____ what you expected a teacher to be. 11. _____ for knowing the truth. 12. _____ for being frank and straightforward. 13. _____ to hope for. 14. _____ when he heard it. 15. _____ to have a chat with. 16. _____ to work with. EXERCISE 1.37 Paraphrase the following sentences using the speech patterns: 1. He seemed unwilling to give advice, afraid of responsibility, I think. 2. Don't be shy of calling if you need me. 3. If I'm not mistaken, this is but a temporary job. 4. Don't do anything if you don't hear from me. 5. We're going on a hike next Saturday, if the weather does not turn out nasty. 6. I always find it difficult to remember dates, they just slip my memory. 7. It was rather difficult for me to understand the article. – 23 –

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8. He laughed apologetically and said, "So that's it. How on earth did you guess the truth?" 9. Tom shrugged his shoulders. "What next, I wonder?" 10. The landlady looked critically at the three young men and closed the door in their faces. 11. At seeing me Jovella sighed with relief. 12. It's just the thing I was afraid of. 13. If I had my time over again, I should act exactly in the same way. 14. I did not like the boy less for being a bit naughty. 15. Wealth did not make him happier in the least. 16. "I'm aware that that's my only hope," said the man. 17. "Is there nothing else for me to look forward to?" asked Cora. Allan made no comment. 18. Soames was a good judge of paintings. 19. He is a well-read person and a real connoisseur of French poetry. 20. I'm fond of the South-West of Moscow. I don't think there is a better district to live in. 21. He thinks there is no better place to have a rest in than Scotland. EXERCISE 1.38 Respond to the following statements and questions using the Speech Patterns: 1. Why on earth didn't you turn to me for help at once? 2. Do you think it's absolutely necessary for me to come? 3. Do you think here's anyone else who krtows about it? 4. You're an hour late. I thought you would never come. 5. How did you manage to get the book? It's no longer on sale. 6. Did the girl scream when she was given an injection? 7. I hear he's had a bad fall. 8. Will you let him know of the change in our plans? 9. I think I must have the matter out with her. 10. Whatever makes you go to this village every summer? 11. I'm only asking you to dust the flat. 12. Are you sure the painting is worth buying? 13. Is this young poet really a promising one? 14. Would you advise me to wait a little? EXERCISE 1.39 Translate the following sentences into English using the Speech Patterns: 1. Сью взялась за ручку двери, но все еще не решалась войти в комнату. 2. Если вам понадобится моя помощь, не стесняйтесь и звоните мне в любое время. 3. Если я не ошибаюсь, собрание отложили до понедельника. 4. Я бы предпочла остановиться в гостинице, если только она не переполнена. 5. Нам было нелегко найти эту улицу, потому что ее еще нет на плане и никто не знал, где она находится. 6. Я так долго переводила статью потому, что у меня были трудности с техническими терминами. 7. Генри глубоко вздохнул и сказал: «Никогда бы не подумал, что эта работа окажется такой трудной». 8. Энн бросила беглый взгляд на заголовки статей в газете и отложила ее. 9. Я все рассказала ей. – Именно этого вы и не должны были делать. 10. Не надо было поднимать одной этот ящик! – Право же со мной от этого – 24 –

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ничего не случилось. Вы зря беспокоитесь. 11. Вы можете звонить ей весь день и все же ничего не добьетесь: она не поднимает трубку. 12. Джим прекрасно знал, что это все, на что он мог надеяться. И все же он не отчаивался. 13. Вот все, что я должен сказать тебе. Надеюсь, ты отнесешься к этому серьезно. 14. Кирилл прекрасно разбирается в старинных вещах. Вы бы лучше спросили у него, стоит ли эта ваза таких денег. 15. Никогда не встречал человека, с которым было бы так интересно поговорить. EXERCISE 1.40 Make up and act out in front of the class a suitable dialogue using the speech patterns.

EXERCISE 1.41 Retell the following text using the speech patterns: One day you feel good and the next you feel bad, and between those two poles are compressed all the joys of heaven and the anguish of hell. The events that prompt feelings, the justification for the feelings, even the reality of the perceptions that lead to them are all unimportant. It is the feeling that counts. Despite its importance, there is an incredible amount of confusion about feelings and emotions in both the minds of the public and the attention of the "experts". "Emotion" is the general term which encompasses the feeling tone, the biophysiological state, and even the chemical changes we are beginning to understand underline the sensations we experience; "feeling" is our subjective awareness of our own emotional state. It is that which we experience; that which we know about our current emotional condition. Feelings, particularly the complex and subtle range of feelings in human beings, are testament to our capacity for choice and learning. Feelings are the instruments of rationality, not – as some would have it – alternatives to it. Because we are intelligent creatures, we are capable of, and dependent on, using rational choice to decide our futures. Feelings become guides to that choice. We are not just passive responders, as some lower life forms are, to that which the environment offers us. We can avoid certain conditions, select out others, and anticipate – 25 –

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both and, moreover, via anticipation we can even modify the nature of the environment. Feelings are fine tunings directing the ways in which we will meet and manipulate our environment. Feelings of anxiety, boredom, tension and agitation alert us to the sense of something wrong, and, more importantly, by the subtle distinctions of their messages they indicate something of the nature of the impending danger and direct us to specific kinds of adaptive manoeuvres to avoid, prevent, or change the incipient threat. Feelings of guilt allow us to model our behaviour against certain ideals and register when we have moved away from these ideals, or have not yet achieved them. If there is a common ingredient to the various sources and forms of pleasure, the only one that can be identified is that they all seem to contribute to an enhanced sense of self. Pleasurable events either intensify our sense of ourselves or enlarge our view of ourselves. Joy stems from an altered sense of self and, in turn, alters our view of our world and the way we are viewed. EXERCISE 1.42 Answer the following questions: 1. How do you understand the statement "it is the feeling that counts"? 2. Why is it difficult to classify sensations and what terms are suggested in this article? 3. How does "emotion" differ from "feeling"? 4. Do you agree that feelings are "the instruments of rationality, not alternatives to it"? 5. How do feelings of anxiety, boredom, tension and agitation serve adoptive purposes? 6. Of what importance are feelings of guilt? 7. What do the positive feelings have in common? 8. How do pleasurable events affect our feelings? EXERCISE 1.43 Use the vocabulary in ex. 1.31 in answering the questions: 1. Why do people have emotions and feelings? What good are they? 2. What emotions and feelings are usually classified as positive and negative? Is there a strict border line between them? 3. If you have a look at the topical vocabulary list, you'll notice that it deals with painful feelings and emotions rather than joyous ones. How can you account for it? 4. The first and simplest pleasure is the pleasure of our senses. How can you illustrate the joys of taste, smells, sounds, and sights? 5. There are various sources of pleasure such as discovery, the immersion of ourselves in an activity, confrontation with nature and the thrill one gets in all cooperative effort, to mention but a few. Which of these gives you the most joyous experience? 6. It isn't always easy for us to keep our temper when things go wrong. What do you do or say to let off steam? 7. When we don't care one way or the other about something, we can be really boring. What is the best way to make someone take an interest? EXERCISE 1.44 Make a list of some of the things which have happened to you that really made you angry. Imagine that all of them have happened today. Tell your friend about them. Use the vocabulary in ex. 1.31.

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EXERCISE 1.45. Look at the picture below and comment on the statement. What does it mean to you?

EXERCISE 1.46 There are different degrees of anger and different ways of showing it. Read the following text and comment on it: If we could listen in on classrooms without being seen, we would hear many kinds of anger being expressed by teachers. One teacher frequently screams and yells at her children. Another furiously bangs on his desk. A third teacher throws an eraser across the room. Another sarcastically insults a child. One teacher grabs a child furiously and shakes him. One teacher slaps a child; another raps children on the knucles. Many angry threats are heard: "I'll show you who 'is the boss'. Don't talk to me that way." One teacher is furiously tearing up papers, another charges back and forth across the front of the room, letting off steam. EXERCISE 1.47 We cannot always be bright and happy. Sometimes we are depressed or sad. It's been one of those days – tell your friend about these events which have made you feel really depressed: 1. You've lost your purse. 2. You've got to buy a present. 3. You got very wet in the rain because you left your umbrella at home. 4. You've got an exam tomorrow and you're going to fail. 5. You've just had a row with your girlfriend (or boyfriend). EXERCISE 1.48 Discuss with your partner peculiarities of behaviour, feelings and emotions of choleric, flegmatic, melancholic and sanguine temperaments. Use the vocabulary in ex. 1.23, 1.27, and 1.31. EXERCISE 1.49 -02 Watch a video "Interview with an applicant". Write down the most difficult phrases and word combinations. Describe temperaments and characters of two women in the video. EXERCISE 1.50 Make up a 5-minute monologue about your own temperament and character. Use the speech patterns and the vocabulary in ex. 1.23, 1.27 and 1.31. – 27 –

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EXERCISE 1.51 Translate the following sentences into English: 1. Я всё никак не мог сказать ему, что зависть и ненависть не приведет к добру. 2. Пока нам не заплатят сполна, мы полны раздражения и беспокойства. 3. У меня некоторые сложности в том, чтобы освободить свои чувства. 4. Издать громкий крик – это неплохой способ «выпустить пар». 5. Это – то, отчего я чувствую, насколько я жалок. 6. Ревность в сердце всегда растёт, и партнёр, наконец, срывается на мне. 7. Этот корабль изрядно потрепан для дальних плаваний. 8. От того, что моей добротой все пользуются, мне нисколько не приятнее. 9. Я и представить не могла более захватывающего местечка, чтобы мне сделали предложение о замужестве. 10. Марк отлично разбирается в девушках, словно видит их изнутри (знает толк). 11. Если я не ошибаюсь, нам конец. EXERCISE 1.52 Here are the three questions James asked the three contestants. Before you listen to the three women answering the questions, decide what answers you would give. Discuss your answers with a partner. a) They say that the way to a man’s heart is through his stomach, and I must say, I do like my food. If you were to cook me a meal, how would you impress me? b) I’ve got two pet frogs which my friends say are like me – a good set of legs, like a drink and come alive in the evening. Imagine you had a pet that reflected your personality, what would it be? c) I’m a very superstitious sort of person and I believe that wishes can come true. If one of your wishes were to come true, what would it be? EXERCISE 1.53 -43 Listen to the answers. Try to visualize what the three women look like as you listen to them answering the questions. Compare your ideas with a partner. EXERCISE 1.54 Discuss the questions with your partner: a) Who do you think gave the best answers? b) Which one do you think he’ll pick? Why?

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EXERCISE 1.55 -44 A week later, James and the woman he chose were invited back to the programme to talk about their date together. Listen and find out they got on. a) Does he want to go out with her again? b) Does she want to go out with him again? EXERCISE 1.56 Listen again and tick the information that is correct about James and Melanie. Melanie thought that James… James thought that Melanie… a) was tall, dark and handsome. a) was a total flirt. b) had eyebrows like caterpillars. b) fancied him a lot. c) wasn’t interested in getting to know her. c) was ugly. d) was a nice person to kiss. d) was very slim. EXERCISE 1.57 Work in groups of three. Make up answers to the following Blind Date questions. Compare your answers with other members of the class. Choose the best answers for each question. a) Imagine you were shipwreched on a desert island. What one thing would you want to have with you apart from me? b) I like to think I can learn something from the person I have a relationship with. Supposing we went out together, what could you teach me? c) If you were to have a film made of your life, which actor would you choose to play the part of you and why? EXERCISE 1.58 Write down as much synonyms as possible for the following adjectives describing people’s state of mood. sad happy hurt helped insecure confident tired energized EXERCISE 1.59 Look at the dictionary and explain semantic peculiarities of every synonym you found. What situations are they interchangeable in? EXERCISE 1.60 There is a list of adjectives, verbs and expressions describing people’s state and emotions. Make pairs of synonyms and antonyms, explain their meaning. In what cases can some words be interchangeable? Write down any idioms containing these words. – 29 –

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delightful – восхищенный, удовлетворенный terrified – испуганный infuriated – разъяренный fearful – испуганный, боящийся guilty – виноватый stuffed – объевшийся dejected – угнетенный self-disgusted – вызывающий отвращение к себе peevish – сварливый appalled – напуганный, потрясенный melancholy – угнетенный giggly – хихикающий astonished – изумленный mirthful – радостный dreamy – мечтательный, витающий в облаках sarcastic – саркастический, язвительный blue – грустный, унылый stunned – изумленный bored – скучающий shocked – шокированный hysterical – истеричный awed – трепещущий woozy – одурманенный distressed – расстроенный cheery – радостный angst-ridden – испуганный worried – обеспокоенный startled – пораженный, сильно удивленный doubtful – сомневающийся contented – довольный frightened – напуганный excited – возбужденный surprised – удивленный lovey-dovey – шаловливый, игривый, влюбленный (AmE) embarrassed – смущенный haggard – измученный fuming – яростный agitated – взволнованный

agitate – волновать excite – возбуждать move – глубоко тронуть fear – бояться scare – пугать frighten – пугать astonish – удивлять surprise – удивлять amaze – удивлять hurt – обижать offend – оскорблять wound – ранить be angry – быть сердитым fall in love – влюбиться love – любить be fond of – любить like – любить/нравиться prefer – предпочитать respect – уважать esteem – ценить praise – хвалить hate – ненавидеть detest – ненавидеть dislike – не любить disregard – не обращать внимания scold – бранить quarrel – ссориться reproach – упрекать accuse – обвинять envy – завидовать suffer – страдать endure – терпеть bear – вынести stand – выстоять give up/in – сдаваться surrender – капитулировать complain – жаловаться cry – плакать/кричать weep – плакать worry – беспокоиться comfort – утешать

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horrified – напуганный be proud – гордиться boast – хвастаться put on airs – зазнаваться be shy – робеть be modest – скромничать be insolent – быть наглым be impudent – наглеть be sure – быть уверенным hope – надеяться believe – верить rely – полагаться doubt – сомневаться hesitate – колебаться suspect – подозревать

calm oneself – успокоиться smile – улыбаться laugh – смеяться rejoice – радоваться enjoy – наслаждаться care – заботиться neglect – не заботиться shirk – увиливать try to do one’s best – стараться сделать все возможное get tired – уставать be lazy – лениться be tired – уставать

UNREAL CONDITIONAL CLAUSES – ALTERNATIVES TO IF You usually begin an unreal conditional clause with if, but when you are making questions, there are some other alternatives. Conditional clause If Imagine (that) subject Supposing (that) Suppose (that) Assuming (that)

Main clause past simple past continuous were to + infinitive might past perfect

(question word)

would could might

subject

infinitive be + present participle ? have + past participle

Imagine you were meeting someone for the first time, how would you introduce yourself? Suppose you didn’t enjoy the first date, would you still go on a second date? Assuming that you were to go on another date, where might you be planning to meet? Supposing that neither of the dates had been successful, what might you tell the person?

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a) b) c) d) e) f) g) h)

EXERCISE 1.61 Complete the questions with be, were and would. If you ______ going out on your first date this evening, how would you ______ feeling now? Just imagine somebody turned up for a first date with their best friend, what ______ you say? Supposing you could go out with anyone in the world, who ______ it be? Assuming money ______ no object, what would be your ideal evening out? What ______ you think of somebody if they ______ to introduce you to their family on your second date? Assuming your first date went well, how long ______ you wait before phoning somebody again? Supposing somebody ______ late for your date, how long ______ you wait? Suppose you ______ to discover that you had nothing in common with your first date, what ______ you say at the end of the evening?

EXERCISE 1.62 Look again at the questions in ex. 1.52 and underline the different expressions we can use instead of if. EXERCISE 1.63 Work with a partner. Ask each other the questions in ex. 1.52. How similar are your attitudes towards dating? EXERCISE 1.64 Perform a dialogue about a successful or unsuccessful date using structures of unreal conditional clauses. EXERCISE 1.65 Look again at the pictures in ex. 1.15 and describe characters of the actors according to their appearance, eye look and facial features. Use vocabulary from ex. 1.23, 1.27, 1.31.

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UNIT II FEELINGS AND EMOTIONS

1. LOUISE EXERCISE 2.1 Read and translate the following speech patterns. Discuss their structure with your partner. Make up examples of your own usage of the speech patterns. 1. You tricked that blockhead out of them. George always managed to trick Tom out of some money. At the market I was cheated out of three roubles. 2. I am not to be trifled with. I am not to be shouted at. He is not to be interfered with. She is not to be laughed at. 3. Lady (giving way to her temper). Never give way to your despair. She gave way to her tears. Don't give way to panic. 4. Who are you that you should presume to speak to me in that coarse way? Who are you that you should shout at me? Who is she that we should wait for her? Who is he that he should order us about? 5. The moment he takes them, she hurries across to the other side of the room. The moment he saw Jane, he rushed to her. The moment she turns up, send for me. The moment you need me, I'll come. – 33 –

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6. It will cost you nothing to give it to me. It cost him a lot of trouble to help us. It required me much effort to move the furniture. It will take you little time to do the job. 7. It has been sent to you out of sheer malice. I did it out of despair. She acted out of fear. He contradicted her out of sheer spite. 8. Then why not send it to her husband? Why not go there at once? Why not open the window? Why not tell her the truth? EXERCISE 2.2 Complete the following sentences using the Speech Patterns: 1. Why did you give Ann the tickets? – She tricked _______. 2. It was only when I came home that I noticed that I had been _______. 3. Why on earth are you shouting? I'm not _______. 4. It's no concern of yours. I'm not _______. 5. She was making every effort not _______. 6. It was the first time he. 7. She must have realized she was wrong. She just stuck to her point _______. 8. She isn't really interested in my affairs. She asked _______. 9. You're in no condition to speak to her now. Why not _______? 10. It's a splendid opportunity for us to get together. Why not _______? EXERCISE 2.3 Suggest the beginning matching the end using the Speech Patterns: 1. _____ that you should shout at me? 2. _____ that he should interfere in my affairs? 3. _____ I'm free, I'll let you know. 4. _____ he comes, tell him I'm in the library. 5. _____ an hour or so to do the job. 6. _____ about 2,000 roubles. EXERCISE 2.4 Paraphrase the following using the Speech Patterns: 1. She made me give her the letter saying that she already had your permission to read it. 2. It was the first time he lost his temper with her. 3. She hated crying in public. 4. Why does she think that she can keep everyone waiting? – 34 –

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5. Why does he think that everyone should always stand up for him? 6. As soon as he stirred, the dog growled. 7. As soon as George started playing the banjo, Montmorency began howling. 8. I should never have thought you'd be so long about answering my letter. 9. One must have skill to make a fire in the rain. 10. I did it because I was sorry for her. 11. You needn't stay just to be polite. I'll be perfectly all right alone. 12. Don't you think you should be frank if you want my advice? 13. You can always sell your piano if you don't really need it. EXERCISE 2.5 Complete the answers: 1. Why do you dislike Jim so much? – He's dishonest. He can easily ______. 2. Are you still angry with her? – I am. She _____. 3. What did she answer I wonder? – She didn't _____. 4. Did the girl cry when she fell? – She didn't _____. 5. Shall we go and help him? – No, he said he was not _____. 6. I'm at my wits' end what to do. – Oh, come, don't _____. 7. Do you think he'll take the news calmly? – Oh, no, he's sure _____. 8. Why didn't you tell Janet that you disapproved of her decision? – How could I? Who do you think I _____? 9. Who are we waiting for now? – Jane. She _____. 10. I'm afraid I shan't manage to drop in on her. – But you live next door to her. It _____. 11. Shall I wait for you? – If you will. It'll _____. 12. Why won't you come? She invited you, didn't she? – She did, but it was only _____. EXERCISE 2.6 Make up two sentences of your own on each pattern. EXERCISE 2.7 Translate into English using the Speech Patterns: Однажды Алек заявил, что в воскресенье мы идем на лыжах. «Мы слишком много торчим дома, – сказал он. – Почему бы не пробежать километров десять-пятнадцать по лесу? Это не отнимет у нас много времени, зато всю неделю будем хорошо себя чувствовать». Когда в точно назначенное время я пришла на вокзал, я увидела на платформе несколько человек, ожидавших поезд, но Алека среди них не было. «Мало ли что могло его задержать», – подумала я и решила немного подождать. Ветер пронизывал меня до костей, и вскоре я начала злиться. «Кто он такой, что я должна его ждать?» Но как раз в тот момент, когда я уже собралась уходить, появился Алекс опозданием на 10 минут и не очень вразумительно стал говорить что-то о часах, которые он забыл завести. Я не удержалась и сказала ему, что я о нем думаю. В конце концов я не из тех, с кем можно так поступать. – 35 –

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Мы все-таки поехали, но настроение было испорчено у обоих. Когда мы сошли с поезда на маленькой станции, мы отправились в лес: я впереди, Алек за мной. Он сказал, что так у меня не будет возможности отстать. Всю ночь шел снег, и лыжни еще никто не проложил. Мне было трудно идти первой, и я сказала: «Почему бы нам не поменяться местами? Тебе не придется прилагать столько усилий, чтобы идти впереди, ты же хороший лыжник». Но Алек не захотел. «Это он со злости», – подумала я. Но когда через несколько минут я оглянулась, то к моему великому удивлению, увидела, что он тащится где-то позади, явно не в состоянии держаться со мной наравне. Все стало ясно: он просто не умел ходить на лыжах. Я очень пожалела, что поехала с ним. Дело не в том, что он оказался плохим лыжником. Он был лгун и хвастун. А с этим я не могла смириться.

EXERCISE 2.8 Make up and act out in front of the class a suitable dialogue using the Speech Patterns. EXERCISE 2.9 -03, -04 Watch videos about annoying things British boys and girls do. Explain the main ideas using the speech patterns. Try to describe the character of a speaker. EXERCISE 2.10 Practice the pronunciation of the words from the story “Louise” and read it. Louise, disagreeable, delicacy, cynical, brutal, mask, melancholy, worship, dismay, endurance, murmur, inconsolable, orphan, altar, privilege, ambitious, career, Monte Carlo, crisis, convalescent, invalid, desert, trousseau, sacrifice. [lu’i:z], [ ˌ dɪsə’gri:əbl], [‘delɪkəsɪ], [‘sɪnɪk(ə)l], [‘bru:tl], [mɑ:sk], [‘melənk(ə)lɪ], [‘wɜ:ʃɪp], [dɪs’meɪ], [ɪn’djuər(ə)n(t)s], [‘mɜ:mə], [ˌɪnkən’səuləbl], [‘ɔ:f(ə)n], [‘ɔ:ltə], [‘prɪv(ə)lɪʤ], [æm’bɪʃəs], [kə’rɪə], [ ˌ mɔntɪ’kɑ:ləu], [‘kraɪsɪs], [ˌkɔnvə’les(ə)nt], [‘ɪnvəlɪd], [‘dezət]/[dɪ’zɜ:t], [‘tru:səu], [‘sækrɪfaɪs]. – 36 –

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LOUISE by S. Maugham I could never understand why Louise bothered with me. She disliked me and I knew that behind my back she seldom lost the opportunity of saying a disagreeable thing about me. She had too much delicacy ever to make a direct statement, but with a hint and a sigh and a little gesture of her beautiful hands she was able to make her meaning plain. It was true that we had known one another almost intimately for five and twenty years, but it was impossible for me to believe that this fact meant much to her. She thought me a brutal, cynical and vulgar fellow. I was puzzled at her not leaving me alone. She did nothing of the kind; indeed, she was constantly asking me to lunch and dine with her and once or twice a year invited me to spend a week-end at her house in the country. Perhaps she knew that I alone saw her face behind the mask and she hoped that sooner or later I too should take the mask for the face. I knew Louise before she married. She was then a frail, delicate girl with large and melancholy eyes. Her father and mother adored and worshipped her, for some illness, scarlet fever I think, had left her with a weak heart and she had to take the greatest care of herself. When Tom Maitland proposed to her they were dismayed, for they were convinced that she was much too delicate for marriage. But they were not too well off and Tom Maitland was rich. He promised to do everything in the world for Louise and finally they entrusted her to him. Tom Maitland was a big strong fellow, very good-looking and a fine athlete. He adored Louise. With her weak heart he could not hope to keep her with him long and he made up his mind to do everything he could to make her few years on earth happy. He gave up the games he played excellently, not because she wished him to, but because it so happened that she always had a heart attack whenever he was going to leave her for a day. If they had a difference of opinion she gave in to him at once for she was the most gentle wife a man could have, but her heart failed her and she would stay in bed, sweet and uncomplaining, for a week. He could not be such a brute as to cross her. On one occasion seeing her walk eight miles on an expedition that she especially wanted to make, I remarked to Tom Maitland that she was stronger than one would have thought. He shook his head and sighed. "No, no, she's dreadfully delicate. She's been to all the best heart specialists in the world and they all say that her life hangs on a thread. But she has a wonderfully strong spirit." He told her that I had remarked on her endurance. "I shall pay for it tomorrow," she said to me in her melancholy way. "I shall be at death's door." – 37 –

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"I sometimes think that you're quite strong enough to do the things you want to," I murmured. I had noticed that if a party was amusing she could dance till five in the morning, but if it was dull she felt very poorly and Tom had to take her home early. I am afraid she did not like my reply, for though she gave me a sad little smile I saw no amusement in her large blue eyes. "You can't expect me to fall down dead just to please you," she answered. Louise outlived her husband. He caught his death of cold one day when they were sailing and Louise needed all the rugs there were to keep her warm. He left her a comfortable fortune and a daughter. Louise was inconsolable. It was wonderful that she managed to survive the shock. Her friends expected her speedily to follow poor Tom Maitland to the grave. Indeed they already felt dreadfully sorry for Iris, her daughter, who would be left an orphan. They redoubled their attentions towards Louise. They would not let her stir a finger; they insisted on doing everything in the world to save her trouble. They had to, because if it was necessary for her to do anything tiresome or unpleasant her heart failed her and she was at death's door. She was quite lost without a man to take care of her, she said, and she did not know how, with her delicate health, she was going to bring up her dear Iris. Her friends asked her why she did not marry again. Oh, with her heart it was out of the question, she answered. A year after Tom's death, however, she allowed George Hobhouse to lead her to the altar. He was a fine fellow and he was not at all badly off. I never saw anyone so grateful as he for the privilege of being allowed to take care of this frail little thing. "I shan't live to trouble you long," she said. He was a soldier and an ambitious one, but he threw up his career. Louise's health forced her to spend the winter at Monte Carlo and the summer at Deauville. He prepared to make his wife's last few years as happy as he could. "It can't be very long now," she said. "I'll try not to be troublesome." For the next two or three years Louise managed, in spite of her weak heart, to go beautifully dressed to all the most lively parties, to gamble very heavily, to dance and even to flirt with tall slim young men. But George Hobhouse had not the strength of Louise's first husband and he had to brace himself now and then with a drink for his day's work as Louise's second husband. It is possible that the habit would have grown on him, which Louise would not have liked at all, but very fortunately (for her) the war broke out. He rejoined his regiment and three months later was killed. It was a great shock to Louise. She felt, however, that in such a crisis she must not give way to a private grief; and if she had a heart attack nobody heard of it. In order to distract her mind she turned her villa at Monte Carlo into a hospital for convalescent officers. Her friends told her that she would never survive the strain. "Of course it will kill me," she said, "I know that. But what does it matter? I must do my bit." It didn't kill her. She had the time of her life. There was no convalescent home in France that was more popular. I met her by chance in Paris. She was lunching at a restaurant with a tall and very handsome young Frenchman. She explained that she was there on business connected with the hospital. She told me – 38 –

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that the officers were very charming to her. They knew how delicate she was and they wouldn't let her do a single thing. They took care of her, well – as though they were all her husbands. She sighed. "Poor George, who would ever have thought that I with my heart should survive him?" "And poor Tom!" I said. I don't know why she didn't like my saying that. She gave me her melancholy smile and her beautiful eyes filled with tears. "You always speak as though you grudged me the few years that I can expect to live." "By the way, your heart's much better, isn't it?" "It'll never be better. I saw a specialist this morning and he said I must be prepared for the worst." "Oh, well, you've been prepared for that for nearly twenty years now, haven't you?" When the war came to an end Louise settled in London. She was now a woman of over forty, thin and frail still, with large eyes and pale cheeks, but she did not look a day more than twenty-five. Iris, who had been at school and was now grown up, came to live with her. "She'll take care of me," said Louise. "Of course it'll be hard on her to live with such a great invalid as I am, but it can only be for such a little while, I'm sure she won't mind." Iris was a nice girl. She had been brought up with the knowledge that her mother's health was very weak. As a child she had never been allowed to make a noise. She had always realized that her mother must on no account be upset. And though Louise told her now that she would not hear of her sacrificing herself for a tiresome old woman the girl simply would not listen. With a sigh her mother let her do a great deal. "It pleases the child to think she's making herself useful," she said. "Don't you think she ought to go out more?" I asked. "That's what I'm always telling her. I can't get her to enjoy herself. Heaven knows, I never want anyone to give up their pleasures on my account." And Iris, when I talked to her about it, said: "Poor dear mother, she wants me to go and stay with friends and go to parties, but the moment I start off anywhere she has one other heart attacks, so I much prefer to stay at home." But presently she fell in love. A young friend of mine, a very good lad, asked her to marry him and she consented. I liked the child and was glad that she would be given at last the chance to lead a life of her own. But one day the young man came to me in great distress and told me that the marriage was postponed for an indefinite time. Iris felt that she could not desert her mother. Of course it was really no business of mine, but I made the opportunity to go and see Louise. She was always glad to receive her friends at teatime. "Well, I hear that Iris isn't going to be married," I said after a while. "I don't know about that. She's not going to be married as soon as I wished. I've begged her on my bended knees not to consider me, but she absolutely refuses to leave me." "Don't you think it's rather hard on her?" – 39 –

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"Dreadfully. Of course it can only be for a few months, but I hate the thought of anyone sacrificing themselves for me." "My dear Louise, you've buried two husbands, I can't see why you shouldn't bury at least two more." "Oh, I know, I know what you've always thought of me. You've never believed that I had anything the matter with me, have you?" I looked at her full and square. "Never. I think you've carried out a bluff for twenty-five years. I think you're the most selfish and monstrous woman I have ever known. You ruined the lives of those two unhappy men you married and now you're going to ruin the life of your daughter." I should not have been surprised if Louise had had a heart attack then. I fully expected her to fly into a passion. She only gave me a gentle smile. "My poor friend, one of these days you'll be so dreadfully sorry you said this to me." "Have you quite decided that Iris shall not marry this boy?" "I've begged her to marry him. I know it'll kill me, but I don't mind. Nobody cares for me. I'm just a burden to everybody." "Did you tell her it would kill you?" "She made me." "Nobody can make you do anything that you yourself don't want to do." "She can marry her young man tomorrow if she likes. If it kills me, it kills me." "Well, let's risk it, shall we?" "Haven't you got any pity for me?" "One can't pity anyone who amuses one as much as you amuse me," I answered. A spot of color appeared on Louise's pale cheeks and though she smiled her eyes were hard and angry. "Iris shall marry in a month's time," she said, "and if anything happens to me I hope you and she will be able to forgive yourselves." Louise was as good as her word. A date was fixed, a rich trousseau was ordered, and invitations were sent. Iris and the lad were very happy. On the wedding-day, at ten o'clock in the morning, Louise, that devilish woman, had one of her heart attacks – and died. She died gently forgiving Iris for having killed her. EXERCISE 2.11 Find in the story the English equivalents for: за чьей-либо спиной, оставить в покое, принимать за что-либо, обожать, заботиться о ком-либо, сделать предложение кому-либо, быть убежденным, быть состоятельным, уступать кому-либо, пережить кого-либо, пальцем не пошевелить, воспитывать, об этом не может быть и речи, поддаваться горю, превратить что-либо в, наслаждаться жизнью, быть несправедливым по отношению к кому-либо, жертвовать (собой), бывать в обществе, иметь личную жизнь, отложить на неопределенное время, хоронить, жалость к, жалеть кого-либо, сдержать слово, назначить день, сердечный приступ. – 40 –

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EXERCISE 2.12 Fill in each gap with one of the words or word combinations in an appropriate form. to give in to turn smth into to sacrifice to be convinced to survive to lead a life of one’s own to bury to take smth for to bring smth up to go out 1. She hoped that sooner or later I should __________ the mask __________ the face. 2. Her parents __________ that she was much too delicate for marriage. 3. If they had a difference of opinion she __________ to him. 4. It was wonderful that she managed to __________ the shock. 5. She didn’t know how, with her delicate health, she was going to __________ her dear Iris. 6. In order to distract her mind she __________ her villa at Monte Carlo __________ a hospital. 7. Don’t you think she ought __________ more? 8. I was glad that she would be given at last the chance __________. 9. I hate the thought of anyone __________ themselves for me. 10. My dear Louse, you __________ two husbands, I can’t see why you shouldn’t __________ at least two more. EXERCISE 2.13 Replace the italicized words and word combinations with a synonym in an appropriate form. to worship to leave smb alone to have the time of one’s life behind smb’s back to be as good as one’s word to postpone to be well off to take care of 1. She never said a disagreeable thing straight to my face. 2. I was puzzled at her not leaving me in peace. 3. Tom adored Louise. 4. He was a fine fellow and he was well-to-do. 5. It didn’t kill her. She enjoyed her life. 6. But one day the young man came to me in great distress and told me that the marriage was put off for an indefinite time. 7. She was quite lost without a man to look after her. 8. Louise kept her word. – 41 –

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EXERCISE 2.14 A) In which of the following sentences is would used to express: a) a repeated action in the past? b) insistence? 1. Louise wouldn’t leave him alone. 2. Her heart failed her and she would stay in bed for a week. 3. They would not let her stir a finger. 4. She would spend the winter in Monte Carlo. B) Say what Louise would do and what Iris would not do. Make use of the prompts below. To ask smb for lunch; to go out; to listen to; to say a disagreeable thing about smb behind smb’s back; to desert; to have a heart attack; to go to all the most lively parties; to marry. EXERCISE 2.15 A) Say which of the italicized verbs are followed by: a) the full infinitive? b) the bare infinitive? Fill in the gaps. 1. They wouldn’t let her _______ do a single thing. 2. She wants me _______ go and stay with friends. 3. I can’t get her _______ enjoy herself. 4. I saw her _______ walk eight miles on an expedition that she especially wanted to make. 5. Her friends expected her _______ speedily follow poor Tom. 6. Nobody can make you _______ do anything that you yourself don’t want to. B) Make the sentences complete using the complex objects from the list below. Flirt with tall slim young men; do a great deal; tell her; fall down dead; do a single thing; give up their pleasures; marry the young man; spend the winter; fill with tears; fly into a passion. 1. You can’t expect me _______ just please you. 2. Louise’s health made her _______ at Monte Carlo. 3. He saw her _______ at the parties. 4. The officers were charming. They wouldn’t let her _______. 5. He saw her beautiful eyes _______. 6. With a sigh her mother let her _______. 7. I don’t want anyone _______ on my account. 8. I fully expected her _______. 9. She made me _______ it would kill her. 10. I’ll get her _______ tomorrow. EXERCISE 2.16 Answer the following questions: 1. How long had the author known Louise? 2. What was her attitude to him? – 42 –

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3. What was she like when he first knew her? 4. Why did she have to take the greatest care of herself? 5. Why did her parents agree to her marrying Tom Maitland? 6. What kind of husband did Tom make? What kind of wife did Louise make? 7. What made the author think that Louise was stronger than one would have thought? 8. How did Tom catch his death? What did he leave Louise? 9. Why did Louise’s friends redouble their attention toward her? 10. What was her second husband like? 11. How did Louise spend the two or three years after her second marriage? 12. Where did George find his death? 13. How did Louise try to distract her mind? 14. What did she do when the war came to an end? 15. Why did her daughter Iris come to stay with her in London? 16. How had Iris been brought up? 17. Why did she prefer to stay at home rather than go out? 18. Why was her marriage postponed for an indefinite time? 19. How did the author manage to make Louise agree to Iris’s marriage? 20. What happened on the wedding-day? EXERCISE 2.17 Match the adjectives on the left with the nouns on the right according to the story. Say which of the characters of the story each word combination refers to. large and melancholy spirit selfish and monstrous statement direct fellow wonderfully strong girl disagreeable eyes brutal, cynical and vulgar young men big, strong and good-looking woman frail delicate thing tall slim fellow EXERCISE 2.18 Make up a monologue describing a character and nature of Louise. EXERCISE 2.19 Retell the story of Louise according to the outline below. 1. Louise and the author. 2. Louise and her first husband. 3. Louise and her second husband. 4. Louise and her friends. 5. Louise and her daughter. 6. Louise: the face and the mask. – 43 –

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EXERCISE 2.20 Discuss the following: 1. Why do you think Louise could always find a man to take care of her? Why did her two husbands give up everything to make her happy? 2. Why did her second husband have to brace himself now and then with a drink for his day’s work of Louise’s husband? What kind of work do you think it was? 3. Why do you think Louise turned her villa at Monte Carlo into a hospital? Did she really mean to distract her mind? 4. Why didn’t she look at forty a day more than twenty-five? 5. Was Louise’s health really very weak or did she ‘carry out a bluff for twenty-five years’ as the author put it? Was she ‘the most selfish and monstrous woman’? 6. Did she ‘ruin the lives of those two unhappy men she married’? Was she going to ruin the life of her daughter? 7. ‘She died gently forgiving Iris for having killed her’. What does the final sentence of the story mean? Why do you think Louise died on the wedding day? 8. What’s your personal reaction to the story? EXERCISE 2.21 Write an essay about a person you admire. The following criteria should be followed: a) introduction; b) personal view + examples; c) somebody else’s (opposite) view + examples; d) conclusion; e) 350 words at least; f) 6 speech patterns at least. EXERCISE 2.22 -05 Watch a video about weird things all British people do and explain the main ideas using the speech patterns. EXERCISE 2.23 Explain the meaning of the following basic idioms: 1. Under the weather. 2. The ball is in your court. 3. Spill the beans. 4. Break a leg. 5. Pull someone’s leg. 6. Sit on the fence. 7. Through thick and thin. 8. Once in a blue moon. 9. It`s the best thing since sliced bread. 10. Take it with a pinch of salt. 11. Come rain or shine. 12. Go down in flames. 13. You can say that again. 14. See eye to eye. 15. Jump on the bandwagon. – 44 –

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16. Right as rain. 17. Beat around the bush. 18. Hit the sack. 19. Miss the boat. 20. By the skin of your teeth. EXERCISE 2.24 Fill the gaps with the idioms. Pay attention either to the idioms themselves or the construction of a sentence. Just one variant is possible. 1. – What will you tell her at the wedding? – ____________________________ 2. I’m dog-tired today. ____________________________. 3. – How often do you order food delivery? – ____________________________. 4. – Jane, how about going for a walk for half an hour now? – Oh, I think not today. ____________________________. 5. She looked at me so gently. But then she got off the couch. So ________________________. 6. Oh, will you have an exam soon? ____________________________. 7. – She’s got a baby! – Wow, ____________________________. 8. We have to break up, I’m sorry. Please, ____________________________. 9. – Has Brandon passed a driving exam at last? – Yes, ____________________________. 10. I don’t even know what to tell you. ____________________________. 11. She died this morning. I’m sorry, ____________________________. 12. – Do you promise to wake me up tomorrow before English lesson? – ____________________________. 13. – Oh, hi! How was your exam? – Don’t ask. ____________________________. 14. No, we cannot tell it to her. ____________________________. 15. – We should hurry. It’s getting really late. – ____________________________. 16. – We shouldn’t hurry. Nobody’s waiting for us anyway. – Yeah, ______________________. 17. I want that cute guy to come and start a conversation with me. But ____________________________. 18. – Everyone dreams about iPhone X now! – ____________________________. 19. – What’s up? – ____________________________. 20. – Why does Bush look so odd? – I think ______________________. – 45 –

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2. JOHN BOYNTON PRIESTLEY EXERCISE 2.25 Read the texts and write down Russian equivalents of the word combinations in bold.

JOHN BOYNTON PRIESTLEY (в. 1874) Essays

J.B. Priestley is a famous English novelist, dramatist, critic and essayist. He was educated at Trinity Hall, Cambridge. His best known novels are The Good Companions (1929) and Angel Pavement (1930). His best-known plays include Dangerous Corner (1932), Time and the Conveys and / Have Been Here Before (1937), An Inspector Calls (194G), and The Linden Tree (1947). Essays of Five Decades by J.B. Priestley is a representative selection of some of the most important works of Great Britain's foremost living man of letters. In range, in compassion, in humour, in sardonic edge, in perception, and in sheer lyrical quality, it is a selection that no other living writer can match. Before J. B. Priestley came, to be celebrated as a novelist and playwright, he had published half a dozen volumes of essays. These books established him as a literary figure, and In the years that have passed, he has published half a dozen more. One-sixth of Priestley's prodigious literary output has been given over to essay form. He has developed the genre in ways which are on the one hand very much his own but on the other reflect the development of journalism and social criticis over a period of fifty years. His work has been published in every kind of periodical and has dealt with an unlimited variety of subject-matter. Priestley is perceptive and witty on topics ranging from television and smoking to art critics and the Feminine Revolution. In all his essays, from criticism, the essay-portrait, and description, to the more polemical essays he has written over the past fifteen years, Priestley makes an appeal for "life with some ire in it," and warns repeatedly against the stifling of original thought by rigid social and political structures. – 46 –

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Delight is not a conventional collection of essays, it might almost be said to consist of one long essay in a kaleidoscope form. Priestley marvels his way through a considerable number of pieces – to be precise, one hundred and fourteen' – on people, moments, places, things which have ever brought him the swift dazzle of delight. None of the pieces is long; some are very short indeed; but each is an essay in miniature – or one facet of the composite essay on delight, which is after all an emotion definable only through its many causes. Every piece is intensely personal; there is no deliberate seeking for effect here, nor formalized creation of a paper personality; only one writer burbling happily away to himself with a genuine pleasure that brings its own grace to the style. Within the five decades of Priestley's essays, Delight forms a sunny domestic interlude; not surprisingly, most of the pleasures it records have to do with the family, with recollection of boyhood, with the encounters and observations of the private man. The essays which he produced during the next twenty years have been of a different kind; written mainly for the London political review The New Statesman and Nation, they are generally polemical in tone, written as their author remarks, "to challenge and provoke." In their total effect, they add up to an expression of what has perhaps always been J.B. Priestley's fundamental preoccupation as a writer: a concern that life of the people – and particularly the people nearest at hand, in England – should contain a proper human dignity; that we should all, as it were, be given not merely entertaining or reflecting; he is also trying, sometimes most wrathfully, to make his readers think.

FOUNTAINS (From Delight, 1949) Fountains. I doubt if I ever saw one, even the smallest, without some tingling of delight. They enchant me in daytime, when the sunlight ennobles their jets and sprays and turns their scattered drops into diamonds. They enchant me after dark when coloured lights are played on them, and the night rains emeralds, rubies, sapphires. And, best of all, when the last colour is whisked away, and there they are in a dazzling white glory. The richest memory I have of the Bradford Exhibition of my boyhood, better than even the watershute of the Somali Village or the fireworks, is of the Fairy Fountain, which changed colour to the waltzes of the Blue Hungarian Band, and was straight out of the Arabian Nights; and I believe my delight in these magical jets of water, the invention of which does credit to our whole species, is shared by ninety-nine persons out of every hundred. But where are they, these fountains we love? We hunger for them arid are not fed. A definite issue could be made out of this, beginning with letters to the Times continuing with meetings and unanimous resolutions and deputations to Downing Street, and, ending if necessary with processions and mass demonstrations and some rather ugly scenes. What is the use of our being told that we live in a democracy if we want fountains and have no fountains? Expensive? Their cost is trifling compared to; that of so many idiotic things we are given and do not – 47 –

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want. Our towns are crammed with all manner of rubbish that no people in their senses ever asked for, yet where are the fountains? By all means let us have a policy of full employment, increased production, no gap between exports and imports, social security, a balanced This and a planned That, but let us also have fountains – more and more fountains – higher and higher fountains – fountains like wine, like blue and green fire, fountains like diamonds – and rainbows in every square. Crazy? Probably. But with hot wars and cold wars we have already tried going drearily mad. Why not try going delightfully mad? Why not stop spouting ourselves and let it be done for us by graceful fountains, exquisite fountains, beautiful fountains?

LONG TROUSERS (From Delight, 1949) There was a time when merely wearing long trousers brought me delight. In those days, when I must have been about fifteen, I had only one suit – my best with long trousers. My other suits had knee-breeches, buttoning lightly just below the knee and worn with thick long stockings, turned down at the top. There was really nothing wrong with my appearance when I wore these knee-breeches and long stockings for after years of football – I had muscular well-shaped legs – but whenever I wore them I felt I was still imprisoned, a shamefaced giant, in the stale miniature world of childhood Condemned – and I use this term because there were strict rules at home about which suits could be worn – to wear those knee breeches, I felt no glimpse of my real self could catch the town's eye. I might almost have been sent to school in a pram. Conversely I felt that as soon as I put on the long trousers then appearance and reality were gloriously one; I joined the world of men; and without doing anything more than wear these :trousers – leaving the other wretched things at home – I could feel my whole nature expanding magnificently. On the occasional days, when I was allowed to wear the adult trousers to go to school, I almost floated there. Never did eighteen inches of cloth do more for the human spirit. On those mornings now when I seem to stare sullenly at the wreck of a shining world, why do I not remind myself that although I grow old and fat and peevish at least I am wearing my long trousers.

Commentary 1. The essay, as a literary form, is usually spoken of as a peculiar English thing, and as one of the glories of English literature. But in its origin it must always be associated with the great name of Montaigne (1533-1592), a famous French writer, who published the first two books of his Essays in 1580. The meaning of the word essay has been much extended since Montaigne's day and has been used indiscriminately in describing quite different works. The essay as a form of writing that remained popular with Englishspeaking writers and readers. Contemporary English literature abounds in great names who went in for essay-writing. J.B. Priestley who is called by his critics the most accomplished essayist is one of them. – 48 –

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In the United States the use made of the essay has in general followed the English pattern, although the form has been developed more as a vehicle for literary criticism. The classic term essay is usually applied to a tentative and suggestive, as distinguished from a formal and complete, discussion, or treatise; it Indicates a brief, usually prose composition which reveals the author's personality as it gives his contemplations on the meaning of life: the subjective essay; or his observations on various subjects; the objective essay. There are several types of essay: 1. observations which include proverbs, apothegms, aphorisms, maxims; these have been called "the basis of the essay"; 2. the familiar essay which presents some aspect of the personality of the writer as he reacts to his experience and contacts; 3. the character essay which portrays either individual traits, or a type, rank-, or class of person, often emphasizing a particular qualify, common to all – frequently with a moral purpose; 4. the descriptive essay which gives a picture, coloured by the personality of the writer. More formal are: the critical essay which attempts to pass judgement on works of art, character and events of history or on social phenomena; the scientific essay which seeks to present the results of scientific observation – often with conscious intention of popularizing interest' in science; 5. the philosophic, or reflective, essay which springing from meditation, contemplation or sermon presents the reflections of the writer on such truths as are shown chiefly in the realms of religion, philosophy, morals, education, government or history. Other special types of the essay are the narrative, when like the descriptive, it reveals the personality of the writer; the teller; and the editorial – if it is not purely objective. The freedom allowed in style and method makes it hard to draw lines between the different kinds of essay, and it is perhaps unnecessary that rigid classification be made; though failure to do so accounts for vague connotations of the term. As to the structure of the essay it is usually carefully planned. The plan consists of the Introduction, Body and Conclusion. The Introduction may be of a general character and must lead up to the main subject of (he essay. Usually it is not long. The Body of {he essay consists of a number of paragraphs, sometimes a few pages, each developing one of the points noted down in the Introduction. The transition from thought to thought is done through connections. The Conclusion contains some sentences illustrating the author's attitude to what has been said in the main part, it may repeat with some alteration the Introduction. 2. оut of the Arabian Nights Arabian Nights is a collection of tales from Arabia, Persia and India, dating from the 10th century. 3. оur whole species Species (pl. unchanged) – kind; here: mankind. 4. the Times The Times is the name of a British conservative newspaper. 5. deputations to Downing street Downing street is the street in London where the official residence of Prime Minister of Great Britain is situated. – 49 –

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6. our neo-Elizabethan age Neo-Elizabethan age is the time of the rule of Queen Elizabeth II (born 1926), over Great Britain and Northern Ireland. 7. a kind of Renaissance Renaissance is the great revival of art and learning in Europe during the 14th, 15th and 16th centuries. It took for its inspiration much that had been done in ancient Greece and Rome. 8. there's always Francis Bacon Francis Bacon (1561-1626) is a great English lawyer, philosopher, politician and essayist Lord Chancellor in 1621. 9. It must be a moot-point Moot-point (question) one that may be debated or argued; moot – a discussion; a law students' discussion of a hypothetical case. EXERCISE 2.26 Reading comprehension: 1. Speak on essay Fountains. Try to classify it. What can be said about, its structure? 2. What is the main idea of the essay? Is it as simple as it may seem judging by its initial sentence? Prove your point. 3. What can be said about its general slant? Find instances of humour and satire in the text. 4. Find the key-word of the essay, and speak of its role. 5. Characterize the language of the essay, the author's choice of words and such stylistic devices as metaphors, epithets, similes, metonymy, parallel constructions, rhetorical questions and speak of their emotional value. List all artistic devices which help the author create an atmosphere of beauty, illustrate your answer. 6. Comment on the author's conclusion. Compare the Introduction and the Conclusion to the essay and point out the difference between them. 7. What makes essay Long Trousers quite different from the previous one? In what key is the essay written? Give a general definition of the essay and make a brief summary of its contents. 8. What is its theme? Does it raise any serious problems? What problems are dealt with there? Is it justifiably included into the collection entitled Delight? Prove your point. 9. What do we get to know about the author from the essay under discussion? How is he presented in the essay? Can we guess at his age and personality? Would it be right to call him an old grumbler after all? Sum him up. 10. Do you feel a ring of irony in the last sentence of the essay? How is the effect it produces on the reader heightened? 11. Expand on the choice of words and phraseology in the text. What words abound in the text? To what sphere of life do they mainly belong? 12. Make a summary of your comments on the essays presented above. Draw some comparisons. – 50 –

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EXERCISE 2.27 Make up a monologue about the essays above comparing them to each other. EXERCISE 2.28 -06 Watch a film "Self-made millionaire kids go shopping" and write a complex description of every young man’s character basing on their ideas, behaviour, purchases and future plans presented. Use all the speech patterns and vocabulary studied.

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3. THE POWER OF APOLOGY

EXERCISE 2.29 Read the text below and discuss the peculiarities of apologizing with your partner. Compare them with Russian reality. Make your own examples of cases where you should have apologized and where you should have been apologized to.

THE PO WER O F APOLOGY Many people are very sensitive, easily feeling slighted, insulted, ignored or otherwise socially harmed when other people act in ways outside of personal values and social norms. An apology can go a long way to restoring social harmony with them. W ithout apology Left without repair, a person hurt stays hurt. And the greater the hurt felt, the greater and more durable the grievance will be. In fact as the person reflects on the hurt, the pain may grow and the required reparation increases (which is why timely apology is essential). Without apology, it maybe assumed the assailant either does not care or deliberately intended harm. This makes them bad or evil and deserving of significant punishment. W ith apology With due apology, a remarkable amount of sin may be forgiven. The key message is that harm was not intended. Apology also sends a message of care and concern for the other person, further mollifying them. Even a simple 'sorry' can be enough to defuse and restore balance. – 52 –

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Apology in action When the other person goes silent or behaves oddly, probe gently for the cause. Ask them 'What's up?' If they say 'Nothing', describe how they are behaving and wait for a response. If they indicate that you have said or done something to upset them, then you must decide how to respond. The first step is to pause and think. Play out the possible conversation and seek an approach that will get the best long-term effect, not just short-term satisfaction (although this can also be important). There are two goals in apology. First, is to repair feelings and make good in the short term. The longer-term action is to seek ways to prevent the problem ever happening again. There are three basic responses you can use: 1. Accept what they say and apologise fully This can shift the balance of power either way. First and most obviously it can give them power, reinforcing over-sensitivity and encouraging them to demand apology more often. Also, it can demonstrate and strengthen your power. If you apologize without excuse, you show empathy and humility. You defuse argument and demonstrate care for the relationship. You also subtly imply you have enough power to stop them taking advantage of your humility. In this way, powerful people can abase themselves without fear of attack and in so doing increase their power. 2. Explain the situation as a misunderstanding and apologise for your inadequate communication The most common cause of differences between people is misunderstanding which, if cleared up, can resolve much bad feeling. Apologizing for miscommunication often strikes a fair balance that is acceptable for the other person while avoiding accepting an implication of blame that positions you as bad. It gives you power as a seeker of truth, having the integrity of care without caving in when blamed. 3. Reject what they say as not needing any apology This is a common response, often done as coping with a perceived attack. Rejection is a direct use of power that dismisses the right of the other person to feel aggrieved. It rebuffs the attack and may add a counter-attack, for example in suggesting they are over-sensitive or are trying to manipulate you. If this approach succeeds, it may gain a reverse apology from them as they back down. If the other person does not truly feel apology is due, however, they will build a simmering resentment that can appear later in subtle revenge. If dismissal or counter-attack fails, then a full-blown argument may ensue, with elevated emotions, shouting and yet still being unlikely to reach resolution. So what? Learn to apologize well with due humility and you will be forgiven many sins. Learn also to accept apology with grace and without recrimination. – 53 –

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EXERCISE 2.30 Answer the questions: 1. What are the three types of alopogy? 2. What is the role of humour in GB? 3. What does the author think about American Politicians’ speeches? 4. Who is a luvvie? 5. How do the British treat their rights and freedom? 6. What is a popular belief of British humour? 7. What does a phrase "Oh, come off it" mean? 8. What is your conclusion of treating irony/humour in GB? EXERCISE 2.31 Make up a dialogue about a sensitive situation when some kind of apology or another action is extremely needed. EXERCISE 2.32 Read the text about how a mixed martial arts fighter should control his mind and emotions before and during the fight. What do you think are the most devastating feelings fighters can experience? Prove your point.

The skill set you need to know to become a great mixed martial arts fighter is how to control your mind and emotions before and during the fight. If you want to be a great MMA fighter you need to have complete control of your mind and emotions before and during the fight. There are no exceptions to this rule. You might win a fight because you became so excited you just went nuts and started punching, kicking, elbowing, screaming, etc. But you will not win with a World Title without having control of your mind and your emotions. One of the first problems that most beginning MMA fighters have is controlling their minds and emotions before and during the fight. They get too nervous, too excited, they don’t train right. They can’t sleep, can’t eat and can’t perform at their best due to their poor mental conditioning and control of your emotions. It is that way in the MMA World and it is that way in the Real World. You have got to learn to be calm, and remain calm cool and collected to do and be your best. Look at Tiger Woods on the PGA tour. He wins the most for 2 reasons; his mind and his emotions are always under control. He doesn’t win – 54 –

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the most because he is the better player (which he is). He wins the most because he is the "smarter" more "in control" player on the tour. He wins with his mind as much as he wins with his skills. The same thing applies to the MMA fighter. You must learn to control your mind and to control your emotions. How do you learn that this? I believe there are 3 ways; meditation, breathing and practicing wining techniques. From the first day I began my Martial Arts Training over 45 years ago I have practiced these 3 things daily. There is not a day that goes by that I do not practice some form of meditation, breathing or winning technique. Please let me explain. By meditation I mean sitting down and concentrating your mind to a specific thought, idea, technique, or condition. I sit on the floor, or I can do it walking or jogging, and I clear my mind and focus only on a specific thought or technique. I visualize the technique in my mind over and over and see myself doing the technique with precision and power. I also practice Oriental mediation techniques, but I do sit and meditate on a single number, word, or sound. I relax, follow my breath and try to completely clear my mind of any an all other thoughts. I always teach my students to relax their minds with meditation at the end of class and I believe that as a World Class MMA fighter you need to know some meditation techniques. I have an excellent book on it. Oriental Philosophy. The second way to control your mind is by following breathing techniques. I use specific techniques while fighting, walking, jogging or sitting. I follow my breath and I control my breathing. It is Vital that in a fight you control your breathing. For your mind to remain calm, your breath must remain calm. If you lose control of your breathing you lose control of your muscles and you lose control of your mind. Your mind is controlled by your breath. It is the singularly the most important aspect of you being alive right now. Food, water, health, is important, but if you stop breathing you die within 30 seconds. You can go without eating for weeks, water for days, but you die if you don’t get fresh breath in a few minutes. When you deprive your mind of proper breath, you lose control of your mind and that means you lose control of your muscles and fighting techniques and you lose control of the fight. When a fighter is not conditioned properly and runs out of breath (gets winded). They lose control of their mind and muscles and they lose the fight. The third way to control your mind and emotions is with proper training techniques. If you practice right you will fight right. If you practice to win, and know your techniques will work in a fight, you will be calm, cool and collected and you will win 90% of most fights. If you practice stupid moves that look good, but don’t work in a real fight, you will lose your mental confidence, lose your emotional control and lose the fight. In my series of articles on "10 Things I learned from Royce Gracie" I talk about Master Gracie’s extreme calm and confidence during and before a fight, because he knows that the techniques he is going to use work in a real fight. He is confident relaxed and assured of his fight and his success because he practices all 3 things to control his mind and emotions; meditation, breathing and practicing winning techniques. You can do it too! Ted Gambordella EXERCISE 2.33 Make up a monologue about the most difficult situations you have to control your mind and emotions. Use the vocabulary from ex. 1.58. – 55 –

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4. HUMOUR RULES EXERCISE 2.34 Read a text about humour rules and express the main features of British humour.

HUMOUR RULES This heading can be read both in the straightforward sense of ‘rules about humour’ and in the graffiti sense of ‘humour rules, OK!’ The latter is in fact more appropriate, as the most noticeable and important ‘rule’ about humour in English conversation is its dominance and pervasiveness. Humour rules. Humour governs. Humour is omnipresent and omnipotent. I wasn’t even going to do a separate chapter on humour, because I knew that, like class, it permeates every aspect of English life and culture, and would therefore just naturally crop up in different contexts throughout the book. It did, but the trouble with English humour is that it is so pervasive that to convey its role in our lives I would have to mention it in every other paragraph, which would eventually become tedious – so it got its own chapter after all. There is an awful lot of guff talked about the English Sense of Humour, including many patriotic attempts to prove that our sense of humour is somehow unique and superior to everyone else’s. Many English people seem to believe that we have some sort of global monopoly, if not on humour itself, then at least on certain ‘brands’ of humour – the high-class ones such as wit and especially irony. My findings indicate that while there may indeed be something distinctive about English humour, the real ‘defining characteristic’ is the value we put on humour, the central importance of humour in English culture and social interactions. In other cultures, there is ‘a time and a place’ for humour; it is a special, separate kind of talk. In English conversation, there is always an undercurrent of humour. We can barely manage to say ‘hello’ or comment on the weather without somehow contriving to make a bit of a joke out of it, and most English conversations will involve at least some degree of banter, teasing, irony, understatement, humorous self-deprecation, mockery or just silliness. Humour is our ‘default mode’, if you like: we do not have to switch it on deliberately, and we cannot switch it off. For the English, the rules of humour are the cultural equivalent of natural laws – we obey them automatically, rather in the way that we obey the law of gravity.

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THE IMPORTANCE OF NOT BEING EARNEST RULE At the most basic level, an underlying rule in all English conversation is the proscription of ‘earnestness’. Although we may not have a monopoly on humour, or even on irony, the English are probably more acutely sensitive than any other nation to the distinction between ‘serious’ and ‘solemn’, between ‘sincerity’ and ‘earnestness’. This distinction is crucial to any kind of understanding of Englishness. I cannot emphasize this strongly enough: if you are not able to grasp these subtle but vital differences, you will never understand the English – and even if you speak the language fluently, you will never feel or appear entirely at home in conversation with the English. Your English may be impeccable, but your behavioural ‘grammar’ will be full of glaring errors. Once you have become sufficiently sensitized to these distinctions, the Importance of Not Being Earnest rule is really quite simple. Seriousness is acceptable, solemnity is prohibited. Sincerity is allowed, earnestness is strictly forbidden. Pomposity and self-importance are outlawed. Serious matters can be spoken of seriously, but one must never take oneself too seriously. The ability to laugh at ourselves, although it may be rooted in a form of arrogance, is one of the more endearing characteristics of the English. (At least, I hope I am right about this: if I have overestimated our ability to laugh at ourselves, this book will be rather unpopular). To take a deliberately extreme example, the kind of hand-on-heart, gushing earnestness and pompous, Biblethumping solemnity favoured by almost all American politicians would never win a single vote in this country – we watch these speeches on our news programmes with a kind of smugly detached amusement, wondering how the cheering crowds can possibly be so credulous as to fall for this sort of nonsense. When we are not feeling smugly amused, we are cringing with vicarious embarrassment: how can these politicians bring themselves to utter such shamefully earnest platitudes, in such ludicrously solemn tones? We expect politicians to speak largely in platitudes, of course – ours are no different in this respect – it is the earnestness that makes us wince. The same goes for the gushy, tearful acceptance speeches of American actors at the Oscars and other awards ceremonies, to which English television viewers across the country all respond with the same finger-down-throat ‘I’m going to be sick’ gesture. You will rarely see English Oscar-winners indulging in these heart-on-sleeve displays – their speeches tend to be either short and dignified or self-deprecatingly humorous, and even so they nearly always manage to look uncomfortable and embarrassed. Any English thespian who dares to break these unwritten rules is ridiculed and dismissed as a ‘luvvie’. And Americans, although among the easiest to scoff at, are by no means the only targets of our cynical censure. The sentimental patriotism of leaders and the portentous earnestness of writers, artists, actors, musicians, pundits and other public figures of all nations are treated with equal derision and disdain by the English, who can spot the slightest hint of self-importance at twenty paces, even on a grainy television picture and in a language we don’t understand. – 57 –

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THE ‘OH, COME OFF IT!’ RULE The English ban on earnestness, and specifically on taking oneself too seriously, means that our own politicians and other public figures have a particularly tough time. The sharp-eyed English public is even less tolerant of any breaches of these rules on home ground, and even the smallest lapse – the tiniest sign that a speaker may be overdoing the intensity and crossing the fine line from sincerity to earnestness – will be spotted and picked up on immediately, with scornful cries of ‘Oh, come off it!’ And we are just as hard on each other, in ordinary everyday conversation, as we are on those in the public eye. In fact, if a country or culture could be said to have a catchphrase, I would propose ‘Oh, come off it!’ as a strong candidate for England’s national catchphrase. Jeremy Paxman’s candidate is ‘I know my rights’ – well, he doesn’t actually use the term catchphrase, but he refers to this one frequently, and it is the only such phrase that he includes in his personal list of defining characteristics of Englishness. I take his point, and ‘I know my rights’ does beautifully encapsulate a peculiarly English brand of stubborn individualism and a strong sense of justice. But I would maintain that the armchair cynicism of ‘Oh, come off it!’ is more truly representative of the English psyche than the belligerent activism suggested by ‘I know my rights’. This may be why, as someone once said, the English have satire instead of revolutions. There have certainly been brave individuals who have campaigned for the rights and freedoms we now enjoy, but most ordinary English people now rather take these for granted, and prefer sniping, pinpricking and grumbling from the sidelines to any sort of active involvement in defending or maintaining them. Many cannot even be bothered to vote in national elections, although the pollsters and pundits cannot seem to agree on whether our shamefully low turnout is due to cynicism or apathy – or, the most likely answer, a bit of both. Most of those who do vote, do so in much the same highly sceptical spirit, choosing the ‘best of a bad lot’ or the ‘lesser of two evils’, rather than with any shining-eyed, fervent conviction that this or that party is really going to make the world a better place. Such a suggestion would be greeted with the customary ‘Oh, come off it!’ Among the young and others susceptible to linguistic fads and fashions, the current response might be the ironic ‘Yeah, right’ rather than ‘Oh, come off it!’ – but the principle is the same. Similarly, those who break the Importance of Not Being Earnest rule are described in the latest slang as being ‘up themselves’, rather than the more traditional ‘full of themselves’. By the time you read this, these may in turn have been superseded by new expressions, but the underlying rules and values are deep-rooted, and will remain unchanged.

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IRONY RULES The English are not usually given to patriotic boasting – indeed, both patriotism and boasting are regarded as unseemly, so the combination of these two sins is doubly distasteful. But there is one significant exception to this rule, and that is the patriotic pride we take in our sense of humour, particularly in our expert use of irony. The popular belief is that we have a better, more subtle, more highly developed sense of humour than any other nation, and specifically that other nations are all tediously literal in their thinking and incapable of understanding or appreciating irony. Almost all of the English people I interviewed subscribed to this belief, and many foreigners, rather surprisingly, humbly concurred. Although we seem to have persuaded ourselves and a great many others of our superior sense of irony, I remain, as I have already indicated, not entirely convinced. Humour is universal; irony is a universally important ingredient of humour: no single culture can possibly claim a monopoly on it. My research suggests that, yet again, the irony issue is a question of degree – a matter of quantity rather than quality. What is unique about English humour is the pervasiveness of irony and the importance we attach to it. Irony is the dominant ingredient in English humour, not just a piquant flavouring. Irony rules. The English, according to an acute observer of the minutiae of Englishness 18, are conceived in irony. We float in it from the womb. It’s the amniotic fluid … Joking but not joking. Caring but not caring. Serious but not serious.’ It must be said that many of my foreign informants found this aspect of Englishness frustrating, rather than amusing: ‘The problem with the English,’ complained one American visitor, ‘is that you never know when they are joking – you never know whether they are being serious or not’. This was a businessman, travelling with a female colleague from Holland. She considered the issue frowningly for a moment, and then concluded, somewhat tentatively, ‘I think they are mostly joking, yes?’ She had a point. And I felt rather sorry for both of them. I found in my interviews with foreign visitors that the English predilection for irony posed more of a problem for those here on business than for tourists and other pleasureseekers. J. B. Priestley observed that: ‘The atmosphere in which we English live is favourable to humour. It is so often hazy, and very rarely is everything clear-cut’. And he puts ‘a feeling for irony’ at the top of his list of ingredients of English humour. Our humour-friendly atmosphere is all very well if you are here on holiday, but when you are negotiating deals worth hundreds of thousands of dollars, like my hapless informants quoted above, this hazy, irony-soaked cultural climate can clearly be something of a hindrance. – 59 –

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For those attempting to acclimatize to this atmosphere, the most important ‘rule’ to remember is that irony is endemic: like humour in general, irony is a constant, a given, a normal element of ordinary, everyday conversation. The English may not always be joking, but they are always in a state of readiness for humour. We do not always say the opposite of what we mean, but we are always alert to the possibility of irony. When we ask someone a straightforward question (e.g. ‘How are the children?’), we are equally prepared for either a straightforward response (‘Fine, thanks.’) or an ironic one (‘Oh, they’re delightful – charming, helpful, tidy, studious …’ To which the reply is ‘Oh dear. Been one of those days, has it?’). EXERCISE 2.35 What do you think about Russian way of humour? Express your ideas in a monologue. Use several examples of Russian humour display you watch on TV.

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DETECTIVE WARM UP SECTION

Detective riddles. Detective riddles tell you a story and require you to figure out what is suspicious or wrong with what you’ve read. If you like doing detective work, you will love these riddles. 1. Romantic Journey Mr. and Mrs. Clyde went on a trip to the mountains. But 2 days later, Mr. Clyde returned home alone. He went to the police and said that Mrs. Clyde had fallen to her death. The next day, Detective Stevens visited Mr. Clyde and arrested him for his wife’s murder. Clyde confessed his guilt and asked the detective how he’d found out he was the murderer. Stevens said he’d simply called a travel agent and asked for some information. What did the travel agent say to the detective? 2. Climbing Trip A couple went on for a climbing trip. But only the husband returned from the vacation and said that his wife slipped off while climbing and died. On investigating, the local sheriff arrested him saying, “Your travel agent called. You murdered your wife.” The man did not inform anyone about the trip. Then how did the agent was so sure that it is a murder? 3. Homicide Detective A homicide detective is called at a crime scene. A man is lying dead in front of an abandoned building. It is believed that the man jumped out of a window off the abandoned building and committed suicide. – 61 –

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The detective asks his team to collect evidence and he heads towards the building. He goes to the first floor and towards the room that is on the front side. Inside the room, he lights a cigarette, walks towards the window facing the dead body, opens the window and throws out the cigarette. He then goes to the second floor and repeats the same process. He keeps doing the same thing till he is done with all the floors and then takes the lift to the ground floor. Upon reaching there, he informs the team that it is not a suicide but a murder. How did he know that it was a not a suicide? 4. Who Stole the Money A man placed a $100 dollar bill on his desk and left for work. When he returned back the money was gone. He has three suspects: the cook, the maid and the electrician. The cook said he put the bill under a book on his desk to keep it safe. The man checked and it is no longer there. The maid said she moved the bill to the inside of the book between page 1 and 2 while she was cleaning. Again, the man checked the book and there was nothing between page 1 and 2. The electrician said he saw the bill sticking out of the book and he moved it between page 2 and 3 to keep it safe. Who stole the money? 5. Hotel Room A woman was in her hotel room when suddenly there’s a knock on the door. She opened the door to see a man whom she had never seen before. He said, “I’m sorry, I have made a mistake, I thought this was my room.” He then went down the corridor and in the elevator. The woman went back into her room and phoned security. Why was the woman so suspicious? 6. Japanese Ship Thief A Japanese ship was en route in the open sea. The Japanese captain went for a shower removing his diamond ring and Rolex watch on the table. When he returned, his valuables were missing. The captain immediately called the five suspected crew members and asked each one where and what he was doing for the last 15 minutes. The Filipino cook in a heavy overcoat said, “I was in fridge room getting meat for cooking.” The Indian Engineer with a torch in hand said, “I was working on generator engine.” The Sri Lankan seaman said, “I was on the mast (top of the ship) correcting the flag which was upside down by mistake.” The British radio officer said, “I was messaging to company that we are reaching the next port in 72 hours.” From now that is Wednesday morning at 10 AM. The British navigation officer said, “I am on night watch, so sleeping in my cabin.” The captain caught the thief who apparently lied. So who is the thief? – 62 –

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7. Poisoned Apple Lucretia Borgia invited a prospective victim to lunch. They ate a hearty meal of roast venison, with a selection of fresh vegetables, all washed down with the finest wine imported from Bordeaux in France. After the meal they finished off with figs and grapes freshly picked. “Just one apple left”, said Lucretia, “I insist you have that. “No”, said the guest, “I couldn’t”. “Tell you what”, said Lucretia, “we will share it”, and promptly sliced it neatly in two with her sharpest knife. The guest and Lucretia started to eat their respective halves when suddenly the guest’s eyes rolled towards the ceiling and he keeled over backwards stone dead. “Another victim successfully despatched,” thought Lucretia. Why was Lucretia not poisoned after eating the apple? 8. Car Accident Two cars were involved in an accident in the center of town. The man who was driving a little green car, had overtaken a big black car. The driver had misjudged the distance between him and the on-coming traffic and had to swerve back in, causing the black car to swerve and crash into a shop window. When the occupants of the cars were examined everyone in the green car was okay, but in the black car was one dead man. However, the driver of the green car was not charged with manslaughter, why was this so? 9. Ex-Wife Murder “Who shot her?” cried Rogers as he rushed into the hospital three minutes after his ex-wife died from a bullet through her head. “Just a minute, Mr. Rogers,” said Professor Stiggins. “We’ll have to ask you a few questions-routine, you know. Although divorced for the past six months, you have been living in the same house with your ex-wife, have you not?” “That’s right,” replied Rogers. “Had any trouble recently?” “Well, yesterday, when I told her I was going on a business trip, she threatened to commit suicide. In fact, I grabbed a bottle of iodine from her as she was about to drink it. When I left last evening at seven, however, telling her I was spending the night with friends in Sewickley, she made no objection. Returning to town this afternoon,” continued Rogers, “I called my home and the maid answered.” “Just what did she say?” inquired Stiggins. “‘Oh, Mr. Rogers, they took poor mistress to St. Ann’s Hospital abbout half an hour ago. Please hurry to her.’ “She was crying, so I couldn’t get anything else out of her; then I hurried here. Where is she?” “The nurse will direct you,” said Stiggins with a nod. “A queer case, this, Professor,” said Inspector Kelley. “These moderns are a little too much for me, I’m afraid. A man and woman living together after being divorced six months!” “A queer case indeed, Inspector,” mused the professor, “and you’d better detain Mr. Rogers. If he didn’t shoot her himself, I’m confident he knows who did.” Why did the professor advise the Inspector to detain Rogers? – 63 –

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10. Iced Tea Two girls ate dinner together. They both ordered iced tea. One girl drank them very fast and had finished five in the time it took the other to drink just one. The girl who drank one died while the other survived. However, all of the drinks that were served turned out to contain poison. How did the girl who drank the most survive? 11. Murder in School It was the first day of school when a young girl was found dead in the classroom. Police had identified four suspects. The Dean claimed that he was in his office the whole day. The Maths teacher claimed that she was giving the midterm exam results to her students. The clerk claimed that he was bringing the mails. The janitor claimed that he was cleaning the toilet on the first floor. Who was lying? 12. YYURYYUBICURYY4ME You intercepted this coded message sent by an enemy operative: YYURYYUBICURYY4ME What message is he sending? 13. Agents Yellow, Red and Green Agents Yellow, Red and Green each have a green badge, a yellow badge and a red badge, but none of them has a badge color that matches their name. They met when called to a conference at headquarters. The Agent with the Green badge said “I have a license to kill!” to which Agent Red replied sarcastically: “What, time?” What color is each Agent’s badge? 14. Delinquent Decision Five children were playing kickball. One of the five broke a window. When questioned about the incident, each child made three statements of which two were true and one was false. The statements are given below. Joe: 1. I didn’t do it. 2. Sally will tell who did it. 3. One of us is in big trouble. Matt: 1. Joyce did it. 2. I didn’t do it. 3. I don’t even like to play kickball. Vince: 1. I didn’t do it. 2. Joyce and I are good friends. 3. Sally doesn’t know who did it. Joyce: 1. Matt lied when he said I broke the window. 2. I never saw Vince before today. 3. I never broke a window in my life. – 64 –

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Sally: 1. I saw Joyce break it. 2. I didn’t break the window. 3. I want to go home. Who broke the window? 15. Burglary Report The Johnsons have just reported a robbery. “All the wife’s jewels are missing. You’ll want to check inside for fingerprints,” Mr. Johnson said to the policeman, pointing to the broken window glasses on the outside of the house. The burglar presumably entered the house by breaking through the window. The policeman noticed that the inside of the house had a number of very tiny pieces of window glass particles scattered around near the broken window area and replied, “That won’t be necessary. There’s been no burglary.” What made the policeman so sure? 16. Three Spies Three spies, suspected as double agents, speak as follows when questioned: Albert: “Bertie is a mole.” Bertie: “Cedric is a mole.” Cedric: “Bertie is lying.” Assuming that moles lie, other agents tell the truth, and there is just one mole among the three, who is the mole? 17. Famous Chemist Murdered A very famous chemist was found murdered in his kitchen today. The police have narrowed it down to six suspects. They know it was a two man job. Their names: Felice, Maxwell, Archibald, Nicolas, Jordan, and Xavier. A note was also found with the body: ’26-3-58/28-27-57-16′. Who are the killers? 18. Innocent Adam Adam killed his wife in front of so many people. Yet, no one has the power to accuse him of the murder and send him to prison for his crime. How is this possible? 19. Incontrovertible Proof A woman has incontrovertible proof in court that her husband was murdered by her sister. The judge declares, “This is the strangest case I’ve ever seen. Though it’s a cut-and-dried case, this woman cannot be punished.” How can this possibly be? 20. Case Dismissed A lawyer argued for $1,000,000 damages based on the following claim: His client went to an art museum, where he saw a painting of Marie Antoinette on a guillotine. He fell asleep and dreamed of the painting. At the museum’s closing time, a guard tapped him on the neck just as he dreamed of the guillotine beheading Marie Antoinette. The tap provoked immediate cardiac arrest and a fatal heart attack immediately following, because he associated the tap with the guillotine blade. The judge dismissed the case. Why? – 65 –

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ЗАКЛЮЧЕНИЕ

Изучение межличностной сферы общения в английской культуре, лексика, фразеология и коммуникативные стратегии которой представлены в данном пособии, характеризуется высоким уровнем сложности. Это проявляется на различных уровнях. На уровне лексики наблюдается множество синонимов, большое количество полисемантичных слов, многие из которых уже знакомы студентам в других значениях, обилие стилистически окрашенной лексики. Поэтому работа с представленными в пособии лексемами предполагает не столько заучивание, сколько осмысленное освоение слова на основе тщательного анализа его семантической структуры, лексической валентности и парадигматических связей. На уровне фразеологии межличностная сфера общения, в отличие от других, изобилует идиомами, многие из которых не имеют эквивалентов в русском языке, либо имеют в основе совершенно другие образы, что также осложняет их освоение. На когнитивном уровне проблемы изучения межличностной сферы общении связаны со значительным различием в языковой концептуализации действительности в русской и английской культурах. Это обусловлено, прежде всего, тем, что большинство лексем и фразеологизмов этой сферы общения представляют собой номинации не конкретных объектов, а абстрактных понятий (отношений, эмоций, личностных характеристик). Отсюда вытекает необходимость интенсивной работы с толковыми словарями и крайне осторожного использования переводных словарей в учебном процессе. Принимая во внимание всё вышеизложенное, в этом пособии акцент сделан на освоение не только языковых единиц и дискурсивных формул английского языка, но и на изучение особенностей британского менталитета, а также аналитическую работу по его сопоставлению с основными чертами русского менталитета. Значительную помощь в изучении языковой картины мира носителей английской культуры оказывает работа с идиоматическими выражениями, а также анализ семантической структуры многозначных слов, производные значение которых чаще всего образованы путём метонимического или метафорического переноса.

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KEYS

EXERCISE 1.3 smooth skin perfect teeth, perfect bone structure, perfect skin sparkling teeth, sparkling eyes full lips a big nose, a big smile a turned-up nose good teeth, good bone structure, good skin, good cheekbones high cheekbones a square jaw dimples in the cheeks EXERCISE 1.16 1. had 2. having 3. have 4. had 5. had 6. had 7. having 8. had 9. had

a) b) c) d) e) f) g) h) i)

EXERCISE 1.24 sensitive, trustworthy sensible laid-back stand-offish straight, open-minded mature enigmatic down-to-earth self-centred

EXERCISE 1.26 flexibility, liveliness, friendliness, compatibility, sadness, generosity, weakness, maturity, sexiness. – 67 –

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EXERCISE 1.27 absent-minded big-headed self-assured stuck-up

easy-going two-faced

quick-witted warm-hearted

EXERCISE 1.49 1. I have been looking over your resume – Я просматривала Ваше резюме. 2. I have to say I’m very impressed – Должна сказать, я под впечатлением. 3. You are overqualified to be an accountant – Ваша квалификация слишком высока, чтобы быть бухгалтером. 4. I don’t intend to work very hard – Я не собираюсь работать усердно. 5. I have a wide variety of extremely annoying personal habits – у меня множество чрезвычайно раздражающих индивидуальных привычек. 6. Absolutely no sense of hygiene – абсолютно никакого чувства санитарной культуры. 7. I don’t feel like you are the correct person for this position – мне кажется, вы не подходите для данной должности. 8. I quit – Я увольняюсь. 9. Like I would ever work here – как будто бы я здесь работала бы. 10. Like I would ever hire you – как будто бы я Вас наняла бы. 11. I wouldn’t ever give you the opportunity to quit because I would fire you – Я бы не предоставила Вам возможность уволиться, потому что я бы сама Вас уволила бы. 12. Prove it! – Докажите! 13. Ok. You’ve got the job. – Хорошо. Работа ваша. 14. Now it is my pleasure to inform you… – А теперь рада сообщить Вам… 15. You offered me the job that I never accepted – Вы предложили мне работу, которую я так и не приняла. 16. It’s very tedious – Это очень утомительно. 17. I think it’s a regressive career move – Полагаю, это обратный карьерный ход. 18. What can we do to get you to come work for us? – Что мы должны сделать, чтобы вы согласились работать на нас? 19. A raise – Повышение заработной платы. 20. 200 dollars an hour – 200 долларов в час. 21. You promise you won’t quit? – Вы обещаете, что не уволитесь? 22. I’m sure I’m going to want to (fire the employee) – Уверена, я буду все еще хотеть (уволить работника). 23. So we have a deal? – Итак, договорились? 24. I’ve already been an accountant here – Я уже побыла здесь бухгалтером. 25. I feel like growing in position – Я бы хотела вырасти в должности. – 68 –

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26. Want something higher – Хочу более высокую должность. 27. Junior vice-president – младший вице-президент. 28. That doesn’t make sense – Это бессмысленно. 29. I regret that I have to fire you – С сожалением, вынуждена уволить Вас. 30. I can’t help but notice – Не могу не заметить. 31. As Head of Personnel you’ve been hiring some very strange people lately – В должности Руководителя отдела кадров вы нанимали очень странных людей последнее время. 32. At 200 dollars an hour – С оплатой 200 долларов в час. 33. What am I supposed to do without the job? – Что же мне делать без работы? 34. We do have a new position opening up in Head of Personnel – У нас как раз открывается вакантная должность Руководителя отдела кадров. 35. Do you have any experience? – У Вас есть опыт? EXERCISE 2.23 1. «Под погодой» (Under the weather) Что это значит? Чувствовать себя плохо, болеть. Как использовать? В Англии любят говорить о погоде и делают это довольно часто, но не дайте себя обмануть этой распространенной фразой. Если кто-то говорит, что чувствует себя «под водой», вашим ответом должно быть «Надеюсь, что скоро вам станет лучше!», а не «Хотите взять мой зонт?» 2. «Мяч на твоей стороне корта» (The ball is in your court) Что это значит? Решать тебе. Как использовать? Все зависит от вас. Идиома скорее относится к жизни, чем к спорту. У вас есть «мяч», т.е. ваше решение и кто-то, ждущий этого решения. 3. «Рассыпать фасоль» (Spill the beans) Что это значит? Раскрыть тайну. Как использовать? Если вы расскажете о секретной вечеринке тому, для кого она организовывается, вы «просипите фасоль» или «выпустите кота из мешка». Секрет больше не будет секретом. 4. «Сломать ногу» (Break a leg) Что это значит? Пожелать кому-то удачи. Как использовать? Эта идиома часто сопровождается поднятым большим пальцем. «Сломай ногу!» – это подбадривающее пожелание удачи. 5. «Тянуть чью-то ногу» (Pull someone`s leg) Что это значит? Пошутить. Как использовать? Это отличная фраза для запоминания, если вы любите пошутить. Используйте ее в контексте: «Расслабься, я шучу (pull your leg)!» или «Подожди, ты шутишь?» – 69 –

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6. «Сесть на забор» (Sit on the fence) Что это значит? Быть нерешительным. Как использовать? Если вы «сели на забор», вы не смогли сделать выбор. «I’m on the fence about hot yoga classes» переводится как «Я не уверен, нравится ли мне горячая йога». 7. «В горе и в радости» (Through thick and thin) Что это значит? Быть верным, несмотря ни на что. Как использовать? Часто используется в отношении близких людей. «В горе и в радости» значит, что вы будете на стороне ваших любимых всегда, что бы ни случилось. 8. «Раз во время голубой луны» (Once in a blue moon) Что это значит? Редко. Как использовать? Эта очаровательная фраза используется, чтобы описать что-то, что не происходит часто. Например, «Я редко (Once in a blue moon) вспоминаю, что надо позвонить моим родителям, когда отдыхаю за границей. 9. Это лучшая вещь со времен нарезанного хлеба (It`s the best thing since sliced bread) Что это значит? Это что-то очень хорошее. Как использовать? Нарезанный хлеб, должно быть, произвел революцию в Англии, потому что с тех пор использовался как обозначение отличных вещей. 10. «Прими это с щепоткой соли» (Take it with a pinch of salt) Что это значит? Не принимай это близко к сердцу. Как использовать? «Я слышал, что сейчас слоны умеют летать, но Сэм часто придумывает истории, так что я не принимаю их слишком близко к сердцу (take it with a pinch of salt)». 11. «И в дождь и в солнце» (Come rain or shine) Что это значит? Несмотря ни на что. Как использовать? Вы точно сделаете что-то, в независимости от погоды или любой другой ситуации. Например, «Я приду на твой футбольный матч, не смотря ни на что (come rain or come shine)». 12. «Потухнуть в огне» (Go down in flames) Что это значит? Провалиться с треском. Как использовать? Перевод фразы очевиден. «Я провалился (go down in flames) на этом экзамене, мне надо было лучше выучить английские идиомы». 13. «Ты можешь повторить это еще раз» (You can say that again) Что это значит? Это правда. Как использовать? Обычно говорится тогда, когда вы согласны с чем-то. Когда ваш друг скажет: «Райан Рейнольдс потрясающий!», вы можете ответить: «Это правда (you can say that again)!» 14. «Смотреть глаза в глаза» (See eye to eye) Что это значит? Полностью быть согласным с кем-то. Как использовать? Мы не предлагаем уставиться на кого-то. «See eye to eye» значит быть согласным с кем-то. – 70 –

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15. «Запрыгнуть на грузовик с оркестром» (Jump on the bandwagon) Что это значит? Следовать трендам. Как использовать? Когда человек присоединяется к чему-то популярному или делает что-то, потому что это круто. Пример: «Ей вообще не нравятся тосты с авокадо. Она просто следует тренду (jump on the bandwagon). 16. «Прав как дождь» (Right as rain) Что это значит? Идеально. Как использовать? Еще одна идиома, основанная на погоде, но это более хитрая. Мы жалуемся на дождь, но «right as rain» на самом деле позитивная фраза. «Все идеально!» может быть ответом на вопрос «как дела». 17. «Ходить вокруг куста» (Beat around the bush) Что это значит? Избегать что-то сказать. Как использовать? «Ходить вокруг куста» – это когда вы говорите какую-то чушь, чтобы избежать вопроса, потому что вы не хотите высказывать свое мнение или честно отвечать. 18. «Отправиться в мешок» (Hit the sack) Что это значит? Отправиться спать. Как использовать? Эту идиому очень легко использовать. «Я устал, самое время пойти спать (hit the sack). 19. «Пропустить лодку» (Miss the boat) Что это значит? Слишком поздно. Как использовать? Используйте эту идиому, когда вы опустили какую-то возможность. «Я забыл подать заявление на поступление в зарубежный вуз, сейчас уже слишком поздно (miss the boat).» 20. «Кожей ваших зубов» (By the skin of your teeth) Что это значит? Едва, еле-еле. Как использовать? «Фух, я еле-еле (by the skin of your teeth) сдал экзамен!» Надеюсь, что вы справитесь с вашими экзаменами, но если вы коекак их сдаете, то используйте эту идиому. EXERCISE 2.24 1–7 2 – 18 3–8 4–1 5 – 19 6–4 7–9 8 – 10 9 – 20 10 – 2

11 – 5 12 – 11 13 – 12 14 – 3 15 – 13 16 – 14 17 – 6 18 – 15 19 – 16 20 – 17

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DETECTIVE RIDDLES 1. The travel agent told the detective that Mr. Clyde bought 2 plane tickets to the mountains but only one return ticket. 2. The man bought only a one way ticket for his wife whereas he bought a two way ticket for himself. It means that he was sure that he will be returning alone. 3. If the man had committed suicide, the window that he jumped from should have been left opened. But all the windows facing the dead body were closed. This means that someone closed the window after the man died. 4. The electrician stole the money. If the man checked for the money between page 1 and 2 of the book, then page 2 and 3 will be opposite sides of a single page and will not be able to hold the money. 5. Because the woman suspected that if he really thought it was his room then he wouldn’t have knocked at the door. The man might have an intention to break in, in order to steal something, if no one was in the room. He knocked to make sure that no one was in there. 6. The thief is the Sri Lankan seaman. They are on a Japanese ship, so it will bear a Japanese flag. The Japanese flag will look the same upside down. 7. Lucretia used a knife coated with just on one edge with cyanide/poison. When she sliced the apple in two, only the victim’s half was poisoned. 8. The black car was a hearse and was on its way to a funeral. 9. Rogers could not have known that his ex-wife had been shot unless he had the guilty knowledge of the crime. The maid did not say why she had been taken to the hospital. Yet Rogers’ first words on entering the hospital were, "Who shot her?" 10. The poison was in the ice. When the girl drank the iced tea, the ice was still fully frozen. Gradually, as the ice cubes melted the poison was released into the drink. 11. The Maths teacher was lying. She cannot be giving the midterm exam results on the first day of school. 12. Too wise you are, too wise you be, I see you are too wise for me. 13. Note that it’s the agent with the Green badge and not Agent Green talking to Agent Red. As the agent with the green badge has spoken to Agent Red, we know that Agent Red doesn’t have a green badge. We already know he doesn’t have a red badge. Therefore he has a yellow badge. The agent with the green badge cannot be Agent Red, nor can he be Agent Green, therefore he is Agent Yellow. So Agent Yellow has a Green badge, and Agent Red has a yellow badge, meaning Agent Green must have a red badge. – 72 –

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14. Vince did it. Joyce’s statements 1 and 3 must be true. If she had broken the window, both statements would have been false. But since each child told only one lie, these two statements must be true. Therefore, Joyce’s statement 2 is the one that is false. The statement of all the other children can then be proven true or false using this information. Since we know that Joyce’s statement 2 is false, Sally’s statement 1 and Matt’s statement 1 have to be false. Joe’s statement 2 has to be false, since Sally did not tell who did it. Now we are left only with Vince. 15. When a window is broken from the outside by a thief, most of the glass will be found on the inside of the house, not on the outside of the house. 16. Bertie is the mole. Both Albert and Cedric are telling the truth. When Albert said, "Bertie is a mole," he was telling the truth, and giving the correct answer. When Bertie said, "Cedric is a mole," he was lying, as he himself is a lying mole. When Cedric responded, "Bertie is lying," he was telling the truth, and also affirming that Bertie was lying. 17. Felice and Nicholas are the murderers. The numbers correspond to atomic numbers on the periodic table of elements: ‘Fe-Li-Ce/Ni-Co-La-S’. 18. Adam is a hangman or executioner by profession. Apparently, his wife has been sentenced to death and he had to do it with his own hands. 19. The sisters are siamese (conjoined) twins. 20. If the client died in his sleep, there would be no way of knowing what he was dreaming.

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УЧЕБНО-МЕТОДИЧЕСКОЕ И ПРОГРАММНОЕ ОБЕСПЕЧЕНИЕ

Основная литература 1. Грамматика английского языка. Морфология. Синтаксис : учеб. пособие для студентов пед. вузов / Н.А. Кобрина [и др.]. – 2-е изд., доп. и перераб. – СПб. : СОЮЗ, 1999. – 496 с. 2. Практический курс английского языка. 3-й курс : учеб. для студентов пед. вузов ; под ред. В.Д. Аракина. – 4-е изд., перераб. и испр. – М. : Владос [и др.], 2001. – 430, [1] с. 3. Inside Out : Student's Book / S. Kay, V. Jones. – Oxford : Macmillan Heinemann, 2001. – 159 р.

Дополнительная литература 4. K. Fox. Watching the English: The hidden rules of English behaviour / K. Fox. – М. : Рипол Классик, 2008. – 283 с.

Интернет-ресурсы 5. Мультитран. URL: https://www.multitran.ru/ (дата обращения 21.05.2018). 6. 20 английских идиом, которые должен знать каждый. URL: https://www.ef.ru/ blog/language/20-anglijskih-idiom/?j=403054&sfmc_sub=24796825&l=10_ HTML&u=5776537&mid=7279177&jb=54&source=007903,SL__MULTI_ NTBC_JB_EMAIL_1751&cs=interest&sk=RUM-CUS-10609487&cm_ven= ExactTarget (дата обращения 21.05.2018). 7. Annoying things girls do. URL: https://www.youtube.com/watch?v=h8EDh_2eBvw (дата обращения 21.05.2018). 8. Camridge Advanced Learner’s Dictionary. URL: http://dictionary.cambridge.org/ dictionary/british/ (дата обращения 21.05.2018). 9. Detective riddles. URL: https://www.riddleministry.com/detective-riddles/page/2/ (дата обращения 21.05.2018). 10. Gambordella T. 10 things to be a Mixed Martial Arts fighter part 8: Control your mind and emotions. URL: https://www.usadojo.com/10-things-to-be-amixed-martial-arts-fighter-part-8-control-your-mind-and-emotions/ (дата обращения 27.05.2018). 11. Interview with an applicant – Sketch comedy. URL: https://www.youtube.com/ watch?v=7W_qrc-TkR8 (дата обращения 21.05.2018). – 74 –

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12. Macmillan Dctionary and Thesaurus. URL: http://www.macmillandictionary.com/ (дата обращения 21.05.2018). 13. Reading Club Pre-Intermediate: Louise by S. Maugham. URL: http://www. lingvistov.ru/blog/reading-club/reading-club-pre-intermediate-louise-by-s-maugham/ (дата обращения 21.05.2018). 14. Self-made millionaire kids go shopping. URL: https://www.youtube.com/watch? v=u335PB4YNEg (дата обращения 21.05.2018). 15. Stupid things boys do. URL: https://www.youtube.com/watch?v= XdTpCBnsink&t= 176s (дата обращения 21.05.2018). 16. The power of apology. URL: http://changingminds.org/explanations/ relationships/power_apology.htm (дата обращения 21.05.2018). 17. Weird things all British people do. URL: https://www.youtube.com/watch?v=5X71qgVHS8&t=218s (дата обращения 21.05.2018).

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СОДЕРЖАНИЕ

Предисловие ................................................................................................. 3 Unit I. Appearance and character ............................................................... 1. Is beauty in the eye of the beholder? ........................................................... 2. Surgery changed my life! ............................................................................ 3. Your dream partner… in five minutes! ........................................................

7 7 14 16

Unit II. Feelings and emotions ..................................................................... 1. Louise ........................................................................................................ 2. John Boynton Priestley. Fountains. Long Trousers ...................................... 3. The Power of Apology ................................................................................ 4. Humour Rules ............................................................................................

33 33 46 52 56

Detective warm up section .............................................................................. 61 Заключение ................................................................................................... 66 Keys ............................................................................................................... 67 Учебно-методическое и программное обеспечение .................................... 74

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CHARACTERS, FEELINGS, EMOTIONS AND SOMETHING UP YOUR SLEEVE Учебно-методическое пособие Направление подготовки 44.03.05 Педагогическое образование (с двумя профилями подготовки) Направленность «Иностранные языки»

Дизайн обложки С.М. Десяткова Техническая редакция, вёрстка С.М. Десяткова Сдано в печать 10.10.2018 г. Формат 70100/16 Печать цифровая. Гарнитура Times NR Тираж 38 экз. Заказ № 43. Авт.л. 5,6 Редакционно-издательский отдел Сургутского государственного педагогического университета 628417, г. Сургут, 50 лет ВЛКСМ, 10/2 Отпечатано в РИО СурГПУ

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