Appearances are deceptive. It is a common truth; practically everyone has met at least someone whosecharacter and appearance differ radically

When one sees atall, broad-shouldered youth, one expects him to bestrong-willed andbrave. One thinks: 'Amodel to follow!' How often agood-looking individual turns out to bepetty, weak-willed or evencowardly. Then one thinks: 'Amediocrity!'

At the same time everyone knows that a lot of great people were of a poor build: short andfragile. It did not stop them fromdisplay­ing intelligence andcourage. Ingenuity does not depend on one's complexion or constitution.

Plumporfat people create an impression ofgenerous andkind personalities. Strangely enough, not rarely they may bethrifty or evengreedy. One usually thinks: 'Ascrooge!'

On the other hand,thin or slim nervous ladies often tend to be lavish. They like to buy and never think twice when they pay. One thinks: 'I would call heropen-handed and Mother would call her a spendthrift'. Yes, mothers are alwaysstricter in judgements.

Has it ever happened to you that you come to an important of­fice and see an important boss? You immediatelyevaluate his looks: 'Round-faced, small narrow eyes, dimples on the cheeks and anup­turned nose. What akind-hearted person! A simpleton!' You tell the boss of your troubles and expect immediate help. But the boss ap­pears to berude, harsh and wilful. You never get your help and think: 'Astone heart and aniron fist'.

When someone sees adelicately built pretty blondewithcurly hair, blue eyes,astraight noseanda high forehead,one is inclined to think that thebeautyisintelligentandnice.It may be disappoin­ting to think later 'What a stupid, capricious, impolite bore!'

On the contrary, whenone sees askinny brunette withugly ir­regular features — a hooked nose, pointed chin, close-set eyes and

thin lips, strange thoughts come to one's head; because it is theim­age of evil people — cruel andcunning . It may be a relief some time later to find her aclever, gentle andgood-mannered lady and think: 'What charm! A heart of gold!'

Another general misconception lies in the fact that children are always expected toresemble their parents. And parents like it when childrentake after them. Relatives like to comparemoles, theshape of noses, etc. The greatest compliment is:"They are as like as two peas'. The greatest disappointment is tofind nothing in common. We want to deny people theirexclusiveness, we don't want to admit that nature has selected other options from an enormousgenetic funddeveloped over generations. Why do we like ourcopies? Who knows!

Nature likes to play tricks on us. But don't you think it is a pre­sent on the part of nature? Life becomes not a boring routine, but a brilliant kaleidoscope of characters and appearances which often clash.

1. Do you agree that appearances are deceptive? Tell your classmates about your own experience.

2. Do you think it is worth judging by appearances? Give your reasons.

3. Look at the pictures below and choose the right word from the lists to describe the shape of one's face, eyes, nose, chin, lips, forehead.

Face:

a) oval b) round c) long d) square

Eyes:

a) almond b) slanting c) round d) narrow

Nose:

a) aquiline b) hooked c) straight d) upturned

Chin:

a) protruding b) split c) double d) pointed

Lips:

a) thin b) plump c) thick d) heart-shaped

Forehead:

a) wrinkled b) narrow c) balding d) high

4. Find people among your relatives who resemble one another. Describe their appearance.

5. Say a few words about your character. Do you take after your parents?

TEXT

Young Archimedes

(Extract from the story by A.Huxley "Young Archimedes". Abridged.)

It was the view which finally made us take the place. Our nearest neighbours lived very near. We had two sets of them,¹ as a matter of fact, almost in the same house with us. One was the peasant family. Our other neighbours were the owners of the villa.

They were a curious people, our proprietors. An old husband, grey, listless, tottering, seventy at least; and a signora of about forty, short, very plump, with tiny fat hands and feet and a pair of very large, very dark eyes, which she used with all the skill of a born co­median.

But we had found other reasons, after a few days' residence,² for liking the house. Of these the most cogent was that, in the peasant's youngest child, we had discovered the perfect play-fellow for our own small boy.³ Between little Guido — for that was his name — and the youngest of his brothers and sisters there was a gap of se­ven years. He was between six and seven years old and as preco­cious, self-assured, and responsible as the children of the poor ge­nerally are.

Though fully two and a half years older than little Robin — and at that age thirty months are crammed with half a lifetime's experi­ence⁴ — Guido took no undue advantage of his superior intelligence and strength. I have never seen a child more patient, tolerant, and untyrannical. He never laughed at Robin; he did not tease or bully, but helped his small companion when he was in difficulties and ex­plained when he could not understand. In return, Robin adored him, regarded him as the model and perfect Big Boy,⁵ and slavishly imitated him in every way he could.

Guido was a thoughtful child, given to brooding.⁶ One would find him sitting in a corner by himself, chin in hand, elbow on knee, plunged in the profoundest meditation. And sometimes, even in the midst of the play, he would suddenly break off, to stand, his hands behind his back,⁷ frowning and staring at the ground. And his eyes, if one looked into them, were beautiful in their grave and pensive calm.

They were large eyes, set far apart and, what was strange in a dark-haired Italian child, of a luminous pale blue-grey colour. They were not always grave and calm, as in these pensive moments. When he was playing, when he talked or laughed, they lit up. Above those eyes was a beautiful forehead, high and steep and domed in a curve that was like the subtle curve of a rose petal.⁸ The nose was straight, the chin small and rather pointed, the mouth drooped a lit­tle sadly at the corners.

My gramophone and two or three boxes of records arrived from England. Guido was immensely interested. The first record he heard, I remember, was that of the slow movement of Bach's Con­certo in D Minor for two violins. That was the disc I put on the turn-table.

Guido came to a halt in front of the gramophone and stood there, motionless, listening. His pale blue-grey eyes opened them­selves wide; making a little nervous gesture that I had often noticed in him before, he plucked at his lower lip with his thumb and fore­fingers.

After lunch he reappeared. 'May I listen to the music now?' he asked. And for an hour he sat there in front of the instrument, hishead cocked slightly on one side, listening while I put one disc after another. Thenceforward he came every afternoon.

What stirred him almost more than anything was the Coriolan overture. One day he made me play it three or four times in succes­sion; then he put it away.

'I don't think I want to hear that any more,' he said.

'Why not?'

'It's too... too...' he hesitated, 'too big,' he said at last. 'I don't really understand it. Play me the one that goes like this.' He hummed the phrase from the D Minor Concerto.

'Do you like that one better?' I asked.

He shook his head. 'No, it's not that exactly. But it's easier.'

'Easier?' It seemed to me rather a queer word to apply to Bach.

In due course, the piano arrived. After giving him the minimum of preliminary instruction, I let Guido loose on it.⁹ He made excel­lent progress. Every afternoon, while Robin was asleep, he came for his concert and his lesson. But what to me was more interesting was that he had begun to make up little pieces on his own account.¹⁰ He had a passion for canons. When I explained to him the principles of the form he was enchanted.

'It is beautiful,' he said, with admiration. 'Beautiful, beautiful. And so easy!'

Again the word surprised me.

But in the invention of other kinds of music he did not show himself so fertile¹¹ as I had hoped.

'He's hardly a Mozart,' we agreed, as we played his little pieces over. I felt, it must be confessed, almost aggrieved.

He was not a Mozart. No. But he was somebody, as I was to find out,¹² quite extraordinary. It was one morning in the early sum­mer that I made the discovery. I was sitting in the warm shade of our balcony, working. Absorbed in my work, it was only, I suppose, after the silence had prolonged itself a considerable time that I be­came aware that the children were making remarkably little noise. Knowing by experience that when children are quiet it generally means that they are absorbed in some delicious mischief,¹³1 got up from my chair and looked over the balustrade to see what they were doing. I expected to catch them dabbling in water, making a bon­fire, covering themselves with tar. But what I actually saw was Guido, with a burnt stick in his hand, demonstrating on the smooth paving-stones of the path, that the square on the hypotenuse of a right-angled triangle is equal to the sum of the squares on the other two sides. Robin listened, with an expression on his bright, freckled face of perfect incomprehension.

Guido implored: 'But do just look at this. It's so beautiful. It's so easy.'

So easy... The theorem of Pythagoras seemed to explain for me Guide's musical predilections. It was not an infant Mozart we had been cherishing; it was a little Archimedes with, like most of his kind, an incidental musical twist.¹⁴

Leaning on the rail of the balcony, I watched the children be­low. I thought of the extraordinary thing I had just seen and of what it meant.

I thought of the vast differences between human beings. We classify men by the colour of their eyes and hair, the shape of their skulls. Would it not be more sensible to divide them up into intel­lectual species? There would be even wider gulfs between the ex­treme mental types than between a Bushman and a Scandinavian.'⁵ This child, I thought, when he grows up, will be to me, intellectu­ally, what a man is to a dog.

Proper Names

Archimedes [,¸kI'mi:di:z] — Архимед

Aldous Huxley ['þld@s 'hökslI] — Олдос Хаксли

Guido ['gwi:d@U] — Гвидо

Robin ['rÁbIn] — Робин

Bach [b¸k] — Бах

D Minor Concerto ['di: 'maIn@ k@n'¶Æ:t@U] — концерт «Ре-минор»

Coriolan [,k@UrI@'l¸t] — Кориолан

Mozart ['m@Uts¸t] — Моцарт

Pythagoras [paI'T{g@r@s] — Пифагор

Vocabulary Notes

1. We had two sets of them ... — Это были две семьи ...

2. ... after a few days' residence... — ... прожив несколько дней ...

3. ... in the peasant's youngest child we had discovered the perfect play-fellow for our own small boy. — ... младший ребёнок из этой крестьянской семьи оказался прекрасным другом для нашего собственного малыша.

4. ... thirty months are crammed with half a lifetime's experience ... — ... в тридцать месяцев вмещается опыт, приобретаемый за полжизни ...

5. ... regarded him as the model and perfect Big Boy ... — ... считал его образцом для подражания и настоящим Большим Маль­чиком...

6. ... given to brooding ... — ... склонный к размышлениям ...

7. ... he would suddenly break off, to stand, his hands behind his back ... — ... он вдруг неожидано прерывал своё занятие и вставал, заложив руки за спину...

8. ... domed in a curve that was like the subtle curve of a rose petal. — ... очертания которого напоминали тонкие очертания лепест­ка розы.

9. ... I let Guido loose on it. — ... я разрешил Гвидо играть на нём сколько угодно.

10. ... to make up little pieces on his own account. — ... само­стоятельно сочинять маленькие произведения.

11. ... he did not show himself so fertile ... — ... он не особенно пре­успел ...

12. ... as I was to find out... — ... как мне было суждено обнару­жить ...

13. ... they are absorbed in some delicious mischief... — ... они увле­чены какой-нибудь восхитительной шалостью...

14. ... with, like most of Ms kind, an incidental musical twist. — ... как это бывает в большинстве подобных случаев, неожиданно наделённый ещё и музыкальными способностями.

15. ... between a Bushman and a Scandinavian. — ... между буш­меном и скандинавом (Прим.: бушмен — представитель на­родности, проживающей в Южной Африке).

Comprehension Check

1. What made the family rent the house?

2. What were the two sets of neighbours they had?

3. What sort of people were the owners of the villa?

4. What did the parents discover in the peasant's youngest child?

5. What made Guido so responsible and precocious?

6. What gap was there between Guido and Robin?

7. Did Guido take advantage of his superior intelligence and strength?

8. How did Guido treat Robin?

9. What was Robin's attitude to Guido?

10. What kind of child was Guido?

11. What did Guido look like? What was strange about his eyes?

12. What was Guido immensely interested in once?

13. What piece of music stirred him more than anything?

14. Did Guido make slow progress in playing the piano?

15. What did he start doing on his own account?

16. Did he show himself fertile in the invention of all kinds of music?

17. What word surprised the author in Guide's comment on the mu­sic?

18. Why were Robin's parents almost aggrieved?

19. What interrupted the author's work one morning?

20. What did the author see when he looked over the balustrade?

21. What sort of discovery did the author make one morning?

22. What kind of ideas came to the author's mind?

Phonetic Text Drills

Exercise 1

Transcribe and pronounce correctly the words from the text.

Signora, comedian, cogent, precocious, undue, untyrannical, to tease, to bully, to regard, to frown, to stare, luminous, to droop, concerto, gesture, to pluck, forefinger, thenceforward, succession, to loose, to enchant, to confess, to aggrieve, ex­traordinary, mischief, balustrade, to dabble, bonfire, hypote­nuse, right-angled, triangle, to implore, theorem, predilec­tion.

Exercise 2

Pronounce the words and phases where the foolowing clusters occur.

1. s+t+r

Strength, instruction, extraordinary, balustrade, demon­strating, extreme;

2. plosive + r

Proprietors, grey, brothers, brooding, break, grave, gramo­phone, preliminary, progress, agreed, prolonged;

3. plosive/n + D

Take the place, at that age, at the ground, sat there, like the subtle curve; in these, on the turn-table, stood there, again the word, made the discovery.

Exercise 3

Pronounce after the announcer and say what kind of false assimilation should be avoided.

Was the view, was the peasant, was that, as the children, months, his small companion, as the model, was strange, was straight, was the disc, was somebody, was sitting.

Exercise 4

I. Pronounce correctly the second form of regular verbs.

Lived, used, discovered, crammed, explained, imitated, loo­ked, pointed, drooped, arrived, interested, opened, plucked, asked, cocked, hummed, enchanted, surprised, aggrieved, watched.

II. Pick out compound nouns from the text, transcribe them, and put pri­mary and secondary stresses.

Exercise 5

Transcribe and intone the bit starting with 'I don't tffink I want to hear...' and ending with '... a queer word to apply to Bach.'

EXERCISES

Exercise 1

Match the words on the left with the meaning on the right.

Adjectives:

1. curious A. thinking deeply about something

2. listless B. having no energy or enthusiasm

3. tolerant C. having or showing good reasoning power

4. pensive D. allowing other people to say and do what

5. intellectual they think is right even if one doesn't

6. tyrannical agree with it

7. patient E. being able to stay calm and not get

annoyed

G. unusual and interesting

F. acting cruelly and unjustly towards the

people who one controls

Verbs:

1. totter A. make fun of somebody, deliberately

2. bully embarrass somebody

3. tease B. walk in an unsteady way

4. stir C. delight, bewitch, charm somebody

5. enchant D. care lovingly and tenderly

6. cherish E. think about something a lot seriously and

7. brood often unhappily

F. excite somebody, make one react with a

strong emotion

G. use one's strength or power to hurt or

frighten somebody

Nouns:

1. gap A. the state of being unable to

2. skilunderstand something l

3. com B. mental preference, liking panion

4. inte C. the ability to understand and learnlligence

5. prethings dilection

6. mis D. a great difference between twochief

7. incomprehension E. ability to do something well

F. someone who you spend time with

G. naughty behaviour of children,

eagerness to have fun by playing

tricks or by embarrassing people

Exercise 2

I. Draw lines between the pairs matching the words on the left with their opposites on the right.

self-assured calm

fat undelightful

dark-haired inferior

nervous thin, slender

delicious fair-haired

listless miserable

superior energetic

steep rough

smooth sloping

II. Draw lines between the pairs matching the words on the left with the words or phrases of similar meaning on the right.

plump prematurely developed

tiny reasonable

precocious rather fat

sensible odd

queer exceptional

extraordinary convincing

cogent still

motionless serious

grave extremely small

Exercise 3

Choose a suitable word or phrase from the passage you have read to com­plete the sentences.

1. The owners of the villa were a ... people. There was a... of almost thirty years between husband and wife.

2. The signora had very large, black eyes and she used them with ... .

3. Robin adored Guido, he ... him as the ... and copied him in ... he could.

4. Being a ... child, Guido was given to ... and liked to sit... , chin .... elbow ....... in the profoundest meditation.

5. Sometimes Guido suddenly interrupted the game and stood ... at the ground.

6. If you looked into Guide's eyes you would find out that they were beautiful in their ... and ... calm. They were set... .

7. When Guido was listening to the music, he ... at his lower lip with his ... and ... .

8. Soon Guido started ... little pieces on ... . He had ... for canons.

9. Guido was really ... by canons and the principles of the form.

10. When Robin's parents played Guide's little pieces over they felt almost....

11. There was an expression of ... on Robin's bright and ... face when Guido was... the theorem of Pythagoras to him.

12. The author expected the boys to be ... in some ... , to ... them ... in water or ... a bonfire.

13. Guido appeared to be not an... Mozart, Robin's parent had been ... but... Archimedes with an ... musical twist.

14. There was a wide ... between Guido and Robin as between the two different... types.

Exercise 4

Fill in the blanks in the following sentences. Use only one expression in each space. Change the form of a word or a phrase if necessary.

to laugh at somebody to be an Archimedes

to make progress to shake one's head

to make up on one's own account

to make noise to put something away

in return to come to a halt

to know by experience to be crammed

to take advantage

of something to be in difficulties

1. My brother is in the habit of... those people he has a grudge against.

2. The silence was oppressive. He ... that something was wrong.

3. She was so scared that she couldn't say a word. When the policeman asked her something she just ... to say "No".

4. Dick adored my daughter. As soon as she started play­ing the piano he ... near it and could stand motionless for half an hour enjoying both my daughter and the mu­sic.

5. You never know what's on his mind. It's characteristic of him to ... all sorts of stories. No wonder his friends do not have much confidence in him.

6. Sometimes it may be so annoying to look after kids. They like to ... when playing.

7. As Brian was left to himself and had to go through lots of difficulties his life appeared ... with all sorts of expe­rience.

8. Little George is a special child; he is immensely interested in maths and physics. His parents and teachers are so proud of him that they say that he ....

9. Jane is always calm and patient and never loses her temper when explaining things to her pupils. That is why they just adore her... .

10. Practically all composers started writing music ... in eariy childhood.

11. One's career depends on how quickly he or she ... in ac­quiring new skills and knowledge.

12. In sports and games competitors always try to ... their op­ponents' mistakes and weaknesses.

13. After a child has played enough with his new toy, he ... and forgets about it for a while playing with his old favourite ones.

14. Noble and generous people always come to help their friends when the latter ....

Exercise 5

Give the English equivalents for the Russian words and expressions.

A.

Ходить пошатываясь, ковыляя; размышлять; задирать кого-либо; обожать; лелеять; быть очарованным; волно­вать кого-либо; подражать кому-либо; злоупотреблять чем-либо; прервать (занятие); преуспевать в чём-либо; увлекаться чем-либо; испытывать затруднения; умолять; дразнить; плескаться в воде.

В.

Гладкий; странный; апатичный; пухлый; развитой не по годам; самоуверенный; ответственный; веснушчатый; крутой (лоб); изящный; мечтательный; серьёзный; ост­рый (подбородок); необыкновенный.

С.

Разница в семь лет; на целых два с половиной года старше; интеллектуальное и физическое превосходство; склонный к размышлению; заложив руки за спину; уста­вившись в землю; подперев подбородок рукой; опершись локтем о колено; широко расставленные глаза; уголки рта слегка опущены; глаза широко раскрылись; пощипывая нижнюю губу большим и указательным пальцами; нерв­ный жест; слегка склонив голову набок; напевать без слов; музыкальные способности.

Exercise 6

Change the following sentences using the phrases from the text instead of the ones in italics.

1. Nick was five years younger than his brother.

2. Though Andrew was athletic and much stronger than all his play-fellows he never used it for his own benefit trying to overawe them with it.

3. Daniel always thought that his brother was a good examplefor him.

4. Having stayed several days at a health resort, we quickly got bored.

5. In fact, we were on good terms with our companions.

6. Frank was absolutely absorbed in watching a cowboy film and nothing could make him stop doing it.

7. After explaining the most important things to him I let him play the guitar as much as he wanted.

8. He did not feel determined enough and could not start a new business.

9. You can't divide people up into good and bad ones because human nature is not that simple.

10. The girl's face showed that she couldn't understand any­thing though she listened to the speech with great atten­tion.

11. I was aware of his making progress in music but listening to his pieces you couldn't say he was as good as Mozart.

12. When Alex was told that she was stingy it made him feel up­set and angry because he had never dreamed of having a stingy wife.

13. Nothing could move him more than a nice, quiet folk song performed by a peasant woman.

14. Ann's daughter is often absorbed in thinking deeply about something and whatever you say to her goes in one ear and out the other.

Exercise 7

Translate into English.

1. Наши друзья были владельцами виллы. Мистеру Редгрейву было около семидесяти, его жене — примерно сорок.

2. Младший из семьи Редгрейвов стал прекрасным дру­гом для нашего малыша.

3. Малыш Дэнни был развит не по годам, уверен в себе и обладал большим чувством ответственности.

4. Я никогда не видел ребёнка более терпеливого и сни­сходительного к другим.

5. Дэнни не был тираном и не пользовался своим ум­ственным и физическим превосходством.

6. Наш малыш считал своего друга образцом для подра­жания и всячески стремился доходить на него. .

7. Дэнни часто погружался в глубокие раздумья.

8. Он любил стоять, заложив руки за спину, нахму­рившись и уставясь в землю.

9. Широко расставленные глаза Дэнни излучали тихий ясный свет.

10. Общее выражение лица мальчика было очень жизне­радостное, но уголки рта были как-то грустно опу­щены.

11. Когда мальчик слушал музыку и интересные истории, он сидел широко раскрыв глаза и слегка наклонив голову набок.

12. Больше всего его волновали истории с трагическим концом.

13. В математике Дэнни делал потрясающие успехи.

14. Поглощённый своими объяснениями, Дэнни не за­мечал, что лица его приятелей выражали полное не­понимание.

Exercise 8

Expand on the following.

1. The owners of the villa were a curious people.

2. Though fully two and a half years older than little Robin, Guido took no undue advantage of his superior intelligence and strength.

3. Robin adored Guido.

4. Guido was a thoughtful child.

5. Guido was immensely interested in listening to music.

6. Guido made excellent progress in playing the piano.

7. The boy was hardly a Mozart.

8. The theorem of Pythagoras seemed to explain Guide's mu­sical predilections.

9. I thought of the vast differences between human beings.

Exercise 9

Speak about the author's experience in Italy:

1. in the third person;

2. in the person of one of the proprietors;

3. in the регеод of Guido;

4. in the person of little Robin.

Exercise 10

Discussion points.

1. Did Guide's appearance correlate with his character? Why?

2. What could make Guido so patient and tolerant?

3. What do you think of little Robin? Compare the boys.

4. What sort of people were Robin's parents, in your opi­nion?

5. Fancy your own child imitating somebody slavishly. What would you tell him or her?

6. Have you ever met children like Guido? Tell the class about them.

7. Do you believe that genius always shows in early child­hood? Prove your point.

8. The vast differences between human beings — what are they?

Exercise 11

Comment on the following words of the author.

'...it was a little Archimedes with, like most of his kind, an in­cidental musical twist.'

'We classify men by the colour of their eyes and hair, the shape of their sculls. Would it not be more sensible to divide them up into intellectual species?'

Exercise 12

Describe several people using the patterns from the passage you have read. Introduce your description with a sentence similar to the pattern:

► Pattern: a) They were a curious people, our proprietors.

b) An old husband, grey, listless, tottering, seventy at least.

c) A signora ofabout jourty, short, very plump, with tiny hands andfeet and a pair ofvery large,

very dark eyes.

A model paragraph:

She is a nice person, my friend. A young giri, of about twenty, blond, slender, with an upturned nose, etc.

Exercise 13

Speak about people's age.

I. Give your own examples according to the models below. Speak about your relatives or friends.

►Pattern: He was between six and seven (years old).

Between little Guido and the youngest of his brothers and sisters there was a gap of six or seven years.

He was fully two and a halfyears older (younger) than lit­tle Robin.

II. Work in pairs. Look at the list below and using the given information about the Roycrofts ask your partner the following questions:

1. When was he/she born?

►Use:

to be born in the forties

in the mid(dle) forties

some time during the forties

2. Approximately how old is he/she now?

►Use:

to be in one's early/late teens

in one's mid(dle) thirties

in one's early/late forties

under forty

over forty

The Roycroft family:

Alice - 1930/1933 Monica - 1981/1982 Nick - 1965/1967 Fred - 1950/1952 Anthony - 1988/1989 Mark - 1922/1925 Liza - 1955/1956 Lucy - 1947/1949 Вill - 1975/1976

► Pattern: — When was Alice Roycroft born?

— She was born in the thirties.

— Approximately how old is she now?

— She must be in her late sixties.

Exercise 14

I. Judging by the description below say if a person looks his or her age.

►Pattern: He looks his age.

He looks old for his age.

He does not look old for his age.

He looks young (too young for his age).

1. Brenda's father is only forty but he is bald and rather stout.

2. Though retired John travels a lot and goes in for lawn ten­nis. He is grey-haired but looking at him and being aware of his life-style you'll never say he is in his late sixties.

3. Jack's wife was fat and stooping. She walked tottering and used a stick. You couldn't believe that she was just in her early fifties.

4. Nora is tall and slender and very attractive. Her good looks appealed to me as soon as I saw her. Is she really in her mid fifties?

5. My brother has grown thinner and his illness took some colour off his cheeks, his hair is touched with grey at the temples and it makes him look older.

6. I bumped into my old friend yesterday when walking in the park. These seven years have brought favourable changes in him. Though he is over fifty he looks as if he were forty five.

II. Write a couple of similar paragraphs and let your partner decide if a per­son looks his or her age.

Exercise 15

Pick out the necessary words and word-combinations which you would choose to describe people in the pictures below.

1) good-looking/plain/attractive/handsome/ugly/beautiful;

2) to be of medium height/tall/short;

3) slim/slender/stout/plump/fat/stooping/narrow-shouldered /broad-shouldered/long-armed/long-legged;

3) round/oval/pale/red/sallow/pretty/fireckled face;

4) close-set/deep-set/slanting eyes;

5) upturned/fleshy/hooked/aquiline/straight nose;

6) finely-curved/thin/full/plump lips;

7) pointed/round/double/square chin;

8) grey/thin/wavy/curly/straight/short/long hair:

9) wear one's hair combed back/in plaits/done in a knot/ parted in the middle/on the right/left side.

Exercise 16

Look at the students of your group and say:

1) who has the following type of hair

a) straight, long, short, curly, wavy;

b) fair, daric, blonde, black, brown, grey.

2) whose constitution can be characterised as:

a) short, tall, of medium height;

b) slim, plump, very thin.

3) whose complexion is: pate, daric, pink.

4) who has: plump cheeks, hallow cheeks, cheeks with dim­ples.

Exercise 17

Look at the models and try to understand how we use 1) look; 2) look like. Note the difference between the questions 'How does he/she look?', 'What does he/she look like?'. Dont confuse these questions with "What is he/she like?'.

► Pattern:

She looks gloomy. How does he/she look?

She is slim, dark-haired, What does he/she look like?

blue-eyed and wears her What is she like?

hair combed back.

She is well-bred and intelligent,

a bit shy and never lets you

down.

Group the sentences in the following passages matching them with the proper question, as shown above. Translate the passages.

1. The girl was delicately-built, very slender, with full lips and deep-set eyes. They looked sad and made you feel sorry for her.

2. She was a lovely little girl of about five, plump, with an up­turned nose and dimpled rosy cheeks. Her hazel eyes and silky long hair added to her attraction.

3. Melancholy and perplexed, the woman was sitting at the ta­ble. Her faded eyes were grave and she looked upset.

4. Cruel but very clever and shrewd, he was quite an extraor­dinary person.

5. Mark was dark-haired and romantically handsome, with his merry laugh and charm of the person who comes from this charming country, Spain.

6. Emily was full of anxiety. She was stubbornly British and didn't find India beautiful or exciting.

7. Rachel was a bit old-fashioned and she was sweet in a way. Her eyes were close-set and a little slanting but they didn't spoil her pale oval face.

8. He wasn't even that handsome: his proportions were wrong; he was too tall for his shoulders; his hair was too short; his arms were too long.

9. The immigration officer is wearing a dark-green uniform, like a soldier's, and there are two actual soldiers leaning against the wall beside him, in crisp blue shirts with short sleeves.

10. In front of Rennie there's a tiny woman, not five feet tall. She's wearing a fur coat and a black wool jockey cap tilted at an angle. She must be at least seventy but it's hard to tell.

11. He was like iron. All of us knew that he was not easily put off and that nothing could make him change his mind.

12. She was unable to control her jealousy, and her friends sometimes called her an Othello in spite of her being a woman.

13. Phil looked pretty exhausted. He had had no sleep the last night as he had a great deal to do in the hospital and could never find an hour or two to have a nap.

Exercise 18

I. Following the patterns below make up 4 sentences characterising a per­son. Use look, look like, look as if, and look as though.

► Pattern: a) Jane looks fantastic/charming/terrific/tired/strange/ very elegant/smart/happy, etc.

b) She looks like a peacock/wbra/old cat, etc. in this sort of dress.

c) Her dress looks as though it's made of'bright feathers/ metal wires, etc.

d) She looks as if she's going to a fancy dress party/ Buckingham palace, etc.

II. Use the models abore in a short dialogue.

Exercise 19

Work in small groups. Describe the following people: 1) one of your class-mates; 2) one of your favourite film-stars, singers, musicians; 3) a well-known public figure. Your partners should try to guess the name of the person you describe. Talk about the person's general appearance, face, clothes and anything else that would help your partners to recognise him or her.

► Use:

To have little make-up on the face; to enjoy good health; to be a picture of health; to lose one's good looks; to look after one's appearance; to be full of joy; to add to one's attraction; to have delicate features; to give somebody the impression of some­ thing; to be the perfect type of (the Englishman); to be dressed in something; to wear/to be wearing something; to have some­thing on; to be smartly/tastily/well dressed.

Exercise 20

Look at the following words used to describe people's character. Make two columns of 1) what you think are bad characteristics; 2) what you think are good characteristics.

tolerant generous sympathetic

irresponsible unsociable cruel

ambitious intelligent sly

patient silly even-tempered

thrifty sincere greedy

shrewd rude ill-mannered

bad characteristics	good characteristics

II. Use some of the words in a sentence describing someone's character.

Exercise 21

How would you describe a person who

... likes to talk with other people? ... hates to communicate?

... looks on the bright side of things? ... looks on the black side of things?

... gives his or her last to other people? ... never lends you money?

... has a high opinion of himself or herself? ... never praises himself or herself?

... easily flies into a rage? ... never loses his or her temper?

... tells the troth to others? ... cheats other people?

... is practical in approach to life? ... is dreamy in approach to life?

Exercise 22

What would you think of a person who says:

1. Ladies first!

2. I can't control myself when I should keep quiet.

3. I'm not easily put off if I have made up my mind.

4. I don't care for him. He is inferior to me, you know.

5. Whatever she may say I won't lose my temper.

6. Darling! I never grudge you anything, be it clothes, money, a car.

7. I always feel sony for people who are in trouble.

8. I just love cucumbers with milk, Picasso's paintings and freckled faces.

9. I have got used to ten hours work every day.

10. I prefer to be in the company of other people and have a chat with them.

11. Whatever you may ask me to do for you, I will do it. What­ ever you may say, I will foigive you.

► Use:He must be ... She may be... He is likely to be ...

The words given below may help you:

Hard-working, original, sympathetic, quick-tempered, open-handed, arrogant, well-bred, sociable, obstinate, self-posses­sed, tolerant.

Exercise 23

Define if the speaker likes or dislikes the people he/she is talking about. Use your dictionary to understand what kind of connotations (positive or negative) the words characterising the person have.

1. I find Sam's wife selfish.

2. Molly is stingy.

3. David is quite broad-minded.

4. Dorian is so pushy.

5. Harry seems to be extravagant.

6. Paul is shy.

7. Margaret is always frank.

8. Brian is quite arrogant.

9. Bob can be patient.

Exercise 24

Work in small groups. Put these qualities into order of importance and say what qualities you admire most in other people. Add some important quali­ties missing from this list if you find it necessary. Compare the results and draw collective portraits of people who you prefer.

Sense of humour, kindness, intelligence, independence, toler­ance, ambition, sincerity, honesty, tenderness, creativity, good looks, courage, humility, generosity.

Exercise 25

Reword each sentence starting with the words given in the pattern.

► Pattern: a) You must be more polite to people.

— It is necessary/important/essential to be more polite to people.

b) He was lazy and refused to complete the work.

— He was so lazy that he refused to complete the work.

1. You must be more reserved when dealing with stubborn and short-tempered people.

2. You should be reasonable so as not to make the wrong deci­sion.

3. Children must be disciplined and obedient when parents instruct them.

4. One must have initiative and be creative to start a business of one's own.

5. Parents should be mild and gentle when talking with babies.

6. The old man was listless, and nothing could stir him.

7. Robert is witty and intelligent, and he is the heart and soul of the company.

8. Pat is dull, indeed. I fall asleep when she's talking.

9. Jack is stubborn. He always has his own way.

10. Thomas is capable and never fails his exams.

11. Her cousin's jokes are just boring. I'm fed up with them.

Exercise 26

Change the sentences using the verb seem.

► Pattern: He's very absent-minded.

He seems (to be) very absent-minded.

1. Ann is very modest and a bit shy.

2. Paul is absolutely weak-willed.

3. Maria is ill-mannered.

4. Peter is pretty sociable.

5. Helen is very sensitive.

6. Susan is extremely jealous of her husband.

7. Steven is fantastically rude to his wife.

8. Victoria is a good mixer.

9. Barbara is generous.

10. Erwin is very shrewd.

11. Bill is just hot-tempered.

12. Mark is quite sensible.

13. Jane is pretty serious.

Exercise 27

Guess what these people might say when complaining about the things other people do. The words given below may be helpful.

Light-minded, unsociable, unreliable, rude, impolite, ill-bred, unreserved, hot-tempered, nosy, obstinate, fussy, selfish.

► Use: a) He is so + adjective.

b) He is such a + adjective + noun.

► Pattern: Nick's mother is complaining about her son who never obeys her.

— He is so disobedient. (He is such a disobedient boy). I'd like him to be obedient.

1. Jane is complaining about her son who never shares his problems with her.

2. The teacher is complaining about Jack who lacks good-manners.

3. Bill's friend is complaining of Вill who often lets him down and goes back on his word,

4. Mary is complaining of her sister who is very hard to get along with.

5. Jane is complaining about her classmate who is quick to get angry.

6. Tom is complaining of his playmate who cannot take him­self in hand.

7. Ann is complaining of her boss who often loses his temper and is hard to deal with.

8. All the women are complaining of Jim who never stands aside to let a woman enter a room before him and never helps any of them into her coat.

9. Dennis is complaining about Margaret who pokes her nose into his business.

10. The Headmaster is complaining of Paul who plays truant.

11. My sister's husband is complaining of my sister who makes so much fuss about the house.

12. Angela is complaining about her son who thinks only of himself.

Exercise 28

You've just joined a group of students at the University. Suppose the teacher asks you to introduce yourself to the other students, and 'to say something about yourself. What would you say? What adjectives do you think best describe your own character? How can you prove these charac­teristics?

► Pattern: Talkative — I'm talkative because I love to chat with my friends.

Exercise 29

Imagine a friend of yours is flying to London to stay with your English friends. They will be meeting him/her at the airport. To recognise him/her they need a description of your friend, some details of his/her appearance.

1. Say what he/she looks like and what sort of clothes he/she usually wears.

2. Give a short description of your friend's character and express your hope that they willget on well together.

Exercise 30

Imagine an ideal man/woman. Describe him/her briefly. Dwell upon his/her appearance, personality and the way he/she treats other people. Use the topical words and expressions.

Exercise 31

Use your dictionary to clarify your understanding of the following idioms. Translate them. Make up a situation to prove your proper understanding of each idiom.

1. to throw dust in one's eyes;

2. to have a big mouth;

3. to cost an arm and a leg;

4. to keep a stiff upper lip;

5. to keep your fingers crossed;

6. to put your best foot forward;

7. to be born with a silver spoon in one's mouth;

8. to be all skin and bones;

9. to cut one's teeth;

10. to give someone the cold shoulder;

11. to pull someone's leg.

Exercise 32

I. Say whether you know a person about whom you could say that he or she is:

1. as innocent as a babe unborn;

2. as cunning as a fox;

3. as busy as a bee;

4. as neat as a new pin;

5. as slippery as an eel;

6. as thin as a rake;

7. as true as steel;

8. as obstinate as a donkey;

9. as wise as an owl.

II. Tell your partner about him or her using the sayings given above.

Exercise 33

Find the Russian equivalents for the following proverbs and use the latter in a proper context.

1. A good name is better than riches.

2. A little body often harbours a great soul.

3. A word is enough to the wise.

4. All that glitters is not gold.

5. Handsome is as handsome does.

6. He that is full of himself is very empty.

7. You cannot judge a tree by its bark.

Exercise 34

Translate the following quotations and comment upon them.

'The better I get to know men, the more I find myself loving dogs'

Charles de Gaulle

'I sincerely wish ingratitude was not so natural to the human heart as it is.'

Alexander Hamilton

'You can fool some of the people all of the time, and all of the people some of the time, but you cannot fool all of the people all the time.'

Abraham Lincoln

'Human nature is rarely uniform.'

Waller Scott

'I hope I shall always possess maintain what I consider the character of an Honest Man' firmness and virtue enough to most enviable of all titles, the

George Washington

Exercise 35

Role-play "A Formal Gathering".

Setting: A formal gathering in a grand villa on the coast of the Mediterranean Sea.

Situation: The Rych family invite a lot of people to their villa to the engagement of their son and the daughter of the Welthy family. The guests hardly know each other. They entertain themselves by discussing the appearance and character of the people they see around. The host and the hostess circulate and hear what different people say about each other.

Characters:

Card I—II — Christopher and Christine, the fiances.

Card III—IV — Mr and Mrs Rych, the owners of the villa. Card V—VI — Mr and Mrs Welthy, Christine's parents.

Card VII—VIII — Franklin and Frances, newly-weds. Frank­lin is Christopher's cousin. He owns a tex­tile factory and is often away from home.

Card IX—X — Patricia and Clotilda — two middle-aged single women. They are Christine's aunts. They never married because they could not find a good match.

Card XI—XII — Stephen and Stephanie, a married couple. Stephen is a distant relative to the Rych family.

Card XIII—XIV — Clement and Clementine, a married couple. Clement is a distant relative to the Welthy family.

WRITING

Exercise 1

Prepare to write a dictation. Learn the spelling of the italicized words and phrases from Introductory Reading and exercise 1 on page 242.

Exercise 2

Write a short description of somebody's physical appearance and cha­racter.

► Use:

to be as/not so ... as somebody, to be very much the same in appearance, the very image of somebody, to be as like as two peas, to be (very much) like somebody, to be not a bit alike, to take after/to look like/to resemble somebody, to bear no re­semblance to somebody, to behave like somebody, to appeal to somebody, to take to somebody, to like/dislike the way one wears one's hair/walks/talks/speaks/behaves/dresses, to be characteristic of somebody.

Begin with 'Here's the description of a man/woman/girl whom ...', "Fancy a woman ...', 'Imagine a man ...'.

Note:

Descriptions may be technical and suggestive. Technical de­scriptions just give an objective account of the look or the structure of an object. They are characterised by the neutral style and vocabulary. Simple wording and grammar are the best choice for the purpose of writing a technical description.

Suggestive descriptions convey the impression and the emotions evoked by the look of an object. The use of emotio­nally coloured words and various grammatical structures help to gain the effect. The author does not merely inform the reader, but appeals to the readers's feelings.

The description of a person may be either technical or sug­gestive.

Model paragraph of a technical description:

Here is the description of Mrs. White. She is in her eariy thirties. She is fairly slim and about average height. She has got blonde shoulder-length curly hair. She's got dark-blue eyes. Her oval face is slightly wrinkled. She's got a small upturned nose and finely-curved plump lips. Mrs. White is intelligent, communicative and perfectly fit for her job.

Model paragraph of a suggestive description:

Fancy a girl in her late teens. She is a pleasant-looking young lady, with soft brown eyes and a straight nose. I like the way she wears her long dark hair. It is parted in the middle, combed back and done in a knot. A classical type. By the way, she is very much like her mother about her hair and eyes. They say, her mother resembled her when she was 18. She was even as tall as her daughter. I took to the girl as soon as I met her. I like the way she walks; she keeps herself erect. She is very slender and always looks fresh. Her manner of talking also ap­peals to me. As for her character, I can't say anything definite. She seems to be mild and gentle and she is sure to have a way with her. But I think she may be also very energetic and self-determined.

Exercise 3

Write a short description of two people different in appearance. Touch upon their face, general appearance, clothes.

Exercise 4

Write an essay on one of the following topics:

1. My Self-Portrait.

2. What Kind of People Do You Get On with Best?

3. Looking through a Family Album.

Exercise 5

Write:

1. about your first meeting with someone who later became your close friend. What were some of the things you no­ticed about him or her when you first saw him or her?

2. your first letter to your imaginary English pen-friend. Give him or her a good idea of your appearance, personality and interests.

3. about one of the books you have read, explaining which of the characters you admired or liked and which of the cha­racters you found less/least attractive.

Lesson 10 WEATHER