Our living english by IZPRC

ББК 82.3 (4 Укр) я 729: 81.432.1 Ш32

Рекомендовано Міністерством освіти і науки України як навчальний посібник для вищих навчальних закладів (лист Міністерства освіти і науки України від 21.05.2008 р. № 1.4/18–Ґ–1113).

Anatoly M. Shevchuk Рецензенти: П. В. Білоус, д. ф. н., професор Житомирського державного університету ім. Івана Франка Т. О. Мехта, старший викладач англійської мови кафедри іноземних мов Житомирського державного агроекологічного університету Ґейл І. Гашлі, викладач англійської мови та літератури, волонтер Корпусу Миру США

Ш 32

Анатолій М. Шевчук Наша жива англійська: Навчальний посібник для студентів вищих навчальних закладів / За ред. А. Савенця. — Житомир: Полісся, 2008. — 254 с., іл. (Англійською мовою).

Пропонований навчальний посібник покликаний допомогти студентам в освоєнні природної, живої англійської мови. Перша частина, яка складається з десяти уроків, тематично згрупованих навколо актуальних тем сьогодення, допоможе вдосконалити рівень володіння уживаними мовними конструкціями. Кожен із десяти уроків цієї частини супроводжується широким набором лексикограматичних вправ. Друга частина книжки є своєрідним порадником, покликаним виправити найбільш уживані помилки, пов’язані зі слововживанням та граматикою. Видання супроводжують додатки, які можуть стати для читача джерелом корисної практичної інформації. Видання стане у пригоді студентам і викладачам вищих навчальних закладів, учителям, а також усім тим, хто прагне самостійно вдосконалити свій рівень володіння англійською мовою.

ISBN 978-966-655-329-7 © Анатолій М. Шевчук, текст, передмова та післямова © Віталій Правдицький, художня робота на обкладинці

Our Living

English

Наша жива англійська

Our Living English

Aнатолій M. Шевчук

Anatoly M. Shevchuk

За редакцією Андрія Савенця

Edited by Andriy Savenets

«Полісся» Житомир 2008

Polissya Publishing House Zhytomyr 2008

Preface and examples of this book have been taken from real life. We will offer the learner examples of sentences in both correct and incorrect forms. We will also give the learners an opportunity to become familiar with a number of words in English structures that they ought to know but which may not have been examined in normal English usage. In addition, we will show learners some of the ways they can be used in sentences, using interesting examples. The aim of the book is not to expound the principles of theoretical grammar of English, but to provide some practical guidance on the language usage. The learning of a foreign language is a highly individual process. It depends on a learnerâ&#x20AC;&#x2122;s willingness to have a good command of the English language. It is not enough to have enthusiasm for learning, but it is important that the learner is very attentive to the usage of every new English word in its context. Many examples given in the book make every learner speak English as nearly as possible in the way that English-speakers communicate, but also to write with accuracy. Please be aware that American usage is sometimes different from British usage. We have given examples of this throughout. Learning through examples gives each individual learner more actual speaking time, and it encourages the diffident and the selfconscious. As soon as a learner of the English language has grasped the mechanics of any construction, it may be fixed as habitual usage in everyday life. The book Our Living English is genuinely suitable for the students of a foreign language department working alone. If you have spoken English carefully with people whose mother tongue is English you have learned many of the anomalies of the language. You have also examined specific constructions and a great many idiomatic expres-sions. Our Living English gives a learner of the English language oppor-tunities to put this knowledge to use and to increase it in the following ways: (a) by examining and analysing constructions which are used in modern, commonplace English; (b) by enlarging the range of your vocabulary: of words, of idioms and of constructions; (c) by including a number of examples of good modern writing and pronunciation, avoiding both an over-literary use of English and an over-colloquial use of this language. We hope that this will be the most efficient way to master the straightforward English of ordinary educated people for practical use in every day communication. Anatoly M. Shevchuk

Contents

What is good English? Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Part One. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Lesson 1. After Leaving School: University Life. . . . . . . . . . . . . . . . . . . . . .11 Lesson 2. Life After Retiring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Lesson 3. Air Travel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Lesson 4. Socialite Finding His Feet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Lesson 5. Women Working. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Lesson 6. Time and Dates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 Lesson 7. Nationalities, Countries and Regions. . . . . . . . . . . . . . . . . . . . . 84 Lesson 8. Correspondence: Letters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Lesson 9. Origin and Development of the European Union . . . . . . .108 Lesson 10. From the Realm of Tanadaichukâ&#x20AC;&#x2122;s Paper Cut-out Art: Vytynanky. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Part Two. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Noun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Nouns which cannot be used in the plural . . . . . . . . . . . . . . . . 141 Nouns which cannot be used in the singular . . . . . . . . . . . . . . .150 Some other cases of confusing numbers . . . . . . . . . . . . . . . . . . . 152 Some other cases of confusing nouns . . . . . . . . . . . . . . . . . . . . . . 154 The Possessive Case . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154 Adjective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Adjectives used only before nouns . . . . . . . . . . . . . . . . . . . . . . . . . 159 Adjectives used only after nouns . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Degrees of comparison confused . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Verb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 The verbs after which only the gerund must be used . . . . . . 170 The verb to be with collective nouns . . . . . . . . . . . . . . . . . . . . . . . .172 Gerund after preposition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Verbs which may be followed either by the infinitive or the gerund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Verbs usually followed by the infinitive . . . . . . . . . . . . . . . . . . . .176 Gerund phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176

The misuse of the verbs meanings . . . . . . . . . . . . . . . . . . . . . . . . . .177 Modal verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Adverb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182 Word order in the sentences with adverbs . . . . . . . . . . . . . . . . 185 Misused English ways of expressing point of time . . . . . . . . .187 Pronoun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Special questions with Who, Which and What . . . . . . . . . . . . .192 Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Absence of the article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .194 The definite article in the idiomatic expressions . . . . . . . . . . 200 The definite article in difficult cases . . . . . . . . . . . . . . . . . . . . . . . .201 Numeral . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203 Preposition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204 About, at, in, of, on (or upon), to and with in adjective prepositional phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 Conjunction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Tenses: the expression of duration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Direct and indirect speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 Un-English expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225 Some hints concerning word order . . . . . . . . . . . . . . . . . . . . . . . . 228 Common mistakes in English phonetics . . . . . . . . . . . . . . . . . . 228 Age, height, weight and size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Verb forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 Irregular verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .234 Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238 Weights and measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 Temperature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 Table of transliteration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .241 Увійти в інтегрований світ Європи: досвід написання навчально-методичних посібників з англійської мови (Післямова) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .253

What is good English? Preface This book has been compiled to meet the requirements of the students of the English language departments whose native language is Ukrainian. The main purpose of it is to help them to correct common mistakes during the process of mastering the English language. It’s common knowledge that we can learn to speak and to write correctly by listening to the language spoken and by reading texts. Then, of course, we can attempt to speak English ourselves. Still, there are many possible variations in English expressions which help us to communicate specific ideas that may sound more authentically English and less reflective of Ukrainian translation. This book gives learners an opportunity not only to correct their mistakes, but also to learn authentic usage while learning grammar information through illustrations of common English discourse. Every grammar note given below in the correct form saves time and effort because the correct examples are grouped under certain principles and rules, so that when learners have mastered a form correctly they can form others on the same model. The aims of this book are: (1) to introduce many essential improvements and to give the general principles of language learning; (2) to give and to explain the specific tendencies of students whose mother tongue is Ukrainian in learning correct English; (3) to help them to correct the common mistakes to which foreign learners of English are liable; (4) to give detailed suggestions on how to get rid of mistakes; (5) to help students learn the vocabulary, expressions and commonplace idioms; (6) to show examples of the language structures which are often used in oral and written speech. Charles Ewart Eckersley, the thoughtful author of Essential English for Foreign Students, asserts the idea of more moderate reformers that “English is a living language, constantly evolving and changing and the ‘rules’ of grammar must evolve and change with it.” It means that the spoken language is the foundation of a living language. All the lessons

Part One hearing it spoken, and speaking it ourselves. The point is that English grammar saves time and effort. I’m lucky to have a skilled teacher of English. His method of teaching is very simple: it is Grammar study that groups the forms of the language under certain principles and rules, so when you have learned one structure correctly, you can build up others on the same model that are correct, too. My friends, who are students of economics, think everything is more intensive now. They have many subjects in the first year, some of them very difficult and, at times, rather boring, such as statistics, econometrics, and higher mathematics. But university life is very interesting because every student will learn important lessons to deal with in his/her life after graduating.

Vocabulary notes From Oxford Advanced Learner’s Dictionary of Current English: different adj 1 not the same: They are different people with the same name. The two students are different in their tastes. To be different from/to: Your method of teaching English is different from mine. 2 separate, distinct: I rung him up three separate times, but he wasn’t at home. spare adj 1 additional to what is usually needed or used; in reserve for use when needed; (of time) for leisure; unoccupied: He has very little spare time today. We don’t have a spare room in our hotel. 2 (of persons) thin; lean: His brother was a tall, spare man. She had a spare figure. 3 small in quantity: a spare meal; on a spare diet. basis [beisis] n (pl bases [beisi:z]) 1 substance into which others are mixed; most important part of a mixture. 2 foundation (usually figurative): the basis of morality; on a solid basis. graduate from [gr] v 1 take an academic degree: My brotherin-law graduated from the university this year. 2 (chiefly US) give a degree or diploma to: Our university graduated 1500 students last year. Chrystyna Kudryk was graduated from the University of Manitoba in 1960.

Part I

Lesson One After Leaving High School: University Life Стор. 10 - чиста At last after passing the entrance exams with flying colours, I became a student of Kyiv University. University life is different from high school. When I was a pupil, I thought that as a student I would have more spare time for going to clubs or to sports events, or just meeting friends. But, to tell the truth, there are just not enough hours in the day simply because I have to read a lot more and to spend much time in the study hall of the University library. In theory, I don’t have regularly scheduled classes every day as I had when I went to high school. Sometimes when I have no classes in the morning, I can stay at home. But in reality, I just have a lot of work to do so I can’t afford the luxury of sleeping in or of watching TV. Actually, I often find myself studying until well after midnight when it’s very calm in the house. I hope that in the second year it will get a little bit easier. My grandmother asked me why I chose to study the English language and literature. As you know, my parents are in business, and now they often have many contacts with the firms from Great Britain, Canada and the United States. I see that trade is the true basis of a modern society at present. Neither my dad nor my mom knows English well. They always are in need of an interpreter or even of a translator. I hope after graduating from the university I’ll work for my parents’ business. As you know, I studied English in high school, but we had a lot of subjects at school, so that’s why I had no opportunity to master it. So now I decided to begin a definite study of English grammar. We can only learn to speak and write English correctly by reading it,

Part One

Lesson One

Exercises 1. Translate these sentences into Ukrainian, paying attention to the preposition by. 1. My brother earns his living by working for a big company. 2. His sister improved her pronunciation by repeating English words and structures in a loud voice. 3. We made a lot of money by selling tomatoes at the market. 4. My friends and I saw a lot of places of interests by visiting many European cities this year. 5. I enlarged my active vocabulary by reading books in the original. 6. He wants to improve the fluency of his English by speaking it with his friend who has recently visited him from Great Britain. 2. Find mistakes in the sentences. 1. We had the luxury to go to the theater last week. 2. When I became a student I had no luxury of sleeping in. 3. Does your sister want to have the luxury to watch TV every day? 4. I have the luxury to watch films in English. 5. I’ll be very lucky, if I have the luxury of visiting the United Kingdom of Great Britain. 3. Read and translate Text One. 4. Choose the appropriate word: 1. University life is ... from high school. a) various b) different

c) diverse d) miscellaneous

2. I have to read a lot more, ... much time in the study hall of the University library. a) wasting b) dallying away

c) killing d) spending

3. I haven’t ... scheduled classes every day as I had when I went to school. a) constant b) regularly

c) invariable d) steady

master v become the master of; overcome: to master one’s temper/feelings, to master a foreign language, to master the piano. definite adj clear; not doubtful or uncertain: The teacher wanted a definite answer. I decided to begin a definite study of English grammar. effort n 1 use of strength and energy (to do something): It does not need much effort. Make an effort to write a report for tomorrow. 2 [countable noun] (colloquial) result of effort; something done with effort: That’s a pretty good effort. correct adj 1 true; right: You’ve given a correct answer. Give me the correct time, please. 2 (of conduct, manners, dress, etc.) proper; in accord with good taste or convention: She was a very correct young lady. boring adj tired by being dull or tedious: It was a boring evening. Some of the subjects are very difficult and, at times rather boring.

From English-Ukrainian Dictionary in two volumes: different adj 1) різний; 2) несхожий, відмінний; to be different from other people відрізнятися від інших; 3) інший, особливий; this is different це інша справа; 4) різноманітний, неоднаковий; in different ways по-різному; a lot of different things безліч різноманітних речей. spare adj 1) запасний; додатковий; резервний; spare hand різноробочий; spare parts запасні частини; 2) зайвий; вільний; a spare room вільна кімната; кімната для гостей; spare time вільний час; 3) скромний, убогий; поміркований; 4) худий, тонкий, худорлявий, виснажений. basis [beisis] n (pl bases [beisi:z]) 1) основа, базис, база; підстава; on this basis на цій підставі, виходячи із цього; 2) основний компонент, основа; 3) фундамент; 4) амер. військ. база. graduate from v 1) закінчити вищий учбовий заклад і одержати ступінь бакалавра; 2) амер. закічити будь-який навчальний заклад; 3) амер. давати диплом; присуджувати учений ступінь. master v 1) справлятися, переборювати; підпорядковувати собі; 2) оволодівати, опановувати; вивчати; to master a foreign

Lesson One

Part One language опановувати іноземну мову; to master the piano навчитися грати на піаніно. definite adj 1) визначений, певний, ясний, точний; 2) грам. означений. effort n 1) зусилля; напруження; натуга; спроба; without effort легко, без натуги; 2) боротьба (за щось); 3) щось досягнуте (зроблене); твір; a literary effort літературний твір. correct adj 1) правильний, вірний, точний; 2) коректний, належний. boring adj надокучливий, набридливий; нудний.

after graduating from the university після закінчення університету to begin a definite study of English grammar серйозно взятися за вивчення англійської граматики to group the forms of the language under certain principles and rules групувати мовні форми згідно з певними принципами і правилами to deal with мати справу з

Grammar Gerund after the preposition by

Word combinations

at last нарешті to pass the entrance exams with flying colours успішно скласти вступні іспити to be different from відрізнятися від to have more spare time for going to clubs and sports events мати більше вільного часу на відвідини клубів і спортивних заходів to spend much time проводити багато часу in theory теоретично to have regularly scheduled classes мати регулярно сплановані заняття to stay at home залишатися вдома in reality в дійсності, насправді to have a lot of work to do мати багато роботи to afford the luxury of doing something дозволити собі розкіш щось робити to find oneself doing something спіймати себе на чомусь to be in the first year навчатися на першому курсі to be in business займатися бізнесом to have many contacts with somebody мати багато контактів із кимось to be in need of потребувати (когось, щось)

We have the sentence in the text of Lesson One: We can only learn to speak and write English correctly just by reading it, hearing it spoken and speaking it ourselves. Ми можемо вчитися правильно розмовляти та писати англійською мовою, лише читаючи нею, слухаючи, як хтось розмовляє, та самому нею розмовляючи. After the preposition by, the gerund is the only form of the verb that can be used. e.g. My sister made a lot of money by selling spring flowers in the market. Моя сестра заробила багато грошей, продаючи весняні квіти на базарі. Gerund in to have the luxury of doing something We must remember the word combination to have the luxury is never used with verb infinitives. It is in need of the preposition of + gerund. e.g. I have the luxury of singing in the church choir every Sunday. Я одержую велику насолоду, коли щонеділі співаю в церковному хорі. Don’t say: I have the luxury to sing in the church choir every Sunday.

Part One

Lesson One

A: I’m hoping and praying that it’ll be easier for you in the second year. B: But I do know that there will be many subjects in the second year, too. Some of them are not very interesting, at times rather boring. A: But why did you choose to study economics? B: My mother is in business. When I was a pupil I always thought that it seemed exciting. I think trade is the true basis of a modern society. A: You are right. It is the obvious place to start. 13. Read the dialogue, saying the Ukrainian sentences and phrases in English. Use the word combinations and expressions given below. I It’s been an age since How are you getting along? to pass the entrance exams with honors the faculty (college) of art history by a famous Italian professor MEETING A FRIEND Petro: Hullo, Ann! Я не бачив тебе цілу вічність. Де ти пропадала? Ann: I made up my mind to become a student of Kyiv University this year. Petro: Are you a student now? Ann: Yes, I am. Я успішно склала вступні іспити і зарахована на перший курс факультету мистецтвознавства та історії образотворчого мистецтва. Petro: Where are you going now? Ann: I’m going to the lecture. Сьогодні запланована лекція “Сучасне мистецтво Італії” відомого італійського професора із Риму. Petro: Is the lecture on modern Italian art for all the students of the faculty? Ann: Yes, it is. Але вхід вільний. Усі бажаючі можуть прослухати цю лекцію. Do you have spare time now?

4. But in reality I just have a lot of work to do, so I cannot ... the luxury of lying in or of watching TV. a) allow c) let b) permit d) afford 5. And now they often have many ... with the firms from Great Britain, Canada and the United States. a) relations c) contacts b) communications d) terms 6. And I see that trade is the ... basis of a modern society at present. a) real c) practicable b) true d) realizable 7. I hope after ... from the university, I’ll work for my parents’ firm. a) leaving c) graduating b) finishing d) completing 8. I decided to begin a ... study of English grammar. a) concrete c) definite b) specific d) determined 9. We can only learn to speak and write English ... by reading it, hearing it spoken and speaking it ourselves. a) correctly c) truly b) rightly d) faithfully 10. Grammar can group the forms of the language under ... principles and rules. a) concrete b) specific

c) certain d) definite

11. His method of teaching is very ... . a) easy c) plain b) simple d) ordinary

Part One 5. Look back at the text of Lesson One. Try to match the words given below with the following definitions: a) to hit the ball with a stick that has a curved head in golf; b) something conjectured, not necessarily based on reasoning; c) really, in an actual way; d) in accordance with reason or received standards, genuine; e) clear, not doubtful or uncertain. Answers: i) to club; ii) in practice; iii) in reality; iv) true; v) definite. 6. Consult the dictionary and specify the meaning of the word econometrics. What does econometrics deal with? 7. Answer the following questions. 1. How is university life different from high school? 2. Are you getting more sleep now or less? 3. Why did you choose to study the English language and literature? 4. What will you deal with after graduating from Kyiv University? 5. Do you have regularly scheduled classes every day? 6. Does your friend have regular classes, too? 7. Does your friend find himself studying until well after midnight? 8. Why do you often find yourself studying until well after midnight? 9. Can you afford the luxury of sleeping in now? 10. Could you afford the luxury of sleeping in when you were a pupil? 11. What methods of teaching English does your teacher use? 12. Is your university life interesting? Why? 13. Why do the students of economics think everything is more intensive now? 14. Why can we learn to speak and write English correctly by reading it, hearing it spoken and speaking it ourselves? 15. Do the students of Kyiv University have more spare time for going to clubs and sports events or just meeting friends in the first year? Why?

Lesson One 8. Use the following words in your own sentences. (1) luxury (2) econometrics (3) true

(4) definite (5) regular (6) going to clubs

(7) intensive (8) midnight (9) graduate

Composition Exercises 9. Give an account of your own daily program. 10. Your life has changed after becoming a student. Tell your friends how it has changed. How might your life change if you had not become a student? 11. Retell the text of Lesson One, using the words and word combinations given below. After passing the entrance exams, to become a student of Kyiv University, to be different from, to have more spare time for, going to clubs, to spend much time, regular classes, to go to school, to stay at home, in reality, to afford the luxury of doing something, to be in the second year, to be in business, to have many contacts with, the true basis of a modern society, an interpreter, a translator, to graduate from the university, to work for, to decide, to begin a definite study of English grammar, his method of teaching, simple, to group the forms of the language, under certain principles and rules, to learn one structure in a correct way, to be correct, in the first year, at times, rather boring, statistics, econometrics, higher mathematics. 12. Read aloud the following dialogue as many times as possible to reproduce it. A: How is university life different from high school? B: Everything is somehow more intensive now. A: I see that you have a lot of work to do every day. Are you getting more sleep now or less? B: Less, much less! I just have so much to do that I cannot afford the luxury of sleeping in.

Lesson One Petro: Yes, I have a day off today. Ann: Let’s go together. II

Lesson Two

It’s a pity (American usage: that’s too bad; that’s a shame) to feel out of sorts to miss a few lectures should certainly stay at home A MORNING CALL

Life After Retiring Mr. Brown retired on a pension at age 65 last week. To tell the truth, he was a successful businessman. Mr. Jack Brown was a managing director of a world-known firm exporting imitation jewelry to most countries of the world. He worked as a managing director for twenty-five years. In fact, he spent more than thirty years working for his firm. At first Mr. Brown caught up with all those odd jobs around his remarkable collections of old china and impressionist painting at home since he was a passionate lover of art. Nevertheless, soon he began suffering from mild depressions—a fact known only to himself, his wife, and his psychoanalyst, Dr. George Huschle. His wife says that he became quite nervous and irritable without any interesting project in mind. Dr. Huschle suggested that he should take some interesting holidays in Europe and North America, but the result was poor. A few days ago his wife found a story in one of London’s papers about the need for older workers with experience in dealing with people, so she sent him down for an interview. It turned out that with the new and much discussed demographic trend in Europe, working life had been extended for many people. Management likes a few mature folks around the place to keep the younger workers in order and show them how to treat customers. It probably saves them a fortune in training. Now Mr. Jack Brown is working in one of the big superstores of the Garden Center. He works just three days a week and you wouldn’t believe how many interesting people he gets to talk to. It’s

Mary: Good morning, how are you? Jack: На жаль, сьогодні я себе погано почуваю. Mary: You don’t go to class today, do you? Jack: Мені доведеться пропустити кілька лекцій. I’m in a world of trouble. Mary: Tell me all about it. Jack: My mother slipped on the icy pavement and now she is laid up with a broken leg. Mary: Тобі слід, звичайно ж, залишитися вдома. You can have my notes if you like. Jack: Thank you. 14. Make up sentences using the following word combinations. To spend much time, in theory, to have regular classes, to stay at home, in reality, to have a lot of work to do, to afford the luxury of doing something, to find oneself doing something, to be in the first (in the second) year, to be in business, to have many contacts with somebody, to be in need of, after graduating from the university, to begin a definite study of English grammar, to group the forms of the language under certain principles and rules, to deal with. 15. Translate the following sentences and make up short situations with them. 1. The lecturer gave his listeners the ABC’s of phonetics. 2. He passed an examination in English with flying colours. 3. Your pupils are very good. They are progressing by leaps and bounds.

Part One 4. Her knowledge was thorough, because the best teachers of the city had laid the foundations of her education. 5. Every teacher needs thorough training. 6. My sister took an examination in grammar and failed. 7. He’s got a good grounding in English. 16. Dictation or translation. Markiyan is in the first year as a student of economics of Kyiv University. Everything is somehow more intensive now. He has to read a lot more. Now Markiyan hasn’t one book per subject as at school. When he was a pupil he had more time for sports and meeting friends. In theory, he attends classes on Monday, Wednesday, Tuesday and Thursday. He can stay at home all morning on Thursday because he has only one class. But he does not go to the university on Friday, Saturday and Sunday. What is more, he often works in the study hall of the university library. He hopes that in the second year it will get a bit easier. Markiyan has many subjects in the first year, many of them are very difficult, at times rather boring, such as economics, higher mathematics and book-keeping.

Lesson One 18. Read the aphorism, translate it into English and explain how you understand T.S. Eliot’s perception of time, space and nature.

APHORISM OF THE DAY For last year’s words belong to last year’s language and next year’s words await another voice. And to make an end is to make a beginning. Thomas Stearns Eliot (1888—1965), American-born English poet, critic, playwright and editor

17. Study this picture and describe it in your own words.

Part One Don’t say: I need see the doctor. In affirmative sentences, like “He needs to see the doctor,” the regular verb need must be used with to; but: Needn’t I go to the doctor? American usage: Do I need to go to the doctor? Defective need is treated like should and must when past time is meant. Notice that in American usage needn’t is rarely used and, therefore, the rule is to use the infinitive in this construction. e.g. You needn’t have spoken rudely to me. (You didn’t need to have spoken rudely to me.) American usage. Notice again that it is not used in the American construction. e.g. The teacher told them they needn’t stay at the hotel. (The teacher told them they didn’t need to stay at the hotel.) American usage. The word need is often used as a noun in the following word combinations: to be in need of потребувати чогось to meet the needs задовольняти потреби to live in need жити в злиднях to be in need бідувати the need of one’s heart веління серця

Exercises 1. Translate these sentences into English, paying attention to the word need. 1. Я простудився і мені потрібно звернутися до лікаря. 2. Том завтра йде до школи, йому слід підстригтися. 3. У 60-х роках вони дуже бідували. 4. Мати говорить дітям, що їм не слід їхати на дачу, оскільки буде дощова погода. 5. Йому подобається жити у злиднях. 6. Йому приходити необов’язково. 7. Можете не чекати мене, тому що я буду зайнятий. 8. Навряд чи потрібно говорити вам, що ми чекали більшого від Помаранчевої

Lesson Two great fun to be able to help people choose the tools or materials they need to do some household or garden job. And to be honest, he gets a discount on many things that he needs for his home. With more and more pensioners and fewer young people there is a shortage of labor for such jobs. And with most youngsters going to university these days, only a few young people want to do this kind of work as a career. Many of them see it as rather beneath them. One can only imagine that in the future Great Britain will need another wave of immigration just to have people do the basic, unsophisticated jobs in society.

Vocabulary notes From Oxford Advanced Learner’s Dictionary of Current English: retire v to give up one’s work, position, business, etc: My brother will retire on a pension at 65. catch (cought, cought) v to capture; seize; intercept: How many fish did you catch? To catch up with smb a) come up to smb who is going in the same direction; overtake: Go on in front. I’ll soon catch up with you; b) do all the work that has not yet been done: At first he caught up with all those odd jobs around his remarkable collections of old china and impressionist painting at home. suffer (from) v feel or have pain; loss: He suffers from loss of memory. irritable adj easily annoyed or made angry: She is an irritable woman. deal (dealt, dealt [delt]) (out) 1 give out to a number of persons: The money must be dealt out fairly. 2 (with smb) a) do business: Do you always deal with Huschle, the art critic? b) have relations with: My father is easy to deal with. treat v act or behave towards: He treats his wife badly. Don’t treat me as if I were a pupil. discount n amount of money which may be taken off the full price, e.g. of goods bought by a shopkeeper for resale, of an account if paid promptly: He gets a discount on many things that he needs for home.

Part One From English-Ukrainian Dictionary in two volumes: retire v 1) іти (геть), піти; to retire from the room вийти з кімнати; to retire from sight зникнути з поля зору; 2) залишати посаду; іти у відставку; звільнятися; to retire on a pension піти на пенсію; 3) лягати спати; to retire to bed іти спати. catch (cought, cought) v 1) ловити, спіймати; затримати; захопити; 2) збагнути; зрозуміти; 3) устигнути, наздогнати. suffer (from) v 1) страждати (від чогось); зазнавати (чогось); to suffer from headaches страждати від головного болю; to suffer losses зазнавати втрат (збитків); 2) дозволяти, допускати; to suffer smb to come дозволити комусь прийти; 3) терпіти, витерплювати, зносити; she cannot suffer criticism вона не зносить критики; 4) бути покараним, зазнавати покарання; відбувати покарання. irritable adj 1) дратівливий, дразливий; irritable temper дразливий характер; 2) легко збудливий; хворобливо вразливий (чутливий); 3) запалений. deal (dealt, dealt [delt]) v 1) видавати, відпускати; постачати; наділяти; 2) завдати (удару); 3) займатися (чимось – in, with). treat v 1) поводитися, ставитися; to treat smb like a dog погано ставитися до когось; 2) розглядати; трактувати; the book treats of poetry у цій книзі говориться про поезію; 3) лікувати. discount n 1) знижка, скидка; 2) фін. дисконт, облік векселів; процент обліку. NOTE: pensioners is British usage while senior citizens and retired people are used in American English.

Word combinations to tell the truth щиро кажучи to work as a managing director for somebody’s firm працювати у чиїйсь фірмі виконавчим директором at first спочатку to be a passionate lover of art пристрасно захоплюватися мистецтвом to suffer from mild depressions страждати на м’яку депресію

Lesson Two to become nervous and irritable стати нервовим і дратівливим without any interesting project in mind не мати на думці жодного цікавого задуму (проекту) to take some interesting holidays провести цікаву відпустку to send smb down for an interview послати когось на співбесіду to keep smb in order тримати когось у порядку, наглядати за кимось to treat customers обслуговувати клієнтів to get smb to talk to мати когось за співрозмовника to be able to help smb бути в змозі допомогти комусь to get a discount on smth мати знижку на щось a shortage of labor for such jobs потреба у працівниках на таку роботу to go to university вступати до університету to do this kind of work as a career працювати, плануючи кар’єрне зростання у даній галузі another wave of immigration наступна хвиля іміграції unsophisticated job проста, некваліфікована праця

Grammar The verb need is a regular verb and may take a noun as a direct object. e.g. Tom needs a hair cut. He does not need this book; he has already bought it. I need nothing; leave me alone. Need may be followed by to with the infinitive. e.g. Your brother didn’t need to bring all those textbooks. The student needs to work harder on English. Do you need to see the doctor? The verb need is also a definite verb that never changes its form and is followed by the infinitive. We must remember that in this case it takes no auxiliary verbs. It is used in the interrogative and negative, but not in the affirmative. Say: I need to see the doctor. He needs to see the doctor.

Lesson Two

Part One the younger workers in order, to show smb how to treat customers, a fortune, to work three days a week, to believe, to get to talk, to be able to do smth, to help people choose the tools or materials, to do some household or garden job, to be honest, to get a discount on many things, fewer young people, a shortage of labor for such jobs, to go to university, only a few young people, to do this kind of work as a career, to be rather beneath smb, to imagine, in the future, to need another wave of immigration, to do the basic, unsophisticated jobs in society. 12. Read aloud the following dialogue as many times as possible to reproduce it.

революції. 9. Він одержує знижки на багато речей, які потребує в побуті, в торгівельному комплексі «Ґарден Сентер». 2. Find mistakes in the sentences. 1. He need to go to the doctor. 2. His clever boy does not need to be told anything twice. 3. My sister is very rich; she doesn’t need to work. 4. The army needed food and water. 5. She needs to have a good teacher. 6. My sister need to devote more time to mathematics and geometry. 7. I shall need an hour to do that. 3. Read and translate Text Two. 4. Choose the appropriate word.

THE INTERVIEW Mr. Brown: Good morning Mr. Harris: Good morning, Mr. Brown. Do sit down, please. Mr. B.: Thank you. Mr. H.: I have your letter of application here. You say you’ve worked as a managing director of a world-known firm exporting imitation jewelry to most countries of the world before retiring on a pension. How old are you now? Mr. B.: I’m 66. Mr. H.: Why do you want to work in one of the superstores of the Garden Centre? Mr. B.: I’d like to tell you that it is not just the money. I get paid and extra money is always useful when you have many grandchildren. But to tell you the truth I got very bored staying at home. My wife said I became quite nervous and irritable without any interesting project in mind. Mr. H.: Would you like to work three days a week? Mr. B.: That’s a nice idea. Mr. H.: You will not only work as a manager, but your task will be to keep the younger workers in order and show them how to treat customers. Mr. B.: Well, when I was a managing director, I saw that young people didn’t want to work as managers. And with most youngsters going to university these days, only a few young people want to do this kind of work as a career.

1. He ... more than thirty years working for this firm. a) expended c) spent

b) wasted d) used

2. Mr. Brown ... all those odd jobs around his remarkable collections of old china and impressionist painting at home. a) did b) made up with c) caught up with 3. But soon he began ... from mild depressions a) having a pain b) suffering

c) agonizing d) writhing

4. Dr. George Huschle ... that he take some interesting holidays in Europe and North America. a) advised b) recommended

c) suggested d) counselled

5. Management likes a few mature folk around the place to ... the younger workers in order. a) hold

b) keep

6. It’s great fun to be able to help people ... the tools or materials they need to do some household or garden job.

Lesson Two

Part One a) choose b) decide

c) select d) pick out

7. Many of them see it as rather ... them. a) below c) under b) beneath d) lower 8. One can only ... that in the future, Great Britain will need another wave of immigration. a) represent b) fancy

c) conceive d) imagine

9. Why did he begin suffering from mild depressions? 10. Why did Mr. Brown become nervous and irritable? 11. What did Dr. George Huschle suggest him to do? 12. What kind of story did Mr. Brown’s wife find in one of London’s papers? 13. How many days a week does Mr. Brown work? 14. Does he get a discount on many things that he needs for his home? 15. Why do only a few young people want to do this kind of work as a career? 8. Use the following words in your own sentences.

5. Look back at the text of Lesson One. Try to match the words given below with the following definitions: a) amount of money which may be taken off the full price; b) the process of coming as settlers to another country; c) inexperienced, simple; d) chance looked upon as a power deciding or influencing somebody’s fate. Answers: i) discount; ii) immigration; iii) unsophisticated; iv) fortune. 6. Consult the dictionary and specify the meaning of the words immigration and emigration. What is the difference between them? 7. Answer the following questions. 1. Does Mr. Brown work in a big superstore of the Garden Centre? 2. Does he look like a regular shop worker? 3. At what age did Mr. Brown retire on a pension? 4. He worked as a managing director for twenty-five years, didn’t he? 5. Why did he become very bored of staying home? 6. What did he do after retiring on a pension? 7. Is working in the superstore more fun than catching up with all those odd jobs around his remarkable collections of old china and impressionist painting at home? 8. Is Mr. Brown a passionate lover of art?

(1) intensive (2) jewelry (3) painting

(4) successful (5) remarkable (6) project

(7) suffer (8) immigration (9) shortage

Composition Exercises 9. Give an account of Mr. Brown’s daily work.

10. Your life has changed after retiring on a pension. What will you do if you begin suffering from mild depressions? 11. Retell the text of Lesson Two, using the words and word combinations given below. To retire on a pension, to tell the truth, to be a successful businessman, to be a managing director of a world-known firm, to export imitation jewelry to most countries of the world, to have worked as a managing director, in fact, to spend more than thirty years, at first, to catch up with, one’s remarkable collections of old china, to be a passionate lover of art, to begin suffering from mild depressions, to become quite nervous and irritable, without some interesting project in mind, to suggest smb doing smth, a few days ago, to find a story in one of London’s papers, to deal with, to send smb down for an interview, the new and much discussed demographic trend in Europe, a few mature folk around the place, to keep

Lesson Two Mr. H.: That sounds very good. Mr. Brown, I think you are on our short list. We’ll get in touch with you by the end of the week and give you our final answer.

Lesson Three Air Travel (Well-Being in the Air) Before you leave: – Dress comfortably and avoid synthetic fabrics to allow your skin to breath. – Apply a good moisturizing cream to protect your skin. – Avoid heavy meals, alcohol, tea and coffee the day before traveling. On board: – During take-off and landing pressure changes can cause ear discomfort. To clear the ears, pinch your nose shut, close your mouth, and swallow or blow out against your closed mouth; candy or chewing gum may also help. – We offer a full in-flight bar service, but please remember that alcohol and coffee cause dehydration. Instead drink a lot of water, which will also help you prevent fatigue. – Make sure you eat light, and you’ll feel better on arrival. – Stretch your muscles to improve blood circulation. Some simple exercise should suffice. (At the airport in the departures lounge) Departure to Kyiv: Passengers traveling to Kyiv on BA Flight 734 should go through international passport control and on to gate twenty-four. Would Mrs. Gail Smith please contact the information desk? Would Mr. John Brown, traveling to Madrid on Flight 226 please proceed to gate seventeen immediately for passport control? Flight 734 to Kyiv: this flight is now boarding at gate twenty-four.

13. Read the dialogue, saying the Ukrainian sentences and phrases in English. Use the word combinations and expressions given below. THE INTERVIEW II Stella: Good afternoon. Mr. Smith: Good afternoon. Do sit down. S.: Thank you. Mr. S.: У мене ваша заява на роботу. You have three children. Ви можете працювати повний робочий день? S.: My husband and I are going to have day-care to help look after our children. Mr. S.: The reference from your last job is very good. Did you leave to give birth to your next child? S.: Yes, you are quite right. But I’ve been doing part-time work for them from time to time. Mr. S.: У такому випадку ваша швидкість друкування у хорошій формі. S.: Oh, yes. By the way, I’ve always done my husband’s correspondence. Mr. S.: What made you apply for this job? S.: Мені набридла домашня робота. І я люблю бути весь час серед людей. Mr. S.: Ми зв’яжемося з вами наприкінці тижня. I’ll give you our final answer. S.: Thank you very much, Mr. Smith. Mr. S.: Good-bye. S.: Good-bye. To have one’s letter of application, to work normal hours, one’s typing speeds, to be sick and tired of homework, to be in the public eye, to get in touch with smb, by the end of the week.

Lesson Two

Part One 14. Make up sentences using the following word combinations.

17. Study this picture and describe it in your own words.

To retire on a pension, to be a successful businessman, to be a managing director of, to work as a managing director for, one’s remarkable collection of old china, to be a passionate lover of art, to begin suffering from mild depressions, to become nervous and irritable, without any interesting project in mind, to suggest smb taking some interesting holidays, to keep the younger workers in order, to treat customers, a fortune in training, to help smb choose the tools or materials, to be honest, to get a discount on many things. 15. Translate the following sentences consulting the dictionary and make up short situations with these sentences. 1. The man was busy as a bee all day. 2. My mother certainly knows how to run things. 3. I think he’s got plenty of get up and go. 4. She’ll do the job well: she is a live wire. 5. Don’t be hard on them. They are very young. 6. My father was clever but he was a rather easy-going type. 7. Don’t talk to me now, I’m working against time. 8. She has no time for bores. 9. He’s got a lot of money. He lined his pockets while working abroad. 10. Mr. Brown feathered his nest, and now he wants to retire.

18. Read the aphorism, translate it into English and explain how you understand John Nuveen’s perception of human age.

16. Communication practice: 1. You are applying for a job. Tell the person who is inter-viewing you what your qualifications are and what you have been doing so far. 2. You are interviewing a few mature men who have applied for a vacancy in your superstore. Ask everyone for particulars about his/her qualifications and working experience. 3. You are looking for a manager for your store. Write a short advertisement. 4. Write a short letter of application for a job advertised in a daily newspaper.

APHORISM OF THE DAY You can judge your age by the amount of pain you feel when you come in contact with a new idea. Hohn Nuveen (1896—1968), American banker, educational and cultural leader

Lesson Three

Part One stow v 1) укладати, складати; 2) згортати (вітрила); 3) піднімати (якір); 4) наповнювати, набивати (чимось – with). take-off n зліт, старт, виліт; відрив від землі. require v 1) вимагати; наказувати; 2) потребувати (чогось), мати потребу (в чомусь): We require extra help нам потрібна додаткова допомога; it requires careful consideration це потребує ретельного розгляду; 3) залежати, бути в залежності (від чогось); відчувати необхідність; as circumstatances may require у разі необхідності. turbulence [-lens] n 1) бурхливість; 2) буйність, неспокій. ensure v 1) забезпечувати; гарантувати; to ensure independence забезпечити незалежність; 2) страхувати; 3) ручатися; 4) запевняти.

Word combinations the departures lounge зала вильоту to go through international passport control проходити міжнародний паспортний контроль to contact the information desk зголоситися до пункту інформації the flight is now boarding at gate twenty-four посадка на рейс проводиться на воротах №24 an unaccompanied minor неповнолітній без супроводу to contact airport information зголоситися до пункту інформації аеропорту this is the final call for passengers on flight number 734 увага, пасажири, закінчується посадка на рейс №734 to welcome smb on board ласкаво просимо на борт one’s estimated flight time приблизний час польоту at an altitude of thirty thousand feet на висоті 30 тисяч футів (приблизно 9 тисяч метрів) to fasten one’s seat belts застібнути ремені to place one’s chair back in the upright position підняти спинку крісла to be ready for take-off бути готовим до зльоту літака to be served in approximately twenty minutes бути поданим приблизно за 20 хвилин in the meantime тим часом

Will unaccompanied minor, Miriam, please contact airport information? This is the final call for passengers on Flight 734 to Kyiv. This flight is now closing at gate number twenty-four. (In the plane before take-off) Good morning, ladies and gentlemen. Captain Sandford and his crew welcome you on board this British Airways Trident Three. It’s nice to have you with us. We are now leaving for Kyiv. Our estimated flight time will be two hours and twenty minutes. We shall be flying at an altitude of thirty thousand feet; that is about nine thousand meters. Now please fasten your seat belts and place your chair backs in the upright position with tables stowed, and ready for take-off. (After take-off) Ladies and gentlemen: this is Cabin Service Officer Grant speaking. Lunch will be served in approximately twenty minutes and in the meantime we shall be happy to serve you with any drinks you may require from the bar trolley which will be passing through the cabin. We recommend that when seated you keep your seat belts fastened. You may leave your seat when you wish, but please do not smoke while standing or moving about in the cabin. Smoking is also not allowed in those areas marked with no-smoking signs. If I can be of any help to you, please, let me know. (During the flight) Ladies and gentlemen, we are approaching an area of turbuence. Will you now, please, return to your seats and remain seated with your seat belts fastened? (Before landing) Ladies and gentlemen, we shall be landing shortly in Kyiv. Please return to your seats and make sure your seat belt is fastened. Will you also ensure that your seat back is in the upright position with the armrest down and the table stowed? The temperature in Kyiv is ten degrees Centigrade, fifty Fahrenheit, and the local time is one o’clock PM or 13.00.

Part One

Lesson Three (After landing)

Ladies and gentlemen, we have just landed at Kyiv. For your safety and comfort, please, remain seated until the “fasten seat belts” sign has been switched off. Before leaving the aircraft, please, make sure you collect all your personal items and hand baggage. Captain Sandford and his crew would like to say good-bye. Thank you for flying British Airways; we hope you have enjoyed your flight and look forward to seeing you again soon. Note: traveling is an American spelling; travelling is British.

Vocabulary notes From Oxford Advanced Learner’s Dictionary of Current English: departure n (from) 1 departing; going away: His departure was unexpected. There are notices showing arrivals and departures of trains near the booking office. 2 turning away or aside; changing: a departure from old customs; a new departure in physics. proceed v 1 (to smth/to do smth) go forward; go on: Let us proceed to business. He proceeded to inform me that... 2 (from smth) come, arise from. 3 (against smb) take legal action. board v 1 make or cover with boards. 2 (at smth with smb) get (from), supply (with) meals for a fixed weekly/montthly etc payment: Mr. Jones makes a living by boarding students. 3 get on or into (a ship, train, plane, bus, etc). altitude n 1 (not of living things) height, esp. Above sea-level. 2 (usu pl) place high above sea-level: It is difficult to breath at these altitudes. 3 (astron) angular distance of a celestial object above the horizon. fasten v 1 fix firmly; tie or join together: Have you fixed all the doors and windows? He fixed the two sheets of paper together. 2 –on/upon fix (a nickname, accusation, etc) upon smb: He fastened his eyes upon me. stow v (smth away; smth into/with smth) pack, esp carefully and closely; to stow cargo in a ship’s holds; to stow things away

into the attic; to stow clothes into the trunk/to stow a trunk with clothes. take-off n 1 place at which the feet leave the ground in jumping. 2 (of aircraft) leaving the ground and rising: a smooth take-off. require v 1 need; depend on for success, fulfillment, etc: We require extra help. Does this machine require much attention? The situation there requires that I should be present. 2 (smth or smb; smb to do smth) (often passive) (formal) order; demand; insist upon as a right or by authority: Students are required to read three papers in English literature. What do you require of me? It is required that you arrive at 8 am. turbulent adj violent; disorderly; uncontrolled: turbulent waves/ passions. turbulently adv turbulence [-lens] n. ensure v 1 make sure; guarantee: I can’t ensure that he will be there in time. 2 ensure (smb) against smth make safe: We ensured (ourselves) against possible disappointment. From English-Ukrainian Dictionary in two volumes: departure n 1) відхід, від’їзд; відплиття; вирушання; відправлення; the departure of a train відхід потяга; to take one’s departure поїхати, піти геть, відбути; 2) відхилення, збочення, ухилення, відступ; 3) вихідна точка. proceed v 1) продовжувати (шлях); іти далі; 2) продовжувати (говорити): Please proceed. 3) відновлювати, робити (щось після перерви): We can proceed with our work ми можемо продовжувати нашу роботу; 4) продовжувати, тривати; 5) переходити, приступати (до чогось – to); 6) чинити, діяти: How shall we proceed? Як ми діятимемо? 7) відбуватися, розвиватися (про події тощо). board v 1) обшивати дошками, настиляти підлогу; 2) забивати дошками; 3) харчуватися, столуватися (у когось – with) 4) амер. сісти на поїзд (у трамвай, налітак). altitude n 1) висота; висота над рівнем моря; 2) pl висока місцевість; висоти; 3) астрон. кут піднсення (світила). fasten v 1) зв’язувати, зав’язувати; скріпляти; прикріплювати (до чогось – to, upon, on); 2) зміцнювати; загвинчувати, згвинчувати; затискати; 3) замикати (-ся); закривати, зачиняти (двері).

Part One

Don’t be in touch with him: he is an informant. That’s a useful piece of information. I’ve read this informative article with great pleasure. travel – traveler – traveling I often travel this way. You are an experienced traveler. Traveling is very educational. There are many words in English that sound the same, but they have different meanings. They may or may not have different spellings. These words are called homonyms. e.g. bore and boar, sweet and suite, bear and bare, whore and hoar, faint and feint, fair and fare, pair and pare, close and clothes, allowed and aloud, weight and wait, hare and hair, and many more. e.g. turbulence e.g. land e.g. seat

(a) бурхливість (b) буйність, неспокій (a) земля, суша (b) приземлятися, робити посадку (с) спіймати (злочинця) (a) місце (для сидіння) (b) посада (с) тех. опорна поверхня; фундамент

Exercises 1. Consult the dictionary and find the related words to: believe, use, thank. Use them in your sentences. 2. Translate these sentences into English, paying attention to the words dance, study and land. 1. Це один із нових танців. 2. Вони разом дуже добре танцюють. 3. Деяка танцювальна музика дуже приємна. 4. Зайдіть у танцювальний зал, будь ласка. 5. Я збираюся потанцювати. 6. Літак приземлився в аеропорту Бориспіль о 10 годині ранку. 7.

to be happy to serve smb with any drinks з радістю пригостити будь-якими напоями a bar trolley столик на колесах marked with no-smoking signs позначений символом «Курити заборонено» to make sure one’s seat belt is fastened переконатися, що ремінь застібнутий in the upright position у вертикальній позиції with the armrest down з опущеним підлокітником for one’s safety для безпеки to collect all one’s personal items and hand baggage зібрати особисті речі та ручний багаж to look forward to verb + ing очікувати на

WORD STUDY Many words in English are both nouns and verbs. We have met the ones in Lesson 4 with examples to show their use in the English language: approach (verb) As winter approached the weather became colder. (noun) The enemy ran away at our approach. board (verb) The door was boarded. (noun) All the students went on board. cabin (verb) We cabined in a quiet place in the country. (noun) There are many cabins in the ship. call (verb) She called her father for help. (noun) They came at my call, when I shouted to them. chair (verb) The newly elected MP was chaired the meeting. (noun) There are three chairs in the room. comfort (verb) Comfort those who are in trouble. (noun) It’s a comfort to know that she is safe. control (verb) My brother knows how to control his horse. (noun) He is in control of the stores. drink (verb) I could drink the sea dry. (noun) He took a drink of milk. flight (verb) We put the enemy to flight. (noun) His family had a non-stop flight from Paris to Toronto. fly (verb) The birds have flown. (noun) There are no flies on him.

Lesson Three

Part One (verb) Will you help me on with my overcoat, please. (noun) Your advice was a great help. keep (verb) He always keeps his money in the bank. (noun) Valuables were kept in the castle keep. know (verb) My brother knows many foreign languages. (noun) He is in the know. land (verb) He was landed on a lonely island. (noun) The land came in sight. lunch (verb) He lunched with John at his club. (noun) I don’t have lunch at home. mark (verb) He marked in his diary the day of the appointment with the doctor. (noun) The teacher erased the mark. pass (verb) The teacher passed that way. (noun) The guide showed us the pass through the woods. place (verb) My mother placed a cake in the oven. (noun) I cannot be at two places at once. return (verb) We returned home yesterday. (noun) The return of spring made us work hard. serve (verb) His eyes didn’t seem to serve him. (noun) Whose serve is it? (In tennis) sign (verb) Where do I sign? (noun) We saw the two traffic signs for a speed limit in the road. smoke (verb) Don’t smoke in this room. (noun) There is much smoke in the room. travel (verb) I like traveling round the world. (noun) Travel was slow and dangerous in old times. wish (verb) I wish you all the happiness in the world. (noun) He had no wish to stay in France. help

There are many words in English which can be nouns, verbs or adjectives. The word travel can be: (1) a noun e.g. The travel is very exciting. (2) a verb e.g. Young people are traveling abroad to work and study. (3) an adjective e.g. To arrange a trip, it is necessary to hire a travel agent.

RELATED WORDS land – landed – landing – land office My children like traveling by land. The passengers landed as soon as the ship reached harbor. We have landed at Bombay. The pilot made an emergency landing. There are landed passengers at the airport. There is a land office in every regional city of Ukraine. safe – safety – safely (adverb) The crisis is over and the patient is now safe. They did nothing that might endanger the safety of other people. I can safely say that the article will have been written by the tenth of October. comfort – comfortable – comforter I need to comfort my child. I am very comfortable when you are here. You have become a comforter for all of us. collect – collected – collection – collective I collect the works of Taras Shevchenko. I wish to purchase the collected works of Taras Shevchenko. There is a large collection of books of art in the library of the National Museum of Fine Arts in Kyiv. The meeting of the collective body of our university is held every month. depart – departure – departed The train departs at 12. There are notices showing arrivals and departures of trains near the booking office. The departed passengers scattered into the crowd. inform – informant – information – informative I wish to inform you that he has gone to London.

Part One

Lesson Three

Composition Exercises 11. Invite one of your English friends to spend his Christmas holiday with you in Ukraine. Suggest where you could go and what you could do. Ask what your friend would like to see in Ukraine. 12. Retell the text of Lesson Three, using the words and word combinations given below. To go through international passport control, to contact the information desk, on Flight 226, to proceed to gate seventeen, immediately, for passport control, to contact airport information, the final call for passengers, a crew, to welcome smb on board, to leave for, one’s estimated flight time, at an altitude of thirty thousand feet, to fasten one’s seat belts, to place one’s chair backs in the upright position, ready for take-off, to be served in approximately twenty minutes, in the meantime, to be happy to serve smb with smth, to require from the bar trolley, to keep one’s seat belts fastened, to leave one’s seat, not to smoke while standing or moving about in the cabin, with no-smoking signs, to be of any help to smb, to approach an area of turbulence, to return to one’s seats, to make sure, in the upright position with the armrest down, Centigrade, Fahrenheit, the local time, for one’s safety and comfort, to remain seated until the “fasten seat belts” sign, before leaving the aircraft, to collect all one’s personal items and hand baggage, to say goodbye, to enjoy one’s flight, to look forward to doing smth. 13. Read aloud the following dialogue as many times as possible to reproduce it. AT THE INTERNATIONAL PASSPORT CONTROL X. Good morning. Your passport, please. Y. Good morning. Here you are. X. Mr. George Huschle? Y. That’s right. X. What is the purpose of your visit to Kyiv? Y. I have come here to visit my friend. Here is his letter of invitation. X. How long do you intend to stay in Kyiv? Y. For two weeks.

Хто спіймав злочинця? 8. Туристів висадили з корабля у Бомбеї. 9. Він завжди любив подорожувати сушею. 10. Ми вивчаємо англійську щодня. 11. Містер Сміт сидить у своєму кабінеті і працює над новим навчальним посібником. 3. Make up sentences using the following words, first as verbs and then as nouns. a) answer b) drink c) smoke d) lunch 4. Find mistakes in the sentences. 1. We hope you have enjoyed your flight and look forward to seeing you again soon. 2. The temperature in Kyiv is ten degree Centigrade, fifty Fahrenheit, and the local time is one o’clock. 3. This is the last call for passengers on flight number 734 to Kyiv. 4. If I can be of any need for, please, let me know. 5. Smoking is not allowed until you are inside the airport building. 6. This flight is now closed at gate number twenty four. 7. We are now leaving Kyiv. 5. Read and translate Text Three. 6. Choose the appropriate word. 1. Captain Sandford and his ... welcome you on board this British Airways Trident Three. a) team c) crew b) detachment d) personnel 2. We are now ... ... Kyiv. a) setting off b) departing for c) going to 3. Our ... flight time will be two hours and twenty minutes. a) approximate b) foreseen c) estimated

Part One

Lesson Three

4. Now, please, ... your seat belts and place your chair backs in the upright position with tables stowed, ready for take-off. a) make fast b) attach

c) fasten d) consolidate

5. Lunch will be served in ... twenty minutes and in the meantime we shall be happy to serve you with any drinks you may require. a) roughly

b) approximately

6. We ... that when seated you keep your seat belts fastened. a) advise b) recommend

c) counsel d) confer

7. Smoking is also not ... in those areas marked with no-smoking signs. a) let b) permitted c) allowed d) available 8. Please ... to your seats and make sure your seat belt is fastened. a) come back c) return

b) recur d) come in

9. Will you also ... that your seat back is in the upright position with the armrest down and the table stowed? a) convince b) persuade

c) assure d) ensure

10. We have just ... at Kyiv. a) touched down c) landed

b) alighted d) came down

11. For your safety and comfort, please, remain seated until the â&#x20AC;&#x153;fasten seat beltsâ&#x20AC;? sign has been ... ... . a) turned off c) switched off

b) shut off d) shut down

12. Before leaving the aircraft please make sure you ... all your personal items and hand baggage. a) gather c) assemble b) pick d) collect 7. Look back at the text of Lesson Four. Try to match the words given below with the following definitions: a) the place where a passenger can make inquiries about something; b) in or of the temperature scale that has 100 degrees between the freezing point and the boiling point of water; c) name of a thermometer scale with the freezing point at 32 and the boiling point at 212; d) all the bags, trunks, etc, with which a person travels; e) get pleasure from; to take delight in. Answers: i) information desk; ii) Centigrade [sentigreid]; iii) Fahrenheit; iv) hand baggage; v) enjoy. 8. Consult the dictionary and specify the meaning of the words through, via and across. Is there any difference between them? 9. Answer the following questions. Do you like traveling by air? Is there an airport in your city? Do all the passengers go through international passport control before take off? What does the final call stand for? What did you do before landing? What did you do after landing? Do you like to travel by air in winter or in summer? Why? 10. Use the following words in your sentences. (1) departure (2) permit (3) international

(4) armrest (5) belt (6) proceed

(7) upright (8) meantime (9) flight

Part One

Lesson Three

17. Study this picture and describe it in your own words.

X. All right. Here is your landing permit. I hope you have a pleasant Christmas holiday in Kyiv. 14. Read the dialogue, saying the Ukrainian sentences and phrases in English. Use the word combinations and expressions given below. THE INTERVIEW X. Can I help you? Y. I’d like a flight to Kyiv. Чи ви можете мені забронювати квиток? X. When would you like to travel? Y. 30 грудня. X. Which class of service? Y. На літак, який відлітає о третій годині. Economy class. X. BA 308. Яке ім’я вписати в білет? Y. Jack Smith. X. Thank you. X. Good bye. Y. Good bye.

22. Read the proverb, translate it into Ukrainian and explain how you understand it.

APHORISM OF THE DAY Travel makes a wise man better but a fool worse. Thomas Fuller (1608—1661) English churchman and historian

15. Make up sentences, using the following word combinations from Lessons One to Three. To suggest smb take some interesting holidays, to look forward to doing smth, to treat customers, to serve smb with smth, to help smb choose the tools or materials, to be honest, to get a discount on many things, to be different from, to afford the luxury of doing something, to find oneself doing something, to be in the first (in the second) year, to be in business. 16. Insert suitable prepositions where necessary. 1. Mrs. Gail Smith please contact ... the information desk. 2. This flight is now boarding ... gate twenty-four. 3. This is the final call ... passengers ... flight number 734 ... Kyiv. 4. This flight is now closing ... gate number twenty-four. 5. Captain Sandford and his crew welcome ... you ... board this British Airways Trident Three. 6. We are now leaving ... Kyiv. 7. We shall be flying ... an altitude ... thirty thousand feet. 8. Now, please, fasten your seat belts and place your

Part One

Lesson Three

chair backs ... the upright position ... tables stowed. 9. Lunch will be served ... approximately twenty minutes. 10. We shall be happy to serve you ... any drinks you may require ... the bar trolley which will be passing ... the cabin. 11.You may leave ... your seat when you wish. 12. We are approaching ... an area ... turbulence. 13. We shall be landing shortly ... Kyiv. 14. We have just landed ... Kyiv. 15. Thank you ... flying British Airways; we hope you have enjoyed your flight and look forward ... seeing you again soon. 17. Translate the following sentences and make up short situations with them. 1. The passengers of the wrecked plane hoped that somebody would come to their rescue. 2. It was a close shave. Our pilot missed another plane by inches. 3. Thank you for the tea. Youâ&#x20AC;&#x2122;ve saved my life. 18. Read the text. Discuss with your colleague students whether the information given in it is credible and up-to-date. PASSPORTS, VISAS AND REGISTRATION Every one entering the United Kingdom of Great Britain needs a passport or other recognized identity document (nationals of European Community countries, for example, can use national identity cards). In addition, nationals of some foreign countries (mainly in Eastern Europe, Africa, and Asia) need a visa. With some exceptions (including, for example, diplomats and members of certain international organizations), all non-patrials must obtain leave to enter the country at the port of entry. Leave to enter may be for a limited period and may include conditions relating to employment, or it may be for an indeterminate period. A foreign national aged 16 or over must normally register with the police if he or she is admitted for more than six months, or for employment for a period more than three months. The police issue a certificate of registration, for which there is a fee. (from English Every Day by Janina Smolska and Jan Rusiecki)

19. Communication practice: Tell the other students what you did at the airport in the departures lounge.

2. Write a good and a bad review of your summer traveling to one of the European countries. 21. Read and translate the following information into Ukrainian. SAFETY ON BOARD Baggage Passengers are allowed one piece of carry-on baggage. The overall dimensions of carry-on baggage must not exceed 115 centimetres. For safety reasons, the baggage should be securely stowed either under your seat or in an overhead locker before takeoff and landing. Smoking For your comfort UIA reminds passengers that smoking is allowed except on flights to/from Amsterdam, Brussels, Vienna and on the flight between Vienna and Odessa, but only in designated seats and in designated times. Cigar and pipe smoking is not allowed. Traveling with Children Children between 2 and 12 years of age are given a free full baggage allowance. They receive discounts of up to 50% of the adult fare, and are entitled to their own seat. Infants under 2 years old pay just 10 percent of the full adult fare, but do not receive a free baggage allowance or own seat. Using Electronic Equipment To prevent electronic devices from interfering with the aircraftâ&#x20AC;&#x2122;s radio and navigation systems, the following industry-wide guidelines should be followed: radios, mobile phones, portable televisions, remote controlled toys, computer printers and CD players may not be used at any point when on board the aircraft. Laptop computers, calculators and electric shavers may not be used during takeoff or landing. If their use during flight causes electronic interference, a flight attendant will request that you turn off the equipment. Please remember that mobile phones must be switched off during your flight.

Part One supporter n 1) той, хто підтримує (допомагає); 2) прихильник, прибічник; 3) підтяжка; шлейка; підв’язка. commute v 1) замінювати (на щось – into, for); 2) юр. пом’якшувати покарання, змінювати міру покарання (на – for, into, to); 3) амер. користуватися сезонним квитком (на транспорті); їздити щодня з передмістя на роботу; 4) ел. перемикати струм. efficient adj 1) ефективний, дієвий, дійовий; 2) умілий, кваліфікований; знаючий (свою справу); діяльний; спритний; 3) доцільний; 4) продуктивний; що працює з високим коефіцієнтом корисної дії (про машину); 5) справний (про механізм). expat adj 1) діаспорний; 2) іноземний (стосовно спеціаліста, який працює за кордоном); expat company фірма, заснована для діяльності за кордоном.

Word combinations to work in a number of executive positions працювати на багатьох керівних посадах an old stomping ground рідні місця, улюблена місцина the eclectic utilization of various styles еклектичне використання різноманітних стилів the Art Nouveau period період Ар нуво to be embellished with smth бути оздобленим чимось mythological and hunting themes міфологічні й мисливські теми to be quite an event бути справжньою подією to commute to work щоденно їздити до місця роботи to get around підійти, дістатися the business language мова бізнесу to have a good command of a language добре володіти мовою to get into Ukrainian modern landscape art серйозно вивчати сучасне українське пейзажне мистецтво to be similar to smth бути схожим на щось to be used to doing smth звикнути робити щось to get over the beauty of Kyiv подолати щось, звикнути до чогось

Lesson Four Socialite Finding His Feet Mr. Kenyon is the Director of Business Development at Business Link. Mr. Kenyon worked in a number of executive positions all over the world and now he has been living in the Ukrainian capital for just over seven months. I put a number of questions to him in order to publish an interview with him in What’s On magazine. Journalist: What is your impression of Kyiv compared to your old stomping ground of London? Mr. Kenyon: Well, there are similarities and differences... But the main thing is that Kyiv is a big European city with a small town atmosphere. What I mean by this is that it’s a friendly city where, like London, everything is possible. Journalist: Do you have a favorite place you like to go? Mr. Kenyon: There are a lot of places of interest in Kyiv. But what impressed me most is the Dormitory (Horodetsky building), built in the shape of a cube and characterized by the eclectic utilization of various styles typical of the Art Nouveou period. The facades are embellished with sculptural cement decorations based on mythological and hunting themes. Journalist: While living in Kyiv, what event was quite interesting for you? Mr. Kenyon: The Orange Revolution on Maidan Nezalezhnosti. Looking into the eyes of Victor Yushchenko supporters, I understood that the will of the people would be heard and realized. Journalist: How do you find life here in Kyiv? Mr. Kenyon: In London I would have to commute to work and this would take up to an hour and a half to the place where I worked. I lived too far from my office in London. Here, in Kyiv, I can walk to

Part One work in the morning. As I said, Kyiv is a very compact city, and it’s easy to get around. Public transport is clean, efficient, and about a thirtieth of the price it is in London. Journalist: Any plans for the future? Mr. Kenyon: Traveling mainly, there are a lot of places in Ukraine that I’m eager to see. I really want to go to Crimea, Lviv, and Kharkiv. My wife, children and I have thought of going to ski in the Carpathians during the winter. And I really want to learn Ukrainian. It’s nice being in expat company, but I think it’s important to have local friends. Some of these people may not know English, and it’s for that reason that I want to be able to speak the Ukrainian language. I work in business and the business language is English in the world. But a person must have a good command of the language of a country where he lives and works. I’m sure that the result will be splendid since I have four lessons a week now. Journalist: Have you taken up any new hobbies since you’ve been in Kyiv? Mr. Kenyon: Well, I went along to a couple of city exhibitions of fine arts. To tell the truth, I have a nice family collection of pictures of European modern artists, but I have really gotten into Ukrainian modern landscape art. The art which is being produced here is similar to that which was produced in the West twenty or thirty years ago. And I’ve recently bought two works of Serhiy Tanadaichuk, a folk artist, in Andriyivski Uzviz. Journalist: If you could change anything about Kyiv what would it be? Mr. Kenyon: The service. When you are used to getting things quickly it takes some getting used to! But having said that, I cannot get over the beauty of Kyiv.

Vocabulary notes From Oxford Advanced Learner’s Dictionary of Current English: socialite n (colloq) person prominent in fashionable society. stomping ground (also stamping ground) a habitual or favourite place.

Lesson Four similarity n (pl -ties) likeness; state of being similar; point or respect in which there is likeness: point of similarity between the two men. Are there many similarities between China and Japan? favorable adj (favourable in British spelling) (US = -vor-) giving or showing approval; helpful: a favorable report on one’s work. Is he favorable to the proposal? favorably adv in a favorable manner: speak favorably of a plan; look favorably on smb. dormitory n (pl -ries) sleeping-room with several or many beds, esp in a school or institution. embellish v (with), make beautiful; add ornaments or details to: to embellish a dress with lace and ribbons; to embellish a story, e.g. by adding amusing but perhaps untrue details. supporter n person or device that supports. commute v 1 (into/for), exchange one thing (especially one kind of payment for another: to commute one’s pension; to commute on annuity into/for a limp sum. 2 (to), reduce the severity of punishment: to reduce a death sentence (to one of life imprisonment). 3 travel regularly, e.g. by train or car, between one’s work in a town and one’s home in the country or suburbs. efficient adj 1 (of persons) capable; able to perform duties well: an efficient secretary/staff of teachers. 2 producing a desired or satisfactory result: efficient methods of teaching. expat adj or noun This is a short form of expatriot. This means a person who is living outside of his home country. From English-Ukrainian Dictionary in two volumes: socialite n амер. розм. 1) людина з високим суспільним становищем; 2) людина, що належить до вищого світу. similarity n 1) схожість, подібність; 2) матем. подібність. favourable adj (амер. favorable) 1) сприятливий; підхожий; зручний; 2) прихильний; доброзичливий; налаштований прихильно (доброзичливо); 3) схвальний; позитивний; favourable answer позитивна відповідь. dormitory n 1) спальня; спальна кімната; спочивальня; 2) дортуар; 3) студентський гуртожиток; 4) жарт. робітниче селище; 5) кладовище. embellish v 1) прикрашати; прибріхувати; 2) наділяти красою, робити гарним.

Part One

Lesson Four

2. But what … me most is Dormitory (Horodetsky building), built in the shape of a cube and characterized by the eclectic utilization of various styles typical of the Art Nouveau period. a) surprised c) staggered

b) struck d) impressed

3. Public transport is … and efficient in Kyiv. a) neat b) tidy c) pure d) clean 4. In London I would have to … to work and this would take anything up to an hour and a half to the place of my work. a) run b) go c) travel d) commute 5. But I have really got into Ukrainian modern … art. a) scenery b) landscape c) view d) environment 6. The art which is being produced here is … to that which was produced in the West twenty or thirty years ago. a) like b) similar c) resembling d) alike 7. I cannot … the beauty of Kyiv. a) experience c) get over

b) go through d) resist

8. The facades are … with sculptural cement decorations based on mythological and hunting themes. a) decorated b) embellished c) adorned d) encased

EXPLANATORY NOTES The Art Nouveau is a decorative style of late 19th century origin, characterized by curved lines and plants motifs.

Grammar While + the ing-form Sometimes a participle phrase expressing adverbial relations of time is introduced by the conjunction while. e.g. While living in Kyiv, what kind of thing was quite an event for you? Що стало подією для вас, коли ви мешкали у Києві? The ing-form may be preceded by the conjunction while mainly because this grammar construction lends the adverbial meaning of time, emphasizing the idea of simultaneousness of its action with that of the predicate verb. While shows that both actions are taking place at a given moment or period of time.

Exercises 1. Read and analyze the sentences. Translate them into Ukrainian. 1. While reading the text, he noticed a few imprints. 2. While doing her English exercises, my sister fell asleep. 3. He was generous towards others, while shorting himself. 4. While walking down the path, they continued to speak English. 5. While sitting in the sunshine, he became tanned. 6. While doing the room, my children made a noise. 7. While writing a dictation, these students made a few grammar mistakes.

9. Communication practice. 2. Read and translate Text Four. 1. Tell the other students a few sentences about Mr. Kenyon’s life in Kyiv.

3. Add the appropriate adjectives in the following sentences.

Part One 1. Mr. Kenyon worked in a number of … positions all over the world and now he has been living in the Ukrainian capital for just over seven months. 2. Do you have a … place that you like to go? 3. But what impressed me most is Dormitory (Horodetsky building), built in the shape of a cube and characterized by the eclectic utilization of … styles typical of the Art Nouveau period. 4. The facades are embellished with … cement decorations based on mythological and hunting themes. 5. Kyiv is a very … city and it’s easy to get around. 6. But one must have a … command of a language of a country in which he (or she) lives and works.7. Have you taken up any … hobbies since you’ve been in Kyiv? 8. But I have really got into Ukrainian modern … art. 9. The art which is being produced here is … to that which was produced in the West twenty or thirty years ago. 4. Insert suitable prepositions where necessary. 1. Mr. Kenyon is the Director of Business Development … Business Link. 2. He worked … a number … executive positions all … the world. 3 I put a number … questions … him … order to publish an interview … him. 4. Mainly because … the fact that Kyiv is a big European city … a small town atmosphere. 5. What I mean … this is that it’s a friendly city where, like London, everything is possible. 6. There are a lot … places … interest … Kyiv. 7. What impressed me most is the Dormitory (Horodetsky building), built ... the shape … a cube and characterized … the eclectic utilization … various styles typical … the Art Nouveau period. 8. The facades are embellished … sculptural cement decorations based … mythological and hunting themes. 9. Looking … the eyes of Victor Yushchenko supporters, I understood … that the will … the people would be heard and realized. 11. I lived too far … my office in London. 12. Traveling mainly, there are a lot … places … Ukraine that I’m eager to see. 13. One must have a good command … the language … a country … which he lives and works. 14. When you are used to getting … things quickly it takes some time!

Lesson Four 6. Answer the following questions. 1. Where does Mr. Kenyon live? 2. What does he do? 3. Did Mr. Kenyon work in a number of executive positions all over the world? 4. What country is he from? 5. What is his impression of Kyiv? 6. What is his impression of the Orange Revolution? 7. How does he get to work in Kyiv? 8. How did he get to work in London? 9. What city of Ukraine did Mr. Kenyon visit? 10. Why do the Kenyons want to go to the Carpathians? 11. Why is it important for Mr. Kenyon to have local friends? 12. What is his attitude about the Ukrainian language? 13. How many Ukrainian lessons a week does Mr. Kenyon have? 14. Has he taken up any new hobbies since he has been in Kyiv? 15. Has he got a very nice family collection of pictures of European modern artists? 16. Did he get into Ukrainian modern landscape art? 17. What is his attitude about Ukrainian fine arts? 7. Retell Text Four using the following words and word combinations. All over the world, to put a number of questions to smb, in order, to publish, to compare, to work in a number of executive positions, an old stomping ground, possible, places of interests, the eclectic utilization of various styles, the Art Nouveau, to be embellished with smth, mythological, hunting, to be quite an event, to commute to work, to get around, the business language, to have a good command of a language, to get into Ukrainian modern landscape art, to be similar to smth, to be used to doing smth, to get over the beauty of Kyiv. 8. Choose the appropriate word. 1. Do you have a … place that you like to go?

5. Consult the dictionary and specify the difference between Crimea and the Crimea. Use them in your own sentences.

a) favourite c) encouraging

b) auspicious d) fair

Lesson Four

Part One apply v (to smb/for smth) (formally) ask for: ask to the Congress for a visa; (to smth) (cause to) to have a bearing (on); concern. rate n standard of reckoning, obtained by bringing two numbers or amounts into relationship. conclusion n 1 end: at the conclusion of his speech. 2 arranging, deciding, settling: the conclusion of a peace treaty. earn v get in return for work, as a reward for one’s qualities or in payment for a loan: to earn one’s living/one’s livelihood/one’s daily bread. training n being trained: go into training. rapturous adj inspiring or expressing.

2. Ask the other students a few questions about the problem of their everyday life.

From English-Ukrainian Dictionary in two volumes:

A Mirror or a Man A woman admiring her reflection in the mirror asks her husband: “Honey! What is it that you like most of all about me? My pretty face, or my perfect body?” “Your sense of humor, dear.”

dissatisfy v не задовольняти; викликати невдоволення (незадоволення). feed v (past i p.p. fed) годувати, давати їжу. concept n поняття, ідея, загальне уявлення; концепція. justice n 1) справедливість; 2) законність, юстиція, правосуддя. alike 1 adj pred. схожий, подібний; такий самий, однаковий; один і той же, той самий; 2 adv подібно, так само, однаково. optimistic adj оптимістичний. сonfident adj 1) упевнений (в успіху тощо); 2) самовпевнений; 3) довірливий. аpply v 1) звертатися з проханням; просити (про щось); 2) подавати заяву про зарахування на посаду. сonclusion n 1) закінчення, завершення; in conclusion на закінчення; 2) укладання (договору тощо); 3) висновок; to draw a conclusion робити висновок; to jump to (at) a conclusion завчасно робити висновок; to come to a conclusion дійти висновку. earn v 1) заробляти; how much do you earn? скільки ви заробляєте? 2) заслуговувати; to earn a reward заслуговувати на нагороду. training v 1) виховання; 2) навчання; підготовка. rapturous adj 1) захоплений; rapturous applause бурхливі (палкі) оплески; екзальтований. Note: subway is an American variant; tube is a British one.

10. Write the answers to the following questions. a) What is the best and happiest situation in your life you can imagine? b) What is the worst situation you can imagine? c) What would you like to wish for if your most fantastic dreams were to be carried into practice? 11. Read the anecdotes and retell them to the students in class.

Eternal Love A mother-in-law asks her beloved son-in-law: “What was that on frying-pan that was so difficult to wash off?” “Oh, that? That was the Teflon coating.” In a Hotel A maid asks a hotel guest: “When would you like your wake-up call, sir?” “Six in the morning, please, but,” he adds jokingly, “only a passionate kiss can wake me up.” “No problem, sir. I’ll just warn Mr. Schwartz our receptionist.” 22. Read the proverb, explain how you understand it and try to find its Ukrainian equivalent.

APHORISM OF THE DAY Every bird likes its own nest. Proverb

Lesson Five

Lesson Five Women Working According to sociological studies, more and more women are dissatisfied with their jobs and would like to do something else. The point is that many women are fed up with all those typically female jobs after leaving school: typists, salesgirls, shop-managers, nurses, secretaries and so on. Sometimes one can hear: “I’m sick and tired of being a working girl. I want to be a working person.” The economic and social policies of many European countries being changed, women have begun to devote much attention to the cost of living and the concept of social justice. In many European countries women have been doing men’s jobs for many years. At present they prefer work in a car factory or in a local building company to work in an office or in a bank. There are laws according to which all jobs should be open both to men and women alike in many countries of Europe. So that’s why many women really try to take advantage of these opportunities. The breaking away from the traditional idea of women’s work is typical in a modern society of any country. Why? Women are optimistic and confident about the future. One can often find an advertisement for new workers for a building company. Some women are ready to apply for any job of this kind because they know that in hard hats, they can earn twice as much as they do in the office or shop job. They often have discussions concerning job problems. They often talk about inflation rates in different countries, about living standards in different countries, and cost of living in different countries. They like to discuss the concept of social justice in relation to the present division of labor.

Many girls try to study at university, change subjects several times and finally come to the conclusion that study is rather boring. After graduating from a university (foreign language department) in Ukraine, many young women have always dreamed of going to any English-speaking country in order to master their knowledge of English. They enjoy seeing the country and their English certainly improves a lot with every passing month. Sometimes they have to find a job of looking after a child or children to earn some money for living. But soon this kind of work gets a woman down and she makes up her mind to come back to Ukraine and work as a ticket collector or something like that while she takes up training as a subway train driver. After completing her training, she begins loving her new job. She often gets rapturous gazes from passengers when she gets out of the driver’s cab. A woman subway train driver enjoys the respect of her male colleagues and passengers. It’s not a rare picture in Ukraine when a woman breaks away from the traditional idea of women’s work. It often happens in the cities and towns of Ukraine that women become bored with their market job and decide to make a complete change.

Vocabulary notes From Oxford Advanced Learner’s Dictionary of Current English: dissatisfy vt (use passive) fail to satisfy; make discontented. be dissatisfied (with smb/smth/at doing smth): to be dissatisfied with one’s salary/at not getting a better salary. feed v (fed, fed) give food to; be fed up with (fig, sl) have had too much of. concept n idea underlying a class of things; general notion. justice n just conduct; the quality of being right and fair. alike pred adj similar; like one another. optimistic adj expecting the best; confident. confident adj (of/that) feeling or showing confidence, certain: He feels confident of passing the examination. We are confident of success.

Lesson Five

Part One 4. Retell Text Five, using the following words and word combinations. According to sociological studies, to be dissatisfied with smth, to like to do something, to be fed up with smth, typically female jobs, after leaving school, a typist, a salesgirl, a shop-manager, nurses, to be sick and tired of doing smth, a working girl, the economic and social policy of many European countries, to devote much attention to smth, the cost of living, to discuss the concept of social justice, to do men’s jobs, for many years, at present, to prefer work, a car factory, a local building company, to be open both to men and women, to take advantage of these laws, the traditional idea of women’s work, a typical thing, in a modern society, optimistic, confident about the future, to find an advertisement, to hire new workers, to be ready to apply for any job, to earn twice as much as they do, shop job, to have discussions concerning job problems, to talk about inflation rates, to be different in different countries, living standard, the concept of social justice, in relation to the present division of labor, to study at a university, to change subjects several times, finally, to come to the conclusion, to be rather boring, after graduating from a university, to have a dream to go to, an Englishspeaking country, in order to, to master one’s knowledge of English, to enjoy seeing the country, with every passing month, to find a job of looking after a child, to earn some money for living, to make up one’s mind to come back to, to work as a ticket collector, to take up training as a subway train driver, to love one’s new job, to get the rapturous gazes, a passenger, to get out of a driver’s cab, to enjoy the respect of one’s male colleagues and passengers, to be a rare picture, to break away from the traditional idea of smth, to happen, to become bored with smth, to decide, to make a complete change. 5. Choose the appropriate word. 1. More and more women are … with their jobs. a) displeased c) discontented b) malcontent d) dissatisfied 2. The point is that many women are fed up with all those typically female … after leaving school. a) works c) jobs b) labors d) engagements

Word combinations according to згідно з sociological studies соціологічні дослідження to be dissatisfied with бути незадоволеним чимось to be fed up with бути ситим по горло after leaving school після закінчення школи the cost of living кошти проживання, прожитковий мінімум the concept of social justice концепція соціальної справедливості at present нині, у наш час to take advantage of smth використовувати щось to take on new workers набирати нових працівників to be ready to apply for any job бути готовим шукати будьякої роботи discussions concerning job problems розмови щодо проблем працевлаштування to talk about inflation rates говорити про рівень інфляції to come to the conclusion дійти висновку to master one’s knowledge of English досконалити знання англійської мови to find a job of looking after a child знайти роботу з догляду за дитиною to earn some money for living заробляти трохи грошей на прожиття to make one’s mind to do smth зважитися зробити щось to take up training as a subway train driver піти на курси водіїв метро to make a complete change повністю змінити стан речей

Grammar Singular and plural: noun + noun Pay attention to the title of Lesson 5. We use men and women to modify plurals when they have a ‘subject’ meaning. —men skaters (=men who skate) —women gardeners (=women who work in a garden)

Lesson Five

Part One REMEMBER: A man-eater (= lions and tigers that eat people) Women-haters (= people who hate women) Note also that singular nouns ending -ics can be used before other nouns. e.g. athletics traning an economics degree Some nouns are plural in these word combinations: a clothes shop, a sports car, arms control, a customs officer. The following word combinations are used with the definite article: the outpatients department, the accounts department, the sales deparment, etc. The Absolute Participle Construction We have a very interesting grammar construction in the sentence of Lesson Five: The economic and social policies of many European countries being changed, women have begun to devote much attention to the cost of living. This kind of complex sentence with a verbal is an absolute participle construction in which the verbal has the function of a secondary predicate and is associated with a secondary subject (a noun or a pronoun denoting the subject of the action). The use of such absolute participle constructions is most characteristic of Modern English. Translating them, we must use the Ukrainian words: коли, оскільки, якщо, причому or use no conjunctions. We translate this sentence into Ukrainian in such a way: Оскільки економічна та соціальна політика багатьох європейських держав зазнала змін, жінки почали дедалі більше приділяти увагу коштам проживання. The Absolute Participle Construction which presents also a complex does not form a part of the sentence but it is an independent element connected with the sentence only in the meaning. The Absolute Participle Construction expresses various adverbial relations, such as: 1) TIME The concert being over, my mother and I hurried home.

2) CAUSE The storm coming on, we got to the hostel by taxi. 3) CONDITION Weather permitting, we’ll leave the city at daybreak.

Exercises 1. Read and analyze the sentences. Translate them into Ukrainian. 1. Everything being ready, we went to New York by car. 2. My translation having been made, I went to bed at once. 3. Our English lesson being over, my friend and I went to the reading room. 4. The play being very popular, it was impossible to get tickets. 5. The weather being rainy, all the windows of our cottage were closed. 6. The ballet being over, the audience burst into loud and prolonged applause. 7. It being very stormy, my parents stayed at home. 8. The game having ended, the crowd dispersed. 9. Ann being away, her husband had to do her work. 10. All the questions having been settled, the lecturer left the classroom. 2. Translate the following sentences into Ukrainian. 1. Оскільки її чоловік був у відрядженні, кожного дня їй прийшлося відводити сина в садочок. 2. Оскільки стояла дощова погода, їм довелося відкласти поїздку до Лондона. 3. Оскільки в автобусі закінчився бензин, ми не могли добратися до Києва за розкладом. 4. Через те, що було занадто холодно, нам довелося розкласти багаття. 5. Оскільки надворі було дуже темно, мій брат запалив ліхтар. 6. Ми від’їдемо до міста завтра, оскільки обставини дозволяють. 7. Через те, що вітер змінив свій напрямок, наш корабель почало нести у відкрите море. 8. Романівський склозавод випускає велику кількість склопосуду, при цьому велика частина продукції експортується в інші країни. 9. Оскільки там нікого не було, ми вирішили повертатися додому. 3. Consult the dictionary and specify the difference between work and job. Use them in your own sentences.

Lesson Five

Part One 16. Does a woman or a girl like to take up training as a subway train driver? 17. Does she begin loving her new job? 18. Why does she often get rapturous gazes from passengers when she gets out of the driver’s cab? 19. Does a woman subway train driver enjoy the respect of her male colleagues and passengers? Why? 20. Is it a rare picture in Ukraine when a woman breaks away from the traditional idea of women’s work? 21. Does it often happen in the cities and towns of Ukraine that women become bored with their market job and decide to make a complete change? 8. Underline all the Absolute Participle constructions and state what adverbial relations they express. Translate them into Ukrainian. For example: 1) The work being done, we left the laboratory (time). Оскільки роботу було завершено, ми покинули лабораторію; 2) Weather permitting, we’ll leave for Paris tomorrow (condition). Ми від’їдемо до Парижа завтра, бо погода дозволяє. 1. The rains having passed, the highways were dry. 2. The bell ringing, the students of our subgroup left the classroom. 3. The weekend in the country passing, we returned home. 4. We sat on the balcony, the moon slowly rising above the tops of the trees of the forest. 5. The nights being warm, all the children slept in the open air. 6. Our English lessons being over, we went to work in the light and spacious reading room of the University library. 7. This being his first novel, he was anxious to know its success. 8. Everything being clear, the soldier took the instructions and went to his company. 9. Our horses being tired out, we were obliged to halt for a night. 10. The gray and rainy clouds having dispersed, the sun was out in the sky again. 11. The nights being warm, there were many mushrooms in the forest. 9. Listen to the texts and try to reproduce them. Pay attention to the four patterns shown below: These women are bank employees. These men are workers of the car factory.

3. The economic and social policies of many European countries being changed, women have begun to devote much … to the costs of living and they liked to discuss the concept of social justice. a) note b) notice c) attention 4. They … work in a car factory or in a local building company to work in an office or in a bank. a) favour b) prefer c) like 5. Many women really try to take … of these laws. a) preference c) prerogative b) advantage d) privilege 6. Women are optimistic and … about the future. a) confidential b) confident c) private 7. Some women are ready to … for any job of this kind because they know that in hard hats, they can earn twice as much as they do in the office or shop job. a) write b) type c) apply d) ask 8. They have discussions concerning job … . a) questions c) ideas b) problems d) issues 9. They often talk about inflation rates which are … in different countries. a) various c) dissimilar b) diverse d) different 10. They like to discuss the … of social justice in relation to the present division of labor.

Lesson Five

Part One a) conception b) concept

c) plan d) agenda

11. After … from a University, many young women have dreamed of going to any English-speaking country. a) ending c) leaving b) finishing d) graduating 12. She often gets … gazes from passengers when she gets out of a driver’s cab. a) disturbing c) inspiring b) rapturous d) expressing 13. A woman subway train driver … the respect of her male colleagues and passengers. a) admires b) likes c) enjoys 14. It’s not a rare picture in Ukraine when a woman breaks away from the … idea of women’s work. a) conventional b) traditional 6. Insert the suitable prepositions where necessary. 1. According … sociological studies, more and more women are dissatisfied … their jobs and would like to do something else. 2. Many women are fed up … all those typically female jobs after leaving school. 3. I’m sick and tired … being a working girl. 4. … many European countries women have been doing men’s jobs … many years. 5. At present they prefer … work … a car factory or … a local building company … work … an office or … a bank. 6. The family picture … breaking … the traditional idea … women’s work is a typical thing … a modern society … any country. 7. Women are optimistic and confident … the future. 8. Some women are ready to apply … any job … this kind because they do know that … hard hats they can earn twice as much as they do … the office or shop job. 9. They like to discuss the concept … social justice … relation … the

present division … labor. 10. … graduating … a University, many young women have dreamed ... going … any English-speaking country … order to master their knowledge … English. 11. Sometimes they have to find a job … looking … a child or children to earn some money … living. 12. She often gets the rapturous gazes … passengers when she gets … … a driver’s cab. 13. A woman subway train driver enjoys the respect … her male colleagues and passengers. 7. Answer the following questions: 1. Are more and more women dissatisfied with their jobs? 2. Are many women fed up with all those typically female jobs after leaving school? 3. Why did women begin to devote much attention to the cost of living? 4. Do women like to discuss the concept of social justice? 5. Why do women prefer work in a car factory or in a local building company to work in an office or in a bank? 6. Are there laws according to which all jobs should be open both to men and women in many countries of Europe? 7. Is the family picture of breaking away from the traditional idea of women’s work a typical thing in a modern society of any country? 8. Why are women optimistic and confident about the future? 9. Can one often find an advertisement for new workers for a building company? 10. Why do women like to have discussions concerning job problems? 11. They often talk about inflation rates which are different in different countries, don’t they? 12. Who likes to discuss the concept of social justice in relation to the present division of labor? 13. Why do many young women have dreams of going to any English-speaking country? 14. Why do they have to find a job of looking after a child or children to earn some money for living? 15. What is the reason that many young women come back to Ukraine to work as a ticket collector or something like that?

Part One

Lesson Five

Ваш годинник поспішає на п’ять хвилин. Your watch is five minutes fast. Ваш годинник відстає на п’ять хвилин. Your watch is five minutes slow. Годинник добре працює. The clock (or watch) shows the right time. Годинник погано працює. The clock (or watch) shows the wrong time. Я наводжу годинник щоранку. I wind up the clock every morning. Щоранку я їду до Києва потягом, який відходить о 8.15. I go to Kyiv on the eight-fifteen train every morning.

Vocabulary notes ordinary звичний, звичайний to comprise включати, містити в собі, становити a leap year високосний рік to occur траплятися, відбуватися a fortnight (British) два тижні a clock годинник a wrist watch наручний годинник a face циферблат a hand стрілка a minute hand хвилинна стрілка an hour hand годинна стрілка a second hand секундна стрілка to move to іти до to look at дивитися на to point to вказувати на

Those young women work as bus ticket collectors. One of the women wants to take up training as a subway train driver. TEXT A Sons and daughters of the factory workers sometimes want to be bank employees. They prefer work in a bank to work in a car factory. Such aspirations are optimistic, normal and realistic. But the price to pay in terms of effort is not very high. TEXT B Mary and Ann are young and enthusiastic about the world. The two girls would like to travel. They would like to see as much as possible. They would like to visit Australia this summer. Nevertheless, they spent three weeks in Cambridge last spring to master English. They’d like to pay a short visit to Sweden next summer. Mary and Ann are not optimistic and confident about the future. They are realists because they have very little money and very few opportunities for travel. 10. Read the aphorism and explain how you understand it.

APHORISM OF THE DAY While there is life there is hope. Cicero (106 BC—43 BC) Roman orator, author and politician

NOTES 1. Pay attention to the use of appropriate prepositions in the time-related expressions listed below: IN

in the morning вранці in the afternoon в обід

Lesson Six

Lesson Six Times and Dates An ordinary year is a space of time comprising 365 (three hundred and sixty-five) days. A leap year occurs every fourth year when February has 29 days, instead of 28. A leap year has 366 (three hundred and sixty-six) days. There are 12 months in a year. The names of them are: January, February, March, April, May, June, July, August, September, October, November, and December. Four weeks and some days make a month. There are seven days in a week. They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday. Fourteen days and nights make a fortnight. We can also refer to days of the week as follows: today, yesterday, the day-before-yesterday, tomorrow, and the day-after-tomorrow. The day before today is yesterday, the day after today is tomorrow. There are 24 hours in a day, sixty minutes in an hour, and sixty seconds in a minute. The beginning of a day is daybreak or dawn. The sun rises in the morning, then comes noon, the afternoon, the evening, and the night. In our everyday life, the day is divided into two twelve-hour periods. They are a.m. which is Latin for ante meridiem, pronounced [ei em], and refers to the morning hours beginning after 12:00 midnight to 12:00 noon. Likewise, p.m. is Latin for post meridiem, pronounced [pi: em], and refers to the afternoon and evening or night hours beginning after 12:00 noon until 12:00 midnight. We tell the time by a clock or watch. It has a round face with figures on it and two hands, a long one and a short one. The short hand points to the hours, and the long hand points to the minutes. Some clocks and watches have three hands: a long hand, a short

hand, and a very short one to point to the seconds. Very often the second hand is a very thin one. A clock is often big; it is generally on the wall or on a table. Sometimes it stands on the floor in the corner of a room or over the fireplace mantle. Some clocks are very big, for example, Big Ben in the Clock Tower of the Westminster Palace in London. Its minute hand is fourteen feet long, and the hour hand is nine feet long. One can hear Big Ben every night on the radio (“wireless” is British usage) at nine o’clock. At that hour its sounds go all over the world. If we want to ask anybody the time, we can use: –What time is it now? –Do you have the time? –What time is it by your watch? –Can you tell me the time? Imagine that the hour hand stands at one and the minute hand stands at twelve. What time is it then? The answer is: It is one o’clock by my watch. If the minute hand stands at one, one can say: –It is five minutes past one. –Five past one. The hour hand and the minute hand move all the time. Suppose that the minute hand moves again, this time to III. In this case we can say: –It is fifteen minutes past one. –It is a quarter past one. –One fifteen. When the minute hand stands at six, one can say: –It is half-past one. When can one say “past” and when can one say “to”? One can say “past” if the minute hand stands at or between the intervals: I, II, III, IV, and V. One can say “to” if the minute hand stands at or between the intervals: VII, VIII, IX, X, and XI. Read the Ukrainian sentences and compare them with the English ones: Годинник невірно показує час. The watch is not telling the correct time. (The watch is wrong. The watch shows the wrong time.)

Part One 3. What time, in words, is: (1) 1:05 (2) 2:40 (5) 11:42 (6) 9:40 (9) 11:45 (10) 2:10 (13) 14:20 (14) 3:20

Lesson Six (3) 15:55 (7) 19:25 (11) 8:31 (15) 11:45

(4) 6:35 (8) 1:05 (12) 20:30 (16) 0:15

4. Put in the missing prepositions where necessary. 1. You can hear Big Ben every night … the wireless … nine o’clock. 2. How many days are there … a week, John? 3. The day … today is yesterday; the day … today is tomorrow. 4. We tell the time … a clock or a watch. 5. A year is the average time it takes … the earth to go once round the sun. 6. There are dates and events … the life … our country which are remarkable … every Ukrainian. 7. My watch is … time. 8. It’s eighteen minutes … four … her watch. 9. How can you tell the difference … twelve o’clock … the day and twelve o’clock … night? 10. I come … the nine-fifteen train … Kyiv every morning. 11. A watch is small; we can put one … our pocket or wear it … the wrist. 12. It is telling … the correct time. 5. Add the appropriate words or word combinations in the following sentences. 1. An ordinary year is a … … … comprising 365 (three hundred and sixty-five) days. 2. A leap year has 366 (three hundred and sixty -six) … . 3. There are 12 months in a … . 4. Four weeks and some days … a month. 5. There are … days in a week. 6. There are 24 … in a day, sixty … in an hour, and sixty … in a minute. 7. We can also refer to days of the week as follows: the day before today is … ; the day after today is tomorrow. 8. In our everyday life the day is … into two twelve-hour periods. 9. The beginning of a day is … or dawn. 10. The sun … in the morning, then comes noon, the afternoon, the evening, and night. 12. We tell the time by a … or watch. It has a … …. with figures on it and two hands: a long one and a short one. 13. Very often there is a very thin hand on wristwatches to … to the seconds, too. 14. A clock is big; it is … on the wall or it stands on the table, sometimes on the floor in the corner of a room or over the fireplace mantle. 15. Some clocks are very … . 16. One can hear Big Ben every night on the … at nine o’clock. 17. At that hour its … goes all over the world.

in the evening увечері in February в лютому in the daytime вдень in those days у ті часи in time вчасно in a year через рік AT

at dawn на світанку at daybreak на світанку at day на світанку at noon у полудень at night вночі at sunrise на зорі at twilight надвечір at times час від часу, періодично at the same time водночас

BEFORE

before dawn до світанку before daybreak до світанку before day до світанку

day by day з дня на день, день за днем, щодня by day удень

on a summer morning літнього ранку on the afternoon of the 24th of December після полудня 24 грудня on the evening of his arrival у вечір його приїзду on Sunday у неділю on Mondays у понеділки on weekdays у будні дні

2. Prepositions are not used with the following expressions: this century у цьому сторіччі this year цього року, у цьому році this month цього місяця, в цьому місяці this week цього тижня, на цьому тижні this day (today) сьогодні tonight сьогодні ввечері all day long весь день any time у будь-який час sometimes інколи

Part One

Lesson Six

last century у минулому сторіччі last year минулого року, в минулому році last month минулого місяця, в минулому місяці last week минулого тижня, на минулому тижні last day минулого дня last night минулої ночі next century наступного століття, в наступному столітті next year наступного року, в наступному році next day наступного дня next week наступного тижня, на наступному тижні next month наступного місяця, в наступному місяці tomorrow night завтра ввечері 3. Here are some other time-related word combinations: the day before yesterday позавчора the day after tomorrow післязавтра the other day нещодавно one of these days невдовзі within the next few days через кілька днів from morning till night з ранку до вечора from time to time час від часу far into the night допізна, до пізньої ночі once upon a time одного разу, жили-були (used in fairy-tales) little time обмаль часу a little time дещиця часу for ages цілу вічність I haven’t seen you for ages. Я не бачив (-ла) тебе сто років. one time один раз two times двічі many times багато разів 4. Use the proper expressions while telling the time in Ukrainian: 1. — Котра година? — За 5 хвилин дванадцята — За 10 хвилин третя

— 5 хвилин на першу — 10 хвилин по другій

— За чверть дев’ята — Чверть на сьому — Пів на сьому

— 15 хвилин на четверту — За 20 хвилин восьма

2. О котрій годині? — О пів на сьому. — Перед восьмою (годиною) ранку. — Після восьмої вранці. — О двадцятій хвилині по третій.

Exercises 1. Answer the following questions. 1. Have you got a watch? 2. Does your pocket watch keep good time? 3. Is your watch wrong? 4. Does your watch lose time? 5. What’s the time by your watch? 6. When do you usually wake up? 7. When do you have breakfast (lunch, dinner, supper)? 8. Do you set your watch by the radio? 9. When do you usually come home after lectures? 10. Do you wind your watch every morning? 11. Is there anything wrong with your watch? 12. Does your father set his watch by the radio? 13. When do you go to college? 2. Translate these sentences into English. 1. Я не піду на концерт, тому що працюю в суботу і неділю. 2. Щонеділі моя сім’я, як правило, їде за місто на відпочинок. 3. Мій брат прокидається о п’ятій годині ранку, але встає з ліжка о восьмій годині. 4. Наші діти проводять час на свіжому повітрі від ранку до вечора. 5. У нас канікули в лютому. 6. Наступного тижня ми поїдемо на Всеукраїнську виставку образотворчого мистецтва, яка відкриється в перших числах січня у Києві. 7. Він щодня відвідує заняття. 9. Я, як правило, читаю газети в цю пору дня. 10. На світанку ми вирушили в похід.

Lesson Six

Lesson Seven Nationalities, Countries and Regions There are three meanings of country in English: (a) land occupied by a nation; e.g. Ukraine is the country I know best. How many countries are there in the European Community? (b) land of a person’s birth or citizenship; e.g. I was born in Ukraine. Ukraine is a country. Poland is a country, too. France is another country. But: e.g. Vladimir Nabokov was born into an affluent family in Czarist Russia, he came to the United States in 1940 and gained U.S. citizenship five years later. (c) the country, land used for farming, land consisting of open spaces. The expression the country (the opposite of the town) is very common. e.g. We live in the country just outside New York. Would you like to live in the town or the country? The word country is often used as a countable or uncountable noun. e.g. There are few people in the country, but there are many people in the cities and towns of Ukraine. There are many horses, cows and other animals in the country. We shouldn’t misuse a country and the country. Don’t say: I spent my holidays in a country. Say: I spent my holidays in the country.

6. Each of these sentences is the answer to a question. Write the questions. 1. We tell the time by a clock or a watch. 2. In everyday life the day is divided into twelve-hour periods. 3. A leap year occurs every fourth year. 4. There are 366 days in a leap year. 5. There are seven days in a week. They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. 6. The Universe exists in space and in time. 7. Time is measured in seconds, minutes, hours, weeks, months, years and centuries. 8. Space exists in three dimensions: length, height and width. 9. Time is the fourth dimension. 10. There are dates and events in the life of our country which are memorable to every Ukrainian. 11. The date and the month can be written in different ways. 12. My watch keeps good time. 13. Every morning he winds his watch. 14. There is something wrong with your sister’s watch. 15. My sister usually has dinner in the afternoon. 7. Listen to the dialogue and retell it in English. “How many days are there in a week, Billy?” asks Jim. “Seven, of course,” says Billy. “Can you name them all?” asks Jim. “Why, of course, I can,” answers Bill. “Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.” “But can you give me the names of days of the week not mentioning Sunday or any of the names for the six days left?” “There are only seven days in a week,” protests Billy. “But I tell you there are five such days,” repeats Jim. “Name them,” says Billy. They are: today, yesterday, the day-before-yesterday, tomorrow and the day after tomorrow,” says Jim. 8. Practice what you know. Imagine your friend has lost his wristwatch. It is his parents’ present, and he doesn’t know what to do. You will help him decide what he must do and why. Work in pairs and write the conversation.

Part One

Lesson Six

9. Read the paragraph from Practical English Usage by Michael Swan and revise all your knowledge in using these grammar structures. TELLING THE TIME Saying what time it is There are two common ways of saying what time it is. 8.05 eight (oh) five or five past eight 8.10 eight ten or ten past eight 8.15 eight fifteen or a quarter past eight 8.25 eight twenty-five or twenty-five past eight 8.30 eight thirty or half past eight 8.35 eight thirty-five or twenty-five to nine 8.45 eight forty-five or a quarter to nine 8.50 eight fifty or ten to nine 9.00 nine o’clock Americans prefer to write a colon between the hours and the minutes: 8:50. People generally prefer to say minutes past/to for times between the five-minute divisions.

What time is it? Have you got the time? (informal) What’s the time? Could you tell me the time? (more formal) What time do you make it? (OR What do you make the time?) (BrE, meaning ‘What time is it by your watch?’) The twenty-four hour clock The twenty-four hour clock is used mainly in timetables, programmes and official announcements. In ordinary speech, people usually use the twelve-hour clock. Compare: — Last check-in time is 20.15. — We have to check in by a quarter past eight in the evening. — The next train from the platform 5 is the 17.53 departure for Carlise. — What time does the next train leave? — Five fifty-three. — The meeting will begin at fourteen hundred. — We are meeting at two o’clock. If necessary, times can be distinguished by using in the morning /afternoon/evening. In a more formal style, we can use a.m. (= Latin ante meridiem—‘before midday’) and p.m. (= post meridiem—‘after midday’). 09.00 = nine о’сlock in the morning (OR nine a.m.) 21.00 = nine o’clock in the evening (OR nine p.m.)

Minute divisions Seven minutes рast eight (More natural than seven past eight) Three minutes to nine (More natural than three to nine) The expression o’clock is only used at the exact hour. Compare: Wake me at seven (o’clock). Wake me at ten past seven. (NOT ... ten past seven o’clock) Past is often dropped from half past in informal speech. OK, see уоu at half two. (= ... half past two.) In American English after is often used instead of past (e.g. ten after six); but Americans do not say half after. And in American English of, before and till are possible instead of to (e.g. twenty-five of three).

10. Read the aphorism and explain how you understand it.

APHORISM OF THE DAY Christmas comes but once a year. Thomas Tusser (1524—1580) English poet and farmer

Asking what time it is Common ways of asking about time are:

Lesson Seven

Part One Arabic is used for the language spoken in Arab countries; in other cases, the normal adjective is Arab. Arabian is used in a few fixed expressions and place names—Saudi Arabian, the Arabian Sea, the Arabian Nights, Arabian Peninsula and the Arabian camel.

Exercises 1. Put in the missing possessive pronouns, geographical names and adjectives. 1. I come from ...; my language is Maltese. 2. He comes from Peru; … language is Spanish. 3. She comes from Romania; … language is ... . 4. My mother comes from ... . … language is Russian. 5. They come from Great Britain. … language is ... . 6. We come from Switzerland; … language is French. 7. This man comes from ... ; … language is Welsh. 8. She comes from Austria; … language is German. 9. These engineers come from ...; … language is Swedish 10. I come from Argentina; … language is ... . 11. You come from ... ; … language is Portuguese. 12. They come from Egypt; … language is Arabic. 13. He comes from Holland; … language is Dutch. 14. You come from ...; … language is Japanese. 15. We come from Poland; … language is ... . 16. He comes from Slovakia; … language is ... . 17. They come from Mexico; … language is ... . 18. She comes from Spain; … language is ... . 2. Translate the sentences into English. Consult the dictionary. 1. Я поляк. Розмовляю тільки польською. 2. Він іспанець. А вони іспанці? 3. Мій брат і я родом із Єгипту. Ми розмовляємо арабською мовою. Обоє ми говоримо тією самою мовою. Наша рідна мова арабська. 4. Родом він із Фінляндії. Усі члени його родини розмовляють фінською мовою. 5. Ми родом із Куби. Куба розташована далеко звідси. Кубинці розмовляють іспан-

A country is a place like Ukraine, Great Britain, Poland; the country is a part of a country consisting of fields, forests, and mountains. If we want to say, ‘Я живу в селі Велика Козара,’ we have to use the word village: I live in the village of Velyka Kozara. But not: I live in the country of Velyka Kozara. In order to refer to a nation or region and its customs and traditions it is usually necessary to know four words: (a) the name of the country or region e.g. Ukraine, China, Iraq, Denmark, Hungary (b) the adjective e.g. Danish, Greek, Welsh, Swedish, French (c) the plural expression the + adjective + s or ese used for the population as a whole e.g. the Ukrainians, the Japanese, the Greeks, the Serbo-Croats (d) the singular noun used for a person from the country e.g. a Dutchman, a Norwegian, an Englishman, a Portuguese. All words of this kind, including adjectives, begin with capital letters. When we talk about literature (французька література, українська література і т.д.) of this or that country we have to write this word combination in this way: French literature or Ukrainian literature, not french literature or ukrainian literature. Usually the singular noun is the same as the adjective (e.g. Ukrainian, Belgian, European). The plural expression is usually the same as the adjective. But we only must add -s (e.g. the Greeks, the Italians, the Ukrainians, the Belarusians, the Moldavians). The name of a national language is often the same as the national adjective. But sometimes we must remember that there are a few exceptions. For example, the people of Latvia are called the Letts and speak Lettish (the Lettish language). See Table One below for more examples. TABLE ONE Country/region Adjective

Person

Population

America (the USA) American an American the Americans Argentina Argentine an Argentinian the Argentinians Argentinean Argentinian

Part One

Lesson Seven

Belgium Bulgaria Brazil Belarus Cyprus

Belgian Bulgarian Brazilian Belarusian Cyprian Egyptian Estonian European Hungarian Italian Kenyan Latvian Lithuanian Moroccan Norwegian Palestinian Romanian

a Belgian a Bulgarian a Brazilian a Belarusian a Cyprian a Cypriot an Egyptian an Estonian a European a Hungarian an Italian a Kenyan a Lett a Lithuanian a Moroccan a Norwegian a Palestinian a Romanian

Egypt Estonia Europe Hungary Italy Kenya Latvia Lithuania Morocco Norway Palestine Romania Rumania Russia Tyrol

the Belgians the Bulgarians the Brazilians the Belarusians the Cyprians the Egyptians the Estonians the Europeans the Hungarians the Italians the Kenyans the Latvians the Lithuanians the Moroccans the Norwegians the Palestinians the Romanians

Russian Tyrolean

a Russian a Tyrolean

the Russians the Tyroleans

However, there are a number of exceptions. Some of them are listed in Table Two. TABLE TWO Country/region Britain China Congo Czechia

Adjective British Chinese Congolese Czech

Denmark Finland France

Danish Finnish French

Germany Greece Iraq Ireland

German Greek Iraqi Irish

Person a British a Chinese a Congolese a Czech a Czech woman a Dane a Finn a Frenchman (-woman) a German a Greek an Iraqi an Irishman (-woman)

Population the British the Chinese the Congolese the Czechs the Danes the Finns the French the Germans the Greeks the Iraqis the Irish

Israel Thailand Portugal Switzerland England

Israeli Israelite Thai Portuguese Swiss English

Spain The Netherlands Holland Wales

Spanish Dutch

Poland Scotland Sweden Turkey Tatarstan

Polish Scottish Swedish Turkish Tatar

Slovakia Slovenia

Slovakian Slovenian

Welsh

an Israeli an Israelite a Thai a Portuguese a Swiss an Englishman (-woman) a Spaniard a Dutchman (-woman) a Welshman (-woman) a Pole a Scot a Swede a Turk a Tatar a Tatar woman a Slovak a Slovene

the Israelis the Israelites the Thais the Portuguese the Swiss the English the Spanish the Dutch the Welsh the Poles the Scots the Swedes the Turks the Tatars the Slovakians the Slovenes

If we want to know what country a man (or a woman) comes from, we can use the following question: —What country are you from? And the answer is: — I come from Ukraine. I’m a Ukrainian. I speak Ukrainian. — I come from Argentina; I speak Spanish. By the way, the word Argentine stands for аргентинець or aргентинка; and it can be used as an adjective which stands for аргентинський. There is the word Argentinean in English that has the same meaning as Argentine (аргентинець, аргентинка). Scottish is the usual word for the people and culture of Scotland; Scotch is used for whisky. The word Briton is unusual except in newspaper headlines—for example TWO BRITONS KILLED IN AIR CRASH. Brit is sometimes used informally. English is not the same as British, and is not used for Scottish, Welsh or Irish people. American is the normal English word for the United States citizens and affairs. People from other parts of the continents of North America and South America may object to this use, and some people avoid it for this reason.

Part One fond memories of our flat, our work areas, our market, and our friends whom we often encountered walking in these streets. We can explain the city to guests at our home with these visual cues at hand. The prints, however, are also interesting and beautiful in their own right and seem to draw our guests to examine them more closely. The characters of He-Who’s have occupied a special corner in our home, and I have now assigned them the task of retaining the harmony of peace and tranquility which they culturally would have in the old Ukrainian myths. These along with the icon and pysanky egg collection I display on the hearth give us the opportunity to discuss the cultural aspects of Ukrainian life they represent. It is always interesting for Americans to hear of the traditions of other countries since we are a land of immigrants. I am also proud to display the rushniki and the rugs and blankets of the Carpathian region. These add warmth, color, and patterns that I am particularly drawn to. Some guests comment on the similarity of the patterns to Native American weavings. I am especially happy to have within my collection, the works of Makarenko, whom I had the privilege to meet before his recent death. The paintings evoke a sense of wonder in those who see the vibrant colors and patterns. I am especially fond of the Angel and the Meadow Flower image of Berehynya. I have saved these for special framing and display. The Wood Cock is another in the style of Makarenko and is also a striking image. In fact, I have used the colors from these paintings to paint the walls as complements. Other objects you will see in our home are the woodcarvings of Mykhailo Solomchenko. These plates, wood eggs, and containers offer designs and craftsmanship of this master artisan. It was our pleasure to know this man and his wife and to have the memory of our pleasant visits to their home in these fine objects. I display them along with the oil painting of the village scene by Yuri Kamishny. In these things, we remember the scenes of little villages we saw in the countryside of Ukraine. In all of this, we understand the reverence of the artists for the scenes of their country: Ukraine. We were in Ukraine for two years. It is impossible to say that you can know another culture in so short a time; still we do know

Lesson Seven ською мовою. 6. Вони родом із Угорщини. Їхня рідна мова угорська, але вони знають англійську, німецьку та французьку. 7. Він родом із Італії. Захоплюється вивченням мертвих мов. Він дуже добре знає латину. 8. Ханна походить із Ізраїля. Вона знає іврит. 9. Для мене це китайська грамота. 3. Find the sentences with the wrong information. 1. The people of Brazil speak English. 2. He is from Poland; he is a Polish, his language is Polish. 3. Luxembourg is one of the smallest countries in Europe. The people of Luxembourg speak English. 4. The people of Quebec only speak English. 5. The people of different nationalities live in Ukraine. They are Ukrainians, Russians, Tatars, Poles, Romanians, Greeks, Bulgarians, and Hungarians. 6. My father comes from Spain. He is a Spanish. He has a good command of the Spanish language. 7. His country is Portugal. He speaks Spanish. 8. The Italian language is always used in the Roman Catholic Church. 9. The Gypsies don’t like to speak Romany. 10. The Crimean Tatars dream to have their own country. 11. In Egipt, most of the population speak Egiptian. 4. Learn these dialogues and compile your own in pairs. *** —What country are you from, Mr. Huschle? —I am from Norway. I’m a Norwegian. —Where do you live? —I live in the USA. My grandparents moved to this country in the 1950s, after World War II. —Do you speak Norwegian? —I’m afraid I don’t. My grandfather speaks Norwegian; I speak English, but I want to learn my mother tongue. *** —Are you from France? —Yes, I come from France, from Paris. I am French, a Parisian. My language is French. —Your wife is a Parisian too, isn’t she? —My wife Olga comes from Ukraine. She is Ukrainian. She speaks two languages—Ukrainian and French very well.

Part One —Do you speak Ukrainian? —Yes, I do. And my two children, Natasha and Pierre, speak Ukrainian as well. They always spend their summer holidays in Ukraine. *** —What country are you from? —I’m from Great Britain. —Where is it? —Great Britain is an island just off the European continent. England, Scotland and Wales are parts of Britain. I’m a Welshman. —And where do you live? —I live in Cardiff. I hope you know that Cardiff is the capital of Wales. —Where does your son live? —He lives in Edinburgh, the capital of Scotland. —Is Great Britain a member of the EU (European Union)? —Yes, it is an EU member.

Lesson Eight Correspondence and Letters 719 Chestnut Road Devon TQ20 1RS Tel 0954 08313 December 24, 2007

5. Find mistakes in the text given below. My Father comes from France; he is a French, Parisian. His language is the French. But he does not live in Paris. He thinks life in a country is different from life in a big city. To tell the truth, village life is very quiet compare with life in Paris. Paris is a big city. Big cities are busy places full of noise and pollution. Life is not easy in big cities. Which is more interesting, life in a country or life in a big city? I want to have a cottage in the country but work in Paris. 6. Discuss this aphorism using your knowledge of the lesson.

APHORISM OF THE DAY Experience is the best of schoolmasters, only the school-fees are heavy. Thomas Carlyle (1795—1881), Scottish essayist, satirist and historian

Dear Anatoly and Wanda, I am glad that you have seen our space and the art within it. It is odd how one finds objects of art that they retain and display. What is it about any particular piece that draws a person to it? In our house, there are things that embody both beauty and memory. For example, after the death of my father, we found many things that he had retained from his military experiences in Japan during and after the Second World War. These things such as wood block prints, lacquered pieces, and brassware, all had the appeal of memories of my father but also intrinsic beauty. In addition, our children’s travels to Africa, Nepal, and Japan have also added to our collection. All of these things have given us fond memories of the travels and experiences of others, but our own travel to Ukraine has allowed us to appreciate the objects we collected with a special intimacy that can’t be gained through the travels of others. In the photos I sent you, you will notice that I have framed five of the prints of Old Zhytomyr and the two He-Who-Sits... These have given us many

Lesson Eight

Part One to feel a sense of belonging to that world мати відчуття своєї приналежності до цього світу to keep the art close to one’s touch and vision утримувати мистецтво у згоді з чиїмось баченням і відчуттям to continue one’s connection to the natural world утримувати зв’язок зі світом природи for future generations для прийдешніх поколінь thank you for visiting our home дякуємо за те, що ви відвідали нашу домівку ORGANISING A LETTER AND ARRANGING IT ON A PAGE Each culture has its own way of organizing a letter and arranging it on a page. English-speaking people generally observe the following rules. 1. Put your own address at the top on the right. Addresses generally follow the rule of ‘smallest first’: house number, then street, then town. Postcode and telephone number (fax number), e-mail address come last. Don’t put your name with the address. 2. Put the date on the top right. A common way to write the date is to put the number of the day, followed by the month and year (e.g. 17 May 2005). For other ways (and differences between British and American customs) see below. 3. In formal letters and business letters, put the name and address of the person you are writing to on the left side of the page, starting on the same level as the date or slightly below. 4. Different styles are common in formal letters on paper which has the address ready-printed at the top of the page. For example, the date may be put on the left, and the address of the person written to may come at the end of the letter or of the first page. 5. Begin the letter (Dear X) on the left. Common ways of addressing people are: • by first name (informal): Dear Penn • by title and surname (more formal): Dear Ms Hopkins • Dear Sir(s), Dear Sir or Madam, Dear Madam (especially to somebody whose name is not known)

something. We know that there is a depth of understanding of the natural world and its beauty that is honored and preserved in the art of the people. We can feel a small sense of belonging to that world by keeping the art close to our touch and vision. We hope that Ukrainians will continue their connection to the natural world for future generations. Thank you for visiting our home. Yours respectfully, Gail and George Huschle

Vocabulary notes From Oxford Advanced Learner’s Dictionary of Current English: retain vt 1 keep; continue to have or hold; keep in place. 2 to get the services of by payment. display vt 1 show; place or spread out so that there is no difficulty in seeing. 2 allow to be seen; show signs of having. intrinsic adj (of value, quality) belonging naturally; existing within, not coming from outside. add vt add something to something, join, unite, put (one thing together with another). frame vt 1 put together; shape; build up. 2 put a frame round; enclose in a frame. 3 develop; give promise of developing. 4 form a plan to make somebody appear guilty of something; put together a false charge against somebody. encounter vt find oneself faced by (danger, difficulties, etc); meet (an enemy or enemies); meet (a friend, etc) unexpectedly. cue n 1 something (eg the last words of an actor’s speech) which shows when somebody else is to do or to say something. 2 hint about how to behave, what to do, etc. From English-Ukrainian Dictionary in two volumes: retain v 1) утримувати; стримувати; підтримувати; a dyke to retain water — гребля для стримування води; 3) зберігати; to retain the power зберегти (утримувати) владу; 4) пам’ятати, зберігати в пам’яті; 5) запрошувати, наймати (адвоката). display 1. n 1) показ, демонстрація; 2) виставка; 3) вияв, демонстрування; 4) виставлення напоказ; хвастощі; 2. v пока-

Part One зувати, демонструвати; 2) виявляти, виставляти; to display great courage виявити велику сміливість; 3) виставляти напоказ; хвастати; 4) вивішувати, розгортати (прапор); 5) друк. Виділяти особливим шрифтом. intrinsic(al) adj 1) справжній, дійсний; 2) притаманний, властивий; 3) анат. внутрішній; intrinsic pressure внутрішній тиск. add v 1) додавати; прилучати; приєднувати; надавати; to add salt підсолювати; to add fuel to the fire підлити масла у вогонь; 2) мат. додавати; to add to додавати; добавляти; збільшувати. frame n рама, рамка; 2) каркас, кістяк, остов; 3) тех. корпус, станина; 4) конструкція; споруда будова; the frame of a legal system структура законодавства; 6) будова тіла, статура, фігура, конституція; 2) v складати, утворювати; створювати; виробляти; 3) обрамлювати. encounter 1. n (несподівана) зустріч; 2) сутичка; зіткнення; 3) дуель; змагання; турнір; 4) спорт. зустріч 5) любовне побачення; 2. v (несподівано) зустріти; 2) мати сутичку; стикатися; зустрічатися (в бою тощо). cue n 1) театр. репліка; 2) натяк; to give somebody the cue натякнути, підказати комусь.

Word combinations to see one’s space and the art within it побачити чиєсь житло і зібрані там твори мистецтва to embody both beauty and memory втілювати красу й пам’ять водночас after the death of somebody після чиєїсь смерті military experiences in Japan досвід війни у Японії during and after the Second World War упродовж і після Другої Cвітової війни to have the appeal of memories of somebody зачаровувати спогадом про когось in addition до того ж, крім того with a special intimacy з особливою увагою, надзвичайно дбайливо

Lesson Eight in the photos на фотографіях to give somebody many fond memories of something викликати в когось ніжні спогади про щось with these visual cues at hand маючи під рукою такі візуальні орієнтири to draw smb to examine спонукати когось вивчити ближче to occupy a special corner in one’s home займати особливе місце в чиємусь домі to assign smth the task of приписати чомусь завдання (роль) retaining the harmony of peace and tranquility збереження гармонії миру і спокою the old Ukrainian myth давній український міф the pysanky egg collection колекція писанок the cultural aspects of Ukrainian life культурні аспекти українського життя to hear of the traditions of other countries дізнатися про традиції інших країн a land of immigrants край імігрантів the Carpathian region Карпатський край to comment on висловлюватися з приводу the similarity of the patterns подібність візерунків Native American weavings ткацтво корінних американців to be especially happy особливо тішитися to have the privilege to meet smb мати честь зустрітися з кимось before one’s recent death перед чиєюсь нещодавньою смертю vibrant colours and patterns яскраві барви і візерунки a striking image дивовижний образ the wood carvings дереворізьби the craftsmanship of this master artisan філігранні роботи цього майстра to have the memory of зберігати пам’ять про fine objects витончені предмети in all of this у всьому цьому the reverence of the artist for the scenes of his country схиляння майстра перед краєвидами його батьківщини in so short a time за настільки короткий час a depth of understanding of the natural world глибина зрозуміння світу природи

Part One

Lesson Eight The way of organizing a business letter: 307, 6th St. Lowville, N.Y. April 27th 2007

The Export Co. 2007, Fifth Ave. New York City. Dear Sir: Will you kindly forward to me item No. 789 in your catalogue as soon as possible? Yours truly, James P. Smith

The way of organizing and arranging two addresses on an envelope

Anatoly M. Shevchuk Cherniakhovska Street, 98-3 Zhytomyr 10005 Ukraine

Receiver’s address

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Sender’s address

Some people like to use the first name and surname (Dear Penny Hopkins) when writing to strangers or people that they do not know well. Do not use a title like Mr. together with a first name (NOT Dear Mr James). 6. After ‘Dear X’, put a comma or nothing at all, not an exclamation mark (!). Either leave an empty line after ‘Dear X’ and start again on the left, or start again on the next line, a few spaces from the left. Do the same for each new paragraph. (The first method is now the most common in Britain.) 7. Letters which begin Dear Sir(s) or Dear Madam, usually finish Yours faithfully in British English. Formal letters which begin with the person’s name (e.g. Dear Miss Hawkins, Dear Peter Lewis) usually finish Yours sincerely. Common American endings are Sincerely yours or Sincerely. Informal letters may finish, for example, Yours, See you or Love. (Love is not usually used by one man to another.) In formal letters, many people put a closing formula before Yours... especially when writing to people they know: common expressions are With best wishes and With kind regards. 8. Sign with your first name (informal) or your full name (formal), but without writing any title (Mr./Ms./Dr. etc). Ways of writing one’s full names: Alan Forbes, A. Forbes, A. J. Forbes. In a formal typewritten letter, add your full typewritten name after your handwritten signature. Friendly business letters are often signed with the first name only above the full typewritten name: Yours sincerely,

Alan Alan Forbes

Kate Clerk 200 Windsorcrest Columbia, SC 29229 USA

9. In informal letters, afterthoughts that are added after the signature are usually introduced by PS (Latin post scriptum = written afterwards). 10. On the envelope, put the first name before the surname. People usually write a title (Mr., Mrs. etc.) before the name. You can write the first name in full (Mrs. Angela Brookes), or you can write one or more initials (Mrs. A. E. Brookes). It was once common to put the abbreviated title Esq. (= Esquire) after a man’s nаmе; this is now very unusual.

Part One

Lesson Eight

11. British people now usually write abbreviated titles, initials, addresses, dates, and opening and closing formulae without commas or full stops.

• Americans are often addressed (and sign their names) with the first name in full, followed by the initial of a middle name (Alan J. Parker). This is less usual in Britain.

12. American usage is different from British in some ways: • Commas are sometimes used at the ends of lines in addresses; full stops may be used at the ends of addresses; full stops are used after abbreviated titles. After the opening salutation, Americans may put a colon, especially business letters (Dear Mr. Hawkes:), or a comma. • Gentlemen is used instead of Dear Sirs. • Dates are written differently (month before day). In Britain, the commonest way to write the day’s date is as follows. Note that the names of months always begin with capital letter. 28 May 1928; 22 December 2003

13. Letters to strangers often begin with an explanation of the reason for writing. Dear X, I am writing to ask… One does not normally begin a letter to a stranger with an enquiry about health (NOT Dear X, how are you getting on?)

The last two letters of the number word are sometimes added (e.g. 1st, 2nd, 3rd, 6th). Some people write a comma before the year, but this is no longer very common in Britain except when the date comes inside a sentence. 30 May (,) 2003 He was born on 24 December, 1954.

(From Practical English Usage by Michael Swan) NOTE. The form of a private or commercial letter is strictly fixed in Great Britain and the USA, that’s why there is no divergences from the consecutive order.

The way of organizing a private letter: 7653, Park Ave. New York 17, N.Y.

The date can be written in figures: 30/3/07 or 30-3-07 or 30.3.07 In the USA it is common to write the month first and to put a comma before the year. May 30, 1928 All-figure dates are written differently in Britain and America, since British people put the day the first while Americans generally start with the month. So for example, 6.4.02 means April 6, 2002 in Britain, but June 4, 2002 in the USA. The longer names of the months are often abbreviated as follows: Jun Feb Mar Apr Aug Sept Oct Nov Dec The names of decades (e.g. the nineteen sixties) can be written like this: the 1960s. • Yours faithfully is not used; common endings are Sincerely, Sincerely yours or Yours truly, followed by a comma.

July 12th, 2007

Dear Mr. Brown: Thank you very much for your letter. I am delighted to hear that you have returned to town once more, and that you have enjoyed your trip to Ukraine. I shall look forward to hearing all about it when we meet on Sunday. Give my best regards to Mrs. Brown. Yours sincerely, Jaroslav Rudnytsky

Lesson Eight

Part One 9. Fill in the gaps with appropriate prepositions or adverbs where required. 1. I am glad that you have seen our space and the art …. it. 2. What is it … any particular piece that draws a person … it? 3. In our house, there are things … that embody both beauty and memory. 4. We found many things that he had retained … his military experiences … Japan during and … the Second World War. 5. In … addition, our children’s travels … Africa, Nepal, and Japan have also added … our collection. 6. These have given … us many fond memories … our flat, our work areas, our market, and our friends whom we often encountered walking … these streets. 7. We can explain the city … guests at our home … these visual cues … hand. 8. I assigned them the task … retaining the harmony … peace and tranquility which they culturally would have … the old Ukrainian myths. 9. It is always interesting … Americans to hear … the traditions … other countries since we are a land … immigrants. 10. Wood Cock is another … the style of Makarenko and is also a striking image. 11. In … fact, I have used the colors … these paintings to paint the walls as complements. 12. In … these things, we remember the scenes … little villages … we saw … the countryside … Ukraine. 13. We can feel a small sense … belonging … that world … keeping the art close … our touch and vision. 10. Answer the questions. 1. How long did Mrs. and Mr. Huschle live in Ukraine? 2. What city did they live in? 3. Is Gail glad that you can see their space and the art within it? 4. What did Gail along with her husband, George, find after the death of her father? 5. What countries did their children visit? 6. Did all of the pieces of Ukrainian decorative and applied folk art give the Huschles fond memories of the travels and experiences of Ukrainian folk masters? 7. How can they explain the city to guests at their home in the USA? 8. What kind of thing has the task of retaining the harmony of peace and tranquility? 9. Do they display Solomchenko’s wood plates along with the icon and pysanky egg collection on the hearth?

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Exercises 1. Many words in English are both nouns and verbs. Here are ones in Lesson 7 with examples to show their use. Read and translate the following sentences. display (verb) Department stores display their goods in the windows. (noun) He always likes to make a display of his knowledge. frame (verb) His lips could hardly frame the words. (noun) There was the gigantic frame of a mammoth in the hall of the Museum of Nature. encounter (verb) My brother always encounters difficulties. (noun) We had a very unpleasant encounter with him in the street two days ago. draw (verb) Her singing drew the audience. (noun) Mr. Andrew is always a great draw at political meetings. appeal (verb) The prisoner appealed to the judge for mercy. (noun) That sort of music hasn’t much appeal for me. experience (noun) Has he had much experience in work of this sort? (verb) My brother experienced joy after visiting his son’s exhibition. guest (verb) They have been guesting at the village since May. (noun) We are expecting guests to dinner. 2. Read the related words and analyse them. Use them in your own sentences. (a) intricate—intricateness (b) collect—collected—collection—collector (c) explain—explanation—explainable—explanative— explanation—explanatorily

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Lesson Eight

Part One (d) memory—memorize—memorialize—memorial—memorable (e) revere—reverence—reverent—reverential (f) intrinsic—intrinsically 3. Read the first letter in Lesson Eight and translate it into Ukrainian. 4. Describe in a sentence or two the overall feeling of Gail Huschle, the author of this letter. 5. When you examine the pictures of the Huschles’ house interior, you primarily see and hear Gail’s story, secondarily feel. Describe your feelings. Did the pieces of Ukrainian decorative and applied folk art make a great impression on Gail? Why? 6. Complete the following sentences. 1. I am glad that you have seen our space and ... . 2. It is odd how one finds objects of art that they ... and ... . 3. In addition, our children’s travels to Africa, Nepal, and Japan have ... . 4. These have given us many fond memories of our flat, our work areas, our market, and our friends whom we often encountered ... . 5. These things along with the icon and pysanky egg collection I display on the hearth give us the opportunity to discuss the cultural aspects of ... . 6. It is always interesting for Americans to hear of the traditions of other countries since ... . 7. The paintings evoke a sense of wonder in those who see ... . 8. The Wood Cock is another in the style of Makarenko and is also ... . 9. In these things, we remember the scenes of little villages we saw in ... . 10. It is impossible to say that you can know another culture in so short a time, still we ... . 11. We know that there is a depth of understanding of the natural world and its beauty that is honored and preserved in ... . 12. We hope that Ukrainians will continue their connection to the natural world for ... . 7. Think over the message of the letter and say why and in what situations the following words and word combinations are used by Gail Huschle. Odd, to retain, to display, after the death of my father, to find many things, the Second World War, to have the appeal of memories

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of something, intrinsic beauty, to add to one’s collection, to give somebody fond memories of the travels and experiences of others, to appreciate the objects, with a special intimacy, in the photos, to frame five of the prints of Old Zhytomyr, to encounter, these visual cues at hand, to examine something more closely, to occupy a special corner in one’s home, the harmony of peace and tranquility, in the old Ukrainian myths, to display on the hearth, to discuss the cultural aspects of Ukrainian life, to hear of the traditions of other countries, to be a land of immigrants, to be proud to display something, the rugs and blankets of the Carpathian region, on the similarity of the patterns to Native American weavings, it is impossible to say that, the depth of understanding of the natural world and its beauty, to continue one’s connection to the natural world, to visiting one’s home, for future generations. 8. Write down the missing questions. Why …………………….? I also am proud to display the rushnyky and the rugs and blankets of the Carpathian region. Do ………………………? Some guests comment on the similarity of the patterns to Native American weavings. Why ……………………..? The paintings evoke a sense of wonder in those who see the vibrant colors and patterns. What …………………….? I am especially fond of the Angel and the Meadow Flower image of Berehynya. Why ……………………..? I display them along with the oil painting of the village scene by Yuri Kamishny of Zhytomyr. Do ……………………….? We understand the reverence of the artists for the scenes of their country: Ukraine. How long ……………….? We were in Ukraine for two years. Is ………………………...? It is impossible to say that you can know another culture in so short a time. Is there …………………..? There is a depth of understanding of the natural world and its beauty that is honored and preserved in the art of the people. Can ………………………? We can feel a small sense of belonging to that world by keeping the art close to our touch and vision. Why …………………….? We hope that Ukrainians will continue their connection to the natural world for future generations.

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Lesson Eight

Lesson Nine Origin and Development of the European Union The originality of the European Union derives from the special way in which its various constituent parts have evolved. The European Union came into being with the adoption of the Treaty of Maastricht in 1992, and it brought together three organizations established in the 1950s to integrate activity in specific sectors (the European Communities), and two areas of intergovernmental cooperation (common foreign and security policy and justice and home affairs). Since then the resulting structure has been described as one built on three pillars, the first of which is supranational, comprising the three Communities, each of which has its own legal personality. The European Union does not have legal personality, however, even though it encompasses the Community pillar and the two intergovernmental pillars within a common institutional structure. The European Union is the first ‘general-purpose’ international organization to derive, not from a coordination of its members’ national policies, but from the pooling of some of those policies under the umbrella of the European Communities. The result of this pooling of policies was an innovative type of body—a supranational organization—formed by the voluntary transfer of certain sovereign powers by its Member States. Member States did not surrender their powers: they decided to exercise them jointly at a higher level which had common institutions. Thus 1951 saw the creation of the European Coal and Steel Community (ECSC) and 1957 the European Economic Community (EEC) and European Atomic Energy Community (EAEC or Euratom).

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10. Is it always interesting for Americans to hear of the traditions of other countries since they are a land of immigrants? 11. Why is Gail especially happy to have within her collection the works of Makarenko? 12. Do the paintings evoke a sense of wonder in those who see the vibrant colors and patterns? 13. Is Gail especially fond of the Angel and the Meadow Flower image of Berehynya? 14. Is The Wood Cock a striking image? 15. Can we see the wood carvings of Mykhailo Solomchenko in the Huschles’ home? 16. Did they display them along with the oil painting of the village scene by Yuri Kamishny of Zhytomyr? 17. Do Gail and George hope that Ukrainians will continue their connection to the natural world for future generations? 11. Translate the following sentences into English. 1. Після смерті батька Ґейл успадкувала багато творів образотворчого та декоративно-ужиткового мистецтва. Вона зберігає їх у своєму помешканні. 2. Ця дерев’яна коробочка для ювелірних прикрас навіває приємні спогади пані Ґейл та пану Джорджу Гашлі про їхнє перебування в Житомирі. 3 Після переїзду в новий дім Ґейл і Джордж вирішили замовити красиву раму для картини «Ангел», створеної Олексієм Макаренком в 2004 році. 4. Інтер’єр вітальні прикрашений творами українських митців, що навіває Гейл і Джорджу Гашлі спогади про їхній час подорожування в регіонах Західної України. 5. Не можна стверджувати, що ви досконало вивчили мистецтво і культуру України за такий короткий термін. 6. Різьблені декоративно-ужиткові предмети із дерева Михайла Соломченка зберігають давні традиції українського різьбярства. 7. Нам було дуже приємно познайомитися з Михайлом Соломченком та з його дружиною. Ми часто згадуємо про наші візити в його робітню. 9. Великодні курині яйця, розписані Олексієм Макаренком, зберігають справжню красу духовного світу України. 12. Write your letter to one of your friends who lives in Great Britain. Observe the common rules of the English-speaking countries before organizing a letter and arranging it on a page.

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Part One 13. Read the letter and give your comment if its author observes the rules of organizing a letter. Find out all the stylistic and grammar mistakes.

17. Study these pictures and describe them in your own words.

Dr. Norbert Richter Weinbergsweg 31A D 9T199 Ochsenfurt Ochsenfurt, 23 Febr. 2OO6 Dear Anatoliy, we hope you and your family are all well. Although the winter is very cold this year, we haven’t been ill so far and we hope this will be like that until the end of the season. We try to contact you in this way, per letter, to make sure you get our information. We sent e-mails and handy-texts to Nikolay, but we haven’t got any answer yet. We are worried that there is something wrong with him. Do you know anything about it? At Christmas he wanted to come with his son, but it is impossible for us to take over all the costs and guarantee for two persons. And moreover, we told the priest and his communion that Nikolay is very near his operation, as he had told us. But then there was some kind of scandal in the hospital and he couldn’t be operated. Now the situation has changed a little because the priest will try to ask in a German hospital — which is run by the protestant church — if there is any possibility for an operation. But he needs more detailed information about the Nikolay’s orthopaedic file: if possible Nick should send a radiograph, too. There are still a lot of unsolved problems, but we would like to do what can be done.

14. Discuss this aphorism and try to paraphrase it.

APHORISM OF THE DAY The only way in which anyone can lead you is to restore to you the belief in your own guidance. Henry Miller (1891—1980) American writer and painter

We would be very grateful for your help. We are waiting for your answer. Our e-mail address: wn_richter42@ yahoo.de With best wishes to you and your family. Yours Norbert Richter

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Part One From English-Ukrainian Dictionary in two volumes: evolve v 1) розвивати; розгортати; 2) розвиватися; еволюціонувати 3) виділяти (газ тощо); випускати; видихати; 4) розкривати; виявляти; 5) розплутувати (клубок тощо). pillar n 1) стовп; колона; 2) буд. стояк; опора; 3) стовп (води, повітря); a pillar of smoke стовп диму. encompasse v 1) оточувати; обносити (стіною тощо); to encompass with care and attention оточувати піклуванням і увагою; 2) містити (в собі); торкатися (проблеми тощо); 3) обертатися (навколо чогось); їздити (ходити) навколо; to evolve the globe об’їхати навколо світу; 4) перехитрити; обдурити; 5) мисл. робити облаву. сommission 1. n 1) доручення; повноваження 2) замовлення (художнику); 3) комісійна винагорода; комісійні; 4) комісія; комітет; 5) первинне офіцерське знання.; to get a commission одержувати офіцерське звання (у Великій Британії); to resign one’s commission подавати у відставку з військової служби; 2. v 1) уповноважувати; доручати; 2) призначати на посаду; 3) підготовляти до плавання (корабель). attend v 1) бути присутнім (при, на — at); відвідувати (лекції тощо); 2) приділяти увагу; бути уважним; please attend! будьте уважні! слухайте! 3) піклуватися; турбуватися; дбати (про — to); стежити (за — to); доглядати (когось, щось — to); the patient was attended by the best doctors хворого лікували найкращі лікарі; 5) прислуговувати; обслуговувати (когось — on, upon). agenda n (pl від agendum) порядок денний (зборів тощо) council n 1) рада; Council of State державна рада; Security Council Рада безпеки (ООН); city council міська рада, муніципалітет; 2) нарада, консиліум; council of physicians консиліум лікарів; 3) Council церковний собор. representation n 1) зображення; образ; 2) вистава; показ на сцені; 3) твердження, заява; 4) протест; to make representations to somebody заявити комусь протест 5) дипл. представлення, рекомендування; 6) представництво; permanent representation (дипл.) постійне представництво. day-to-day adj повсякденний; in our day-to-day life у нашому повсякденному житті. ensure v 1) забезпечувати; гарантувати; to ensure independence забезпечити незалежність; 2) страхувати; 3) ручатися;

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Lesson Nine The EU has grown slowly from six members in 1952. By 2008, almost half a billion people lived in the EU. The first election to the European Parliament took place in 1979. Since 2002, twelve countries in the EU have used the Euro as their currency. Europe Day is celebrated on 9th May each year. The EU flag is blue with twelve gold stars. This represents unity and harmony. The number of stars has nothing to do with the number of member states. The European Parliament There are 785 members of the European Parliament (MEPs), but the number is to be changed. Parliamentary elections are held every five years, and every EU citizen can vote. The monthly plenary meetings, which all MEPs attend, are held in Strasbourg (France). Some meetings are also held in Brussels (Belgium), and some of the Parliament’s offices are in Luxembourg. The Parliament has three jobs: —It can make new laws. —It can check how the EU laws work and it can choose the people who run the EU (Commissioners). —It gives advice on how EU money is used. The European Commission The European Commission makes decisions about how the EU works. It represents the member states, and one minister attends its meetings from each of the EU’s national governments. Which ministers attend which meeting depends on what subjects are on the agenda. If, for example, the Commission is to discuss environmental issues, the Environment Minister will attend the meeting from each EU country. The home of the Commission is in Brussels (Belgium), but it also has offices in Luxembourg, representations in all EU countries and offices in many capital cities around the world. The Commission represents the EU on the world stage. The day-to-day work of the Commission is done by 24,000 European civil servants. The European Court of Justice The Court of Justice was set up in 1952 under the Treaty of Paris. Its job is to ensure that EU laws are the same in all member states of the EU. The Court has the power to settle legal disputes between

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member states, EU institutions, businesses and individuals. The Court is composed of one judge per member state, so that all the EU’s national legal systems are represented. The European Central Bank Fifteen of the EU’s twenty seven member states now share a single currency, the euro. These twelve countries make up the “euro area” (Euroland). Euro bank notes and coins came into circulation on 1 January 2002. The European Central Bank (ECB) was set up in 1998 to introduce and manage this new currency. The ECB also looks after the economy of the EU.

Vocabulary notes From Oxford Advanced Learner’s Dictionary of Current English: evolve v (cause to) unfold; develop; to be developed, naturally and gradually: The American constitution was planned; the British constitution evolved. He has evolved a new plan/theory. pillar n upright column, of stone, wood, metal, etc as a support or ornament. supranational adj above, over, beyond individual nations. encompasse v encircle, surround; envelop; comprise. pooling n to contribute to a common interest or fund. innovative adj to have the quality of making changes; to introduce new methods. commission n 1 the giving of the authority to somebody to act for another. 2 performance or committing the crime. 3 payment to somebody for selling goods, etc, rising in proportion to the results gained. 4 official paper (called a warrant) giving authority. 5 a body of persons given the duty of making an inquiry and writing a report. attend v 1 give care and thought (to): ~ to one’s work; ~ to what somebody is saying, listen carefully; ~ to the wants of customers, try to supply them. Are you being ~ed you? (in a shop) Is anyone serving you? You’re not ~ing, not listening, not paying attention. 2 ~ (on/upon), wait on; serve; look after: Which doctor is ~ing you = giving you medical care? The patient has three nurses

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~ing (on) him. She has many servants ~ing upon her. He had the honor of ~ing upon the Prince. 3 go to; be present at: ~ school/ church; ~ a meeting/lecture. The lectures were well ~ed, there were good audiences. 4 (formal) accompany: a method that is ~ed by some risk; Our plans were ~ed with great difficulties. May good luck ~ you! agenda n (list of things) to be done, business to be discussed, e.g. by a committee: the next item is on the agenda. council n group of persons appointed, elected or chosen to give advice, make rules, and carry out plans, manage affairs, etc, esp of government: a city/county ~; the municipal ~; to be/to meet in ~; the C~ of the Republic, upper house in the French legislature; a ~ of war, assembly of officers called by the Commander-in-Chief, etc. representation n 1 representing or being represented; that which is represented, proportional representation, an electoral system designed so that minority parties, etc are represented (in a legislative assembly) in proportion to their strength. 2 (esp) polite protest or remonstrance: make representations to the Inspector of Taxes about an excessive assessment. day-to-day adj of or belonging to or occurring every day ensure v 1 make sure; guarantee: I can’t ~ that he will be there in time. 2 ~ (somebody) against something, make safe: We ensure (ourselves) against possible disappointment. You should ~ (yourself) against loss of heat by having double glazing. 3 secure; assure: These documents ensure to you the authority you need. I cannot ~ you a good post. 4 (formerly) = insure. currency n 1 the state of being in common or general use: Many slang words have short currency, soon go out of use. The rumor soon gained currency, was repeated until many people were sure of it. give currency to, make current (1); spread; Do you give currency to idle gossip. 2 that is actually in use in a country: a gold/paper currency; foreign currencies. circulation n 1 circulating or being circulated, esp the movement of the blood from and to the heart. He has (a) good/bad ~. The ~ of rumors is common in wartime. 2 state of being circulated: Are there many forged banknotes in ~? That book has been withdrawn from ~, cannot now be obtained. When were the decimal coins put into ~? 3 number of copies of a newspaper or other periodical sold to the public.

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Part One 6. Read and translate the sentence below. What is the difference between the European Community and the European Union? Are these words synonyms? Consult the encyclopedia. Before the European Union was established in 1993 the European Communities were enlarged three times. 7. Put in the missing words. 1. The EU has grown … from six members in 1952. 2. The first … to the European Parliament took place in 1979. 3. Since 2008, fifteen countries in the EU have used the Euro as their …. . 4. Europe Day … … on 9th May each year. 5. The EU ... is blue with twelve gold stars. 6. The number of stars has nothing to do with the number of … states. 7. Parliamentary elections are held … five years, and every EU citizen can … . 8. The European Commission makes … about how the EU works. 9. Which ministers … which meeting depends on what subjects are on the agenda. 10. The Environment Minister will attend the meeting from each EU … . 11. The … of the Commission is in Brussels (Belgium), but it also has offices in Luxembourg, representations in all EU countries and offices in many capital cities around the world. 12. The … work of the Commission is done by 25 000 European civil servants. 8. Use each of these word combinations in a sentence. To live in the EU, the first election to the European Parliament, to take place in, to be celebrated on 9th May, the EU flag, to represent unity and harmony, to have nothing to do with, the European Parliament, to be held every five years, the monthly plenary meetings, to have three jobs, to make new laws, to choose the people, to give advice on, to make decisions about, to represent the member states, to discuss environmental issues, the Environment Minister, to attend the meeting from each EU country, many capital cities around the world, the day-to-day work of the Commission, to be done by, to be set up in, under the Treaty of Paris, to ensure that EU laws are the same, in all member states of the EU, to have the power, to settle legal disputes, between member states, to be composed of, to share a single currency, the euro, to introduce and manage this new currency, to look after the economy of the EU.

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4) запевняти; 5) спорт. страхувати, підстраховувати (під час виконання вправи). сurrency n 1) вживаність, поширеність (про слова тощо); words in common currency широко вживані слова; 2) грошовий обіг; 3) валюта; гроші; foreign currency іноземна валюта; hand currency вільно конвертована валюта; currency exchange обмін валюти; during the currency of the contract протягом строку чинності договору. euro n євро, грошова одиниця, яка перебуває в обігу більшості держав Європейського Союзу. circulation n 1) циркуляція; 2) кругообіг; кругообертання; обіг; круговий рух; circulation of commodities обіг товарів; circulation of the blood кровообіг; 3) поширення; circulation of rumours поширення чуток; 4) тираж (друкованих видань).

Word combinations a common institutional structure спільна інституційна структура to integrate activity in specific sectors інтегрувати діяльність у визначених ділянках supranational pillar понаднаціональний стрижень the European Commission Європейська Комісія the European Union Європейський Союз the EU’s national governments національні уряди ЄС the Environment Minister міністр охорони довкілля the European Court of Justice Європейський Суд the European Central Bank Європейський центральний банк to take place in відбутися у to use the Euro as their currency уживати євро як валюту to represent unity and harmony символізувати єдність і гармонію parliamentary elections парламентські вибори to be held every five years проводитися щоп’ять років the monthly plenary meetings щомісячні пленарні засідання to have three jobs мати три функції to make new laws розробляти нові закони to choose the people who run the EU обирати людей, які мають керувати ЄС

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Part One to give advice on how EU money is used радити, як використати кошти ЄС to make decisions about how the EU works приймати рішення про те, як має працювати ЄС to represents the member states репрезентувати країни-члени to depend on what subjects are on the agenda залежати від того, які питання перебувають на порядку денному to discuss environmental issues обговорювати питання, пов’язані з довкіллям to attend the meeting брати участь у засіданні (зборах) in many capital cities around the world у багатьох столицях в усьому світі to represent the EU on the world stage репрезентувати ЄС на світовій арені the day-to-day work of the Commission щоденна праця Комісії under the Treaty of Paris на підставі Паризького договору to ensure that EU laws are the same in all member states of the EU забезпечити, щоб закони ЄС були однакові для всіх країн-членів to be composed of складатися з to share a single currency користуватися спільною валютою to make up the “euro area” становити зону євро (Єврозону) to come into circulation увійти в обіг to set up створити, заснувати to introduce and manage this new currency увести цю нову валюту в обіг і здійснювати управління нею

Exercises 1. Fill in the crossword puzzle with the appropriate words. Consult the dictionary. ACROSS: 1. The city where the European Commission is located. 3. Abbreviation standing for the supranational organization established in 1957. 6. A government official of the European Union. 7. The continent that is north of the Mediterranean and goes as far East as the Ural Mountains in Russia. 8. The number of stars on the EU flag. 10. A confederation of independent nations for some common purpose. 11. The country in northwest Europe, a founding member of the EU.

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DOWN: 2. The city in the Netherlands where the Treaty on European Union was signed in 1992. 3. Someone from Europe. 4. The official currency of the European Union used in most EU member states. 5. An international agreement or convention. 7. The abbreviation standing for the political and economic community of 27 European states. 9. An official assembly for the transaction of judicial business. If you solve the crossword puzzle in a proper way, try to fill in the highlighted area with the term denoting someone who is against the EU and closer relations with other European countries.

2. Write sentences, using the following words both as a noun and a verb: flag; star; number; vote; job; law; minister; example. 3. Give the words related to the following ones: represent (8 words) circulation(7 words) commission (3 words) manage (9 words) discuss (3 words) innovate (4 words) 4. What is the difference in pronunciation between discus (noun) and discuss (verb)? Consult the dictionary. 5. What is the difference in pronunciation between use (verb) and use (noun)? Consult the dictionary.

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1. The various projects to merge the Communities by the adoption of a single treaty were to fail. 2. The only area of growth was cooperation in foreign policy, which covered practical diplomatic relations, outside the Community system. 3. The European Single Act, which entered into force on 1 July 1987, institutionalized European political cooperation (EPC). 4. First and foremost it was a treaty reforming the constituent treaties, which consolidated, in a single act, the amendments to the treaties establishing the European Communities and the provisions on EPC. 5. The Communities, with the EEC as their main organization, remained the ‘central pillar’ of integration. 6. The single market is one of the European Union’s greatest achievements. Restrictions between member countries on trade and free competition have gradually been eliminated, with the result that standards of living have increased. 16. Choose the appropriate word. 1. As specialist organizations, each of the three Communities … only those powers attributed to them by Member States. a) keep b) maintain

c) hold d) support

2. With the aim of creating an ever-closer union among the peoples of Europe, integration has … step by step, firstly by the pooling of policy on certain sectors of Member States’ national economies, then by the creation of a common market. a) developed b) proceeded c) evolved 3. The functional approach taken by the ‘founding fathers’ of the Communities, Jean Monnet and Robert Schuman, held that it was ... to move from the economic to the political sphere. a) indispensable a) compulsory

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b) necessary b) irreversible

9. Fill in the blanks with prepositions (or adverbs) where required.

1. The EU has grown slowly … six members … 1952. 2. The first election … the European Parliament took place … 1979. 3. Since 2008, fifteen countries … the EU have used the Euro as their currency. 4. Europe Day is celebrated … 9th May each year. 5. The EU flag is blue … 12 gold stars. 6. The monthly plenary meetings, which all MEPs attend, are held … Strasbourg (France). 7. It gives advice … how EU money is used. 8. The European Commission makes decisions … how the EU works. 9. It represents the member states, and one minister attends … its meetings from each of the EU’s national governments. 10. The Commission represents the EU … the world stage. 11. The day-to-day work of the Commission is done … 25 000 European civil servants. 12. Its job is to ensure that EU laws are the same … all member states of the EU. 13. The Court has the power to settle legal disputes … member states, EU institutions, businesses and individuals. 14. These twelve countries make … the “euro area” (Euroland). 15. The European Central Bank (ECB) was set … … 1998 to introduce and manage … this new currency. 16. The ECB also looks … the economy … the EU. 10. Listen to the text and retell it. Try not to miss the words and word combinations from it. Great Britain is an island off the continent of Europe. England, Scotland and Wales are parts of Great Britain. Cardiff is the capital of Wales. Edinburgh is the capital of Scotland. London is the capital of England and of the United Kingdom of Great Britain. The United Kingdom of Great Britain and Northern Ireland is a political term which includes Great Britain, the largest island of the British Isles, and Ulster or Northern Ireland. Great Britain is a member of the EC (European Community). Portugal is another EC member. Germany, France, Spain, Netherlands, Sweden, Finland and Italy are other EC members. EC membership is a great economic advantage. 11. Make up the sentences with these words in conversations about some of the Eurojargon and learn them. Europe, the European Union, European, Euro, Eurocrat, the EC member.

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Part One 12. Write questions which might have these answers. 1. …………………? EC membership is a great economic advantage. 2. ……………….? The ECB also looks after the economy of the EU. 3. ………..? The Parliament gives advice on how EU money is used. 4. …………………..? The Parliament can check that the EU laws work and it can choose the people who run the EU. 5. ……………….? Euro is a unit of money that can be used in most countries of the European Union. 6. ..…….....? Euro bank notes and coins came into circulation on 1 January, 2002. 7. ………….....….? Denmark is a member of the EC. 13. Translate the following sentences into English using the expressions given below. 1. Рада Європейського Союзу збирається, у принципі, чотири рази на рік. 2. На засіданні Ради ЄС головує президент або прем’єр-міністр тієї країни, яка головує у Раді Євросоюзу в даний час. 3. Президент Європейської Комісії відвідує засідання як дійсний член. 4. Згідно з Маастрихтським Договором, Рада ЄC офіційно стала ініціатором основної політики Євросоюзу. 5. Саме Раді ЄС надано права вирішувати складні проблеми, яких не можуть вирішити міністри держав на засіданні в Раді Євросоюзу. 6. Європарламент, що представляє народи, вирішує законодавчі та бюджетні повноваження разом із Радою Європейського Союзу. (The Council of the European Union, meet, in principle, to chair, to hold the presidency of the Council, the European Commission, at the time, to attend as a full member, under the Treaty of Maastricht, officially, to become an initiator of, somebody’s major policies, to be empowered, to settle difficult issue, to fail to agree, the European Parliament, to represent the peoples, to share legislative and budgetary power with.) 14. Put in the words needed to complete the meaning of these sentences. 1. On 9 May 1950, in Paris, in a speech inspired by Jean Monnet, Robert Schuman, French Foreign Minister, proposed that FrancoGerman production of coal and steel as a whole be placed under a

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Lesson Nine common High Authority, within the framework of an organization open to the participation of the other countries of … . 2. That famous declaration marked the beginning of the history of … … … . 3. It set out the principles of the functional and step-by-step construction of the European Communities as it was effectively to be achieved subsequently: its economic foundations and its goal of political unification, its method of sectoral integration based on common decision-making, and its evolutionary and … … . 4. As an organization aimed at the common management of the entire economy of the Member States, the EEC soon emerged as the most important … . 5. It became the main tool for indirectly achieving political … . 6. The three European Communities were set up as three distinct, international organizations, each with its own institutions and fields of … . 7. Thanks to their evolutionary and open nature, however, they tended to deepen constantly in a growing number of fields of activity and to enlarge gradually to include more Member … . 8. The European Communities were the first organizations based on supranational integration thanks to the states that composed them pooling a whole range of … … . 9. The Member States of the Communities did not confine themselves to coordinating their policies, as they could have done within a traditional international organization based on intergovernmental cooperation, but conducted them jointly by creating common institutions responsible for Community … . 10. The three Communities were created separately and each retained its legal personality and its respective powers within the framework of … … . 11. Nevertheless, because of the need to save on resources and the desire to avoid duplication, the three Communities’ institutions … …. . 12. That treaty also created a single budget and administration of the Communities, together with a single Staff Regulations applicable to their officials and … … . Some of the words and expressions which may be suitable: Open nature, Europe, each treaty, unification, national powers, activity, the European Communities, Community, States, decision-making, other servants, were merged. 15. Give these sentences opposite meanings by changing the words printed in italics.

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Lesson Nine 4. Thus the … of a common market in which there was free movement of goods … the question of the movement of people, services and capital, requiring the introduction of a raft of flanking policies in the areas of competition, industry, agriculture, transport, research, etc.

Lesson Ten From the Realm of Serhiy Tanadaichuk’s Paper Cut-out Art: Vytynanky The classroom. There is a portrait of Serhiy Tanadaichuk and a few pieces of vytynanka art cut-out by him on the wall of the classroom. Teacher: Students, we have just finished learning and analyzing the word combinations in the text—Paper-Cutting Art (Vytynanky)—from Lesson Nine in our textbook Ukrainian Folklore. Look at the portrait of Serhiy Tanadaichuk and his paper cut-out designs. One can’t help admiring all these pieces of paper cut-out art. Now, after having mastered the vocabulary and grammar constructions of the former lesson, we will expand and deepen our knowledge of Ukrainian paper cut-out art. We are going to read, translate and discuss the article From the Realm of Serhiy Tanadaichuk’s Paper Cut-out Art by Anatoliy Shevchuk, an art historian from Zhytomyr. The article deals with the folk master’s language of cutting out paper designs (vytynanky). Think of this article as a kind of sequel to Lesson Nine. My best wishes to all of you to successfully deal with paper cut-out art. Before we begin reading the article, however, let’s revise the most important terms of our earlier lesson.

Vocabulary notes Vytynanka – в англомовній літературі з проблем народного декоративно-ужиткового мистецтва можна зустріти два терміни: paper cutting і vytynanka, — які відповідають терміну

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a) consummation c) completion c) enhance

b) lift d) hoist d) raise

5. This was the case with social and … policy. a) financial

b) finance

c) fiscal

6. In addition, the organization’s internal policies had ratifications outside it which the organization, as an entity under international law, had to manage in its dealings with non-Member States and other international organizations. a) lead c) manage e) direct

b) govern d) rule f) control

7. Whilst the organization is a … evolving one, the degree of integration achieved at each stage is the result of compromise which is not always easy to … . a) permanently b) guarantee c) perpetually d) secure e) constantly f) ensure g) continually 8. Meanwhile the organization, in a way the victim of its own success, has to manage two … processes at one and the same time: … itself through enlargement, with the admission of new Member States which have applied to join, and … itself by extending its powers and institutional procedures. a) indivisible c) extension e) widening

b) broadening d) inseparable f) deepening g) widening

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Lesson Ten

Part One 9. Major reforms to the founding Treaties were … with the adoption of the Single European Act in 1986, the Treaty of Maastricht in 1992, the Treaty of Amsterdam in 1997 and the Treaty of Nice in 2001. Of these, the Maastricht Treaty was the one which most radically altered the structure of the organization. a) made b) done c) created 10. It … the European Union, with its pillar-based structure, and placed the EEC, now the European Community (EC), at the heart of the edifice. In 2002 the ECSC Treaty expired, after 50 years of existence. a) created c) set up

b) made d) established

11. The changes in the nature and operation of the organization, brought about by successive revisions of the original treaties, ... the degree to which compromise is possible at any given moment in history. a) reproduce b) reflect c) reconstitute 12. In such cases the search for ... solutions acceptable to the greatest number leads to the adoption of new forms of intergovernmental cooperation. a) active c) viable

b) energetic d) vigorous e) lively

17. Look at the map and name all the countries which are EU members. Is our country going to become a member of the European Union? When?

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14. Read and translate the aphorism into English. Give a brief summary of it.

APHORISM OF THE DAY Поворот до демократії — це ще не повернення: на повороті можна й застрягнути. Rostyslav Dotsenko (born 1931) Ukrainian translator and critic

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Part One impression on him. His sister, Tania, his brother, Sashko, and he were fatherless because their mother had divorced her alcoholic hus-band. Their mother died soon after, leaving the children orphans. Serhiy had to live and study at a boarding school. In 1983, he moved to the village of Petrykivka, Dnipropetrovska Oblast to master folk painting on wood and paper. Here the future artist learned the symbolic and metaphorical language of Ukrainian folk art that came to the fore in his early works. The strange part was that Serhiy Tanadaichuk had no formal training in painting and drawing, yet he was able to create a defining vocabulary for his school of national folk art, both decorative and applied. In his works of painting and paper cut-out art, forms and motifs merge into one another and the boundaries between the pagan deities and animals, between the decorative flowers and trees collapse. Whether using paints or coloured paper, Tanadaichuk transformed the train of thought in his mind into images of his motherland’s past. Deciphering and interpreting the ancient motifs and signs of Ukrainian folk art, the artist understood that folklore was informative. It is rooted in an age when all the symbols and motifs of the past were still partly shrouded in the darkness of national history. Only at present does it become clear that the gist of what he retained from the ancient motifs and signs was the unified and seamless Universe. Serhiy Tanadaichuk was a self-taught artist, who certainly had been influenced by the ancient customs and traditions of Ukraine. Analyzing the code and sign system of Ukrainian decorative and applied art, he understood that Ukrainian ancestors knew their survival was governed by nature. They revered three natural phenomena: the sun, water and air. These three phenomena are present in his creative activity. It is difficult to reveal what predominates in his talent: the line and color or his poetic word. The folk master expressed his message through different forms of decorative and applied art: painting, woodcarving, embroidery, Easter egg-making and paper cut-out art (vytynanky). Further he used his poetic word: We are a fraction of Nature, We are the children of Nature But not the kings—

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Lesson Ten витинанка. Зауважмо, що множина іменника vytynanka твориться за схемою творення множини в українській мові – vytynanky. Традицію творення множини іменників українського походження в англійській мові, що означають предметний світ народно-побутової культури нашого народу, заклали українці першої та другої хвилі еміграції до США та Канади. Інколи американці або канадці вживають форму множини vytynankas. Motif – в англійській мові існує два іменники, майже схожі за своїм звучанням: motif – мотив (у художньому творі) і motive – мотив (причина). Слід запам’ятати різницю значень згаданих іменників та творення множини – motifs і motives відповідно. Teacher: In the introduction to my speech, I’ve used two interesting grammar constructions. They are written in the cards, which are on your desks. Let’s read and analyze them. Translate these two grammar constructions into our mother tongue.

Grammar The Present Participle Now, after having mastered the vocabulary and grammar constructions of the lesson we will expand and deepen our knowledge of Ukrainian paper cut-out art. Зараз, опанувавши нові слова та граматичні конструкції уроку, ми розширимо й поглибимо наші знання з українського мистецтва витинанки. Teacher: After indicates that the action expressed by the ingform precedes the action of the predicate verb. The Split Infinitive (Інфінітив з відокремленою часткою to) My best wishes to all of you to successfully deal with paper cut-out art during our English lesson. Я бажаю вам усім успішно вивчати мистецтво паперової витинанки під час уроку англійської мови.

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Lesson Ten

Part One Teacher: Sometimes if one wants to strengthen the meaning of an adverb, one inserts it between the particle to and a used verb in the sentence. The Passive Voice Teacher: There is a very interesting sentence in the article which we are going to read. Let’s analyze it and revise the grammar rules of our previous lessons. The name of a “sorcerer” of line and color and of the poetic word is given to Serhiy Tanadaichuk, a folk master from the town of Berdychiv. Сергія Танадайчука, майстра наодної творчості з Бердичева, називають чарівником лінії і кольору та поетичного слова. Teacher: In this sentence we can see that the Passive Voice serves to show that the person denoted by the subject of the sentence is not an agent (the doer) of the action expressed by the predicate verb, but it is the object of the action. We must remember the subject of the passive verb does not act but is acted upon. Before reading the article, let’s examine and analyze the new English words and word combinations.

Word combinations in the circles of Ukrainian artists в колах українських мистців a sorcerer чаклун to be fatherless бути безбатченком to be left orphaned, to be orphaned бути сиротою to study at a boarding school навчатися в школі-інтернаті to move to the village of поїхати в село to master folk painting навчатися народному розпису to learn the symbolic and metaphorical language of Ukrainian folk art вивчати мову символів та метафор українського народного мистецтва to come to the fore in one’s early works з’явитися в ранніх творах to have no formal training in painting and drawing не володіти навичками живопису і рисунку

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to create a defining vocabulary for his school of national decorative and applied folk art створити словник термінів власної школи в народному декоративно-ужитковому мистецтві a boundary межа, границя the pagan deities язичницькі боги to transform the train of thought in one’s mind into images трансформувати думки в образи to decipher розшифрувати to be rooted in an age бути закоріненим у минулому in the darkness of national history у смутні часи національної історії at present нині to retain from the ancient motifs and signs утримуватися на прадавніх мотивах і знаках to be a self-taught artist бути художником-самоуком it is difficult to reveal важко відкривати (виявляти) to express one’s message through different forms of decorative and applied activities висловлювати погляди через різноманітні форми декоративно-ужиткової творчості painting розпис woodcarving різьбярство embroidery вишивання Easter-egg making писанкарство spiritual self-expression духовне самовираження to be in the plenitude of one’s powers бути у розквіті сил

FROM THE REALM ОF SERHIY TANADAICHUK’S PAPER CUTOUT ART: VYTYNANKY by Anatoliy Shevchuk In the circles of Ukrainian artists, Serhiy Tanadaichuk, a folk master from the town of Berdychiv, Ukraine is given “the name of a sorcerer of line and color and of the poetic word.” He was born on the ninth of May, 1963, in the village of Makharyntsi, Vynnytska Oblast. The young boy was fond of decorative folk art since his childhood. His mother’s paintings hung on the walls of the family house; these and her way of singing folk songs made a great

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Part One

Lesson Ten

БІЛОБОГ (ДІД) головний бог добра. Один із найдавніших і найголовніших персонажів давньоукраїнської міфології. A deity, prosperity, Old Ukrainian mythology.

ТУР бог сили, рицарської честі, заступництва воїнів і чередників. У деяких українських племен – бог Сонця. Knightly honor, a protector, a warrior, a herdsman.

The folk master liked to cut out an image of Berehynia (protectress). Looking through his paper cut-out works, one can see that Berehynia mirrors the high intellect of Ukraine. The skill of reading the signal-book system of the time in the numbered dimensions of plus and minus gives the folk master an opportunity to make up a question: What causes a national protest against destroying forces? Is it the talent and the biological program given by God to human beings? Tanadaichuk’s paper cut-out composition Biloboh and Chornoboh (Deity of the White World and Deity of the Black World) offers an answer to this question. The people have the ability to save the family tree and to gather up the scattered stones to restore the spiritual life of the nation (The Goddess of Night, The Family Tree, Tree the Eyes, Mother of the Kin). Like any other work, the study of Tanadaichuk’s paper cut-out art (vytynanky) must begin with the collection of his works and the works of his pupils. There is a great interest among folk art experts in studying the Berdychiv Vytynanka Art School through Serhiy Tanadaichuk’s spiritual self-expression viewed through lenses of folklore, national history, and his own conception of the world. Serhiy Tanadaiyvhuk was at the height of his powers and creative activity when calamity burst into his life. A sharp pain in his stomach led him to consult a doctor who unsuccessfully performed an operation in August, 2002. Within a week Tanadaichuk died in the Zhytomyr regional hospital. The folk master left us 121 pieces of paper cut-out art, yet more than 15 of his pupils continue to follow his artistic aesthetics in their own interpretations of the art form called vytynanky. Teacher: Practice what you know about Ukrainian paper cutout art after reading this article. Answer the questions. 1. What does this article deal with? 2. Will this information about vytynanky enlarge your vocabulary? 3. Did the author of the article From the Realm of Serhiy Tanadaichuk’s Paper Cut-out Art use interesting idioms and word combinations? What are they? 4. What do you think is the most exciting aspect of Ukrainian paper cut-out art?

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Part One 5. When was Serhiy Tanadaichuk born? Where? 6. Did he have a happy childhood? 7. Why did the circles of Ukrainian artists give the name of a “sorcerer of line and color and of the poetic word” to Serhiy Tanadaichuk? 8. Was Serhiy Tanadaichuk fond of folk decorative art when a child? 9. Why did his mother hang her paintings on the walls of the family house? 10. Did his mother’s way of singing folk songs make a great impression on Serhiy? 11. How did his sister Tania, his brother, Sashko, and he become orphans? 12. Where did Serhiy have to live and study after his mother’s death? 13. Why did he move to the village of Petrykivka in Dnipropetrovska Oblast? 14. Did he master folk painting on wood and paper in the village of Petrykivka? 15. Did the future artist learn the symbolic and metaphorical language of Ukrainian folk art? 16. When did he create a defining vocabulary for his Ukrainian school of decorative and applied folk art? 17. Did his forms and motifs merge into one another? 18. Are the boundaries between the pagan deities and animals and between the decorative flowers and trees broken down in his works of painting and paper cut-out art? 19. How did he employ and transform the train of thought in his mind into images of his motherland’s past? 20. Why did the folk artist decipher and interpret the ancient motifs and signs in Ukrainian folk art? 21. Was Serhiy Tanadaichuk a self-taught artist? 22. Was Serhiy Tanadaichuk influenced by the ancient customs and traditions of Ukraine? 23. Why did our ancestors revere three natural phenomena: the sun, water and air? 24. Is it difficult for us to decide what predominated in his talent? 25. Did the folk master express his message through different forms of decorative and applied activities? 26. When did Serhiy Tanadaichuk die? What was the reason of his death? Does the article answer this definitely?

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Lesson Ten Teacher: Now let’s examine Tanadaichuk’s vytynanky. You must take one of them, read some information on the opposite side of the composition in Ukrainian, and give us your own interpretation about the idea which has been inserted by the folk master in his paper cut-out design. Use the words and word combinations given below. МАТИ КОША (МОКОША, МАКОШ, ЦАРИЦЯ ВОДИ, ВОДЯНИЦЯ) давньоукраїнська богиня родючості, жіночого рукоділля, мистецтва і Води. Заступниця вагітних і породіль. Old Ukrainian goddess, women’s needlework, expectant mothers, lying-in women.

БЕРЕГИНЯ (ОБЕРЕГА) найдревніша богиня добра і захисту людини від усілякого зла. Ancient goddess, to protect a man from evil.

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Lesson Ten

Part One Many arts begin this way and then attain the realm of the higher art forms. In the case of paper art, the ephemeral nature of the material makes this art especially precious since people are living with the pieces and do not intend them to last forever, but to be replaced as needed. Yet, this limitation is also the art's salvation, keeping the recreation of pieces an ever-evolving activity. One wonders what influences the new creations: environmental changes, new ideas, modern media, a neighbor's creation. Still, there seems to be something more than these obvious influences. Could there be something in the designs that reach far back into the collective unconscious—a sort of Jungian way of knowing? There is a strange design element that allows figures and images to morph and meld into each other. There is a sense in which one feels the design is a Rorschach ink-blot test, examining our ability to understand the hidden meaning within. When creating these cutout pieces does the creator know that some of the images evoke ancient, pre-Christian gods and goddesses? Maybe yes, maybe not consciously, but there is something that echoes through the ages that guides the scissors in the hand of an artist. As we look at the individual cuttings, we ponder: Is it an animal, a god or goddess, a flower—or all of these? Maybe the idea is the inter-connectedness of all of the elements which is the over-arching message. Perhaps we are to see that all of nature and creation evolves into a single image which depends on the lives of all the living beings. Today, this ancient art speaks to the modern mind in reminding us of our universal dependence on all of creation. The collective wisdom of the ages tells us through this unique art form to be aware of our dependence on nature and the awesome power it holds. This conscious or unconscious recreation of images ancient and modern, work together to sustain and support culture through art. We live with and create images which define us as a people. This definition is often one which we do not recognize fully, but we do know what we find powerful, comfortable, pleasing, or disturbing. Today, from the most humble home to the most affluent mansion, vytynanky speaks to the Ukrainian as the voice of the collective memory. To the outsider, vytynanky allows a glimpse into a culture, rich in tradition, mystery, and understanding of the whole of life.

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ПРАДУБ першодерево світу. Згідно з віруванням, Прадуб росте у Вирії й плодоносить молодильними яблуками. A great grand-oak-tree, the Family Tree, according to the belief, the hot countries, to fructify (to bear), to make young again.

ЖИВА богиня життя, жіночого щастя в давніх українців. Їй поклонялися безплідні жінки. Згідно з повір’ям – принесла протоукраїнцям зерно жита. The Old Ukrainians, to worship, cannot become pregnant.

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Part One

Lesson Ten

Exercises 1. Complete the sentences: 1. After having mastered the new English words combinations, my brother… 2. After forgetting the meaning of the idiom, the student… 3. After giving the students all the definitions of art terms, the teacher… 4. After having examined Tanadaichuk’s paper cut-out designs, the pupils… 5. After understanding the essential grammar, our students… 2. Fill in the blanks with prepositions (or adverbs) where required. 1. The name of a sorcerer … line and colour and … the poetic word is given … Serhiy Tanadaichuk, a folk master from the town of Berdychiv, Ukraine. 2. He was born … the ninth … May, 1963 … the village … Makharyntsi. 3. When their mother died soon …, the three children were left orphaned. 4. Serhiy had to live and study … a boarding school. 5. The strange part was that Serhiy Tanadaichuk had no formal training … painting and drawing, but he was able to create a defining vocabulary … his school … Ukrainian decorative and applied folk art. 6. Only … present does it become clear that the gist … what he retained … the ancient motifs and signs was the unified and seamless Universe. 3. Find the verbs with the ending -ed in the article and pronounce them correctly ([d], [t], or [id]). 4. Build up the adjectives, adding the suffix -less to the nouns below and translate them into Ukrainian: a) home d) land g) color

b) life e) heart h) end

c) mother f) form i) child

5. Choose the word best suited to the context from those in the brackets and give the reasons for your choice.

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1. Serhiy Tanadaichuk was a self-taught … (artist, painter, master, skillful person). 2. Analysing the code and sign system of Ukrainian decorative and applied art, he … (comprehend, conceive, understand, realize) that the ancestors of the Ukrainians knew their survival was governed by nature. 3. They … (honour, respect, esteem, worship, revere, venerate) three natural phenomena: the sun, water and air. 4. The folk master … (utter, express, voice, offer) his message through different forms of decorative and applied art: painting, woodcarving, embroidery, Easter egg-making and paper cut-out art (vytynanky). 5. … (look, examine, stare, glance) through his paper cut-out works, one can see that Berehynia mirrors the high intellect of our nation. 6. The people have the … (talent, aptitude, capability, ability) to save the family tree and to gather up the scattered stones to restore the spiritual life of the nation. 7. There is a great willing of folk art experts to … (investigate, research, explore, study) the Berdychiv Vytynanka Art School through Serhiy Tanadaichuk’s spiritual self-expression that followed the traditional forms in folklore, national history, and in his speech, as well. 6. Read the Home Reading text. Discuss the author’s approach to the art of vytynanky.

Home Reading THE VITALITY OF VYTYNANKY by Gail Huschle As a non-Ukrainian, I look at the art of vytynanky in a quizzical way. I wonder what it is that motivates a group to invent an art form. There are some paper art forms that are well known: Japanese paper folded art, silhouette cut forms, paper collage art, decoupage applications, even the lacey snowflakes we cut as children. Nevertheless, I have never encountered the cut-out designs of vytynanky. The art of vytynanky, paper cut-out art, is a testament to the ingenuity of the common householder in making something beautiful to adorn the living space. After all, even the most humble of households can find paper. In creating this art, people raise themselves above the poverty in which they may be trapped.

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Lesson Ten 7. Discuss Tanadaichuk’s short poem. Read between the lines and tell us what underlying idea this very short poem has.

APHORISM OF THE DAY We are a fraction of Nature, We are children of Nature But not the kings—

Стор. 140 - чиста

Serhiy Tanadaichuk (1963—2002) Ukrainian self-taught artist, folk art collector and scholar

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Стор. 138 - чиста

Part ІI

Part Two

FIVE YEARS It’s wrong to say: Five years are a long time. Say: Five years is a long time.

Practical English Usage

NOTE. The word combination of this kind is only used in the singular in this case and takes a singular verb.

NOUN

FRUIT It’s wrong to say: Fruits are very expensive, but vegetables are cheap. Say: Fruits is very expensive, but vegetables are cheap. NOTE. Many things (e.g. vegetables, grapes, peas) can be used either as a collection of separate elements or as a mass. Some names for things of this kind are uncountable, while others are countable (usually plural). e.g. Fruit is expensive these days = Фрукти тепер дорогі. But: Is a tomato a fruit? REMEMBER:

Uncountable

Countable

fruit vegetable(s) rice bean(s) spaghetti pea(s) macaroni grape(s) wheat oat(s) barley lentil(s) rye maize e.g. Wheat is used to make bread in many countries; oats are used to make porridge in Great Britain. Is the spaghetti ready? I don’t like these grapes, they are very sour.

FURNITURE It’s wrong to say: These furnitures are made of mahogany. Say: This furniture is made of mahogany. NOTE. A piece of furniture means one thing only.

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Nouns which cannot be used in the plural ADVICE It’s wrong to say: My mother gave me some good advices. Say: My mother gave me some good advice. NOTE. When only one thing is meant we usually say: a piece of advice, a bit of advice, a word of advice. e.g. Let me give you a piece of advice. But: We received the disagreeable advisories from our Tokyo branch. NOTE. The noun advice can be used in the plural, but in this case it has to change form.

BAGGAGE OR LUGGAGE It’s wrong to say: Where are your luggages? Say: Where is your luggage? It’s wrong to say: I have a lot of luggages. Say: I have a lot of luggage. NOTE. The noun luggage is used only in the singular in English. Baggage is a synonym for luggage. Luggage or baggage refers to both a single piece and several pieces. e.g. The baggage was sent to the railway station.

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Part Two

Noun

BREAD It’s wrong to say: We buy breads at the baker’s. Say: We buy bread at the baker’s. It’s wrong to say: Breads are sold at the baker’s. Say: Bread is sold at the baker’s. A variety of breads are sold at the bakery. NOTE. But we can say a loaf of bread. The noun loaf can be used in the plural. e.g. We are going to the country tomorrow. My sister has bought two loaves of white bread.

CHARACTER It’s wrong to say: The school must build good characters. Say: The school must build good character. NOTE. The plural form characters denotes the letters, signs, marks, etc. used in a system of writing or printing. It denotes the persons in a novel or play or cartoon. e.g. My brother was always interested in Chinese characters. He remembers all the characters in the novels of Charles Dickens.

COFFEE It’s wrong to say: Could I bring two coffee? Say: Could I bring two coffees? Or: Could I bring two cups of coffee? NOTE. Nouns for liquids can be countable when we talk about ordering drinks. It’s wrong to say: Our collective farm has a selection of fine wine. Say: Our collective farm has a selection of fine wines. NOTE. Nouns for materials and liquids can be countable when they are used to talk about different types. e.g. Not all washing powders are kind to our hands.

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DAMAGE It’s wrong to say: The fire caused many damages to the house. Say: The fire caused much (or great) damage to the house. NOTE. The plural form damages denotes money claimed from or paid by a person causing loss or injury. e.g. He claimed damages from his employers for the loss of his right arm. REMEMBER. In these word combinations we never use the indefinite article: to do (to cause) damage to завдавати шкоди

DOZEN It’s wrong to say: I must buy two dozens eggs. Say: I must buy two dozen eggs. NOTE. When each of the words dozen, score or pair is preceded by a cardinal numeral or by a, the plural form is not used. Score is not often used in American English. e.g. My mother went to the market to buy two dozen eggs, a score of apples and three pair of gloves. There are three dozen books on the table. REMEMBER. The plural form dozens of stands for a large number of. The phraseological unit in dozens is translated into Ukrainian десятками. e. g. He’s been there dozens of times.

EXPERIENCE It’s wrong to say: My brother made a lot of interesting experiences during his year in Australia. Say: My brother had a lot of interesting experiences during his year in Australia. NOTE. The noun experience is generally used with the verb to have.

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Noun

Part Two Politics is a complicated business. BUT: What are your politics?

POLITICS It’s wrong to say: Politics are a dirty thing. Say: Politics is a dirty thing. NOTE. The word politics is used only in the singular in English and takes a singular verb. There are a few nouns in English which are only used in the plural: ethics етика riches багатства goods речі victuals харчі measles кір

news новини bowels кишки oats овес compasses компас spectacles окуляри

Some words ending in -s do not change in the plural. Singular

Plural

barracks series crossroads species headquarters means

PROGRESS It’s wrong to say: Our students made great progresses in their studies last year. Say: Our students made great progress in their studies last year. NOTE. This noun is used in English only in the singular, whereas in Ukrainian the corresponding noun is used in both numbers.

STATISTICS It’s wrong to say: Statistics are useful in language testing. Say: Statistics is useful in language testing.

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REMEMBER. In these word combinations we never use the indefinite article: to buy new furniture купувати нові меблі to deal in furniture торгувати меблями

GROCERIES It’s wrong to say: I have bought a grocery. Or: I have bought three groceries. Say: I have bought the groceries NOTE. Some uncountable nouns are plural. They have no singular forms with the same meaning, and cannot be used with numbers.

HAIR It’s wrong to say: The boy has curly hairs. Say: The boy has curly hair. NOTE. But when this noun is used to denote a single thread of hair, the plural form is quite possible. e.g. I found a hair (or two hairs) in the soup. REMEMBER. All the word combinations with the noun hair are used with the possessive pronouns: to brush one’s hair пригладжувати волосся to comb one’s hair причісувати волосся гребінцем to do one’s hair робити зачіску to lose one’s hair лисіти to let down one’s hair розпустити коси

HARM It’s wrong to say: It does you harms. Say: It does you harm. NOTE. Do not use the following noun in the plural, and do not use a or an with it either.

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Noun

Part Two

INFORMATION It’s wrong to say: Can you give me an information? Say: Can you give me any information? NOTE. The word information is used in both the singular and plural and it is not preceded by the indefinite article an. When only one thing is meant we may say: an item of information, a bit of information, or simply information. e.g. My sister gave me a useful item of information yesterday. Or: My sister gave me information yesterday. REMEMBER. The noun is uncountable (like advice) and never used with the indefinite article: to get information to receive information отримувати інформацію to gain information to obtain information

}

to turn in information to give information

подавати інформацію

KIND It’s wrong to say: These kinds of pens are bad. Say: These kind of pens are bad. NOTE. We can use the plural these (those) if the noun following of is plural. e.g. Such kind of duties are unpleasant for Mary. They didn’t want to use those kind of tools.

KNOWLEDGE It’s wrong to say: My son has good knowledges of chemistry. Say: My son has a good knowledge of chemistry. REMEMBER. No article is used in these word combinations: to have knowledge of smth знати (певний предмет, питання) to accumulate knowledge накопичувати знання to acquire (to get) knowledge набувати знання

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BUT: to have a reading knowledge of a language мати навички читання якоюсь мовою to have a working knowledge of a language практично володіти мовою It’s wrong to say: He needs a secretary with first-class knowledge of Polish. Say: He needs a secretary with a first-class knowledge of Polish. NOTE. With certain uncountable nouns—especially nouns referring to human emotions and mental activity—we often use a/an when we are limiting their meaning in some way. e.g. My father wants me to have a good education. I’m tired out; I need a good sleep.

MACHINERY It’s wrong to say: The workers are now using new machineries at the plant. Say: The workers are now using new machinery at the plant. REMEMBER. Machinery is used in the singular and takes a singular verb and pronoun. But we can say a piece of machinery or pieces of machinery. e.g. How much new machinery has been installed? Three new pieces of machinery have been installed in the casting shop.

PHYSICS It’s wrong to say: Physics are difficult to learn. Say: Physics is difficult to learn. NOTE. A few nouns ending in -ics (like mathematics, phonetics, optics, ethics, politics, gymnastics) are used only in the singular in English and take a singular verb. But these nouns can be used as plurals when practical application is meant. e.g. His phonetics are excellent. The acoustics of this hall are good.

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Part Two

Noun

SCISSORS It’s wrong to say: The scissors is in the box. Say: The scissors are in the box. Or: A pair of scissors is in the box. NOTE. All nouns indicating articles of dress (like trousers, pants, shorts, trunks, pajamas) tools and instruments (spectacles, glasses, pincers, scales, fetters) consisting of two parts take a plural verb.

NOTE. Most words ending in -ics are normally singular uncountable nouns and have have no plural. But some nouns ending in -ics can also have plural uses. REMEMBER. The unemployment statistics are disturbing.

THANKS It’s wrong to say: Much thanks for your help. Say: Many thanks for your help. NOTE. This noun has no singular form.

Some other cases of confusing numbers ICE Ice cream is American usage It’s wrong to say: The children are eating ice now. Say: The children are eating ices now. NOTE. This noun in the plural means ice cream. e.g. Give me two strawberry ices, please. Дайте дві порції суничного морозива. It’s wrong to say: Give me two ice creams, please. (Although, this may be a shortened form of reference which is used frequently.) Say: Give me two portions of ice cream (or: two ice cream cones; or: two ice cream sundaes.) NOTE. Ice cream is usually not used in the plural. Ice in the plural is translated into Ukrainian “морозиво”, but ice cream means “вершкове морозиво”.

SAND It’s wrong to say: The boys are sitting on the yellow sand of the seashore. Say: The boys are sitting on the yellow sands of the seashore. NOTE. Sand means mass of finely crushed rock as seen on the seashore, in riverbeds, deserts. But the plural form is often used

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TOOTHACHE It’s right to say: I’ve got toothache. (BrE) I have a toothache. (AmE) NOTE. The nouns for some minor ailments are countable: e.g. a cold, a sore throat, a headache. However, toothache, earache, stomach-ache and backache are generally countable in British English. In American English, these nouns are generally countable if they refer to particular attacks of pain. The names of ilnesses are usually singular uncountable in English, including those ending -s.

WORK It’s wrong to say: My sister has many works to do every day. Say: My sister has a lot of work to do every day. Or: My sister has much work to do every day. NOTE. This noun in the plural means a building where industrial or manufacturing process are carried on, and product of the intellect or the imagination. e.g. There are some works of Shakespeare at our school library. The gas-works is (are) situated on the river. NOTE. The noun is treated either as a singular or as a plural. “The works of a watch” is translated “механізм годинника” into Ukrainian. It’s wrong to say: It’s an interesting work. Say: It’s interesting work.

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Noun

Part Two NOTE. This noun cannot normally be used with a/an, even when it has an adjective. Most uncountable nouns cannot be used with a/an at all. e.g. My grandfather enjoys very good health. We are having nasty weather today. This engineer speaks excellent English.

PLURALS IN ’S It’s wrong to say: The pupil spelt ‘necessary’ with to c. Say: The pupil spelt ‘necessary’ with to c’s. NOTE. An apostrophe (’) is used before the -s in the plurals of letters of the alphabet.

Nouns which cannot be used in the singular BILLIARDS It’s wrong to say: Billiard is played by women as well as by men. Billiards are played by women as well as by men. Say: Billiards is played by women as well as by men. NOTE. The name of the game billiards, is always plural, and is followed by verbs in the singular.

CHOCOLATES AND CHOCOLATE COMPARE. There is a box of chocolates on the table. And: There is a box of chocolate on the table. NOTE. Chocolate is countable noun—sweets made of chocolate with various fillings. But in the second sentence it is an uncountable, so that’s why a box of chocolate would contain pieces of chocolate not made into sweets.

It’s wrong to say: There was clothes scattered about the room. Or: There was cloths scattered about the room. Say: There were clothes scattered about the room. NOTE. Clothes is a plural noun and always takes a plural verb. Cloth means material made by weaving (cotton, wool, silk, linen). This noun has a plural form cloths (without the e). e. g. Don’t clean the table with a cloth. Many years ago Asiatic merchants sold different kinds of cloths in Europe. It’s wrong to say: He put all the clothes in a heap, and then washed each clothes one by one. Say: He put all the clothes in a heap, and then washed each garment one by one. NOTE. The word clothes has no singular form. A garment is an article of clothing.

DOMINOES It’s wrong to say: Dominoe is a very interesting game. Say: Dominoes is a very interesting game. NOTE. Names of some games (like cards, darts, draughts are always plural, but are followed by verbs in the singular.

GOODS It’s wrong to say: The goods was sent by air. Say: The goods were sent by air. NOTE. The verb to be is used in the plural with the noun the goods. In the plural, the word the goods always means things that are commodities. e.g. She has the goods in her car.

RICHES CLOTHES Always pronounce this word as one syllable and with a vowel as in “cloze.”

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It’s wrong to say: Riches has wings. Say: Riches have wings. NOTE. This noun always takes a plural verb.

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Noun

Part Two

ADJECTIVE

when we refer to the expanse of it on the seashore or a desert. (Either form is used, however.) e.g. Don’t worry. The children are playing in the sand (or: on the sand).

AS...AS AND SO..AS WITH ADJECTIVES COMPARE. It is not as cold today as it was yesterday. It is not so cold today as it was yesterday. NOTE. So ... as was generally used only in negative sentences and as ... as was met in affirmative ones. But in modern English as ... as is used both negative and affirmative sentences. So ... as is not used in affirmative sentences. e.g. The pencil is as long as the pen. The pencil is not as long as the pen. BUT: The house is not so high as the tree.

BAD AND BADLY It’s wrong to say: The beacon is very bad cooked. Say: The beacon is very badly cooked.

BEAUTIFUL, PRETTY AND HANDSOME It's wrong to say: My sister is good-looking and handsome. Say: My sister is good-looking and beautiful. NOTE. Handsome is generally used to describe men. A woman (or a girl) can be beautiful or pretty. (Not always, however, some women are described as handsome.) It’s wrong to say: The music of Beethoven is pretty. Say: The music of Beethoven is beautiful. NOTE. Pretty means pleasing and attractive without being beautiful or magnificent. It is often pleasant to the eye or ear. e.g. This new dance music is pretty.

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REMEMBER. Some nouns of the singularia tantum group are occasionally used in the plural form: the sands of the Sahara the snows and frosts of the Arctic the waters of the Atlantic the blue skies of Italy

STRESS AND STRESSES It’s wrong to say: Your work involves many stresses. Say: Your work involves much stress. NOTE. The noun stress is used in the singular when it means condition causing hardship or disquiet. When it means the result of extra force on a syllable it is used in the plural. e.g. You must learn where to place the stresses in this word. Remember these idiomatic phrases: times of stress важкі часи stress of weather негода

The following spelling rule should be observed: Don’t write: There are two pianoes on the stage. Write: There are two pianos on the stage. NOTE. If a noun ends in -o preceded by a vowel or it happens to be a noun of foreign origin, we only add -s. REMEMBER: cuckoo – cuckoos ghetto – ghettos solo – solos

albino – albinos radio – radios kilo – kilos photo – photos

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Part Two

Some other cases of confusing nouns To have an opportunity and to have the possibility It’s wrong to say: My sister hasn’t the possibility of thanking her uncle for his kindness. (Unless there may be no possible way.) Say: My sister hasn’t an opportunity (a chance) of thanking her uncle for his kindness. NOTE. An opportunity (or a chance) means favourable time or chance; possibility means state of being possible. e.g. Is there any possibility of your going to London this week? I see great possibilities in this scheme. It can have great success in many ways.

Noun NOTE. The apostrophe (-’) alone is added to proper names ending in -s. It’s wrong to say: My family and I went to John. Say: My family and I went to John’s. NOTE. The absolute possessive is always used when we mean to the home, place, house or shop, etc., of a certain person. If a place is possessed by two or more people jointly, only the last name takes (-’s). e. g. I saw my sister at Peter and Kate’s last Saturday. BUT: If the thing is possessed singly, both take the possessive ending. e.g. Don’t take these books. There are my father’s and mother’s on the table.

The Possessive Case It’s wrong to say: The book’s color is green. Say: The color of the book is green. NOTE. We use the genitive case with the suffix -’s only for people and some animals (perhaps animals that we almost think of as having personality). This rule is not often followed and the suffix is used commonly without distinction. e.g. A dog’s dinner, the cat’s tail, a bird’s nest. It’s wrong to say: The passer’s-by remark was essential. Say: The passer-by’s remark was essential. NOTE. Remember that with compound nouns the suffix -’s is always added to the final component, but the first component is made plural (e.g. passers-by, fathers-in-law, commanders-inchief). It’s wrong to write: One of Sophocles’s plays is on the repertoire of our drama theater. Write: One of Sophocles’ plays is on the repetoire of our drama theatre.

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Part Two

Adjective

NOTE. Some adjectives beginning with a-, and a few others, are used mainly after link verbs, especially be. to be alive

to be afraid

to be alight

to be alike

REMEMBER: She is afraid. BUT: It’s a frightened woman.

FRIENDLY It’s wrong to say: My sister smiled friendly. Say: My sister smiled in a friendly way. NOTE. There are no adverbs friendly/friendlily, lovely/lovelily etc. Some words ending in -ly are adjectives: costly, deadly, friendly, likely, lonely, lively, lovely, silly, ugly.

ASLEEP It’s wrong to say: Don’t touch an asleep baby! Say: Don’t touch a sleeping baby! Or: Don’t touch a baby asleep.

REMEMBER. The girl gave me a friendly smile. Her singing was lovely.

GREAT It’s wrong to say: My grandfather has large respect. Say: My grandfather has great respect.

Degrees of comparison confused:

NOTE. Great is common with abstract nouns.

REMEMBER:

e.g. My behavior caused great annoyance.

Positive

Comparative

Superlative

common pleasant quiet cunning narrow

commoner pleasanter quieter more cunning narrower

the commonest the pleasantest the quietest most cunning the narrowest

Some compound adjectives like good-looking or well-known have two possible comparatives and superlatives. Positive

Comparative

good-looking better-looking more good-looking well-known better-known more well-known

Superlative the most-looking the most good-looking the best-known the most well-known

FARTHER AND FURTHER It’s wrong to say: He gained farther experience in computer technology. Say: He gained further experience in computer technology.

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REMEMBER. He is making a great mistake. OR: He is making a big mistake. The adjective big can be used with countable nouns in an informal style.

ILL AND SICK It’s wrong to say: An institution for the old and the ill. Say: An institution for the old and the sick. NOTE. The adjective ill never can become substantivized in the sense of Ukrainian “хворі”, only the sick is used in English.

LARGE AND WIDE It’s wrong to say: The Blue Bridge in St. Petersburg, Russia, is 97.3 meters large. Say: The Blue Bridge in St. Petersburg, Russia, is 97.3 meters wide. NOTE. Large is a ‘false friend’ for speakers of some languages. It does not mean wide.

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Part Two

Adjective

MAD AND MADLY It’s wrong to say: My brother was mad in love with my girlfriend. Say: My brother was madly in love with my girlfriend. NOTE. The adverbs can also modify adjectives, past participles, other adverbs and adverbial phrases.

OPEN, NOT OPENED It’s wrong to say: We’ve found the door opened. Say: We’ve found the door open. NOTE. The form opened is the past participle. The adjective is open. REMEMBER. to throw the door open = відкрити двері навстіж to break the door open = зламати двері to leave the door open = залишити двері відкритими

WHOLE It’s wrong to say: I’ve read a whole book. Say: I’ve read the whole book. NOTE. Whole is mainly used with singular nouns. We put the definite article or the possessive pronouns before whole. COMPARE. the whole book = all the book his whole life = all his life It’s wrong to say: He spent the whole money yesterday. Say: He spent all the money yesterday. NOTE. Whole is not used with uncountable nouns. But we may use it with time words. e.g. We spent the whole day on the beach. REMEMBER: all day (not all the day) = the whole day all morning = the whole morning all week = the whole week, etc.

Adjective used only before nouns TALL AND HIGH It’s wrong to say: Peter is four feet six inches high. Say: Peter is four feet six inches tall.

LIVE It’s wrong to say: The music was live at the concert. Say: We listened to the live music.

NOTE. Tall is used for people, high is used for things; the noun height is used for people or things. The opposite of high is low. e.g. The tree is twenty five feet high. The boy and the apple tree are the same height.

TERRIBLY AND TERRIBLE It’s wrong to say: It was terrible cold on Friday Say: It was terribly cold on Friday

UNUSUAL AND UNUSUALLY It’s wrong to say: The students are playing unusual fast. Say: The students are playing unusually fast.

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MERE It’s wrong to say: The girl is mere. Say: It’s a mere girl. NOTE. Some adjectives are used only (or mostly) before nouns. e.g. It’s shere madness.

Adjectives used only after nouns AFLOAT AND FLOATING The steemer is still afloat. BUT: It’s a floating leaf.

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Adjective

Part Two

NARROWER AND MORE NARROW It’s wrong to say: The path is more narrow than the road. Say: The path is narrower than the road.

NICEST AND THE NICEST It’s wrong to say: My brother is the nicest when he is with his children. Say: My brother is nicest when he is with his children. NOTE. We do not use the with superlatives when we compare the same person or thing in different situations. e.g. My mother works hardest when she’s doing something for her family.

OLDER AND ELDER It’s wrong to say: My brother is elder than me. Say: My brother is older than me NOTE. The Comparative degree of old is older. We use elder when we are talking about the members of a family. We say: (my) elder brother, elder sister, elder son, elder daughter. e.g. My elder sister wants to be a doctor.

OLDEST AND OLDER It’s wrong to say: My house is the eldest building in the street. Say: My house is the oldest building in the street. NOTE. The Superlative degree of older is the oldest (for age). The Superlative degree of elder is the eldest (for seniority than age; used only attributively).

OLDER AND THE OLDER It’s wrong to say: Older I get, more I am happy. Say: The older I get, the happier I am.

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NOTE. Farther is used for distance, further to mean additional or continued.

HANDSOMER AND MORE HANDSOME It’s wrong to say: My uncle is more handsome than yours. Say: My uncle is handsomer than yours. NOTE. The Comparative degree of the disyllabic adjective handsome is formed by adding -er to the Positive degree, and the Superlative degree of it is formed by adding -est to the Positive degree.

KINDEST AND MOST KIND It’s wrong to say: That is kindest of you. Say: That is most kind of you. NOTE. Most can be used with adjectives expressing approval or disapproval (including one-sylable adjectives) to mean ‘very’. It is a rather formal style.

LAST AND LATEST It’s wrong to say: What is the last news? Say: What is the latest news? NOTE. The adjective late has irregular forms for the degrees of comparison. These are: late – later – latest (for time) – last (for order) Last and latest are superlatives, but latest means ‘the last up to the present’ (for time). Last means ‘coming after all others in time and order’. It can also mean ‘just before the latest one’. e.g. Have you read Rushdie’s latest book? Or: I dislike Rushdie’s latest book; I like his last one better (i.e., the other before this). e.g. Mr. Parker told us that his latest novel would be his last (i.e., the writer will write no more novels).

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Part Two

Adjective

REMEMBER:

MOST AND THE MOST

the latest news останні новини the latest fashions останній крик моди the very latest improvements найновіші вдосконалення the latest thing останнє слово або остання новина

LAST AND LATTER It’s wrong to say: Seurat and Van Gogh are very talented painters, but I prefer the last. Say: Seurat and Van Gogh are very talented painters, but I prefer the latter. NOTE. The last refers to a series of more than two. e.g. Do you remember the last letter of the Ukrainian alphabet?

LATTER AND LATER It’s wrong to say: They got to London latter than we. Say: They got to London later than we. NOTE. Later is just the comparative of late and refers to time. Latter means the second of two things or persons already mentioned and is contrasted with the adjective former. e.g. My brother was late today, but I was later. My daughter studied English and German at school. The former language she speaks very well, the latter one she knows a little bit.

LAZIER AND MORE LAZY It’s wrong to say: He is lazier than stupid. Say: He is more lazy than stupid. NOTE. When we compare two descriptions (saying that one is more suitable or accurate than another) we use more; comparatives with -er are not possible.

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It’s wrong to say: The most people fear pain. Say: Most people fear pain. NOTE. Most of means the majority of them/us or the greater part of them/us. No indefinite article is used in this case. When we use this word with of, we need the / this / that / these / those / my / his / her / your / our / their. Most in the word combination most people is the superlative degree of the adjective many. e.g. Most of them like to have a rest at the seaside. It’s wrong to say: The book I read is the most interesting. (Unless you are comparing the book to another.) Say: The book I read is most interesting. It’s wrong to say: It was the most interesting lecture. (Unless this is a comparison to other lectures.) Say: It was a most interesting lecture. NOTE. We sometimes use most + adjective (without the or with a) to mean very. Note the use of most as an emphatic form of very. Since this can hardly be called the superlative form, the definite article is not used here. REMEMBER: to have the most power = користуватися найбільшою владою to have the best reason to do something = мати найкращий привід зробити щось to make the most mistakes = зробити найбільшу кількість помилок.

MOST OF THE... AND THE MOST OF It’s wrong to say: The most of students want to study English. Or: The most students want to study English. Say: Most of the students want to study English. Or: Most students want to study English.

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Adjective

Part Two

BRING UP AND EDUCATE It’s wrong to say: Their children are very badly educated. Say: Their children are very badly brought up. NOTE. The verb to bring up is mostly used for the moral and social training that children receive at home. The verb to educate is used for the intellectual and cultural training that people get at school and universities.

BRING AND TAKE It’s wrong to say: This is a nice river. Thanks for taking me here. Say: This is a nice river. Thanks for bringing me here. NOTE. We use the verb to bring for movements to the place where the speaker or hearer is. We use the verb to take for movements to their places. e.g. Let’s have another cup of coffee, and then I’ll take you home.

COME It’s wrong to say: Originally he came from Finland. Say: Originally he comes from Finland. NOTE. The verb to come from is always used in the Present Indefinite Tense to say where people’s home are or were. e.g. My brother and I come from Ukraine, from the region of Zhytomyr Polissia. We are Ukrainians. My wife comes from Scotland, but her mother’s Welsh.

COME TRUE It’s wrong to say: My dreams go true. Say: My dreams come true. NOTE. The verb to come is used in a few fixed expressions to talk about things finishing up all right. The most common are to come true and to come right. e.g. Don’t worry. It will all come right in the end.

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NOTE. We can use the… the… to say that things change or vary together. The word order in both clauses follows this grammar structure: the + comparative expression + subject + verb. e.g. The more I study, the less I know.

QUIETER AND MORE QUIET It’s wrong to say: Could you talk quiter? Say: Could you talk more quietly? NOTE. Most comparative and superlative adverbs are made with more and most.

STEEPER AND MORE STEEP It’s right to say: The country road is getting more and more steep. Or: The country road is getting steeper and steeper. NOTE. Sometimes more/most are used with adjectives that normally have -er/-est. This can happen when a comparative is not followed immediately by than; forms with -er are also possible.

SUPERLATIVES WITH OF It’s wrong to say: This student is the fastest player of the team. Say: This student is the fastest player in the team. NOTE. After superlatives, we do not usually use of with a singular word referring to a place or group. But of can be used before plurals, and before lot. e.g. He is the fastest player of them all. He is the best of the lot.

TALLER, TALLEST AND THE TALLEST It’s wrong to say: John is the taller of the five boys. Say: John is the tallest of the five boys. And: He is taller then his five brothers.

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Adjective and Verb

Part Two NOTE. We use a comparative to compare one person, thing, action, event or group with another person, thing etc. We use a superlative to compare somebody/something in the whole group that he/she/it belongs to. e.g. My friend’s accent is the worst in the class. She is the best in the team.

TWICE LIVELIER AND TWICE AS LIVELY It’s wrong to say: She is twice livelier as her sister. Say: She is twice as lively as her sister. NOTE. We can only use this grammar structure if we want to say: Вона удвічі прудкіша, ніж її сестра.

VERY OLDER AND MUCH OLDER It’s wrong to say: My boyfriend is very older than me. Say: My boyfriend is much/far older than me. NOTE. We cannot use very with comparatives. Instead, we use much, far, very much, a lot, and even. e.g. Your cooking is even worse than Peter’s.

VERB BE AND HAVE It’s wrong to say: He has hunger. Say: He is hungry. NOTE. To talk about hunger, thirst, cold and other common physical conditions, we normally use to be or to feel + adjective. Note the following word combinations: to be hungry to be thirsty to be warm to be hot to be sticky to be cold to be sleepy Note also: to be lucky to

to be right

to be wrong

BE BORN It’s wrong to say: I’m born in 1954. Say: I was born in 1954. NOTE. To talk about coming into the world at birth, we use the passive expression to be born, and to give a place or date of, we use the Past Indefinite Tense. e.g. My grandson Markiyan was not born in Ukraine. He was born in Warsaw (Poland).

BECOME AND GET It’s wrong to say: Become ready now, please. Say: Get ready now, please. NOTE. The verb to become is not usually used to talk about single deliberate actions. It can be used before adjectives and noun phrase. e.g. It is becoming very cold and dark.

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Verb

Part Two

PRACTISE + THE ING-FORM It’s wrong to say: You must practise to speak English. Say: You must practise speaking English. NOTE. The spelling of this verb in the American variant of the English Language is to practice.

REMEMBER + THE ING-FORM It’s wrong to say: I remember to post your letter on my way home. Say: I remember posting your letter on my way home.

RISK + THE ING-FORM It’s wrong to say: The soldiers risk to leave him alone. Say: The soldiers risk leaving him alone.

STOP + THE ING-FORM It's wrong to say: At last they stopped to joke. Say: At last they stopped joking.

SUGGEST + THE ING-FORM It’s wrong to say: When it stopped raining, he suggested to go for a walk. Say: When it stopped raining, he suggested going for a walk.

The verb to be with collective nouns It’s wrong to say: The college football team is coming here for dinner. Say: The college football team are coming here for dinner. NOTE. In American usage, the team is... would be correct. Collective nouns take a singular or a plural verb according to the idea we wish to make clear. When the eleven different men of the

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DO SO AND DO IT/THAT It’s wrong to say: I have no time to translate this article into English. Who is going to do so? Say: Who is going to do it? NOTE. We use do so mainly to refer to the same action, with the same subjects, that was mentioned before. In other cases we use do it/that.

GO AND GET It’s wrong to say: The leaves of the apple tree are getting brown. Say: The leaves of the apple tree are going brown. NOTE. The verb to go (and not to get) is used to talk about changes of colors. e.g. The king went white with anger. It’s wrong to say: He got bald in his twenties. Say: He went bald in his twenties. NOTE. The verb to go (not usually to get) is used before adjectives in some expressions that refer to changes for the worse. REMEMBER: to go crazy to go deaf to go blind to go grey to go mad (BrE) And: horses go lame machines go wrong iron goes rusty meat goes bad cheese goes moldy milk goes off bread goes stale Note that we use the verb to get, not to go, with old, tired and ill.

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Verb

Part Two

HAD BETTER, NOT HAVE BETTER

DENY + THE ING-FORM

Its’ wrong to say: You have better to open your box now. Say: You had better open your box now.

It’s wrong to say: My brother denied to know anything about this accident. Say: My brother denied knowing anything about this accident.

NOTE. This is a very idiomatic use of had. It has the meaning ‘It will be better if…’. You can only use had (not have or has) in this idiom. The particle to is left. e.g. He had better do it at once. What had he better do?

The verbs after which only the gerund (not the infinitive) must be used: ADMIT + THE ING-FORM It’s wrong to say: He admitted to have done wrong. Say: He admitted having done wrong.

CAN’T HELP + THE ING-FORM It’s wrong to say: They can’t help to admire the beautiful landscape. Say: They can’t help admiring the beautiful landscape.

AVOID + THE ING-FORM It’s wrong to say: You can hardly avoid to meet her in the street. Say: You can hardly avoid meeting her in the street.

CONSIDER + THE ING-FORM It’s wrong to say: We considered to go to Canada. Say: We considered going to Canada.

DELAY + THE ING-FORM It’s wrong to say: Why did they delay to open the new school? Say: Why did they delay opening the new school?

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ENJOY + THE ING-FORM It’s wrong to say: He always enjoyed to talk to me about our life abroad. Say: He always enjoyed talking to me about our life abroad.

FINISH + THE ING-FORM It’s wrong to say: He finished to translate the letter into English at night. Say: He finished translating the letter into English at night.

MIND + THE ING-FORM It’s wrong to say: Would you mind to phone me? Say: Would you mind phoning me? NOTE. The gerund is often used with possessive pronouns in the interrogative sentences. e.g. Do you mind my smoking in the room? Do you mind my opening the window?

MISS + THE ING-FORM It’s wrong to say: We missed to see that film when it was at the local cinema. Say: We missed seeing that film when it was at the local cinema.

POSTPONE + THE ING-FORM It’s wrong to say: Mr. Parker postponed to send an answer to their request. Say: Mr. Parker postponed sending an answer to their request.

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Verb

Part Two

WITHOUT + GERUND COMPARE: My brother said it without thinking. He looked at me without saying a word. NOTE. We often use the preposition without with the gerund to form the negative.

Verbs usually followed by the infinitive: to afford, to agree, to appear, to arrange, to attempt, to decide, to fail, to forget, to hope, to learn, to manage, to offer, to plan, to pretend, to promise, to refuse, to seem, to tend, to threaten. e.g. I decided to write a letter to my friend. He agreed to lend my brother some money. Note the examples with the negative not to… e. g. I decided not to write a letter to my friend. The verbs to pretend, to seem, to appear may be followed by a continuous infinitive or a perfect infinitive. e. g. He pretended to be reading a magazine.

Gerund phrases Notice these constructions particularly:

football team denoted by a collective noun are thought of individually, we use a plural verb. But if we think of a whole, we use a singular verb. Again, this will differ in American usage. BUT: The college football team is playing very well today. NOTE. It takes a singular verb because we are thinking of the team working as one whole together. The following collective nouns may have either the singular or the plural form: crew, group, committee, delegation, government, parliament, board, staff and some others. The collective nouns government and parliament are generally used in the plural in Great Britain, and in the USA, in the singular. But today the English have a growing tendency to take the American usage. e g. My sister’s family is large. Her family are having dinner in the garden now. American usage: Her family is having dinner in the garden now.

Gerund after preposition It’s wrong to say: He made a lot of money by to sell land. Say: He made a lot of money by selling land. It’s wrong to say: I thanked him for to tell me the news. Say: I thanked him for telling me the news. NOTE. After a preposition, the gerund is the only form of the verb that can be used.

Before answering your question, I’ll ask you one. After leaving the theatre, they went home.

Verbs which may be followed either by the infinitive or the gerund

Since returning to London from Ukraine, the Forests have been very busy. Through eating too much, my father has become ill.

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BEGIN His son began to cry. Or: His son began crying.

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Verb

Part Two

CAN’T BEAR I can’t bear to be alone in the ward. Or: I can’t bear being alone in the ward. NOTE. The phrase can’t bear may be followed by the gerund or the infinitive.

CONTINUE He continued to read a book. Or: He continued reading a book.

FORGET NOTE. The verb to forget may be followed either by the infinitive or the gerund, but their functions in the sentence, and therefore their meanings, are different. e. g. He forgot to send the magazine. = He did not send it. He forgot posting the letter. = He posted it, but he couldn’t remember actually dropping it in the box.

NOTE. The infinitive is chiefly used rather than the gerund when we wish to express the action of short duration. The gerund shows the process of long duration. (This distinction is not observed in common usage. Either of the following is correct.) e.g. He likes reading English books. Occasionally he likes to read English books.

LOVE I love meeting people or I love to meet people. NOTE. The verb to love may be followed by the gerund or the infinitive.

PREFER I prefer walking to travelling by the underground. (American usage is “subway.”) Or: Today I prefer to take the trolley bus. (American, “bus.”)

HATE

REMEMBER

COMPARE: I hate to lie. = Не люблю говорити неправду. I hate lying. = Не люблю, коли хтось говорить неправду.

I remembered to lock the door before I left the house. I clearly remember locking the door before I left the house.

INTEND

NOTE. In Sentence One the subject remembers to do something before he (or she) does it. In Sentence Two the subject did something and now he (or she) remembers it.

Your brother intends to buy a cottage. Or: Your brother intends buying a cottage.

LIKE My sister likes to take a long walk in the morning. Or: My sister likes taking a long walk in the morning. NOTE. We usually say I like doing when the verb to like means to enjoy. When the verb doesn’t mean to enjoy, we usually use I like to do. e.g. I like to take a shower three times a day. I don’t enjoy it, but I think it is a good thing to do.

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START It has started to rain. Or: It has started raining.

STOP He stopped to read the notice. Or: He stopped reading the notice. = Він перестав читати оголошення.

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Verb

Part Two

USED TO + INFINITIVE. Say: He used to smoke a pipe. Він мав за звичку курити люльку. Or: Раніше він курив люльку. Or: Траплялося, він покурював люльку. There used to be an old park where the new building of our university stands (indicating the existence of a park in the past). На місті нового корпусу нашого університету був старий парк. NOTE. The present tense of used does never express habit or custom in the present. The form used to expresses a recurrent or permanent action in the past. Sometimes you can hear [u:st tu] instead of [ju:st tu]. The negative and interrogative sentences are built in this way. e.g. Didn’t he use to smoke a pipe?

USEDN’T IS NOT A WORD You can not combine didn’t and used to. He used to smoke a pipe. Or: He didn’t use to smoke a pipe (colloq).

TO BE USED TO OR TO GET USED TO COMPARE: He used to smoke a pipe. And: He is used to smoking a pipe because he has smoked it for ten years. Для нього стало звичкою курити люльку, тому що він курить її десять років. NOTE. To be used to (or to get used to) means accustomed to. It can be used with a noun or gerund. The infinitive of a verb is never used. COMPARE: I’m used to the heat in summer. Or: I’m accustomed to the heat in summer. He is quite used to hard work. Or: He is quite used to working hard.

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On coming into the sitting room, the young lady switched on the light. Besides keeping the house, she cooks for the Forests. By running very quickly, he didn’t miss the train. Without working hard, you can’t have a good command of the English language. NOTE. The comma is used to separate all these gerund phrases in a sentence because they precede the main clause.

The misuse of the verb meanings LAY AND LAID It’s wrong to say: I lay the knife on the table. Say: I laid the knife on the table. NOTE. There are three verbs in the English language which are often misused by foreigners. They are: to lie лежати to lie говорити неправду to lay покласти REMEMBER: He lies on the sofa. Він лежить на дивані. He lay on the sofa. Він лежав на дивані. He has lain on the sofa. Він полежав на дивані. I lie. Я говорю неправду. I lay. Я говорив неправду. I have lain. Я говорив неправду. My mother lays the vase on the table. Моя мати ставить вазу на стіл. My mother laid the vase on the table. Моя мати поставила вазу на стіл. My mother has just laid the vase on the table. Моя мати щойно поставила вазу на стіл.

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Verb

Part Two

Modal verbs

NEED + HAVE DONE

CAN AND BE ABLE TO

The defective verb need is treated like should and must when the past time is mentioned. e.g. Your brother needn’t have come. The problem is off. John needn’t have hurried to the railway station. The train was late.

It’s wrong to say: I shall can speak English better in a year’s time. Say: I shall be able to speak English better in a year’s time. NOTE. You will remember that the modal verb can has only two forms: can (present), could (past). It has no form for the future; you cannot use will or shall with it. For the missing parts we use to be able. e.g. He can speak Spanish a little now. He will be able to speak Spanish better in a year’s time.

NEED + A DIRECT OBJECT It’s wrong to say: He need a new coat. Say: He needs a new coat. NOTE. Need can be a regular verb and may be followed by a noun or pronoun. e.g. I need nothing. She needs my help. Does she need my help? She does not need my help. They needed food and water. REMEMBER. Need is also a defective verb. It has only one form which is the Present Tense. It is preceded by the infinitive without to. It is used in the interrogative and negative, but never in the affirmative. In affirmative sentences the regular verb need must be used with to. Don’t say: I need go to the dentist. He needs go to the dentist. Say: I need to go to the dentist. He needs to go to the dentist. But: Need I go to the doctor? Does he need to go to the doctor?

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NOTE. Needn’t is seldom used in American English. NOTE. In combination with the perfect infinitive need expresses an action which has already been performed though it was not necessary. Notice again that it is not used in the affirmative. The first sentence is translated into Ukrainian as something like “Твій брат даремно прийшов. Питання знято.” The second sentence can be translated into Ukrainian as something like “Даремно Джону довелося поспішати на залізничний вокзал. Потяг запізнювався.”

NEED NOT + INFINITIVE WITHOUT TO It’s wrong to say: I told them that they need not to stay at the hotel. Say: I told them that they need not stay at the hotel. NOTE. Need not with the infinitive without to may show past time in indirect speech.

THERE IS NO NEED + INFINITIVE WITH TO REMEMBER. There is no need (for you) to spend the night at the hotel. NOTE. The sentence of this kind is usually translated into Ukrainian as something like “Немає потреби ночувати в готелі.”

NEED + ING REMEMBER. The grass in the park needs cutting. NOTE. The verb need is a regular verb which may take the gerund and the meaning in this kind of sentences is passive.

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Verb

Part Two near (близький) near (близько) just (справедливий) just (якраз) sharp (гострий) sharp (точно)

nearly (майже) justly (справедливо) sharply (гостро)

NOTE. Don’t try to confuse used to do and to be used to doing. The structures and meanings are different.

WOULD + INFINITIVE NOW THAT, NOT NOW WHEN It’s wrong to say: Now when everyone had completed the test, it was possible to compare the result. Say: Now that everyone had completed the test, it was possible to compare the result.

COMPARE: We would all get up early in the morning and go out to the forest to gather mushrooms. Бувало, ми всі вставали рано вранці і йшли до лісу по гриби. NOTE. We use would when we look back on the past and remember things that often happened. Would and used to are synonyms.

NOTE. Compare with the Ukrainian тепер, коли... That but not when is used after now when the sentence of this kind refers to the past or the present. When cannot be used after now as in Ukrainian.

SO AND VERY It’s wrong to say: He seems to be not so rich. Say: He seems to be not very rich. NOTE. The sentence He seems to be not so rich implies a comparison. e.g. He seems to be not so rich as your brother is.

VERY AND TOO It’s wrong to say: At the Crimea it is very much too hot this summer. Say: At the Crimea, it is very hot this summer. It’s wrong to say: Today it’s very hot to play football. Say: Today it’s too hot to play football. NOTE. Very makes adjectives or adverbs stronger, too means more than enough. The sentence with too is not complete. We want to put the question: “Too hot for what?–Too hot to go to the forest or to play football.” The incomplete phrase is met in spoken English.

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Part Two

Adverb

ADVERB

NOTE. The word friendly is an adjective and it stands for дружній, приятельський, приязний.

ALSO AND TOO

There are many adverbs in English which end with -ly. One cannot create adverbs according to the grammar rule. As a rule we do them in this way: manly > in a manly fashion (= мужньо).

It’s wrong to say: That question is also difficult. Say: That question is too difficult. NOTE. If too is a degree adverb you cannot put also instead of too. Never say, “He is too much late.” e.g. My brother was too late today.

ENOUGH TO DO ..., NOT ENOUGH FOR DOING ... It’s wrong to say: My sister has enough money for buying a fur coat. Say: My sister has enough money to buy a fur coat. NOTE. The gerund is not used in this pattern.

FEEL BAD, NOT FEEL BADLY It’s wrong to say: My mother feels badly today. Say: My mother feels bad today. NOTE. Care should be taken to remember that after the linkverbs to feel, to look (when it means ‘to seem’), to smell, to sound, to taste we use an adjective as predicative. REMEMBER: to feel happy to feel soft to smell sweet to smell good to taste bitter

FRIENDLY AND IN A FRIENDLY MANNER It’s wrong to say: They were talking to each other friendly. Say: They were talking to each other in a friendly manner.

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HARD AND HARDLY (HARDILY) It’s wrong to say: I had hard uttered a word. Say: I had hardly uttered a word. It’s wrong to say: He is overtired. He worked hardly for six months. Say: He is overtired. He worked hard for six months. “He worked hardily for six months” is also correct because it indicates that he worked in a hardily way. This has a different meaning from hardly since the latter means scarcely, as in “I scarcely had enough rest because I worked hardily for six months.” NOTE. Hardily is an adverb and is translated into Ukrainian like “сміливо”, “хоробро”. But hardly is an adverb. It is translated into Ukrainian like “ледве”, “ледь”, “навряд”. The adverb hard means ‘with great energy, strenuously’. REMEMBER: to be hard at work on smth to study hard to try hard to win

to think hard to drink hard to boil an egg hard

NOTE. A few adverbs can be used both as an adjective and an adverb in English. But they have other forms which differ in their meaning. For example: hard (важкий) short (короткий) scarce (рідкий) late (пізній)

hard (тяжко) short (коротко) scarce (рідко) late (пізно)

hardly (ледве) shortly (незабаром) scarсely (ледве) lately (недавно)

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Adverb

Part Two

PRONOUN

Word order in the sentences with adverbs ALWAYS

MISUSE OF ALL It’s wrong to say: He will take all two shirts. Say: He will take both shirts. NOTE. All refers to three or more items. e.g. I’ll take all three shirts, please. It’s wrong to say: All of children can be difficult. Say: All children can be difficult. NOTE. Before a noun with no determiner, we do not normally use of.

It’s wrong to say: They come always in time. Say: They always come in time. NOTE. Adverbs of frequency (ever, never, always, often, seldom, soon, sometimes) and the adverbs almost, scarcely, hardly, nearly, even are usually put before the principal verb.

BACK It’s wrong to say: Take your money back. Say: Take back your money. NOTE. Back is an adverb particle, and can usually go between a verb and its object, unless this is a pronoun.

ENOUGH It’s wrong to say: All we can go to see you tomorrow. Say: All of us can go to see you tomorrow. NOTE.With personal pronouns, we use all of + us/you/them. e.g. All of us are very happy to see you here. It’s wrong to say: All are well that ends well. Say: All is well that ends well. NOTE. All used as a noun/pronoun is singular when it means everything, the whole of a thing. e.g. I don’t find any change in my room. All looks as it always did. It’s wrong to say: All is yours. Say: Everything is yours. NOTE. All can mean ‘everything’, but usually in the structure all + relative clause.

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It’s wrong to say: He didn’t translate the article in a good way because he wasn’t enough experienced. Say: He didn’t translate the article in a good way because he wasn’t experienced enough. NOTE. Enough goes after adjectives and adverbs. e.g. If you don’t work hard enough, you’ll fail to pass your examination. REMEMBER. Enough goes before nouns: to have enough money to have enough time to have enough food to have enough work It’s wrong to say: The boy didn’t run enough fast. Say: The boy didn’t run fast enough. NOTE. Enough can be an adverb or an adjective. If it is an adverb, it comes after the adjective or adverb that it qualifies. e.g. Is this hall warm enough for me?

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Adverb

Part Two

MOST It’s wrong to say: The book I bought was the most interesting. Say: The book I bought was most interesting. NOTE. We sometimes use most + adjective without the definite article to mean very.

SIMPLY It’s wrong to say: He simply is worried about her happiness. Say: He is simply worried about her happiness. NOTE. An adverb is put after the auxiliary verb to be in the compound verbal predicate.

e.g. Thank you for your advice. It was most generous of you.

YESTERDAY It’s wrong to say: Our teacher is the most interesting man. Say: Our teacher is a most interesting man. NOTE. Care should be taken to remember that most used before an adjective does not always form the Superlative degree. It may have the meaning of very or extremely. Then it is preceded by the indefinite article.

OFTEN

It’s wrong to say: My sister yesterday went to London. Say: My sister went to London yesterday. NOTE. Care should be taken to remember that adverbs and adverbial phrases (today, yesterday, tomorrow, last month, six weeks ago, etc.) are put at the end of sentences. But if we have a willing to emphasize the time it is often possible to put the adverb of definite time at the beginning of the sentence. e.g. Yesterday Tom went for a long walk.

It’s wrong to say: My brother is late often. Say: My brother is often late. NOTE. The adverbs of frequency go after am/is/are/were.

Misused English ways of expressing point of time

PROBABLY IN NEGATIVE SENTENCES It’s wrong to say: I won’t probably meet you at the railway station. Say: I probably shan’t meet you at the railway station. (BrE) Or: I shall probably not meet you at the railway station. (Shan’t is considered very old-fashioned in American speech. Use won’t or will not instead.) NOTE. Care should be taken to remember that we use the Future Indefinite with the adverb probably. When we have the contracted form shan’t (or won’t), probably goes before the negative. But in the form will not (or shall not) probably goes before not.

LAST NIGHT, NOT YESTERDAY NIGHT It’s wrong to say: I met her yesterday night. Say: I met her last night. NOTE.

Avoid: today morning today evening today afternoon yesterday night this night

Only use: this morning this evening this afternoon last night tonight

e.g. My brother will probably go to the theatre tonight. My brother probably won’t go to the theatre tonight. My brother will probably not go to the theatre tonight.

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Part Two

Pronoun

WHAT AND THAT It’s wrong to say: I know all what he said. Say: I know all (that) he said. NOTE. The relative pronoun what cannot be used after all, some, any, something, everything, anything, much, little and nothing. Only the relative that is sometimes used after these words, but it is often omitted.

WHATEVER It’s wrong to say: Do whatever you want. Say: Do whatever you want to. Both of these are used. Sometimes a person will simply say, “Whatever!” (as interjection) NOTE. In the phrases the verb want is always used with the infinitive particle to. e.g. If you want to. I don’t want to. But the four phrases do as you like, do as you please, if you like or if you please never require the infinitive particle to at the end.

Special questions with Who, Which and What WHO? AND WHICH? It's wrong to say: Who is your favorite philosopher: Plato or Aristotle? Say: Which is your favourite philosopher: Plato or Aristotle? (There is the possibility of choice between the two options.) NOTE. The interrogative pronouns Who? and Which? are used in forming questions. Who? does not result in a choice. But the interrogative pronoun Which? can be used for both persons or things, and always asks one out of a definite number.

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It’s wrong to say: John has three sisters. All wants to become doctors. Say: John has three sisters. All want to become doctors. NOTE. All used as a pronoun is plural when it means everybody, the total number of persons, animals and things. e g. All are welcome to Kyiv. All agree that he has been instructed what to do. It’s wrong to say: Mary listened to all what her husband said attentively. Say: Mary listened to all that her husband said attentively. NOTE. All may be followed by an appositive clause which is usually introduced by the conduction that. But it is commonly omitted. The relative pronouns which and what cannot be used after all. e.g. I knew all that my brother had said. Or: I knew all my brother had said.

ALL WITH TIME WORDS It’s wrong to say: My brother and I spent all the day on the beach. Say: My brother and I spent all day on the beach. NOTE. All day and the whole day mean the complete day. REMEMBER: all week all month all year all morning

the whole week the whole month the whole year the whole morning

It’s wrong to say: All the book is in English. Say: The whole book is in English. Or: All of the book is in English. NOTE. We use whole instead of all when we are talking about all of one thing.

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Part Two

Pronoun

e.g. All the members of the family = Every member of the family = The whole family. My sister drank all the milk in a glass. = My sister drank a whole glass of milk.

ALL WITH THE PERSONAL PRONOUNS It’s wrong to say: All we are studying hard. Say: We are all studying hard. NOTE. All they, all we for всі вони, всі ми is never used in English. e.g. We have all been in the park.

ALL AND EVERYBODY It’s wrong to say: All stood up. Say: Everybody stood up. NOTE. We do not normally use all without a noun to mean ‘everybody’. e.g. All the students stood up.

HE AND SHE, HIS AND HER COMPARE: Our cat is very clean; she washes herself every morning. And: Our cat is very clean; it washes herself every morning. NOTE. These pronouns are generally used only for living persons. But there is an exeption in English. When we are speaking about our pets and animals we like, we sometimes use he and she or his and her. COMPARE: The new moon is in the sky. She is shining brightly. And: The new moon is in the sky. It is shining brightly. NOTE. In poetry, the sun is sometimes called he and the moon she. Sailors sometimes speak of their ship as she.

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ONE ANOTHER AND EACH OTHER It’s wrong to say: My two sisters love one another. Say: My two sisters love each other. (These distinctions are not made in common usage.) NOTE. The difference between these pronouns is sometimes made. With each other there are two persons concerned. One another may be used for two or more than two. Each other (or one another) may take the apostrophe (’s). e.g. My two sisters love each other; they use each other’s textbooks. Or: My two sisters love each other; they use one another’s textbooks e.g. Peter’s family is very large. All the children in the family love one another.

ONE FROM THE OTHER, NOT ONE FROM OTHER It’s wrong to say: My twin brothers are so much alike that I cannot tell one from other. Say: My twin brothers are so much alike that I cannot tell one from the other. NOTE. There are two idiomatic phrases in English: one after the other one from the other

THIS AND THAT It’s wrong to say: This is how he made his living. Say: That’s how he made his living. REMEMBER: That’s what I mean. That’s how I know. That’s how to do it. And similarly: That’s why… That’s who… That’s when… That’s where…

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Pronoun

Part Two But: Who is your favourite philosopher? Don’t say: Which is your favorite philosopher?

to have supper to have tea to have coffee But:

to have a snack to have a bite

NOTE. No article is used before the names of meals. But the indefinite article is used before each of these meals when it is modified by descriptive attributes. e.g. They had a good supper yesterday. The idiomatic phrases to have a bite and to have a snack are always used with the indefinite article.

NEXT YEAR It’s wrong to say: Four years ago we spent our holiday in Sevastopol; and next year we went to Bulgaria. Next year, I think, we’ll go to Sevastopol again. Say: Four years ago we spend our holiday in Sebastopol; and the next year we went to Bulgaria. Next year, I think we’ll go to Sevastopol again. NOTE. No article is used when the word next (as applied to time) refers to one after the present, as next day, next week, next month, next year. However, the one after some time in future or in the past is the next. In our example and the next year means three years ago. REMEMBER: on Saturday next наступної суботи the next day before Easter у Велику Суботу

ORDINAL NUMERALS It’s wrong to say: We had the second drink, and then the third. Say: We had a second drink, and then a third. NOTE. When ordinal numerals are not used to indicate order but acquire the meaning of one or more, the noun they modify is used with the indefinite article.

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WHAT? AND WHICH? It’s wrong to say: Which is your favorite dish? Say: What is your favorite dish? NOTE. The interrogative pronoun What? does not imply choice. But: Which is your favourite dish: broth or soup? (There is the possibility of choice between the two options.)

WHICH OF YOU, NOT WHO OF YOU It’s wrong to say: Who of you go to France? Say: Which of you go to France? (Pronoun). NOTE. As a result of its selective meaning, which is often followed by an of-phrase. e.g. Which of them said that? Which of her books are you reading now? Which play of Shaw’s is your favourite? (which as an interrogative adjective is used either of persons or things). COMPARE: What was he like? What did he look like? How did he look? NOTE. The first interrogative sentence refers to a person’s character. Our answer would be: He is open-hearted, persistent, etc. The second interrogative sentence refers to the appearance of a person whom we’ve never seen. And the closing interrogative sentence refers to the appearance of a person who has been ill, or whom we have not seen for some time. e.g. I haven’t seen your husband for ages. He was very ill. How does he look?

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Article

Part Two

ARTICLE Absence of the article

But: The railways are getting more and more unreliable. e.g. New Zealanders don’t like to be mistaken for Australians. But: The Australians suffered heavy losses in the First World War.

BECOME MANAGER

INFLUENZA

It’s wrong to say: My brother’s purpose in life is to make money, and to become a manager of the company. Say: My brother’s purpose in life is to make money, and to be come manager of the company.

It’s wrong to say: My brother is away from work because he has an influenza. Say: My brother is away from work because he has influenza.

NOTE. Try to follow the English thinking.

NOTE. The is usually left out with the names of illnesses (typhoid, pneumonia, jaundice, etc.), but we must remember that there are few nouns, which are used with a: a cold, a cough, a fever, a headache, to have a toothache.

ENGLISH It’s wrong to say: My sister speaks a very good English. Say: My sister speaks very good English. NOTE. We never use a/an with English, French, German etc.

GOLD It’s wrong to say: The gold is a precious metal. Say: Gold is a precious metal.

LIFE It’s wrong to say: He enjoys the life. Say: He enjoys life. NOTE. If we speak about an abstract idea, in a general way, there is no reason to use the. We treat the noun as indefinite, uncountable, and use no article at all. The word life is not defined in any way, so there is no reason to use the. It’s wrong to say: He enjoys life of a sailor. Say: He enjoys the life of a sailor.

NOTE. If a material noun is used in a general sense, it cannot take the article. But if a material noun is used in a particular sense, the definite article is required. e.g. The gold of Ukraine is not exported.

NOTE. If we speak about a particular life, we must use the. Translate all these sentences into Ukrainian, and you may find that your practice is not the same as English practice.

GROUPS OF PEOPLE

MEALS

It’s wrong to say: Nurses have never gone on strike. Say: The nurses have never gone on strike. NOTE. When we generalize about the members of a group, we usually use no article. But if we talk about the group as a whole we are more likely to use the. e.g. It is difficult for railways to make a profit.

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It’s wrong to say: We usually have a dinner at two o’clock. Say: We usually have dinner at two o’clock. NOTE. No article is used in these idiomatic phrases: to have breakfast to have lunch to have dinner

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Part Two NOTE. The is used with a number of rather general expressions referring to our physical environment—the world around us and its climate. e.g. We love listening to the wind. My granny liked the seaside, but my mother preferred the mountains.

WORK It’s wrong to say: At last he found a work at the theatre. Say: At last he found work at the theatre. NOTE. The indefinite article is not used before such nouns as work, fun, health, permission. e.g. The owner of the shop gave me permission to stay away from work. They had fun there. NOTE. We must remember that no possessive pronoun is used in phrases with the word work, e.g., to begin work, to stop work, before work, after work, to go to work, to come home from work.

The definite article in the idiomatic expressions It’s wrong to say: She is as a pretty girl as I have ever met. Say: She is as pretty a girl as I have ever met. NOTE: Notice the word order with a in this sentence. e.g. He is quite a nice man, but with a rather gloomy expression. It’s wrong to say: What about those countries where there is not a sign of a cloud for six months on an end. Say: What about those countries where there is not a sign of a cloud for six months on end. NOTE. On end means upright and continuously, and no article is used in this case. e.g. The ghost story set our hair on end.

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PART It’s wrong to say: The part of the house belongs to my brother. The rest of it belongs to me. Say: Part of the house belongs to my brother. The rest of it belongs to me. NOTE. The part, if used in a general sense, cannot take the definite article. But if it is used in a particular sense it requires the. e.g. We don’t use the top part of our house. All the rooms are empty there.

PARTS OF BODY It’s wrong to say: The son broke the arm climbing the hill. Say: The son broke his arm climbing the hill. NOTE. When talking about parts of someone’s body, we usually use possessives, not the. COMPARE: It’s wrong to say: The policeman hit him in a stomack. Say: The policeman hit him in the stomack. NOTE. The is common after prepositions, especially when we are talking about blows, pains and other things that often happen to parts of people’s bodies.

PROPER NOUNS It’s wrong to say: The Shakespearean tragedies and comedies are very famous all over the world. Say: Shakespearean tragedies and comedies are very famous all over the world. NOTE. The definite article must not be used with proper nouns in the possessive.

QUEEN AND PRESIDENT It’s wrong to say: The Queen Elizabeth II had dinner with the President Sarkozy. Say: Queen Elizabeth II had dinner with President Sarkozy.

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RADIO AND TV It’s wrong to say: My father always listens to radio while he is driving. Say: My father always listens to the radio while he is driving. NOTE. When we talk about our use of the forms of entertainment, we generally say the radio, the cinema, the teatre, but television or TV. e.g. What’s on TV? But not: What’s on the TV? It’s wrong to say: My father has worked in the radio and television all his life. Say: My father has worked in radio and television all his life. NOTE. The is often dropped when we talk about these institutions as art forms or professions.

STARS

THE STANDS FOR THAT The Smith you introduced me to was not the Smith I know. It’s wrong to translate: Цей Сміт, із яким ви мене познайомили, не був тим, якого я знав. Translate: Той Сміт, із яким ви мене познайомили, не був тим, якого я знав.

UKRAINE It’s wrong to say: I live in the Ukraine. Say: I live in Ukraine. NOTE. Ukraine is a sovereign nation instead of merely the Ukraine—a vague and undefined region of a dominating power.

UNITS OF MEASURE It’s wrong to say: Does he sell eggs by kilo or by dozen? Say: Does he sell eggs by the kilo or by the dozen? NOTE. We use the in measuring expressions beginning with by. e.g. He used to watch TV by the hour. Can I pay a rent by the month?

It’s wrong to say: He is interested in stars. (Unless he is an astronomer.) Say: He is interested in the stars.

It’s wrong to say: They sell that material by a yard. Say: They sell that material by the yard.

NOTE. If we want to talk about all the members of a class of things, we use the.

e.g. It’s cheaper to buy oranges by the dozen. These men are paid by the hour.

NOTE. The is used for some expressions of measurement.

THE INSTEAD OF THAT It’s wrong to say: That man you met yesterday died last night. Say: The man you met yesterday died last night. (These examples are both used as correct in common usage.) NOTE. Sometimes the definite article the conceals its primary meaning. We must translate the sentence in this way: Той чоловік, якого ви вчора зустріли, помер минулої ночі.

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WEATHER It’s wrong to say: We are having a terrible weather. Say: We are having terrible weather. COMPARE: It’s wrong to say: British people talk about weather a lot. Say: British people talk about the weather a lot.

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PREPOSITION AGE It’s wrong to say: When I was at your age I was working. Say: When I was your age I was working. NOTE. We use the structure be + … age without a preposition.

NOTE. We use the definite article the in the following idiomatic expressions: with the help of за допомогою with the exception of за винятком in the presence of у присутності in the west, east, south, north на захід, схід, південь, північ at the expense of коштом in the opinion of на думку with the consent of за згодою

It’s wrong to say: I could read in the age of four. Say: I could read at the age of four. NOTE. The preposition at is common before age.

The definite article in difficult cases BOTH

ARRIVE It’s wrong to say: I arrived at London yesterday. Say: I arrived in London yesterday. It’s wrong to say: We arrived in the village at dawn. Say: We arrived at the village at dawn. NOTE. Arrive in is used of countries (Ukraine, France, Spain, etc.) and large cities (London, New York, Rome, Warsaw, etc.). We use arrive at with other places (buildings, etc.) or events. e.g. What time did your mother arrive at the party? But: When did she arrive home?

AT, BY AND TOWARDS COMPARE. At the end of the week, we settled out all the problems. By the end of the month, every student had written an article. We’ll go and see our parents towards the end of the month. NOTE. At shows that the time has passed. By shows that we are looking back or forward to a time before the end. Towards the end of the month means ‘as the month comes to its end’.

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It’s wrong to say: Both brothers were very happy. Say: Both the brothers were very happy. (This distinction is not in common usage.) NOTE. We only use the definite article THE between all, both, half, double and a noun. REMEMBER: all the world увесь світ both (the) brothers обидва брати half the time половина часу double the quantity подвійної кількості NOTE. No articles are used in the following idiomatic expressions. times change часи міняються don’t lose hope не втрачайте надії

HEAVEN AND HELL It’s wrong to say: He was unhappy because he lived between the Heaven and the Hell. Say: He was unhappy because he lived between Heaven and Hell.

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HELP It’s wrong to say: He opened the door of his briefcase with a help of this key. Say: He opened the door of his briefcase with the help of this key.

NUMERAL The plural number of hundred, thousand, million

HOUSE It’s wrong to say: I know this man; he kept a house for me two years ago. Say: I do know this man, he kept house for me two years ago. NOTE. Notice a few particular expression in which articles are left out: at sea у морі, у плаванні to go to sea виходити у море from side to side з боку в бік in fact у дійсності, насправді from left to right зліва направо in case he is late якщо він запізниться face to face лицем до лиця at last нарешті hand in hand рука в руку on account of внаслідок, у зв’язку з arm in arm рука в руку on earth на землі (у питаннях — уживане як підсилення) as man to man як чоловік із чоловіком from beginning to end від початку до кінця in good condition у гарному стані

SCRIPTURE AND THE BIBLE No article is used with nouns and idiomatic expressions relating to religion. REMEMBER: Christianity Християнство Scripture Святе Письмо But: The Bible Біблія

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It’s wrong to say: My native town has twenty-five thousands people. Say: My native town has twenty-five thousand people. NOTE. Hundred, thousand, million take the plural form if they are not preceded by a numeral or by the indefinite article a. e.g. Thousands of people died during World War II. REMEMBER: five million inhabitants eight million workers BUT: thousands of workers hundreds of children NOTE: The following examples are both correct in common usage. Both ways are used without distinction. It’s wrong to say: Four plus six is ten. Say: Four and six are ten. It’s wrong to say: Four minus six is two. Say: Four from six is two. REMEMBER: What is five and six? What is five from eight?

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Part Two REMEMBER: to be at the concert to be at the theatre to be at the cinema to be at the performance

BEFORE LAST AND AGO to go to a concert to go to the theatre to go to the cinema to go to the performance

In is also used with towns and villages. But when the town and village is a point on a journey we use at. e.g. My parents live in Berdichiv (not at Berdichiv). But: We stopped at Berdichiv on the way to Kyiv. It’s wrong to say: The curtains are at the window. Say: The curtains are in the window. NOTE. We must remember that the prepositions in or at may be used by us when we want to say на вікні. But it depends on a situation. The English don’t say “There is a room flower on the sill of the window.”

IN AND ON It’s wrong to say: The flowers are in the pot on the window. But, it can be said that the pot is on the window sill. Say: The flowers are in the pot in the window.

SCHOOL It’s wrong to say: His mother is going along to school to see her son’s teacher. Say: His mother is going along to the school to see her son’s teacher. NOTE. To go to school means to go and study; while to go to the school means to go and visit the building of the school. (In the above examples, no distinction is made since the aim of the mother’s going to school is to see the teacher.) REMEMBER: to go to hospital to go to prison to go to church

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to go to the hospital to go to the prison to go to the church

COMPARE: He was in London two weeks before last. He was in London two weeks ago. Remember. the day before yesterday = two days ago yesterday morning вчора вранці yesterday afternoon вчора вдень

BETWEEN AND AMONG It’s wrong to say: I need two meters among the windows. Say: I need two meters between the windows. NOTE. We say that something is between two people, things, or group of things. Between is common before each. e.g. There seems to be less and less time between each birthday. We prefer among when somebody or something is in a group, a crowd or a mass of people or things which we do not see separately. COMPARE: My parents’ house is between the woods, the lake and the village. My parents’ house is hidden among the trees of the green garden.

BESIDE AND BESIDES It’s wrong to say: Who is the man sitting besides Mary? Say: Who is the man sitting beside Mary? NOTE. Beside is a preposition meaning ‘at the side of’, ‘by, ‘next to’. Besides can be used like as well as, when we add new information to what is already known. e.g. It is too late to go for a long walk now. Besides, it’s starting to rain. Who was at the birthday party besides the Browns?

CHURCH It’s wrong to say: We were at the church. Say: We were at church.

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NOTE. To be at church means to go and pray; while to be in the church means to go and visit the church. (This is not a distinction in common usage.)

It’s wrong to say: All the shops are closed in the whole of January. Say: All the shops are closed during the whole of January.

DAY AND DAYTIME

NOTE. We use during to stress that we are talking about the whole of the period.

It’s wrong to say: My daughter can’t sleep in the day; only in the night. Say: My daughter can’t sleep in the daytime; only in the nighttime. NOTE. The Ukrainian adverb удень is translated into English as in the daytime. REMEMBER: in the afternoon = пополудні this afternoon = сьогодні вдень tomorrow afternoon = завтра вдень yesterday afternoon = вчора вдень day after day = день за днем day by day = день за днем day in and day out = з дня на день, щоденно But: on the day of his arrival = у день його приїзду

DURING AND FOR It’s wrong to say: My sister was in hospital during three weeks. Say: My sister was in hospital for three weeks. NOTE. For is used to say how long something lasts. During is used when something happens. e.g. My sister was in hospital during this spring.

END It’s wrong to say: I’m going to London in the end of the month. Say: I’m going to London at the end of the month. NOTE. At the end of something means at the time when something ends, the farthest point or part. In the end means finally, at last. The opposite of at the end is at the beginning. e.g. He decided to write a new book in the end. REMEMBER: at the end of the month at the end of the film at the end of the concert, etc.

FROM AND AT It’s wrong to ask: Do you borrow books at the library? Ask: Do you borrow books from the library? NOTE. Mistakes often result from a loose translation into English of Ukrainian expressions. The question “Do you borrow books from the library?” can be rendered into Ukrainian something like: “А ти користуєшся бібліотекою?” The verb to borrow is used with the preposition from. It means to get something, or to get the use of something, on the understanding that it is to be returned.

IN AND AT DURING AND IN It’s wrong to say: We’ll try to contact with you in the meeting. Say: We’ll try to contact with you during the meeting. NOTE. We use during when we are talking about an event, activity or experience (not a period of time).

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It’s wrong to say: We were in the cinema last Saturday. Say: We were at the cinema last Saturday. NOTE. We usually use at when we say where an event takes place. We use in when we are thinking about the building itself. e. g. It’s very hot in the theatre.

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e.g. They were aware of danger, that’s why they didn’t want to go abroad. We are fully aware of the gravity of the situation. REMEMBER: to be aware of one’s uselessness to be aware of one’s unwillingness

BAD AT to be bad at something = не мати хисту до чогось e.g. His brother is bad at figures. Mark is bad at drawing.

BASED ON/UPON

NOTE: In British usage, going to hospital or being in hospital becomes going to the hospital and being hospitalised in American English.

SOMEWHERE ABOUT AND ABOUT COMPARE: He’s somewhere about 43 years of age. He’s about 43 years of age. NOTE. Somewhere about is used merely to suggest something approximate. e.g. I’ll see my friend somewhere about three o’clock.

TIME It’s wrong to say: The 10.30 train left in time. Say: The 10.30 train left on time.

to be based on/upon = базуватися на e.g. His work was always based on experiment. В основі його роботи завжди лежав експеримент. Direct taxation is usually based upon income. But: I base my hopes on the news we had yesterday. Я покладаю надії на звістку, яку ми вчора отримали.

NOTE. On time means up to time, not late, punctually. In time means soon enough for something or soon enough to do something. e.g. He has a willing to come home in time to see the football match on television.

BENT ON

UNDER AND BELOW

to be bent on/upon something = бути схильним до чогось, зважитися на щось e.g. He was bent on mischief. Він був схильний чинити шкоду. But: He was bent on mastering Spanish. Він вирішив серйозно зайнятися вивченням іспанської мови.

CARELESS WITH/ABOUT to be careless with something = байдуже ставитись до чогось e.g. My father is always careless with his reputation. to be careless about doing something e.g. My father is always careless about leaving the door unlocked when he goes out. Мій батько ніколи не дбає про те, щоб замкнути двері, коли йде з дому.

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It’s wrong to say: The whole village is below water. Say: The whole village is under water. NOTE. We prefer under when something is covered or hidden by what is over it. e.g. What are you wearing under your coat? Look in the cupboard below the sink. Or: Look in the cupboard under the sink. It’s wrong to say: The temperature is four degrees under zero. Say: The temperature is four degrees below zero. NOTE. Below is used in measurements of temperature and height, and in other cases where we think of a vertical scale. e.g. The airliner came down below the clouds.

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WORK AT AND WORK ON It’s wrong to say: She is working at a difficult case. Say: She is working on a difficult case. But: My uncle works at a railway station. NOTE. To work on stands for “продовжувати наполегливо працювати над чимось.”

About, at, in, of, on (or upon), to and with in adjective prepositional phrases The verb to be can be used with the predicative adjective or adjectivised participle followed by a preposition. This is the peculiar group of adjective prepositional phrases where the choice of a preposition can be determined by different factors. Mistakes are often made by using a wrong preposition after certain words. The list includes phrases which most often involve trouble. Some of these adjective prepositional phrases can be followed by the infinitive or the gerund. Try and remember these patterns.

AFRAID OF/FOR to be afraid of somebody/something = боятися когось/щось e.g. My sister is always afraid of hard work. Don’t confront me. I’m afraid of you. NOTE. To be afraid for somebody/something is translated into Ukrainian something like побоюватися за когось або за щось. e.g. I am afraid for his health. to be afraid of doing something = боятися щось зробити e.g. She was afraid of waking her son up.

AMUSED AT to be amused at something = потішитися чимось e.g. I was not much amused at this dull joke. The children were amused at the storyteller’s joke.

ANGRY AT/WITH/ABOUT to be angry about/at = бути ceрдитим на щось to be angry with = бути сердитим на когось e.g. The tourists were angry at the weather. Or: The tourists were angry about the weather. But: The tourists were angry with the manager. REMEMBER: He was angry at being kept waiting for the train so long. Your mother will be angry to learn that you haven’t done the room.

ANNOYED ABOUT/AT AND WITH to be annoyed about/at something = бути незадоволеним чимось to be annoyed with somebody = бути незадоволеним кимось e.g. He was annoyed with his brother for being so stupid. But: He was annoyed at his brother’s stupidity.

AVERSE TO to be averse to something = бути неприхильним до чогось, мати відразу до чогось e.g. He is always averse to hard work. to be averse to do something e.g. He is not averse to learn German this year. У нього немає бажання вивчати німецьку в цьому році.

ALARMED AT to be alarmed at something = бути схвильованим e.g. Everybody was alarmed at the news that war might break out.

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AWARE OF to be aware of something = усвідомлювати, бути свідомим чогось

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INCLINED TO to be inclined to something = мати схильність до чогось e.g. My aunt is inclined to leanness. This man is inclined to drink.

CERTAIN OF/ABOUT to be certain of/about something = бути впевненим у чомусь e.g. Are you certain about (of) that? Your brother can be certain of success.

to be inclined to do something = бути схильним щось зробити e.g. He is inclined to start at once.

INTERESTED IN to be interested in something = цікавитися чимось e.g. Mark is interested in astrology. NOTE. To become (or to get) interested in must be translated into Ukrainian something like зацікавитися чимось або кимось. e.g. Last year I got interested in two foreign languages. We became interested in him. His behavour is strange.

JEALOUS OF to be jealous of somebody = ревнувати когось е.g. She is always jealous of her husband. REMEMBER: to be jealous of another’s success = заздрити чужому успіхові

KEEN ON/UPON/ABOUT to be keen on/upon/about = захоплюватися чимось e.g. All my friends are keen on mountaineering. NOTE. Keen is a dated term, not often used. to be keen to do something = to be keen on doing something e.g. Mrs. Parker is very keen to see her birthplace again. My sister is not keen on going abroad.

LIABLE TO/FOR to be liable to something = бути підлеглим, піддаватися чомусь e.g. He is liable to seasickness. You must be liable to income tax.

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CLEVER AT to be clever at = уміти щось добре робити e.g. The boy is clever at foreign languages. My sister is clever at sums. But: He was clever at making excuses.

CONSCIOUS OF to be conscious of = усвідомлювати e.g. At last he was conscious of his fault. He was conscious of his folly, but there was no way out of it. Він зрозумів, що зробив дурницю, але виходу не було. REMEMBER: to be conscious of pain to be conscious of cold to be conscious of discomfort

CONTINGENT ON/UPON to be contingent on/upon something = бути залежним від того, що може трапитися e.g. His fate is contingent upon the results of the Olympic games.

DELIGHTED WITH/AT to be delighted at/with something = бути в захопленні від чогось e.g. We are delighted with (at) the success of the new performance. But: I’m delighted with you. Я у захопленні від тебе.

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DEPENDENT ON to be dependent on/upon something = бути залежним, зумовленим чимось; розраховувати на щось e.g. It is dependent on personal taste. All thing in nature are dependent on one another. My brother was out of work and dependent on his wife’s earning.

ENVIOUS OF to be envious of another’s good fortune = заздрити чужій долі

EXPERIENCED IN to be experienced in = мати досвід у чомусь e.g. He worked for ten years. He is experienced in carving.

FOND OF

GLAD ABOUT to be glad about = радіти чомусь e.g. Father is glad about his son’s good English.

GOOD AT To be good at = мати хист до чогось e.g. The student is good at English. NOTE. This pupil is good in class (here it means the pupil’s conduct is good).

HAPPY ABOUT AND HAPPY IN to be happy about = радіти чомусь. not to be happy about = хвилюватися про щось. to be happy in = тішитися у чомусь, бути задоволеним чимось

to be fond of somebody/something = любити когось/щось, захоплюватись чимось e.g. He is fond of my niece. I am not fond of dancing.

e.g. We are not quite happy about it. Цей факт нас хвилює. He is happy with his son. Щастить йому із сином. My sister is happy in her work. У моєї сестри все гаразд на роботі.

FORTUNATE IN

HOPEFUL OF

to be fortunate in = мати щастя у e.g. My brother is always fortunate in life. Моєму брату завжди таланить у житті.

FRIGHTENED OF to be frightened of something = боятися чогось e.g. The children are frightened of snakes.

FURIOUS AT/WITH to be furious at something = гніватися на щось to be furious with somebody = гніватися на когось e.g. My father was furious at what we had said. Don’t be furious with him. He is not guilty.

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to be hopeful of = покладати надії на щось, сподіватися e.g. The child was very ill. And his parents were hopeful of the remedy. But: He was hopeful for the future. Він був сповнений надій на майбутнє.

HOPELESS ABOUT/OF to be hopeless about/of something = безнадійно дивитися на щось e.g. We are hopeless about his plans. But: He’s hopeless for the future. Він без надії дивиться у майбутнє.

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CONJUNCTION

But: My brother is liable for military service. Мій брат військовозобов’язаний. to be liable for something = нести відповідальність за щось

BECAUSE AND BECAUSE OF It’s wrong to say: My niece was late because of it rained. Say: My niece was late because it rained. It’s wrong to say: My niece was late because the rain. Say: My niece was late because of the rain. NOTE. Because is a conjunction. It is used in the beginning of a clause, before a subject and verb. Because of is a two-word preposition, used before a noun or a pronoun. COMPARE: My son is happy because he met his friend after the war in Afghanistan. I’m very happy because of you. Because and its clause can go after or before the main clause. REMEMBER: I finished my work early because I worked fast. Or: Because I worked fast, I finished my work early.

THAN AND THEN It’s wrong to say: He is stronger then I, although he is younger. Say: He is stronger than I, although he is younger. NOTE. Than is a conjunction, not a preposition.

LUCKY IN to be lucky in something = мати талан у чомусь e.g. All the time she is lucky in life.

MAD ABOUT/AFTER/FOR/ON/WITH to be mad about (after, for, on) = сильно любити щось або когось, захопитися чимось, сильно хвилюватися за когось або за щось to be mad with fear or pain = втратити глузд від страху або болю to be mad with jealousy = бути в агонії від ревнощів e.g. My sister was mad about your absence. My brother is mad with jealousy. He is deeply in love with you. My elder brother is mad about hard-rock music. REMEMBER: He is not mad enough to do it. У нього ще достатньо глузду не робити цього.

MISTAKEN IN/ABOUT to be mistaken in/about = помилятися в комусь або в чомусь e.g. But I’ve never mistaken about people.

OPPOSED TO to be opposed to something = бути проти чогось e.g. I’m opposed to his dull plans.

PLEASED WITH/AT to be pleased with = бути задоволеним кимось або чимось to be pleased at = бути задоволеним чимось e.g. The teacher is pleased with her pupils.

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Preposition

Part Two I am very pleased at the news. NOTE. We may use to be pleased at or to be pleased with if an abstract noun or a clause follows. e.g. The college football team were pleased at (or with) what he said. They were pleased at (or with) my friend’s open-heartedness.

SUBJECT TO to be subject to something = мати схильність до чогось, підкорятися чомусь, легко піддаватися e.g. This baby is subject to being cold all the time. Don’t get married to him. He is the man who is subject to temptation. But: He is subject to anger. Він гарячкуватий хлопець.

QUICK AT to be quick at something = бути здібним у чомусь e.g. He is quick at figures. But: He is quick in his decisions. Він швидко приймає рішення. to be quick at doing something e.g. My mother is quick at cooking.

RUDE TO to be rude to somebody = ображати, кривдити когось e.g. He is rude to everybody.

SCARED OF to be mortally scared of something = до смерті боятися чогось e.g. All the people were mortally scared of the catastrophe.

SICK OF/WITH to be sick of = хворіти на щось e.g. My brother is sick of studying. He is sick with fever. Його лихоманить.

SLOW IN to be slow in something = бути повільним e.g. He is slow in speech. Він говорить повільно. to be slow in doing something e.g. The delegation are slow in arriving. Делегація запізнюється.

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SUSPICIOUS OF/ABOUT to be suspicious of/about somebody = не довіряти комусь e.g. The policeman was suspicious of his movements.

TERRIFIED OF to be terrified of = боятися чогось e.g. The child was terrified of being alone in the house. The child was terrified to tears. Дитина налякалася до сліз.

TIRED OF to be tired of = бути втомленим від чогось e.g. The boys are tired of boiled eggs. Хлопцям обридли варені яйця. I’m sick and tired of the sea.

UNSUCCESSFUL IN to be unsuccessful in = не мати успіху в чомусь e.g. He is unsuccessful in his plans.

WEAK IN to be weak in something = погано тямити на чомусь e.g. I don’t know what to do. He is very weak in spelling.

WORRIED ABOUT to be worried about = хвилюватися за щось e.g. My mother is worried about our granny’s health.

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Part Two It’s wrong to say: He has said that he wanted to see Mrs. Brown. Say: He has said that he wants to see Mrs. Brown. NOTE. The Present Perfect Tense becomes the Present Indefinite. The tense changes for reported speech when the reporting verb is a Past Tense. REMEMBER: Present Tense becomes Past Tense Present Continuous Tense – Past Continuous Tense Present Perfect – Past Perfect Present Perfect Continuous – Past Perfect Continuous Simple Future – Future in the Past As a learner can see, the reported verb goes one step into the past.

Conjunction and Tenses

TENSES: the expression of duration The Past Indefinite Tense and the Present Perfect Tense FOR + ADVERBIAL PHRASE COMPARE: I was in London for three months. I have been in London for three months. NOTE. The Past Indefinite Tense shows an action that happened in the past. The first sentence means ‘I came from London three months ago I am not there now.’ The Present Perfect Tense makes a bridge between the past time and the present time. The second sentence means ‘I went to London three months ago and I am still here.’

SINCE + NOUN PHRASE It’s wrong to say: Peter was ill since last winter. Say: Peter has been ill since last winter. NOTE. The Present Perfect Tense makes a bridge between the past time and the present time. Here the starting point of the action is indicated by the adverb since. The sentence of this kind is translated into Ukrainian: “Петро хворіє з минулої зими.” REMEMBER. The Present Perfect Tense is usually used with these prepositional phrases: since last spring since last summer since last autumn since last week since last month since last year But: for half a year (упродовж півроку і аж до цього часу)

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Part Two

The Present Continuous Tense and the Present Indefinite Tense It’s wrong to say: John is putting on his raincoat and his hat, is taking his umbrella and leaving the flat. Say: John puts on his raincoat and his hat, takes his umbrella and leaves the flat. NOTE. When we have a few actions of a subject we must use the Present Indefinite Tense.

Direct and indirect speech

DIRECT AND INDIRECT SPEECH

It’s wrong to say: He said he believed that the earth was round. Say: He said he believed that the earth is round. NOTE. When a sentence expresses a fact that is supposed to be universally true and not merely applicable to the time when the statement was made, the present tense is used in the reported speech. It’s wrong to say: He said that his wife always drank coffee for breakfast. Say: He said that his wife always drinks coffee for breakfast. NOTE. In the same way with a statement of a repeated or habitual action the present tense is generally used. COMPARE: Direct. His sister is here in this room. Indirect. He said that his sister was there in that room. It’s wrong to say: He said that his sister was here in this room. NOTE. Words in Direct Speech that denote nearness in time or place are generally changed to words deciding distance in time or place if the time or place are different from the time and place at which the reporting is done. REMEMBER: here becomes there this – that these – those now – then last night – the night before yesterday – the previous day; the day before today – that day last week/month/year – the week/month/year before ago – before

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Un-English expressions

Part Two

Some hints concerning word order COMPARE: 1) The girl was found under the bridge in the middle of the forest this morning. 2) The girl was found this morning under the bridge in the middle of the forest. NOTE. When adverbs of time and place modify the same verb and there is no sense to give emphasis to the adverb of time, the normal word order is the adverb of place and then of time. But if the adverb of time is short (this morning) and that of place is long (under the bridge in the middle of the forest), we may find the opposite, as in Sentence Two. COMPARE: It’s good to say: She gave him the thick volume of poems by William Shakespeare. It is bad style to say: She gave the thick volume of poems by William Shakespeare to him. NOTE. If two different parts of the sentence depend on the same part, the shorter or lighter one stands nearer.

UN-ENGLISH EXPRESSIONS

WHAT DO YOU CALL ...? NOT HOW DO YOU CALL ...? It’s wrong to say: How do you call this in Ukrainian? Say: What do you call this in Ukrainian? But: What is the English for “книжка”? What's the meaning of this? (asked, for example, by somebody who thinks he has been badly treated). NOTE. But if we ask not about a thing, but about some expression, we must say, “How do you say this in English?” All of the following are common usage: What is the weather like today? How is the weather today? What’s the weather forecast for tomorrow? NOTE. Mistakes often result from a translation into English Ukrainian idiomatic expressions. This is one of the examples – “Яка сьогодні погода?”

IT RAINS, NOT THE RAIN GOES Common mistakes in English phonetics BATH AND BATHE He bathed a baby, and in the process he learned a lot. Pronunciation: bath [ba:θ], bathing [ba:θi ], bathed [ba:θt] REMEMBER. This verb is not used in American English. It can be used to mean to bath oneself.

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It’s wrong to say: The rain went yesterday. Say: It rained yesterday. NOTE. It is used as a formal subject in impersonal statements about weather conditions. The sentence Дощ ллє, як із відра must be translated into English something like: It is raining heavily. It is raining hard. It is raining cats and dogs. It is pouring. It is pouring in bucketfuls.

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Un-English expressions

Part Two

TO MAKE THE BED, NOT TO LAY THE BED It’s wrong to say: My sister was very tired. And she asked mother to lay the bed. Say: My sister was very tired. And she asked mother to make the bed. NOTE. The English idiomatic expression to make the (one’s) bed is translated into Ukrainian something like застеляти постіль або стелити ліжко (ввечері) і прибирати постіль (вранці). e.g. Make your bed and go downstairs. We are having breakfast soon.

TO TELL A LIE NOT TO SAY A LIE It’s wrong to say: He is saying a lie. What a pack of lies! Say: He is telling a lie. What a pack of lies! Or: He is telling lies. What a pack of lies! REMEMBER: to tell a lie to tell lies to tell a story to tell one’s fortune to speak the truth

to tell a secret to tell the truth to tell the price to tell one’s name

WHAT IS THE DATE TODAY? NOT WHAT IS THE DAY TODAY? NOTE. Date is a statement of the day, month, year in the English language. REMEMBER: What is the date today? What date is it today? It is the first of September. What is today’s date? What is the day of the month?

A date can be written in this way: 1 September 2001 Or: September 1, 2001 Or: September 1st 2001 Or: 1.9.2001 But we read: The first of September two thousand one.

WHETHER AND IF It’s wrong to say: I don’t know if it is true or not. Say: I don't know whether it is true or not. (Both of these are correct in common usage.) NOTE. Where or not is implied, we must use whether. But in many cases whether and if have the same meaning. Whether is often replaced by if in colloquial style. e.g. I don’t know whether she’ll be able to come. Or: I don’t know if she’ll be able to come. But whether cannot generally be used instead of if in a true conditional clause. e.g. If you work hard you will soon have a good command of English. Where if has the meaning of whenever we cannot use whether either. e.g. I’ll discuss it with you if (not whether) you like.

YEARS OLD It’s wrong to say: The watch is twelve years. Say: The watch is twelve years old. NOTE. When we say the age of a thing, we must use a numeral + years old.

For the day of the month we use the ordinal numbers.

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Un-English expressions

Part Two Future continuous Shall/will I be working? Will you be working? Will he/she be working? Shall/will we be working? Will you be working? Will they be working?

Future perfect I shall/will not have worked

Shall/will I have worked? You will have worked You will not have worked Will you have worked? He/she will have worked He/she will not have worked Will he/she have worked? We shall/will have worked We shall/will not have Shall/will we have worked worked? You will have worked You will not have worked Will you have worked? They will have worked They will not have worked Will they have worked?

Conditional I would work You would work He/she would work We would work You would work They would work

I would not work You would not work He/she would not work We would not work You would not work They would not work

Would I work? Would you work? Would he/she work? Would we work? Would you work? Would they work?

Past conditional I would have worked You would have worked

I would not have worked You would not have worked

He/she would have worked We would have worked

He/she would not have worked We would not have worked

You would have worked

You would not have worked

They would have worked

They would not have worked

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NOTE. You must pronounce [bei ] because it is a word combination to bathe a baby. You can also use to bath a baby which is translated into Ukrainian as купати дитину. The three forms of this verb are: to bathe–bathed–bathed. Pronunciation: bathe [bei ], bathing [bei i ], bathed [bei d]. REMEMBER. Bathe is the American equivalent of bath, and to take a bath is also common. e.g. It’s my turn to bathe a baby. My children are always bathed before they go to bed. Your eyes are very red—you ought to bathe them. NOTE. Bathe can be used in British English to mean ‘swim for pleasure’. But this use is rather formal; people often use to have a swim, to go for a swim, to go swimming or just to swim.

HOUSE AND HOUSES NOTE. In the word houses note that in the singular the -s is unvoiced [haus]; in the plural it is voiced [hauziz].

TWOPENNY, THREEPENNY AND HALFPENNY Would I have worked? Would you have worked? Would he/she have worked? Would we have worked? Would you have worked? Would they have worked?

None of these are used in American discourse NOTE. The pronunciation may cause some difficulty here. Give practice in penny, twopenny [tapni], halfpenny [heipni], threepenny [repeni]. But “three-halfpenny” is pronounced [riheipni]. But you will also hear [ripeny], [ripni], [rupeni], [rupni].

UPSTAIRS COMPARE: My mother has gone upstairs [ pst' z]. My mother lives in an upstairs room [ pst' z]. ез

I shall/will have worked

NOTE. This use is rather formal: people more often use to have a bath/to take a bath. e.g. The weather is hot today. I’m feeling sticky. I’d rather have a bath.

I shall/will not be working You will not be working He/she will not be working We shall/will not not working You will not be working They will not be working

v ез

I shall/will be working You will be working He/she will be working We shall/will be working You will be working They will be working

e.g. It’s my turn to bath the baby. My brother likes to bath very often.

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Part Two

Verb forms

AGE, HEIGHT, WEIGHT AND SIZE

VERB FORMS Simple present

It’s wrong to say: I have nearly thirty. Say: I’m nearly thirty. NOTE. The verb to be is always used to talk about the age.

I work You work He/she works We work You work They work

I do not work You do not work He/she does not work We do not work You do not work They do not work

Do I work? Do you work? Does he/she work? Do we work? Do you work? Do they work?

Present continuous It’s wrong to say: It’s 40 kilos heavy. Say: It weighs 40 kilos. NOTE. To be heavy is not usually used in measuring expressions. It’s wrong to say: What dimensions are your shoes? Say: What size are your shoes? NOTE. The word dimension and size are synonyms, but they are used in different cases.

I am working You are working He/she is working We are working You are working They are working

Am I working? Are you working? Is he/she working? Are we working? Are you working? Are they working?

Simple past I worked You worked He/she worked We worked You worked They worked

It’s wrong to say: The daughter is the same size as her mother. Say: The daughter is the same height as her mother. NOTE. The noun size means a degree of largeness or smallness; the noun height means a measurement from bottom to top.

I am not working You are not working He/she is not working We are not working You are not working They are not working

I did not work You did not work He/she did not work We did not work You did not work They did not work

Did I work? Did you work? Did he/she work? Did we work? Did you work? Did they work?

Past continuous I was working You were working He/she was working We were working You were working They were working

I was not working You were not working He/she was not working We were not working You were not working They were not working

Was I working? Were you working? Was he/she working? Were we working? Were you working? Were they working?

Simple Future I shall/will work You will work He/she will work We shall/will work You will work They will work

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I shall/will not work You will not work He/she will not work We shall/will not work You will not work They will not work

Shall/will I work? Will you work? Will he/she work? Shall/will we work? Will you work? Will they work?

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Part Two

Verb forms

ring rise rive run say see seek sell send set shake shear shed shine shoe shoot shrink

rang rose rived ran said saw sought sold sent set shook shore shed shone shod shot shrank

rung risen riven run said seen sought sold sent set shaken shorn, sheared shed shone shod shot shrunk

shrive shut sing sink sit slay sleep slide sling slink smite speak speed spend spin spit spilt spoil spread spring stand steal stick

shrove shut sang sank sat slew slept slid slung slunk smote spoke sped spent spun spat spilt spoilt spread sprang stood stole stuck

shriven shut sung sunk sat slain slept slid slung slunk smitten spoken sped spent spun spat spilt spoilt spread sprung stood stolen stuck

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дзвонити вставати розколювати бігти казати бачити шукати продавати посилати встановлювати трусити, тремтіти стригти проливати блищати, сяяти взувати стріляти зморщуватися, збігатися сповідати зачиняти співати тонути сидіти убивати спати ковзатися кидати підкрадатися вдаряти говорити спішитися, скоро їхати видавати, проводити прясти плювати розливати псувати простягатися скакати стояти красти встромляти, приклеювати

Present perfect I have worked You have worked He/she has worked We have worked You have worked They have worked

I have not worked You have not worked He/she has not worked We have not worked You have not worked They have not worked

Have I worked? Have you worked? Has he/she worked? Have we worked? Have you worked? Have they worked?

Present perfect continuous I have been working You have been working

I have not been working You have not been working He/she has been working He/she has not been working We have been working We have not been working You have been working You have not been working They have been working They have not been working

Have I been working? Have you been working? Has he/she been working? Have we been working? Have you been working? Have they been working?

Past perfect I had worked You had worked He/she had worked We had worked You had worked They had worked

I had not worked You had not worked He/she had not worked We had not worked You had not worked They had not worked

Had I worked? Had you worked? Had he/she worked? Had we worked? Had you worked? Had they worked?

Past perfect continuous I had been working You had been working

I had not been working You had not been working He/she had been working He/she had not been working We had been working We had not been working You had been working You had not been working They had been working They had not been working

Had I been working? Had you been working? Had he/she been working? Had we been working? Had you been working? Had they been working?

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Irregular verbs

Part Two

Irregular Verbs Infinitive:

Past:

Past Participle:

Meaning

abide arise awake bear beat begin bend beseech bid bind bite bleed blow break breed bring burst buy сast сatch сhide choose сleave сling сlothe сome сost сreep сut deal dig draw drink drive eat fall feed

abode arose awoke, awaked bore beat began bent besought bade, bid bound bit bled blew broke bred brought burst bought cast caught chid chose clove, cleft clung clad came cost crept cut dealt dug drew drunk drove ate fell fed

abode arisen awoke, awaked born, borne beaten begun bent besought bidden, bid bound bitten bled blown broken bred brought burst bought cast caught chidden chosen cloven, cleft clung clad come cost crept cut dealt dug drawn drunk driven eaten fallen fed

перебувати вставати пробуджуватися родити, нести бити починати гнути просити, благати наказувати в’язати кусати кривавити дути ламати розплоджувати приносити лопнути купувати кидати ловити лаяти вибирати розколювати приставати одягатися приходити коштувати повзти різати займатися чимось копати тягнути, малювати пити їхати їсти падати годувати

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feel fight find flee fling fly forbear forbid forsake freeze get give go grind grow hang heave hew hide hit hold hurt keep knit know lay lead leave lend let lie lose make mean meet mow pay put read rend rid ride

felt fought found fled flung flew forbore forbade forsook froze got gave went ground grew hung hove, heaved hewed hid hit held hurt kept knit, knitted knew laid led left lent let lay lost made meant met mowed paid put read rent rid rode

felt fought found fled flung flown forborne forbidden forsaken frozen got given gone ground grown hung hove, heaved hewn, hewed hidden hit held hurt kept knit, knitted known laid led left lent let lain lost made meant met mown paid put read rent rid ridden

відчувати боротися знаходити втікати метати літати стримуватися забороняти покидати мерзнути, замерзати ставати, діставатися давати іти молотити рости вішати піднімати рубати ховати ударяти тримати зранити тримати плести знати класти провадити лишати позичати дозволяти, пускати лежати згубити робити означати, мати на увазі зустрічати косити платити ставити, класти читати роздирати позбавляти їхати на коні, велосипеді

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Part Two

Irregular verbs

MONEY The UK, Crown dependencies and British Overseas Territories Pre-decimal pound sterling (before February 15, 1971)

Symbol, coin denomination

Relation to pound

(1/4d) 1 farthing = 1 фартинґ (withdrawn in 1960) (1/2d) 1 half penny = півпенні (1 d) 1 penny = один пенні (3d) 1 threepence, threepenny piece = три пенси (6 d) 1 sixpence = шість пенсів (1 s) 1 shilling = 12 pence = 1 шилінґ 1 florin = 2 shillings = 1 флорин (2 s 6 d) half crown = півкорони 1 crown = 5 shilings = 1 корона (10 s) ten shillings = 10 шилінгів half sovereign (gold coin) = півсоверена 1 sovereign (gold coin) = 1 соверен (1 gns) 1 guinea = 21 shillings = 1 ґінея

£1/960 £1/480 £1/240 £1/80 £1/40 £1/20 £1/10 £1/8 £1/4 £1/2 £1/2 £1 £11/20

Decimal system

Coins (1/2p) (1p) (2p) (5p) (10p) (20p) (25p) (50p) (£1.00) (£2.00) (£5.00)

Half penny (withdrawn) One penny Two pence Five pence Ten pence Twenty pence Twenty-five pence or crown (special issues) Fifty pence One pound Two pounds Five pounds or crown (special issues)

sting stink strew stride strike string strive swear sweep swim swing take teach tear tell think thrive throw thrust tread wake wear weave weep win wind wring write

stung stunk strewed strode struck strung strove swore swept swam swung took taught tore told thought throve threw thrust trod woke, waked wore wove wept won wound wrung wrote

stung stunk strewn, strown stridden struck strung striven sworn swept swum swung taken taught torn told thought thriven thrown thrust trodden woke, waked worn woven wept won wound wrung written

жалити смердіти розкидати, посипати ступати, походжати ударяти нанизувати, натягати змагати, боротися клястися замітати плавати колихати, гойдати брати навчати дерти, рвати говорити, оповідати думати процвітати кидати штовхати ступати будити, прокидатися носити (одяг) ткати плакати вигравати дути, витися викручувати писати

Banknotes currently in use £5 depicting Elizabeth Fry

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Part Two

Contractions, Weights and measures, Temperature

CONTRACTIONS I’m He’s We’re You’re They’re He/she/it isn’t He’s not They aren’t They’re not I wasn’t You weren’t I’ve He’s She’s I haven’t He/she/it hasn’t I don’t He/she/it doesn’t I didn’t I’ll He’ll I shan’t I won’t I can’t I mustn’t I shouldn’t I should’ve I would’ve I’d have

I am He/she/it is We are You are They are He/she/it is not He is not They are not They are not I was not You were not I have He has She has I have not He/she/it has not I do not He/she/it does not I did not I shall/will He will I shall not I will not I cannot I must not I should not I should have I would have I would have

WEIGHTS AND MEASURES 1 grain (gr) = 0.64 г 1 ounce (oz) = 28.3 г 1 pound (lb) = 453.5 г 16 ounces = 1 pound 1 hundredweight (cwt) = 50.8 кг 1 ton = 1000 кг 1 inch = 2.54 см 1 foot = 30.48 см 12 inches = 1 foot = 91.4 см 1 yard = 0,9144 м 1 mile = 1609.3 м 1 square inch = 6.4 кв. см 1 square foot = 929 кв. см 144 square inches = 1 square foot 1 square yard = 0.83 кв. м 3 square feet = 1 square yard 1 acre = 0.40 га 1 square mile= 2.58 кв. км 1 pint = 0.56 л 1 quart = 1.13 л 2 pints = 1 quart 1 gallon = 4.54 л 4 quarts = 1 gallon 1 bushel = 36,37 л 8 gallons = 1 bushel 1 quarter = 290 л, 2,9 гл

TEMPERATURE 0 degrees Centigrade (Цельсія) = 0 degrees Reaumur = 32 degrees Fahrenheit The Boiling Point (точка кипіння): 100 degrees Centigrade, 80 degrees Reaumur, 212 degrees Fahrenheit To convert Fahrenheit to Celsius, subtract 32 degrees and divide by 1.8. To convert Celsius to Fahrenheit, multiply by 1.8 and add 32 degrees.

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Money

Післямова навпаки — ревно утримує принципи «старої більшовицької школи», що досить кумедно виглядає на загальному тлі сьогочасних реформ вищої та середньої освіти в Україні. Хто з нас, формулюючи продукт свого мислення на письмі або промовляючи його вголос, не відчував труднощів у пошуках влучного слова в синонімічному чи антонімічному шерегу словникового запасу рідної мови як форми матеріалізації думки? І це справа зовсім не убогості самої мови – як тут не згадати висловлювання Олеся Гончара: «Маємо витворену протягом віків мову дивовижно багату, одну з найбагатших у світі, барвисту, запашну, розмаїту, здатну активно жити і розвиватись, придатної для найскладнішої художньої і наукової творчості»2. Відомий мовознавець Робін Макферсон у передмові до книги курсу лекцій для студентів, науковців, письменників та перекладачів із проблем редагування текстів «English for Writers and Translators» (Варшава, 1996 р.) відзначає, що «широке розмаїття автентичних джерел (художня література, журнали, радіотрансляції західних країн) лягло в основу численної кількості прикладів та вправ. І кожне зусилля було спрямоване на відбір саме таких, які є яскравими і досить принадливими, а не для того, щоб полегшувати увічнення пам’яті. <…> Вивчення будь-якої іноземної мови є подорожжю через безкрайній океан, а ті люди, що проживають в якійсь англомовній країні протягом довгого періоду часу, безумовно, мають велику перевагу над іншими»3. Англійська мова на перехресті тисячоліть стала мовою світового, глобального вжитку, тому науковцям-філологам, викладачам-методистам, та й учителям англійської мови слід намагатися якнайкраще і якнайшвидше заповнити великі прогалини середньої та вищої освіти в Україні якісними підручниками та посібниками, спираючись передовсім на буденну практику викладання іноземної мови, де обов’язково має домінувати порівняльний аналіз граматичних конструкцій у царині двох мов (англійської та української). При укладанні змісту Гончар Олесь. Із записів до щоденника (про письменників) // Літературна Україна. — 2001. — 29 березня. 3 Macpherson Robin. English for Writers and Translators. — Warszawa, 2004. — С. 7. 2

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£10 depicting Charles Darwin £20 depicting Sir Edward Elgar or (since 2007) Adam Smith £50 depicting Sir John Houblon

All the notes issued since 1960 also depict Queen Elizabeth II in full view facing left as a watermark. Some slang terms for British money £1 = a quid (very common), a nicker, a nugget (rarely) £5 = a fiver £5 = a tenner £20 = a score £25 = a pony £100 = a ton, a century £500 = a monkey £1,000 = a grand A ‘oner’ may refer to various amounts, such as £1, £100 or £1,000.

USA and Canada Coins Symbol (1с) (5с) (10c) (25с) (50с) ($1) ($1) ($2)

Value 1 cent 5 cents 10 cents 25 cents 50 cents 1 US dollar 1 Canadian dollar 2 Canadian dollars

Colloquial term penny nickel dime quarter half dollar loonie toonie, twoonie

Banknotes and the portraits on the obverse USA $1 (George Washington) $2 (Thomas Jefferson) $5 (Abraham Lincoln) $10 (Alexander Hamilton) $20 (Andrew Jackson) $50 (Ulysses S. Grant) $100 (Benjamin Franklin)

Canada

$5 (Wilfrid Laurier) $10 (John A. Macdonald) $20 (Queen Elizabeth II) $50 (William Lyon Mackenzie King) $100 (Robert Borden)

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Part Two

TABLE OF TRANSLITERATION

Увійти в інтегрований світ Європи: досвід написання навчально-методичних посібників з англійської мови Післямова

1. The ligature is necessary to distinguish ж from the combination зг. 2. The ligature is necessary to distinguish ц from the combination тс. Source: ALA-LC Romanization Tables: Transliteration Schemes for Non-Roman Scripts, approved by the Library of Congress and the American Library Association.

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Якщо здійснити методично-лінгвістичний аналіз підручників та посібників з англійської мови, що виходили в середині або в другій половині ХХ століття у країнах Європи та Америки, можна дійти висновку, що ці книжки творилися викладачамипрактиками, які чудово володіють як рідною мовою, так і англійською . Для прикладу візьмемо хоча б підручник Томаша Кшешовського «Gramatyka angelska dla Polaków», який вийшов друком у 1984 році у Варшаві, серію підручників «Imagine You’re English» для французів (1974 рік), авторами якої є Новел Ґуді та Діана Ґібс, або ж «English for Ukrainians» Юрія Луцького, що з’явилася накладом видавництва Саскачеванського університету. Методико-дидактична вартісність згаданих підручників полягає в тому, що усі граматичні явища та аномалії англійської мови розглядаються у співставленні прикладів двох мов (рідної та нерідної), що дає, у свою чергу, можливість відчути дивовижні відтінки варіантів висловлювань, аналізувати їх крізь призму «понять літературної як унормованої форми загальнонародної мови»1. На жаль, так склалося історично, що майже всі підручники та посібники, які виходили в Україні упродовж останніх десятиліть, поставали в російсько-англійській або англо-російській версії, що вкрай збіднювало формування шани до рідного слова та культури спілкування... Адже більшість випускників факультетів іноземних мов університетів та педагогічних інститутів потрапляла в середовище, в якому доводилося йти у світ іноземної мови крізь призму чужинської, що, у свою чергу, не давало можливості окрилити мовленнєве багатство всіх аспектів української мови. Більше того, шерег авторитетних вищих навчальних закладів абсолютно не бажає оновлювати лексику навчальних посібників чи рекомендацій з англійської мови, а 1

Бондарчук Л. І. Культура ділового мовлення. — Житомир: Полісся, 2005.— С. 3.

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Післямова дають можливість удосконалювати сприймання мови на слух, розвивати вміння підтримувати англомовний діалог шляхом запитань, відповідей та уточнень... Однак мій учительський досвід, довготривала перекладацька праця та спілкування з учителями-початківцями свідчать про те, що рівень знань з англійської мови студентів і випусників університетів України на порозі ХХІ століття, після реформування вищих навчальних закладів, дещо погіршився порівняно з тими, які одержували випусники на факультетах іноземних мов педагогічних інститутів якихось двадцятьтридцять років тому. І хоч були це так звані «застійні» часи, коли контакти з англомовними країнами були поверховими і спорадичними, англомовні передачі радіостанцій «Свобода» й «Бі-Бі-Сі» систематично глушилися технічними засобами совєтських спецслужб, а все ж студенти періоду «розвинутого соцреалізму» відзначалися ревним бажанням пізнавати англомовний світ країн «капіталістичного табору» шляхом самостійного вдосконалення мови, пізнавання неповторних культурно -мистецьких масивів і людей, які до них належали. Перерахуємо конкретні об’єктивні причини, які загальмували якісний та кількісний показники знань з англійської мови або інших іноземних мов у вищих навчальних закладах України: а) процес викладання англійської або іншої іноземної мови здійснюється здебільшого з використанням російської мови, що не залишає місця для порівняльного зіставлення мовленнєвих явищ в українській і англійській мовах; «посередництво» російської перешкоджає виробленню вміння природно й автоматично перекодовувати стилістичні особливості, мовленнєві звороти і граматичні конструкції з української мови на англійську і навпаки; б) у зв’язку з поширенням системи платного контрактного навчання студентами університетів дедалі частіше стають випускники шкіл, для яких щоденна творча праця над опануванням іноземної мови ретушується містечковою круговертю життя, підсиленою пропагуванням культу розваги всіма можливими засобами реклами; в) кількість студентів у підгрупах для практичних занять із англійської мови збільшилась до 17-18 осіб (у 60–90-х роках підгрупи традиційно комплектувалися з 10 студентів), внаслі-

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Післямова практичних занять будь-якого підручника чи посібника англійської мови або під час упорядкування основного текстового масиву до кожної практичної роботи студентів (учнів) із новою лексикою слід обов’язково включати до нього найуживаніші словосполучення сучасної розмовної англійської, а вправи з елементами пояснень граматичних правил повинні містити практичну інформацію з нашого буденного життя, що реалізуватиме потребу «запізнатися з практичним вживанням щоденної англійської мови й конечність присвоїти собі засіб найчастіше вживаних англійських слів»4. Головною причиною, яка спонукала мене до написання навчальних посібників з англійської мови — «Ukrainian Folklore» (Житомир, 2004) та «English Through Native Tales and the Ukrainian Diaspora of America» (Житомир, 2005), було прагнення збагатити мовленнєвий і словниковий запас як тих, хто викладає англійську мову, так і тих, хто її вчить. А також розширити інформативне поле спілкування з англійської мови тих її носіїв, для яких англійська мова не є рідною. Це, як правило, випускники факультетів іноземних мов та філологічних факультетів, котрі працюють учителями англійської мови в селах та містечках, далеко від столиці або від обласних центрів і не мають змоги підтримувати та удосконалювати свої знання з англійської мови шляхом реальної практики, але живуть із бажанням творчо працювати. Ці посібники мають на меті допомагати їм у роботі з філологічно обдарованими дітьми на уроках або факультативних заняттях із англійської мови і надати додатковий і цінний матеріал, що стосується України та однієї з англомовних країн, а саме — Сполучених Штатів Америки. Більше того, ці посібники можуть бути використані і на спеціальностях «Менеджмент організацій» або «Зовнішня економічна діяльність» тих українських університетів, де ставлення до вивчення іноземних мов трансформувалося в сучасні вимоги знань молодого спеціаліста, який може працювати у європейському просторі. Як показали життєва й викладацька практика і досвід учителів або викладачів англійської мови, під час спілкування

Lucky George. English for Ukrainians. — Toronto, n.d. — P. 3.

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Післямова на теми народної творчості (тонічне й пластичне мистецтво), включаючи звичаї, традиції та вірування того чи іншого народу, виникає багато труднощів як через брак знань із фольклору, народного мистецтва тощо, так і через недостатньо систематизований словниковий запас із англійської мови. Для написання навчально-методичного посібника з англійської мови «Ukrainian Folklore» потрібно було організувати творчий експеримент, який зайняв досить великий проміжок часу — близько трьох років. Слід було, зокрема, відшукати вчителів та викладачів англійської мови, які б долучилися до матеріалізації цієї досить складної навчально-методичної проблеми. Першоосновою експерименту була розробка уроку «The Present to My English Friend», над яким працював не лише автор вищезгаданого посібника, але й ряд учителів-методистів житомирських шкіл, гімназій і ліцеїв, коледжів та технікумів. Але найбільший практичний внесок у матеріалізацію цієї ідеї зробила Світлана Адамівна Мєсяц, викладач-методист вищої категорії англійської мови Житомирської гуманітарної гімназії №23. Підготовка проходила такими етапами: 1) Проведено п’ять уроків (рідна мова) на тему народного декоративно-ужиткового мистецтва України для учнів восьмого класу та студентів II курсу спеціальності «Образотворче та декоративно-ужиткове мистецтво» Житомирського училища культури і мистецтв ім. І. Огієнка. 2) Перегляд та аналіз мистецтвознавчих видань (монографії, каталоги, буклети та рекламні листівки) з народного декоративно-ужиткового мистецтва, видрукуваних в Англії, США, Канаді, з метою систематизації англомовної лексики на цю тематику, включаючи термінологію. 3) Тлумачення та вивчення цього матеріалу студентами (учнями). 4) Останній етап підготовки: студент (або учень) повинен вибрати подарунок своєму знайомому, який проживає в одній з англомовних країн. Конкретна річ має нести у собі національну декоративну вартісність: вишитий рушник або сорочка, витинанка, писанка, дитяча іграшка «свистунець» тощо. Упродовж усього періоду підготовки заняття (уроку) студенти або учні могли в рамках позаурочного часу отримати

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Післямова будь-яку консультацію у викладачів або вчителів англійської мови та історії образотворчого мистецтва (саме тут спрацьовують міжпредметні зв’язки). Як показала практика обговорення викладачами іноземних мов та мистецтвознавцями даного показового матеріалу, практичні заняття такого плану необхідні, оскільки коло спілкування між народами швидкоплинно розширюється. Все це спонукало до створення навчально-методичного посібника з англійської мови для учнів старших класів середніх шкіл інтенсивного вивчення англійської мови, студентів факультетів іноземних мов та тих, що поглиблено вивчають історію, етнографію, декоративно-ужиткову творчість, історію мистецтва, хореографію тощо і вже набули достатніх знань і навичок з основ граматики та усного мовлення. Відразу ж зазначимо, що під терміном «folklore» в англомовних країнах мають на увазі всі види народної творчої діяльності (поезію, музику, танці, різьблення), включаючи навіть вірування, звичаї й традиції. Посібник складається з трьох розділів: 1) 11 уроків, які охоплюють найважливіші теми з народнопобутової звичаєвості; 2) тексти для домашнього й класного читання в адаптованому (або скороченому) вигляді, взяті як із зарубіжних, так і з вітчизняних видань (журнали, монографії, художня література); 3) п’ять варіантів методичних розробок уроків у межах народознавчої тематики для викладачів (учителів) англійської мови. Основна мета посібника «Ukrainian Folklore» – наблизити словниковий запас та навички усного мовлення учнів або студентів до живого спілкування, а також сформувати у них уміння поєднувати усне мовлення та аудіювання з письмовим видом роботи. У наш час дедалі більш інтенсивне спілкування англійською мовою шляхом переважно електронного листування сприяє опануванню англійської мови на різних рівнях. А навчання та стажування учителів, учнів або студентів у загальноосвітніх школах та вищих навчальних закладах Америки, перегляд англомовних художніх, документальних і науково-популярних фільмів та телепередач через систему супутникового зв’язку

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Післямова матеріалів для самостійного читання: статті, зразки художньої літератури. Працюючи над ним, автор користувався загальновідомими вітчизняними методиками щодо опрацювання усної народної творчості індіанців та української діаспори Америки. Це, у свою чергу, збагатило не лише світогляд автора посібника, але і ставлення його до насущних проблем життя людини на Землі. Це дало можливість вибудувати певні схеми та підходи до систематизації етнофактажу шляхом ретельного прочитання та опрацювання давніх легенд. Саме цьому допомагає виконання вправ та перевірка їх шляхом ключів-відповідей, поданих після кожного етнооповідання про мудрість прадідів народу, культура та народне мистецтво якого ще жевріє на просторах США. Лексичне наповнення усіх посібників підпорядковане таким основним завданням, які постають перед учнями: а) кількісне і якісне збагачення словникового запасу мовця; б) мовознавчий аналіз явищ полісемії та синонімії в англійській мові; в) набуття навичок швидкої орієнтації у використанні конкретного слова у конкретному значенні; г) нормативне сполучення слів під час спілкування англійською мовою. Останній на сьогодні навчальний посібник автора – «Our Living English» – охоплює десять життєво важливих тем сучасного швидкоплинного ритму життя з цікавим граматичним наповненням: «After Leaving School: University Life» (Урок 1), «Life after Retiring» (Урок 2), «Air Travel» (Урок 3), «Socialite Finding His Feet» (Урок 4), «Women Working» (Урок 5), «Time and Dates» (Урок 6), «Nationalities, Countries and Regions» (Урок 7), «Correspondence: Letters» (Урок 8), «Origin and Development of the European Union» (Урок 9) та «From the Realm of Tanadaichuk’s Paper Cut-out Art: Vytynanky» (Урок 10). Більше того, враховуються набуті студентами першого та другого курсів глибинні теоретичні та практичні знання з граматики англійської мови. Нова лексика словникового меню та вправи до текстів занять посібника «Our Living English» подаються таким чином, щоб уможливити студентові виховувати в собі граматико-стилістичні підходи до окреслення цільного образу англійської як надзвичайно популярної самобутньої мови. Друга частина посібника великою мірою базується на багатократно

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Післямова док чого кожен студент упродовж практичного заняття має набагато менше часу на вияв власної активності; г) система відбору випусників шкіл на навчання на факультетах іноземних мов є далеко не досконалою: вона відкриває шлях до вищої освіти «притягнутим за вуха» переможцям і призерам обласних або республіканських шкільних олімпіад з іноземних мов, одночасно відсіваючи багатьох насправді обдарованих дітей; ґ) різко зменшилася кількість годин для практичних занять з англійської мови (шість академічних годин на тиждень!) на факультетах іноземних мов класичних або гуманітарних університетів; д) згідно з програмою навчання факультету іноземних мов, теоретичні мовознавчі курси з лексикології, стилістики, історичної граматики, літератури Великої Британії, США чи інших країн, а також країнознавства зведено до мінімуму, семінарські заняття зі згаданих курсів проводяться у вимірі 4 або 6 годин за весь період викладання того або іншого університетського курсу, що знаходить негативний вислід як у теоретичних прогалинах, так і в бракові практики обговорення тем із фахових дисциплін відповідними мовами; е) університетські бібліотеки не забезпечені достатньою кількістю підручників та посібників з іноземної, зокрема, англійської мови; своєю чергою, ті, що є у книгозбірнях, лише частково відповідають державній політиці освіти України як незалежної держави, оскільки були створені переважно російськими викладачами-практиками, а, отже, реалізовують дидактичні цілі, актуальні для російського мовно-культурного простору; є) підручники та навчально-методичні посібники з англійської мови, які виходять у світ у видавництвах Харкова й Тернополя, часто не редагуються висококваліфікованими фахівцями і надходять у продаж із численними орфографічними, граматичними і стилістичними помилками. Гадаю, що лише ревне бажання здобути ширші й глибші знання про країну, мову якої вивчаєш, дозволяє студентові англійської мови шліфувати навички мислення нею. Важливим у цьому є не лише спілкування з іноземцями, для яких ця мова є рідною, але й ретельні академічні студії з використанням як

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Післямова новітніх, так і традиційних навчальних посібників, створених за класичними принципами (як, наприклад, фундаментальний підручник англійської мови для іноземних студентів пера Ч. Екерслі). Зазначимо, що принципи та методи написання підручників або навчальних посібників такого роду використані і під час роботи над підручником англійської мови московського колективу авторів у складі Н. О. Бонк, Г. А. Котій, Н. А. Лук’янової та Л. Г. Памухіної у другій половині XX сторіччя, який став чи не найбільш популярним на терені колишнього СРСР. У контексті глобалізаційних процесів початку XXI століття сучасні підходи до вивчення будь-якої іноземної мови повинні базуватися на життєво-практичних позиціях. Мається на увазі, зокрема, чітке орієнтування студента викладачем: ось так говорять англійською, а ось так слід висловлювати думку рідною мовою. Учитель іноземної мови завжди мусить пам’ятати, що знавець іноземної мови під час висловлення думки нею свідомо проходить стадії аналізу та синтезу лінгвістичної інформації обох мов на рівні власного словникового запасу та граматичних конструкцій, власного відчуття барвистості стильових нюансів. Такий підхід до культури двомовності підносить мовця на вищий рівень спілкування з носіями англійської мови, дає можливість долучатися до конкретної творчої праці: написання статті або есею англійською мовою, підготовка й оприлюднення наукових доповідей, перекладацька справа тощо. Навчально-методичний посібник «English Through Native Tales and the Ukrainian Diaspora of America» пропонує дещицю узагальненого досвіду і суми знань із народно-побутової культури корінних жителів Америки, які розмовляють англійською мовою і які привнесли в трансконтинентальну культуру американського народу самобутність своєї народнопоетичної творчості, своїх традицій та звичаїв, а також збагатили словникову скарбницю англійської мови, а за її посередництвом — інших, словами зі своїх діалектів. Запозичення такого роду ми зустрічаємо і в українській мові: це, наприклад, слова «тотем», «мокасини», «томагавк» тощо. Сполучені Штати Америки — багатонаціональна країна. Так склалося історично, що, шукаючи кращої долі у житті, євро-

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Післямова пейці часто емігрували до США або Канади. Особливе пожвавлення еміграції населення з європейських країн, огорнутих економічною та політичною кризами, відчутне після Другої Світової війни. Прибувши до Америки або Канади, люди вірили, що їхня праця возвеличить розквіт Північної Америки і разом з тим збагатить як її духовний, так і матеріальний потенціал. Українців, які бажали жити в незалежній Україні, а не в колонії російської чи совєтської імперії, Америка вабила своїм верховенством права і демократії. Поселяючись на короткий термін у США з бажанням заробити грошей і повернутися до України, вони поступово віддалялися у часі від рідної землі, включалися в активне політично-економічне та культурне життя Америки, але ланцюг їхньої генетичної пам’яті надихав їх працелюбством і сповідуванням хліборобської краси України. Талановиті художники, скульптори, музиканти, письменники, перекладачі творили свій праведний міф України поза межами батьківщини, матеріалізовували свої новаторські ідеї у мистецьких концепціях-виставках, які з успіхом відбувалися й нині відбуваються у великих та малих містах США чи Канади. Шляхетний дух добра і щирості, здорового глузду багатонаціональної спільноти однієї з високорозвинутих економічних держав XXI століття віддзеркалюється у численних культурномистецьких проектах. Навчально-методичний посібник «English Through Native Tales and the Ukrainian Diaspora of America» пропонується вчителям англійської мови для проведення факультативних або додаткових занять з англійської мови з учнями або студентами, що володіють достатніми знаннями з граматики і мають бажання не лише поповнити свій словниковий багаж, але й систематизувати мислення англійською мовою шляхом перегляду та роз’яснення цікавих, часто вживаних граматичних структур та їх перекладу українською, почерез виконання граматичних завдань різного типу. Нарешті, тексти занять знайомлять читача з багатою духовною спадщиною, напрацьованою багатьма поколіннями корінних американців (індіанців) і українців сучасної Америки, а також показують живучість елементів патріотизму й національної гідності у повсякденному житті та праці. Посібник складається із двох розділів: 1) десять уроків з новаційним наповненням текстів та вправ до них; 2) підбір

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Післямова

Анатолій М. Шевчук

Наша жива англійська: Навчальний посібник для студентів вищих навчальних закладів (Англійською мовою)

Верстка, дизайн, оригінал-макет Андрія Савенця

На обкладинці використано художню роботу Віталія Правдицького «Лови»

Вміщені у книжці фотознівки і витинанки походять із архіву автора

повтореній структурі: а) It’s wrong to say, б) Say і в) Note із конкретними прикладами, взятими із повсякденного життя мешканців провідних англомовних країн (Велика Британія, США). Вона присвячена вдосконаленню мови шляхом читання прикладів та їх аналізу крізь призму типових помилок, що трапляються під час спілкування англійською мовою в людей різних вікових зрізів, для яких українська є рідною. Додатки до навчального посібника «Our Living English» враховують деякі складнощі, які трапляються у спілкуванні на теми грошових одиниць в англомовних країнах, або, скажімо, у межах таких понять, як одиниці ваги і міри чи уміння шляхом транслітерації передати англійською мовою географічні назви, імена та прізвища. Усі перераховані аспекти є ключовою ланкою, яка утримує загальну культуру рідної та нерідної мов. І насамкінець хочеться ще раз звернутися до кожного вчителя або викладача, який працює на освітній ниві. Інколи чуємо: мої знання з англійської мови зведені нанівець, тому що відсутня мовленнєва практика. Ця теза хоч і дуже популярна в наш час, але не має під собою жодного підґрунтя... Часто висловлюють цю думку лише ті вчителі, які не хочуть йти в інтегрований світ нашої планети. Не слід забувати, що носій будь-якої іноземної мови нагадує нам професійного музику, який може фахово утримувати свій рівень виконавської майстерності лише щоденними тренувальними вправами та повсякденною грою на улюбленому інструменті. Таким улюбленим інструментом для викладача або вчителя англійської мови є сама ця мова, яка, з одного боку, історично, а з іншого — соціально-економічно стала сполучною ланкою у широкомасштабному спілкуванні людей планети Земля.

Формат 60х84/16. Гарнітура Georgia. Папір офсетний. Друк офсетний. Умовн. друк. арк. ______ Обл.-вид. арк. ______ Тираж ____ Зам. _____ Відруковано з оригінал-макету автора в комунальному книжковогазетному видавництві «Полісся». 10009 Житомир, вул. Шевченка 18а. Свідоцтво про внесення до Державного реєстру: серія ЖТ №5 від 26.02.2004 р.

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Bibliography

Bibliography Eckersley C.E. Essential English for Foreign Students. Books I-IV. Longmans, Green and Co. London, New York, Toronto, 1953. Fitikides T.J. Common Mistakes in English. The Fifth Edition. Longmans, 1965. Goodey N., Gibbs D. Imagine You’re English. Belin, 1974. Hicks D. Foundations of English (Students’ Book 1). Longman, 1968. Hornby A.S. Oxford Advanced Learner’s Dictionary of Current English. Oxford University Press, 1982. Lucky G. English for Ukrainians. Toronto, n.d. Macpherson R. English for Writers and Translators. Warszawa, 2004. Norton J.H., Gretton F. Writing Incredibly Short Plays, Poems, Stories. Harcourt Brace Jovanovich, INC, 1972. Smolska J., Rosiecki J. English Every Day (Part II). Warsaw, 1981. Swan M. Practical English Usage. The Third Edition. Oxford University Press, 2006. Szkutnik L.L. Panoramic English. Warsaw, 1991. VanSpanckeren K. American Literature. Published by the United States Department of States, 1997. Wright J. Idioms Organiser. Thomson, 2002. Zinkevych O. Ukraine: A Tourist Guide. Kyiv, 1995. Балла М. І. Англо-український словник: У 2 тт. — Київ: Освіта, 1996. Бондарчук Л.І. Культура ділового мовлення. — Житомир: Полісся, 2005. Гончар Олесь. Із записів до щоденника (про письменників) // Літературна Україна. — 2001. — 29 березня. Доценко Р. Думки проти ночі // Світло спілкування (Житомир). — 2007. — №5. — C. 35. Попов Є. Ф., Балла М. І. Великий українсько-англійський словник. — Київ: Чумацький шлях, 2003.

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Автор висловлює глибоку вдячність за допомогу у виданні посібника

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