УЗБЕКСКОЕ АГЕНСТВО СВЯЗИ И ИНФОРМАТИЗАЦИИ

ТАШКЕНТСКИЙ УНИВЕРСИТЕТ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ

Кафедра «Иностранных языков»

Учебно-методическое пособие по английскому языку для студентов

1 курса направления 5320200 «Информатизация и библиотековедение»

Ташкент 2008

Предисловие

         Данное учебно-методическое пособие предназначено для студентов 1 курса направления «Информатизация и библиотековедение» и состоит из трех частей (Unit), содержащих неадаптированные тексты по специальности и разработанные к ним упражнения аналитического, тренировочного и творческого характера, направленные на развитие устной речи. В учебно-методическом пособии отражены новейшие явления и тенденции современного английского языка, а также приведена новейшая терминология, используемая в сфере библиотечного дела.

         Все упражнения, данные в пособии, помогут проводить занятия в интерактивном режиме, используя новые педагогические технологии.

         Учебно-методическое пособие может использоваться как для индивидуальной, так и для аудиторной работы.

UNIT I

LESSON 1

1. Vocabulary

1. blogosphere; от blog и (bio)sphere; = bloggosphere, weblogosphere - блогосфера (виртуальное сообщество, объединяющее авторов сетевых дневников)

2. to leverage - усиливать, использовать рычаги (для усиления)

3. to envision - воображать что-л., рисовать в своем воображении; представлять себе, предвидеть

4. retrieval -1) а) возврат, возвращение; восстановление б) способность восстанавливаться 2) поиск data, information retrieval — поиск информации, поиск данных, информационный поиск

5. to syndicate - 1) объединять(ся) в синдикаты, синдицировать(ся); 2) одновременно публиковать в нескольких изданиях

6. to refine – 1) повышать качество, усовершенствовать, улучшать (что-л. - on, upon); 2)  вдаваться в тонкости; 3) детализировать, уточнять (что-л. - on, upon)

7. artificial – искусственный

8. magnitude - 1) величина, размеры, of considerable magnitude - большого размера; 2) важность; 3) значение, значимость, значительность

9. perception - 1) восприятие, ощущение; 2) осмысление, осознание, понимание

10. inevitable - 1) неизбежный, неминуемый, неотвратимый; 2) неизменный, постоянный

2. Translate the text.

The Digital Information Librarian

The Digital Information Librarian is one of the emerging professional roles that is best qualified to ride and leverage to its best advantage the revolution about to sweep the information management, search, retrieval and independent news publishing industries.

In particular, the academic background and research experience these people generally hold, makes them highly fitting for the emergent "news mastering" role and for the score of corollary expressions of this critical new profession.

The news master as I personally envision it, is a human capable of creating, refining and syndicating high quality, content rich and very focused content channels, generally created by searching, filtering and aggregating selected news sources according to complex and long refined criteria.

After the establishment of the blogosphere as a first layer of scouting, filtering and organizing of all online content, we are now seeing the rapid and unstoppable arrival of information organizing tools of all kinds (delicious, Furl, Onfolio, Content Saver, etc.) and the inevitable birth of specialized professionals who will craft and design the new alternative information sources and news channels of tomorrow.

Among the better qualified professionals in this area is Marcus P. Zillman, who has long devoted his research time to identify intelligent and semi-automatic search tools and intelligent software agents that scour the Internet searching for the specific information you are looking for.

I have had the pleasure to recently discover Marcus excellent research skills and generous publishing workflow online while carrying out some queries on new search tools.

What differentiates my view of the future and his is only the fact that I am already completely sold on RSS and its impact while he is not (yet). After my initial request to him about his views on using RSS, he mentioned that he was taking a wait-and-see approach as RSS was gradually coming around and especially because the blooming of several RSS publishing formats spelled for him indication of difficult and troublesome deployment.

Once I explained to him, that RSS flavours are really a major issue only for developers and companies creating tools that work with RSS, and that most up-to-date and well designed RSS tools can ready any and all of the popular RSS formats, he took good note and said he would then look back at RSS with different eyes.

Nonetheless the amazing amount of deep Web resources, artificial intelligent tools and advanced search technologies Marcus and other research librarians have been using, the reach and flexibility that RSS-based information flows are going to provide is just orders of magnitude greater and more powerful.

As I realized the generational gap separating my view and perceptions from his, I kindly invited Marcus for an open interview, so that other librarians and information researchers could tap into our common desire to organize and publish information in ways that make it extremely easy and effective for the end user to get just-in-time at the specific information she needs.

3. Make up a summary of the text.

4. Find the synonyms of the following words in the text.

Value n., permanent adj., imagine v., power to control, improve v., fast adj., a powerful effect, using in an effective way, able to.

5. Answer the questions.

1. Who is the Digital Information Librarian?

2.  What is blogosphere?

3.  What are the duties of the news master?

4. What can you tell about Marcus P. Zillman?

5. Explain the generational gap separating the author’s view and perceptions from Marcus P. Zillman.

6. Make up sentences putting the words into a correct order.

1. I, had, and, the, recently, Marcus, generous, research, discover, skills, pleasure, publishing, excellent, workflow, have, to, online.

2.  The, Information, of, professional, is, roles, the, Librarian, emerging, Digital, one,.

3. Marcus P. Zillman, intelligent, to, devoted, agents, and, intelligent, research, search, time, has, and, tools, his, long, software, identify, semi-automatic.

4. The, is, refining, capable, human, of, and, a, high, news master, creating, quality, syndicating.

LESSON 2

1. Vocabulary

1. prominent - заметный, видный, бросающийся в глаза, выдающийся, знаменитый, известный

2. significant - значительный

3. contemporary – современник; современный, одного возраста (эпохи)

4. subsidiary - второстепенный; вспомогательный

5. at random - наугад, наобум, наудачу

6. to rely on – полагаться на кого-л./что-л.

7. cash cow - "денежная корова" (надежный источник денег; хорошее вложение денег)

8. to tinker with - халтурить; работать вхолостую

9. to embark on - начинать; вступать (в дело, в войну)

10. to enable - давать возможность или право что-л.

11. colophon - 1) колофон, выходные данные (помещаемые в конце старинной книги или рукописи сведения об авторе, месте издания. дате издания и т. п.; в современных изданиях такие данные помещаются вначале); 2) эмблема издательства/типографии на книге

12. enlightenment -1) образование, обучение, просвещение; просвещенность

13. merit – заслуга

14. stunning - 1) оглушающий, ошеломляющий; 2) сногсшибательный; великолепный

15. via - посредством чего-л., с помощью чего-л., via fax - по факсу

2. Translate the text.

The Modern Library

The Modern Library has played a significant role in American cultural life for the better part of a century. For decades, young Americans cut their intellectual teeth on Modern Library books. The series shaped their tastes, educated them, and provided them with a window on the world. Many of the country's celebrated writers are quick to attest that they "grew up with the Modern Library."

The Modern Library was founded in 1917 by Boni and Liveright, one of the most important publishing houses of the early 1920s. It was their idea to provide American readers with inexpensive reprints of European modernist titles, plus the work of a few contemporary Americans. The series was a cash cow for the publishers, but by 1925 the rest of Horace Liveright's business wasn't doing well (he had bought out Albert Boni a few years earlier). Needing the money, Liveright sold the Modern Library to one of his employees, a twenty-seven-year-old vice-president who wanted to go into business for himself. The new publisher was Bennett Cerf.

Cerf and his friend Donald Klopfer set up the Modern Library, Inc., on August 1, 1925. They added more American writers to the series and some older classics, and two years later, finding that they had time to spare, they started Random House as a subsidiary of the Modern Library. Random House enabled them to publish, "at random," other books that interested them. It soon was a major publishing force in its own right, and the Modern Library would become an imprint of its own offspring.

The Modern Library billed itself as "The Modern Library of the World's Best Books," and book buyers relied on it to provide them with just that. Titles were added to and taken out of the series according to their popularity or the availability of rights, jackets were tinkered with, and the colophon redesigned, but the essential purpose of the Modern Library has remained the same.

In 1992, on the occasion of the Modern Library's seventy-fifth anniversary, Random House embarked on an ambitious project to refurbish the series, reviving the torchbearer emblem that Cerf and Klopfer commissioned in 1925 from Lucian Bernhard. The Promethean bearer of enlightenment (known informally around the old Modern Library offices as the "dame running away from Bennett Cerf") was redesigned several times over the years, most notably by Rockwell Kent.

In 2000, Modern Library launched The Paperback Classics, a visionary program that continues to expand, featuring treasured classics, volumes of essential writings, major translations of great works from around the globe, and rediscoveries of keen literary and historical merit. These editions feature exciting new introductions by today's leading writers and scholars, stunning translations by acclaimed translators, critical editions of the texts, scholarly endnotes, reading group guides, production values that emphasize superior quality and readability, and competitive prices.

The year 2000 also marked the launch of Modern Library Chronicles, a popular and lively series of original, small-format "short histories" featuring the world's great historians on the world's great subjects.

A Board of prominent thinkers advises us on selections, and is famous for the 100 Best polls for the best novels and nonfiction of the 20th century. We are grateful to our readers who are participating as never before in the workings of the Modern Library via this website, and responses to the Modern Library Newsletter

3. Make up a summary of the text.

4. Find the synonyms of the following words in the text.

Very well known and important adj., considerable adj., secondary adj., by guess-work, to start (something new and important (business)), imprint n., education n., underline v., splendid adj.

5. Answer the questions.

1. Whose idea was to found the Modern Library?

2. Why has the Modern Library played a significant role in American cultural life?

3. How are readers of the Modern Library participating in its working?

4. Describe the work of the Paperback Classics, a visionary program?

5. What is Modern Library Chronicles?

6. Make up sentences putting the words into a correct order.

1. played, The Modern Library, a significant, better, role, in, the, part, has, cultural, for, American, century, of a, life.

2. A Board, famous, for, the, nonfiction, best, on, and, is, selections, of, for the 100 Best polls, novels, of, and, advises, the, prominent, 20th century, us, thinkers.

3. The, was, bearer of, by, several, most, redesigned, enlightenment, times, years, over, notably, Promethean, the, Rockwell Kent.

4. window, their, world, them, provided, The, educated, them, shaped, with, and, a, series, on, the, tastes.

LESSON 3

1. Vocabulary

1. influential - влиятельный, важный, обладающий властью, влиянием (in)

2. to apply – применять, использовать, употреблять (to)

3. to function – работать, функционировать

4. stack - стеллаж; полка; книгохранилище

5. access - доступ

6. to contribute – вносить вклад

7. exposure - появление (на публике, на экране телевизора и т. п.); выставка (обычно о товарной выставке), демонстрация

8. importance – важность

9. enhanced - расширенный, усовершенствованный

10. growing – растущий

2. Translate the text.

Five laws of library science

S. R. Ranganathan, known as the "the father of library science in India," is respected by librarians all over the world, proposed five laws of library science. Most librarians worldwide accept them as the foundations of their philosophy.

These laws are:

Books are for use.

Every reader reads his or her book.

Every book has its reader.

Save the time of the reader.

The library is a growing organism.

The Five Laws of Library Science are some of the most influential concepts in that field. Since they were published in 1931, these five laws “have remained a centerpiece of professional values...” (Rubin 2004). These basic theories of Library Science continue to directly affect the development of this discipline and the service of all libraries.

S. R. Ranganathan’s early education was of a mathematic background. This systematic way of thinking, he later applied to his work in library science, most notably his work on library classification and administration. (Indian Statistical Institute Library, et al 2007) “From the middle of the nineteenth century, librarians in the west felt the need and started emphasizing the importance of enhanced services to library patrons. Formulation of the Five Laws of Library Science at long last, provided a solid and lasting foundation in this direction.” (Kabir 2003)

First law: Books are for use. (Ranganathan 1931) This may seem obvious within the context of today’s libraries, but books were not always accessible to patrons at their libraries. There was a time when books were literally chained to the stacks on which they were shelved. Later, it was not uncommon for libraries to have stacks that were completely closed to the public. There a still a few types of libraries that work this way today, but the libraries that most people are familiar with have stacks that are open to the public.

Second Law: Books are for all. (Ranganathan 1931) Any patron from the library community should have access to the books in the library. Any person has a right to use the collections housed in the library. There are not certain books or collections that some audiences within the population can not access. Collections should be developed that every part of the population will be interested in.

Third Law: Every book for its reader. (Ranganathan 1931) This law is about items in the library’s collection, and who uses them. Each book in the library has a member of the community that will find the book useful or interesting. One of the major developments that Ranganathan contributed through this law is the idea that if a book is not being used often it needs exposure to groups of readers who will find it useful.

Fourth Law: Save the time of the Reader. (Ranganathan 1931) This law makes it clear that if readers find what they are looking for in a timely manner they will be more satisfied, and more likely to feel like their needs have been met. This not only makes library service more efficient, but also makes the reader feel like their search has been an effective one.

Fifth Law: The library is a growing organism. (Ranganathan 1931) This law says that the library is dependent on life and change. Without the human and organizational changes that occur, the library would neither function properly, nor meet its purpose.

3. Make up a summary of the text.

4. Find the synonyms of the following words in the text.

Use adj., work (to operate) v., publicity (exhibition) n., search v., aim (goal) n., significance n., improved adj.

5. Answer the questions.

1. Who is S. R. Ranganathan?

2. List the five laws of library science.

3. What does the first law say?

4. What does the second law say?

5. What does the third law say?

6. What does the fourth law say?

7. What does the fifth law say?

6. Make up sentences putting the words into a correct order.

1. Since, published, 1931, five, they, have, were, centerpiece, these, of, laws, professional, in, remained, a, values.

2. This, his, later, in, applied, of, systematic, he, science, to, thinking, work, library, way.

3. There, stacks, time, were, on, were, to, books, the, when, literally, which, chained, they, a, shelved, was.

4. Collections, be, in, that, will, part, every, the, developed, of, population, should, be interested.

LESSON 4

1. Vocabulary

1. preservation - 1) сохранение; предохранение; 2) охрана, защита

2. dissemination - 1) разбрасывание, рассеивание; 2) распространение

3. archival science - архивоведение

4. to acquire - приобретать

5. cognitive science - когнитология, наука о мышлении

6. in-service training - обучение на производстве, без отрыва от производства

7. in charge of - ответственный за

8. information-provision agency – информационное агентство; агентство, предоставляю-щее информацию

9. capable - 1) способный; 2) искусный, квалифицированный, умелый

10. appropriate - 1) подходящий, соответствующий (to, for); 2) свойственный, присущий (to)

11. distinction - различение, распознавание, выделение, разграничение, отличие

12. to a certain extent — в известной степени

2. Translate the text.

Library science

Library science is an interdisciplinary science incorporating the humanities, law and applied science to study topics related to libraries, the collection, organization, preservation and dissemination of information resources, and the political economy of information. Historically, library science has also included archival science. "The distinction between a library and an archive is relatively modern". This includes how information resources are organized to serve the needs of select user groups, how people interact with classification systems and technology, how information is acquired, evaluated and applied by people in and outside of libraries as well as cross-culturally, how people are trained and educated for careers in libraries, the ethics that guide library service and organization, the legal status of libraries and information resources, and the applied science of computer technology used in documentation and records management. Academic courses in library science typically include Collection management, Information Systems and Technology, Cataloging and classification, Preservation, Reference, Statistics and Management. Library science is constantly evolving, incorporating new topics like Database Management, Information Architecture and Knowledge Management, for example.

There is no generally agreed distinction between library science, library and information science, and librarianship. To a certain extent they can be considered interchangeable, perhaps adopted to increase the "science" aspect, or improve the popular image of librarians.

The term library and information science (LIS) is sometimes used; most librarians consider it as only a terminological variation, intended to emphasize the scientific and technical foundations of the subject, and its relationship with information science. LIS should not be confused with information theory, the mathematical study of the concept of information, or information science, a field related to computer science and cognitive science.

One operational view, implied by some textbooks, is that librarianship means the professional aspects of work as a librarian, such as certification, in-service training, and issues of gender equality.

Librarian

A librarian is an information professional trained in library and information science, which is, simply, the organization and management of information services for those with information needs. (The word is also used for those in charge of library collections). Typically, librarians work in a library, school media center or other information-provision agency, and can be further categorized as a public, school, special or academic librarian. The term librarian is also liberally used - some say indiscriminately - to refer to anyone who works in a library.

Traditionally, librarians have been associated with collections of books, emphasized by the etymology of the word "librarian". However, modern librarians deal with information in many formats, including books, magazines, newspapers, audio recordings (both music recordings and audiobooks), video recordings, maps, photographs and other graphic material, bibliographic databases, and digital resources. Librarians often provide other information services, including computer provision and training, coordination of public programs, basic literacy education, and help with finding and using community resources.

In western nations, the librarian is a professional with a Master's degree in library science capable analyzing information needs and providing information services to patrons in a variety of settings with resources appropriate to meet their needs.

In a library, there are many positions other than that of librarian; such positions include library associate, library technician, library assistant, clerk, page, shelver, and volunteer. There are other professional positions such as managers.

3. Make up a summary of the text.

4. Find the synonyms of the following words in the text.

Able to adj., conservation n., interplay (cooperate) v., to get v., difference n., aimed (meant) adj., proper adj.

5. Answer the questions.

1. What is Library science?

2. What do academic courses in library science typically include?

3. What does the profession of a librarian imply?

4. Is there any distinction between library science, library and information science, and librarianship?

5. What do modern librarians deal with?

6. Make up sentences putting the words into a correct order.

1. One, view, some, certification, aspects, textbooks, of, librarianship, and, the, is, professional, operational, work, that, as a, such as, librarian, in-service training, implied, issues of, means, gender, by, equality.

2. A, is, an, information, trained, and, science, those, which, is, the, information, and management, librarian, of information, in, services, for, library, with, organization, information professional, needs.

3. The, “librarian”, liberally, is, to, works, to, library, anyone, used, term, who, also, in, refer, a.

4. Traditionally, of, have, been, books, emphasized, word, the, associated, of, etymology, the, librarians, by, collections, "librarian", with.

LESSON 5

1. Vocabulary

1. to describe – описывать, рассказывать, изображать; характеризовать(ся)

2. to conduct - проводить

3. to foster - поощрять, побуждать, стимулировать; одобрять

4. periodicals - периодика, периодические издания

5. to obtain - получать; добывать; приобретать

6. subscription- подписка; абонемент

7. to supervise - смотреть, наблюдать (за чем-л.); надзирать; заведовать

8. to monitor – наблюдать, следить, смотреть;  наставлять, рекомендовать, советовать

9. vetting - контрольный просмотр

10. approval - 1) одобрение; благоприятное мнение complete; 2) утверждение; санкция; 3) рассмотрение

11. to purchase – покупать, приобретать

12. vendor - 1) продавец, торговец, торговец вразнос; 2) оптовая фирма, предлагающая товар

2. Translate the text.

Librarian roles and duties

Olivia Crosby described librarians as "Information experts in the information age". Specific duties vary depending on the size and type of library. Most librarians spend their time working in one of the following areas of a library:

· Public service librarians work with the public, frequently at the reference desk of lending libraries. Some specialize in serving adults or children. Children's librarians provide appropriate material for children at all age levels, include pre-readers, conduct specialized programs and work with the children (and often their parents) to help to foster interest and competence in the young reader. (In larger libraries, some specialize in teen services, periodicals, or other special collections.)

· Reference or research librarians help people doing research to find the information they need, through a structured conversation called a reference interview. The help may take the form of research on a specific question, providing direction on the use of databases and other electronic information resources; obtaining specialized materials from other sources; or providing access to and care of delicate or expensive materials. These services are sometimes provided by other library staff that has been given a certain amount of special training; some have criticized this trend.

· Technical service librarians work "behind the scenes" ordering library materials and database subscriptions, computers and other equipment, and supervise the cataloging and physical processing of new materials.

· Collections development librarians monitor the selection of books and electronic resources. Large libraries often use approval plans, which involve the librarian for a specific subject creating a profile that allows publishers to send relevant books to the library without any additional vetting. Librarians can then see those books when they arrive and decide if they will become part of the collection or not. All collections librarians also have a certain amount of funding to allow them to purchase books and materials that don't arrive via approval.

· Archivists can be specialized librarians who deal with archival materials, such as manuscripts, documents and records, though this varies from country to country, and there are other routes to the archival profession.

· Systems Librarians develop, troubleshoot and maintain library systems, including the library catalog and related systems.

· Electronic Resources Librarians manage the databases that libraries license from third-party vendors.

· School Library Media Specialists work in school libraries and perform duties as teachers, information technology specialists, and advocates for literacy.

Experienced librarians may take administrative positions such as library or information center director. Similar to the management of any other organization, they are concerned with the long-term planning of the library, and its relationship with its parent organization (the city or county for a public library, the college/university for an academic library, or the organization served by a special library). In smaller or specialized libraries, librarians typically perform a wide range of the different duties.

Representative examples of specific tasks:

· Researching topics of interest for their constituencies.

· Referrals to other community organizations and government offices.

· Suggesting appropriate books ("readers' advisory") for children of different reading levels, and recommending novels for recreational reading.

· Supervising and promoting reading clubs.

· Developing programs for library users of all ages and backgrounds.

· Managing access to electronic information resources.

3. Make up a summary of the text.

4. Find the synonyms of the following words in the text.

Encourage v., periodical press n., receive (get) v., to control v., number n., arrangement n., observe v., to buy v.

5. Answer the questions.

1. What do specific duties of librarians depend on?

2. What areas of a library do you know?

3. What does the work in each area of a library imply?

6. Make up sentences putting the words into a correct order.

1. Specific, library, size, depending, duties, the, and, on, type, vary, of.

2. Archivists, records, who, be, documents, specialized, archival, materials, such, deal, as manuscripts, can, with, and, librarians.

3. In, or, libraries, typically, librarians, range, a, specialized, wide, perform, of, different, the duties, smaller.

4. Experienced, take, or, information, director, positions, as, may, library, administrative, such, center, librarians.

LESSON 6

1. Vocabulary

1. broker - информационный брокер [посредник] (работник сферы информационных услуг, в функции которого входит поиск и предоставление различной информации о фирмах, товарах, ценах и т. д.)

2. competitive intelligence – 1) конкурентная информация (информация о конкурентах, собранная участником рынка); 2) конкурентная разведка (систематическое изучение конкурентной среды)

3. jurisdiction - 1) подсудность, юрисдикция; 2) а) власть, полномочия, сила

4. taxpayer - налогоплательщик

5. oversee - наблюдать, надзирать, присматривать; следить, смотреть (за чем-л.)

6. occasionally - иногда, изредка, время от времени; подчас, порой

7. responsible - ответственный

8. academic rank - ученое звание, должность (в высшем учебном заведении)

9. privilege - привилегия; преимущество; честь, преимущественное право

10. alumni (от alumnus singular) - alumnae/i выпускники (колледжа или университета; по отношению к мужчинам и женщинам)

11. literacy – грамотность

12. discrete - 1) (отдельная) часть; отдельный, обособленный; изолированный; отличный (от других) Syn: 1., detached , distinct

2. Translate the text.

Workplaces

Basic categories of workplace settings for librarians are routinely classified around the world as: public, academic, school, and special. Some librarians will start and operate their own business. They often call themselves information brokers, research specialists, knowledge management, competitive intelligence or independent information professionals. Below are the basic differences between the types of libraries.

Public library: These institutions are created through legislation within the jurisdiction they serve. Accordingly, they are given certain benefits, such as taxpayer funding, but must adhere to service standards and meet a wide group of client needs. They are usually overseen by a board of directors or library commission from the community. Mission statements, service and collection policies are the fundamental administrative features of public libraries. Occasionally private lending libraries serve the public in the manner of public libraries. In the United States, public librarians and public libraries are represented by the Public Library Association.

Academic library: Libraries that serve a post-secondary institution. Depending upon the institution, the library may serve a particular faculty or the entire institution. Many different types, sizes, and collections are found in academic libraries and some academic librarians are specialists in these collections and archives. A University librarian, or Chief librarian, is responsible for the library within the college structure, and may also be called the Dean of Libraries. Some post-secondary institutions treat librarians as faculty, and they may be called professor or other academic ranks. Some universities make similar demands of academic librarians for research and professional service as are required of faculty. Academic librarians administer various levels of service and privilege to faculty, students, alumni and the public.

School library media center: Libraries which exclusively serve the needs of a public or private school. The primary purpose is to support the students, teachers, and curriculum of the school or school district. In addition to library administration, certificated teacher-librarians instruct individual students, groups and classes, and faculty in effective research methods, often referred to as information literacy skills. Audio-visual equipment service and/or textbook circulation may also be included in a school librarian's responsibilities. Often, teacher-librarians are qualified teachers who take academic courses for school library certification and/or earn a Master's degree in Library Science.

Special library: News, law, medical, government, nongovernmental organization, prison, corporate, museum or any other type of library owned and operated by an organization are considered as special library. They can be highly specialized, serving a discrete user group with a restricted collection area. In an increasingly global and virtual workplace, many special librarians may not even work in a library at all but instead manage and facilitate the use of electronic collections. Funding for special libraries varies widely. Librarians in some types of special libraries may be required to have additional training, such as a law degree for a librarian in an academic law library or appropriate subject degrees for subject specialties such as chemistry, engineering, etc. Many belong to the Special Libraries Association. There are also more specific associations such as the American Association of Law Libraries, Art Libraries Society of North America, the Medical Library Association, or the Visual Resources Association.

3. Make up a summary of the text.

4. Find the synonyms of the following words in the text.

Competence n., separate adj., supervise v., sometimes adv., in charge of, aim n., demand v., stand by v.

5. Answer the questions.

1. What types of libraries do you know?

2. Describe the work of Public library.

3. Describe the work of Academic library.

4. Describe the work of School library media center.

5. Describe the work of Special library.

6. Make up sentences putting the words into a correct order.

1. These, serve, legislation, within, are, the, through, jurisdiction, created, they, institutions.

2. They, usually, by, a, or, library, are, commission, directors, from the, board, of, community, overseen.

3. Some, similar, for, professional, librarians, demands, research, make, and, academic, service, of, universities.

4. In, global and, workplace, special, but, facilitate, librarians, a, not, electronic, even, in, at all, increasingly, may, instead, an, manage, virtual, and, library, the, many, use of, work, collections.

LESSON 7

1. Vocabulary

1. significant - значительный, важный, существенный; знаменательный

2. impact – сильное воздействие; влияние

3. URL (сокр. от Uniform Resource Locator) - унифицированный указатель информационного ресурса (стандартизованная строка символов, указывающая местонахождение документа в интернете)

4. accessibility - доступность, общедоступность, понятность

5. emerge – 1) появляться; всплывать; выходить; вставать, возникать (о вопросе); 2) выясняться

6. barcode - штриховой или линейчатый код; штрих-код

7. RFID ( Radio Frequency Identification) - радиочастотная идентификация

8. reference service - справочно-библиографическое обслуживание

9. public domain - всеобщее достояние

10. challenge - 1) вызов; 2) сложная задача, проблема

11. fulfil - выполнять; делать, исполнять, осуществлять, совершать

12. retrieval - 1) возврат, возвращение; восстановление; 2) поиск

13. MARC (MAchine Readable Catalogue/Cataloguing) - электронный стандарт описания данных МАРК (MARC) (используемый в информационно-поисковых библиотечных системах; существует несколько версий формата МАРК, расхождения между которыми вызваны различиями в национальных правилах и практике каталогизации)

2. Translate the text.

Technology in libraries

The increasing role of technology in libraries has a significant impact on the changing roles of librarians. New technologies, such as open URL, are dramatically increasing the accessibility of information, and librarians are adapting to the evolving needs of users that emerge from the adoption of these new technologies.

The most significant example of how technology has changed the role of librarians in the last 50 years has been the move from traditional card catalogs to online public access catalogs (OPACs). Librarians had to develop software and the MARC standards for cataloguing records electronically. They had to purchase and run the computers necessary to use the software. They had to teach the public how to use the new technologies and move to more virtual working environments.

The same could be said of other technology developments, from electronic databases (including the Internet), to logistical functions such as barcodes (or in the near future RFID). Many librarians provide virtual reference services (via web-based chat, instant messaging, text messaging, and e-mail), work in digitalization initiatives for works in the public domain, teach technology classes to their users, and work on the development of information architectures for improving access and search functionality. These examples illustrate some of the ways in which librarians are using technology to fulfill and expand upon their historical roles.

Librarians must continually adapt to new formats for information, such as electronic journals and e-books, which present both challenges and opportunities in providing access and promoting them to library patrons.

Increasing technological advance has presented the possibility of automating some aspects of traditional libraries. In 2004 a group of researchers in Spain developed the UJI Online Robot. This robot is able to navigate the library, look for the specified book and upon its discovery, carefully take it from the shelf and deliver it to the user. Because of the robot's extremely limited function, its introduction into libraries poses little risk of the employment of librarians, whose duties are not defined by menial tasks such as the retrieval of books.

Library technician

A library technician is a person who uses his/her clerical skills to assist librarians to acquire, prepare and organize information. They also assist library patrons in finding information although this is usually part of their required duties. The widespread use of computerized information storage and retrieval systems has resulted in library technicians handling technical services (such as derivative cataloguing) that were once performed by librarians. Because libraries are increasingly using new technologies (such as automated databases, CD-ROM, the Internet and virtual libraries), the role of the library technician is expanding and evolving accordingly. In addition, library managers find hiring library technicians attractive because their wages are slightly lower than that of librarians.

Library technicians may be graduates of a library diploma program (commonly called "Library and Information Technician") from a community college or institute. Duties can vary with the type and size of the library but can include: cataloguing and classifying of materials, data input to assist in acquiring print and non-print materials, and circulation procedures. In a larger library, they may be responsible for clerical staff in a certain section or department. In smaller libraries, where the foundations of organization and operation are already established, they may serve as the manager.

Using the latest information technologies, their goal is to bring together people, information and materials and meet the challenges of a constantly changing information environment. Library technicians work in environments as diverse as business corporations, professional firms, financial institutions, cultural organizations, public libraries and schools.

3. Make up a summary of the text.

4. Find the synonyms of the following words in the text.

Important adj., influence n., arise v., perform v., salary n., purpose n., continually adv., clerical workers, different adj., basis n.

5. Answer the questions.

1. How has technology changed the role of librarians?

2. Which technology developments in libraries can you list?

3. What does a job of a library technician imply?

4. What are the duties of a library technician?

6. Make up sentences putting the words into a correct order.

1. The, of, changing, libraries, has, role, a, impact the, significant, roles, on of, increasing, librarians, in, technology.

2. The, fifty, example, technology has, traditional, changed the, of, catalogs, librarians, public, move, of, years has, significant, the, been, access, the, last, from, most, card, role, to, how, online, in, catalogs.

3. The, could, from, said, such, other, barcodes, technology, of, developments, logistical, be, databases, to, electronic, functions, as, same,

4. Using, technologies, their, challenges, is, the, bring, information and, meet, people, the, information, of, materials, a, constantly, goal, changing, latest, information, and, together, environment, to.

UNIT II

HOME READING

 Translate the texts.

      Make up summaries of the texts.

1.1 Library science or library and information science

Library science or library and information science (abbreviated LIS) is the study of issues related to libraries and the information fields. This includes academic studies regarding how library resources are used and how people interact with library systems. These studies tend to be specific to certain libraries at certain times. The organization of knowledge for efficient retrieval of relevant information is also a major research goal of LIS. LIS should not be confused with information theory, the mathematical study of the concept of information, or information science, a field related to computer science and cognitive science. LIS is interdisciplinary, and overlaps to some extent with the fields of computer science, various social sciences, statistics, and systems analysis.

1.2 Digital library

             A digital library is a library in which collections are stored in digital formats (as opposed to print, microform, or other media) and accessible by computers. The digital content may be stored locally, or accessed remotely via computer networks.

             The first use of the term digital library in print may have been in a 1988 report to the Corporation for National Research Initiatives. The term “digital libraries” was first popularized by the NSF/DARPA/NASA Digital Libraries Initiative in 1994. The older names electronic library or virtual library are also occasionally used, though electronic library nowadays more often refers to portals, often provided by government agencies, as in the case of the Florida Electronic Library.   

1.3 Digital archives

Archives differ from libraries in several ways. Traditionally, archives were defined as:

1. Containing primary sources of information (typically letters and papers directly produced by an individual or organization) rather than the secondary sources found in a library (books, etc);

2. Having their contents organized in groups rather than individual items. Whereas books in a library are cataloged individually, items in an archive are typically grouped by provenance (the individual or organization who created them) and original order (the order in which the materials were kept by the creator);

3. Having unique contents. Whereas a book may be found at many different libraries, depending on its rarity, the records in an archive are usually one-of-a-kind, and cannot be found or consulted at any other location except at the archive that holds them.

The technology used to create digital libraries has been even more revolutionary for archives since it breaks down the second and third of these general rules. The use of search engines, Optical Character Recognition and metadata allow digital copies of individual items (i.e. letters) to be cataloged, and the ability to remotely access digital copies has removed the necessity of physically going to a particular archive to find a particular set of records. The Oxford Text Archive is generally considered to be the oldest digital archive of academic primary source materials.

Project Gutenberg, Google Book Search, Windows Live Search Books, Internet Archive, Cornell University, The Library of Congress World Digital Library, The Digital Library at the University of Michigan, and CMU's Universal Library are considered leaders in the field of digital archive creation and management. There are hundreds of regionals such as the Wisconsin Historical Society. The Vatican maintains an extensive digital library inventory and associated technology. The entire works of Martin Luther are held at Emory University and are being digitized under an $8M Grant from Coca-Cola heirs, and the Packard Foundation maintains digitization facilities near the Acropolis in Athens, Greece, as examples.

1.4 Searching

Most digital libraries provide a search interface which allows resources to be found. These resources are typically deep web (or invisible web) resources since they frequently cannot be located by search engine crawlers. Some digital libraries create special pages or sitemaps to allow search engines to find all their resources. Digital libraries frequently use the Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH) to expose their metadata to other digital libraries, and search engines like Google Scholar, Google, Yahoo! and Scirus can also use OAI-PMH to find these deep web resources.

There are two general strategies for searching a federation of digital libraries:

1. distributed searching, and

2. searching previously harvested metadata.

Distributed searching typically involves a client sending multiple search requests in parallel to a number of servers in the federation. The results are gathered, duplicates are eliminated or clustered, and the remaining items are sorted and presented back to the client. Protocols like Z39.50 are frequently used in distributed searching. A benefit to this approach is that the resource-intensive tasks of indexing and storage are left to the respective servers in the federation. A drawback to this approach is that the search mechanism is limited by the different indexing and ranking capabilities of each database, making it difficult to assemble a combined result consisting of the most relevant found items.

Searching over previously harvested metadata involves searching a locally stored index of information that has previously been collected from the libraries in the federation. When a search is performed, the search mechanism does not need to make connections with the digital libraries it is searching - it already has a local representation of the information. This approach requires the creation of an indexing and harvesting mechanism which operates regularly, connecting to all the digital libraries and querying the whole collection in order to discover new and updated resources. OAI-PMH is frequently used by digital libraries for allowing metadata to be harvested. A benefit to this approach is that the search mechanism has full control over indexing and ranking algorithms, possibly allowing more consistent results. A drawback is that harvesting and indexing systems are more resource-intensive and therefore expensive.

2.1 Library catalog

A library catalog (or library catalogue) is a register of all bibliographic items found in a particular library or group of libraries, such as those belonging to a university system spread out over several geographic locations. A bibliographic item can be any information entity (e.g., books, computer files, graphics, realia, cartographic materials, etc.), that is considered library material (e.g., a single novel in an anthology), or a group of library materials (e.g., a trilogy), or linked from the catalog (e.g., a webpage) as far as it is relevant to the catalog and to the users (patrons) of the library.

The card catalog was a familiar sight to library users for generations, but it has been effectively replaced by the Online Public Access Catalog (OPAC). Some still refer to the online catalog as a "card catalog", but this is incorrect. Some libraries with OPAC access still have card catalogs on site, but these are now strictly a secondary resource and are seldom updated. Many of the libraries that have retained their physical card catalog post a sign advising the last year that the card catalog was updated. Some libraries have eliminated their card catalog in favour of the OPAC for the purpose of saving space for other use, such as additional shelving.

2.2 Goal of a library catalog

Charles Ammi Cutter made the first explicit statement regarding the objectives of a bibliographic system in 1876. According to Cutter, those objectives were:

1. to enable a person to find a book of which either (Finding objective)

the author

the title

the subject

is known.

2. to show what the library has (Collocating objective)

by a given author

on a given subject

in a given kind of literature

3. to assist in the choice of a book (Choice objective)

as to its edition (bibliographically)

as to its character (literary or topical)

These objectives can still be recognized in more modern definitions formulated throughout the 20th century. 1960/61 Cutter's objectives were revised by Lubetzky and Lubetzky and the Conference on Cataloging Principles (CCP) in Paris. The latest attempt to describe a library catalog's goals and functions was made in 1998 with Functional Requirements for Bibliographic Records (FRBR) which defines four user tasks: find, identify, select, and obtain.

2.3 Catalog types

Traditionally, there are the following types of catalog:

Author catalog: a formal catalog, sorted alphabetically according to the authors' or editors' names of the entries.

Title catalog: a formal catalog, sorted alphabetically according to the title of the entries.

Dictionary catalog: a catalog in which all entries (author, title, subject, series) are interfiled in a single alphabetical order. This was the primary form of card catalog in the Anglo-American world just prior to the introduction of the computer-based catalog.

Keyword catalog: a subject catalog, sorted alphabetically according to some system of keywords.

Mixed alphabetic catalog forms: sometimes, one finds a mixed author / title, or an author / title / keyword catalog.

Systematic catalog: a subject catalog, sorted according to some systematic subdivision of subjects. Also called a Classified catalog.

Shelf list catalog: a formal catalog with entries sorted in the same order as bibliographic items are shelved. This catalog may also serve as the primary inventory for the library.

2.4 Cataloging rules

Cataloging (or cataloguing) rules have been defined to allow for consistent cataloging of various library materials across several persons of a cataloging team and across time. Users can use them to clarify how to find an entry and how to interpret the data in an entry. Cataloging rules prescribe:

which information from a bibliographic item is included in the entry;

how this information is presented on a catalog card or in a cataloging record;

how the entries should be sorted in the catalog.

The larger a collection, the more elaborate cataloging rules are needed. Users cannot and do not want to examine hundreds of catalog entries or even dozens of library items to find the one item they need.

Currently, most cataloging rules are similar to, or even based on, the International Standard Bibliographic Description (ISBD), a set of rules produced by the International Federation of Library Associations (IFLA) to describe a wide range of library materials. These rules organize the bibliographic description of an item in the following areas: title and statement of responsibility (author or editor), edition, material-dependent information (for example, the scale of a map), publication and distribution, physical description (for example, number of pages), series, note, and standard number (ISBN). The most commonly used set of cataloging rules in the English speaking world are the Anglo-American Cataloging Rules, 2nd Edition, or AACR2 for short. In the German-speaking world there exists the Regeln für alphabetische Katalogisierung, abbreviated RAK. AACR2 has been translated into many languages, however, for use around the world. AACR2 provides rules for descriptive cataloging only and does not touch upon subject cataloging.

Library items that are written in a foreign script are, in some cases, transliterated to the script of the catalog.

2.5 Sorting

In a title catalog, one can distinguish two sort orders:

In the grammatical sort order (used mainly in older catalogs), the most important word of the title is the first sort term. The importance of a word is measured by grammatical rules; for example, the first noun may be defined to be the most important word.

In the mechanic sort order, the first word of the title is the first sort term. Most new catalogs use this scheme, but still include a trace of the grammatical sort order: they neglect an article (The, A, etc.) at the beginning of the title.

The grammatical sort order has the advantage that often, the most important word of the title is also a good keyword (question 3), and it is the word most users remember first when their memory is incomplete. However, it has the disadvantage that many elaborate grammatical rules are needed, so that only expert users may be able to search the catalog without help from a librarian.

In some catalogs, person's names are standardized, i. e., the name of the person is always (catalogued and) sorted in a standard form, even if it appears differently in the library material. This standardization is achieved by a process called authority control. An advantage of the authority control is that it is easier to answer question 2 (which works of some author does the library have?). On the other hand, it may be more difficult to answer question 1 (does the library have some specific material?) if the material spells the author in a peculiar variant. For the cataloguer, it may incur (too) much work to check whether Smith, J. is Smith, John or Smith, Jack.

For some works, even the title can be standardized. The technical term for this is uniform title. For example, translations and re-editions are sometimes sorted under their original title. In many catalogs, parts of the Bible are sorted under the standard name of the book(s) they contain. The plays of William Shakespeare are another frequently cited example of the role played by a uniform title in the library catalog.

Many complications about alphabetic sorting of entries arise. Some examples:

Some languages know sorting conventions that differ from the language of the catalog. For example, some Dutch catalogs sort IJ as Y.  Should an English catalog follow this suit? And should a Dutch catalog sort non-Dutch words the same way?

Some titles contain numbers, for example 2001: A Space Odyssey. Should they be sorted as numbers, or spelled out as Two thousand and one?

de Balzac, Honoré or Balzac, Honoré de? Ortega y Gasset, José or Gasset, José Ortega y?

For a fuller discussion, see collation.

In a subject catalog, one has to decide on which classification system to use. The cataloger will select appropriate subject headings for the bibliographic item and a unique classification number (sometimes known as a "call number") which is used not only for identification but also for the purposes of shelving, placing items with similar subjects near one another, which aids in browsing by library users, who are thus often able to take advantage of serendipity in their search process.

3.1 Library computer system

A library computer system is the software used to catalog, track circulation (where appropriate) and inventory a library's assets. It is intended for home, church, private enterprise or other small to medium sized collections. Larger, First World libraries will typically use an integrated library system to manage the more complex activities such as acquisitions and the reference interview.

3.2 Integrated library system

An integrated library system, or ILS, is an enterprise resource planning system for a library, used to track items owned, orders made, bills paid, and patrons who have borrowed.

An ILS is usually comprised of a relational database, software to act on that database, and two graphical user interfaces (one for patrons, one for staff). Most ILSes separate software functions into discrete programs called modules, which are then integrated into a unified interface. Examples of modules include: acquisitions (ordering, receiving, and invoicing materials), cataloging (classifying and indexing materials), circulation (lending materials to patrons and receiving them back), serials (tracking magazine and newspaper holdings), and the OPAC (public interface for users). Each patron and item has a unique ID in the database that allows the ILS to track its activity.

Larger libraries use ILSes to order and acquire, receive and invoice, catalog, circulate, track and shelve materials. Smaller libraries, such as private homes or non-profit organizations (e.g. churches and synagogues), often forego the expense and maintenance required to run an ILS, and instead use a library computer system.

Most sizable First World libraries use an ILS. In the United Kingdom, ILSes are sometimes referred to as "library management systems".

UNIT III                           

GRAMMAR TASKS

1. Test Your Tenses

Ex. 1. A TV correspondent is interviewing a famous woman author who is eighty-five years old. Use the right form of the verbs in brackets.

C: I'd like to ask you some questions about the changes you (see) in your lifetime. What is the biggest change you (notice) in the way people live?

A: That's a difficult question to answer. I guess it is the change in the younger generation. Young people (change) a lot recently. In my day, young people (be) very different.

C: In what way they (change)?

A: To my way of thinking, they (become) too casual and much too liberal in language, in dress, and in attitude in general. I guess I'm just old-fashioned.

C: Would you give me an example of what you mean?

A: Here's a small example. For the last fifteen years, since my youngest granddaughter (leave) high school, students (wear) blue jeans and T-shirts to school. Even some women-teachers (wear) pants in the classroom recently. In my day, they (kick) you out of school when you not (dress) properly.

C: What you're saying is true. Even professors at the universities (lecture) in blue jeans nowadays.

A: It also seems to me that young people (tend) to start dating at an earlier and earlier age. They start dating at thirteen, and, as you know, many couples (live) together without being married. That (be) unthinkable in my day.

C: And what is the biggest change that you personally (experience)?

A: I suppose getting married was the biggest change.

C: How long ago you (get) married?

A: I (get) married sixty years ago. My husband and I (live) happily together ever since.

C: Congratulations. It's nice to meet someone who (be) married for so long and (be) still happy.

Ex. 2.  Make the right choice.

1.  George is on holiday. He ... to Barbados.

 a. is gone   b. has gone   c. has been

2.  Everything is going well. We ... any problems so far.

a. didn't have   b. don't have   c. haven't had 

3.  Nelly has lost her passport again. It's the second time this ... .

a. has happened   b. happens    c. happened

4.  You're out of breath. ... ?

a. Are you running?   b. Have you run?   c. Have you been running?

5.  Where's the letter I gave you? What ... with it?

a. have you done   b. have you been doing   c. are you doing

6.  We're good friends. We ... each other for a long time.

a. know    b. have known    c. knew

7.  Sindy has been writing this programme... .

a. for a month   b. since six months   c. six months ago

8.  "... this week?" "No, he's on holiday."

a. Is Bill working   b. Does Bill work    c. Does work Bill

9.  John ... tennis once or twice a week.

a. is playing usually   b. is usually playing   c. usually plays

10.  How ... now? Better than before?

a. you are feeling   b. do you feel   c. are you feeling

11.  Tracey ... her hand when she was cooking dinner.

a. burnt   b. was burning   c. has burnt

Ex. 3. A. Read, translate and retell the text.

I walked home from school with Beth Ann. Beth Ann Bartels is my best friend, I guess. We're very different, but we have been friends, with no fights, since the fourth grade. I tell her just about everything, and she tells me everything, even things I do not want to know, like what she ate for breakfast and what her father wears to bed and how much her new sweater costs. Sometimes things like that are just not interesting.

I always stop at Beth Ann's house for a little while before I go home. We have this little routine. We go in and the house is so quiet, not at all like my house which is a complete zoo at any hour of day or night. Her house is also always immaculately clean, as if someone had just raced through with a duster and a vacuum cleaner or as if no one really lived there. Our house always has people's clothes lying all over; socks on the stereo, jackets on the kitchen table, everyone's papers and books clumped in piles on chairs and counters. So, I like to stop at Beth Ann's house before I go home.

Beth Ann's parents both work and so does her elder sister Judy, so we have the house to ourselves. We always go into the kitchen and I sit at the table while Beth Ann takes out a bottle of Coca Cola and a bag of potato chips. In our house, stuff like that would disappear in about ten minutes.

After about a half-hour she goes into her room and changes her clothes and hangs everything up. She has special hangers for her skirts so she can put six skirts on one hanger. Her closet is very, very neat. The closet that I share with Maggie is just a mad jumble of hangers and the clothes are always falling off and they are wedged in so tightly that you can't ever see anything and when you go to get something, things fall off other hangers and on the floor are piles of old shoes ad boots. I don't know why we are such slobs. The other day, I found m the bottom of my closet, back in the corner, a pair of shoes I had in the fifth grade! Lord.

B. Do you tike or dislike to visit your friends' houses⁷ Is your closet neat? Does it relax you to put your things in order?

Ex. 4. Use the right form of the verbs in brackets.

I. 1 found Mother at one of the counters in the kitchen. She (slice) the chilled boiled potatoes I (make) earlier. She (have) a cup of coffee next to her, and a cigarette (dangle) from her mouth. I hated her to smoke around us, and most especially when she (work) in the kitchen. "Mother, you (mind) not smoking when you (prepare) food?" "I not (drop) cigarette ash in the salad, if that's what you (get) at," she answered. "I know you're not. I just hate the smoke, Mom. Please, put it out. If not for your health or mine, at least for your grandchildren's sake. You know what they (say) about second-hand smoke." "But the kids live in Manhattan. Think of all the polluted air they (breathe) in there." "Only too true, Mother," I (snap), "but let's not add to the problem of air pollution out here, shall we?"

II. "Why I not (go) into the kitchen and start on the potato salad?" my mother said. "Oh, but Diana's going to make that." "Good heavens, Mallory, what an Englishwoman (know) about making an ail-American potato salad for an all-American celebration like Independence Day? Independence from the British, I (may) add." "You not (have to) give me a history lesson." "I (make) the salad," she sniffed. "It always (be) one of my specialties, in case you (forget)."

Ex. 5. A. Read, translate and retell the text.

Ever since my childhood, I have loved nature and the wild creatures who inhabit the countryside, and I have encouraged Jamie and Lisa to respect all living things, to treasure the animals, birds, and insects that frequent Indian Meadows.

Unconsciously, and very often without understanding what they are doing, some children can be terribly cruel, and it always makes me furious when I see them hurting small, defenseless animals, pulling wings off butterflies, grinding their heels into earthworms and snails, throwing stones at birds. I made up my mind long before the twins were born that no child of mine would ever inflict pain on any living thing.

I am extremely partial to the old stonewall property, mostly because it is home for a number of small creatures. I know for a fact that two chipmunks live inside it, as well as a baby rabbit and a black snake. Although I know the chipmunks well and have spotted the bunny from time to time, I have never actually seen the snake. But our gardener, Anna, has, and so have the twins. At least, this is what they claim, most vociferously. To make nature more personal, to bring it closer to them, I invented stories about our little friends who inhabit the garden wall. I tell Jamie and Lisa tales about Algernon, the friendly black snake, who has a weakness for chocolate-covered cherries and wishes he had a candy store; about Tabitha and Henry, the two chipmunks, married with no children, who want to adopt; and about Angelica, the baby bunny rabbit, who harbours an ambition to be in the Fifth Avenue Easter Parade. Jamie and Lisa have come to love these stories of mine; they can't get enough of them, in fact, and I have to repeat them constantly. In order to satisfy my children, I'm forever inventing new adventures, which entails quite a stretch of the imagination on my part.

B. Speak about your attitude toward nature. What are your childhood experiences with animals?

Ex. 6. Use the right form of the verbs in brackets.

It was gray and overcast as I (leave) the hotel and (head) towards Berkley Square. I glanced up at the sky. It was leaden and promised rain, which Andrew (predict) before he (go) to the office earlier. Instead of walking to Diana's, which I usually (like) to do, I (hail) a cab and (get) in. Just in time, too. It (begin) to drizzle as I (slam) the door and (give) the cabbie the address. English weather, I (think) glumly, staring out the taxi window. It always (rain). But one not (come) to England for the weather, there (be) other, more important reasons to be here. I always (love) England and the English, and London (be) my most favourite city in the entire world. I (love) it even more than my hometown, New York.

Ex. 7. Translate into English.

Черный тюльпан

Много лет назад жил в Нидерландах, на окраине Гааги, ничем не примечательный (unremarkable) человек по имени Ганс. Он был сапожником по профессии и к тому же очень хорошим. Голландцы, как известно, очень любят цветы, они в особенности славятся своими тюльпанами. И Ганс не был исключением. В течение многих лет он выращивал различные виды тюльпанов, пока в один прекрасный день не увидел в своем саду необыкновенный тюльпан. Он был черный. Никто раньше не выращивал черные тюльпаны, и Ганс очень гордился своим удивительным цветком. Новости, как вы знаете, распространяются очень быстро. И новость об уникальном цветке стала известна во всей стране. Многие хотели купить луковицу черного тюльпана, но сапожник-садовник и слушать об этом не хотел, хотя и очень нуждался в деньгах.

Однажды приехали к Гансу люди, которые предложили ему столько денег, сколько он не заработал за всю свою жизнь, хотя он всегда был очень искусным мастером и трудолюбивым человеком. Ганс думал несколько дней и сказал, что продаст луковицу. И неудивительно! Ведь в то время, а именно в 1670 году, на эти деньги можно было купить несколько домов. Только после того, как он получил деньги и пересчитал их, он отдал этим людям свое сокровище. Не успели незнакомцы получить луковицу, как они бросили ее на землю и стали топтать, пока от нее ничего не осталось. «Что вы делаете? Вы что, с ума сошли? — закричал потрясенный Ганс. — Я всю жизнь трудился, чтобы вырастить это чудо, а вы его уничтожили!» «Глупец, — ответили ему, — мы были готовы заплатить тебе в два раза больше. Дело в том, что мы тоже вырастили черный тюльпан, но мы не хотим никаких конкурентов в этой стране!» Когда Ганс услышал, что он упустил шанс получить в два раза больше денег, чем те, что ему дали, он сошел с ума. Ну, а черные тюльпаны перестали со временем быть редкостью. Наиболее известные их сорта называются: «Королева ночи», «Черная красавица», «Черная магия», «Черный герой».

Ex. 8. Use the right term of the verbs in brackets.

I. Harry (wake) early on Saturday morning and (lie) for a while thinking about the coming match. He (be) nervous since Monday, mainly at the thought of what Wood (say) if the team (lose). He never (want) to beat Slytherin so badly. He (get) up, (dress), and (go) down to breakfast early, where he (find) the rest of the team. They (sit) at the long, empty table. Nobody (talk).

II. A week later, Harry, Snape and Ron (walk) across the Entrance Hall when they (see) a small knot of people who (gather) around the notice-board and (read) a piece of parchment that just (pin up). "They (start) a Duelling Club!", (say) Ron. "First meeting tonight! I not (mind) duelling lessons, they (may) come in handy one of these days. We (go)?" Harry and Snape (be) all for it, so at eight o'clock that evening they (hurry) back to the Great Hall. "I wonder who (teach) us? I hope it (be) Frederick," said Snape.

2. Reported speech. The Sequences of Tenses

Ex. 1. A. Change the sentences into reported speech according to the model

Model. Miranda says, "I work for a small publishing house." — Miranda says (that) she works for a small publishing house.

1. I'm going to work in England next year. 2. I'm their marketing manager. 3. The company has opened an office in London. 4. Up till now I've been very successful in my career. 5. I've been chosen to run the new office in London. 6. I'm studying English in the evenings. 7.1 don't have much time to enjoy myself. 8.1 haven't had lunch with a friend for ages. 9.1 hope my friends will come and visit me in London. 10.1 went there last week with my secretary. 11. We didn't have much time for sightseeing. 12.1 have to get back to work now.

B. Tell your friend what Miranda said.   

Ex. 2. You are being interviewed for a job and are asked the owing questions. When you come back home, tell your parents fiat questions you were asked.

1. How old are you? 2. Where do you live? 3. What's your address? 4. What school did you go to? 5. When did you leave school? 6. Where are you working now? 7. Who are you working for? 8. How long have you been working? 9. Are you enjoying your present job? How big is your salary? 10. Why do you want to leave?

Ex. 3. Read the jokes and retell them in indirect speech.

1. If an Englishman gets run down by a truck, he apologizes to the truck..

2. A foreign visitor to England is completely baffled by the language and struggles with the pronunciation of words such as "enough", "bough" and "though". He usually gives up altogether when he reads a local newspaper headline "Fete Pronounced Success".

3. An American tourist comes to London to stay at a top hotel. He picks up the phone one morning and asks for room service. He says, "I want three overdone fried eggs that are hard as a rock, toast that is burnt to a cinder and a cup of black coffee that tastes like mud."

"I'm sorry, sir," replies room service, "we don't serve breakfast like that." "Well, you did yesterday!"

4. An old woman from the country is visiting the big city for the first time in her life. She checks in at a smart hotel and lets the bellboy take her bags. She follows him but as the door closes, her face falls. "Young man," she says angrily. "I may be old and straight from the hills, but I ain't stupid. I paid good money and this room won't do at all. It's short of what I expected. It's too small and there's no proper ventilation. Why, there's not even a bed!"

"Ma'am," replies the bellboy, "this isn't your room. It's the elevator!"

Ex. 4. Read and translate the sentences.  Comment on the use of the Future in the Past.

1. He knew that their paths would cross again. 2. Emma hoped that the baby would be a girl. 3.1 promised Edwina I would help her to dress the tree. 4. I knew you would do the right thing. I trusted you. 5. Maggie was a kind of woman a man wouldn't look at twice. 6. And he often thought that if he was lucky he would meet another woman one day and fall in love. He would get married again. And hopefully there would be a wife, a home, a family, and his own business. 7. He knew that with Frank in Venice, for a few days he would be able to shake his depression, and recharge his batteries completely. 8. The knowledge that she would have to leave him was an agony. She prayed to God every night that Sigi would succeed in getting the child out of Germany.

Ex. 5. Change the sentences into indirect speech.

1.I confess that I'm a shopaholic. 2. Let me tell you that every time I see you, I'm shining like a candle in the night. 3. He is terribly sorry for the things he has done. 4. It's a beautiful fish, we shall let it go. 5. I'm sorry to say that I don't believe you and I never will. 6. The inspector worked hard, but it didn't get him anywhere. 7. This film is a work of fiction. 8. Can you kiss me goodbye? 9. We are having a very lazy time. 10. David saw a flying saucer last summer. 11. — I have a chronic headache. My organism needs a painkiller. — Take this pill. It will have an immediate effect. Though it may have some side effects as well.

Ex. 6. Retell the following jokes in indirect speech.

1. Dentist: Stop screaming! I haven't touched your tooth yet.

    Barry: I know, but you're standing on my foot.

2. What are two reasons why men don't mind their own business?

1. no mind 2. no business.

3.  Bill: Why the glum look?

     Stan: I just don't understand today's world. My son wears an earring. My daughter has a tattoo. My wife makes twice what I do.

Bill:    So what are you going to do?

Stan:   I'm going home to my father.

4.  When he found a six-year-old shoe-repair ticket in the pocket of an old suit, Brown called the shop to see if the shoes were still around.

"Were they black wing   tips needing   half soles?" asked a clerk.

"Yes," said Brown. "We'll have them ready in a week."

5. Mother to daughter:

—  What kind of person is your new boyfriend? Is he respectable?

—  Of course he is, Mom. He's thrifty, doesn't drink or smoke, has a very nice wife and three well-behaved children.

(from "Stupid Men's Jokes")

Ex. 7. Read and translate the sentences. Comment on the sequence of tenses in them.

1. Our Geography teacher told us at the last lesson that there aren't any unknown islands left on the Earth. 2. My Grandmother used to say that tastes differ and that I shouldn't be so choosy. 3. Don't leave, Katya. Ann said that we'll be having tea soon. 4. Melanie said she hadn't met Eddie since she (had) left the town. 5.1 replied that she should not be so noisy. 6. Bruno remarked that when he came in, Sonya was crying. 7. She noticed that the child ought to be more well-behaved. 8. Grace explained that when she left school, Donald was already studying at University. 9. Susan said that she (had) learnt how to eat with chopsticks when she was in Hong Kong. 10. He said that he could meet us at the airport. 11. Bill declared that he had owned the firm ever since he (had) started it in 1990.

Ex. 8. Use the right form of the verbs in brackets. Retell the texts.

1. Two men were passengers on a four-engine plane. Suddenly, one engine (fail) and the pilot (announce) that the plane (be) now fifteen minutes late. A short time later another engine (go) out of order. The pilot (have to) announce they (be) thirty minutes late. Then the third engine (start) burning, and the stewardess announced that they (be) one hour late. At this point, one man (say) to his neighbour, "If the fourth engine (quit), we (can) (be) up here all day."

2. Sitting at home one afternoon, a retired doctor and his wife decided to call another couple to see what they (do).         "Oh," (say) the other wife, "we just (drink) coffee and (talk)." The doctor's wife (hang) up the phone. "Why we not ever (do) that?" she (demand). And she (explain) that they just (drink) coffee and (talk). So, the doctor (tell) his wife to make them a pot of coffee. Soon they (sit) with their freshly brewed coffee, staring at each other. "Call them back," he (direct), "and find out what they (talk) about."

Ex. 9. Translate into English.

1. Туристы были очень удивлены. Никогда раньше они не видели такого количества людей. Но гид объяснил им, что это обычное явление в Гайд-Парке в хорошую погоду. 2. Они надеялись, что если мать поговорит _с ним, то он изменит свое решение. 3. Он позвонил на и сказал, что всю неделю идет дождь, но синоптики обещают хорошую погоду в начале следующей недели. 4. Отец посмотрел на мои ботинки и сказал, что это просто позор, потому что я не чистил их неделями. 5. Каролина сказала нам, что этот красивый комод был в ее семье более двух веков и что сейчас о очень ценный. 6. Мальчик сказал, что их путь лежал через лес. Снег перестал идти, сияло солнце. Они надеялись, что вскоре доберутся до станции. 7. Я столкнулся с Анжелой, когда проходил мимо банка. Мы не встречались с тех пор, как закончили университет. Она радостно поздоровалась со мной и сообщила, что только что открыла счет в этом банке. 8. Учительница объяснила шестилеткам, что земля круглая и что она вращается. Одна девочка очень удивилась и сообщила, что она всегда считала, что земля плоская. 9. У стены стоял старомодный шкаф, который видел лучшие времена (дни). Хозяйка объяснила, что он принадлежал ее прабабушке.

3. The Passive Voice

Ex. 1. Change the sentences from active to passive.

1.  The teacher explains the new rule. 2.  The teacher is explaining the new rule. 3.  The teacher has explained the new rule. 4.  The teacher explained the new rule. 5.  The teacher was explaining the new rule. 6.  The teacher had explained the new rule. 7.  The teacher is going to explain the new rule. 8.  The teacher will explain the new rule. 9.  The teacher can explain the new rule. 10.  The teacher should explain the new rule. 11.  The teacher ought to explain the new rule. 12.  The teacher must explain the new rule. 13.  The teacher has to explain the new rule. 14.  The teacher may explain the new rule. 15.  The teacher might explain the new rule.

Ex. 2. Use the right form of the verbs in brackets.

1. This program (run) by very good managers. 2. These workers usually (pay) monthly. 3. The public not (allow) to drive on the park roads. 4. This city (bomb) heavily in the war. 5. The editorial staff (call) to the conference room. 6. Tim studies hard. He hopes he (give) the highest grades this semester. 7. The lost children just (find) in the park. 8. The new computer system (install) at the moment. 9.I (teach) to play chess by the time I was four. 10. He was getting the best care and treatment in the hospital, and he (monitor) night and day. 11. If all the money in the world (collect) and (divide) equally among all the people living on the Earth, each of us (give) three million dollars. 12. Don't worry! By the time we meet again, all your problems (solve). 13. We (tell) that the exact days for the talks not (set) yet. 14. It (decide) last week that this novel (televise). 15. The Olympic torch (pass) from one runner to the next one.

Ex. 3. Change the sentences from active to passive if possible.

1. Doctors use this medicine widely. 2. They deliver milk before 8 a.m. 3. When I came to the service station, they were still repairing my car. 4. Jack walked to school yesterday. 5. Don't worry, our people will meet the group at the airport. 6. This man is installing a new xerox in the office. 7. We stayed in a three-star hotel. 8. The police arrested the wrong man mainly because they confused the names which the witness had given them. 9. They threw him into prison and deprived him of his property. 10. The leaves fell to the ground. 11. Have you received the message yet? 12. People are destroying large areas of forest every day. 13. Mary's cat ran away last week. 14.1 hope they will have completed the repairs by tomorrow. 15. Some people were using the tennis court, so we couldn't play. 16. No one has solved that problem yet. 17. Did someone invite you to the party? 18.1 agree with you, gentlemen.  19. This news surprised me. 20. Mr. Lee will teach this class.

Ex. 4. Use the right form of the verbs in brackets.

Nearly a quarter of a century has passed since this book first (publish). During this period several hundred thousand copies of the book (dispose) of, and it (sell) practically in every country in the world where English (teach) as a second language. Nevertheless, the twenty-fifth anniversary is so important an occasion that it (commemorate) with the publication of the new edition, which thoroughly (revise) and considerably (enlarge). Additional sections (include). Another innovation is that a list of irregular verbs in everyday use (introduce). These verbs intentionally (place) as endpapers for easy reference. Besides, the opportunity (take) of revising the book from cover to cover, bringing it up to date and introducing many little improvements here and there. Much care (give) to the preparation of the Index, which it (hope) will make the book a useful work of reference. The writer is of the opinion that the best results (achieve) if it (use) by the students both as a text book and as a book of reference.

Ex. 5. Change the sentences from active to passive. Remember: only one passive construction is possible with these verbs.

1. If you want, I'll dictate the address to you. 2. The customer repeated his request several times. 3. In his speech the lecturer mentioned some historic dates. 4. The council pointed out some shortcomings in the project. 5. The client explained his terms clearly. 6. Sally described all the details of the incident vividly. 7. The chief announced the good news to everybody's delight. 8. The lawyer suggested the new strategy. 9. She pointed out the mistake to us. 10. The, policeman repeated his orders several times. 11. You won't get lost. We'll describe all the directions thoroughly. 12. I'll point him out to you.

Ex. 6. Translate into English.

1. Нам объяснили, как работает аппарат. 2. Его так хорошо описали, что мы сразу поняли, что это он. 3. Письмо было продиктовано мне по телефону. 4. Об этом законе физики лишь упомянули, он не был объяснен студентам. 5. Тебе когда-нибудь объясняли значение этих слов? 6. Сообщение повторялось каждые полчаса. 7. Им указали на их недостойное поведение. 8. Заказчикам предложили новые условия контракта. 9. На днях вам было указано на эту проблему. 10. Вся информация будет записана для нас автоответчиком.

Ex.7. Change the sentences from active to passive.

1. They offered me the vacancy. 2. The boss has given us all the instructions. 3. We showed the girls our buys. 4. Father promised Ted a new skateboard. 5. Somebody told him the truth. 6. The manager sent them the fax last night. 7. Ben offered the fellow a beer. 8. The expert recommended the client several solutions to the problem. 9. Grandmother gave me a wonderful cookery book. 10. Our partners promised us support and understanding. 11. The policemen showed us the way to the Tower. 12. They paid him a pretty sum of money. 13. They filled the glasses and made another toast. 14. They took these examples from literature.

Ex. 8. Translate into English.

1. Академия наук была основана Петром Великим в 1725 году. 2. Вся важная информация обычно посылается электронной почтой. 3. Слово грамматика пишется с двумя «м». 4. Шесть месяцев спустя они обвенчались в местной церкви. 5. Когда все книги были пересчитаны, то оказалось, что одной не хватало. 6. Предпринимаются попытки освободить заложников. 7. Точные цифры пока что не были опубликованы. 8. Сливки были хорошо взбиты. 9. Мне сообщили об этом лишь вчера. 10. Грабители обнаружили, что код на сейфе был изменен. 11. Если главой предприятия выберут его, то все будут удивлены. 12. Дверь твоей машины уже неделю сломана. Ты собираешься ее ремонтировать? 13. Мы чувствовали, что за нами следят. 14. Они надеялись, что будут приглашены на ужин. 15. Если что-то будет разбито, вам придется платить.

Ex. 9. Use the right form of the verbs in brackets.

Many changes are happening in education today. In the traditional classroom, the teacher is in complete control. The teacher decides when the class will study which subject, and all students must work on the same subject at the same time. Nowadays developments in technology (use) in the classroom. Children (teach) Mathematics with calculators. Television (use) to teach basic Reading and Mathematics. The influence of general computerizing can't (overlook) either. In many schools computers (experiment) with in the classroom. They (use) to help teach English. In many elementary schools children (teach) how to read and write on computers.

In some schools, a new method called "the open classroom" (apply) these days. More and more students (permit) to choose for themselves which subject they want to work on and for how long. Students can work by themselves or in groups. Children are usually enthusiastic about this new method, but some parents are beginning to have doubts. According to these concerned patterns, the children (give) too much freedom nowadays, not enough time (spend) on real work, and the children not (teach) the subjects that are most important. In some schools that experimented with the open classroom in the past, the traditional methods of teaching (reinstate).

A number of years ago, universities also experimented with television in college lectures. Professors recorded their lectures on videotapes, which later (play) in class. The professors were not present in the classrooms. This new method (use) when studies came out showing that students were not learning. One professor received an unpleasant surprise when he entered his classroom. His lecture (show) on TV, but no students were in the room.

Ex. 10. Translate into English.

1. Учти, в расписание внесли некоторые изменения. 2. Словарями нельзя пользоваться на экзаменах. 3. Его постоянно критикуют за плохие манеры. 4. — Машина сияет. — Да, ее только что помыли. 5. Дайте нам знать, если хотите, чтобы вас встретили в аэропорту, 6. Синтетические ткани хорошо стираются. 7. Вещи сделанные из льна, сильно мнутся. 8. Его необходимо остановить, пока не слишком поздно. 9. Ее укусило странное насекомое. 10. Детей следует уважать так же, как и взрослых. 11. Лабораторией нельзя было пользоваться вчера, в ней устанавливали новое оборудование. 12. Все работы будут закончены к концу недели. 13. — Ты почему не в новых туфлях? — Они в ремонте. 14. Инспектор заверил нас, что все необходимые меры уже были приняты. 15. Как только данные будут получены, вас проинформируют об этом. 16. Эйфелева башня была спроектирована Александром Эйфелем. Она была сооружена в 1889 году. Ее можно видеть из любой части города.

4. Moods

Test Your Knowledge

Ex. 1. Answer the questions.

1. What would you do if you had a chance to choose your profession a second time? 2. Which aspect of the language would you prefer to teach: Phonetics, Lexics or Grammar? Explain your choice. 3. A friend of yours would like to learn English as quickly as possible. What would you advise him to do? 4. Just imagine that you were born a member of the opposite sex. What would have happened to you? How would your life have been different so far? 5. How would you act if you found yourself on an uninhabited island? Would you become a new Robinson Crusoe? 6. What would you think of if you wanted to give your mother something special on her birthday? 7. How would things change if there were no advertising? 8. If you met a space invader, what questions would you ask him? 9. How would you act if you'd been born with an ability to see the future? 10. What would you do if you were the teacher of this class? 11. What do you wish were different about the world we live in?

Ex. 2. Complete the sentences.

1. The popular music industry would disappear .... 2. We would learn a lot about this planet... . 3. The people would be happy ... . 4. The city wouldn't be so polluted ... . 5. There would be fewer accidents .... 6. Children would have better health ... . 7. The roads would be less crowded ... . 8. People wouldn't eat a lot of "fast food" .... 9. People would read more .... 10. Pam would have got the job .... 11. Money wouldn't be so important... . 12. Life would have changed radically ... .

Ex. 3. Translate into English.

1. Если бы ты любил меня, то выполнял бы все мои желания. 2. Если бы мы знали что делать, то действовали бы решительно. 3. Я знаю, что ты сделаешь это, как только сможешь. 4. Мы уверены, что вы сделали бы это, как только смогли бы. 5. Будь он здесь сейчас, он бы нас защитил. 6. На твоем месте я был бы более осторожен по поводу того, что говорю. 7. Если бы ты не бездельничал всю свою жизнь, то был бы богат сейчас. 8. Если бы в воздухе не было кислорода, мы не могли бы жить. 9. Будь я королем, я бы правил справедливо. 10. Если бы она опять не потеряла вчера очки, то смогла бы проверить наши работы. 11. Студенты забывали бы очень многое, если бы им не приходилось время о г времени сдавать экзамены. 12. Будь я богат, я был бы очень щедр и делал бы много добра. 13. Если бы вы пригласили хорошего врача, когда заболели, то вы никогда не попали бы в больницу. 14. А почему ты не идешь на вечер? На твоем месте я пошел бы. Будет здорово! 15. Все было бы хорошо, если бы не неожиданный приезд ревизора.

Ex. 4. Open the brackets using the right tense, voice and mood of the verb  Retell the story.

Open the Box!

In Stevenage one evening, a woman whose phone was out of order, strolled a few blocks from her home (use) a public phone as she long (want) to chat with her twin sister. Just as she (pick up) the receiver, an excited young man (tap) on the window. His face was flushed as if he (run) for a long time and (need) the phone urgently. But the woman ignored him completely, she (feel) that as she (get) there first, now she (can) talk to her heart's content. She lined up all her 50p, 20p and Юр pieces on top of the box and turned her back in a smirk. Ignoring her frosty attitude, the bloke opened the door and (beg) for the use of the phone as if it really (be) a question of death and life. The huffy woman (carry) on discussing the weather with her sibling. Finally, after she (talk) for ten minutes, the furious bloke (can) (stand) it no more! "Isn't it high time you (stop) chattering?" he shouted. He opened the door, pulled the woman out, tossed her change on to the pavement, and picked up the receiver, swearing furiously as if he (go) mad. The woman (give) the rude man a piece of her mind, then (go) back home. As she turned the corner of her road, the world (fall) before her eyes: her house (burn) to the ground! And the young man (try) to call the emergency fire brigade all that time. How she wished now she not (be) so unfriendly and (let) the young man (use) the telephone!

Ex. 5. Translate into English.

1. Англичане говорят, что подкову нужно вешать концами вверх, чтобы удача не вывалилась. 2. Застегните пальто, чтобы не простудиться. Вам следует больше заботиться о своем здоровье. 3. Они вынуждены были говорить шепотом, чтобы никто их не услышал. 4. Она сделала вид, будто ищет что-то в карманах, чтобы никто не заметил ее волнения. 5. Давайте сядем и поговорим, чтобы не было недоразумений. 6. Давай возьмем такси, чтобы не пропустить поезд. 7. Мать закрыла балкон, чтобы шум не разбудил ребенка. 8. Он надвинул шляпу на глаза, чтобы его не узнали. 9. И вдруг ему стало душно, и он ухватился за спинку стула, чтобы не упасть. 10. Что-то меня клонит в сон. Давай выпьем по чашечке кофе, чтобы не заснуть. 11. Разведчикам пришлось двигаться очень осторожно, чтобы враг не услышал их. 12. Дети были взволнованы, они опасались, как бы кто-нибудь из старших не вошел до того, как они упакуют рождественские подарки. 13. Уберите книги в шкаф, чтобы они не запылились. 14. Мне нужно просушить вещи, чтобы их не испортила моль. 15. Закрой тюбик клея, чтобы он не засох. 16. Закрой окно, прежде чем включить свет, чтобы не налетели комары. 17. Смой косметику перед сном, чтобы не было аллергии.

Ex. 6. Read the following jokes and retell them in indirect speech.

1.  Tom: What would you do if you were in my shoes?

     Tim: I should polish them.

2. Teacher: What's wrong in the sentence "Ann didn't go to the library yesterday as she had had a birthday"?

Student: If the sentence which had "had had" had had "had", it would have been correct.

3. A nervous passenger approached the captain timidly.

"What would happen," she asked, "if we struck a large iceberg?"

"The iceberg would pass on as if nothing had happened," replied the captain.                                                             The old lady was very much relieved.

4. Wife: Darling, where would you go for a holiday if you could afford it?

    Husband:  I would go somewhere I've never been to.

    Wife:  Well, how about the kitchen?

5. Roger: Why do you think your marriage has lasted so well?

    Jeff: My wife and I always have dinner out on Saturdays.

    Roger: How very romantic! I wish Laura and I had done so too, maybe we wouldn't have parted. Where do you go?

Jeff: Well, I go for a Chinese. I haven't the foggiest idea where she goes.     Roger: Well, well, sometimes two is a crowd, too.

Ex. 7. Translate into English.

1. Жаль, что вы так рано уехали. Вы бы чудесно провели время на вечере. 2. Если бы у меня были твои способности! Я бы смог столь многого достичь в жизни! 3. — Если все пойдет хорошо, то мы станем компаньонами. — Хотелось бы, чтобы это было так! 4. Если бы англичанин украл несколько пенсов двести лет назад, то его бы повесили. 5. — Вам повезет, если вы найдете подкову. — Да, если бы я нашла подкову, то повесила бы ее на счастье. 6. Через несколько минут мы приземлимся в аэропорту «Шереметьево». Хорошо бы кто-нибудь нас встретил и проводил до гостиницы «Савой»! 7. — Если бы я не выкрасила волосы в такой яркий цвет, то друзья не подшучивали бы надо мной. — А мне нравится. Жаль, что я не покрасила свои вместе с тобой! 8. — Я рассержусь, если вы откажетесь поехать с нами. — Жаль, что я не могу сделать этого, это было бы неплохо. 9. — Мы бы не попали в столь сложную ситуацию, если бы проверили все их действия. — Напрасно мы так слепо доверяли им все эти годы! 10. — Если у меня будет много денег, я буду путешествовать и помогать людям. — Тебе давно пора перестать мечтать и начать работать! 11. Если бы у меня было много денег, то я помог бы всем своим друзьям. 12. Если бы у меня было много денег вчера, то мы пошли бы с тобой в ресторан, а не в «Макдоналдс». 13. — Мы бы лучше спали прошлой ночью, если бы сын моих соседей опять не устроил вечеринку. — А не пора ли поговорить с ним об этом? 14. Я не думаю, что он где-то в стране, иначе кто-нибудь уже увидел бы его, и слух о нем распространился бы среди нас. 15. Случись, что ты передумаешь, дай нам знать. Необходимо, чтобы мы нашли тебе замену.

Ex. 8. Translate into English.

Маленький дом и верные друзья

Однажды мужчина построил дом. Он знал, что долг каждого человека — построить дом, посадить дерево и вырастить ребенка. Поскольку у него не было семьи, он решил, что пора ему иметь хотя бы крышу над головой. Дом был маленький, удобный и милый. Хозяин подумал, что если он пригласит всех своих друзей, то они смогут вместе отметить новоселье. Друзья приехали, осмотрели дом, и каждый сказал что-то свое. Один из них отметил, что дом мог бы быть побольше, другой заявил, что он сожалеет, что потолки такие низкие. Третьему было жаль, что кресла такие неудобные. Конечно, хозяину дома все это не понравилось, но он и вида не показал. Он выглядел так, словно нисколько не возражал против этой горькой правды, словно он и сам знал все это с самого начала. Он знал, что необходимо, чтобы все приличия были соблюдены. Он опасался, что его друзья, которых он знал много лет, обидятся. Однако когда гости покидали его маленький, но гостеприимный дом, он сказал: «Да, мой дом действительно очень маленький, но как бы я хотел заполнить этот дом хорошими и верными друзьями!»

5. Modals

Test Your Knowledge

Ex. 1. Use the given hints to make dialogues with your partner.

How Honest Are You?

1. You really need something but you haven't got enough money. Would you ever do any shoplifting? 2. Would you ever tell lies about yourself to impress other people? 3. There is some fine stationery in the place where you work. Is it all right to take some? Would you ever do so?

4, You are going to sell your car. Someone offers you a good price, and you agree to sell the car. Before you sign the necessary papers, someone else offers you a much higher price. Would you stay with the first buyer or sell to the second? 5. Would you hide some of your earnings from the tax inspector? 6. In an American school it's quite a normal situation when a pupil tells the teacher about his classmate cheating during the test. Would you think it normal? 7. You are staying in a hotel, and you see that they have very nice towels. Would you take any home with you? 8. You find a wallet containing a big sum of money and a ticket for a flight to Geneva with the person's name and address. What would your actions be? 9. What do you think about traveling without a ticket on public transport? Would you ever do so? 10. You have just had an expensive meal in a restaurant. When you check the bill, you see that the waiter has forgotten to charge you for the drinks. Would you tell him or keep quiet? 11. You find out, by chance, that your sister is adopted but she doesn't know. Should you tell her? 12. You find out that your sister's husband is having an affair. Should you tell her?

Ex. 2. Combine the following sentences making them unreal. Start with If.

I.1. It was a rush hour. 2. Something happened. 3. He turned up late. 4. His girlfriend was furious. 5. They had a row. 6. He made her cry. 7. He felt guilty. 8. He apologized. 9. She forgave him. 10. They are happy now.

II. 1.1 won a pretty sum of money. 2.1 bought a big car. 3.1 drove too fast. 4. There was an accident. 5. The ambulance took me to hospital. 6.1 fell in love with a nurse. 7. We got married. 8. We were happy at the beginning. 9. But then I met somebody else. 10. And we parted forever.

Ex. 3. Complete the sentences.

1. If he becomes Prime Minister, .... If he became Prime Minister, .... 2. If it rains tomorrow, .... If it rained tomorrow, .... 3. If she learns to speak Spanish, .... If she learnt to speak Spanish, ... . 4. If wars stop, ... . If wars stopped, ... . 5. If he succeeds in life, ... . If he succeeded in life, .... 6. If they support the child, .... If they supported the child, .... 7. If I buy a cottage in the wood, .... If I bought a cottage in the wood, .... 8. If Annie marries Stephen, ... . If Annie married Stephen, .... 9. If Nicholas studies harder, ... . If Nicholas studied harder, ... . 10. If Simon goes to University, ... . If Simon went to University, ....

Ex. 4. Comment on the meanings of the modal verbs in bold type.

1. My mother said I never should play with the Gypsies in the wood. If I did so, she would say, "Naughty Girl, if you disobey your hair won't curl, your shoes won't shine. Naughty Girl, you won't be mine." 2. Supposing she had to return home to Mother without Jack. She couldn't. She wouldn't, she vowed to herself. She would stay in this country and search until the Black Leaf was found, even if she had to wait for years ... and here her tears began to flow again. 3. "You'll have to be very cautious, missy, if you go back to the wood," said Farmer Rose. "It wouldn't do for you to get caught, too." "But I mustn't be afraid of anything now." 4. "Let's stop! It wouldn't do for us to run on him like this. It might look as if we were — oh, well, it would look funny, you know." 5. You must try to get a good rest tonight, and then you can start off fresh in the morning — and you mustn't cry anymore or you'll make yourself ill. 6. What ought she to do, she wondered. Should she open the envelope? What was she to do with it? 7.1 don't feel I dare go out again. I will wait here. I can trust no one. 8. He, who spends more that he should, shall not have to spare when he would. 9. You can't make me let him do what he ought not to do. 10. — You needn't explain, Fred. — But I want to. I have to. We must improve the situation. 11. "I must have this mink coat! I can't bear somebody else wearing it," she said to her husband. "Very well, my dear, you shall have the coat!" 12. The past can't be helped! It's the future we can help, and it's the future we should give our thought to. 13.1 daresay, I can't make him change the way he dresses. He needs a new style, he really does. 14. Little birds that can sing and won't sing must be made to sing.

Ex. 5. Fill in the spaces with should (have), would (have).

1. I'll remind you of the rules frequently lest you... (forget) them. 2. You ... (pay) more attention to the subject, when you had the opportunity. Then this ... not (happen). 3. If you had not been there to help me, I do not know what I... (do). 4.1... (come) to your party, had your invitation reached me sooner. 5. ... you (be) so kind as to tell me the way to the gardens? 6. He ... (benefit) his native town greatly, if the authorities had not opposed his plans so bitterly. 7. If I were to find myself homeless, I do not know where I... (go). 8. What... (be) the use of schools and teachers, if the scholars were not willing to learn? 9.1 hoped that you... (help) me in that serious matter. 10. Those who are not without faults themselves, ... (avoid) blaming others. 11.1 pointed out to him that some people I knew were so obstinate that they... (not listen) to any reasons. 12. He was not deaf, but he was so obstinate that he ... (not follow) my advice. 13. He ... (listen), however, if you had approached him tactfully. 14. He was so disguised that I... never (know) him, but for his beard. 15. What do you think we ... (do) in the circumstances in which we have found ourselves?

Ex. 6. Insert the verbs can, could, may, might, should, would.

1. ... you be prosperous and happy! 2.1 trust that your fears ... not be realized. 3. In my perplexity I appealed to my guide to know what I... do. 4. A good general makes every preparation against defeat, ... such a contingency arise. 5. It makes my blood boil to think that such cruelties ... go on around us. 6. ... such circumstances arise, I shall take steps to deal with them. 7. Whatever ... have happened, the result is the same. 8. Who can say what... have happened, had not the accident been averted? 9. Some of these rocks ... perhaps have been deposited by passing icebergs. 10. He was so indifferent to public opinion that he did not care what the papers ... say. 11.1... support your enterprise, but I am not yet convinced that it deserves it. 12. With a little encouragement, he ... do wonders. 13.1 am not likely to be moved by anything you ... say; I judge by results. 14. Let him show what he has done; then we ... perhaps believe his words. 15. We hope that Your Majesty ... long rule over us, and that your reign ... be as glorious as those of your predecessors.

Ex. 7. Translate into English.

1. Она гладила белье и время от времени выглядывала в окно. 2. Они, возможно, были слишком строги к своему сыну. 3. Иногда он просто невыносим, все равно будет все делать по-своему. 4. Напрасно ты убирала квартиру, уборщица придет завтра. 5. Ей не пришлось убирать квартиру. Дети уже сделали это. 6. Не нужно быть гением, чтобы понять это. 7. Я люблю тебя гораздо больше, чем мне следовало бы. 8. — Тебе в самом деле нужен компьютер? — Я не могу обойтись без него. 9. С какой стати мне впускать тебя в мою жизнь? 10. Он никак не хотел поверить в мою печальную историю. 11. Пора тебе относиться к жизни серьезнее! 12. Тебе следовало видеть, как Дейвид готовил обед! Ты очень много потеряла! 13. — Нельзя полагаться на случай. Нужно что-то делать. 14. Учти, ты ответишь за это! Тебе придется сознаться во всем. 15. Не может быть, чтобы ты отказался от этой работы. Тебе следовало посоветоваться со мной.

Ex. 8. Read the text and comment on the forms in bold type. Retell the text in indirect speech.

The Secret Diary of Margaret Roberts Aged 14

Everybody is being perfectly horrid to me at school. I've been to the headmistress to complain, but even she was unsympathetic. She said, "You're overworking, Roberts. I wish you were less enthusiastic and took a few days off." I protested that the school couldn't function without me. The head snapped, "Go home, Roberts, and give this note to your parents."

Dear Mr. and Mrs. Roberts,

Margaret's behavior has been giving me great cause for concern. At all times she is neat, clean and controlled. She works hard. She is top of every subject. She is highly competitive on  the  sports field,  is an excellent needlewoman and always wears highly polished shoes. Indeed she is the type of girl one ought to be proud of; I wish some girls were like her in these respects. But Margaret is wearing out my staff with her constant requests for more work. She is always ink, milk and register monitor. Class, sports and house captain. She works in the greenhouse during her playtimes, this morning I came into school early and found her mopping out the lavatories. All very well, you  may think, but her mania for work is making her very unpopular with the other girls.   Can  there  be any problems at home? Can she be compensating for some lack of affection or attention on your part? Maybe, I shouldn't have worried you with all this but she must learn to tolerate these of us who are rather more fallible. Headmistress Kesteven, Grantham Girls School.

Father's hand trembled as he put down the note. He said "Geniuses are never recognized in their own land."

(after S. Townsend)

Ex. 9. Translate into English.

1. — Случись так, что тебе будут нужны деньги, обратись к управляющему. — Хотелось бы, чтобы мне не пришлось этого делать. 2. — Получи он тогда наследство, он не жил бы все эти годы в такой нищете. — Да, никогда не знаешь, что может случиться в жизни. 3. Давно пора вам выучить географию! Если бы я отвечал на уроке вчера, то я бы не сказал, что Миссисипи находится в Африке. 4. — Странно, что у него нет никаких сомнений по поводу своих способностей. — Да, хотел бы я тоже быть таким уверенным в себе! 5. — Случись так, что ты передумаешь, дай нам знать, мы хотели бы знать о твоем окончательном решении. — Обязательно сообщу. 6. — Если бы полиция не прибыла в самый последний момент, то грабители сбежали бы. 7. Присмотри за ним, и случись, что он опять будет драться с младшим братом, дай мне знать. Он будет наказан. 8. О, хорошо бы вы ушли! Если бы я знала, что вы корреспонденты газеты, то ни за что не впустила бы вас. 9. Мама была бы ужасно рада, если бы вы сумели найти немного времени для нее. 10. Думаю, что мне следовало рассказать родителям о проблемах в школе, но не хотелось их беспокоить. Что будет, то и будет! 11. — Симпатичный молодой человек приходил повидать вас. — О, это, должно быть, мой двоюродный брат Андрей. Неужели случилось что-то неожиданное? — Да, но он мог бы и позвонить. 12. Она учит этот этюд, должно быть, уже целый месяц. Я просто слышать его не могу! Она, должно быть, неспособна к музыке. 13. Я была очень удивлена тем, что Юля уже ушла. Она должна была напечатать весь текст, но оказалось, что она сделала только половину работы. Должно быть, она плохо себя чувствовала.

6. The Non-finite Forms of the Verbs (Verbals)

The Infinitive, the Gerund, Participles I and II, Participle I Perfect

Ex. 1. Comment on the difference between the following pairs of sentences.

1. I like cooking for my family. I'd like to cook something delicious today. 2. The manager stopped speaking on the phone. The manager stopped to pick up the file. 3. He'll never forget meeting Mary for the first time. Don't forget to meet the children after school. 4. They went on talking all night. After college, Andrew went on to study law. 5. If you want to improve your French, you can try watching French films. I am trying to give up smoking. 6. The piano needs tuning. She needs to be very, very careful-7. When I was a kid, I used to play with my neigh' hours' children. When I was a student, I had to get used to reading a lot.

Ex. 2. Complete the sentences with the Infinitive or Gerund of the verbs in brackets. In some cases both variants are possible.

1. Students need (buy) a lot of books. 2.1 like (give) parties to my friends. 3. It started (snow) in early morning. 4. We'd like (celebrate) our wedding anniversary at the restaurant this year. 5. The tourists finished (pack) at about ten. 6. Are you planning (go) on a holiday this year? 7. I've just begun (read) a novel by B. Bradford. 8. Please stop (crack) nuts! 9. We stopped (buy) a packet of nuts. 10. Did you remember (feed) the fish this morning? 11.1 remember (see) this writer at some conference. 12. Don't worry! I promise (be) on time. 13. What time do you expect (arrive) in Newcastle? 14.1 forgot (lock) the door of my apartment this morning. 15. He forgot (tell) these jokes many times before.

Ex. 3. Change the sentences, using the words in brackets according to the model.

Model: The doctor advised going to bed. (the patient) The doctor advised the patient to go to bed..

1. The Lovedays don't permit watching television, (their children) 2. The travel agent recommends going to Italy. (the holiday makers) 3. The law forbids stealing, (people) 4. The guide recommends visiting the Tate Gallery, (the tourists) 5. They don't permit the feeding of animals, (people) 6. The doctor advised going on a diet, (the patient) 7. They don't allow parking there, (motorists) 8. The teacher advised using an English-Russian dictionary, (the students) 9. They forbid the wearing of make-up, (their daughter) 10. The attendants don't permit the taking of photographs, (visitors) 11. They advised going to a language school, (the аи-pair girl) 12. The hijacker intends flying to South America, (the pilot) 13. They forbid smoking, (their children) 14. The lawyer advised pleading quietly, (his client) 15. They don't allow dancing, (people)

Ex. 4. Complete the sentences with the Infinitive or Gerund of the verbs in brackets.

1. Maxim seems (want) (go) hiking this weekend. 2. The Carters can't afford (go) on such an expensive tour. 3.1 can't stand (wait) in lines for a long time. 4. She hates (go) (shop) on Saturday. 5. My boss refused (give) me a raise, so I stop (work) for him. 6. Tom's tomato crop always failed. Finally he quit (try) (grow) tomatoes in his garden. 7. Would you like (go) (dance) tonight? 8. Jeff expects (go) (fish) this weekend. 9. Alan likes (go) to my presentations. 10. Would you like (go) to my parents' house next Saturday? 11.1 enjoy (teach). Yes, I really enjoy (be) a teacher. 12. The children promised (stop) (make) so much noise. 13.1 need (stay) at home and (study) tonight. 14. Tracey's car needs (wash) and (oil). 15. Don't forget (unplug) the coffee pot, (turn off) all the lights, and (lock) the door before you leave for work.

Ex. 5. Use either the Infinitive or Gerund of the verbs in brackets.

1.I have always tried (do) my best. 2. — My bolognese sauce always seems tasteless. — Have you ever tried (add) a little sugar to it? 3. Where did you get that money from? I don't remember (give) it to you. 4. Did you remember (post) that letter I gave you? 5. Passengers are forbidden (talk) to the driver. 6. I'd love (meet) you when I am next in Athens. 7. There is a regulation which forbids (smoke) in hospitals. 8. Wouldn't you prefer (stay) in this evening? 9.1 shall never forget (meet) you in Florence when you were with Alan. 10. Don't forget (give) me a ring as soon as you get back. 11. I cannot help (wonder) why she never goes out anywhere. 12. There was a lot to do. Fortunately, Janet agreed to help (prepare) the food. 13.1 don't want to go if it means (change) trains 14. I'm sorry, I didn't mean (interrupt) you. 15. , Won't you stay? There's a good match on TV. — no, thanks. I hate (watch) football. 16. Whenever John comes round, I like (cook) something special for him 17. — What do you like best about wintertime? — Well, if it has snowed during the night, I like (get up) early and (go) for a walk in the fresh snow. 18. — Do уоu really like (meet) people? — Not really. I'm rather a shy person.

Ex. 6. Use either Infinitive or the Gerund of the verbs in brackets.

1. You must remember (call) at the baker's on your way home because we need (buy) some bread and biscuits. 2. Could you stop (talk) for a moment? I need (concentrate) on this letter. 3.1 hope you haven't forgotten (telephone) the garage because the car badly needs (service). 4. We could try (make) a dash for the car if it would only stop (rain) for a moment. 5. I'm sure you won't regret (buy) the car, even though it needs (paint) and (oil). 6.1 regret (say) that he's clean forgotten ever (promise) me a job. 7.1 don't remember (take) my wallet out of my bag, but I must have done it when I stopped (buy) a paper. 8. As I told you, he's rather deaf, so don't forget (try) (shout) if he doesn't answer the door at first. 9. I've considered (ask) him (raise) my salary but I don't think he can afford (do) it. 10. If the machine happens (stop) (work), just telephone and arrange for the service engineer (call). 11.1 can't help (think) that we shouldn't have agreed (lend) him our car. 12. If you've finished (use) the typewriter, I'd like (borrow) it for a while, so that I can get used to (type) on that machine.

Ex. 7. Translate into English.

1. Он забыл, что звонил мне, и позвонил во второй раз и в конце разговора сказал: «Не забудь позвонить мне вечером». 2. Помню, как мы мечтали о студенческой жизни. Я всегда помню, что нужно позвонить моим друзьям по особым датам. 3. Моя дочь любит готовить. Сегодня она хотела бы приготовить пиццу с грибами. 4. Многие люди предпочитают оставаться за городом в жаркие дни. А я бы предпочла сейчас уехать к морю. 5. Бабушка запрещает курить в доме. Она разрешает внукам курить на балконе. 6. Он никогда не забудет, как впервые встретил ее. 7. Перестань укорять меня. Ведь мы остановились, чтобы поговорить. 8. Сожалею, что сказала вам это. С сожалением сообщаю вам, что самолет опаздывает на два часа. 9. Они продолжали танцевать всю ночь. Он продолжил учиться, чтобы стать юристом. 10. Если вы хотите усовершенствовать свой английский, вы можете попытаться смотреть фильмы. Я пытаюсь бросить пить кофе. 11. Когда я был ребенком, я имел обыкновение ломать многие игрушки. Когда я была студенткой, мне пришлось привыкать к тому, чтобы много читать. 12. Полы нужно натереть, ковры пропылесосить, а окна помыть.

Test the Verbals

Ex. 8. Read the texts, translate them and comment on the verbals.

1. Meredith cleared her throat, and went on, "I never had any sense of identity when I was young. Not knowing who you are and where you come from is very frightening. It's almost like being a non-person. Since I didn't have an identity, I invented myself. But now getting my birth certificate means a great deal to me." 2. Always, in the past, Meredith had used work to subjugate heartache, bring it to heal. Working hard until she dropped had enabled her to keep her mind off her troubles, to function properly. 3. Left alone, Meredith and Eunice looked at each other carefully without speaking. It was Eunice who finally said at last, "You've grown up to be a wonderful-looking woman, and you've certainly made a go of it, you really have. Living in America, owning all these inns." 4. Reed Jamison was speechless. In all of his forty-one years he had never been discarded by a woman. He had always been the one to end affairs or start them controlling, manipulating, pulling the puppet's strings and getting his own way. He continued to stare at Meredith. She was the only woman who had ever bested him, and a terrible rage began to fulminate in him. He leapt to his feet, glaring at her. "I'm glad I found out what kind of woman you really are! Before I made the terrible mistake of marrying you!" he shouted. 5. After that she managed to put the matter out of her mind; she had always had the ability to pigeonhole problems until it was the appropriate time to deal with them. And so she managed to get through the next few days without dwelling too much on her health or mental state. 6. After this sleepless night I was eager to see Mr. Rochester in the morning, but there was no sign of him. He had obviously told  the  servants  that  he  had accidentally set fire to his room by knocking over a lighted candle. As I passed his bedroom, I saw Grace sitting inside, calmly mending the curtains. She certainly did not look mad enough to have tried to murder her master. But I decided to investigate.

Ex. 9. Open the brackets to make the story complete.  Retell it.

Finding Shelter

After (travel) for two days in the coach, I was put down at a crossroads on the moor, with no money or possessions, as I realized now that I had left my parcel inside the coach. I was glad (see) there were no towns around as I did not want people (question) me or pity me. After (search) for quite a long time, I found a dry place (sleep), there (be) no rain and it (be) a warm night. In the morning I happened (find) a small village. I needed all my courage (knock) on some of the doors, (ask) if there was any (pay) work I could do, only (refuse) politely. And I could not (bring) myself (beg) for food, although by now I felt weak and faint. All I ate that day was a piece of bread, which I still had to beg from a farmer (eat) his supper. The next day I spent (walk) from house to house, (look) in vain for work. By the end of the day j began (wonder) why I should struggle (stay) alive, when I not (want) (live).

The wind and the rain (beat) down on me, I finally arrived at a long, low house, (stand) (isolate) in the middle of the moor. (Hide) near the door, I could (see) into the kitchen through a small (uncurtain) window. I saw an elderly woman (mend) clothes, and two young ladies, who seemed (learn) a language with dictionaries. The ladies looked so kind and sensible, that I dared (knock) at the door. The elderly woman opened it, but she (must) (think) I was a thief or a beggar, because she refused (let) me (speak) to the young ladies. The door closed firmly, (shut) me out from the warmth inside.

I dropped on to the wet doorstep, (prepare) (die). There the young ladies' brother found me, (return) home a few minutes later, and he insisted (bring) me into the house. They gave me bread and milk, and asked my name. "Jane Elliot," I replied. I did not want anyone (know) who I was and where I had come from. (See) that I was too tired (speak), they helped me upstairs to a bedroom. For three days and nights I lay in bed (exhaust) by my experiences. When I felt strong enough (go) downstairs, the sisters looked after me very kindly, and made me (feel) welcome in their pleasant home. They were sensitive enough (avoid) (ask) questions which would hurt me. I told them only that, after (leave) Lowood school, I became a governess in a wealthy family, where an unfortunate event made me (run) away. I offered them (do) any kind of work, (teach), (sew), (clean), so that I (can) (become) independent again.

(after Charlotte Bronte)

Ex. 10. A. Read the text and translate it.

Sing Your Stress Away!

When was the last time you really sang your heart out? For most of us, the answer is likely to be at school — and that's a real shame, because singing can do a lot more for us than just creating entertainment.

It's terrific for our emotional and even our physical health. If your reaction is "Not me — I can't sing a note" or "I'm tone deaf", then think again. According to the experts, if you can speak, you can sing — you may never do it in the Bolshoi or in the Albert Hall but if you enjoy doing it and feel better for it, who cares?

What Singing Can Do for You

1. Drive away stress.

Singing for pleasure can mean getting in touch with emotions that you've tried to bury. Singing unlocks a feeling that you've had inside for ages allowing you to feel refreshed and renewed.

2. Give you more confidence.

You may not believe it, but singing can become addictive! Many singers are hooked: they say it (singing) gives them more confidence. Maybe you've enjoyed singing in the bath or in the car, but haven't had the confidence to sing in other situations. Very often you start off in a whisper but, by the end of the weekend, you're singing your heart out.

3. Boost your energy.

Singing has clear physical benefits as well. Specialists say that singing is a very physical activity. The key to doing it well is being able to breathe properly. Most people get into bad habits and breathe shallowly from the chest. But this is the least efficient way to get oxygen surging through the body because it doesn't put enough air into the lower lungs.

If you breathe fully through your nose, expanding the lower lungs exhaling fully, not only will you see an amazing transformation in your singing, but you'll also find that you have more energy and feel healthier in general. Singing tones up the diaphragm and all the muscles around the ribs and back. It also tones up the face muscles, which is why so many singers tend to look much younger than their actual age. And if you can't bear the thought of doing aerobic exercise, then this may be just the hobby for you!

4. Make you happier.

Singing enables you to express yourself, it involves a sense of emotional release. It creates a chemical reaction in the body involving the pleasure-producing networks which are part of the brain and the nervous system. As a result, there's an increased release of the body's natural pleasure-giving and pain-killing chemicals. So, now you know what singing can do to you and if you are tempted, there are lots of different ways of going about it: you can either find a singing teacher, take a correspondence course or join a singing group. Many people are shy at first — but they're soon singing with gusto and loving every minute of it. Now it's up to you!

B. Say how good you are at singing   Discuss your ways of driving away stress, boosting your energy, making yourself feel happier

Ex. 11. Translate into English.

1. He зная правил игры, они ушли, не приняв в ней участия. 2. Услышав новости, которые были потрясающими, она не могла не расплакаться от счастья. 3. Не настаивайте, чтобы я выступила. Я пришла, чтобы расслабиться. Я с таким нетерпением ждала этого события. 4. Наши партнеры, работавшие в Нидерландах, сейчас работают в Бельгии. 5. Нам нужно еще так много сделать, прежде чем мы уедем: почистить зимние вещи, подстричься, пройти техосмотр. 6. Малыш перестал плакать, только лишь koi да мать остановилась, чтобы купить ему шоколадку. 7. Вы можете избежать сложных ситуаций тем, что будете более терпеливы, сдержанны и находчивы. 8. Всегда неприятно, когда человек разговаривает, не глядя вам в глаза. 9. — Что-то мне не хочется сегодня работать. Стоит ли вообще идти в офис? — Это тебе решать. 10. Мы поблагодарили его за то, что он помог нам. 11. Он определенно скоро придет. Он достаточно умен, чтобы понять, что мы те люди, которые ему помогут. 12. Ее манера одеваться раздражает меня.

Eх. 12. Read and translate the sentences.  Comment on the verbals.

1. When I was your age I didn't have time to worry about failing anyone. I had to succeed to survive. 2. After lunch Diana drove off to do some errands. I preferred to stay at home with Andrew, only to discover I was alone. 3. "You don't have to be sarcastic, Mai, and look, there are ways to make unusual situations work. Many ways." 4. Paul was domineering, bossy, he often felt the need to assert himself forcefully. He had made it clear who wore the trousers in their household. Emma had learned to let him have his way in most things, and he in turn, was wise enough never to interfere in her business. 5. As she continued to sew, she thought of her future. She had to work at the mill to earn a living and there was no one available to care for the child during the day. 6. And she knew that she could only rely on herself now to accomplish the tasks which would preserve her empire and her dynasty. To do that she had to live. And she thought to herself: The will to live is the strongest force in the world. 7. Without giving the landlady another glance, Emma mounted the stairs, her heart lifting. She certainly wasn't  going to  give  Mrs.  Daniel  the satisfaction of seeing her reading a note from a man who was obviously not her husband.

GLOSSARY

of library and information science

· An abstract is a brief set of statements that summarize, classifies, evaluates, or describes the important points of a text, particularly a journal article. An abstract is typically found on the first page of a scholarly article. Because an abstract summarizes an article, it is very useful for either browsing or keyword searching.

· Community analysis is the analysis of a set of people. Such analyses enable librarians to know the needs of patrons and hopefully provide better services to them. In a city library district, the set of relevant people would be all those who live in the city or those people eligible to use the library. Analysis may also be restricted to a subset of eligible library users.

· An annotation is an explanatory or critical note or commentary. Annotation is also the process of adding an explanatory or critical note or commentary to a text. Reference lists are often annotated with comments about what each resource covered and how useful it was.

· An appendix is a group of supplementary material appended to a text. It is usually related to the material in the main part of the text but not so closely related to it that it should be put into the main text. Put background information and supporting facts in the appendices. An example of a file that should be put in an appendix is a file of detailed charts and graphs of recent research closely related to the paper's main topic.

· An archive is a place in which historical documents and other records are preserved. Usually operated by large organizations, they may or may not be open to the public. The University of Toronto, for example has an archive that requires a five story building and contains several climate controlled vaults. A virtual archive is similar except the documents have no physical presence and seldom have historical value.

· An author is an originator of a creative work, particularly a writer of a text. Searching by author can be an effective form of information gathering.

· A bibliography is a list of writings related to a specific subject, writings by a specific author, or writings used in producing a specific text.

· A bibliographic database is a computer based list of library resources. Typically each record contains the call number, author, title, publishing information, and other card catalog information.

· Boolean logic is the algebraic system, developed by George Boole that is applied to Boolean expressions that contain Boolean operators such as AND, OR, NOT AND, and XOR (exclusive OR). This binary algebraic system is used primarily in switching circuits and database searches. Boolean operators are not to be confused with proximity operators such as NEAR.

· To browse is to inspect something casually, particularly to use an internet browser to casually inspect Web pages. This involves following links from page to page (also called surfing) rather than searching directly. The main difference between browsing and searching is that with browsing you have very little advance knowledge of what will be on the next page.

· A call number is an identification marker used in libraries to categorize and locate books and other resources. Each resource is assigned a combination of letters and numbers which correspond with a location in the library. For example the call number for the Publication Manual of the American Psychological Association is BF76.7 .P83 2001.

· A catalog is a complete and systematically organized enumeration of items, particularly the complete enumeration of libraries' resources on a set of paper cards (card catalog) or in an electronic database (bibliographic database).

· A citation is the quoting or mentioning of a source. All works used in preparing a paper should be cited.

· A citation search is a search, by name, of all references to an individual. Some databases have a specific citation search option; otherwise you use a full-text search. For an example of a database that has a specific citation search option go to the University of Michigan Library Database.

· Controlled vocabulary refers to limiting ones searches to the exact subject headings contained in the Library of Congress. An example would be "History - Bibliography etc". Some indexes, like Wilson Indexes, have their own system of headings and hence their own controlled vocabulary.

· Copyright is the legal right granted to a copyright holder for the exclusive sale, distribution or reproduction of a creative work. It is a form of intellectual property that prevents others from using a creative work without consent of the owner. For example, Thomas Mann holds the copyright on the book The Oxford Guide to Library Research.

· A cross reference database is a collection of records that have one or more fields that reference other related records. These connections (for example between "marketing" and "promotion") make browsing very productive and allow related-items searches.

· A descriptor is an index term used to identify a record in a database. It can consist of a word, phrase, or alphanumerical term. It can describe the content of the record or be an arbitrary code. When a descriptor is descriptive, it can be an effective search parameter.

· A dissertation is a written treatise or thesis, usually lengthy, usually authored by a doctoral candidate, usually directed by a faculty advisor, and usually intended to advance the state of the art in a given discipline. There can be an oral component to the process, in which the dissertation must be defended in front of critical judges. Dissertation searches are valuable because of their currency.

· Document delivery refers to the transfer of a database record, or other information resource, to the end user. It can involve direct internet or email transfers, CD delivery via mail, paper delivery via mail, or delivery via interlibrary loan.

· An edition is a version of a published text, or all the instances of a published text issued at a given time. An example would be the 2nd edition (2001).

· An entry is any record, or a field in a record, that has been included, or entered, into a database. An entry word is the headword in a dictionary, encyclopedia, or glossary.

· A field is an element of a database record. It contains one type of information and has a unique address. All or most other records in the database have a similar field. An example is the field "name".

· A free-text search (1) is a simple word or character search, usually with very few Boolean, proximity, or scope limiting options. It is simple and fast. A free-text search (2) is a search in which all the entries are freed from their original format of presentation. Text that originated in a journal article looks much the same as text that originated in a glossary or chat room. A free-text search (3) refers to the deliberate limiting of the scope of the search parameters to include only records that are available free of charge.

· A full text database is a collection of records containing complete versions of the original source, rather than just bibliographies, abstracts, or abridgements. An example is JSTOR. A related concept is that of a full text search which searches only sources that are complete, and ignores those records that are mere abstracts or descriptors.

· An interlibrary loan is when patrons of a library arrange for resources from other libraries to be sent to their library. This resource sharing system is being promoted by the International Federation of Library Associations.

· A journal is a periodical publication that presents articles in a specific subject area. They are usually scholarly. An example is The Journal of Marketing Research.

· Keyword searching is the searching of a database using a significant word from the title, abstract, or descriptor of a record as a point of reference to the article's overall content. This type of search is usually the best type to start with.

· A literature search is the search of traditional resources including books, catalogs, encyclopedias, dictionaries, atlases, bibliographies, handbooks, manuals, periodicals, indexes, yearbooks, gazetteers, directories, chronologies, almanacs, and guides. It is useful because it opens up a vast world of pre-1995 information that is not available online.

· A menu is a list of options from which a computer user can choose. This saves the user from having to memorize a set of commands. It also reduces the decision down to the basic information required (note the etymology from the French word minuet meaning small).

· A monograph is a written document (i.e., graph) on a single subject (i.e., mono). It is usually scholarly in nature and of approximately book length. They are valuable information sources because of their depth in a limited subject area.

· ODLIS: Online Dictionary for Library and Information Science was created by Joan M. Reitz, and has become one of the leading On-line dictionaries in LIS. According to Reitz, ODLIS has designed as a hypertext reference resource for library and information science professionals, university students and faculty, and users of all types of libraries.

· Operators are symbols that represent operations. In computer science there are binary and unary operators depending on the number of elements or records an operator acts on. In database searching there are Boolean and Proximity operators. Boolean operators are a subclass of logical operators (Logical operators are binary operators that manipulate data at the bit level.). A Boolean operator manipulates the binary value "true/false".

· An online catalog is a record of the holdings of an institution (usually a library), or group of institutions, that can be found on the internet. An example is UCSD's "Roger".

· A periodical index is an alphabetized listing of works that are published at regular intervals of more than one day.

· Plagiarism is the passing off as your own, the work of others'. Original sources are not given credit.

· A primary source is the originator of a primary record. A primary record is a resource created by the same people that initially experienced or used it. They create the records for their own purposes, records that often remain unpublished. Sometimes they witness an event, sometimes they are involved in an event, and sometimes the record is directly created by the event.

· Reference Service is the personal assistance provided to the library users in finding information. All the functions performed by a trained librarian employed in the reference section of a library to meet the information needs of patrons (in person, by telephone, or electronically), including but not limited to answering substantive questions, instructing users in the selection and use of appropriate tools and techniques for finding information, conducting searches on behalf of the patron, directing users to the location of library resources, assisting in the evaluation of information, referring patrons to resources outside the library when appropriate, etc. are regarded as the services provided under library reference services.

· A review article is a periodical article that describes, analyses', and criticizes a book, journal article, movie, or other creative or academic work.

· A scholarly article is an article, usually in a scholarly journal that deals with academic subject matter at an advanced level.

· A record is an individual entry in a database and simultaneously a collection of related data fields. Each field, although related, is of a different type to all the other fields in the record (and this is what differentiates a record from an array).

· A search strategy is a generalized set of technique used in the process of determining what information you currently have, determining what information you need, and determining how to get it. Some possible strategies include; controlled vocabulary searches, specific entry searches, browsing, general scanning, broad to narrow searches, adjacent item browsing, subject tracings searches, keyword searches, citation searches, literature searches, cross reference searches, and chat room questions and other direct people contact searches.

· A subject heading is the name of the category that a record is included under. For example, the record "natural frequency of vibration" might be found under the subject heading of "Acoustics", and acoustics, in turn, might be found under the subject heading "Physics".

· A subject directory is a hierarchical grouping of related subject headings. The tree structure shows relationships between subject headings. They can be found either inside a database or separate from a data base.

· Generally a thesaurus is a book of synonyms, often also containing antonyms. An example is Roget's Thesaurus. In database searching, a thesaurus strategy is to use multiple iterations to search for related words and generate results. The database will often suggest synonyms and related words to try.

· Truncation is the shortening of a search word, field, or record. In the case of truncating a search word, this is a strategy used to search among multiple variants or spellings of a word. The asterisk (*) is generally used as a wildcard to replace a letter or letters. An example is invest* which will pick up instances of invest, investor, investments, investigations, etc. In some databases the asterisk must be accompanied with a number that define the number of characters that can be truncated.

REFERENCES

1. А. С. Саакян. Exercises in Modern English Grammar.В. Bradford.

2. A Woman of Substance. Ballantine Book, 1982

3. Jon Carlisle. In the World of Science. Barren's, 1992

4. http://www.knigka.info

5. http://www.langlink.net

6. http://www.study.ru

CONTENTS

UNIT I……………………………………………………………………………...3

Lesson 1………………………………………….……………………...………….3

Lesson 2……………………………………………….………………………...….5

Lesson 3…………………………………………….………………………………8

Lesson 4...………………………………………….…………………………...…10

Lesson 5………...……………………………….………………………………...13

Lesson 6…………………...…………………….………………………………...16

Lesson 7……………………………...…………….………………………….…..18

UNIT II Home reading………………….………...…….………………………...22

UNIT III Grammar tasks………………………………………………………….29

Glossary of library and information science……………………………………...52

References………………………………………………….……………………..57