English 7

P. SATSKAYA, P. JAM SHEDOV, K.
ALIDODKHONOVA
English
ЗАБОНИ_
АНГЛИСЙ
КИТОБИ ДАРСЙ БАРОИ СИНФИ 7-ум
TEXTBOOK FOR THE 7th FORM
Коллегияи Вазорати маорифи

Чумх,урии Тоцикистоп да чоп тавсия кардааст
PLEIADES
P U B L ISH IN G Inc
2002
ББК 81.2 (англ.) Я 72
С - 12
П. Сатская, П. Чамшедов, К. Алидодхонова

Забони англисй, китоби дарсй барои синфи 7-ум.
“Сарпараст”, Душанбе, Соли 2002, 192 сахифа.
Ин китоб аз тарафи Маркази татбикд Лоихаи тачдиди сектори

ичтимой тавассути маблагхои карзи Банки Осиёии Тараккиёт ва
Хукумати Ч,умх,урии Точикистон интишор гардидааст.
Ч,адвали истифодаи ичоравии китоб
Хд л ат и ките
Сол и (бахои китобд'
№ Н о м у насаби хонанда Синф
хониш А вв ал и Охит
СОЛ со.
1
Муаллимони мухтарам!
Хохишмандем фикру мулохизахои худро оид ба мазмуни китоби

мазкур ба нишонии 734024, ш. Душанбе, кучаи Айнй, 45, Пажухишгохи
улуми педагогии Точикистон ирсол намоед.
ISBN 1-931938-15-6
О “Сарпараст", 2002
S O M E I NSTRUCTIONS OF TEACHI NG ENGLISH
The textbook for the 7 Form carries on the series of the English text
books for the 5-6 Forms for Tajik schools.
The language selection, its arrangement and introducing of the lan
guage material are worked out according to the latest achievements in the
ory and practice of foreign language teaching at schools. The main aim of
the textbook is further mastering of speech habits and skills, namely, oral
speech and reading texts with full comprehension of the plot being
achieved by means of adequate translation or by putting questions.
The textbook consists of 17 Units (68 Lessons) Irregular Verbs,
Grammar Reference, Topical Vocabulary. Reader, Anglo-Tajik-Russian
Vocabulary and Contents. The whole language material is presented in the
following way:
I Term - Units 1-4
II Term - Units 5-8
III Term - Units 9-13
IV T e r m - U n i t s 14-17
Dialogues on English Tenses.
Every Unit includes four Lessons. All Lessons are similar in struc
ture. The language material of every Lesson is centered round a definite
topic. Much attention is paid to the combination of different language
units and mastering oral speech skills. Almost every Lessons gives the
pupils some new information in English. All the exercises are to be done in
the order they are given in the textbook. All the Homework exercises
should be done in written form.
H OW T O TEACH PRONUNCIATION. The pronunciation of words
is not only a batter of sounds, but also of stress or accent. The pronunciation
of sentence patterns includes also variations of musical tones: rise and fall.
In teaching English pronunciation the teacher should bear in mind that the
difficulties his pupils will meet with are sounds, stress and musical tones
strange to Tajik and Russian speaking pupils. Every lesson of this textbook
includes some exercises which help to master the pupils to observe correct
pronunciation of words, stresses and musical tones. Pupils must learn to pro
nounce English words, sentences by imitating the teacher's pronunciation,
some teacher's explanation and gestures in particular are helpful.
MIND T H E RULE: First pupils should pronounce a word in unison,
then individually, then in unison again until the teacher sees that they can
pronounce the sound, the word with the sound and the whole sentence cor
rectly. Pronunciation can be taught only by a patient and persistent effort
through the whole course of study.
H O W T O TEACH VOCABULARY. There are two kinds of words
in the textbook: productive ones which are used by the pupils in their
speech and receptive words given in the footnotes with the translation.
These words are not to be learnt. There are two stages in teaching vocabu
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lary: presentation and consolidation. Presentation and preliminary consol
idation of new words are based on the doing of exercises with the instruc
tion "Read, translate and learn the words". The ways of presentation and
preliminary consolidation of new words are:
a) a new word is read by a pupil (transcription is written by the
teacher);
b) the teacher pronouse this word correctly and explains the meaning
of the word;
c) the pupils read sentences with a new word of a paragraph, trans
late the sentences and either answer the question or fill in a new word in a
sentence. It is advisable to do retranslation (in unison) of some sentences
of the paragraph read by the pupils;
d) after the presentation and consolidation of all the new words the
pupils read and translate all the presented words in unison after the
teacher;
e) then the pupils do exercise "say, report and add"; in case of some
spare time at the lesson, the pupils write down the words and their transla
tion in their lesson vocabularies. The teacher must arrange the revision of the
words covered at every lesson as a phonetic drill: the words are read in uni
son after the teacher, the pupils have to translate these words in unison, too.
HOW TO DEVELOP THE PUPILS’ ORAL SPEECH
1) LISTENING is developed by means of training the pupils in lis

tening comprehension throughout the whole period of instruction. There
are some devices the teacher uses for the purpose. The teacher uses the
English language:
a) when giving the class instructions,
b) when introducing new language material (words, sentence pat
terns; Note: a grammar phenomenon is presented in the Tajik language),
c) when checking up pupils' comprehension (by means of answering
the teacher's questions, retelling in English),
d) when checking pupils's assimilation o f the language material
covered,
e) when consolidating the material presented.
Remember: almost every topical text should be introduces through
the teacher's retelling of the text and its comprehension.
2) SPEAKING is developed by means of exercises presented in the
textbook. The devices used for the purpose are: visual aids, through visual
perception of the subject to be spoken about, including a text read. To ful
fill the instruction of "Read the text and retell" the teacher should make his
pupils fulfil the following exercises"
a) a pupil reads a sentence,
b) another pupil puts 1-2 questions on it, the others answer them
c) all the pupils do choral retranslation of the sentence,
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d) after the doing of all these exercises over the whole text, the pupils
retell the text in a chain around the class.
If the text consists of more than 6-7 sentences, the rest o f the text is
studied either by means of putting questions on the sentences or by doing
retranslation.
3) TALKING is developed by means of learning pattern dialogues
and some other exercises given in the textbook.
How to work at the pattern dialogues:
a) the dialogue is read and translated by the pupils,
b) it is memorized by the pupils, at home or at the lesson. It is
reviewed by means of individual and choral retranslation.
c) all pupils, sitting at the desks, reproduce the dialogue simultane
ously in a pair talk, for the sake of revision;
d) the teacher listens to some pairs of pupils (2-3) who reproduce it,
e) the pupils modifies the dialogue being learned by them, they com
pose dialogues of their own (first simultaneous pair talk comes, then the
teacher listens to some pairs of the pupils).
Sometimes the pupils are given a picture or a verbal situation to talk
about.
HOW TO MASTER THE TECHNIQUE OF READING. There are
some exercises on rules of reading in the textbook. These exercises are read
by the pupils first individually then in unison. Reading aloud as a method
of teaching and learning the English language should take more time than
silent reading. It is advisable to read some lines of a text in unison, this
helps to master the pupils' pronunciation and the technique of reading.
Translation of the text is permittable.
There is a section of "Reader". The teacher should ask his pupils to
read a text of the section once a week. The teacher checks the pupils'
comprehension of the text by means of answering the questions on the text.
There is a section of Extra-curricular work. Some plays and songs are
proposed for the pupils to learn for conducting out of class activities.
Practice proves that extra-curricular work helps the teacher to promote
greater interest in learning the English language.
All the Units-Lessons (exercises, texts) and the Vocabulary are writ
ten by Satskaya P. N.; Gr amma r Reference, translation of the Vocabulary
are done by Jamshedov P. D.; Reader and the section o f Extra-Curricular
Work are compiled by Alidodhkonova K. A.
The authors hope that the textbook will contribute to the teaching of
the English language at secondary schools.
The authors will be greatly indebted for any critical remarks on the
part of school teachers.
The remarks should be sent to the Editorial Office of Russian Language.
Dushanbe, 734043. Sherozi Str., 33. Publishing House "Sarparast".
SATSKAYA P. N.
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T H E FIRST TER M
UNIT I - THE FIRST UNIT
= = = = = LESSON 1 - T H E FI RSI LESSON == -------- =
Let's read, speak, learn and do exercises
1. Read th e words.
a, ai, ay [ei] - plate, fate, plait, play, d ay

а [эе] - cat, hat, m at , m ap , lamp, bad, h a d
ar [a:] - car, d ar k , lark, m a r k , p a r k
air, are [еэ] - hair, fair, pair, dar e, par e, m a r e , h a r e
2. Read the proverb, translate and learn it.
THERE IS NO SMOKE WITHOUT FIRE
3. Read and learn the dialogues, act them and make dialogues of
your own.
a) К - A k r a m , please introduce' me to your friend.

A - This is Norvaliev and that is Karim Normatov.
b) К - Let's go to the mountains!
A - That's a good idea.
L - Not a bad idea.
4. A nsw er th e questions.
A. Do you go to the cou nt ry in s ummer ?

Do you go to see y ou r G r a n d m o t h e r and Gr a n d f at h e r ?
Do you play with y our friends there?
When do you go to the river?
Where do you pick up fruit?
B. Have a pai r talk wi th y ou r f rie nd a bo ut the c o u n t r y wh e re you

go in summer.
C. Does your friend go to the cou nt ry in s ummer ?

Does he go to see his G r a n d f a t h e r and G r a n d m o t h e r ?
Does he play with his friends there?
Where does he go to swim?
1 in tro d u c e - ош но кардан; п редстави ть (познакомить)
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When does he go to the river?
Where does he pick up veg et ab les ?
D. H ave a pai r talk wi th y ou r friend about the c o u nt ry wh e re

Akram (Lola) goes in summer.
5. D escribe the picture, th en have a pair talk about th e picture.
SUMMER IN THE VILLAGE
a collective-farm
to help, to pick up
to swim, fruit, vegetables:
tomatoes, apples, grapes,
potatoes,
carrots,
cuc umbe rs ,
melons,
watermelons.
- - - ....- ■ ........= HOMEWORK ------- = ■ = —
Do ex . 4 (A, C) on p. 6 in w r i t t e n f o r m .
■■ LESSON 2 - THE SECOND LESSON —
1. Read.
e, ее, ea [i:] - Pete, t ree, free, m eet , m ea t , peal

e [e] - pet, met , t ent , sent, r e n t
er, ir, or, ur [a:] - her, girl, wo rd, curl
ear, ere [ia] - near, dear, h e r e
2. Read th e dialogue, learn and act it and m ake d ialogu es of your

own.
M - I want you to go to the shop and buy some veg eta bl es .
К - What v e ge ta b le s must I buy?
M - S ome carrots and cucumbers.
3. Ask questions on th e sen tences.
On Thurs da y we finish our lessons at 2 o'clock.
My elder sister lives in Khujand.
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4. G et inform ation (put questions: w ho, w h en , w h ere, w hat). He
does. They play.
5. Have a pai r talk wi th y our c l a ss m at e about wha t you do in the

morning, in the evening, in the af te rn oon , on Sun d ay (use the
words: get up, wa sh, do morni ng exercises, ma ke a bed, h a v e
br eakf ast , go to the ci nema, to play ..., to do h om ew or k , to
wa tc h TV, to go to sleep ...).
6. Look at th e picture "At th e camp:"
a) answer the teacher' s questions.

b) have a pai r talk,
c) describe the picture.
AT THE CAMP
holidays
a sportground
a t ent
to ma ke a fire
.......................... HOMEWORK —
W r ite abou t y o u r h o lid a y s a t the c a m p .
--------- LESSON 3 - THE TH IRD LESSON =
1. Read.
[ai] - pile, pine, mine, nine, nice, fine
[i] - pit, hit, fit, lit, sit
er, ir, or, ur [a:] - her, girl, first, work, curl
ear [ia:] - dear, near, fear, e a r
2. Make up sen ten ces on the patterns u sin g th e words: a m useum ,
cinem as, lakes, a theatre, a m u ltistoried building, in th e tow n,
in th e village:
There is an indian ru b be r on the table.
Ther e are v eg et ab les in the basket.
Is t here bu t te r on the plate?
Are t here appl es in the gar den?
There is no penkni fe on the desk.
Ther e are no c uc u mb e rs in the garden.
3. Read th e rhym es, m em orize them and m ake up sen ten ces on
th e patterns: there is (are), th ere is (are) no, is (are) th ere ...?
A. There is a picture on the wall.

There is a lion on the ball.
There are two chi ldren in the hall.
Ther e are two bro t he r s, very tall.
B. Is there a pi ct ure on the wall?
Is there a lion on the ball?
Are there two chi ldren in the hall?
Are there two bro t he r s, very tall?
C. There is no picture on the wall.
There is no lion on the ball.
There are no chi ldren in the hall.
Ther e are no bro th er s, very tall.
4. Read the d ialogues, learn and act th em and m ake d ialogu es of

your own.
A. - Is there a ri ver in y ou r town?

- Yes, there is. It is not far from our house. It is very beauti ful
t here in s ummer.
B. - A k r a m , is there a t heat re in y ou r c ou nt ry ?
- No, there isn't. There is no t heatre in my village.
5. Look at the picture "My H olidays in th e town", describe it and

have a pair talk.
to take a bus, a bus stop,

green and bea uti fu l, a
m u s e u m , a t h e at r e, a
cinema, a Zoo, an insti
tute, the university,
multistoried buildings, a
market.
= = = = = HOMEWORK
1. W r ite about y o u r h o lid a y s in to w n .

2. H om e reading.
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LESSON 4 - THE FOURTH LESSON
To be m em orized: a surnam e, parents, a turner,

a nurse, a dressm aker
1. Read.
sh [J] - short, shirt, shop, shall, shi p, she
ch [tjj - chair, bench, m u c h , m at c h , m a r c h
2. Read th e proverb, translate and learn it.
LOOK BEFORE YOU LEAP
3. Read th e d ialogue, translate, learn and act it.

К - Why are you c rying, little girl?
L - Becaus e my b ro t he r has hol id ay s and I don't.
К - Why d o n ’t you have h ol idays ?
L - Because I d o n ’t go to school.
4. A nsw er th e questions, u sin g tw o sen tences.

Is there a m u se um in your v il la ge?
Is there a u ni v er si t y in y ou r to wn?
Are there m any m ul t i s t o r i ed ho us es in y our town?
Are there many c ol l ec ti ve- f ar me rs in y our vi llage?
5. Read, translate, fill in the word, answ er the questions and learn it.
a surname: No r is my first n a me and N o r m a t o v is my

[э ’sa:neim] s u r n a m e . My b r o t h e r ' s n a m e is K a r i m and
his ... is Normatov, too. Wha t is y o u r sur
n ame?
a turner: My uncle is a turner. My b r o t h e r is a t u r n

[э 4a:na] er, too. Are y ou a t u r n e r ? Wh a t are y ou?
a nurse: My m ot her is a nurse in hospital. My g r a n d

[a ’na:s] mother is a ..., too. Is yo u r el der sister a
nurs e, too? What is she?
a d r e ss ma k er : My friend's m ot her is a d re ssma ker . His sis

[a 'dresmeika] ter is a ..., too. Is his g r a n d m o t h e r a d r e s s
m a k e r , too? Wha t is she?
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a p a r e nt : Anv ar has parent s. His f a th e r and m o t h e r
[э 'psarant] are his... . Are his p ar ent s old?
5. Read th e te x t and an sw er th e questions.

My friend's s urna me is Rasulov. He has parents. His m ot her is a
d re s sm ak er , his father is a turner. His older sister is a nurse.
What is your friend's s u r n a m e ?
Has he par ent s?
What are his pa r ent s ?
What is his sister (brother)?
6. H ave a pair talk about your friend's fam ily.
= = = = = HOMEWORK ..........- ■ =
W r ite about y o u r f a m i l y .
U N IT 2 - TH E S E C O N D U N IT
= LESSON 1 - THE FIRST LESSON
1. Read.
о [ou] - nose, rose, pose, note, cold, fold, hold, told
о [d] - not, hot, pot, dot, lot
or, our [d:] - forty, corner, port, sport, four, p o u r
2. Read th e verbs, translate and learn them .

am, is - was, go - went, wri t e - wrot e, take - took,
are - were, re ad - read, see - saw, sit - sat
3. A nsw er the questions.

A. Do you like to go to the town (village)?
When do you like to go to the town (village)?
Does your brother (sister) go with you to the town (village)?
When do you like to go to the town (village)?
B. Did you go to the pi oneer camp in s ummer ?
Did your y o un g e r br ot her go t here with you?
Did you read an English book in summer?
Did you write letters to your friend?
C. Was there a river in the vi llage?
Were there many fish in the river?
Was the river beauti ful?
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Were you in the vi llage with y our friend?
Were there many v eg e t a b l e s in the k i t c h e n - g a r d e n ?
4. Look at the pictures, first have a pair talk using:
Was...? Was there.. .? Were...? Were there.. .?

Did...? Where did...? When ... did...? Do...? ... then des cri be the
pictures.
MY HOLIDAYS
At the p i o n ee r In the village In t own

camp
HOMEWORK
W r ite w h e r e y o u like to s p e n d y o u r h o lid a y s .
= = = = = LESSON 2 - THE SECOND LESSON
To be m em orized: a hobby, a profession, to play

th e piano, to play th e guitar, to collect stamps,
radio-repairing.
1. Read.
au [d:] - a u t u m n , A ug us t , a ug h t , a ud i t
ng [ц] - sing, ring, stocking, fang, long
nk [gk] - think, t h a n k , t an k, sink, pink
2. Read and learn the verbs and m ake up sen tences.
P at tern: - I spent my h ol i days s pend - spent
in our town. get - got
Wh e re did y our b r o t h e r buy - b o u g h t
spend his holidays? d ri nk - dra nk
He spent his holidays
in the hamlet.
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3. Speak about th e situ ation (first have a pair talk):
a) your friend spent his (her) hol iday in the count ry; ask him
(her) about his (her) holidays;
b) ask your friend about his (her) family; use the words: a s ur
n a m e , a t u r n e r , a nu rs e, a d r e s s m a k e r , parents ...
4. T ell about your fam ily.
5. Read, translate, fill in a word, an sw er th e q u estion s and learn

them .
to play My b rot her pl ays the guitar. He can ... very

the guitar [gi'ta:]: well. Can you play the piano?
a hobby [э 'hobi]: I have a hobby. My hobby is fishing. My

friends' ... is playing chess. Wha t is your
hobby?
a profession: My father likes his profession. His ... is very

[a , pra’fejn] good. He is a turner. Do you like his
profession?
a radio-repairing: My hobby is a radio- repair ing. My ol der

[э 'reidiou ri'pesrio] b ro th er ’s hobby is ..., too. Is y o u r h obb y a
r a dio- repa ir ing?
to collect stamps: She likes to collect stamps. Her h obb y is

collecting stamps. His hobby is .... Is collec
t ing s tamps your h obby?
6. Make up a story u sin g th e words:

a profession, a h o bb y, to p lay the guitar, to play the pi ano, a
radio-repairing, collecting stamps.
PI... P2... РЗ... P 4 . .. P5... P6...
" .......................... .... HOMEWORK = = = = =
W r ite a bou t y o u r hobby.
■ = LESSON3 - THE THIRD LESSON
L et’s read, speak, learn and do exercises
1. Read.
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sh [J] - shirt, shall, shell, shine, s hel f
ch [tj] - chair, ben ch, chine, chess, c h e r r y
th [9] - thick, thin, t h a n k , t h i n k
2. Read and learn th e verbs, m ake up sen ten ces in th e Past

In d efin ite Tense:
b ec o me - b e c am e r e a d - re ad
b egi n - be ga n wr it e - w r ot e
3. Read the dialogue, translate and learn it.
A - What are you goi ng to do on W e d ne sd ay ?

В - I'm going to visit my friend.
4. Look at th e pictures, describe th em and have a pair talk u sin g

th e words:
there is (are), a t wo-s tori ed house, a si tti ng-room, a ca r pe t, a

bedr oom, a di ni ng-room, a b a t h r o o m , a ki tchen, a bookcase, a
wa r d r o b e, a c up bo ar d, a sofa, a balcony, a v e r a n d a h , a v i n e
y ar d , in the corner. .. , in the middle.. ., where is it...? Is it ...?
Have you ...? Do you ...?
5. Read the text.
MY FAMILY
I am Anva r Rasulov. A n v a r is my first name and Ras ul ov is

my s ur na me . Our family is large: Mother, F a t he r, two sisters, t wo
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b rot her s, G r a n m o t h e r and G r a n f a t h e r . They are my g r a n d p a r e n t s .
My parent s and g ra nd par ent s live in one big house. I want to tell
some words about my parents. My m o t h e r is a nurs e and my el der
sister is a doctor. They work in hospital, They like their profession.
My father is a t urner. His hobby is fishing. My ol der b rot he r 's hobby
is radio-repairing. His h ob by is pl ay i ng the gui t ar and radio-repair-
ing. My yo un ger sister is a dres smaker. Her hobby is collecting
stamps. I am a pupil, my ho bby is pl ayi ng the piano.
6. A nsw er th e q uestions u sin g tw o sen tences.
1. Wha t is y our s u r n a m e ?
2. Are you a t u rn er ?
3. Is y ou r si ster a t urner ?
4. Wha t are you?
5. Is your b ro t he r a r a d i o- o pe ra to r ?
6. What is you g ra n df a t h e r ?
7. Wha t is your g r a n d m o t h e r ?
8. What are your par ent s' h obbi es ?
9. What is y our hobby?
7. Complete the sentences using the words: a turner, a dressmaker,

a profession.
1. My elder brother is ...

2. My y ounger sister wants to be ...
3. My y ou ng er b ro th er wants to be ...
4. My father likes his ...
■= г*........................... . HOMEWORK . ------- =
1. Do ex. 2 on p. 14 in w r i t t e n f o r m .
2. W r ite abou t y o u r f a m i l y .
To be m em orized: dark, handsom e, straigh t, oval
1. Read.
qu [kw] - square, q u a r t e r , quiet, question
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ind [ai] - kind, find, mind, bind
ure [jua] - pure, cure, lure
2. Read and learn th e verbs and put q u estion s to each oth er eith er
in the P resen t or Past In d efin ite Tenses.
get - got, know - knew, buy - b o u g h t
3. Read, translate and learn th e Rhym e.
RHYME
I can take a shower,

You can take a flower.
We can take a bus,
It is wait ing for us.
4. Read the d ialogue, translate and learn it, m ake up d ialogu es of

your own.
PI - Can you come to tea t o mo rr ow?

P2 - I'm afraid I can't.
5. Look at th e pictures and have a pair talk.
A.
B. D escribe th e pictures ...
a round face, a big mout h,

an oval face, to smile from
black eyes, ears to ears,
black (fair) hair, ha nds om e,
a small m o ut h , a r ms , hands ,
ears, beautiful, dark hair,
a s nub-nos ed, long legs,
a straight nose, The boy is h a n d
The girl is beautiful, some, isn't he?
isn't she?
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6. D escribe your friends.
7. A nsw er th e q uestions u sin g tw o sen tences.
A. Is there a m us eu m in y our town (vi ll age, haml et )?

Is there a cotton mill in your town (village, haml et )?
Are there many s t o ri ed -b ui l di n gs in your town?
B. Were you at the p io n ee r ca mp in s um me r?
Were you at village in s ummer ?
Was Alim in the haml et in July?
Was Oi sha in the mou nt ai ns last Sunday?
C. Can you read English books?
Can you write English?
Can you speak English?
= ^ = = HOMEWORK = = = = =
Do ex. 6 on p. 17 in w r i t t e n f o r m .
U N IT 3 - TH E T H IIID U N IT
LESSON 1 - THE FIRST LESSON
To be m em orized: physics, chem istry, zoology,

subject, to attend
1. Read.
igh [ai] - night, light, fight, right, sight

wh [w] - what, w h e n, w h e r e , w h y
all [d:1] - wall, ball, hall, tall
2. Put questions to get more inform ation, use: w hen, w here, w h o...
He bought. He knew. She wrote.
3. Read th e Rhym e, learn it.
RHYME
On Monday I shall play,

On Tu es da y I shall read,
What a nice day
Will be Sunday! says Pete.
17
2—K-9367
4. Read the dialogue, learn and act it, and m ake d ialogu es of your
own.
P I - To mo rr ow 1 shall go to the picture gallery [ ’gseleri].
Will you go to the pi cture gallery?
P2 - O f course, I shall go.
5. Head th e words, translate and learn them .
physics [ ’fiziks]: 1 like lessons o f physics. I like to read books

on physics. Do you like lessons o f physics?
chem istry [’kemistri]: This year we have l essons o f chemistry. T h e

lessons o f ch emi st ry are very i nteresting.
zoology [zou'lod3i]: Tomo rr ow we shall have a lesson o f zoolo

gy. My friend likes lessons o f zoology very
much.
subject [’sAbd3ikt]: Physics is a subject, che mi st ry is a subject,

zoology is a subject, too.
to attend: We attend lessons at school every day. I like

to attend our English circle, but my frienc
likes to attend Chemi str y circle. What circlt
do you at tend?
6. Read th e text.
AT SCHOOL
When the children come to school after the hol idays , t hey tal
very much about t heir holidays. They ask their friends: "Where di
you spend your s u mm er hol idays ? Did you go to the vi llage? W e r
you at the p io neer camp?". But school begins.
This year the pupils will learn many subjects as: Russian, Tajil
English, Botany, Zoology, Chemi st ry, M at hema ti cs , Physic
History, Tajik and Russian literature. The pupils will a tt end sorr
school circles as: English circle, Physics circle and others.
1. What subj ect s do you learn this year?
2. What subjects do you like to learn?
3. What school circle do you attend?
8. H ave a pair talk about subjects you w ill learn th is year.
9. T ell som eth in g about your school and lesson s you learn.
18
HOMEWORK
2. W r ite about the su b je c ts y o u w i ll learn th i s year.
------- LESSONS 2 - THE SECOND LESSON
1. Read.
ck [k] - black, clock, knock, t ick-tock
kn [n] - know, kni ght , knock, k n e w
2. Read and learn the verbs, play the game "Say, repeat and add",
b ri ng - b r oug ht , buy - b o ug h t, sell - sold.
What did Ali bring home y es ter day?
What did y our m o t he r buy at the s hop y es t er d a y ?
Did Lola's parents sell t heir house?
4. Read, translate, learn and act the dialogue; m ake up d ialogu es

of your own.
К - I say, Dad, are you busy ['bizi] today?
R - No, it's my day off.
К - Will you go to the ci nema with me?
R - O f course, 1 shall.
6. T ell each other w h at you w ill do at your Tajik lesson, at the

cinem a, in th e river.
7. P ut questions on th e sentences:
On the 31 o f De ce mbe r we shall ce le brat e the New Year. K a ri m
will play the guitar.
ENGLISH GRAMMAR IS EASY
Ч,умлаи мураккаб, ки аз сараъзо ва чумлаи пайрави замон ё

шарт иборат аст, замони ояндаро ифода мекунад ва ба чои Future
Indefinite (замони оянда) Present Indefinit (замоин хозира) истеъмол
меёбад.
19
Read and translate th e sen tences.
I shall learn to pl ay the piano if my fa the r buys it.

He will go to the village when his b rot her comes back.
9. Read and fill in th e verbs "shall” and "will" w here it is necessary.
I f we ... have no bread, I ... go and buy some in the shop.

I f you ... have time, we ... go out for a walk.
I f my br ot her ... comes home at 2 o'clock, we ... go to the Zoo.
When my m ot her ... comes home, I ... clean the rooms.
When my parents ... go to the village, I ... go to the pioneer
camp.
I ... bring some vegetables when he ... opens the door o f t h e
house.
----------------- --------- HOMEWORK ........... =
= LESSON 3 - THE THIRD LESSON = = = = =
To be m em orized: a bookstand, a novel, a poet,

a story, to be fu ll of
1. Read.
ssion [Jn] - profession, mission

tion [Jn] - d emons trat ion, dictation, revolution
2. Read, translate and learn th e sen tences.
I f I catch you, I'll hive it hot to you. Mar k my words.
3. Read th e verbs and play th e gam e "Say, repeat and add”,
have - had, ma ke - ma de , sit - sat.
4. Read, translate and mind:
I f I have time, I shall write a letter.

When he comes home, we shall collect the books.
Tell me when you will come home.
20 ---------------------------------------------------------------------------------------
Tell me i f you go to the factory.
He asks me i f I shall go to the collective-farm.
5. Say w h at you w ill do:
I f I have time, I ....

When she comes, we ....
I f we have no flat cakes at home, I ....
When you want to buy milk, you ....
6. Translate from Tajik in to E nglish.
1. Ман намедонам ... у кай меояд.

2. Вакте ки ба Хучанд мерасй, ба ман навис.
3. Ман шуморо интизор мешавам, агар биёед.
4. Ман мехохам, ки ту ин филмро тамошо кунй.
7. Read, translate and learn th e words, and an sw er th e questions.
a bookstand: There is a boo ks tan d in my room. T h e r e are

many ... in our library. Is t here a b o o k s t an d
in your room?
to be fu ll of: Our b ook shel ves and b oo ks tan ds are full o f
books. Our library i s .........good books.
a poet [pouit]: Dekhoty is a Tajik poet. Byron is an English
. .. . Wh a t Tajik and Russian poet s do you like
best o f all?
a novel [э 'noval]: Sa ddri di n Ainy wrot e the novel "School in
Bukhara". I like to read ... by Sadriddin Aini.
Who wr ot e the novel "School in B uk har a"
a story: I like to read interesting stories. Ali can read
English short . . . . C a n you read English
stories?
Is there a bo ok s ta nd in your room?
Is your books tand full o f good books?
What poets do you like best o f all?
What novels and stories do you like best o f all?
.......... ............ . HOMEWORK ----- —
21
To be m em orized: a librarian, a subscriber, a

poem, to take out
1. Read.
ph [f] - phone, telephone, photo

as+s(t) [a:] - glass, class, past, fast, last
2. Read, translate and learn th e proverb.
CLAW ME A N D I'LL CLAW YOU
3. Read and translate th e verbs and play th e gam e "Say, repeat

and add".
am, is, ar e- wa s , we re, h a v e - h a d , m a k e - m a d e , get -got , sit-sat,

bec ome - be c am e, r e a d - r e a d , w r i t e - w r o t e , b r i n g - b r o u g h t , b u y -
bou gh t, sell-sold, eome-came.
4. A nsw er th e q u estion s u sin g tw o sen tences.
1. Are there bo oks tands or b oo ks he lv es in the re ad i ng -r oo m o f

your library?
2. Are there books tands or bo ok shel ves full o f books in your
room?
3. Do you like to read novels or short stories?
4. What poets and wri ters do you like to read? N a me them.
5. Make up a chain story u sin g the words: a bookstand, a poet, a

w riter, a novel, a story, to be fu ll of, at th e library.
P I..., P2..., P3..„ P4..., P5..., P6...
6. Read th e words, translate them , fill in th e words, an sw er th e

questions, learn the words:
to take out: Go to the l ibrary and take out the book you
want. Wh en 1 am at the l ibrary, I ... the
book I like. What books do you like to take
out?
22
a subscriber: I am a s ubs cr ibe r to our town library. He is
[э .sAb'skraiba] ... to his school library. Are you a s u b s cr ib e r
to your school library?
a poem ['pouimj: 1 like to read poems. He likes to learn ... Do

you like to learn poems by Kanoat ?
a librarian: My aunt is a librarian. She wo rks as a 1i b r a

ta ’laibrsarian] rian. My uncle works as a ... in the children's
library. Do you like the profession o f a
librarian?
7. T ell th e classm ates.
a) Why you go to the library?

b) Wha t you do at the li brary?
............... HOMEWORK
U N IT 4 - TH E FO U R T H U N IT
1. Read, translate and learn the proverb.
DON'T MAKE A MOUNTAIN OUT OF A MOLEHILL
2. Read and translate th e d ialogue, learn and act it:
Sub s cr ib er - May I take out a book?

Li brar ian - Have you a l ibrary card?
S u bs cr ib er - Not yet, but I want to b ec o me a s u b s c r i b e r to
your library.
Li brari an - Very well. You are welcome.
23
3. Ask q u estions to get m ore inform ation.
He knew. She got. They bought.
4. Read th e text.
AT THE LIBRARY
I like to read books. I often go to

the l ibrary to read boo ks t here or to
take out a book to read it at home.
The Chi ldr en' s Li brary is not far
from my house. Wh e n I come into the
Children's Library, first I see a large
room with bo oks tands and shelves on
all the walls. The b oo k s t an d s and
shelves are full o f books. T h e r e are
many i nt erest ing books on l iterat ure
o f di ffe ren t wri ters, R us si an and
Tajik novels and poems.
There is a long table in the mi ddle o f the large room. T h e
librarian sits at the table. Ever y s u b s cr ib e r comes up to the l ibrar
ian and asks to help to take out an i nt ere st ing novel or a book o f
poems. On the left o f the ro om t here is a r e a d i n g - r o o m wh e r e there
are long tables and chairs. Th er e m a ny c h i l d r e n are s it ti ng at the
tables reading books, novels, stories and poems. I ask the su b
scriber to help me to take out an i nt erest ing novel. She does it. T h e n
I go out.
5. A nsw er th e q u estions u sin g tw o sen tences.
1. Have you a l ibrary card at the town l ibrary?

2. Are you a su bs cri be r to the school library?
3. What do you see at the li brary?
4. Who helps you to take an int erest ing book?
5. Have a pai r talk about a library?
6. Say som e sen ten ces about th e library you go to.
■■ HOMEWORK =
W r ite som e sen ten ces a bou t th e lib r a r y y o u go to.
24
LESSON 2 - THE SECOND LESSON
1. Read the proverb and translate it.
THAT'S ANOTHER PAIR OF SHOES
2. Read and learn the verbs and m ake up sen tences u sing th e verbs.
find - found, build - built, sell - sold.
3. Read th e dialogue, learn and act it:
К - Is this an interesting book?

L - Yes, it is " K as h t a n k a ” by A. P. Chekhov.
К - May I have it af ter you?
L - I'm sorry. Nor wa nt s it af ter me. You may have it af ter him.

READ AND COMPARE
INDEFINITE ARTICLE DEFINITE ARTICLE

A (AN) THE
Bring Bring
me me
a chair! the chair!
Bring W a sh
me t he
apples! apples!
I don't Pass
want me
salt! the salt!
25
5. Read and say why we use the ar ti cle with the wo rds und er li ne d.
Look at the table. Is there a t abl e in your r oom? I u sual ly have
milk with my tea. Take the mi lk in the cup! Buy a pp les at the
shop! Wash the apples! I see a multistoried building. It is the
building o f the Town Library.
6. Make up sen ten ces u sin g d efin ite or in d efin ite articles.
7. T ell th e class what:
a) you do at the library,

b) you did in the country,
c) you will do at the Tajik lesson.
- ..... ■...... = HOMEWORK ------------
Use d e f in i t e or i n d e f i n it e a rticles.
They lived in ... village near ... small river. There were ... book
stands full o f books. They saw ... large fields o f grass and fl ow
ers. Do you like ... Flat cake with ... but ter?
------------- LESSON 3 - THE THIRD LESSON = = = = =
1. Read, translate and rem em ber:
good-better-best many-more-most
bad-worse-worst little-less-least
2. Read, translate and learn th e sen tence.
A book is the best friend.
3. Translate.
A. My fa the r is t al l er than my mother.

Alim is the tallest o f all the pupils in the class.
The richest library in our r epubli c is the library by n a m e о
"Firdousi".
B. This book is b et t er than that one.
Ali is the best pupil in the class.
Your work is worse than Lola's one.
Kari m' s work is the worst one.
26
С. This film is more int erest ing than that one I saw last Sunday.
"Chapaev" is the most interesting film.
4. Make up three form s as: w arm -w arm er-th e w arm est
A. cold, hot, short, tall, long

B. good, bad, m an y, little
C. interesting, b eauti ful
5. Read the dialogue, learn and act it:
L - Have you got any new novel s (poems)?

Shop-assi st ant - Yes, we have.
L - Please, give me the most interesting novel.
Sh op -as si st an t - Here you are!
6. Say to your classm ate: a) why you go to the library,

b) when you go to the library,
c) where is your library,
d) what books you take.
7. Read and say w h y w e use or do not use th e article w ith th e

w ords underlined.
Look at the chalkboard! Is there a c h a l kb o ar d in the readi ng

room?
How many boys and girls are there is the cl as s ro o m? Th ey u s u
ally take milk with their tea. May I take the flat cakes from the
t able? Can you tell me the way to the c ir cus ?
8. Look at th e pictures, say som e sen ten ces u sin g d efin ite or
in d efin ite articles.
HOMEWORK
A n s w e r the q u estion s in w r i t t e n f o r m .
A - Where will you go if you have some ti me t o mo rr ow?
27
В - What will you say to your p en - fr ie nd i f he comes to see you?
Will you be glad when you h ave your h ol i day s?
Will you go to the p io n ee r ca mp or to the vi lla ge when you have
your s u mm er h ol idays ?
---------------- LE S SO N 4 - T H E F O U R T H LE S SO N = = ^ =
To be m em orized: favou rite, a title, an author
1. Read.
ear, eer [ia] - near, h ea r , gear, pi oneer

igh [ai] - high, ri ght , ni ght, fight
i+ld [ai] - child, mild
2. Read, translate the d ialogue, learn and act it, m ake up d ialogu es
of your own.
A - Hello, Oisha!
О - Hello, Ali!
A - Can you tell me the t i me , please?
О - It's h a l f past four.
A - Oh, I'm late. Excuse me, please. I'm in a
hurr y.
3. Read, translate and learn th e words.
favou rite [’feivarit]: a fa vo u ri te wr it er , a f avouri te poet,

Tu rs u n- z ad e is my f avouri te poet.
Aini is my sister's favourite writer. K a n o a t
is my mother's ... poet.
a title [a ’taitl]: The title o f this poem is "Rustam", the title
o f my favourite book is "My pats". Wha t is
the title o f your favouri te book?
an author [an ’o:0a]: The a u t h o r o f "Ruslan and Ludmila" is
Pushkin. The a u t h o r o f this poem is Sheraly
Rakhimov. Who is y ou r f avouri te aut hor?
4. Read and translate th e dialogu e, learn and act it, m ake up

dialogu es of your own.
К - Nor, wha t are you doi ng?

N - I am readi ng a book.
28
К - What is the title o f the book?
N - "Kalidi bakht".
К - Who is the a u th or o f the book?
N - Mirsaid Mirshakar. He is my favourite poet.
1. Who is your favouri te writer?

2. What book by this a ut hor do you like mo st o f all?
3. What is the title o f the book you are re ad i ng now?
4. What do you like to read most o f all: novels, plays or poems?
5. Have you a library at you school?
6. Have you a li brari an card?
6. Look at th e picture, have a pair talk about it and describe th e

picture.
— HOMEWORK '~
---------- LE S SO N 5 - R E V I S I O N = = = = =
L et’s read, speak, learn and do exercises
1. Read the w ords and translate th em (in unison): a village, a s ur

n a m e , parent s, a t ur ne r , a nurse, a d re ssma ker , a hobby, a pro
fession, to play the guitar, to play the piano, a radio-repairing, to
collect marks, physics, chemistry, zoology, a subject, to attend,
a novel, a story, a librarian, a subscriber, to take out, a poem,
favourite, a title, an author.
2. Read, translate and learn:
- A Happy Oc to be r to you!
29
- T hank you ver y much!
- The same to you!
3. Say w h at you w ill do.
1. I f I have time, I ...

2. When my friend comes to see me, we ...
3. I f you like, we ...
4. I f we h ave no br ead at h ome, I ...
5. Wh en I do my h om e wo r k , I ...
4. C om plete the sentences.
1. I shall buy t om at o es i f ...

2. He will bri ng a melon if ...
3. We shall eat a w a te r m e l o n if ...
4. She will buy cherri es i f ...
5. Look at th e pictures: eith er ask q u estion s about th em or

describe th e pictures.
I f if jlbu m д
гад
а
a l ibrary a hobby a flat
professions
faces at the lessons of: physics, chemistry,

zoology
SUMM ER HOLIDAYS
in the town in the village at t he ca mp
THE SECOND TERM
U N IT 5 - T H E F IF T H U N IT
= = = = = LESSON 1 - THE FIRST LESSON ---=
To be m em orized: differen t, kinds of sports,

m atch, a stadium , boxing, a w aterpolo, g ym n as
tics, to go in for sports
ART IS LONG, LIFE IS SHORT
2. G et m ore inform ation by p u ttin g questions.
She found, He will get. She is reading.
3. Read and translate th e dialogue, learn and act it.
A - Did you watch the football ga me b e t w e e n the " Sp a rt ak " and

the " Dynamo"?
В - Yes, I did. It was great fun.
4. H ave a pair talk about your hobby.
5. T ell your classm ates about your hobby.

6. Read, translate, learn th e w ords and an sw er th e questions.
different: Ther e are d iffe rent books on the bookst and.

1 like to read ... books. Ha ve you d i ff e re nt
boo ks at your library?
stadium [staedju:m]: There is a large st adi um in you school. O u r
t own has a large ... by n a m e o f Zakhut i. Do
you go to the s tadi um on S und ay s?
match: We go to the s tadi um to watch a football
match. He wa tc hes hockey ... at the st adi um
every Sunday. Do you like to watch v o l l ey
ball m a t c h ?
to go in for sport: Our pupils go in for di fferent kinds o f
sports. I go ... table tennis. W h a t ki n d o f
sport do you go in for?
boxing: My elder brot her goes in for boxing. I don't
like ... Who goes in for boxing?
a w aterpolo: My yo u ng er brot her goes in for waterpol o. I
[a ,wo:ta'polou] like ... very much. Who goes in for w a t e r p o
lo, boys?
gym nastics: Alim's y ou ng er sister goes in for gymnastics.
[d3im'mnsestiks] She likes ... very much. Do you like g y m
nastics, pupils?
7. A. Make up s en ten ces using the words: a

m a t c h, boxing, wa te rpol o, g y m n as t ic s, to
go in for sports, a s tadi um, different.
B. Have a pai r talk using the words (A).
HOMEWORK
Do ex. 7 (a) on p . 32 in w r i t t e n f o r m .
To be m em orized: a score, to score, a goal, to

take place, fen cin g, w restlin g, skiing, skating,
com petitions, fig u re skating, speed sk ating
32
M ANY A LITTLE MAKES A MICKLE
2. Read, translate th e d ialogues, learn and act it.
T - What was the score?

К - The score was in our favour 1:0 (one to nill).
T - Who scored the goal?
К - Anva rov did.
ENG LISH GRAMMAR IS EASY
Артикли муайян дар холатхои зерин истеъмол меёбад:
а) пеш аз номи бахрхо, уиёнусхо, дарёхо:
The Moskva river. The Volga river. The Red Sea.

The Black Sea. The D us ha nbe river. The Whi te Sea. The Arctic
Ocean.
в) пеш аз номи кишвархо, тарафхои олам:
The North. The South. The East. The West.
Fill in the definite or indefinite article.

... Neva is ... very beautiful river.
... Lena is ... longest river in Russia.
... Volga is ... largest river in Russia.
It is in ... west o f our country.
Which is ... highest mountain in ... North o f Amer ic a?
... Black Sea is in ... West-South o f our country.
Water in ... Arctic Ocean is very cold.
5. A nsw er the q uestion s u sin g tw o sen tences.
1. When do you go to the s tad iu m by na me o f S p a r t ak ?

2. Do your friends go in for di fferent kinds o f sports?
3. Who goes in for boxing?
4. Who goes in for waterpolo?
5. Do you like gymnastics?
a s c o r e [a ’sko:] - х и с о б ; оч ко
t o s c o r e - го л з а д а н ; з а б и т ь гол
a g o a l [a ’goul] - го л
----------------------------------------------------------------------------------------------- 33
3 —К - 9 3 6 7
6. Read and translate the words, learn them, fill in the words and
answ er the questions.
to t a ke place: A football mat ch t akes pl ace at our st adi um.

A h ockey mat ch ......... at our st adi um on
Sunday. Wh en will a volley-ball m a t c h take
pl ace at our s tadi um?
fencing: Fencing is a nice kind o f sports. I go in for

... Does your friend go in for skating?
w restlin g ['restlig]: Wrest li ng is a kind o f sports. My uncle goes

in for wrestling. My uncle's son goes in for
.., too. Who goes in for wrestling?
skiing: Skiing is a nice kind o f sports. My friend

want to go in for .... Skii ng takes pl ace in the
mountains. Who goes in for skiing?
speed skating: Speed skating is a good kind o f sports.

There is no... in our republic. Do you like
speed skating?
figu re skating: Figure skating is a beauti ful kind o f sport.

We like to watch ... on TV. Do you like
figure skating?
7. First m ake up sen tences, th en have a pair talk u sin g th e words:

to take place, fencin g, w restlin g, skiing, speed skating, figu re
skating.
HOMEWORK
Do ex. 7 on p. 34 in w r i t t e n f o r m (m a k e u p sen ten ces).
LESSON 3 - THE TH IRD LESSON
To be m em orized: a com petition, an H onoured

M aster of sports, a cham pion
34
1. Read the poem, translate and learn it (at hom e).
AUTUMN
The au tu mn wi nd s are bl o wi n g, The swal lows are now leaving,

Blowing in the fields. Lea vi ng for the South,
The yellow leaves are falling, We k no w that e v e ry a ut u m n,
Falling from the trees. They say "good-bye" to us.
2. R em em ber th ese w ords are nouns.
c hi l d+hood=chil dhood translate+tion=translation

man + h o o d = m a n h o o d f r i e n d + s h i p = f r i end ship
d i ct at e+ ti on =d ict at i on free+dom=freedom
3. Read and translate the d ialogue, learn and act it:
A. A - Have you a good coach'?

S - Yes, we have. We have a fine coach. He is an ex- champi on.
B. A - Are there any s po rt t e a m s 2 in your school?

S - O f course, our pupi ls can go in for water sports, g y m n a s
tics, fencing, wrestling, boxing, winter sports: skiing, games:
basket-ball, volley-ball, tennis and football.
4. Read, translate and learn th e words.
a co mp et i ti o n: A competition on tennis will take p la ce at

[a ,kompi'tiJan] the st adi um. All kinds o f ... take pl ace at our
stadium. Did any kind o f c o mp et i ti o n take
pl ace at your s tadi um?
a c h a mp i on : Fadeev is a ch amp ion in figure skating. He is

[a 'tfempian] an H ono ur e d Ma st er o f s port in fi gure s k a t
ing. I want to be a c ha m p i o n , too. Do you
k no w any c h a mp i o ns ? Do you k now any
Honoured Mast er s o f sports?
5. Read th e tex t and translate it.
1 a c o a c h [a ’k o u t f ] - т р е н е р
2 a te a m - даста; команда
35
SPORT
1 am a m e m b e r o f our school team. My coach is an e x- c h a m

pion, an H on ou re d Mas ter o f Sports. Our coach says that every
pupil must go in for sports. Pupils o f our school go in for di fferent
kinds o f sports, such as1 water sports: s wi mmin g, water-pol o,
gy mn as ti cs , fencing, wrestling, boxing: games: basket-ball, v ol l ey
ball, tennis and football; wi nt er sports: skiing and hockey.
There are some ch amp ion s in chess playing, boxing, g y m n a s
tics and boxing in our school. Di fferent kinds o f c ompet it ions take
place in our school. I don't play basket- bal l, but I like to wa tc h b as
ket-ball mat che s at the to wn 's st adi um. I also take a great interest
in chess and I like to play this game.
6. A nsw er the q u estion s u sin g not less than tw o -th ree sen ten ces
for each one.
1. Who is a m em b e r o f your school football t ea m?

2. Who is your coach?
3. Must every pupil go in for sport?
4. What kinds o f sports do you know?
5. What kinds o f sports do you like best o f all?
6. What kind o f sports do you go in for?
HOMEWORK
1. Read, translate and rem em ber,

ad jective-ad verb - си ф ат-зар ф
quick - qui ckl y b ri gh t - b ri g h t l y

nice - nicely cold - coldly
large - largely wa r m - w a r m l y
slow - slowly b ea uti ful - bea ut if ul ly
' su c h as - м асалан; н апример
36 ____________________
2. A nsw er th e q u estion s u sin g not less than tw o -th ree sen ten ces
for each one.
1. Can you run qui ckl y?

2. Can you write it nicely?
3. Did you meet your foreign guests warmly or coldly?
4. Is he running slowly or quickly?
5. Is the sun shi ni ng b ri ght ly?
3. Read th e d ialogue, translate it, learn and act it, m ake up

d ialogu es of your own.
- It's a fine day today, isn't it?

- Yes, beautiful, sunny, wa rm and no wind. I like such we a t h
er.
------------- ----------- HOMEWORK = = = = = = =
Fill in the w o r d s : b o xin g, fe n c in g , s w i m m i n g , w r e s tlin g ,

sp e e d s k a tin g , s k iin g , f i g u r e s k a tin g , H o n ou red M a s te r o f
S p o r ts , a c h a m p io n , an e x - c h a m p i o n .
. . . is a king o f wi nt er sport. ... is a kind o f sport for men. ... is
a king o f sport which is pl easant for every one. Wi nt er sports co m
p r i s e1 [ka m’praiz] such kinds o f sports as ... Hasanov is an ....
Kari mov, our pupil, is ... of our school. ... is my favourite kind of
sport.
U N IT 6 - TH E S IX T H U N IT
To be m em orized: begun, broken, w ritten , seen,

b uilt
1. Read, translate and rem em ber.
childhood quickly
fr iends hip br ig h tl y
' c o m p rise - д а р бар гириф тан; вк л ю ч ать в себя

adv erb - зарф ; наречие
n o u n - и см ; с у щ е с т в и т е л ь н о е
37
f r eed om warm ly
translation nicely
happi ness beauti full y
2. Read, translate th e d ialogue, learn and act it, th en m ake up d ia

lo g u es of your own:
- Did you watch the football ga me b e t we e n the " Rot or" t eam and
the "Pami r" t eam?
- Yes, I did. It was great fun.
- Are you a "Rotor" fan?
- Oh, no! I am the "Pami r"'s fan.
3. Read th e verbs, translate and learn them :
b egi n - b eg a n - beg un bui ld - built - built

buy - bought - bought w ri t e - w r ot e - w r it t en
get - got - got come - came - come
b re ak - br oke - b r ok e n see - saw - seen

THE PRESENT PERFECT TENSE
H A V E+PA ST PARTICIPLE (the form of verbs)
have has
I
You He
We have come home She has come home
They It
A. RESULT
I have come home (now I am at home).

He has got a letter. (He is reading it).
She has wri tt en a letter. (It is on the table).
B. THE TIME IS NOT UP
They have build a new house this year.

He has bought a new suit this month.
1 T h e P r e s e n t P e r f e c t T e n s e - З а м о н и х,озираи м у т л а и ; н а с т о я щ е е с о в е р ш е н н о е
время
38
He has written a nice poem this week.
I have broken a cup today.
5. Read, translate and com pare th e sen tences.
I have seen our t eac her t oday. - I met him in the morni ng.
We have seen the film " Rudaky" this month. - We saw it last
month.
Alim has got a letter this week. - He got is yest erday.
The rain has st opped and we can go out. - The rain s t o pp ed ten
minutes ago.
6. Read and translate th e d ialogue, learn and act it, and m ake up
A. R - I have seen a very i nt ere st ing film.

К - What film?
R - "Rust am and Suhrob".
К - When did you see it?
R - I saw it last week.
B. A - I have bought a bi cycl e (skies, skates, ball).

L - When did you buy it?
A - I bought it last week.
:---------------------- -------- = HOMEWORK =--------- = =
1. Use corre ct ten se, do i t in w r i t t e n f o r m .
1 (have seen, saw) the d oct or today. I (have seen, saw) him last
week. My friend (has been, was) to Mos cow this month. He (has
been, was) there two days ago. My c l as smat e (has brought,
brought ) this book this week. He (has b r ou gh t, b ro ug h t) this
book in the evening.
2. L earn the ve r b s (ex. 3 p. 38).
To be m em orized: done, found, forgotten , given ,

gone, cut, shut, taken, draughts
Let's read, speak, learn and do exercises.
39
1. Read, translate and learn th e verbs.
do- di d- do ne go-went-gone
fi nd -f ou nd -f oun d put-put-put
giv e-g ave-gi ven cut-cut-cut
take-took-taken shut-shut-shut
2. A nsw er the q u estions u sin g th e P resen t P erfect T ense (do it in

pairs).
My sister is out. Where has she gone?

A letter is on the table. Who has wri tt en it?
The wi ndow is shut. Who has shut it?
My pen is not on the desk. Who has taken it?
The dress is nice. Who has made it?
The cup is on the floor. Who has broken it?
3. A nsw er th e fo llo w in g q uestion s (do it in pairs).
- Have you seen our new Zoo lo gy t eacher?

- When did you see him?
- Have you t aken my n o t e- bo o k?
- When did you take it?
- Have you done your h o m ew or k ?
- When did you do it?
- Have you b o u gh t a new dress?
- When did you buy it?
4. Read and translate the d ialogues, learn and act them .
A. - Are there any i ndoor games at your school ?

- Oh, yes! Chess, tabl e- tennis and draughts [' dra: ft s].
B. - Hello, boys! Where are you going from?
- From the st adi um.
- Have you seen a football m a t c h ?
- Yes, we have. We have seen the football m a t c h b e t w e e n the
"Pamir" and the "Pakhtakor".
- What is the score?
- The game end ed in a draw.
5. Look at th e pictures, have a talk about them , th en describe

them .
a g o a l - ke e pe r compet it ion a bro nz e medal

a football g a m e a figure s kat ing a gold medal
to score a goal a fa vo uri te sport a s ilver medal
40
to win a vict ory to dance to music an i ce - ho ck ey match
to end in a d ra w [muj:zik]
-........ - = HOMEWORK
1. L earn the verb s (ex. 1 on p. 40).

2. Do ex. 3, p. 40 in w r i t t e n f o r m .
To be m em orized: met, left, made, read [red],

run, said, told, spoken, ath letics, war
1. Read the rules and learn them .
M IND THE RULES
You may not take more t han 2 books at the library.

You may not turn down the co r ne rs o f the book.
2. Read the verbs and learn them .
m eet-met-met make-made-made
leave-left-left read-read-read
3. Act and answ er the questions, th en give com m ands to each

other and ask q u estion s in th e P resen t P erfect Tense.
- Ali, open y our book at page 12! What have you done?
- Lola, give me a piece o f chalk! What has she given to me?
- Ka ri m, go to the door! Where has he gone?

- Oisha, wr it e y o u r name on the ch al kb o ar d! Wh at have your
done?
41
4. Read, translate and learn th e words:
a w a r [wd:]: A war is bad. People do not like wars. T h e

Second world War took place in 1941.
a t h l et i cs [seG'letiks]: I like s port smen who go in for athletics. My

friends go in for athletics. Do you like a t h
letics?
OLYMPIC GAMES
PART 1
The first Ol ympi c Ga me s took pl ace in Gre ece more than two
t hous and years ago. Ev er y y e a r t her e was no wa r for five days and
sports competitions took place.
The Ol ympi c Games began again in 1896. They take place
every four years. The games have t aken pl ace in many count ri es.
D u r i n g 1 the Ol ympi c Ga me s there are c o mp et i ti o ns in many kinds
o f sports: running, j u m p i n g , athletics, s wi mmi ng , boxing, b a s k e t
ball, football, tennis and so on.
Winter Olympic Games first took place in 1924. At the w i n t e r
Ol ympi c Games many count ri es take part in c ompet it ions in skiing,
skating, figure skating, i ce- hockey and ot her wi nt er sports.
In what count ry did the first O ly mp i c Ga me s take place?

When did the first Ol ympi c Ga me s take place?
When did the Ol ympi c Ga me s begin again?
How often do they take place?
In wh at ki nds o f sports are there c ompet i ti on s?
When did wi nt er Ol ymp ic Ga me s first take pl ace?
What kinds o f sport com pe ti t io n take pl ace at the wi nt er
Olympic Games?
= HOMEWORK "
1. L earn th e verbs: ex. 2, p. 41.

' during ['djuiarifl] - д а р д а в о м и ; в течение
42 ------------------------------------------
To be m em orized: to receive, a team , w in -w o n -

w on
1. Read the ru les and learn them .
M IND THE RULES
You may not write on books

You may not l os e1 your books
You may not soil2 them.
2. Read the verbs, translate th em and m ake up sen ten ces u sin g
the P resen t P erfect Tense.
run-ran-run s p ea k- spo ke- sp ok en

say-said-said win-won-won
tell-told-told take-took-taken
s e nd - se n t- se nt
3. Read and translate the d ialogue, learn and act it, m ake up
M - Hello, Akram! 1 haven't seen you for ages. W h e r e are you

ru nni ng?
A - I am runni ng to see a compet it ion in athletics. C om e with me!
M - O.K.! [’ou'kei],
4. Read and translate th e w ords and learn them .
to receive [ri'si:v]: I recei ve letters every month. We can

recei ve letters, m e d a l s . . . S p o rt s me n re cei ve
gold, silver and bronze medals. Who has
r e ce ive d any medal in your class?
a team: We have di ff er en t sport teams. T h e r e are

football t ea ms , i ce- hockey teams, t enn is
t e a m s . . . Wh at kind o f t e a m s are t h er e in
your school?
' lose [lu:z] - гум к ар да н; терять

soil - о л он дан ; п а ч к а т ь
43
w in -w o n -w o n : Any sportsman likes to win in competition. A
s port sman who wins in a co mp et it io n
receives a medal. Do you like to win in
competitions?
5. Read and translate th e text.
OLYMPIC GAMES
PART 2
The s port smen who take the first pl aces at the O l ym pi c Ga me s

receive gold medals, those who come second receive silver medals,
and those who finish third receive bronze medals.
The Soviet U ni on sent t eams to the Ol y mp i c Ga me s and they
always won many gold, silver and bronze medals. Soviet s port smen
held Ol ympi c records for many kinds o f sports. In 1988 the Olympic
Games took place in Seoul [soul] (Southern Korea). Our s p o rt s m en
re cei ved many medal s there.
1. Who received gold, silver and bronze medals?

2. What can you say about the Soviet s po rt s me n?
3. Do you know any Ho no ure d Ma st er o f Sports?
- HOMEWORK = = = = = =
1. L earn the verbs: ex. 2, p. 43.

U N IT 7 - TH E S E V E N T H U N IT
To be m em orized: a bicycle, by bicycle, a m otor

cycle, by m otor-cycle, a plane, by plane, a train,
by train, a ship, by ship, been, eaten, trips
44
1. Read th e num erals (first in d ivid u ally th en in unison).
71, 829, 345, 516, 412, 1975, 1980, 1989, 1990.
2. Read and learn the verbs, m ake up sen ten ces u sin g th em in th e
P resen t C on tin uou s and P resen t P erfect tenses.
have-had-had c om e - c a m e - c o m e
be (am, is, are)-was, w e r e - b e e n eat-ate-eaten
3. Look at the pictures and answ er the questions. Use: to w in a cup.
A FOOTBALL MATCH
1. What games are the s p or ts me n p l ayi ng ?

2. Is it the b egi nni ng o f the g am e?
3. What t eams are p l ay in g?
4. What is the score o f the g ame?
5. What is the g oa l- ke epe r doing?
6. Who will win a cup?
7. Has your school t eam won a cup?
4. Tasks.
1. Ask your classmat e quest ions about the last Ol ympi c Games.
2. Tell the class that you know about w e ll -k n ow n World c ha m p i
ons.
3. Tell the class about the Wi nt er Ol ympi c Games.
4. Tell the class about sport smen who won gold, s ilver and bronze
medals in the last cha mpi on s o f the Wi nt er Ol ympi c Games.
5. Read, translate and learn th e words:
a bicycle [a ’baisikl]: Alim has a bicycle. He goes to school by

bicycle. You can got to this haml et by
bicycle. Have you a bicycle?
a mo to r-cy cl e: Alim has bought a new mo tor-cycl e. He goes

[э saikl] to his plant by mot or-cycl e. Has y ou r f a th e r
bought a m ot or -c yc l e for you?
a train: I like to go by train. We can go by train to

T a s hk e nt , M o sc ow and many ot h er to wn s
and villages. Do you like to go by ...?
45
a plane: I don't like to go from one place to
ano th er by plane.
by plane: You can get to the P a m i rs by
plane. He has come to our town ...
We have small shi ps in wa te rs o f t h e A m u -
Darya.
by ship: You may go from Ode ss a to Sochi by ship.
Has your brot her gone to Sochi ...?
a trip: I like to have a w e e k - e n d t ri p e v e r y
S at ur day . This we ek we shall ha ve a t ri p to
Khu jand . Did you have a w e e k - e n d t rip
last mont h?
6. Make up sen tences.
A. R u s t a m by bus
Karim by car
Alim can get to by t rain
Lola by ship
N or can have a trip by bicycle
by mot or-cyc le
B. Can y ou by bus?
Can he by car?
Can she g et t h e r e by t rai n?
Can they by pl ane?
Can we by s hi p?
Can they by bicycle?
Can No r by mot or-cyc le?
C. I by bus
You by car
He ca n' t get there by t rain
She by pl ane
We by ship
They by bicycle
Nor by mot or -cy cl e
HOMEWORK =
1. L earn th e verbs: ex. 2, p. 45.

2. D o ex. 6 on p. 46 in w r i t t e n f o r m .
46
To be m em orized: fast, gym nasium , high, late,

long, early
1. Read th e verbs and m ake up sen ten ces u sin g th e P resen t

C ontinuous, P resen t In definite, P ast In d efin ite and P resen t
P erfect Tenses.
eat-ate-eaten leave-l eft -left

win-won-won meet-met-met
s p ea k- spo ke- sp ok en read-read-read
2. Read, translate and rem em ber the words:
fast [fa:st]: He t ook a fast train to Sochi.

She speaks English very fast.
long: Her new coat is too long.
She did not stay long in the hamlet.
early: My br ot her likes early autumn.
Fat her gets up early in the morni ng.
late: He is never late for school.
He comes home late at night.
high: There are many high bui ldings.
Ali lives high up in the mountains.
much: Ther e was much rain in earl y spring.
He w o r ke d m uch and got a gold medal w h e n
he left school.
3. Read the word, translate and learn it:
gymnasium: Our pupi ls do g ym n as t i c s in a gymnasi um.

[d3im’neizj9m] O u r g y m n a s i u m is large. Is y o u r g y m n a s i u m
l arge?
4. A nsw er the q u estions u sin g not less than tw o -th ree sen ten ces
for each one.
1. Are g y mn a s t i c s and athletics very pop ul ar in the Soviet Union?
2. Where do we us ual ly [’j u ^ u a l i ] 1 have c om pe ti t io n s in g y m n a s
tics?
3. Who won gold, s ilver and bro nz e medal s in the last c ha mp i
onship in gymnast ics?
' u s u a l l y - о д а т а н ; о бы ч н о
47
4. Who are the c h a m p i o n s in our c o u nt ry in g y m n a s t i c s and at h
letics?
5. Read th e d ialogue, translate it, learn and act it, th en m ake up

d ialogu es of your ow n, u sin g th e words: by train, by ship, by
bicycle, a m otor-cycle, a plane, a ship, a b icycle...
A - Is it goi ng to Sochi by pl ane b et t er than going there by ship?
В - I like going there by ship.
6. Read the te x t and translate it.
MY TRIP TO G RAND PARENTS
I live in Dus h an b e with my parents. My g ra n d p a r e n t s liv

anot her pl ace far from here. They live in the haml et o f Chorbog
Last s u m m e r I went to the ha m l e t wh e re my g r a n d p a r e n t s live. I
is a beautiful place. The h am le t o f C ho r b o g is not far from the rive
Varzob. Ther e are high m o u n ta in s a r oun d it.
Ther e are m any trees in the ha m l e t and on the mo un t ai n s,
can go to the hamlet by a bi cycl e or a mot or-cycl e. It t akes me on
hour to get to the hamlet.
1. Where do you live?
2. Where do your g ra n d p a r e n t s live?
8. Say som e sen ten ces about th e place w h ere your grandparen
live.
9. H ave a pair talk about th e text.
------- ------ HOMEWORK -=
1. W r ite 6-7 sen ten ces a b ou t y o u r t r i p to a villa g e or a hamh

2. R e v ie w the verbs: ex . 1 on p. 47.
= = = = = LESSON 3 - THE TH IRD LESSON = =
To be m em orized: found (fin d -fou n d )
1. R eview the verbs, m ake up sen ten ces u sin g T he P resen t P erf
ten se in th e in terrogative and n egative form s as follow s:
L - Have you been to Mos co w?
48
О - No, I h a v e n 't . I h a v e n ' t b e e n to M o s c o w .
2. Read and translate th e d ialogue, learn and act it, th en m ake

К - Г m a f r a i d , we shal l be l ate f or t he t r a in .
A - I d o n 't t h i n k so. W e h a v e t w e n t y m i n u t e s left.
A MOTOR-CYCLE TRIP
It w as a f ine da y a nd o u r f a t h e r t o l d us: " L et ' s go to t h e vi l

lage to see o u r g r a n d p a r e n t s ! " W e c r i e d , "It is a v e r y g o o d idea.
Let 's go to the v i l l a g e ! " O u r m o t h e r p ut s o m e f l a t - c a k e s , eggs,
a ppl e s, milk, c u c u m b e r s , p ot a t o e s , c h e r r i e s i n to th e l u n c h - b a s k e t ,
we t oo k s o m e f i s h i n g - r o d s to fish in the river. T h e n o u r f a t h e r t o o k
a t e n t f o r us, boys, to sl ee p in t h e m , In th e a f t e r n o o n w e w e n t to
the v il l ag e by a m o t o r - c y c l e .
4. Have a talk on th e text:
1. Ask y o u r c l a s s m a t e :
a) w h a t t r i p l i s f a m i l y a n d he h a d l a st w e e k ;
b) w h e r e the / w e n t on a t r i p ;
c) w h a t w e a t he r t h e y h ad ;
d) w h a t t h ey t o o k to e at a n d to sle ep .
5. D escribe the pictures.
at t he r i v e r , in a v i ll a ge yard,
a lunch-basket, a c o w , a h or s e,
to m a k e a fire, a g o a t, a s h e e p ,
a f i s h i n g - r o d, to f e e d, h e n s,
to fish, cocks, a g a r d e n ,
to cook, f lo we rs , t r e es ,
f i sh- s oup, mountains.
a tent.
49
4—K-9367
HOMEWORK
1. Do ex. 1 on p. 48 in w r itte n form .

2. W rite some sentences about y o u r tr ip to ...
To be m em orized: a pavem ent, a road, cost-cost -

cost, d rive-d rove-d riven
1. Read th e verbs and m ake up sen ten ces u sin g The P resen t
P erfect Tense.
c o s t -c o st - co s t drive-drove-driven
spend-spent-spent hear-heard-heard
2. Read and translate th e dialogu e, learn and act it.
- Don' t you like i c e - h o c k e y ?

- I like to w a t c h i c e - h o c k e y m a t c h e s , b u t 1 d o n ' t p l a y . I h a v e o nl y
skis.
- Do y ou w a t c h i c e - h o c k e y on T V?
- O h , yes, o f course!
3. Read, translate and rem em ber:
A. adjective-quick ad\erb-quickly
( с и ф а т) ( ( ар ф) But
( п р и л а г а т е ль н ое ) ( на ре чие )
nice n i c e ly high-high
slow s lowl y straight-straight
B. T h e b o y is r u n n i n g q ui c kl y.
- Is the b o y r u n n i n g s l o w l y ?
- No, he isn't.
- H o w is t he b o y r u n n i n g ?
- He is r u n n i n g q u i c k ly .
4. Read and translate th e sen tences.

1. T h e w e a t h e r w a s v e r y w a r m y e s t e r d a y .
T h e y m e t t he W o r l d f i g u r e - s k a t e s w a r m l y .
2. M a n y h a p p y r e t u r n s o f t h e day!
We l i ve d h a p p i l y n e a r the B l a c k Sea.
50
3. Go s t r a i g h t d o w n this s t r e et a nd y ou wil l s e e t he s t a d i u m .
D ra w a s t r a i g h t l ine, please!
4. T he s p o r t s m a n j u m p e d v e r y hi gh .
T h e r e w a s a m u s e u m in a h i g h b u i l d i n g .
5. Read and translate th e d ialogue, learn and act it, th en m ake

kup d ialogu es of your own.
- C an 1 h a v e t i c k e t s to S a m a r k a n d f or the e a r l y m o r n i n g t r a i n ?
- How many?
- T w o , please.
- H e r e a re t wo t i c k e t s to S a m a r k a n d ! T h e y c o s t t h i r t y - t w o r o u
bles.
- H e r e ' s the m o n e y .
6. Read and translate th e te x t and put q u estion s on th e text.
CITIES, TOWNS, VILLAGES
Cities, t o w n s a n d v i l l a g e s h a v e s t r e e t s b e t w e e n t h e i r b u i l d
ings, that is (i.e.) the b u i l d i n gs are on each s ide o f a st r ee t . O n e a c h
side o f t h e s t r e e t in f r o n t o f t h e b u i l d i n g s , t h e r e is a p a v e m e n t .
B e t w e e n the p a v e m e n t s t h e r e is a r o a d . P e o p l e w a l k on th e p a v e
m e n t s ; b u s e s , t r a m s , cycles, m o t o r - c y c l e s , lorries, t r o l l e y - b u s e s
a n d car s d r i v e on the r oa ds .
---------- -- HOMEWORK =
2. A n sw er the questions in w r itte n fo rm .
1. W h e r e is t h e r e a p a v e m e n t ?
2. W h e r e is t h e r e a r o a d ?
3. W h o w a l k on the p a v e m e n t s ?
4. W h a t d r i v e on th e r o a d s ?
UNIT 8 - THE EIGHT UNIT
51
1. Read, translate and learn th e sen tences.
- I w i s h y o u a H a p p y N e w Ye a r!
- T h a n k s , t he s a m e to you!
2. Read th e verbs, rem em ber them , play th e gam e "Say, repeat

and add" u sin g The P resen t P erfect Tense.
hear-heard-heard drive-drove-driven
shine-shone-shone spend-spent-spent
3. Look at the pictures and say:
a) w h e r e y ou ( y o u r g r a n d p a r e n t s ) live;
b) by w h a t y o u go to see y o u r p a r e n t s ;
c) s o m e s e n t e n c e s a b o u t a t o w n , a v i ll ag e or a city.
a v il l a ge a city a town
4. F ill in the correct word.

T he sun sh on e ... in a b l u e sk y ( b r i gh t , br ight ly) . W r i t e the w o r d
"athletics" ... (correct, correctly). We h a v e s p e n t t hi s d a y ( ni c e ,
nicely). She c l e a n s t he r o o m a n d w a s h e s the f l o o r on S a t u r d a y
(usual, usually). T h e w e a t h e r w a s ... a nd we s k ie d ... ( ba d, badly).
The S ov i e t U n i o n w as a ... c o u n t r y ( gr ea t, greatly).
5. Read and translate th e d ialogue, learn and act it and m ake up

- W h i c h s p o r t s do you p r e f e r 1 in w i n t e r ?
1 p refer [pri'fa:] - афзал (бехтар) донистан; предпочитать
52
- Wel l, I like s k ii ng ver y m u c h. E v e r y S u n d a y m y f a t h e r a n d 1
t a k e o ur skis and go to t he m o u n t a i n s to ski.
6. Tasks:
1. Tell the c l a s s h o w o f t en y o u go to t h e s t a d i u m in w i n t e r and

w h a t y o u do t he r e.
2. Ask y o u r c l a s s m a t e i f he ( s h e ) ca n p l a y t a b l e - t e n n i s b e t t e r
t ha n his ( he r) f riend.
3. A s k y o u r c l a s s m a t e i f he ( sh e ) j u m p s as h i g h as his ( h e r) f ri end
a nd w h o j u m p s h i g h e r t ha n he ( sh e ).
= = = ^ ^ = HOMEWORK ■■
1. Do ex. 2 on p. 52 in w r itte n f o r m (m ake u p 4 sentences).

= = = = = LESSON 2 - THE SECOND LESSON = =
1. Read th e words, translate and m em orize them .
A. s o o n - s o o n e r - s o o n e s t B. w e l l - b e t t e r - b e s t
fast-faster-fastest badly-worse-worst
late-later-latest much-more-most
early-earlier-earliest l i tt l e -l es s -l ea st
2. Read th e sen ten ces and translate them .
A. 1. Don't sing so loudly!

2. Yo u are r e a d i n g too fast.
3. My w a t c h is t h r e e m i n u t e s fast.
4. My s i s te r c o m e s h o m e as late as my b r o t h e r does.
5. W h i c h is the b e s t f o ot b a l l p l a y e r in t he " P a m i r " t e a m t h i s y e a r ?
6. T h e c a r g o e s f a s t e r t h a n t he lor ry.
7. T h e b o y s are s t r o n g e r t h a n the gir ls.
8. I shall c o m e s o o n e r t h a n you.
B. R e t r an s l a t e the s e n t e n c e s (A) f ro m T a j i k into E n g l i s h ( cl os e)
3. Read the dialogue, translate and learn it, act it and m ake up
d ialogu es of your ow n.
- W h a t w a s t h e s c o r e at t h e y e s t e r d a y s i c e - h o c k e y m a t c h ?
- 7:2.
53
- In w h o s e f a v o u r * ['feiva]?
- In t he " S p a r t a k " ' s f a v o u r . It w a s a s p l e n d i d * v i c t o r y f or the
" S p a r t a k " ’s team.
4. Read th e text, translate it and have a pair talk on it.
TALK ON A TRIP
W h e n we go b y t r a in , we like to like out o f the w i n d o w s . It is

v er y i n t er es t i ng to see g re e n f ields, flowers, mo un ta in s . T h e y a re
c h a n g i n g ver y qui ckly. N o w the train is c o mi n g to a v il lage. T h e r e is
a lake not far f r o m the vil lage. T h e r e is a g r e e n f o r es t b e h i n d the vil
lage. G r e e n m o u n t a i n s are n e a r the f orest. It is a b e a u t i f u l place. N o w
we see a r iv e r , s om e c h i l dr e n are s w i m m i n g in the river. S o me p e o
ple are w o r k i n g in the field. The train is g o i n g v er y fast. N o w we see
large bui ldings, pl ants and f actories. We are c o m i n g to a large city.
= HOMEWORK =
Make up sentences in the Present Perfect, Past Indefinite,

Future Indefinite, Present Indefinite and Present Continuous
Tenses using the verbs:
see-saw-seen win-won-won
shine-shone-shone take-took-taken
drive-drove-driven give-gave-given
= = = LESSON 3 - THE THIRD LESSON = ^ = ^ =
1. Read th e rhym e, translate and learn it (at hom e).
RHYME
S i n c e 1 b o o k s are f ri e nd s ,
T h e y n e e d 2 m u c h c a r e ’.
W hen you're reading them.
Be g o o d to t h e m a nd f a i r 4.
* in w hose favour - ба фондам кй?; в чью пользу?

* splendid - хеле зебо; прекрасный, чудесный
1 since [sins] - то хол; с тех пор
г need - (п.) мухточ; нуждаться
3 саге [кеэ] - (п.) гамхорй; забота
4 fair [fss] - одил; справедливый
54
2. Read th e words, translate and learn them .
ofte n-m ore ofte n-m ost often

quickly-more quickly-most quickly
s l o w l y - mo r e s l o w l y - m o s t s lowly
l o u d l y - m o r e l o u d l y - m o s t l oudl y
cheaply-more cheaply-most cheaply
brightly-more brightly-most brightly
3. R e a d the s e n t e n c e s a n d a n s w e r t he q u e s t i o n s :
A. 1. T he b oy s k a t e s b e t t e r t h a n t he girl.
2. D o e s the b o y s k a te b e t t e r or w o r s e t h a n t h e gi r l ?
3. D oe s the girl s ka te w e ll ?
4. W h o s k a t e s w o r s e , t h e b o y or t he gi r l ?
5. H o w d o e s the b o y s k a t e ?
B. 1. O ur school t ea m p l a y ed v o l l e y - b a l l m o s t spl e nd i dl y.
2. Did o ur s chool t e a m p l a y v o l l e y - b a l l b a d l y ?
3. H ow did o ur s chool v ol le y- ba ll t e a m p l a y ?
4. W h a t g a m e did o u r s c h o o l t ea m p l a y m o s t s p l e n d i d l y ?
5. Did o ur school t e a m p l a y b a s k e t - b a l l or v ol le y -b a ll m o s t s p l e n
didly?
4. R e ad and t r a n s l a t e t he d i a l o g u e , l ea rn and act it.
- W h a t k i n d o f b o o k s do y o u u s u a l l y r e ad ?
- I like to r e ad b o o k s for pl e a s u r e '.
5. Tell the p up il s a b o u t (first do it in a p a i r talk):
a) W h y y o u go to t he l i b r a ry ?
b) W h o y o u r f a v o u r i t e w r i t e r s a nd p o e t s a re?
c) W h a t T a j i k a n d R u s s i a n w r i t e r s a n d p o e t s y o u k n o w ?
6. R e a d a nd t r a n s l a t e t he d i a l o g u e , l e a rn a nd act it.
- Exc us e [iks'kju:z] me. C a n y o u tell me w h e r e the b o o k i n g - o f f i c e

is?
- Yes, t he re it is, t h a t w i n d o w on t he r i g h t . T h e r e ' s " B o o k i n g -
of fi ce" wr i t te n o v e r it.
7. R e a d t he t e x t ; first h a v e a talk on it, t h e n r e t e l l it.
for pleasure ['р1езэ] - фарахманди; удовольствие
55
CH ESS PLAYERS
M o s t o f t h e g r e a t c h e s s p l a y e r s o f t o d a y a re t h e S o v i e t c h e s s
players. W e ca n tell t h e n a m e s o f t h e s e g r e at c h e s s p l a y e r s . T h e y
are: M. B ot v in n ik , V. Svislov, M. Tal, B. S p a s s k y , A. K a r p o v , G.
K a s p a r o v , a y o u n g g o o d c h e s s - p l a y e r A. Y u s u p o v . O u r c h e s s - p l a y -
ers p l a y m u c h in m a n y c o u n t r i e s a n d m a n y o f t h e m w i n t h e f ir st ,
s e c o n d a n d th ir d p l a c e s a n d w o r l d cups.
........ ........... ■■■■ HOMEWORK ........
1. Review the words: ex. 2 on p. 55, learn the poem - ex. 1 on p. 54.
2. A n sw er the questions in w r itte n form .
1. W h i c h is the c o l d e s t m o n t h in o u r r e p u b l i c ?
2. W h e n is it w a r m e r , in Ap ri l or in M a y ?
3. W h a t is t he h o t t e s t m o n t h in o u r r e p u b l i c ?
4. W h e n a re t h e n i g h t s s h o r t e r t h a n t he d a y s ?
5. W h a t is th e m o s t r a i n y m o n t h in t h e y e a r ?
6. W h i c h is t he m o s t b e a u t i f u l s e a s o n in o u r r e p u b l i c ?
7. W h i c h e x e r c i s e is m o r e d if f i c u l t for y o u the first or the s e c o n d
e xe rc is e on p. 55?
— ............ LESSON 4 - REVISION = = = = =
1. R eview the words:

s t a d i u m , m a t c h , bo xi ng , w a t e r - p o l o , g y m n a s t i c s , g y m n a s i u m ,
to go in for s por ts , score, to scor e, goal, f e nc i n g , w r e s t l i n g , sk i
ing, s k a t in g, to t a k e p l a c e, c o m p e t i t i o n , f i g u r e - s k a t i n g , s p e e d
s k a t i n g , composi tion, H o n o u r e d M a s t e r o f s po rt s , c h a m p i o n ,
coach, e x - c h a m p i o n , s p o r t - t e a m s , b e g u n , b r o k e r , w r i t t e n ,
s e en , f a n, d o n e , f o u n d , f o r g o t t e n , g i v e n , g o n e , t a k e n ,
d r a u g h t s , to e n d in a d r a w , r u n , e a t - a t e - e a t e n , s p o k en , a t h l e t
ics, w a r , gold, silver, b r on z e , m e d a l , to r e c ei v e , w i n - w o n - w o n ,
bicycle, by bi cy cl e, m o t o r - c y c l e , by m o t o r - c y c l e , p l a n e , b y
p l a ne , t r a i n , b y t r a i n , s h i p , by s h i p , b e e n , to w in a c u p , a t r i p ,
g y m n a s t i c s , f i s h i n g - r o d, l u n c h - b a s k e t , to fish, t e n t , f i s h -s o u p ,
d r i v e - d r o v e - d r i v e n , p a v e m e n t , r o a d , t i c k e t , c o s t - c os t- c os t,
s p e n t , s h on e , f a v o u r , to p r e f e r , f o r p l e a s u r e , e x cu s e , f a v o u r i t e ,
booking-office.
Read: 314, 127, 568, 1498, 1989, 1990,
21 / X I I , 13 / V I I I - 1989, 6 / V -1 9 9 1 .
2. Read, translate and learn:

- Be s t w i s h e s f or the N e w Year!
- T h e s a m e to you!
56
3. Read and translate th e d ialogue, learn and act it, m ake up
dialogu e of your own.
A. - W h a t a b o u t j u m p i n g ?
- In the h i g h j u m p w e w o n t h e f ir s t a n d t h i r d p l a c e s .
B. - W h a t k i n d o f s p or t do y o u p r e fe r : j u m p i n g or r u n n i n g ?
- J u m p i n g . It is m y f a v o u r i t e k i n d o f sport.
4. Look at th e pictures and describe them , th en have a pair talk

about them .
5. A nsw er th e q u estions u sin g 2-3 sen tences.
1. W h i c h k i n d o f s p o r t s do y ou like b e s t o f all?
2. H o w m a n y p u p i l s in y o u r c l a ss go in f or a t h l e t i c s a n d gym-
n astics?
3. H as a n y p u p i l in y o u r s c ho o l w o n a m e d a l in s po r t s c o m p e t i
tions?
4. Do y o u go to the w a t e r - p o l o ?
5. Do y o u like to s w i m in the w a t e r - p o l o ?
6. Is t he re a w a t e r - p o l o in y o u r t o w n ( v i l l a g e ) ?
7. W hi c h is m o r e di f f i c ul t, to p l a y t e n n i s or b a s k e t b a l l ?
8. W h i c h is m o r e i n t e r e s t i n g , to w a t c h f i g u r e s k a t i n g or b o x i n g ?
9. W h i c h is y o u r f a v o u r i t e s po rt ?
6. Tasks:
A. Tell y o u r c l a s s m a t e s s o m e s e n t e n c e s a b o u t k i n d s o f s p o r t s y o u
like.
B. H a v e a p a i r t a lk a b o u t d i f f e r e n t k i n d s o f sports.
57
7. Read and describe your trip u sin g th e q uestion s as a plan:
1. H a v e y o u ha d a t r i p t h is y e a r ?
2. W h e n d id y o u h a v e a t r i p ?
3. W h e r e d id y o u go a n d h o w ?
4. W h a t did yo u see on y o u r t r i p ?
5. Did y ou like y o u r t r ip a n d w h y ?
THE T H IR D TERM
To be m em orized: to occupy, to border, South,

N orth, to connect, railw ays, w aterw ays, airw ays,
W est, East
1. Read th e verbs, translate th em and m ake up sen ten ces usin g

the verbs in th e P resen t P erfect Tense.
think-thought-thought catch-caught-caught
brin g-b ro u g h t-b rough t fight-fought-fought
buy-bought-bought
2. Read and translate the dialogu e, learn and act it, m ake up
- I a m s o r r y . 1 h a v e n ' t b r o u g h t t he b o o k .
- N e v e r m i nd .
3. Read th e words, translate and learn them :
58
t o occupy: to o c c u p y a l ar ge t er r i t o r y . O u r c o u n t r y
[ta ’okju:pai] o c c u p i e s a v e r y l a r ge t e r r i t o r y . M o s c o w
o c c u p i e s a v e r y l ar g e t er r i t o r y . D o e s o u r
r e p u b l i c o c c u p y a l ar ge t e r r i t o r y ?
to c o v e r [ta ’kAva]: In w i n t e r s n o w c o v e r s t he g r o u n d . A k r a m ,
c o v e r y o u r h e a d w i t h a cap! T h e b o o k has
two covers. H o w m a n y c o v e r s h a s a n o t e
book?
a c ove r:
to b o r d e r : O u r c o u n t r y b o r d e r s on m a n y o t h e r c o u n
tries. O u r c o u n t r y b o r d e r s on 12 seas. O u r
h a m l e t b o r d e r s on h ig h m o u n t a i n s . W h a t
d o e s y o u r t o w n b o r d e r on?
■■ Q ■ ■■■ ■■ «*
railways waterways airways
to c o n n e c t : R a i l w a y s, w a t e r w a y s a n d a i r w a y s c o n n e c t
[to k a 'n e k t ] o ur cities, t o wn s a n d v i ll ages. T h i s r i v e r
c o n n e c t s t wo t owns .
( No r t h)
(East)
(West)
(So ut h)
E u r o p e [’j u a r o u p ]
Asia [eij e]
THE COUNTRY - THE USSR

(from our history)
PART 1
T he U S S R w a s the f ir st s o c i al is t c o u n t r y . Its t e r r i t o r y c o v e r e d
h a l f E u r o p e a nd h a l f Asia. T h e r e w e r e m a n y f o r e s t s a nd f i e l ds ,
m o u n t a i n s and hills, r i v e rs , l ak es a nd s eas on its t e r r i t or y . It b o r
d e r ed on 12 seas. R a i l w a y s a nd a i r w a y s c o n n e c t e d t h e c it ie s o f t h e
c o u n t r y f r om the c o l d A r c t i c sea to the w a r m B a l t i k Se a a nd f r om
t he Eas t to the We s t .
59
1. W h a t c o u n t r y w a s t he f ir s t s o c i a l i s t c o u n t r y ?
2. W h a t t e r r i t o r y d i d it c o v e r ?
3. W h a t s e a s t h e U S S R b o r d e r e d on?
4. W e r e t h e r e m a n y f o r e s t s , fields, m o u n t a i n s , hills, r i v e r s , seas
a nd l a ke s on its t e r r i t o r y ?
5. W h a t di d r a i l w a y s , w a t e r w a y s a nd a i r w a y s c o n n e c t ?
6. Say som e facts about th e country.
----------------- HOMEWORK -----------------
1. Learn the verbs: ex. 1 on p. 58.

To be m em orized: to be rich in, natural

resources, oil, coal, iron, n atural gas, th e w orld
1. Read th e words.
oi [oi] - oil, toil, spoil, coin, coil

oa [ou] - coal, coat, load
2. Read the verbs and play th e "Say, repeat and add".
do-did-done shine-shone-shone
begin-began-begun drive-drove-driven
Read, translate and learn th e proverb.
NEITHER FISH, NOR FLESH
3. Read th e d ialogue, learn and act it, m ake up d ialogu es of yo

own.
A - M o t h e r , m a y I w a t c h TV n o w ?
В - No, y o u c a n ’t.
A - Why?
В - B e c a u s e F a t h e r is s l e ep in g.
60 ---------------------------------------------------------------------------------------
4. Read the sen ten ce and m ake up sen ten ces as follow s:
B o t h m e n a nd w o m e n m a y go.
5. Read, translate and learn the words.
in the world: O u r c o u n t r y is t he l a r g e s t c o u n t r y in the

world. W h a t c o u n t r y is the l a r g e s t in the
world?
to be rich in: O u r c o u n t r y is r ich in f or est s. O ur v i ll ag e is
rich in v e g e t a b l e s a n d fruit. O u r t o w n is r ich
in g r e e n p a r k s a nd f l o w e r s . W h a t is y o u r
t o w n r i c h in?
oil: T u m e n is rich in oil. Ba ku is rich in oil, too.
Is o u r c o u n t r y r ich in oil?
coal [koul]: K u z b a s is rich in coal. D o n b a s is rich in coal,
too. Is o u r c o u n t r y rich in co a l?
iron: Si be ri a [,sai'biris] is rich in iron. T h e U r a l s
[juarals] is rich in iron, too. Is o u r c o u n t r y
rich in iron?
natural gas: W e u s e n a t u r a l ga s at t he f a c t o r i e s a nd
[’naetjral] plants. W e u s e n a t u r a l g a s at h o m e to m a k e
it w a r m , to c oo k food. Is t h e r e n a t u r a l g a s
in y o u r b u i l d i n g ?
natural resources: oil, coal, iron, gold, s ilve r ... are n a t u r a l
re sour ce s. Is o u r c o u n t r y r i c h in n a t u r a l
resources?
6. Read the tex t and translate it.
OUR COUNTRY
(from our history)
PART II
T h e c o u n t r y , t h e U S S R , w as t h e l a r g e s t c o u n t r y in t he w o rl d .
It l a y 1 b ot h in E u r o p e a n d Asi a. T he s h o r t e s t d i s t a n c e 2 f r o m w e s t to
ea st w as m o r e t ha n n i n e t h o u s a n d k i l o m e t e r s . T h e c o u n t r y w a s r i c h
in n a t u r a l r esour ces. It h a d m u c h oil, coal, iron, gold, silver, n a t
u r a l gas...
7. A nsw er th e questions:
1. W h a t c o u n t r y w a s th e l a r g e s t in t h e w o r l d ?
2. W h a t w a s t he d i s t a n c e f r o m th e p a r t s o f t h e w o r l d ?
3. W h a t w a s t he c o u n t r y r i c h in?
1 lies (lay) - вокеъ шудан, чойгир шудан; находиться
2 distance ['distans] - масофа; расстояние
61
8. Say som e facts about the country.
= = = = = HOMEWORK

LESSON 3 - THE THIRD LESSON
To be m em orized: a seaport, fallen , industry,

agricultural, to d evelop
1. Read th e words.
[a ] - c o u n t r y , i nd us tr i al , m u c h , h u n d r e d , m o n e y , h u n g r y
[ia] - m a t e r i a l , y e a r , e n g i n e e r i n g , h e a r , n e a r , f e a r
[Jn] - s tat ion, r e vo l ut io n , d i ct at io n, t r a n s l a t i o n
2. Read th e verbs, translate and m ake up sen ten ces in th e F u tu n

In d efin ite and P resen t P erfect T en ses using:
send-sent-sent drink-d rank-drunk

fal l-fel l-fall en eat-ate-eaten
3. Read the sen ten ces and put q uestion s to g et m ore inform atior
She has fallen. He d r a n k . T h e y h a v e e a t en .
4. Read and translate the dialogu e, learn and act it.
- I saw a f il m on TV last n i gh t . Did y o u see the fi lm?

- Y es , I did.
- Di d y o u like it?
- Yes , v e r y m u c h .
5. Read the words, translate and learn them .
62
a seaport: T he c o u n t r y ha s m a n y s e a p o r t s . M u r m a n s k ,
L e n i n g r a d , O d e s s a a nd V l a d i v o s t o k w e r e
big s eapor ts. H a v e y ou e v e r b e e n to a n y sea
port?
industry: We have light and heavy industry*. O u r
i n d u s tr y is h i g h l y d e v e l o p e d . Is i n d u s t r y in
our country highly developed?
agriculture: O u r a g r i c u l t u r e is d e v e l o p e d , b u t no t so
[’segrikA ltJa] h i g h as i n du s t r y .
to develop: T he c o u n t r y d e v e l o p s i n d u s t r y . It d e v e l o p s
a g r i c u l t u r e , too. Do e s o u r r e p u b l i c d e v e l o p
any industry?
6. Read and translate the text.
OUR COUNTRY (from our history)
PART III
T h e U n i o n 1 o f S ov ie t S o c i a l is t R e p u b l i c s had a h i g h l y d e v e l
o p e d i n d u s t r y , b ut w e c a n n o t s a y, t ha t o u r a g r i c u l t u r e is h i g h l y
d e v e l o p e d 3 n o w a d a y s 3. But s oo n o u r a g r i c u l t u r e will be h i g h l y
developed.
T he U S S R ha d m a n y r i v e r s a n d seas. T h e r e w e r e m a n y s e a
p o r t s in t he c o u n t r y . T h e l a r g e s t s e a p o r t s w e r e M u r m a n s k ,
L e n i n g r a d , O d es s a and Vl ad iv os to k.
T h e U S S R w a s a m u l t i n a t i o n a l 4 c o u n t r y . It h a d f i f t e e n U n i o n
Republics.
1. W h a t c o u n t r y is h i g h l y d e v e l o p e d ?
2. Is i n d u s t r y h i g h l y d e v e l o p e d in o u r c o u n t r y ?
3. W h a t c an y o u s ay a b o u t a g r i c u l t u r e in o u r c o u n t r y ?
4. W h a t s e a p o r t s do y o u k n o w ?
5. W a s the U S S R a m u l t i n a t i o n a l c o u n t r y ?
6. Say s o m e f ac ts a b o u t t he c o u n t r y .
‘light and heavy in d u stry - саноати сабук ва вазнин; легкая и тяжелая промышленность
1 U nion - иттифок; союз
2 developed - мутараккй. инкишофёфта; развитый
1 now adays - хозир, дар вакти хозира; в настоящее время
4 m u ltin atio n al - сермиллат; многонациональный
63
HOMEWORK
1. Do ex. 2 on p. 62 in w r itte n fo rm .
= = = = = LESSON 4 - THE FOURTH LESSON
To be m em orized: a region, a clim ate, eith er, it

is d ifficu lt
1. Read th e words.
A. [k] - t e ch n i c al , t e c h n o l o g y , technicol ogi cal , nickel

[ai] - science, scientific, scienti st , g i a n t
[ai] - e i t h er , e i t h e r , e i t h e r , n e i t h e r , n e i t h e r , n e i t h e r
B. n o u n - исм ( с у щ ) a dj e c t i v e - с и ф а т ( пр и л а г . )
North Northern
South So u th ern [б а Э п ]
West Western
East Eastern
2. Read th e sen tences, translate it, and m ake up sen ten ces such as:
P a t t e r n : we c an ge t t h e r e e i t h e r by t r a i n or by p l a n e.
3. Read th e d ialogue, translate it, learn and act it.
A - Lola, s w i t c h t h e set o n 1 by y o u r s e l f ! 2
L - O K , I see the a n n o u n c e r . T h e t e l e v i s i o n p r o g r a m m e b e gi ns .
4. Read th e sen ten ces and g et m ore inform ation.
He d r a n k . T h e y sent.
5. Speak about our country: m ake up a plan.
6. Read th e n ew words, translate and learn them :
a region [э 'ri:d3n]: K u r g a n - T u p a is a r e g i o n . It is v e r y ho t in
this r egi on. T h e r e a re m a n y d i f f e r e n t k i n d s
o f fr uit s in this r egi on. Do the c o ll e c t i ve -
f a r m e r s g r o w l e m o n s in t hi s r e g i o n ?
1 to sw itch th e set on - даргирондан; включать

г by yourself - худат; сам, сама
64 ------------------------------------------------------------------------------------------
clim ate ['klaimit]: C l i m a t e m a y be h ot a nd col d. C l i m a t e in
T aj i k i s t a n is hot. W h a t is t h e c l i m a t e in
Uzbekistan?
d i f f i c u l t [ difikalt]: To do s ome t as k s in a r i t h m e t i c s is di f f icul t.

It is d if f ic ul t to w r i te Eng l is h. Is it di f fi c ul t
to w r i t e R u s s i a n ? Is it d i f f i c u l t to w r i t e
Ta ji k?
THE COUNTRY
PART IV
Th e c l i m a t e o f t h e g r e a t c o u n t r y w a s d i f f e r e n t . T h e e a s t e r n
p a r t o f t h e U S S R w a s w a r m e r in s u m m e r t h a n t h e w e s t e r n o ne ,
b ut t he w i n t e r w a s m u c h c o l d e r in t h e e ast . S o m e n o r t h e r n a n d
s o u t h e r n p a r t s w e r e v e r y c o l d or v e r y hot. T h e h o t t e s t r e g i o n in the
c o u n t r y w a s T e r m e z , it w a s in t he s o u t h e r n p ar t. T h e c o l d e s t r e g i on
wa s O i - M a k o n , it w a s in t h e n o r t h - e a s t e r n p a r t o f the S o v i e t
Union. T h e r e w e r e m a n y m o u n t a i n s a nd h il ls in t h e s o u t h e r n p a rt s .
L a r g e r e g i o n s in th e n o r t h , in t h e s o u t h a n d in t h e e a s t w e r e not
v er y g o o d to live t h e r e. It w as d i f f i c u l t to d e v e l o p i n d u s t r y a nd
a g r i c u l t u r e in t h e s e r e g i o n s , b u t m a n y y o u n g p e o p l e go to t h e s e
r e g i o n s to b u il d n e w t o w n s , f act or ies, r a i l w a y s a n d canals.
8. A nsw er th e q uestions u sin g tw o -th ree sen tences.
1. Wa s the c l i m a t e d i f f e r e n t in t he c o u n t r y ?
2. W h a t p a r t s w e r e c o l d a n d h o t ?
3. W h e r e w e r e the m o u n t a i n s a n d h i l l s ?
4. W a s it d i f f i c u l t to d e v e l o p a g r i c u l t u r e a nd i n d u s t r y in the
northern regions o f the country?
9. Say som e sen ten ces about th e clim ate in ou t country.
= HOMEWORK =
1. Do ex. 2 on p. 64 (W rite 5 sentences on the pattern).

65
5—K-9367
U N I T 1» - H I E T E N T H U NI T
= = ^ ^ = LESSON 1 - THE FIRST LESSON —.......- ........
1. Read th e words.
[e] - d r e ad , h e a d , s te ad i ly , r e a d , d e a d
[i:] - receive, peopl e, m e e t , n e a t
2. Read th e sen tences, translate th em and m ake up sen ten ces as:
Y o u c an get to the Z o o e i t h e r by t r o l l e y - b u s or by bus.

W e c an ge t t h e r e n e i t h e r b y b u s n o r b y l or ry .
3. Read th e sen tences, put q u estion s to g et m ore inform ation.
We d ev e lo p e d . It is g o i n g to the s ea po r t .
4. Read th e nam es of th e CIS, translate th em and sh ow th e

cou n tries on th e geographical map.
T h e A r m e n i a [a'mi:njan] c o u n t r y
T h e A z e r b a j a n [a:zabai’d 3 an] c o u n t r y
The B y e l o r u s s i a n [, bj el ou'i vJn] c o u n t r y
Th e G e o r g i a n [’d 3 o:d3 ian] c o u n t r y
T h e K a z a k h [ka:'za:h] c o u n t r y
T h e K i r g h i z ['ka:giz] c o u n t r y
The M o l d a v i a n [ mol'deivian] c o u n t r y
The R u s s i a n [’гл1п] c o u n t r y
T he T a j i k [ta:'d 3 ik] c o u n t r y
T h e T u r k m e n [ 't a:kmen] c o u n t r y
T he U k r a i n i a n [ ju: 'rkei nj an] c o u n t r y
T he U z b e k [ u z b e k ] c o u n t r y
5. Look at th e map and read th e text.
66
TAJIKISTAN
T h e a r e a 1 o f the T a j i k i s t a n 1 43 00 0 s q u a r e 2 ki l o me te rs . M o r e
t hen 5 m i l li on s 3 o f p e op l e live in Taj ik is ta n. It b o r d e r s on 5 c o u n
t r i es a n d it is a c o u n t r y d o m i n a n t e d b y m o u n t a i n s .
1. W h a t is t h e n a m e o f o u r c o u n t r y ?
2. W h a t is t h e a r e a o f t he T a j i k i s t a n ?
3. H o w m a n y p e o p l e l ive in the T a j i k i s t a n ?
4. H o w m a n y c o u n t r i e s d o e s o u r c o u n t r y b o r d e r on?
5. H o w m a n y r e g i o n s a re t h e r e in th e T a j i k i s t a n ?
6. Is t h e r e a n y i n d u s t r y in o u r c o u n t r y ?
7. W h a t c a n y o u s ay a b o u t a g r i c u l t u r e in o u r c o u n t r y ?
8. W h a t c a n y o u s a y a b o u t t h e n a t u r e 4 in o u t c o u n t r y ?
9. W h a t is th e c l i m a t e in o u r c o u n t r y ?
7. H ave a pair talk on th e T ajikistan, look in g at th e map.
8. Speak about ou t cou n try u sin g th e map.
...... . ----- HOMEWORK
Do ex. 6 on p. 67 in w r itte n fo rm .
1 area [э'пэ] - масохат; площадь

! square [skwsa] - мураббаъ; квадрат
3 m illions [’miljanz] - миллионда; миллионы
* n a tu re [’neitja] - табиат; природа
67
1. Read th e words, translate and rem em ber them .
A. T he T a j i k R e p u b l i c T he K a z a k h R e p u b l i c
Th e U z b e k R e p u b l i c The Turkm en Republic
T he K i r g h i z R e p u b l i c
B. B u l ga r ia [bAl'gsaria] Sl ov a ki a [slou'vsekia]
Fi n l a n d ['finlsnd] A f g a n i s t a n [aef'gaenistsen]
R u m a n i a [rui'meinja] I r a n [i'ra:n]
H u n g a r y ['hArjgari] C h i n a ['tjaina]
2. Read, translate th e d ialogue, learn and act it.
- By t h e w a y , w h a t T V p r o g r a m s do y o u l ike m o s t o f all?
- A c t u a l r e p o r t i n g 1, e spe cia ll y2 on sports.
- As to me I like to see t e l e v i s e d p l a y s 3.
3. H ave a talk about our cou n try u sin g th e map (its territory,
borders, clim ate).
4. Read the verb and play th e gam e "Say, repeat and add".
w r i t e -w r o t e - w r i t t e n buy-bought-bought
break-broke-broken think-thought-thought
eat-ate-eaten think-thought-thought
PA SSIV E VOICE - Т А РЗИ М АФ ЪУЛ
to be + P a s t P a r i c i p l e (3 f o r m o f v e r b s )
I b u y b r e a d e v e r y d a y - B r e a d is b o u g h t b y m e e v e r y d ay . Ali
r ea ds this b o o k - T hi s b o o k is r e a d b y Ali.
He w r i t e s l e t t e r s e v e r y m o n t h - L e t t e r s ar e w r i t t e n b y h i m e v e r y
m o n th .
I t r a n s l a t e t his t e xt - T h i s t e x t is t r a n s l a t e d b y me.
1 actu al re p o rtin g - ахбори рузмарра; текущие события

! especially - фавкулодца, гайриоддй, махсус; особенно
3 televised plays - намоишхои телевизионй; телевизионные представления
L ol a b u y s m i l k at t h e s h o p - M i l k is b o u g h t by L o l a at the shop.
6. Make up sentences:
A. T h e cup eaten by me
The s o ng bought by him
The melon is brought by her
The vegetables are broken by us
T he f ish written
T he tomatoes
T he potatoes
B. Is the fo r m e r U S S R washed by twe lve coun tries?

our country built in S i b e r i a 2?
A re our territ ory bounded1 by t h r e e o c e a n s ?
new towns covered with m o untains and
hills?
T he r e g i o n washed by me him, her,

th e m , us
The town is not surrounded3 with the forests
T he r e p u b l i c are not bought fast
T he f l o we r s spoken to t h e
Ukraine
The oil sent
The coal
En g l is h
HOMEWORK
1. Fill in: is or are, do it in w r itte n fo rm .

Thi s b o o k ... w r it te n by S. Aini. M y f r i e n d ... a s k e d at the l e ss on
e v e r y day. ... n e w b u i l d i n g s b u i l t in y o u r r e g i o n e v e r y y e a r ? ...
E ng l i s h s p o k e n at the E n g l i s h l e s so n?
2. W rite some sentences about clim ate in our country.
....... .......... = L E S S O N 3 - THE THIRD L E S S O N = = = = =
To be m em orized: th e capital, to be founded, to

be situated, a bank

1 bound [baund] - хамсархад будан; граничить
2 S iberia [,sai'biria] - Сибир
3 su rro u n d [sa'raund] - ихота кардан; окружать
69
1. Read th e verbs and m ake up sen ten ces in th e P assive V oice
u sin g th e verbs.
shut-shut-shut break-broke-broken
put-put-put buy-bought-bought
drive-drove-driven bring-brought-brought
2. Make up sen ten ces as follow s.
- T h e p e n is m a d e at T o m s k f a c t o r y .
- T h e p e n is n o t m a d e at T o m s k f a c t o r y . It is m a de on M o s c o w .
Th e w o r k is d o n e b y the p u p i ls . -
T h e c h i l d r e n are t a k e n to th e c i n e m a . -
T he b o o k s ar e p u t on t h e b o o k s t a n d . -
T he t abl e is c le a ne d. -
T h e s e lor ri es are m a d e in C h e l y a b i n s k . -
T he d o or is shut. -
The w i n d o w is open. -
3. Read and translate th e d ialogue, learn and act it, m ake up d ia
logu es of your own.
L - D o e s a T V set i n t e r f e r e 1 w i t h y o u r s t u d i e s ?
A - I s w i t c h th e T V set w h e n s o m e i n t e r e s t i n g p r o g r a m m e is on.
4. Read and translate th e w ords and learn them .
the capital: E v e r y c o u n t r y ha s t he c a p i t a l a n d e v e r y
r e p u b l i c has the c a pi t a l , too.
to be founded: M o s c o w was f o u nd e d in 1147. D u s h a n b e is

th e c a p i t a l , it w as f o u n d e d in 1924. W h e n
was y o u r s c h oo l f o u n d e d ?
a bank [a 'bserjk]: E v e r y r i v e r h a s t w o b a n k s , l ef t a n d ri ght .

W e see a f o r e s t on t he r i g h t b a n k o f t h e
river. W h a t do y o u see on the left s ide o f
the river?
to be situated: A c o l l e c t i v e - f a r m is s i t u a t e d on the left

[sitju:'eitid] b a n k o f t he r i v e r . T h e Z o o is s i t u a t e d in the
m i d d l e o f t he l a r g e p a r k . W h e r e is y o u r
school s i t u a t e d ?
' in te rfe re [inta'fia] - мудохила кардан; вмешиваться
70
1. W h a t is the c a p i t a l o f o u r c o u n t r y ?
2. When was the capital founded?
3. W h a t do y o u se e on t he r i g h t b a n k o f t h e r i v e r in y o u r t o w n ?
4. W h e r e is the n e a r e s t c o l l e c t i v e - f a r m s i t u a t e d ?
........................= HOMEWORK ■ ■ — .......=
= = = = = LESSON 4 - THE FOURTH LESSON = ^ =
To be m em orized: population, places of interest,

th e heart
1. Read, translate and rem em ber th e words.
T he A z e r b a i j a n [a:zabai’d 3 an] R epu bl i c

T he B y e l o r u s s i a n [,bjelou'rAjn] R e p ub l ic
T he G e o r g i a n [’d3a:d3i9n] R ep ub l ic
2. Ask your classm ates questions: w h a t..., w h e n ..., w h ere ..., by

w h o m ..., w h y ... - to get m ore inform ation.
Pattern: T h e b o o k is t r a ns la t ed .
W h e r e is t h e b o o k t r a n s l a t e d ?
W h e n is t he b o o k t r a n s l a t e d ?
By w h o m is the b o o k t r a n s l a t e d ?
W h y is t he b o o k t r a n s l a t e d ?
The le tt er is sent. T he e x e r c i s e s are w r i t t e n . T h e b o o k s a re w r i t

ten. T h e w i n d o w s ar e shut . T he t o w n w a s f o u n d e d . T h e w o r k is
finished.
population: T h e p o p u l a t i o n in M o s c o w is o v e r e i g ht mil-
[,popju:'leiJan] lion. T he p o p u l a t i o n in D u s h a n b e is less, it is
m o r e t h a n a h a l f million. W h a t is t h e p o p u
l at ion in y o u r t o w n ( v il la ge , h a m l e t ) ?
71
the heart [ha:t]: W e all h a v e h e a r t s . E v e r y t o w n ( vi l l a g e ,
h a m l e t ) ha s a c e n t r e , w h i c h w e n a m e t h e
h e a r t . T h e h e a r t o f M o s c o w is the K r e ml in .
W h a t is t h e h e a r t o f y o u r t o w n ?
places of interest: M o s c o w has m a n y p l a c e s o f i nt er est. T h e y

are: T h e K r e m l i n , R e d S q u a r e , T he L e n i n
M a u s o l e u m . D u s h a n b e ha s s o m e p l a c e s o f
i nt er est . H as y o u r t o w n ( v i ll ag e , h a m l e t ) a ny
p l a c es o f i n t e r e s t ?
4. Read and translate.
MOSCOW
M o s c o w is the c api ta l o f Russia.

It is one o f the o l de st Ru s s ia n cities.
M o s c o w w a s f o u n d e d in 1147 by Yur i
Dolgoruki. It is a m u l t i n a t i o n a l city.
T h e o l d e s t p a r t o f M o s c o w is the
K r e ml i n . T h e K r e m l i n is the n i c e s t
p l ac e o f i nt er est. It is s i t u a t e d on the
b a n k o f the M o s k v a river. T h e
Kremlin and Red Sq u a re 1 are the
h e a r t o f Moscow. Its p o p u l a t i o n is
over eight mi l li on. T h e r e are m a n y p l a c e s o f int erest: the M o s c o w
m e t r o w h i c h w as b u i l t in 1935, the M o s c o w U n i v e r s i t y on t he L e n i n
Hills, the L e n i n M a u s o l e u m 2, t he T r e t y a k o v G a l l e r y 3 w h i c h w a s
f o u n d ed in 1850. M o s c o w is w e l l - k n o w n f o r its t h e a t r e s , m u s e u m s
a nd librari es. M o s c o w is one o f t h e m o s t b e a u t i f u l c iti es in the
world.
5. A nsw er th e q uestions u sin g tw o sentences:
1. W h a t is M o s c o w ?
2. W h e n w as M o s c o w f o u n d e d ?
3. W h a t is th e o l d e s t p a r t o f Mos c ow?
1 square [skwsa] - майдон; площадь

г M ausoleum [,m3:sa'liam] - макбара, зиёратгох; мавзолей
1 gallery [’gaelari] - нигористон; галерея
72
4. What a re t h e K r e m l i n a n d R e d S q u a r e ?
5. What is the p o p u l a t i o n o f Mo s co w?
6. When w as t h e M o s c o w M e t r o bui lt ?
7. What p l a c e s o f i n t e re s t in M o s c o w do y ou k n o w ?
8. What ca n y o u s ay a b o u t M o s c o w ?
= HOMEWORK = = = = =
1. W rite the sentences in th e Past In definite Tense (Passive Voice):

T h e h e n is b r o u g h t . T hi s le tt er is got. T he p l a t e is t a k e n a wa y .
The k n i f e is b r o u g h t . The d o o r is shut. T h e w i n d o w s are o p e n e d .
UNIT 11 - THE ELEVENTH UNIT
To be m em orized: sell-so ld -so ld , pay-paid-paid,

retell-retold -retold , lo se -lo st-lo st
1. Read the verbs and make up sentences in the Passive Voice using:
sell-sold-sold retell-retold-retold
pay-paid-paid l ose-lost-lost
2. Make up sen ten ces as follow s.
1. B o t h d o c t o r s a n d t e a c h e r s w e r e t he r e.
2. E i t h e r Ali or O i s h a m u s t go to t he s t a t e - f a r m .
3. N e i t h e r he n o r s he m u s t r e a d t h i s l et t e r .
3. A nsw er the "tail" questions.
Pa t te r n: T he b o o k is r ed, isn't it? - Y es , it is.
73
T h e y are no t a s k e d at e v e r y l e s s o n , a r e t h e y ?
- No, t h e y a re not.
T he w o r k is d o n e , isn't it? T h e e x e r c i s e s are w r i t t e n , a r e n ' t
t h e y ? A c u p o f c o f f e e is b r o u g h t , i sn't it? A b o x o f s w e e t s is
p r e s e n t e d to the c h il d, isn't it? T h e c h i l d r e n a r e n ' t t a k e n to t h e
c i n e m a , a r e t h e y ? A g o l d m e d a l is w o n by h i m e v e r y y e a r , isn't
it? T h e p e n i sn 't l e f t at h o m e , is it?
4. Read and translate th e d ialogue, learn and act it, m ake d ia
lo gu es of your own.
- E x c u s e me. W e h a v e l os t o u r w ay . W e w a n t to g e t to t he
T r e t y a k o v G a l l er y . Will y ou , p l e as e, tell us t h e w a y t h e r e ?
- C e r t a i n ly . Do y o u w a n t to t a k e a t r o l l e y - b u s o r go on foot ?
- Is it far?
- No. It will t a k e y ou o n l y a b o u t a q u a r t e r o f an h o u r i f y o u
walk.
5. H ave a pair talk about:
a) M o s c o w as the c ap i ta l o f o u r c o u n t r y .
b) Places o f interest in Mo s co w .
The M o s c o w
U n iv e rs i ty
It is n a m e d a f t e r
М. V. L O M O N O S O V
Jl It w a s f o u n d e d
j in 1755
a place o f history
T he B o l s h o i T h e a t r e T h e S t a d i u m in L u z h n i k i
It was o p e n e d in 1825 ^ w as b u i l t in 1956
= HOMEWORK ■ ■
1. Learn the verbs: ex. 1 on p. 73.

2. Do ex. 2 on p. 73 in w r itte n f o r m (m ake u p 6 sentences).
74
To be m em orized: to include, m ou n tains, m od

ern, chem ical, a cotton -p ick in g m achine
1. Read the w ords and translate them .
a dj ec ti ve - с и ф а т ( п р и ла г .) n o u n - исм ( с ущ е с т в . )
happy+ness happiness
ready+ness readiness
foolishness, d a r k n e s s , g r e a t n e s s , b r i g h t n e s s , c l e v e rn e ss , illness,
r i ch ne ss , w h i te ne ss .
Th e b o o k is r e a d b y me t od ay .
The book was read by him yesterday.
The t o m a t o e s a re b o u g h t b y h i m e v e r y day.
T he potatoes were bought by her yesterday.
3. P u t q uestions to g et m ore inform ation.
Pa t t e rn : T h e d r e s s w a s b o u g h t .
Where was the dress bought?
Th e d r e s s w a s b o u g h t at the s h o p.
When was the dress bought?
Th e d r e s s w as b o u g h t l ast w e e k .
W hy was the dress bo u g h t?
It wa s b o u g h t b e c a u s e L o l a l i ke d it.
By w h o m w a s th e d r e s s b o u g h t ?
It w a s b o u g h t b y L o l a ' s m o t h e r .
T he skis are b o u g h t . T a b l e s w e r e m a d e . T h e w i n d o w g l a s s w a s
b ro k en . T he p l a n e w a s seen. T he b o o k w as t r a n s l a t e d . F l a t c a k e s
w e r e b r o u g h t . T he w o r k w a s d on e . T h e c h i l d r e n w e r e t a k e n
away.
4. Read th e poem, translate and learn it (at hom e), th en put

q uestions on every sen ten ce and answ er.
75
РОЕМ
We m u s t l e a rn to us e t he P a s s i v e ,
The P a s s i v e m u s t be l e a r n e d a n d used.
The w i n d s h o o k the h o u s e .
Th e h o u s e w a s s h ak e n .
We t o o k w h a t we c o u l d,
But n o t e v e r y t h i n g w a s t a k e n.
m ountainous: T a j i k i s t a n is a m o u n t a i n o u s r ep ub li c.
['mauntinas] U z b e k i s t a n is a m o u n t a i n o u s r e p u b l i c , too.
W h a t r e p u b l i c s ar e m o u n t a i n o u s ?
m odern ['modanj: M o d e r n i n d u s t r y is v e r y go od . M o d e r n
b u i l d i n g s are h i g h a n d b e a u t i f u l . A r e t h e r e
m a n y m o d e r n b u i l d i n g s in y o u r r e g i o n ?
chem ical [kemikal]: W e h a v e a c h e m i c a l p l a n t in t he r e g i o n o f

Y av a n. T h e c h e m i c a l p l a n t is v e r y big. O u r
r e p u b l i c has o nl y one c h e m i c a l plant.
a cotton -p ick in g C o t t o n - p i c k i n g m a c h i n e s w o r k in t he c o tt o n -
m achine: fields. C o t t o n - p i c k i n g m a c h i n e p i c k cott on.
H a ve y ou e v e r s een a c o t t o n - p i c k i n g
machine?
HOMEWORK -------- ---------------------
1. Learn the poem: ex. 4 on p. 76.
2. A n sw er the questions in w r itte n form .
1. A r e t h e r e m a n y m o d e r n b u i l d i n g s in y o u r t o w n ?
2. H o w m a n y c h e m i c a l p l a n t s are t h e r e in o u r r e p u b l i c ?
3. Ar e t h e re n e w c o t t o n - p i c k i n g m a c h i n e s in y o u r c o l l e c t i v e -
farm?
76
To be m em orized: a co tto n -clea n in g plant,

stock-raisin g, a h yd ro-electric pow er station,
silk w orm -rearin g
1. Read th e w ords and translate them .
A. n o u n adjective
happiness h elples s
coldness colourless
illness lifeless
freshness e n dl e s s
B. h o p e l e s s 1, pri celess2, r i c h n e s s 3, n u m b e r l e s s 4, h om e l es s , d a r k n e s s 5,
b r i g h t n e s s , n a m e l e s s , g r e a t n e s s 6.
2. Read th e poem, translate and learn it (at hom e) and put

q u estions on every sentence.
РОЕМ
(to be con tin ued)
S o m e m e n b r o u g h t b oa t s.
When the boats were brought,
T h e y w e n t to b u y c l o t h i n g .
T h e c l o t h i n g w a s b ou g h t.
3. Read and translate th e d ialogue, learn and act it, m ake up

d ialogu es of your ow n.
- Lola, do y o u w a n t to go on a t r i p w i t h us ?
- A trip? Where?
- To see p l a c es o f i nt er es t in Hissar.
- W i t h p l e a su r e !
1 hope - умед (бастан); надежда

‘ price - арзиш; цена
3 rich - бой, бадавлат; богатый
‘ n u m b er ['п л тЬ э] - ракам, шумора; номер
5 d ark - торик; темный
е g re a t ['greit] - бузург; большой
77
a cotto n -clean in g W e see m u c h c o t t o n in t h e y a r d o f t h e c o t

plant: t o n - c l e a n i n g pl ant . M a n y l o r r i e s b r i n g m u c h
c o t t o n to the c o t t o n - c l e a n i n g pla nt . Is t h e r e
a c o t t o n - c l e a n i n g p l a n t in y o u r r e gi o n ?
stock-raising: S t o c k - r a i s i n g is bread' in T a j i k s t a n . M a n y
[’stDk'reizip] c o l l e c t i v e a nd s tat e f a rm s k e e p s t o c k - r a i s i n g .
Is th e n e a r e s t s t a t e f a r m k e e p i n g s t o c k - r a i s -
ing?
silkw orm -rearing: S i l k w o r m - r e a r i n g is b r e a d in m a n y r e g i o n s

['silkwa:m narig] o f o u r r e pu bl i c . S i l k w o r m - r e a r i n g g i v e s us
d r e s s es , a nd blous es. W h e r e is s i l k w o r m -
rearing bread?
a h ydro-electric T h e r e a re m a n y h y d r o - e l e c t r i c p o w e r s t a
pow er station: ti ons in o ur re pu bl i c . H y d r o - e l e c t r i c p o w e r
[haidrou] s t a t i o n a re s i t u a t e d on t he b a n k s o f t h e
m o u n t a i n o u s r ive rs . Is t h e r e a h y d r o - e l e c t r i c
p o w e r s t a t io n in y o u r r e g i o n ?
1. W h e r e is a c o t t o n - c l e a n i n g p l a n t ?
2. W h a t b r i n g m u c h c o t t o n to t he c o t t o n - c l e a n i n g p l a n t ?
3. W h a t is b r e a d in T a j i k i s t a n ?
4. W h e r e is s t o c k - r a i s i n g k e e p i n g ?
5. Is s i l k w o r m - r e a r i n g b r e a d in o u r r e p u b l i c ?
6. W h a t d oe s s i l k w o r m - r e a r i n g g i ve us?
7. W h a t b ig h y d r o - e l e c t r i c p o w e r s t a t i o n do y o u k n o w ?
HOMEWORK
1. Learn th e poem: ex. 2 on p. 77.

2. D o ex. 5 on p. 78 in w ritten form.
LESSON 4 - THE FOURTH LESSON "
1. Read th e nam es of republics and cou n tries and translate them .
1 is bread [’bred] - парвариш ёфтан; выращивается
78
A. T he L a t v i a n R e p u b l i c , T h e L i t h u a n i a n R e p u b l i c , T h e E s t o n i a n
Repubfijc, T h e M o l d a v i a n R e p u b l i c , T he U z b e k R e p u b l i c , T h e
K i r g h i z Republic.
B. C h i n a , A f g a n i s t a n ; T h e G a r n y B a d a k h s h a n A u t o n o m o u s R e g i o n .
2. Read th e poem , translate and learn it (at hom e), put q uestion s
on every sentence.
POEM
(to be con tin u es)
W e f o u n d all t h e c h i l dr e n .
T he c h i l d r e n w e r e f o un d.
But the wind threw the house down,
It w a s t h r o w n to t h e g r o u n d .
3. A nsw er th e q u estion s (have a pair talk).
1. W h a t s po rt s w i l l y o u go in f or w h e n w i n t e r c o m e s ?
2. W h a t s po rts c o m p e t i t i o n wi ll y o u t a k e p a r t in w h e n y o u go to
a pioneer camp?
3. W h a t w il l y o u ge t i f y o u w i n in the c o m p e t i t i o n ?
4. W h o will get the c up w h e n t he c o m p e t i t i o n is f i n i s h e d ?
5. W h a t w il l y o u do i f y o u w a n t to b e c o m e a c h a m p i o n in t r a c k -
a n d - f i e l d a t h l e t i c s 1?
6. W h e r e wi ll y o u g o i f y o u w a n t to w a t c h a h o c k e y m a t c h ?
4. Read th e te x t and translate it.
TEXT
The Tajik R epublic
Part I
The area of the Tajik

Republ ic is 143, 100 sq. km. T h e
p o p ul a t i o n is m or e t han 5 mi lli on.
T he T a j i k R e p u b l i c w as f o u n d e d
on the 5 - t h o f D e c e m b e r in 1936.
Earlier Tajikistan was an
A u t o n o m o u s R e p u b l i c , it w a s
1 track -an d -field ath letics - варзиши сабук; легкая атлетика
79
for me d in 1924. In t h e s o u t h T a j i k i s t a n b o r d e r s on A f g a n i s t a n a nd
C h in a . In t he n o r t h it b o r d e r s on U z b e k i s t a n , in t h e w e s t it b o r d e r s
on the K i r g h i z Republ ic. T h e c a p i t a l o f T a j i k i s t a n is D u s h a n b e . T h e
Tajik Republic includes four large regions. T h e y are the
Badakhshan Autonomous Region, Sughd Region, Bokhtar Region
a nd R e g i o n s o f C e n t r a l s u r b o d i n a t i o n 1.
T a j i k i s t a n is a m o u n t a i n o u s a n d m u l t i n a t i o n a l r epubl ic. T h e
g r e a t e r p a r t o f the P a m i r s i n c l u d e s the h i g h e s t p e a k s 2 in o u r c o u n
try. T a ji k i s t a n is r i c h3 in n a t u r a l r e so ur ce s as: oil, gas, coal, gold,
silver, m o u n t a i n c r y s t a l s , b u i l d i n g ma t er ia ls . O u r r e p u b l i c d e v e l o p s
m o d e r n i n d u s t r y . Fi rst c o m e s c o t t o n - c l e a n i n g p l a n t s and food f a c t o
ries, el ectrical e n g i n e e r i n g 4, c h e m i c a l a n d a l u m i n i u m 5 plants.
5. A nsw er th e q uestion s u sin g n ot less th an tw o -th ree sen ten ces

for each one.
1. W h a t is t h e a r e a o f o u r r e p u b l i c ?
2. W h a t is the p o p u l a t i o n o f o u r r e p u b l i c ?
3. W h a t is the c a p i t a l o f o u r r e p u b l i c ?
4. H o w m a n y l ar ge r e g i o n s d oe s T a j i k i s t a n i n c l ud e ?
5. Is T a j i k i s t a n a m o u n t a i n o u s c o u n t r y ?
6. W h a t n a t u r a l r e s o u r c e s is T a j i k i s t a n rich in?
7. W h at i n d u s t r y is d e v e l o p e d in o u r r e p u b l i c ?
6. H ave a pair talk about T ajikistan look in g at th e map.
■ - .... -■= HOMEWORK =
1. Learn the poem: ex. 2 on p. 79.

2. Do ex. 5. on p. 80 in w r itte n fo rm .
U N I T 12 - TI1E T W E L F T H U NI T
To be m em orized: crop-grow in g, vocation al

schools
1 su rb o d in atio n [sa'bo.di'neijan] - тобеият; подчинение

2 peaks - куллахои кух; вершины
3 rich - бой; богатый
4 electrical en g in ee rin g - электротехника
5 alu m in iu m - арзиз; алюминий
80 ----------------------------------------------------------
brotherless badness brightly a writer

colourless b ig ne s s friendly a buyer
numberless greatness highly a dancer
2. Read th e poem, translate and learn it (at hom e), put q u estion s
on every sentence.
POEM
(to be con tin u ed )
W e b u i l t a n e w h o u se .
It w as b ui lt t oo fast to tell.
W e d i d t h e w o r d t o g e t h e r 1,
It w as d o n e v e r y wel l.
3. C om plete th e sentences.
T he w o r k w as f i n i s h e d in t i me , b ec au s e ...
The c o t t o n w a s d r i v e n to the c o t t o n - c l e a n i n g p l a n t ...
T he h i g h e s t p e a k o f t h e P a m i r s w a s s e e n n e a r , but ...
A c u p o f t e a w a s b r o u g h t b e c a u s e ...
4. Speak about T ajikistan u sin g th e map.
crop-grow ing: C r o p - g r o w i n g i n c l u d e s g r o w i n g g r a i n 2,
f r u i t, v e g e t a b l e s , g r a s s . . . W e t a ke to c ro p-
gr owi ng.
a vocation al school: A v o c a t i o n a l school t e a c h e s c h i l d r e n s om e
professions. T h e r e a re m a n y v o c a t i o n a l
s c ho o l s in our town. T h e n e a r e s t v o c a t i o n a l
school t e a c h e s girls a p r o f e s s i o n o f d r e s s
m a k er s .
1 to g eth er [ta 'ge5a] - якноя, хамрох; вместе

г g rain ['grein] - дона, галла; зерно
------------------------------------------------------------------------------------------- 81
6—К-9367
6. Read the tex t and translate it.
THE TAJIK REPUBLIC
Part II
T a ji ks t ook to c r o p - g r o w i n g and s t o c k - r a i s i n g l o ng a g o 1. M a n y
t r a c t o r s , c o m b i n e s and c o t t o n - p i c k i n g m a c h i n e s w o r k on the c o l
l e ct i v e a n d s t a te f ar ms. L a r g e i r r i g a t i o n s y s t e m s 2 w e r e built. L a r g e
a r e as in the V a k h s h a nd H i s s a r v a l l e y s ' g i v e us c o t to n , d e v e l op si lk
w orm -rearing, grape-and-fruit growing.
T h e r e are s o m e h y d r o p o w e r s ta t i o n s . T h e K a y r a k K u m
h y d r o p o w e r s t a t i o n s is b u i l t on the S y r D a r ya . T h e N u r e k
h y d r o p o w e r s t a t i o n s is bu il t on the V a k h s h Ri ve r. T h e R a g u n
h y d r o p o w e r s t a t i o n s is b ui l t on the V a k h s h R i v e r , too. T h e V a k h s h
is the l a r g es t o f the 530 ri ver s in T a j ik is t an .
7. A nsw er th e q uestion s u sin g tw o sen ten ces for each one.
............ ...................... HOMEWORK =
1. Learn the poem: ex. 2, p. 81.
1. Read and translate th e verbs, m ake up sen ten ces in th e P resen t

P erfect T ense using:
d rin k -d r a n k -d r u n k get-got-got
d r i v e - d r o v e - d r i v e n fal l-fell -fal len
1 long ago - кайхо; давным-давно

2 irrig a tio n system [iri'geijn sistam] - системам обёрн; оросительная система
1 valley [vaeli] - водй; долина
82
2. E xplain th e use of article in th e sen tences.
T a k e a c up o f tea! W h e n w e w a n t to b u y t e a, s u g a r [Juga], cof

fee, b u t t e r , c h e e s e 1, s a u s a g e 2, t i n n e d f i s h 3 or j a m , w e go to th e
g r o c e r ' s s ho p 4. T a j i k s p o r t s m e n h a v e O l y m p i c r e c o r d s for m a n y
k i n d s o f sports. W h a t a w o n d e r f u l d a y it was! It's a q u a r t e r to
e i g h t by m y w a t c h . T h e b o y s w e n t to t he s t a d i u m to see a f o o t
ball m a t ch .
3. Read th e dialogue, learn and act it, m ake up d ialogu es of your

own.
- Is it far f r o m K h o r o g to D u c h a n b e ?
- O h , yes it is. It is m o re t h a n 500 k i l o m e t e r s .
- H o w c a n we g e t t h e r e ?
- W e c a n ge t t h e r e e i t h e r b y p l a n e or by bus .
4. Tasks: use th e map of Tajikistan.
H a v e a p a i r t alk a bout :
a) t h e t e r r i t o r y o f T a j i k i s t a n a nd its h i s t o r y f o u n d a t i o n ;
b) n a t u r a l r e s o u r c e s a n d i n d u s t r y ;
c) a b o u t a g r i c u l t u r e a nd h y d r o p o w e r s t a ti on s.
THE TAJIK REPUBLIC
Part III
T h e r e are s om e t o w n s in T a j i k i s t a n . T h e y are: D u s h a n b e ,
K h u j a n d , C hk a l o v s k , K u l ob , K h o r u g h , T u r s u n - Z a d e , K a n i b a d a m
a nd o t h e r s 5. T h e r e are m a n y s e c o n d a r y a nd v o c a t i o n a l schools,
insti tut ions, li brari es, c i n e ma s , t h e a t r e s , m u s e u m s a n d p a r k s .
T h e r e is an A c a d e m y o f Sc i en c e6. T a j i k i s t a n is a c u l t u r a l republi c.
Th e c l i m a t e in T a j i k i s t a n is h ot in s u m m e r a nd it is no t v e r y
cold in wi nt er . It s n o w s in w i n t e r s o m e t i m e s 7, b u t it r a i n s v e r y o f t e n
in w i n t e r a nd in e a r ly s pr i n g . In th e P a m i r s it is n o t v e r y h o t in
s u m m e r , b ut it is c ol d in wi nt er .
1 cheese [tji:z] - панир; сыр

2 sausage ['sa:sid3 ] - хасиб; колбаса
3 tin n ed fish - консерви мох,й; рыбные консервы
4 grocer's shop [’grousiz] - магазини хурокворй; продовольственный магазин
5 o th ers [’л&эг] - дигарон; другие
6 The Academy of Science [’saions] - Академияи фанхо; Академия наук
7 som etim es [sAmtaimz] - баъзан, гох-гох; иногда
83
6. A nsw er the q u estions u sin g tw o sen tences.
1. W h a t t o w n s o f T a j i k i s t a n do y o u k n o w ?
2. Is T a j i k i s t a n a c u l t u r a l r e p u b l i c ?
3. W h a t can y o u say a b o u t the c l i m a t e in T a j i k i s t a n ?
= = = = = = HOMEWORK =

E u r o p e , Asia, C h i n a , A f g a n i s t a n , I r a n, T h e K i r g h i z Re publi c,
T he K a z a k h R e p u b l i c , T h e T u r k m e n R e p u b l i c , T h e G e o r g i a n
Republic.
2. G et more inform ation by p uttin g questions.
He has fallen. It w a s d r u n k . She ha s d r i v e n . T h e y will get.
He did not look well af t er a s l ee p l e s s ni ght. Sh e w a s b a d , b e c a u s e

she w a s a h e a r t l e s s w o m a n . A re the c o t t o n - p i c k i n g m a c h i n e
nois eles s1? T he sun s h i n e s b r i g h t l y , the sky is c loudl e ss .
4. Read and translate th e dialogu e, learn and act it, m ake up

- Is K o f i r n i h a n far f r o m D u s h a n b e ?
- O h, no! It is a bo u t 20 k i l om e t er s . I f y o u go t h e r e by bu s , it
will t ake y ou 30 m i n u te s .
5. Act as a teacher: say som e inform ation about our republic, th en

put som e q u estions to your pupils about T ajikistan.
' noiseless ['noizlis] - бесадо, беовоз; бесшумный
84 ----------------------------------------------------
6. H ave a pair talk about T ajikistan look in g at th e map.
7. Speak about th e pictures.
Opera and Ballet Theatre

The Frunze stadium
HOMEWORK
W rite three-fou r sentences on every picture.
To be m em orized: im portant, a m onum ent, an

opera, house, a fou n tain, a flow er-b ed
BE SLOW TO PROMISE A N D QUICK TO PERFORM
2. Translate th e sen ten ces and rem em ber them .
85
un+adjective un m e a n s 1 n o t
a h a p p y life an u n h a p p y life
a p o p u l a r a c t o r - an u n p o p u l a r a c t o r
an i m p o r t a n t q u e s t i o n - an u n i m p o r t a n t q u e s t i o n
a f r i e n d l y m e e t i n g - an u n f r i e n d l y m e e t i n g
a w a s h e d c u p - an u n w a s h e d c u p
3. Read and answ er th e q uestions u sin g not less m ore th an one

sentence.
1. Ar e y o u g o i n g in for s p o r t as a h o b b y ?
2. W h a t is y o u r h o b b y ?
3. W h a t d oe s s p o rt g iv e y o u ?
4. W h a t is y o u r f r i e n d ' s h o b b y ?
5. D e s c r i b e the pi ct ur e.
"R oo f o f t h e T h e P a m i r s [pa'miaz],
wo r l d" by p l a n e , by b us ,
on h o r s e b a c k
im portant: an i m p o r t a n t q u e s t i o n . T h i s is an i m p o r t a n t
[im 'poitant] quest ion. Is t hi s an i m p o r t a n t q u e s t i o n ?
a fou n tain ['fauntin]: Y o u see a b e a u t i f u l f o u n t a i n in f r o nt o f t h i s

house. T h e r e ar e m a n y b e a u t i f u l f o u n t a i n s in
o u r t ow n. A re t h e r e f o u n t a i n s in y o u r t o w n ?
an Opera House: In t h e h e a r t o f t o w n y o u c a n s ee a w h i t e
['эрэгэ] b e a u t i f u l O p e r a H ou se . T h e r e is a b e a u t i f u l
f o u n t a i n in f r o m t o f the O p e r a H o u s e . O u r
f a m i l y l ikes to go to t h e O p e r a H o u s e e v er y
Sunday.
1 to m ean - маъно доштан; означать
86
a m onum ent: T h i s is a m o n u m e n t . T h i s m o n u m e n t is in
[э ' m o n j u m a n t ] K u i b i s h e v S q u a r e in f r o nt o f th e R a i l w a y
Station. T h e r e a re m a n y m o n u m e n t s in o u r
to wn. T h e r e is a b e a u t i f u l m o n u m e n t to
Ismai l Somoni , t h e f o u n d e r 1 o f t h e T a j i k
state.
5. A nsw er th e q uestions u sin g m ore th an on e sen tence.
1. A n s w e r the q u e s t i o n s in w r i t t e n for m.
2. Is t h e r e an O p e r a H o u s e in y o u r t o w n ?
3. H o w m a n y m o n u m e n t s ar e t h e r e in y o u r t o w n ?
6. Tasks:
a) tell y o u r f r i e n d s a b o u t t h e a t r e s in y o u r t o w n ,
b) h a v e a p a i r t a l k a b o u t t he m o n u m e n t s in y o u r t o w n ,
c) h a v e a p a ir t a lk a b o u t the f o u n t a i n s in y o u r t ow n.
.= HOMEWORK ^ = = = ^ ^ =
A. 1. W h a t w a s t h e t e r r i t o r y o f the S ov i e t U n i o n ?
2. W h a t a r e t he n a m e s o f th e l o n g e s t r i v e r s in the U S S R ?
3. Wa s the S o v i e t U n i o n an i n d u s t r i a l a n d c u l t u r a l c o u n t r y ?
4. W h a t is the c l i m a t e like in o u r c o u n t r y ?
B. 1. W h a t is t h e a r e a o f t he T a j i k R e p u b l i c ?
2. Is it a m o u n t a i n o u s c o u n t r y ?
3. W h a t is th e c a p i t a l o f T a j i k i s t a n ?
4. W h a t n a t u r a l r e s o u r c e s are t h e r e in o u r r e p u b l i c ?
U NI T 13 - THE T H I R T E E N T H U N I T
— LESSON 1 - THE FIRST LESSON
1. Read th e dialogue, translate and learn it.
A - W h a t w i ll y o u h a v e , tea or c o f f e e ?
L - Co ff ee , p l eas e, a nd s o me c ak e as we ll , please.
fou n d er [faunda] - асосгузор; основатель
87
2. Read th e verbs, translate and learn them .
lie- lay- lai n pay-paid-paid

lose-lost-lost send-sent-sent
3. Read th e sen ten ces and g et m ore inform ation.
He has lost. He is p a yi n g , She wi l l send. It w as lain.
1. T hi s s t o r y w a s w r i t t e n by an u n k n o w n w r i t e r .
2. The c h i l d r e n are l i s t e n i n g to th e o f f i c e r ' s s t or y wi th u n u s u a l
a t t e n t i o n 1.
3. She is a v e r y u n p l e a s a n t girl.
4. She is unwell.
D U SH A N B E
Part I
D u s h a n b e is the c a p i ta l o f the T a ji k R e p ub l i c . D u s h a n b e lies

in the H i s s a r v al ley. T h e t o w n is s u r r o u n d e d 2 w i t h m o u n t a i n s a nd
hills. D u s h a n b e is a y o u n g t o w n , b u t it is s i t u a t e d on a v e r y old
l and, w h i c h is 4 or 5 t h o u s a n d y e a r s old. In 1924 D u s h a n b e w a s a
l it tle h a m l e t w h e r e w e r e o n l y 42 small h o u s e s a n d 242 p e o p l e w h o
l ived in this town.
N o w a d a y s D u s h a n b e is a b ig t o w n , m o r e t h a n h a l f a mi ll ion
o f p eo p l e live in it. It is a m u l t i n a t i o n a l t own.
6. A nsw er the q uestion s u sin g m ore than one sen tence.
1. W h a t is the c a p i t a l o f T a j i k i s t a n ?
2. W h e r e d oe s t h e c a p i t a l lie?
3. Is D u s h a n b e a y o u n g t o w n ?
4. When was Dushanbe founded?
1attention [a'tenfn] - диккат; внимание

2 is surrounded [sa'raundid] - иадта карда шудааст; окружен
5. W h a t w a s D u s h a n b e in 1924?
6. W h a t is D u s h a n b e n o w a d a y s ?
--------------- - ....... - ■ HOMEWORK ~ ■ "
— ... - ' LESSON 2 - THE SECOND LESSON
1. Read th e d ialogue, translate and learn it.

A - W h e r e c an L o l a be n o w ?
В - She is e i t h e r at h o m e o r at t he club.
2. Read the sentence, translate it and make up your ow n sentence as:

B ot h b o y s a n d gi r l s w e r e th er e.
E i t h e r y o u or he m u s t be at h o m e .
N e i t h e r y ou n o r she m u s t n o t go t he r e.
3. A gree or disagree, use th e phrases:

Yo u are ri gh t . Y o u are w r o n g .
K h u j a n d is s i t u a t e d on t h e A m u r - D a r y a , isn't it?
T a j i k i s t a n has no n a t u r a l r e s o u r c e s , ha s it?
D u s h a n b e is n ot an i n d u s t r i a l c e n t e r , is it?
Y o u live in t h e h e a r t o f D u s h a n b e , d o n ' t y o u ?
D U SH A N B E
Part II
D u s h a n b e is an i n d u s t r i a l town. T h e r e are s o m e p l a n t s a nd f a c
tor ies such as: the t ex ti l e c o mb i n e ' , s i l k - s p i n n i n g c o m b i n e 2, b r e a d -
b a k i n g p l a n t 3, c o t t o n p l an t , c e m e n t 4 p l a n t , m e t a l - w o r k i n g 5, a n d
food factories.
D u s h a n b e is a c u l t u r a l a nd e d u c a t i o n a l t o w n , too. T h e r e a re
m a n y s e c o n d a r y and v o c a t i o n a l schools, Po li t a ch ni ca l, A g r i c u l t u r a l
1 T extile com bine - комбината бофандагй; текстилькомбинат
2 S ilk-spinning com bine - корхонаи абрешимресй; шелкообрабатывающий комбинат
1 B read-baking p lan t - корхонаи нонпазй; хлебозавод
* cem ent [si'ment] - семент; цемент
5 m etal-w o rk in g - металлкоркунй; металлообработка
89
a nd T e a c h e r ' s T r a i n i n g I n s t i t ut e s. T h e r e is t he T a ji k A c a d e m y o f
Sciences, m a n y l i b r a r i e s a n d m u s e u m s .
5. A nsw er the q uestion s u sin g m ore than on e sen tence.
1. Is D u s h a n b e an i n d u s t r i a l t o w n ?
2. A re t h e re a n y p l a n t s a nd f a c t o r i e s ?
3. Is D u s h a n b e a c u l t u r a l t o w n ?
4. Is D u s h a n b e an e d u c a t i o n a l t o w n ?
Bread-baking plant T e xt i l e c o m b i n e
Cem ent plant Cotton plant
----- HOMEWORK ------

To be m em orized: a district, a puppet th eatre
1. Read th e d ialogues, translate them , learn and act them , m ake

up d ialogu es of your own.
90
А. - Не is not old. В. - She c a n ' t s w i m. C. - She d o e s n ' t sing.
- N e i t h e r is she. - N e i t h e r c an I. - N e i t h e r do I.
1. W h a t wil l you do i f it r a i n s on S u n d a y ?
2. W h a t wil l y o u p u t on i f y o u go to the v i l l a g e on a r a in y d ay ?
3. W h e r e will y ou go to b uy v e g e t a b l e s i f y o u r m o t h e r a s k s y ou
to go?
4. W h e r e wil l y o u go w h e n y o u m u s t b u y f o o d ?
3. A nsw er th e q uestions u sin g m ore than one sen tence.
1. What is y o u r r e g i on c a ll e d?
2. What is th e c e n t r e o f y o u r r e g i o n ?
3. What do y o u k n o w a b o u t t h e c e n t r e o f y o u r r e g i o n ?
4. What is d e v e l o p e d in y o u r r e g i o n?
a district: D u s h a n b e ha s f o u r d i st r i c t s . T h e y a re: T h e
C e n t r a l dis tr ic t, T he O c t o b e r d i s t ri c t , T h e
F r u n z e a nd R a i l w a y d ist r ic t s.
a puppet theatre: T h e r e is a P u p p e t T h e a t r e in D u s h a n b e . I
like to go to the P u p p e t T h e a t r e . Is t h e r e a
P u p p e t T h e a t r e in у o u r r e g i o n ?
D U SH A N B E
Part III
T h e r e are m a n y m o d e r n p l a c e s o f i n t e r e s t in D u s h a n b e a nd
we shall s p e a k a b o u t s o m e o f t h e m . T h e y are: t he M u s e u m o f t h e
h i s t o r y o f Taj ikistan. It is s i t u a t e d in f r o nt o f th e l a r g e m o n u m e n t
to A i n y a n d t he H o t e l o f D u s h a n b e . T h e r e is a l a r ge s q u a r e in the
h e a r t o f t he t o wn . It is Ismai l S a m o n i d S q u a r e , t h e r e is a m o n u
91
m e n t to I s m a i l Sa mon id . In f r o nt o f t h i s m o n u m e n t y o u se e thi
H ou s e o f Mi ni st e r s, t w o b e a u t i f u l f o u n t a i n s and f l o w e r - b e d s . A tal
m o n u m e n t I s ma i l S a m o n i d f o u n d e r o f the T a j i k s t a t e s t a n d s o p p o
site the H o u s e o f Ministers. Yo u m a y go to the Z oo w h i c h is situ
a t ed n e a r K o m s o m o l lake. O u r t o w n is v e r y g r e e n a n d b e a u t i f u l
W e l c o m e 1 to o u r t own !
1. What places o f i n t e r e s t in D u s h a n b e do y o u k n o w ?
2. W h a t do y o u see in I s ma il i S a m a n i S q u a r e ?
3. Is D u s h a n b e a green town?
4. W h e r e is the Z oo in D u s h a n b e ?
= HOMEWORK

= = = = = LESSON 4 - THE FOURTH LESSON ' -------
REVISION
1. Read and translate th e w ords in unison:
d r i n k - d r a n k - d r u n k , d r i v e - d r o v e - d r i v e n , f all -fell-fallen, lie-la

lain, lose-lost-lost, p a y - p a i d - p a i d , s e n d - s e n t - s e n t , b u y - b o u g h
bought, fight-fought-fought, catch-caught-caught, brin
b r o u g h t - b r o u g h t , e a t - a t e - e a t e n , to o c c u p y , to c o v er , to bord<
to c o n n e c t , in the w o r l d , r a i l w a y s , a i r w a y s , w a t e r w a y s , n or t
w e s t , e ast , s o u t h , n a t u r a l r e s o u r c e s , to be r ic h in, oil, со
iron, s e a p o r t , i n d u s t r y , a g r i c u l t u r e , m u l t i n a t i o n a l , to develc
r e gi on, cl i ma te , e i t h e r , n e i t h e r , n o r t h e r n , s o u t h e r n w e s t e i
e a s t e r n , it is di ffi cult , the c a p i t a l , to be f o u n d e d , to be situ;
ed, b a n k , p o p u l a t i on , pl ac es o f i n t e r e s t , t h e h e a r t , to in clm
m o u n t a i n o u s , m o d e r n , c h em i ca l , c o t t o n - p i c k i n g , m a c h i n e , c<
t o n - c l e a n i n g p l a n t , c r o p - g r o w i n g , s t o c k- r ai s i ng , h y d r o p o w
s t at ion, s i l k - w o r m r e a r i n g , f o u n t a i n , i m p o r t a n t , t he Ope
Hous e, m o n u m e n t , t h e P u p p e t T h e a t r e .
' w elcom e ['welkam] - хуш омадед; добро пожаловать
92
2. Do ex. 1 on p. 91 - m ake up d ialogu es of your ow n.
3. A nsw er th e q u estions u sin g m ore th at on e sen tence.
1. W h i c h is b e t t e r to be h a p p y o r u n h a p p y ?
2. H a s L o l a p u t on an u n u s u a l o r u s u a l d r e s s ?
3. H a ve y ou h a v e a s l e e p l e s s n i g h t ?
4. Wa s the sky c l o u d l e s s o r c l o u d y y e s t e r d a y ?
4. Read th e poems, translate th em and learn at hom e.
POEMS
A. We f i n i s h e d t he w o r k A n d w h e n it w a s f i n i s h e d ,
On S a t u r d a y m o r n i n g ; We r es te d.
B. T h e r e w a s an ol d m a n o f t h e N o r t h ,
W h o fell into a b a s i n o f b r o t h 1,
But a l a u d a b l e c o o k 2
F i s h e d h i m out w i t h a h o o k 3,
W h i c h s a v e d 4 t h a t o l d m a n o f t he N o r t h .
5. Make up sen ten ces in th e P ast In d efin ite ten se (P assive Voice),
P resen t P erfect and Fu tu re In d efin ite T enses u sin g th e verbs:
f al l-fel l-fall en drive-drove-driven

lie- lay- lai n send-sent-sent
lose-lost-lost drink-drank-drunk
6. Tasks:
A. H a v e a p a i r t a lk on th e m a p o f T a j i k i s t a n about :
a) its t e r r i t or y ,
, b) its n a t u r a l r e s o ur c es ,
c) its climate, r i v e r s a n d to wn .
1 a basin of b ro th [э 'beisn] - як коса шурбо; чашка супа

2 a laudable cook [a 'b:dabl] - ошпази хуб; хороший повар
3 a hook - шаст, чангак; крючок
' to save - начот додан, халос кардан; спасать
93
В. S p e a k a b o u t the p i c t u r e s .
A c a d e m y o f sciences Ismail S o m o n i M a u s o l e u m
C. S p e a k a b o u t th e p i c t u r e s .
The Teacher's The m o n u m e n t The m o n u m e n t

Training Institute to Fi r da vs i to R u d a k i
THE FOURTH TERM

U N I T 14 - T H E F O U R T E E N T H U N I T
To be m em orized: an island, m onarchy, cap italist
1. Read.
N orthern Ireland T he A t l a n t i c O c e a n England

Scotland The North Sea G r e a t Bri tai i
Wa l es The Thames
94
2. Read th e d ialogue, translate, learn and act it, m ake up d ialogu es
of your own.
L - Y es, it's ti me to go h om e . E x c u s e me , please.

О - It's a q u a r t e r p a s t t h r e e . A r e y o u in a h u r r y ?
L - Yes. I t ’s ti me to go h o m e . E x c u s e me , please.
О - Bye-bye!
L - So long!
3. Say w h y you go:
a) to t he l ib r ar y ,
b) to the cinema,
c) to the v i llage ( town) ,
d) to the skating-rink.
4. Say w h at you w ill not do.
Pa t te r n: I s hall n o t h a v e m y b r e a k f a s t u n t i l my m o t h e r c o m e s .
... until y o u r c l a s s m a t e s come.
... until y o u r f r i e n d b r i n g s y ou t he boo k .
... until s u m m e r c ome s.
... until it stops raini ng.
... until s n o w falls in the m o u n t a i n s .
... until y o u h a v e f i n i s h e d y o u r h o m e w o r k .
an island f ail and] : G r e a t Br i t ai n is a lar ge i sla nd. T a j i k i s t a n is

n ot an i sland. Y o u live on the i s l an d, d o n ' t
you?
to occupy [’okjupai]: Sco tland occupie s the nort he rn part o f t h e

island. W a l e s o c c u p i e s the s o u t h e r n p a r t o f
t he island. D o es y o u r r e g i o n o c c u p y an
island?
6. Look at th e map of G reat B ritain and read th e sen tences.
T h e a r e a o f G r e a t B r i t a i n is
244 0 0 0 square kilometres.
M o r e t han 50 mi l l io ns o f peo- f Л
pie live in G r ea t Bri tai n.
95
1. W h a t is G r e a t B r i t a i n ?
2. W h a t is its a r e a?
3. What countries does Great Britain include?
4. H o w m a n y p e o p l e live in G r e a t B r i ta i n?
5. W h a t o c e a n lies to the W e s t o f G r e a t B r i t a i n ?
6. W h a t sea lies on th e e a s t e r n p a r t o f G r e a t B r i t a i n ?
8. Look at the map and have a pair talk about G reat B ritain.
HOMEWORK

Let's read, speak, learn and do exercises.
NO PAINS, NO G AINS
2. Read th e sen ten ces and translate them . who? - whom?
A. 1. He t ol d me to g i v e h i m that m e l on . В. I - m e
I w as t ol d to g i ve h i m t ha t me lo n . Y ou-you
2. She g a v e m e the ball. He-him
I w a s g iv e n the ball. She-her
3. T h e y a s k e d h i m to c o m e to see t h e m. It-it
He w a s a s k e d to c o m e to se e th e m. We-us
4. He b r o u g h t h e r a l ett e r. You-you
She w a s b r o u g h t a let ter . They-them
3. Transform th e sen ten ces into the P assive Voice.
1. T h e y s h o w e d me this film.
2. He t o o k m e to t he m u s e u m .
3. She b r o u g h t m e a b a s k e t o f g rapes .
96
4. He sent them a letter.
5. She gave him b re a d -a n d -b u tte r.
4. Read th e dialogue, translate it, learn and act it.
D octor - W h a t’s the m atter'?

Nor - I'm quite ill2. I've got flu3.
Doctor - Very likely4. W hat are y our s y m p to m s 5?
N or - I feel v e ry w e ak 6 and dizzy7.
GREAT BRITAIN
Part I
G reat Britain occupies a large island to the w est o f Europe.

Great Britain includes four small countries. They are: England,
Scotland, W ales and N orth e rn Ireland. The clim ate o f the c o u n try
is mild*. The w in te rs are w arm , the sum m ers are coo l9. T he w e a th
er is ch a n g e a b le 10. T here are m any riv ers and b e a u tifu l lakes. T h e
rivers in Great B ritain are not long. The longest river is the Tham es.
Many large tow ns are situated on the rivers.
1. W hat small countries does G reat Britain include?

2. W hat does G reat B ritain occupy?
3. What is the clim ate in G reat B ritain?
4. W hat can you say about the rivers and lakes?
..... HOMEWORK ------------------------ =
1. Do ex. 3 on p. 96 in w ritte n fo rm .
3. Home reading.
1 W hat's the m atte r? - чй шуд?; что случилось?
2 quite ill - тамоман касал; совершенно больной
3 I've got flu - зуком шудан; у меня грипп
4 very likely - монанд; оче похоже
s sym ptom s - аломат; симптомы
6 w eak - бемадор; слабый
7 dizzy - чарх задан; испытывающий головокружение
• m ild - нарм, мулоим; мягкий
* cool - салкин; прохладный
" changeable f'tjeind 3 ebl] - хавои тагйирёбанда; изменчивый
------------------------------------------------------------------------------------------------------ 97
7—К-9367
1. Read th e verbs and m ake up sen ten ces in th e P ast Indefinite.

(P assive V oice) and P resen t P erfect T enses
becom e-b ec am e-b e co m e b r i n g - b r o u g h t- b r o u g h t

b eg in -b e g a n -b e g u n buy-bought-bought
b re a k -b ro k e -b ro k e n lose-lost-lost
2. Read th e d ialogue, translate it, learn and act it.
- I w ish you a p le a s a n t trip!

- T han k you!
1. Are your m eals co ok ed by y ou r m oth er?

2. Are your stockings or socks w ashed by you?
3. Is y o ur room p ut in o rd e r by you or by y ou r m other?
4. Is y o u r bed m ade by y o ur m o th er?
5. Is y our little b ro th e r w ash e d by y o ur m o th er or by you?
6. Is your little b ro th er taken to school by y o u r fa th e r?
4. Read and te ll your classm ates about your d istrict you liv e in.
A. 1. W hat is your district called?

2. Is your d istrict large or small?
3. W hat is the hea rt o f your district?
4. W hat villages in your region do you know?
5. W hat is the nea rest co lle c tiv e -fa rm you know?
6. W hat do the c o llec tiv e-farm e rs grow?
B. 1. Is your town big or small?

2. How m any d is tric ts are there in y ou r tow n?
3. Is it an industrial ce n tre?
4. W hat places o f in tere st in y ou r tow n do you khow?
98
GREAT BRITAIN
Part II
London is situated on the riv er T ham es, S tra tfo rd is on the

Avon river, C am bridge is on the Cam river.
G reat B ritain is a m o n a r c h y 1, but the p o w e r o f th e Q u e e n 2 is
lim ited by P arliam ent. G re at B ritain is a highly d eveloped indus
trial capitalist country. M any people o f G reat B ritain w o rk in
ind u stry , shipbu ilding (киштисозй), m achine building, electronic
e n g in e e rin g - they are the m ain b ra n c h e s ’ o f G reat B ritain ind u s
try.
1. W here are the tow ns in G reat B ritain situ ated ?

2. W hat country is G reat B ritain ?
3. In w hat k inds o f in du stry do m any E nglish p eop le work?
7. Tasks:
a) tell your classm ates about the rivers and lakes in G reat
Britain;
b) tell your classm ates about G reat B ritain as a po litica l country;
c) have a pair talk about G reat B ritain as p o litica l and in d u s tri
al country.
—--- --- ------------- = HOMEWORK
1 m onarchy ['mona:ki] - хокимияти мутлак; монархия

2 Q ueen [’kwi:n] - малика; королева
1 branches [bra:njiz] - сохахои; отрасли
99
LESSON 4-TH E FOURTH l.FSSO N
1. Read the sen tences, put q u estion s to g et m ore inform ation.

H e built. S h e cut. T hey cam e. H e has lost.

VER B - ФЕЪЛ A D JE C T IV E - С И Ф А Т
A. help + ful - helpful
b e a u ty + ful - b ea u tifu l
w o n d e r + ful - w o n d e rfu l
success + ful - successful
NOUN - ИСМ A D JE C T IV E - С И Ф А Т
B. eat + able - e a ta b le
d rin k + able - d rin k ab le
enjoy + able - enjo yable
ch a n g e + able - ch a n g e a b le
C. Thank you. You have been very helpful. This book is very help
ful to the pupils. "I shall be an sw erab le for this action" told the
man. The w eather is very ch ang eab le in spring. The food is eat
able. This picture is very beautiful.
3. Read th e dialogue, translate, learn and act it.

N or - I have a cold in the h e a d 1 and a sore th ro a t2.
D o c to r - W hat is y ou r te m p e r a tu re 3?
N o r - I'm ru n n in g a high t e m p e r a t u r e 4.
D octor - I m ust e x a m in e5 you.
4. Speak about th e pictures "Places of interest"
IN MOSCOW
Moscow The Luzhniki The T re ty a k o v

U niversity S ta d iu m G allery
to have a cold in th e head - зуком шудан, шамол хурдан; быть простуженным
! a sore th ro a t [э 'so: 0rout] - дарди гулу; больное горло
1 a tem p e ra tu re [tem pratja] - харорат; температура
1I am runnin g a high tem perature - ман таби баланд дорам; у меня высокая температура
' to exam ine [tu ik'zsemin] - муоина кардан; обследовать
100
IN D U SH A N B E
The A gric u ltu ra l C entral The M edical The H ouse of

In s titu te P ark In s titu te P a rlia m e n t
5. S itu ation s
a) an English p en-friend com es to your class and tells about

G reat Britain;
b) an English p en-friend and one o f your c la ssm ate s have a talk
about their countries.
...........= ... =...........= HOMEWORK ---------- =
1. W rite the w ords and tran slate them .
brotherless, badness, bigness, brig h tly , b u y er, changegable,

changeless, colourful, colourless, countable, dancer, d usty,
friendly, g a rd en er, helper, num berless.
2. W rite about som e places o f in terest in Dushanbe.
U N IT 15 - TH E F IR T E E N T H U N IT
LFSSON 1 - THE FIRST LESSON
Let's read, speak, Learn and do exercises
1. Read th e verbs and m ak e up a story.
eat - ate - eaten

d rin k - dra n k - drunk
find - found - found
lose - lost - lost
101
2. Read th e dialogue, learn and act it.
D o c to r - W h at's the m atter?

N or - I have a h eadache (a sore throat).
D o ctor - Get th ese ta b le ts 1
N o r - T h a n k you very m uch, doctor!
3. Read and m ake up d ialogu es as follow s:
Pattern: - My g ran ny is fo rg etfu l sometimes.

- Do you w ant to say that she forg ets to do her d uties?
- She often forgets w here her cloth es are.
1. I think this story is u n d ersta n dable.

2. No pupil in our form is forgetful o f his duties.
3. This is a very colourful picture.
4. This fish is eatable.
5. The w ater in the lake is not d rinkable.
4. Read th e text, translate it and put q uestion s on it.
LONDON
Part 1
London is the capital o f G reat B ritain. It is situ ated on the

Themes. It is a large industrial and c u ltu ra l centre. It is one o f the
largest cities in the world. A bout 7 millions o f people live in London.
The Tham es divides L ondon into parts: the W est End the East End;
the City, w here nobody lives, is a com m ercial and political p a rt oi
London.
' ................... HOMEWORK = = = = = ^ = ^ ^ =
D o ex. 4 on p. 102: p u t questions on ev ery sentence o f the text

in w ritte n fo rm
tab lets - таблет, хабба; таблетки
102---------------------------------
--------------- LESSON 2 - THE SECOND LESSON = ^ = ^ =
1. Read th e sen ten ces and put q u estion s to g et m ore inform ation .
He has forgotten. I am going. She w ent. She will give.
2. Read, translate and m ake up sen ten ces u sin g th e words:
agreeable, friendless, countless, th a n k fu l, peaceful, sw eetness,

helpful, d arkness, changeab le, greatn ess, u nd ersta n d ab le.
3. Translate from E nglish in to Tajik.
I was told that he has com e to this town this week. She was given
a p late o f fish soup. They are b ro u g h t som e v eg e ta b le s and fruit.
My friend was told to go to hospital.
4. Read the d ialogue, translate and learn it, m ake up d ialogu es of

your own.
- Can I see all M oscow M onum ents and places o f in te re st in a

w eek?
- 1 don't believe [bi'li:v] you can. T h ere are m an y m o n u m e n ts and
places o f interest.
5. A nsw er th e q u estion s u sin g m ore th an on e sen tence.
1. W hat is London?
2. W here is London situated?
3. How m any p arts are there in Londo n?
6. Make up a pair talk on th e situation:

You have com e to see your p en -frien d in London.
LONDON
Part II
There are m any place s o f interest. We shall read o nly about

some o f them .
------------------------------------------------------------------------------------------------------103
The H ouses o f Parliam ent. T h ey B u ck in gham P alace3 is a home
are am ong' the m ost b ea u tifu l o f B ritain's kings and q ueens4.
buildings in Europe. This is the
p lace where the E nglish G overn
m e n t 2 sits.
The B ritish M useum is a history T ra fa lg a r Square. T here is a

m useum . It is one o f the m ost m o n u m e n t to A dm iral Nelson.
w e ll- k n o w n m u s e u m s in the It is a place o f meetings.
world. M any fa m o u s p e o p le
worked in its library.
8. A nsw er th e q uestions u sin g m ore th an one sen tence.
1. What are the H ouses o f P arliam en t?

2. W hat is B uckingham Palace?
3. W hat can you say about the B ritish M useum ?
4. W hat is T ra fa lg a r S quare?
1 am ong - дар байни; между
2 G overnm en t (Parliam ent) - хукумат; парламент
3 palace f'paelis] - каср; дворец
1 kings and queens - шох.он ва маликахо: короля и королевы
104
HOMEWORK

1. Have you ever been to L ondon?
2. Have you ever been to M oscow ?
3. Have you ever seen the K rem lin?
4. Have you ever seen any places o f in terest?
LESSO N 3 - T H E T H IR D LESSO N
1. Read the verbs and make up questions (in all tenses) usin g them .
k n o w -k n e w -k n o w n leav e -left-le ft
lie-lay-lain lose-lost-lost
m a k e - m a d e -m a d e m e e t - m e t- m e t
2. Read the d ialogue, learn and act it, m ake up d ialogu es of your
own.
- How can I go to Sam oni S quare from here?

- You can go there by bus №3 or by tro lle y -b u s № 1?
By whom are these books w ritten ?

By whom are these books read?
By whom are books lost?
By whom are books bought?
4. H ave a pair talk about:
a) the clim ate in G reat Britain;

b) the tow ns in G reat Britain,
c) London as the capital,
d) the places o f interest in London.
105
5. D escribe th e pictures and have a talk about them .
a village (gardens, a collective-farm (a in the field (a pick-

a river, th e w eath- b a rn , cows, sheep, ing-cotton machine,
er... to fish, m oun- hens, to fe e d 1, to cotton, collective-
tains) m ilk2) farm ers, the sun,
the w e a th e r, th e
season, to grow...)
HOMEWORK
P ut questions on every sentences in w r itte n fo rm .
1. A new school plant was given to our school.

2. The child re n w ere tau g h t to p lan t trees and flow ers.
3. Every day the flow ers and trees are w atered.
4. In autum n m any apples and c h e rries w ere picked.
■ LESSON 4 - THE FOURTH LESSON =
LONG LIVE THE FIRST OF MAY!
2. Read th e verbs and m ake up sen ten ces in any tense.
p a y -p a id -p a id read-read-read
run-ran-run say -said-said
see-saw -seen se n d - s e n t-s e n t
' to feed - хуронидан; кормить

! to m ilk - душидан; доить
106
3. Read th e dialogue, learn and act it, m ake up d ialogu es of your
own.
R - Have you ever seen the d em o n s tra tio n on the F irst o f M ay

in Moscow?
L - Yes, I have, I've seen it on TV.
R - Was the d em o n stratio n nice?
L - Yes, it was beautiful. There w ere m any p e o p le, children,
flowers, flags, balloons, songs.
4. Tasks:
1. Last week Oisha came from the village. W hat did she tell you?
2. Lola has m oved to a new flat. Y ou m eet her. W hat does she tell
you?
3. Karim went to ski on Sunday. W hat did he tell you?
4. Ali had a h ead ache y esterday. W hat did you ask him?
5. Sadri went to see a skate figure dancing. W h a t did you ask
him?
5. Read th e text, retell and com plete th e story.
Dick was very glad w hen he got a letter from his m other.
His m oth er w rote him that she b o u g h t him a nice pre sen t. W h a t
did she buy him?
MAY DAY
The 1st o f M ay is the g re at in te rn a tio n a l w o rk e rs ' holiday.

May Day was b o rn 1 in the U n ited States o f A m erica, in C hicago in
1889. From that year May Day is c e le b rate d in Europe.
In R ussia the w orkers b egan to ce le b ra te May Day on the 1 st
o f May in 1890. May Day is a ho liday when big d e m o n stratio n s o f
people take place to show their so lidarity 2 w ith all the w o rk in g
people o f the world.
' to be b o rn - таваллуд шудан; родиться

1 to show solidarity - якдилй изх,ор кардан; быть солидарным
107
1. W hat kind o f day is the 1st o f May?

2. W here was the 1st o f May born?
3. When did the w o rk e rs o f Russia begin to ce le b rate the 1st of
May?
4. What do people show on this day?
■ ! --------- ---- = HOMEWORK = = = = =
1. Have you got many frien ds?

2. Have you got many books?
3. Do you spend much tim e to g e th e r with your frien ds?
4. Do you drink much m ilk?
5. Do you eat much b read?
6. Do you put much su gar in your tea?
2. Do ex. On p. 108 in w ritte n fo rm .
U N IT l(i - TH E S IX T E E N T H U N IT
1. Read th e verbs and have a pair talk u sin g th e verbs.
sh u t-sh u t-sh u t sit-sat-sat

speak-sp oke-spo ken stan d-stood -stood
do -did -d o n e ta k e - to o k -ta k e n
2. R eview th e proverbs.
THERE IS NO SMOKE WITHOUT FIRE
MANY A LITTLE MAKES A NICKLE
3. Read th e dialogue, learn and act it.
108 ---------------------------------------------------------------------------------
M other - Ali, why are you lying in bed? Y ou m ust get up. It is
a q u a rte r p ast eight. You must go to school.
Ali - I can't get up, Mother. I am ru n n in g a te m p e ra tu re . I hav e
a headache.
M other - Oh, Ali, you are ill. I must call the doctor.
R em em ber: There is some pen on the table.

Is there any pen on the table?
There is no pen on the table.
A. Answer:
There are some stools in the kitchen, a r e n 't th ere ?
There are some m aps at the lesson o f G e o g rap h y , a r e n 't th ere ?
There are some books on the b o ok stand , a r e n 't th ere ?
B. Answer:
Is there any little table in the kitchen ?
Are there any v eg e ta b les on the kitchen tab le?
Are th ere any n a tu ra l resources in your region?
C. Answer:
There are no b o ok sh elv es in the library, are th e re ?

There is no coal in our region, is there?
He has no pictures on the wall, has he?
5. D escribe th e pictures and have a pair talk about them .
A. WHAT ARE YOU? B. WHAT DO YOU W ANT TO BE?
a d re s sm a k e r: to make clothes, tro users, dresses, shirts,

skirts, coats, shorts.
109
a baker: to bake' b re a d , flat cakes, cakes, b u n s 2,
a nurse, a doctor: to look after, a sick3 child, a m edicine, to
c u re 4.
a tu rn e r , an engineer, a ra d io -o p era to r, at a p la n t, skilful5.
6. Tasks:
a) tell y o ur cla s s m a te s w hat you w ant to be and why (have a p a ir

talk),
b) speak about the profession s o f your fa ther (elder sister, elder
b ro th e r, mother).
HOMEWORK
1. Fill in: som ebody, a n yb o d y, or nobody.
1. Is there ... in the dining -room?

2. There is no ... in the sitting-room ?
3. Can ... answ er this question?
4. There is ... in the bus?
2. W rite the w ords and tran slate them .
redness, hairless, th a n k fu l, eatable, th in k e r, sev en teen , se v e n

ty, sp eak er, hatless, forgetful, u n re a d y , uncountable.
1. R eview th e proverbs:
NEITHER FISH NOR FLESH
NO PAINS, NO G AINS
2. Make up a story u sin g th e verbs in any tense.
ta k e - to o k -ta k e n w in -w o n -w o n
tell-told-told w r i t e - w r o t e - w r i t te n
th in k -t h o u g h t- th o u g h t
1 to bake - пухтан; выпекать 1 to cu re - табобат кардан; лечить

! a bun - булка s sk illfu l - мохир; искусный
J sick - касал; больной
110
Rem em ber: m u st= h av e to ...
1. L ola m ust w o rk at her reading.

Pupils must learn well.
Dick m ust learn this poem.
2. Lola has to buy b read and m ilk b ecause her m oth er is out.
I have to cook dinner because my m oth er is ill.
Lola has to look after her m o ther because she is not well.
3. F ill in m ust or have to.
She ... do this exercise today. His m other is going to C hkalovsk

and he ... to go there, too. We ... be sportsmen. She ... to wash
her dress because it is dirty.
4. Read th e sen ten ces and ask q u estion s to g et m ore inform ation.
She saw it. He stayed. He was born. They could help.
5. Read th e d ialogue, learn and act it, m ake up d ialogu es of your

own.
- Have you ever been to L ondon?

- No, I haven't. I'm here for the first time. W hat b uilding is this?
- This is the N a tio n al Gallery. Let's come into!
- W ith great pleasure.
AN ENG LISH VILLAGE
An English village is an interesting p la c e 1. There are no big or

high houses. All the houses are one or tw o-sto ried . T h e re are m an y
trees, flowers and much grass. They are o ften situ a te d not far from
the rivers or lakes. The shop is the cen tre o f village life. W o m en
and child ren like to com e there and have a talk about th eir life.
There is a p ub2 w h ere m en com e to sp ea k abo ut the w e a th e r and
th e h a r v e s t3, about football and their life.
1 a place - чой; место

2 a pub - майхона; забегаловка
1 h arv est ['ha:vist] - хосил; урожай
111
There is a village school, but only little children go there.
W hen the pupils are eleven years old, they go to secondary schools
in the nearest town. A school bus tak es them ev ery m o rn in g and
brings them back in the afternoon.
7. Speak about an E nglish School.
Plan:
a) what place is an English village,

b) where it is situated,
c) English village houses,
d) the centre o f an English village,
e) w hat is a pub?
f) Speak about a village school
- HOMEWORK
Do ex. 4 on p. I l l in w ritte n fo rm .
1. R eview th e proverb, read and translate it.
ART IS LONG, LIFE IS SHORT
Pattern: Must you go to the textile com bine now?

- No, I needn't.
1. M ust he w ork at his read ing ?

2. M ust she do her room now?
3. Must you wash your cloth es now?
4. Must they go to the c o llec tiv e-farm now?
3. Look at th e pictures, answ er the questions and speak about then
112
1. W hat kinds o f gam es do you know and like?
2. W hat k inds o f sports do you know and like?
3. Is sw im m ing a game or a sport?
4. W here do you swim ?
5. W hat is sw im m ing? Do you like to swim?
6. What is boxing? Is it a gam e or a sport?
7. Are you a box er? Can you box? Does your friend like box?
to play to play to play chess

tab le-te n n is b ask et-ball a chess
tournam ent
to play a boxing cycling road sw im m ing

d r a u g h ts m a tc h race cycling
speed figu re a sw im m in g skiing ski

skating skatin g pool ra ce j u m p in g
w ate r-p o lo
4. F ill in: my, your, his, her, our, their.
Father and M other like ... work. F ather often says that ... work is
very interesting. Ali says that ... sister is very beautiful. She w orks
with ... friend. We love ... G ranny and G randfather. I often help
... parents. She spent ... holidays in the south o f our republic.
__________________________________________________________________ 113
8—K-9367
1. R eview th e w ords and m ake up sen ten ces u sin g them .
g ra p e -a n d -fru it gro w in g , silk w o rm -re arin g , crop-g row ing , cot

ton-cleanin g plant, stock raising, hydro electric p ow er station.
2. Read th e num erals.
17, 182, 223, 1597, 1458, 1917, 1991, 1004
nice-nicely b a d -b a d ly
b e a u tifu l-b e a u tifu lly h a p p y -h a p p ily
splendid-splendidly re a d y -re a d ily
4. Read, speak and have a pair talk.
1. Some days ago you got a letter. Say w hat you read in it and
w hat you w rote in answ er.
2. When you came from school, your m oth er said: "There is a let
ter from y o ur friend. I know that he will com e from Isfara on
Sunday. W hat else did he w rite in the letter?"
5. Read th e tex t and have a talk on th e text.
LIBRARIES
Our school library in which I am a su bscriber is good. It is a

large and light reading-room . There are a lot o f shelves and book
stands. You can find novels, poem s, books on literature, physics,
history, zoology, biology, g eo g rap h y , c h e m is try and o th e r sub
jects. There are books in English, too. There are lib rarie s in every
town and village. You can get any book in our libraries. R ead the
books and you will know the life better.
114
HOMEWORK
1. Fill in:
A. som ething, an y th in g , nothing, everything.

There is ... black on the floor. Don't tell him ... about me. I can
see ... there, it is so far. Is ... all rig h t? You may go home.
B. som ebody, anybody, nobody, everybody.
... is waiting for you, Mother. Is there ... in the room ? No, t h e r e
is ... in the room. I can see ... there. Is ... absent today?
No, ... is present.
---------------- = LESSON 5 - THE FIFTH LESSON =
1. Read and rem em ber th e proverbs.
CLAW ME A N D I’LL CLAW YOU

LOOK BEFORE YOU LEAP
1. She was very th a n k fu l for our help.

2. She likes colourful clothes.
3. The big central park is the m ost re stfu l place in our town.
4. She is a very fo rgetfu l girl.
5. We are not sure that o u r team will win, but we are ho peful.
6. They lived a peaceful, happy life.
3. A nsw er u sin g The P resen t P erfect Tense.
P attern: I h a v e = I'v e
I have n o t= I'v e not.
- It's a big republic, isn't it? (visit)

- Yes, it's the biggest republic, I've visited.
1. It's an interesting book, isn't it? (read)

2. It's an in tere stin g TV p ro g ram m e , isn't it? (w atch)
3. It's the longest river, isn't it? (see)
4. They are good anim als, a r e n 't th e y ? (have)
5. They are the b est sp o rtsm en , a re n 't th e y ? (know)
115
4. Speak about trips:
A. Read the dialogue and act it:

- I'm going to have a trip. W hat's the w e a th e r like?
- Oh, it's very hot. There is a lot o f s u n s h in e 1.
- Fine. I shall hav e a trip.
B. P lan a trip w ith a frie n d , have a pair talk:

1. W here you w ant to go and when,
2. W hom you w ant to take w ith you,
3. W hat m eans o f t r a n s p o r t2 you will take.
C. Tell the class about your trip you w ent on. Speak about:
1. W ho th o u g h t o f the idea,
2. Who was invited, w h a t m eans o f tra n s p o r t was tak en ,
3. W here you w ent,
4. Was it joyful?
5. Read th e text, have a pair talk and re tell th e text.
LONDON
The L o nd oners are very fond o f

the N a tio n a l Gallery. Even if th e y
never go inside3 to look at the pic
tu res, they like to stand and look at
the b u ild in g and the S quare. T h e
B ritish M useum is an o th er beau tifu l
m onum ent in London. The B ritish
M useum is one o f the la rg e s t in the
world. M any fam ous p eop le w orked
there.
= HOMEWORK -
1. C om plete the sentences using the w ords: flo w ers, trees, ca rs:
buses, books, notebooks.
The room is full o f .... The street is full o f . . . a n d . . . . T h e bag is ful
o f ... a n d .... The shelves are full o f....
2. W rite 4-5 questions on the te x t LO NDO N - ex. 5, p. 116 in
w ritte n fo rm .
1 a lot of su n sh in e - офтоби аз х.ад зиёд; много солнца

2 m eans of tra n sp o rt - воситахои наклиёт; средства сообщения
3 go inside - ба дарун даромадан; войти вовнутрь
116
U N I T 17 - Ti l l ; S E V K N T K E N T H UNI T
1. Ask q uestions to g et m ore inform ation.
She wrote. They have b ro ugh t.
2. Read th e pronouns and rem em ber them .
w h o - w h ose - (to) w h om w ho -w h o se - (to) V

I-m y me It -its - it
Y o u -y o u r you We -o u r - us
He-his him you -y o u r - you
S h e -h e r her They -their - th e m
3. F ill in: me, you, her, him , us, them .
Kamol is my friend. Do you know ...? T hese little ch ildren are

nice, but I d o n 't k n o w .... Ali is Lola's friend. Do you know ...?
W ho are you? I do n 't k n o w .... O isha's b ro th e r is a driver.
I k n o w .... We know Lola's uncle, b ut he d o e s n 't k n o w ....
4. D isagree. Say m ore in form ation about th e su bject you can:
Pattern: - The tu rn e r has com e.

- The tu rn e r has not com e. He is still at the plant.
The train has stopped. They h ave w a tc h e d TV. Nisso has bought
a new skirt. The docto r has com e home. The d riv e r has w a ite d
fo r1 the w om en n ea r the house.
5. M ake up sen ten ces u sin g th e P resen t P erfect, P resen t

C on tin uou s Tenses, th en have a pair talk about th e pictures.
1 to w ait fo r - интизор шудан; ожидать
117
to wash a b louse to do the room to cook dinner
6. Read th e sen tences, translate them , m ake up your ow n se n
ten ces as:
1. You have to do a lot o f w ork today.

You w ill have to do a lot o f w ork tom orrow .
You had to do a lot o f w ork y esterd ay.
2. He has to go to see K am il's w ork every day.
He w ill have to go to see K am il's work tom orrow .
He had to go to see K am il's w ork yesterday.
= = — - " IT’11 ~ HOMEWORK = —
1. Fill in: about, fo r, in, to, w ith .

A nvar wants to becom e the stron gest boy ... the school. He sends
a letter ... his pen-friend. Akram can n o t go ... the stadium
because he is ill. There was nothing new ... this letter. He w a n ts
to go to the m ountains ... his friend. I w ant to tell you ... my
region.
2. M ake u p three sentences on the p a ttern s given in ex. 5 o n p.

117 in w ritte n fo rm .
= = = = = LESSON 2 - THE SECOND LESSON = =

ow n.
A - Have you bought a bicycle?
В - Yes, I have a very good bicycle.
A - W hen did you buy it?
В - I bought it last week.
2. F ill in th e in d efin ite "a" or d efin ite "the" article.

... seventh o f N ovem ber is ... very great holiday for ... Soviet
people. It is ... day o f ... October Revolution. In 1917 ... working
people o f ... Russia came to ... power. ... O cto ber R evolution was
118
... Socialist revolution. Soviet people want to live in ... peace with
all ... peoples o f ... world. In ... m orning there are ... big dem on
strations in all ... towns o f ... Soviet Union.
3. Look at th e pictures, describe th em and have a talk about them .
The S tate L ib ra ry The F irdo usi Lib rary

in Moscow in D ush anb e
4. H ave a pair talk, there is a plan:
a) what Tajik towns (villages) you have been to.

b) W here the towns (villages) are situated.
c) What factories, plants you have seen.
d) W hat places o f interest you have seen.
5. Speak about th e fam ily.
M other: 40, a doctor, black hair, black eyes, a straig h t nose,

nicely dressed.
Father: 45, the p rin cip le o f the school, sh o rt hair, an oval face,
a grey suit.
D aughter: 20, a s tu d e n t, Medical Institute , fair hair, blue eyes,

beautiful.
Son: 14, a schoolboy, th in, tall, long arms, long legs, handsom e.
Granny: 65, a pensioner, grey h air, dark eyes.
= = ^ = = = HOMEWORK
119
2. Make u p in terro g a tive and n egative fo rm s in w r itte n fo rm .
I always sleep well. F a th e r w a tc h e s TV p ro g ra m m e every

evening.
We have coffee for breakfast. It often rains in June here.
LESSO N 3 - T H E T H IR D L ESSO N
L e t's read, speak, l e a r n a n d do e x e rcises

own.
- N or has n ever been to a m useum .

- N ever in his life?
- No, never.
- I d on't b e lie v e 1.
2. T ell th e class w h at you w ill do:
a) at your English lesson,

b) at the cinem a,
c) in the river,
d) at breakfast.
3. Look at th e picture and an sw er th e q uestions, th en describe the

girl and your friends.
1. W hat colour is the girl's hair?

2. Is her hair long or short?
3. Is her nose straight or snub?
4. Are her eyes big or sm all?
5. Her lips are thin, a r e n 't th ey ?
6. Is her face oval or round?
7. Her neck is long, isn't it?
8. She is a nice girl, isn't she?
9. Has she long legs and arms?
4. Read th e text, translate it, put q u estion s on it and retell it.
1 believe [bi’li:v] - бовар кардан; верить
120
TOM SAYS
We hav e g ym nastics in our school g y m n a s iu m every w eek. We

run and ju m p and play b a s k e t- b a ll and oth er gam es. In s u m m e r we
h av e g y m n astics in the play-ground. My favou rite sport is swim
ming. I f I swim well this year, I m ay bec o m e a m e m b e r o f t h e
English boys' sw im m ing team and take part in m any com p etition s.
5. Tasks:
1. You and your friend are sittin g in front o f the TV set and
w atchin g a hockey m atch. Talk abou t w hat you can see on TV.
2. You m eet a sp ortsm an w ho took part in a big sports c o m p eti
tion. Ask him questions about the com petition.
------------------------------------ HOMEWORK
A. A n sw er the questions in w r itte n fo rm .

Is the ca bb age b ig g e r than the to m ato ?
Is the tom ato bigg er or less?
Is the potato big ger or less?
B. W hich is the largest cou n try in the w orld?
W hich is the longest river: the L ena or the V olga?
W here is the n e a rest book sho p?
Who is the best pupil in your class?
LESSON 4 - THE FOUTH LESSON
REVISION
1. Read and translate th e w ords in unison:
an island, monarchy, capitalist, to believe, sugar, place, Wales, Scotland,

England, Northern, Ireland, The Atlantic Ocean, The N orth Sea, The
Thames, Great Britain.
121
2. Read and do.
1. Ask your friend to com e to see you on Sunday.

2. Ask your friend not to be late.
3. Ask your classm ate to buy two tickets.
3. T ell th e class.
a) if you have ever been on a state-farm .

b) tell your classm ates what m ach ines you can see in the fields
in autum n.
c) tell your com rades if the h arv e s t was good this year.
4. Read and correct.
1. You will take a bus to go home.

2. You will come to school again in the evening.
3. It will be very hot tom orro w .
4. We shall have the O cto ber holiday s in a week.
5. I f I see him, I ...
W hen I buy the boo k, I ...
I f he com es home early, I ...
Your hobby, to play the gu itar, a ra d io -rep a irin g , to collect

stam ps, to cook
122
SPE A K ABOUT PL A C E S OF IN T E R E S T
M oscow, places of in terest
D ushanbe, places of in terest

G reat B ritain, places of in terest
D IA L O G U E S
PRESENT INDEFINITE
1. - W here do you live?

- I live in T ursun-Z ade.
- How far is it from D ush anb e?
- A bout 60 kilom etres.
2. - Do you w a n t b re a d and b u tte r?

- No, thanks. I'm no t hungry.
3. - Excuse me, can you tell me w here the p ed a g o g ic a l u n iv e rsity

is?
- I'm sorry, I don't know.
124
4. - W hat time do we arrive in M oscow ?
- I'm sorry, I don't know. Ju st a m om ent. We arrive in M oscow
at five o'clock.
5. - W hat do you w ant to do?

- I'd like to go out. I do n 't w ant to stay at home.
6. - W hat do you th in k o f Hissor?

- I th in k , it's a w ond erful place.
7. How do you like our w eather?

- Oh, it's beautiful. There is a lot o f sunshine.
8. - Do you speak English?

- Yes, a little.
- Do you u n d e rsta n d me?
- Yes, certainly.
9. - W hat do you do?

- I'm a student.
- W here do you study?
- At the v o c a tio n a l school.
10. - W hat does y o u r b ro th e r do?

- He is a student.
- W here does he study?
- He studies at M oscow University.
PRESENT CONTINUOUS
1. - I'm going to the th eatre tonight.

- W ith w hom ?
- Alone.
2. - Are you w a itin g for A kram ?

- No, I'm not.
- T h en , who are you w aitin g for?
- I'm w aiting for Said.
3. - Hello, Lola. W hat are you do ing here?

- I'm looking for an English book.
- And w ha t is A kram do in g here?
- He is reading a Russian book.
4. - W here are you flying?

- I'm flying to Minsk.
- Happy landing.
125
5. - Are you gettin g o f f at the next stop?
- No, I'm not.
- May I pass, please?
6. - W hat are you doin g now?

- Nothing special. I'm going to w rite a letter.
7. - Hello. Is that you, Oisha?

- Yes, it is me. Who's speaking?
- This is Karim , who is speaking.
8. - How long are you going to stay in K hujand?

- Only two or three days.
9. - How are you gettin g on?

- I'm very w ell, but very busy.
10. - W hen are you going to leave for Kulob?

- T om orrow afternoon.
PRESENT INDEFINITE AN D PRESENT CONTINUOUS
1. - I'm looking for a m useum .

- I can show you w here it is.
- T h at's very kind o f you.
2. - W here are you going?

- I'm go ing to the P u ppet T heatre.
3. - Hello, Lola. W here are you going?

- To the cinema.
- Do you go to the cin em a very often?
- No, I don't. Only once a week. On Sunday.
4. - Does your friend learn English?

- Yes, he does.
- W hat is he doing now?
- He is reading an English book now.
PRESENT PERFECT
1. - W hat about going to the Zoo?

- That's a good idea. I've n ever been there.
126
2. - How long have you been in M oscow?
- I've been here since May.
- Have you seen any places o f in te re st yet?
- Yes, ju s t a few.
- W here have you been?
- I've been to the K rem lin and the T re ty a k o v G allery.
3. - Have you been to K horog?

- I've been there m any tim es.
- As for me, I've n ever been there.
4. - Y ou're late at home.

- W here have you been?
- I've been to the gro cer's shop.
5. - H aven 't you seen the film "R udaky"?

- No, I haven't.
6. - W hat p laces have you seen so far?

- I've been to alm ost all the m useum s.
- Have you been to any th e a tre s yet?
- No, I haven't. I h a v e n 't had en oug h tim e for that.
7. - Have you had lunch?

- I've been too busy to think about food.
8. - W ould you like an apple?

- No, th a n k s, I've j u s t had one.
9. - W ould you like a cup o f coffee?

- No, thanks. I've ju s t had one.
PAST INDEFINITE
1. - Did you see the film on television last night?

- Yes, I did.
- Did you like it?
- N ot very much.
2. - W hat did you do on Sunday?

- I w ent on a trip by bus.
3. - W hat did you do last night?

- I w ent to see som e frien ds and w atched TV.
127
4. - W hen did you arriv e?
- I arriv ed last week.
PAST INDEFINITE A N D PRESENT PERFECT
1. - W hat do you thin k o f the film you saw y e sterd ay ?

- It is the best film that I've seen lately.
2. - By the w ay, I forgot to tell you th a t I've been to the T re ty a k o v

Gallery.
- Oh, w hen did you go there?
- I w ent there last F riday.
- I hav e n 't been to the T rety a k o v G allery since last year.
3. - How do you do, Lola! W here have you been all this time?
- I've been to the U kraine. I've ju st come back to D ushanbe.
4. - Did you have a good tim e there?

- Yes, I had a very good time.
- Did you go there alone?
- No, my m o th e r w e nt w ith me.
- W hen did you com e back?
- Two days ago.
5. - I hav e n 't seen you for about a m onth. You have been aw ay,
h a v e n 't you?
- I've been to Minsk. I re tu rn e d y este rd a y .
6. - W ere you at Mr. S m irnov's y esterday?

- No, I w a sn 't th ere y e s te rd a y , but I've seen him today.
A: W hat a te rr ib le w eather!
B: Yes, ra th e r w indy to d ay , isn't it?
A: W here did you go last week?
B: To Kiev. Have you ever been to Kiev?
A: Yes, m any tim es. A b e a u tifu l city, isn't it?
B: Very beautiful. H ave you been to T a sh k e n t?
A: Oh, yes. I've been th ere this year.
128
IR R E G U L A R V E R B S
be [bi:] was [woz] were [wa:] been [bi:n]

beat [bi:t] beat [bi:t] b eaten [’bi:tn]
become [Ы 'к л т ] becam e [bi'keim] becom e [Ы 'кл т]
begin [bi'gin] began [bi'gaen] beg un [bi'gAn]
blow [blou] blew [blu:] blown [bloun]
break [breik] broke [brouk] broken [broukn]
bring [brio] b ro u g h t [bro:t] b ro u g h t [bro:t]
build [bild] built [bilt] built [bilt]
buy [bai] bo u g h t [bo:t] b o u g h t [bo:t]
catch [ksetj] cau g h t [ko:t] ca u g h t [co:t]
choose [tju:z] chose [tjouz] chosen [tjouzn]
come [ к л т ] came [keim] come [к л т ]
cost [kost] cost [kost] cost [kost]
cut [ k A t ] cut [kAt] cut [kAt]
do [du:] did [did] done [dAn]
draw [dro:] drew [dru:] d ra w n [dro:n]
drink [drirjk] d ra n k [draegk] d ru n k [drAgk]
drive [draiv] drove [drouv] driven [drivn]
eat [i:t] ate [et] eaten [i:tn]
fall [fo:l] fell [fel] fallen ['tain ]
feel [fi:l] felt [felt] felt [felt]
fight [fait] fought [ ta t] fought [fo:t]
find [faind] found [faund] found [faund]
fly [flai] flew [flu:] flown [floun]
forget [ta g e t] forgot [tag o t] fo rgotten [tag o tn ]
freeze [fri:z] froze [frouz] frozen [’frouzn]
get [get] got [got] got [got]
give [giv] gave [geiv] given [’givn]
go [gou] w ent [went] gone [gon]
grow [grou] grew [gru:] grow n [groun]
hang [haeo] hung [Ьлг)] hung [Ьлц]
have [haev] had [haed] h ad [hsed]
hear [hia] h e a rd [ha:d] h e a rd [ha:d]
hold [hould] held [held] held [held]
know [nou] knew [nju:] know n [noun]
lay [lei] laid [leid] laid [leid]
lead [li:d] led [led] led [led]
leave [li:v] left [left] left [left]
let [let] let [let] let [let]
lie [lai] lay [lei] lain [lein]
light [lait] lit [lit] lit [lit]
lose [lu:z] lost [lost] lost [lost]
--------------------------- 129
9—K-9367
m ake [meik] m ade [meid] m ade [meid]
m ean [mi:n] m ean t [ment] m ean t [ment]
m eet [mi:t] m et [met] m et [met]
pay [pei] paid [peid] paid [peid]
put [put] pu t [put] put [put]
read [ri:d] read [red] read [red]
retell [ri'tel] retold [ri'tould] retold [ri'tould]
ring [rig] rang [гэед] ru ng [глд]
rise [raiz] rose [rouz] risen ['rizn]
run [глп] ran [raen] run [глп]
say [sei] said [sed] said [sed]
see [si:] saw [so:] seen [si:n]
sell [sel] sold [sould] sold [sould]
send [send] sent [sent] sent [sent]
shake [Jeik] shook [Juk] shaken [Jeikn]
shine [Jain] shone [Jon] shone [Jon]
shoot [Jut] shot [Jot] shot [Jot]
show [Jou] show ed [Joud] shown [Joun]
shut [jAt] shut [JAt] sh ut [JAt]
sing [sig] sang [saefl] sung [S A f l]
sit [sit] sat [seet] sat [saet]
sleep [sli:p] slept [slept] slept [slept]
speak [spi:k] spoke [spouk] spoken [sp o u k n ]
spell [spel] spelt [spelt] spelt [spelt]
spread [spred] spread [spred] spread [spred]
stand [staend] stood [stud] stood [stud]
sweep [swi:p] sw ept [swept] sw ep t [swept]
swim [swim] swam [swsem] sw um [swAm]
take [teik] took [tuk] tak en ['teikn]
teach [ti:tj] ta u g h t [to:t] ta u g h t [to:t]
tell [tel] told [tould] told [tould]
think [0iQk] th o u g h t [0o:t] th o u g h t [0o:t]
throw [0rou] th re w [0ru:] th ro w n [0roun]
u n d e r s ta n d u n d e rs to o d u n d e rs to o d
[,Anda'stsend] [,Anda'stud] [,Anda'stud]
w ake [weik] woke [wouk] w oken ['woukn]
w e ar [wsa] wore [wo:] w orn [wo:n]
win [win] won [wAn] won [wAn]
w rite [rait] w rote [rout] w ritte n ['ritn]
130
тш : ruovKui
1. Art is long, life is short.

Руз бину аз рузгор омуз.
Бирав зи тачрибаи рузгор бах,ра бигир.
2. Claw me and I'll claw you.

Аз як даст садо намебарояд.
3. It is better to die standing than to live kneeling.

M ap r бе* аз гуломй.
4. Be slow to promise and quick lo perform.

Ваъда додй, вафо кун, кавл додй, ичро кун.
5. Look before you leap.

Х,афт бор чен кун, як бор бур.
6. Many a little makes a mickcl.

Кдтра-катра чамъ шавад, дарьё шавад.
7. Neither fish, nor flesh.

На дузди бозор, на шайхи мазор.
8. No pains, no gains.
Бе мех,нат рохат нест.
9. There is no smoke without tire.

Дуд бе оташ намешавад.
То шамол набошад, шохи дарахт намечунбад.
131
TO PIC A L VOCABULARY
SC H O O L Saturday to clean
Sunday to do h o m e w o r k
a t t he l e s s o n school-uniform to play gam es
in t he c l a s s r o o m circles to go to sl ee p
blackboard c h e s s - c i r cl e to watch TV
chalkboard Komsomol m e m b e r to s w i t c h on
class pioneer
t o be a b s e n t BODY
F o r m 7t h "A" FAMILY,
W h o is a b s e n t ? PROFESSIONS AND face
W h a t d a y is it t o d a y ? HOBBY oval
W h a t is t he d a t e round
today? mother beautiful
W h o is on d u t y t o d a y ? father handsome
notebook grandmother ear
book granny to s m i l e f r o m e a r to
pen grandfather ear
penci l brother hair
chalk s i st e r fair
day-book aunt black
ruler, In d i a - r u b b e r uncle eyes
pen-knife son tall
to g e t a m a r k daughter mouth
botany teacher l i ps
geography doctor feet
history engineer long arms
literature nurse l ong legs
drawing worker smal l
biol ogy turner l ar ge
zoology dressmaker little
p h y s i cs collective-farmer nose
chemistry driver straight
gymnastics librarian snub-nosed
gymnasium to p l a y c h e s s
s i ngi ng to p l a y d r a u g h t s FOOD, F R U I T A N D
m athematics to p l a y t h e g u i t a r VEGETABLES
to s i ng s ong s to p l a y t h e p i a n o
Russian to c o ll e c t s t a m p s milk
Tajik radiorepairing eggs
English writer tea
handicraft poet coffee
do s u m s sugar
how much...? MY DAY sweets
to d r a w [ d r e w , d r a w n ] jam
letter to g e t up bun
h o li d a y to do m o r n i n g e x e r c i s cake
time-table es bread
pioneer meeting to wash flat-cake
Monday to have breakfast sausage
Tuesday to have dinner fi sh
Wednesday to have supper soup
Thursday to make a bed cheese
Friday to h el p a b o u t . . . tasty
132
to cook SEASONS stadium
butter waterpolo
fruit-trees spring waterpool
truit autum n scor e
grapes summer to scor e
apple winter goal
cherries sun fencing
apricots to sh i ne (it s h i ne s ) wrestling
melon to rai n (it r a i n s ) sk i i n g
water-melon to s n o w (it s n o w s ) skating
cucumbers to p l a y s n o w b a l l s speed skating
potatoes to p l a y h o c k e y figure skating
tomatoes to p l a y t e n n i s fun
carrots to p l a y bal l competition
to p l a y f o o t ba l l to t a k e p l a c e
ANIM ALS to p l a y b a s k e t b a l l sport team
climate Honoured Master of
cat cold Sports
dog hot to p l a y d r a u g h t s
kangaroo warm to p l a y c h e s s
fox mi l d to w i n a c u p
wolf grass gol d
bear flowers silver
crocodi le trees bronze
gi r a f f e birds medal
monkey to m a k e b i r d - h o u s e s to r e c e i v e
cub sky coach
kitten fly
puppy to s w i m COLLECTIVE AND
lion December STATE FARMS
turtle January
rabbit February c o t t on
goat March to p i c k
Apr i l crop-growing
CLOTHES May grain
June st oc k r a i s i n g
overcoat July to b re ed
raincoat August silkworm rearing
dress September cotton-picking machine
b l ous e October combine
su i t November tractor
apron fi eld cow
tie forest sheep
trousers river hen
s ki r t mountains to mi l k
shirt mi l k
socks SPORTS to f ee d
st oc k i n g s agriculture
scarf kinds o f sports
sk u l l - c a p to go in f o r s p o r t s TOWN
hat a t h l e ti c s
ca p boxing street
boot s gymnasium road
shoes gymnastics Square
match centre
133
heart V i c t o r y Da y The Moldavian
multistoried to c e l e b r a t e Republic
building summer holidays The Tajik Republic
s h op pioneer camp The T urkmen Republic
G r o c e r ' s sh o p to s p e n d The Ukrainian Republic
cinema Military Forces The Uzbek Republic
theatre Russia
puppet theatre TRIP ANL) MEANS canal
Opera theatre OF TRANSPOT square kilometers
museum multinational
library to h a v e a t r i p n atural resources
institute ticket oil
University tram coal
Agricultural Institute bus i ron
Me d i ca l I n s t i t u t e car
Teachers' Training lorry HEAVY A N D LIGHT
Institute ship INDUSTRY
monument by ship
fountain train agriculture
Kremlin by train r eg i on
p l ace s o f i n t e r e s t plane h ydro p o w er station
population by plane to be r i c h in
factory b i cycl e to b o r d e r
plant by bicycle to o c c u p y
t e x t il e c o m b i n e motor-cycle to cover
c o t t o n - c l e a n i n g p la nt by mot or- cy cl e to c o n n e c t
chemical plan t river climate
aluminum plant sea mi l d
c api t al ocean hot
to be f o u n d e d w aterway warm
to b e s i t u a t e d airway cold
industry railway the capital
light and he av y r a i l w a y s t a t i on modern
industry seaport monarchy
d i s t r i ct airport island
Zoo c ap i t al i s t
river COUNTRIES AND socialist
bank GEOGRAPIIY'CAI, south
Komsomol Lake NAVI I s southern
park north
trees The USSR northern
flowers G reat Britain west
mountains Scotland w estern
school Wales part
v o c a t i o n a l school The A rmenian world
Republic London
HOLIDAYS The Azerbaijan Cambridge
Republic Northern Ireland
t h e 1st o f M a y The Byelorussian
October Revolution Republic
Day The Ge org ian Republic
t h e 8t h o f M a r c h The Kazakh Republic
134
GRA M M A R RM I RI M 1
Маълумотномаи грамматики
= исм =
§ 1. Исмхо дар забони англисй ду шакл доранд: танхо ва чамъ.
There is a pen on the desk. There are pens on the desks.
Ш акли чамъи исмхо ба воситаи бандакхои "s" ё "es", ки дар
охири исмх,ои шакли танхо меоянд, сохта мешаванд. Ин бандакхо пас
аз овозхои хамсадои бечаранг s, пас аз садонокхо ва хамсадохои
чарангдор z, пас аз овозхои ш авш увдор ва хуштакй iz хонда
мешаванд.
[S] [z] [iz]

пас аз хамсадохои пас аз садонокхо ва пас аз овозх,ои
бечаранг хамсадохои шавшувдор ва
чарангдор хуштакй
books [buks] names [neimz] roses ['rouziz]
cats [ksets] dogs [dogz] dresses [’dresiz]
maps [maeps] days [deiz] pages ['peid 3 iz]
Истисно:
танхо (ед. ч.) чамъ (множ. ч.)
man [maen] men [men]
woman fwumsen] women [’wimin]
foot [fu:t] feet [fi:t]
child [tjaild] children [’tjildren]
Шарх 1. а) агар исмхо дар шакли танхо бо харфхои -s, -ss, -х, -ch,
-sh, -tch ба охир расанд, он гох шакли чамъ -es хамрох карда мешавад:
bus - buses.
б) агар исмхо дар шакли танхо бо харфи -о ба охир расанд, он
вакт шакли чамъ "es" хамрох, карда мешавад: photo-photoes аммо:
piano - pianos.
в) дар баъзе исмхо харфхои f ва fe дар шакли чамъ ба харфхои ve
мубаддал мешаванд: knife-knives.
г) агар исмхо дар шакли танхо бо харфи -у ба охир расанд, он гох,
дар шакли чамъ харфи -у пас аз хамсадохо бо харфи -i табдил меёбад:
story-stories, army-armies пас аз садонокхо бошад, тагйир намеёбад:
toy-toys, day-days.
2. Исмхои sheep ва fish чи дар шакли танхо ва чи дар шакли чамъ
якхела мебошанд: The old man got only one fish. There were fish in the shop.
Марди пир факат як мохй дошт. Д ар дукон мохй буд. Агар сухан
дар хусуси намудхои гуногуни мохихо равад, он гох ба шакли fishes
истифода мешавад.
135
3. Исми news х д м е ш а дар шакли танхо истифода мешавад,
харчанд шакли чамъ дошта бошад хам: Have you heard the news today?
What's the news?
4. Исмхои money, hair, fruit д ар шакли танхо истифода
мешаванд: Her hair is fair. The children have no money. We must eat fruit
every day.
5. Калимаи family ва исмхои чомеи монанди он шакли танхоро
нигох дошта бо хабари феълй дар шакли чамъ ифода мешаванд. Дар
ин суръат хар як аъзои оила ва гурухх,о дар назар дошта мешаванд:
The family went to town.
§ 2. Исмхои чине ба шумурдашаванда ва шумурданашаванда

таксим мешаванд.
Исмхои шумурдашаванда чизеро ифода мекунанд, ки имконияти
хисоб карданро дорад. Онхо хам дар шакли чамъ ва хам дар шакли
танхо истифода мешаванд:
Rustam has five apples. I have two rooms.
Исмхои ш ум урданаш аванда мафхумеро мефахмонанд, ки
шумурданашавандаанд. Ин гуна иемхо дар шакли танхо истифода
мешаванд:
There is some water in the bottle.
§ 3. Барой ифода кардани сохибияти ашёе ба ягон шахе, дар

забони англией шакли махсусе, ки падежи сохибй ном дорад,
истифода мешавад. Исмхои ш акли гаихо дар шакли сохибият
баидаки "s" кабул карда ба тарики бандакхои шакли чамъ талаффуз
мешаванд.
s z iz
пас аз хамсадохои пас аз садонокхо ва пас аз овозхои
бечаранг хамсадохои шавшувдор ва
чарангдор хуштакй
Malik's room Munira's house Mavge's dog
Исмхои шакли чамъ бо бандаки (s') шакли сохибиятро бо

апостроф (') кабул мекунанд: My brothers’ teacher.
Агар исми шакли чамъ бандаки (е) s надошта бошад, он гох дар
падежи сохибият ба он бандаки s илова мешавад:
The children's room.
Шарх: 1. Ш акли сохибият баъзан бо иемхо ва зарфхое, ки замон
ва масофаро ифода мекунанд, ба кор бурда мешавад:
136
an hour's walk - сайру гашти як соата
at one mile's distance - дар масофаи як мил
2. Ш акли сохибият инчунин бо номхои мамлакат, шахрх,о,

ва бо калимахои world, country, city, ship, army, family ба кор
К И Ш ТИ Х.О
бурда мешавад:
The world's champion.
3. Калимахои house, shop пас аз исмхо дар шакли сохибият, ки ба

хона, магазини шахсй дахл доранд партофта мешаванд:
At my friend's (house).
— — АР Т ИК Л = ------ --- -.....
§ 4. Артиклхо муайянкунандаи исмхо ба шумор рафта пеш аз

исмхо ва калимахои ба он тааллукдошта гузошта мешаванд:
A boy is standing at the window. - Д ар пеши тиреза бачае

истодааст.
Дар забони англисй артикли муайянй the, артикли номуайянй а
(ап) ва артикли нулй (ё худ наомадани он) вучуд доранд. Артикли
муайянй the пеш аз калимахое, ки бо овозхои хамсадо cap мешаванд
[5э], the book [6э ’buk] ва пеш аз калимахое, ки бо овози садонок cap
мешаванд, [Si] the apple [3i 'sepl] талаффуз мешаванд.
Артикли номуайянии а пеш аз калимахое, ки бо овозхои хамсадо
ва ап пеш аз калимахое, ки бо овозхои садонок cap мешаванд, ба кор
бурда мешаванд:
a book [э ’buk], an excursion [эп iks’ks:Jn]
Вазифаи асосии артикл дар забони англисй аслан ба мафхуми
муайян, ки дар исмхо ифода мешаванд, равона шудааст:
I like ice-cream.
I bought an ice-cream for my little brother.
The ice-cream was very good.
Артикли муайянй ба ашёхои мушаххасе, ки бо исмхо ифода
ёфтаанд, ишора мекунад. Бо ифодаи дигар исмхо бо артикли муайян
он ашёеро муайян мекунанд, ки агар предмет ба гуянда ва шунаванда
маълум бошад, ё ин ки дар нутки пештара истеъмол ёфта бошад: Put
the book on the shelf. "Китобро ба рафи китобмонй гузор".
Артиклхои номуайянй ва нулй бар хилофи артикли муайянй
объектхои конкретиро нишон намедиханд: I saw a man and a boy in the
garden. "Ман марде ва бачаеро дар бог дидам".
There were magazines on the table.
"Дар болои миз журналхо буданд".
А ртикли номуайян ва нулй низ ф арк доранд. А ртикли
номуайянй ба он ишора мекунад, ки ин ё он ашё ба гурухи муайянй
137
ашёи хдмчинс мансуб аст. Масалан, истеъмоли артикли номуайянй бо
калимаи "дарё" (a river) дар чумлаи Suddenly they saw a river. "Баногох,
онх,о дарёро диданд" онро ифода мекунад, ки на дар бораи чизи дигар
(хона, бог, китоб), балки дар бораи дарё сухан рафтааст. Бо ибораи
дигар, артикли номуайянй ашёро аз мачмуи хамчинсонаш чудо
намекунад, танхо онро ифода мекунад, ки "фалон ашё" ба гурухи
"махз фалон ашёхои хамчинс" дохил мешавад.
Артикли номуайянй бо исмхои шумурдашаванда дар шакли
танхо ба кор бурда мешавада: I want to buy a scarf. "Ман мехохам
гарданбанде харам".
Артикли нулй бо исмхои шумурданашаванда, ки шакли чамъ
надоранд, ба кор бурда мешавад:
There is water in the bottle.

Д ар даруни шиша об хает.
Артикли нулй, инчунин, бо исмх,ои шумурдашаванда дар шакли

чамъ барои номбар кардани микдори як гурух объектхо ба кор бурда
мешавад: There are new Indian films on.
"Филмхои нави хиндй рафта истодаанд".
§ 5. Артикли муайянй, пеш аз хама, ба вазифаи ишора кардан ба

ашё омада бо исмхои шакли танхо ва чамъ истифода мешавад.
Артикли муайянй асосан дар маврдихои зерин истеъмол меёбад:
1. Агар ашё ба гуянда ва шунаванда маълум бошад:
Give me the bag, please.

"Мархамат ба ман сумкаро дихед!"
2. Агар ашё ба гуянда ва шунаванда аз нутки пештара маълум

бошад:
Was the play wonderful?

"Оё намоиш (песа) олйчаноб буд?"
3. Иш ора ба ашёи фардии муайян ба максади чудо намудани oi

аз байни анбухи хамчинсонаш:
Which book do you mean? The smallest one.

Кадом китобро дар назар дорй? - Аз хама хурдашро.
4. Баъзе иловахо ба объектхои муайянбуда мантикан илов

мешаванд, ки онхо бевосита кисми чудонашавандаи хамон объектх-
мебошанд, ки каблан ба мусохибон шинос мебошанд:
I have read the book "Духтари оташ" by Rahim Jalil

Ман китоби "Духтари оташ"-и Рахим Ч,алилро хондам.
138
5. Маълумот дар хусуси объектной сохавй, яъне гуянда объекти
номбурдаро умумият дода, онро бо объектной радифи дигар мукобил
мегузорад:
Karim plays the piano very well.

"Карим пианиноро хуб менавозад".
§ 6. Артикли номуайянй дар мавридхои зерин истифода бурда

мешавад:
1. Агар дар бораи ашё бори аввал сухан рафта бошад. Гуянда
хангоми нутк объекти навро дохил мекунад, ки он аз чумлаи хамон
навъи объектхо мебошад:
It was a terrible cry.

"Ин фарёди дахшатоваре буд".
2. Артикли номуайянй таърихан аз шумораи one "як" пайдо шуда

чун коида бо исмхои шумораи танхо, ки ашёхои шумурдашавандаро
ифода мекунанд, истеъмол меёбад:
Не was in Dushanbe a year ago.

"Вай як сол пеш дар Душанбе буд".
§ 7. Истеъмол наёфтани артиклхои забони англисй дар

мавридхои асосии вазъияти нутк:
1. Ном бурдани ашёхо (мафхумхо) ё нисбат до дани онхо ба ин

гурухи ашёхо. Д ар ин маврид ашёхо маънои мавхумй (абстрактй) ё
шумораи зиёди ашёхоро дар назар дорад:
Do you go there by bus, trolley-bus or on foot?

"Ту ба он чо бо автобус, троллейбус ё пиёда меравй?".
2. Гуянда на ашёи номбарш уда, балки фаъолияти ба он

вобастаро дар назар дорад. Д ар ин маврид исмхо барои нишон
додани сифати ашё ё характери харакат ба кор меоянд. Ин гуна исмхо
одатан ба таркиби иборахои пешоянддор ва феълй дохил мешаванд:
The children go to bed at nine o'clock.

"Кудакон соати нух хоб мекунанд".
Шарх: 1. Агар пеш аз исм шумораи микдорй биёяд, артикл кор

фармуда намешавад: Exercise5, page 15
2. Исмхои хос одатан бе артикл меоянд:
Tow Sawyer, John, England.
139
Аммо дар таркиби баъзе номхо артикли муайяни меояд:
The Caucasus ['ko:kasas], the Ukraine [ju:'krein]

The Crimea [krai'mia], the Pamirs [,pa'miaz]
3. Агар пеш аз номи хонаводагй (фамилия) дар шакли чамъ

артикли муайян ояд, он гох хдмаи аъзоёни оила дар назар дошта
мешаванд:
The Karimovs went to Moscow.

"Каримовхо (оилаи Каримов) ба Москва рафтанд".
4. Агар сухан аз тарафи аъзоёни оила гуфта шавад, он гох пеш аз

калимахо Mother, Father, Uncle, Aunt, Grandfather, Grandmother артикл
истифода намешавад ва онхо бо харфи калон навишта мешаванд:
But Grandm other will go with us.

"Аммо модаркалонамон бо мо меравад".
5. Дар мавридхои зерин пеш аз исмхои хос артикли муайянй

истифода мешавад: а) пеш аз номи кишвар, укёнус, бахр, халичхо ва
дигар номхои географй, ки аз исмхои чине бо муайянкунанда
иборатанд:
The United States, the Black Sea, the Tajik Army.
б) пеш аз номхои дарёхо ва силсилакуххо (ба гайр аз кухх

алохида): The Pamirs, The Vakhsh.
.... .... — чонишин ---------

Чонишинхои шахей, сохибй ва нафей-таъкидй дар забони
англией аз руи шахе, шумора ва чине тагйир меёбанд:
Чонишинхои шахсии I, he, she, it, we, you, they ба сифати

мубтадо ва феълхои таркибии номй, чонишинхои me, him, her, it, us,
you, them дар вазифаи пуркунанда истифода мешаванд:
I gave him a book.

They show me the way.
Ман ба у китоб додам. Онхо ба ман рох нишон доданд.

Ш акли чонишинхои сохибии my, your, her ва гайра факат пеш а:
исмхо истифода шуда, пас аз шаклхои mine, yours, hers ва дигар иемхе
хеч гох истифода намешаванд.
Чонишинхои нафей аз чихати синтаксис хама вакт бо феълхе
алокаманд мебошанд. Д ар чумла онхо (чонишинхои нафей) одатан 5i
140
вазифаи пуркунанда меоянд. Ч,онишинхои нафсй ба шахсе ишора
мекунанд, ки ичрокунандаи амал мебошад ва дар забони точикй ба
калимахо "худ, хеш" ва "хештан" мувофик, меоянд.
Do it yourself!
Худат ичро кун!
шумора шахе шахеи сохиби нафеи-таъкиди

шакл
i me my mine myself
шакли якум you you your yours yourself
танхо дуюм he him his his himself
she her her hers herself
сеюм it it its its itself
шакли якум we us our ours ourselves

чамъ дуюм you you you yours yourselves
сеюм they them their theirs themselves
Чонишинхои таъкидй низ чунин шаклхо дош та пас аз

чонишинхо ва иемхо барои таъкид кардани маънои онхо истифода
бурда мешаванд. Аз чихати маънои худ онхо дар забони точикй бо
чонишини "худ" мувофик меоянд:
Не told her himself.

Вай худаш ба у гуфт.
Ч,онишинхои some, any, по ва гуруххои сохтаи онхо дар

намудхои гуногуни чумла истифода мешаванд:
Мисолуо:
1. They have nothing to eat.

2. Is there anybody in the room?
3. Give me something to put on, please.
4. Azim asked me some paper, but I haven't any.
5. Will you ask someone to come?
Д ар забони англией дар чумлаи инкорй факат як хиссачаи

инкорй шуда метавонад, аз ин сабаб агар дар чумла чонишини
инкорй "по" бошад, он гох феъл дар шакли хабарй меояд:
Salim has по warm clothes. - Salim hasn't any warm clothes.

Салим либоси гарм надорад. Салим ягон либоси гарм надорад.
141
чумлахои хабари some something somebody someone
чумлах,ои инкорй not not any anybody not anyone
any thing, n o nobody no one
thing
саволхои умумй any anything anybody anyone
саволхои махсус some something somebody someone
хох,иш, пурсиш some something somebody someone
Ч,онишини "one" (ones д ар шакли чамъ) ба чои исмх,ои

шуморидаш аванда, ки пештар дар бораи он сухан раф та буд,
истифода мешаванд.
Which book do you need, this one or that one? I need these two ones.
§ 8. Феъли замони хозираи мутлак (Present Perfect).
Хрлатро (амал) мефахмонад, ки аллакай ичро шуда, натичаи он

маълум аст:
The train has stopped. (And people may get into it).
I have cleaned the room. (And it is clean now).
Поезд истод (ва одамон метавонанд дароянд).
Ман хонаро тоза кардам (хона х,озир тоза аст).
Pr. Perfect бо ёрии феъли ёридихандаи to have дар замони хозира

ва шакли сеюми феъли асосй сохта мешавад.
She has taken the book. (She's taken the book).
We have been there. (We've been there).
Вай китобро гирифт.

M o дар он чо будем.
Д ар чумлаи саволй феъли ёридиханда пеш аз мубтадо меояд:
What has he taken?
Have you seen this film?
Агар савол ба мубтадо гузошта шавад, тартиби чумла дигар
намешавад:
Who has come?
142
Ч,умлаи инкори бо ёрии хассачаи инкории not, ки пас аз феъли
ёридиханда меояд, сохта мешавад:
They have not come yet. (They haven't come yet).

He has not finished breakfast. (He hasn't finished).
§ 9. Тарзи мафъул (The Passive Voice).
The cup was broken. Пиёла шикает.
Дар чумлауое, ки шахеи ицрокунандаи амалро номбар кардан шарт

нест, ё худ х,опате, ки аз тарафи шахеи дигар ба амал омадааст, феъл
дар тарзи мафъул ба кор бурда мешавад.
The windows are opened by the pupil on duty.

Тирезахо аз тарафи навбатчй кушода шуданд.
Тарзи мафъул бо ёрии феъли ёридихандаи to be ва шакли сеюми
феъли асосй (Participle II) сохта мешавад.
Замонхои феълии тарзи мафъул мувофики коидаи замонхои
феъл истифода мешаванд.
Мисол:
Present Indefinite Passive.
Olim is wanted to the teacher's room.

Олимро ба хонаи муаллимон чег заданд.
Past Indefinite Passive.
This house was built in 1985.

Ин хона соли 1985 сохта шуда буд.
She was left alone.

Уро танхо монданд.
Дар цумлаи саволии тарзи мафъул феъли ёридиханда пеш аз

мубтадо гузошта мешавад:
Whom was this book written by?

Ин китоб аз тарафи кй навишта шудааст?
When was this newspaper published?

Ин газета кай чоп шудааст?
Агар савол ба мубтадо гузошта шавад, тартиби цумла тагйир

намеёбад:
------------------------------------------------------------------------------------------------------ 143
W ho was asked m any questions?
Д ар чумлаи инкорй хиссачаи "not" пас аз феъли ёридиханда

гузошта мешавад:
They were not asked to come.
§ 10. Зарф (The adverb).
Зарф дар забони англисй ба одцй (содда) (now, very) ва сохта

(coldly, quickly) чудо мешавад.
Шаклхои сохтаи зарф бо хамрох кардани суффикси -1у сохта
мешаванд:
slow-slowly, eold-coldly, beautiful-beautifully.
Дар мавриди сохтани зарф аз сифат, ки бо харфи "у" ба охир

мерасад, пеш аз суффикси "-1у" харфи "у" ба "i" мубаддал мешавад:
happy-happily, ready-readily
Як катор зарфхо шаклан аз сифатхо фарк надоранд. Ба онхо fast,

long, far, little, much, early, late инчунин daily, weekly, friendly, ки бо
ёрии суффикси -1у аз иемхо сохта шудаанд, дохил мешаванд.
Зарфхоро аз сифат факат аз мавкеи он дар чумла фарк кардан мумкин
аст. Зарфхо дар чумла феъл ва сифатро муайян карда сифат бошад,
исмро муайян мекунад:
зарф сифат
They did not stay long. She was waiting a long day.
Як гурух зарфхо, масалан, late, near, ду шакл доранд, яке

мувофик ба сифат буда, дигаре бо ёрии суффикси -1у сохта шуда,
зимнан хар дуй ин шаклхо маънои гуногун доранд:
near nearly late lately

наздик - такрибан бевакт - ба наздикй
§ 11. Дарачаи мукоисавии зарф ба монаиди дарачап мукоисавии

сифат сохта мешавад.
Дарачаи мукоисавии зарфхои яктаркиба ба монанди дарачаи

мукоисавии сифатхо, яъне ба дарачаи оддй илова кардани суффикси
-ег барои дарачаи мукоисавй ва суффикси -est барои дарачаи олй
сохта мешавад.
strong- stronger- strongest

пурзур пурзуртар пурзуртарин
144
long- longer- longest
д ар о з д а р оз т ар д ар о з т ар ин
Д а р а ч а и м у к о и с а в и и з а р ф х о и м у р а к к а б , аз о н ч у мл а бо
суффикси -1у м она нд и д ар а ч а и мукоисавии с ифат бо ёрии калимах,ои
m ore, барои д ар а ч а и мукоисавй ва m o st б а р ои д а р а ч а и олй сохта
мешавад.
brightly- m o r e brightly- most brightly

р а в ша н р а в ш ан т а р р а вша н та р ин
Я к катор зарфхо д а р а ч а и м укоис ав иро берун аз ко и да и умуми

месозанд ва о нр о а з бар бояд кард:
д ар ач аи одди д а р а ч аи мукоисави д а р а ч а и оли
well better best

badly worse worst
much mor e most
little less least
far farther farthest
further furthest
Мае алан:
W h o reads b etter, Olim or Karim?

He is the w orst pupil in the classroom.
§ 12. К а л и м а со зй
Акс ари калимахои англисй ба хиссахои гуногуни нутк та ал л ук

доранд. М а ъ н о и ин гуна кал има хо аз мавкеъ ва чои онхо д а р чумла
ва шак ли г ра мм ат ик ии он вобастагй дорад.
We dance in the park. M o д а р бог раксу бозй мекунем.

He r dance was very good. Ракси у зебо буд.
§ 13. К и см и зи ё д и к а л и м а х о д а р за б о н и ан гл и сй б о я кчоя к ар дан и

д у к а л и м а бо як к а л и м а с о х т а м еш а в а н д . Я к г у р у х и о н х о б о ёрии д еф и с
ё х у д якчоя н ав и ш та м еш а в а н д .
b ook -sh op - дукони китоб

w ell-k n ow n - машхур, намоён
new spaper - рузнома
sch oolgirl - т оли ба
145
10—К - 9 3 6 7
§ 14. Калимасозй дар забони англисй ба тавассути суффиксхо
сурат гирифта шаклхои фаровон дорад ва дар натичаи он калима
маънои пав мегирад.
-ег (-o r) wor ker - и чроку на нда и а м а л р о мефахмонад;

-ion (-a tio n ) - протсесс, а мал в а нат ичаи а м а л р о ни шо н медихад;
-n ess redness - с ифат ва х ол атр о мефахмонад;

-in g dancing - а мал ва протсессро мефахмонад;
-у - dusty - сифа тр о мефахмонад;

-a b le (-ib le) - understandable - м а ъ но и мафъул дорад;
-le ss - helpless - бо ма ънои "чизе намерасад" ё чизе надоштан;
-fu l - peaceful - ма ъ н ои сифати пурра доштан;
-ly - strongly - з ар фр о бо ха мон хусусияташ и ф од а мекунад.
§ 15. Калимасозй бо ёрии префикс. Дар ин холат маънои калима

дигар туда, хиссаи нутк тагйир намеёбад:
un - unreal - м а ъ н ои инко р й д ошт а, а м а л и м у ко бил ро н ишо н

медихад.
u n - unactive - м аъ но и ин ко рй д ошт а, на ра сида ни сифати ягон
чизро мефахмонад (пеш аз харфи "1" ба "il", пеш аз " т , р", ба "im" пеш
аз "г" ба "ir" мубаддал мешавад).
re - rewrite, reopen - т а кр о р и а м а л р о ни шо н медихад.
146
VOCABULARY
Academy [a'kaedami] - академия харидан; покупать
Academy o f Science [saians] - canal [ka'nsel] - нахр; канал
Академиям улум; Академия наук capital [’ksepitl] - пойтахт; столица
Agriculture ['asgrik/JtJa] - хонагии capitalist [’kaepitalist] - сармоядор;
кишлок; сельское хозяйство капиталист
aluminium ['aelju’minjam] - арзиз; catch (caught, caught) [’ksetj 'ko:t
алюминий ’ko:t] - гирифтан; ловить
among [ э'тлд] - дар байни; среди care [kea] - гамхорй; забота
announcer [a'nounsa] - диктор, changeable ['tjein d 3 abl] -
баранда; диктор тагйирёбанда; изменчивый
area [’earia] - масохдт; площадь cheese [’tji:z] - панир; сыр
athletics [aeB'letiks] - варзиши сабук; chemical [kem ikal] - кимиёвй,
атлетика химиявй; химический
Atlantic Ocean [at'laentik ’Ou/an] - climate ['klaim it] - иклим; климат
укёнуси Атлантика; Атлантический coach [k ou tj] - муаллими варзиш;
океан тренер
attend (v) [a'tend] - иштирок кардан; coal [koul] - ангишт; уголь
посещать collect [ka'lekt] - чамъ кардан;
attention [a'tenjn] - диккат; внимание собирать
author [о:0э] -муаллиф; автор competition [kam pa’tijn] - мусобика;
bake (v) [beik] - пухтан; печь соревнование
barn [ba:n] - анбор; сарай cool [ku:l] - салкин, серун;
be (was, were, been) - будан, шудан; прохладный
быть connect [ka'nekt] - пайвастан;
be born [bo:n] - таваллуд шудан; соединять
родиться cotton-cleaning plant ['katn kli:nig
begin (began, begun) - cap кардан; ’pla:nt] - заводи пахтатозакунй;
начинать хлопкозавод
believe [bi'li:v] - бовар кардан; верить cotton-picking machine ['katn
basin o f broth ['beisn av Ъгоб] - як pikigma'Ji:n] - мошини пахтачинй;
коса шурбо; чашка супа хлопкоуборочная машина
bicycle ['baisikl] - велосипед cover [’kAva] - пушидан, пушондан;
bookstand [’bukstaend] - невони покрывать
китоб; книжный шкаф cow [kau] - гов; корова
border on ['bo:dar'an] - хамсархад crop-growing ['кгэр 'grouif)] -
будан; граничить с галлакорй; выращивание зерна
bound [’bound] - пайваст будан; cure [kjua] - табобат кардан, дору;
связанный лекарство, лечить
boxing ['boksig] - бокс dark [da:k] - торик; темный
bread-baking ['bred ’beikij)] - заводи develop (v) [di'velap] - тараккй додан;
нонбарорй, нонвойхона; пекарня развивать
break (broke, broken) [breik brouk distance [’d istan s] - масофа;
broukn] - шикастан; ломать растояние
bronze [branz] - бириннй; бронзовый different [’d ifaran t] - гуногун;
buy (bought, bought) ['bai 'bo:t 'ba:t] - различный
147
district ['distrikt] - нохия, махалла; fa'gatn] - фаромуш кардан; забывать
район fountain ['fauntin] - фаввора; фонтан
dizzy [’dizi] - cap (to be) full of - пур будан; быть
чархзанй;головокружение полным
do (did, done) [с1лп] - ичро кардан; gallery - нигористон; галерея
делать get (got, got) - ба даст овардан,
dressmaker ['dres,meika] - дузанда, гирифтан; получать
либосдуз; портной give (gave, given) - додан; давать
drink (drank, drunk) ['dri^k 'drae^k go (went, gone) - рафтан; идти
’drAgk] - нушидан; пить go in for sports - ба спорт машгул
drive (drove, driven) [draiv drouv шудан; заниматься спортом
drivn] - рондан; ехать go inside - ба дарун даромадан;
cast [i:st] - шарк; восток войти
eastern [’i:stan] - шаркй; восточный gold - тилло; золото
eat (ate, eaten) [i:t et ’i:tn] - хурдан; great - бузург; великий
есть Great Britain - Британияи кабир;
either ['ai5a] - хам (ин ё дигар); Великобритания
каждый из grain - дона, тухм, дон; зерно
end in a draw [dra:] - мусовй тамом grocer's shop - магазини (дукони)
шудан; закончить вничью хурокворй; продуктовый магазин
educational [,edju:’keijanl] - таълимй; grow (grew, grown) - рустан; расти
образовательный harvest ['ha:vist] - хосил; урожай
England [’irjgland] - Англия have a cold in the head - ш ам ол
electrical engineering [i'lektrikl, хурдан; простудиться
,end 3 i'nisrij]] - электротехника heart [ha:t] - дил; сердце
even [i:vn] - хатто; даже hobby ['hobi] - кори дустдошта;
examine [ig'zsemin] - имтихон; хобби, увлечение
экзамен hook [huk] - шаст; крючок
ex-champion [eks'tjsempian] - Honoured M aster o f Sports - устоди
чемпиони собик; экс-чемпион шостаи спорт; заслуженный мастер
fair [fea] - зебо; красивый спорта
fall (fell, fallen) ['foil 'fel 'fo:lan] - hope - умед; надежда
афтидан; падать hydropower station - стансияи баркии
favourite [’feivarit] - дустдошта; (электрикии) обй;
любимый гидроэлектростанция (ГЭС)
feed (v) [fi:d] - хуронидан; кормить ii i- cream - яхмос; мороженое
(to be) founded ['faundid] - бунёд I am running a high temperature - ман
кардан; быть обоснованным харорати баланд дорам; у меня
fencing ['fensir)] - шамшербозй; высокая температура
фехтование important - мухим; важный
fight (fought, fought) ['fait 'fo:t ’fo:t]- include - дар бар гирифтан;включать
мубориза бурдан; бороться industry - саноат; индустрия
figure skating ['figa 'skeitio] - ракси light and heavy industry - саноати
руи ях; фигурное катание сабук ва вазнин; легкая и тяжелая
find (found, found) [faind 'faund промышленность
'faund] - ёфтан; находить interfere - дахолат кардан;
forget (forgot, forgotten) [fa'get fa'gat вмешиваться
148
irrigation system - шабакаи объёрй; Northern Ireland ['no:San ’aialand] -
оросительная система Ирландияи Шимолй; Северная
island - чазира; остров Ирландия
kind of sports - намудхои варзиш; novel [n av a l] - роман
виды спорта nowadays [’nauadeiz] - хозир; сейчас
king - шох; король nurse [na:s] - доя; няня
library ['laibrari] - китобхона; O pera H ou se ['эрэгэ 'h a u s] - театри
библиотека опера; театр оперы
librarian [lai'brerian] - китобдор; others [’лдэг] - дигарон; другие
библиотекарь palace ['pselis] - каср; дворец
lie (lay, lain) [lai lei lein] - вокеъ parts of the world ['pa:tsav6a 'wa:ld] -
будан; лежать тарафхои олам; части света
long ago ['lag a'gou] - кайхо, ким-кай, pay [pei] - пардохтан; платить
кайхо боз; давно Passive Voice [’psesiv 'vais] - тарзи
lose (lost, lost) ['Iu:z 'last 'lost] - гум мафъул; страдательный залог
кардан;терять place [pleis] - чой; место
lot o f sunshine ['sAnJain] - офтоби аз places o f interest ['pleisiz a v ’intrist] -
хад зиёд; много солнца чойхои тамошобоб;
main branches ['mein 'bra:ntjiz] - достопримечательности
сохахои асосй; основные отделы plane [plein] - хавопаймо; самолет
mark [ma:k] - бахо; оценка play (n) - намоиш, бозй кардан;
match [maetj] - вохурй, мусобика; играть
матч play the guitar ['plei 5a gi'ta:] - гитара
means o f transport ['mi:nz sv навохтан; играть на гитаре
'trsenspa:t] - воситахои накдиёт; play the piano [’plei da ’p jenou] -
средства транспорта пианино навохтан; играть на
metal-working ['metal 'wa:kij)] - пианино
охангарй; работа по металлу poem [pouim ] - достон; поэма
milk (v) [milk] - шир; молоко poet [pouit] - шоир; поэт
mild [maild] - нарм; мягкий politechnical ['pali'teknikl] -
modern ['maiden] - хозиразамон; политехники; политехнический
современный population [,popju'leiJan] - халк; народ
monarchy ['ma:naki] - хокимияти power is limited ['pauariz 'lim itid] -
мутлак; монархия хокимият махдуд аст; власть
monument ['monjumant] - хайкал, ограничена
ёдгорй; памятник price [prais] - арзиш; цена
motor-cycle ['mouta,saikl] - мотосикл profession [pra'fejn] - касб; профессия
multinational ['mAlti'nseJanl] - pub [рлЬ] - майхона; пивная, кабачок
сермиллат; многонациональный puppet theatre ['pApit '0iata] - театри
nature fneitja] - табиат; природа лухтак; театр кукол
natural resources ['naetjral ri'sa:siz] - queen [kwi.n] - малика; королева
сарватхои табий; природные quite ill [k w ait il] - тамоман касал
богатства бемор; совершенно больной
noiseless ['naizlis] - бесадо, беовоз; radio repairing ['reidiou п р е а п ц ] -
бесшумно таъмири радио; ремонт радио
north [пэ:0] - шимол; север railway [r e ilw e i] - рохи охан;
northern [’пэ:5эп] - шимолй; северный железная дорога
149
region ['rid3 an] - минтака; регион конкитозии босуръат; скоростной
rich [’ritj] - бой, бадавлат; богатый бег на коньках
to be rich in - (аз) бой будан; быть sport team ['spo:t 4i:m] - дастаи
богатым спортй, дастаи варзиш;
run (ran, run) ['гдп 'гэеп 'глп] - спортивная команда
давидан; бежать square [’skwea] - майдон; площадь
sausage [’sDsid3 ] - хасиб; колбаса stadium [steidiam] - стадион
save (v) [seiv] - начот додан, халос still [stil] - холо; все еще
кардан; спасать surround [sa'raund] - ихота кардан;
seaport [si:po:t] - бандари бахрй; окружать
морской порт lablt i [’tseblit] - дору; таблетка
see (saw, seen) [si: 'so: si:n] - дидан; take (took, taken) [teik t uk teikn] -
видеть гирифтан; брать
score (n) ['sko:] - хисоб; очко take place [teik pleis] - гузаронидан,
score (v) [sko:] - гол задан; забить вокеъ шудан; иметь место
гол Teacher's Training Institute -
ship [Jip] - киштй; корабль Донишгохи омузгорй;
by ship [bai 'Jip] - бо киштй; на педагогический институт
корабле tasty f'teisti] - бомазза; вкусный
show solidarity [Jou'soli'daeriti] - temperature ['tempritfa] - харорат;
якдилй изхор кардан; температура
быть солидарным Thames [temz] - дарёи Темза; река
Siberia [sai'biaria] - Сибир Темза
sick [sik] - касал; больной textile combine ['tekstail kam'bain] -
silk-spinning combine [ silk 'spinig комбината бофандагй;
kam'bain] - корхонаи абрешимресй; текстилькомбинат
шелкокомбинат throat [Grout] - гулу; горло
silkworm rearing ['silkwa:m ’riarig] - tinned fish ['tind ’fij] - гушти мохии
пиллапарварй; разведение консервшуда;
шелкопряда рыбные консервы
silver [silva] - нукра; серебро together [ta'geSa] - якчоя; вместе
since ['sins] - то хол; с тех пор train [trein] - катор; поезд
snub [snAb] - пучукбинй; вздернутый trip [trip] - саёхат; поездка
(о носе) union ['ju:njan] - иттифок; союз
skating [’skeitij}] - конкибозй, vallcx ['vseli] - води; долина
яхмолакпарй; катание на коньках very likely ['veri ’laikli] - монанд;
skiing [’skiio] - лыжабозй, лыжатозй; подобно
катание на лыжах V\ a Us [weilz] - Уэлс
skilful [skilful] - бомахорат, мохир; wait for ['weit fa] - интизорй
искусный кашидан; ждать
sometimes ['sAmtaimz] - баъзан, watch ['wotj] - тамошо кардан;
гох-гох; иногда наблюдать
south [sau0] - чануб; юг waterpolo ['wo:ta 'paulau] - ватерпол;
sothern ['элбап] - чанубй; южный водное поло
speak (spoke, spoken) [spi:k 'spouk waterpool [’wo:ta'pu:l] - хавз; бассейн
’spoukn] - ran задан; говорить waterway ['vrata'wei] - рохи обй;
speed skating ['spi:d 'skeitig] - водный путь
150
weak [wi:k] - суст, заиф, камкувват; шудан; выиграть кубок
слабый wrestling ['reslifl] - гуштингирй;
welcome ['welkAm] - хуш омадед; борьба
добро пожаловать write (wrote, written) [rait rout ritn] -
west [west] - гарб; запад навиштан; писать
western ['westan] - гарбй; западный (by) yourself [bai joi'self] - худат;
win a cup [win э'клр] - сохиби кубок самой, вами
it к л о к i
A SA D STORY
T h r e e m e n a r r i v e d in N e w Y o r k f or a h o l i d a y . T h e y w e n t to a
v e r y l a r ge h o t e l a n d t o o k a r o o m th e re . T h e i r r o o m w a s on the
f or ty- fif th floor.
In t h e e v e n i n g t h e t h r e e m e n w e n t to t h e t h e a t r e a n d c a m e
b a c k to t he h o t el v e r y late.
"I a m s or r y" , s a i d th e m a n o n d u t y at t h e h o t e l , " but o u r lifts
are not w o r k i n g t o n i g h t . I f y o u do n o t w a n t to w a l k up to y o u r
ro o m, y ou will h a v e to s l e e p in t he h a ll 2".
"No, no," said one o f t h e t h r e e m e n , "no, t h a n k you! W e do
n o t w a n t to s l ee p in t h e hall. W e shall w a l k up to o u r r o o m" .
T h e n he t u r n e d to h is t w o f r i e n d s a nd s a i d , "It is not e a s y 3 to
w a l k up to t he f o r t y - f i f t h f l oo r , b u t I t h i n k I k n o w h o w to m a k e it
easier. I shall tell y ou s o m e j o k e s 4, t h e n y o u , A n d y , will s i n g us
so ng s5, t h e n y o u , P e t e r , will tell us an i n t e r e s t i n g st or y".
So t h e y b e g a n to w a l k u p to t h e i r r o o m . T o m t o l d t h e m m a n y
jokes. A n d y s ang s o m e songs. At l a s t t h e y c a m e to t h e t h i r t y - f o u r t h
floor. T h e y w e r e v e r y t ir ed .
"Well," said To m, " n o w it is y o u r t u r n, P e t e r . Tell us a l ong
a nd i n t e r e s t i n g s t o ry w i t h a sa d e n d i n g " . "I shall tell y o u a st or y, "
s aid Pet er . "It is not long, b u t it is s ad e n o u g h 6. W e h a v e l e f t t he
ke y to o u r r o o m in the hall ".
1 A sad story - хикояи гамангез; печальная история

! hall - кабулгох,; приёмная
5 to be easy - осон будан; доступный
4jokes - хачв, хазл; юмор
5sing a song - суруд хондан; петь
‘ to be enough - ба кадри кофй; достаточный
- 151
Answer the questions.
1. W h y did t h e t h r e e m e n a r r i v e in N e w Y o r k ?
2. On w h a t f l o o r w a s t h e i r r o o m ?
3. W h a t d i d t h e y f i n d w h e n t h e y c a m e b a c k to the h o t e l ?
4. Di d t h ey s l ee p in the hall ?
5. W h a t did o n e o f t h e m s a y ?
6. W h a t di d P e t e r t ell t h e m ?
7. W h e r e h a v e t h e y l e f t th e k e y ? ________________________
NOW IT'S YOUR TURN TO WHISTLE
O n e d a y J a c k a n d his f a t h e r w e n t to see J a c k ' s g r a n d f a t h e r . In

t h e t r a i n J a c k p u t h is h e a d ou t o f t he w i n d o w e v e r y m i n u t e . His
f a t h e r sa id , " Jac k , d o n ’t p u t y o u r h e a d o u t o f the w i n d o w " .
B u t J a c k w e n t on p u t t i n g h is h e a d o u t o f th e w i n d o w . T h e n
t he f a t h e r t o o k J a c k ' s c ap , p u t it b e h i n d his b a c k a n d s ai d, "You
see, y o u r c ap has b l o w n 1 away". J a c k b e g a n to cry. He w a n t e d to
h a v e his ca p ba ck . His f a t h e r sai d, "Well, w h i s t l e 2, y o u r c ap will
c ome back". J a c k w e n t to t h e w i n d o w a n d w h i s t l e d . T h e f a t h e r p u t
q u i c k l y the c ap on J a c k ' s head.
"Oh! H o w i n t er e st i n g ! " J a c k said, v e r y p l e a se d . He q u i c k l y
t o o k his f a t h e r ' s h a t a n d t h r e w 4 it o u t o f the w i n d o w .
" N o w it's y o u r t u r n 5 to w h i s t l e , Dad! " he said.
Answer the questions._____________________________________________
1. W h e r e d i d J a c k a nd his f a t h e r go o n e d a y ?
2. W h a t did J a c k do e v e r y m i n u t e ?
3. Did he li st en to his f at he r?
4. W h a t h as h a p p e n e d to J a c k ' s c ap ?
5. W h y d i d J ac k say " N ow it's y o u r tu r n to w h i s t l e " ? ----------------
1has blown - парида рафт; влететь

2to whistle - хуштак кашидан; свистеть
1to throw (thrown, threw) - партофтаи; бросать
4 turn [ta:n] - навбат; очередь
152
SHE W ANTED TO BUY THE ZOO
A r i c h 1 w o m a n c a m e to L o n d o n o n e day. Sh e h a d t h r e e c h i l
d re n - t w o b o y s a n d a girl. T h e y r a n a n d j u m p e d a n d s h o u t e d all
day. T h e y n e v e r 2 d id w h a t t h e i r m o t h e r w a n t e d t h e m to do. T h e n
t h e y w e r e in L o n d o n , the c h i l d r e n s ai d to t h e i r m o t h e r .
"T a ke us to the Zoo! T a k e us to the Z o o ! " T h e m o t h e r t o o k
t h e m to the Zoo. T h e y l o o k e d at t h e a n i m a l s 3, a n d t h e y h a d a n i c e
time. T h e y l i ked the Zoo. In t he e v e n i n g t h e y s ai d to t h e i r m o t h e r :
"You are rich. B u y the Z o o f or us".
"All r i g h t " , t h e w o m a n said.
In t he m o r n i n g t h e y all w e n t to t h e Z o o a g a i n a n d m o t h e r
as ke d the Z oo p eopl e:
" H o w m u c h d oe s it c o st ? 4" "My c hi l dr e n like it. I w a n t to b u y
it for t he m" .
T he Z o o p e o p l e did n ot like t h e w o m a n . T h e y d i d n o t l ike he r
children.
A n d t h e y said:
"We can't sell the Zoo. W e c a n' t sell the a n i m a l s . B u t w e c an
b u y y o u r c h i l d r e n for the Z o o! "
Answer the questions.--------------------------------------------------------------------
1. W h e r e did t he r i c h w o m a n c o m e w i t h h e r c h i l d r e n ?
2. Di d h er c h i l d r e n l is t en to her?
3. W h e r e w e r e t h e y in L o n d o n ?
4. What did they want?
5. W h a t did the Z o o p e o p l e say to t h e m ? _______________________
THE FIVE LOAVES OF BREAD
O n c e 5 t h e r e w a s a m a n w h o w e n t to t h e b a z a a r 6 e v e r y d ay . H e
a l w a y s w e n t t h e r e at t h e s a m e t i m e , a n d he a l w a y s b o u g h t five
l oaves o f b r e a d. O n e o f h i s f r i e n d s s a w h i m e v e r y d ay w i t h h is f ive
l oaves o f b r e ad . At l a s t he s t o p p e d t he m a n a n d s ai d, "I m e e t y ou
1rich - бой, бадавлат; богатый
! never - хеч rax; никогда
3 animals - хавонот; животные
4 How much does the Zoo cost? - боги хавонот чанд пул меистад?; сколько стоит билет в
зоопарк?
! once - рузе, замоне; однажды
‘ the bazaar - бозор; рынок
153
e v e r y d a y , a n d I a l w a y s se e y ou w it h five l o a v e s o f b r e a d . W h y
do y o u a l w a y s b uy f i ve l o a v es a n d n o t six or f o ur ? " " M y w i f e and
I eat one loaf", a n s w e r e d t h e m a n , I l e n d t w o a n d w i t h t h e o t h e r
t w o I p a y m y d e b t 1.
"I' m so rr y, I d o n ' t u n d e r s t a n d , " s ai d t he f r ie nd .
"Well, in o t h e r w o r d s m y w i f e a n d I eat o n e l oa f, I g i v e t w o to
m y s o n s a n d d a u g h t e r s , a n d t w o to m y p a r e n t s " .
Answ er the questions._____________________________________________
1. W h a t d i d the m a n do at t he b a z a a r e v e r y d a y ?
2. W h a t did his f r i e n d say to h i m ?
3. W h y di d he b u y f ive l o a ve s o f b r e a d e v e r y d a y ?
4. W h o m did he g i ve b r e a d ?
5. Do y o u like the m a n ' s i de a? -----------------------------------------------------
MR. BROWN A N D BLACKIE
Mr. B r o w n h a d a dog. T h e d o g ' s n a m e wa s Blacki e. Mr. B r o w n

w a n t e d his do g to l ea rn to do t r i c k s 2. He t o o k a s ti ck 3 a n d t h r e w 4 it.
B l a c k i e ran for the s ti ck an d b r o u g h t it b a c k 5 to Mr. Brown.
Mr. B r o w n t h r e w the s ti ck i nt o the r i v e r a nd said:
"Blackie, r un an d b r i n g me the s t ic k! "
But B l a c k ie did n o t r un for the stick. He s t o p p e d at t he river.
Then he l o o k e d at Mr. Brown.
Mr. B ro wn said again:
"Run, Blackie, run! Br i ng the stick!"
Bu t B l a c k ie did not run. Mr. B r o w n c o u l d n o t u n d e r s t a n d w h y
his d o g did n o t j u m p i nt o the w a t e r . B l a c k i e wa s n o t a fr a id o f
w a t er . He l iked to s wi m in the river.
T h e m Mr. B r o w n s a w a n o t h e r d og , a b i g w h i t e d o g in the
w a t e r. He h a d Mr. B r o w n ' s st ick in his m o u t h . T h e w h i t e d o g c a m e
out o f the w a t e r a n d r a n to a b o y n e a r t he r iv e r.
Th e boy said:
1debt - карз; долг

1to do tricks - найрангбозй кардан; проделывать трюки
3 stick - чуб, химча; палка
4 to throw [9rou] - партофтан; бросать
5 back [baek] - ба кафо; назад
154
"No, W h i t e y , that 's n ot y o ur stick. ". He t o o k it f r o m the dog.
" N o w go b a c k i nt o t he w a t e r a n d b r i n g y o u r s ti c k. Go, W h i t e y ,
go!" T he b oy w e n t up to Mr. B r o w n a n d said:
"I a m s or r y, m y d og t o o k y o u r st ick. Her e it is".
1. W ha t did Mr. B r o w n w a n t his d o g to l e a rn ?

2. W h a t d i d he do ? H o w did he t e a c h his d og ?
3. W h e r e d i d he t h r o w his st ic k?
4. W h y d i d n ' t B l a c k i e j u m p into the r i v e r?
5. W h a t d i d the o t h e r d o g d o ? -----------------------------------------------------
FOOTMARKS
Part one (by H. G. W ells)
I ran a l o n g the s tr eet . It w a s a b r i g h t d a y in J a n u a r y , b u t v e r y

cold. T h e s t r e e t s w e r e d i r t y a n d w e t 2.1 w a s c ol d a nd u n h a p p y now.
Th e p e o p l e c o u l d n o t see me, t h e y d i d n o t k n o w w h e r e I wa s . I w a s
an i nv i si bl e m an 3 w i t h o u t c l ot he s, b o o t s or o v e r a hat. C l o t h e s w er e
visible to I c ou l d not p u t on cl ot hes. A n d I w a s a f r a i d o f c r o w d 4. So,
o f course, t h e y s t o o d on m y f e et a n d p u s h e d 5 me w i t h t h e i r h a n d s
or the t h i n g s w h i c h t h e y h a d in t h e i r h a n d s . T h e y k n e w t h a t s o m e
t hi ng w h i c h t he y c o u l d n o t see, w a s n e a r t h e m , a n d t h e y t r i e s to
find it. O n ce t h ey a l m o s t c a u g h t 6 me.
S u d d e n l y a lit tl e w h i t e d o g ran o u t o f a h o u s e a n d c a m e
a l m o s t up to me. It c o u l d n o t see me , b u t it k n e w t h a t s o m e b o d y
wa s t he re . It b e g a n to j u m p a n d b a r k at me , I c o u l d see a nd I w a s
af ra i d o f it. So I t u r n e d r o u n d t he c o r n e r i nt o a n o t h e r s t r e e t a nd
the d o g ran a f t e r me. Bu t t h e r e w e r e so m a n y p e o p l e in t he s t r e e t
t h at I d i d n ' t k n o w w h a t to do. T h e c r o w d w as in f r o n t o f m e , a n d
b e h i n d me w a s the d og. T h e n at last I s aw w h e r e to go. I r a n up to
th e w h i t e s t e p s 7 o f a h o u s e an d s t o o d t he re . "I shall w a i t h e r e , t h e
pe opl e will soon pass" I thought .
' footmarks - изи пой; следы

2dirty and wet - чиркин ва тар; грязный и сырой
5invisible man - одами ноаён; невидимка
4crowd [kraud] - тудаи; толпа
5push - тела додан; толкнуть
6catch (caught, caught) - капидан; поймать, ловить
7steps - зинапоя; ступеньки
155
I t u r n e d a nd l o o k e d at t h e dog. It s t o p p e d a n d r a n h o m e . I
l o o k e d at the p e o p l e as t he y p a s s e d . N o b o d y c o u l d see me , o f
c our s e, I was invisible. I w a s n o t so u n h a p p y n o w , b u t I w a s v e r y
c o ld and 1 w a n t e d to go h o m e , w h e r e it w a s w a r m a n d dr y.
S u d d e n l y I s aw t w o s ma l l b o y s n e a r t h e st eps.
"Do y ou see t h e m ?" said one.
"S ee w h a t ? " sa i d t he other .
"Th o se f oo t ma rks . Y o u m a k e f o o t m a r k s like t ha t w h e n y o u
w a l k on we t g r o u n d w i t h o u t s h o e s or s t o c k i n g s " .
I l o o k e d d o w n a nd s a w m y f o o t m a r k s on th e c l e a n w h i t e steps.
" S o m e b o d y w i t h o u t s h o e s or s t o c k i n g s ha s g o n e up t h os e
steps", said the f ir st b o y , " a n d he h a s n ’t c o m e d o w n " .
"Look, T ed " , s aid the s m a l l e r b o y s u d d e n l y . " W h a t ' s t h a t? "
"Is it a foot?"
I l o ok ed down. M y f e e t w e r e w e t a n d d i r t y , a n d b e c a u s e t h
w e r e w e t a n d d i r t y , t h ey w e r e a l m o s t v i si bl e.
Answer the quesitons.______________________________________________
1. W hy was the invisible man cold and unhappy?

2. W h a t w a s he a f r a i d of?
3. W hy did the d o g j u m p a n d b ar k' ?
4. W h a t d i d t he b o y s s ee?
5. W h a t d i d the s m a l l e r b o y s ay s u d d e n l y ? ---------------------------------
FOOTMARKS
Part tw o
" W h a t shall I do ? " I t h o u g h t . " T h e y will f ind me n o w ! " "It's like

a foot", s ai d the b i g g e r b oy , "but it's no t a foot". A n d h e p u t o u t
his h a n d a n d b e g a n to w a l k u p th e s t e p s. A m a n s t o p p e d : " W h a t are
y ou t r y i n g to c a t c h? " he a s ke d. T h e n a g ir l s t o p p e d ; t h e n a w o m a n
w i t h a c h i l d t h e n t w o m o r e w o m e n a nd t w o me n.
T h e b o y ' s h a n d w a s a l m o s t at m y foot. At l a s t I s a w w h a t to
do. I j u m p c t l o v e r t he w a l l to the s t e p s o f th e n e x t h o u s e . B u t t h e
s m a l l e r boy saw my feet.
' bark [ba:k] - аккос задан; лаять
156
"The f eet h av e g o n e o v e r the w a l l " , he said. T h e b o y s ran
r o u n d to the s t e ps o f th e n e x t h o u s e a n d s a w m y n e w f o o t m a r k s
as I ran d o w n the s t e p s i n t o t he s tr e e t s . " W h a t ' s t he m a t t e r ? " s o m e
b od y ask ed . " W h a t ha s h a p p e n e d ? " "Feet! Feet! Lo o k ! T h e y are r u n
ning", said the boys. " T h e y h a v e g o n e to t he o t h e r s i de o f t h e
street".
T h e r e w e r e n ot m a n y p e o p l e in t he s t r e e t n o w . O n l y t w o or
t h r e e o f t h e m h e a r d t he b o y s a n d t u r n e d r o u n d to l ook.
T h e n e x t m o m e n t I w a s o f f d o w n t h e s t r e e t w i t h six or s e v e n
p e o p l e af t e r me. I w a s v e r y m u c h a f r a i d o f t h e m . I r a n f r o m one
s t r e e t to a n o t h e r : t h r e e t i m e s I c r o s s e d 2 to t he o t h e r side.
So o n m y f eet b e c a m e h ot a nd dr y. I c l e a n e d t h e m w i t h my
h a n d s , a nd t he y w e r e i n v i s i b l e ag a in . T h i s w as a l e ss on to me. I
m u s t n e v e r be w e t o r d i r t y . " I f I a m w e t a n d d i r t y " , I t h o u g h t , "I
shall be visible". S o o n a f t e r t h a t 1 f o u n d t ha t I w a s v i s i b l e w h a t I
a t e 3 s o m e t h i n g or w h e n I d r a n k t ea or m i lk . I h a d to d r i n k o n l y
w a t e r a nd e at n o t h i n g if, I w a n t e d to s tay i nv is ibl e .
A nswer the questions._____________________________________________
1. W ha t did the b i g g e r b o y do w h e n he saw s o m e t h i n g like a foot ?

2. How did the i n vi s i b l e m a n get to the s te ps o f the n e x t h o u s e ?
3. H ow did he r un a w a y f r o m the p e o p l e ?
4. W h a t did he do w h e n his f ee t b e c a m e h o t a n d d r y ?
5. W h a t d i d he u n d e r s t a n d a f t e r t h a t ?
6. Do you like the s tor y? W h y ? ---------------------------------------------------
A LACONIC ANSW ER
Th e city o f Spar ta w a s in L a co n i a , so p eo p l e s o m e t i m e s gave

t he S p a r t a n s t he n a m e Lacons. Th e L a c o n s n e v e r s p o k e m uc h, a n d
t hey t a u g h t t he ir c h i l d r e n n ot to use m o r e w o r d s t h an t h e y n e e de d .
" I f you listen mor e and speak less", t he y s ai d, "you will l e a r n m a n y
things. Pe o pl e t ha t t alk t oo m u c h are u s u a l l y not v e r y c l e ve r !" So,
it b e c a me a t r ad i ti on in L a c o n i a to try to use less w or ds . A n d e v e n
no w we say t hat an a n s w e r in not m a n y w o r d s is a l a c o n ic a ns we r.
1 I was off - давида мегурехтам; я убежал

! cross - аз куча гузаштан; переходить
’ eat (ate, eaten) - хурдан; есть, кушать
157
P h i l i p , t he k i n g o f M a c e d o n i a , h o p e d to b e c o m e th e k i n g o f
all Gr eece. He t o o k c ity a f t e r c it y, un t i l he c a m e to L a co n i a . W h e n
he w a s a l r e a d y n e a r S p a r t a , h e s e n t a l e t t e r to th e S p a r t a n s . "My
a r m y is t he b i g g e s t , a n d m y s o l d i e r s ar e th e s t r o n g e s t in the
w o r ds ", he w r o t e . " An d t he h i g h e s t c it y w a l l s c a n n o t s t o p t h e m.
Y o u m u s t o p e n y o u r d o o r s to me. I f y o u r e f u s e , t h e r e w i ll b e a w a r ,
a n d i f I w i n , all o f y o u wi ll die. S e n d y o u r a n s w e r to m e b e f o r e I
c a m e to Sp a rt a !"
A f t e r s o m e d a y s t he b r a v e S p a r t a n s s e n t P h i l i p an a n s w e r .
W h e n P h i l i p o p e n e d t h e l e t t e r , be f o u n d o n l y o n e w o r d in it. T h a t
w o r d w as " I f .
1 Laconic [lae'konik] L aconia [lae'kanija]

2 Spartans [ spa :t anz ] P h ilip ['filipj
3 Lacons ['leikanz] M acedonia [maeka'donija]
A n s w e r the q u e s t i o n s . _____________________________________
1. W h a t d id th e L a c o n s t e a c h t h e i r c h i l d r e n ?
2. W h a t d id P h i l i p w r i t e in h is l e t t e r to t he S p a r t a n s ?
3. W h a t w a s t he a n s w e r to h is l e t t e r ?
4. Do y ou l ike the a n s w e r ? ___________________________
HE MUST SWIM FOR H IS CLOTHES
O n e d a y a t e a c h e r r e a d an i n t e r e s t i n g s t or y to hi s c l a s s . It w a s
a s t or y o f a m a n w h o s w a m a r i v e r t h r e e t i m e s ' b e f o r e b r e a k f a s t .
All t he p u p i l s l i s t e n e d to the s t o r y , b u t n o b o d y a s k e d a n y q u e s t i o n s
a nd n o b o d y s aid a n y t h i n g a b o u t it.
B u t J o h n n y , one o f t he p u p i l s , t h o u g h t a li ttl e a n d s mi l e d .
T h e t e a c h e r t h o u g h t to h i m s e l f , " S o m e t h i n g is w r o n g w i t h m y
story". T h e n he d e c i d e d 2 to a s k J o h n y a q u e s t i o n .
"Do y o u t h i n k t h a t a g o o d s w i m m e r c o u l d n o t do t h a t ? " a s k e d
the teacher.
"No", a n s w e r e d J o h n y . "I t h i n k t h a t m a n y p e o p l e c o u l d do
t ha t. B u t w h y d i d n ' t he m a k e it f o u r t i m e s ? W h y d i d n ' t he ge t
b a c k 3 to the s ide w h e r e h i s c l o t h e s w e r e ? H e s w a m a w a y f r o m h is
clothes, d i d n ' t he?"
' swam a river three times - се маротиба шино карда гузаштан; переплыл реку три раза
2decide - карор додан, ба як карор омадан; решить, принимать решение
J get back - бардоштан; вернуться
158
"We ll ," a n s w e r e d the t e a c he r . " T h e s t o r y tel ls o n l y a b o u t a man
w h o s w a m a r i v e r t h r e e t i m e s . It d o e s n ' t say a n y t h i n g a b o u t his
clothes".
T h e n th e t e a c h e r s ai d to cl as s . "You see, c h i l d r e n , J o h n y
s h o w e d us t h a t s o m e t i m e s it is v e r y g o o d to t h i n k a b o u t w h a t y o u
have read or heard".
A n s w e r the q u e s t i o n s . _______________________________________________
I. W h a t w a s the t e a c h e r ' s s t o r y a b o u t ?
I 2. W h y d id J o h n n y s m i l e ?
3. W h a t w a s h i s a n s w e r to t h e t e a c h e r ' s q u e s t i o n ? ---------------------
HOW TO BECOME STRONG
O ne m o r n i n g A r a m sees in a n e w s p a p e r the p i c t u r e o f a b i g m a n
w h o s e n a me is Strongf or d. U n d e r the p i c t u r e t h e re are the w o r ds : "I
can t ea ch you h ow to b e c o m e the s t r o n g e s t m a n in the wo rl d".
A r a m a l w a y s w a n t e d to b e c o m e t h e s t r o n g e s t b o y in th e t o w n .
So he c ut s out the p i c t u r e . He s e n d s a l e t t e r w i t h h is a d d r e s s a n d
n a m e to Mr. S t r o n g f o r d o n N e w Y or k .
So on an a n s w e r c o me s . It is a n i c e f r i e n d l y l etter. Mr.
S t r o n g f o r d s ay s t h a t h e w il l tell A r a m h o w to b e c o m e so s tr o n g . B u t
his s ecr ets cos t t w e n t y d ol l ar s.
A r a m h a s no m o n e y . It is t r u e t h a t he s e l l s n e w s p a p e r s e v e r y
da y af t er s c ho o l , b u t t he m o n e y he g e t s is f o r f o o d a nd c l o t h e s . H e
d o e s n o t a n s w e r t he l e t t e r b e c a u s e h e d o e s n o t k n o w h o w to e x p l a i n
to Mr. S t r o n g f o r d t h a t h e h a s no m o n e y . F r i e n d l y l e t t e r s f r o m N e w
Y o r k a r r i v e e v e r y w e e k all t h r o u g h t h e w i n t e r a n d w p r i n g . In his
let ter s Mr. S t r o n g f o r d c al ls A r a m a c l e v e r boy. T h i s m a k e s A r a m
h a p p y . B ut in e v e r y l e t t e r Mr. S t r o n g f o r d al s o a sk s for m o n e y . T h e
sum is s m a l l e r n o w, b ut it is still too bi g for Ar a m.
In the e n d Mr. S t r o n g f o r d w r i t e s t ha t h e has d e c i d e d to t e ac h
all his secrets to a c le ve r b oy like A r a m for o nl y t hr ee dol l ars. A r a m
tells his un c le abo ut Mr. St r ongf or d. His u n c l e is s ur e t ha t th e ma n
does not k n o w a ny secrets. He says that A r a m is a f oo li sh boy. Still
he g i v e s A r a m thr ee d oll ar s . He s e nd s t h e m to Mr. St r o n gf o r d at once.
A f e w d a y s p a s s a n d A r a m g e t s a l e t t e r w i t h Mr . S t r o n g f o r d ' s
secrets. B ut t h e r e is n o t h i n g n e w in t h e m . He t e l l s A r a m to g e t up
e a r ly in the m o r n i n g , to go in for sp or t s, to go for l on g w a l k s a nd
to eat lots o f f ru it a n d v e g e t a b l e s .
159
to cu t - буридан e x p la in - ф а хмо н да до да н
to c o st - а рзидан sum - пул, м а бл аг
true - дуруст, рост fo o lish - ахмак, нодон
A n s w e r the q u e s t i o n s . ________________________
1. W h a t d o e s A r a m s e e in t h e n e w s p a p e r ?
2. W h a t d o e s he do w i t h t h e p i c t u r e ?
3. H o w m u c h do the s e c r e t s c o st ?
4. W h a t a re the s e c r e t s ? _________________
THE GOLDEN ARROW
L e g e n d s a b o u t R o bi n H o o d h a v e b e e n wel l k n o w n in E n g l a n d
for c en tu r ie s . He w a s t h e h e r o o f the p o o r p e o p l e a nd he a l w a y s
h e l p e d t h e m . W h e n the s h e r i f f s took the p o o r p e o p l e ' s m o n e y , a n d
the k i ng ' s s ol di e r s took t h e i r f ood, Ro b i n H o o d t o o k m o n e y a nd food
f ro m t h e r i ch a nd g a v e it to th e po o r . W h e n a n y p o o r m a n w a s in
d a n g e r , he c o u l d run to the g r e at f o r e s t w h e r e Ro b i n H o o d lived.
And the s o l d i e r s w e r e a f r a i d to f o l l o w a n y b o d y into the f or es t.
At l as t the s h e r i f f o f M o r t h a m p t o n , R o b i n H o o d' s g r e a t e s t
e n e m y 1, t h o u g h t o f a p l a n to m a k e R o b i n H o o d c o m e o ut o f t h e
forest. "We'll h av e a c o m p e t i t i o n 2", he said. " W h o e v e r ca n s ho o t an
a r r o w f a r t h e s t a n d b e s t wi ll r e c e i v e a g o l d e n a r r o w 3 as a p r i z e 4. I
a m sur e R o bi n H o o d will c o m e to the c o m p e t i t i o n . A n d t h o u g h w e
n e v e r h a v e s e e n h i m , we k n o w t ha t he ha s a b r i g h t g r e e n c o a t" .
O n t h e d a y o f t he c o m p e t i t i o n , h u n d r e d s o f p e o p l e c a m e to
N o r t h a m p t o n f r o m all the li t t le t o w n s n e a r t he city. T h e s h e r i f f a n d
his m e n l o o k e d e v e r y w h e r e , b u t t h e r e w a s n o b o d y t h e r e in a b r i g h t
gr ee n coat. A t t h e e n d o f the c o m p e t i t i o n , t h e s h e r i f f g a v e t h e
g o l d e n a r r o w to the w i n n e r - a s t r o n g y o u n g m a n in a r ed coat.
T h a t n i gh t s o m e b o d y s h o t an a r r o w into t h e s h e r i f f s w i n d o w .
T h e r e w a s a p a p e r r o u n d the h e a d o f t h e a r r o w , w i t h t h e s e w o r d s
on it: " Ro b in H o o d t h a n k s t h e s h e r i f f f or the g o l d e n a r r ow ".
A n s w e r the q u e s t i o n s . ________________________________________________
I 1. W h o w as Ro b i n H o o d ?
' enem y ['enimi] - душман; враг

1 a co m petition ['kompi'tifn] - мусобика; соревнование
:l golden arro w ['goulden ’aerou] - пайкони заррин; золотая середина
4 prize [praiz] - мукофот; приз
160
2. W h y w e r e the s o l d i e r s a f r a i d o f h i m ?
1 3. W h a t w as th e s h e r i f f s p l a n ?
4. W h o m d i d the s h e r i f f g i v e the g o l d e n a r r o w ? ________________
JANE EYRE
(by C harlotte B ronte)
Part I
( Ja ne Eyr e w a s an E n g l i s h girl. She w a s ten. Sh e h a d no

f a t h e r o r m o t h e r a n d s he l i v e d w i t h h e r u n c l e Mr.
Reed' s family. She w a s a v e r y n ic e gi rl , b ut Mr s. R e e d
a nd he r c h i l d r e n d id not l ike her. Mrs. R e e d a s k e d Mr.
B r o c k l e h u r s t to ta k e J a n e at his s c h o o l . H e r e a r e s o m e
st ori es ab ou t he r life).
" Jo hn Re ed is my c o us i n " , s ay s J a n e Eyr e. "He l ives w it h his

m o t h e r a nd his t w o s i s t e r in a v e r y l ar ge h o u s e . I h a v e n e i t h e r p a r
e nts nor s ist er s or b r o t h e r s a nd I live in Mrs. Reed' s family. J o h n is
a schoolboy. He is f o u r t e e n y e a r s ol d a nd I a m ten. I a m n o t a
schoolgirl a n d 1 h a v e no i d ea w h a t s c h o o l is. J o h n is l a r g e a n d p l u m p
a n d I a m s m a l l a n d t hi n. He e at s a lot o f m e a t a n d b r e a d , m a n y
c ak e s a nd s weet s . But his c h e e k s ar e v e r y pale. He d o e s not like to
go for wa lk s and he looks ill. He d o e s n o t l o v e e i t h e r h is m a m m a or
his sister. He only loves hi mself. J o h n b e a t s me m a n y t i m e s a d ay.
J o h n w e a r s n i c e c l ot he s : a w h i t e shi r t, d a r k t r o u s e r s , a j a c k e t a n d
a scarf. My d r es s e s a nd s t o c k i n g s are o f d a r k c o l o u r , I h a v e no n i ce
dr es ses at all. J o h n is v e r y h a p p y a nd I a m n ot h a p p y at all.
Part II
Mrs. R e e d a l w a y s w a y s t h a t I'm a b a d gi rl a n d s he d o e s not

w a n t to see me. O ne da y she tel l s me to go to the Red R o om . T h e
Red R o o m is a v e r y lar ge r o o m w i t h high c e i l i n g s a n d t wo l ar ge
w i n d o w s in it. T h e r e are d a r k r ed c u r t a i n s on t he w i n d o w s . T h e b e d
is m a d e o f red wo o d. It s t a n d s in t h e m i d d l e o f the r o o m . T h e c a r
pet s on t h e f l o o r a n d on t he w a l l s are red, too.
T h e r e is a t a b l e b y th e b e d w i t h a red t a b l e - c l o t h on it. T h e
w a r d r o b e , t he d r e s s i n g - t a b l e , t he p i a n o , th e c h a i r s , a n d t h e a r m
c h a i r s are m a d e o f red w o o d , too. T h e r e is a c l o c k on the wall a n d
a l ar ge p i c t u r e o f my d e a r u n c l e h a n g s on the wa ll . O n l y the pi l
l ows on the b e d are w h i te .
161
11—K-9367
Part III
It is a u t u m n . The da y is g r e y a nd cold. It is t we lv e o' cl oc k in

the a f te r n o o n . Mrs. R e e d s ay s a g a i n t ha t s he d o e s no t w a n t to see
me. T h e n she t e l l s the s e r v a n t to t a k e me to the R e d R o o m . T h e
w o m a n t a k e s m e by m y h a n d a n d we go a l o n g th e c o r r i d o r to t ha t
room. It is far f r o m th e o t h e r r o o m s a nd f r o m t h e k i t c h e n . T h e
w o m a n o p e n s the d o o r a nd t a k es me into a v e r y l ar ge c ol d r oo m. S h e
tells me to sit d o w n on the c ha ir a nd sit still. T h e n she g o e s o u t a nd
l e av e s me in the d a r k r oo m. I sit d o w n on t he c h a i r by t h e cold
f i r e pl a c e a nd l oo k to the left a n d t h e n to the ri ght . In f r o nt o f m e
is the bed. To the l ef t t h e r e are t w o w i n d o w s , to t h e r i g h t t h e r e is
a h i g h d a r k r e d w a r d r o b e . A v e r y l a r ge m i r r o r s t a n d s b e t w e e n t h e m.
I am cold. I s t a n d up a n d go to the d o o r, b u t it is shut. I am afraid.
I c o m e b a c k to by c h a ir a nd sit d o wn . I t h i n k o f m y g o o d u nc l e , Mr.
Re ed , wh o is d ea d now. I b e g i n to cry. It is h a l f p a s t four. T h e
a f t e r n oo n is grey. It is raining. M y h e a d is hot. I am cold a nd ill.
I. W h y d oe s J a n e live wi t h Mr s. R e e d ?
I 2. Do t h e y l ov e her ?
3. W h e r e d oe s Mrs. R e e d a l w a y s s e n d J a n e ? ____________________
WHAT IS WINTER?
O n e d a y Radj*, an I n d i a n b o y o f f ou r , w e n t u p to h i s f a t h e r
a nd a s k e d , " F a t h e r , w h a t is w i n t e r ? "
" W i n t e r . . . W i n t e r . . . It is w i n t e r w h e n e v e r y t h i n g is w h i t e w i th
sn ow: t he t r ee s, the h o u s e s , t h e s t r e e t s , the f i e l d s a n d b e a d o w s
a nd th e w o o d s . In w i n t e r the r i v e r s , l ak es a n d s eas b e c o m e ice
a n d . . . " H e r e Radj s t o p p e d his f a t h e r a n d sai d, " A n d w h a t is s n o w ?
An d w h a t is ice?"
R a d j ' s f a t h e r d id n o t k n o w h o w to a n s w e r .
"Well, m y b o y , s now, ice... Sn ow is w hi te a nd cold. Ice is
w h i t e - b l u e and cold too".
Radj di d n o t u n d e r s t a n d h is f a t h e r a nd a s k e d a ga i n.
" F a t h e r , b ut w h a t is c o l d ? I d o n ' t k n o w w h a t col d is".
A g a i n R a d j ' s f a t h e r h a d to t h i n k h o w to a n s w e r .
He said, "Cold is... cold is cold".
162
R a dj ' s f a t h er di d n ot k n o w h o w to e x p l a i n to his l i tt l e s on w h a t
w i n t e r is, b e c a u s e it is n e v e r c ol d in In d ia , it is a l w a y s h o t t h e r e ,
a nd e v e n in w i n t e r it is v e r y w a r m .
A n s w e r the q u es t i o n s . ________________________________________________
I. W h a t d i d Radj a s k hi s f a t h e r o n e d a y ?
I 2. C o u l d his f a t h e r a n s w e r R a d j ' s q u e s t i o n ?
3. W h y c o u l d n ' t he a n s w e r ? ---------------------------------------------------------
MEDICINE I OR A HEADACHE
P e o p l e go to the c h e m i s t ' s s ho p to bu y m e d i c i n e . T h e y b r i n g
t h e m e d i c i n e h o m e a n d t a k e it w h e n t h e y o r o t h e r m e m b e r s o f t h e
f ami ly are ill. T hi s s t or y is a b o u t an E n g l i s h m a n w h o l o o k e d for
s o m e m e d i c i n e bu t c o u l d not e x p l a i n w e ll t h a t h e w a n t e d .
O n e d a y a ma n w e n t i nt o a c h e m i s t ' s sh o p. He s a w t h e c h e m i s t
a n d a s k e d h i m , " H a v e y o u a n y t h i n g f or a h e a d a c h e ? " T h e c h e m i s t
said. "I h av e a v er y g o od m e d i c i n e " . T h e n he t o o k a s m a l l b o t t l e
f ro m a shelf. He h e l d it u n d e r the m a n ' s n o s e a n d o p e n e d it. T h e
m a n d i d n o t l ike it b e c a u s e t e a r s c a m e to his e y e s a n d r a n d o w n his
face. He c o u l d n ot s p e a k a n d he d i d n ot l ike the m e d i c i n e . " W h a t
did y o u do?" he s aid w h e n he c o u l d s p e a k a ga i n . "Well, I d i d n ' t do
a n y t h i n g b a d " , sai d the c h e m i s t . " Y o u w a n t e d s o m e t h i n g f or y o u r
h e a d a c h e , d i d n ' t y o u? T h a t m e d i c i n e h a s h e l p e d y o u , h a s n ' t it?"
"No, it h a s n' t " , s ai d t h e ma n. "I t' s m y w i f e t h a t h a s t h e h e a d a c h e ,
not me!"
"Oh, I'm so s or ry! " said the c he mi s t . " N e x t t i me p l e a s e tell
m o r e a b o u t t h e m e d i c i n e y o u w a n t . A n d I'll a sk y o u m o r e q u e s t i o n s
be fo r e g iv ing you s o m e th i n g " .
Answer the questions.--------------------------------------------------------------------
1. W h y do p e o p l e go to the c h e m i s t ' s s h o p ?
2. W h a t di d t h e E n g l i s h m a n w a n t to b u y ?
3. W h a t did th e c h e m i s t do?
4. W h o m did the E n g l i s h m a n w a n t to b u y t h e m e d i c i n e f o r ? -----
163
A STORY ABOUT JO SEPH TURNER
J o s e p h T u r n e r w a s a g r e a t E n g l i s h p a i n t e r . He h a s a d o g a nd
l ik ed h i m v e r y m u c h . O n e d a y the d o g fell d o w n a nd b r o k e his leg.
T u r n e r s en t for a d o c t o r . He d i d n ' t w a n t a v e t e r i n a r y a n d s e n t f or
t h e b e s t s u r g e o n 1 in London.
W h e n the d o c t o r c a m e , T u r n e r said: "D oc t or , I a m g l a d y ou
come. My d og ha s b r o k e n a leg. I k n o w t h a t y o u a re t oo g r e a t a d o c
t or for this w o r k , b u t , p l eas e, do it. It is so i m p o r t a n t for me". T h e
d o c t o r w a s a n g r y 2 b ut d i d n ' t s h o w it. N e x t d a y t h e s u r g e o n a s k e d
T u r n e r to c o m e to his h o u s e . "It m u s t be a b o u t m y d o g t h a t t he
d o c t o r w a n t s me to se e", t h o u g h t T u r n e r . W h e n T u r n e r c a m e to t h e
d oc to r' s h ous e, the d o c t o r sai d, "Mr. T u r n e r , I'm so g l a d to see you.
I w a n t to a sk y o u to p a i n t m y d o o r , I k n o w y o u a re t oo g r e a t a
p a i n t e r for t hi s w o r k , b u t , please, do it. It is so i m p o r t a n t for me".
A n s w e r the q u e s t i o n s . ________________________________________________
1. W h y d i d J o s e p h T u r n e r s e n d f or a d o c t o r ?
2. W h a t di d h e say to t h e s u r g e o n ?
3. W a s t he s u r g e o n a n g r y ? W h y ?
4. W h a t d i d the s u r g e o n a s k T u r n e r to do w h e n he c a m e to his
h o u s e ? _________________________________________________________
THE POOR CAT
An E n g l i s h m a n h a d a c at w h i c h he l o v e d v e r y m u c h . He
o r d e r e d t he c o o k to g i v e the c a t a p o u n d o f m e a t e v e r y d a y , b u t
t h e c at g r e w t h i n n e r a n d t h i n n e r ’.
O n e m o r n i n g t h e m a n n o t i c e d t h a t th e p o o r c at w a s a s h a d o w
o f its f o r me r self. He c a l l e d the c o o k a nd as k e d : "Do you g i ve the
cat its p o u n d o f m e a t e v e r y d a y ? " " O f c o u r se 1 di d", the c o o k
a n s w e r e d . T he cat 's o w n e r d i d n ' t b e l i e v e hi m. " Yo u are lying", h e
said, "y o u p u t the m o n e y in y o u r o w n p o c k e t or y o u eat the m e a t
y ou r s e lf , y ou , g r e e d y dog. B r i n g me t he s c a l e s 4 a n d we s h a ll see!"
T h e y w e i g h e d 5 the cat. It w as j u s t o ne p o un d .
1surgeon - чаррох; хирург

! to be angry - кахр кардан, дар газаб шудан; сердиться
1thiner - логартар мешуд; худеть
4 scales - тарозу; весы
! to weigh - бар кашидан; взвешивать
164
"Th e re " said the co o k , " y o u c an se e n o w t h a t I g a v e h im his
p o u n d o f meat". "Well", s a i d t h e m a n , "i f t h a t is t h e p o u n d o f
m e a t w h e r e is t he c at t h e n ? "
A n s w e r the q u e s t i o n s . __________________________
I. W h a t di d the E n g l i s h m a n o r d e r the c o o k ?
I 2. W h a t h a p p e n e d to t he ca t?
3. Did the c oo k eat the m e a t h i m s e l f ? _____
MIDAS'
O n c e t h e r e l i ve d a k i n g w h o s e n a m e w a s Mi da s. He w a s v e r y
f on d o f gold, he l o v e d it b e t t e r t h a n a n y t h i n g e l s e in th e w o r l d ,
e x c e p t his d a u g h t e r . O n c e w h e n he w a s e n g a g e d 3 in c o u n t i n g his
m o n e y a s t r a n g e r 4 c a m e i nto t he r o om and said: " Mi d a s , y o u a r e t he
r i c h e s t m a n in the w o r l d . A nd are y o u h a p p y ? " " No , I a m n ot ",
a n s w e r e d M i d a s , "I shall n e v e r b e h a p p y u n t i l e v e r y t h i n g 1 t o u c h
b ec om es gold". "You will h a v e w h a t y ou w i s h ! " s a i d t h e s t r a n g e r .
T he n e x t m o r n i n g w h e n M i d a s w a s d r e s s i n g 5, his c l o t h e s t u r n e d
into gold. He sat d o w n to h a v e b r e a k f a s t . His d a u g h t e r w as b e s i d e s
him. M i d a s p u t his c up to his m o u t h , t he c o f f e e b e c a m e h a r d a n d
yellow. He w a s a f r a i d o f it. " W h a t ' s t h e m a t t e r w i t h y o u , F a t h e r ? "
a s k e d h is d a u g h t e r a n d r an to h e r f a t h e r a n d t o o k h is h a n d , b u t
she also t u r n ed to gol d. " N o w I h a v e l ost my d a u g h t e r " , c r i ed
Midas. S u d d e n l y he h e a r d the s t r a n g e r ' s v oi c e: " M i d a s , w h a t do y o u
w a n t now: g ol d or y o u r d a u g h t e r ? " " Gi v e me b a c k m y child! I shall
n e v e r w a n t g ol d a g a i n " , a n s w e r e d M id a s. "Go to the r i v e r a n d b r i n g
s o m e w a t e r a n d p o u r it o v e r y o u r d a u g h t e r " . M i d a s d id e v e r y t h i n g
the s t r a n g e r t o ld h i m a n d h is d a u g h t e r r e t u r n e d to life. M i da s
u n d e r s t o o d t h a t g ol d w a s n ot th e m o s t i m p o r t a n t t h i n g in the w o r l d .
A n s w e r the q u e s t i o n s ._______________________________________________
I 1. W h a t w a s M i d a s f on d of?
1Midas - подшохи Осиёи Хурди кадим; царь древней Малой Азии

1 to be fond of - дуст доштан; любить
5 to be engaged in - банд будан: заниматься
4 stranger - ношинос; незнакомец, посторонний человек
! was dressing - либос мепушид; был одет, оделся
165
2. W h a t d i d t h e s t r a n g e r t el l h i m ?
3. W h a t h a p p e n e d to M i d a s o ne m o r n i n g ?
4. Di d he w a n t m o r e g o l d ? ______________
ELIZA RUNS AWAY WITH HER SON
B y H arriet B eecher S tow e
Part One
Mr. S h e l b y ha d a l ar ge p l a n t a t i o n a n d m a n y s l a v e s * , b u t he
n e v e r h a d e n o u g h m o n e y . So he ha d to a sk p e o p l e to l end h im s ome .
A m a n w h o s e n a m e w as H a l e y o f t e n l ent h i m m o n e y . Y e a r a f t e r
y e a r p a s s e d , b u t Mr. S h e l b y c o u l d n ot p a y his m o n e y back.
O ne da y H a l e y c a m e to Mr. S h e l b y ' s h o u s e a nd s ai d, " I f y o u
d o n ' t p a y b a c k m y m o n e y , I will t a k e y o u r h o u s e a n d s l a v e s f ro m
yo u and sell t hem".
Mr. S h e l b y s ol d e v e r y t h i n g he c o u l d , b u t e v e n t h e n t h e r e w a s
n ot e n o u g h m o n e y , so he ha d to gi ve H al e y s om e sl ave s. H a l e y
w a n t e d to t a k e a s l a v e w h o s e n a m e w a s U n c l e T o m a nd a l ittle
s l a ve b o y w h o s e n a m e w a s H a r ry . H a r r y w a s the c h i l d o f Eliza, a
s l a ve w h o w o r k e d for Mrs. S h e l b y in the h ou s e. Mr. S h e l b y d id no t
w a n t to g i v e U n c l e T o m a nd H a r r y to H a l e y , b u t he h a d to as he
wa s in H a l ey ' s hands.
Part Two
In t h e e v e n i n g Mr. S h e l b y told his wi f e a b o u t it. El iz a w h o was

in t he n e x t r o o m , h e a r d h i m. S h e d id n o t k n o w w h a t to do. S h e
l o v e s h e r l it tle son v e r y m u c h, a n d she w a s a f r a i d to l os e him.
T h e n s he t h o u g h t o f a plan. H er h u s b a n d G e o r g e , w a s n ot one
o f Mr. Shel by's slaves. He h a d a n o t h e r m a s t e r , a v e r y b a d m a n . So
G e o r g e w a n t e d to r un a w a y * to the N o r t h w h e r e he c o u l d be a free*
ma n. Eliza k n ew this, a n d he r p l a n w a s to r u n a w a y w i t h h e r c h il d.
" I f I can c ro ss the Oh io Ri ve r *, Ha l e y will n o t c a t c h me ", s h e
t h o u g h t . " Th e r e are g o o d p e o p l e t h e re w h o wi ll h e l p m e , I a m s ur e".
So she t o o k a pe n a nd w r o t e q u i c k ly : " Oh, Mis tr es s, m y
Mi st r ess, 1 k n o w w h at M a s t e r is g o i n g to do t o m o r r o w . I a m g o i n g
to r un a w a y w i t h my b oy ".
166
T h e n s he w e n t to g e t H a r r y , w h o was a sl ee p. T h e c h i l d b e g a n
to cr y, b ut E l i z a said to h im , "Listen, dear ! A b a d m a n is c o m i n g
to ta k e l ittle H a r r y a w a y f r o m his m o t h e r . B u t M o t h e r d o e s n ' t w a n t
to lose h e r little boy. S h e is g o i n g to r u n a w a y w i t h h e r d e a r l it t l e
H a rr y . I f we r un q u i c k l y , he w o n ' t c a t c h us". T h e b o y s t o p p e d c r y
ing, a nd El i z a d r e s s e d him. S h e p u t his w a r m e s t c l o t h e s on h i m a nd
g oo d boots a nd st ockings.
Part Three
T h e n s he t o o k h i m in h e r a r m s a n d w e n t o u t into t h e c ol d
night.
El iza w a l k e d all n i g h t a n d all t h e n e x t d ay . She s t o p p e d o n l y
for a m o m e n t in t h e m i d d l e o f t h e d a y at a f a r m . A w o m a n g a v e
h e r a n d h e r c h i l d s o m e t h i n g to eat. It w a s l ate, b u t n o t d a r k , w h e n
she c a m e to a s m a l l t o w n n ot far f r o m t h e O h i o R i v e r . S he h o p e d
to c ro ss the r i v e r at this pl a ce .
"Is t h e re a b o a t w h i c h t a k e s p e o p l e to the o t h e r s id e o f t h e
r i v e r n o w ? " she a s k e d a w o m a n . "Oh, no", s ai d the w o m a n . " T h e r e
are no b o at s now. T h e ice is g o i n g d o w n the r i v e r n ow". El i z a was
u n h a p p y . H a r r y w a s v e r y t i r e d a n d he b e g a n to cry.
" T a k e h i m i nto the r o o m " s a i d the w o m a n . S h e o p e n e d the
d o o r into a smal l room. E l i z a p ut the c h i l d on the be d a n d s o o n he
was asleep,. T h e n she w e n t to th e w i n d o w a n d l o o k e d at th e r iv er .
T h e r e w e r e g r e a t p i e c e s o f ice in it. " H o w can I ge t to o t h e r s ide?"
she s ai d ag ai n a nd a ga in. "I m u s t ge t o v e r t h a t r i v e r w i t h m y c h i l d
b e f o re t o m o r r o w m o r n i n g c o me s ".
(To be con tin ued)
H a r r i e t B e e c h e r S t o w e ['haeriat 'bi: tjar stou]
a slave [sleiv] - гулом

to run aw ay - гурехтан
free - озод
O h io R iver - дарёи О г айо
A n s w e r the q ue s t i o n s ._____________________________________
I. W h y did Mr. S he l by ask p e o p l e to l end h i m m o n e y ?
I 2. W h o m did H a l e y w a n t to t ak e ?
167
3. What w as E liza's plan?
1 4. W h e r e d i d s h e run a w a y ?
ELIZA RUNS AWAY WITH HER SON
Part Four
(To be con tin ued)
Mr. H a l e y w as v e r y a n g r y w h e n he h e a r d a b o u t El i z a .
Mr. S h e l b y w a s a n g r y too, b e c a u s e H a l e y s ai d to h i m, " Yo u t old the
girl to r u n a w a y , S h e l b y , y o u d i d n ' t w a n t to sell the boy".
So Mr. S h e l b y h ad to tell t w o o f his slaves, S a m a n d A n d y , to
h elp Mr. H al e y to find Eliza. He s e n t t h e m to the f i e l d s to ca tc h
t h r e e h or se s. But Sa m a n d A n d y w a n t e d to g i v e E l i z a m o r e t i m e to
r u n a w a y ; so t h e y r an a f t e r t he h o r s e s a n d s h o u t e d 1. A f t e r t h a t , o f
c our se, it w as d i f f i cu l t to c a tc h t he m. W h e n at l a st e v e r y t h i n g was
r e a d y , Ha l e y said, " Sh e w e n t to t he O h i o , I'm sur e. T h e r e a re
p e o p l e t h e r e w h o h e l p s l a v e s to r un a w a y f r o m t h e i r m a s t e r s . W e
shall go t he re as q u i c k l y as we can".
Part Five
It w as a l m o s t d a r k w h e n t h e y got to the s m a l l t o w n n e a r t h e
Ohi o River, w h e r e H a l e y h o p e d to find Eliza.
" She c a n' t c r o ss the r i v e r " , said Haley. "Lo o k at the ice. We'll
find he r h e r e". S u d d e n l y S a m , w h o w a s in f ro nt o f H a l e y a nd
A n d y , s aw El iza at one o f t h e w i n d o w s o f the l it t l e h o u s e n e a r the
river. He s h o u t e d 1 a nd El iz a h e ar d him. "Oh, t h e y h a v e f o u n d m e " ,
she t h o u g h t . She d i d n ' t k n o w w h a t to do , a n d t h e r e w a s to t i m e to
thi nk. T h e p o o r w o m a n t o o k up2 the c hi ld , a nd r an o u t o f t h e r o o m
to the r i ve r. T h e n H a l e y s aw her. He j u m p e d o f f his h o r s e , s h o u t
ed to S a m a n d A n d y a n d r a n a f t e r her . E l i z a j u m p e d on a g r e at
piece o f ice. B u t she d id n o t s ta y on t ha t p i e c e o f ice for a m o m e n t .
She j u m p e d to a n o t h e r p i e c e , to a n o t h e r a n d a n o t h e r . She fell, b u t
got up on he r f eet a ga i n. She lost h e r s ho es , a n d t h e ice c ut he r
feet. But s he d i d n ' t s top j u m p i n g a nd at l ast s he got to th e o t h e r
side. T h e r e a m a n h e l p e d h e r to ge t o u t o f th e w a t e r .
' shout - гавго бардоштан; кричать

- take up - бардоштан; поднимать
1 jump off - ча\идан; прыгать
168
A n sw e r the q uestions
1. W h y w a s Mr. S h e l b y a n g r y ?
2. W h a t d i d S am a nd A n d y d o ?
3. W h y d id S am s h o u t w h e n he s a w E l i z a?
4. H o w did El iz a get to the o t h e r side?
5. Do y ou like this s to ry ? _________________
NO WONDER HE WAS AFRAID
Mr. B r ow n l iv ed in a v e ry q u i e t p la c e. O n e d a y w h e n it w a s
v e r y late he w a s on his w a y h o m e . He w as a l o n e on the d a r k road.
S u d d e n l y he h e a r d s o m e b o d y b e h i n d h i m a nd h e t h o u g h t t h e m a n
was f oll owi ng' him. He b e g a n to w a l k f a s t e r 2. T h e m a n b e h i n d h i m
w a l k e d f a st er too. Mr. B r o w n w a l k e d s l o w e r 1 a n d t h e m a n w a l k e d
sl ower, too. He b e g a n to r un a n d t h e m a n r a n a f t e r h i m t oo. N o w
Mr. B r o w n w a s sur e t he m a n w as f o l l o w i n g hi m. T h e r e w a s a w al l
on one side o f t h e r o a d a n d Mr. B r o w n c l i m b e d up on it a n d j u m p e d
on the o t h e r side. " I f he p a s s e s a nd d o e s n ' t s to p ", he t h o u g h t ,
" e v e r y t h i n g will be all right". B ut t he m a n d i d n ' t p a s s . T h e n Mr.
B r o w n s t o o d up a n d s h o u t e d . " W h a t do y o u w a n t , w h y ar e y o u f o l
l o w i n g m e? " T he m a n w as so t i r e d t ha t it w a s d i f f i c u l t f or h i m to
speak. T h en he s ai d "I h a v e to go to Mr. W h i t e ' s h o u s e , b u t I d o n ' t
k n o w th e w a y " . A m a n at t he s t a t i o n t ol d m e t h a t y o u l i ve n e x t
d o o r 4 to Mr. W h i t e , a nd he told me to f o l l o w you. P l e a s e tell me , do
y ou a l w a y s h a v e s o m e sort o f j u m p i n g e x e r c i s e s at n i g h t or do you
a l w a y s go h o m e like this?
A n s w e r the q u e s ti on s ._______________________
1. W h e r e did Mr. B r o wn live?

2. W h a t d i d he s u d d e n l y h e a r ?
3. W h a t d i d the ma n b e h i n d h i m do?
4. W h y did Mr. B r o w n s h o u t at the m a n ?
5. W h a t did the m a n a n s w e r ? ----------------
1the man was following - пайгир шудан; последовать

1 faster - тезтар; скорый
’ slower - охисгатар; медленно
4 next door - дари хамшафат; рядом, по соседству
----------------------------------------------------------------------------------------------------------------- 169
PLAYS AND SONGS
NO TIME TO WASTE
Persons
D octor V ine - a b u s y d oc to r .
Mr. L ester - one o f his friends.
Place: D o c t o r V i n e ' s r o o m in his o w n h ous e.
( D o c t o r V i n e is s i tti ng at a t ab le wi t h s o m e p ap er s. L e s t e r r u n s
i nto the r oom. He h a s b l a c k m a r k s ' on his f ace a nd h a nd s ) .
Vine: T h i s is t he w r o n g t i me o f the d a y to c o m e to see me.

Lester: I j u s t w a n t e d to...
Vine: E v e r y o n e a l w a y s "j us t w a n t s " s o m e t h i n g or ot he r. I a m
going out. W h a t h a v e y o u d o n e to y o u r f ace a n d h a n d s ? H a v e y o u
h ad a f i g ht w i t h s o m e o n e ? At y o u r a g e ? Y o u m u s n ' t do t h a t k i n d
o f thing. H o w ' s y o u r h e a r t ? I'll j u s t l isten to it. T a k e y o u r c o a t off,
please.
Lester: But y o u d o n ' t n e e d to do that.
Vine: Oh, yes, I do. A r e y o u t r y i n g to t e a c h me m y b u s i n e s s ?
T a k e y o u r c o a t o f f at once.
Lester: I won't .
Vine: Oh, yes you will. T a k e y o u r c o a t o f f w h e n I tell you. I
k n o w m y o w n b u s i n e s s 2 b e st , a n d I've no ti me to w as t e .
Lester: I w o n ' t ta k e it off. I o nl y w a n t .. .
Vine: I f y o u d o n ' t t a k e it off, I will, I ' m a b u s y m a n . ( He pulls
Lester's coat off). N o w sit d o w n t h e r e on t h at ch ai r.
Lester: Y o u d o n ' t u n d e r s t a n d . 1 j u s t w an t .
Vine: Sit d o w n a n d d on 't t alk. ( He p u l l s L e s t e r d o w n on the
chair). T h a t ' s b e t t er . N o w d on 't mo v e .
Lester: But...
Vine: A n d d o n ' t t alk. (Listens). Hm! Hm. D o e s y o u r h e a r t
a l w ay s go so fast? Y o u m u s t t a k e a r e s t , m y d ea r.
L ester ( p ut t i n g his c oat on): I a m s o r r y to h e a r t ha t. I c a m e
h e re to as k y ou to c o m e to m y h o u s e n e x t w e e k . A n d w h e n I c a m e
to y o u r h o u s e I f o u n d t h at it w a s on f ir e3.1 j u s t w a n t e d to tell you...
1black marks - догхои сиёх; чёрное пятно

2 my own business - кори худам; моё дело
5 it was on a fire - дар оташ; огонь, пламя
1 7 0 ------------------------------------------------
TOM SAWYER
A fter Mark T w ain
S cen e 1
Tom w h ite w a s h e s the fence
Persons
A unt P olly
Tom Saw yer - A u n t P o l l y ' s n e p h e w .
B en R ogers T o m ' s f r i en d s
Jim H olls
Place: T h e s t r e e t in f r o n t o f A u n t P ol l y ' s g a r de n .
( T o m b e g i n s to w h i t e w a s h a l o n g fe nc e. T h e n J i m w i t h a tin p ai l ,
c o m e s out o f the gat e s i n g i n g a song).
Tom: J i m , will y o u w h i t e w a s h a little w h i l e I'll f e t ch t h e wa t er .

Jim: I c an 't , M a s t e r T o m . O l d M i s s i s t o l d me to b r i n g the
w a t e r a nd n o t to stop. She s aid i f T o m a s k e d y o u to w h i t e w a s h , go
a l o n g a nd m i n d y o u r ow n b u s s i n e s s .
Tom: Oh, n e v e r m i n d , t h a t 's the w a y s he a l w a y s t a lk s . P u t t h e
b u c k e t h er e. I'll c o m e in a m i nu t e . She d o e s n ' t e v e n k n o w .
Jim: Oh, d o n ' t , m a s t e r T o m . D o n 't pull t he b u c k e t . P l e a s e
d o n 't To m. ( T o m p u l l s the b u c k e t a nd J im p u l l s it b a c k) . T h e o ld
missis will t a k e m y h e a d off.
Tom: She! She n e v e r t o u c h e s a n y b o d y . S h e t al ks a w f u l , b u t
t a lk d o e s n ' t hur t. J i m , I'll g i v e y o u a w h i t e m a r b l e 1. ( Ji m b e g i n s to
hesitate).
W h i t e m a r b l e , Jim!
Jim: Me! T h a t ' s a w o n d e r f u l ma r bl e ! But, M a s t e r T o m , I a m
a w f u l l y a f r a i d o f the old missi s. ..
( J i m t a k e s t h e b r u s h to w h i t e w a s h . A u n t Pol l y e nter s) .
A unt Polly: Well, w h a t are y o u d o i n g h e r e , J i m ?
( S h e s t r ik e s J im w i t h the s li p p e r. J i m t a k e s his b u c k e t a n d r un s
a wa y. T o m b e g i n s to w h i t e w a s h . Au nt Po l ly goes a w a y smi li ng. Ben
R o g e r s e nt e rs eating' an apple. T o m pays no a t t e n t i o n to Ben).
Ben: Hello, old ch a p, y o u g ot to wo rk .
Tom: O h , it's you, Ben! I am n ot n o t i c i n g 2 you.
1a white marble - мармари сафед; белый мрамор

2to notice - дида мондан; замечать, обращать внимание
171
Ben: I am g o i n g for a s wi m. D o n 't y ou w a n t to go? B u t o f
cour se , y ou h a v e a w o r k to do.
(T o m looks at the boy).
Tom: W h a t do y ou call w o r k ?
Ben: I s n 't t h a t w o r k ?
Tom: Well, m a y be it is, a n d m a y be it isn't. All I k n o w , it
s uits T o m S a w ye r .
Ben: Oh, you d o n ' t m e a n to say t hat y o u like it?
Tom: Well, I d on 't see w h y I s h o u l d n ' t like it. D o e s a boy
w h i t e w a s h a f e n c e e v e r y day!
( Be n st ops e a ti ng his a ppl e , w a t c h e s T o m a n d g e t s m o r e
i nt erest ed).
Ben: T o m , let me w h i t e w a s h a little.
Tom: No, no, I t h i n k it w o n ' t do Ben. Y o u see A u nt Po ll y is
v e r y p a r t i c u l a r a b o u t t hi s f e n c e it m u s t me d o n e v e r y c a r e f u l . 1
t h in k t h e re is one b oy in a t h o u s a n d . M a y be t w o t h o u s a n d , t h a t
can do it the w a y it m u s t be d o n e .
Ben: No - is t ha t so? O h , let m e j u s t try. O n ly j u s t a little. I'd
let y ou , i f y o u w e r e m e , Tom.
Tom: Ben, I'd like to, but A u n t Po ll y. . . Wel l, J i m w a n t e d to
do it, bu t she d i d n ' t let h i m. S id w a n t e d to do it, a n d she d i d n ' t let
him. N o w y ou see h o w I'm f i x e d ? I f a n y t h i n g h a p p e n s to it ...
Ben: Oh, T o m , let me try. I'll be c ar ef ul . I'll g i ve y ou my apple.
Tom: Well, Ben. But I'm a fr a id.
( T o m g i v e s up the b r u s h a nd t a k e s t he a p p l e . Ben b e g i n s to
w hi t e w a s h ) .
MONDAY MORNING
S cen e II
P ersons
A unt P olly
Mary, h e r n i e c e
Sid, Tom Saw yer, h e r n e p h e w s
Place: A r o om in A u nt Po lly 's h ous e.
(Tom is sitting in his bed. M o n d a y m o r n i n g T o m as usual is t r yi ng

to find s ome exc us e for s ta yi ng h o me from school. He b e g in s to
172
inspect his sore toe and then starts groani ng'. Sid sl eeps in a no t he r
bed, but he does not hear. T o m g r oa ns l oude r and louder).
Тош: Oh, Sid, Sid! (Sid y a w n s 2 a nd s t a r e s at T o m) .

Sid: Tom! Say, Tom! (No ans wer ) . W h a t ' s t h e m a t t e r , T o m ?
(Sid s h a ke s him a nd looks at his face).
Tom: Oh, d on ' t, Sid, d o n ' t t o u c h me!
Sid: W h y , w h a t ' s t h e m a t t e r , T o m ? I m u s t call aunt ie.
Tom: No, n e v e r mi n d. It will be o v e r b y a n d b y, m a y be. D o n 't
call a n y b o d y .
Sid: B ut , I mus t. D on ' t g ro a n so, T o m , it's awf ul . H o w long
h a v e y o u b e e n t hi s w a y ?
Tom: Hours. A h , A h , Ah! Oh, d o n ' t s h a k e me so, Sid, you'll
kill me.
Sid: T o m , w h y d i d n ' t y o u w a k e m e s o o n e r ? O h , T o m , don't!
T o m , w h a t is t h e m a t t e r ?
Tom: I f o r g i v e 1 y o u e v e r y t h i n g . Sid. (Groans). E v e r y t h i n g
y o u 'v e d on e to me. W h e n I a m g o n e 4.
Sid: Oh, T o m , a re y o u d y i n g ? Don' t, T o m - oh , don't. Ma ybe.
Tom: A f o r g i v e e v e r y b o d y , Sid (Groans). Tell t h e m so a n d g i v e
m y c at w i t h o n e e y e to t h a t n e w girl t ha t c o m e s to t o w n , a n d tell
her...
( Si d r un s a wa y . In a m i n u t e Sid, A u n t P ol ly , a n d M a r y e nt er ) .
Sid: Oh, A u n t Po ll y, come! T om is dying!
A un t Polly: Dying!
Sid: Yes.
A un t Polly: No n s e n s e ! I do n' t b e li ev e it! (to T o m) T o m, Tom!
W h a t ' s t he m a t t e r w i t h y o u ?
Tom: Oh, a u n t i e , I am ...
A unt Polly: W h a t ' s t h e m a t t e r w i t h y o u , my c h i l d ?
Tom: O h , a u n t i e , m y sore toe is mor ti fi e d' !
Mary: Poor Tom!
( A u n t Pol ly si nk s d o w n into a c h a i r a nd l a u gh s a little, t h e n
cries a little, t h en d oe s b o t h t o g e t h e r ) .
A unt Polly: N o w , T o m , y o u s h u t up t ha t n o n s e n s e .
( T om stops gr oa ni ng . He feels a little foolish).
1 to g ro an [groun] - нола кардан; тяжело вздыхать, стонать

2 to yaw n [join] - хамёза кашидан; зевать
3 to forgive [fa'giv] - бахшидан; прощать
4 w hen I am gone - вакге ки ман мемурам; когда я умру
----------------------------------------------------------------------------------------------------------- 173
TOM GETS ACQUAINTED WITH BECKY
Scen e III
P ersons
Mr. D O BBIN S, a school t e a c h e r

B ecky T hatcher
Tom Saw yer
Tom's C lassm ates
Place: c la ssr oo m
(Mr. D o b bi n s c o nd uc t s a lesson. T he p u p i l s sit at t h e i r de sks .

T h e r e is o n l y one v a c a n t p l a c e on the gi rl 's side. T h e r e a k n o c k
at the do o r . T he d o o r o p e n s a nd T o m c o m e s in).
Mr. Dobbins: T h o m a s S a w y e r !
Tom: Sir!
Mr. Dobbins: C o m e up her e. N o w , sir, w h y a r e y o u l at e a g a i n,
as usual.
Tom: S t o p p e d to t a l k w i t h H u c k l e b e r r y Fi nn.
( T h e t e a c h e r s ta re s at h i m h e l p l e s s l y ) .
Mr. Dobbins: Y o u - y o u d i d w h a t ?
Tom: S t o p p e d to t a l k w i t h H u c k l e b e r r y Fi nn .
Mr. Dobbins: This is the most ast ou n di ng confession. I have lis
tened to. T a k e o f f your j a c ke t. ( Th e t e a c h e r g i v e s h i m a h ar d w h i p
ping). No w, sir, go a nd sit wi th the girl and this be a w a r n i n g to you.
( T o m sits w i t h t h e girl a nd she t u r n s a w a y f r o m h i m. T o m p u t s
a p e a c h in f r o nt o f h e r b u t s h e t h r o w s it a w a y . T o m b e g i n s to d r a w
h i d i n g his w o r k w i t h his h a n d . She t ri es to see th e p i c t u r e) .
Becky (in wh i sp e r ) : Let m e see it. I like this hou se . I t ’s n i c e -
m a k e a ma n.
Tom: I'll try. ( D r a w s a nd g iv e s the p i c t u r e to t he girl).
Becky: It's a b e a u t i f u l m a n - n o w m a k e m e c o m i n g a l on g .
( T o m c o n t i n u e s to dr aw. T h e n he g i v e s the p i c t u r e to the girl).
Tom: Do you like it?
Becky: It's e ve r so nice. - I w i s h I c o u l d dr aw.
Tom: It's easy. I'll t e ac h you.
Becky: Oh, will y o u ? W h e n ?
Tom: At noon. Do y o u go h o m e to d i n n e r ?
Becky: I'll s ta y i f you will.
Tom: Good. W h a t ' s y o u r n a m e ?
Becky: B e c k y T h a t c h e r . W h a t ' s y o u r n a m e ? O h , I kno w. It's
T h o m a s S a w ye r .
Tom: But y ou m a y call me T o m , will y o u ?
Becky: Yes.
174
( N o w T o m b e g i n s to w r i t e s o m e t h i n g h i d i n g t he w o r d s f ro m
the girl. But t his t i me she b e g s to see).
Becky: T o m , let me se e w h a t y o u h a v e w r i t t e n .
Tom: O h , it is not a n y t hi n g .
Becky: Yes, it is.
Tom: No, it i s n ’t. Y o u d o n ' t w a n t to see.
Becky: Yes, I do, i n d e e d I do. P le a se , let me.
Tom: You'll tell.
Becky: I won' t. I w o n ' t tell a n y b od y .
Tom: Oh, y o u d o n ' t w a n t to see!
Becky: N o w , I'll see.
( S h e p u t s h e r h a n d u p o n his. T h e n T o m l ets h is h a n d s l i p b y
d e g r e es till t he se w o r d s are seen: "I l ove you") .
Tom (reads): I love you.
Becky: Oh, you b a d th in g ! ( S h e hi ts his h a n d , b ut she l oo k s
pleased).
DA N S BIRTHDAY
S cen e I
P ersons
Dan - t h e h o s t
Ann, his little si st er
Nick, Dick, Sue, El, P ete - g ue st s.
Pl ac e - D an ' s room.
(A tabl e is laid f or tea. D a n a nd hi s s i s t e r are d r e s s e s in t h e i r b e s t

a nd w a i t i n g f or the g u e st s to c o m e ) .
E n t e r g ue st s.
G uests (in chor us ) : H a p py b ir thda y! He llo, Dan! G l a d to see
you, little Ann.
( T h e y all t u r n to l itt le Ann. O n e o f t h e g u e s t s p a t s h e r on
head).
Dan: C o m e r ig h t in, friends! Hello, Nick! El a n d S u e a n d P e t e
and Dick!
El: H e r e ' s a p r e s e n t , D a n, a h a r e.
Sue: A nd a little g r i zz l y bear.
Nick: H o pe y o u like s hi n in g star.
Dick and Pete: A n d o u r s ty li s h little car.
Dan: T h a n ks ! I 'm as h a p p y as c a n be! Le t ' s all h a v e a c u p o f
tea. T a k e y o u r s et s, f ri e nd s , El w i t h N ic k ,
S ue w i t h P et e a n d A n n w i t h D i ck .
175
Scene II
(All the c h i l d r e n a re s i t t i n g at t he t ab l e. T h e y ar e all e a t i n g a nd

d r in k in g tea).
Nick: M a y I t ry t h e s e p r e t t y c a k e s ,
I k n o w h o w w el l y o u r s i st e r bakes.
Dan: Help y ou r s e l f , S u e , El, a n d P e t e ,
T r y t his a p p l e - p i e , t h a n k you!
El: I have tried the pie, th a n k you,
The c re a m c ake is d e l i c i o u s too!
Dan: T ry t hese c o o k ie s , girls a nd boys,
A f t e r te a w e 'l l p l a y w i t h toys.
P ete: Let us f ir st all sing a song.
A nd wi sh D a nn ie to live long.
G uests: Yes, we all shall s i ng a s on g
W i s h i n g D an ni e to live long!
S cen e III
( T he g u e st s e nc i rc l e Dan a nd b e g i n to sing).
Happy b i r t h d a y to y o u ,
Happy b i r t h d a y to y ou ,
Happy birthday, dear Dannie,
Happy b i r t h d a y to you!
M a y y o u r b i r t h d a y be b r i g h t
F r o m m o r n i n g till night.
M a y y o u r b i r t h d a y be b r i g h t ,
F r o m m o r n i n g till night.
Dan: T h a n k y o u f or t h i s p r e t t y s on g ,
I'm s ur e I wi ll live long!
G uests: Let us d a n c e a n d let us sing.
J o i n y o u r h a n d s in a m e r r y r ing.
( E v e r y b o d y j o i n s h a n ds , d a n c e s a nd sings in a ring).
For he's a j o l l y g o od fel low,
For he's a j o l l y g o od fel low,
Fo r he's a j o l l y g o od fellow,
An d so s ay all o f us,
An d so say all o f us,
An d so say all o f us.
176
AUTUMN
T hi s is the s e a so n W i t h t h e i r b o o k s a n d b ag s
W h e n f ru i t is s we et . To s chool t h e y r un.
T hi s is the s e a so n T h e s u m m e r is o v e r ,
W h e n s chool f r i e n d s m e et , T h e t r e e s ar e all b a r e ,
W h e n n o i s y a n d ga y T h e r e is m i s t in t h e g a r d e n
A n d b r o w n e d b y t h e s un , A n d f r o s t in the air.
OFF TO SCHOOL
by R osem ary Garland
Up and away leaves flutter today,

A n d fly a w a y , a n d fly a w a y ,
Wh ile all t h e c h i l d r e n h u r r y a w a y
O f f to school today!
L e av e s fall d a n c i n g on t h e g r o u n d ,
A n d fly a r o u n d , a n d fly a r o u n d ,
W hi le all t h e c h i l d r e n h u r r y a w a y
O f f to school today!
WORK WHILE YOU WORK
by A. D. Stoddart
Work while you work, All t h a t y o u do,

Pl a y w h i l e y ou play; Do w i t h y o u r m i g h t ;
T h i s is t he w a y T h i n g s d o n e by h a l v e s
To be c h e e r f u l a n d gay. Ar e n e v e r d o n e r ig ht .
One thing each time, M o m e n t s are u s e l e s s,

A n d t h a t d o n e w e l l, When trifled away;
Is a v e r y g o o d rule, So w o r k w h i l e y o u w o r k ,
As m a n y can tell! A n d p l a y w h i l e y o u play.
177
12—K-9367
YOUR ARM IS STRONG ENOUGH
by Joe W allace
Y o u r a r m is l o n g e n o u g h Y o u r a r m ha s skill e n o u g h
T o r e a c h t h e s t ar s, To set all w h e e l s in m o t i o n ,
Y o u r a r m is s t r o n g e n o u g h To skim the sky w ith ships,
To b r e a k all bars. To m i n e b e n e a t h t h e o c e an .
DON'T GIVE UP
by P h oeb e Cary
If you've tried and have not won, I f by e a s y w o r k y o u b e a t ,

N e v e r stop for c r yi ng ; W h o th e m o r e wil l p r i ze y ou ?
All t h a t 's g r e a t a n d g o o d is d o n e G a i n i n g v i c t o r y f r o m d e f ea t ,
J u s t by p a t i e n t t r y i n g . T h a t ' s the t e s t t h a t t r i e s y ou .
THREE W ISHES
I w a n t to be a pil ot , I w a n t to be a s o l d i e r ,
I w a n t to l e a rn to fly T o g u a r d m y p e o p l e fr e e
To be a S o v i e t flier O r a sai l or, s t r o n g a n d w o r t h y
H i g h in the b l u e , blue sky. T o g u a r d t h e m on t he sea.
An d pil ot , soldier, sailor I'll a l w a y s s e r v e my p e o p l e
In air, on sea, or l and, And serve my N ative Land
TO LONDON TOWN
by K ate G reenaw ay
I s a w a s h i p t h a t s a i l e d t h e s ea,
It le ft me as the su n w e n t d o w n ;
T h e w h i t e b i r d s f l e w, a nd f o l l o w e d it
To t o w n - to L O N D O N t o wn .
R i gh t , s a d w e r e we to s t a n d a l o n e ,
A n d see it p a s s so far a w a y ,
And yet we knew some ship w ould come -
S o m e o t h e r s h i p - s o m e o t h e r d ay.
178
W HEN THE SHOW IS ON THE G RO UND
W h e n t he s n o w is o n t h e g r o u n d ,
Li ttl e R o b i n R e d b r e a s t g r i e ve s ;
F o r no b e r r i e s c a n be f o u n d
A n d on t he t r e e s t h e r e a re no l e av e s.
T h e a ir is c o l d th e w o r m s ar e hid,
F o r t his p o o r b i r d w h a t c a n be d o n e ?
We'll s t r e w h i m h e r e s o m e c r u m b s o f b r e a d ,
A n d t h e n h e 'l l live till the s n o w is gone.
CALENDAR RHYME
In J A N U A R Y f al ls th e s n ow ,
In F E B R U A R Y c ol d w i n d s b lo w,
In M A R C H p e e p o u t t h e e a r l y f l o w e r s ,
And APRIL comes with sunny showers.
In M A Y the r o se s b l o o m so gay,
In J U N E t h e f a r m e r m o w s h is h a y ,
In J U L Y b r i g h t l y s h i n e s t h e sun,
In A U G U S T h a r v e s t is b e g u n .
SE PT E M B E R turns the green leaves brown,

O C T O B E R winds then shake them down,
N O V E M B E R d a y s a re b l e a k a n d d re a r,
D E C E M B E R c o m e s a nd e nds the year .
WHAT SEASON IS IT?
Th is is the s e a so n T hi s is t he s ea so n
W h e n m o r n i n g s a re d a r k W h e n c h i l d r e n ski
A n d b i r ds do n o t s i ng And Father Frost
In t h e w o o d a n d in th e p a r k . B r i n g s t he N e w Y e a r tree.
SPR IN G IS COMING
Spring is coming, spring is coming, Spring is coming, spring is coming,

Birdies, build your nest; Flowers are coming too;
Weave together straw and feather, Pansies, lilies, daffodilies,
Doing each your best. Now are coming through.
179
S pr i ng is corning, s pr i n g is c o mi ng ,
All a r o u n d is fair;
S h i m m e r a n d q u i v e r on the r i v er ,
J o y is e v e r y w h e r e .
ONLY ONE MOTHER
by G. COOPER
Hundreds of s t a r s in the p r e t t y s ky;

Hundreds of s h e l ls on the s h or e t o g e t h e r ;
Hundreds of b i r ds t hat go s i n g i n g by;
Hundreds of b e e s in th e s u n n y w e a t h e r .
Hundreds o f d e w d r o p s to g r e e t t h e d a w n ;
Hundreds of l a m b s in th e p u r pl e c l o v e r;
Hundreds of b u t t e r f l i e s on t h e l a wn .
But o n l y o n e m o t h e r the w i d e w o r l d over .
MORE SACRED THAN ALL OTHER
by S am u el Lover
T he n o b l e s t t h o u g h t s we c an c l a i m ,
T he n o b l e s t w o r d s we ca n f r a me ,
U n w o r t h y a re to p r a i s e t he n a m e ,
M o r e s a c r e d t h a n all o t h e r -
T he b l e s s e d n a m e o f " M O T H E R "
THE MORTH OF MAY
S p r i n g is d a n c i n g w i t h o u t r e st On the w o r k e r s ' First o f M a y

In a b e a u t i f u l g r e en dr ess . Spring will m a k e o u r b a n n e r gay,
F l o w e r s g r o w u n d e r h e r f eet, W a r m b r e ez e s are b l o w i ng .
S i n gi n g b ir ds he r c o m i n g gr ee t. And M a y' s h er e at last.
P l e a s a n t , s u n n y m o n t h o f Ma y,
H u r r y q u i c k l y , d o n ' t de l ay ,
G r o w red f l o w e r s a n d g r e e n g r a s s
A n d m a k e us h a p p y , all o f us!
180
YURI GAGARIN
by M arion D oyle, E nglish S ch oolgirl
Yur i G a ga ri n!
T he w o r d is like a song
O f bold dreams
And space themes,
T ha t a l w a y s c o m e a long.
Yur i G a ga ri n!
T h i s is t he n a m e t h a t s h i n e s
L ike a g l o r io us f la me
In th e d a r k w h e r e n o o n e sees.
Y ur i Ga ga r in !
This the nam e that has wings
A n d flies like a bi r d
O v e r m o u n t a i n s , t o w n s a nd seas.
Yur i G a ga r in !
This is th e n a m e t h a t fills
The eyes with tears
And t he h e a r t w i t h j o y a n d p r i d e .
Yur i G a ga ri n!
This the name that shines
For our spacemen
Li ke a b e a c o n a nd g o o d guide.
OUR SPU T N IK S
by TOM D otting
O u r s p u t n i k s are f l y i n g a b o ve ,
A n d t h e y se e g r e a t s e c r e t s u n f u r l e d
As t h e y s c a n th e l a nd we l ov e ,
R o l l i n g a nd r o l li n g r o u n d the wo rl d.
MISTER SUN
W h e n M i s t e r Sun l ig h ts up t he s k i e s ,
I sit r i g h t up a nd r u b m y e y e s;
I d r e ss m y s e l f w i t h g r e a t e s t c ar e,
I b r u s h my t e e t h a n d c o m b m y h ai r ;
T h e n , w a l k i n g , o f f to school I go
To l ea rn the t h i n g s t h a t I m u s t k n ow .
Jt*______ £- ci
Wh e n Mi s t e r S u n l i g h t s u p t he s k i e s , I s i t r i g h t u p a n d
_U_ C?
rub m y eyes; I dr e s s m y s e l f w i t h g re a te s t care, I

--------------
$ b r us h m y t e e t h a n d c o m b m y hai r ; t h e n , w a l k i n g , o f f to
гi t r i g h t u p a n d r u b m y e y e s ; I d r e s s m y -
P______________________ с ? ___________________________ C7
$ se lf w i t h g reatest care, I brush m y teeth and

_ F-_____________________
comb my h ai r ; t h e n , w a l k i n g , o f f to
Л L* - r ^ = r ------- Г
---------- J
- 9= ф = *
s c h o o l I go t o l e a r n t h e t h i n g s t h a t I m u s t k n o t
182
I L O V E L IT T L E P U S S Y
ft b Ji > > i ...... = a

— — —* g ... V .. v n " J i J .. = * = * =
lo v e l i t - t ie P u ssy H e r c o a t is so w a r m . A n d
t i t - - - - - ft- - - - h — \ — S— , — N ~н~ j- - - - - - - -
У ... J ^ ^ p
' if I d o n ’t h u r t h e r, S h e ’ll do m e no h a rm I ’ll
p - — - » .... f i - J e/ . ITt , r . . Vr, .

.......Ж
- - - - - -fc— -K— \ — Ф)— >— ? — — J l - - - - F--- f --- - - - - - - - - F * ~

ф - - - - J — f •...-.J1 p p ... M .... Л
1 s it b y t h e f i - r e a n d g iv e h e r s o m e f o o d . A n d
p |у f , p = g = |
v - * ■ — p — м— 1— p— ^— 1—
К —V.ft ■■
P u s -s u w ill lo v e
p - ........ ...................
m e be - cause
fr i I
J J =
a m good
ч (i t T>=i 1 1= = L = = # = s p H
EVERYBODY HAS A HOBBY
W ords and m usic by J. Jam roz
Everybody has a hobby

A n d w e ' v e g o t a c o m m o n one.
E n g l i s h d o e s a t t r a c t us
M o r e t h a n s t a m p s a nd a c t o rs .
A n d , it is g r e a t fun!
L e a r n i n g E n g li s h, l e a r ni n g Engl ish,
T h a t ' s t h e h o b b y t h a t w e s h a r e.
W e a re f o n d o f l e ar ni ng Engl ish.
W h i c h is s p o k e n e v e r y w h e r e .
183
and we’ve got a com-mon
Eng - lish does at - tract us more than stamps
and actors. And, it is great fun!
Learn - ing Eng - lish, learn - ing Eng - lish,
.. i J = ± - j i ш m
That s th e hob - by th a t we share.
We are fond o f learn - ing Eng - lish.
Which is spo - ken e - very - where.
SCHOOL IS OVER
C om piled by A. P. BURLAKOVA
School is o-ver, oh, what fu n , oh, what fu n ,
oh, what fun! School is о - ver, play be - gun;
fu n and play be - gun. Who’ll run fa st - est,
We shall try. Oh, what fu n ! Play be - gun,

school is о - ver, we shall run! Play be - gun.
* ^ - - 6 ........ g . - . . D j> ;
p lay be - gun, now we shall have fu n .
PIONEER SPA C ESH IP

m usic by Yu. C hichov, w ords by T. V alchuk,
translated by L. Shturm an
Let it be so far u n r ea l
Our spacesh ip ne w and bright,
With bold dreams inviting starward
We'll set o ut for a flight.
Refrain:
P i o n e e r s p a c e s h i p flight!
P i o n e e r flight!
P i o n e e r flight!
Over fields and over meadows
You go f ly in g on a nd on.
O u r d r e a m s a n d o u r f r i e n d s h i p p ac e along.
A b o v e all t he w o r l d w e ' v e s p e e d i n g ,
L e a v i n g s o u nd , l ig ht b e h i n d ,
O u r c o u n t r y ’s p r o u d o f u s
A n d t h e h a r d s h i p s w e d o n ' t mi n d .
Refrain:
В rio
.
m $
Let it be so fa r un -re -al Our space - ship new and bright,
W ith bold dreams

m
in - vit - ing star - ward We'll set
iejraLn
N.. H -1 F J
r w У = Ы
о -u t fo r a flight. Pi-o-neer space - ship flight! Pi-o
j'
ш
-neer flight! Pi-o-neer flight! О - ver fields and о - ver
185
- jM— fv^ h N-lr-tr ----- ;i
g теа * ....You
" - dows V .go*..-F......... "
■■■ * * » —t*—И
fly - ing on and on. Our dreams and
- W -— -— P------ --------— i i ------j ---- 0

0 - ur friend - ship pace a Ion g •
THE MARRY MARCH
C h i l d r e n go, to a nd fro,
In a m e r r y p r e t t y r o w ;
Fo o t st e ps light, f a ce s b r i g h t,
' Ti s a h a p p y , h a p p y sight.
Swiftly turning found and round,
Do not look u p on the g r o u n d .
Fo ll ow me, full o f glee,
Si n gi ng mer r ily.
S i n gi n g me r ri ly , s i n g i n g m e r r il y , (twice)
Foll ow me, full o f glee
Si n gi ng merril y.
Chil-dren go, to and fro, in a mer-ry pret - ty row;
Footsteps light, faces bright, 'Tis a hap-py, happy sight.

* in m i i j. j m щ j j j j л .м .
$ Sw iftly turning found and round, Do not look upon the ground.
Fol-low me, fu ll of glee, Sing - ing mer - ri - ly.
Щ Sing - ing mer - ri - ly, mer - ri - ly, mer - ri - ly,

i 2 $ jE S j g f e j E g a J' | g j J'
Sing - ing mer - ri - ly, mer - ri - ly, mer - ri - ly,
Fol - low me, fu ll o f glee Sing - ing mer - ri - ly.
186
L IT T L E K E Y S
He ar t s like d o or s And don't forget

Will o p e n w i t h e as e That two o f these
To v e ry , v e r y lit tle k e ys , A r e "1 t h a n k y ou "
Little keys. A n d " I f y o u pl e as e",
I f you please.
Hearts like doors Will open w ith ease To very, very

йл П~ 2
Jf
lit - tie keys, Lit - tie keys. And don't forget That
tw o o f these A re "I th a n k you" A n d " I f yo u please", I f y o u please.
FRIEN D SH IP
M usic by A. Lepin, w ords by S. M ikhalkov, translated by O.

M oisseyenko
T h e one w h o f r i e n d s h i p h o l d s m o s t d e ar ,
W h o f eels a h e l p i n g s h o u l d e r n e ar ,
Will n e v e r fall t h r o u g h o u t th e f i g h t ,
Is n e v e r lost in a ny pl ight .
B u t i f he s t u m b l e s on t h e w a y,
A f r ie nd will h e l p h i m a n y w a y ,
A t r u s t y f r i e n d u p o n t he w a y ,
Will l e nd the h e l p i n g s h o ul d e r .
The one w ho fr ie n d s h ip holds m o st dear, W ho fe e ls a h elping shoulder
near, W ill ne - ver fa ll th ro u g h - o u t the fi g h t, Is n e v e r lost in a n y
plig h t. B u t i f he stu m -b le s on th e w a y , A fr ie n d w ill h elp h im a n y
w a y, A tr u s -ty fr ie n d u -p o n th e w a y , W ill len d th e h e lp -in g sh o u ld er.
----------------------------------------------------------------------------------------------- 187
SKATERS' WALTZ
Gl id in g along,
Happy and gay,
S i ng i n g this song,
All the l i v e lo n g day.
Gl id i ng along,
Fr e e as a b o v e ,
S i n gi n g this song,
To the sky a b o v e .
song, All the live - long day.
H APPY BIRTHDAY TO YOU!
Y o u h a v e a d a t e to c e l e b r a t e
W h i c h c o m e s b ut o n c e a year.
A n d so t o d a y w e ' d like to say
Fr o m all o f us to you:
"Happy birthday! Happy birthday!
H a p p y b i r t h d a y to y o u! ".
You have a date to cel-e-brate Which comes but once a
birth - day! Hap - py birth - day to1 you!
188
MY MOTHER'S DAY BASKET
W ords and m usic by C. Strathm oore
A m i d s t t he t h o r n s u p o n a v i ne ,
A d e l i c a t e r os e w as t h e r e e n t w i n e d .
I s a w t hi s r o s e a n d s w i f t l y k n e w
I w a s j u s t the o n e to g i v e you.
1 g a t h e r e d l e a v e s a nd f l o w e r s t oo.
T h e n m a d e t h is b a s k e t j u s t f o r y ou
Fo r e a c h b r i g h t f l o w e r ' s h e r e to s ay
M y w i s h for you: H a p p y M o t h e r ' s Day!
A - m idst the thorns и - pon a vine,
£
A de - li - cate rose was there ent - wined.
£ £
saw this rose and sw ift - ly knew
was just the one to

Pi
give you.
THE DANCING BLUEBELLS
In a nd out the d a n c i n g b l u e b e l l s ;
W h o will be o u r p a r t n e r ?
T i p p y , t i p p y t a p p e r on my s h o u l d e r ;
T i p p y , t i p p y t a p p e r on m y s h o u l d e r ;
T i p p y , t i p p y t a p p e r on m y s h o u l d e r ;
You will be m y p a r t n e r .
-У-^2------K---- N----- n----- Ц—

m a— •- — ---- Ш-----^---- 5==j* =
In and out the danc-ing blue - 1ells; In and out the
-# ---------- ------
4— -*£—
)-----
Г) g g H
dan-cing bluebells; In and out the danc-ing blue-bells;
189
-it----------- ^— <— - S----- r— .... , ..p.. 0!j1 ш!s) !i---- Si-----Si— i
— 11— d f—
to wi U be ou r partner? Tip - py, ti P - p y tap-] >er
■ у' Щ1 --------v
9
— 4 9 9
s------4 \------->
^—
nny s koulder; Tip - py, tip - py ta э - per
Л
JL --------at = $ = 5 = 9 ---- b-.-_4fr- - - ь - - V - к — Js------- -
7----
or ray s koulc er; Tip - py, tip - FV ap - p
er*
s— ----- -------- ч--------*i------- = 3
771 ' ^----- ---- d l ------ — \
on m y shoulder; You will be my part - ner.
PRETTY ROSES
S h a d e d a n d cool is f l o w e r i n g g a r de n ;
D u s t y a n d h ot is t h e n e i g h b o u r i n g s t r e e t
A n d o v e r th e w a l l c l im b the p r e t t y r o s e s ,
G i v i n g t he p a s s e r s a p l e a s a n t s we et .
-J h3 .t= fl и --- Л — i = pl= t=

# = 4 ’—И *— 'r-
Ff 4 H '— r Ц ч г г
Shad - ed and cool is flow - er - ing garden;
— н — —
F-* J
*
- i 1— , —й 1=^1 ц ■" " а
ч ИAnd
Р ------- Я .
= f= l
1—
^=И -ing
= **= И Н
Ч ?4 н
• #-* t=чи=—1\ - hн Н
----------
1= 1=t=l
----- 9
Р * Ч ц- f —1
р—
__ А
•
ф ь1 J J J ч -- t= t=f
ЧЧ Чч
------- 4
Ч
" - .... ^ =L~.
9
i -----------£
г Г f р--------- У
Giv - ing the pas - sers a pleas - ant sweet.
190
CONTENTS
S O M E I N S T R U C T I O N S O F T E A C H I N G E N G L I S H ..........................3
THE FIRST TERM

UNIT 1 ...................................................................................................................... 6
UNIT 2 ....................................................................................................................11
UNIT 3 ....................................................................................................................17
UNIT 4 ....................................................................................................................23
THE SEC O N D TERM

UNIT 5 ....................................................................................................................31
UNIT 6 ....................................................................................................................37
UNIT 7 ....................................................................................................................44
UNIT 8 ....................................................................................................................51
THE T H IR D TERM
UNIT 9 ....................................................................................................................58
UNIT 10 ................................................................................................................. 66
UNIT 11 ................................................................................................................. 73
UNIT 12 ................................................................................................................. 80
UNIT 13 ................................................................................................................. 87
THE FO URTH TERM

UNI T 14 ................................................................................................................. 94
UNIT 15 ...............................................................................................................101
U N IT 16 ...............................................................................................................108
UNIT 17 ...............................................................................................................117
I R R E G U L A R V E R B S ..................................................................................... 129
T H E P R O V E R B S .............................................................................................130
T O P I C A L V O C A B U L A R Y ...........................................................................131
G R A M M A R R E F E R E N C E V O C A B U L A R Y .......................................147
R E A D E R ...............................................................................................................151
P L A Y S A N D S O N G S .................................................................................. 170
П. Сатская, П. Ч,амшедов, К. Алидодхонова
З а б о н и англиси
китоби дарсй барои синфи 7-ум
М у х а рр ир Ф ар з о н а Рах,матова
Мусахх.ех Со лия Х ам ро ев а
Му ха рр ир и техники Д и л о в а р К,урбонов
Са х иф аб ан д Г ад жима го ме д Мир за ме т ов
Д иза йн ва о р о иш и мукова Т им у р Бабаев
Чопи компютерй М о х и р а Боева
© “ Сариа ра ст ” , 2002
Ба ч опаш 2.05.2002 имзо шуд.

Андозаи когаз 60x90 */j^. К о г ази офсетП.
Г арнитураи JournalTojik.
Ч опи офсетй. Ха чм 12 чузъи ч опии аслй.
Ад ад и н аш р 65 000.
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P. SATSKAYA, P. JAM SHEDOV, K.

Коллегияи Вазорати маорифи

П. Сатская, П. Чамшедов, К. Алидодхонова

Ин китоб аз тарафи Маркази татбикд Лоихаи тачдиди сектори

Ч,адвали истифодаи ичоравии китоб

Хохишмандем фикру мулохизахои худро оид ба мазмуни китоби

HOW TO DEVELOP THE PUPILS’ ORAL SPEECH

1) LISTENING is developed by means of training the pupils in lis­

= = = = = LESSON 1 - T H E FI RSI LESSON == -------- =

Let's read, speak, learn and do exercises

a, ai, ay [ei] - plate, fate, plait, play, d ay

2. Read the proverb, translate and learn it.

THERE IS NO SMOKE WITHOUT FIRE

a) К - A k r a m , please introduce' me to your friend.

A. Do you go to the cou nt ry in s ummer ?

B. Have a pai r talk wi th y ou r f rie nd a bo ut the c o u n t r y wh e re you

C. Does your friend go to the cou nt ry in s ummer ?

D. H ave a pai r talk wi th y ou r friend about the c o u nt ry wh e re

5. D escribe the picture, th en have a pair talk about th e picture.

SUMMER IN THE VILLAGE

- - - ....- ■ ........= HOMEWORK ------- = ■ = —

■■ LESSON 2 - THE SECOND LESSON —

Let's read, speak, learn and do exercises

e, ее, ea [i:] - Pete, t ree, free, m eet , m ea t , peal

2. Read th e dialogue, learn and act it and m ake d ialogu es of your

5. Have a pai r talk wi th y our c l a ss m at e about wha t you do in the

6. Look at th e picture "At th e camp:"

a) answer the teacher' s questions.

W r ite abou t y o u r h o lid a y s a t the c a m p .

--------- LESSON 3 - THE TH IRD LESSON =

A. There is a picture on the wall.

4. Read the d ialogues, learn and act th em and m ake d ialogu es of

A. - Is there a ri ver in y ou r town?

5. Look at the picture "My H olidays in th e town", describe it and

to take a bus, a bus stop,

1. W r ite about y o u r h o lid a y s in to w n .

To be m em orized: a surnam e, parents, a turner,

Let's read, speak, learn and do exercises

2. Read th e proverb, translate and learn it.

LOOK BEFORE YOU LEAP

3. Read th e d ialogue, translate, learn and act it.

4. A nsw er th e questions, u sin g tw o sen tences.

a surname: No r is my first n a me and N o r m a t o v is my

a turner: My uncle is a turner. My b r o t h e r is a t u r n ­

a nurse: My m ot her is a nurse in hospital. My g r a n d

a d r e ss ma k er : My friend's m ot her is a d re ssma ker . His sis­

5. Read th e te x t and an sw er th e questions.

6. H ave a pair talk about your friend's fam ily.

= LESSON 1 - THE FIRST LESSON

Let's read, speak, learn and do exercises

2. Read th e verbs, translate and learn them .

3. A nsw er the questions.

4. Look at the pictures, first have a pair talk using:

Was...? Was there.. .? Were...? Were there.. .?

At the p i o n ee r In the village In t own

W r ite w h e r e y o u like to s p e n d y o u r h o lid a y s .

= = = = = LESSON 2 - THE SECOND LESSON

To be m em orized: a hobby, a profession, to play

Let's read, speak, learn and do exercises

4. T ell about your fam ily.

1) LISTENING is developed by means of training the pupils in lis

a turner: My uncle is a turner. My b r o t h e r is a t u r n

a d r e ss ma k er : My friend's m ot her is a d re ssma ker . His sis

zoology [zou'lod3i]: Tomo rr ow we shall have a lesson o f zoolo