Clara in the Denhams' House.

(Extract from the book by Margaret Drabble "Jerusalem the Golden ". Abridged)

The Denhams' house was semi-detached. It was a large, tall, four-storeyed building, on one of the steep hillsides of Highgate. In front of the building was a large paved courtyard. It was separated from the pavement by a high, elaborate, wrought iron fence,¹ the gate of which stood open.

The door of the Denhams' house was painted black, and it was solid, and heavily panelled,² in the centre of the middle panel there was a lion's head with a brass ring in its mouth. There was also a bell, and Clara chose the bell. The door was opened by a thin, brown, balding, youngish looking man.

'I've come to see Clelia,' said Clara, standing on the doorstep. The man gulped nervously, and nodded, and said, 'Clelia, oh yes, Clelia, just a moment, I'll go and get her.'³

And he disappeared. Clara, uninvited, thought she might as well step in, so she did. The hall into which she stepped wasnot a hall at all, but a large and very high room, with doors leading off it in most directions, and it was so full of unexpected things that she found it hard to know where to look first.

The floor was tiled, in diagonal squares of grey and white mar­ble, and the walls were so densely covered with pictures and looking glasses that it was hard to tell whether or how they were papered, but the general tone and impression was of a deep purple and red. At the far end of the hall there was a marble fireplace, and under it was a large pot of dying flowers. There was also, she vaguely noted, in one corner a piano, and the windows had shutters of a kind that she had never seen in England.

After a while, Clelia appeared, from one of the doors at the far end of the hall.

'Well, I came,' Clara said.

'So I see,' said Clelia. 'I'm glad you came. Let's go up into my room.'

'Who was that that let me in?' said Clara, following Clelia meekly up the staircase, and up and up, to the second floor.

'That was Martin,' said Clelia. 'He's rather lovely, don't you think?' Clara could not think of any scheme in which the man she had just seen could have been described as lovely, but she instantly invented one.⁴

'Yes,' she said.

'And this,' said Clelia, suddenly throwing open a high white door, 'is my room.'

And she said it with such pride and such display that Clara did not feel at all obliged to conceal the amazement. And it was, by any standards, amazing.

It was a tall, square room, facing towards the back of the house and garden. The room's function — for it was, beneath all, a bed­room — was all but concealed.⁵ Clara, when she looked hard, could just descry a bed, almost lost beneath a grey and pink flowered cover, a heap of books, and a large half-painted canvas. There were a good many books in the room; one wall was lined with them, and they lay in heaps on chairs and on the floor. There were photo­graphs and postcards and letters pinned up and pasted on tables and walls, and amongst these more adult decorations, there was also a great quantity of carefully arranged and ancient toys. Clara was staggered and bewitched, she had never in her life seen anything like it.

She got round to thinking that one of the most charming fea­tures of Clelia's room was its sense of prolonged nursery associa­tions.⁶ The childhood objects were not only lovely in themselves, they were a link with some past and pleasantly remembered time.

They stayed in the bedroom for half an hour or so, talking, look­ing at the things, talking.

'I think it must be tea time,' said Clelia. 'I think we'd better go down.'

When they reached the drawing room, the only people there were Mrs Denham and Martin.

'This is Clara, mama,' said Clelia.

'Clara, yes,' said Mrs Denham. 'Clelia told me about you. Do sit down, have a cup of tea. Clara, will you have milk or lemon?'

'Lemon, please,' said Clara. And as she stirred her cup of tea, and sipped it, she lost track of the conversation entirely, so en­grossed was she in the visual aspect of the scene presented to her:⁷ She did not know where first to look, so dazzling and amazing were the objects before her.

It was a large, high, long room, and so full of furniture and mir­rors and pictures and books and chandeliers and hangings and re­fracted angles of light that the eye could at first glimpse in no way assess its dimensions.⁸ It seemed to be full of alcoves and angles,⁹ though the room itself was a plain rectangle: fish swam in a goldfish bowl on top of a bookcase, and flowers stood on small pedestals here and there. Over the marble mantelpiece was a huge oval mirror with an eagle adorning it. The floor was wooden, and polished, but most of it was covered by a large, intricately patterned coloured carpet.

On one wall hung a large picture of a classical, mythological na­ture: on another wall was an equally large picture of pale yellow and beige lines. The third wall was lined entirely with books, and the wall that looked over the garden was not a wall but a window, heavily shrouded with curtains of different fabrics and densities.¹⁰ Clara was astonished; she could compare the room to nothing in her experience. Mrs Denham herself made a fitting occupant for such a room.¹¹ She talked of books, from what Clara, in her haze of observation, could hear:¹² about some books that she was, ah yes, what was that word, reviewing? A critic, then? No, not a critic. A writer, then, perhaps: and Clara, searching for help, directed her excellent vision at the distant titles of the books on the shelves¹³ be­hind Martin's head. And help was forthcoming for there was a whole row of somehow familiar books, and the name on the back, she could just decipher it, was Candida something.¹⁴ Why, yes, of course, Candida Gray, a name that she had known for as many years as she had known any such names. In the sudden satisfaction of recognition, Clara nearly cried out, into the midst of the conver­sation, I read your book, I read that book of yours, I read Custom and Ceremony, but she didn't, she kept quiet, she did not want to betray, even directly, the novelty of her discovery.¹⁵ And she thought, a little aggrieved: I do think Clelia might have told me, how could she assume that I knew her mother's maiden name? Her discovery did, however, do much to help her understanding of the conversation. She began to feel that she knew where she was, a lit­tle: and after a while she too began to talk.

Proper Names

Clara ['kle(@)r@] — Клара

Denham ['den@m] — Денем

Margaret Drabble ['m¸g(@)rIt 'dr{bl] — Маргарет Дрэббл

Jerusalem [³@'rüs@l@m] — Иерусалим

Highgate ['haIgeIt] — Хайгейт

Clelia ['kli:lI@] — Клелия

Martin ['m¸tIn] — Мартин

Candida ['k{ndId@ 'greI] — Кандида Грей

Vocabulary Notes

1.... wrought iron fence... —... кованая железная ограда...

2.... it was solid and heavily panelled... —... она была массивная, с тяжелой панельной обшивкой...

3. 'I'll go and get her' — «Пойду и найду ее.»

4. Clara could not think of any scheme in which the man she had just seen could have been described as lovely, but she instantly in­vented one. — Клара не могла представить, с какой же сто­роны можно было бы охарактеризовать как привлекатель­ного человека, которого она только что видела, но она тут же придумала, с какой.

5. The room's function — for it was, beneath all, a bedroom — was all but concealed. — Комната эта всё же служила спальней, хотя угадать это было непросто.

6. She got round to thinking that one of the most charming features ofClelia's room was its sense of prolonged nursery associations. — Она подумала, что одной из самых приятных особенностей комнаты Клелии было то, что в ней возникало ощущение, будто детство не ушло.

7.... she lost track of the conversation entirely, so engrossed was she in the visual aspect of the scene presented to her. —... она совершенно не слушала, о чём говорят, настолько она была очарована тем, что предстало перед ее глазами.

8.... the eye could at first glimpse in no way assess its dimensions. —... с первого взгляда нельзя было даже определить её раз­меры.

9. It seemed to be full of alcoves and angles... — Казалось, в ней было полно ниш и закутков...

10.... heavily shrouded with curtains of different fabrics and densi­ties. —... плотно задрапированное занавесками из тканей разной выделки и плотности.

11. Mrs Denham herself made a fitting occupant for such a room. — Образ самой миссис Денэм очень соответствовал такой обстановке.

12. She talked of books, from what Clara, in her haze of observation, could hear... — Она говорила о книгах, и из её слов Клара, не вдумывавшаяся в их смысл, так как разглядывала предметы, могла уловить...

13.... and Clara, searching for help, directed her excellent vision at the distant titles of the books on the shelves... — и Клара, у которой было отличное зрение, в поисках подсказки устре­мила взгляд на корешки с названиями книг, стоявших на полках у дальней стены...

14.... Candida something —... какая-то Кандида.

15.... she did not want to betray, even directly, the novelty other dis­covery. —... даже прямо она не хотела обнаружить, что сделала для себя неожиданное открытие.

Comprehension Check

1. What was the Denhams' house like?

2. What was there in front of the building?

3. What did Clara choose, the bell or the brass ring?

4. Who opened the door?

5. Was Clara left alone on the doorstep or did the man let her in?

6. What was the hall like?

7. Where did Clelia take Clara?

8. Why was Clara staggered and bewitched mClelia's room?

9. Where did the girls go after half an hour?

10. Who was there in the drawing room?

11. What did Clara see in the drawing room?

12. What impression did the drawing room produce upon Clara?

13. Was Clara listening to the talk? Why?

14. How did Clara make her discovery?

15. Did Clara's discovery help her somehow or not?

Phonetic Text Drills

○ Exercise 1

Transcribe and pronounce correctly the words from the text.

Courtyard, elaborate, wrought iron, balding, diagonal, vaguely, scheme, quantity, bewitched, engrossed, chandelier, assess, di­mension, intricately, mythological, beige, fabric, to review, forthcoming, to decipher, to aggrieve, to assume.

○ Exercise 2

Pronounce the words or phases where the following clusters occur.

1. consonant + w

It was, squared, and white, covered with, that way, in­vented one, lined with, and walls, was wooden.

2. plosive + 1

Middle, marble, instantly, almost lost, and letters, tables, glimpse, rectangle, mantelpiece, eagle, that looked, little.

3. plosive + m/n

Gulped nervously, and nodded, had never seen, could not think, did not feel, good many, but most of it, had known, told me.

4. plosive + fricative

Get her, and he, had shutters, glad you came, could have been, but she, looked hard, stirred her cup, occupant for, could hear, that she, directed her, and help, could she.

5. plosive + plosive

Paved courtyard, deep purple, had just seen, white door, but concealed, flowered cover, and postcards, adult deco­rations, great quantity, ancient toys, sit down, coloured carpet, could compare, kept quiet.

○ Exercise 3

Pronounce after the announcer and explain what kind of false assimilation may occur in the phrases below.

1. Was semi-detached, was separated, was painted, was tiled, was hard, was staggered, was she.

2. Of which, of tea, of furniture, of pale yellow, of somehow familiar, of course, of her discovery.

○ Exercise 4

Transcribe and intone the following sentences from the text. Note that the intonation pattern of sentences, starting with "there" is similar to the pattern of predicative statements. Explain the use of the intonation marks.

1. There was 'also a'\bell | and 'Clara 'chose the \bell ||

2. There \was 'also | she 'vaguely \noted | in 'one 'comer a pi\ano | and the 'windows had 'shutters of a ­kind that she had 'never 'seen in \England ||

3. There were a 'good 'many \books in the 'room | 'one 'wall was \lined,with them | and they 'lay in 'heaps on 'chairs and on the \floor ||

EXERCISES

Exercise 1

Work with the text and say what we call:

— large pieces of cloth that we put as a decoration on a wall or a curtain over a window;

— a measurement in space such as length, width,or height;

— an open space wholly or partly surrounded by buildings, next to or inside a large house;

— a house that is one of a pair of joined houses;

— a paved surface or path at the side of a street for people to walk on;

— a sort of stone that is hard, cold to the touch, smooth when polished, and used for buildings and statues, etc.;

— the opening for a coal fire in the wall of a room, with a chimney above it and a hearth;

— a pair of wood or metal covers that can be unfolded in front of the outside of a window to block the view or keep out the light;

— a block of stone or wood forming the base of a doorway;

— a flight of stairs with a handrail;

— a small partly enclosed space in a room;

— a flat shape with four straight sides forming four right an­gles;

— a person who lives in a place, though without necessarily owning it;

— a frame surrounding a fireplace, especially the part on top which can be used as a small shelf;

— number of things, mass of material, piled up.

Exercise 2

Pick out all the words and word combinations which describe:

1. The hall in the Denhams' house;

2. The bedroom in the Denhams' house;

3. The drawing room in the Denhams' house.

Exercise 3

I. Find in the text nouns modified by the adjectives:

1. tall/high;

2. flowered/patterned;

3. large/huge.

II. Explain the difference in meaning between these adjectives and say in what other collocations they can be used. Give examples.

Exercise 4

I. Three names of building materials occur in the text: brass, marble, wood. Think of other names of materials and say what is usually made of them.

II. Three nouns denoting a certain number of things are used in the text: heap, quantity, row. Think of other similar nouns and say in what colloca­tions they may occur.

Exercise 5

I. Work with the text and complete the list of participles II:

Paved, painted,...

II. Complete the list of nouns, denoting furnishings or pieces of furniture:

A fireplace, a pot,...

III. Complete the list of adjectives, used to describe a building, a room or furniture:

Tall, lovely,... '

Exercise 6

I. Find sentences with the following adjectives and adverbs in the text. Read and translate the sentences.

elaborate distant solid

amazing ancient familiar

densely deep plain

huge classical intricately

II. Make up other parts of speech from these words where possible.

Exercise 7

Translate into English.

A.

Один из домов под общей крышей; четырёхэтажное здание; кованая железная ограда; калитка; звонок; стоять на пороге; общее впечатление; быть завешанным карти­нами; появиться из дверей; впустить кого-либо; распах­нуть; выходить на что-либо (об окнах, комнате); цвета­стый; незаконченное полотно; отражённые лучи света; определить размеры; правильный прямоугольник; аква­риум; украшать; с затейливым рисунком; плотно задрапи­рованный; разной выделки.

В.

Было трудно сказать; такие, каких никогда не видел; следовать за кем-либо; по всем меркам; всматриваться; различить; никогда в жизни; размешивать сахар в чае; со­вершенно не слушать, о чём говорят; с первого взгляда; в поисках подсказки; знакомый; в середине разговора, не­много огорчённо.

Exercise 8

Make up phrases opposite in meaning to the phrases from the text.

a tall building different fabrics

a steep hillside amazing objects

a large courtyard pale lines

deep purple charming features

throw open familiar books

Exercise 9

I. Find in the text sentences with phrases denoting location of things, translate them into Russian and ask your classmates to translate them back into English.

In front of, in the centre, on the doorstep, in most directions, at the far end, in one comer, to the second floor, on top of a bookcase, on small pedestals, over the mantelpiece, on one wall, on the shelves.

II. Try to reproduce the context where the following phrases occurred.

Covered with, lost beneath, lined with, pinned up, pasted on, carefully arranged, covered by.

Exercise 10

Put in the missing prepositions.

1. There was a marble statue of a Greek warrior... the far end of the hall.

2. The window of the bedroom looked... the green park.

3. A long corridor led... the direction of a huge home library.

4. The garden was separated... the street... a hedge running in a neat line.

5. The piano was placed... the corner of a big dancing hall and so there remained enough space for dances.

6. Small semi-detached houses are scattered... the hillside.

7. All walls in the library were lined... bookshelves.

8. The two girls were standing... the doorstep when they saw somebody in the garden.

9. The room was in a mess: everything lay... heaps on the floor.

10. The hostess appeared... the back door so that it was hard to notice when she entered.

11. The house gave the impression... a glass cube under a steel roof.

12. The walls of the bathroom were tiled... green and white squares.

13. The book was lost... a heap of papers on the table.

14. There were lots of framed photographs... the mantelpiece.

Exercise 11

Paraphrase the italicized part of each sentence choosing the appropriate phrase from the text.

1. Clara, uninvited, thought she might as well come in, and did it.

2. There were plenty of books in the room; and they lay in piles on chairs and on the floor.

3. The man swallowed and nodded.

4. There were so many pictures on the walls that it was hard to tell whether or how they were papered.

5. It was separated from the pavement by a high, ornamented, wrought iron fence.

6. The door of the Denhams' house was covered with wooden panels.

7. The floor was covered with squares of marble.

8. It was such a large, high, long room crammed with furni­ ture and mirrors and pictures that the eye could not at first sight evaluate its size.

9. She did not feel that she had to hide her astonishment.

10. Clara, when she looked closely, could just make out a bed, almost hidden, beneath a cover.

11. There was a great quantity of toys, neatly put in order.

12. Clara felt amazed and charmed.

13. She didn't follow the conversation, so absorbed was she by the visual aspect of the scene presented to her.

14. Over the maible mantelpiece was an enormous oval mirror, embellished with an eagle.

15. And help was coming for there was a whole line of books which she somehow knew.

16. The name on the back, she could just discern it, was some­thing like Candida.

17. Most of the floor was covered by a big elaborately orna­mented carpet.

18. Clara, seeking for help, directed her excellent vision at the distant titles of books.

19. Mrs Denham herself was a suitable inhabitant for such a room.

20. 'Who was that that opened the door and allowed me to enter' asked Clara.

Exercise 12

Complete the following sentences choosing the appropriate word or phrase from the list. Change the form of the words if necessary. Translate the sen­tences into Russian.

to be lined to be full of to be covered

to be pinned up to lie in heaps to be concealed

to be lost beneath to stand open to be pasted

to lead to be arranged to be tiled

to be separated to be painted to be papered

1. If the floor...... one can easily hear footsteps on it.

2. Other walls...... with white bookshelves from which books overflow to the floor.

3. The door between the office and a small dark room at the back always.......

4. The floors downstairs...... with Indian carpets.

5. The walls...... with pictures of aircrafts.

6. A staircase... from the ground floor to the first floor.

7. The notice......... and became the centre of attention.

8. A typewriter, some writing paper, pens and pencils — everything... carefully... on top of the bookcase.

9. The walls in the sitting-room...... but not painted, which made the room look a lot cosier.

10. The room......... dark expensive furniture. Oriental car pets, smart lamps, everything first-class.

11. The incident...... and nobody ever learned anything.

12. A sick child... nearly...... the heap of blankets.

13. Books, papers, manuscripts, stacks of letters......... all around the study.

14. The dining room...... from the rest of the house by a nar­row passage.

15. As the tiny house...... green, it was almost lost on the green background of the garden.

Exercise 13

Remember a situation when you came to somebody's place and experi­enced strong emotions. Tell the class about it, ending the story with one of the sentences given below.

1. I vaguely noted.

2. I said it with pride and display.

3. I did not feel at all obliged to conceal the amazement.

4. I was staggered and bewitched.

5. I was engrossed in the visual aspect of the scene presented to me.

6. I did not betray the novelty of my discovery.

Exercise 14

Speak of Clara's visit to the Denhams' house.

1. in the third person;

2. in the person of Clara;

3. in the person of Clelia;

4. in the person of Mrs Denham.

Exercise 15

Discussion points.

1. What impression does the description of the Denhams' house produce on you?

2. What can you say about the people who inhabit it?

3. What do you think of Clara?

4. Have you ever experienced anything like that in your life?

5. Do you believe that homes reflect their owners' mode of life, occupation, character?

Exercise 16

Translate into English.

1. Мы хотели купить собственный отдельный дом, хо­тели, чтобы был большой сад и озеро, но денег нам хватило только на половину дома.

2. Газон перед домом — гордость всех англичан. Га­зон тщательно стригут и высаживают по дорожкам розы.

3. Прихожая была тёмная и мрачная, и я решила, что нужно переклеить обои — подобрать более светлые.

4. Длинный коридор заканчивался лестницей, ведущей на второй этаж.

5. В Европе мало кто живёт в многоквартирных домах. Большинство людей являются собственниками домов в пригородах.

6. В английских домах количество комнат может быть разным, но традиционно всегда есть небольшая при­хожая, кухня, столовая, гостиная, ванная, туалет, пара кладовок, одна или несколько спален.

7. В домах, где есть дети, желательно сделать детскую. Там должна быть особая мебель и хорошее освещение.

8. К гостиной примыкает столовая, которая, в свою оче­редь, соединена с кухней.

9. Нужно покрыть кафелем не только стены в ванной и туалете, но и ту стену на кухне, где расположена раковина, а то будет видна вся грязь. С краски её смыть не так легко, как с кафеля.

10. Я предпочитаю электрическую плиту газовой — её го­раздо легче мыть, да и вытяжка не очень нужна.

11. На полках я храню фаянсовую посуду, а в этих ящичках — столовые приборы. Запоминай, что куда класть.

12. Комната так заставлена мебелью, что трудно подойти к окну.

13. У Гаррисонов очень просторная четырёхкомнатная квартира в центре города. Она прекрасно отделана и обставлена.

14. Надо бы сделать ремонт — подновить потолки, на­стелить паркет вместо линолеума и поклеить мою­щиеся обои.

15. Такие яркие цветастые занавески не годятся для спальни. Нужно выбрать расцветку поспокойней.

16. Это комнатное растение у окна загораживает свет. Переставь его в угол.

17. Мы живём в этом девятиэтажном доме. Район нам не нравится, хотелось бы куда-нибудь переехать.

18. Я не смогла бы жить в деревне, так как не могу обходиться без удобств — водопровода, горячей воды, мусоропровода, центрального отопления, телефона.

19. Все гостиные в наших квартирах похожи одна на другую — стенка, журнальный столик, диван и кресла, телевизор и стереосистема.

20. В Англии никогда не вешают ковры на стены, их кладут только на пол.

Exercise 17

Look at the picture. It depicts the living-room of a large family. Look at it for two minutes, then hide it and agree or disagree with the following state­ments. Test your perception and memory.

► Pattern: The living-room is rather small. — No, I don’t think so, it is rather spacious.

1. In the middle of the room there is a big table.

2. The table is laid for dinner.

3. At the table there are two armchairs.

4. The armchairs are very comfortable with tall backs.

5. On the right there is a fireplace.

6. On the mantelpiece there is a clock.

7. Just opposite the fireplace there is a sofa.

8. There are four cushions on the sofa.

9. The sofa is small and comfortable.

10. In the foreground we can see a desk.

11. In the far left comer there is a standard lamp.

12. The walls are covered with beautiful carpets.

Exercise 18

Look at the picture. Describe this picture in detail. What would you bring in or take away to make it look cosier? How would you furnish it to your taste?

Exercise 19

Read and translate the text.

The Randolf sisters, Sadie and Esther, live just a block away from each other. Sadie constantly complains that the people in town are cold and unfriendly, while Esther finds them warm and pleasant.

Although Sadie can't see it, the difference is in the way they approach those people. Sadie and her husband have a lovely house. It's filled with beautiful antique furniture and glassware that is so fragile it could easily be broken by a careless guest or adventurous child. Whenever someone is visiting, Sadie and her husband are constantly "straightening up". Their beha­viour seems to indicate that they put more of an emphasis on the looks of their house than on the comfort of their guests. As a result, their nervous guests behave with excessive care — and they leave as soon as possible.

In contrast, Esther's house is not fancy at all. In fact, it's al­most shabby. But she and her husband have a relaxed, friendly attitude toward visitors, who don't have to worry about an ac­cident occurring with an expensive piece of furniture or vase. Esther's house is a place where people can drop in, put their feet up on the coffee table, and feel at home.

(from "Grammar Dimensions")

I. Answer the questions.

1. Whose house, Sadie's or Esther's, appeals to you? Why?

2. Which one would you drop in? Why?

3. In what houses do you feel at home? Why?

4. What do you think of those hosts who put more of an em­phasis on the looks of their house than on the comfort of their guests?

5. What house would you call lovely?

6. What house would you call shabby?

7. What does home mean to you?

II. Make up dialogues:

1) between Sadie, her husband and their guests;

2) between Esther, her husband and their guests.

Exercise 20

Have a look at Picture A and B. Answer the questions. Make use of the phrases and words below:

Picture A

Picture В

It needs cleaning; to scatter; to throw around; to tidy up; to be piled with something; to lack; to be in disorder; untidy; in a mess.

Picture A

1. What can you see in Picture A?

2. Could you describe it in detail?

3. What attracts your attention in particular?

4. What's your impression of this room?

5. Do you like it?

6. What do you think of its occupant?

Picture В

1. What can you see in it?

2. Do you like the room now?

3. Could you describe Picture В in detail?

4. What changes have been made? Why?

5. What is missing in Picture B?

6. Could you compare these two pictures?

7. Which picture do you like better and why?

8. What would you add to make it look cosier?

○ Exercise 21

Read the telephone conversation and draw a plan of the house and the garden. Tell other students how you would furnish the house and use the rooms.

Martin: Hello, Linda!

Linda: Hi!

Martin: Well, good news at last. After looking at about two hundred houses, I've found just the place for us. It's in Blackwood, which is an outer suburb about twenty five minutes drive from the city. I think you'll love it. It's got a lovely big garden and lots of trees.

Linda: Yes, fantastic. Now tell me all about it.

Martin: Well, it's basically a three bedroom house. Very individual in style. There's no front door at all. You come into the hall from a side door. As you walk down the hall, there are two bedrooms on the left. On the right there is a door leading into a huge lounge.

Linda: What about the third bedroom?

Martin: Well, if you keep going down the hall, it is on the right, past the lounge room. The room on the left would make a useful study or family room. The one on the right, which has a wine cellar by the way, would be a very good store room or junk room.

Linda: I see.

Martin: What sold me on the house was the kitchen. It leads off the lounge and is huge. We can eat in there when we don't feel like having a formal meal in the dining room.

Linda: What about outside?

Martin: Well, there's a big wide verandah running across the front of the house. The two main bedrooms look out onto this. It also continues down the left-hand side of the house. Part of it, on the western side acts as a passage to the bathroom and toilet.

Linda: And the garden? You said something about a gar­den.

Martin: Yes, it is one of the nicest things about the place. A driveway runs down the left-hand side of the house to the garden. On the right of the house there is an orchard with apple, plum and orange trees. At the rear there is a large grassed area surrounded by a border of trees and shrubs. In the middle of the lawn there is an old clothes line.

Linda: That'll have to go!

Martin: Well, it is usefiil.

Linda: I don't care, it is ugly.

Martin: OK, the clothes line goes.

Linda: Well, then, when can I see it?

Martin: As soon as you arrive tomorrow..

Linda: Great. I'll see you then. Bye.

Martin: Bye.

Exercise 22

Speak about the room where you live. Make use of the topical vocabulary.

Exercise 23

Speak about the flat where you live. Make use of the following questions and topical vocabulary.

1. Where do you live? How many floors does the house have? Is it a block of flats or not?

2. What modern facilities does your flat offer? Do you have electricity, running water, gas, a telephone, a radio?

3. What kind of flooring do you have in your flat?

4. How are the walls of your flat finished? Are they white­washed, tiled or wallpapered? Do you like to adorn the walls?

5. How is your flat lighted?

6. What kind of curtains (hangings, blinds) do you have? Do they go well with the wallpaper?

7. Is your flat crammed with things?

8. What makes your flat look cosy?

9. Do you have a convenient working space or a desk at home? Where do you keep your books?

Exercise 24

Find a photograph or a picture of an interior in which you recognize a taste that is radically different from your personal style. Tell your classmates what you like or dislike about it.

Exercise 25

If you have travelled abroad, speak about the difference in interior decora­tions which one may observe in foreign (British, American, German, etc.) and Russian homes.

Exercise 26

Ask your partner the following questions and fill in his or her answers. Then summarize what his/her answers suggest about his or her ideas about home.

Do you think a home is somewhere Yes No Don't Know

you are secure and warm? ____________________

you can be alone? __________________________

Exercise 27

I. Match the idioms in the left column with their Russian equivalents in the right column.

1. to build one's castle upon the sand А. выступать (перед аудиторией)

2. to build castles in the air В. указать кому-либо надверь

3. room at the top С. припереть кого-либо к стенке

4. to do something under the table D. создавать что-либо непрочное

5. to be in the chair Е. ковёр-самолёт

6. to take the floor F. захлопнуть дверь перед носом

7. a window on the world G. председательствовать

8. to camp on somebody's doorstep Н. верхняя ступенька социальной лестницы

9. to shut the door in somebody's face I. ломиться в открытую дверь

10. to show somebody the door J. строить воздушные замки

11. to force an open door К. окно в мир

12. to call somebody on the carpet L. у стен есть уши

13. a magic carpet M. дать кому-либо нагоняй

14. walls have ears N. делать что-либо секретно

15. to drive somebody to the О. обивать пороги wall

II. Think of the situations where you can use these idioms.

Exercise 28

Highlight the meanings of the proverbs, making up short situations. Tell them in class.

1. People who live in glass houses should not throw stones.

2. Do not burn your house to get rid of the mice.

3. As you make your bed, so you must lie on it.

4. A rolling stone gathers no moss.

5. Charity begins at home.

6. Home is where the heart is.

7. East or West — home is best.

Exercise 29

Translate the following quotations and comment upon them.

'A man travels the world over in search of what he needs and returns home to find it.'

George Moore

'A house is not a home.'

Polly Adler

'Houses are built to live in and not to look on; therefore let use be preferred before uniformity, except where both may be had. '

Francis Bacon

'Mid pleasures and palaces though we may roam, Be it ever so humble, there's no place like home.'

John Howard Payne

Exercise 30

Role-play "Buying a House"

Setting: A real estate agency in London.

Situation: Different people come to the office and have a talk with real estate managers. All of them want to move somewhere: to sell or to buy houses or flats. The managers offer them different housing variants.

Characters:

Card I—II — Mr Sinless and Mrs' Pure, the real estate managers.

Card III-IV - Mr and Mrs Woolworth. Their family of three wants to move to the countryside from the centre of London.

Card V—VI — Mr and Mrs Littlewood, a retired couple who want to move from a huge house to a smaller one.

Card VII—VIII — Mr and Mrs Sunwin, a young couple who before anything else want to buy a house of their own.

Card IX—X — Mr and Mrs Hewlett. Their family of se­ven wants to move to a bigger house in the suburbs.

WRITING

Exercise 1

Prepare to write a dictation. Learn the spelling of the italicized words from Introductory Reading and the words from exercise 1 on page 41.

Exercise 2

Render this text in English and write it down.

В маленьких квадратных комнатах с низкими потолка­ми Лиза бродила минут десять.

Это были комнаты, обставленные красным деревом и карельской березой — мебелью строгой, чудесной. Два квадратных шкафа стояли против письменного стола. Стол был безбрежен. По углам стояли кресла с высоки­ми спинками. Солнце лежало на персиковой обивке кресел.

По левую руку от самого пола шли низенькие полу­круглые окна. Сквозь них, под ногами, Лиза увидела огромный белый зал с колоннами. В зале тоже стояла ме­бель. Лиза остановилась. Никогда еще она не видела зала у себя под ногами.

Она попала в красную гостиную, в которой стояло предметов сорок. Это была ореховая мебель. Из гостиной не было выхода. Пришлось бежать назад через круглую комнату с верхним светом, меблированную, казалось, то­лько цветочными подушками.

Невольно она приспосабливала виденную мебель к своей комнате и потребностям. Кровать ей совсем не по­нравилась. Кровать была слишком велика.

Мебель была представлена многочисленными комп­лектами. Сравнительно небольшие ее размеры привели Лизу в восторг.

— Смотрите, смотрите! — доверчиво кричала она.

— Видите это бюро? Оно чудно подошло бы к нашей комнате. Правда?

— Прелестная мебель! — гневно сказал Остап.

— А здесь я уже была,— сказала Лиза, входя в крас­ную гостиную.

Большая комната была перегружена мебелью. Стулья расположились вдоль стены и вокруг стола. Диван в углу тоже окружали стулья. Их ножки и удобные спинки были знакомы Ипполиту Матвеевичу.

(И. Ильф, Е. Петров «Двенадцать стульев»)

Exercise 3

Write a composition or an essay on one of the topics:

1. My Dream House.

2. Home Sweet Home.

3. One's Character Shows in His or Her Home.

4. Why There Is Always a Mess in My Room.

5. I Like to Stay at My Grandma's Place.

Note:

Composition and essay are both translated into Russian as "сочинение" but there is a distinction between them. A com­position is fairly short (1—3 pages) and simple. Compositions may be written by students as long as they are capable of wri­ting only on simple narrative or descriptive subjects.

An essay is usually longer (may be up to 20 pages). It ex­presses ideas, as opposed to simply telling a story or describing something, though it may also be narrative or descriptive. An essay should have some literary merit. Essays are usually writ­ten by those who have sufficiently mastered the language to be able to express their ideas in it.

If you choose a topic for an essay, plan carefully before you write. First of all try to explain what the statement means to you. A simple explanation in your own words will help to cla­rify the issue in your mind. The best approach to plan an essay is to make a list of points, in note form, which you want to in­clude.

There should be an introduction. Plan an opening para­graph that will express your approach. It may be a clear state­ment of your understanding the point; some illustration of the point or even an expression of disagreement. Whichever you choose, the opening paragraph should lead logically into the body of the essay.

Plan the ideas for the succeeding paragraphs. Do not forgetthat each paragraph develops the idea one step farther. Pay special attention to the logical linking of clauses and sentences.

All points are put in logical order or in order of importance, with quotations if necessary.

Plan a conclusion which brings together the ideas of the es­say and represents some kind of resolution of the conflicting arguments.

Lesson 3 DAILY ROUTINE