A. 1. shine; 2. flash; 3. glow; 4. sparkle; C

125
Exercise 28. 
1. Припаркованный на улице роллс-ройс сверкал на солнце. 2. Мы 
пошли прогуляться при луне, а высоко над нами мерцали звёзды. 
3. При каждом движении его шёлковая рубашка блестела и 
переливалась. 4. Тёплые отсветы огня, горевшего в печи, плясали на 
сосновых стенах кухни. 5. Бармен вытирал рюмки до тех пор, пока они 
не засверкали. 6. На ней было бриллиантовое ожерелье, сверкавшее 
при свете огня в камине. 7. Разразилась гроза, и вспышки молний 
прорезали небо. 8. Серые крыши блестели после дождя. 9. Огонёк 
сигареты мерцал в темноте, пока охранник поднимался по холму. 
10. Вдалеке нам были видны светящиеся окна (деревенского) дома. 
11. Лунный свет, отражаясь, мерцал на поверхности озера. 12. Снег 
сверкал (искрился) на солнце. 13. В их глазах были искорки смеха. 
(Их глаза искрились смехом.) 14. Сквозь деревья ярко сверкали огни 
города. 15. В полуденный зной над пустыней стояло марево.
Exercise 31. 
A.
1. lofty; 2. high; 3. tall; 4. lofty, lofty, much loftier; 5. high; 
6. highest; 7. high; 8. tall; 9. tall; 10. lofty; B. 1. sleep/slumber; 
2. slumbers; 3. slumber (sleep); 4. nap (sleep); 5. nap; 6. sleep; 7. sleep; 
8. nap; 9. nap; 10. sleep; 11. sleep; C. 1. receive; 2. gain; 3. gain; 
4. got; 5. receiving/getting; 6. got/received; 7. received/got; 8. gained; 
9. gained; 10. got/received; D. 1. skinny; 2. slender; 3. slender; 4. thin; 
5. skinny/thin; 6. skinny; 7. slender; 8. thin; 9. slender; 10. thinner, 
thinner
Exercise 32. 
1. Когда до тебя доходит сказанное или какой-либо факт, это значит, 
что ты наконец-то его понял. 2. Как ты мог опуститься до того, чтобы 
обмануть своих родителей? 3. Грейс почувствовала сильную усталость. 
Она откинулась в кресле и закрыла глаза. 4. Когда же до этой 
тугодумки дойдёт, что он ею интересуется (она ему небезразлична)? 
5. Урок не был понят. 6. Леди Дэвидсон сделала три шага и грациозно 
опустилась в кресло. 7. «Потребовалось какое-то время, чтобы до меня 
дошло, что имелось в виду, – сказал он. – Поначалу я не понял, как 
это важно». 8. Ты знаешь, что старый Гриффинс дошёл до того, что 
ударил (обидел) свою маленькую внучку?
Exercise 33. 
1. in; 2. down; 3. in; 4. to; 5. back; 6. in; 7. down; 8. down

126
Exercise 34. 
1. chain brackets; 2. asterisk; 3. underline; 4. dash; 5. hyphen; 
6. colon; 7. open bracket; 8. diamond brackets; 9. (forward) slash; 
10. square brackets; 11. quotation marks, or double quotes; 12. semi-
colon
Exercise 35. 
2. French; 3. Sensibility; 5. Arabia, Prophet; 7. Stones; 8. September, 
November; 9. Romans
Exercise 36. 
1. the ABC; 2. HBO/H.B.O.; 3. lab./lab; 4. Mr/Mr.; 5. GATT/G.A.T.T.; 
6. PTO; 7. dep./dep; 8. H.E./HE; 9. MP; 10. pm/p.m.; 11. sing./sing; 
12. PS; 13. J. B. Priestley/JB Priestley; 14. G. B. Shaw/GB Shaw
Exercise 37. 
1. Well, Matilda, aren’t you... 2. Oh, I was... 3. They passed the 
greengrocer(,) and then... 4. You won’t tell anyone about this, will you? 
5. Calm yourself down, child, calm yourself down. 6. It is quite possi-
ble that you are a phenomenon(,) but I’d rather... 7. “By the way,” Ma 
said, “did you do anything about the car?” 8. She was a sweet, gentle 
and caring creature. 9. It was cool, dark and very unpleasant downstairs. 
10. If you write an email now, he will get it immediately, Bess, believe 
me. 11. Pop departed across the field to the truck(,) and Mr Charlton 
at once felt much more himself. 12. When he first asked me, I laughed 
at the question. 13. Have you ever heard of Max Preston who came to 
our school last month? 14. The woman had a small suitcase, a box, a 
handbag and an umbrella.
Exercise 38. 
1. This is the problem which we’re solving at the moment. 2. Tell 
him about it when he comes. 3. If they arrive early, they will be able 
to have a short tour of the city. 4. The man, whose face seems familiar 
to you, is our principal. 5. I have been to Rhodes, Crete and some other 
islands of the Mediterranean. 6. The guy, who is waiting in the office, 
wants to talk to you. 7. I will be delighted if you get a chance to know 
this outstanding writer. 8. Emily Green, who was here in the morning, 
won’t join us. 9. We’ll ask Dick, who is the oldest in the family, just 
to say a few words. 10. If my daughter leaves me, I’ll miss her very 
much.

127
Exercise 39. 
colon is used: 1. to mark the clause in which explanation is given; 
2. to introduce a list; 3. to introduce a list; 4. to introduce the subtitle 
of the book; 5. to mark the clause in which reasons are given; 6. to mark 
the clause in which explanation is given; 7. to mark the clause in which 
reasons are given; 8. to introduce a list
Exercise 40. 
1. Taylor was an outstanding actor; with a few... 2. The breakfast 
menu consisted of fruit juice or cereal; a boiled egg; toast and marma-
lade(;) and a pot of tea or coffee. 3. I had been aware that they some-
times disagreed violently; I had not realized that... 4. semi-colon is not 
used; 5. semi-colon is not used; 6. semi-colon is not used; 7. She is ex-
pected later today; she is not... 8. She bought eggs, butter, bread and 
coffee.
Exercise 41. 
1. perfectly; 2. monstrous; 3. motionless; 4. bridal; 5. romantic; 
6. government; 7. thoroughly; 8. practical; 9. argument; 10. philosopher; 
11. atomic; 12. explanation; 13. terribly
Exercise 42. 
1. went; 2. were walking; 3. saw; 4. its; 5. is giving; 6. wonderful; 
7. their; 8. looking; 9. her; 10. thought; 11. holding; 12. her; 13. will/
shall wait; 14. looks
Exercise 43. 
1. c; 2. b; 3. d; 4. b; 5. a; 6. c; 7. d; 8. a; 9. b; 
10. c; 11. b; 12. a
Exercise 44. 
1. did not care; 2. were; 3. forgot; 4. were pleased; 5. has forgot-
ten; 6. comes; 7. shall/will live; 8. to stay; 9. came; 10. was wrapped; 
11. roared; 12. blew; 13. approach(ing); 14. sat; 15. looked; 16. came; 
17. was lying; 18. heard; 19. playing/play; 20. thought; 21. were pass-
ing; 22. had not heard; 23. has returned; 24. did he see
Exercise 45. 
1. c; 2. a; 3. a; 4. b; 5. a; 6. d; 7. c; 8. b; 9. c; 10. d; 11. c; 12. a; 
13. b; 14. d; 15. b; 16. a; 17. c; 18. a; 19. b; 20. c; 21. d; 22. a; 23. c

128
Exercise 46. 
1. When I was passing by the open window, I heard sounds of mu-
sic. Somebody was playing the piano. The music sounded sweet and ten-
der. 2. Listen! The clock in the dining room is striking. It’s already six 
(o’clock). It’s getting dark. 3. When you see Peter again, give my love 
to him (say hello to him). I haven’t seen him for ages and I miss him 
(am missing him). 4. Mother wouldn’t be (have been) angry if you hadn’t 
broken her favourite cup. You shouldn’t have used it. 5. By five o’clock 
lessons had been done, dinner had been cooked and the house was as 
clean as a whistle. The children sat round the table waiting (were sitting 
and waiting) for their parents. 6. I’m afraid that these clothes are not 
suitable for skiing. You need a warmer sweater and a pair of gloves. The 
day is rather (fairly, quite) cold today. 7. If I had known the answer to 
this question yesterday, I would have passed the examination better (more 
successfully). To be honest, yesterday’s examination was the most diffi-
cult in my whole life. 8. I heard someone knock at (on) the door quietly. 
Who could it be? My parents had already come back from work and we 
were not expecting (did not expect) any visitors (guests). 9. For some 
time he lived on the farm where he was made to feed sheep and look after 
(take care of) cows. Gradually (eventually) he got used to this work (job) 
and even began to like it. 10. Who knows where deer live? You’ll answer 
this question easily if you remember how people use these animals.
Exercise 47. 
A.
1. Pupils have to leave their jackets in the cloakroom. Pupils 
mustn’t bring their jackets to the classroom. 2. Pupils mustn’t miss 
the morning registration. Pupils always have to come to (be present at) 
morning registration. 3. Pupils must (have to) attend school assemblies 
on Monday mornings. Pupils mustn’t miss school assemblies on Monday 
mornings. 4. Pupils must (have to) wear the uniform. 5. Pupils mustn’t 
run about the building during the breaks. 6. Pupils must (have to) say 
“Sir” or “Miss” to the teachers politely. 7. Pupils mustn’t fight with other 
pupils. 8. Pupils must help those who need help. 9. Pupils must (have to) 
bring sports clothes for PE lessons. 10. Pupils mustn’t bring any objects 
that may cause danger to school. 11. Pupils must (have to) keep their 
uniforms and other clothes tidy. 12. Pupils mustn’t chew chewing gum in 
the school building. 13. Pupils must (have to) keep the schoolyard tidy.
Exercise 49. 
A.
1. mustn’t; 2. don’t have to; 3. needn’t/don’t have to; 
4. needn’t/don’t have to; 5. mustn’t; 6. don’t have to/needn’t; 

129
7. mustn’t; 8. needn’t/don’t have to; 9. needn’t/don’t have to; 
10. mustn’t
Exercise 50. 
1 – g; 2 – d; 3 – b; 4 – f; 5 – k; 6 – i; 7 – l; 8 – j; 9 – h; 10 – c; 
11 – a; 12 – e
Exercise 52. 
1. competitive; 2. ruthless, cruel; 3. outgoing; 4. impatient; 5. impul-
sive; 6. reserved; 7. stubborn; 8. generous; 9. insincere; 10. hypocritical; 
11. ambitious; 12. boastful
Exercise 53. 
1. g; 2. h; 3. b; 4. j; 5. i; 6. a; 7. e; 8. d; 9. c; 10. f
Exercise 66. 
1. When two young people love each other dearly they often have dif-
ficulties to face before they can marry. Ср.: Любовь никогда не бывает 
без грусти. 2. Those in love don’t notice each other’s faults. Ср.: Любовь 
слепа. Любовь зла не видит. Любовь зла – полюбишь и козла. 3. Love 
has such power that it will overcome all difficulties. Ср.: Гони любовь 
хоть в дверь, она влетит в окно. Любовь на замок не закроешь. Для 
любви нет преград. На любовь закона нет. Для милого дружка семь 
вёрст не околица. 4. In courtship, just as on the battlefield, it is per-
missible to use every strategy and take advantage of any opportunity. 
Ср.: В любви и на войне все средства хороши. 5. If you love a person 
you must put up with their faults, their little ways, their friends and 
relatives. Ср.: Меня любишь, так и собаку мою не бей.
Exercise 69. 
The message of the first poem could be explained as follows: The 
young soldier knew that he was risking his life in Northern Ireland and 
could be easily killed, and wanted to comfort his parents in case it might 
happen. The person who wrote the poem could have sincerely believed 
that all the things in the world were connected and that people’s souls 
do not perish when people die. The second piece of poetry emphasises 
the idea that a name is not the most significant thing in a person, it is 
far less important than the personality itself. Notice that this idea was 
really advanced in Shakespearean times, but even nowadays it sounds 
quite up-to-date.

жүктеу/скачать 0,65 Mb.

Достарыңызбен бөлісу: