Doing up a Derelict House

John and Mary King dreamed of escaping from their poky inner-city flat and setting up home in the country. They longed for fresh air, green fields and the sound of birds. Seven years ago they saw a chance of making their dream come true. ‘We were driving along a narrow country lane’, says John, ‘when we spotted three houses in a short terrace which must have been farm labourers’ cottages in the past. There was a FOR SALE notice outside. No one lived there, of course, because they were in such a terrible condition, virtually derelict, in fact. Even without getting out of the car we could see that tiles had slipped off the roof, so rain was getting into the houses. The gutters were hanging down and almost every window was broken. Inside, things were even worse. Doors were hanging off their hinges, several floorboards were rotten, birds had made their nests everywhere and there was even a tree growing inside one of the houses. Obviously, they had been deserted for years. The houses were quite uninhabitable, but the position was idyllic, with uninterrupted views over the surrounding countryside, so we contacted the estate agent and made the owner an offer which was accepted immediately – I think he was glad to get rid of them’.

It has taken the Kings seven years of hard work to create the beautiful home that they live in now. They knocked the three cottages into one in order to create spacious rooms. ‘The inside has been transformed’, says Mary. ‘We started from scratch and changed things to suit our own taste but the outside hasn’t changed much and still retains the character of the original buildings. The worst problem was with one of the end walls. The surveyor advised us to knock it down and build it up again on new foundations.

Fortunately, we were able to re-use the old stones so you can’t tell the difference. We did most of the work ourselves because we prefer to do it that way, and it’s cheaper, but occasionally we had to call in professional help’. At first, the houses had no water and no power and because of its isolated position it was necessary to dig long trenches for the pipes and cables that link the house to the mains. ‘It was like living on a building site,’ says John,’ and it cost a fortune. In fact, we spent much more on repairing and restoring the house than we did on buying it. It’s definitely been worth it, though, in every way. I’d much rather live here than in a city’.

However, the Kings cannot enjoy the fruits of their labours yet. They have devoted all their energy to transforming a ruin into a dream home, but the garden, still a tangled wilderness, needs their attention.

1. The Kings wanted to live in the suburbs.

2. They didn’t like the terraced houses because of their location.

3. The houses for sale were dilapidated.

4. The estate agent sold the houses unwillingly.

5. The Kings ruined the three houses.

6. The new house was very much the same like the old one on the outside.

7. The old walls weren’t good, so they had to build new ones.

8. It would be cheaper to build a new house than repair the old ones.

9. The family did most of the work with the help of professional workers.

10. The Kings concluded that they didn’t regret repairing the old house.

TASK 3. Read the text. It is about Roger’s first day at school. Say whether the statements following the text are true (T) or false (F). You get 1 point for every correct answer.

Roger’s First Day at School

Young Roger, Phyllis and Frank Cooper’s little boy, had just had his fifth birthday. It was a rather special birthday for him since, as soon as an English child reaches the age of five he must start attending school.

It was only after a good deal of thoughtful discussion between Phyllis and Frank Cooper that they had finally decided that Roger should go to his local State Primary School. Phyllis and Frank called to see the Head Teacher of the Infant’s Department and came away quite charmed. They both liked the Head Teacher’s enthusiasm and quiet efficiency and above all they liked the teacher who was in charge of the five-year-olds’ class. The thirty children in the room were seated in small chairs around a number of low tables. They were all of them very busy and very interested in what they were doing. Some were cutting out small pictures with scissors; some were solemnly colouring-in outline pictures with chalks; others were working with modelling clay. The Head Teacher told Phyllis and Frank that in the Infants’ Department the object was to introduce the children to the art of living together and to develop not only the skill of reading and writing and counting but also to train the hands, the body and the imagination. Drawing with coloured chalks and painting, dancing in time to the music of the piano, the handling of scissors and modelling materials, the acting of little plays – in all these ways it seemed that Roger’s day at school would be filled both usefully and happily.

The great day arrived. Roger, now looking as clean as a new pin – far cleaner and neater than he will ever look again for the rest of his schooldays – is about to begin the great adventure. It will never be known which of the two was the more nervous, Roger or his mother.

Phyllis recalled to mind the teacher she had seen on her visit to the school and felt happier for a while. But even though she told herself she was being silly, she was still as anxious as ever. So, holding his mother’s hand very tightly, Roger walked with Phyllis and Frank along the road to Greenfields County Primary School.

On the way to the school they were joined by a friend on a similar job. Mrs. Jenkins was taking her little girl Susan to school for her first day. The two mothers spent the rest of the ten-minute journey assuring Roger and Susan in bright, cheerful voices that nothing in the world was nicer for them than that they should be going to school together.

In a fairly room at the school the Head Teacher was receiving the newcomers. As each child’s name was called the mother was told to slip quietly away. Susan was as quiet as a mouse but one small boy was protesting against the whole educational system by roaring at the top of his voice.

“Take him away,” said the Head Teacher quietly to one of her assistants. The small boy was led off to a distant class-room, his roars getting gradually fainter, and the remaining mothers eyed their own children, each secretly hoping that her child would not “make a scene”.

Roger’s name was called. He, too, passed into the class-room and into the charge of the pleasant young woman whom Phyllis and Frank had seen on their first visit, and Phyllis went home to a house that seemed, after five years of Roger’s daily presence in it, strangely quiet.

Phyllis and Frank were at the school gate well in time to meet Roger when his day ended at half-past three. Phyllis was bursting with impatience to see Roger, and even began to worry when he was not one of the first five children to come through the school door. He came at last and, thank goodness, all smiles. His teacher, who came to see him across the road, said he had been as good as gold. He had had, he said, a lovely time and a lovely dinner and teacher had told them all a lovely story. And they were to bring some flowers to school to decorate the class-room and could he please pick some from the garden as soon as he got home. … And so ended Roger’s first day at school.

1. English children have to go to the primary school at the age of 3.

2. Roger’s parents chose the school at random.

3. Roger’s parents were pleased with the Head Teacher.

4. The children in the classroom were seated on the floor.

5. The Infant’s Department concentrated only on academic subjects.

6. Rojer wore a uniform on the first day of school.

7. Rojer was attended by his mother only.

8. All the children at the school were as quiet as a mouse.

9. One child was punished for making a scene.

10. Roger’s parents were impatient to see their son after school.

Part II. Phonetics, Vocabulary and Grammar.

• PHONETICS

TASK 1. Transcribe the words observing graphical rules.

You get 1 point for every correct answer.

1. aunt

2. orphan

3. confirmed

4. rude

5. charming

6. thumb

7. gentle

8. propose

9. swarthy

10. elbow

11. proud

12. spinster

13. truthful

14. senile

15. bachelor

16. widow

17. moustache

18. toddler

19. reserved

20. father

TASK 2.. Transcribe the following phrases. Underline all cases of reduction and define their type.You get 1 point for every correct answer.

1. a 'shallow ֻperson

2. 'meet the de'mands of the ֻtime

3. com'pulsory aֻttendance

4. 'high 'standards for adֻmission

5. my 'tongue ֻfailed me

TASK 3. Divide the sentences into syntagms, put stress-tone marks. Mind the intonation of adverbials, parentheses and enumeration. You get 1 point for every correct answer.

1. There are two water-colours on the wall.

2. On the ground floor there is a kitchen, a large dining-room, and a cosy sitting-room.

3. I’m afraid he’ll fail the exam.

4. Most probably, a parent-teacher meeting will be on Friday.

5. The students of our Department, as far as I know, are mostly out-of-town.

• VOCABULARY