BBK 81.2 Anra 11 64 Peuen3enTbi: Kaeapa wHoctpannpix sspikos MI3ti w nou. C. B. Hlesuopa (MTMMO) Tloysu JI. 1164 [loco6ue no mekcuke pasroBopubix tem: Yue6. m0- co6ue Ama meq. uH-ToB. — M.: Burcm. wKona, 1978.— 208 c. Ha tur. a: Jane Povey. English at Leisure. The Vocabulary of Leisure Activities, 40 K. B_ noco6un o6pacHaoTea capa, HaGoxee “acto ynotpeGasembte Mp OGcyakMeHHM TAKHX PasroBOPHEIX TeM, KK OTMbIX, MOcelileHHe TeaT- POR, KHHO, MY3een, YTeHHe KHHT, MpHeM TocTel H T.tl., M faioTeA MpH- Mepbt, HusOcTpHpyioulMe Hx ynoTpeomeHHe. 1B Kuure UMeioTea yKagaTeMH anTmM”icKHX H pyCCKHX cm0B. 70104—448 BBK 81.2 Aura 001 @i)—78 18-78 4i(Aura) © Uszatencrso «Butcuian wkona», 1978 r.PREFACE This work is intended as a reference book for teachers of English in universities and other higher educational institutions. It deals with the essential vocabulary relating to leisure activities in this country and in Britain, from the following points of view: - What words are most often used by English people? . What exactly do they mean? . How do they differ from other words close in mean- ing? eB One . How are they used? especially in comparison with Russian words with a similar meaning 5. What is their Russian equivalent, if any? 6. How can we express in English concepts peculiar to Soviet life? In addition, it gives certain basic information about leisure activities in Britain which will not only give teachers a deeper understanding of various words, but also help them to understand texts, articles, etc. on these topics and references to them in literature. After an introductory chapter dealing with leisure activities in general, and vocabulary common to all of them, there are nine chapters, each devoted to a particular activity. The material is arranged so that the book can be used in three ways: 1. The teacher may read through a whole chapter, in order to acquaint himself with all the vocabulary on the subject, for example, in preparation for conversation class- es. If only one or more aspects of the topic are needed, they can be found by means of the section headings under which the material is arranged within each chapter. 2. One may look up the meaning and usage of a par- ticular English word, by using the English index. To facilitate this, process the material has been arranged in “units”, each supplied with a “unit number. The reader looks up the required word in the index and then quickly locates the relevant material in the text by means of the unit number. 3. One may look up the English translation(s) of Rus- sian words, especially those which have no English equiva- 3lent (so-called “culture-bound” words), by using the Rus- sian index. In the last two cases the book performs the function of a dictionary (monolingual and bilingual). There are many cross-references, in order to show with- out repetition how words are used in different contexts. Although this book is intended primarily for teachers of conversation, it will also be useful in teaching written composition and translation. The material has been collected from a wide range of English sources, including consultations with other English people. Dictionaries and other books used are listed in the bibliography. American usage is given where possible in cases where it differs noticeably from British English. Phonetic transcription is given of those words which Russian readers are likely to find difficult to pronounce, mainly words of non-English origin and proper names. The author would like to thank all those who have helped her in writing this book, especially T. N. Khimu- nina, of Leningrad University.I. Leisure Acti Il. Reading III. The Theat IV. Opera and Ballet V. The Cinem: VI. Concerts and Music VII. Museums, VIII. Radio and Television, eke and oe IX. Visiting and Entertaining . X. Country and Seaside, Holiday: Bibliography List of Abbreviations English Index Russian Index TABLE OF CONTENTS ivities (General Introduction)... ....... ee Wy oo scab ace cs Art Galleries, Art Pee b ohh tkJ. LEISURE ACTIVITIES (GENERAL INTRODUCTION) Starting a Conversation about Leisure Activities 1. A conversation about leisure activities may be started by asking one of the following questions: — What do you do in your spare/free time? like doing — How do you spend your spare/free time? leisure (time)? — What's your favourite occupation/pastime/recreation| relaxation? Let us first consider the use of spare/free time, leisure and other related words and expressions. spare/free time, leisure and Related Words OF, spare/free time Spare time and free time are practically synonyinous, although there is sometimes a slight difference in usage. Spare tends to be used particularly with reference to evenings and weekends. Therefore when we are thinking of hobbies, going to the theatre or cinema, and so on, we more often use spare. e.g.—What do you do in your spare time? Spare-time activity is also used in formal or semi-formal style. e.g. Tell me something about your spare-time activities. Free often implies free from work, classes, etc., at what- ever time, including during the day. For example, a teacher may say to a group of students: — Have you got any free time tomorrow? probably meaning at the university/college, during the day, Jor example between classes. Similarly: 6— I'm free now till two o'clock. — I shall be free at four o’clock. Note that spare cannot be used predicatively in this way. Free day is used in the sense of ceo6o0dnoui Oenbd and school teachers have free periods/lessons. In some cases, however, the distinction is negligible, as illustrated in unit 1 above. 3. leisure docye This has the same meaning as spare time, but is more formal. e.g. People have more leisure nowadays than ever before, but not everyone knows how to make the best use of it. It is also used adjectivally. e.g. leisure time/activities/clothes 4. __ recreation This is defined in Chambers 20th Century Dictionary as: refreshment after toil, sorrow, etc., pleasurable occupation of leisure time; an amusement or sport and by Hornby as: refreshment of body and mind; sth. that pleasantly occupies one’s time after work is done It is formal style, and used in such sentences as: a. Everyone needs recreation. b. Swimming is a good form of recreation. In sentences like this it corresponds to the Russian om- dux, although it is more formal in style. Recreation is used adjectivally in the following expres- sions: recreation room recreation ground a large enclosed area with football pitches, tennis courts and other sports facilities The adjective recreational occurs in the expressions: recreational activities recreational facilities the opportunities and place, equipment, etc. needed for various forms of recreation and in such sentences as:Many evening classes in England are purely recreational: pottery, photography, boat-building, and so on. 5. rest This word implies above all inactivity, absence of move- ment or exertion, especially after a period of work or other strenuous activity. In contrast to recreation, it denotes a pas- sive state. eg. a. (Doctor to patient)—You need a good/complete rest or: You need rest. b. (To a person who looks tired) — Have a rest. c. We had several rests on our way up the mountain. Rest can be translated as noxoii or omdoix; omdoxnymo. Note, however, that rest corresponds to omdeix only in certain cases: those where absence of exertion is implied. (See unit 352.) 6. relax, relaxation The original meaning of relax, used intransitively, is “to become less tight, stiff, strict or rigid”. eg. a. His grip relaxed and the gun fell to the floor. b. Over the years his severity relaxed. However, it is often used in a wider sense, close to that of rest. For example, Hornby gives the following sentence: Let’s stop working and relax for an hour. Here are some more examples: a. I’ve had a hard day, so now I’m going to relax. b. In the evenings I like to relax with a good book. c. What are you rushing round like that for? Relax! d. She’s so tired she can’t relax. The distinction between rest and relax is that whereas rest implies absence of movement, relax implies absence of tension, either physical or mental. Relax is compatible with movement. e.g. His movements were relaxed. Relaxation is used in the sense of “recreation”. It is less formal. / e.g. a. Walking is (a) good relaxation. b. His favourite relaxation is fishing. 8Relaxing occurs in such sentences as: Sunbathing is very relaxing. 7. amusement, entertainment These words are both used of something which makes time pass pleasantly (paseseuenue). Amusement is more general, as illustrated by Hornby’s example: There are plenty of amusements here: cinemas, theatres, concerts, football matches, and so on. An amusement park/ground is one with swings, round- abouts and other means of amusing oneself, what is more often called a (fun) fair (ammpaxyuonot). Entertainment is mainly restricted to performances and shows. It includes theatres, cinemas, concerts, but not sport, funfairs, etc. The entertainments page in a newspaper gives details of {heatrical and cinema programmes, concerts, opera and _ ballet performances, and often exhibitions too, although strictly speaking the latter are not entertainments. 8. pastime This is a very general word corresponding more or less lo epemanpenposoncdenue or sometimes sanamue. It does not necessarily imply that the only aim is to pass the time. eg. Reading is my favourite pastime. If is not very frequently used. % occupation In addition to the meaning npoqeccus, occupation may lave the same sense as pastime, especially in combination with the adjective favourite. e.g. a. What's your favourite occupation? b. My little brother’s favourite occupation at the moment is climbing trees. 10. hobby A hobby is not simply one’s favourite occupation, some- {hing to which one devotes all one’s spare time, but some- thing systematic. In addition, it generally implies something apart from the usual leisure activities such as reading, going lo the theatre, cinema, and so on. In practice, hobbies often 9involve collecting or making things, for example, stamp-col- Iecting, badge-collecting, making model ships or aeroplanes. like and its Alternatives In answering the various questions given at the beginning of this chapter: e.g. How do you spend your spare time? and in further conversation about leisure activities, we need to use such words as like, enjoy, prefer, fond, keen. It is therefore important that we should clearly understand the usage of this group of words. 11. like This is the most widely used of the group. It is the least emotional, and stylistically neutral. eg. a. J like reading. Note that books is not usually included in such sentences. (See unit 39.) b. She likes listening to music. c. Do you like opera? Note that the gerund is usual in the above type of sen- tence, which expresses general liking, not a wish of the mo- ment. It is possible to use the infinitive in such cases. eg. a. I like to read. b. She likes to listen to music. However, this is less usual and not to be recommended. The infinitive after the indicative mood is more often used to express a feeling of necessity, desirability, advisability. For example: I like to read a book in English every week. means that I think it wise, necessary, advisable to do so, in order to improve my knowledge of English. It can be con- trasted with: I like reading books in English. IIcre the idea of the pleasure derived from reading is stressed. Other examples of the use of the infinitive to imply de- sirability, are: 10a. I like to buy tickets in advance. b. I like to leave the flat by half past eight. c. He liked to go for a short wath before breakfast. Note that such sentences generally include an adverbial modifier, for example, in advance, by half past eight. When used after the conditional of like, the infinitive expresses a wish of the moment, an inclination to do some- thing at a particular time. This can be illustrated by the lollowing two pairs of sentences: |. a. I like going to the cinema. (general liking) b. I’d like to go to the cinema tonight. (wish of the moment) 2. a. Do you like listening to music? b. Would you like to listen to this new record? The form in 2b is widely used in invitations and offers. 12. love Love is obviously stronger than like, and therefore less often used. However, it may be less obvious that it has two stylistic levels: one neutral and one colloquial. Used neu- (rally, love implies a deep and lasting feeling, whereas in colloquial speech the feeling, though strong, may be more superficial and less serious, less permanent. Sometimes the object is not one with which we associate love in its true SeHse, e.g. I love strawberry jam/reading in the bath. ‘The presence of such words as simply, absolutely, just indi- calc colloquial use, although they are not an essential con- dition. e.g. I simply love (reading) detective stories/dancing. As in the case of like, the gerund is the usual form of (he verb with the indicative, and implies “general loving”, whicreas the infinitive is used with the conditional to express i particular desire. e.g. 1. a. J love going to the theatre. b. I’'d love to go and see “The Government Inspec- tor” («Peeusop»). 2. — Would you like to (go and) see “Swan Lake” tomorrow? — Yes, I'd love to. 11This colloquial use of love is mainly restricted to women. On the whole it is not to be recommended to foreign speakers. 13. enjoy This is often used, although less often than like. It is a more emotional word than like, more explicitly conveying a sense of pleasure. It is followed only by a noun ora gerund, not by an infinitive. Enjoy may be used of “gen- eral liking”, as in: J enjoy listening to music. However, it is particularly common with reference to specif- ic occasions. e.g. a. Did you enjoy the concert? b. Thank you for lending me the book. I really enjoyed it. c. I’m sure you'll enjoy talking to them. Enjoy is to be strongly recommended in such situations, rather than like. 14. fond (of) This is used, either with a noun or a gerund, to express affection, liking based on familiarity. One cannot be fond of anyone or anything until one has known the person or thing/activity for some time. It is therefore wrong to say that one is fond of somebody after only one meeting, or that one is fond of skating after going skating for the first time. Fond of is used with the gerund in such sentences as: a. I’m (very) fond of reading/going to the theatre. b. She’s fond of walking in the country. The choice of fond rather than, for example, like, or enjoy, stresses the idea that these occupations are familiar, frequently indulged in. Fond of is also used in negative sentences as a softer or more tactful alternative to not like (see unit 30). 15. keen (on smth./to do smth.) Keen is used with on to express the idea of enthusiasm, an active liking. e.g. My brother’s very keen on chess. He’s joined a chess club and he follows all the chess championships. He even gets books on chess out of the library. 12Keen on may be used with a noun or a gerund. It is partic- ularly common with gerunds functioning as nouns. e.g. a. My son’s very keen on skiing/rock-climbing. b. Her father’s rather keen on gardening. c. I’ve got quite keen on knitting lately. Note that keen on is often modified by an adverb of degree such as very, rather, quite. Keen is also used with ¢o and the infinitive in the sense of eager (to). e.g. He’s (very) keen to enter the chess competition. Cf.: He’s very keen on chess. Keen with the indefinite article and a noun is widely used to denote a person who is keen on something. e.g. He’s a keen chess-player/stamp-collector/footballer/gar- dener/concert-goer. (See unit 25.) Keen on is also used in negative sentences as a softer or more tactful alternative to not like (see unit 30). 16. mad (about/on) This is a highly colloquial use of mad, implying great enthusiasm, sometimes unreasonably or excessively great. e.g. My brother’s mad on ice-hockey. There is no difference between about and on here. 17, crazy (about) This is the American equivalent of mad_(about/on), but il is also used by some English people. Note that in Ameri- can English crazy means nomewannout, cymacwedwut, whereas mad means cepdumoii (Br.E. angry). 18. adore This is sometimes used in a colloquial way to express reat liking. However, such use is restricted mainly to a talher affected type of upper-class woman, and should be avoided by foreign speakers. It is not a stylistic equivalent ol the Russian o60%came. The nearest equivalent to this Rus- sian word is probably to be mad (about/on) (see unit 16). 19. in(to) raptures This expression has the same meaning as 6 eocmope(e). to go into/be in raptures over/about smth. llowever, it is only occasionally used by English people, 13