- •Содержание
- •Предисловие
- •Методическая записка
- •Classroom activities (1)
- •1. A) Answer the questions:
- •2. A) Skim through the text and say what the message of the text is.
- •3. A) Open the brackets using the correct forms of the verbs.
- •4. A) Read the text filling in the gaps with the proper words.
- •Home activities (1)
- •5. A) Go through the texts in exercises 2–4 and find the English for
- •6. Retell any of the three texts (see exercises 2-4). Classroom activities (2)
- •7. Paraphrase and add a sentence logically connected.
- •8. A) Read the article and say in one sentence what it deals with. Новое поколение выбирает прагматизм
- •Home activities (2)
- •9. Give a brief summary of the article (see exercise 8) in English using the suggested key words and phrases:
- •1. Introduction:
- •In conclusion/Finally, the writer says that...
- •Classroom activities (3)
- •The Infinitive
- •12. Read the following sentences and translate them into Russian. Comment on the forms of the Infinitive. Compare
- •Complex Subject with verbs in the Active Voice
- •13. Translate into Russian.
- •14. Paraphrase using the Complex Subject.
- •16. Answer the teacher’s questions and add sentences logically connected.
- •18. Answer the teacher’s questions and explain why you think so. Home activities (3)
- •Classroom activities (4)
- •21. A) Match the following phrasal verbs with their definitions. Translate them into Russian.
- •22. Translate into English.
- •23. Read the following paragraph and speak about the changing family pattern in the uk and the us using the suggested key phrases:
- •24. A) Speak about the present-day family pattern in your country. Base your answer on the key phrases suggested in exercise 22.
- •Home activities (4)
- •Classroom activities (5)
- •Complex Subject with verbs in the Passive Voice
- •28. Translate into Russian.
- •29. Make sentences with the Complex Subject using the suggested words and word combinations.
- •30. Paraphrase using the Complex Subject.
- •Substantivised Adjectives
- •31. Paraphrase as in the model:
- •Class in America
- •32. Paraphrase, translate or explain.
- •33. Answer the teacher’s questions. Home activities (5)
- •35. Get ready to retell Text 1. Classroom activities (6)
- •36. Paraphrase using the active vocabulary:
- •37. Complete the sentences with the derivatives of the words given in the right-hand column:
- •38. Complete the sentences using the word combinations given in the box:
- •39. Develop the ideas.
- •40. Paraphrase the sentences using the For-to-Infinitive Construction.
- •41. Complete the sentences. Translate the for-phrases into English.
- •Home activities (6)
- •43. Read the text Walking into the Wind and get ready to answer the questions (see exercise 49).
- •44. Open the brackets using the For-to-Infinitive Construction.
- •Classroom activities (7)
- •45. Translate into Russian.
- •Word building
- •46. Complete the sentences with verbs in proper forms.
- •Walking into the Wind
- •47. Find the Russian for:
- •48. Find the English for:
- •49. Answer the questions.
- •Home activities (8)
- •50. Retell the text as if you were
- •Classroom activities (8)
- •52. Paraphrase using a Complex Subject.
- •54. Express your opinion and support it using the suggested words and word combinations.
- •Home activities (9)
- •55. A) Complete the sentences with the words and word combinations from the box. Learn the words and word combinations from the box.
- •Classroom activities (9)
- •56. Open the brackets using the correct forms of the Infinitive.
- •57. A) Paraphrase the sentences below using the words given in brackets.
- •58. A) Open the brackets using the correct forms of the verbs.
- •Class divisions bar students from university
- •Classroom activities (1)
- •1. Answer the questions:
- •2.A) Skim through the text and say what the message of the text is.
- •3. A) Read a story about a man who managed to change his life for the better. Open the brackets using the correct forms of the verbs.
- •4. A) Read the text filling in the gaps with the proper words.
- •Pursuing Happiness In a Complex World
- •Home activities (1)
- •5. A) Go through the texts in exercises 2 – 4 and find the English for
- •6. Retell any of the three texts (see exercises 2-4). Classroom activities (2)
- •7. Paraphrase and add a sentence logically connected.
- •8. A) Read the article and say in one sentence what it deals with. Есть ли что-то важнее денег?
- •Home activities (2)
- •9. Render the article (see exercise 8) in English using the suggested key words and phrases:
- •1. Introduction:
- •2. Main body of the report:
- •According to; devaluation; social system; moral principles; poverty; unemployment; to survive;
- •3. Conclusion:
- •Classroom activities (3)
- •The Gerund
- •12. Read the following sentences and translate them into Russian. Comment on the forms of the Gerund.
- •Patterns with the Gerund Pattern 1 (Gerund as subject)
- •13. Translate into Russian.
- •14. Paraphrase using the Gerund.
- •Pattern 2 (Gerund as predicative)
- •15. Complete the sentences using the Gerund.
- •Pattern 3 (Gerund as adverbial modifier)
- •16. Translate into Russian.
- •17. Paraphrase using the Gerund.
- •Pattern 3 (Gerund as attribute)
- •18. Complete and add a sentence logically connected.
- •Home activities (3)
- •Classroom activities (4)
- •Pattern 4 (Gerund as direct object)
- •21. Complete the sentences using the gerund of a suitable verb.
- •22. Translate into Russian paying particular attention to the use of possessive and objective pronouns.
- •Pattern 4 (Gerund as prepositional object)
- •24. Insert prepositions where necessary.
- •25. Paraphrase using the Gerund.
- •26. A) Read the following opinions and complete the sentences using the Gerund.
- •Home activities (4)
- •27. A) Render the article in English using the suggested key words and word combinations. Больше работы, денег, секса
- •In conclusion the writer says that...
- •Classroom activities (5)
- •Verbs taking the Gerund and the Infinitive
- •30. Translate into Russian:
- •31. Open the brackets using either the Gerund or the Infinitive.
- •32. Complete the sentences, using the Gerund or the Infinitive:
- •Cross-cultural Notes:
- •33. Paraphrase, translate or explain.
- •34. Answer the teacher’s questions. Home activities (5)
- •36. Get ready to retell Text 1. Classroom activities (6)
- •37. Paraphrase using the active vocabulary:
- •38. A) Complete the sentences with the words and word combinations from the box. Learn the words and word combinations from the box.
- •Love Is Real Medicine Loneliness fosters cardiovascular disease. Fortunately, there’s an antidote.
- •Home activities (6)
- •40. Read the text Brave New World and get ready to answer the questions (see exercise 45).
- •Classroom activities (7)
- •41. Paraphrase using the active vocabulary of the unit.
- •42. Fill in the blanks with prepositions where necessary.
- •43. Complete and add a sentence logically connected.
- •Brave New World After Aldous Huxley
- •44. Give the Russian for:
- •45. Find the English for
- •46. Answer the questions:
- •Home activities (7)
- •47. Retell the text as if you were
- •48. Translate into English.
- •Classroom activities (8)
- •The Gerund and the Infinitive after Aspect Verbs
- •49. Complete the sentences with the proper forms of the Verb.
- •50. Translate into Russian.*
- •52. Develop the situation / idea.
- •53. Express your opinion and support it using the vocabulary of the unit.
- •54. Comment on the following statements:
- •Home activities (8)
- •52. Translate into Russian.
- •Classroom activities (1)
- •1. A) Answer the questions:
- •What does success mean to you?
- •2. A) Skim through the text and say what the message of the text is.
- •'Assets - активы
- •Land of the Giants
- •3. A) Open the brackets using the correct forms of the verbs.
- •The Shy Sorceress
- •4. A) Read the text filling in the gaps with the proper words.
- •Home activities (1)
- •5. A) Go through the texts in exercises 1 – 3 and find the English for
- •6. Retell any of the three texts (see exercises 2-4). Classroom activities (2)
- •7. Paraphrase using the words and word combinations from exercises 1-4.
- •8. A) Read the article and say in one sentence what it deals with. Эсти лаудер – бизнес-гений XX века
- •9. Paraphrase as in the model:
- •Home activities (2)
- •Estée Lauder [LesteI'lO:dR(r)]; cosmetic empire; Josephine Esther Mentzer; a chemist; skin creams concocted by her uncle; substances
- •Strength of character; confidence; ambition; to hand out; samples of her products / potions; Fifth Avenue; calculations; beauty shops; cosmetics; to tell stories;
- •Commercial breakdown
- •Classroom activities (3)
- •The Participle
- •12. Read the following sentences and translate them into Russian. Comment on the forms of the Participle.
- •Patterns with the Participle Pattern 1 (Participle I as an attribute)
- •13. Make phrases using Participle I.
- •14. Paraphrase using Participle I where possible.
- •15. Translate into English.
- •Pattern 2 (Participle II as an attribute)
- •16. Paraphrase using Patterns 1 and 2.
- •17. Complete the sentences using the phrases suggested in the box as participles or clauses.
- •18. Translate into English.
- •Home activities (3)
- •Classroom activities (4)
- •Pattern 3 (Participle I as an Adverbial Modifier)
- •21. Paraphrase the sentences using Participle I.
- •Pattern 4 (Participle II as an Adverbial Modifier)
- •22. Paraphrase the sentences using Participle II as an adverbial modifier.
- •24.* Complete the sentences with the proper forms of the Participle.
- •25.* Join two sentences into one using participles.
- •Home activities (4)
- •26.* Complete the sentences with the proper forms of the Participle.
- •28. A) Listen to the text The Self-Made Man. Read it after the speaker.
- •Classroom activities (5)
- •Patterns with the Participle Pattern 5 (Unrelated Participle)
- •29. Paraphrase using unrelated participles.
- •Pattern 5 (Participles as Adjectives )
- •30. Complete the sentences using participles as adjectives.
- •31. Paraphrase, translate or explain.
- •32. Answer the teacher’s questions. Home activities (5)
- •33. Get ready to retell Text 1.
- •34. Complete the sentences using participles as adjectives.
- •35. Translate into English.
- •Classroom activities (6)
- •36. Paraphrase using the active vocabulary:
- •37. A) Complete the sentences with verbs in proper forms. A Strange Cry for Millionaire: Tickets Please!
- •Home activities (6)
- •39. Read the text The Hotel and get ready to answer the questions (see exercise 48).
- •Classroom activities (7)
- •40. Complete the sentences with the derivatives of the words given in the box:
- •41. Translate into Russian.
- •42. Complete the sentences as shown in the model. Pay particular attention to the use of Participle (a) and Gerund (b). Let your fellow-students ask questions.
- •The Hotel After Arthur Hailey
- •44. Give the Russian for:
- •45. Find the English for
- •46. Answer the questions:
- •Home activities (7)
- •47. Retell the text as if you were
- •48. Translate into English.
- •Classroom activities (1)
- •2. A) Skim through the text and say what the message of the text is.
- •3. A) Open the brackets using the correct forms of the verbs. Demise [dI'maIz] – (very formal) the time when something stops existing to shroud – to cover or hide something
- •4. A) Read the text filling in the gaps with the proper words.
- •Energy saving in the home
- •Home activities (1)
- •5. A) Go through the texts in exercises 2 – 4 and find the English for
- •6. Retell any of the three texts (see exercises 2-4) classroom activities (2)
- •7. Paraphrase and add a sentence logically connected.
- •8. Translate into Russian.
- •9. A) Read the article and say in one sentence what it deals with. Северный Ледовитый океан может растаять
- •Home activities (2)
- •10. Give a brief summary of the article (see exercise 8) in English using the suggested key words and phrases:
- •In conclusion / Finally, the writer wonders if...
- •Arctic Thaw Melts Away Old Habits in Far North
- •Classroom activities (3)
- •Modal Verbs with Suppositional Meaning
- •Should the Sport of Hunting be Completely Banned?
- •13. Read the following sentences and translate them into Russian. Comment on the forms of modal verbs.
- •14. Paraphrase using modal verbs.
- •15. Express surprise and disbelief, add a sentence logically connected to support your opinion.
- •Home activities (3)
- •17. A) Complete the sentences with the proper forms of the Verb.
- •18. Complete the sentences with the proper modal verbs and the appropriate forms of the verb.
- •Classroom activities (4)
- •Modal Verbs with Suppositional Meaning
- •20. Paraphrase as in the models:
- •London Calling The British capital has let the world in, and become a model for making a 21st-century metropolis work.
- •21. Paraphrase, translate or explain.
- •22. Answer the teacher’s questions. Home activities (4)
- •23. Fill in the gaps with proper words from the box in proper forms.
- •25. Get ready to retell Text 1.
- •Classroom activities (5)
- •26. Develop the conversations as in the model:
- •27. Paraphrase using the active vocabulary.
- •28. Make sentences using the suggested words and phrases:
- •29. Insert the required prepositions.
- •30. Develop the ideas.
- •Home activities (5)
- •Classroom activities (6)
- •33. Complete the sentences with the correct forms of the Infinitive.
- •35. Paraphrase using the modal verbs may / might, can / could, must.
- •36. A) Read the text filling in the gaps with the proper words.
- •37. Translate into English.
- •Home activities (6)
- •38. Read the text Deception Point and get ready to discuss it in class.
- •Classroom activities (7)
- •40. Complete the sentences choosing the proper modal.
- •Deception Point
- •41. Give the Russian for:
- •42. Find the English for
- •43. Answer the questions:
- •Home activities (7)
- •44. Give a brief retelling of the text and express your viewpoint on the problems raised by the writer. Classroom activities (8)
- •45. A) Complete the sentences with the derivatives of the words given in the right-hand column: Sour times
- •46. Translate into Russian.
- •47. Develop the situations as in the model:
- •48. Gabriel Ashe has just told the news to her friend Yolanda Cole. Act as Yolanda expressing your attitude to the information and give advice wherever necessary.
- •49. Express your opinion and support it using the vocabulary of the unit.
- •Marjorie Tench:
- •Home activities (8)
- •50. A) Complete the sentences with phrases made of noun combinations given in the box.
- •51. Prepare a three-minute talk on “Scientific and industrial development – curse or blessing for the planet”.
- •Classroom activities (9)
- •52. Match the beginning of each sentence with a suitable ending.
- •53. Choose the correct phrase to complete the situation.
- •54. Choose the correct grammar form.
- •55. Complete the letter with proper phrases based on the hints in the box.
- •56. Complete the sentences.
- •57. Translate into English.
- •58. A) Open the brackets using the proper forms of the verbs.
- •1. A) Answer the questions:
- •2. A) Skim through the text and say what the message of the text is.
- •Return to Babel
- •E). Find examples of linguistic similarities in your mother tongue and/or European languages.
- •3. A) Open the brackets using the correct forms of the verbs.
- •4. A) Read the text filling in the gaps with the proper words.
- •Home activities (1)
- •5. A) Go through the texts in exercises 1 – 3 and find the English for
- •6. Retell any of the three texts (see exercises 2-4). Classroom activities (2)
- •7. Paraphrase and add a sentence logically connected.
- •8. A) Read the article and say in one sentence what it deals with.
- •Home activities (2)
- •9. Give a brief summary of the article (see exercise 8) in English using the suggested key words and phrases:
- •In conclusion the writer says that...
- •10. A) Complete the sentences with the proper forms of the Verb.
- •Classroom activities (3)
- •Unreal condition (suppressed type)
- •12. Make sentences as in the model:
- •13. Complete the situations as in the model.
- •Real and Unreal Condition in complex sentences
- •14. A) Read and compare sentences of real and unreal condition.
- •15. Read the following sentences and translate them into Russian.
- •16. Match the beginning of each sentence with a suitable ending.
- •17. Translate into English.
- •Home activities (3)
- •18. Complete the sentences with the proper forms of the verbs in brackets.
- •19. Read the following article and be ready to speak about the uses and misuses of English loan-words in the Russian language using the phrases suggested below. Repelling the English Invasion
- •Classroom activities (4)
- •Unreal condition (mixed type)
- •20. Combine the sentences as in the model.
- •21. Translate into English.
- •22. Paraphrase the sentences using “but-for” phrase.
- •23. Complete the sentences using “but-for” phrase.
- •24. Translate into English.
- •25. Complete the sentences to make a chain-story.
- •Home activities (4)
- •27. Open the brackets using the proper forms of the verbs.
- •28. Give a brief summary of the article in English using the suggested words and phrases:
- •Classroom activities (5)
- •30. Translate into Russian.
- •Not the Queen’s English
- •32. Paraphrase, translate or explain.
- •33. Answer the teacher’s questions. Home activities (5)
- •35. Get ready to retell Text 1. Classroom activities (6)
- •36. Paraphrase and develop the situation.
- •37. Open the brackets using the proper forms of the verbs.
- •38. Paraphrase using the active vocabulary of the unit.
- •39. Complete and add a sentence logically connected.
- •40. A) Complete the sentences with the words and word combinations from the box. Learn the words and word combinations from the box.
- •A question of language
- •Home activities (6)
- •42. Read the text Poshos and get ready to answer the questions (see exercise 50).
- •Classroom activities (7)
- •It’s time sb did sth
- •43. Translate into Russian.
- •45. Translate into English.
- •46. Translate into Russian.
- •47. Make new words according to the patterns of word building. Translate them into Russian.
- •48. Give the English for:
- •49. Find the Russian for:
- •50. Answer the questions.
- •Home activities (7)
- •51. Retell the text as if you were
- •52. Translate into English.
- •Classroom activities (8)
- •Had better / Would rather
- •53. Give advice as in the model:
- •54. Answer as in the model:
- •55. Complete the sentences as in the model.
- •57. Complete the sentences with the proper forms of the Verb.
- •58. Express your opinion and support it using the active words and word combinations.
- •Who do you side with?
- •English by no means the ‘universal’ language
- •‘Global English’ is already becoming a pidgin language
- •English is a link language
- •Home activities (8)
- •59. Open the brackets using the proper forms of the verbs.
- •60. Translate into English.
- •Classroom activities (9)
- •61. A) Open the brackets using the proper forms of the verbs.
- •62. Complete the sentences translating into English the phrases given in brackets.
- •63. Complete the sentences.
- •64. Translate into English. Use the hints from the box.
- •65. A) Complete the sentences with the words and word combinations from the box.
- •66. A) Read the text. Political Correctness and Identity Politics
- •1. Answer the questions:
- •2. A) Skim through the text and say what the message of the text is.
- •All Cultures Are Not Equal
- •3. A) Open the brackets using the correct forms of the verbs.
- •Culturally Confused
- •4. A) Read the text filling in the gaps with the proper words.
- •End of the Road
- •Home activities (1)
- •5. A) Go through the texts in exercises 1 – 4 and find the English for
- •6. Retell any of the three texts (see exercises 2-4). Classroom activities (2)
- •7. Paraphrase and add a sentence logically connected.
- •8. A) Read the article and say in one sentence what it deals with.
- •Home activities (2)
- •9. Give a brief summary of the article (see exercise 8) in English using the suggested key words and phrases:
- •In conclusion / Finally, the writer says that...
- •Classroom activities (3)
- •So that (purpose clause)
- •12. A) Complete the sentences with the derivatives of the words given in the right-hand column:
- •Tourism Across Cultures
- •13. Paraphrase, translate or explain.
- •14. Answer the teacher’s questions. Home activities (3)
- •15. Get ready to retell Text 1.
- •Classroom activities (4)
- •17. Paraphrase using the active vocabulary of the unit.
- •18. Translate from English into Russian.
- •Subjunctive Mood or Should
- •In Nominal Clauses
- •20. Translate into Russian.
- •24. Translate into English.
- •Home activities (4)
- •25. A) Translate into English.
- •Classroom activities (5)
- •In Subordinate Clauses
- •26. Paraphrase as in the model.
- •27. Complete the sentences using the words and phrases in the right-hand column. Add a sentence logically connected.
- •28. A) Complete the sentences with the words and phrases from the box.
- •29. A) Scan the text and say whether you agree with the conclusion the writers arrive at. Explain your viewpoint.
- •31. Complete the sentences with the proper forms of the Verb.
- •32. Answer the teacher’s questions. Home activities (5)
- •33. Complete the sentences with the proper forms of the Verb.
- •34. A) Translate into English.
- •Classroom activities (6)
- •35. Complete sentences with the right words.
- •36. Complete the sentences with the proper forms of the Verb.
- •37. Complete the sentences with the words from the box.
- •38. Comment on the following statements:
- •39. Express your opinion and support it using the vocabulary of the unit.
- •Home activities (6)
- •40. Read the text Digging to America and get ready to answer the questions (see exercise 45).
- •41. Translate into English. Use the hints from the box.
- •Classroom activities (7)
- •42. Fill in the blanks with prepositions where necessary.
- •Digging to America
- •43. Give the English for:
- •44. Find the Russian for:
- •45. Answer the questions.
- •46. Complete the sentences with the proper forms of the Verb.
- •Home activities (7)
- •47. Translate into English. Use the hints from the box.
- •48 . Retell the text as if you were
- •Classroom activities (8)
- •49. Complete the sentences:
- •50. Open the brackets and write the verbs in the appropriate forms.
- •51. Translate from Russian into English:
- •Home activities (8)
- •52. Write a paragraph to answer the question:
- •Classroom activities (9)
- •53. Read the following text and
- •What Kids Should Know Being tech-savvy is one thing. Being cultured means exploring the unknown.
- •54. Read the following text and
- •The ecology of Hollywood
- •55. Read the following text and
- •Are you a tourist or a traveller?
Classroom activities (7)
-
GRAMMAR EXERCISES
40. Complete the sentences choosing the proper modal.
1. If the doctors give her a blood transfusion they … be able to save her life. (can / may / must) 2. Notice above petrol pump: All engines … be switched off. (must / should / are to) 3. I wonder who broke the vase yesterday. – It … not have been me as I was out all day yesterday. (can / might / must). 4. I’ve bought two pounds of carrots. – You … have bought carrots, we’ve got enough to last a month. (didn’t have to / needn’t / shouldn’t) 5. You … at least have thanked him for helping you out of trouble! (could / must / might) 6. The man … be intelligent but he has no common sense. (may / can / has to) 7. Gigantic cities like London and New York … be difficult to administer. (might / are to / must) 8. “What else … we have done under the circumstances?” Fiona exclaimed in despair. (could / might / should) 9. Sydney doesn’t often go to the opera. He … appreciate the new soprano. (must / can’t / may) 10. Being homeless … lead to frustration and alcoholism. (can / may / must) 11. Diane doesn’t answer the phone. What … she be doing? – She … be sleeping for all I know. She had a sleepless night. (can / may / must)
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TEXT 2
Cross-cultural Notes:
the Ivy League – a group of universities in the north-east of the USA (Harvard, Yale, Columbia, Cornell, Brown, Princeton, University of Pennsylvania, Dartmouth College) with a very high academic reputation, status and prestige. The name comes from the ivy that grows on the old buildings of colleges.
the Wild West – the western part of the USA, where many European settlers moved during the 19th century to establish new farms and cities. It is thought of as a violent place where the law was not generally respected.
a manila envelope (folder) – an envelope (folder) made of strong brown paper.
to lynch sb – to take hold of a person thought to be guilty of a crime and kill them, especially by hanging, without a legal trial. Many people think of lynching in the context of the American Wild West and with the illegal killing of blacks in the South by the Ku-Klux-Klan.
Wal-Mart [‘wO:lLmQ:t] – any of a very large group of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton, who became one of the richest people in the US.
Deception Point
(an extract)
By Dan Brown (abridged)
Sedgewick Sexton – a senator running for presidency.
Gabrielle Ashe – 24 years of age, a New York Ivy Leaguer, personal assistant to Senator Sexton, with dreams of being a senator herself one day.
Marjorie Tench – the President’s senior advisor, blessed with the brains of a supercomputer and the warmth of one, at fifty-one, she looks seventy. She arranges a meeting with Gabrielle Ashe in her White House office.
* * *
Gabrielle Ashe gazed at Marjorie Tench and felt a growing uneasiness. This woman was smart as hell and she was an unexpected twist. Tench leaned back in her chair, her hard features seeming to radiate pleasure with Gabriele’s discomfort.
“Ms. Ashe, what do you know about a bill called the Space Commercialization Promotions Act?”
Gabrielle had never heard of it. She shrugged, lost.
“Really?” Tench said. “The bill was proposed back in 1996 by Senator Walker. It calls for the privatization of NASA by immediately selling off NASA assets to private aerospace companies and allowing the free-market system to explore space more efficiently, thus relieving the burden NASA now places on taxpayers. Congress has passed the space commercialization bill all four times it has seen it. Thankfully, the White House1 has vetoed it on all occasions. I have reason to believe Senator Sexton will support this bill if he becomes President.”
“I’ve heard the arguments against privatizing space,” Gabrielle said, “and I understand your concerns.
“Do you?” Tench leaned toward her. “Which arguments have you heard?”
Gabrielle shifted uneasily. “Well, the standard academic fears mostly – the most common being that if we privatize NASA, our current pursuit of scientific space knowledge would be quickly abandoned in favor of profitable ventures.”
“True. Space science would die. Instead of spending money to study our universe, private space companies would strip-mine asteroids, build tourist hotels in space, offer commercial satellite launch services. Why would private companies bother studying the origins of our universe when it would cost them billions and show no financial return? But the abandonment of science in favor of profits is a side issue,” Tench said. “Hardly relevant compared to the utter chaos that would result by permitting the private sector to run free in space. We would have the wild west all over again. We would see pioneers staking claims on the moon and on asteroids and protecting those claims with force. I’ve heard petitions from companies who want to build neon billboards that blink advertisements in the nighttime sky. I’ve seen petitions from space hotels and tourist attractions whose proposed operations include ejecting their trash into the void of space and creating orbiting trash heaps. In fact, I just read a proposal yesterday from a company that wants to turn space into a mausoleum by launching the deceased into orbit. Can you imagine our telecommunications satellites colliding with dead bodies? Last week, I had a billionaire CEO in my office who was petitioning to launch a mission to a near-field asteroid, drag it closer to earth, and mine it for precious minerals. I actually had to remind him that dragging asteroids into near earth orbit posed potential risks of global catastrophe! Ms. Ashe, I can assure you, if this bill passes, the throngs of entrepreneurs rushing into space will not be rocket scientists. They will be entrepreneurs with deep pockets and shallow minds.”
“Persuasive arguments,” Gabrielle said, “and I’m sure the senator would weigh those issues carefully if he ever found himself in a position to vote on the bill. Might I ask what any of this has to do with me?”
Tench’s gaze narrowed. “Do you know how much Senator Sexton spends on media advertising? More than three million a month.”
Gabrielle shrugged. “If you say so. Come to your point, or I’m leaving.”
Tench reached for a manila folder, pulled out a small stack of stapled papers and handed them to Gabrielle. “Sexton’s financial records.”
Gabrielle studied the documents in astonishment. She sensed this data was authentic – banking accounts, credit card accounts, loans, stock assets, real estate assets, debts, capital gains and losses. “This is private data. Where did you get this?”
“My source is not your concern. But if you spend more time studying these figures, you will clearly see that Senator Sexton does not have the kind of money he is currently spending.”
“We have a lot of donations.”
“Yes, some of them legal.” Tench leaned across the desk. “Gabrielle Ashe, are you aware that Senator Sexton is accepting enormous illegal campaign bribes from aerospace companies who have billions to gain from the privatization of NASA?”
Gabrielle stared. “That’s an absurd allegation!”
Tench smiled coldly. “Gabrielle, I understand that Senator Sexton has shared a lot of himself with you, but I assure you there is plenty you do not know about the man. Your candidate’s illegal funding is a fact. I’m sorry. I know you trust him. I’d like to offer you a chance to do the right thing. If you can do what I am about to ask, perhaps you could even earn yourself a place on the President’s team.” She lowered her voice. “Look, here’s the point. The President and I will go public with the funding issue if we must, but this scandal involves several major U.S. corporations breaking the law. A lot of innocent people will pay the price. What the President and I are hoping for here … is some other way to discredit the senator’s ethics. Simply put, we would like you to publicly admit that you had an affair with the senator.”
Gabrielle’s entire body went rigid. Tench sounded utterly certain of herself. Impossible, Gabrielle knew. The sex had happened only once. Gabrielle fought to retain her steady tone. “You assume a lot, Ms. Tench.”
“Which? That you had an affair? Or that you would abandon your candidate?”
“Both.”
Tench walked to her wall safe and returned with a red manila folder. It was stamped with the White House seal. As dozens of color photographs spilled out onto the desk, Gabrielle saw her entire career come crashing down before her. She stormed out of Marjorie Tench’s office.
Marjorie Tench caught up with Gabrielle outside the room. The President’s senior adviser was carrying the red envelope of photos. “Senator Sexton swore to the world that you two are platonic associates. He looked the American people in the eye and told a lie. The public has a right to know. And they will know. The only question is how the public finds out. We believe it’s best coming from you.”
Gabrielle was stunned. “You really think I’m going to help lynch my own candidate?”
Tench’s face hardened. “I’m giving you a chance to save everyone a lot of embarrassment by holding your head high and telling the truth. My offer is simple: sign a statement admitting your affair, and these photos never need to see the light of day. We’ll deal with the Senator quietly. You’ll need to decide fast, Ms. Ashe,” Tench said as they neared the exit. “A statement on my desk by eight o’clock tonight. Be smart.” She tossed Gabrielle the folder of photographs on her way out.
* * *
I’ve got to talk to Sexton! Gabrielle thought. She dug out her cellphone and called the senator’s private number. His voice mail answered. Puzzled, she phoned the senator’s office. The secretary answered.
“It’s Gabrielle. The senator is not picking up his private line. Is he in? I need to talk to him right away.”
“He’s at Westbrook. He blocked off tonight as a P.E.”
Personal Event. In all the excitement, Gabrielle had forgotten Sexton had scheduled himself a night alone at home. He was very particular about not being disturbed during his P.E. blocks. Bang on my door only if the building is on fire, he would say. Other than that, it can wait until tomorrow. Gabrielle decided Sexton’s building was definitely on fire.
* * *
The doorman at the front desk of the Westbrook Place Apartments looked surprised to see Gabrielle. “Ms. Ashe? I didn’t know you were stopping by tonight. The senator gave me a list, but you weren’t –”
“They always forget the people who help them most.” She gave a smile and strode past him toward the elevator.
Riding the elevator to the ninth floor, Gabrielle exited and made her way down the elegant hallway. At the end, outside Sexton’s doorway, she could see one of his bodyguards sitting in the hall. He jumped to his feet as she approached.
“I know,” Gabrielle called out. “It’s a P.E. night. But it’s an emergency.”
The guard physically blocked the doorway. “He’s in a private meeting.”
“Really?” Gabrielle pulled the red envelope from under her arm. She flashed the White House seal in the man’s face. “I was just in the Oval Office. I need to give the senator this information. If I don’t talk to him immediately, we can all start looking for jobs tomorrow morning. Do you understand?”
The guard unlocked the door and Gabrielle entered the apartment. Now inside the foyer, she could hear men’s voices in Sexton’s den. As Gabrielle moved down the hall toward the den, she passed an open closet with half a dozen expensive men’s coats and several briefcases inside. One of the briefcases caught her eye. The nameplate bore a distinctive company logo. A bright red rocket.
She paused, kneeling down to read it: SPACE AMERICA, INC. Puzzled, she examined the other briefcases. BEAL AEROSPACE. MICROCOSM, INC. ROTARY ROCKET COMPANY. KISTLER AEROSPACE.
Marjorie Tench’s voice echoed in her mind. Are you aware that Sexton is accepting bribes from private aerospace companies?
Gabriel’s pulse began racing as she moved to the senator’s den. She stood soundlessly in the shadows … listening to the conversation beyond.
“As you know,” Sexton said, “over the past months, I have met with many men in your same position. You are the only ones I have ever brought into my home. You are extraordinary men, and I am honored to meet you.”
Establish trust. Let them know you understand their problems. He let his eyes circle the room, making personal contact with each of his guests. “I am well aware,” the senator said, addressing everyone now, “that several of your companies have offered to launch private space shuttles for as little as fifty million dollars per flight. And yet NASA undercuts you by charging only thirty-eight million dollars per flight … even though their actual flight cost is over one hundred and fifty million dollars!”
“It’s how they keep us out of space,” one of the men said. “The private sector cannot possibly compete with a company that can afford to run shuttle flights at a four hundred percent loss and still stay in business.”
“It has become painfully clear,” Sexton said, his voice darkening, “that NASA is working very hard to stifle competition in space. They crowd out private aerospace businesses by pricing services below market value.”
“It’s the Wal-Marting of space,” the Texan2 said.
Damn good analogy, Sexton thought. I’ll have to remember that. Wal-Mart was notorious for moving into a new territory, selling products below market value, and driving all local competition out of business.
“Gentlemen,” he said, stopping dramatically in front of the fire. “It’s time Americans understand that NASA is not leading us skyward, but rather is stifling space exploration. Space is no different than any other industry. We should put space exploration into the hands of the private sector where it belongs. I believe we should let the free-market system spur us to the new heights in space.”
Sexton lifted his snifter of cognac. “My friends, you came here tonight to decide if I am someone worthy of your trust. My message to you tonight is simple: Invest in me, and I will never forget you. With your help, my friends, soon I will be in the White House … and you will all be launching your dreams.”
Only fifteen feet away, Gabrielle Ashe stood in the shadows, rigid. From the den came the harmonious clink of crystal snifters and the crackle of the fire.
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COMPREHENSION EXERCISES