HOME-READING AID. Ч. 1.
Данное методическое пособие составлено в помощь преподавателям для проведения занятий по домашнему чтению на материале п
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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
Л. Г. Романова
HOME-READING AID Е Л Ь С Т В О
И З Д А
Т
ОГПУ
Учебное пособие для студентов очного отделения факультета иностранных языков по книге «Fresh from the Country»
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ ФГБОУ ВПО «ОРЕНБУРГСКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ»
Л. Г. Романова
HOME-READING AID Учебное пособие для студентов очного отделения факультета иностранных языков по книге «Fresh from the Country» Часть 1
Оренбург Издательство ОГПУ 2014
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
УДК 811.111 (075.8) ББК 81.2я73 Р 69
Рецензенты С. В. Мангушев, кандидат филологических наук, доцент М. В. Евстигнеева, кандидат филологических наук, доцент
Романова, Л. Г. Р 69 Home-reading aid : учебное пособие для студентов очного отделения факультета иностранных языков по книге «Fresh from the Country». Часть 1 / Л. Г. Романова ; Мин-во образования и науки РФ, Оренбург. гос. пед. ун-т. — Оренбург : Изд-во ОГПУ, 2014. — 76 с. ISBN 978-5-85859-554-0 УДК 811.111 (075.8) ББК 81.2я73
ISBN 978-5-85859-554-0
© Романова Л. Г., 2014 © Оформление. Изд-во ОГПУ, 2014
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СОДЕРЖАНИЕ
ПРЕДИСЛОВИЕ................................................................................. 4 Chapter 1. Country Beginnings............................................................ 6 Chapter 2. Morning at Elm Hill.......................................................... 13 Chapter 3. Anna Meets Her Class...................................................... 20 Chapter 4. Pavements and Parents................................................... 29 Chapter 5. A Rum Lot........................................................................ 37 Chapter 6. Genuine Articles.............................................................. 45 Chapter 7. Occupational Hazzards..................................................... 50 Chapter 8. An Everyday Young Man.................................................. 56 Chapter 9. Plays and Pipe Dreams..................................................... 63 Chapter 10. Country Christmas......................................................... 68
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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
ПРЕДИСЛОВИЕ Данное методическое пособие составлено в помощь преподавателям для проведения занятий по домашнему чтению на материале произведения английской писательницы Miss Reed “Fresh from the Country” и предназначено для студентов 2—4 курсов английского отделения. Целью предлагаемого методического пособия является развитие у учащихся навыков устной и письменной речи, изучение лексического материала книги, закрепление на основе изученной лексики грамматических структур, формирование навыков монологической и диалогической речи, перевода художественного текста, а также работа над фонетическими аспектами языка. Пособие может быть использовано в группах студентов различного уровня подготовки, поскольку разработка к каждой главе содержит упражнения разного уровня сложности, структура каждой разработки построена по принципу от простого к сложному. Согласно правилам методики преподавания английского языка, работа над каждой главой книги предполагает фонетическую тренировку наиболее сложных слов, ознакомление с лексикой текста, последующее закрепление лексического материала, отработку наиболее важных грамматических конструкций. В пособии использованы предложения и фрагменты из оригинального текста Мисс Рид «Первые шаги учителя в школе» («Fresh from the Country») в неизменном виде в качестве примеров, а также для рассмотрения и объяснения примененных автором грамматических конструкций и оборотов речи. Студентам предлагается творчески подойти к переводу отдельных фрагментов произведения, к составлению диалогов и монологических высказываний от имени разных героев книги с использованием изученного вокабуляра. Кроме того, учащиеся получают возможность выразить свое мнение на такие важные темы, как выбор профессии, рабо4
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та учителя и его роль в жизни ребенка, роль тех или иных предметов в воспитании детей, семейные ценности и т.д. Таким образом, данное методическое пособие не только призвано способствовать развитию владения английским языком, но и развивать умение студентов анализировать, обобщать прочитанное и делать логические умозаключения. Читая и обсуждая вечные темы и ценности, студенты учатся ставить себя на место героев произведения, сопереживать им, накапливают жизненный опыт. Преподаватели могут эффективно применять все предложенные задания, варьируя их по своему усмотрению, в зависимости от учебного плана, конкретных задач преподавания и языковой подготовленности студентов.
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Chapter 1 COUNTRY BEGINNINGS I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. Good nature Fair good looks The birth of younger brothers caused her no jealousy Practical and sensible upbringing The simple virtues of truthfulness and neighbourliness To value greatly All one’s past is an open book Straight-backed Long-legged A mop of curly hair Average academic abilities Patient and cheerful disposition Boisterous health To take up teaching To do work with zest and efficiency To do something useful in the world To be brought up in the tradition of useful service To daunt smb. To depress smb. To lift one’s spirits To seem doubly dear II. Replace the following words with their synonyms from the given list. To raise one’s mood, to work with great effort and good results, all your deeds are known by people, a pleasant appearance, to choose a career of a teacher, a very strong health, to upset somebody. 6
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III. Give the three forms of the following verbs, translate and transcribe them. To hurl, to adjust, to lie, to lay, to hang, to twitch, to sit, to seat, to bargain, to accompany, to blow, to spread, to toss, to murmur, to envy, to outbreak, to run, to bake, to mend, to cycle, to endure, to bring up, to daunt, to think, to smell. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Perpetual, mauve, dimension, fascinated, spacious, gesture, cretonne, anxious, grudgingly, conciliatory, privet, rural, horizon, burly, giant, cheerfulness, hefty, good-tempered, courtship, jealousy, virtues, wholeheartedly, wisdom, clack-clacking, acre, queue, immaculate, philosophically, honeysuckle, throng. V. Explain the use of tenses in the following phrases. 1. She had travelled across London and had felt the oppression of spirits which row upon row of streets always produced on her. 2. Margaret Lacey, … was now approaching fifty… 3. Her father had been a miller and had lived and worked all his life in a tall lovely building which stood by the … river Low. 4. … in her dinner hours she would go into the library… 5. … the girl realized … that by the time it had turned golden she would be teaching, and would not be there to see all the days of harvest. VI. State the function of the infinitive in the following sentences. 1. She twitched the curtain aside to show a rail containing three… hangers. 2. She pressed her back against the wall to allow Mrs. Flynn to pass… 3. … you will have to face a bus journey every day. 4. There will be books to mark and handwork to prepare. 7
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5. … I must have somewhere to bring friends… 6. …they seemed to be fluttering in welcome. 7. …she would not be there to see all the days of harvest. 8. …Where modern poets could be found… VII. State the form and the function of the gerund in the following sentences. 1. I hadn’t bargained for letting two rooms. 2. …wryly watched her meals being whittled away… 3. It began whirring before striking ten o’clock… 4. … in work which she was capable of doing with zest… 5. Working with children will stand you in good stead… VIII. State the meaning of the modal verbs in the following sentences. 1. I could bring my own hangers. 2. With a few things about…it might not look so bleak. 3. I should be going home at the weekends. 4. What a useful thing a husband might be! 5. … I must have somewhere to bring friends… 6. We should have a really nice hedge this time next year. 7. … she was to take up her teaching appointment… IX. Reproduce the following sentences in reported speech. Use the words from Appendix 2 1. “All our doors are well-fitting.” 2. “You’ve probably got hangers of your own.” 3. “I’m afraid I couldn’t make any reduction for that.” 4. “Digs in the neighbourhood are very few. If Mrs. Flynn can’t take you you will have to face a bus journey each day.” 5. “Working with children will stand you in good stead if you have a family of your own, and if you don’t — well, other people’s children are the next best thing.” 6. “You can earn a living wherever you choose to go in the world, and have a pension at the end of it.” 8
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X. Translate the sentences from English into Russian. 1. Anna is a girl with average academic abilities. But her good nature and cheerful and patient disposition will let her become a good teacher. 2. Anna had fairly good looks and a boisterous health. She was a straight-backed, long-legged girl with a mop of curly hair. 3. Only people with practical and sensible upbringing can take up teaching. 4. Anna was brought in the tradition of useful service, she wanted to do something useful in the world, so she did her work with efficiency and zest. 5. In the world Anna was born the simple virtues of truthfulness and neighbourliness were valued greatly. 6. In small towns and villages all your past is an open book. Everybody is known and seen clearly. Kind and patient people are appreciated and silly people are laughed at. 7. As Anna had good nature and patient and cheerful disposition the birth of younger brothers caused no jealousy in her. 8. If you take up teaching you must have a patient and cheerful disposition. First children’s boisterous behavior may daunt and depress you. But some time later you’ll get used to it and be able to calm your bandits down. 9. First Anna was depressed and daunted with the looks of her room. But the thought of the future work lifted her spirits. 10. Anna was so depressed by the looks of Mrs. Flynn’s house that her parents’ house seemed doubly dear to her. XI. Fill in the gaps using the words from the list. 1. Even if a person has … he has a great chance to succeed in studying a language if he is industrious. 2. The girl was not a front page long-legged model but she had a … hair, she was… and her eyes were kind. So she had … 3. After a long travelling your home … 4. Parents must give their children … to make them successful and happy. 9
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5. Anna was a kind and cheerful girl and that’s why the birth of younger brothers … 6. In small towns and villages people know almost everything about each other and all your life… 7. If a person has made up his mind to … he must have a patient… 8. Teaching is a difficult profession but with your … health and calm character you will be a kind and patient teacher. 9. Only if a person likes his work greatly he will do it … 10. I … good nature and industriousness greatly. XII. Translate from Russian into English. 1 Анна решила стать учителем, потому что ей это советовали учителя и директор. 2. Когда отец Анны узнал о ее решении стать учителем, он был рад, что его дочь займется полезным делом. 3. В доме Анны дети воспитывались так, чтобы уметь приносить пользу людям, поэтому они выполняли любую работу с толком и рвением. 4. Хотя у Анны были средние способности к учению, она выполняла всю учебную работу с толком и рвением и поэтому стала хорошим учителем. 5. Чтобы стать учителем, надо иметь крепкое здоровье, а также спокойный и бодрый характер. 6. Приятная внешность и хороший характер Анны понравились ее ученикам. 7. Анна росла бодрым и терпеливым ребенком, поэтому рождение братьев не вызвало в ней ревности. 8. В деревне, где выросла Анна, высоко ценились простые добродетели, такие как честность и добрососедские отношения, поэтому Анна была терпеливой и доброй девушкой. 9. В школьном коллективе твое прошлое, настоящее и будущее — открытая книга для коллег и учеников. 10. Дом миссис Флинн не поднял Анне настроения, и родительский дом показался ей гораздо более любимым. 10
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11. Поведение учеников смутило Анну, но она получила практическое и разумное воспитание, поэтому скоро научилась работать с детьми. XIII. Give the literary translation of the extract: p. 9. “Margaret Lacey…Her whole life.” XIV. Agree or disagree with the following statements. Use the words from Appendix 1. 1. Mrs Flynn had a nice and spacious house. 2. There wasn’t much furniture in Anna’s room but all its pieces were comfortable and appropriate. 3. The fee for the room was too high. 4. Anna was brought up in a family of friendly and industrious people. 5. Anna’s parents were teachers and were happy when Anna decided to become a teacher too. 6. Anna had a weak health and decided to take up teaching not to have much physical work. 7. Anna was the only child in her family. XV. Answer the following questions. 1. How did Mrs.Flynn’s bathroom look like? 2. What can you say about the furniture in Mrs.Flynn’s house? How does it characterize its owner? 3. What was the talking point about the table? Why did Ann need a table in her room? To what agreement did Ann and Mrs.Flynn come? 4. Would you like to rent a room in such a house? Support your opinion with the words from the text. 5. What kind of a person was Ann’s mother? Describe her appearance and character. 6. What can you say about Ann’s father? 7. What upbringing did Ann get? What kind of person did she become? 8. Why were Ann’s parents pleased with her decision to take up teaching? 11
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XVI. Make up dialogues between: - Ann and one of her friends speaking about her future career; - Ann’s parents discussing their daughter’s future; - Ann and one of her future colleagues talking about the room in Mrs.Flynn’s house and possibilities to rent a room in the neighbourhood; - Mrs.Flynn and one of her neighbours discussing her house and her future lodger. Use the phrases from Appendix 3. XVII. Give the retelling of the text as if you were: - Ann - Ann’s mother - Ann’s father - Mrs Flynn - Ann’s teacher who has known her since childhood
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Chapter 2 MORNING AT ELM HILL I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. To spend a wakeful night To keep at bay To keep one’s mind active To impart knowledge To receive criticism Coherent To elude smth In a daze To scrutinize one’s reflection in the mirror The paraphernalia of the school life Staff cloakroom Extreme nervous tension Strongly marked brows To be dressed with taste and care A square-cut sapphire To be mysteriously reticent To add a touch of glamour and pathos Resentment towards a newcomer Glove puppets To get on An ambitious woman A manner-maniac Punctilious courtesy To border to the ridiculous To create order of chaos To fail only in one respect To deny smth.strongly Raw material To try new methods upon smb. 13
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To note results A curtsy A living evidence of one’s work and effort To find smb/smth. tiresome To be on the threshold of one’s career To hesitate in the doorway To thaw Chill forebodings II. Replace the following words with their synonyms from the given list. To have only one drawback, to demand good manners too strictly, a woman making a career, refuse to admit something, to look at one’s reflection in the looking-glass with criticism, to have a white night, to be at the very beginning of one’s work, to be well-dressed, to see the progress, to keep thinking, to teach. III. Give the three forms of the following verbs, translate and transcribe them. To slip, to spend, to keep, to sleep, to know, to teach, to impart, to stand, to twist, to swim, to drone, to tremble, to lay, to take, to tiptoe, to approach, to smell, to mix, to knock, to read, to wipe, to weep, to echo, to cut, to wave, to weave, to drop, to learn, to hope, to hop, to rise, to raise, to accompany, to tell, to dream, to begin. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Feather-bed, tumultuous, trembling, inwardly, curiosity, anxious, quadrangle, mown, capacious, stationery, lofty, label, woodwork, timidly, handkerchief, intelligence, mysteriously, apiece, apparatus, questionnaire, challenging, essential, defenseless. V. Explain the use of tenses in the following phrases. 1. She had spent a wakeful night in the narrow bed… 14
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2. Would she be able to keep order? Would the children be ready to listen…? 3. She moved away from the cold radiator against which she had been pressing herself and approached the door again… 4. It was generally supposed…that her fiancé had been killed… during the last war. 5. … she was making a good job of it. VI. State the form and the function of the infinitive in the following sentences. 1. Would she be able to keep order? 2. … the great building, which she was to recognize all through her life… 3. Anna prepared to meet her headmistress. 4. … her attractive appearance did much to impress both children and their parents with her general capability. 5. … there were only four males to add to the ten females… 6. … raw material upon which new methods could be tried and new results noted. VII. State the form and the function of the gerund in the following sentences. 1. … to start her first day’s teaching. 2. … realized that it was the ticking of the electric clock… 3. It was generally supposed…from the clouding of her fine eyes when she looked at the ring… 4. She was … very good at creating order of chaos. 5. It would be the culminating of a lifetime’s teaching. 6. … whilst the clanging of a distant bell brought sudden peace to the hubbub in the playground. VIII. State the meaning of the modal verbs in the following sentences. 1. … could she impart it? 2. … she was to recognize all through her life as the very essence… 15
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3. She believed that she might find further glories before she finally retired… IX. Translate the sentences from English into Russian. 1. The children admired their teacher who was dressed with taste and care. She wore simple, well-cut clothes and elegant clothes. A square-cut sapphire on her finger added her image a touch of glamour and pathos. 2. You are a real manner-maniac! All that curtseys and bows! Your punctilious courtesy borders to the ridiculous! 3. There is a never-ending argument between teachers whether a kid is a unique individual or just the raw material upon which new methods should be tried and results noted. 4. On the threshold at their career all the teachers receive criticism concerning methods and ability to impart knowledge in a coherent system. 5. Any experienced teacher is able to create order of chaos. 6. I remember my first day as a teacher. I was hesitating in the doorway of the headmistress but her kind words thawed my chill forebodings. 7. Before my first lesson I spent a wakeful night. Fears and doubts kept me in bay and memories of my student life kept my mind active. 8. Our headmistress is an ambitious woman and will certainly get on. She fails only in one respect though she denies it strongly. She doesn’t love kids. Children are just a living evidence of her work and effort. She finds communicating with them tiresome. 9. In the staff cloakroom Jill felt the resentment that every group feel towards a newcomer. The teachers were scrutinizing her as if in a daze. And she still remembers that extreme nervous tension. 10. Some teachers are cold and reticent with kids. But some of them are open to kids. They work with them in the form of a game using toys, drawings and glove puppets and surely get on. 16
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X. Fill in the gaps using the active vocabulary. 1. Children are not just … upon which you try… 2. Yesterday I couldn’t sleep because different thoughts… my mind… 3. Of course a teacher must be polite but your punctilious courtesy … Everybody laughs at you. 4. To be a newcomer is difficult even if you don’t feel any … towards you. 5. She is a wonderful specialist, a witty person and a brilliant woman. She … only in one…: she doesn’t like people. 6. Some people are extremely critical towards themselves. They … their reflection in the … and see disadvantages even if everything is all right. 7. Any person on the … makes mistakes though he does work with efficiency and zest. 8. Don’t be a …! Children must not bow and make curtseys, this is ridiculous! 9. It is better to give the new material to your children in a … system. 10. For a teacher it is very important to be … Good looks mean much. XI. Translate from Russian into English. 1. Глядя на эту амбициозную, аккуратно и со вкусом одетую женщину с квадратным сапфиром на пальце и четко очерченными бровями, трудно было узнать молодую учительницу на начальном этапе карьеры, которая колебалась на пороге моего кабинета. 2. Нельзя трогать личные вещи детей! Они испытывают сильное нервное напряжение, когда к ним относятся не как к личностям, а как к сырому материалу. 3. Если вы считаете, что дети утомительны, не старайтесь продвинуться в карьере учителя. 4. В учительской все сплетничали про квадратный сапфир на пальце у директора. Он придавал ее облику элегантность и пафос, и, хотя она и скрытничала и все отрицала с улыбкой, все знали, что это подарок ее жениха. 17
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5. На пороге своей карьеры все молодые учителя пытаются испытать новые методы на своем классе, за что их критикуют, но иногда они наблюдают прекрасные результаты, а талантливые и любознательные дети являются живым доказательством их успеха. 6. Этот учитель умеет превратить хаос в порядок одним движением резко очерченных бровей, передать детям знания новыми и старыми методами, но в одном они плохи: они не любят детей, хотя и отрицают это. 7. После моего первого урока я получил много критики, но не чувствовал неприязни коллег. Они были дружелюбны и спокойны. Проведя бессонную ночь, я понял, что критика и неудачи — обычные принадлежности жизни учителя на пороге карьеры. 8. Она помешана на манерах! Вся эта преувеличенная вежливость! Все эти поклоны и реверансы доходят до смешного. 9. Вчера я испробовал новый метод на моем классе и увидел прекрасный результат! Я использовал пальчиковые куклы. Детям казалось, что не я передаю им знания, а их любимые герои мультфильмов. 10. Надо всегда давать пищу для детского ума и передавать им знания в последовательной системе. XII. Give the literary translation of the extract: p. 15. “She was an ambitious woman… did not like children”. XIII. Agree or disagree with the following statements. Use the words and expressions from Appendix 1. 1. Ann didn’t have any doubts about her future work and was sure it would be successful. 2. Ann put on an official costume for her first day at school. 3. Miss Enderby was an elderly woman with unpleasant appearance. 4. During her career Miss Enderby received much criticism from her colleagues who wished to get the same position. 18
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5. Miss Enderby was an ambitious woman and intended to get on. 6. Florence Enderby loved children very much. 7. The headmistress was very informal in her manners in speech and didn’t demand it from her pupils. 8. The headmistress didn’t give any moral support to Ann as she was very strict. XIV. Answer the following questions. 1. What feelings did Ann have before her first day at school? 2. What was she thinking about during her wakeful night? 3. How was Florence Enderby dressed? What did she wear on the ring finger? Was there any mystery connected with that ring? Do you believe in that legend? 4. What was the headmistress’ attitude to children? 5. What were her dreams about the future? XV. Make up dialogues between: - Florence Enderby telling the story of her ring to a young colleague. - Two teachers gossiping about the headmistress’ ring. - Ann and her mother discussing the first impressions of the school. - Two parents speaking about their childrens’ school headmistress. Use the phrases from Appendix 3. XVI. Give the retelling of the text as if you were: - the author; - Ann; - the headmistress; - one of the teachers.
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Chapter 3 ANNA MEETS HER CLASS I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. Lively and inquisitive children The high tea A lodger The remains of the Sunday joint A pinch-penny spirit To meet the challenge A tin of baked beans To waste gas (money, time, effort) unnecessarily To purse one’s thin lips with satisfaction To buy smth. at a reduced price To make a little festive touch Evaporated milk A wild burst of extravagance Pity to open smth A professionally bright smile With a sudden deafening noise A well-corseted figure To bring some appreciable quietening To stuff cotton-wool in one’s ears Docile class A fleeting grimace To stand with monumental dignity To remain silent and statuesque To note wryly To feel quite exhausted To advance with happiness and confidence To be decorated with cigarette ash A shabby suit 20
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Tightish cavalry twill trousers Glossy shoes The second-in-command To be serving under N. Glamorous appearance To gulp down the remains of one’s tea A rum lot II. Replace the following words with their synonyms from the given list. To feel very tired, fashionable look, a person who rents a room, supper, a strange company, to spend smth. in vain, to decorate, obedient children, to stay without motion or speaking, with a quick loud sound, a tendency to economize, an old and worn-out clothing. III. Give the three forms of the following verbs, translate and transcribe them. To meet, to screw, to feed, to rouse, to raise, to rise, to bake, to buy, to twirl, to think, to evaporate, to accomplish, to bring, to boom, to feel, to come, to get, to find, to hear, to murmur, to send, to leap, to wag, stride, to roar, to break, to chorus, to hold, to wheeze, to shrill, to tell, to warn. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Tough, ingredient, gravy, charm, thrift, start, shuffle, baked beans, uproar, upheaval, bewildered, psychiatrist, plait, conscious, tempestuous, spasmodically, injunction, wheeze, exhausted, descend. V. Explain the use of tenses in the following phrases. 1. She had screwed the old mincer to the table and now fed it with rather tough strips of beef… 2. If I open a tin of baked beans, … there’ll be no need for gravy. 21
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3. There was a noisy shuffling of chairs and an upheaval of those who had already taken their seats and now must struggle from them. 4. Anna began to wonder if she would ever get used to it or if she would be compelled to stuff cotton-wool in her ears before these mass upheavals and take it out when the class had settled. 5. I should give out paper and coloured pencils… as soon as you’ve called the register. 6. Keep them busy while you are finding your way about the cupboards and so on. VI. State the form and the function of the infinitive in the following sentences. 1. While Anna prepared herself to meet her class of fortyfour lively and inquisitive children… 2. There was not to be much, to be sure, bur Mrs. Flynn’s pinch-penny spirit… 3. Pity to open them… 4. … making Anna and other children start nervously… 5. … she realized that it was just below the windows and likely to keep up its merry din for the most of the term. 6. You are very lucky this term to have Miss Lasey for your new teacher. 7. Is no one going to remember his manners? 8. A freckled girl … was the first to hurl herself upon the handle and drag open the door. 9. I expect you to help Miss Lasey in every way… VII. State the form and the function of the gerund in the following sentences. 1. She straightened up from her mincing… 2. There was a noisy shuffling of chairs… 3. Anna could hear the whirring of the cement-mixer… 4. But, far from diminishing, the noise grew in volume… 5. … her landlady was busy preparing the high tea for her husband and the new lodger. 22
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VIII. State the meaning of the modal verbs in the following sentences. 1. This may seem a little formal to you after the advice you had at colledge… 2. … but we must have a little order with these large numbers… 3. Outside Anna could hear the whirring of a cement-mixer. 4. “Miss Lasey,” repeated Miss Enderby with emphasis. “Can you say that?” 5. “Perhaps you could say “Good morning” to your new teacher?”… 6. “I should give out paper and coloured pencils”… 7. Amidst growing chaos Anna remained silent and statuesque… So might a lone rock stand among tempestuous seas… IX. Translate the sentences from English into Russian. 1. In this shabby suit decorated with cigarette ash and glossy shoes the old man looked ridiculous and pathetic. 2. When I come to the school to my son’s P.T. meetings I want to stuff cotton-wool into my ears because of the noise. 3. After the lesson the children and the pupils felt exhausted but happy. 4. When Anna served under Ms. Anderby she felt exhausted by her manner-mania and punctilious courtesy. 5. He usually wears glossy shoes and thinks that he has a glamorous appearance. 6. When you have lively and inquisitive children you feel exhausted by their questions. 7. Our teacher used to clap her hands producing a sudden deafening noise so we felt frightened and kept silent. 8. Don’t waste gas unnecessarily for the hot dinner! You can open a can of baked beans. 9. When Mrs. Flynn could buy a tin of baked beans at a reduced price she pursed her thin lips with satisfaction. 23
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10. With a wild burst of extravagance Mrs. Flynn wanted to make a nice festive touch on her dessert with ornaments of evaporated milk. But her pinch-penny spirit won and she pitied to open the tin. 11. For the high tea the lodgers got an extravagant dish of baked beans, potatoes and the remains of the yesterday or even the-day-before-yesterday joint. 12. When the bell rung I had to gulp down the remains of my tea and rush into my classroom. And only the headmistress remained silent and statuesque with her cup. 13. He is rather a weird man with a fleeting grimace in tightish cavalry twill trousers. 14. When I became a teacher I wanted to advance with happiness and confidence but at first I couldn’t even bring any appreciable quietening into my class. X. Fill in the gaps using the words from the text. 1. When I saw that picture I … my eyes upon it and could not stop …. 2. A real teacher must be kind but act …. 3. I was bad at English at school. But this term we have Miss J. … and I am improving my grammar and vocabulary. 4. All teachers are used to speak with …. This is their professional feature. 5. In a firm … tone she made the naughtiest children … the words obediently, do the most difficult exercises and act out the longest dialogues. 6. When children are kept … with interesting tasks they have neither time nor wish to … at the lesson. 7. A … look does not always mean obedience and innocence. 8. Who is that stout woman who is sailing … among the teachers? Is she your headmistress? — No, she is our janitor. Our headmistress is that slim elegant woman with a modest look and kind eyes. 24
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9. Children from … homes are often happen to be energetic, talented and bright and don’t get any of the dreadful … the kids from rich families have. 10. When Ann was a young teacher she woke up in the night with a nervous … because she dreamt of children’s yelps, … of laughter and constant never-ending wagging and skinny red plaits and freckled faces. 11. During the break kids attack each other, wag and chatter, run across the class and make as much … as they can. After that they feel … and full of energy. This is just an outburst of natural …. 12. My students can make … dialogues full of speech patterns, new words and expressions, proverbs and sayings. 13. All young teachers want to … into action from the very start and sometimes overreact facing the first difficulties. 14. With a … shock Anne saw that her pupils fulfilled the hardest tasks and solved the most difficult problems. XI. Translate from Russian into English. 1. Мне сказали, что этот мальчик из неблагополучной семьи, что у него ужасные привычки. Но я взглянула на него и поняла, что он слишком невинный и розовощекий для такой характеристики. 2. Откуда у этого ребенка шрам на лопатке? Он из неблагополучной семьи? 3. Вчера я пыталась успокоить мой класс, следуя совету моего учителя по методике. Я стояла тихо, молчала и ждала. Я надеялась, что дети постепенно осознают, что я их жду, и болтовня стихнет. Простояв 15 минут, я оставила надежду и рявкнула на них. За одну минуту порядок был восстановлен. 4. Если все время стараться перекрикивать учеников, то они будут повиноваться только крикам. 5. Не могу забыть нашу директрису. Когда мы не слушались, она поднимала брови и пристально смотрела на нас. 6. Все молодые учителя чувствуют себя беспомощными и безнадежными среди школьного хаоса. 25
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7. Наш учитель делал перекличку по журналу, раздавал нам цветные карандаши и бумагу, чтобы нас занять, а сам постоянно копался в шкафах. 8. Ребенок выглядел удрученным и растерянным, но в его глазах можно было увидеть презрение к грубой директрисе. 9. Помнишь Арнольда? Помнишь, как он косил глазами, чтобы нас развлечь? 10. Сначала мое присутствие в классе ничего не значило для моих учеников, но я всячески старалась помочь им, и они стали меня уважать. 11. Помнишь ту девочку? У нее были тоненькие рыжие косички и лицо с веснушками. — Да, она всегда рвалась открыть дверь для учителя, вечно стирала с доски и помогала раздавать тетради. 12. Я ждала, что болтовня стихнет, но шум все нарастал, а разговор становился все оживленнее. 13. Когда учитель величественно выплыл из кабинета, дети вздохнули с облегчением. 14. Я только вышла на минуту, а в классе уже опрокинули стул, и кто-то вопил от боли. XII. Give the literary translation of the extract: p. 22. “There were only fourteen members… for any length of time.” XIII. Agree or disagree with the following statements. Use the words and expressions from Appendix 1. Prove your opinion with the words from the text. 1. Mrs Flynn was a very generous woman. She was going to cook a luxurious meal for her husband and Ann. 2. Miss Enderby’s manners of treating children were very imperative. She demanded strict discipline and politeness. 3. Miss Enderby sympathized Arnold as he was from a broken home. 4. When Miss Enderby left the class the children obediently sat at their desks waiting for Ann’s orders and tasks. 26
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5. Ann followed the advice which had been given to her at college: be quite calm, stand still and wait until the noise subsides. 6. Looking at Ann standing with monumental dignity, the children soon realized that she had been waiting and calmed down. 7. Joan Berry sincerely admired all the members of the school staff. XIV. Answer the following questions. 1. What did Mrs. Flynn’s high tea consist of? Would you like to have such dishes? Why? 2. How did the children behave when Anne first saw them? 3. What manners did Miss. Enderby demand of her pupils? Do you think it is correct? Why? 4. What methods of calming children down did Ann and Miss Enderby use? Which of them do you approve and why? 5. Give a short description of Ann’s future colleagues. Whom do you like most and why? 6. What, in your opinion, did Joan Berry mean saying that the teachers’ staff were a rum lot. XV. Give a detailed description of the appearance and character of the following heroes: - Alan Foster. - Andy Craig. - Miss Hobs. XVI. Make up dialogues between: - Mrs. Flynn and the local grocer. - Miss Enderby and one of her colleagues speaking about Ann’s work beginning. - Ann and her mother discussing Ann’s career start. - Two children discussing the first day at school. Use the phrases from Appendix 3. 27
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XVII. Give the retelling of the text as if you were: - the author; - Ann; - the headmistress; - one of the teachers; - one of the children; - Mrs. Flynn. XVIII. Write a compositions giving advice to young teachers concerning their work and behavior at school.
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Chapter 4 PAVEMENTS AND PARENTS I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. Hooligans Horse-chestnut trees Rhododendron bushes Daisies Flowerbeds Geraniums A massive cedar To spread the branches horizontally Meadows Elms trees Ever-changing panorama of heavens A hobby-horse Slacks dazzling a tartan frock hectic to thunder inseparable dowdy colours to delight smb’s eyes fading gentility gnarled old-rimmed eyes to make gargantuan preparations a frail child wonderfully plucky to brace oneself irrepressible 29
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waste of breath precious, special and fragile to be privileged to do smth. to bully smb. high-strung II. Replace the following words with their synonyms from the given list. A dress made or Scottish cloth, to hold oneself, to tease smb, nervous, a useless thing, to prepare well, very brave, naughty children, wrinkled eyes, an unusual, dear and very high-strung child, to be a pleasure for smb.’s eyes. III. Give the three forms of the following verbs, translate and transcribe them. Spread, enclose, remain, remind, tower, stand, glow, delight, lie, lay, grow, grim, deject, top, creep, border, crown, concoct, cover, know, cheer, emphasize, become, echo, sit, survey, intend, wear, break, brook, respond, swarm, race, toil, thunder, brook, stir, dab, think, rise, raise, feed, hitch, stretch, sigh, lull, loll, assemble, bear, begin, broadcast, whisper, spring, beheld. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Vicarage, tricycle, garishly, chaotic, garrulous, innumerable, association, glamorous, ruination, vaguely, hectic, blissful, terracotta, extraordinary, apparatus, cacophony, pandemonium, brooch, duet, audible, extrovert. V. Say what characters of the book used the following manners of speech. - To go on nodding; -бto repeat wonderingly to oneself; - to say bitterly; - to ask in some alarm; 30
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- to respond vaguely; - to leave the sentence in mid air; - to thunder in an awe-inspiring boom; - to say grimly; - to say in a low aside; - to say in a voice that brooks no arguments; - to ask nervously; - to say with a heavy sigh; - to say resignedly; - to assure smb. earnestly; - to give a self-conscious laugh; - to begin timidly; - to assert; - to broadcast; - to begin hastily; - to whisper; to whisper nervously; - to continue rising one’s voice a trifle; - to ask preening oneself; - to smile reassuringly; - to pause for a moment; - to say, dropping one’s voice to a faint conspiratorial sibilance; - to reply earnestly. VI. Reproduce the dialogues of the chapter in indirect speech using the word combinations of the previous exercise and Appendix 2. VII. Write out, translate, transcribe and pronounce all the names of plants mentioned in the chapter. Use them in the sentences of your own. VIII. Explain the use of tenses in the following phrases. 1. There had once been a vicarage green, bordered on one side by a row of horse-chestnut trees… 31
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2. She had made her way towards the church knowing that the origins of the place would be near by and anxious to see what remained of the village it had once been. 3. She was not sure whenever she could accompany the two inseparables… 4. People sing, and we dance a bit, and have sandwiches… 5. The school radiogram had been fed with records and was emitting a high-pitched squealing noise which Anna recognized as after a few minutes of concentration as a Scottish reel. 6. There, at any gathering, she would have known them all. IX. State the form and the function of the infinitive in the following sentences. 1. … and a rough area of grass… was still to be seen near the pub. 2. … which had once glowed with geraniums and roses to delight the eyes of former occupants… 3. … and anxious to see what remained of the village it had once been. 4. There seemed nothing, absolutely nothing to cheer her heart… 5. Perhaps you would like me to jump on yours? 6. … too apprehensive to speak. X. State the form and the function of the gerund in the following sentences. 1. …really the beginning of the term is so hectic… 2. You’ll find meeting them such a help with the children. 3. Jumping, I say, on his neighbour’s toes. 4. … the clattering of tea-spoons… 5. They were busy patting their lank hair in its place and dabbing their sallow complexions with tiny discs of powderpuffs… 6. … but was nervous of making her entrance alone… 7. Anna was quite exhausted with smiling and nodding and saying polite nothings… 32
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8. … and even the masters appeared comparatively elegant having changed from their usual depressing uniform… XI. State the meaning of the modal verbs in the following sentences. 1. She could not decide which was the more depressing… 2. … the ancient radiogram’s reproduction was to blame for the distressing noise… 3. From the way she spoke one might have thought that the child was called upon to face torture daily at Anna’s hands. 4. Of course, I think you should know something about the little chap… 5. I ought to meet a few more parents… 6. But old Chapman had to be left for another time… XII. Translate the sentences from English into Russian. 1. Rhododendron bushes, horse-chestnut trees which spread their gargantuan branches horizontally, and flowerbeds with geraniums and daisies delighted my eyes. 2. The gnarled branches of the massive cedar, fading gentility of autumn flowers and elm-trees were ever-changing panorama of my childhood reminiscences. 3. Miss Berry was always elegant and smart. She wore tartan frocks, slacks and sandals and made up with taste and care. 4. Every parent thinks that his children are precious, special and fragile and to say that they are irrepressible and naughty is a waste of breath. 5. All the mothers at the parent-teacher meeting were sure that their children were frail, high-strung and fragile. 6. The mothers thought that Ann was privileged to work with such precious, special and fragile children. 7. Young teachers always make gargantuan preparations for their lessons and do not have enough time to work over even a half of them at the lesson. 33
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8. Though the old teacher was frail and wore dowdy colours his old-rimmed eyes dazzled with cleverness. 9. I remember these girls. At school they were inseparable. They studied well, were wonderfully plucky during team games and bullied boys with wit and energy. 10. When your children are irrepressible and naughty try to brace yourself and imagine an ever-changing panorama of meadows and massive trees and gentle flowers. 11. The first school days are usually hectic and teachers thunder at the pupils because they can’t brace themselves. 12. Some parents can’t even imagine that their kids are irrepressible hooligans who bully everybody. 13. Parent-teachers meetings were Ms. Enderby’s favourite hobby — horse. 14. Rhododendrons and geraniums made a great panorama. XIII. Fill in the gaps using the words from the text. 1. It is useless to assure any mother that her child is lazy and naughty. It is … 2. A glamorous girl wears …, … frocks but nothing too… 3. The … which I make for the lessons are underappreciated by the headmistress and colleagues. 4. Some mothers consider their children to be … though they … everybody in the class. 5. My … is to arrange Christmas parties for pupils. 6. Though she was glamorous and wore fashionable clothes her outlook didn’t … anybody’s eyes. 7. The two young teachers were great … friends XIV. Give the literary translation of the extract: p. 26. “It was soon after this that Anna… the bell put a stop to her speculations.” XV. Agree or disagree with the following statements. Use the words and expressions from Appendix 1. Prove your opinion with the words from the text. 34
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1. Anna was delighted with the look of Elm Hill. 2. Joan Berry liked Parents’ Association meetings and used them as an opportunity to have a good time. 3. Anna didn’t really enjoy the idea of the Parents’ Association meeting because she had other plans for the evening. 4. When a child misbehaved Miss Enderby patiently explained to him how to behave at school. 5. Before the meeting the teachers changed and looked really beautifully. 6. There were several mothers who talked to Ann and asked her to be as strict as possible to their children. XVI. Answer the following questions. 1. What did Ann decide to wear on her first Parents’ Association meeting? What were her intentions concerning her outlook? 2. Why did Miss Enderby think that you should be very firm with children? 3. How did the “moles” look? Do you like this look? Why? 4. What did Ann learn about Andy Craig while dancing with him? Do you believe in his war-time hero story? 5. What did the parents tell Ann? Why did they mention private details in their speech? XVII. Make up dialogues between: - Two mothers discussing the new young teacher; - Two teachers discussing the future Parents’ Association meeting; - Ann telling about the Parents’ Association meeting to her mother; - Miss Enderby and Miss Hobs planning the Parents’ Association meeting. Use the phrases from Appendix 3. 35
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XVIII. Give the retelling of the chapter as if you were: - Ann; - One of the parents; - One of the teachers; - Miss Enderby.
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Chapter 5 A RUM LOT I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. To totter home Exhausted exuberant to be drained to lapse into imbecile speech to despise smth trustworthy clear-speaking to respond to smth to debase smb’s mother tongue to take notes laboriously to keep one’s ear cocked to escape one’s lips to confess one’s ignorance to be particularly competent a crashing cord tinkling music a malefactor a herd of stampeding elephants powerful physique a First Aid box overriding passion to appear ridiculous lady-killing, a lady-killer inferiority complex to make ends meet a story with working-class background the juvenile court the Probation Officer 37
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a very different kettle of fish a hulk of a man the rewards of smb’s labours to count one’s gains life in the raw II. Replace the following words with their synonyms from the given list. To wander home, life as it is, to think of the profit, the results of smb’s work, the court working over the teens’ crime problems, to keep the family budget, a man attractive for women, a story where the main characters are working people, a criminal, extremely tired, to react to smth, to be on guard, to mispronounce words, another pair of shoes, to be a professional, to put smth down accurately, to seem funny. III. Give the three forms of the following verbs, translate and transcribe them. Totter, lie, exhaust, keep, alarm, lapse, see, hear, choose, escape, teach, elude, sit, boom, give, nod, demonstrate, hide, exhort, feel, snap, fall, snore, stride, intone, chant, drive, emulate, disguise, make, meet, wreathe, write, know, show, expostulate, exaggerate, grow, fly, think, muse, light, stand. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Coverlet, overanxious, treachery, mysterious, knot, boisterously, intoxicated, searchlight, authority, haphazardly, knees, vivaciously, indiscriminately, recrimination, oar, ecstasy, bouquet, quotation, wrathfully, coiffures, outrageous, unsophisticated, utilitarian, array, brusquely, ribald, jejune, wrist, shouldering. V. Write out all the synonyms of the verb “to look” from the chapter, use them in the sentences of your own. 38
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VI. Explain the use of tenses in the following phrases. 1. No longer did she totter home at four o’clock to her narrow little bed, carefully remove the folk-weaved coverlet… 2. It wouldn’t do at all, she told herself in panic… 3. She found herself called upon to teach Scripture, Physical Exercise, … and a mysterious subject called Rhythmic Work which had somehow eluded her during her studies. 4. “Don’t worry,” Miss Enderby had said kindly, when Anna had confessed her ignorance. 5. Most of the class would have been hidden from her sight had she done it. 6. Several naughty little boys were charging wildly about the hall catching their friends and enemies… 7. A vivacious little set-to was being conducted at the back of the piano, which was out of range of Miss Hobbs’s piercing gaze. 8. The children were beginning to flag but Miss Hobbs… was as fresh as a daisy. 9. He too would be thinking of the rewards of his labours, but he would have done the major part of them before counting his gains. VII. State the form and the function of the infinitive in the following sentences. 1. … overanxious about her ability to keep order and to teach her carefully prepared lessons… 2. Now she … was amused, and slightly alarmed to hear herself lapsing into imbecile speech… 3. … she heard herself say sternly… 4. … the children seemed to respond to this way of talking… 5. She found herself called upon to teach Scripture, Physical Exercise, … and a mysterious subject called Rhythmic Work which had somehow eluded her during her studies. 6. As a final exercise the puffing children were told to skip freely about in a beautiful field. 39
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7. To spend so much time, thought and money upon such things seemed out of all proportions to Anna. 8. … it simply made Miss Hobbs appear ridiculous… VIII. State the form and the function of the gerund in the following sentences. 1. … and lie exhausted for half an hour before facing Mrs. Flynn’s dry slab cake and thin tea. 2. Now she … was amused, and slightly alarmed to hear herself lapsing into imbecile speech… 3. … and to her own dislike of debasing her mother tongue… 4. Anna noticed the opportunities this exercise gave for shooting out the legs energetically and kicking one’s immediate neighbor. 5. … she wondered if she would ever manage to take a Rhythmic Work lesson without having to send for the First Aid Box… 6. Dropping her bouncing partner, she flew to Bobby Byng… 7. … Anna had cause to remember Joan Berry’s remark about the staff being “a rum lot — a very rum lot”. 8. Don’t give him the satisfaction of asking… IX. State the meaning of the modal verbs in the following sentences. 1. Now she was able to take stock of her progress… 2. I can see… several naughty little children, not a hundred miles from here… 3. She decided that she must keep an ear cocked for the treacheries that escaped her lips. 4. You must watch one or two of her lessons. 5. The boy who’s snoring can just stop it! 6. As far as Anna could judge… 7. There must be an end some time to Miss Enderby’s romantic tolerance. 40
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X. Translate the sentences from English into Russian. 1. At the lessons a teacher must never debase his mother tongue and lapse into imbecile speech talking to children. Though the children seem to respond to such way of speaking they have a bad example. 2. I must assure you that this pupil is quite trustworthy. He is clear-speaking and will do well playing the part of the frog in the Christmas play. 3. Though this man is very nice and clever his attempts at lady killing appear ridiculous. 4. During the breaks children behave like a herd of stampeding elephants and it is necessary to keep a First Aid box nearby. 5. A lot of authors wish to show life in the raw and try to write stories with working-class background. But the problem is that they have never seen and have never been to such a society. 6. It is naturally for a working man to think of the rewards of his labours. But to count the gains before having started the work is another kettle of fish. 7. Clothes are an overriding passion of this woman. She spends such an amount of money on them that she can’t make ends meet. 8. A teacher can’t confess his ignorance in any field and tries to look particularly competent in any subject. 9. Though at the lectures she had taken notes laboriously but she didn’t know much and had to confess her ignorance. 10. Crashing cords of tinkling music irritated the children and after the Rhythmic Work lesson they felt exhausted and tottered home. 11. This teen has broken home, a drunken father and mother out of work. He often has to appear in Juvenile court and the Probation Officer is an often visitor in their family. 12. The majority of children are exuberant and you must keep an ear cocked for any malefactors at the lessons and especially at the breaks otherwise you will have to apply the First Aid box. 41
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XI. Fill in the gaps using the words from the list. 1. If you want to show life … you must be .. in it. 2. If you have a mistake it is better to … than to insist. 3. Never … before having started the work! 4. The … has to work with this class because there are many teens from broken homes. 5. At the Rhythmic Work lessons it is better to avoid … with … and try to use as much classical music as possible. 6. This … man with … showing off his damaged wrist in a sling appears … 7. Though the children danced like a … their parents were delighted with the performance. 8. The … made that shy person behave like a lady-killer. 9. Her … for clothes, furs and jewels didn’t let her make… 10. The teacher kept her … for the … at the lesson. XII. Translate from Russian into English. 1. Иногда некоторые учителя опускаются до детских оборотов речи, коверкая родной язык. 2. На переменах учителям необходимо держать ухо востро, чтобы не позволить детям нарушать дисциплину и не прибегать к помощи аптечки. 3. Анну раздражали манеры мистера Крега, изображавшего из себя Дон Жуана. 4. Мистер Фостер писал роман о подростках из рабочей среды, чьи семьи едва сводили концы с концами, отцы пили, а матери сидели без работы. Беда в том, что мистер Фостер абсолютно ничего не знал о жизни рабочего класса. 5. Если писатель хочет отобразить жизнь, как она есть, в своих произведениях, он должен знать о людях, которых описывает. 6. В школе учатся разные дети. Есть вполне респектабельные семьи, а есть и такие, в которые часто захаживает инспектор по делам несовершеннолетних. 7. Жизнь и дети в деревне — совсем не то, что в городе. 42
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8. Собачья преданность и почтительность мисс Хобс казались смехотворной ее молодым коллегам. 9. Работая с детьми, учитель должен следить за словами, слетающими с его языка. XIII. Give the literary translation of the extract: p. 39. “They were certainly a rum lot… that he had.” XIV. Reproduce the dialogues of the chapter in indirect speech using the word combinations of the previous exercise and Appendix 2. XV. Agree or disagree with the following statements. Use the words and expressions from Appendix 1. Prove your opinion with the words from the text. 1. Rhythmic Work lessons were absolutely unknown by Anna and she felt absolutely ignorant in it. 2. Miss Hobs’s lessons delighted Ann greatly. 3. While giving the lesson of Rhythmic Work Miss Hobbs was a model of respectability and politeness. 4. All the children enjoyed the lesson greatly. 5. Joan Berry seemed absolutely happy with all her clothes, high-heeled shoes and furs to Anna. 6. It turned out that Mr. Foster had published a lot of good manuals that were used by all his colleagues. 7. Publishing his works Mr. foster made a fortune. XVI. Answer the following questions. 1. How can you describe Miss Hobbs’s lesson? Do you think that she was right in choosing the music and activities for the children? 2. How did the children behave during the lesson? Why, do you think, they behaved in such a way? 3. What kind of person was Joan Berry? What was her passion? What did she feel towards the other teachers? 43
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4. What was Mr. Craig’s secret? Why did he pretend to be a war hero? 5. What was Mr. Foster’s dream? Did he really do anything to make it come true? 6. Who was John Fraser? What kind of teacher was he? 7. Whom of the staff did Ann really like and why? XVII. Make up dialogues between: - Two kids discussing the lesson of Rhythmic Work; - Ann telling about the teachers’ staff to her mother. Use the phrases from Appendix 3. XVIII. Give the retelling of the chapter as if you were: - Ann; - One of the kids; - One of the teachers; - Joan Berry. XIX. Write a composition describing the way you would give a lesson of Rhythmic Work.
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Chapter 6 GENUINE ARTICLES I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. Sprawling mass of London Doubly dear N’s heart rose higher Ever fresh joy of home-coming Bleak, gas-tainted impersonal To ponder over To crackle To adjust smth An identifiable joint of meat To whet one’s appetite A real blessing Deep appreciation To give smb.great comfort to think To frown with concentration To be in absolute fever about smth. An unreguarded tongue To gaze reflectively To loll There is smth odd about smb II. Give the three forms of the following verbs, translate, transcribe and pronounce them. Become, sprawl, rise, deepen, fade, yield, fling, leap, ponder, snap, send, adjust, hiss, whet, queue, stick, frown, squabble, spring, clutch, lead, loll, shroud, astonish. III. Translate, transcribe and pronounce the following words. Interminable, linseed, ancient, grudgingly, meager, savoury, bruised, fragrant, bullock, infinitesimal, sapphire, 45
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feud, sympathy, censure, bouquet, triumphantly, wholesome, doughnuts, luxurious, swath. IV. Explain the use of tenses in the following sentences. 1. The fire crackled and leaped. 2. The apples that she peeled were great golden beauties… She had lain in the shade in the hot July sunshine and looked up at them when they had been green among the young leaves. 3. One phrase in the old men’s conversation stuck in Anna’s mind. They had been talking of a neighbour’s well, how deep it was… 4. Look at Miss Chubb and Miss Bower and that wretched hedge of theirs they’re always squabbling about. 5. And where else… would you find a man willing to spend his Christmas morning cooking innumerable turkeys because his neighbours’ ovens were too small, as she knew Mr. Grook would be doing before long? V. Explain the form and the meaning of the Infinitive in the following sentences. 1. Anna had time to ponder over the differences… 2. The hedges were full of colour and the two picked sprays of bright yellow flowers to decorate the house. 3. It gave her great comfort to think that such a lovely had come… VI. Explain the form of the Gerund in the following sentences. 1. The joy of home-coming was ever-fresh. 2. Mrs. Flynn’s carefully adjusted gas fire gave only a hint of its presence with its … and sibilant hissing. 3. In the country the rain’s blessing could be seen. 4. … curious young bullocks who watched their passing with large… eyes. 5. Mrs. Lasey had not lived in a village without meeting the dangers that spring from an unguarded tongue. 46
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6. …cat lolled upon one of them, washing a paw and enjoying the luxurious warmth around her. VII. Explain the meaning of the modal verbs in the following sentences. 1. The feel of the old flagstones… gave Anna a lift of the heart… which Mrs. Flynn’s impersonal, even linoleum could never do. 2. She supposed that such a thing might conceivably find its way into Mrs. Flynn’s kitchen… 3. In the country the rain’s blessing could be seen. 4. … the rest of the village had to be on guard when meeting one or the other in case… VIII. Translate from English into Russian. 1. There is something odd about my colleagues. Some of them have unreguarded tongues and that causes them troubles; others are in absolute fever about their clothes and make-up and forget that they are at work. 2. The joy of home-coming is ever fresh and doubly dear. 3. She lolled in a cosy arm-chair and gazed reflectively at the fire. 4. Though it is impossible to find an identifiable joint of meat in her dishes I am so hungry that even her dishes are whetting my appetite. 5. Mrs Flynn carefully adjusted the fire in her lamp so as it burnt not strongly and the gas was not spoilt unnecessarily. 6. Country people consider rain to be a real blessing. This deep appreciation comes from the fact that rain gives power to all the plants. 7. I was so hungry that it gave me great comfort to think of crackling loaves of bread of my granny. 8. Doing sums the child frowned with concentration. 9. Recalling the bleak, gas-tainted house of Mrs Flynn Ann’s heart sank. 47
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10. Though she is in absolute fever about her clothes her looks are impersonal and bleak. 11. After the sprawling mass of the city Ann pondered over home and her heart rose higher. 12. The food whetted the children’s appetite and they ate with great appreciation. IX. Translate from Russian into English. 1. Было что-то странное в старике: его манера размышлять и задумчиво таращиться на собеседника. 2. Мне не нравится, как готовит миссис Флинн: в ее еде нет ни одного различимого куска мяса. Такая еда не раззадоривает аппетит. 3. После мрачного, загазованного города в Анне взыграла нескончаемая радость возвращения домой, и сердце ее запело. Дом казался вдвойне родным. 4. Хотя она и обдумывала свой интерьер, но он получился мрачным и безликим. 5. У нее тяжелый характер: она не следит за языком. Кроме того, она помешана на одежде и критикует всех, кто одевается не модно. 6. Анна вспоминала нескончаемые толпы города с глубокой признательностью: там она выучилась и стала учителем. 7. После дома миссис Флинн жизнь в деревне казалась Анне настоящим благословением. 8. Мысль о том, что я приеду в родительский дом и развалюсь на диване, служила мне огромным утешением. 9. Анна хмурила брови, стараясь сосредоточиться, вспоминая своих коллег по школе. 10. Настрой лампу так, чтобы она давала свет, но не яркий, не трать газ понапрасну. 11. Свежеиспеченный хлеб хрустел и аппетитно пах. Это была благодать! 12. Учитель не должен быть помешан на одежде. Дети ценят опрятность и красоту, но не роскошь. 48
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X. Give the literary translation of the extract: p. 45. “Anna had always loved the bakehouse…and the doctor.” XI. Agree or disagree with the following statements. Use the words and expressions from Appendix 1. Prove your opinion with the words from the text. 1. Though the house of Mrs. Flynn was lovely Anna’s parents’ home became doubly dear. 2. Mrs. Flynn’s cooking could be compared favourably with Ann’s mother praised recipes. 3. In the village some people enjoyed gossiping and sometimes didn’t guard their tongues. XII. Give a comparison between: - Mrs. Flynn’s house and Ann’s parents house; - Mrs. Flynn’s and Ann’s mother’s cooking; - Mrs. Flynn’s house and the bakehouse in the village. XIII. Give the retelling of the chapter as if you were: - Ann; - Ann’s mother.
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Chapter 7 OCCUPATIONAL HAZZARDS I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. Affection for smb. To be keen to learn Incredible zest for every kind of activity A wicked problem Idle hands High-spirited push To allow freedom of movement and a certain amount of talking in the classroom Doubly frustrating conditions To strain the atmosphere in the classroom To envy smb. heartily To have a phobia about smth To be bewildered To alter smth. To be glad of an excuse The first essential of smth. Joyful and aimless abandon To ride one’s own hobby-horse To have smb.in one’s clutches Heavily repressive methods Smb’s celebrated lessons To criticize smb/smth mercifully II. Replace the following words with their synonyms from the given list. Smb’s praised classes, to follow one’s favourite route, to use a possibility, to change smth, to harden the mood in the class, to wish to study, to be puzzled, to be afraid of smth, love for smb, to be jealous, very hard atmosphere, the main rule. 50
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III. Give the three forms of the following verbs, translate and transcribe them. Vanish, straggle, leave, relieve, breathe, deal, restrict, set, wheel, think, emphasize, exhort, weigh, send, barricade, fly, rise, hasten, leap, manhandle, cope, burn, echo, snigger, bear, light, teach, misgive, hear, fling. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Unselfconscious, mischief, hazard, influenza, manoeuvre, width, consternation, trepidation, lunatic, siege, dilemma, flabbergasted, monomaniac, surveillance, vigilance, zealous, foe, dicta, psychological. V. Explain the use of tenses in the following phrases. 1. Fond of them as she was as individuals, collectively they constituted an unwieldy, noisy and exhausting mass. 2. …, and the sound of forty-five desks, …would have been almost too much, even for Anna’s healthy young nerves. 3. For one dreadful Anna thought she must be referring to a dangerous lunatic who had escaped two days before from a local hospital… 4. She was weighing up the merits of sending her class home immediately against those of barricading the door… 5. The hubbub, she noticed with alarm, was becoming tremendous… 6. I’ll try and call in again before I leave. 7. The lowest group were having some difficulty in multiplying… 8. If it weren’t for backing up dear Florence I’d have told that young man what I thought of him! VI. State the form and the function of the infinitive in the following sentences. 1. It was impossible to watch them all… 2. She hated to leave the open air… 51
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3. To Anna, who had been trained to allow freedom of movement and a certain amount of talking in the classroom… 4. Monitors were chosen to give out the apparatus required, and Anna was amused to notice that… she seemed to have appointed the four smallest children for this task… 5. She set herself to hear each child read at least twice a week… 6. There never seemed to be time, let alone space, to plan all these manoeuvres… 7. She was rather proud of her arrangements, but criticism was soon to come… 8. Don’t let anyone try to get you to alter them. 9. … she did her best to look happily responsive. VII. State the form and the function of the gerund in the following sentences. 1. The physical difficulty alone of taking a long, long line of forty-eight children about the corridors was tremendous… 2. To Anna, who had been trained to allow freedom of movement and a certain amount of talking in the classroom… 3. She was weighing up the merits of sending her class home immediately against those of barricading the door… 4. Anna soon found that Mr. Andrews was not unique in being a monomaniac. 5. … I’ll explain a wonderful method of teaching mathematics… 6. If it weren’t for backing up dear Florence I’d have told that young man what I thought of him! VIII. State the meaning of the modal verbs in the following sentences. 1. … but should they ever come to the end of a piece of work and have to wait for attention, the trouble began. 2. … she knew in her heart that it should be a daily exercise if conditions would allow. 3. … an inspector’s primary purpose was to help and advise teachers. 52
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4. She had certainly known no reason why she should fear them… 5. For one dreadful Anna thought she must be referring to a dangerous lunatic who had escaped two days before from a local hospital… 6. Well, you might see your cupboards are tidy… 7. We must alter this, my dear young lady… 8. Mr. Andrews, who must have faced many times, appeared impervious to the complaints… 9. At last, Anna could bear it any longer. IX. Translate from English into Russian. 1. Did you hear the news? The adviser came to school and criticized the celebrated music lessons of Mrs. Smith mercifully. — Oh, dear, it’s high time! She has such heavily repressive methods! 2. When the teacher was called out of the classroom the kids stayed in joyful and aimless abandon. Some of them ran out to the corridor and got in the headmistress’ clutches. 3. For a teacher it is better to allow freedom of movement and a certain amount of talking in the classroom. It is always better not to strain the atmosphere in the classroom. 4. When you work with children your affection for them grows with time. 5. Kids have an incredible zest for every kind of activity and usually they are keen to learn. But having idle hands they are glad of any excuse to play the fool. 6. After the visit of the school advisor Ann felt bewildered. He had a phobia about lighting and eyesight and he reorganized and altered the rows of desks in the classroom. 7. The first essential of good studies is children’s zest for every kind of activity and warm atmosphere in the classroom. 8. Every teacher rides his own hobby-horse. One thinks that it is necessary to learn masses of words by heart, another one is fond of aimless listening to foreign songs. Another one shows cartoons to idle and joyful children and heartily believes that it will help. 53
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9. I envy the village teachers heartily. They can teach small classes of kids and be motherly and cheerful. 10. High-spirited pushes of young people can turn a wicked problem for them. They can trust dishonest people and get into doubly frustrating conditions because of their kindness. X. Translate from Russian into English. 1. У нашей директрисы просто мания использовать картинки на уроках. Наличие картинок она считает первым и обязательным условием ее хваленых уроков. 2. Я собираюсь изменить все методы прежнего учителя. Я считаю их тяжкими и репрессивными. 3. Когда школьный инспектор изменял расстановку парт в классе, дети были рады поводу походить по классу и побездельничать. 4. Наш директор создает вдвойне тяжелые условия для новичков: она нещадно критикует их работу. Не завидую тем, кто попадает к ней в лапы. 5. В детстве люди полны душевных порывов, они добры, хотят учиться и жаждут любой деятельности. Поэтому лучше не накалять атмосферу в классе и позволять детям немного двигаться и разговаривать. 6. Безделье — страшная беда для детей. Они всегда рады поводу повалять дурака, будучи без присмотра. 7. У каждого школьного инспектора свой конек: один помешан на документах, другой считает, что учебные планы — главная составляющая работы учителя, у третьего мания по поводу поведения и манер. 8. После первого открытого занятия молодые учителя часто озадачены. Им кажется, что коллеги безбожно критикуют их, и чувствуют себя вдвойне подавленными. 9. Привязанность к детям — главное условие работы в школе. XI. Give the literary translation of the extract: p. 46. “The one great, wicked problem….” Up to “could manage them more easily.” 54
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XII. Agree or disagree with the following statements. Use the words and expressions from Appendix 1. Prove your opinion with the words from the text. 1. Anna hated to see idle pupils and gave them as much work as possible. 2. All the advisors who came to Anna’s class approved her work. 3. All the teachers waited for the advisors because they could give valuable instructions concerning teaching methods. 4. Anna was not the only one teacher who was criticized by the advisers. XIII. Make up dialogues between: - Two teachers discussing the advisors’ visits; - Two advisors discussing the mistakes of the teachers. Use the phrases from Appendix 3. XIV. Retell the text as if you were: - Ann; - One of the teachers; - One of the advisors.
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Chapter 8 AN EVERYDAY YOUNG MAN I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. Exuberant To satisfy smb’s frugal soul To be the offspring of two strong urges An inborn love for bargain A burning ambition A petty ambition Genteel Comfortably-off Cheese-paring efforts Self-glorification Digs A widow of majestic appearance To be compared with smth./smb favourably To press food upon smb To make a substitute for smb/smth To smile indulgently Snug In an unobtrusive way To work like beavers A superhuman effort To soil one’s hands To slave for Mass-pumping To be a sad loss to smb/smth To be rebellious against smb/smth II. Replace the following words with their synonyms from the given list. To replace smb, to work hard, flat, hard try, to treat smb. with food, to feel protest against smth, cosy, to make one’s hands dirty, to toil, economy, self-praising, a strong desire. 56
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III. Give the three forms of the following verbs, translate and transcribe them. String, spend, wrap, throw, urge, know, show, begin, ensue, let, snort, subside, hear, come, see, think, falter, find, spoil, bring, keep, forestall, vanish, groom, leave, say, take, get, grow, retort, speak, feel, cut, choose, raise, rise, slam. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Benison, tawdry, thrift, assessment, sundial, launderette, self-righteous, extraordinary, pseudo-Chinese, solicitous, methodically, chaperon, forlornly, privet, loathsome. V. Write out the words denoting; - Christmas decorations; - Dishes. VI. Explain the use of tenses in the following phrases. 1. Even Mrs. Flynn had caught the infection and had made Christmas puddings from an “Economical Wartime Recipe” which satisfied her frugal soul and evolved a lot of shredded carrots. 2. She had been buying, for some time, only the soap powder, which offered free Christmas wrapping papers: “For,” as she remarked to Anna, “it’s just silly to spend money on something that will be thrown away; and yet one doesn’t like to look mean.” 3. Anna had been shocked one day by Mrs. Flynn’s bitter contempt for the family next door. 4. Anna guessed that she had been brought up in a household where the men’s comfort came first, and suspected that Tom made a very good substitute for the two sons who had recently married and left home. 5. I’ve put some logs on… 6. I shall be here if you need me. 57
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7. Altogether she would have thought him very well settled in his job so that it was a shock when he said in the course of conversation… 8. But I’m liking it more as I go on. 9. After a superhuman effort my father managed to buy this market garden and I would love to work there too. VII. State the form and the function of the infinitive in the following sentences. 1. … it’s just silly to spend money on something that will be thrown away… 2. … she’d prefer to wash herself and save the money. 3. It was pleasant for Anna to see a matured garden… 4. To sit in a soft easy chair, with a long fire scorching one’s legs, eating twice as much as usual, was extraordinary pleasant after a day’s teaching. 5. … when the programme was over Anna was very content to sit smoking and talking companionably. 6. Whichever he chose to raise, roses or country children… VIII. State the form and the function of the gerund in the following sentences. 1. And she actually had washing out on a Sunday. 2. I’ll see if your fire needs making up. 3. Anna found herself enjoying it all immensely. 4. To sit in a soft easy chair, with a long fire scorching one’s legs, eating twice as much as usual, was extraordinary pleasant after a day’s teaching. 5. … when the programme was over Anna was very content to sit smoking and talking companionably. 6. Looking at him in the firelight Anna thought him almost handsome in an unobtrusive way. 7. Can’t have him soiling his hands after all that schooling. 8. It’s not education. It’s mass-pumping, and we get nowhere with it. 9. … she didn’t blame for returning to the country… 58
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IX. State the meaning of the modal verbs in the following sentences. 1. Anna could forgive the first, but not the second… 2. I wish I could see the programme about wild animals tomorrow night. 3. I can imagine it… 4. Then you must both go and watch your programme. 5. Can’t have him soiling his hands after all that schooling. 6. He must start higher up the ladder than we did. 7. We could have a magnificent rose nursery in a few years there. 8. In any case I should leave Elm Hill next summer and try for a country post. X. Translate from English into Russian. 1. When there are too many kids in a class education turns into mass-pumping and pupils get rebellious against teachers and school in general. 2. Tom’s future leave seemed to be a sad loss for the school and for her as well. 3. Before holidays children get exuberant and boisterous. Teachers make superhuman efforts to make them study. 4. A village school can be favourably compared with a town one. Kids there have a burning ambition to learn. Classes are small and teachers can feel snug in them. And this is not mass-pumping because teachers can afford to be human and understanding. 5. Mrs. Flynn always had a petty ambition of selfglorification. She had a great urge to be favourably compared with her neighbours and friends. 6. Mrs. Flynn’s character was an offspring of two strong urges: a wish to self-glorification and an inborn love for bargain. 7. My digs make a good substitute for my parents’ house. It is snug and my genteel neighbours smile indulgently to me. 8. My husband and I worked like beavers for our children not to soil their hands and have intellectual jobs/ And what have we slaved for? 59
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9. Bargains and sales in the local supermarkets satisfied Mrs. Flynn’s frugal soul. Being totally involved in her cheeseparing efforts she didn’t notice that all the apples she bought were bruised and all the meat she got was tough and old. 10. My neighbor has a majestic appearance. First I was afraid of her. But then she smiled to med indulgently and said that I would make a good substitute for her family. Since that this widow presses tasty food upon me and cleans my digs. 11. Anny saw that Tom was handsome in an unobtrusive way. When she learnt that he was going to leave for the country she got rebellious against the whole world. 12. Tom’s landlady’s food could be favourably compared with Anny’s mother’s prized recepes. 13. Knowing our genteel Mrs. Flynn’s inborn love for bargain our salesmen supply her with spoilt products at a reduced price. 14. I’ve been slaving and soiling my hands all my life to give my kids a chance to learn. Why was I working like a beaver? Why were my superhuman effects for? XI. Fill in the gaps using the active vocabulary. 1. Tom’s digs were … and cosy. 2. Education must not become … It must be a creative and interesting process. 3. As Tom was a good specialist and person his leaving would be a … for the school. 4. To become a good specialist you should … 5. Anna despised Mrs. Flynn’s … and her … ambition to seem more… and …than her neighbours. 6. Never try to … upon children! They must not overeat. 7. Some people get education not because of their interests but just because they don’t want to … 8. She was a pleasant woman of … and kind face. 9. When kids misbehave experienced teachers just … 10. This is not economy! This is …! 11. Mts. Flynn’s … made her search for special offers in the shops at reduced prises. 60
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12. For unmarried teachers kids are … for their own children. XII. Translate from Russian into English. 1. Иногда жильцы становятся очень дороги для одиноких пожилых вдов, заменяя им их детей и семью. 2. Мои родители трудились не покладая рук, чтобы мы были обеспечены, имели хорошее образование и не пачкали руки на грязной работе. 3. Из-за своей врожденной тяги к экономии миссис Флин не могла себе позволить питаться досыта хорошими продуктами, в то время как более щедрые хозяйки баловали своих мужей и жильцов прекрасной едой. 4. Мелочные амбиции заставляют людей притворяться более обеспеченными, чем их соседи. 5. Слушая самовосхваление миссис Флин, соседки только снисходительно улыбались. 6. Некоторые люди прилагают нечеловеческие усилия, чтобы казаться обеспеченными и утонченными. 7. Многие молодые учителя чувствуют протест против массового, обезличенного образования, когда в классе слишком много детей и отсутствует индивидуальный подход. XIII. Give the literary translation of the extract: p. 56. “Anna found his lodgings very much more comfortable … had recently married and left home.” XIV. Agree or disagree with the following statements. Use the words and expressions from Appendix 1. Prove your opinion with the words from the text. 1. Mrs. Flynn used a lot of shredded carrots in Christmas puddings because she liked carrots very much. 2. Mrs. Flynn despised her neighbours because they were not very economical. 3. Mrs. Armstrong was not at all glad to see Ann as a visitor at home. 61
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4. Tom really didn’t like teaching but he became a teacher not to disappoint his parents. XV. Answer the following questions. 1. How did Mrs. Flynn get wrapping paper for Christmas presents? 2. How were the shops in Elm Hill decorated? 3. What were the two strongest urges of Mrs. Flynn? 4. Why did Mrs. Flynn consider her neighbours’ garden to be common? 5. What did Mrs. Armstrong serve when Anna was her guest? 6. What did Tom mean calling education at Elm Hill “mass-pumping”? 7. What were Tom’s plans? XVI. Give a character sketch of the following characters: - Mrs. Flynn; - Mrs. Armstrong; - Tom. XVII. Make up dialogues between: - Mrs. Flynn and one of her neighbours; - Mrs. Flynn and a shop-assistant; - Tom and his mother speaking about his plans and teaching; - Mrs. Armstrong and one of her friends discussing Tom. Use the phrases from Appendix 3. XVIII. Retell the text as if you were: - Ann; - Mrs. Flynn; - Mrs. Armstrong; - Tom. 62
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Chapter 9 PLAYS AND PIPE DREAMS I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. The bustle of Christmas preparations To work smb.into a state of seething excitement Starry-eyed for the glory Stolid Volatile Gummed paper To cast a morose glance Irrepressible A slow-growing masterpiece A boasting mass-producer To give a sudden yelp of dismay Carols and a tableau Percussion band Mimed nursery rhymes Somersaults Smb’s eyes flashed with enthusiasm To make a packet Hare-brained schemes To grab a juicy bone A flibbertigibbet II. Replace the following words with their synonyms from the given list. Stupid plans, to earn a fortune, the haste of Christmas preparations, annoying, to get a good position, plump, with shiny eyes looking forward for fame. III. Give the three forms of the following verbs, translate and transcribe them. 63
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Seethe, slam, scatter, fidget, read, choose, amuse, shine, cut, elaborate, know, speak, bear, wreck, ply, fringe, grow, vex, spread, meet, sit, gaze, snatch, whisk, sing, omit, tell, shut, build, overlap, forget, feel, hurt, bother, rely, apologize, blow, regret, write, grab, puff, moralize. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Scissors, scene, triangles, wheel, robin, scarlet, countenance, smug, superiority, inaudible, pandemonium, duffle-coated, architect, blissful, widespread, purely, rhetorical, encyclopedia, coelacanthus, enthusiasm, straightforwardly, anthology, conspiratorially. V. Explain the use of tenses in the following phrases. 1. ...they were done quickly he knew and would look effective. 2. Bet I get six done before you’ve half finished that old thing. 3. Had he been working alone his slow-growing masterpiece would have delighted him, but the boasting massproducer at his side wrecked all his own pleasures of creation. 4. All the best ideas were being snatched with incredible ruthlessness. 5. I’ve been thinking about our last conversation, you know. 6. I’m afraid I’ve forgotten. VI. State the form and the function of the infinitive in the following sentences. 1. George began to outline the harness. 2. … the hall was not large enough to accommodate all the parents at one performance. 3. Anna began to feel quite bewildered. 4. Everyone turned to stare at her. 5. ..., children were told to listen to a pin drop and to be seen and not heard. 64
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VII. State the form and the function of the gerund in the following sentences 1. Anna … found teaching them doubly hard… 2. It was in keeping with George’s nature… 3. …and began slashing dramatically with scissors. 4. She began groping murkily about the concern of her brain. 5. What about singing? 6. She took to having short “silent periods”… VIII. State the meaning of the modal verbs in the following sentences. 1. Anna… could not help sympathizing with their ecstasy… 2. It was in keeping with George’s nature that he should have chosen to paint… 3. I might put a setting sun or a robin or something up the corner… 4. I can cut the whole lot out at once. 5. …Anna could see that this goading was almost more than he could bear. 6. The Christmas concert was to take place on the last two afternoons of term… 7. She was soon to learn the reason for their unwonted unity. 8. The others must have been thinking things for weeks. 9. Anna could have killed him… 10. But you must have some idea what your class can do… 11. It was in keeping with George’s nature… IX. Translate from English into Russian. 1. When the new school was built everybody was eager to become the headmaster of it. To grab that juicy bone everybody was trying to show himself. 2. A young teacher is often called a flibbertigibbet because her eyes flush with enthusiasm. 65
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3. The bustle of Christmas preparations didn’t let the kids to study. The never-ending rehearsals of percussion bands, mimed nursery rhymes and somersaults made the children irrepressible. 4. Lazy people always dream of making a packet. Involved in their hare-brained schemes they don’t notice that they have become old, fat, bold and useless. 5. Some children are stolid and calm. Their work doesn’t appear fast, it is like a slow-growing masterpiece. 6. The other type of kids are volatile and irrepressible. They are boasting mass-producers who work fast being starryeyed for glory. 7. When Charlie cut through all the fold of gummed paper he gave a sudden yelp of dismay, then cast morose glances to the other kids but suddenly start working anew, starry-eyed for the future glory. 8. Future Christmas works the kids into the state of seething excitement. They become flibbertigibbets. 9. Mr Allan Foster dreamt of making a packet by publishing encyclopedias and reference-books. His hare-brained schemes irritated Anna and the other teachers. X. Translate from Russian into English 1. В суете рождественских приготовлений глаза детей горели от энтузиазма. 2. Есть люди, которые поглощены своими мечтами и глупыми планами. Они мечтают, что когда-нибудь заработают состояние, ухватят кусок пожирнее, а сами даже не могут выполнять простую работу. 3. В суматохе предновогодних приготовлений все учителя сошли с ума. Но я не пойду по их легкомысленному пути. Все их рождественские песнопения, живые картины и акробатические этюды… Моя же сценка будет как медленно создаваемый шедевр. 4. Джордж и Майк были друзьями. Все удивлялись, как могут дружить такие разные люди. Майк — флегматичный 66
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и спокойный и Джордж — непостоянный, неугомонный, с блестящими глазами. 5. В спортзале проходила репетиция ансамбля ударных инструментов, в столовой репетировали акробатические этюды, а в классах повторяли пантомимы и сценки. 6. Дети, в состоянии сильного волнения, готовили подарки для родственников, вырезая фигурки из вощеной бумаги, рисуя картинки и репетируя рождественские песнопения. 7. Прорезав случайно всю стопку вощеной бумаги, Джордж вскрикнул от неожиданности, потом нахмурился и весь урок не работал, бросая на остальных детей мрачные взгляды. XI. Give the literary translation of the extract: p. 60. “In the front desk….”up to p. 61 “the horses’ tails.” XII. Reproduce the dialogues of the chapter in indirect speech using the word combinations of the previous exercise and Appendix 2. XIII. Answer the following questions. 1. What was children’s behavior before Christmas? 2. Describe the two boys’ manner of working. What do you like more? 3. What problem did Ann face before Christmas? Who helped her? 4. What was Ann’s idea about keeping silence in class? Do you agree with it? 5. What was Mr. Foster’s idea of getting money? Will he ever be rich, in your opinion? XIV. Retell the text as if you were: - Ann; - Tom; - One of the children; - Mr. Foster. 67
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Chapter 10 COUNTRY CHRISTMAS I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. Pokiness Companionship To crackle To sizzle To squeak To exchange presents Tiny bottles of scent to answer one’s civil inquiries To look ahead To broadcast smth To guard one’s tongue To rampage Nerve-racking A tall gangling boy Radiant face To tower over smb Vociferous To marvel at smb’s strength, abilities, cleverness, etc Prodigious appetite A source of good-natured teasing To tut-tut Wickedness To fidget with impatience To be one’s own flesh and blood A spinster A happy anachronism II. Replace the following words with their synonyms from the given list. 68
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An unmarried woman, evil, a great desire to eat, small bottles of perfume, noisy, to spread smth, to think twice before saying smth, to react polite questions, a marry face, to be very dear and important for smb, to be pleasantly surprised at smth., to give presents to each other, annoying, to think of one’s future. III. Give the three forms of the following verbs, translate and transcribe them. To crackle, to sizzle, to squeak, to bring, to hide, to beg, to slip, to know, to think, to chop, to grow, to jingle, to tease, to relieve, to chop, to meet, to bronze, to decorate, to toss, to grip, to lean, to hold, to let, to fidget, to preclude, to flicker, to rampage, engender. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Bliss, welfare, unwittingly, nerve-racking, agricultural, phenomenon, ramshackle, frieze, blotter, scrapbook, splintery, blaze, partition, docile, ruefully, serenity, feverishly, sanitation, anachronism, apprenticeship, byword. V. Explain the use of tenses in the following phrases. 1. The fire crackled, the kettle sizzled, the old doors squeaked on their ancient hinges, and a loose flagstone in the hall gave a cheerful and familiar thump to the hurrying feet. 2. Small presents had been exchanged among the staff that last morning and the children had brought cards and handkerchiefs… 3. Anna had promised to say nothing, though she did not think it mattered very much if Miss Hobbs’ ambitions were known. 4. There was no doubt about it, there would be snow before long, thought Ann. VI. State the form and the function of the infinitive in the following sentences. 1. “Naturally,” said Ann trying to hide her astonishment. 2. No need to broadcast all one’s doing. 69
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3. Anna was relieved to be away from them all and to slip back into the ways of home. 4. Anna was amazed to see how massive he had grown. 5. … eager to learn. 6. … appeared to be listening… VII. State the form and the function of the gerund in the following sentences. 1. …all one’s doing… 2. Ann was busy chopping apples. 3. Somehow one never thinks of mothers getting old. 4. It soon became a source of good-natured teasing by the Lasey family… 5. Next door she could hear the infants singing. VIII. State the meaning of the modal verbs in the following sentences. 1. It was exactly as it should be, and Anna felt her old self again. 2. Must look ahead, you know. 3. If Miss Enderby gets her deserts I should like to be on her side. 4. Nothing may come of our plans. 5. It was a relief not to have to guard one’s tongue… 6. She could do with a little car of her own… IX. Translate from English into Russian. 1. When you work with children you tut-tut at their laziness, marvel at their abilities and success and soon these vociferous bandits become your own flesh and blood. 2. Tough the classroom was poky and shabby the old teacher was surrounded by children with radiant faces. Though she was a spinster surrounded by that companionship she was a happy anachronism. 3. When you are a member of a teachers’ staff you are to guard your tongue not to broadcast your secrets and limit all your talks just to formal and civil inquires. 70
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4. It is a good tradition to exchange presents on Christmas and other celebrations. The gifts must not be expensive and pompous. Tiny bottles of scent ad bars of soap will do. 5. The end of the school year is a nerve-racking period. You have to guard your tongue as your colleagues have become offensive and what was earlier considered to be a good-natured teasing now is an insult. 6. In my parents’ house everything seemed a happy anachronism: the fire crackles, the huge kettle which I had known from my childhood was sizzling and squeaking letting out a stream of vapour. 7. That tall gangling boy was towering over the other children who were fidgeting around him. 8. When you read fairy-tales to children they tut-tut at the evil heroes’ wickedness and sympathize the good ones.X. Fill in the gaps using the active vocabulary. 1. At school most of the children are … and make a constant … din. 2. A cosy house for me is sitting in a soft atmchair listening to the kettle … and fire … 3. If you know smb’s secret … your tongue and never … it! 4. Every person must think of his future and … 5. In big families your appearance, character and appetite are a … of … 6. When children are bored they… 7. After living in a spacious house it is not easy to put up with … of small flats. 8. Mike had been a … boy with … appetite and now he became a nice shy good-natured giant. 9. After the vacations you have to answer many … 10. Younger children usually adore the elder ones and … at their… XI. Give the literary translation of the extract: p. 71. “Young Edward Merchant… as welcoming as she could.” 71
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XII. Agree or disagree with the following statements. Use the words and expressions from Appendix 1. Prove your opinion with the words from the text. 1. Miss Hobbs decided to enroll for a course on the teaching of infants because she had nowhere to go for Christmas. 2. It was a relief for Anna to come home for Christmas because she didn’t like her pupils and colleagues at Elm Hill. 3. Anna’s brothers didn’t like Edward Merchant because they were envious and jealous. 4. Miss Anderson was a teacher at the village school. She was a spinster and had devoted all her life to children. 5. Anne envied Miss Anderson because the latter had a larger salary. 6. The village school was a fashionable new building with all modern conveniences. XIII. Answer the following questions. 1. How did Ann’s colleagues intend to spend Christmas vacations? 2. What atmosphere did Ann enjoy being at home? 3. Who was Edward Merchant? Why did he live in Anna’s family? What were his relationships with the members of the Laseys’s family? 4. What kind of person was Miss Anderson? 5. Who, in your opinion, was happier, the young teacher or the old one? 6. Would you prefer to work as a teacher at a small village school or a big town one? XIV. Make up dialogues between: - Edward Merchant and his father discussing his life at the Laseys’ house; - Ann and Miss Anderson discussing the advantages and disadvantages of their work; - Ann’s brothers speaking about the approaching Christmas ant Edward antd the life in the village in general. 72
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Use the phrases from Appendix 3. XV. Retell the text as if you were: - Ann; - Miss Anderson; - Edward; - One of Ann’s brothers.
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Appendix 1 Phrases expressing agreement and disagreement I agree with… Right you are! You are absolutely right. I agree wholeheartedly. This is true. I couldn’t agree with you more. That’s exactly how I feel. No doubt. I partially agree. I disagree I am against it because… Instead, I think that… On the contrary… I am afraid I can’t agree… You are not quite right. I’m afraid, I completely disagree with you. I seriously doubt it. Appendix 2 Reported speech To say To report To adree/disagree To mention To tell To whisper To exclaim To declare To assure To explain To ask To question To wonder 74
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Appendix 3 Can you imagine… Great!/Terrific!/Fantastic!/ Such a dear!/Such a bore!/Such a nuisance! If you ask me… This is my way of looking at it. You may be right, but… All the same… What makes you say that? Don’t you agree that… What's your idea? What are your thoughts on all of this? How do you feel about that? Do you have anything to say about this? What do you think? Do you agree? Wouldn't you say? Использованная литература 1. Мисс Рид. Первые шаги учителя в школе : (По Мисс Рид). Кн. для чтения на англ.яз. для студентов III—IV курса : учеб. пособие для студентов пед. ин-тов по спец. № 2103 «Иностр.яз» / Обраб. и коммент. Т. С. Жолтиренко. М. : Просвещение, 1984. 160 с., ил.
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Учебное издание
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Home-reading aid Учебное пособие для студентов очного отделения факультета иностранных языков по книге «Fresh from the Country» Часть 1
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