HOME-READING AID. Ч. 2

Citation preview

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»

Часть 2

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 2

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 2 / Л. Г. Романова ; Мин-во образования и науки РФ, Оренбург. гос. пед. ун-т. — Оренбург : Изд-во ОГПУ, 2014. — 76 с. ISBN 978-5-85859-562-5 УДК 811.111 (075.8) ББК 81.2я73

ISBN 978-5-85859-562-5

© Романова Л. Г., 2014 © Оформление. Изд-во ОГПУ, 2014

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

СОДЕРЖАНИЕ

ПРЕДИСЛОВИЕ . ............................................................................... 4 Chapter 11. Joan’s Parasite.................................................................. 6 Chapter 12. Miss Enderby Takes up Arms......................................... 13 Chapter 13. Mrs. Flynn’s Tea Party.................................................... 20 Chapter 14. Classroom Troubles........................................................ 27 Chapter 15. Tom makes plans............................................................ 34 Chapter 16. Friends and Fresh Air..................................................... 41 Chapter 17. Testing Time................................................................... 48 Chapter 18. The Muse Visits Elm Hill................................................. 57 Chapter 19. Miss Enderby Triumphs................................................. 63 Chapter 20. The Year’s End................................................................ 68

3

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, в составлении 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

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

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.

5

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Chapter 11 JOAN’S PARASITE I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. To gaze reflectively A charity concert Publicity campaign To remark tartly To mimick smb’s tones With cruel accuracy Local educational big-wigs To grow doubly precious Ear-splitting convulsions Stiletto heels To brace oneself Unsophisticated To stick at smth To be broke To sponge on smb To be a parasite upon smb Soft-headed Mutton-headed To have smb. in one’s hair To have food for thoughts A vain flibbertigibbet A worthless show-off A spineless windbag II. Replace the following words with their synonyms from the given list. Stupid, to live on smb’s account, to have much to think about, naïve, to mock smb’s voice, to lose money, to keep smb., high-heeled shoes, a man of demonstrative behavior, people of local importance, to look having deep thoughts. 6

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

III. Give the three forms of the following verbs, translate and transcribe them. To leap, to spread, to thread, to stand, to make, to escape, to hold, to tell, to mimick, to adjust, to flock, to think, to wave, to blow, to run, to rustle, to sniff, to find, to draw, to lose, to freeze, to show, to rise, to drink, to take, to seem, to brace, to bide, to hit, to know, to perplex, to shift, to loathe, to bring, to catch, to spend. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Gaunt, extensively, embryo, pinnacled, slovenly, annoyance, aperture, quota, unsavouriness, gargantuan, apprehension, unadventurous, mediocrity, mutinous, unorthodox, expostulate. V. Explain the use of tenses in the following phrases. 1. She’s just told me — politely of course — that I might be more comfortable in a fuller skirt. 2. There’ll be an almighty attack on us all until this confounded appointment’s made. 3. He waved the sling bravely, … and gave a … lok at Anna to see if she had noticed. 4. Maurice has been working at a travel agency… 5. I didn’t think he’d go, you know! 6. Maurice is living here for a bit. 7. I’ve known him he was six… 8. They played the gramophone, and listened to the radio, and Maurice’s name was not mentioned again until Anna was putting on her coat… VI. State the function of the infinitive in the following sentences. 1 …whenever she had occasion to call upon her… 2. I’ve been told to take down two wall pictures with torn corners… 3. … gave a sidelong look at Anna to see if she had noticed. 7

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

4. No business to be here… 5. Sorry to lose you and all that… 6. .. but we’ve time to have a drink together. 7. But there appears to be a great deal of money in it these days. 8. Joan Berry’s a greater person than ever I can hope to be! VII. State the form and the function of the gerund in the following sentences. 1 … and stood gazing reflectively upon the scene of her hopes. 2. … and all sorts of plans for opening her own school to the general public… 3. No business to be here giving us all your germs. 4. … and busied himself with preparing the drinks for Joan. 5. At the door he turned, and looking rather ashamed, addressed to Joan. 6. He can’t like sponging on you! VIII. State the meaning of the modal verbs in the following sentences. 1 She’s just told me … that I might be more comfortable in a fuller skirt… 2. Those side-slits, dear, must be draughty in that weather… 3. We’ll have to face parents… 4. Anna … could not get warm in her bedroom. 5. You should really be in bed… 6. Unfortunately he cannot be with us for long… 7. …it must be a wonderfully healthy life… 8. I must say it all sounds most attractive. 9. Don’t wait up. I may be late. 10. …he can find something to do… 11. He can’t like sponging on you! 12. But he may stay on indefinitely… 13. And as for marrying, it’s the best thing he could do, providing his wife can support him. 8

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

IX. Reproduce the following sentences in reported speech. Use the words from Appendix 2 1 “Flo’s publicity campaign… is going to make this place unbearable”. 2. “No business to be here giving us all your germs. Why on earth don’t you go home?” 3. “Then of course you could go on to an agricultural college for your training.” 4. “Poor dear! I didn’t think he’d go, you know!” 5. “At the moment nothing. He can’t stick at anything. He’s had twelve jobs in the last four years and now he’s just had the sack from the travel agency. That’s why he is here. He’s broke.” 6. “Anna, my child, I love you dearly but I must shock your innocent heart by telling you frankly that “sponging on me” … is exactly what Maurice does like doing.” 7. “It all seems dreadfully wrong! Why should a girl like you be battered on by a perfectly strong young man who can earn his own living?” 8. “Maybe I don’t know much after all… There’s one thing I’ve learnt tonight. Joan Berry is a greater person than ever I can hope to be!” X. Translate the sentences from English into Russian. 1. This girl is just a vain flibbertigibbet who cares only about clothes, make up and good looks. 2. Children like to mimick their teachers’ tones with cruel accuracy. 3. It is a shame for a perfectly strong young man to be a parasite upon his friends or parents. 4. A parasite is a person who finds a soft-headed unsophisticated young girl and sponges on her. 5. This mutton-headed old chap continues going to work shaking with ear-splitting convulsions, coughing, sneezing and giving us all his germs! He should be in bed! 6. The publicity campaign of the headmistress included demonstrations of her new methods and charity concerts. 9

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

7. The headmistress organized a lot of official meetings with local educational big-wigs in her school and made the life of the staff unbearable. 8. If a person can’t stick at anything he will surely be broke. 9. Joan gave Anna much food for thoughts. She had Maurice in her hair and didn’t seem a vain flibbertigibbet in stiletto shoes to her any more. 10. If a headmistress thinks only of her publicity campaign and the opinion of the local educational big-wigs she is just a worthless show-off. XI. Fill in the gaps using the words from the list. 1 In the shabby house of Mrs. Flynn Anna felt that her parents’ house … to her. 2 A teacher must have a strong character. If he is a … he won’t be able to keep discipline and make the children work. 3. If a person loses his job he is … 4. The headmistress … at the new building of the school. 5. Expensive … and a long evening dress looked funny on the unsophisticated young country girl. 6. Sometimes people whom we seem to know well surprise us and … much for our … 7. To have a success in your job you must … 8. You are just a … girl! This person is just … on you! He doesn’t have any real feelings! 9. When Joan was irritated he could … rather … 10. A headmistress should be a public person able to give … and communicate with local… XII. Translate from Russian into English. 1. Общаясь с местными шишками и устраивая благотворительные концерты, директор совсем забыл об образовательном процессе в своей школе. 2. Не смотри на то, что эта девушка красиво одета и всегда носит шпильки. Она на мели, и денег ей едва хватает на еду. 10

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

3. Учительницы не должны выглядеть как пустые вертихвостки. Никаких шпилек, коротких юбок и разрезов! 4. Этот бесхарактерный слабак боится даже остаться дома, когда болен. Он предпочитает чихать и кашлять и всех заражать своими микробами! 5. Не будь ослом! Ты же видишь, что этот так называемый друг паразитирует за твой счет! Неужели ты хочешь посадить его себе на шею и позволить ему обирать себя? 6. Если твои ученики с жестокой точностью пародируют все твои манеры и слова, возьми себя в руки и не сердись. 7. Джоан стояла и задумчиво смотрела на своих учеников. Их поведение и учеба давали ей пищу для ума. 8. На первый взгляд кажется, что он какой-то начальник местного значения. Но на самом деле это простой показушник. 9. Работа в школе — это не только благотворительные концерты и общественное мнение. Это еще и любовь к детям. 10. Паразиты обычно находят себе наивных, простодушных и мягкосердечных друзей, готовых посадить их себе на шею. XIII. Give the literary translation of the extract: p. 74. “The weather continued to be bitterly cold…doubly precious at this time of the year.” XIV. Agree or disagree with the following statements. Use the words from Appendix 1. 1. The staff of the school were delighted with the charity concerts, public meetings with local educational big-wigs and the other publicity campaign of the headmistress. 2. Ann liked and admired Andy Craig. 3. Alan Foster refused to go home though he was ill because he didn’t want to part with his children. 4. The staff approved of the behavior of Alan Foster. 11

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

5. Anna disapproved of Joan Berry’s behavior. 6. Maurice was just an idle person and sponged upon Joan. 7. Joan was in love with Maurice and that’s why she supported him. XV. Answer the following questions. 1 Speak about the general mood of the children and teachers in winter. What were the reasons for it? 2. How was the headmistress establishing her position? Describe her “publicity campaign”. 3. Whom did Ann meet in Joan’s house? 4. What kind of man was Maurice? How can you characterize his behavior? 5. What were the two girls doing in Joan’s flat? What delighted Ann so much? 6. Why did Joan give Ann so much food for thought? XVI. Make up dialogues between: - Ann and her mother discussing the staff; - Maurice and one of his friends speaking about his future; - Ann and Joan Berry discussing Maurice. Use the phrases from Appendix 3. XVII. Give the retelling of the text as if you were: - Ann; - Joan Berry; - The headmistress; - Maurice.

12

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Chapter 12 MISS ENDERBY TAKES UP ARMS I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. To show smb.in a more favourable light Enough to daunt the stoutest heart Infernal bedlam To take charge, to be in charge To commit sins To omit sins To make an accusation against smb. A nuisance To feel a faint irritation To confront smb Militant aspect Powerful physic Allegation To put an affair into the hands of the justice To jeopardize smb.’s hopes To drag one’s name in the mud To compose oneself A motley crowd of children To give smb.a blessed warmth of spirit II. Replace the following words with their synonyms from the given list. To fight against smth/smb., physically strong, a mental hospital, to brace oneself, accusation, to take the responsibility, a bore, to show smb/smth from the best side. III. Give the three forms of the following verbs, translate and transcribe them. To cause, to think, to occur, to drive, to confront, to bear, to lead, to beckon, to leave, to fall, to let, to break, to get, to say, 13

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

to tell, to bend, to speak, to raise, to rise, to shoot, to begin, to feel, to flood, to echo, to swear, to squeak, to spend, to mean, to come, to hear, to appear, to relax, to meet, to sweep, to overstring, to wear, to see, to lean, to sign, to ring, to find, to stand, to lie, to breathe, to gabble, to forget, to tear, to toss, to burst, shake, to quell. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Colleague, bewilderment, vociferous, demure, demeanour, deprecatingly, buoyantly, sanctum, peremptorily, overwhelm, ceremoniously, tremolo, tranquil, rapturous. V. Explain the use of tenses in the following phrases. 1. One morning Anna was hearing six of her slowest children read. 2. … the rest of the class had divided itself into half a dozen groups and read noisily… 3. … and Angela can tell Miss Lasey who has worked well when she returns. 4. And I shall be waiting in my room for any child who disgraces himself. 5. What on earth had she done? 6. I have had a most serious accusation made against you… 7. Mrs. Bond… tells me that you swore at her daughter yesterday afternoon. 8. There’s never been any need. 9. Then I shall ask you to sign it while I ring the police and explain things. 10. I am not getting mixed up with no police. VI. State the function of the infinitive in the following sentences. 1. Joan Berry’s revelations caused Anna to look upon her colleagues with fresh understanding. 2. …her gaze on Arnold who, oblivious of the eye of authority, was about to hit his neighbor… 14

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

3. I’m looking for a sensible child to take charge… 4. Angela is quite at liberty to tell to report bad behavior to Miss Lasey. 5. …Anna began to feel very uncomfortable… 6. … would you be kind enough to repeat your allegation? 7. What’s the police got to do with it? 8. A quiet word to Janet should be enough to stop any further tale-bearing… 9. Here she was safe, here was a job to do… VII. State the form and the function of the gerund in the following sentences. 1 … said Miss Enderby raising her voice… 2. … said Miss Enderby looking down the corridor… 3. “Just a minute” — said Anna light breaking. 4. … yelped Mrs Bond, rising smartly from her seat. 5. … said Miss. Enderby, raising her fine eyebrows… 6. Anna stood, marveling at such brave tactics. VIII. State the meaning of the modal verbs in the following sentences. 1 This was a task which she had to drive herself to do… 2. Can you leave them for a moment, dear? 3. It might be as well to leave someone in charge. 4. I think…it should be Angela. 5. As far as Anna could remember… 6. I may not even have said that… 7. As I suspected, my dear, but of course I had to make sure… 8. Now, alas, she was to meet one face to face. 9. She must know all the strategies of parent-teacher warfare. 10. You cannot come here and make allegations… 11. I must see it cleared… 12. You should have thought of that before. 15

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

IX. Reproduce the following sentences in reported speech. Use the words from Appendix 2 1. “Mrs. Bond’s story is that Janet was a little late back to school in the afternoon”. 2. “She did come late — very late. I’d closed the register and marked her absent.” 3. “It was no more than a faint irritation that I felt – and I certainly didn’t swear!” 4. “Mrs Bond maintains that you called her child “a blasted nuisance” Is that true?” 5. “If your allegation is found to be true it will seriously jeopardize her hopes later. Her good name will be damaged.” 6. “We’re quite used to trouble, Mrs.Bond. All teachers are — but we always hope for cooperation from our parents…” 7. “Then we’ll tear this up and forget it…” X. Translate the sentences from English into Russian. 1. If there are some serious accidents at school the affair must be put into the hands of the justice as soon as possible. 2. Every headmistress should try to show her school in a more favourable light and defend those teachers whose name is being dragged in the mud. 3. Every teacher must be ready that even the most inoffensive child can make an accusation against him. 4. When you feel irritation against a child try to compose yourself and confront your bad mood. 5. School is an infernal bedlam. A motley crowd of children seems a great nuisance to you. But some time later you take charge and feel a blessed warmth of spirit. 6. Children of powerful physic do not commit the worst sins. 7. Sometimes it is better not to notice children’s sins and try to omit them. 8. People of militant aspect are not the most dangerous ones. 16

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

XI. Fill in the gaps using the words from the list. 1. After the talk with the headmistress Anna returned to her class and looked at her …. with fresh love and devotion. 2. When a crime is committed at school it is any teacher’s duty to … 3. Sometimes even the most inoffensive children can do something that is …and even the naughtiest and noisiest children can ….themselves… 4. Of course school is an ….and children are a … but if you can … this profession brings …. 5. Ms. Enderby defended not Ann but herself and her school in whole. She couldn’t let … her…. 6. When the girl was late Ann … and called her … 7. Sometimes parents come to school not to cooperate with teachers but to … and make … against them. 8. Everyone …. And some of them should be… 9. When a teacher has to leave his classroom at the lesson every pupil in class will be happy to … 10. At the beginning of your career every … from the staff and parents seems to … your… 11. Not all the people of … have a … XII. Translate from Russian into English. 1. Ничто не угрожало хорошему настроению Анны, когда директриса рассказала ей об обвинении миссис Бонд. 2. Хотя директриса заступалась не за Анну лично, а лишь не хотела, чтобы имя школы втаптывали в грязь, в глазах молодой учительницы она предстала в более выгодном свете. 3. Когда учительница выбирала, кто из детей останется за старшего, сумасшедший дом мгновенно превратился в порядок. 4. Услышав обвинение в адрес молодой учительницы, мисс Эндерби мгновенно взяла себя в руки и пригрозила вызвать полицию и обратиться за помощью к правосудию. 17

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

5. Имея дело с разношерстной толпой детей, которые могут быть весьма утомительны, молодые учителя допускают резкие слова и прочие грехи… 6. Когда учитель пытается бороться с детьми, они совершают поступки, способные расстроить самую стойкую душу, но когда он старается помочь им во всем, работа дает ему блаженное чувство счастья. 7. Идя на встречу к миссис Бонд, Анна ожидала увидеть даму внушительной наружности, воинственного настроя и могучего телосложения, но увидела нервную невысокую женщину средних лет. 8. Сделав перекличку, Анна увидела, что Джанет Бонд отсутствует, и почувствовала легкое раздражение. 9. Среди родителей нередко встречаются люди, желающие конфликтовать с учителями и втаптывать в грязь доброе имя школы. XIII. Give the literary translation of the extract: p. 83. “Anna’s overstrung imagination….” — p. 84 “What’s the police got to do with it?” XIV. Agree or disagree with the following statements. Use the words from Appendix 1. 1. Anna’s most favourite task was to listen to her children’s reading. 2. Miss Enderby asked Anna to leave her class because she had a very unpleasant matter to her. 3. Ann left Arnold in charge. 4. Miss Enderby believed that Anna hadn’t sworn at the girl. 5. Mrs Bond was a woman of powerful physic and militant appearance. 6. Seeing Ann Mrs Bond made a scandal. 7. Miss Enderby called the police because she wanted to put the matter into the hands of the justice. 8. Miss Enderby defended Ann because she liked and believed her. 18

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

9. Having returned to her class Ann scolded Janet Bond. XV. Answer the following questions. 1. Why did Mrs. Bond come to school? 2. Did Mrs. Bond really believe that her daughter had been insulted by the teacher? 3. Was Miss Enderby really ready to ring the police? 4. Did Miss Enderby really believe that Ann had not sworn at the child? 5. What was the real reason why the headmistress protected Ann? 6. What did Ann feel when she returned to her class? XVI. Write out all the words describing emotions of the characters. Use them fulfilling the next tasks. XVII. Give a character sketch of the following heroes: - Janet Bond - Mrs. Bond. XVIII. Make up dialogues between: - Ann and Joan Berry discussing the accident and the headmistress’ behavior; - Janet Bond and her mother before and after the accident; - Mrs Bond and Miss Enderby. Use the phrases from Appendix 3. XIX. Give the retelling of the text as if you were: - Ann; - Miss Enderby; - Janet Bond; - Mrs. Bond. XX. Write a composition “How to settle down school conflicts.” 19

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Chapter 13 MRS. FLYNN’S TEA PARTY I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. To be vociferously hungry To be a devotee of opera To prove oneself a conscientious and intelligent worker To be at ease in smb’s company Dog-like devotion To make excuses to do smth To slip into an engagement To be tied down One of smb’s caliber In a moment of mental aberration In a patronizing tone To hero-worship smb To manage without smb/smth To turn to smth for a substitute To be blessed with children Soul-destroying A status-seeker Not to matter a button II. Replace the following words with their synonyms from the given list. A person, desiring a better position; in a minute of absentmindedness; to adore smb; to be worthless; to be burdened with smth; to like opera; to feel free in someone’s presence; of smb’s type; to do without smb/smth; to replace smth with smth. III. Give the three forms of the following verbs, translate and transcribe them. Break, to feed, to greet, to prove, to begin, to go, to burst, to find, to think, to know, to make, to choose, to learn, to put, to 20

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

eat, to creep, to leave, to rise, to raise, to wear, to forget, to take, to give, to mean, to speak, to see, to hear, to become, to bless, to dream, to tell, to amuse, to hang, to build, to stand. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Undiluted, countenance, vagary, irreverent, contemporary, perpendicular, ritual, appreciation, anxiety, discomfiture, faux pas, marshmallow, eccentric, prosperous, pathetic, stranglehold, miraculous, downrightness. V. Explain the use of tenses in the following phrases. 1. … when the bottle was emptied would suck energetically at Anna’s fingers. 2. He had settled in easily and was proving himself a conscientious and intelligent worker. 3. … Anna realized sadly that Mrs. Flynn would never forget herself to such an extent. 4. She spoke, thought Anna, as though religion were a comfortable cup of tea, Indian or China, chosen to taste. 5. I really don’t know what we’d do without him now the others are away at school. 6. She gave a swift side-long glance at Mrs. Porter who, affecting complete indifference, was studying the tea-leaves at the bottom of her cup. 7. It’s been a great grief to us that we’ve never been blessed with children. 8. We’ve a child to consider and I wouldn’t dream of leaving him with a baby-sitter. 9. I’m glad to say, we’ve both horror of debt — that I doubt if Lady Parr would want to visit us. 10. Things that really don’t matter a button! VI. State the function of the infinitive in the following sentences. 1. … the fields were brushed with tender green, and Anna rejoiced to see the catkins streaming… 21

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

2. …which she helped to feed by bottle. 3. He had begun to look at her with a dog-like devotion… 4. He made excuses to stay at the Laseys at weekends… 5. Life was too full and too exciting to be tied down yet. 6. There was so much to do and so much to learn about matters and people. 7. And Anna was quite sure that to be put on a pedestal was neither right nor at all what she wanted. 8. They were an easy pair to entertain… 9. It was a nasty shock to her to realize that in her anxiety to deliver a stunning blow to Mrs. Porter she had… 10. ... she was wondering whether to apologize or ignore the whole thing. VII. State the form and the function of the gerund in the following sentences. 1. … they grew much attached to him, following him across the yard and greeting him with ecstatic bleatings. 2. … they preferred talking to listening… 3. However this was rich fare compared with her usual biscuit-and-weak-tea meal and she made the most of the occasion by eating as heartily as politeness and Mrs. Flynn’s cautions would allow. 4. How useful vicars are, thought Ann remembering other tea-parties… 5. It began with the meeting of a tramp with a laborer whom he envied. 6. They don’t enjoy looking at plants or trees or lovely buildings… 7. Don’t you start being a specialist. VIII. State the meaning of the modal verbs in the following sentences. 1. … and wondered what there would be to eat and who the other guests might be… 2. That it should be new was of course too much to think… 22

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

3. … and secretly hoped that Mrs. Flynn might take off her jacket… so that she might see if she were right… 4. Anna could see that the key of the gas fire was almost perpendicular… 5. Such bounty could only mean that Mrs. Flynn desired to impress. 6. Well, I must say he almost hero-worships me. 7. I can’t do any wrong in that child’s eyes. 8. It is to take place at the Town Hall where your husband works. 9. But you really should get out occasionally. 10. You have such a beautiful house and garden, it must be a pleasure for you to entertain. IX. Reproduce the following sentences in reported speech. Use the words from Appendix 2 1. “My husband always said a good voice was the most important asset of a clergyman. 2. “He almost hero-worships me. It’s Mum this and Mum that I can’t do any wrong in that child’s eyes.” 3. “I don’t know how people manage without children. It seems so unnatural. I suppose they turn to other things for a substitute. Religion, for instance.” 4. “We live so modestly – well within our income.” 5. “What beats me, is the neglect of simple pleasures and the complete loss of — well — wonder.” X. Translate the sentences from English into Russian. 1. A teacher should never expect a dog-like devotion from their pupils. He must be glad to see a critical approach to everything. 2. Tom made a lot of different excuses to stay with Anna as long as he could. 3. When you are still young and have much to do and learn it is too early to be tied down with marriage. 23

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

4. A person of Mrs. Flynn’s caliber would never waist gas, money or emotion unnecessarily. 5. Speaking in a patronizing tone annoys teenagers most of all. 6. Ann did her best to prove herself a conscientious and industrial worker, she was a real devotee of her work. 7. When people live without real friends and family then look for something for a substitute. 8. Status-seeking often becomes soul-destroying for many people who betray their souls for things that don’t matter a button. 9. Many young people slip into engagement and marry when they are too young to be tied down. 10. Even in a moment of mental aberration Mrs. Flynn would never forget the economy. XI. Fill in the gaps using the words from the list. 1. Anna was so surprised with the amount of food on the table that thought that Mrs. Flynn had cooked it in … 2. Ann was not … in the … of Mrs. Flynn and her friends, but still she was amused by their conversation. 3. … often fight for a better position in the society and good opinion of their neighbours. But those things do not … 4. Stop talking to me in a …! I am not a child! 5. Miss Hobbs looks at Miss Enderby with a … 6. Many children … cartoon or fairy-tales heroes. 7. I can’t … without a good company and entertainments. 8. To get this job you must … yourself a … 9. If a family is not … they adopt a child … 10. The young couple knew each other well and … very soon. XII. Translate from Russian into English. 1. Миссис Флинн страдала от иссушающей душу зависти к своим подругам, в то время как они стремились к вещам, яйца выеденного не стоящим. 24

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

2. Если у человека нет настоящей профессии, или семьи, или друзей, они обращаются к религии или погоне за высоким статусом в качестве замены. 3. Этой учительнице бог не дал детей и семьи, но ее преданность работе и школьникам позволила ей обрести счастье. 4. Прежде чем заслужить доверие начальства и коллег, учитель должен показать себя старательным и умным работником. 5. Хотя Анна и выросла в деревне среди простых людей, Анна была большой поклонницей книг и искусства. 6. Даже самый трудолюбивый и преданный работе человек не может обойтись без развлечений и отдыха. 7. Миссис Флинн помнила об экономии даже в самые бессознательные моменты. 8. Если человек постоянно ищет предлоги отказаться от работы, возможно, он выбрал не свою профессию. XIII. Give the literary translation of the extract: p. 88. “on entering the sitting-room” — p. 89.” Mrs. Flynn would never forget herself to such an extent.” XIV. Agree or disagree with the following statements. Use the words from Appendix 1. 1. Anna’s dream was to marry Ted. 2. Anna was afraid of slipping into marriage with Ted because she didn’t respect him. 3. Anna was surprised with the unusual smartness of Mrs. Flynn in the evening when she was organizing her tea-party. 4. Mrs. Porter and Mrs. Adams were most friendly to each other. 5. All the three ladies envied each other. 6. Anna dreamt of becoming a hostess and making teaparties one day. 25

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

XV. Answer the following questions. 1. What were the relationships between Anna and Ted? 2. Why was Mrs. Flynn smart and nice one evening? 3. What were the ladies talking about at the tea-party? 4. Would you like to have such friends as Mrs. Porter and Mrs. Adams? Why? 5. What was Anna thinking about at the tea-party? XVI. Write out the words denoting dishes and give a thorough description of the meal prepared by Mrs. Flynn for her friends. XVII. Write out the words denoting articles of clothes and give a thorough description of the appearance of Mrs. Flynn and her friends. XVIII. Make up dialogues between: - Ted and his friends speaking about Ted’s life in Laseys’ house; - Mrs. Porter and Mrs. Adams discussing Mrs. Flynn’s teaparty; - Anna and her mother speaking about the tea-party; - Mrs. Flynn and her husband before the tea-party. Use the phrases from Appendix 3. XIX. Give the retelling of the text as if you were: - Ann; - Mrs. Flynn; - Mrs. Porter or Mrs. Adams; - Ted.

26

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Chapter 14 CLASSROOM TROUBLES I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. To be used to smth. Constant interruptions To break the monotony of class routine A malefactor To yelp, a yelp, with a yelp Appalling table manners Robust appetite To demand silence To rush to smb for approval Painstaking perfectionists Experience bitterly bought Sympathy for smb Under the pressure of immediate circumstances To throw the timetable to the winds To bear the oppressive mass of children A high-pitched shriek A full-throated chorus II. Replace the following words with their synonyms from the given list. To work with a overbearing crowd of kids, a choir of all the children, pity for smb, bad behavior at table, to ignore the demands of the timetable, knowledge got painstakingly, to ask to calm down, to shout, to have a habit of smth, to escape from the bore of the lessons, a loud shout. III. Give the three forms of the following verbs, translate and transcribe them. To loom, to begin, to feel, to find, to become, to request, to forget, to leave, to break, to grow, to flow, to lose, to bear, 27

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

to deal, to shut, to hold, to take, to forbid, to let, to throw, to spend, to eat, to keep, to swing, to withdraw, to thrust, to ring, to run, to teach, to catch, to hear, to spend, to wind, to overcome, to write, to learn, to slide, to meet, to keep, to fall, to sing, to throw, to shave, to fight, to flee, to shake, to rid. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Concoct, barbarian, ruthlessly, jerk, interlude, woebegone, spasmodic, turmoil, triumphant, vindication, jigsaw, catarrh, unhygienically, flamboyancy. V. Explain the use of tenses in the following phrases. 1. She had not reckoned, for one thing, on the constant interruptions that would crop up during the lesson. 2. … When you’ve quite finished talking… then I’ll go on with the story… 3. The smiles vanished and a woebegone expression, which normally would have melted Anna’s kind heart, replaced it. 4. …the teacher in charge would ring a bell and demand silence… 5. Oh, miss, do let’s! 6. I’m having to divide them between four of you… 7. His father has been taken ill. 8. She only hoped that things would not be as bad when he arrived as he would be imagining them on his long journey. 9. She had never felt so pleased to see Miss Hobbs as she did on that occasion. VI. State the function of the infinitive in the following sentences. 1. …Anna began to feel more used to school life… 2. Many, she suspected, were concocted — any excuse to break the monotony of class routine… 3. Besides the constant background of building noises, there seemed to be an unending flow of children… 4. At last Anna determined to take a stand. 28

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

5. Ann swung back the door to reveal a two-foot high cherup… 6. When she tried to correct this… 7. …this … malady did nothing to help their mode of eating… 8. Another problem which Anna found a difficult one to solve… 9. There seemed to have been a great competition going on to see how many pages could be filled up… 10. He seemed to be enjoying this unwonted attention. VII. State the form and the function of the gerund in the following sentences. 1. There was a scuffling at the door. 2. …and spent the night praying. 3. His face was wretched in a triumphant smile at having at last gained success. 4. …he took his place, occasionally peering into the depths of the bag. 5. The child, beaming again, parted the top of the bag carefully. 6. …the crashing of plates… 7. … opposed to everyday teaching and discipline. 8. … holding her class attention was becoming easier… 9. … she overcame … by using odd sheets of paper… 10. Do you mind having a few extra for today, dear? VIII. State the meaning of the modal verbs in the following sentences. 1. She would finish the story of Daniel despite interruptions. 2. And when I can see faces and not backs of heads… 3. He could not sleep… 4. And what might that contain at this time? 5. Can we draw on the back? 6. Their work-books … need to be taken for correction very often. 29

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

7. They … must be carefully corrected… 8. …I could take them myself… 9. But her sympathy for Tom had to be put aside… IX. Reproduce the following sentences in reported speech. Use the words from Appendix 2 1. “and when I can see faces and not backs of heads, and when you’ve quite finished talking…I’ll go on with the story.” 2. “Can we crayon while you read us The Heroes?” 3. “Their work-books … need to be taken for correction very often.” 4. “… I’ve a committee meeting… otherwise I could take them over myself.” 5. “His father has been taken ill. A telegram arrived this morning.” X. Translate the sentences from English into Russian. 1. While planning the lesson every good teacher must try to think of something interesting to break the monotony of the class routine. 2. Experienced teachers are used to constant interruptions such as misbehavior of children. 3. Ann had a carefully made plan for her lesson but as she had to take Tom’s class she had to throw her plans to the winds under the pressure of immediate circumstances. 4. Small kids are very thankful to every praise. Having done every little piece of work they rush to the teacher for the approval and feel happy having got it. 5. Some teachers are painstaking perfectionists. They plan their lessons carefully and don’t admit any possibility to change them under the pressure of immediate circumstances. 6. Teacher’s experience is sometimes bitterly bought. 7. Planning and giving lessons is not a hard work. Working with oppressive masses of children and taking care of them are much more difficult and painstaking. 30

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

8. Of course every teacher feels sympathy to kids. But the oppressive masses of children, their high-pitched shrieks and misbehavior make even the kindest souls forget about sympathy. 9. Though Ann demanded silence the children were constantly chatting at the table showing appalling table manners. 10. Every healthy kid has a robust appetite. 11. Sometimes it is much better to throw the timetable to the winds and just take your kids for a walk in the park. XI. Fill in the gaps using the words from the list. 1. Teaching her class to read Ann felt a terrible headache listening to the … 2. Sometimes … with bad behavior are the most talented kids in the class. 3. Every good teacher feels … for his kids, tries to understand and pities them. 4. After a good walk the kids ate with … 5. Some of the kids try to do their lessons with too much effort. They are … who sometimes forget about creativity. 6. The yelps and shrieks of the playing kids influenced Ann’s nerves. Constant … were becoming oppressive at the end of the term. 7. Having finished drawing the kids … to Ann for… 8. Before the vacations the teachers … the … to the … and let the pupils run and play in the yard. 9. The … oppressed Ann more than appalling manners and misbehavior of the kids. 10. Ann soon learnt to keep order in class. But it was …. 11. It is useless to … while the kids are eating. They would like to communicate and share their emotions. 12. Under the … I had to cancel the lesson and accompany one of my pupils to the hospital. 31

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

XII. Translate from Russian into English. 1. Не ждите, что выполнив ваше задание, дети будут бежать к вам, чтоб услышать слова одобрения. Они слишком замкнуты и не ждут от учителя ни сочувствия, ни похвалы. 2. Молодые учителя не сразу привыкают к тому, что дети постоянно перебивают их на уроках, говоря на посторонние темы. 3. Дети в полный голос кричали от восторга, приветствуя появление десерта. 4. В школьной столовой даже самые привередливые дети обретают волчий аппетит, глядя друг на друга. 5. Анна поражалась отвратительным манерам детей за столом и не чувствовала ни малейшего аппетита к еде. 6. Под влиянием обстоятельств Анне пришлось взять на попечение класс Тома и иметь дело с ужасающе огромной массой детей. 7. Иногда учительский опыт покупается дорогой ценой. 8. Не всегда надо следовать установленным расписаниям и планам. Иногда необходимо прервать монотонное течение урока и поиграть с детьми. Такие моменты запоминаются лучше всего. 9. Чтобы поддерживать порядок в классе, необходимо настойчиво требовать тишины и спокойствия. 10. Учителя должны не только управлять учениками и наказывать нарушителей, но и иногда сочувствовать детям. XIII. Give the literary translation of the extract: p. 97. “School dinners, too, were another occupational hazard…” — p. 98.” delectable sweet.” XIV. Agree or disagree with the following statements. Use the words from Appendix 1. 1. Ann couldn’t’ get used to school life. 2. The kids showed good table manners in the school canteen. 32

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

3. At lunchtime the kids were allowed to talk. 4. The most painstaking problem was discipline. 5. The kids tried hard while drawing. 6. The workbooks of the pupils were carefully filled in and showed good work. 7. Tom Drew had to go to his parents as he was invited to his old friends’ wedding. 8. Ann had to throw the timetable to the winds and take the oppressive mass of pupils to the playgrounds. 9. For Ann forty-eight extra kids made no difference. 10. One small boy, having hurt his leg, enjoyed everyone’s attention. XV. Answer the following questions. 1. What interruptions during the lessons had Ann to go through? 2. How did Ann keep order in class? What words did she use? 3. What did Ann find in the bag brought in her class? 4. What was the most favourite kids’ dish? 5. What were the reasons why the kids breathed through their mouths? 6. Why was it difficult to organize the kids’ work? 7. Why did Ann have to take extra kids one day? 8. What did Ann do when one of the kids hurt his leg? XVI. Make up dialogues between: - Ann and Tom speaking about his family; - Ann and Miss Enderby speaking about the accident on the playground; Use the phrases from Appendix 3. XVII. Give the retelling of the text as if you were: - Ann; - Miss Enderby; - One of the kids; - Tom. 33

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Chapter 15 TOM MAKES PLANS I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. To cultivate the fields diligently To keep one’s feelings hidden To comfort smb A reliable man To leave smb. in charge To be withdrawn and tired To touch smb’s sympathetic heart To cure the effects of smb’s shock To press smb about his plans To throw everything overboard To make hasty decisions To press smth. upon smb In depressingly utilitarian clothes Preferable Pink and perspiring To mutter To soothe smb. II. Replace the following words with their synonyms from the given list. To be too fast to decide, to ask smb about his plans, to forget everything, to be upset and worn-out, not to show one’s feelings, to work on fields industriously, to arouse one’s pity, a trustworthy person. III. Give the three forms of the following verbs, translate and transcribe them. To turn, to send, to bereave, to dread, to fall, to sling, to die, to hide, to see, to grow, to withdraw, to bear, to scribble, 34

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

to leap, to cure, to speak, to throw, to think, to know, to sit, to speak, to postpone, to lie, to lay, to creep, to mean, to find, to jingle, to cut, to lean, to request, to thump, to hold, to soothe. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Testimonial, mechanically, funeral, frequently, consolation, hyacinth, enormous, pang, ungrammatically, ambiguity, rebelliously, circus, tranquil, brogues, plain, deprivation, inferiority, camaraderie, apprehension, gramophone, cacophony. V. Explain the use of tenses in the following phrases. 1. Miss Enderby had had a reassuring call from Tom… 2. He realized that his mother would like tim to take over at once… 3. I feel as if my heart has been thoroughly kicked. 4. But it would be a comfort if you could bear to come. 5. There would have been nowhere for him to relax, thought Anna grimly… 6. She said she thought I should go back as soon as I could if that was what I really wanted. 7. My mother’s sister is staying with her as long as she likes… 8. I’m postponing my leaving Elm Hill. 9. Well, I did enjoy that! VI. State the function of the infinitive in the following sentences. 1. Anna came to dread the sound of the approaching horde… 2. He seemed to have grown paler and older. 3. … to see him so withdrawn and tired touched her sympathetic hart. 4. Ann was only too glad to hear that she would be a comfort. 5. She scribbled a note to Mrs. Flynn, gave it to a child to deliver on his way home… 35

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

6. Anna did not like to press him about his plans… 7. I’m sure it’s wrong to make hasty decisions… 8. This is the way to use it… 9. ...Ann heard one of the ladies exclaim… 10. It was wonderful to see two dozen grown men and women… VII. State the form and the function of the gerund in the following sentences. 1. … proclaimed the good housekeeping of kind Mrs. Armstrong. 2. For a young man, thought Ann, watching his serious face as he rearranged the coals… 3. I’m postponing my leaving Elm Hill. 4. At the beginning of your career you must learn as much useful as you can. 5. … she disliked the thought of returning to school twice a week… 6. Miss Hobbs was too busy talking… 7. …he said holding it up with a pretty jingling. VIII. State the meaning of the modal verbs in the following sentences. 1. … the children had to be sent in batches in other classrooms… 2. … Anna could not forget the accident… 3. She said she thought I should go back as soon as I could if that was what I really wanted. 4. That might mean Ton and his mother… 5. At the beginning of your career you must learn as much useful as you can. IX. Reproduce the following sentences in reported speech. Use the words from Appendix 2 1. “Come and have tea and talk to me. I’m afraid I shan’t be very good company…But it could be a comfort if you could bear to come.” 36

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

2. “I’m sure it is wrong to make hasty decisions when there has been a death in the family.” 3. “There are some classes starting for teachers, dear.” 4. “At half past five in our hall here, dear, on Tuesdays and Thursdays. Six lessons in all and nothing to pay!” 5. “I want to show you the instruments first and how to hold them.” 6. “Well, I did enjoy that! I think we should be very pleased with ourselves!” X. Translate the sentences from English into Russian. 1. Tom was greatly struck by his father’s death but kept his feelings hidden. 2. Tom’s plan was to change his life completely but he didn’t want to make hasty decisions. 3. Having come back Tom was withdrawn and tired. Ann saw this and didn’t want to press Tom about his plans. 4. At home Tom left a reliable man in charge and returned to school. 5. Having a class in the percussion band the teachers were pink and perspiring but happy. They seemed to have had a good time. 6. Anna wanted to soothe Tom very much but she felt too shy. 7. The effects of the shock of close people’s death can’t be cured at once. 8. Sometimes it is better to throw everything overboard and start a new life. 9. Teachers must serve a good example for kids. They must show not only good manners but also good taste in clothes. If they wear depressingly utilitarian clothes they can’t teach the kids to present themselves in the society. XI. Fill in the gaps using the words from the list. 1. Anna’s … heart was deeply … when she saw Tom’s depression. 37

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

2. She … some words to … the young man but felt too shy. 3. In spring the workers … the fields … to grow wheat and vegetables. 4. Sometimes it is not right to … It is necessary to give him tome to think over his future. 5. A … man is a person who can be left … 6. After his father’s death Tom was … 7. Don’t make …! Wait for a bit and think. 8. Time can … the effects … every … 9. Ann was depressed to see the teachers in … She wondered how a woman can be dressed so ugly. 10. Of course reliable people are … for every teaching staff. But they also must be creative and good-humoured. XII. Translate from Russian into English. 1. Анна пробормотала слова утешения Тому. Однако она понимала, что, чтобы излечить его от шока, понадобится время, а не слова. 2. Весь учительский коллектив старался утешить Тома и помочь ему в работе. 3. Анна понимала, что нельзя настойчиво расспрашивать человека о его планах на будущее. Это может заставить его принять поспешные решения. 4. Мужчины обычно скрывают свои чувства. 5. Иногда необходимо выкинуть все дурные мысли из головы и начать новую жизнь. 6. Уставший и расстроенный, Том хотел поговорить с Анной и получить утешение. 7. Детские проблемы Анна обычно принимала близко к сердцу. 8. Вместо работы учителя том мечтал возделывать поля и выращивать розы. 9. Потные и красные, учителя пытались играть на музыкальных инструментах, получая огромное удовольствие от того, что им дали возможность побывать в роли детей. 38

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

10. Когда произошел несчастный случай, Анна оставила одного ученика за старшего и стала помогать пострадавшему. XIII. Give the literary translation of the extract: p. 107. “Miss Hobs was already ensconced…” — p. 108.” … Mr. Gall ignored him.” XIV. Agree or disagree with the following statements. Use the words from Appendix 1. 1. After his father’s death Tom seemed indifferent to everything. 3. Tom didn’t want to see anybody. 4. Tom wanted to return home and give up the career of a teacher because his mother wanted him to. 5. Ann’s dream was to join the teachers’ percussion band. 6. All the teachers seemed pleased with the music lesson. 7. Anna felt confused tinkling at the music lesson. XV. Answer the following questions. 1. How did Tom feel after his father’s death? 2. Did Tom want to stay in Elm Hill? 3. What course did Ann have to join? What was her attention to it? 4. How did the teachers look like? Do you think they were right to wear such clothes? 5. There were some men joined the course of music? How did they behave and feel? 6. Why were the teachers pleased to play in the band? XVI. Write out the words denoting musical instruments and give a description how they are played. XVII. Make up dialogues between: - Ann and Tom; - Two teachers discussing the percussion band. 39

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Use the phrases from Appendix 3. XVIII. Give the retelling of the text as if you were: - Ann; - Miss Enderby; - One of the teachers; - Tom.

40

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Chapter 16 FRIENDS AND FRESH AIR I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. To daunt smb’s youthful spirits To work upon smb To band tart words To take offence To sweat with exhaustion To snap cruelly at smb To keep one’s majestic façade unruffled To feel drained of all energy To flower into spring To be maliciously inclined against smb Smb’s customary good humour To pour out one’s troubles To see smth in black and white To let things drift To whisk smb apart To find teaching stimulating and amusing II. Replace the following words with their synonyms from the given list. Not to show any emotions, to share one’s sorrows with smb, not to interfere into the current events, to separate smb, to think highly of teaching, not to have any strength remained, to say strict words, to depress smb, to shout sharply at smb, to feel hurt. III. Give the three forms of the following verbs, translate and transcribe them. To approach, to shine, to see, to grow, to band, to sweat, to bear, to appall, to keep, to strike, to upset, to drawn, to take, to 41

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

loose, to begin, to huddle, to grieve, to whip, to weep, to nest, to feel, to lie, to lay, to gallop, to find, to dare, to sleep, to whirl, to hide, to toss, to fling, to throw, to let, to rejoin, to deal, to tell, to speak, to forgive, to mean, to set, to spread, to burst, to float. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Fortnight, drab, tantrum, unnerving, exhaustion, crocus, lilac, pathetic, travesty, celandine, parsimony, jubilantly, sophisticated, sympathetically, forthrightly, ceiling wards, point-to-point, enclosure, fluke, twig, warfare, lady-of-themanor, inquisitive, tantalizingly, tiddy-widdly, delicious. V. Explain the use of tenses in the following phrases. 1. She would be heartily thankful to see the back of Elm Hill for a fortnight, she told herself. 2. The term had been long and cold. 3. Would she get like that? 4. If she had not been able to get away on a Friday evening for a weekend in comfort she felt that she would not have been able to get through the term at all. 5. I’m beginning to feel that I can really teach, but after I’ve spent a year or so perhaps with a new head, whoever it is, I think I’ll look for another post. 6. But she was thinking of Tom. 7. You see, you’ve been brought up so properly — and I don’t mean that disparagingly, believe me. 8. I’m just getting used to… 9. Someone… has been doing some baking in the house, evidently! VI. State the function of the infinitive in the following sentences. 1. … the drab darkness of the ruined countryside around her was enough to daunt even Anna’s youthful spirits. 2. Doubtless the strain of waiting for the new appointment to be made was taking its toil off her headmistress… 42

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

3. Mrs. Flynn’s parsimony seemed to grow worse daily and Anna began to wonder if she could bear to stay much longer in that wretched house. 4. If she had not been able to get away on a Friday evening for a weekend in comfort she felt that she would not have been able to get through the term at all. 5. It was wonderful to be young, to have a holiday, to have the summer stretching ahead. 6. She did not want her mother to be embarrassed… 7. She needed to put some beef on her bones… 8. … two girls had gone alone to pick primroses… 9. That’s why I let so many comments go by me in the staff room. VII. State the form and the function of the gerund in the following sentences. 1. … and was shocked to see grown people bandying tart words and taking offence so easily. 2. Doubtless the strain of waiting for the new appointment to be made was taking its toil off her headmistress… 3. … Anna didn’t like to risk the rebuff of asking after Maurice… 4. … not dared to express her true feelings for fear of upsetting her mother. 5. Joan stopped picking primroses… 6. Having always been unholily inquisitive about that ring I spoke of it to Miss Evans… 7. I don’t see any reason for doubting it. VIII. State the meaning of the modal verbs in the following sentences. 1. Mrs. Flynn’s parsimony seemed to grow worse daily and Anna began to wonder if she could bear to stay much longer in that wretched house. 2. If she had not been able to get away on a Friday evening for a weekend in comfort she felt that she would not have been able to get through the term at all. 43

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

3. …Joan was to spend a weekend with them at the end of the holiday. 4. I think that might be wise… 5. There’ll be a vacancy in the next two or three years, I should think. 6. You’d need much more experience. 7. You might possibly marry someone who lived in the country… 8. I may be a perfect fool but I just can’t turn that poor little wastel out… 9. I shall have to tell you the truth about that ring…. IX. Reproduce the following sentences in reported speech. Use the words from Appendix 2 1. “And don’t you find monotonous teaching the same things every day?” 2. “And you’d like to stay there?” 3. “How would you like me as headmistress of the village school there?” 4. “There’ll be a vacancy in the next two or three years, I should think” 5. “Maurice, as I’ve told you, dislikes any sort of work intensely.” 6. “Anna, darling, you’re so sweet to get so worked up about it all.” 7. “I’ m older and have met so many less good people than you have, I expect less from them.” 8. “I met a Miss Evans some time ago when I was on holiday. She had been to college with Flo and they had taught together…” 9.“… do you really enjoy teaching?” 10. “You don’t want to believe all that you read in the library books.” X. Translate the sentences from English into Russian. 1. At the end of the term Anna’s youthful spirits were daunted with the nervous tension in the staff room. 44

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

2. Anna thoroughly worked upon the children and saw their progress. 3. Unfortunately banding tart words is a usual thing when people are exhausted. 4. In the atmosphere of nervous tension people take offence very easily. 5. On the sports grounds the kids were sweating with exhaustion but everybody felt happy. 6. At the end of the term even Miss Enderby forgot about her majestic behavior and snapped cruelly at the teachers and kids. 7. Feeling drained of all the energy, Ann dreamed about her parents’ house. 8. Children’s misbehavior is not often maliciously inclined against the teacher, it happens because of the high spirits of youth. 9. Some people so much like to pour out their troubles that even personalities with customary good humour cannot bear it. 10. Young people have a tendency to see all the things in black and white because they lack experience. 11. If you are exhausted and daunted try to let things drift and relax. 12. Good friends keep in touch even if they are whisked apart. XI. Fill in the gaps using the words from the list. 1. Only a person with… can find teaching… 2. If you see things only … you can’t judge them. 3. If a person … it doesn’t mean that he is bad. He may be exhausted and daunted. 4. A good teacher must … while planning his lessons. 5. Even if you have troubles you must not … 6. A real headmistress must … and never show her feelings. 7. Career must not … and your friends … 8. Never … at tart remarks. 45

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

XII. Give the literary translation of the extract: p. 116. “She is, said Anna…” — p. 117.”…one of Flo’s.” XIII. Agree or disagree with the following statements. Use the words from Appendix 1. 1. At the end of the term all the staff were most polite to each other. 2. Anna was used to see people banding tart words and taking offence. 3. Joan Berry often talked to Anna about Maurice. 4. At the end of the term Anna felt exhausted and worked out. 5. Anna exaggerated the troubles of her work because she wanted her mother to pity her. 6. Ann’s mother wanted the girl to marry a village man and stay at home. 7. Maurice was a hardworking person. 8. Anna disapproved of Maurice’s behavior. 9. Joan sympathized Miss Enderby’s grief connected with the ring. 10. Having heard the story about the killed fiancé of the headmistress Anna sympathized her greatly. XIV. Answer the following questions. 1. How did the teachers behave at the end of the term? 2. Why did the teachers’ words shock Anna? 3. How did Anna feel at the end of the term? 4. Why didn’t Ann ask Joan any questions about Maurice? 5. What did Anna tell her mother about the school and the teachers? 6. How did Anna’s family and Ted like Joan? 7. What did Joan tell Ann about Miss Enderby’s mystery? 8. What did Joan say about Maurice? What, do you think, was the real reason why she kept and supported her? 9. How can you characterize Joan Berry? What kind of person was she? 10. What was Joan’s attitude to Florence Enderby? 46

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

XV. Make up dialogues between: - Ann and Joan; - Ann and her mother. Use the phrases from Appendix 3. XVI. Give the retelling of the text as if you were: - Ann; - Miss Enderby; - One of the teachers; - Joan.

47

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Chapter 17 TESTING TIME I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. Staff notice-board Weeks of practice and rehearsal To shorten one’s life A model of tidiness To win approval An open-handed person Particular foible Not to be worth a bob A heavy silence To be zealous in smth One’s head is in a whirl With a sinking heart In the press of work To be unforgivable To acknowledge one’s fault miserably To be in no position to protest To add apologetically To mind a child In a doom-leaden voice To be in short supply II. Replace the following words with their synonyms from the given list. To confess, to look after a kid, not to have a right to argue, under difficult circumstances, to be useless and unimportant, in a strict tone, an unpleasant pause, much time of training, to make one’s life shorter, to be perfectly clean. 48

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

III. Give the three forms of the following verbs, translate and transcribe them. To stand, to put, to reckon, to mean, to claim, to besiege, to send, to feel, to cut, to hand, to contort, to dare, to disentangle, to muffle, to forget, to fall, to puff, to spread, to spiral, to bend, to forbid, to hold, to sink, to despise, to set, to think, to fling, to grow, to swing, to write, to smite, to take, to teach, to yawn, to meet, to throw, rise. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Choral, muddle-headed, innocent, needlework, perpetrate, exquisitely, marguerite, alphabet, morosely, hazard, frugality, arithmetic, crayon, plasticine, drastically, malevolent, parsimonious, commodities, susceptible, magnanimous, trepidation, benevolent, hair-net, raffia, successor, unobtrusively, schedule, hibernating, dormice, hysteria, hypotenuse, countenance, qualms, ominous, pendulum, herringbone, wrath, recrimination, morose, ulcer, lull. V. Explain the use of tenses in the following phrases. 1. The summer term was going to be mighty disturbed… 2. … said Joan, looking up from her minute diary in which she had been putting down the dates. 3. I suppose I shall be spending the next six weeks making a madly gay alphabet frieze for my babies’ room. 4. Too often, alas, Anna found that the heading would remain the same for two or three weeks running… 5. He asked me if I could teach a class a dovetail joint and how would I set about explaining the Trinity. 6. You are staying here for a free period, I suppose? 7. What had she left undone, she wondered. VI. State the function of the infinitive in the following sentences. 1. “Dates to note.” 49

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

2. Don’t expect to get any real work done this term. 3. … the parents come to see the board. 4. I must put in my claim for stock pretty quickly, and I advise you to do the same. 5. But I don’t like to depress you by telling you more just now. 6. There seemed to be something malevolent about the stock-cupboard’s influence… 7. It must be awfully difficult to know how much you will need of everything… 8. She seemed to have forgotten Anna and a heavy silence fell. 9. But Miss Enderby did not seem to hear… 10. Anna made a note of the work scheduled to be done each week… 11. The clock seemed to have stopped. VII. State the form and the function of the gerund in the following sentences. 1. … as she stood in front of the staff notice-board reading a long list… 2. … said Joan, looking up from her minute diary in which she had been putting down the dates. 3. I suppose I shall be spending the next six weeks making a madly gay alphabet frieze for my babies’ room. 4. But I don’t like to depress you by telling you more just now. 5. She delighted in presenting the staff-room with flowers. 6. Anna congratulated herself silently on having applied early… 7. One gets used to estimating. 8. Miss Enderby was zealous too in examining Anna’s “Record Book” weekly. 9. …who had entered and was busy spreading papers at the end of the table. 50

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

VIII. State the meaning of the modal verbs in the following sentences. 1. Surely they can’t make much difference. 2. Something worthy of a palace has to decorate each window-cill… 3. … and a dozen new pencils which Anna had not dared to ask for… 4. It must be awfully difficult to know how much you will need of everything… 5. … she might have planned to have three weeks’ lessons on hibernating animals… 6. … you must expect a little visitation ot two in your last term. 7. He asked me if I could teach a class a dovetail joint and how would I set about explaining the Trinity. 8. It may seem a little thing to you …but that child might go through life using that word wrongly. 9. It might have been a lot worse. IX. Reproduce the following sentences in reported speech. Use the words from Appendix 2 1. All those wretched events need weeks of practice and rehearsal. 2. I’d better replace my notices for DOOR, CUPBOARD, and so on…I’ve had them for six years and all the corners are bent. 3. I must put in my claim for stock pretty quickly, and I advise you to do the same. 4. It must be awfully difficult to know how much you will need of everything… 5. The new school will need stock, too, but of course the new head will put in her order for that. 6. … to see the spasm of pain which contorts the old girl’s face, when I ask for a few miserable drawing-pins, is too much for my susceptible heart. It’s worth a bob a term to feel magnanimous. 51

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

7. He likes to see how quickly you can restore order. Carries a stop-watch, doesn’t he, Joan? 8. If you can get control in ten seconds flat you are in. 9. It may seem a little thing to you …but that child might go through life using that word wrongly. 10. My goodness, thought Anna warmly, if his wife were asked to mind just one child for one afternoon it would be something to think about, and yet teachers are expected, not only to mind, but to teach forty or more, week after week and year after year, and no one thinks it remarkable at all. X. Translate the sentences from English into Russian. 1. The teachers had learnt only bad news from the staff notice-board and usually came to it unwillingly. 2. School performances needed weeks of practice and rehearsal which shortened the teacher’s life but never seemed to have been prepared well. 3. Kids notebooks never seem to be a model of tidiness and school advisors must understand what hard work is done by both the teacher and the pupil to write and correct the tasks. 4. Our headmistress was an open-handed, kind and understanding person. It was easy to win her approval and praise. 5. Being an open-handed person, Miss Enderby had a particular foible about things which were not worth a bob. For example, she handed out paper, pencils and needles very reluctantly. 6. The headmistress was zealous in attending the teachers’ classes. But she gave good advice and the teachers didn’t mind her visits. 7. In the press of work it is very easy to make a mistake. 8. There are no unforgivable mistakes. You should just acknowledge them, correct them and go on working. 9. Teachers are underpaid all over the world. That’s why they are in a very short supply. 52

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

10. In Mrs. Flynn’s house Anna was in no position to protest against her greed and economy. Digs were in a very short supply in their town. XI. Fill in the gaps using the words from the list. 1. Anna … that forty-six children were a great trouble to … to say nothing of correcting their works. 2. Why are you so upset about things which … 3. In a … the advisor said that Anna must do her best. 4. With a … Anna … her mistake … She felt that she was in … and argue. 5. There are only orders on the … Each time I come up to it, it … my …! 6. Please, be an …! Let me take some more paper and crayons for the children! 7. That … mistake was made in… 8. With a … Anna saw that Arnold was fighting with another boy. 9. Anna, … in the press of work couldn’t make all the children be attentive and careful. 10. Having finished drawing the kids ran up to Anna wishing to … 11. Though the papers were not … the teacher was happy that there were no so many mistakes in them. XII. Translate from Russian into English 1. С металлом в голосе Анна приказала детям сесть и заняться рабочими тетрадями, а сама с замирающим сердцем подошла к проверяющему. 2. Этого инспектора боялись все учителя, так как было нелегко заслужить его одобрение. 3. Проверяющий находил все больше и больше ошибок в детских тетрадях, и Анне приходилось признавать свою вину самым жалким образом. 4. Да, когда в классе сорок шесть учеников, не так-то просто не только учить их день за днем, но и просто присмотреть за ними и поддерживать порядок в классе. 53

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

5. На доске объявлений висело расписание работы детского хора и напоминание о концерте. Этот хор прибавлял Анне седых волос, так как дети не хотели петь, зевали во время репетиций, и было трудно поддерживать дисциплину во время занятий. 6. У щедрой и доброй в повседневной жизни директрисы было несколько пунктиков, касающихся работы. Во-первых, она не любила выдавать раздаточный материал, а именно: карандаши, бумагу и швейные иголки. Во-вторых, она с большим рвением проверяла журналы, что значительно усложняло жизнь ее учителям. 7. Обычно детские ссоры не стоят выеденного яйца и легко забываются. Но учитель должен всегда присматривать за учениками и не позволять им драться, так как такое поведение входит в привычку. 8. Если кто-то заметил твою ошибку, ты не в праве спорить. Просто признай ее и работай дальше. 9. Весной у Анны голова шла кругом от работы. Она должна была не только проводить уроки, но и готовиться к дню открытых дверей в школе. 10. Иногда, заработавшись, не видишь даже самые грубые ошибки. XIII. Give the literary translation of the extract: p. 119. “Anna knew …” — p. 120.”… magnanimous.” XIV. Agree or disagree with the following statements. Use the words from Appendix 1. 1. The summer term gave a hope to have some rest for the teachers. 2. The teachers were zealous about all the planned events because they gave them a chance to express their creativity and talents. 3. Miss Enderby generously handed out paper and crayons from her stock. 4. All the advisors who visited Anna approved of her work and wished her good luck. 54

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

5. When Anna saw Mr. North in her classroom she got ready for the praising. 6. Mr. North was a merry and gallant gentleman. XV. Answer the following questions. 1. What events were planned for the summer term? 2. What recommendations concerning the Open Day did Joan give to Anna? 3. Describe all the preparations for the Open Day and recall whether they were made at your school. 4. What was Miss Enderby’s particular foible? 5. What can you say about Miss Enderby’s character? Prove your opinion with the sentences from the text. 6. Why did Tom Drew buy needles for his class himself? 7. Try to guess why the headmistress felt obliged to cut down supplies? 8. What mistake did Mr. North find in one of the notebooks? Did he sympathize Anna’s hard work? 9. What can you say about Allan Foster’s project? Was it a well-done work? Would it bring him fame and fortune? 10. Why did the advisor approve of Allan Foster’s project? XVI. Write out all the words denoting school events and activities. Explain how they are held and if they were held in your school. XVII. Write out the words denoting the stock needed for class work. Make up sentences with them. XVIII. Make up dialogues between: - Ann and Joan; - Ann and one of the advisors; - Ann and the headmistress; - Ann and her mother. Use the phrases from Appendix 3. 55

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

XIX. Give the retelling of the text as if you were: - Ann; - Miss Enderby; - One of the school advisors.

56

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Chapter 18 THE MUSE VISITS 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 be increasingly irksome to smb. A hint at To be flushed about the face and neck To look militant To temporize To rely on To look at smb with an open-mouthed surprise To be snug To impress smb To beam with pride and relief To collect payment Refreshment To be pink and breathless with delight To spill the beans to smb To get smth off one’s chest To sling smb out into the snow To pinch smb’s money A temptation Not to breathe a word II. Replace the following words with their synonyms from the given list. To reveal a secret to smb, to get smb off the house, to steal smb’s money, not to reveal a secret, to gather money, treatment, to wait for smb, to be uncomfortable, to be red in face, a great urge to do smth, to have a ready-to-fight look. III. Give the three forms of the following verbs, translate and transcribe them. 57

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

To arise, to give, to know, to meet, to take, to rise, to find, to drive, to tell, to think, to leave, to let, to say, to fall, to come, to hear, to see, to pull, to present, to wind, to rut, to forget, to bring, to set, to throw, to raise, to make, to catch, to lead, to choose, to blow, to put, to bear, to shoot, to ring, to feel, to stand, to hold, to sing, to cast, to give, to bear, to buy, to keep, to spill, to sling, to break, to lend, to lead,. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Crisis, marshmallow, lavish, vehemently, peremptory, to shine, invigorating, arena, odour, musty, adjudicator, dais, arid, semi-somnolence, petticoat, ordeal, endeavour, prelude, genteel, kaleidoscope, agog, to light, predatory. V. Explain the use of tenses in the following phrases. 1. If her bedroom had been larger she would have suggested having a table or desk there to do her work in the evenings, for now that early summer had arrived, it was not so bitterly cold in her little cell, but it was quite impossible to jam any more furniture in it, at the moment, and Anna had endured, in silence, one or two veiled hints at the inconvenience caused by giving up the sitting-room, not knowing what to do about it. 2. Now we are getting to know more people in Elm Hill we find we must have this room to entertain them. 3. Anna would have preferred it, but knew only too well how hard it would be to find others. 4. She thinks that you’re being hopelessly exploited at Mrs. Flynn’s, and so do I. 5. And if you like the idea she suggests that you take over my digs when I leave. 6. Alas, it seemed more than likely that she would do several times that morning, for only four poems had been put forward for selection. 7. You know how I’ve felt. 58

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

8. …I think the odd note or two has been vanishing here and there for the past few weeks. 9. You’d make a good honest pair. VI. State the function of the infinitive in the following sentences. 1. If her bedroom had been larger she would have suggested having a table or desk there to do her work in the evenings… 2. … it was quite impossible to jam any more furniture in it, at the moment… 3. I really have nowhere to work. 4. It was good of her to think of me. 5. She was only too pleased to agree. 6. The rooms were there to be let… 7. … this same poem had also been chosen by them to impress the judges. 8. Anna felt too embarrassed to watch… 9. Doesn’t it make you long to rush back to the country? VII. State the form and the function of the gerund in the following sentences. 1. If her bedroom had been larger she would have suggested having a table or desk there to do her work in the evenings… 2. Anna had endured, in silence, one or two veiled hints at the inconvenience caused by giving up the sitting-room, not knowing what to do about it. 3. …Anna told Tom about looking for new lodgings. 4. Miss Hobbs had been in charge of the training… 5. Sandwiches were provided for everyone, the teachers having collected payment beforehand for this refreshment… VIII. State the meaning of the modal verbs in the following sentences. 1. My husband said I must speak to you about it. 2. Oh, how useful husbands can be! 59

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

3. I know it must be difficult for you! 4. We must have this room to entertain them… 5. But you can see my difficulties. 6. Maybe I can stay late at school one or two evenings. 7. It can be horribly depressing in autumn at Elm Hill. 8. The journey was not without incident, as might be expected. 9. My goodness, it should have happened months ago. IX. Reproduce the following sentences in reported speech. Use the words from Appendix 2 1. Now we are getting to know more people in Elm Hill we find we must have this room to entertain them. 2. She thinks that you’re being hopelessly exploited at Mrs. Flynn’s, and so do 3. And if you like the idea she suggests that you take over my digs when I leave. 4. I’m pretty sure he’s pinched some money of mine. 5. …I keep rather a lot of money loose at home… 6. A nice downright young man… very like you. You’d make a very good honest pair. X. Translate the sentences from English into Russian. 1. If someone shares a secret with you, do not breathe a word. 2. Intending to talk to Ann about the room, Mrs. Flynn looked militant. For Ann it was irksome to live in her small sell but she decided to temporize and not to argue with her as there were no many digs in Elm Hill. 3. Having seeing that the song of the kids had impressed the judges Miss Hobbs was beaming with pride and relief. 4. If a person slings the hosts’ money he risks to be slung out into the snow. 5. Before the events at school teachers collected money to prepare some refreshment for the guests. 6. Ann had to listen to the hints at being a burden for Mrs. Flynn. 60

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

7. Listening to Anna’s stories the kids looked at her with an open-mouthed surprise. 8. Joan didn’t intend to spill the beans to anybody but she wanted to get it off her chest and told the story about Maurice’s betrayal to Anna. 9. When the kids were singing Miss Hobbs was flushed about the face and neck because of nervousness. 10. Ann had to rely on Mrs. Flynn, though she didn’t feel snug in her house but there was no choice. XI. Fill in the gaps using the words from the list. 1. Having received the teacher’s approval the kids were … 2. Thieves feel a great … to … if nobody sees them. 3. To treat our guests the teachers should … to buy some … 4. You must not … about your feelings. 5. If something troubles you share it with your friend to… 6. It is bad to… homeless person… 7. If you want to lend your rooms make sure that people will feel … in your flat. 8. The story … the kids and they were listening to it … 9. It is getting … to me to live in this house. I don’t feel … 10. Miss Hobbs was in charge of the organizing of the choral competition and … when everything went right. XII. Give the literary translation of the extract: p. 135. “Is Maurice still with you? …” — p. 136.”… if you are short.” XIII. Agree or disagree with the following statements. Use the words from Appendix 1. 1. Anna’s using the sitting-room was becoming very irksome to Mrs. Flynn. 2. Mrs. Armstrong refused to land her room to Ann. 3. Joan Berry parted with Maurice because she felt jealous. 61

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

XIV. Answer the following questions. 1. Why did Mrs. Flynn mind Anna’s using her sitting-room in the evenings? What arguments did she give? 2. Why did Anna prefer not to quarrel with her landlady and temporize? 3. Who suggested Anna’s borrowing the room at Mrs. Armstrong’s house? 4. Describe the kids’ behavior during the contests. XV. Write out all the words denoting the manner of speaking of the characters. Say in what situations they were used. XVI. Make up dialogues between: - Ann and Joan; - Ann and Tom; - Ann and her mother. Use the phrases from Appendix 3. XVII. Give the retelling of the text as if you were: - Ann; - Mrs. Flynn; - Joan.

62

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Chapter 19 MISS ENDERBY TRIUMPHS I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. Morning assembly’ Success Failure To go smoothly With a flourish To be appointed Head of the school A buzz of congratulations Human nature Marking to take home To stick to smth Deafening noise …and peace reigned again… To feel humble Heart-warming to be praised ‘Window-dressing’ To show the school in its best silk II. Replace the following words with their synonyms from the given list. To be confused, showing off, people’s character, papers to check at home, to be given the post of the headmistress, encouraging and pleasant, pompously, to continue calmly. III. Give the three forms of the following verbs, translate and transcribe them. To hear, to hiss, to fight, to find, to bear, to tell, to know, to die, to leave, to give, to find, to take, to fall, to draw, to write, to quote, to see, to throw, to hung, to choose, to make, to sweep, to spend, to build, to misshape, to wear, to break, to hold, to show, 63

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

to bring, to learn, to smell, to fight, to slide, to freeze, to leap, to lean, to fly, to mean. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Imperturbably, auspiciousness, ribald, parochial, veneer, nebulous, afterthought, rogue, climax, pneumatic, oasis, philo­ sophically, eloquent, offspring, hypocrite, slow-worm. V. Explain the use of tenses in the following phrases. 1. Four-yes is making his plans already. 2. Where would she be then, she wondered? 3. Up and down the narrow gangways they raced flinging the debris from their desks into the waste-paper basket… 4. Ann felt that she was beginning to know her job. 5. I’m thinking of taking up pneumatic drilling. 6. It would be Arnold, thought Anna, hastening to investigate. VI. State the function of the infinitive in the following sentences. 1. …Anna was amazed to find how keenly she wanted Miss Enderby to have her hopes fulfilled. 2. I want you all to know before anyone else does. 3. Infants are much more fun to teach! 4. But there’s no marking to take home in the evening… 5. Banks on earth, later to be grassed, surrounded it… 6. …it was simply a normal day in which parents could come to see their children going about their normal business. 7. You are to stay in your seats! 8. I shall choose a sensible, quiet child to dust the desks! 9. I want two large strong boys to take out these two empty desks. 10. Could those psychology lessons at college really be bearing fruit, she wondered. 11. The last object to be removed was a large model of a dessert… 64

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

VII. State the form and the function of the gerund in the following sentences. 1. She had spent many a long hours after school mounting work for display and selecting suitable pictures for her walls… 2. Up and down the narrow gangways they raced flinging the debris from their desks into the waste-paper basket… 3. I’m thinking of taking up pneumatic drilling. 4. It would be Arnold, thought Anna, hastening to investigate. 5. I shan’t think of coming until I see straight backs. VIII. State the meaning of the modal verbs in the following sentences. 1. Must be hearing by post. 2. I shall want all the support I can get in this new post. 3. She might have been listening to gossip in her own village. 4. Besides the new head might be a perfect darling. 5. …it was simply a normal day in which parents could come to see their children going about their normal business. 6. That a little light refreshment might be made available seemed reasonable enough… 7. …teachers should be willing to discuss their children’s work… 8. You are to stay in your seats! 9. Could those psychology lessons at college really be bearing fruit, she wondered. 10. …Anna… was able to lean against the furthest cupboard and recover. IX. Reproduce the following sentences in reported speech. Use the words from Appendix 2 1. I’ll stick to the older kids. 2. I want two large strong boys to take out these two empty desks. 3. Could those psychology lessons at college really be bearing fruit, she wondered. 65

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

4. This is a slow-worm… It is really a lizard without legs. 5. There’s nothing, absolutely nothing to be frightened with… 6. You can all draw a picture of the slow-worm and write a few sentences about it. The best ones can go on the wall to your parents to see this afternoon. X. Translate the sentences from English into Russian. 1. During Open Days any headmistress will try to do her best to show her school in its best silk. But this is not a cynic window-dressing. This is showing the mutual work of teachers and kids. 2. If a morning assembly at school goes smoothly it doesn’t mean that your work is a success. 3. All the children’s works were shown with a flourish. 4. Miss Enderby was appointed the Head of the new school. 5. Joan thought teaching infants to be fun. More than that, there was no marking to take home. 6. Human nature is the same and doesn’t depend on the surrounding. Everywhere people tend to gossip. 7. Anna decided to stick to the work at the old school. XI. Fill in the gaps using the words from the list. 1. She is just a show-off! All her work is just …! 2. The headmistress invited the parents and did her best to show her work… 3. If you are a psychologist you must know much about… 4. It is always … to be… by your teachers and parents. 5. At the date every girl tries to… 6. … during the breaks influences the teachers’ nerves. 7. Anna threatened that there would be no game after the lesson… XII. Give the literary translation of the extract: p. 140. “Open Day, as Anna had been warned…” — p. 140.”… work on the walls.” 66

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

XIII. Agree or disagree with the following statements. Use the words from Appendix 1. 1. The teachers didn’t care if Miss Enderby would succeed or not. 2. Miss Enderby hoped to part with her old staff and start working with the new people anew. 3. Joan Berry loathed to teach infants and was going to stay in the old school. 4. When Ann saw the slow-worm she felt frightened but didn’t want to show her disgust to the kids. 5. The parents admired all the kids’ works. XIV. Answer the following questions. 1. How did Miss Enderby celebrate her success? 2. What rumours did Ann hear in the staff-room? 3. Why didn’t Ann want to work in the new school? 4. What was the atmosphere in the class before the Open Day? 5. What works of children were displayed before the Open Day? 6. Why did Ann disguise that she was afraid of the slowworm? 7. What was Ann’s reaction towards the parents’ praising? XV. Make up dialogues between: - Ann and Joan; - Ann and Tom; - Ann and her mother; - Two parents. Use the phrases from Appendix 3. XVI. Give the retelling of the text as if you were: - Ann; - The headmistress; - Joan - One of the kids - One of the parents. 67

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Chapter 20 THE YEAR’S END I. Read, translate and transcribe the following words, give explanation of their meaning. Say in what situations these words and combinations are used. To be at smth’s worst The last straw To appear tireless Sheer altruism I’m monarch of all I survey To be extraordinarily hard-hearted To laugh one’s head off To fling out of the flat To be smb’s biggest headache To be one of the most exhausting of smb’s teaching experiences Belongings A wicked old hay-bag Amidst thunderous applause Tolerant To feel a sudden wave of affection Not to set foot again in smb’s house Enough to set smb. singing II. Replace the following words with their synonyms from the given list. An elderly cruel old person, patient, to feel love at once, things, to be smb’s greatest worry, the hardest work, no to visit smb.again, I am the master here, giving positive emotions, to run out of the apartment, to laugh heartily, to be unusually wicked. III. Give the three forms of the following verbs, translate and transcribe them. 68

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

To find, to blow, to make, to hear, to keep, to grow, to think, to drowse, to lose, to feel, to sting, to wear, to become, to give, to learn, to beat, to wither, to see, to meet, to rattle, to find, to sit, to sing, to understand, to tell, to fall, to keep, to fling, to hurt, to send, to rise, to eat, to bet, to drive, to come, to interweave, to seethe, to forgive, to mean, to sit, to loom, to teach, to set, to pay, to leave, to bear, to lapse, to speak, to lie, to lay. IV. Translate, transcribe and pronounce the following words, use them in the sentences of your own. Chrome, piteousness, venture, luxuriant, nuisance, probationary, inexplicably, bouquet, chaos, absentee, echo, carnation, archaic, prig, nebulous. V. Explain the use of tenses in the following phrases. 1. She has made her way home through the old part of Elm Hill and found herself looking once again through the gates of the vicarage. 2. There used to be lovely beds of white violets. 3. Forbes would have been an excellent choice. 4. He has never known security, so he tells me. 5. I have been extraordinarily hard-hearted, I was informed, and he considers that I have no finer feelings whatsoever. 6. He flung out of the house, and I’m revealed to say I haven’t seen him since. 7. Anyway you are staying for supper. VI. State the function of the infinitive in the following sentences. 1. How much loveliness had been destroyed to make this sprawling, modern, formless horror. 2. They like to give us the benefit of their own good luck. 3. He flung out of the house, and I’m revealed to say I haven’t seen him since. 4. I must say it’s wonderful to have the flat to myself. 69

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

5. You’d jolly well be made to help! 6. She had been a fine person to start work with… VII. State the form and the function of the gerund in the following sentences. 1. Walking back through the paper-strewn streets, dodging the busy shoppers and their panting dogs, Anna thought longingly of the fields of home. 2. Anna wished that she had had some warning at college… 3. We don’t want the expense of repapering everywhere. 4. She spoke as though Anna had spent her time throwing soup at the bedroom walls… VIII. State the meaning of the modal verbs in the following sentences. 1. Anna could hear their shrill wrangling wherever she went. 2. Town life might have to be her lot for a year or two… 3. She must make her home in the country. 4. It might have been Four-Eyes, don’t forget. 5. Anna couldn’t help being amused at this college change of opinions. 6. I must say it’s wonderful to have the flat to myself. 7. I should have hanged her from her own miserable banisters in the first week. IX. Reproduce the following sentences in reported speech. Use the words from Appendix 2 1. It might have been Four-Eyes, don’t forget. 2. Beats me why they all flock south when you hear from their own lips how much better everything’s done up there. 3. The rest of the house is empty…I’m monarch of all I survey at the moment… 4. He has never known security, so he tells me. 5. I have been extraordinarily hard-hearted, I was informed, and he considers that I have no finer feelings whatsoever. 70

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

6. He reminded me, somewhat tearfully, that I laughed my head off when he fell in the river… 7. We were both about six then, and according to poor Maurice, I haven’t changed a bit! 8. He flung out of the house, and I’m revealed to say I haven’t seen him since. X. Translate the sentences from English into Russian. 1. My parents have gone to the picnic and I am monarch of all I survey. 2. Some people are ungrateful. Even if you help them they can say that you are extraordinarily hard-hearted just for the slightest fault. 3. To see smart kids is enough to set a young teacher singing. He feels a sudden wave of affection to them. 4. When starting your work at school do not expect that your lessons will be accompanied by thunderous applause. The kids will chat during your explanations. 5. Maurice took all his belongings and flung out of the flat. 6. When Ann was leaving Mrs. Flynn’s house she was glad that she would never set foot in her house again. 7. In spring Elm Hill was at its worst. 8. A teacher must not be a wicked hay-bag! He must be tolerant and kind. 9. Even at the end of the year Miss Enderby appeared tireless. 10. When Maurice pinched Joan’s money that was the last straw. 11. When I heard that funny story I laughed my head off. XI. Fill in the gaps using the words from the list. 1. When I hear something funny I… 2. Don’t be a …! Lend me some money! 3. Some people think that she is a …But really she is… 4. I am a … person. I can’t bear it any longer! …! 5. Collecting money was… for Ann. 71

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

6. Arnold is my … 7. Miss Enderby was presented a bouquet … 8. When Ann thought that she … in Mrs. Flynn’s house the thought … 9. It is so nice to have your own flat and be… XII. Give the literary translation of the extract: p. 152. “On the last evening before……” — p. 152.”… said Anna candidly.” XIII. Agree or disagree with the following statements. Use the words from Appendix 1. 1. In spring It was especially beautiful in Elm Hill. 2. Miss Enderby was very tired that spring. She felt worn out. 3. Joan missed Maurice very much and wanted to return him. 4. Maurice was very grateful to Joan for keeping and supporting him. 5. Mrs. Flynn was happy with the fact that Anna was leaving. 6. Anna was very grateful to Miss Enderby for her support and good advice. XIV. Answer the following questions. 1. How did the kids behave at the lessons in spring? 2. What gossip did Ann hear in the staff room? 3. What did Joan tell Anna about Maurice’s departure? 4. Who helped Ann to move from Mrs. Flynn’s house? 5. What emotions did Tom have when he saw Mrs. Flynn and her house? How did he express them? 6. How did Ann feel when she was at home? XV. Make up dialogues between: - Ann and Joan; - Ann and Tom; - Ann and her mother; 72

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Use the phrases from Appendix 3. XVI. Give the retelling of the text as if you were: - Ann; - The headmistress; - Joan; - One of the kids - One of the parents. XVII. Recall the situation of Joan Berry and Maurice and write an essay “Helping people: a good deed or a way to ruination?”

73

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

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 74

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

To ask To question To wonder 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.

75

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Учебное издание

Романова Лилия Геннадьевна

Home-reading aid Учебное пособие для студентов очного отделения факультета иностранных языков по книге «Fresh from the Country» Часть 2 Компьютерная верстка Г. Г. Князевой

Подписано в печать 24.03.2014 г. Усл. печ. л. 4,4 Тираж 100 экз. Заказ 32

Издательство Оренбургского государственного педагогического университета. 460014, г. Оренбург, ул. Советская, 19