IV. Make up sentences of your own using the words and word combinations given in tasks I and V.

V. Find the following word combinations in the text and explain their meaning:

1. to bear the brunt of smth

2. to get smb into trouble

3. to take care

4. to cut into

5. to hold smth up to ridicule

VI. Paraphrase the following using the word combinations from task V:

1. I interrupted the boy to ask a few questions.

2. To save Max’s career she exposed herself to the boss’s anger.

3. Be careful, your leg isn’t that good so far.

4. Hannah forgot to book the room in advance, thus bringing herself inconvenience.

5. We made fun of the whole situation, which annoyed Uncle Larry even more.

VII. Answer the following questions:

1. Where does the story take place?

2. Who is the main character of the story?

3. What special event do we observe in the extract?

4. What prospects spring up in front of the main character?

5. What is she supposed to do to repay for it?

6. What is her general attitude to the oncoming opportunity?

VIII. Give a good translation of the following passages in a written form:

1. ‘The day was ended … the picture grew blurred.’

2. ‘The long lower hall … wavering daddy-long-legs.’

IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:

1. Jerusha gazed out across a broad stretch of frozen lawn, beyond the tall iron paling that marked the confines of the asylum, down undulating ridges sprinkled with country estates, to the spires of the village rising from the midst of bare trees.

2. You had finished our school at fourteen, and having done so well in your studies – not always, I must say, in your conduct – it was determined to let you go on in the village high school.

3. Your board and tuition will be paid directly to the college, and you will receive in addition during the four years you are there, an allowance of thirty-five dollars a month.

X. Explain the use of the words given in italics:

1. …The first Wednesday in every month was a Perfectly Awful Day – a day to be awaited with dread, endured with courage and forgotten with haste.

2. Every floor must be spotless, every chair dustless, and every bed without a wrinkle.

3. But this particular first Wednesday, like its predecessors, finally dragged itself to a close.

4. The Trustees and the visiting committee had made their rounds, and read their reports, and drunk their tea, and now were hurrying home to their own cheerful firesides, to forget their bothersome little charges for another month.

5. Jerusha wrenched herself from the window and refaced the troubles of life.

6. Even the most hardened little orphan felt sympathy for an erring sister who was summoned to the office to face an annoyed matron…

7. Jerusha's eyes longingly sought the door.

XI. Task:

1. Describe the orphanage. Where is it situated? What does it look like? What is the life like in it? What is your general impression of the institution? What kind of words and devices does the author use to produce such an impression on the reader?

2. Point out the words describing the trustees of the orphanage in the extract. What impression do they produce? How do they characterize the people? What is the general attitude to the trustees in the text?

3. Point out the linguistic means exposing the character of Jerusha Abbott. What kind of epithets and metaphors does the author use to characterize the girl? How do her actions characterize her? What type of characterization prevails: direct or indirect? What does it tell you about the girl?

4. Dwell on the character of Mrs. Lippett. How is it presented in the novel? What kind of metaphors does the author use to describe her manner of speaking and behaving? What kind of words and constructions does Mrs. Lippett prefer to use when speaking to Jerusha? How does it characterize her?