- •Mistaken Identity (by Mark Twain)
- •I Active Vocabulary.
- •II Read and translate the text.
- •III Find English equivalents.
- •IV Answer the questions.
- •V. Fill in the raps with the proper words.
- •VI Translate these sentences from Ukrainian into English.
- •Unut 2 t he creative impulse (by w.S. Maugham)
- •I. Active vocabulary.
- •1) Words:
- •2) Word combinations:
- •3) Proper names:
- •II. Read and translate the text: Part I.
- •III. Find English equivalents for the following:
- •IV. Answer the questions:
- •V. Fill in the gaps with the proper words:
- •VI. Translate the sentences from Ukrainian into English:
- •VII. Make up sentences with the given words and word combinations:
- •VIII. Retell the text using the key-words and phrases given in Exercise VII.
- •IX. Answer the following questions, using the active vocabulary of the lesson.
- •X. Dramatize the following episodes.
- •XI. Characterize, using the words in brackets.
- •XII. Speak on the following topics, using the words and expressions given below.
- •The creative impulse (part 2)
- •I. Active vocabulary.
- •1) Words:
- •2) Word combinations:
- •II. Read and translate the text:
- •III. Find English equivalents for the following:
- •IV. Answer the questions:
- •V. Fill in the gaps with the proper words:
- •VI. Translate the sentences from Ukrainian into English:
- •VII. Make up sentences with the given words and word combinations:
- •VIII. Retell the text using the key-words and phrases given in Exercise VII.
- •IX. Answer the following questions, using the active vocabulary of the lesson.
- •X. Find Ukrainian equivalents for the following.
- •XI. Find English equivalents for the following.
- •XII. Answer these questions.
- •XIII. Characterize, using the words in brackets.
- •I. Active Vocabulary.
- •II. Read and translate the text.
- •III Find English equivalents.
- •IV Answer the questions.
- •V. Fill in the gaps with the proper words combinations.
- •VI Translate these sentences from Ukrainian into English.
- •VII Make up sentences with the given words and word-combinations.
- •VIII Retell the text using the key words and phrases given in Exercise №VII.
- •IX Retell the text in Highsmith.
- •X Dramatize the following episodes.
- •Unut 4 a future businessman (from "The Financier" by Theodore Dreiser)
- •I. Active Vocabulary.
- •II. Read and translate the text.
- •I. Answer the following questions, using the active vocabulary of the lesson.
- •II. Complete the following sentences from the text.
- •IV. Find English equivalents for the following (See Text).
- •V. Give the situations in which the following are used (See Text).
- •The serenade (by g. Bernard Shaw)
- •Active vocabulary.
- •II. Read and translate the text:
- •III. Find English equivalents for the following.
- •IV. Answer the following questions, using the active vocabulary of the lesson.
- •V. Answer the following questions, using the active vocabulary of the lesson.
- •VI. Complete the following sentences from the text.
- •VII. Translate the sentences from Ukrainian into English.
- •VIII. Substitute words and word combinations from the text for the italicized parts.
- •IX. Retell the text from the name of:
- •X. Make up your own dialogue between Colonel Green and music teacher as to the playing Schubert's serenade on the horn. The serenade
- •I. Active vocabulary.
- •II. Read and translate the text.
- •III. Find English equivalents for the following (See Text).
- •IV. Answer the following questions, using the active vocabulary of the lesson.
- •V. Complete the following sentences from the text.
- •VI. Translate the sentences from Ukrainian into English.
- •VII. Substitute words and word combinations from the text for the italicized parts.
- •VIII. Retell the text using the key words and phrases given in Exercise I and questions given in Exercise IV.
- •IX. Retell the text from the name of:
- •X. Make up your own dialogue between Colonel Green and Linda as to Mr Porcharlester’s visiting them after their wedding.
- •Unut 6 at the restaurant (from "a Thing of Beauty” by a. J. Cronin)
- •I. Active vocabulary.
- •II. Read and translate the text.
- •III. Find English equivalents for the following .
- •IV, Give the situations in which the following are used .
- •V. Correct the following statements.
- •VI. Discuss the following questions.
- •VII. Retell the text as each of the main characters. Use some of the words in brackets.
- •VIII. Dramatize the following scenes from the text.
- •On the way to freedom
- •By Harriet Beecher-Stowe)
- •I. Active vocabulary.
- •II. Read and translate the text.
- •IV, Correct the following statements.
- •V. Dramatize the following scenes from the text, using the words and expressions given below.
- •VI. Characterize, using the words in brackets.
- •A custom house incident (by Nigel Balchin)
- •I. Active vocabulary.
- •II. Read and translate the text.
- •III. Make up fifteen questions on the text, using the active vocabulary of the lesson.
- •IV. Paraphrase the following sentences and parts of sentences from the text.
- •V. Substitute words and word combinations from the text for the italicized parts.
- •VII. Correct the following statements. Use the Subjunctive Mood wherever possible.
- •VIII. Discuss the following questions in class.
- •IX. Retell the text: a) as it is, b) as Miss Bradley (the customs officer, the boy from the crew, a police inspector), c) give a brief summary of the text.
- •X. Dramatize the following episodes.
- •XI. Characterize, using the words in brackets.
- •Unut 9 the last leaf (by o. Henry)
- •I. Active vocabulary.
- •II. Read and translate the text.
- •III. Find English equivalents for the following.
- •IV. Discuss the following questions.
- •V. Retell the text:
- •VI. Describe:
- •6. Speak on the life of the two young painters as you Imagine it was.
- •(By Katherine Mansfield)
- •I, Active vocabulary.
- •II. Read and translate the text.
- •III. Make up fifteen questions on the text, using the active vocabulary of the lesson.
- •IV. Paraphrase the following passages from the text.
- •V. Substitute words and word combinations from the text for the italicized parts.
- •VI. Find English equivalents for the following.
- •VII. Correct the following statements, using modal verbs wherever possible.
- •VIII. Discuss the following questions.
- •X. Dramatize the following episodes.
- •XI. Describe (the appearance, character, clothes, way of life):
III. Make up fifteen questions on the text, using the active vocabulary of the lesson.
IV. Paraphrase the following passages from the text.
1. They were ... not just comfortably well-off. 2. Rosemary gave no sign. 3. At this very moment a young girl ... appeared at Rosemary's elbow and a voice like a sigh breathed ... 4. ... to hear anything you care to tell me. 5. Hungry people are easily led. 6. They were riding through the dusk. 7. And let me help you off with your coat. 8.1 picked her up in the street. 9. Previous engagement?
V. Substitute words and word combinations from the text for the italicized parts.
1. Rosemary felt delighted at the sight of the box. 2. Rosemary did not show what she thought. 3. She saw a little creature no older than herself, who trembled with cold... 4.... and a moment later the car was taking them home through the dusk. "And let me help you take off your coat, too," said Rosemary. Rosemary ^quickly ran to the bell. 7. And really what that slight meal had done to her was amazing. 8. She's so surprisingly good-looking. 9. Rosemary was so surprised that she tar-ned red. 10. You know I can't say "no" to anything you ask.
VI. Find English equivalents for the following.
очень начитана; оставьте ее для меня, хорошо?; в этот самый момент; мадам, можно с вами поговорить?; агікяш» те; «Ну, вот!» — воскликнула Розмари; одойдите и согрейтесь; у вас такой вид, как будто вы очень замерзли; разрешите мне помочь вам раздеться; если я не съем что-нибудь; я не могу больше так жить; вам и не придется, я позабочусь о вас; я что-нибудь устрою; — Извините.— Ничего; познакомиться с моей приятельницей; вы извините нас, мисс Смит?; ей не больше двадцати; дай мне знать; что случилось? она уже приглашена?
VII. Correct the following statements, using modal verbs wherever possible.
Rosemary Fell was a middle-aged woman, plain in appearance and old-fashioned in every way. She came from a poor family and had to choose the cheapest places when she went shopping.
Seeing that Rosemary did not admire the box, the shopman tried to get her interested in it, but the price frightened her away, and she said at once that she could not afford it.
When Rosemary turned to answer the question, she saw an ugly creature of about forty who spoke in a loud voice and looked like a beggar. So Rosemary had no wish to help her out of her difficulties.
The girl felt quite at home in Rosemary's big bedroom, so she took a seat in the big chair without being invited to do so, and took off her worn coat and hat.
When Philip entered the room, he did not apologize to his wife and her visitor, but said that he would like to join in their conversation.
Philip found the girl extremely unattractive and thought she looked much older than she really was, so he suggested that Rosemary should send her away as soon as possible.
After the conversation with her husband, Rosemary realized that she was really sorry for the girl, and she offered the poor creature all the money she had at the moment.
When Rosemary saw her husband half an hour later, her heart was still full of sorrow, and her only wish was to talk about the girl, though Philip did not mention the subject at all.