- •Пять английских рассказов
- •Bernard Mac Laverty
- •B iographical note on the author
- •Learning vocabulary
- •2. As you read the story write out other words and word combinations to add to your active vocabulary.
- •3. In the text find English equivalents for the following words and word combinations and use them when discussing the story.
- •Vocabulary practice
- •3. Provide your own examples (3-4) to practise the following speech pattern:
- •1. Give a broader context and comment on the following.
- •2. Consider the following.
- •4. Imagine Frankie lived; write the last conversation between him and the narrator and act out a dialogue.
- •5. Reflect on the story and retell it in short.
- •Fay weldon
- •B iographical note on the author
- •Learning vocabulary
- •3. Translate into English:
- •Vocabulary practice
- •1. Translate into English using the active vocabulary.
- •2. Act out a dialogue, discussing the idea of feminism in the contemporary society.
- •3. Comment on the title of the story.
- •4. Reflect on the story and share your ideas with the group.
- •B iographical note on the author
- •1. Write out words and expressions to help you talk about the following:
- •3. Read the following passage for detailed comprehension and translate it into Russian in writing.
- •Learning vocabulary
- •2. As you read the story find other words and word combinations to add to your active vocabulary.
- •3. Translate the sentences into Russian focusing on the active vocabulary.
- •5. Explain the meaning of:
- •6. In the story find all complexes with the infinitive, participle, and gerund.
- •Vocabulary practice
- •2. Translate into English using the active vocabulary.
- •1. Consider the following.
- •3. Comment on the title of the story.
- •4. Act out a dialogue discussing the importance of a healthy marriage.
- •5. Reflect on the story and share your ideas with the group.
- •2. Read the following passage for detailed comprehension and translate it into Russian in writing.
- •3. Learn and share the background information (about 4-5 sentences) about:
- •Learning vocabulary
- •2. As you read the story write out other words and word combinations to add to your active vocabulary.
- •3. Translate the sentences into Russian focusing on the active vocabulary.
- •3. In the text find English equivalents for the following words and word combinations and use them when discussing the story.
- •5. Provide your own examples to practise the following speech patterns:
- •Vocabulary practice
- •1. Give a broader context and comment on the following.
- •2. Consider the following.
- •3. Reflect on the story.
- •4. Give a brief summary of the story.
- •B iographical note on the author
- •Learning vocabulary
- •2. Translate the sentences into Russian focusing on the active vocabulary.
- •3. As you read the story write out other words and word combinations to add to your active vocabulary.
- •5. Look in the thesaurus for synonyms for the following words:
- •7. Make up a dialogue using the active vocabulary.
- •Vocabulary practice
- •3. In the story find words of the same root and say how they are formed.
- •Give a broader context and comment on the following.
- •Consider the following.
- •Read the poem by Andrew Marvell ‘The Garden’ to which the author referred and comment on the title of the story.
- •Give a brief summery of the story.
- •Reflect on the story and share your ideas with the group. Корытко Ирина Владимировна Пять английских рассказов
- •241036, Г. Брянск, ул. Бежицкая, 14
5. Provide your own examples to practise the following speech patterns:
It seemed all wrong that he should have gone like that…
She even considered telling her mother about the incident…
Vocabulary practice
1. Insert the missing element.
1. He’d never in a million _ years fumble _ you. 2. _ night, lying _ bed with her eyes closed, she delighted _ leisurely fantasies… 3. She drank it _ the table, with the cat Tinkle _ her laps. 4. …her father would come _ to fetch himself a cup of water because he always liked to have one _ the night. 5. She shook her head _ him. 6. …the spots on his pronounced chin noticeable after exposure _ the weather on his motor-cycle. 7. She smiled _ him, trying to cover _ the lie. 8. Come _ ride with me, Jenny. 9. She turned _ the Mace shop just to escape. 10. His French boy’s eyes didn’t linger once _ hers. 11. He stared _ her eyes again… 12. _ all accounts Sarah Spence had let him _ . 13. She walked _ him _ the classroom, _ the corridor and _ _ the door that led _ the car park. 14. ‘Jenny,’ the voice of Chinny Martin called her _ out, coming from nowhere.
2. Translate into English using the active vocabulary.
1. Она мельком увидела выражение его лица. 2. Туристы не могли найти в себе силы идти дальше в такую ненастную погоду. 3. О его связи с секретаршей вскоре узнали все сотрудники. 4. По общим отзывам Джонси была доброй и заботливой девочкой. 5. Тому повезло, ему больше не нужно был красить забор. 6. Мартин настойчиво предлагал Дженни прокатиться на его мотоцикле. 7. В уме он уже нарисовал картину того, что произойдёт, если он не скажет всей правды сейчас. 8. Я задержался в Лондоне ещё на несколько дней. 9. Тебе придётся обходиться чашкой чая с бутербродом по утрам. 10. Родители устали от его одержимости компьютером. 11. Так или иначе, болезнь может оказаться неизлечимой. 12. Подростковый возраст обычно длится несколько лет. 13. Пожилая пара неторопливо прогуливалась по набережной. 14. Ковёр отливал серебром. 15. Мария зачарованно смотрела на звёздное небо и луну. 16. Маленький Джонни говорил обиженным тоном, из его глаз текли слёзы.
3. In the story find words of the same root and say how they are formed.
Understand-, coarse-, compete-, faith-, presume-, embarrass-, mess-, believe-, ice-, prepossess-.
SPEAKING TASK
1. Give a broader context and comment on the following.
‘She liked them very much. She loved them, she supposed’ (177).
‘She didn’t particularly like him’ (179).
2. Consider the following.
What story telling devices are used by the author?
What is the tone of the story at the beginning? How does it point out to Jenny?
Whose voices other than Jenny’s do we hear in the narration?
Do you agree that adolescence is a difficult time for teenagers?
Do you think Jenny’s love was for real or did she just have romantic naïve images?
How did her parents respond to the difficult time in Jenny’s life?
Do you think the parents might have inspired Jenny to love them more?
Was Jenny bored with her home life? Prove it with the story.
Do you have any arguments in favour of or against Mr. Tennyson’s carry-on with Sarah?
Why is the teacher given such a prominent name by the author?
Mr. Tennyson talks about Shakespeare’s Macbeth and the general disorder which Macbeth brings by his unnatural murder of Duncan. Is the lesson relevant to what Mr. Tennyson says later?
Was the love of Chinny Martin that silly?
Do you think that love is something that is given from above or you have to build by yourself?
What is love to you?
How can you develop loving relationships?
Jenny is probably in the 5th form. If Jenny were several years older do you think she would still have the same feelings to Mr. Tennyson?