
- •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
3. In the story find words of the same root and say how they are formed.
slow-, shadow-, know-, sugar-, direct-, aware-, incredible-, delicate-, dependent-, permit-, approve-, balm-, pure-, responsible-.
4. SPEAKING TASK
Give a broader context and comment on the following.
‘He suddenly felt an extreme spasm of distaste...’ p.71
‘With icy contempt she turned abruptly and left him.’ p.77
Consider the following.
Herbert Bates says that in a story more is implied rather than asserted. Is it true of this story?
Does the story have a clear cut plot?
On what does the author focus more: social problems or human relationships?
What story telling devices are used by the author?
What colours does the author choose to picture Heidi and Mrs. Palgrave?
What temperature effects and colours are used in the story and why?
How does the tone of the story change as the story is being unfolded?
How does the author prepare the reader for the events to follow?
How does Mrs. Palgrave’s language characterize her?
When is a commonplace love affair of young Franklin displaced with a sincere feeling of love?
What kind of feeling did Franklin have towards Heidi versus his feeling towards Mrs. Palgrave?
What ideas does the author suggest in this story?
Read the poem by Andrew Marvell ‘The Garden’ to which the author referred and comment on the title of the story.
How vainly men themselves amaze To win the Palm, the Oke, or Bayes; And their uncessant Labours see Crown'd from some single Herb or Tree, Whose short and narrow verged Shade Does prudently their Toyles upbraid; While all Flow'rs and all Trees do close To weave the Garlands of repose. Fair quiet, have I found thee here, And Innocence thy Sister dear! Mistaken long, I sought you then In busie Companies of Men. Your sacred Plants, if here below, Only among the Plants will grow. Society is all but rude, To this delicious Solitude. No white nor red was ever seen So am'rous as this lovely green. Fond Lovers, cruel as their Flame, Cut in these Trees their Mistress name. Little, Alas, they know, or heed, How far these Beauties Hers exceed! Fair Trees! where s'eer your barkes I wound, No Name shall but your own be found. When we have run our Passions heat, Love hither makes his best retreat. The Gods, that mortal Beauty chase, Still in a Tree did end their race. Apollo hunted Daphne so, Only that She might Laurel grow. And Pan did after Syrinx speed, Not as a Nymph, but for a Reed. What wond'rous Life in this I lead! Ripe Apples drop about my head; The Luscious Clusters of the Vine Upon my Mouth do crush their Wine; The Nectaren, and curious Peach, Into my hands themselves do reach; Stumbling on Melons, as I pass, Insnar'd with Flow'rs, I fall on Grass. Mean while the Mind, from pleasure less, Withdraws into its happiness: The Mind, that Ocean where each kind Does streight its own resemblance find; Yet it creates, transcending these, Far other Worlds, and other Seas; Annihilating all that's made To a green Thought in a green Shade. Here at the Fountains sliding foot, Or at some Fruit-trees mossy root, Casting the Bodies Vest aside, My Soul into the boughs does glide:
There like a Bird it sits, and sings, Then whets, and combs its silver Wings; And, till prepar'd for longer flight, Waves in its Plumes the various Light. Such was that happy Garden-state, While Man there walk'd without a Mate: After a Place so pure, and sweet, What other Help could yet be meet! But 'twas beyond a Mortal's share To wander solitary there: Two Paradises 'twere in one To live in Paradise alone. How well the skilful Gardner drew Of flow'rs and herbes this Dial new; Where from above the milder Sun Does through a fragrant Zodiack run; And, as it works, th' industrious Bee Computes its time as well as we. How could such sweet and wholsome Hours
Be reckon'd but with herbs and flow'rs!