- •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
Vocabulary practice
1. Insert the missing element.
1. Now everyone's attention was directed__the man in the center… 2. They applauded loudly and goaded him __to do something even more daring. 3. I would like you all to keep an eye__ __ the Law. 4. He reached__the black case and produced a sword… 5. The saw-player was raking__the hat… 6. But you may take__a collection at the actual function. 7. He sat down in the armchair and folded his knees__ __ his chest. 8. The nieghbours will keep an eye__it. 9. He was a shy man, unable to look me__the eye. 10. You go__Jimmy, you warm them__. 11. Some of the crowd stood and applauded, others made straight__the bar. 12. If you saw the colour of him you wouldn't hold__much hope. 13. I'd prefer to hold__ __it, if you don't mind. 14.And when did you begin to major__the sword-swallowing?
2. Translate into English using the active vocabulary.
1. Её внимание было приковано к красной плющевой игрушке. 2. Я студент университета, и моя основная специальность – иностранные языки. 3. Дверь была приоткрыта. Я заглянул и увидел, как Джон сидел за столом и писал что-то. 4. Джим влюбился в Мэри с первого взгляда. 5. Старайся не погружать руки в холодную воду, это плохо влияет на кожу. 6. Её тонкий голос дрожал от волнения. 7. Наш отряд должен был внимательно следить за перемещением противника. 8. Пожалуйста, продолжай свой рассказ, я буду внимательно слушать. 9. Стив с трудом протиснулся сквозь толпу, чтобы лучше видеть фокусника, который стоял посреди площади, держа руки на боках. 10. Фокусник был хорошо сложен, и тело его было гибким как у пантеры. 11. Ллойд жил в многоквартирном доме. Он не был похож на других, все его считали эксцентриком. 12. Моё любопытство вызвала старая книга с завёрнутыми страницами.13. Какая удача! Ты должен держаться за эту выгодную работу. 14. Не садись за руль, выпив даже пиво. Полиция очень подозрительна насчёт спиртного. 15. По окончании концерта люди направились к центральному выходу. 16. Врачи не дают больших надежд насчёт этого больного. 17. При ближайшем рассмотрении оказалось, что монета была фальшивой. 18. Он притворился больным. 19. Дети требуют неразделённого внимания своих родителей.
3. Provide your own examples (3-4) to practise the following speech pattern:
If my mother was alive, Jimmy, she would be proud of me.
SPEAKING TASK
1. Give a broader context and comment on the following.
This time I was impressed (114).
Then the tragedy happened (120).
Who's talking about money? (125).
2. Consider the following.
Bernard Mac Laverty quotes one of his favourite authors to support his artistic approach: ‘Flannery O'Connor says that she strongly defends the right of the artist to select a negative aspect of the world to portray and I agree’. What do you think of it?
Why do you think the writer chooses to reflect life with ‘integrity and truth as you see it’?
How does the author compensate for the bleakness in the story?
How is the story structured? Why do you think the interview is placed at the end of the story?
In the story find examples of contrast, which is a favourite device of the writer’s.
How does the author oscillate between fact and illusion? Prove with the text.
What contrasting attributes do you find in Frankie’s character?
What makes Frankie a marginalized character?
Do you think we might call Frankie a ‘stoic outsider’?
What are Frankie’s values as compared with the students’ values?
What do you value most in your life?
Does the author indulge in the habits of the young generation?
In what way does the students’ mode of life differ from yours?
What is Frankie’s attitude towards women?
What is the Eccentrics Genuine Club members’ attitude toward women?
What is Jimmy’s part in this duo with Frankie?
Was Jimmy a perfect complement to Frankie?
Was the issue of money Jimmy’s first priority?
What does money mean to the narrator and the other characters mentioned in the story? Find examples throughout the story.
What is money to you? How are we to dispose of it?
How do you interpret the statement, ‘I think that money means first great responsibility and only then freedom of choice’?
Do you know of people like Frankie in your life?