53

НОУ ОМСКИЙ ИНСТИТУТ ИНОСТРАННЫХ ЯЗЫКОВ «ИН. ЯЗ. – ОМСК»

КАФЕДРА АНГЛИЙСКОГО ЯЗЫКА

Балова О.Л.

Умм дисциплины «Аналитическое чтение» Методические рекомендации для студентов 4 курса

УММ обсужден

на заседании кафедры

английского языка

«___»___________2011 г.

Зав. кафедрой: Н.Н. Шерстова

Составитель: ст. преподаватель кафедры

английского языка О.Л. Балова

Омск 2011

CONTENTS

Introduction……………………………………………………………………………….……………………..3

Unit 1 Saki, SREDNI VASHTAR…………………………………………………………………….…………4

Unit 2 Mark Steven Hess, Where You Have Been, Where You Are Going……………………………….8

Unit 3 John Updike, THE ORPHANED SWIMMING POOL.………………………………………………13

Unit 4 Murray Bail, THE SILENCE…………………………………………………………….………………16

Unit 5 Ernest Hemingway, HILLS LIKE WHITE ELEPHANTS…………………………………………..20

Unit 6 Joyce Carol Oates, LADIES AND GENTLEMEN……………………………………………………24

Unit 7 Leslie Marmon Silko, YELLOW WOMAN……………………………………………………..……..29

Unit 8 Shirley Jackson, THE LOTTERY…………………………………………………………….…………35

Unit 9 Cynthia Ozick, THE SHAWL……………………………………………….………………………….40

Test on Analytical Reading…………………………………………………………………………………….43

Scheme on Analytical Reading……………………………………………………….………………………..45

Clichés……………………………………………………………………………………….……………………..47

The Authors……………………………………………………………………………………….………………50

List of Literature………………………………………………………………………………………………….53

Introduction

TEXTS AND TASKS ON ANALITICAL READING brings imaginative texts and contains brillant examples of prose. The texts in this volume have been specially selected for ad­vanced students of English as a foreign language, i. e. it is designed for Year IV students of the English department at the Institute of Foreign Languages. The stories have not been altered in any way, but can it is hoped be read easily and without frequent reference to a dictionary.

The volume is divided into 9 Units. Each Unit consists of tree main sections:

1. Text,

2. Glossary,

3. Questions.

The Questions are intended principally to develop study skills in relation to what has been read. In

particular they encourage students to reflect on themes and materials, to revise language and ideas, to identify key images or memorable sentences and to transfer them to other contexts. These are fundamental skills which the oral and written analyses constantly featuring in the questions accompanying the texts call for and promote. Analytical skills (The Scheme for Analysis and Clichés are supplied at the end of the volume), crucial to all post-reading activities, develop study and examination skills and contribute considerably to academic success.

Short stories, on account of their structure and comparative brevity, often provide a more fruitful basis for language study and discussion than any other form of fiction. They are particularly suitable for the study of English as a foreign language at an ad­vanced level, and it is hoped that these stories give the student an opportunity to analyze carefully the living English used by con­temporary authors.

I have chosen stories by some of the best known contemporary short story writers who write in English. In fact only John Updike and Ernest Hemingway of the authors represented here are not alive and actively writing today. I have tried to include a represen­tative selection of British and American authors, but have also selected stories by an Australian, an Irish and a West Indian writer, as well as a writer who spent the early part of her life in Southern Africa, as they all constitute a vital part of the present wide range of short stories written in English. The aim is also to introduce these writers to the reader, in the hope of encouraging further reading of the same authors. I have tried to use stories which cover a wide variety of themes and styles of writing, and at the same time provide enjoyable and stimulating reading.

At the end of this volume there is a brief biographical note on the author and a taste of what the particular story chosen is about.

As I have already mentioned, each text is followed by questions and topics for further discussion. These questions are not merely concerned with the factual contents of the stories, but rather it is hoped invite a sensitive response to the ideas the authors are trying to express. Some direct the reader's attention to the language itself, others towards a general appreciation of the content and how it might relate to the reader's own experience. Above all it is hoped that you will enjoy reading these stories and that they will encourage you to read further in English.

UNIT 1