
- •Introduction
- •Предисловие
- •5. Read on. Pay attention to the adjectives the author uses to depict the new teacher.
- •6. Now finish reading the story. Does the ending make you smile ? Why ?
- •7. Answer the following questions.
- •Three people and two seats
- •5. Now go on reading. What do you think will happen if Dave tells the boys he is a schoolteacher ? Will the conversation remain as easy ?
- •6. Read the story to the end. Does the torn card indicate doubt, defeat or hard thinking ?
- •7. Answer the following questions.
- •14. Compare your dialogues in small groups. Work out a joint version that best conveys the message of the author — there is always a way if you are willing.
- •15. Dramatize the final version in class. Future tense
- •5. Read on. Pay attention to how the author describes Gary’s attempts to impress Mr. Smith with his writing. Analyze the words the author uses.
- •6. Finish reading the story. Decide how you find the ending — unexpected or quite predictable.
- •7. Answer the following questions.
- •14. Prewriting. Compare your definitions. In small groups, discuss them and make the necessary improvements. Share the final products with all the other members of the group.
- •6. Finish reading the first half of the story. Prepare to explain what exactly is happening to the teacher.
- •7. Read the other half of the story. Explain the title of the story in detail.
- •8. Decide if the following statements are true or false.
- •9. Study Miss Sidley’s professional profile. Point out the professional qualities she possesses providing examples from the story.
- •10. Study the text for telling descriptions. Find the author’s variant of expressing any of the following ideas.
- •11. Describe the events happening at the school from different points of view. The tentative perspectives are the following:
- •12. Let us focus on style. Read the imaginary coverage of Miss Sidley’s case in a local paper. The description is dry and toneless. Rewrite it making it sound quite different.
- •The adventures of tom sawyer
- •5. Reread several quotations from the above extract. Explain some of the aspects of the teacher’s behavior and their resulting effects on the children.
- •6. Read the description of the first part of the examination procedure. Find the many examples of humor and mockery in Twain’s writing.
- •8. Comment on some of Twain’s remarks when describing the quality of student papers. Explain why the commentary is so biting. Translate the sentences into Russian.
- •9. Read the translation of one of the student papers. Decide whether it conveys the author’s message or it doesn’t.
- •14. Study all the unusual words/phrase you came across in the above text. Analyze their pun-tential.
- •15. Read the translation made by a professional, a. Kubbanovsky. Do you find it altogether fitting ? Why (not) ? In small groups, produce your own version.
- •Sara’s rapid
- •5. Go on reading. Comment on Sara’s actions.
- •6. Read the story to the end. Do you think it’s predictable ? What your own version of the ending might have been ?
- •7. Answer the following questions.
- •9. Let us describe the characters of the story with the help of their remarks. Find out whom this remark belongs to and make a brief description of their character.
- •A change of heart
- •5. Now go on reading. Share your opinions about the main character`s political views.
- •6. Read the story to the end. What change of heart does the author have in mind ?
- •7. Answer the following questions.
- •8. Find all the words with the help of which the author describes Stoffel van den Berg`s outstanding sports career. Make a list of sport terms you come across.
- •9. Let us describe the characters of the story with the help of their remarks. Find out whom this remark belongs to and make a brief description of their character.
- •The big black and white game
- •2. Some people say that Afro-Americans are especially good at certain sports. Do you think it’s true ? If yes, what, in your opinion, are the sports ? Why do you think so ?
- •3. Discuss the problem of the access to different sport facilities and the so-called ‘elite’ sport clubs. Do you believe that racial discrimination is something that can take place in sport ?
- •4. Read the first part of the story and pay special attention to the atmosphere of the coming small town holiday.
- •5. Now go on reading. Do you think you can predict the game results ? Why (not) ?
- •6. Read the story to the end. What do you think of the ending ? Do you think the story may not be a piece of fiction ? Why ?
- •7. Answer the following questions.
- •9. Let us describe the characters’ attitude towards the players with the help of the formers’ remarks. Find out whom this remark belongs to and make a conclusion.
- •The thrill of the grass
- •5. Do you think the narrator is going to commit a crime ? Go on reading and you will find out.
- •6. Now finish reading the story. Some people might say that nothing really happened. What is your opinion ?
- •7. Answer the following questions.
- •9. Let us describe the main character of the story with the help of his remarks. Give a brief character sketch of the man.
- •14. Think of five ideas about various sports. Make your comparisons humorous.
- •15. Visit a local sports venue and describe it using similes (80 words). You may start like this: “…In winter the tennis courts in the city park look as sad as…” bleachers
- •5. Comment on Coach Rake`s coaching principles as described by one of his former players.
- •6. Now read the second part and try to find an answer to the following question: Why does the author call Coach Rake a great motivator.
- •7. Comment on Coach Rake`s methods to fight segregation as depicted by one of his Afro-American players:
- •8. Now read the third part of the story. Do you find the ending moving ? Why ?
- •9. Answer the following questions.
- •Chivalry
- •5. Stop reading and answer one little question. Can you predict how the events will develop ?
- •6. Now finish reading the story. Do you find the ending slightly disappointing ?
- •7. Answer the following questions.
- •9. Let us describe the characters of the story with the help of their remarks. Find out whom this remark belongs to and make a brief description of their character.
- •Midnight snack
- •5. Now go on reading. The magic really begins…
- •6. Now read the story to the end. Would you have preferred a more lyrical ending ?
- •7. Answer the following questions.
- •8. Find all the words with the help of which the author describes the relationship between the two main characters. Is there any change or progress in it ? What makes you think so ?
- •9. Let us describe the characters of the story with the help of their remarks. Find out whom this remark belongs to and make a brief description of their character.
- •10. Study the text for the descriptions of the unicorns. Can we feel the author’s attitude towards these creatures ? Why ?
- •11. Let us focus on style. Read the definition of slang and do the following exercise.
- •The hungarian professor
- •5. Go on reading. What can you say about the characters’ mentality ? In what way is it different ?
- •6. Read the story to the end. What impression and feelings does the ending leave ?
- •7. Answer the following questions.
- •8. Study the list of the remarks given. Find out whom these remarks belong to and decide what exactly the author wanted to say.
- •10. “…There was nothing to hurry for, or to be happy about …” What place does the author depict ? What associations come to your mind while reading the description of it ?
- •11. Focus on style. Read the definition of a stylistic device and find its examples in the text.
- •The stone boy
- •5. Now go on reading. How can one characterize Arnold’s actions ? What do you think of the child now ?
- •6. Read the story to the end. What would you do if you were Arnold’s parents ?
- •7. Answer the following questions.
- •8. Find all the words with the help of which the author describes Arnold’s state just after Eugie’s death. What dominated his thoughts at that moment ? Why, do you think ?
- •9. Let us study Arnold’s personality taking into account the characters’ remarks. Find out whom these remarks belong to and what is this or that character’s attitude towards the boy.
- •Tom edison`s shaggy dog
- •4. Answer the following questions.
- •5. Find all the words and expressions with the help of which both characters swear to the truthfulness of their words. Who says that and why ?
- •6. Focus on the central character the story — Thomas Edison, the quintessential American inventor. Find out how the stranger describes him. What is implied by his description ?
- •12. Now write the essay and be ready to read it in class.
- •Additional reading teddy
- •5. Make a pause here. Reflect on the scene that the author creates in your mind at the beginning of the story. What kind of family relationship is described ?
- •6. Read the story to the end and say what exactly the last entry to his diary means. Did “it” really happen to Teddy ? Does the author tell his readers about the boy`s fate directly ?
- •The rocking-horse winner
- •5. Read the second part of the story. Have you expected such a development of events ? In what way is it unusual ?
- •6. Read the story till the end and say whether Paul was really lucky or not.
- •Answer the following questions
- •9. Let us describe the characters of the story with the help of their remarks. Find out whom this remark belongs to and make a brief description of their character.
- •The portobello road
- •5. Go on reading. In your opinion, is there anything that makes Needle a peculiar ghost ? What is it ?
- •6. Read the story to the end. What do you think George is after ?
- •7. Answer the following questions.
- •A sound of thunder
- •5. Go on reading. What kind of world did the hunters get into ?
- •6. Read the story to the end. Can you foresee the coming end of the story ? What will it be, in your opinion ?
- •7. Answer the following questions:
- •Kew gardens
- •What associations does the word ‘love’ evoke ? Make the list of at least 10 items relevant. Explain your choice.
- •Give your ideas on the possible meeting places. What can be the most popular of them ?
- •3. Read the first part of the story. While reading it, try to focus on the “portrait” of Kew Gardens. What kind of place is it ? Find in the text the descriptions that would prove your point of view.
- •6. Read the story to the end. What tone does the story carry ? What thoughts and feelings does it leave the reader with ?
- •7. Answer the following questions:
- •8. Study the following sentence: “Who knows … what slopes of ice don’t shine in the sun on the other side ?” On the other side of what ? What, do you think, is the author talking about ?
- •9. Have you ever heard the expression “psychological human types” ? In your opinion, can we find any types of the kind in the story under discussion ? What can they be ?
- •10. Virginia Woolf is known for her mastery of the so called stream-of-consciousness narrative technique. Can you trace any examples of this technique in the story under discussion ?
- •11. Love has always been one of the favourite writers’ themes. What love stories can you recall ? What authors are considered to be especially good at inventing such stories ? Give your examples.
- •12. Love can be different and take different forms. For some people it’s the safety of marriage ; somebody, like Bertrand Russel, considers caution in love “the most fatal to true happiness”.
- •Список использованной литературы
- •Contents
- •Читаем и анализируем короткие рассказы
- •Учебно-методическое пособие для студентов языковых специальностей
- •225404, Г. Барановичи, ул. Войкова, 21.
5. Now go on reading. Share your opinions about the main character`s political views.
When sanctions began to be imposed on South Africa by country after country, Stoffel continued to back the government, proclaiming that the decadent Western politicians had all become liberal weaklings. Why didn’t they come to South Africa and see the country for themselves, he would demand of anyone who visited the Cape. That way they would soon discover that he didn’t beat his servants, and that the blacks received a fair wage, as recommended by the government. What more could they hope for ? In fact, he could never understand why the government didn’t hang Mandela and his terrorist cronies for treason. Piet and Marike nodded their agreement whenever their father expressed these views. He explained to them over breakfast again and again that you couldn’t treat people who had recently fallen out of trees as equals. After all, it wasn’t how God had planned things.
When Stoffel stopped playing cricket in his late thirties, he took over as head of the bank’s public relations department, and was invited to join the board. The family moved into a large house a few miles down the Cape, overlooking the Atlantic. While the rest of the world continued to enforce sanctions, Stoffel only became more convinced that South Africa was the one place on earth that had got things right. He regularly expressed these views, both in public and in private.
“You should stand for Parliament,” a friend told him. “The country needs men who believe in the South African way of life, and aren’t willing to give in to a bunch of ignorant foreigners, most of whom have never even visited the country.” To begin with, Stoffel didn’t take such suggestions seriously. But then the National Party’s Chairman flew to Cape Town especially to see him.
“The Political Committee were hoping you would allow your name to go forward as a prospective candidate at the next general election,” he told Stoffel. Stoffel promised he would consider the idea, but explained that he would need to speak to his wife and fellow board members at the bank before he could come to a decision. To his surprise, they all encouraged him to take up the offer. “After all, you are a national figure, universally popular, and no one can be in any doubt about your attitude to apartheid.” A week later, Stoffel phoned the National Party Chairman to say that he would be honoured to stand as a candidate. When he was selected to fight the safe seat of Noordhoek, he ended his speech to the adoption committee with the words, “I’ll go to my grave knowing apartheid must be right, for blacks as well as for whites.” He received a standing ovation.
That all changed on 18 August 1989. Stoffel left the bank a few minutes early that evening, because he was due to address a meeting at his local town hall. The election was now only weeks away, and the opinion polls were indicating that he was certain to become the Member for the Noordhoek constituency. As he stepped out of the lift he bumped into Martinus de Jong, the bank’s General Manager.
“Another half-day, Stoffel ?” he asked with a grin.
“Hardly. I’m off to address a meeting in the constituency, Martinus.”
“Quite right, old fellow,” de Jong replied. “And don’t leave them in any doubt that no one can afford to waste their vote this time - that is, if they don’t want this country to end up being run by the blacks. By the way,” he added, “we don’t need assisted places for blacks at universities either. If we allow a bunch of students in England to dictate the bank’s policy, we’ll end up with some black wanting my job.”
“Yes, I read the memo from London. They’re acting like a herd of ostriches. Must dash, Martinus, or I’ll be late for my meeting.”
“Yes, sorry to have held you up, old fellow.”
Stoffel checked his watch and ran down the ramp to the carpark. When he joined the traffic in Rhodes Street, it quickly became clear that he had not managed to avoid the bumper-to-bumper exodus of people heading out of town for the weekend.
Once he had passed the city limits, he moved quickly into top gear. It was only fifteen miles to Noordhoek, although the terrain was steep and the road winding. But as Stoffel knew every inch of the journey, he was usually parked outside his front door in under half an hour. He glanced at the clock on the dashboard. With luck, he would still be home with enough time to shower and change before he had to head off for the meeting. As he swung south onto the road which would take him up into the hills, Stoffel pressed his foot down hard on the accelerator, nipping in and out to overtake slow-moving lorries and cars that weren’t as familiar with the road as he was. He scowled as he shot past a black driver who was struggling up the hill in a clapped-out old van that shouldn’t have been allowed on the road. Stoffel accelerated round the next bend to see a lorry ahead of him. He knew there was a long, straight section of road before he would encounter another bend, so he had easily enough time to overtake. He put his foot down and pulled out to overtake, surprised to discover how fast the lorry was travelling.
When he was about a hundred yards from the next bend, a car appeared around the corner. Stoffel had to make an instant decision. Should he slam his foot on the brake, or on the accelerator ? He pressed his foot hard down until the accelerator was touching the floor, assuming the other fellow would surely brake. He eased ahead of the lorry, and the moment he had overtaken it, he swung in as quickly as he could, but still he couldn’t avoid clipping the mudguard of the oncoming car. For an instant he saw the terrified eyes of the other driver, who had slammed on his brakes, but the steep gradient didn’t help him. Stoffel’s car rammed into the safety barrier before bouncing back onto the other side of the road, eventually coming to a halt in a clump of trees.
That was the last thing he remembered, before he regained consciousness five weeks later.