
- •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.
6. Read the story to the end. What change of heart does the author have in mind ?
Stoffel looked up to find Inga standing at his bedside. When she saw his eyes open, she grasped his hand and then rushed out of the room to call for a doctor. The next time he woke they were both standing by his bedside, but it was another week before the surgeon was able to tell him what had happened following the crash. Stoffel listened in horrified silence when he learned that the other driver had died of head injuries soon after arriving at the hospital.
“You’re lucky to be alive,” was all Inga said.
“You certainly are,” said the surgeon, “because only moments after the other driver died, your heart also stopped beating. It was just your luck that a suitable donor was in the next operating theatre.”
“Not the driver of the other car ?” said Stoffel.
The surgeon nodded.
“But ... wasn’t he black ?” asked Stoffel in disbelief.
“Yes, he was,” confirmed the surgeon. “And it may come as a surprise to you, Mr van den Berg, that your body doesn’t realise that. Just be thankful that his wife agreed to the transplant. If I recall her words” — he paused — “she said, “I can’t see the point in both of them dying.” Thanks to her, we were able to save your life, Mr van den Berg.’ He hesitated and pursed his lips, then said quietly, “But I’m sorry to have to tell you that your other internal injuries were so severe that despite the success of the heart transplant, the prognosis is not at all good.”
Stoffel didn’t speak for some time, but eventually asked, ‘How long do I have ?’
“Three, possibly four years,” replied the surgeon. “But only if you take it easy.”
Stoffel fell into a deep sleep.
It was another six weeks before Stoffel left the hospital, and even then Inga insisted on a long period of convalescence. Several friends came to visit him at home, including Martinus de Jong, who assured him that his job at the bank would be waiting for him just as soon as he had fully recovered.
“I shall not be returning to the bank,” Stoffel said quietly. “You will be receiving my resignation in the next few days.”
“But why ?” asked de Jong. “I can assure you...”
Stoffel waved his hand. “It’s kind of you, Martinus, but I have other plans.”
The moment the doctor said Stoffel could leave the house, he asked Inga to drive him to Crossroads, so he could visit the widow of the man he had killed. The tall, fair-haired white couple walked among the shacks of Crossroads, watched by sullen, resigned eyes. When they reached the little hovel where they had been told the driver’s wife lived, they stopped. Stoffel would have knocked on the door if there had been one. He peered through the gap and into the darkness to see a young woman with a baby in her arms, cowering in the far corner.
“My name is Stoffel van den Berg,” he told her. “I have come to say how sorry I am to have been the cause of your husband’s death.”
“Thank you, master,” she replied. “No need to visit me.”
As there wasn’t anything to sit on, Stoffel lowered himself to the ground and crossed his legs.
“I also wanted to thank you for giving me the chance to live.”
“Thank you, master.”
“Is there anything I can do for you ?” He paused. “Perhaps you and your child would like to come and live with us ?”
“No, thank you, master.”
“Is there nothing I can do ?” asked Stoffel helplessly.
“Nothing, thank you, master.”
Stoffel rose from his place, aware that his presence seemed to disturb her. He and Inga walked back through the township in silence, and did not speak again until they had reached their car.
“I’ve been so blind,” he said as Inga drove him home.
“Not just you,” his wife admitted, tears welling up in her eyes. “But what can we do about it ?”
“I know what I must do.”
Inga listened as her husband described how he intended to spend the rest of his life.
The next morning Stoffel called in at the bank, and with the help of Martinus de Jong worked out how much he could afford to spend over the next three years.
“Have you told Inga that you want to cash in your life insurance ?”
“It was her idea,” said Stoffel.
“How do you intend to spend the money ?”
“I’ll start by buying some second-hand books, old rugby balls and cricket bats.”
“We could help by doubling the amount you have to spend,” suggested the General Manager.
“How ?” asked Stoffel.
“By using the surplus we have in the sports fund.”
“But that’s restricted to whites.”
“And you’re white,” said the General Manager.
Martinus was silent for some time before he added, “Don’t imagine that you’re the only person whose eyes have been opened by this tragedy. And you are far better placed to...” he hesitated.
“To... ?” repeated Stoffel.
“Make others, more prejudiced than yourself, aware of their past mistakes.”
That afternoon Stoffel returned to Crossroads. He walked around the township for several hours before he settled on a piece of land surrounded by tin shacks and tents. Although it wasn’t flat, or the perfect shape or size, he began to pace out a pitch, while hundreds of young children stood staring at him. The following day some of those children helped him paint the touchlines and put out the corner flags.
For four years, one month and eleven days, Stoffel van den Berg travelled to Crossroads every morning, where he would teach English to the children in what passed for a school. In the afternoons, he taught the same children the skills of rugby or cricket, according to the season. In the evenings, he would roam the streets trying to persuade teenagers that they shouldn’t form gangs, commit crime or have anything to do with drugs.
Stoffel van den Berg died on 24 March 1994, only days before Nelson Mandela was elected as President. Like Basil D’Oliveira, he had played a small part in defeating apartheid. The funeral of the Crossroads Convert was attended by over two thousand mourners who had travelled from all over the country to pay their respects.The journalists were unable to agree whether there had been more blacks or more whites in the congregation.
AFTER-READING ACTIVITIES