
- •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. The magic really begins…
I leaned back against the wall at the very end of the platform, because it was a long story, or it had been when Dad told it to me. And I told Jerry the whole thing — what we thought was true, anyway. How the city had grown around the unicorns, hemming them in. Some of them couldn’t adapt, Dad said, and so they stayed in the deep places in Central Park and never came out. But some of them were bolder — or not as smart. They’d learned to hide in the subway tunnels, always moving, hiding from the trains and the people. The bravest of the downstairs unicorns sneak up onto the street sometimes, on moonless nights or cloudy ones, or during power failures. They’re the reason the grass around trees on city streets never grows long. But most of them aren’t so brave. The shy ones stay in the tunnels all the time. And because of the litter laws, people don’t throw so much food on the tracks for them to pick up anymore. The shy ones starve, sometimes. And the shy ones are the prettiest...
Jerry listened to all this with the hide-your-skateboard look on his face. But he didn’t say anything till I ran out of words and started to blush — there’s something special about those shy ones, something about their eyes ; I felt dumb talking to a boy about it. Maybe Jerry saw me getting red. At least when he spoke up, he didn’t sound like he was teasing. “How do you know so much about this ? Why hasn’t someone else seen them before ?”
“They have.” I still remembered that night Dad came home late from work, looking pale. He hardly said anything at dinner, and after everybody went to bed, I could hear him and Mom talking through the walls — not the words, but their voices. Dad sounded unhappy at first, then upset ; and Mom got loud and finally told him to go to sleep, he’d been drinking too much again. That I heard clearly. For a couple of days he looked awful and kept muttering all the time — he does that when things are bugging him. Finally he waited till Mom was out food shopping, and sat me down in the living room. I was scared to death ; I thought he was going to tell me about the facts of life. Instead he told me about the unicorn he’d seen run out of the tunnel at Fulton Street. It had come out just long enough to grab up a stale half-bagel smeared with cracked cream cheese, someone’s garbage thrown out on the tracks, and run back again. He cried when he told me. I nearly died. I’d never seen him cry about anything ; it looked impossible. His face got all bent. “The poor creature,” he kept mumbling while he cried: “Poor little thing !” The next day we got some day-old bread and let my mother think we were going to Central Park to feed the ducks. But the ducks went without. They’re fat enough.
I didn’t tell Jerry about my Dad, though. “Some of the subway people who work down here — they’ve seen them. They leave them food in places where the rats won’t get it. And they don’t tell. If they told, there’d be all sorts of stuff happening. TV news people, with cameras and bright lights. Scientists. The Board of Health, for all I know. And the unicorns would go in deep, under the streets, and never come out again, and they’d all starve.” I looked at Jerry. His face was so blank it made me scared. “So keep your mouth shut !”
“I better,” he said, real quietly, looking past me. “They’re here.”
I turned around. The eyes had caught him as they’d caught me that first time. You might think they were cats’ eyes, except cats always have that kind of strangeness about them, when their eyes flash at you in the headlights.
If humans’ eyes flashed in the dark, they would look like this. Only the shape is wrong — the eyes are spaced wide like a horse’s. The pair of glimmers looked at us from the dark. Looked mostly at Jerry, rather ; they knew my voice by now. One pair of eyes, then two, a dull pink reflection in the tired subway lighting — just hanging out there where the track vanished into shadow.
They had no names. Dad and I always thought of names on the way to the subway, or on the way back ; but seeing the unicorns, the names seemed cheap — they fell off. I felt around in the bag for the celery. Green stuff was always good to start with — they got so little of it, the shy ones. One of them heard the crunch of the celery snapping and took a step forward, barely into the light.
I heard Jerry’s breath go in as if someone had punched him. It was the same for him as it’d been for me the first time. Nothing that lives in a subway should be that graceful. Cats run, rats and mice scurry. But the unicorns just flow out of the darkness, and not even the cinders crunch when they put their feet down. Sometimes, if they’re playful, they walk on the rails like somebody on a tightrope, and don’t slip or make a sounds. This one just took one step and stretched his neck out like a swan on the lake when it doesn’t want to come too close. The unicorn’s horn glinted, pearly, the only bright thing about him: everywhere else he was the iron-rust color of the gravel between the tracks. His eyes were so brown they were black. But the end of his horn caught the light like the edge of a knife as he stepped out. “Hey, they sharpen them back there,” Dad had said one night, when a touch of a horn drew blood from his hand. Maybe they fought among themselves ; or maybe there were things down there that tried to eat them. I didn’t want to think about it.
“Give him some,” I whispered at Jerry, annoyed again ; he was making them wait. “Throw it. They won’t eat out of your hand.” Jerry tore off some lettuce and threw it down on the tracks. The brown one looked at him for a moment, then put its head down to eat. You could see it was starving ; every rib showed. But it lowered its head slow as a king sipping wine.
More came while the first was eating. Maybe he was the herd leader and had been checking the place out. Whatever, the tracks were full in a few moments — nothing but tails switching and necks stretching and eyes, those eyes. All the unicorns were dark this time, though I’d seen ones with white socks or blazes, and once a tan one with a light mane like a palomino’s. These weren’t any fatter than any others I’d seen, though, and while they ate gracefully, they did it fast. Two of them, a rusty one and a black, got rowdy and waved their horns at each other over a piece of the Danish. Jerry threw them more, and they stopped and each gobbled a piece.
They were close, right up by the platform. I’d never seen them so close. Jerry was so amazed by the whole thing, and the rusty one standing right in front of him with its lower jaw going around and around — even unicorns look a little funny when they chew — that he nearly lost his balance and fell down when the black unicorn snuck up beside him and grabbed at the rest of the Danish in his hand. Even though he was surprised, though, Jerry didn’t let go for a second. He just stood there looking at the black, while it tugged at the Danish and gazed back at him with those deep, sad eyes. I know that look. My eyes started burning, and my nose filled up. Nothing that lives in a subway should be that proud, and that hungry, and feel that helpless. Nothing that lives anywhere should. The black unicorn got the last piece of Danish away from Jerry and ate it, delicately, but fast. Jerry looked a moment at the hand the unicorn had touched, and then wiped his nose on the sleeve of his jacket.
All their heads went up then, all at once, as if they were a herd of gazelles in a nature movie when the lion’s coming. They stared down the tracks toward the downtown end — and there was just a flicker of motion, and they were gone, headed uptown and into the dark too fast to really see. Jerry looked over at me and opened his mouth — then shut it again as he started to hear what they’d heard: the ticking and the rumbling and the squeal of metal a long way down at the next station. I crumpled up the bag and stuck it inside my jacket. We waited for the train to come in — it would’ve looked weird to just go down to the platform and then come up again before a train came. The subway seemed much louder than usual, especially compared to the quiet ones who’d been on the tracks a few moments before.