
- •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.
The rocking-horse winner
THINKING AHEAD
Some say childhood is a happy and carefree period in everybody’s life. All the anxieties and troubles are but skin-deep. But sometimes a child has to bear a burden that not every adult is capable of coping with. What happens then ? The story you are going to read deals with such a situation. It also has its fair share of extraordinary things.
A WORD ABOUT THE AUTHOR
David Herbert Lawrence (1885—1930) is one of the most prolific British writers of the early 20th century. Particularly remembered for his ground-breaking psychological novels, he also wrote essays, letters, poems, plays, travel books and short stories. He was the fourth child in the family of the miner and ex-schoolteacher. His tempestuous relationship with his violent father and passionate bonding with his refined mother shaped much of his later work. His passionate love and extensive traveling inspired him to write numerous literary works. |
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PRE-READING ACTIVITIES
1. In small groups, discuss what luck is and whom we can consider really lucky ?
2. Decide whether having an unusual gift is a curse or a blessing. Try to find arguments in support of your opinion.
3. Discuss the problem of parent-children relationship. Do you think parents always aspire to understand their children ?
READING ACTIVITIES
4. Read the first part of the story. Pay attention to the sentence “There must be more money !” Why is it repeated several times ? What impression does it evoke ?
There was a woman who was beautiful, who started with all the advantages, yet she had no luck. She married for love, and the love turned to dust. She had bonny children, yet she felt they had been thrust upon her, and she could not love them. They looked at her coldly, as if they were finding fault with her. And hurriedly she felt she must cover up some fault in herself. Yet what it was that she must cover up she never knew. Nevertheless, when her children were present, she always felt the centre of her heart go hard. This troubled her, and in her manner she was all the more gentle and anxious for her children, as if she loved them very much. Only she herself knew that at the centre of her heart was a hard little place that could not feel love, no, not for anybody. Everybody else said of her: “She is such a good mother. She adores her children.” Only she herself, and her children themselves, know it was not so.
They read it in each other’s eyes.
There were a boy and two little girls. They lived in a pleasant house, with a garden, and they had discreet servants, and felt themselves superior to anyone in the neighborhood. Although they lived in style, they felt always an anxiety in the house. There was never enough money. The mother had a small income, and the father had a small income, but not nearly enough for the social position which they had to keep up.
The father went into town to some office. But though he had good prospects, these prospects never materialized. There was always the grinding sense of the shortage of money, though the style was always kept up.
At last the mother said: “I will see if I can make something.”
But she did not know where to begin. She racked her brains, and tried this thing and the other, but could not find anything successful. The failure made deep lines come into her face. Her children were growing up, they would have to go to school. There must be more money, there must be more money. The father, who was always very handsome and expensive in his tastes, seemed as if he never would be able to do anything worth doing. And the mother, who had a great belief in herself, did not succeed any better, and her tastes were just as expensive.
And so the house came to be haunted by the unspoken phrase: There must be more money! There must be more money! The children could hear it all the time, though nobody said it aloud. They heard it at Christmas, when the expensive and splendid toys filled the nursery. Behind the shining modern rocking-horse, behind the smart doll’s house, a voice would start whispering: “There must be more money ! There must be more money !” And the children would stop playing, to listen for a moment. They would look into each other’s eyes, to see if they had all heard. And each one saw in the eyes of the other two that they too had heard. There must be more money ! There must be more money !”
It came whispering from the springs of the still swaying rocking-horse, and even the horse, bending his wooden, champing head, heard it. The big doll, sitting so pink and smirking in her new pram, could hear it quite plainly, and seemed to be smirking all the more self-consciously because of it. The foolish puppy, too, that took the place of the teddy-bear, he was looking so extraordinarily foolish for no other reason but that he heard the secret whisper all over the house: “There must be more money !”
Yet nobody ever said it aloud. The whisper was everywhere, and therefore no one spoke it. Just as no one ever says: “We are breathing !” in spite of the fact that breath is coming and going all the time.
“Mother,” said the boy Paul one day, “why don’t we keep a car of our own ? Why do we always use uncle’s, or else a taxi ?”
“Because we’re the poor members of the family,” said the mother.
“But why are we, mother ?”
“Well… I suppose,” she said slowly and bitterly, “it’s because your father had no luck.”
The boy was silent for some time.
“Is luck money, mother ?” he asked, rather timidly.
“No, Paul. Not quite. It’s what causes you to have money.”
“Oh !” said Paul vaguely. “1 thought when Uncle Oscar said filthy tucker, it meant money.”
“Filthy lucre does mean money,” said the mother. “But it’s lucre, not luck.”
“Oh !” said the boy. “Then what is luck, mother ?”
“It’s what causes you to have money. If you’re lucky you have money. That’s why it’s better to be born lucky than rich. If you’re rich, you may lose your money. But if you’re lucky, you will always get more money.”
“Oh ! Will you ? And is father not lucky ?”
“Very unlucky, I should say,” she said bitterly.
The boy watched her with unsure eyes.
“Why ?” he asked.
“I don’t know. Nobody ever knows why one person is lucky and another unlucky.”
“Don’t they ? Nobody at all ? Does nobody know ?”
“Perhaps God. But He never tells.”
“He ought to, then. And aren’t you lucky either, mother ?”
“I can’t be, if I married an unlucky husband.”
“But by yourself, aren’t you ?”
“I used to think I was, before I married. Now I think 1 am very unlucky indeed.”
“Why ?”
“Well… Never mind ! Perhaps I’m not really,” she said.
The child looked at her to see if she meant it. But he saw, by the lines of her mouth, that she was only trying to hide something from him.
“Well, anyhow,” he said stoutly, ‘I’m a lucky person.”
“Why ?” said his mother, with a sudden laugh.
He stared at her. He didn’t even know why he had said it.
“God told me,” he asserted, brazening it out.
“I hope He did, dear !” she said, again with a laugh, but rather bitter.
“He did, mother !”
“Excellent !” said the mother, using one of her husband’s exclamations.
The boy saw she did not believe him ; or rather, that she paid no attention to his assertion. This angered him somewhere, and made him want to compel her attention.
He went off by himself, vaguely, in a childish way, seeking for the clue to “luck”. Absorbed, taking no heed of other people, he went about with a sort of stealth, seeking inwardly for luck. He wanted luck, he wanted it, he wanted it. When the two girls were playing dolls in the nursery, he would sit on his big rocking-horse, charging madly into space, with a frenzy that made the little girls peer at him uneasily. Wildly the horse careered, the waving dark hair of the boy tossed, his eyes had a strange glare in them. The little girls dared not speak to him.
When he had ridden to the end of his mad little journey, he climbed down and stood in front of his rocking-horse, staring fixedly into its lowered face. Its red mouth was slightly open, its big eye was wide and glassy-bright.
“Now !” he would silently command the snorting steed. “Now, take me to where there is luck ! Now take me !”
And he would slash the horse on the neck with the little whip he had asked Uncle Oscar for. He knew the horse could take him to where there was luck, if only he forced it. So he would mount again and start on his furious ride, hoping at last to get there. He knew he could get there.
“You’ll break your horse, Paul !” said the nurse.
“He’s always riding like that ! I wish he’d leave off !” said his elder sister Joan.
But he only glared down on them in silence. Nurse gave him up. She could make nothing of him. Anyhow, he was growing beyond her.
One day his mother and his Uncle Oscar came in when he was on one of his furious rides. He did not speak to them.
“Hallo, you young jockey ! Riding a winner ?” said his uncle.
“Aren’t you growing too big for a rocking-horse ? You’re not a very little boy any longer, you know,” said his mother. But Paul only gave a blue glare from his big, rather close-set eyes. He would speak to nobody when he was in full tilt. His mother watched him with an anxious expression, on her face.
At last he suddenly stopped forcing his horse into the mechanical gallop and slid down.
“Well, I got there !” he announced fiercely, his blue eyes still flaring, and his sturdy long legs straddling apart.
“Where did you get to ?” asked his mother.
“Where I wanted to go,” he flared back at her.
“That’s right, son !” said Uncle Oscar. “Don’t you stop till you get there. What’s the horse’s name ?”
“He doesn’t have a name,” said the boy.
“Gets on without all right ?” asked the uncle.
“Well, he has different names. He was called Sansovino last week.”
“Sansovino, eh ? Won the Ascot. How did you know this name ?”
“He always talks about horse-races with Bassett,” said Joan.
The uncle was delighted to find that his small nephew was posted with all the racing news. Bassett, the young gardener, who had been wounded in the left foot in the war and had got his present job through Oscar Cresswell, whose batman he had been, was a perfect blade of the “turf”. He lived in the racing events, and the small boy lived with him.