Reading modern British literature. Part 1. Учебное пособие

Министерство образования и науки Российской Федерации

Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования

«Оренбургский государственный университет»

READING MODERN BRITISH LITERATURE

PART 1

Рекомендовано Ученым советом федерального государственного бюджетного образовательного учреждения высшего профессионального образования «Оренбургский государственный университет» в качестве учебного пособия для студентов, обучающихся по программам высшего образования по направлению подготовки 45.03.01 Филология

Оренбург

2015

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УДК 811.111’24(075.8)

ББК 81.432.1-9я73 R 31

Рецензент – доктор педагогических наук, профессор В.Л. Темкина Авторы : О. В. Евстафиади, Н. В. Лаштабова, Л. А. Ласица, О.А. Хрущева

R 31 Reading modern British literature. Part 1: учебное пособие ⁄ О.В.

Евстафиади; Н.В. Лаштабова; Л.А. Ласица, О.А. Хрущева; Оренбургский гос. ун-т. – Оренбург : ОГУ, 2015. –107 с.

ISBN 978-5-7410-1251-2

В учебном пособии «Reading modern British literature. Part 1» представлены упражнения и задания, необходимые для успешного и продуктивного знакомства бакалавров с современными англоязычными романами Ника Хорнби «About a Boy»

и Пенелопы Лайвли «The House in Norham Gardens».

Учебное пособие предназначено для обеспечения аудиторной и самостоятельной работы бакалавров очной формы обучения по направлению подготовки 032700.62 Филология, профиль Зарубежная филология.

УДК 811.111’24(075.8)

ББК 81.432.1-9я73

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Contents

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Introduction

«Reading modern British literature. Part 1» – учебное пособие по дисциплине

«Практикум по основному иностранному языку», предназначенное для обеспечения аудиторной и самостоятельной работы студентов-бакалавров очной формы обучения по направлению подготовки 45.03.01 Филология, профиль Зарубежная филология.

Данное пособие знакомит студентов с романами современных британских авторов: Ника Хорнби «About a Boy» и Пенелопы Лайвли «The House in Norham Gardens».

Работа над каждым произведением осуществляется на базе комплекса лексических, грамматических упражнений; вопросов для проверки понимания и обсуждения прочитанного; коммуникативно-ориентированных заданий; отрывков,

предназначенных для интерпретации, что способствует развитию навыков произношения, чтения, перевода, письменной и устной речи.

Целью данного пособия является развитие навыков и умений чтения на базе современных аутентичных произведений на английском языке, а также формирование коммуникативных способностей на основе прочитанного материала. Оно призвано расширить словарный запас читателей, стимулировать использование нового лексического материала в речи в виде монологических и диалогических высказываний.

Пособие содержит как упражнения для индивидуальной работы с текстами домашнего чтения, так и для аудиторных занятий. В ходе работы с данным пособием студенты овладеют технологиями самостоятельной учебной работы, такими, как нахождение в тексте необходимой информации, использование различных форм изложения мысли по прочитанному материалу (анализ, строение, обобщение), развитие навыков перевода текста с английского языка на русский, а также с русского на английский.

Необходимость создания данного учебного пособия продиктована потребностью познакомить студентов с образцами современной англоязычной литературы, вызвать интерес к культуре страны изучаемого языка и сформировать более высокий уровень самообразовательных навыков.

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1 Nick Hornby “About a boy”

Part 1

pp. 1-24

1.Learn the following words. Provide them with transcription.

To split up, a row, apparently, weird, to reckon, messy, remote control, a goatee, wrong, questionnaire, speculation, toindulge, clutter, to summon, to sod, deliberate, to fathom, to convince, froth, to burst into tears, shallow, luminous, to involve, to bother, sane, jolly.

2.Read the part pp.1-24.

3.Explain the proper nouns from the part.

Frosty the Snowman -

Snoop Doggy Dogg –

EastEnders –

Macaulay Culkin –

Glastonbury –

One Flew Over the Cuckoo’s Nest –

The Guardian –

The Mail –

Science Museum –

Natural History Museum –

4. Read the sentences where the following words and word combinations

were used.

To split up, weird, remote control, questionnaire, to indulge, to summon, to sod, to

convince, to burst into tears, to involve.

5.Give synonyms and antonyms for the following words.

A row, apparently, to reckon, wrong, deliberate, shallow, luminous, sane, jolly.

6.Match the words from vocabulary with their definitions.

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7.Complete the sentences using information from the text.

1.Marcus’s talks with his mother about…

2.Fiona has split up with Roger, because…

3.Marcus knew much about his mother’s mood, for example…

4.Will Freeman spend his money on…

5.Will’s friends, Christine and John wanted Will to be…

6.Marcus’s morning was…

7.Marcus knew he was weird, because…

8.Will’s relationships with Angie can be described as…

9.Will wished the relationships with some people were as easy as…

10.Will broke up with Angie, because…

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8. Find the situations where the following expressions were used and

reproduce them orally.

1)to zap through the channels;

2)to go round the twist;

3)to leap to one’s feet;

4)to swallow the pride;

5)to be crap in smth;

6)to send smb demented;

7)to sly out;

8)to be a little potty;

9)a million dollar question;

10)to be irrelevant to smth;

11)to hold smb upside down;

12)to grasp the bull by the horns;

13)to keep a clear sheet.

9.Make up your own sentences with the expressions from ex. 7.

10.Agree or disagree with the following information.

1.Marcus thought that asking his mother about Roger’s departure was quite

illogical.

2.Their life in London wasn’t very much different from that in Cambridge.

3.Will decided the quality of his life in pounds – 5 pounds each positive point.

4.Will earned his living by going out with single mothers.

5.Christine and John didn’t worry about Will’s way of life, because they saw

him from time to time.

6.Christine and John considered Will to be a good Godfather for Imogen, because they felt he had “hidden depths”.

7.Marcus has wonderful relations with his classmates.

8.Marcus considered his mother weird, because she used to sing strange songs and dress strangely.

9.Marcus’s class thought him to be potty.

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10.When Will saw Angie for the first time, he fell in love with her.

11.Will was upset to know that Angie was a single mother.

12.Having relationships with an abandoned woman you became better looking, a better lover, a better person, Will thought.

13.Will started his career of a serial bad guy.

11.Make a literary translation of the extract (in writing):

P. 5 “How cool was Will Freeman?” up to p. 6 “throwing one out in a hurry”.

12.Give the three forms of the following verbs.

Think, understand, shake, see, hear, take, find, sleep, know, spend, eat, lie, throw, hold, leave, mean, find.

13.Fill in the gaps using the following verbs in the brackets:

(Past Simple, Past Continuous, Past Perfect, would + Infinitive, used to Infinitive) 1. Will Freeman ______________ (to think) it __________ (to be) a fine idea to

count how cool he was. 2. Marcus _____________(no to understand) why his other and her boyfriend _____________ (to split up). 3. When Will _________(to meet) Marcus, he

_______________ (to think) about the strange boy for several hours. 4. Will

____________ (to think) he _____________(not to shake) hands with a stranger boy. 5. Marcus _____________ (no to sleep) that night. 6. Marcus ____________ (to think) about different stuff when he __________ (to throw) the bun to the duck. 7. Will

______________ (to spend) the whole afternoon sitting in his armchair and watching TV. 8. Will ___________ (no to know) what Marcus ____________ (to mean) when he (to meet) him for the first time. 9. Marcus ____________ (to be) quite a queer boy when he

___________ (to be a teenager). 10. Marcus hoped he ____________(to find) another duck the next time he _____________ (to go) to the park.

14. Say who these phrases belong to and explain the reason of the conversation.

Transform them into indirect speech

1.‘It looks to me like you’ve split up. But I just wanted to make sure.’

2.‘We were wondering,’ said John, ‘whether you’d like to be Imogen’s godfather?’

3.‘We’ve always thought you have hidden depths,’ said John.

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4. ‘Listen. I’m touched that you asked. But I can’t think of anything worse.

Seriously. It’s just not my sort of thing.’

5. ‘The tragedy is that I’ve met someone just right for me at precisely the wrong

time.’

15.Give a character sketch of Will, Marcus and Fiona.

16.Imagine you are Fiona’s neighbour. How would you describe her? Was

she a person pleasant to deal with?

17.Imagine you are Marcus’s teacher. Would it be fine to have such a boy in

your class? Why?

18.Write a letter.

1.Write a letter from Marcus to his father describing all the things that have happened to him at school. Ask for a piece of advice.

2.Write a letter from Fiona to her friend, describing her splitting up with Roger. Ask for a piece of advice.

Part 2

pp. 25-53

1.Learn the following words. Provide them with transcription.

To slump over the kitchen table, larder, an instinct of self-preservation, to go round the bend, to lean against the wall, hilarious, single father, circumstances, enquiry, crucial, accidentally, treachery, astonishment, maternal, to approach, awkward, revival.

2.Read the part pp.25-53.

3.Read the sentences where the following words and expressions were used.

To slump over the kitchen table, an instinct of self-preservation, to go round the bend, to lean against the wall, single father, circumstances, enquiry, crucial, treachery, astonishment, to approach.

4.Give synonyms and antonyms for the following words.

Pathetic, helpful, tiny, wrong, stupid, bored, single, frustrating, legendary, to depress, complicated, hopeful, awkward, absence.

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5.Match the words from vocabulary with their definitions

6.Complete the sentences using the information from the text.

1.One morning Marcus was frightened, because…

2.When Marcus approached Nicky and mark they…

3.Nicky and Mark refused to hang around with Marcus, because…

4.It was hard for Will to imagine himself a single father, because…

5.The reason why Will joined SPAT was…

6.The SPAT centre depressed him, because…

7.The result of SPAT acquaintance was…

8.Marcus was worried for his mother, because…

9.Suzie advised Will to be tough with his “wife” when she knew…

10.When Will told Marcus and Suzie that his father was the author of the song

they started to…

11.The reason why Will could predict people’s actions after they knew the name of the song was…

12.Will was quite disappointed when he knew something about Marcus,

because…

7. Find the situations where the following expressions were used and

reproduce them orally.

1) an instinct of self-preservation;

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