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- •4. On the East Side
- •I. Translate the following phrases and sentences from the text:
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and sentences. Use them in situations based on the text:
- •IV. Respond to the following questions or statements and correct them(if necessary). When expressing disagreement make sure you begin your answers with such commonly accepted phrases as:
- •V. Answer the following questions:
- •VI. Find evidence in the text to support the following statements:
- •VII. Talk about: a) Erik's summer experience; b) Erik's interview with Professor Fox; c) Professor Fox's first impression of Erik Gorin.
- •VIII. Make up dialogues between:
- •XVIII. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):
- •XIX. Suggest Russian equivalents for the word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XX. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •XXI. Translate the following situations paying careful attention to the words and word combinations in bold type:.
- •XXII. Make up short dialogues using the following structural patterns:
- •XXIII. Read the text and retell it following the points in the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •XXIV. Make up situations based on the episode from the autobiography of Charlie Chaplin using the following word combinations and structural patterns:
- •1. Clauses of Unreal Condition
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and sentences. Use them in situations based on the text:
- •IV. Respond to the following questions or statements and correct them if necessary (see Unit One, Ex. IV, p. 22):
- •V. Answer the following questions:
- •VI. Find evidence in the text to support the following statements:
- •VII. Quote sentences which prove that it is a humorous story.
- •VIII. Make up stories as they might have been told by:
- •XVI. Form as many questions as possible on the topics given below using the pattern to have smth done. Ask your comrades to answer your questions:.
- •XVII. Make up short situations using the following pairs of structural patterns:
- •XVIII. Read (he text and retell it in the form of a story retaining the sentences of unreal condition:
- •XIX. Give English equivalents for the following short sentences (see Vocabulary and Ex. Hi):
- •XX. Suggest Russian equivalents for the words and word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XXI. Read the following sentences paying careful attention to 'he words and word combinations in bold type. Suggest their Russian equivalent:
- •XXII. Translate the following situations. Use the active vocabulary of Unit Two for the words and word combinations in bold type:
- •XXIII. Make up short dialogues using the following structural patterns:
- •XXIV Read the story and retell it following the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •XXV. Make tip situations based on the story "The-Legend of Sleepy Hollow" using the following word combinations and structural patterns:
- •I. Translate the following sentences and situations:
- •II. Render into English:
- •Vocabulary extension
- •1. Sentences with /Is-clauses
- •2. Had better, would rather
- •3. The Absense of Article with Nouns in Apposition
- •Vocabulary
- •I wonder who he is, what he wants, why he is here, whether he will come again:
- •I. Translate the following sentences from the text:
- •II. Give the principal forms of the following verbs?
- •III. Find in the text English equivalents for the following Russian phrases and sentences and use them in situations based on the text:.
- •IV. Respond to the following questions or statements and correct them if necessary (see Unit One, Ex. IV, p. 22):
- •V. Answer the following questions:
- •VI Find evidence in the text to support the following statements:
- •VII Make up stories as they might have been told by:
- •VIII Make up dialogues between:
- •XV. Respond to the following statements, questions or requests using had better or would rather. Give two variants wherever possible. Add a sentence or two to make the situation clear:
- •XVI. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):
- •XVII. Read the following sentences paying careful attention to the words and word combinations in bold type and suggest their Russian equivalents:
- •XVIII.Analyse the use of the tenses in the following sentences. Translate them .Into Russian:.
- •XIX. Translate the following situations. Use the active vocabulary of Unit Three for the words and word combinations in bold type;
- •XX. Read the story and retell it Following the outline given below. Make a list of the words in the text which you could use to develop each point:.
- •XXI. Make up situations based on the story "The Tattoo" using the following word combinations and structural patterns:
- •XXII. Make up sentences based on the story "The Tattoo" using clauses of unreal condition.
- •I. Use one of the patterns - to do smth, to have smth done, to want/need doing smth - in your answers to the question: What would you do or say or ask if....:
- •II. Translate the following sentences and situations a) into Russian::
- •III. Render into English:
- •Vocabulary extension
- •1. Read the following text and translate the word combinations given below each point of the outline. Retell the text following the points:
- •II. Read the text and retell it in the form of a story. Enlarge on the story making use of the words and word combinations from the previous text "Being hi";
- •III. Read the text and write down the words and word combinations connected will; dentistry giving their Russian equivalents. Retell the text in brief;
- •Vocabulary
- •I. Translate the following phrases and sentences from the text:;
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and use them in situations based on the text:;
- •IV. Develop the thought expressed in each sentence to bring out the meaning of the words in bold type:
- •V. Give a neutral variant for each of the following:
- •VI. Answer the following questions:
- •VII. Translate the following sentences using the structural patterns:
- •VIII. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):
- •IX. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •X. Make up short dialogues using the following structural patterns:
- •1. Sentences with so fAaf-clauses ... Move his chair so that he can see
- •Vocabulary
- •I. Translate the following phrases and sentences from the text:
- •VI. Find evidence in the texts (in both parts) to support the following statements:
- •VII. Give a detailed description of each of the following episodes in the third person (Texts 1, 2)I
- •VIII. Make up stories as they might have been told by:
- •IX. Make up character-sketches of Mr. Drake and Mrs. Thayer. Make a list of words and word combinations to help you describe the characters.
- •X. Suggest a title for the story and give your reasons.
- •XI. Translate the following sentences using the structural patterns?
- •XII. Give English equivalents for the following Russian short sentences (see Vocabulary and Ex. III):
- •XIII. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •XIV. Translate the following situations. Use the active vocabulary of Unit Four for the words and word combinations in bold type;
- •XV. Read the story and give full answers to the questions that follow the text. Make a list of the words in the text which you could use in your answers:
- •XVI. Make up situations based on the text "One Coat of White" using the following word combinations and structural patterns:
- •XVII. Read (he story and write out English and American equivalents for the Russian words given after the text:
- •Vocabulary extension
- •I. Read the text paying careful attention to the words and word combinations in bold type. Give their Russian equivalents. Get ready to discuss the problem:
- •III. Comment on the following statements concerning visiting, tact, manners (use facts from the texts to prove, illustrate or refute them):
- •IV. Topics for discussion:
- •V. Read the text and retell it:
- •VI. Give a talk on the difference between be and ae, Make up a written outline to guide you.
- •VII. Read the poem. Try to trace the similarity in the views of the author of the poem and the main character of the story "Liberty Hall". Could you accept this attitude towards life?
- •I. Interpret the words given in bold type:
- •II. Answer the following questions:
- •III. Point out the main thought expressed by the poet in each of the three stanzas of the poem.
- •IV. Memorize the poem.
- •V.Read extracts from the following poems. Point out their lexical and syntactical peculiarities using the commentary given to the poem "The Song of the Wage-Slave":
- •VI. State what kinds of relations form the basis for each case of metonymy in the text of the poems "To the Men of England", 'The Song of the Shirt" and "Sons of Poverty".
- •Vocabulary
- •II. Give (he principal forms of the following verbs?
- •III. Find in the text English equivalents for the following Russian phrases and sentences and use them in situations based on the text:
- •IV. Answer the following questions.
- •V. Mke up stories as they might have been told by:
- •VI. Find evidence in the text to support the following statements:
- •VII. Suggest a title for the text and give reasons for your choice.
- •VIII. Give ail possible Russian equivalents for the parts in bold type;
- •IX. Translate the following sentences using the structural patterns:
- •X. Give English equivalents for the following short sentences (see Vocabulary and; Ex. Ill):
- •XI. Suggest Russian equivalents for the word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XII. Translate the following situations. Use the active vocabulary of Unit Six for the words and word combinations in bold type:
- •XIII. Make up short dialogues using the following structural patterns:
- •XV. Make up situations based on the story "Patients Needed" using the following word combinations and structural patterns:
- •Vocabulary extension
- •I. Reproduce the following situations based on the works of famous English and American authors. Make sure that you use the active vocabulary:
- •II. Insert prepositions if necessary:
- •III. Read the story and retell it. Then, using it as a basis, think of sentences which will contain clauses of unreal condition:
- •IV. Read the text and translate it into Russian paying careful attention to the use of the modal verbs. Make up another dialogue with the same structural patterns:
- •V. Respond to the following statements expressing probability, doubt, incredulity or near certainty;
- •VI. Change the following sentences using didn't have to or needn't have done to express absence of necessity:
- •VII. Revise the texts included in Units One-Six. Get ready to answer the following questions:
- •VIII. Make up dialogues on the following topics:
- •IX. Translate the following situalions in written form:
- •Vocabulary
- •II. Look up the synonyms to snatch, to seize, to grip (схватить) in an English-English dictionary or a reference book and explain the difference between them.
- •I. Translate the following sentences or parts of sentences from the text:)
- •II. Find English equivalents in the text for the following Russian word combinations, phrases and sentences:
- •III. Reproduce situations from the text using the following word combinations:
- •IV. Make up disjunctive questions or wrong statements covering the contents of the story and ask your comrades to respond to them (see Unit One, Ex. IV, p. 22).
- •V. Answer the following questions:
- •VI. Find evidence in the text to support the following statements:
- •VII. Make up stories as they might have been told by:
- •VIII. Make up dialogues between:
- •IX. Make up character-sketches of Mrs. Packletide and Miss Mebbin.
- •I. Translate the following sentences using the structural patterns:
- •II. Make up short situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •III. Translate the following sentences paying careful attention to the parts in bold type:
- •IV. Read the sentences and explain the use of the synonyms to snatch, to seize, to grip:
- •V. Read the story and retell it following the outline given below. Make a list of the words in the text to develop each point:
- •VI. Make up situations based on the story "His Wedded Wife" using the following word combinations:
- •VII. Render into English:
- •VIII. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •1. Sentences with before-clauses
- •2. Infinitive of Subsequent Action
- •Vocabulary
- •I. Translate the following sentences into Russian paying careful attention to the word combinations in bold type:
- •II. Look up the verb to change in an English-English dictionary and write down its meanings. In which of the meanings is it synonymous to the verb to alter? Explain the difference. Give examples.
- •I. Translate into Russian passages from the text which begin and end as follows:
- •II. Find in the text English equivalents for the following Russian phrases and senr tences:
- •III. Reproduce situations from the text using the following word combinations
- •IV. Make up disjunctive questions or wrong statements covering the contents of the story and ask your comrades to respond to them (see Unit One, Ex. IV, p. 22).
- •V. Answer the following questions:
- •II. Translate the following sentences using the structural patterns:
- •III. Make op situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •IV. Translate the following sentences paying careful attention to the parts in bold type:
- •V. Read the following sentences paying carefuJ attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •VI. Make up short dialogues using the following structural patterns:
- •VII. Read the story and retell it following the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •VIII. Make up sentences based on the story "The Pendulum" using the following word combinations and structural patterns:
- •IX. Render into English:
- •X. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •1. Absolute Nominative Constructions
- •2. There's not a...
- •3. Participle I as Adverbial Modifier
- •Vocabulary
- •I. Translate the following sentences paying careful attention to the words and word combinations in bold type. Give possible variants:
- •II. Look up the meanings of the verbs to divide and to share as used in the following sentences and say how they differ:
- •I. Translate into Russian passages from the text which begin and end as follows;
- •II. Find in the text English equivalents for the following Russian phrases and sentences:
- •III. Reproduce situations from the text using the following words and word combinations:
- •IV. Make up disjunctive questions or wrong statements covering the contents of the story and ask your comrades to respond to them (see Unit One, Ex. IV, p. 22).
- •V. Answer the following questions:
- •II. Translate the following sentences paying careful attention to the absolute nominative constructions:
- •III. Translate the following sentences using the structural patterns:
- •IV. Translate the following sentences paying careful attention to the parts in bold type:
- •V. Read the following sentences carefully and suggest Russian equivalents for the word combinations in bold type:
- •VI. Translate the following sentences using the verbs to share and to divide:
- •VII. Make up short dialogues using the following structural patterns:
- •VIII. Read the story and retell it following the outline given below. Make a list of the words in the text which you could use to develop each point:
- •IX. Make up situations based on the story "The Boy Next Door" using the following word combinations and structural patterns:
- •X. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •I. Translate the following situations paying careful attention to the words and word combinations in bold type:
- •II. Render into English:
- •I. Interpret the following sentences:
- •II. Ahswer the following questions:
- •III. Learn the poem by heart.
- •IV. The following are three translations of John Barleycorn. Which variant do you prefer? Give reasons for your choice:
- •V. Give the metrical scheme used in the following verses. Point out all the violations of the metre;
- •2. Clauses of Real Condition
- •Vocabulary
- •1. Translate the following phrases and sentences from the text:
- •II. Find in the text English equivalents for the following Russian phrases and sentences:
- •III. Reproduce situations from the text using the following words and word combinations:
- •IV. Answer the following questions:
- •II. Make up situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •III Translate the following sentences paying careful attention to the parts in bold type:.
- •IV. Make up short dialogues using the following structural patterns:".
- •V. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •1. Sentences with while-clauses
- •Vocabulary
- •1. Translate the following sentences from the text:
- •II. Give English equivalents for the following sentences:
- •III. Reproduce situations from the text using the following words and word combinations:
- •IV. Answer the following questions:
- •V. Find evidence in the text to support tfie following statements:
- •VI. Make an outline of the text and retell it following your points.
- •VII. Read the sentences with while-clauses. State the meaning of while and the time relations of the actions:
- •VIII. Translate the following sentences using the structural patterns:
- •IX. Make up short situations using the following gerundial phrases?
- •XI. Make up situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •XII. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •XIII. Render into English:
- •XIV. Read the following excerpt and retell it in brief:
- •I. Translate into Russian the following sentences and passages from the text which begin and end as follows:
- •II. Find English equivalents for the following Russian phrases and sentences;
- •III. Reproduce situations from the text using the following word combinations!
- •IV. Answer the following questions:
- •IX. Read the following sentences and commeqf on the character of the semantic relations between the components of the verb-postpositive phrases in bold type. Give their Russian equivalents:
- •X. Translate the Following sentences paying careful attention to the parts in bold type:
- •XI. Read the following sentences and suggest Russian equisralents for the verb-postpositive phrases in bold type:
- •XIV. Read the following excerpts and retell them in brief:
- •1. Translate the following sentences and situations:
- •III. Read the end of the story and retell it using the following verb-postpositive phrases wherever possible. Reread the whole story and discuss the title:
- •I. Reproduce the following situations. Make sure that you use the active vocabulary:
- •II. Fill in prepositions and postpositives:
- •III. Point out the structural patterns and explain their use. Translate the sentences into Russian:
- •IV. Revise the texts included in Units Seven-Thirteen. Get ready to answer the following questions:
- •VI. Choose any 10 word combinations out of the following list and "rite sentences (or short situations) in Russian based on the story "The Boatswain's Mate". Discuss the sentences in class:
- •VII. Make up dialogues on the following topics:
- •VIII. Translate the following situations in written form:
- •I. Supply a title to the story and give reasons for your choice.
- •II. Pick out sentences in the story illustrating the various types of if-clauses.
- •III. Make up 5 Russian sentences with clauses of unreal condition based on the story. Ask your comrades to translate them into English.
- •I. What helps you guess the author of the passage? What is the author's name?
- •II. How do you know that it is a passage from a detective story?
- •III. Have you read any short stories by the author? Tell one of them.
- •I. What do we learn from the extract about the author's way of reading? What did he gain from such reading?
- •II. Why did he call himself a bad reader?
- •I. What book does the passage come from?
- •II. What do you think of the man? What made him such an extraordinary person? Why did he attract other people?
- •I. What is the title of the story? Who is its author?
- •Il. What state do you think Johnsy was in? Why did she watch the dry leaves falling?
- •III. What happened later?
- •I. What book does the extract come from? Comment on the language.
- •II.How did the man happen to find himself in the gloomy passages alone and half-dressed?
- •III. Write a simplified version of the passage using your active whenever possible.
- •I. Pick out all the proverbs in the story and give their Russian equivalents.
- •II. Write an end to the story using some of the following proverbs;
- •I. What story does the passage fit into?
- •II. What do you think the cause of Mr. Jones's illness was?
- •I. How does (he passage fit info the story "One Coat of White"?
- •II. Bring out the meaning of "People don’t often look their business". Do you agree to the statement? Give examples to justify jour point of view.
- •I. How does the author characterize a modern disease the name of which is travel? Are you taken with a similar disease when your summer or winter vacations are coming?
- •II. What aim do you set yourself when you travel or go hiking?
- •III. What thoughts in the extract strike you as most humorous?
- •I. What efforts at self-improvement have you ever made? Were they successful?
- •II. Write a short story about one of your efforts at self-improvement and what came of it.
- •III. Pick out words and word combinations in the story which you think are used by the author to achieve a humorous effect.
- •I. Make up a few questions on the passage and ask your comrades to answer them.
- •II. Think of a number of statements concerning events in the text and ask your comrades to find evidence in the text to support them.
- •I. What story is the passage taken from? How does it fit into it?
- •II. What did the girl look like as she hurried to the painter's studio? What do you know about her from the rest of the story?
- •III. What city is described in the passage? What similes help you guess? What do you know about the city?
- •I. Read and translate the text.
- •II. Give English equivalents for the following Russian word combinations and phrases:
- •III. Answer the following questions. Make use of the word combinations listed in brackets:
- •IV. Translate the following sentences using words and word combinations from the text:
- •V. Make a written translation of the following passages:
- •VI. Reproduce the following passages:
- •VII. Speak on the Soviet Union's achievements in different spheres of life. Make use of the text and the additional passages given in Exercises V, VI.
I. How does the author characterize a modern disease the name of which is travel? Are you taken with a similar disease when your summer or winter vacations are coming?
II. What aim do you set yourself when you travel or go hiking?
III. What thoughts in the extract strike you as most humorous?
XIII
A. How does your housekeeper get on with your pupil?
B. Oh, she's jolly glad to get so much taken off her hands; for before the girl came, she used to have to find things and remind rne of my appointments. But she's got some silly bee in her bonnet about the girl. She keeps saying "You don't think, sir", doesn't she, Pick?
C. Yes, that's the formula "You don't think, sir". That's the end of every conversation about our pupil.
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В. As if I ever stop thinking about the girl and her confounded vowels and consonants. I'm worn out, thinking about her, and watching her lips and her teeth and her tongue, not to mention her soul, which is the quaintest of the lot.
A. You certainly are a pretty pair of babies playing with your live doll.
B. Playing! The hardest job I ever tackled: make no mistake about that, mother.
QUESTIONS FOR DISCUSSION
I. What is the title of the play? What are the names of the characters who take part in the conversation?
II. Who is the girl they are talking about? What do you know about her?
III. What is the attitude of B. and C. towards the girl?
IV. Have you seen the screen version of the play? Did you like it? What title does it come under?
XIV
The sight of a tailor-shop gave me a sharp longing to throw off my rags, and clothe myself decently once more. Could I afford it? No; I had nothing in the world but a million pounds. So I forced myself to go on. But soon I was drifting back again. The temptation persecuted me cruelly. I must have passed the shop back and forth six times during that manful struggle. At last I gave in; I had to. 1 asked if they had a misfit suit that had been thrown on their hands. The fellow I spoke to nodded his head toward another fellow, and gave me no answer. I went to the indicated fellow, and he indicated another fellow with his head, and no words. I went to him, and he said: "'Tend to you presently."
I waited till he was done with what he was doing. Then he took me into a back room, looked through a pile of rejected suits, and selected the cheapest one for me. I put it on. It didn't fit, and wasn't in any way attractive, but it was new, and I was anxious to have it; so I didn't find any fault, but said shyly:
"Could you possibly wait a few days for the money? I haven't any small change about me."
The fellow looked at me sarcastically, and said:
"Oh, you haven't? Well, of course,.! didn't expect it. I'd expect gentleman like you to carry only large bills."
I was hurt and said:
"My friend, you shouldn't judge a stranger always by the clothes he wears. I am quite able to pay for this suit. I simply didn't wish to put you to the trouble of changing a large note."
He modified his style a little at that, and said:.
"I didn't mean any harm, but why did you jump to the conclusion that we couldn't change any note that you might happen to be .carrying around? On the contrary, we can."
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I handed the note to him,-and said:
"Oh, very well; 1 apologize."
He received it with a smile, one of those large smiles which goes all around over the face, and has folds in it, and wrinkles, and spirals, and looks like the place where you have thrown a brick in a pond; and then in the act of his taking a glimpse at the bill this smile froze solid, and turned yellow, and looked like those wavy spreads of lava which you find hardened on the side of the Vesuvius.
The man stood there holding the bill, and looking like that, and the proprietor hurried up to see what was the matter and said briskly:
"Well, what's up? What's the trouble? What's wrong?"
QUESTIONS AND EXERC/SES
I. What is the tille of the story the passage comes from?
II. How did the man come into possession of the banknote?
III. Write what you think happened when the proprietor of the tailor-shop saw the banknote.
IV. What proverbs do you know that might apply in this situation?
V. Pick out from the passage five active structural patterns. Make up several exercises to activate them. Act as teacher and have the exercises done in class.
XV
1) He sits not a dozen yards away. If I glance over my shoulder I can see him. And if 1 catch his eye - and usually I catch his eye - it meets me with an expression -
It is mainly an imploring look - and yet with suspicion in it. Confound his suspicion! If I wanted to tell on him I should have told long ago. I don't tell and I don't tell, and he ought to feel at ease. Who would believe me if I did tell?
Poor old martyr! The fattest clubman in London. And why does he keep on eternally eating?
He sits at one of the little club tables in the huge bay by the fire, stuffing. What is he stuffing? I glance furtively and catch him biting at the round of hot buttered tea-cake, with his eyes on me. Confound him! - with his eye on me.
That settles it, Pyecraft! Since you will behave as though I was not a man of honour, I'll write the whole thing down - the plain truth about Pyecraft. The man I helped, the man I shielded and who has made my club unendurable, absolutely unendurable, with his eternal appeal, with the perpetual "don't tell" of his looks.
Well, here's the truth, the whole truth, and nothing but the truth.
2) He did come back.. He does. There he sits behind me now stuffing hot buttered tea-cakes. And no one in the whole world knows - except his housekeeper and me - that he weighs practically nothing; that he is a mere boring mass of assimilatory matters, mere clouds in clothing, and most inconsiderate of men. There he sits watching
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until I have done this writing. Then, he will come billowing up to me...
He will tell me over again all about it, how it feels, how it doesn't feel, how he sometimes hopes it is passing off a little. And always somewhere in that fat, abundant discourse he will say, "The secret's keeping, eh? If anyone knew of it I should be so ashamed... Makes a fellow look such a fool, you know. Crawling about on a ceiling and all that..."
And now to elude Pyecraft, occupying, as he does, an admirable strategic position between me and the door.
QUESTIONS FOR DISCUSSION
I. What is the title of the story the passages come from?
II. How do the passages fit into the story?
III. What made the author change his attitude towards Pyecraft and write the whole truth about him?
IV. What sentence shows that the author was afraid of Pyecraft when he had finished writing the story?
V. What do you think is the most rational attitude towards one's weight and dieting?
XVI
Next afternoon young Swain was shown into the big living room. The old man looked at him appraisingly.
"Sir, I'm not an artist yet," answered the young man.
"Umph?" Swain arranged some paper and crayons on the table,
"Let's try and draw that vase over there on the mantelpiece," he suggested. "Try it, Mister Ellsworth, please."
"Umph!" The old man took a piece of crayon in a shaky hand and made a scrawl. He made another scrawl and connected the two with a couple of crude lines. "There it is, young man," he snapped a grunt of satisfaction. Frank Swain was patient. He needed the five dollars. Ran an elevator at night to pay tuition fees.
"If you want to draw you will have to look at what you're drawing, sir," he said calmly.
When the art student came the following week there was a drawing on the table that had a slight resemblance to the vase.
The wrinkles deepened at the corners of the old man's eyes and he asked, "Well, what do you think of it?"
"Not bad, sir," answered the patient student. "But it's a bit lopsided'."
"By gum," old Ellsworth chuckled. "I see.The halves don't match." He added a few lines with a palsied hand and colored the open spaces blue like, a child playing with a picture book.
When the late spring sun began to cloak the fields and gardens with color, the old man executed a god-awful smudge which he called "Trees Dressed in White". It resembled a gob of salad dressing thrown violently up against the side of a house! Then he made a startling
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announcement. He was going to exhibit it in the summer show at the Lathrop Gallery!
"We've got to stop him," said Mr. Ellsworth's old servant. "If the papers get hold of this, he will become a laughing-stock."
"No," admonished the doctor. "We can't interfere with him now and take a chance of spoiling all the good work that we've accomplished."
QUESTIONS AND EXERCISES
I. What story is the passage taken from?
II. Do you remember why the old man wa* persuaded to take up art?
III. Do you think he managed to get even with his doctor?
IV. Using the passage as a basis make up several exercises to activate the word combinations and structural patterns given below. Act as teacher and have the exercises done in class.
to suggest doing smth; to offer to do smth; to be able to do smth; to be capable of doing smth; to-persuade smb to do smth; to convince smb that; would rather; had better; to have smth done; to afford to do smth
XVII
"Would you like to go home?" I said to the kid.
"Aw, what for?" said he. "I don't have any fun at home. I hate to go to school. I like to camp out. You won't take me back home again, will you?"
"Not right away," said I. "We'll stay here in the cave awhile."
"All right!" said he. "That'll be fine. I never had such fun in all my life."
We went to bed about eleven o'clock. We spread down some wide-blankets and quilts and put the kid between us. We weren't afraid he'd run away. But he kept us awake for three long hours. At last, 1 fell into a troubled sleep, and dreamed that I had been.kidnapped and chained to a tree by a ferocious pirate with red hair.
Just at daybreak, I was awakened by a series of awful screams from my friend. They weren't yells, or howls, or shouts, or whoops, such as you'd expect from a manly set of vocal organs - they were simply indecent, terrifying, humiliating screams, such as women emit when they see ghosts or caterpillars. It's an awful thing to hear a strong, desperate, fat man scream incontinently in a cave at daybreak.
I jumped up to see what the matter was, The kid. was sitting on Bill's chest, with one hand twined in Bill's hair. In the other he had the sharp case-knife we used for slicing bacon; and he was industriously and realistically trying to take Bill's, scalp, according to the sentence that had been pronounced upon him the evening before.
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1 got the knife away from the kid and made him lie down again. But, from that moment, Bill's spirit was broken. He again lay down on his side of the bed, but he never closed an eye again in sleep as long as that boy was with us.
QUESTIONS FOR DISCUSSION
I. What is-the title of the story the passage comes from?
II. How did the buy happen "to be wrth the men in the cave?
III. Did the men. manage to buy a tavern as they had planned?
IV. Have you seen the screen version of the story? Did you like it?
XVIII
"Well, Ma'am, I am happy to congratulate you."
"What upon?" said my aunt, sharply.
The doctor was fluttered again, by the extreme severity of my aurit's manner; so he-made her a little bow and gave her a little smile, to mollify her.
Well, Ma'am," resumed Mr. Chillip, as soon as he had courage, "I am happy to congratulate you. All is over, Ma'am, and well over."
How is she?" said my aunt, folding her arms with her bonnet Still tied on one of them.
"Well, Ma'am, she will soon be quite comfortable, I hope," returned Mr. Chillip. "Quite as comfortable as we can expect a young mother to be, under these melancholy domestic circumstances. There cannot be any objection to your seeing her presently, Ma'am. It' may do her good."
"And she. How is s/ie?" said my aunt, sharply.
Mr. Chillip laid his head a little more on one side, and looked at my - aunt like an amiable bird.
"Ma'am," returned Mr. Chillip, "I apprehended you had known. "It's a boy."
My aunt said never a word, but took her bonnet by the strings, in the manner of a sling, aimed a blow at Mr, Chillip's head with it,'put it on bent, walked out, and never came back. She vanished like a discontended fairy; or like one of those supernatural beings, whom it was popularly supposed I was entitled to see;' and never came back any more.
QUESTIONS AND EXERCISES
I. Do you remember the title of the book the passage is. taken from?
II. Explain why the lady and the doctor misunderstood each other. Why did the lady leave so abruptly?
III. What else do you know about the lady?
IV. Consult die Concise Oxford' Dictionary and comment on the origin of the following -words:
extreme; to bow; severity; to mollify; melancholy; a head; to apprehend; to walk; to vanish; to return
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XIX
NEW YEAR RESOLUTIONS
The New Year is a time for resolutions. Mentally, at least, most of us could compile formidable lists of "do's" and "don'ts". The same old favourites recur year in year out with monotonous regularity. We resolve to get up earlier each morning, eat less, find more time to play with children, do a thousand one jobs about the house, be nice to people you don't like, drive carefully, and take the dog for a walk every day. Past experience has taught us that certain accomplishments are beyond attainment. Most of us fail in our efforts at self-improvement because our schemes are too ambitious and we never have time to carry them out. We also make the fundamental error of announcing our resolutions to everybody so that we look even more foolish when we slip back into our old ways. Aware of these pitfalls, this year I attempted to keep my resolutions to myself. I limited myself to two modest ambitions: to do physical exercises every morning and to read more of an evening. An all-night party on New Year's Eve provided me with a good excuse for not carrying out either of these new resolutions on the first day of the year, but on the second, I applied myself assiduously to the task.
The daily exercises lasted only eleven minutes and I proposed to do them early in the morning before anyone had got up. The self-discipline required to drag myself out of bed eleven minutes earlier than usual was considerable. Nevertheless, I managed to creep down into the living-room for two days before anyone found me out. After jumping about on the carpet and twisting the human frame into uncomfortable positions, I sat down at the breakfast table in an exhausted condition. It was this that betrayed me. The next morning the whole family trooped in to watch the performance. That was really unsettling but I fended off the taunts and jibes of the family good-humouredly and soon everybody got used to the idea. However, my enthusiasm waned. The time I spent at exercises gradually diminished- Little by little the eleven minutes fell to zero. By January 10th, I was back to where I had started from. I argued that if I spent less time exhausting myself at exercises in the morning I would keep my mind fresh for reading when I got home from work. Resisting the hypnotizing effect of television, I sat in my room for a few evenings with my eyes glued to a book. One night, however, feeling cold and lonely, I went downstairs and sat in front of the television pretending to read. That proved to be my undoing, for I soon got back to my old habit of dozing off in front of the screen. I still haven't given up my resolution to do more reading. In fact, I have just bought a book entitled "How to Read a Thousand Words a Minute". Perhaps it will solve my problem, but I just haven't had time to read it!
(From "Developing Skills" by L. G. Alexander)
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QUESTIONS AND EXERCISES