- •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. 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.
XXI
DON JUAN (an excerpt)
By G. G. Byron (1788-1824)
VIII
|
But to our tale: the Donna Inez sent Her son to Cadiz only to embark; To stay there had not answered her intent, But why? - we leave the reader in the dark - 'T was for voyage the young man was meant, As if a Spanish ship were Noah's ark, To wean him from the wickedness of earth, And send him like a dove of promise forth. |
IX
|
Don Juan bade his valet pack his things According to direction, then received A lecture and some money: for four springs He was to travel: and though Inez grieved (As every kind of parting has its stings), She hoped he would improve - perhaps believed: A letter, too, she gave (he never read it) Of good advice - and two or three of credit. |
X
|
In the mean time, to pass her hours away, Brave Inez now set up a Sunday school |
314
|
For naughty children, who would rather play (Like truant rogues) the devil, or the fool: Infants of three years old were taught that day, Dunces were whipt, or set upon a stool: The great success of Juan's .education Spurr'd her to teach another generation. |
XI
|
Juan embark'd - the ship got under way, The wind was fair, the water passing rough; A devil of a sea rolls in that bay. As I, who've cross'd it oft, know well enough; And, standing upon the deck, the dashing spray Flies in one's face, and makes it weather-tough: And there he stood to take, and take again His first - perhaps his last - farewell of Spain. |
XII
|
1 can't but say it is an awkward sight To see one's- native land receding through The growing waters; it unmans one quite, Especially when life is rather new; 1 recollect Great Britain's coast looks white, But almost every other country's blue, When gazing on them, mystified by distance, We enter on our nautical existence. |
XIII
|
So Juan stood, bewilder'd on the deck; The wind sung, cordage strain'd, and sailors swore, And the ship creak'd, the town became a speck, From which away so fair and fast they bore. The best of remedies is a beefsteak Against sea-sickness: try it, sir, before , You sneer, and I assure you this is true, For I have found it answer - so may you. |
QUESTIONS AND EXERCISES
I. What do the stanzas tell you about Don Juan and Donna Inez and their mutual relations. And what do they tell about Byron'himself?
II. What stylistic devices have you noticed in the stanzas?
III. What other episodes from the poem do you remember?
IV. The following translation of the above stanzas from "Don Juan" is by P. Kozlov. Compare the translation with the original text and point out the parts that were left out by the translator. What parts of the translation do not correspond literally to the original?
315
VIII
|
Но вновь к рассказу! В Кадис послан был Жуан, но мать ему велела строго Не оставаться в нем. Кто не грешил На суше, где соблазнов всяких много? Надеялась она, что сердца пыл Остудит в нем далекая дорога. На корабле, от шашней удален, Мог плавать как в ковчеге Ноя он. |
IX
|
Напутствие прослушал наш повеса И, денег взяв, укладываться стал. Грустила, расставаясь с ним, Инесса (Он на четыре года уезжал). Без слез разлуки нет; но факт, что беса Сынок отгонит - донну утешал. С инструкцией (что впрочем не прочел он) Жуан сел на корабль, унынья полон. |
X
|
Инесса между тем, с сынком простясь, Устроила воскресные собрания, Чтобы отучать мальчишек от проказ; Им строгие давала назидания. Она пребольно секла их не раз. Так удалось Жуана воспитанье, Что поколенье новое от зла Спасти - ей мысль блестящая пришла. |
XXII
It had been a day like other days at the office. Nothing special had happened. Harold hadn't come back from lunch until close on four o'clock. Where had he been? What had he been doing? He wasn't going to let his father know. Old Mr. Neave had happened to he in the hall, saying good-bye to a caller, when Harold walked in, perfectly dressed as usual, cool, smiling that peculiar little half-smile that women found so attractive.
Ah, Harold was too handsome, too handsome by far; that had been the trouble all the time. No man had a right to such eyes and such lips. As for his mother, his sisters, and the servants, it was not too much to say that they made a young god of him; they worshipped Harold, they forgave him everything; and he had needed some forgiving ever since the time when he was thirteen and he had stolen his mother's purse, taken the money and hidden the purse in the cook's
316
bedroom. Old Mr. Neave struck sharply with his stick upon the pavement edge. But it wasn't only his family who spoiled Harold, |he thought, it was everybody; he had only to look and to smile, and down they went before him. So perhaps it wasn't strange that he expected the office to do the same. But it couldn't be done. No business - not even a successful, established, big paying business - could be played with. A man had either to put his whole heart and soul into it, or it went all to pieces before his eyes.
And then Charlotte and the girls were always asking him to hand the whole thing over to Harold, to retire, and to spend his time enjoying himself. Enjoying himself! Old Mr. Neave stopped under a group of ancient trees outside the Government buildings. Enjoying himself! Sitting at home, conscious all the time that his life's work was slipping away, disappearing through Harold's fine fingers, while Harold smiled...
"Why will you be so unreasonable, Father? There's absolutely no need for you to go to the office. It only makes it very awkward for us when people say how tired you're looking. Here's this huge house and garden. Surely you could be happy in it for a change. Or you could take up some hobby."
And Lola, the youngest, said, "All men ought to have hobbies. It makes life impossible if they haven't."
"Well, well!" He couldn't help a bitter smile as painfully he began to climb the hill that led into Harcourt Avenue. Where would Lola and her sisters and Charlotte be, if he'd taken up hobbies? Hobbies couldn't pay for the town house and the seaside bungalow, and their horses, and the sixty-guinea gramophone in the music room for them to dance to. But he was not complaining. No, they were smart, good-looking girls, and Charlotte was a remarkable woman; it was natural for them to be modern in their ideas. As a matter of fact no other house in the town was as popular as theirs; no other family had so many visitors. And how many times old Mr. Neave, pushing the cigar-box across the smoking-room table, had listened to praises of his wife, his girls, of himself even.
"You're an ideal family, sir, an ideal family. It's like something one reads about or sees on the stage."
"That's all right, my boy," old Neave would reply. "Try one of these cigars. I think you'll like them. And if you care to smoke in the garden, you'll find the girls there, I dare say."
That was why the girls never married, so people said. They could have married anybody. But they had too good a time at home. They were too happy together, the girls and Charlotte. H'm, h'm. Well, well! Perhaps so...
By this time he had walked the length of fashionable Harcourt Avenue; he had reached the corner house, their house. The carriage gates were pushed back; there were fresh marks of wheels on the drive. And then he faced the big white-painted house, with its wide-open windows, its curtains floating outwards. On each side of the entrance pinkish, bluish masses of flowers lay like light among the
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spreading leaves. And somehow it seemed to old Mr. Neave that the house and the flowers, and even the fresh marks on the drive, were saying, "There is young life here. There are girls - "
From the music room sounded the piano, quick, loud and impatient. Through the drawing-room door that was half-open voices floated.
Suddenly the music-room door opened and Lola dashed out. She started, she nearly screamed, at the sight of old Mr. Neave.
"Oh, Father? What a fright you gave me! Have you just come home? Why isn't Charles here to help you off with your coat?"
Her face was red with playing, her eyes shone, the hair fell over her forehead. And she breathed as though she had come running through the dark and was frightened. Old Mr. Neave stared at his youngest daughter; he felt he had never seen her before. So that was Lola, was it? But she seemed to have forgotten her father; it was not for him that she was waiting there. The telephone rang. A-sh! Lola gave a cry and dashed past him. The door of the telephone'room shut noisily, and at the same moment Charlotte called, "Is that you, •Father?"
"You're tired again," said Charlotte. "Did you walk back?"
"Yes, I walked home," said old Mr. Neave, and he sank into one of the immense drawing-room chairs.
"But why didn't you take a cab?" said Ethel. "There are hundreds of cabs at that time."
"My dear Ethel," said Marion, "if Father prefers to tire himself out, I really don't see what business it is of ours to interfere."
"Children! Children!" said Charlotte. "Did Harold leave the office before you, dear?"
"I'm not sure," said old Mr. Neave. "I'm not sure. I didn't see him after four o'clock."
(From "An Ideal Family" by Katherine Mansfield)
QUESTIONS AND EXERCISES
I. What have you learned about Mr. Neave's family? Was there much understanding between Mr. Neave and his family?
II. What did he mean by saying: "... it was natural for them to be modern in their ideas"? Was he old-fashioned?
III. What was the cause of Mr. Neave's anxiety?
IV. Think of a number of statements concerning events in the text and ask your comrades to find evidence in the text to support them.
V. What is the author's attitude to her characters?
VI. Comment on the title of the story.
VII. Using the story as a basis make up several exercises to activate the word combinations given below. Act as teacher and ask your fellow-sludents to do your exercises:
to be annoyed at smth or with smb; to confide one's troubles to smb; to give smb to understand; on the face of it; to draw the line somewhere
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XXIII
The girl plunged like a wind-driven storm-petrol on her way. She looked up at the ragged sierras of cloud-capped buildings that rose above the streets, shaded by the night lights. They were so like the wintry mountains of her Western home that she felt a satisfaction such as the hundred-thousand-dollar house had seldom brought her.
A policeman caused her to waver on a corner, just by his eye and weight.
"Hello, Mabel!" said he. "Kind of late for you to be out, ain't it?"
"I - I am just going to the drug store," said the girl, hurrying past him.
Turning eastward, the direct blast cut down her speed one half. She made zigzag tracks in the snow; but she was as tough as a pine-tree sapling, and bowed to it as gracefully. Suddenly the studio-building loomed before her, a familiar landmark, like a cliff above some well-remembered canon. The haunt of business and its hostile neighbour, art, was darkened and silent. The elevator stopped at ten.
Up eight flights of stairs the girl climbed, and rapped firmly at the door numbered "89". She had been there many times before, with her uncle.
QUESTIONS FOR DISCUSSION
