- •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.
XXII. Translate the following situations. Use the active vocabulary of Unit Two for the words and word combinations in bold type:
1. Кемп не мог не удивиться, услышав звонок в дверь. Он никого не ожидал в такой поздний час. Он только что закончил работу и собирался идти спать. В тот день он работал с самого утра. 2. Совершенно случайно Невидимка очутился около дома Кемпа. Он был голоден и сильно страдал от раны, которую получил в схватке с жителями Айпинга (the people of Iping). 3. Кемп был поражен, когда обнаружил, что Невидимка находится у него в доме. 4. "Я собирался покинуть эти места, - сказал Гриффин (Griffin), - но теперь, когда я встретил Вас, мне бы хотелось работать вместе... У меня блестящие идеи, но я совершенно без денег..." 5. Кемп понимал, что, если он согласится с предложением Гриффина, у него тоже будет возможность работать над проблемой невидимости (the problem of invisibility). 6. Хотя Кемп был очень напуган, он старался сохранить присутствие духа. "Как Вам удалось стать невидимым?" - спросил он спокойным, ровным голосом, как будто ничего особенного не произошло. 7. "Вы, конечно, знакомы с работами профессора X. Он сделал удивительные открытия, но я пошел дальше", - начал Невидимка, но вдруг остановился... Кемп чувствовал, что Гриффин был очень взволнован и едва владел собой, но почему-то (somehow) он не испытывал к нему сочувствия. 8. Кемп не сомневался, что Гриффин рассказывает ему правду, но все же, все, что он говорил, казалось невероятным. "Если бы я не встретил Гриффина у себя дома, я бы никогда не поверил, что в мире существует невидимый человек", - подумал ок. 9. "Теперь, когда вы знаете мой секрет, вы не откажетесь работать со мной, - сказал Гриффин. - Ничто не помешает нам сделать новые открытия". 10. Кемп предложил Гриффину остаться у него на ночь. Невидимка долго не мог заснуть в ту ночь.
XXIII. Make up short dialogues using the following structural patterns:
a) to want/need doing smth; to have smth done; I wish smb would do; had done... would have done; did ... would do; had done ... would be doing
b) to dream of doing smth; to look forward to doing smth; now that; I wish I could do
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:
THE LEGEND OF SLEEPY HOLLOW
On the eastern shore of the Hudson River there is a little valley, among high hills, which is one of the quietest places in the whole
53
world. The first white people who came to live there were the Dutch settlers of the seventeenth century, and since that time the valley has been known by the name of Sleepy Hollow.
In this valley there lived a schoolmaster whose name was Icha-bod Crane. He had come there from another state to teach the children of the neighbourhood to read, write and sing.
Ichabod Crane was tall and very thin, with narrow shoulders, long arms and legs, and hands that reached a mile out of his sleeves. His head was small and flat at the top, with big ears, large green eyes, and a long sharp nose; on his long thin neck it looked like a weather-cock.
All the women of the village believed that he was a man of great learning, for he often read aloud to them his favourite book, "The History of New England Witchcraft". It was the only book he had ever read through from cover to cover, and he firmly believed everything it said.
It was always a pleasure to Ichabod to pass the long winter evenings with the old Dutch wives as they sat spinning by the fire. He listened to their tales of ghosts, and the story of a headless horseman made a deep impression on him every time he heard it.
In the same village lived Katrina Van Tassel, the daughter and only child of a rich Dutch farmer. She was not only the richest but also the prettiest girl in the neighbourhood. She was a coquette, too, and wore lots of gold ornaments which had been handed down from mother to daughter for generations.
No wonder Ichabod lost, his heart to Katrina especially after he had visited her father's farm. Everything on his farm was comfortable, happy and in good order. Ichabod was delighted to see the fat meadow lands, the rich fields of rye, of buckwheat, and Indian corn and the orchards full of ripe fruit. His mouth watered when he thought of roast pig with apples, goose in gravy, duck with onion sauce - all his favourite dishes, not to mention ham and bacon, which he loved most of all. From the moment that he saw all these riches, he began to make plans and invent ways for winning the heart of the farmer's daughter. However, he had a whole army of rivals.
Ichabod's most serious rival was a young man Brom Van Brunt by name, the hero of Sleepy Hollow and the surrounding villages. Brom was famous for his skill as a horseman. He was foremost at all races and cock-fights, and he attended all the public gatherings near and far. He was also a constant visitor at Van Tassel's mansion, and it was whispered that Katrina was not quite indifferent to him.
Ichabod Crane was clever enough to understand that he could not fight the battle openly, he, therefore, made his advances in a quiet and gentle manner. Being Katrina's s-inging-teacher, he was able to visit Van Tassel's farmhouse as often as he liked. Brom had fewer chances of seeing the girl.
On a fine afternoon in autumn, Ichabod was sitting on his high stool, like a king on his throne, watching over his pupils as they repeated their lessons.
54
The stillness of the schoolroom was suddenly interrupted by the entrance of a messenger boy who had brought Ichabod an invitation 'to come to a party at Van Tassel's.
As soon as the boy went away, Ichabod told the pupils to be quick and finish their lessons, and the whole school was let out an hour before the usual time. The boys ran out shouting at the top of their voices.
Ichabod stayed behind and spent half an hour brushing his best and only suit and combing his hair before a broken looking-glass which hung in the school-room. Then he went to his neighbour, borrowed a horse and rode out like a knight in search of adventures. His horse was an old plough-horse with a long thin neck and a head like a hammer. It was blind in one eye and, strange as it may seem, was called Gunpowder.
It was late in the afternoon when he arrived at Van Tassel's farmhouse, which was already crowded with friends and neighbours. As usual, Brom Van Brunt was the hero of the scene. .
A world of wonders met the eye of Ichabod Crane as he entered the parlour. On the table there stood plates full of cakes and gingerbread; there were honey cakes and apple pies and pumpkin pies. Big slices of ham and smoked beef made his head swim. Ichabod did not hurry; he tasted every dish in turn and went on eating and drinking long after the others had finished.
And then the music from the hall called the guests to dance. Ichabod was happy beyond words, because Katrina agreed to be his partner. During the dance Brom Van Brunt sat by himself in a corner, jealously looking on.
When the dance was over, Ichabod joined a group of older people who sat smoking at one end of the verandah. They were talking about old times and telling long stories and tales of ghosts and witches. Most of the stories, however, were about the favourite ghost of Sleepy Hollow, the Headless Horseman, who, as they said, had lately been seen again in the valley.
After the party broke up Ichabod stayed behind. He wanted to have a little private talk with Katrina before going home. It is difficult to say what happened during this interview, but in a few minutes Ichabod ran out of the house, and without looking to left or right, went straight to the stable. With a kick of his boot, he woke up his horse Gunpowder. Then he jumped on its back and rode off.
Sad and heavy-hearted, Ichabod rode home. The night was dark: there was no moon. All the stories of ghosts and witches he had heard that evening were fresh in his memory. He felt very lonely. Suddenly he heard a groan: his teeth clattered and his heart began to beat fast. He wished he could get home as soon as possible. He kicked his old horse, and the animal dashed forward. But just by a small brook it stopped so suddenly that Ichabod nearly fell over his horse's head. In the dark shadows of the trees he saw something big and black. The hair on the teacher's head stood on end. To run and fly was out of the question. So, with a show of courage he asked in a shaky voice,
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"Who are you?" Receiving no reply, he repeated his question in a still shaky voice. Again there was no answer. Just then the black thing moved forward, and though the night was dark Ichabod could see a tall man sitting on a black horse, but the rider was headless! Ichabod's fears increased when he saw that the rider was carrying his head on the front part of the saddle. The horror-stricken teacher kicked Gunpowder fiercely, hoping to leave the other horse behind. But it was too late. The rider on the black horse rose in his saddle and threw his head straight at Ichabod. The big round head struck him and the poor teacher fell headlong into the dust. Gunpowder, the black horse and its rider passed by like a whirlwind.
The next morning the old horse was found without its saddle, eating grass near its master's gate. But Ichabod did not appear. The boys assembled at the schoolhouse, but the schoolmaster was not there. The village people went out to look for him. The tracks of horses' hoofs led them to the small brook where Ichabod's old black hat was found, and close beside it a shattered pumpkin. The place was searched but the body of the schoolmaster was not to be d iscovered.
Shortly after Ichabod disappeared, Brom Van Brunt married Katrina; and whenever the story of the unfortunate schoolmaster was related, he always burst into a hearty laugh at the mention of the pumpkin, which led some people to suspect that he knew more about the matter than he chose to tell.
Outline
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Ichabod Crane, the schoolmaster, lives in the quiet village of Sleepy Hollow.
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Crane falls in love with Katrina Van Tassel and her riches.
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Brom Van Brunt is his chief rival.
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Crane is invited to a party at Van Tassel's mansion.
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Ichabod Crane enjoys the party.
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Sad and heavy-hearted the schoolmaster rides home.
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Crane meets the headless horseman and is scared out of his wits.