- •Easy reading
- •Предисловие
- •How to analyse the text
- •Comprehension Quiz
- •Means of communicating ideas
- •Choose the phrases you like more so as to make a structure of any text analysis. Prepare two variants: one long (300-350 words), another short (100-150 words). Unit 1
- •The story of an hour
- •1. Learn the meaning of the following words and reproduce the situations in which they are used:
- •2. Substitute the italicized words with synonyms:
- •8. Summarize the story in 15-20 sentences.
- •9. Imagine you are Mr. Mallard. Write a passage (150 words) describing his view of the situation. Unit 2
- •The hero of drummond street
- •6. Explain the meaning of the following expressions. Make up sentences using them:
- •7. Discussion:
- •8. Summarize the story in 15-20 sentences.
- •9. Write a passage (150 words) describing the whole story as if you were a) the Drooler or b) the reporter. Unit 3
- •Discussion.
- •Three is a lucky number
- •The crime in this text is murder, but there are unfortunately many others, consult the dictionary and match crimes to their definitions, translate the words on the left.
- •Discussion
- •Unit 5
- •A shocking accident
- •V. Answer the following questions.
- •VI. Read the following sentences and answer the questions that follow.
- •VII. Discussion.
- •VIII. Imagine that Jerome keeps a diary. Write his entries for these three days:
- •Unit 6
- •Tipsy and the board of health
- •1. Learn the meaning of the following words and reproduce the situations in which they are used:
- •2. Find synonyms for the following words. Make up your own sentences using these words or their synonyms.
- •3. Fill in the gaps with the necessary prepositions:
- •9. Summarize the story in 15-20 sentences.
- •Unit 7
- •Hills like white elephants
- •IV. Fill in the sentences with the words or their derivatives from the previous exercises.
- •V. Fill in the gaps with prepositions where necessary. All the expressions are taken from the text. Translate the sentences. Choose the expressions that are slang. What does the author use them for?
- •VII. Put 10 questions to the contents of the story. Work them out so that they can serve as a plan for further coherent retelling of the story. The first one is made up for you.
- •VIII. Render the contents of the story as if told by: a) Jig; b) her partner; c) the woman from the bar. Resort to the questions you’ve made up.
- •IX. Discussion.
- •Unit 8
- •The absence of emily
- •Consult the text or a good dictionary and insert the prepositions if necessary.
- •Discussion
- •In written form summaries the story in 20 sentences so as your summary to be a short text, remember to use conjunctions to make it pleasant to read. Be prepared to present your summary in class.
- •Unit 9
- •Ten indians
- •IV. Fill in the sentences with the words or their derivatives from the previous exercises.
- •V. Fill in the gaps with prepositions where necessary. All the expressions are taken from the text. Translate the sentences. Choose the expressions that are slang. What does the author use them for?
- •VI. There are words in English that are pronounced in a similar way but differ a lot in their meanings. Study the meanings of “beech” and “beach” and fill in the blanks with a suitable word:
- •VIII. Match the words on the left with their definitions on the right:
- •Unit 10
- •Campbell’s crossing
- •IV. Fill in the sentences with the words or their derivatives from the previous exercises.
- •V. Fill in the gaps with prepositions or adverbs where necessary. All the expressions are taken from the text. Translate the sentences.
- •VI. Find the notions defined below in the text. Fill in the gaps in the sentences that follow with these notions.
- •VII. Replace the words underlined with an expression from the text based on the word(s) in brackets. Make any necessary grammatical changes.
- •XI. Put 10 questions to the contents of the story. Work them out so that they can serve as a plan for further coherent retelling of the story. The first one is made up for you.
- •X. Render the contents of the story as if told by: a) Flora; b) Angus; c) an Inverlochie’s dweller. Resort to the questions you’ve made up.
- •XI. Discussion.
- •Unit 11
- •The garden party
- •Discussion.
- •Unit 12
- •Miracles do happen
- •IV. Fill in the sentences with the words or their derivatives from the previous exercises.
- •V. Fill in the gaps with prepositions where necessary. All the expressions are taken from the text. Translate the sentences.
- •VI. Replace the words underlined with an expression from the text based on the word(s) in brackets. Make any necessary grammatical changes.
- •VII. Supply the missing words. In each case the first letter of the missing word is given. All these expressions are taken from the text.
- •XI. Put 10 questions to the contents of the story. Work them out so that they can serve as a plan for further coherent retelling of the story. The first one is made up for you.
- •X. Render the contents of the story as if told by: a) Else; b) Michael; c) Hermann. Resort to the questions you’ve made up.
- •XI. Discussion.
- •Unit 13
- •The metro
- •Comment on the following ideas, agree or disagree, give your own opinion, mind to support it with arguments.
- •Reading comprehension quiz.
- •The metro
- •Translate the following words and word combinations; insert them into the sentences below:
- •Below you will find some more words from this text and their synonyms which were mixed, match each word with the correct synonym. Use them in the sentences of your own.
- •Even when words are synonymous it doesn’t always mean that they are interchangeable; in the sentences below choose one word in italics that fits the sentence best.
- •Reading Comprehension Quiz
- •Write an essay (300-400 words) on the following topic: One never knows what might happen next.
IV. Fill in the sentences with the words or their derivatives from the previous exercises.
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I felt like a teenager going out on a first … .
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Tom stood in the doorway … his invitation tightly in the hand.
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Young people today are under … pressure to succeed.
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She tried to look grateful, but her disappointment was … obvious.
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British newspapers no longer feel they must treat the royal family with … .
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It had been raining heavily and Dean lost control of his car on a … road.
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The long-term psychological effects of this kind of violence can be … .
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Previous evidence has shown that … in braille involves a number of subsidiary perceptual, cognitive and manual skills.
V. Fill in the gaps with prepositions where necessary. All the expressions are taken from the text. Translate the sentences.
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For nineteen years, Jack’s father worked … the General Electric Corporation.
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She slipped … unconsciousness and died the next day.
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I am extremely grateful … your staff … the assistance provided.
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It felt as though she’d drifted … and … … some dreamlike watery paradise.
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When Maggie was desperate … company, she always phoned Nick.
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She was blind … the realities of her position.
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If she had tried to utter a word, she would have broken … .
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The eruption of the volcano covered states as far away as Montana … a fine layer of ash.
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Ten minutes, fifteen … the most, and the wind would be on them, tearing them from the saddle.
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In last night’s storm a great number of trees and buildings came … in a heavily populated area.
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It is always advisable to check … early to get a good seat … your flight.
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Guess who I bumped into … the way to the airport to pick you … .
VI. Replace the words underlined with an expression from the text based on the word(s) in brackets. Make any necessary grammatical changes.
Example: Hello. What can I do for you? (to help). =
Hello. How can I help you?
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Mervyn, there’s someone calling you from Italy (Italian/line).
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His future life was completely predictable (to look forward).
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But I am calling you about something completely different (not/reason).
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Carl always thought before he acted (never/carelessly).
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You will find George’s appearance shocking (to shock/to see).
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It took us the next two hours to find our way out of the city (to spend/ to search).
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His marriage was never mentioned (they/ to speak).
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He thinks the world of you nothing of me (to him/to compare).
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It may be that this was preferable (as well).
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He could do nothing but sleep (all/to do).
VII. Supply the missing words. In each case the first letter of the missing word is given. All these expressions are taken from the text.
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I’m sorry but it’s five o’clock. I’m i_____ a h_____ to leave.
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Jack, your mother’s o_____ the l_____ from London.
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Every day I get up at the same time, I do the same things, eat the same food – it’s just the same old boring r_____.
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If you disobey his orders, it will c_____ you a lot of t_____.
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This is a very boring town. N_____ m_____ happens here.
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Though we had nothing to say to each other, he kept on trying to m_____ c_____ with me.
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When the firm was taken over, they c_____ d_____ the factory.
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We were separated in the crowd, and couldn’t find e_____ o_____.
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We broke up in 1970. Perhaps it was j_____ a_____ well.
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I didn’t have her phone number, so all I c_____ d_____ was to wait.
VIII. The author creates emphasis in the story. It is achieved by means of an auxiliary verb used where it is not strictly necessary, by means of emphatic ‘it’ and word order, i.e. an adverbial phrase is put at the beginning of the sentence. Look at the examples from the story. What does the author make use of emphatic constructions for? Discuss each example given and all the other cases of emphatic constructions you can find in the text. Change the following sentences from the story so as to make them emphatic.
Example: Miracles do happen.
It was there that he had met Else.
Without you I would have died, I know it.
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Tracy had a date with Vince at 5.30.
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I need a seat on a flight to Hamburg tomorrow morning.
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Michael often worked at night at the radar station.
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Hermann tried to make conversation on the way.
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Hermann drove him into town early the next morning.
SPEAKING ACTIVITIES