- •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.
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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.
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The woman grew agitated, frantic, distressed when her child went missing in the grocery store.
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Frank was disloyal, deceitful, unfaithful to both of his wives before they divorced him.
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The kids were delighted, captivated, attracted by the shooting stars at the campsite.
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We finished our dinner swiftly, rapidly, hastily because the movie was about to start.
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I hesitantly, unenthusiastically, grudgingly cut he grass even though it was my brother's turn.
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It was a(n) cruelty, atrocity, crime when they tore the forest down to build a garbage dump.
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Our maid is so careful, meticulous, fastidious that she cleans the bathroom floors with a toothbrush.
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The sun will come out, emerge, turn up when the rain washes the clouds away.
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You can buy all sorts of objects, memorabilia, souvenirs at the aquarium's gift shop.
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The pharmacist was upset because the doctor's handwriting wasn't clear, legible, neat.
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I always take stairs instead of elevators because I am very anxious, claustrophobic, afraid.
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It is (a(n)) command, authorization, imperative that you wash your hands before you handle any of the food.
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I heard my farther damning, cursing, troubling when he cut his finger open with
SPEAKING ACTIVITIES
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Reading Comprehension Quiz
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Where you right in your predictions? In what were you right/wrong?
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Was it possible for the Inspector to guess who the murderer was earlier? What were the clues?
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Why didn’t the Inspector tell his real name and position to the Professor? Would it somehow change the attitude of the latter?
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How did the Professor guess that the Inspector was at the door?
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What was a necessity for and educated and rich man as the Professor to live in such a shabby neighbourhood?
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Do you think that the money the Clairvoyant asked for was a significant amount for the Inspector? How much is it in the Euros? How much do you think the Inspector earned?
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Was it really magic that linked the Inspector to Volona? Were these just words used as a reason for the Professor to be able to increase his price?
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Why do you think was it necessary to kill people to make magic work? Why did the killed people look so much the same as Volona and the Inspector’s wife?
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Did the Professor really have a talent or his clients were simply too frightened to go to the police?
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While stating the price the Professor remarked that everyone pays according to his means, do you believe that the Professor was helping even people who “have little to offer”?
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Why do women ore often come with such problems to the Professor as the Inspector did? “Yet it is rare indeed for men to come to me with problems such as yours.”
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How did the Professor know that the Inspector was not actually going to pay the second half of the ‘token’?
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If the client cannot actually witness the ceremony why was it an imperative for the one to be present at the day of it?
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Did the time matter anything in reality for the ceremony, or was the Professor just using people’s superstitions about such things?
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What do you think will happen to the Inspector next? How would Volona and his wife behave? Are there any chances for him to stay in the police?
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How would you explain the main idea of this text?
IV. The strategy employed by the Professor is a brilliantly learnt techniques of a good manger: you talk a lot not to let your client stop at a potentially difficult moment (price), you state not the money but the result, you try to make person believe that he is unique as well as his problem and thus it’s only such an expert as you are who can help. The feeling of being different from the rest of the world will not let the client go away. Pick up the sentences from the dialogue between the Professor and the Inspector showing how the former uses this strategy. Turn these sentences into plain English; do they produce the same impression? Act out a dialogue between the professor and the Inspector, the task of ‘the Inspector’ is to make the price lower.
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Text Analysis. This text is full of characters and intersecting stories and that’s why quite difficult to analyze, still of course manageable. Use the first part of this book “How to Analyze the Text” as well as the questions below and get ready with the text analysis; remember to express your attitude in conclusion.
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Who is the main character of the story? What are the relations between the main character and the others? What is the role of the other characters in the story (make the main character appear as real as possible; to show what interests the main character has, etc)? How does the author describe and characterize him?
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What impression do the characters have on the reader? How does the author create this or that attitude of the reader? Who do you sympathize with, why?
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Remember the structure of a typical crime story. Who is the victim here; the investigator; who knows more than the others? Did the author succeed in creating a believable story? How did he achieve that?
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What are the main events of the story? Was it a real investigation or just a pure chance that helped to find the murderer? Why is the title of the text ‘The Metro’?
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What is the main idea of the story? What is the social or morale sense the author tried to express?
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What stylistic devices did you manage to find in the story? Why did the author use them?
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What is your attitude to that story?
WRITING ACTIVITIES