Unit 4. (9th of June – Saturday)

Vocabulary work

Exercise 1.

a) Consult a dictionary and translate the following words from the extract. Practice their pronunciation paying attention to stresses.

Apiece, welfare, prickly, all-inclusive, murmur, obstruct, ignorance, squeal, inferior, guinea fowl, witch-hazel, churn, nondescript, immortal, drowsily, locust, inherit, revengeful, sympathetic, ostensibly, tousle-headed, grimy, inimical, heatedly, sufferance.

b) Listen to your partners’ reading of the above exercise. Correct their mistakes.

Exercise 2. A suggested list of useful expressions. Learn them and recall the situations from the extract in which they are used. Use them in your own examples.

To sketch out,

To chase up/down,

To spread out,

To blow out,

To put away,

To hunt the eggs,

To crawl over,

To room with.

Exercise 3. Complete the table to make word families. Use the dictionary to help you. In case there is no corresponding derivative put a NO sign.

Noun	verb	adjective	adverb
		familiar
	excite
room
			drowsily
		revengeful
murmur
	disturb
			prickly

Exercise 4. Choose from the list an appropriate word and insert it into the gap.

Sufferance, apiece, sympathetic, ostensibly, immortal, inferior, all-inclusive.

1. We sold 385 prints at $10 ….

2. Our trips are …– there are no hidden costs.

3. It was not a … house and the furnishing and pictures were ugly.

4. The big bosses went to Hawaii, … to launch the new project.

5. Dracula, … murderer.

6. He felt … to them.

7. It is beyond ….

Exercise 5. Make these sentences complete, recalling the situations they are used in the extract.

1. I don’t know what kind of a thing a farm is. I’ve never been …

2. The room marked with a cross is not where the murder was committed, but ...

3. I fell off a beam in the barn lift yesterday, while …

4. A nice, sleepy sermon with everybody drowsily waving palm-leaf fans, and the only sound …

5. I like the Semples immensely; their …

6. I am beginning to feel at home in college, and …

7. Sallie and I decided last spring that we should like to room together, and Julia …

8. Packing your trunk and going away is …

Exercise 6. Here are some sentences from the text. Explain what the words in bold type mean.

1. And the cream of the whole family is Master Jervie – I am pleased to say that Julia belongs to an inferior branch.

2. There’s a valley and a river and a lot of wooded hills, and way in the distance, a tall blue mountain that simply melts in your mouth.

3. She (cow) got into the orchard Friday evening and ate apples under the trees, and ate and ate until they went to her head.

4. Oh, I tell you, Daddy, when we women get our rights, you men will have to look alive in order to keep yours.

5. I wish my parents had chucked me into a French convent when I was a little instead of a foundling asylum.

Exercise 7. These conversational expressions appear in the text. In what situations could you use these phrases?

Isn’t that a lark? Isn’t it funny?

I don’t suppose…

That is the truth I am telling.

I’m so excited!

This is a heavenly spot!

Happy day!

Exercise 8. Learn the following extract: “This is a heavenly, heavenly, heavenly, heavenly spot! … but a kind flash of lightning came from heaven and burnt them down”.

Exercise 9. Say it in Ukrainian.

1. I am not used even yet to being outside the John Grier Home. Whenever I think of it excited little thrills chase up and down my back. I feel as though I must run faster and faster and keep looking over my shoulder to make sure that Mrs. Lippett isn’t after me with her arm sketched out to grab me back.

2. Thank heaven I don’t inherit any God from anybody! I am free to make mine up as I wish Him. He’s kind and sympathetic and imaginative and forgiving and understanding – and He has a sense of humor.

3. A person important enough to be a Trustee can’t appreciate the feelings of a person unimportant enough to be a foundling.

4. We’re very important persons now in “258”. Julia and I come for a great deal of reflected glory. It’s quite a social strain to be living in same houses with a president.

Reading Comprehension

Attention check

1. Answer the following questions:

1. Where was Judy going to spend her summer?

2. What did she take with her?

3. Who lived on Lock Willow Farm?

4. What did they usually eat there?

5. What coincidence impressed Judy?

6. What was Judy’s daily business when she was on Lock Willow Farm?

7. What names did Judy give to cows?

8. What did Jerusha find on her sheet of paper when she came back after picking blackberries? How did she explain her attitude to this insect?

9. What book did Judy find in the attic? Did she have some fun reading it?

10. With whom was Judy rooming being a Sophomore?

11. What new subjects did Judy begin to study?

12. Who invited Judy to spent winter holidays?

Discussion

1. Discuss the events of the extract you have read:

1. Can you describe Jerusha’s feelings when she came first to Lock Willow Farm? Could you describe Lock Willow Farm and its inhabitants?

2. Why did Jerusha call Master Jervie the cream of the whole family?

3. What God did Judy have in her imagination? Why did she drop theology from her conversation with the Semples? What was her attitude to the Semples?

4. Why did she say that she felt at home in college? In her opinion could Daddy-Long-Legs understand a foundling?

5. Sallie became a president of a class. What did Jerusha mean saying Daddy to look alive?

6. What new problems were girls interested in when they had their leisure hours?

7. Why was it important for Judy to spend the Christmas vacation at Sallie’s? How did she explain it?

2. Character description:

1. Could you describe little Master Jervie using the content of this part? Did you notice anything that Master Jervie and Judy had in common?

2. Could you remember Judy’s description of girls on the photo? How precise she described their characters, didn’t she?