3. Fill in the gaps where possible with the corresponding words. Translate the words:

Noun	Adjective	Verb
	dexterous
vivacity
	conceivable
		to slobber
morbidity
verisimilitude
		to relent
		to efface
investiture
accessory

4. Define the meaning of the lexical units:

At (in) length, starchy manners, to show a disposition, to back up smth, to have a claim on smb, to nip out by the window, to grim one’s fingers, in an apache-dance routine, to efface the memory, to veto one’s project, to be bound to do smth, to be remote from smth, guilty conscience, to make up to smb, to sound out of sorts, to lash out at smb, to clear the air, to get on smb’s nerves.

Recall the situations the units were used in.

II. Questions and Topics for Analysis

1. Speak on a new stage in the relations between Dixon and Christine.

2. Translate and comment on the statement: “.. he had no charts for these waters, but experience proved it was often those without charts who got the furthest.” (p. 172)

3. What was the joke Dixon was going to play on Johns? Rewrite the letter in proper style and orthography.

4. What can you say about the social standings of Dixon’s students? (p.176)

5. What was Dixon’s financial position?

6. How did he deal with Margaret?

7. Did he have the gut not to throw Margaret “any lifebelts”?

8. Prepare extended outlines of the chapters.

III. Focus on Writing

1. Translate the paragraph “Dixon felt… he said” (p.172) in written form. Define it key idea.

2. Write summaries of the chapters.

3. Comment on the phrase: “I do not say “after you, old boy” to chaps like him” (p.173). Write a 120-word essay on the topic “Moral values and contemporary relationships between young people”.

IV. Focus on Text Analysis

Characters are created as individuals in every literary text. Characters can be round, if they are complex and expand or change in the development of the story, or flat, which are usually constructed round a single trait. Sometimes there are characters with distinctly opposing features. When the contrast between them becomes apparent, one serves as a foil to the other.

The chief/main character in a play or story is called protagonist (or the hero). The major opponent of the protagonist is antagonist (or enemy).

Both round and flat characters have different functions in the conflict of the story, which can be external or internal. The external conflict happens between human beings or between man and the environment (individual against nature, individual against the established order or values in the society etc). The internal conflict takes place in the mind of the character, who is torn between opposite features of his personality.

1. Divide the characters created in the book into flat and round:

1. Alfred Beesley; 2. Mr. Michie; 3. Margaret Peel; 4. Mr. Catchpole; 5. Neddie Welch; 6. Bertrand Welch; 7. Carol Goldsmith; 8. Christine Callaghan; 9. Evan Johns; 10. James Dixon; 11. Alfred Beesley; 12. Mr Gore-Urquhart; 13. Celia Welch; 14. Mr. Caton; 15. Mr. Bill Atkinson; 16. Miss Cutler; 17. Cecil Goldsmith.

2. Define the protagonist(s) and antagonist(s) of the book. Explain what makes them the ones.

3. Define the characters that serve as foils. Explain your choice. Identify the presence or absence of conflicts in the text. Give reasons for your answer.