II. Questions and Topics for Analysis

1. What caused Margaret’s attempted suicide?

2. In what light did Margaret interpret Dixon’s actions?

3. What was Dixon’s real attitude to Margaret?

4. Why didn’t Dixon want to attend Neddy’s arty get-together?

5. What was your favourite episode of the chapter?

6. How does chapter differ from the previous one (language, tone, setting etc)? What do the chapters have in common?

III. Focus on Writing

1. Make an expanded outline of Chapter 2.

2. Describe the main characters/ heroes and heroine/s of the book. Use the following scheme:

a). Place and time you first met the character;

b). Physical appearance;

c). Personality characteristics and their justification (e.g. Jim is ambitious as he always wants to be first in class);

d). Activities he/she is good/bad at;

e). Comments and feelings about the character.

Chapter 3

I. Active Vocabulary

1. Learn the pronunciation and the meaning of the given words:

Moustache, fulsomely, to writhe, scholasticism, to illustrate, Medieval, medievalist, fascinating, debasements, vulgarization, dementary, buff-coloured, a pad, exultation, fringe, endurance, rectangular, archaic, Leicester, scornfully, censoriously, an eavesdropper, tallow, immobility, a spire.

2. Match the words in column A with their synonyms in column B:

A B

to retire behavior

to expand to narrate

sick to leave

to tell to oppose

demeanour fierceness

to eavesdrop to enlarge

ferocity queasy

lodging to hide

to counteract accommodation

to discharge servility

cruel to fire

adulation savage

to keep close to bug

3. Learn the expressions. Recall the situations they were used in:

To fall to a degree, on behalf of smb/smth, to keep smb at arm’s length, to make a fool of smb, to be reluctant to do smth, to feel superstitiously, out of sheer spite, to be smb’s due, there won’t be much meat in it, to terrify smb for smth, to make a point of smth.

II. Questions and Topics for Analysis

1. Why was Dixon against Michie’s studying Medieval Life and Culture? 2. Why was a letter from L.S. Caton so important for Dixon?

3. Speak on the new characters of the novel: Beesley, Miss Culter, Bill Atkinson, Johns.

4. What favour did Dixon ask Atkinson for? Why?

5. Make an expanded outline of the chapter.

III. Focus on Writing

1. Add new words to your list of words, connected with the topics “Education” and “University Life”.

2. Choose the paragraph “Again she turned <…> as consciously brave” (p.28) or “This question <…> Augustine” (p.p. 37-38) for the written translation into Ukrainian.

3. Analyze the chapters’ point of view. Mind that the author may choose a first-person narrative when one of the characters tells of things that only he or she saw and felt or a third-person narrative, where the omniscient author moves in and out of people’s thoughts and thus comment freely on what the characters think, say and do.

Useful phrases:

The narration is subjectivized/ is written/is presented in the first person …

The narration is objectivized/ is written/is presented in the third person …

From the point of view of presentation the text is the first/third person narrative…

It is rather a description than a narration as ….

It is rather a narration than a description as ….

It is a mixture of description and narration as ….

The narration contains interior speech/ monologue that renders the character’s thoughts and feelings about ….

The dialogues presented in the text characterize/ portray / describe heroes as …./ make characters realistic as …

Some insertions of direct/interior/ represented speech are aimed at ….

4. Write a summary of the chapter.