IV. Focus on Text Interpretation

Simile is a partial identification of two objects belonging to different spheres or bringing together some of their qualities. The object and subject of comparison are united by formal markers: as, as…as, like, as though, as if, such as. Thus similes draw an imaginative comparison between two objects foregrounding one or more points of resemblance (e.g. My heart is like a singing bird; John works like a horse).

Note: Don’t confuse similes with grammatical/logical comparison (e.g. I am as tall as my mother; She works as hard as a miner).

Find in the chapter and write down in your copy books examples of similes. Find the points of resemblance between the compared objects and explain the effect they produce in the text.

Assignment 5 Chapters 7, 8 Chapter 7

I. Active Vocabulary

1. Learn the pronunciation and the meaning of the given words. Make up five sentences of your own with any of these words.

A junk-room, mould, imbecility, a chest of drawers, threshold, incendiarism, effortfully, wisp, feminine, neurotic, triteness, hang-over, un-prim.

2. Find the odd man out:

Cursedly pleasantly repulsively disgustingly

to bear with to put up with to stand for to rebuke

satisfactory intolerable insufferable unbearable

Primness simplicity stand-offishness stiffness

3. Define the meaning of the lexical units:

To be implicated, to barge in smth, by effort, on one’s part, to have no grace to do smth, to reflect on smth, to succeed in doing smth.

Write down the sentences they were used in. Translate them into Ukrainian.

II. Focus on Grammar

1. Mark the sentences with modals verbs. Define the meaning and translate them into Ukrainian (p.88-89).

2. Write down the sentences with Gerund. Analyze the usage of it.

III. Questions and Topics for Analysis

1. Say how the words characterize the persons:

a). “How sound her suggestion had been” (p.93);

b). “It was surely wrong to dress, and to behave most of the time, in a way that so un-prim when you were really so proper all the time” (p.91);

c). “It was her usual greeting to a roomful of people; a long, exhaled, downward glissand” (p.94);

2. What was Margaret’s response to the fire in Dixon’s bedroom?

3. Comment on Dixon’s feeling while talking to Margaret. How could you explain his inner thoughts?

4. What pretext helped Dixon to get away from Professor Welch’s house? How did the rest of the guests perceive it?

5. Divide the chapter into logical parts. Name each part and reproduce it.

6. Define the message of the text, its key idea based on the context of the chapter.

IV. Focus on Writing

How is Margaret’s/ Christine’s/Dixon’s character being developed in the course of the chapter(s)? Compare Margaret’s and Christine’s personalities introduced in the book.

Chapter 8

I. Active Vocabulary

1. Learn the pronunciation and the meaning of the given words. Make up five sentences of your own with any of these words.

Summon, a show-down, to mortar, to bayonet, frown, testimonial, the Mediterranean, distraction, hatred, trustworthy, self-indulgent, to disperse, self-imposed, to repel, a trump card, a stand-by, Merrie England, cue, to compensate for smth.

2. Match the synonyms:

1. to abuse a. false

2. incoherence b. reservedly, frostily

3. guardedly c. negatively, unfavorably

4. epitome d. to insult

5. reticence e. inconsistency, inconsequence

6. forged f. reserve, restraint.

7. dossier g. abstract

8. untowardly h. file

3. Paraphrase / explain the meaning of the sentences below. Recall the situations the expressions were used in. Learn them:

1. “It heralded at best the imposition of some fresh academic tasks designed, conceivably, to probe his value to the Department.” (p. 95).

2. “Dixon couldn’t conceive of such a request” (p. 96).

3. “Dixon switched off most of his attention” (p. 97).

4. “ <…> into grubbing about in the public library for material that might come in handy” (p. 97).

5. “<…> into holding himself in readiness to attend a folk-dancing conference” (p. 97).

6. “Yes, I know a lot of young chaps find some difficulty in setting down to their first job” (p. 99).

7. “you’re on two years’ probation here, Dixon” (p. 100).

8. “as if he were being asked to make some concessions” (p. 100).

9. “I can’t be taken on to the permanent staff” (p. 100).