- •Easy reading
- •Предисловие
- •How to analyze 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.
1. Learn the meaning of the following words and reproduce the situations in which they are used:
to afflict abandonment elusive importunity
to veil grief tumultuously significance
hint exhaustion exalted subtle
to haunt persistence riot
to forestall repression to impose
2. Substitute the italicized words with synonyms:
1. Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death.
2. It was he who had been in the newspaper office when intelligence of the railroad disaster was received…
3. He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message.
4. She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance.
5. There stood, facing the open window, a comfortable, roomy armchair.
6. Now her bosom rose and fell tumultuously.
7. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature.
8. He stood amazed at Josephine's piercing cry; at Richards' quick motion to screen him from the view of his wife.
3. Find synonyms for the verb “to shudder” and explain the semantic difference between them. Make up your own sentences using these synonyms.
4. Rearrange the following nouns so that you have the least intensive at the beginning (use an English-English dictionary to do it):
to weep to sob to cry to moan to sigh
SPEAKING ACTIVITIES
5. Find different words (nouns, adjectives) describing different stages of Mrs. Mallard’s state when she heard the news about her husband’s death. Reproduce the situations in which they were used.
6. Complete the following sentences from the text. Make your answer as complete as possible:
1. It was her sister Josephine who told her…
2. She did not hear the story…
3. She could see in the open square before her…
4. She was young, with a fair, calm face…
5. There was something coming to her…
6. But she saw beyond that bitter moment…
7. Her fancy was running riot…
8. Some one was opening the front door…
7. Discussion:
1. Did Mrs. Mallard love her husband? Prove your point of view.
2. Dwell on her reaction to the news about her husband’s death.
3. Would Mr. Mallard ever learn the true reason for his wife’s death?
4. Why is the reader given the weather description in the middle of the story?
5. How does the author describe and characterize the characters?
6. Does the joy that kills exist?
7. What is the main idea of the story?
8. What is the topic of the story?
8. Summarize the story in 15-20 sentences.
WRITING ACTIVITIES
9. Imagine you are Mr. Mallard. Write a passage (150 words) describing his view of the situation. Unit 2
You are going to read the text about relationship between children and animals. While reading, pay attention to the behaviour of the child and his attitude to the cat. Be ready to speak on it.