БИБЛИОТЕЧКА «ПЕРВОГО СЕНТЯБРЯ» Серия «Английский язык» В ы п у с к 25
Пётр Степичев
ТЕКСТЫ О ДЕТЯХ Дополнительный материал д л я домашнего чтения
Москва Чистые пруды 2009
УДК 372.880.20 Б Б К 74.268.1 А н г л С79 Общая редакция серии «Английский язык»:
Е.В. Громушкина
С т е п и ч е в П. С79
Тексты о д е т я х : Д о п о л н и т е л ь н ы й м а т е р и а л для д о м а ш н е г о чтения / П ё т р С т е п и ч е в - М . : Ч и с т ы е п р у д ы , 2 0 0 9 . - 32 с. - ( Б и б л и о т е ч к а « П е р в о г о сентября», с е р и я « А н г л и й с к и й я з ы к » . В ы п . 25). - Т е к с т рус., англ. ISBN 9 7 8 - 5 - 9 6 6 7 - 0 5 2 2 - 0 Брошюра содержит адаптированные тексты о детях английских и американских авторов. Тексты сопровождаются разнообразными упражнениями репродуктивного и творческого характера. Представленный материал может быть использован Для домашнего чтения в средней школе. УДК 372.880.20 ББК 74.268.1Англ
Учебное издание СТЕПИЧЕВ Пётр Анатольевич ТЕКСТЫ О ДЕТЯХ Дополнительный материал для домашнего чтения К о р р е к т о р М.О. Компьютерная верстка
Гардер Г.В. Струкова
Свидетельство о регистрации СМИ ПИ № ФС77-19078 от 08.12.2004 г. Подписано в печать 25.11.2008 Формат 60x90/16. Гарнитура «Тайме». Печать офсетная. Печ. л. 2,0. Заказ - 2822. Тираж - 10300 экз. ООО «Чистые пруды», ул. Киевская, д. 24, Москва, I21165 Тел. (499) 249-28-77, http://www. I september.ru Отпечатано с готовых диапозитивов в филиале ГУП МО "КТ" "Раменская типография" Сафоновский пр., д. 1, г. Раменское, МО, 140100 Тел. (495) 377-07-83. E-mail:
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© О О О «Чистые пруды», 2009
ВВЕДЕНИЕ Вашему вниманию предлагается сборник текстов о детях. Его основу составили произведения Ш. Бронте, Ч. Диккенса, У. Голдинга и М. Твена. Каждое произведение представлено небольшим адаптированным отрывком, где описывается определенная проблемная ситуация, в которой оказываются дети. Тексты снабжены серией упражнений на ознакомление с лексикой, понимание и обсуждение прочитанного. Фонетические упражнения включают задания на чтение слов и предложений, работу с транскрипцией, интонационными моделями. Лексические упражнения содержат задания на поиск слов в тексте, угадывание значения слов из контекста, составление словосочетаний и предложений. Серия упражнений на понимание текста включает вопросы, задания на определение верности или ложности утверждений, реконструкцию содержания текста по памяти (расположите события в правильном порядке, опишите персонажей, установите автора высказывания). Речевые упражнения позволяют выразить свое мнение о персонажах и событиях, описанных в текстах, а также обсудить проблемы, поднимаемые в повествовании. Для этого в пособии предусмотрены вопросы и темы для обсуждения, ролевые игры. Кроме того, учащимся предлагается озаглавить тексты, а также придумать свое продолжение, Автор выражает благодарность кафедре англистики и межкультурной коммуникации (зав. каф. канд. пед. наук Е.М.Зотова, канд. филол. наук И.В.Адонина, Е.А.Морозова) Московского гуманитарного педагогического института за оказанную помощь в ходе подготовки пособия.
3
From 'Uane Eyre" by Charlotte
Bronte
The novel "Jane Eyre " by Charlotte Bronte is about the hard life of an orphan-girl. The main character of the bookfaces many problems, her relatives and teachers treat her unfairly but she manages to gain happiness she deserves. The following passage is a conversation between Jane, her aunt, and the headmaster of the school the girl is going to enter. Read the text and answer the following question: Was Jane Eyre an honest girl? 11 knocked on the living room door, and went in; Mrs. Reed was sitting in her usual chair, and a huge, grim-faced man2 in a black suit was standing opposite her. "This is the little girl I wrote to you about," Mrs. Reed told him. "Come here," he said. "What is your name, child?" "Jane Eyre, sir." "And are you a good girl, Jane Eyre?" I didn't know what to say. I thought I was good, but I knew nobody in the house agreed. "The less said about that, the better," replied Mrs. Reed. "In short, she's deceitful, dishonest and wicked." "I'm sorry to hear it," said the man coldly. "Do you know where wicked people go, Jane, after they die?" "Do they go to Hell?" I answered. "Indeed they do," he said. "Do you want to get there?" "No, sir," I said. "So what must you do to avoid it?" I was at a loss. I knew I couldn't try any harder to be good, so I said: "I mustn't die, sir." This was not the right answer. The man sighed. "Do you read your Bible, Miss Eyre?" I could answer this. "Yes!" I said happily. "Do you read the Psalms 3 ?" "I don't like them," I said, truthfully. "Oh, wicked child! I know a little boy, younger than you, who knows six Psalms by heart. When I ask him what he prefers, a cake or a Psalm to learn, he says, "Oh, the Psalm, please. Angels sing Psalms. I wish to be like a little angel." He gets then two cakes as a reward for his goodness.4" I thought this boy was a lot more deceitful than me, but I said nothing. 4
Commentary 1
повествование ведётся от лица Jane Eyre [d^ein еэ], Mrs. Reed - её тетя, сестра умершего отца Джейн 2 huge, grim-faced man - крупный мужчина с угрюмым выражением лица 3 psalm [sa:m] - псалом 4 reward for his goodness - вознаграждение за добродетель
Words for Memorizing A character [kasrikta] - характер strict [strikt] - строгий honest [ onist] - честный dishonest [dis'onist] - нечестный kind f k a i n d ] - добрый wicked fwikid] - злой; безнравственный hell [hel] - ад heaven [hevn] - рай in the seventh heaven — на седьмом небе an impression [im'prejn] - впечатление to be at a loss - быть в растерянности, замешательстве to prefer [prffs:] - предпочитать to knock at [nok] - стучать в
Phonetic
Exercises
1) Read the following words: deceitful [df si:tfl] - неискренний, лживый to sigh f s a i ] - вздыхать a niece ['ni:s] - племянница a suit f s u : t ] - костюм Charlotte Bronte [Jculst 'bronti] - Шарлота Бронте
'
2) Guess the words by their transcriptions. Which traits of character are positive and which are negative? Fill in the table. [strikt], ['onist], [dis'onist], ['kaind], ['wikid] positive qualities
negative qualities
5
3) Fill in the letters. Let the translation help you: a c...ke [keik], to pr...fer [pri'fa:], n...body ['naub(s)di], to kn...ck at ['nok], l...ss [bs], m...st [niASt], str...ct f'strikt], h...nest fonist], k...nd ['kaind], an ...mpression [im'pre/n], a h...II ['hel] 4) Which words correspond to the transcription |пэи|? no, knock, know, nobody, not 5) Underline a) [baed] b) [0ink] c) [sli:p]
the word that corresponds to the transcription. Is it "bed" or "bad"? Is it "think" or "thing"? Is it "sleep" or "slip"?
6) Working with intonation. Read the dialogue aloud. Don't forget to use a rising intonation in case of a general question. "This is the little girl I wrote to you about," Mrs. Reed told him. "Come here," he said. "What is your name, child?" "Jane Eyre, sir." "And are you a good girl, Jane Eyre?" I didn't know what to say.
Lexical
Exercises
1) Find the English equivalents in the text: обычный стул, в черном костюме, жаль это слышать, попадать в ад, избежать этого, правильный ответ, наизусть, намного более лживый. 2) Complete the expressions: to be in the seventh ... to be at a ... in the living-... Make situations with these words. 3) Identify the words by their mixed letters: tcirts, aacchrert, nidk, feerrp, oehnts, oiimrpnsse 4) When a person is at a loss he or she doesn't know what to do ... Match: where to go где найти информацию whom to ask что сказать where to find information куда идти 6
how to find help what to say
кого спросить как себе помочь
Какое из перечисленных проявлений растерянности почувствовала Джен Эйр и почему? 5) Make word combinations, matching the nouns with the adjectives from your active vocabulary where possible: strict, honest, kind, wicked, huge, grim-faced
a child, a living-room, a girl, a student, a pet, a chair, people, a book, women, an exercise, a story
6) Put questions to complete the dialogue: a) - . . - Indeed, she is. b) - Indeed, they are. c) - Indeed, I do. d) - Indeed, we did. e) - Indeed, you won't
Text
Comprehension
1) Decide if the statements are true or false. Support your answers by the sentences from the text: a) Jane Eyre, her aunt, and the headmaster were talking in the living-room. b) The headmaster was strict. c) Jane Eyre liked the Psalms. d) Jane wanted to be like a little angel. e) Mrs. Reed wanted Jane to go to school. 2) Find the answers to the questions in the text: a) In what way did Mrs. Reed characterize Jane Eyre? b) What kind of school was Jane going to enter? c) Did Jane Eyre say she was a good girl? d) Do wicked children go to Hell or to Heaven? 7
Speech
Activities
1) Points for discussion: a) Do you think Mrs. Reed loved her niece? b) What is your impression about Jane's character? 2) Read the story on behalf of any character. (You can be Jane, Mrs. Reed, or the headmaster) 3) Act the situation out. (Choose a character and reproduce the situation in your words without looking in the text) 4) Compare Jane Eyre to her aunt. Example: Jane Eyre is younger than her aunt. 5) Give your title for the text.
From "The Lord of The Flies" by 1/1/. Golding
Parti The novel "The Lord of the Flies" by W. Golding is about children (aged from 6 to 12) who got to an uninhabited island after a plane crash. They had to live there without grown-ups, building up their own society, but it turned out that living in society requires mutual respect and responsibility, which the children lacked. The following passage describes the children's first day on the island. Read the text and answer the following questions: Were the children happy to get to an island? Why? Ralph passed a hand through his fair hair and spoke. "We're on an island. We've been on the mountain top and seen water all round. We saw no houses, no smoke, no footprints, no boats, no people. We're on an uninhabited island with no other people on it." Jack interrupted him. "All the same you need an army for hunting. Hunting pigs..." "Yes. There are pigs on the island." "So you see," said Ralph, "we need hunters to get us meat. And another thing'." 8
He lifted the shell2 on his knees and looked at the faces around. "There aren't any grown-ups. We shall have to look after ourselves." The meeting was silent. "And another thing. We can't have everybody talking at once. We must have 'Hands up' like at school. And then I'll give the conch3 to the speaker." "A conch?" "That's the name of this shell. I'll give the conch to the next person to speak. He can hold it when he's speaking." "But..." "Look..." "And he will not be interrupted. Except by me." Jack was on his feet4. "We'll have rules!" he cried excitedly. "Lots of rules! Then when anyone breaks them..." "Yes!" "Wow!" But then another boy, whose nickname was Piggy5, picked the conch. He was paler than usual. "Nobody knows where we are," said Piggy. "Perhaps they knew where we were going to; and perhaps not. But they don't know where we are because we never planned to get there." He sat down. Ralph took the conch from his hands. "That's what I was going to say..." He looked at their attentive faces. "The plane was shot down in flames. Nobody knows where we are. We may be here a long time." The silence was so complete that they could hear Piggy's breathing. "So we may be here a long time." Nobody said anything. "But this is a good island. We climbed the mountain. Jack and Simon were with me. It's wonderful. There's food and drink, and-" "Rocks!" cried out Jack. "Blue flowers!" added Simon. Piggy pointed to the conch in Ralph's hands, and Jack and Simon became silent. Ralph went on. "While we're waiting we can have a good time on this island. We can go without them for some time." He gesticulated widely. "It's like in a book." At once there was a noise. "Treasure Island..." 9
"Swallows6 and Amazons..." "Coral Island..." Ralph waved the conch. "This is our island. It's a good island. Until the grown-ups come to fetch we'll have fun."
Commentary 1
and another thing - и вот еще что a shell [Jel] - ракушка 3 a conch - раковина моллюска 4 Jack was on his feet - Джек вскочил на ноги 5 Piggy - Хрюша 6 a swallow ['swolau] - ласточка
2
Words for Memorizing Hair - волосы (неисч.) red (ginger) hair - рыжие волосы blond (fair) hair - светлые волосы black (dark) hair - темные волосы brown hair - каштановые волосы grey (white) hair - седые волосы to look after - присматривать, заботиться о ком-либо to keep rules / to break rules - соблюдать правила / нарушать правила uninhabited - необитаемый rocks - скалы to climb - карабкаться to interrupt - перебивать to point to smth - указать на что-то to wave - махать to fetch - (зд.) забирать to hold - держать a grown-up - взрослый a mountain - гора
Phonetic
Exercises
1) Read the following words: hair [hes] - волосы breathing ['bri 16113] - дыхание a smoke [smauk] - дым to climb [klaim] - карабкаться 10
a nickname f'nikneim] - кличка, прозвище in flames ['fleimz] - в огне, охваченный пламенем 2) Read the tongue-twister. Mind the sounds [f] in "she", "shell", "store" and [s] in "sea", "sell" She sells seashells at the seashore 3) Working with intonation. Read the dialogues aloud. Mind the punctuation marks "..." and "!" to make the dialogues sound more emotional. a) "But this is a good island. We climbed the mountain. Jack and Simon were with me. It's wonderful. There's food and drink, and ..." "Rocks!" cried out Jack. "Blue flowers!" added Simon. b) "It's like in a book." At once there was a noise. "Treasure Island..." "Swallows and Amazons..." "Coral Island..." Ralph waved the conch. "This is our island. It's a good island. Until the grown-ups come to fetch us we'll have fun." 4) Fill in the table with words according to their pronunciation: blond, to look, to hold, to go, to point, on, a grown-up, a conch, a rock, smoke, so, long м 12
[и]
ы
5) Read the words and find the "odd one out": a) island, like, Simon, climb, nickname, 1 b) grown-up, great, go, ginger, good, pig c) wave, flames, face, name, hair d) mountain, grown-up, fun, hunter, must 6) Which word doesn't sound like |hia]: here, hear, hair?
Lexical
Exercises
1) Find the English equivalents in the text: вершина горы, необитаемый остров, все-таки (при всем при том),
охотник, взрослый, оратор (выступающий), держать, кроме меня, взять раковину, пламя, карабкаться, указать на, забрать. 2) Guess the meanings of the words from the text: footprints, to gesticulate, to plan, to lift. 3) Make word combinations, matching the adjectives with the nouns from your active vocabulary where possible: fair, white, inhabited, strict, huge, nice
hair, an island, a mountain, a grownup, rules
4) Show the gesture described by the following phrase: Ralph passed a hand through his fair hair. 5) The word "like" means: a) нравиться b) как, подобно чему-либо In what meaning is it used in the following sentences from the text? "We must have 'Hands up' like at school." "It's like in a book." 6) Study the phrasal verb "go": go to - идти куда-либо; go by - ехать на транспорте; go on - продолжать; go in for - интересоваться, увлекаться; go away - уйти; go out - выйти; go without - обходиться без. a) Find the phrasal verb "go" in the text. Comment on its usage. b) Make up sentences with the verb "go".
Text
Comprehension
1) Decide if the statements are true or false: a) Ralph was the only grown-up on the island. b) Ralph knew that the island was uninhabited because he had been on the mountain top and seen everything. 12
c) The children liked the idea to have rules. d) Piggy was optimistic and liked the idea to stay on the island. e) Ralph was optimistic and liked the idea to stay on the island. 2) Children made a rule about the organization of speaking. Put in the right order: a)speak b) pass the conch to the next person to speak c) take a conch d) raise a hand 3) Guess the boy by the description: a) a boy who liked to hunt for pigs; b) a pessimistic but clever boy; c) an active boy who wanted to set up rules and have fun before the grownups come.
Speech
Activities
1) Points for discussion: a) Do you think children can live on the island without grown-ups easily? b) What kind of institution did the children try to imitate by their meeting and the idea with the conch? c) Living on an uninhabited island is interesting, isn't it? Would you like to get to an uninhabited island? d) What does a person need on an uninhabited island to be happy? e) What stories about a life on an uninhabited island do you know? 2) Role play. You 're children who got to an uninhabited island. Discuss what to do next. 3) Give your title for the text
Part II Read the text and answer the following questions: Who was the leader of the children? Was he a formal leader or an informal leader? Why do you think so? Ralph lifted the conch again. "Now we come to the most important thing. I've been thinking. I was thinking while we were climbing the mountain. And on the beach just 13
now. This is what I thought. We want to have fun. And we want to be rescued." The passionate noise of agreement from the assembly hit him like a wave. The simple statement, without any proof, but the weight of Ralph's new authority1, brought hope and happiness. He had to wave the conch before he could make the children hear him again. "We want to be rescued; and of course we shall be rescued. My father serves in the Navy2. He said there aren't any unknown islands left. He says the Queen has a big room full of maps and all the islands in the world are drawn there. So, the Queen's got a picture of this island." And again came the sounds of cheerfulness. "And sooner or later a ship will come here. It might even be Daddy's ship. So you see, sooner or later, we shall be rescued." He paused. The assembly was lifted toward safety by his words. They liked and respected him now. Spontaneously they began to clap and presently the platform was loud with applause. Ralph flushed, looking sideways3 at Piggy's open admiration, and then the other way at Jack who wasn't pleased by Ralph's popularity but showed that he knew how to clap, too. Ralph waved the conch. "Shut up! Wait! Listen!" He went on in the silence, borne on his triumph. "There's another thing. We can help them to find us. If a ship comes near the island they may not notice us. So we must make smoke on top of the mountain. We must make a fire." "Afire! Make a fire!" "Come on! Follow me!" commanded Jack, forgetting about the conch. The space under the palm trees was full of noise and movement. Ralph was on his feet too, shouting them to be quiet, but no one heard him. All at once the crowd rushed toward the island and was gone following Jack. Even the small children went and did their best among the leaves and broken branches. Ralph was alone now, holding the conch, with no one but 4 Piggy. "Like kids!" said Piggy scornfully5. "Acting like a crowd of babies!"
Commentary 1
the weight [weit] of Ralph's authority [o:'9oriti] - вес авторитета Ральфа 2 Navy — военно-морской флот 3 to look sideways - смотреть со стороны 14
4 5
no one but - никто, кроме ... scornfully ['sko:nfuli] - презрительно
Words for Memorizing passion ['раз/зп] - страсть passionate - страстный to agree [s'gri:] - соглашаться an agreement - соглашение an assembly [a'sembh] = a meeting to clap - хлопать в ладоши cheer [tfia] - веселье cheerful - веселый cheerfulness — веселость, жизнерадостность to rescue ['reskju:] = to save - спасать to be rescued - быть спасенным
Phonetic
Exercises
1) Read the following words: applause [a'plo:z] — аплодисменты flash [flaej] - покраснеть, вспыхнуть island ['ailand] - остров unknown [лп'паип] - неизвестный again [э'деп] - снова, опять follow ['foldu] - следовать за кем-либо towards [ta'wo:dz] - к, по направлению к... 2) Find the following words in the text and write them out: важный [im'po:t(a)nt], спасать ['reskju:], служить [sa:v], мир [wa:ld], страстный ['рэе/anit], пауза, остановка [pa:z], восторг, изумление [,3edma'reiJ(a)n], триумф, успех ['traiamf], костер ['faia], тихий [kwaiat], громкий [laud], толпа [kraud], 3) Guess the words according to their transcriptions: Horizontally: Vertically: 1) [kaen] 7) ['paejanit] 2) [a'gri] 8) ['reskju:] 3) [faia] 9) [inta'rApt] 4) [smauk] 5) [a'gri:mant] 6) f'tjiaful] 15
Lexical
Exercises
1) Find the English equivalents in the text: повеселиться, простой, доказательство, авторитет, служит в военно-морском флоте, раньше или позже, уважать, спонтанно, хлопотать, аплодисменты, популярность, махать чем-либо, тишина, заметить дым, устроить костер, за мной, толпа, очень стараться. 2) Guess the meaning of the wordfrom the text: spontaneously [spon'teinjasli] 3) Underline a more general word: a) Ralph, Piggy, Jack, children, Simon; b) island, sea, ocean, country, map; c) brown, fair, colour, grey, black, white, blond; d) hope, feeling, happiness,-admiration; e) fire, flames, smoke, firewood. 4) Revise two meanings of the word "like": In what meaning is it used in the following sentences from the text? The noise hit him like a wave. 16
1
They liked and respected him now. "Like kids!" said Piggy. "They act like a crowd of babies!" Make your own examples. Use "like" in two meanings.
Text
Comprehension
1) Match the speaker and the utterance: "It might even be Daddy's ship" Jack "like a crowd of babies" Ralph "Follow me!" Piggy 2) Answer the questions: a) What were the two things that the Children really wanted? b) Describe Ralph's triumph. Were all the children sincerely happy to clap Ralph? c) What was the reason for optimism which Ralph described? d) Did the children like the idea of a fire? Why?
Speech
Activities
1) Points for discussion: a) Do you think Ralph suggested doing the right things to the children? b) Are there any other ways to let people know that you're on the uninhabited island? What are they? c) If there is a group of people, does it mean that there necessarily should be a leader? What qualities can help to become one? d) Children usually don't like rules. Why did they so easily agree to have rules on the island? 2) Give your title for the text. 3) Suggest the continuation of the story. What will happen to the children later? Will their parents come to rescue them? Will they "have fun" like Ralph says?
From "Oliver Twist" by Charles Dickens Parti The novel "Oliver Twist" by Charles Dickens is about an orphan boy whose childhood was marked by poverty and unhappiness. Struggling against the life problems Oliver manages to find out his origin and gain a loving family. 17
Read the text and answer the following question: Was the old gentleman kind or not? Give your arguments. To Oliver's great surprise, the two boys' crossed the street and stopped behind an old gentleman. The Dodger put his hand into the man's pocket, pulled out a handkerchief and gave it to Charley Bates. Then they ran away round the corner. Now Oliver understood the game which the boys played every morning. He stood for a moment, surprised and frightened, and then he started running too. Just at that moment the old gentleman put his hand into his pocket. He didn't find his handkerchief and quickly turned round. When he saw Oliver who was running away, be thought that the boy was the thief. He shouted: "Stop, thief!" and started running after him. Very soon a lot of people were running after Oliver, and they stopped him at last. A policeman appeared and took the poor boy to the police station. The old gentleman was sorry for Oliver when he saw how pale and frightened the boy was. "Please do not punish him too strict" he said. "I'm afraid the boy is ill." "Oh, yes," said the officer. He laughed and turned to Oliver: "What's your name?" Oliver tried to answer, but he was so frightened that he couldn't speak. "Don't you hear? What's your name?" shouted the officer. "Take care of him, officer," said the old gentleman, "he will fall down." Oliver couldn't stand any more and fell down onto the floor. At this moment the door opened and a man ran into the office. "Stop, stop! Don't take him away! Stop a moment!" cried the man. "What is this? Who are you? Go away!" cried the officer. "I will speak, cried the man, I will not go away. I'm a shop assistant. I saw it all. I saw three boys: two others and the prisoner here. They were standing on the other side of the street when this gentleman was reading. The other boy stole the handkerchief. I saw how he did it; and I saw that this boy was very surprised and frightened." "Why didn't you come before?" asked the officer. "I couldn't leave the shop." So, finally Oliver was free, but he couldn't get up. The poor boy lay on his back, and his face was white as paper. "Poor boy, poor boy," said the old gentleman, looking at him. "Call a coach, somebody, please. At once!" A coach came. The old gentleman and Oliver got in and drove away. 18
Commentary 1
the two boys - два мальчика, о которых идет речь, входили в шайку уличных грабителей. Артикль the в данном случае употребляется перед числительным, так как имеются в виду конкретные мальчики (the Dodger и Charley Bates).
Words for Memorizing to be surprised - быть удивленным to be frightened - быть испуганным to be free - быть свободным to be sorry for - сожалеть о to shout - кричать to steal (stole - stolen) - красть to appear — появляться to disappear - исчезать a handkerchief - платок pale - бледный
Phonetic
Exercises
1) Read the following words: to punish ['pAniJ*] - наказывать a thief [9i:f] - вор to appear [a'pia] - появляться a floor [fta:] - пол a coach [kautj] - экипаж fright [frait] - страх, испуг 2) Underline the words with long vowel sounds: to be free, pale, to appear, floor, sorry, poor, please, office, was, were, too, come, shop, word, more, call. 3) Underline the words in which you do not hear sound [wj: want, two, answer, why, who, week, now, homework.
Lexical
Exercises
1) Find the English equivalents in the text: пересечь улицу, вытащить платок, за угол, обернуться, держите вора, попытаться ответить, вбежать в офис, покинуть магазин, наконец, белый как мел, уехать. 19
2) Make up your sentences according to the model: Oliver couldn't stand any more. (Оливер не мог больше стоять.) a) An old man couldn't... any more. b) The police officer couldn't... any more. c) The sportsman couldn't any more. d) The students can't...... any more. e) The teachers couldn't... any more. f) Our group can't... any more. g) I can't any more. h) I don't want to ... you any more. i) I don't... any more. 3) Continue the phrases: a) To my great surprise b) Then , c) So, finally d) He is surprised because e) We are sorry for f) She disappeared after 4) Make up phrases based on the following words and expressions: to be frightened, t'o be free, to be sorry (for), to shout, to appear
Text
Comprehension
1) Answer the questions: a) What was the "play" of the boys? b) Why did the old man think that Oliver was a thief? c) What do you think of the policeman's behaviour? d) What did the shop assistant explain to the police? e) What happened to Oliver? 2) Put in the right chronological order: a) Oliver ran away. b) The shop assistant came to the police office. c) The Dodger stole a handkerchief. d) Oliver was free. e) Oliver fell on the floor. f) People stopped Oliver. 20
3) Match the speaker and the utterance: "Poor boy" "What's your name" "Stop a moment" "Go away" "Stop a thief' "I'll speak"
A shop assistant An old man A policeman
Whom did they address? Who didn't say a word in the story? Why?
Speech
Activities
1) Answer the questions: a) What kind of life did Oliver have according to this passage? (adventurous, criminal, pleasant, dangerous, unhappy, etc.) b) The old man was sorry for Oliver before he knew that the boy wasn't a thief. Why? c) The old man took Oliver to his house. Do you think he was right? d) How should society treat children who break the law? 2) Read the situation out (You can be an old man, a shop assistant or a policeman). 3) Act the situation out (Try not to look at the text). 4) Give your title for the text.
Part II Read the text and answer the following question: Do you think people should trust each other? The old man's name was Mr. Brownlow. His house was nice and Oliver had a large, soft bed to sleep in. Mrs. Bedwin, the house-keeper, nursed Oliver and after a few days he was well again. There was a picture of a beautiful young woman on the wall of the sitting room. Mr. Brownlow called to Mrs. Bedwin: "Come and look at this picture. Oliver looks so much like her! They have very similar features. The mouth and the eyes are the same!" The likeness was 21
so great that Mr. Brownlow looked at Oliver's face in surprise. One evening Mr. Brownlow called Oliver into the library and said: "Oliver, I am very fond of you and I am concerned about your future." •, "Does it mean that you won't send me away?" Oliver asked. "Of course I won't," Mr. Brownlow said, "but 1 want to know all about you. Please tell me everything." Just as Oliver was about to speak, Mr. Brownlow's friend came into the room. His name was Mr. Grimwig. "Who is this boy and where does he come from?" "I shall find out everything tomorrow," replied Mr. Brownlow, "but right now, I want him to help me. The shop assistant has sent too many books and I must return them. Oliver will take them back for me and also pay for the ones 1 am keeping." With that, he gave Oliver a five pound note and told him to come back with the change. "Mark my words," said Mr. Grimwig. "He won't come back. He'll sell the books and run off with the money!" "Don't talk such nonsense! Oliver is a good boy," Mr. Brownlow said sharply. e.
Words for Memorizing to be concerned about - быть обеспокоенным чем-то to be fond of - любить (I am fond of - мне нравится) to be about to do smth - быть готовым что-л. сделать to talk sense / nonsense - говорить разумные вещи/чепуху Mark my words. - Запомните мои слова, a feature - черта similar - похожий the same - тот же самый
Phonetic
Exercises
1) Read the following words: sharply ['Ja:pli] - (зд.) резко to return [ri'ts:n] - возвращаться to nurse [n3:s] - ухаживать за больным a house-keeper ['haus 'ki:pa] - экономка young |]лг)] - молодой a change [tfein<%] - сдача a pound [paund] - фунт (денежная единица Великобритании) 22
2) Match the words with their transcriptions: will . [bi:] won't Lfa:nt] shall [waunt] shan't [woz] be [wil] was [W3:] were [fael] been [bi:n] 3) Underline the words in which you hear sound |i): to be ill, to be busy, to be free, to be dred, similar, sense, with. 4) Underline the words in which you do not hear sound [r]: mark my words, several, similar, to be sure, to be afraid of, to nurse, to return, tomorrow, to be concerned, to run. 5) Which transcription is right? Cross out the wrong variant: to call [ko:l] or [kal]? a concern ['konssn] or [ksn'sain]? a library [iaibrari] or ['libreri]? to pay [pei] or [psi]? a mouth [maud] or [mauO]? a wall [wa:l] or [wo:l]? fond [fond] or [faund]?
Lexical
Exercises
1) Expression "to be about to do smth": A model from the text: Just as Oliver was about to speak... - Оливер уже был готов заговорить ... 1.1) Render the sentences from English into Russian: a) He was about to answer, but the teacher asked another pupil. b) Mr. Forester was about to help me, but I did the work myself. c) Jane was about to cry, but suddenly saw her friend. d) He was about to go away, but his friend called him and he decided to stay. 1.2) Render the sentences from Russian into English: а) Мы уже были готовы уйти, когда зазвонил телефон. 23
b) Собака была готова съесть мой завтрак, когда я вернулся на кухню. c) Преступник уже собирался сбежать, но полицейский его остановил. d) Студент был готов сдать работу, но увидел ошибку. e) Мужчина уже собирался читать книгу, когда увидел своего друга. 2) Expression "to be fond of' (любить что-то делать) Match the words from different columns to make up a sentence: I he she we they the pupils his wife teachers her father dogs
am is are was were
our studying me meat English and other foreign languages his daughter fond of this film my friend reading interesting books playing the guitar cats
What are you fond of? 3) Expression "to be concerned about" (быть обеспокоенным либо) Match the words from different columns to make up a sentence: I he she we they the students people the professor parents his mother
am is are
concerned about
was were
What are you concerned about? 24
чем-
the children's behaviour the results of the test my future his work the ecological problems our new project her report at the conference their health their homework her marks in English
Text
Comprehension
1) Decide if the statements are true or false. Support your answers by the sentences from the text. a) Oliver stayed at Mr. Brownlow's house for two weeks. b) Mrs. Bedwin was Oliver's mother. c) Mr. Brown liked reading. d) Mr. Brownlow gave Oliver 5 dollars. e) Mr. Grimwig didn't believe Oliver. 2) To what noun do the words "them " and "the ones " refer in the following sentence: "Oliver will take them back for me and also pay for the ones I'm keeping"? Consult the text.
Speech
Activities
1) Look at your neighbour. Do you have similar features with him or her (the colour ofyour hair, eyes, etc)? Describe them. You can use the following model: My neighbour has the same ...; We have the same colour o f . . . 2) Answer the question: What do you have in common with your friend? (Что у Вас общего с другом?) Example: We both are... We both like... We both should... We both can...
We both have... We both will...
3) Imagine that you're Oliver and retell the text. 4) Give your title for the text. 5) Suggest the continuation of the story. What will happen to Oliver later? Will he come back?
From "Tom Sawyer" by Mark Twain The novel "Tom Sawyer" by Mark Twain describes the life of an American boy who had a lot of interesting adventures in a small town on the Mississippi. In the following passage Tom Sawyer whitewashes the fence. 25
Read the text and answer the following question: What method did Tom Sawyer use to whitewash the fence? It was Saturday morning, and all the summer world was bright and fresh. There was a song in every heart; and if the heart was young the music was also at the lips. There was optimism in every face and a spring in every step. Tom appeared on the sidewalk with a bucket1 of whitewash and a long brush. He looked at the fence, and all gladness left him and a deep melancholy settled down in his heart. The fence was thirty yards2 long and nine feet3 high. Tom dipped4 his brush and passed it along the topmost plank5; repeated the operation; did it again; compared the small whitewashed part with the big continent of unwhitewashed fence, and sat down depressed. Jim came out of the gate with a bucket. Bringing water from the town pump6 had always been hateful work in Tom's eyes before, but now he didn't think so. He remembered that there was a company at the pump. White, mulatto and negro boys and girls were, always there waiting, resting, trading playthings, quarrelling and fighting. And he remembered that although the pump was only a hundred and fifty yards away, Jim never got back with a bucket of water within an hour and even then somebody usually had to go after him. Tom said: "Say7, Jim, I'll bring the water if you whitewash some." But Jim didn't like the idea. "I don't think aunt Polly will be pleased" - he said and in another moment he was running down the street with his bucket. Tom continued working but the fence was too long. Suddenly he had an idea. There were many important things in his pockets: bits of toys, old coins, marbles 8 ... He could buy other boys' work for these. Ben Rogers was the first boy who appeared. He stopped eating an apple and watched Tom and then said: "Hello, old chap, you got to work, hey?" Tom turned suddenly around and said: "Why, it's you, Ben! I haven't noticed you." "I want to go swimming, I do. Don't you wish to go? Of course you do. But you must do the work first." "What do you call work?" - replied Tom Sawyer. "Why, isn't that work?" - answered Ben. Tom stopped whitewashing, and answered carelessly: "Well, maybe it is, and maybe it isn't. All I know is that it suits Tom Sawyer." "Oh come, now, you don't mean to say that you like it?" The brush continued to move. 26
"Like it? Well, 1 don't see why I can't like it. Does a boy get a chance to whitewash a fence every day?" That put the thing in a new light9. Ben stopped eating his apple. Tom moved his brush back and forth, looked at the work critically, added a touch here and there. Ben got more and more interested, and presently he said: "Say, Tom, let me whitewash a little." Tom wanted to agree but then changed his mind: "No, I can't give it to you. It is the fence in the street. Aunt Polly thinks it's really important. If it were the back fence I wouldn't mind and she wouldn't." "Is that so? Oh come, now let me just try. Only just a little. I would let you, if you were me, Tom." , • "Ben, I'd like to, but Aunt Polly... Well, Jim wanted to do it, but she didn't let him; Sid wanted to do it, and she didn't let Sid." "I'll give you all of it!" - Ben showed an apple. Tom gave up the brush with reluctance10 in his face, but happy in his heart. And while Ben worked in the sun, Tom sat in the shade, eating his apple, and planned how to catch other boys. There was no lack of material; boys happened along one after another; they came to lkugh at Tom, but remained to whitewash. By the time Ben was tired, Tom had traded the next chance to Billy Fisher for a kite, in good repair; and when he played1 out, Johnny Miller took his place for a dead rat and a string to swing it with and so on, and so on, hour after hour. When the middle of the afternoon came, Tom was literally rolling in wealth. He had twelve marbles, a piece of blue ^bottle-glass to look through, a key that wouldn't unlock anything, a fragment of chalk, a toy soldier, six firecrackers, a kitten with only one eye, a dog collar but no dog, the handle of a knife, four pieces of orange-peel. Tom had a nice, good, free time all the while: a big company and the fence had three coats of whitewash on it! If he had more whitewash he would have bankrupted every boy in the village. Tom said to himself that it was not such a sad world, after all. He had discovered a great law of human action, without knowing it namely, that to make a person do a thing, it is only necessary to make the thing difficult to get. If he had been a great and wise philosopher, like the writer of this book, he would now have understood that Work consists of whatever a body is obliged to do, and that Play consists of whatever a body is not obliged to do. Tom thought about it for some time and then went to the boss to report.
Commentary 1 2
a bucket ['bAkit] - ведро yard [ja:d] - мера длины, равная 91 см. (30 yards = 27,3 metres) 27
3
feet [fi:t] (мн. число от foot) - мера длины, равная 30,5 см, составляет одну треть ярда (9 feet = 2,7 metres) 4 to dip [dip] - макать, окунать 5 topmost plank - верхняя планка 6 pump [ р л т р ] - насос, помпа 7 say - (по)слушай (обращение) /=1оок here/ 8 marbles ['ma:bl] - стеклянные шарики для детских игр 9 That put the thing in a new light. - Это меняло дело. 10 reluctance [n'Uktans] - неохота, нежелание
Words for
Memorizing
to compare - сравнивать to wait - ожидать to rest - отдыхать to trade - торговать, обменивать to quarrel - ссориться to remember - помнить to be pleased - быть довольным to turn around - повернуться to notice - заметить suddenly - вдруг to suit somebody - подходить кому-либо to change one's mind - передумать, изменить решение to let somebody do something - позволить кому-либо что-то to run out of - иссякать, закончиться to be obliged to - быть вынужденным within an hour / in an hour - в течении часа / через час
Phonetic
Exercises
1) Read the following words: gladness ['glasdnas] - радость brush [ЬглЛ - кисть necessary ['nesis(a)ri] - необходимый fence [fens] - забор to whitewash ['waitwoj] - белить to dip [dip] - погружать melancholy ['melanksh] - меланхолия to mind [maind] - возражать carelessly ['kealisli] - небрежно, беспечно (al)though [э:Гбэи] - хотя
2) Match the words with their transcriptions: a word to quarrel < to trade to compare to suit to notice within to wait suddenly
\
a transcription [кэт'реэ] ['nautis] fsAdnlt] rsju:t] ['kwor(a)l] [weit] ftreid] [widin]
3) Read the words and find the "odd one out": ' a) quarrel, garelessly, change, compare; b) appear, compare, careless: c) arojmd, <щг, abfiut, show, fijit, without d) melancholy, necessary, suddenly, play
Lexical
Exercises
1) Find the English equivalents in the text: мир, яркий, свежий, на устах, боковая дорожка, ненавистный, по мнению Тома (в глазах Тома), игрушка, кусок чего-то, старина (старик, дружище), желать, называть, подходить кому-либо, да брось (да ладно), взад и вперед, критично, мазок (прикосновение), передумать (изменить решение), в тени, оставаться, бедный, буквально, купаться в богатстве, фрагмент (кусок), апельсиновая кожура, слой (краски), обанкротить. 2) Study the words and expressions: mean - значить What do you mean? - Что ты имеешь в виду? It means... - это означает... I mean to say that... - я имею в виду, что...; я хочу сказать, что... Find the examples in the text. 3) Study the words and expressions: call - называть, звать, звонить What do you call this in Eftglish? — Как это по-английски? Call me later - перезвони мне позже - What do you call a thing for painting? - Как ты называешь эту штуку для окраски? 29
- 1 call it a brush - я называю ее кистью Find the examples in the text. 4) Study the expression: Let somebody do something - позволить кому-то сделать что-то: Let me help you - позволь мне помочь тебе Let the children watch TV - позвольте детям смотреть телевизор Don't let him go - не разрешайте ему уходить Find the examples in the text. 5) Study the expression: lack of - недостаток, нехватка чего-либо to lack - испытывать недостаток, нуждаться What do you lack - чего вам не хватает? There was no lack of material - в материале не было недостатка. 6) Render the sentences from Russian into English using vocabulary from exercises 2-5: a) Что ты называешь работой? b) Том позволил Бену побелить забор. c) Что он имеет в виду? d) И чего ему не хватает? e) Не разрешайте детям ссориться. f) Как это слово будет по-русски? g) Нехватка времени - главная проблема студента. h) Это слово означает «забор». i) Позвони Джиму. Он знает, что это значит. j) На твоем месте я бы разрешил Молли пойти с нами, к) Вот это я называю хорошей работой. Я хочу сказать, что Вы отлично справились с этим упражнением. 7) Make up an adventure story based on the following words and expressions: Let's, lack of, call, to mean, to wait, to be obliged to, to change one's mind, to notice, to remember, to compare, to be pleased, suddenly.
Text
Comprehension
1) What did the boys give Tom for their chance to whitewash a fence? Match the thing and the owner: 30
Ben Billy Johnny Jim
nothing an apple a dead rat a kite
2) How many yard away was the pump? Choose the right answer: 150, 136, 146, 125, 82 And how many feet is it? 3) Name the synonym to the wordfrom the text: plaything 4) Retell the story on behalf of Ben. (Why did you come to Tom? What did you see? Why did you agree to whitewash the fence? Did you like it?)
Speech
Activities
1) Role play. One person is Tom Sawyer. All the others want to whitewash the fence. Ask Tom to let you do it like in the following example: "If you let me whitewash, I will give you... " Tom Sawyer chooses another person to whitewash and now all the rest should ask the chosen person to let them whitewash next. 2) Make the list of things that Tom Sawyer collected. Do you think it was a valuable collection? 3) Do you agree or disagree with the statements from the text? Comment on them: a) "To make a person do a thing, it's only necessary to make the thing difficult to get". b) "Work consists of whatever a body is obliged to do, and Play consists of whatever a body is not obliged to do". c) People rarely succeed unless they have fun in what they are doing. (Dale Carnegie) 4) Give your title for the text. 5) Make your own definition of work and game. What do you think about using games at the lesson? 6) What other adventures of Tom Sawyer do you know? 31
CONTENTS Введение From "Jane Eyre" by Charlotte Bront.. From "The Lord of The Flies" by W.Ciolding Part Г.Г........ ....:.... Part II From "Oliver Twist" by Charles Dickens Parti Part II ....... From "Tom Sawyer" by Mark Twain
32
3 4
.../.
8\ 13 • 17 ц. 21 25
