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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
Jean Webster (Alice Jane Chandler Webster, 1876-1916)Стр 1 из 5Следующая ⇒
DADDY - LONG - LEGS Разработка по домашнему чтению для студентов II курса факультета иностранных языков Jean Webster (Alice Jane Chandler Webster, 1876-1916)
was born in New York and educated there and at Vassar. Among her half-dozen or so novels, Daddy-Long-Legs (1912) became internationally popular and was also dramatized and filmed.
List of proper names
Jerusha Abbot (Judy) Mrs. Lippett Sallie McBride Julia Pendleton Mr. Jervis Pendleton Mr. and Mrs. Semple Unit 1: Blue Wednesday
Step 1
1. Read the introductory part of the book, Blue Wednesday for detailed comprehension. 2. Write a summary of Blue Wednesday. 4
Look up the pronunciation and learn the following words:
wrinkle, haste, comb, trustee, matron, automobile, curiosity, routine, anxiety, anxious, conduct (n), record (n), essay, to ridicule, generous, allowance, progress (n), detail, to sew.
4. a) Find the following word combinations. Look them up in a dictionary, learn their pronunciation and give the Russian equivalents. b) Write out the sentences they are used in. 4
5. Reproduce the situations in which the above suggested word-combinations are used. Model: – to remind smb of smth On the first Wednesday in every month the trustees of the asylum came to make their rounds. That is why everything had to be spotless and in perfect order. All the orphans had to be scrubbed and combed and reminded of their manners.
6. Answer the following questions: 1. What was John Grier Home like? How many orphans lived in the asylum? 2. How old was Jerusha? What was she like? 3. What was a Perfectly Awful Day? 4. Why was Jerusha usually tired at the end of that day? 5. What news did Mrs. Lippett tell Jerusha? 6. Why was it difficult for Jerusha to believe Mrs. Lippett’s words? 7. What was she supposed to become after college? 8. Why did Jerusha want to leave Mrs. Lippett’s ofice as soon as possible? 7. Explain or comment on the following: 1. The Trustees and the visiting committee had made their rounds…and now were hurrying home to their cheerful firesides, to forget their bothersome little charges for another month. 2. …she could not picture the daily routine of those other human beings who carried on their lives undisturbed by orphans. 3. Mrs. Lippet overlooked the fact that Jerusha worked hard for the board during those two years, that the convenience of the asylum has come first and her education second… 4. Had you not managed to be funny I doubt if you would have been forgiven. 5. His reason in requiring the letters is that he thinks nothing helps better to become a writer than letter writing. Step 2 8. a) Find the following word combinations in Blue Wednesday. Look them up in a dictionary, learn their pronunciation and give the Russian equivalents. b) Write out the sentences they are used in. 4
9. Reproduce the situations in which the above suggested word-combinations are used. Model: – to remind smb of smth On the first Wednesday in every month the trustees of the asylum came to make their rounds. That is why everything had to be spotless and in perfect order. All the orphans had to be scrubbed and combed and reminded of their manners. 10. Translate the following passages into Russian: 4 1. “The first Wednesday…whenever a Trustee spoke.” 2. “Jerusha had an imagination…undisturbed by orphans.”
11. a) Write out all that is said about 4 Jerusha Abbot – her nature, life and duties in the asylum, progress in her studies, traits of character, the offer she got. “Mr. John Smith” – peculiarities of his appearance and character, the terms on which he was planning to send Jerusha to college. b) Underline key-phrases in the passages that you write out. Translate and transcribe unfamiliar words. 12. a) Read Blue Wednesday for the second time and get ready to answer the following questions using the suggested word-combinations. Chose additional vocabulary items that you will need to answer the questions. Use as many word-combinations from exercises 4 and 8, as possible. 1. What is the setting of the novel? 2. What was the first Wednesday in every month like? Model:
3. What were Jerusha’s duties on that day and what was her regular work in the asylum? Model:
4. What was Jerusha thinking about while watching the trustees’ departure? Model:
5. What impression did the last trustee produce on Jerusha? Model:
b) Make plans of the following answers using the suggested word-combinations as key-words or additional vocabulary
6. Why did the beginning of the conversation with Mrs. Lippet surprise Jerusha? to one’s surprise, to be at liberty to do smth, to insist on smth, to be accustomed to smth, to interest smb in smth, to care for smb, to raise a question
7) Why was the question of Jerusha’s future raised and her record discussed? to make an exception, to do well in studies, conduct, high school (Am.) (= secondary school – Br.), to be responsible for, to overlook smth, to work for one’s board
8) What impression did her essay entitled Blue Wednesday produce? to be on a committee, to make a speech in smb’s favo(u)r, to show gratitude in doing smth, to ridicule smth, to forgive smb, to have a good sense of humo(u)r, impertinent, to send smb to college
9) On what terms was Jerusha going to be send to college? to have originality, to educate smb to become a writer, to give an allowance, in detail, to make suggestions, to pay smb’s board and tuition, to enable smb to do smth, in return, a letter of acknowledgment, progress in studies, to address a letter to smb, to prefer to do smth, to require smth, to take notice of smth, to become a burden, obligatory, on smb’s part, to be respectful in tone, to escape from smth
Unit 2: September 24th – June 9th
Step 1
1. Read the letters dated September 24 – June 9th.
2. Write a summary of what happened to Jerusha from September 24 to June 9. 4
Step 2
9. a) Find the following word combinations. Look them up in a dictionary, learn their pronunciation and give the Russian equivalents. b) Write out the sentences they are used in. 4
1. to look smth up in an encyclopedia ( a dictionary) 2. to flunk an exam 3. to make an effort (the slightest effort) 4. to hurt smb’s feelings 5. to bring smb up (to be brought up on a book) 6. to hear from smb 7. to bore smb, to be bored with 8. to be (very much) obliged to smb 9. to bother smb with smth 10. to catch up with smb 11. to look forward to smth (doing smth) 12. to enlarge one’s vocabulary 13. to put up with smth 14. to drop in (on smb) 15. to have the courage to do smth 16. to be (to get smb) in a good humo(u)r 17. to do smth from a sense of duty 18. to pass an exam
10. Reproduce the situations in which the above suggested word-combinations are used.
11. Translate the following passage into Russian: 4 “Did you ever see…don’t count”
12. a) Write out all that is said about Jerusha Abbot – her impressions of college, progress in studies, attitude to the other girls / to Mr. Smith / to the John Grier Home, her disposition. 4 b) Underline key-phrases in the passages that you write out. Translate and transcribe unfamiliar words.
13. a) Read the letters for the second time and get ready to answer the following questions using your own plans and the suggested word-combinations. Chose additional vocabulary items that you will need to answer the questions. Use as many word-combinations from exercises 4 and 8, as possible.
1. What private pet names did Jerusha give to the kind gentleman who had sent her to college? Why did she think of him as a sort of a family? to be respectful, to pick smth out, personality, to belong to smb, insulting, to mind
2. What were Jerusha’s first impressions of college? Describe the girls who lived on the same floor with her? bewildering, to get lost, to feel confused, to be excited, to attend college, infirmary, a senior, to wear spectacles, a freshman, red hair, a turn-up nose, to come from, to room together, a single, to room with smb, a founding, advantage, room-mates, to have a chance, to be homesick, disease, amusing, flunking, to be bored at smth, to make the slightest effort
3. What was the trouble with college? What mistakes did Judy make that made everybody laugh at her? artsist, the Middle Ages, archangel, to sound like smb, confusing, to keep still, to look smth up in the encyclopedia, to mention smth, bright
4. Did Judy like to recall the John Grier Home? Why was she afraid to tell the girls about the asylum? to criticize, to hurt smb’s feelings, impertinent, to be brought up, coward, dreadful, to turn one’s back on smth, smb
5. Why was Judy so happy to get new dresses? to be obliged, dizzying experience, to own smth, a waste of money, to be dressed in, to appreciate smth, to start to high school, to fear smth, to wear cast-off clothes
6. How often did Judy write to Daddy-Long-Legs? What questions did she ask him? to hear from smb, to pepper smb with letters, to bore smb, waste-basket, to bother smb with smth, bald, a theorem [‘θIRrRm] in geometry, to look like, gray hair
7. What unbreakable rule did Judy have? In what way was she getting rid of her ignorance? no matter, blank, an abyss of ignorance, to realize smth, to be married, used to, to catch up with smb, to look forward to, to disturb, to be brought up on a book, to stamp smb as strange, allowance
8. What awful news did Judy have to tell Daddy-Long-Legs? to get smb in a good humour, to commence, a great hono(u)r, to vault a bar, icicle, to flunk smth, to be disappointed, not to care a bit, to forgive smb, to hear from smb, to be free from conditions
9. What did Judy accuse Daddy-Long-Legs of? Why did she write that horrid letter? not to show the slightest interest in smth, from a sense of duty, waste basket, to pass an exam, to feel lonely, sore-throaty, infirmary, to get wellm to forgive smb, bandage, to arouse smb’s sympathy, impertinent, ungrateful, to be badly brought up
10. What made Judy happy and cheerful again? to be bored with, to be filled with, rosebuds, message, worth doing smth, to be alone
11. How did Judy get acquainted with Mr. Pendleton? Describe him. to walk smb around, a great experience, to hurt smb’s feelings, to belong among smb, pompous, benevolent, superior, on business, to care for smb, to remind smb of smb, companionable, to have the jolliest time, to be furios with smb
12. Where was Judy going to spend her summer vacation? on a farm, to mind smb, to be entirely grown up Step 1
1. Read the letters dated Saturday night – September, Thursday.
2. Write a summary of what happened to Jerusha during that period of time. 4
Step 2
8. a) Find the following word combinations. Look them up in a dictionary, learn their pronunciation and give the Russian equivalents. b) Write out the sentences they are used in. 4
1. to care for smb 2. to change one’s mind 3. to put oneself in other people’s places 4. to accept smb’s invitation 5. to learn housekeeping 6. to live up to smth 7. a hard bargain 8. to long for smth 9. to miss smth, smb 10. at first glance 11. to be wet (soaked) through 12. not to have the slightest idea of smth 13. to make it up
9. Reproduce the situations in which the above suggested word-combinations are used.
11. Translate the following passage into Russian: 4 “There is a March wind blowing…I don’t care.”
12. a) Write out the new information about Judy Abbot and Mr. Pendleton. 4 b) Underline key-phrases in the passages that you write out. Translate and transcribe unfamiliar words.
13. a) Read the letters for the second time and get ready to answer the following questions using your own plans and the suggested word-combinations. Chose additional vocabulary items that you will need to answer the questions. Use as many word-combinations from exercises 4 and 8, as possible. 1. How did Judy like it on the farm? heavenly, on the top of a hill, meadow, a hired girl, honey, jelly-cake, pickles, adorable, old-fashioned furniture, mahogany
2. Who used to own the farm? How did Judy spend the summer? rhetorical, to be curious to know, used to, a funny coincidence, a curl, to rise in smb’s opinion, the cream of the family, inferior, entertaining, piglets, turkey, to live on a farm, daily business, scenery, immortal, to keep smb busy, to pick blackberries, to pick smth up, to drop smth, to remind smb of smth, affectionate, to be weighed, to gain weight, a health resort
3. Why was it a pleasant sensation for Judy to come back to college? Who did she room with? familiar, to feel at home, in command of the situation, to make up one’s mind, not a bit alike
4. How was Sallie elected class president? to run for class president, an atmosphere of intrigue, politicians, a torchlight procession, no matter, ancient history
5. Where did Judy spend the Christmas vacation? Why did she call it the most beautiful vacation? to be exited at the prospect, a brick house, curiously, restful, homelike, all over curls, good-looking, a junior, to say grace, a relief, to give a dance for smb, doesn’t count, an evening gown, drawback, to de displeased
6. What contest did Judy win? What did the fact prove? a short-story contest, a Sophomore, contestants, to post smth, after all (p. 55)
7. Who invited Judy and her friends to New York? Describe her impressions of the city. to do some shopping, (to go shopping), to stop at a hotel, to be exited over a prospect, scarcely, to recover from, bewildering effect, amazing, entertaining, to devote one’s life to smth, to wear clothes, crockery, to give smb smth, lily-of-the-valley, to care for smb, to change one’s mind
8. What were Judy’s impressions of the play “Hamlet” [‘hWmlIt] ? to have no idea, to suspect smb of smth, dazzling, marvelous, unbelievable, to dream about, to appreciate, to mind, across the footlights
9. How did the book “Jane Eyre” [‘dGeIn’ER] impress Judy? What was the deadly likeness between the two charity institutions? to fascinate, to be outraged, to intimate, sufficient, monotonous, uneventful, to stamp out smth
10. What was Judy’s idea of a happy childhood? Why did she think imaginations should be cultivated in children? quality, to put oneself in other people’s places, sympathetic, understanding, to plan smth out to the littlest detail, no matter, to look back upon, cares
11. What invitation did Judy get from the McBrides? Was she allowed to accept the invitation? Summarize Judy’s reasons for going there. (Choose key word-combinations and additional vocabulary by yourself.)
12. In what way does the letter of the 9th of June differ from the others. What does the change in style indicate? (Note the form of address and the choice of words typical of formal (business) correspondence.)
13. Was Judy disappointed at having to give up the McBrides’ invitation? What hurt her most about her guardian’s instructions to go to Lock Willow Farm? to regard smb’s wishes, couldn’t see any reason, to order smb to some place, impersonality, the slightest hint, to live up to one’s side of the bargains, a hard bargain, lonely, to care for, humiliating, arbitrary, peremptory, omnipotent, providence
14. What enabled Judy to write that she was an author? What scholarship was Judy to have? to accept, to cover board and tuition, marked knowledge of, general excellency, to win a scholarship, to apply for, on account of burden, for sale at all news stands
Unit 4: September 26th – Thursday morning
Step 1
1. Read the letters dated September 26 – Thursday morning.
2. Write a summary of what happened to Jerusha from September 26 to Thursday morning. 4
Step 2
9. a) Find the following word combinations. Look them up in a dictionary, learn their pronunciation and give the Russian equivalents. b) Write out the sentences they are used in. 4 1. to be cross with smb 2. to plan a career 3. to follow smb’s advice 4. to take smth literally 5. to abandon smth 6. to cheer smb up 7. to stand smth 8. to marry into a family 9. to be in accord 10. to be ill with smth 11. a real flesh-and-blood person 12. to get well 13. to set things right
10. Reproduce the situations in which the above suggested word-combinations are used.
11. Translate the following passage into Russian: 4 “You will be pleased to hear…particularly from” (p. 82).
12. a) Write out the new information about Judy Abbot and Mr. Pendleton. 4 b) Underline key-phrases in the passages that you write out. Translate and transcribe unfamiliar words.
1. Why did Judy refuse to obey her guardian and refuse the scholarship? How does it characterize her? to give a comprehensible reason why, objection, in the least, to object, impertinent, from smb’s point of view, to owe smth to smb, indebted, to pay one’s debts, to be annoyed, to earn for oneself, to refer to, obstinate, stubborn, unreasonable, bull-doggish, to accept favours from smb, to recognize smb, sensible, to pat smb on the head, to obey, dutiful, to give up a scholarship, to make a fuss, to deprive smb of smth, a way out
2. Did Judy like her stay in New York? How did she describe the atmosphere of the Pendleton’s house and of college? illuminating, to belong in a family, material atmosphere, to draw a deep breath, carved and upholstered furniture, well-bred, to have a chance to do smth, to care for, unbalanced, to be breathless, to keep one alive mentally
3. What proves that Judy was getting quite indifferent? What were her reasons for refusing to go abroad? there isn’t … any going back, to be intoxicated (p. 86),sober second thoughts said no, to get used to, to insist on, to appeal to smb, to weaken, dictatorial (p. 87), to be tempted, step by step, irrational, stubborn, to quarrel, to pack a trunk, temptation, to be cross with (p. 88), to plan a career, to be an inspiration to smb (p. 89)
4. Why did Judy call herself incorrigible? Speak on how her literary work progressed. (Choose key word-combinations and additional vocabulary by yourself.)
5. How did Judy take the news that her book was going to be published? What was she determined to do with the money she got for it? a check for 1000 dollars, serially, to be wild with joy, apathetic, to owe smb smth, to do smth in gratitude and affection
6. What gave Judy the feeling of a broken heart? Why did she need his unemotional opinion? to give smb practical advice, companionable, an overgrown boy, to look after, to miss smb, to refuse to marry smb, dumb and miserable, misunderstanding, to care for smb, to regret smth, to marry into a family, unconventional ideas, to be in accord, the trouble is, courage, to be ill with pneumonia
7. Describe Judy’s meeting Daddy-Long-Legs in short. (Choose key word-combinations and additional vocabulary by yourself.)
DADDY - LONG - LEGS Разработка по домашнему чтению для студентов II курса факультета иностранных языков Jean Webster (Alice Jane Chandler Webster, 1876-1916)
was born in New York and educated there and at Vassar. Among her half-dozen or so novels, Daddy-Long-Legs (1912) became internationally popular and was also dramatized and filmed.
List of proper names
Jerusha Abbot (Judy) Mrs. Lippett Sallie McBride Julia Pendleton Mr. Jervis Pendleton Mr. and Mrs. Semple Unit 1: Blue Wednesday
Step 1
1. Read the introductory part of the book, Blue Wednesday for detailed comprehension. 2. Write a summary of Blue Wednesday. 4
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