Домашнее чтение для лингвистов. Задания. Assignment 1 Blue Wednesday (p. 37) I. Active Vocabulary
Assignment 1 “Blue Wednesday (p. 3–7)”
I. Active Vocabulary
to bear the brunt of
to make one’s rounds
on the point of
to give place to
to be at liberty to do
to overlook the fact
in smb’s favour
a good sense of humour
on the strength of
to discuss the terms
board and tuition
to take a notice of
to be obligatory on smb’s part
1. Explain the contextual meaning of the following lexical units relying on an English-English dictionary.
Endure; predecessor; asylum; impertinent; board and tuition; allowance; overlook; terms.
2. Recount the situations in which the active vocabulary is used.
3. Read and translate.
1) If help does not come we must endure to the end.
2) Board and lodging £ 2 a week.
3) Mrs. Smith has a dress allowance of £ 30 a year.
4) The night watchman makes his rounds every hour.
5) He became capable of carrying on his medical work.
6) A university student at Oxford needs an allowance of £ 250 a year.
7) Are you at liberty to give us any information?
8) It was impertinent of him to behave like that.
9) Doing one’s duty is obligatory on a soldier.
10) Few of the runners endured to the finish.
11) I’ll overlook it this time, but don’t let it happen again.
12) I don’t see much humor in his remarks.
13) I did it on the strength of your promise.
14) He’s lacking in humor.
4. Give Russian equivalents to the following word combinations. Use them in situations or dialogues of your own.
An allowance; to dictate terms; to carry on with one’s work; half tuition
To be impertinent to smb; man of humor; to overlook an offence
Postal tuition; terms of payment; book allowance; board bill; by the terms
Political asylum; favorable terms; fixed allowance
Black humor; my predecessor in office; impertinent curiosity; on the point of death.
5. Give synonyms using active vocabulary.
To tolerate; to continue; to be about to; to make way for; to be free; to excuse; to one’s benefit; to laugh at; relying on; conditions.
6. Explain the following. Give the translation of original sentences.
1) The convenience of the asylum had come 1st and her education second (p. 4).
2) This will enable you to enter on the same standing as the other students (p. 6)
3) . . . to engage themselves for a blessed half hour with bread and milk and prune pudding (p.1)
4) The Trustee . . . now were hurrying home to their own cheerful firesides to forget their bothersome little charges for another month. (p. 2)
5) What could have gone wrong, she wondered (p. 3)
6) . . . and the impression consisted entirely of tallness (p. 3)
7) She . . . had always taken the smallest excuse to be amused (p. 3)
8) . . . the matron was also, if not exactly smiling, at least noticeably friendly (p. 3)
7. Point out the vocabulary relating to Jerusha Abbot.
8. Questions and topics for discussion.
1) Give a brief summary of the chapter.
2) Discuss the impression produced on you by
a) The description of the asylum;
b) Jerusha Abbot;
3) Discuss the authors presentation on the characters. Specially direct and indirect characterization.
Assignment 2 “September 24th – November 15th” (p. 7 – 16)
I. Active vocabulary
To feel confused
To get acquainted
A great deal
To take an interested in
A contagious ward
To room with smb.
To be homesick
To stand smth.
To be bored at
To admit smb to
To talk plain
To turn smb/smth into
To have the upper hand
To turn one’s back on
Cast-off clothes (n.)
To show an unusual amount of originality
1. Give definitions of these lexical units using an English-English dictionary:
To bewilder; to feel confused; to insult; contagious; infirmary; senior; Freshman; to stand smth; to bore; boring; to have the upper hand; an amount of; bruise.
2. Translate these sentences into Russian
1) It was bewildering to contemplate all the possibilities.
2) I was confused to learn of his latest decision.
3) She took a keen interest in the project.
4) She couldn’t stand waiting any longer.
5) He was bored doing nothing.
6) The amount of crime has increased.
7) They turned a meeting into a brawl.
8) Tom looked bewildered when he saw the examination questions.
9) The police asked the prisoner so many questions that he became confused.
10) He took a good deal of trouble over his work.
11) Scarlet fever is a contagious disease.
12) Only 100 boys are admitted to the school every year.
13) He fell down the side of the mountain next day he was covered with bruises.
14) She says she will stand no nonsense.
15) He became insulting in his language.
Mind the difference between:
1. A great deal of + uncountable noun; a great number of + countable noun
Example: a great deal of money/time; a great number of complaints
2. ´insult (noun), but in´sult (verb)
boring They are boring = They bore people
bored They are bored = Someone/smth bores them
Compare! A boring film A bored audience
4. amount of + uncountable noun; number of + countable noun
Example: amount of money number of people
3. Now choose the right word:
1) We have been receiving a great deal/ number of complaints.
2) The book has no pictures and is very bored/boring.
3) We get very bored/boring with the same dishes every day.
4) The amount/number of crime has increased.
5) The amount/number of accidents is steadily increasing.
6) Quite a large number/amount of people believe in ghosts.
7) A large amount/number of money is spent on the army every year.
8) I hope you are not getting bored/boring listening to me.
9) The old farmer was bewildered/bewildering by the crowds and traffic in the big city.
10) Tom looked bewildered/bewildering when he saw the examination questions.
11) The police asked the witness a lot of confused/confusing questions.
4. Translate into English using active vocabulary.
1) Он уже ознакомлен с истинным положением вещей.
2) Не выношу, когда ты хвастаешься.
3) Ее приняли в университет.
4) После случившегося она стала совсем другим человеком.
5) Последние месяцы мы получаем огромное количество жалоб.
6) Она очень нетерпелива и ненавидит ждать.
7) Вскоре ей наскучило разговаривать с ним.
8) Количество несчастных случаев на дорогах постоянно растет.
9) Если ты попытаешься запомнить сразу большой объем информации, ты можешь запутаться в фактах.
10) Я много слышал об этом господине, но лично не знаком с ним.
11) Он не выносит критики.
12) Мне не выносима сама мысль о проигрыше.
13) Я всегда терпеть не мог этого парня.
14) Гостиная была переделана в кабинет.
15) Они сделали из нее кинозвезду.
16) Радость обернулась горечью.
17) У него два интереса в жизни: музыка и живопись.
18) Против него собрано огромное количество улик.
19) Его попытки читать мораль, скучны и надоедливы.
20) Телевизор надоел мне до безумия.
5. Recall the situations in which the active vocabulary occurs in the passage under discussion.
6. Give synonyms using active vocabulary:
to puzzle; perplexed; to go regularly; a first year student; to occupy a room; to endure; to allow entry; to speak clearly; to control; to run away from; purpose.
7. Translate the word-combinations into Russian and make up the situations of your own:
Thoroughly acquainted; aim of life; to gain the upper hand; trifling amount of smth.
To stand the test of time; to turn into a criminal; a noble aim; to insult smb. by word or act.
Isolation ward; ward treatments; to stand pain well; extremely contagious.
Freshmen class; ambitious aim; to take a great interest in; homesick.
8. Explain the statements from the grammar point of view:
1) Classes don’t begin until Monday morning. (p. 7)
2) . . . having somebody take an interest in me after all these years. (p. 8)
3) She believes that if you are a Pendleton that fact alone admits you to heaven. (p. 11)
9. Explain the following:
1) Our day is divided into sections by bells. We eat and sleep and study by bells. (p. 8)
2) They room together and Senior and I have singles. (p. 9)
3) This is the first chance I’ve ever had to get acquainted with Jerusha Abbot. (p. 9)
4) I smiled a little and said no I thought I could pull through. (p. 9)
5) He sounds like an archangel, doesn’t he? (p.10)
6) Sallie is the most amusing person in the world – and Julia Rutledge Pendleton the least so. (p. 11)
7) It’s queer what a mixture the register can make in the matter of roommates. (p. 11)
8) Julia Pendleton tried for the team but she didn’t get in. (p. 14)
10. Topics for discussion:
- Dwell on Judy’s first college experience.
- Discuss her relations with the students.
- Comment on her behavior at college.
Assignment 3 “December 19th – March 26th” (p. 16–24)
I. Active vocabulary
An abyss of ignorance
To catch up
To bring up
To stamp smb as
To sit cross legged
A thank-you note
To put up with
To turn to
To pay a social call
A maiden name
To date back
To get smb in good humour
To be a honour for
To tutor in
To pass or bust
To be free from conditions
From a sense of Duty
1. Explain the contextual meaning of the following words:
a review; to catch up; to stamp as; to turn to; to date back; a lot; to tutor in; dull.
2. Give the corresponding nouns and translate them into Russian:
To confess; to prompt; to explore; to intend; to disappoint; intelligent.
3. Translate the sentences into Russian:
1) His acts stamp him as an honest man.
2) Was it intended?
3) This manuscript dates from the XIV th century.
4) The lot fell upon me.
5) It is deadly dull here.
6) Ignorance of the Law is no excuse.
7) What prompted you to do it?
8) I can’t put up with it any longer.
9) I take your visit as a great honor.
10) This alone stamps the story as a slender.
11) He confessed to cheating on the exam.
4. Insert prepositions or adverbs where necessary.
1) She was brought _____ in a rather strange family.
2) He was too busy catching _____ with his office work.
3) This custom dates _____ to the tenth century.
4) I have no hesitation _____ throwing him out.
5) We will not put _____ _____ such behavior.
6) He confessed _____ us that he lied.
7) These revelations stamped him _____ a cheat.
8) They brought the children _____ _____ stories about Old West.
9) He passed _____ Geography.
10) I am _____ complete ignorance _____ his plans.
11) He did it _____ ignorance.
12) I can put _____ _____ anything.
5. Confirm or disprove the following:
1) Judy studied at night to prepare for her written reviews.
2) Judy had read “Stories about Sherlock Holmes” for many times before entering college.
3) Judy received some money as a Christmas present.
4) Judy liked Julia Pendleton more than Sallie McBride.
5) Judy was going to have her exams in January.
6) Judy decided to sell her textbooks when she was through with them.
7) Judy’s first poem appeared in the February Monthly.
8) D. L. L. answered Judy’s letter.
6. Recall the whole situation. Give reasons for these utterances or actions:
1) You’re an actual old thing with a temper. (p. 16)
2) I am just realizing the depths myself. (p. 16)
3) That would stamp me as a queer. (p. 17)
4) I’m not used to receiving Christmas presents. (p. 18)
5) It was a very low motive. (p. 18)
6) I shall have my whole education in a row in the bookcase. (p. 21)
7) I couldn’t switch her off. (p. 21)
7. Point out the vocabulary relating to:
8. Summarize the events.
Assignment 4 “April 2d – September 15th” (p. 24 – 38)
I. Active vocabulary
To come down with
To arouse smb’s sympathy
To bother smb with
To turn out to be
To walk smb about
To show smb about
To hurt smb’s feelings
To abuse smb
To belong among
To long for
To be used to doing
To rise in smb’s opinion
A health resort
To be worth doing smth
1) In American English use bother someone with or about something. In British English use bother someone with something.
2) Pay attention: propose that someone (should) do something e.g. It was proposed that all members of staff (should) start work an hour earlier.
3) Used to do something = did something regularly in the past but not any more be used to doing something = be in the habit of doing something
1. Give definitions of these lexical units using an English –English dictionary; give the derivatives of the words in bold type:
Beast; bossy; cross; to annoy; to abuse; to belong; to propose; coincidence.
2. Reproduce the situations from the letters where the active vocabulary is employed.
3. Translate into Russian. Make up sentences of your own after the pattern.
1) It has turned out to be a nice day after all.
2) Some people say that answers to prayer are coincidences.
3) Man proposes, god disposes.
4) I am not used to being talked to in that way.
5) The book is well worth reading.
6) She didn’t bother me about the details.
7) It annoyed me to be kept waiting so long.
8) I longed for them to return.
9) Winters used to be not so harsh.
4. Complete the sentences using the suitable word from the vocabulary.
1) He _____ to be an excellent interpreter.
2) Don’t pull the dogs tail, you’ll make him _____.
3) That’s where I _____ to live.
4) It’s hardly _____ troubling about.
5) I think I’m _____ _____ _____ the flu.
6) He was _____ to find his door unlocked.
7) It is _____ to read nothing but bad news.
8) She _____ a new plan to use.
9) It was pure _____ that we were seated together.
5. Expand and comment on the following:
1) It’s much more entertaining to live books than to write them. (p. 26)
2) He’s a real human being-not a Pendleton at all. (p. 31)
3) Everybody is joyous and carefree for vacation’s coming, and with that to look forward to, examinations don’t count. (p. 29)
4) And the cream of the whole family is Master Jervis – I am pleased to say that Julia belongs to an inferior branch. (p. 34)
6. Confirm or disprove the statements. Quote the text if necessary:
1) Judy preferred spending vacation in John Grier Home.
2) Judy considered Trustees nice, pleasant people.
3) Mr. Jervis Pendleton had nothing in common with Julia.
4) Judy didn’t enjoy showing Mr. Pendleton about the campus.
5) Judy had never been in the country before.
6) Mrs. Semple was Julia Pendleton’s nurse.
7) Judy lost nine pounds having spent her vacation on the farm.
7. Topics for discussion.
- Discuss Judy’s attitude to Mr. Pendleton.
- Sum up the information about: the campus in Spring, Mr. Jervis Pendleton, Lock Willow Farm.
- Judy’s state of mind: in the infirmary, after receiving rosebuds, after receiving a letter from Mrs. Lippett, on the Lock Willow Farm.
- Discuss Jerusha’s sense of humor. Quite the text if necessary.
Assignment 5 “September 25th – April 7th” ( p.38-52)
I. Active Vocabulary
To make up one’s mind
To run for
To come up (about a question)
Black and blue
A houseful of
To be excited at
To graduate with honours
To recover from
To devote one’s life to
Across the a footlights
To satisfy one’s curiosity
To smb’s face
1.To make up your mind + to V
e.g. I made up my mind to go for a swim.
2.Am. honor, but Br. Honour
1. Give definitions of these lexical units relying on an English – English dictionary.
To make up one’s minds; to run for a president; a question came up; to beat black and blue; to have a houseful of children; an unapproachable man; with the almost ease; to recover from an illness; to devote oneself to art; to say smth to smb’s face.
2. Study the use of the active vocabulary in the sentences below; translate them into Russian:
1) Everyone was excited when the result of the examinations were announced.
2) The advantages of a good education are very great.
3) Don’t devote too much time to games.
4) That’s more than you dare say to his face.
5) The question finally came up for discussion.
6) He is slowly recovering from his illness.
7) They marched ten miles with ease.
8) He is unapproachable by anyone.
9) It was an advantage to have the team as our opponent in the first round.
10) I have made up my mind never to do it again.
3. Give equivalents to the following using active vocabulary:
- he studies all the time;
- the row of lights along the front of the stage in a theatre;
- openly, in one’s presence;
- to decide;
- one in the next to the last year of the college course;
- to offer oneself as a candidate;
- very badly bruised;
- the profit a person may get from smth;
- earthware, pots, dishes, bowls;
- to give up oneself to;
- a trial of skill;
4. State what preceded or followed these utterances. Use the active vocabulary when describing the episodes if possible.
1) It is a pleasant sensation to come back, to something familiar.
2) Think of Jerusha Abbot late of the John Grier Home for orphans rooming with a Pendleton.
3) You should see what a politicians we are!
4) Wouldn’t it be funny to be drowned in lemon jelly?
5) And as for families! I never dreamed they could be so nice.
6) But Julia hasn’t a bit of tact; and men, I find, require a great deal.
7) I know the secret now, and am never going to flunk again.
8) This is a very entertaining world.
9) I don’t believe that I shall recover for months from the bewildering effect of two days of it.
10) I never used to care much for men – judging by Trustees – but I’m changing my mind.
5. Explain the statements from the grammar point of view.
1) _____ if we could only beat the Juniors? (p. 40)
2) Our innocent prattle appeared to amuse him _____ (p. 43)
3) Speaking of classics, have you ever read “Hamlet”? (p. 47)
4) When I saw my name posted (p. 48)
5) I wish Mrs. Lippet hadn’t given me such a silly name ____ (p. 48)
6. Questions and Topics for discussion.
1) Expand and comment on the following:
a) I am beginning, in fact, to feel at home in the world – as though I really belonged in it and had not just crept in (p. 38)
b) Oh, I tell you, Daddy, when we women get our rights, you men will have to look alive on order to keep yours. (p. 38)
c) “Hamlet” is so much better on the stage than when we analyze it in class (p. 49)
d) It’s a dizzying experience, Daddy, to pass eighteen years in the John Grier Home, and then suddenly to be plunged into the world. (p. 50)
2) Speak about the events happened after Judy’s return from the farm.
3) Dwell on Judy’s state of mind during the Christmas vacations at the McBrides.
4) Characterize “Master Jervis”
5) Give summary of Judy’s trip to New York.
Assignment 6 “May 4th – Saturday” (p. 52–63)
I. Active Vocabulary
To be outraged
To put oneself in smb’s place
A spectacular occasion
Waves of laughter
To fascinate smb
To cultivate in
To take up servants
To crowd smb.
To display comedy spirit
To talk smth over
To regard smb’s wishes
To live up to (one’s side of the bargain)
A social intercourse
1. Explain the contextual meaning of these units relying on an English- English dictionary; give the derivatives of the words in bold type:
To be outraged; to put oneself in smb’s place; to fascinate smb; sympathetic; to take up servants; frank; to display comedy spirit; to regard smb’s wishes; to live up to one’s side of the bargain; humiliating.
2. Note the use of the active vocabulary in these sentences. Translate them into Russian.
1) Waves of laughter followed them the whole length of the course.
2) I think that the most necessary quality for any person to have is imagination. It makes people able to put themselves in other people’s places. It makes them kind and sympathetic and understanding. It ought to be cultivated in children.
3) They don’t take up many servants, and Sallie and I can do lots o useful things.
4) Of course I know that you’ve my guardian, and that I have to regard your wishes in all matters.
3. Recall the situations in which the rest of the active vocabulary is employed.
4. Ask fact- finding questions. Employ the active vocabulary.
5. Explain from the grammar point of view. Make up your own sentences after the pattern:
1) _____ but it was great fun, with the whole class waving balloons and cheering and yelling.(p. 53)
2) There’s something about those Brontes that fascinates me.(p. 53)
3) Having known Mrs. Lippet, I could see Mr. Brocklehurst.(p. 53)
4) Wasn’t it sweet of Mrs. McBride to ask me?(p. 56)
5) _____ you see I’m being frank! (p. 57)
6) The whole house is being cleaned.(p. 61)
7) And if he doesn’t hurry, the cleaning may all have to be done over again.(p. 61)
6. Paraphrase or explain:
1) In all the eighteen years I was there I only had one adventure - when the woodshed burned. (p. 54)
2) But the John Grier Home instantly stamped out the slightest flicker that appeared. (p. 54)
3) He himself (Stevenson) is more entertaining than any of the characters in his books. (p. 60)
4) Whatever Mrs. Semple’s limitations, she is a Housekeeper. (p. 61)
5) Their world is just this single hilltop (p. 62)
7. State what motives these words are prompted by. Recount the circumstances.
1) I never dreamed that a Pendleton could display so much comedy spirit!
2) We both won! At least in something.
3) Wait until you see the orphan asylum that I’m going to be the head of.
4) Just to live in the same house with Sally’s mother is an education.
5) It was so distinctly the best thing that could have happened to me.
6) You’d never, never, never, guess who’s coming to Lock Willow.
7) But after two years in a conversational college, I do miss it.
8. Questions and Topics for discussion.
- Field Day. Describe Judy’s state of mind on that day.
- Do you think that imagination is the most necessary quality for any person to have? May be there are other?
- Speak on Judy’s plans for the summer.
- A real reason of Judy’s disappointment.
- Can a writer be more “entertaining than any of the characters in his books”?
Revision on assignments 1 – 6
1. Insert the necessary preposition or adverb.
1) He takes a great interest _____ politics.
2) Why are you so cross _____ me?
3) Only 100 boys are admitted _____ the school every year.
4) If children are badly brought _____ they don’t know how to behave.
5) The castle dates _____ to the 14th century.
6) The child turned _____ his mother for comfort.
7) Our battalion bore the brunt _____ the attack.
8) Are you _____ liberty to give us any information?
9) The incident turned her _____ a better person.
10) Soldiers are used _____ danger.
11) The test turned _____ negative.
12) I’ve made _____ my mind to join the dramatic circle.
13) It’s wrong to devote yourself only _____ amusement.
14) I would never say that _____ her face.
15) This question has never yet come _____ .
16) I’m quite recovered _____ my cold.
17) We talked it _____ with them.
18) Put yourself _____ my place.
Assignment 7 “August 25th – December 20th” (p. 63-74)
I. Active Vocabulary.
To indulge smb.
To interfere with
To win a scholarship
To apply for
On account of
A comprehensible reason
To owe smth to smb
To be indebted
To pay smb’s debts
To earn for oneself
To pat smb on the head
To make fuss
To be awed at
A prominent person
To get acclimated
To deprive smb of smth
At first glance
To ignore smb
1. Explain the contextual meaning of these lexical units relying on an English- English dictionary; give the derivatives of the words in bold type:
To indulge smb; eccentric; to interfere with; to apply for; gorgeous; a comprehensible reason; to owe smth to smb; to be awed at; to get acclimated; to deprive smb of smth; to ignore.
2. Translate these sentences:
1) He ruined his suit by getting some paint on it.
2) When the school needed a new teacher, six men applied for the position.
3) You’re making far too much fuss about it.
4) Those misfortunes almost deprived him of his reason.
5) He indulges his children too much.
6) You mustn’t let pleasure interfere with business.
7) We are a great deal to our parents.
8) He owes his success to good luck more than to ability.
9) I am greatly indebted to you for your kindness.
10) She won a scholarship to study abroad.
11) It deprived him of two years of training.
12) He still owes for what he bought last summer.
13) I owe it to you that I am still alive.
14) You cannot afford to ignore this.
3. Give equivalents to the following:
- To refuse to consider;
- To give way to, to spoil;
- To take away from a person or thing smth;
- Unusual, peculiar;
- Well-known, distinguished;
- To ask to be given;
- Magnificent, splendid;
- To meddle, to be an obstacle
4. Make up your own sentences with the active vocabulary.
5. Recount the situations in which the active vocabulary is employed.
6. Explain in your own words:
1) The way Mrs. Semple pampers that man is scandalous. (p. 63)
2) Our clothes were wet through before we reached home – but our spirits not even damp. (p. 64)
3) Master Jervie doesn’t let politeness interfere with truth (p. 67)
4) It’s very gorgeous, but I don’t feel as through I belonged in it. (p. 68)
5) I was expecting to spend the rest of my life in paying my debts, but now I shall only have to spend one-half of the rest of it. (p.69)
7. Say why these things did not happen.
1) He looks at first glance like a true Pendleton, but he isn’t in the least.
2) I wanted to ask Mr. Pendleton if he knew you in New York, but I couldn’t.
3) I have worked quite a lot this summer through – six short stories and seven poems. Those I sent to the magazines all came back without much delay.
4) For I’ve already accepted it – and I am not going to change!
8. State whose utterances these are. Speak of the underlying motive of each and the feeling it conveys:
1) Dear! Dear! What shall I do? That nice new coat is perfectly ruined.
2) He has gone and we are missing him!
3) Alors! I am an AUTHOR.
4) It requires an allowance to live up to Julia and her furniture!
5) Strangers! – And what are you, pray?
6) That is my ultimatum!
7) How does that strike you, Mr. Smith? Fancy Terusha Abbot, of the John Grier Home, setting at the tables of the rich!
8) Such a social whirl we’ve been having!
9) Oh, I tell you, Daddy, you little foundling is getting to be quite a prominent person!
9. Questions and topics for discussion.
1) Give a summary of Judy’s spending time with Master Jervie.
2) Make a list of words describing Mr. Pendleton, use them when discussing him.
3) Dwell on Judy’s state of mind when receiving a scholarship.
4) What do you think makes Daddy insist on Judy’s giving up the scholarship?
5) The founder’s dance. Dwell on the events. What did Judy discover?
6) Judy got invitation from Julia Pendleton. Was she really fond of Judy? Why did Judy accept her invitation?
Assignment 8 “January 11th – March 5th” (p.74–94)
I. Active Vocabulary
To drop in
To omit details
To put smb on smb’s feet
To appeal to
To insist on doing
To plunge into
To mislead smb
To dictate to smb
To turn up
To draw a deep breath
To care for
To be equipped with
To have confidence in
To meet smb through smb
Step by step
To concentrate on
1. Give the contextual meaning of these lexical units using an English – English dictionary; give the derivatives of the words in bold type:
To shrink; to appeal to; to tempt; abusive; to mislead smb; to turn up; to draw a deep breath; to have confidence in; step by step; to concentrate.
2. Translate these sentences:
1) Several friends dropped in to tea.
2) I wish he wouldn’t drop in on me so often.
3) Bright colours appeal to small children.
4) Have you any confidence in these newspaper reports.
5) If you concentrate on a problem you are likely to solve it.
6) Woolen clothes often shrink when they are washed.
7) This soap won’t shrink woolen goods.
8) Nothing would tempt me to read poetry.
9) We were misled about this matter.
10) Our hospital is equipped to handle emergency cases.
11) I have absolute confidence in her ability.
12) He fought his way step by step.
13) This is dictated by common sense.
14) The trawler was equipped with masses of electronic devices.
15) He gave me a queer look.
3. Study the of the active vocabulary in the sentences below. Make up your own sentences with the words in bold type:
1) I don’t care for football, I like volleyball.
2) Do these paintings appeal to you?
3) I don’t put mach confidence in what he says.
4) You must concentrate your attention on what you are reading.
5) This chapter may be omitted.
6) Bad companions tempted him to drink heavily.
7) It’s queer that he hasn’t arrived yet.
8) They insist on more money.
9) They conqueror dictates terms to the conquered.
10) The porter insisted on helping us with our baggage.
11) Her appearance misled him.
4. Give all the word combinations you remember with the verbs:
To come; to get; to have; to make; to put; to pay; to show; to take; to turn; to talk.
5. Recount the situations in which the active vocabulary is employed.
6. Give additional information throwing light upon the state of things:
1) The material atmosphere of that house was crushing; I didn’t draw a deep breath until I was on an express train coming back. (p. 74)
2) Julia’s mother says he’s unbalanced. (p. 75)
3) I’m getting quite independent you see. You have put me on my feet and I think I can almost walk alone by now. (p. 81)
4) No one can dictate to me but you, Daddy – and you can’t always! (p. 85)
5) You men ought to leave intrigue to women: you haven’t a light enough touch. (p. 86)
6) I know lots of girls who never know that they are happy. (p. 94)
7. Questions and topics for discussion:
1) Speak of the time Judy had in New York. Her emotions, feelings.
2) Why did Judy find the “atmosphere of academic calm more bracing than New York”?
3) What makes Judy “not so different from other girls”?
4) Dwell on Judy’s plans and prospects for the summer. Why would it be rather “illogical” of her to accept the idea of going to Europe?
5) What can be said about Judy and Master Jervie’s relationships?
6) Judy’s summer.
7) How did Judy feel about the John Grier Home?
Assignment 9 “April 4th – Thursday Morning” (p. 94 – 105)
I. Active Vocabulary
A flesh and blood person
Not a single wink
To get up one’s courage
To get to the point
To be convincing
To be conductive to
To tear smb from one’s heart
To cheer smb up
To bother smb with smth
To marry into a family
To be dazed
1. Give the contextual meaning of these lexical units relying on an English – English dictionary; point out the derivatives of the words in bold type:
A flesh and blood person; to get to the point; convincing; conductive to; to cheer smb up; to bother smb with smth; to faint; to be dazed.
2. Think of the nouns that can be modified by the adjectives:
Incorrigible; convincing; adventurous; conductive; entertaining; conceited; enthusiastic.
3. Note the use of the active vocabulary; translate the sentences:
1) Mr. Smith is a very convincing speaker.
2) Don’t bother me with foolish questions.
3) I didn’t get a wink of sleep last night.
4) Exercise is conductive to good health.
5) It is more than a flesh and blood person can bear.
6) He looks very conceited.
7) The picture left him dazed with admiration.
8) Speaking in public was an ordeal for him.
9) That’s a convincing argument.
10) She didn’t bother me with the details.
11) The atmosphere is conductive to work.
4. Make up your own sentences based on the contents of the letters using the active vocabulary.
5. Explain in your own words:
1) It’s funny how certain places get connected with certain people, and you never go back without thinking of them. (p. 94)
2) _____ you are most convincing when you write about the things you know. (p. 95)
3) I owe you a great deal more than the mere money, and the rest I will continue to pay all my life in gratitude and affection. (p. 100)
4) The reason I sent him away was not because I didn’t care for him, but because I cared for him so much. (p. 101)
5) The two professions are not necessary exclusive. (p. 101)
6. Discuss the motives underlying the following utterances or actions.
1) We decided that the best thing we could do with our ten days was to come where it is quiet. (p. 94)
2) I’m a realist now. I’ve abandoned romanticism. (p. 95)
3) Thank you for your rosebuds. They were lovely. Master Jervie and Master Jimmie both gave me roses, too but I left their in the bath tub and carried yours in the class procession. (p. 96)
4) Before I begin – here’s a check for one thousand dollars. It seems funny, doesn’t it, for me to be sending a check to you? (p. 99)
5) I am afraid I have a tendency to make over my ideas to match his! (p. 100)
6) I think he’s pretty unhappy, and I know I am! (p. 102)
7) Outside the door he turned and whispered, “He’s been very ill, Miss. This is the first day he’s been allowed to sit up. You’ll not stay long enough to excite him?” (p. 104)
7. Discuss the moral aspect of the following actions and utterances:
1) Of course I’m glad to begin paying you _____ I owe you over two thousand more. It’s coming in installments. Now don’t be horrid, please, about taking it, because it makes me happy to return it. (p. 100)
2) It didn’t seem right for a person of my lack of antecedents to marry into any such family as his. (p. 101)
3) Also, I felt sort of bound to you. After having been educated to be a writer, I must at least try to be one. (p. 101)
4) Perhaps when two people are exactly in accord, and always happy when together and lonely when apart, they ought not to let anything in the world stand between them. (p. 101)
8. Questions and topics for discussion.
1) Judy’s state of mind and plans after the commencement.
2) Comment upon Judy’s plans for the future. Dwell on her reasons.
3) Give the gist of Judy’s problem she wanted to discuss with Daddy-Long-Legs.
4) Master Jervie’s reaction to Judy’s refusal to marry him. Give your opinion of the situation.
5) Could you guess who was Daddy-Long-Legs if you were Judy? What things might have told Judy about it? Recall the situations.
Assignment 10 (Revision. Discussion of the Novel)
I. Revise the active vocabulary of assignments 1-9. Insert the necessary word, preposition or adverb.
1) Forgive me, I didn’t mean to _____ your _____.
2) There _____ to be a cinema in this street when I was a child.
3) The test _____ _____ to be positive.
4) It’s _____ that there’s no hot water.
5) The chairman _____ that the meeting should be continued the next day.
6) Last night an old friend of mine _____ _____.
7) If you _____ all your energy _____ studying English, you will master the language.
8) He must care only _____ honor and reputation.
9) She _____ _____ me carrying her enormous suitcase.
10) Too many trees round a house _____ it of light any air.
11) The boy was _____ by all the toys in the big department store.
12) A good teacher is always _____.
13) I don’t _____ his opinion.
14) Living in a big city has many _____ good schools, libraries, theatres and concerts.
15) He _____ himself to his work.
16) She takes _____ _____ any different things.
17) She was _____ to the university.
18) The Temple _____ _____ to the 10th century.
19) She turned _____ the study of arts.
20) Anyone can see how badly you have been _____ up.
II. Use the active vocabulary when discussing the items:
1) Group the personages according to Judy’s attitude to them.
2) What can you say about these characters? (profession, social background, principal values, behavior, personal features, the essence of the relations with Jerusha)
a) Mrs. Lippett
b) Sallie McBride
c) Julia Pendleton
d)Mr. Jervis Pendleton
e) The Semples
f) Jimmie McBride
III. Give your own point of view of Jerusha Abbot. Can you describe her? Dwell on Judy’s positive and negative features.