Нижний Новгород, 2005 Печатается по решению редакционно-издательского совета гоу нижегородского государственного лингвистического университета им. Н. А. Добролюбова
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| Part 2. INTENSIVE READING T  he Lumber Room(By Hector Munro) The children were to be driven, as a special treat, to the sands at Jagborough. Nicholas was not to be one of the party; he was in disgrace. Only that morning he had refused to eat his wholesome bread-and-milk on the seemingly frivolous ground that there was a frog in it. Older and wiser and better people had told him that there could not possibly be a frog in his bread-and-milk and that he was not to talk nonsense; he continued, nevertheless, to talk what seemed the veriest nonsense, and described with much detail the coloration and marking of the alleged frog. The dramatic part of the incident was that there really was a frog in Nicholas’s basin of bread-and-milk; he had put it there himself, so he felt entitled to know something about it. The sin of taking a frog from the garden and putting it into a bowl of wholesome bread-and-milk was enlarged on at great length, but the fact that stood out clearest in the whole affair, as it presented itself to the mind of Nicholas, was that the older, wiser and better people had been proved to be profoundly in error in matters about which they had expressed the utmost assurance. “You said there couldn’t possibly be a frog in my bread-and-milk,” he repeated with the insistence of a skilled tactician who does not intend to shift from favourable grounds. So his boy-cousin and his girl-cousin and his quite uninteresting younger brother were to be taken to Jagborough sands that afternoon and he was to stay at home. His cousin’s aunt, who insisted, by an unwarranted stretch of imagination, in styling herself his aunt also, had hastily invented the Jagborough expedition in order to impress on Nicholas the delights that he had justly forfeited by his disgraceful conduct at breakfast-table. It was her habit, whenever one of the children fell from grace, to improvise something of festival nature from which the offender would be rigorously debarred; if all the children sinned collectively, they were suddenly informed of a circus in a neighbouring town. A circus of unrivalled merit and uncounted elephants, to which, but for their depravity, they would have been taken that very day. A few decent tears were looked for on the part of Nicholas when the moment for the departure of the expedition arrived. As a matter of fact, however, all the crying was done by his girl-cousin, who scraped her knee rather painfully against the step of the carriage as she was scrambling in. “How did she howl”, said Nicholas cheerfully, as the party drove off without any of the elation of high spirits that should have characterized it. “She’ll soon get over that,” said the aunt; “it will be a glorious afternoon for racing about over those beautiful sands. How they will enjoy themselves!" “Bobby won’t enjoy himself much, and he won’t race much either,” said Nicholas with a grim chuckle; “His boots are hurting him. They are too tight.” “Why didn’t he tell me they are hurting?” asked the aunt with asperity. “He told you twice, but you weren’t listening. You often don’t listen when we tell you important things.” “You are not to go into the gooseberry garden,” said the aunt, changing the subject. “Why not?” demanded Nicholas. “Because you are in disgrace,” said the aunt loftily. Nicholas did not admit the flawlessness of the reasoning; he felt perfectly capable of being in disgrace and in a gooseberry garden at the same moment. His face took on an expression of considerable obstinacy. It was clear to his aunt that he was determined to get into the gooseberry garden, “only,” as she remarked to herself, “because I have told him he is not to.” Now the gooseberry garden had two doors by which it might be entered, and once a small person like Nicholas could slip in there, he could effectively disappear from view amid the masking growth of artichokes, raspberry canes and fruit bushes. The aunt had many other things to do that afternoon, but she spent an hour or two in trivial gardening operating among flower beds and shrubberies, where she could keep a watchful eye on the two doors that lead to the forbidden paradise. She was a woman of a few ideas, with immense power of concentration. Nicholas made one or two sorties into the front garden, wriggling his way with obvious stealth of purpose towards one or other of the doors, but never able for a moment to evade the aunt’s watchful eye. As a matter of fact, he had no intention of trying to get into the gooseberry garden, but it was extremely convenient for him that his aunt should believe that he had; it was a belief that would keep her on self-imposed sentry-duty for the greater part of the afternoon. Having thoroughly confirmed and fortified her suspicions, Nicholas slipped back into the house and rapidly put into execution a plan of action that had long germinated in his brain. By standing on a chair in the library one could reach a shelf on which reposed a fat, important-looking key. The key was as important as it looked; it was the instrument which kept the mysteries of the lumber-room secure from unauthorized intrusion, which opened a way only for aunts and such-like privileged persons. Nicholas had not had much experience of that art of fitting keys into key-holes and turning locks, but for some days past he had practised with the key of the school-room door; he did not believe in trusting too much to luck and accident. The key turned stiffly in the lock, but it turned. The door opened, and Nicholas was in an unknown land, compared with which the gooseberry garden was a stale delight, a mere material pleasure. O   ften and often Nicholas had pictured to himself what the lumber-room might be like, the region that was so carefully sealed from youthful eyes and concerning which no questions were ever answered. It came up to his expectations. In the first place it was large and dimly lit, one high window opening on to the forbidden garden being its only source of illumination. In the second place it was a storehouse of unimagined treasure. The aunt-by-assertion was one of those people who think that things spoil by use and consign them to dust and damp by way of preserving them. Such parts of the house as Nicholas knew best were rather bare and cheerless, but here there were wonderful things for the eyes to feast on. First and foremost there was a piece of framed tapestry that was evidently meant to be a fire screen. To Nicholas it was a living breathing story; he sat down on a roll of Indian hangings, glowing in wonderful colours beneath a layer of dust and he took in all the details of the tapestry picture. A man, dressed in the hunting costume of some remote period, had just transfixed a stag with an arrow; it couldn’t have been a difficult shot because the stag was only one or two paces away from him; in the thickly growing vegetation that the picture suggested it wouldn’t have been difficult to creep up to a feeding stag, and the two spotted dogs that were springing forward to join in the chase had evidently been trained to keep to heel till the arrow was discharged. That part of the picture was simple, if interesting, but did the huntsman see, what Nicholas saw, that four galloping wolves were coming in his direction through the wood? There might be more than four of them hidden behind the trees, and in any case would the man and his dogs be able to cope with four wolves if they made an attack? The man had only two arrows left in the quiver, and he might miss with one or both of them; all one knew about his skill in shooting was that he could hit a large stag at a ridiculous short range. Nicholas sat for many golden minutes revolving the possibilities of the scene; he was inclined to think that there were more than four wolves and that the man and his dogs were in a tight corner.But there were other objects of delight and interest claiming his instant attention: there were quaint twisted candlesticks in the shape of snakes, and a teapot fashioned like a China duck, out of whose open beak the tea was supposed to come. How dull and shapeless the nursery teapot seemed in comparison! Less promising in appearance was a large square book with plain black covers; Nicholas peeped into it and behold! – it was full of coloured pictures of birds. And such birds! A whole portrait gallery of undreamed-of creatures. And as he was admiring the colouring of the mandarin duck and assigning a life-history to it, the voice of his aunt came from the gooseberry garden. She had grown suspicious at his long disappearance, and had leapt to the conclusion that he had climbed over the wall behind the sheltering screen of lilac bushes; she was now engaged in energetic and rather hopeless search for him among the artichokes and raspberry canes. “Nicholas, Nicholas!” she screamed, “you are to come out of this at once. It’s no use trying to hide there; I can see you all the time.” It was probably the first time for twenty years that anyone had smiled in that lumber-room. Presently the angry repetitions of Nicholas’ name gave way to a shriek, and a cry for somebody to come quickly. Nicholas shut the book, restored it carefully to its place in a corner and shook some dust from a neighbouring pile of newspapers over it. Then he crept from the room, locked the door and replaced the key exactly where he had found it. His aunt was still calling his name when he sauntered into the front garden. “Who is calling?” he asked. “Me,” came the answer from the other side of the wall; “didn’t you hear me? I’ve been looking for you in the gooseberry garden, and I’ve slipped into the rain-water tank. Luckily, there is no water in it, but the sides are slippery and I can’t get out. Fetch the little ladder from under the cherry tree.” “I was told I wasn’t to go into the gooseberry garden,” said Nicholas promptly. “I told you not to, and now I tell you that you may,” came the voice from the rain-water tank, rather impatiently. “Your voice doesn’t sound like aunt’s,” objected Nicholas; “you may be the Evil One tempting me to be disobedient. Aunt often tells me that Evil One tempts me and that I always yield. This time I am not going to yield.” “Don’t talk nonsense,” said the prisoner in the tank; “go and fetch the ladder.” “Will there be strawberry jam for tea?” asked Nicholas innocently. “Certainly there will be,” said the aunt, privately resolving that Nicholas should have none of it. “Now I know that you are the Evil One and not aunt,” shouted Nicholas gleefully; “when we asked aunt for strawberry jam yesterday she said there wasn’t any. I know there are four jars of it in the store cupboard, because I looked, and of course you know that it’s there, but she doesn’t, because she said there wasn’t any. Oh, Devil, you have sold yourself!” There was an unusual sense of luxury in being able to talk to an aunt as though one was talking to the Evil One, but Nicholas knew, with the child’s discernment, that such luxuries were not to be over-indulged in. He walked noisily away, and it was a kitchen-maid, in search of parsley, who eventually rescued the aunt from the rain-water tank. Tea that evening was partaken of in a fearsome silence. The tide had been at its highest when the children had arrived at the Jagborough Cove, so there had been no sands to play on – a circumstance that the aunt had overlooked in the haste of organizing her punitive expedition. The tightness of Bobby’s boots had had disastrous effect on his temper the whole of the afternoon, and altogether the children could not have been said to have enjoyed themselves. The aunt maintained the frozen muteness of one who suffered undignified and unmerited detention in the rain-water tank for thirty five minutes. As for Nicholas, he, too, was silent, in the absorption of one who has much to think about; it was just possible, he considered, that the huntsman would escape with his hounds while the wolves feasted on the stricken stag. * * * 2.1. Find information about the author of the story. 2.2. Make a short introduction to the text, outlining its subject-matter as a whole briefly. Skimming 2.3. Answer the following multiple-choice questions: 1) Where were the children to be taken that afternoon? a. to the beach b. to the river c. to the hills 2) Why was Nick to stay at home? a. it was his aunt’s order b. it was the rule with the aunt to leave somebody behind c. it was because Nick had been naughty 3) What was Nicholas punished for? a. for telling the truth b. for telling a lie c. for putting a frog in his bread-and-milk 4) What other punishment did the aunt invent for Nick? a. he was to be locked in the lumber-room b. she did not allow him to help her in the garden c. he was not to enter the garden 5) Why did Nick go into the lumber-room? a. to revenge on his aunt b. he was driven by curiosity c. he felt offended and sought solitude 6) Which of the treasures did Nicolas like best of all? a. the teapot b. the book c. the tapestry 7) Why did he give the hunting scene so much thought? a. like many boys, he was genetically a hunter b. he admired the colours of the tapestry c. he was very imaginative and liked adventure 8) How was the aunt punished? a. she got soaked in the rain b. she felt helpless and desperate in the rain-water tank c. Nicholas told her straight to her face what he really thought of her 9) Why does the author use the term “the aunt-by-assertion?” a. the aunt was very arrogant b. she was not Nick’s aunt c. Nick did not consider her to be his aunt 10) What can you say about children, having read the story? a. they are mischievous b. they should be punished c. children can often teach adults a lesson or two 2.4. Give a summary of the text (see Appendix 4.) S  canning2.5. Comment on the following. Use some new language from the text. 1) Nicholas was not to be one of the party. 2) The older, wiser and better people had been proved to be profoundly in error in matters about which they had expressed the utmost assurance. 3) It was the aunt’s habit whenever one of the children fell from grace to improvise something of festival nature from which the offender would be rigorously debarred. 4) A few decent tears were looked for on Nicholas’ part when the moment for the departure of the expedition arrived. 5) She was a woman of a few ideas, with immense power of concentration. 6) He had no intention of trying to get into the gooseberry garden, but it was extremely convenient for him that his aunt should believe that he had, … that would keep her on self-imposed sentry-duty for the greater part of the afternoon. 7) The door opened, and Nicholas was in an unknown land, compared with which the gooseberry garden was a stale delight, a mere material pleasure. 8) Tea that evening was partaken of in a fearsome silence. 2.6. Divide the text into 5 parts. Make up indirect comprehension questions about each part of the following type: I wonder why she did it, I’d like to know how…, could you tell me if…, I’m interested to know whether…,etc. The word order in indirect questions is direct. 2.7. Discuss your questions: a) in pairs; b) with all your classmates. Related Activities The exercises below will help you to enlarge your vocabulary and to speak on the text in a more detailed way. Reading Technique and Spelling Activities 2.8. Choose a passage for good reading (15-20 lines). Read it in class. 2  .9. Assess your classmates’ expressive reading. Use adequate classroom English.2.10. Practise the spelling and pronunciation of the following words: Tactician, privilege, unwarranted, forfeit, tapestry, sorties, flawlessness, debar, muteness, discernment, rigorously, wriggling, germinate, unauthorized, illumination, consign, quiver, saunter, gleefully. Word-Study Activities 2.11. Reproduce the contexts, in which the following words and word-combinations occur in the text. Use them in sentences of your own based on the content of your set book. To fall from grace; on his part; to be in disgrace; to come up to sb’s expectations; to feast one’s eyes on sb/sth; to be in a tight corner. 2.12. Look up in the Longman “Dictionary of Phrasal Verbs” the meaning of the phrases given below. Provide your own examples. Use them in dialogues. To stand out; to take on; to enlarge on; to come up to; to creep up. 2.13. Consult an English-English Dictionary for the definition of the following words. Tell the class these definitions. Besides, provide their derivatives, synonyms, antonyms, word-collocations. Frivolous, asperity, deprave, absorption, conduct, elation, obstinacy, stealth, evade, intrude, dim, assert, claim, indulge, disastrous, unmerited. 2.14. Rephrase the underlined words by equivalents from the story. 1) Bob often misbehaved and was duly punished for it. 2) Don’t you think you are pampering your child too much? 3) His stubbornness goes too far. 4) What’s the best way to establish your authority? 5) I have a vague idea of what caused the accident. 6) The catastrophe cost a lot of lives. 7) She got out of answering the question. 8) Why interfere and spoil the harmony of their relations? 9) She’s very nice but somewhat light-minded and pleasure-loving. 10) He speaks with too much severity. 11) They did not fall short of my expectations. 12) He eventually abandoned the family and got himself into a mighty fix. 13) How many people were finally employed? 14) She was noticeable because of her extravagant views. 15) He would glance at her secretly every now and then. REMEDIAL ACTIVITIES 2.15. Account for the use of tenses and articles in the following sentences. 1) … the aunt maintained the frozen muteness of one who has suffered undignified and unmerited detention in a rain-water tank. 2) He, too, was silent in the absorption of one who has much to think about. 3) There was an unusual sense of luxury in being able to talk to an aunt as though one was talking to the Evil One. 2.16. Practise the use of articles with the following nouns: disgrace, shame, disappointment, pity, pleasure, success, failure, relief, comfort. Rule: The indefinite article is used in constructions with the verb “to be” and the emphatic construction “What … !” The definite article is used when the noun is modified by a limiting attribute. In all other cases no article is used. E.g. What a success! The tour was a success. The success of the tour was stunning. Success or failure depends on you. M ake up your own exercises for remedial teaching of various types practising the patterns with these nouns. 2.17. Read information on text interpretation in Appendix 1. 2.18. Answer the questions for self-control. 1) What are the main elements to analyze and interpret the text? 2) What is a plot? What may a plot include? What does it leave out? 3) What types of conflicts do you know? 4) What is the protagonist? What are the antagonists? 5) How can the author present his characters? 6) What types of characters do you know? 7) What are the elements of the composition? 8) What is the theme of the piece of fiction? 2.19. Read the story one more time for the minutest details and implications. Test out your new skills, answering the questions on the story. 1) What do you know about the author of the story? 2) What is the time and place of action? 3) Outline the plot of the story, leaving out the smallest details, descriptions. Condense it to 10-15 sentences. 4) Where is the exposition of the story? What is introduced to the reader in the exposition (the main characters, the main conflict, the problems, the main idea, etc.)? 5) Find the climax of the story. State what reaches its highest point (human emotions, the central conflict, the inner tension, the actions of the personages, etc.) 6) Point out the outcome. What is the place of action? Doesn’t it coincide with that of the exposition? What is the purpose of such a structural framing? Have the emotions of the personages changed very much? How? What was the “effect” of the aunt’s noble efforts to “bring up the children properly”? 7) Who are the main characters? Enumerate the minor characters. 8) Who is the protagonist of the story? Prove it analyzing the conflicts the protagonist is involved in. 9) Say whether the protagonist is a static or dynamic character, a flat or a round one. 10) Who are the antagonists? 11) Does the author present the personages directly or indirectly? Prove your statements by concrete examples from the text. 12) Draw the character-sketches of Nicholas and the aunt. For this purpose: a) find in the text and read out the words and sentences that characterize them; b) make up a list of adjectives that may be used to characterize them (both positive and negative qualities). 13) Don’t you think Nicholas was too clever for his age? 14) What is your attitude to the characters? Do you consider them sympathetic or unsympathetic? Prove your point of view. 15) Express regret or disapproval answering the questions: “What should the aunt have done?” (a desirable action was not fulfilled) and “What shouldn’t she have done?” (an undesirable action was fulfilled). 16) What problems does the author of the story tackle? Speak in detail on the following problems: the problem of upbringing, of relations between small children and grown-ups, the causes of conflicts between adults and children, the problem of punishment, of a borderline between naughtiness and inquisitiveness, the problem of adults’ inability to gain a keen insight into all the subtleties of the child’s soul, nature, motives and interests. Point out the problems that haven’t been mentioned yet and dwell on them. 17) How can you define the theme of the story? Give a lengthy statement or two. What do you think of this one: “Sometimes grown-ups are too impatient, busy or bossy to be able to get through to a child’s soul and that’s why they are often unable to cope with the child’s upbringing”. 18) Account for the title of the story. The title of this story may be considered symbolic. From the adults’ down-to-earth point of view, the lumber room was just a mere storage of old rubbish whereas to the child’s high-floating imagination it embodied a whole world of wonders and miracles and stimulated a whole myriad of fantastic thoughts and ideas. It was a kind of the ignition key that fired Nicholas’ imagination and started his brain working in an intricately exhilarating way “… compared with which a gooseberry garden was just a stale delight”. In the dirty lumber-room the boy felt in harmony with the Universe, the surrounding world and his inner self. Meanwhile, in the beautiful garden the aunt whose imagination did not go beyond ascribing only vicious motives to the boy’s actions and behaviour suffered the inevitable loss of balance, bitter disappointment and frustration. Thus, the events that took place in the lumber-room bring to the surface the central conflict of the story as well as the radical difference in the child and adult’s perception of the surrounding world and its basic values, which unfortunately is not a rare occurrence. Do you agree or disagree with the given interpretation? Express your own opinion about the title. 19) What is the story like? Is it interesting, instructive, humorous, trivial, banal, entertaining, boring? Choose the adjectives from the given list, expressing your attitude. Add your own qualifiers. Put forward the necessary arguments to support your point of view. 20) The story is remarkable for a sense of humour.  Note: The stylistic device that often creates a humorous effect is called “zeugma”. It consists in the use of a word in the same grammatical relation to two adjacent words in the context, one metaphorical, the other literal in sense. The example from the text is: “… he felt perfectly capable of being in disgrace and in a gooseberry garden at the same moment.”The humour of the work of fiction may lie not only in words but also in situations and characters. Point out some other instances of humour. Comment on them and say which type they are. Follow-Up Activities 2.20. Read the notes below.
a) Facts. Give facts to show that your ideas are based on true information, not just on feelings. E.g. Spanking helps to prevent crime, not increase it. The reason for my opinion is the fact that crime has increased as spanking has decreased. In the 1950-s, for example, spanking was a more common form of punishment than it is today. And in the 1950-s, the crime rate was lower than it is today. b) Statistics. Give numbers to show that your ideas are based on research. E.g. I strongly oppose spanking because it can turn into child abuse. I say this because 80 per cent of child abuse cases start when the parent disciplines the child using corporal punishment. c) Examples. Describe a situation to explain what you are talking about. E.g. I don’t think that spanking teaches children anything. Let me give you an example. What if a child hits his friend, and is then spanked as punishment? He may be very confused about when hitting is bad, and when it’s O.K. d) Personal stories. Tell a personal story to show that your ideas are based on experience. E.g. I think spanking helps children learn. For instance, I once stole some candy from the store. My father spanked me when he found out. I always remembered that spanking, and I never stole anything again. 2.21. Read some information about the types of children. Parents are often heard to say that their children were “different from the moment they were born – Jimmy was always such a good baby, and Susie was always so fussy.” Researchers who have studied large numbers of children from birth through elementary school agree that many children do seem to fit into one of three categories from the beginning of their lives. The first category is “easy children”. These youngsters are generally cheerful and cooperative, and they quickly adapt to new situations. Next comes the “slow-to-warm-up” children. This group consists of children who look at life in a more negative fashion, taking time to adjust to new people and circumstances. Finally there are the “difficult” children. Intense reactions, little regularity in habits, and being easily upset by change are the characteristics of this group. * * * 2.22. Use the information in 2.20 – 2.21 to discuss the problem of punishment. Should children belonging to different groups be approached differently? Work in pairs. Report your opinion to the class. 1) What do you think of punishment in home upbringing? 2) How do children take it when it is just (unjust)? 3) What are the most widespread kinds of punishment? 4) Can parents do without punishment at all bringing up children? 5) Smacking is a barbarity, isn’t it? 6) Is nagging and scolding more preferable? 7) What do child-care manuals recommend? 8) Is an understanding talk enough? 9) What about a sense of humour? Read these lines: “People who have a sense of humour usually have the power of sympathy strongly developed. The misdeeds and revolt failures of other people do not shock them; they see the funny side and amusement cannot mix with hatred. It is more at home with tolerance and pity, and therefore a person with a sense of humour is a lovable and loving person, one who has a sense of kinship with his fellow men and women.” Can a sense of humour be of great help in communication with children too? 10) Does it help parents and children laugh off some of the minor disagreements? 11) It’s a great unifying force, isn’t it? 12) Do you think explanation, persuasion and encouragement are more effective than punishment? 13) Should the parents show their love for the children? Is it necessary to kiss the child, to stroke him/her, to embrace, to touch? How does it all influence the child’s psychology, psyche, physiology? Some people consider it to be superfluous sentimentality. What is your opinion? 14) What consequences may lack of parental love, kindness and care combined with severity have in the child’s future adult life? What emotional escapes may he seek then? 15) Recall your own childhood. Would you like to have something undone, unsaid, to be compensated for? 16) Share with your classmates the moments of blissful happiness you experienced in childhood and say what or who evoked the serenity and harmony. 2 .23. Class discussion: “Punishment and praise in home upbringing.” Test out your teaching skills suggesting cue questions.Useful vocabulary: to resist the temptation, to boss the child around, to prod one’s child too much, to take initiative away from him, to humiliate, to be pushed too much, to be a human-being with ideas and a will of his own (not a robot, a mechanical toy), to keep him from developing into the free, warm, life-loving person he was meant to be. By analogy make up your own lists of the vocabulary that you may need to discuss the problems (the so-called “cue-cards”). See the manual “Topical Vocabulary”, Appendix 3. You may use the following as a conclusion to your discussion: “Good-hearted parents who are not afraid to be firm when necessary can get good results with either moderate strictness or moderate permissiveness.” (B. Spock). Do you agree with it? 2.24. Look through the story again and tell the class what vegetables grew in the garden. Make a list of them and read them aloud. Add some more names of vegetables to the list and look up their meaning. 2.25. Read the texts below. Make up a list of the unknown words.
Gardens have often played an important role in English life. It is not surprising, therefore, that many idioms own their origin to the cultivation of plants.
A lady gives instructions to her gardener: “Unfortunately the hyacinths have faded and the geraniums never took root, so we must make the bouquet for the Duchess out of wallflowers. We can also use some of the lilies of the valley that were not nipped in the bud by the late frosts, and add some of the tulips that are now blooming splendidly. Get some of the green fresh leaves from the top of the tree near the gate. I think the result will be pretty.”
For years my hopes had been fading that my new gown shop would ever become established. There seemed to be no signs of any of my original ideas taking root in the fashion world, but my revolutionary notion of making dresses out of hay won me bouquets from designers. This was proved at last night’s Ball at the Town Hall. Any expectations that girls wearing my dresses might remain wallflowers all the evening were nipped in the bud. My business will obviously bloom from now on and in a year or two I shall be at the top of the tree. * * * Collocations: 1. a bouquet – a compliment 2. bush telegraph – rumour, gossip 3. the pick of the bunch – the best of the choice 4. the top of the tree – the height of success 5. to flower, to bloom, to blossom – to come to full perfection 6. to fade – to lose colour 7. a wallflower – a woman who sits against the wall of a room at a dance or ball, because no man has offered to dance with her. 8. To nip in the bud – stop something at the start 9. To take root – to get established. 2.26. Make up sentences, mini-situations or dialogues with the expressions. Suggest situations from real life. 2.27. Describe your (your friend’s, relatives’) garden or allotment. 2.28. Exchange your gardening experience. SMILE AND RELAX 2  .29. Act out the jokes.1) Father: I’m obliged to punish you and it will pain me. Johny: But, father, if you’ve done nothing wrong, why pain yourself? 2) Mother: Herbert, is it possible that you are teaching the parrot to use slang? Son: No, Mamma, I was just telling him what not to say. 3) Father: Why were you kept at school? Son: I didn’t know where the Azores were. Father: Well, in the future just remember where you put things. 4) Aunt: And how did Jimmy do his history examination? Mother: Oh, not at all well, but it wasn’t his fault. Why, they asked him things that happened before the poor boy was born. 5) Mother: Tell me, darling, what did Daddy say when he fell off the ladder? Small son: Will I miss out the nasty words, mum? Mother: Of course, dear. Small son: Nothing. 6) Teacher: Children, give me a proverb about parents. First, one about a father. Little girl: There is no fool like an old fool. 7) The teacher was talking about the weather peculiarities of March. Teacher: What is it that comes in like a lion and goes out like a lamb? Little girl: Father. 8) The grandmother kissed her 8-year-old grandson and noticed him rubbing his cheek. Grandmother: Jimmy, Grandma has no lipstick on. You don’t have to rub it off. Grandson: Granny, I’m not rubbing it off. I’m rubbing it in. Writing Activities 2  .30. Write various types of essays on one of the topics (see the necessary information in Appendix 4).1) Childhood is the Happiest Time of One’s Life. 2) Love Is the Ideal Soil for the Human Seed to Grow. 3) Reminiscences of My Childhood. 4) Spare the Rod, Spoil the Child. 2.31. Interpret the text “The Rocket” independently. Point out the qualities the parents cultivated in their children and the means they used (look up the necessary information in Appendix 2). 2.32. Make reports “One Educates by What One Is, not by What One Knows or Says. |
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| Печатается по решению редакционно-издательского совета Мурманского государственного педагогического университета | | Печатается по решению редакционно-издательского совета Восточно-Сибирского государственного технологического университета |
| Печатается по решению редакционно-издательского совета Мурманского государственного гуманитарного университета | | Печатается по решению редакционно-издательского Совета Мурманского государственного педагогического университета |