- •Министерство образования и науки российской федерации
- •Введение
- •Jean Webster: About the Author
- •Daddy-long-legs by jean webster
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part II: September 24th – October 25th
- •I. Find the words and word combinations given below in the text:
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part III: November 15th – March 26th
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part IV: April 2nd – June 9th
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part V: Lock Willow Farm Saturday Night –
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part VII: February 4th – June 2nd
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part VIII: June 5th – September 10th – Thursday
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part IX: September 26th – December 20th
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part X: January 11th – June 10th – Magnolia
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part XI: August 19th – December 26th
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part XII: January 9th – June 19th
- •I. Find the words and word combinations given below in the text:
- •II. A) Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part XIII: July 24th – the End
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •VI. Answer the following questions:
- •VII. Give a good translation of the following passages in a written form:
- •VIII. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •IX. Explain the use of the words given in italics:
- •X. Task:
- •Topics for Compositions
- •Содержание
- •Учебное издание
- •Баранова Надежда Владимировна
- •Никулина Алла Константиновна
- •Джин уэбстер «длинноногий дядюшка»: учебно-методическое пособие по интерпретации художественного текста
VIII. Give a good translation of the following passages in a written form:
‘The summer goes … I’ve met a number this summer.’
‘I dreamed the funniest … I’m going to die.’
IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
It doesn't seem possible, does it, that so sophisticated a person, just four years ago, was an inmate of the John Grier Home? We do arrive fast in America!
Here's a four-leaf clover from Camp McBride to bring you good luck for the New Year.
X. Explain the use of the words given in italics:
Having worked all summer, I feel like taking a little healthful recreation; I want to see the Adirondacks; I want to see Sallie; I want to see Sallie’s brother – he’s going to teach me to canoe – and (we come to my chief motive, which is mean) I want Master Jervie to arrive at Lock Willow and find me not there.
You are awfully dog-in-the-mangerish.
‘Plot highly improbable. Characterization exaggerated. Conversation unnatural. A good deal of humour but not always in the best of taste. Tell her to keep on trying, and in time she may produce a real book.’ Not on the whole flattering, is it, Daddy?
I dreamed the funniest dream last night.
I think you're the sweetest man that ever lived – and the foolishest!
XI. Task:
What do the letters of the 19th of August and the 6th of September tell you about Judy’s attitude to her guardian? Compare them to the early letters Judy wrote at the beginning of her college life. In what way has this attitude changed?
Judy says that the sight of blue gingham aprons sends chills down her spine and inspires the desire to sink it in the lake. What does it tell you about Judy? Compare it with the episode of Judy wishing to have John Grier Home for a background rather than some of the Pendletons’ society. Why is she so inconsequential?
Comment on the passage form Judy’s letter: ‘Also we’ve arrived at philosophy – interesting but evanescent. I prefer biology where you can pin the subject under discussion to a board. There's another! And another! This pen is weeping copiously. Please excuse its tears’. How does this passage characterize Judy? What is her pen “weeping” over?
Part XII: January 9th – June 19th
I. Find the words and word combinations given below in the text:
consumption
resignation
overwork
dazed
a waste basket
steady
an entry
handsome
weary
a chunk
II. A) Translate the words and word combinations given above and describe the situations in which they were used in your own words.
B) Point out the difference between the synonyms ‘steady’ and ‘firm’. Explain this difference to your group-mates. Make up sentences illustrating the difference and read them aloud.
III. Translate into English the following sentences using the words from Task I:
Мой стол был не слишком устойчив, и мне пришлось подложить свернутый лист бумаги под одну из его ножек, чтобы спокойно работать.
Марк очень сильно похудел и стал похож на изможденного заключенного из-за огромного количества работы, которую ему приходилось выполнять вместо своего босса.
В 19 веке именно чахотка стала наиболее распространенной причиной смерти среди молодежи.
Джордж – очень привлекательный мужчина, но совершенно не в моем вкусе, и я не вижу причин продолжать это знакомство.
Осматривая предполагаемое место преступления, оперативный сотрудник обязательно должен проверить мусорную корзину: там могут оставаться важные улики.
Узнав о предстоящем судебном разбирательстве, она проявила полную покорность судьбе и не стала предпринимать ничего, что могло бы смягчить ее участь.
В большом энциклопедическом словаре я нашла целую статью, посвященную данному явлению, и внимательно ее прочла.
Составление методического пособия – весьма утомительное занятие, но от этого не менее необходимое.
Грязный немытый человек ворвался в кухню через заднюю дверь и начал рыться во всех ящиках и шкафах в поисках чего-нибудь съестного, а найдя еду, принялся есть хлеб, пироги и сыр спешно, большими кусками, стараясь затолкать в себя как можно больше, прежде чем его остановят и отнимут то, что осталось.
Эстер никогда в жизни не видела столь жуткой картины, и, глядя на нее, долго стояла в оцепенении, не зная, что делать и куда бежать.