- •Active vocabulary
- •I. Learn the words and phrases. Reproduce the situations where they are used. Get ready for doing class exercises.
- •II. Explain the meanings of the active word combinations in English.
- •III. Find in the text the English equivalents of the following words:
- •IV. Study the meanings of the following words and look up other members of their word-building clusters:
- •V. Prepare a good reading and translation of the passage on:
- •VI. Answer the following questions, paying attention to the details. In your answer use the words and word combinations from the Active Vocabulary.
- •VII. Speak on the following:
- •VIII. Culture Studies. Explain the following names:
- •Lesson 2
- •Active vocabulary
- •I. Learn the words and phrases. Reproduce the situations where they are used. Get ready for doing class exercises.
- •II. Explain the meanings of the active word combinations in English.
- •III. Find in the text the English equivalents of the following words:
- •IV. Study the meanings of the following words and look up other members of their word-building clusters:
- •V. Culture Studies. Explain the following names:
- •VI. Prepare a good reading and translation of the passage on:
- •VII. Answer the following questions, paying attention to the details. In your answer use the words and word combinations from the Active Vocabulary.
- •VIII. Comment on the proverb:
- •IX. Get ready for a quiz on the Active Vocabulary of Lessons 1-2.
- •Active vocabulary
- •I. Learn the words and phrases. Reproduce the situations where they are used. Get ready for doing class exercises.
- •II. Explain the meanings of the active word combinations in English.
- •III. Find in the text the English equivalents of the following words:
- •IV. Study the meanings of the following words and look up other members of their word-building clusters:
- •V. Culture Studies. Explain the following names and abbreviation:
- •VI. Prepare a good reading and translation of the passage on:
- •VII. Answer the following questions, paying attention to the details. In your answer use the words and word combinations from the Active Vocabulary.
- •Active vocabulary
- •I. Learn the words and phrases. Reproduce the situations where they are used. Get ready for doing class exercises.
- •II. Explain the meanings of the active word combinations in English.
- •III. Find in the text the English equivalents of the following words:
- •IV. Study the meanings of the following words and look up other members of their word-building clusters:
- •V. Culture Studies. Explain the following names:
- •VI. Prepare a good reading and translation of the passage on:
- •VII. Answer the following questions, paying attention to the details. In your answer use the words and word combinations from the Active Vocabulary.
- •VIII. Speak on the following topics:
- •VIII. Get ready for a quiz on the Active Vocabulary of Lessons 3-4. Lesson 5
- •Active vocabulary
- •I. Learn the words and phrases. Reproduce the situations where they are used. Get ready for doing class exercises.
- •II. Explain the meanings of the active word combinations in English.
- •III. Find in the text the English equivalents of the following words:
- •IV. Study the meanings of the following words and look up other members of their word-building clusters:
- •V. Prepare a good reading and translation of the passage on:
- •VI. Answer the following questions, paying attention to the details. In your answer use the words and word combinations from the Active Vocabulary.
- •Active vocabulary
- •I. Learn the words and phrases. Reproduce the situations where they are used. Get ready for doing class exercises.
- •II. Explain the meanings of the active word combinations in English.
- •III. Find in the text the English equivalents of the following words:
- •IV. Study the meanings of the following words and look up other members of their word-building clusters:
- •V. Prepare a good reading and translation of the passage on:
- •VI. Answer the following questions, paying attention to the details. In your answer use the words and word combinations from the Active Vocabulary.
- •VII. Speak on the following:
- •III. Make up 5 short situations (of 1 or 2 sentences) based on the contents of the novel using the active vocabulary.
- •VI. Fill in the missing derivatives:
- •V. Rephrase the sentences using the active vocabulary.
- •VI. Topics for discussion.
- •Active vocabulary
- •I. Learn the words and phrases. Reproduce the situations where they are used. Get ready for doing class exercises.
- •II. Explain the meanings of the active word combinations in English.
- •III. Find in the text the English equivalents of the following words:
- •IV. Study the meanings of the following words and look up other members of their word-building clusters:
- •V. Prepare a good reading and translation of the passage on:
- •VI. Answer the following questions, paying attention to the details. In your answer use the words and word combinations from the Active Vocabulary.
- •VII. Make up a retelling of the talk between Michael and Dolly on behalf of Dolly (Michael). Make use of active word combinations.
- •Active vocabulary
- •I. Learn the words and phrases. Reproduce the situations where they are used. Get ready for doing class exercises.
- •II. Explain the meanings of the active word combinations in English.
- •III. Find in the text the English equivalents of the following words:
- •IV. Study the meanings of the following words and look up other members of their word-building clusters:
- •V. Culture Studies. Explain the following names:
- •VI. Prepare a good reading and translation of the passage on:
- •VII. Agree or disagree to the following:
- •VIII Answer the following questions, paying attention to the details. In your answer use the words and word combinations from the Active Vocabulary.
- •IX. Make up a retelling of chapter 21 on behalf of Julia. Make use of active word combinations.
- •X. Get ready for a quiz on the Active Vocabulary of Lessons 8-9.
- •Active vocabulary
- •I. Learn the words and phrases. Reproduce the situations where they are used. Get ready for doing class exercises.
- •II. Explain the meanings of the active word combinations in English.
- •III. Find in the text the English equivalents of the following words:
- •IV. Study the meanings of the following words and look up other members of their word-building clusters:
- •V. Prepare a good reading and translation of the passage on:
- •VI. Describe Julia’s state of mind after the rupture with Tom. Use words and phrases from the text.
- •VII. Answer the following questions, paying attention to the details. In your answer use the words and word combinations from the Active Vocabulary.
- •VIII. Make up a report “Julia and Lord Charles Tamerley. His influence on Julia.”
- •Active vocabulary
- •I. Learn the words and phrases. Reproduce the situations where they are used. Get ready for doing class exercises.
- •II. Explain the meanings of the active word combinations in English.
- •III. Find in the text the English equivalents of the following words:
- •IV. Study the meanings of the following words and look up other members of their word-building clusters:
- •V. Culture Studies. Explain the following names:
- •I. Learn the words and phrases. Reproduce the situations where they are used. Get ready for doing class exercises.
- •II. Explain the meanings of the active word combinations in English.
- •III. Find in the text the English equivalents of the following words:
- •IV. Study the meanings of the following words and look up other members of their word-building clusters:
- •V. Prepare a good reading and translation of the passage on:
- •VI. Answer the following questions, paying attention to the details. In your answer use the words and word combinations from the Active Vocabulary.
- •VII. Learn by heart the following passage:
- •III. Make up 3 short situations (of 1 or 2 sentences) based on the contents of the novel using the active vocabulary.
- •VI. Fill in the missing derivatives:
- •V. Rephrase the sentences using the active vocabulary.
- •VI. Topics for discussion.
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ
Государственное образовательное учреждение высшего профессионального образования
«Алтайская государственная педагогическая академия»
Лингвистический институт
Student’s Workbook
for Home Reading
(“Theatre” by W. Somerset Maugham)
Учебно-методическое пособие
Барнаул - 2010
УДК 802.0(075.3)
ББК 81.43Англ-7-923
Student’s Workbook for Home Reading: Рабочая тетрадь по домашнему чтению по книге С. Моэма «Театр» / сост. А.М. Лебедев, Н.В. Сергиенко. – Барнаул : АлтГПА, 2010. – 28с.
Составители: ст. преподаватель А.М. Лебедев
канд. филол. наук, доцент Н.В. Сергиенко
Рецензент: канд. филол. наук, доцент Н.В. Майзенгер
Настоящее учебно-методическое пособие представляет собой рабочую тетрадь студента, которая включает учебные задания для организации аудиторных и самостоятельных занятий по книге С. Моэма «Театр» (W. Somerset Maugham. Theatre. – Москва: Менеджер, 2006).
Основным содержанием пособия являются задания, направленные на развитие и совершенствование умений самостоятельной работы с книгой, словарём; проверку и углубление понимания читаемого; обогащение активного и пассивного словаря; систематизацию лексики на уровне словосочетания; работу по словообразованию; развитие умений чтения и литературного перевода.
Пособие предназначено для студентов младшей ступени обучения лингвистических институтов и факультетов иностранных языков, а также для широкого круга лиц, изучающих английский язык.
© Алтайская государственная
педагогическая академия, 2010
© А.М. Лебедев, 2010
© Н.В. Сергиенко, 2010
Lesson 1
Chapters 1 – 2, pp. 3-27
Active vocabulary
|
1. sufficient (3) 2. to know smb. inside and out (5) 3. to have the nerve to do smth. (12)
4. to have one’s money’s worth (14) 5. a first night (16) 6. annual (18) 7. to drive people like slaves (19) 8. to have an easy manner (19) 9. to prevent smb. from doing smth. (18, 21) 10. to get rid of smth. (22) 11. matinee (27) |
достаточный знать к-л как облупленного иметь мужество (наглость) сделать ч-л получить все сполна премьера ежегодный обращаться с людьми как с рабами вести себя непринужденно помешать к-л сделать ч-л избавиться от ч-л дневной спектакль |
I. Learn the words and phrases. Reproduce the situations where they are used. Get ready for doing class exercises.
II. Explain the meanings of the active word combinations in English.
III. Find in the text the English equivalents of the following words:
поседеть (3) ___________________________________________________
приводить ч-л в порядок (5) _____________________________________
натянуто улыбаться (5) _________________________________________
жалкий (7) ____________________________________________________
заставлять себя ч-л сделать (7) ___________________________________
увлечься ч-л, настроиться на (9) __________________________________
ставить пьесу (10) _______________________________________________
пользоваться громадным успехом (16) ______________________________
сотворить сенсацию (20) _________________________________________
чувство времени (22) ____________________________________________
IV. Study the meanings of the following words and look up other members of their word-building clusters:
immensely (4) __________________________________________________
refusal (8) _____________________________________________________
to rehearse (10) __________________________________________________
approval (17) ____________________________________________________
to pretend (16) ___________________________________________________
prosperous (18) __________________________________________________
repertory (17) ___________________________________________________
juvenile (19) ____________________________________________________
boisterous (21) __________________________________________________
inclination (27) __________________________________________________
V. Prepare a good reading and translation of the passage on:
p. 9 “He still had at … … a run round Regent’s Park.”
p. 14 “She gave him another sort … … look in her eyes.”
VI. Answer the following questions, paying attention to the details. In your answer use the words and word combinations from the Active Vocabulary.
1. What did the young clerk think of the way the theatre was run by Michael?
2. Why did Michael and Julia decide to give the clerk a spot of lunch?
3. What did Julia think of Margery, Michael’s secretary?
4. What was the young man’s appearance?
5. What was the young man’s state of mind and his words when he was introduced to Julia Lambert and at lunch in Michael and Julia’s house?
6. Why did Julia feel completely at home in her bedroom? Describe the bedroom.
7. What did Michael’s room look like?
8. What did Michael think of the plays they had to stage and of the public?
9. What do you learn about Julia’s son Roger? What were the relations between the mother and the son?
10. Why did Jimmie’s actors wish to work with him?
11. What did Jimmie Langton think of Julia’s acting? What were the terms of Jimmie’s proposal for a job to Julia?