- •East-ukrainian volodimir dahl national university
- •Unut 1 Mistaken Identity (by Mark Twain)
- •I Active Vocabulary.
- •II Read and translate the text.
- •III Find English equivalents.
- •IV Answer the questions.
- •V. Fill in the raps with the proper words.
- •VI Translate these sentences from Ukrainian into English.
- •VII Make up sentences with the given words and word-combinations.
- •I. Active vocabulary.
- •1) Words:
- •2) Word combinations:
- •3) Proper names:
- •II. Read and translate the text: Part I.
- •III. Find English equivalents for the following:
- •IV. Answer the questions:
- •V. Fill in the gaps with the proper words:
- •VI. Translate the sentences from Ukrainian into English:
- •VII. Make up sentences with the given words and word combinations:
- •VIII. Retell the text using the key-words and phrases given in Exercise VII.
- •IX. Answer the following questions, using the active vocabulary of the lesson.
- •X. Dramatize the following episodes.
- •XI. Characterize, using the words in brackets.
- •XII. Speak on the following topics, using the words and expressions given below.
- •The creative impulse
- •I. Active vocabulary.
- •1) Words:
- •2) Word combinations:
- •II. Read and translate the text:
- •III. Find English equivalents for the following:
- •IV. Answer the questions:
- •V. Fill in the gaps with the proper words:
- •VI. Translate the sentences from Ukrainian into English:
- •VII. Make up sentences with the given words and word combinations:
- •VIII. Retell the text using the key-words and phrases given in Exercise VII.
- •IX. Answer the following questions, using the active vocabulary of the lesson.
- •X. Find Ukrainian equivalents for the following.
- •XI. Find English equivalents for the following.
- •XII. Answer these questions.
- •XIII. Characterize, using the words in brackets.
- •II. Read and translate the text.
- •III Find English equivalents.
- •IV Answer the questions.
- •V. Fill in the gaps with the proper words combinations.
- •VI Translate these sentences from Ukrainian into English.
- •VII Make up sentences with the given words and word-combinations.
- •I. Active Vocabulary.
- •II. Read and translate the text.
- •I. Answer the following questions, using the active vocabulary of the lesson.
- •II. Complete the following sentences from the text.
- •IV. Find English equivalents for the following (See Text).
- •V. Give the situations in which the following are used (See Text).
- •Unut 5
- •The serenade (by g. Bernard Shaw)
- •II. Read and translate the text:
- •III. Find English equivalents for the following.
- •IV. Answer the following questions, using the active vocabulary of the lesson.
- •V. Answer the following questions, using the active vocabulary of the lesson.
- •VI. Complete the following sentences from the text.
- •VII. Translate the sentences from Ukrainian into English.
- •VIII. Substitute words and word combinations from the text for the italicized parts.
- •IX. Retell the text from the name of:
- •X. Make up your own dialogue between Colonel Green and music teacher as to the playing Schubert's serenade on the horn. The serenade
- •I. Active vocabulary.
- •II. Read and translate the text.
- •III. Find English equivalents for the following (See Text).
- •IV. Answer the following questions, using the active vocabulary of the lesson.
- •V. Complete the following sentences from the text.
- •VI. Translate the sentences from Ukrainian into English.
- •VII. Substitute words and word combinations from the text for the italicized parts.
- •VIII. Retell the text using the key words and phrases given in Exercise I and questions given in Exercise IV.
- •I. Active vocabulary.
- •II. Read and translate the text.
- •III. Find English equivalents for the following .
- •IV, Give the situations in which the following are used .
- •V. Correct the following statements.
- •VI. Discuss the following questions.
- •VII. Retell the text as each of the main characters. Use some of the words in brackets.
- •VIII. Dramatize the following scenes from the text.
- •Unut 7 on the way to freedom
- •By Harriet Beecher-Stowe)
- •I. Active vocabulary.
- •II. Read and translate the text.
- •IV, Correct the following statements.
- •V. Dramatize the following scenes from the text, using the words and expressions given below.
- •VI. Characterize, using the words in brackets.
- •Unut 8 a custom house incident (by Nigel Balchin)
- •I. Active vocabulary.
- •II. Read and translate the text.
- •III. Make up fifteen questions on the text, using the active vocabulary of the lesson.
- •IV. Paraphrase the following sentences and parts of sentences from the text.
- •V. Substitute words and word combinations from the text for the italicized parts.
- •VII. Correct the following statements. Use the Subjunctive Mood wherever possible.
- •VIII. Discuss the following questions in class.
- •II. Read and translate the text.
- •III. Find English equivalents for the following.
- •IV. Discuss the following questions.
- •V. Retell the text:
- •I, Active vocabulary.
- •II. Read and translate the text.
- •III. Make up fifteen questions on the text, using the active vocabulary of the lesson.
- •IV. Paraphrase the following passages from the text.
- •V. Substitute words and word combinations from the text for the italicized parts.
- •VI. Find English equivalents for the following.
- •VII. Correct the following statements, using modal verbs wherever possible.
- •VIII. Discuss the following questions.
- •X. Dramatize the following episodes.
- •XI. Describe (the appearance, character, clothes, way of life):
I. Answer the following questions, using the active vocabulary of the lesson.
Why do you think the author calls Buttonwood Street a lovely place?
Why did Henry Cowperwood's business connections increase?
What kind of firm did Henry Cowperwood represent?
Why did he get to know a number of rich businessmen?
What kind of person was he considered to be?
Why was young Cowperwood allowed to come to the bank where his father worked? What did he like to watch there?
How did the boy gain a wide knowledge of the condition of the country financially? What was he interested in?
What did Frank think of his father's business activities?
What were the boy's plans for the future? Were they associated with banking?
Why had Uncle Seneca taken no notice of the family before? Why did he get particularly interested in the boy?
Was the boy frank with his uncle or did he try to deceive him?
Why did Uncle Seneca become a frequent visitor to the house?
Why did Uncle Seneca want his sister to keep in touch with him?
Why did Uncle Seneca object to Frank leaving school at thirteen?
What did Uncle Seneca promise he would do if the boy behaved well?
What was Uncle Seneca's idea of a good training for the boy?
II. Complete the following sentences from the text.
1. Buttonwood Street was a lovely place... 2. The Cow-perwoods, father and mother... 3. He was quite often allowed to come to the bank on Saturdays, when... 4. He was going to do some of the risky things... 5. ...he showed much more interest in the Cowperwoods... 6. Uncle Seneca became a frequent visitor to the house... 7. If you are going to be a banker, you... 8. And meantime, ...
IV. Find English equivalents for the following (See Text).
Генри Каупервуд начал работать в банке мелким служащим; откуда берутся все эти деньги?; с радостью объяснял; как раз в это время; на этот раз; не хочешь ли ты поехать на Кубу?; я не уверен, что хочу этого; что ты имеешь против этого?; несомненно, в мальчике что-то было; большинство предметов, которые ему приходилось изучать в школе; вот что я хочу сделать; ты большего достигнешь, если...; не торопись, сынок; я помогу тебе начать; поработать в хорошей фирме год — другой; береги здоровье
V. Give the situations in which the following are used (See Text).
steps, to take an interest in, the exchange of bills, honest, to take notice of, frank, frequent, most of, fast, to behave, training.
VI. Correct the following statements. If you find the sentence only partly wrong, use the following expressions. you're not quite right; it is true in a way; true...but (well, yes, but ...), as a matter of fact
The brokers looked upon Frank's father as a most unreliable person, who would deceive them when he had an opportunity to do so. For that reason he had few business connections.
Young Frank used to take little interest in his father's work, and though he was allowed to come to the bank on Saturdays, he did not gain a lot by watching business operations there.
At home Frank's people used to talk about business and financial adventure, but the talk made little sense to the boy and he did not listen to it.
Although Frank was young and did not know much about business he realized that his father was honest and careful. He told himself that when he grew up, he would be like his father, he would never do a risky, dishonest thing in business.
Uncle Seneca had always kept in touch with the Cowper-woods, for he was fond of the family, but this time he liked young Frank so much that he decided to stay with the family and watch the boy's progress.
Uncle Seneca got angry on hearing that the boy had no interest in anything except money, and told Henry Cov/perwood that he had not brought him up properly.