Vocabulary Training

I. Understanding Word Meaning from Context.

Choose a word or a word group that has the same meaning as the word in bold.

1. A tremendous amount of work has gone into the project.

a. considerable b. insignificant c. very great d. important

2. We’ve got plenty of time, there’s no need to rush.

a. argue b. move fast c. call d. cancel

3. She demanded an immediate explanation.

a. gave b. remembered c. quickly prepared d. asked firmly

4. The car won’t start – can you fix it?

a. have a look at b. stop c. repair d. sell

5. I’ve seen her a couple of times before.

a. a few, about two b. a great many

c. quite a few, more than five d. half a dozen

II. 1) Find in the text:

a) three phrasal verbs that mean something has broken down or is out of order;

b) a phrasal verb that means something began;

c) a phrasal verb that means “to stop a phone talk”.

d) a phrasal verb with the same meaning as “switch on”. What is its opposite?

Now use the phrasal verb from “c” and one phrasal verb from “a” in sentences of your own.

III. Look up the word “set” in a dictionary. How many meanings does it have (as a verb, noun and adjective)? In what meaning was it used in the text? What new expressions with this word have you found?

Illustrate two meanings of the word “set” with examples of your own. You may make up sentences with useful expressions that you have found.

IV. Note that the verb “to play” is followed by the definite article when used with musical instruments: Do you want to hear me play the guitar? But: to play a tune; to play football/tennis/chess/cards.

Use the verb “to play” with a name of a musical instrument in a sentence about yourself or somebody you know (you may use an affirmative, negative or conditional sentence).

V. Which characters said the following lines? Who were they addressing and in what situations?

a) If you ever got out of that armchair in front of the TV set you'd know who we are.

b) If I had known that, I would have told you to quit last year.

Compare these two conditional sentences. In which case do we have a real condition (the situation can be changed) and in which case an unreal condition (the situation can no longer be changed)?

VI. Mr. Bufkins says the following to his wife:

You should have mentioned it.

Note the structure “should have + V3”. It is used to express a reproach in a situation that cannot be changed.

Can you think of Mrs. Bufkins’ reply to this remark? (use the same structure)

Recounting and Interpreting Details

1. What was Mr. Bufkins’ usual pastime?

2. What happened one day in the area of New York where the Bufkinses lived and what was Mr. Bufkins’ reaction?

3. How did he learn that there was a blackout and that his TV set hadn’t broken down?

4. What did Mr. Bufkins say when he saw his family?

5. How many members were there in the family and what was their occupation?

6. Who left the family some time ago and why?

7. What can you say about Mr. Bufkins’ career?

8. Has the blackout influenced Mr. Bufkins in any way? How did his attitude towards his family change?

9. The plot of the story “The TV blackout” is based on a hyperbole. Look up the meaning of this term in the “Glossary of Literary Terms”. Can you explain how it works in the text and give some examples? What is the purpose of hyperbole here?

10. According to literary theory, hyperbole is internally realistic because we can exaggerate only that which is true. Do you think this applies to the story “The TV Blackout”? To what extent?

Creative Follow-up Work

Continue the story. Imagine that the antenna is fixed and decide whether the blackout has had an impact on Mr. Bufkins’ life or not. You may choose the form of a dialogue or tell the story in the third person.