- •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
X. Explain the use of the words given in italics:
This is a heavenly, heavenly, HEAVENLY spot! The house is square like this: And OLD. A hundred years or so.
The picture really doesn't do it justice – those things that look like feather dusters are maple trees, and the prickly ones that border the drive are murmuring pines and hemlocks.
We had ham and eggs and biscuits and honey and jelly-cake and pie and pickles and cheese and tea for supper – and a great deal of conversation.
There’s a valley and a river and a lot of wooded hills, and way in the distance a tall blue mountain that simply melts in your mouth.
XI. Task:
What is your general impression of Lock Willow? How does the author manage to achieve it? Analyze the choice of words and devices.
Read Judy’s description of her visit to the church. What do you think of the hymn chosen by the preacher? What concept of God do the Semples and their neighbours support? How does Judy treat it? What do you think of this concept?
What are the genre and the style of the book On the Trail which Judy reads? What helps the reader to form such an opinion?
Part VI: September 25th – January 20th
I. Find the words and word combinations given below in the text:
to come up
to sink
heatedly
to be willing to do smth
consecutive
a nook
to romp
to distribute
a drawback
to chance to do smth
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:
Когда мы были детьми, бабушка обустроила для нас в саду уютный укромный уголок, где Элис и я могли играть, не беспокоя окружающих.
Моя работа состоит в том, чтобы распространять продукцию нашей косметической фирмы среди потенциальных клиентов.
Когда приезжают студенты? Такое ощущение, что эти каникулы никогда не закончатся.
У вас будут проблемы, если вы пропустите больше, чем два занятия подряд, независимо от причины.
Мы горячо спорили весь вечер о преимуществах раздельного образования, но так и не пришли к какому-либо компромиссу.
Трансатлантический лайнер «Титаник», затонувший более сотни лет назад во время своего первого рейса, по сей день остается одним из самых знаменитых судов в истории человечества.
Наш план был великолепен, просчитан до малейших деталей, просто совершенен от начала и до конца, за исключением одного маленького недостатка: нам не хватало денег на его воплощение.
Мне не пришлось долго уговаривать Фрэнка, он и сам охотно присоединился к нам в наших поисках.
Я случайно обнаружил эти записи в архивах своего деда и теперь хочу понять, как дорого я могу продать их.
В нашем районе было мало оборудованных детских площадок, и дети полюбили играть на заброшенных стройках, в заросших скверах и парках, подальше от скучных взрослых.
IV. Make up sentences of your own using the words and word combinations given in tasks I and V.