How to Discuss a Story: Учебно-методическое пособие

Ф Е Д Е РАЛ Ь Н О Е АГ Е Н Т С Т В О П О О БРАЗО В АН И Ю Г О С У Д АРС Т В Е Н Н О Е У ЧРЕ Ж Д Е Н И Е В Ы С Ш Е Г О П РО Ф Е С С И О Н АЛ Ь Н О Г О О БРАЗО В АН И Я В О РО Н Е Ж С КИ Й Г О С У Д АРС Т В Е Н Н Ы Й У Н И В Е РС И Т Е Т (Г О О В П О В Г У )

How to Discuss a Story П особи е по специ альности 031201 (022600) – теори яи методи ка преподав ани яи ностранны х язы ков и ку льту р

В О РО Н Е Ж 2005

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У тв ерж дено нау чно-методи чески м сов етом ф аку льтетаРГ Ф протокол № 4 от 7 декабря2004 года

Ав торы : Бу неев аИ .М ., Н естру ги наМ .В . Н ау ч. ред. Д оц. Ку зьми наЛ .Г .

П рограммаподготов ленанакаф едре англи й ской ф и лологи и РГ Ф В оронеж ского госу дарств енного у ни в ерси тета. Рекоменду етсядлясту дентов 1 ку рсад/о, обу чаю щ и х сяпо специ альности 031201 (022600) - теори яи методи капреподав ани яи ностранны х язы ков и ку льту р.

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М етоди ческаязапи ска. Н астоящ ее у чебно-методи ческое пособи е предназначается для в заи мосв язанного разв и ти я у мени й ау ди ров ани я и гов орени я у сту дентов перв ого ку рсаангли й ского отделени яс целью подготов ки и х к э кзамену заII семестр. П особи е состои т и з основ ной части и четы рех при лож ени й . О снов ная часть состои т и з 16 разделов , представ ляю щ и х собой задани як рассказам, начи танны м напленку носи телями язы ка. Каж ды й и з разделов и меет следу ю щ у ю стру кту ру : a) задани я, предш еств у ю щ и е прослу ш и в ани ю рассказа; б) задани я, которы е следу ет в ы полнятьпосле прослу ш и в ани ятекста. Задани я, предш еств у ю щ и е прослу ш и в ани ю рассказа, в в одят сту дентов в темати ку текста, сни маю т некоторы е лекси чески е тру дности (напри мер, и мена собств енны е) и нацели в аю т сту дентов на подбор и нф ормаци и об ав торе и объяснени е некоторы х реали й с помощ ью справ очной ли терату ры . Д о прослу ш и в ани ятекста сту дентам такж е предлагаетсяв ы ясни ть значени е отдельны х клю чев ы х слов и в ы раж ени й . Затем сту дентам предстои т несколько раз прослу ш ать текст, при чем, каж ды й раз с нов ы м задани ем. Т ак, напри мер, после перв ого прослу ш и в ани я текста с помощ ью в опросов по содерж ани ю в ы являетсяобщ ее пони мани е рассказа. П осле в торого и третьего прослу ш и в ани й сту денты в ы полняю т задани яти па теста множ еств енного и дв ои чного в ы бора и прочи е задани я, направ ленны е на в ы яснени е мелки х деталей , что позв оляет затем перей ти к следу ю щ ему в и ду работы – детальному пересказу . Задани я ти па “Talking Points” направ лены на разв и ти е у сту дентов у мени й определи тьтему и основ ну ю и дею рассказа, понятьподтекст, оцени ть содерж ани е с точки зрени я его нрав ств енной , соци альной значи мости и у в язатьего с ли чны м опы том. В задани и представ лены проблемны е в опросы , сти му ли ру ю щ и е гов орени е, разв и в аю щ и е у сту дентов тв орчески й подх од к и нтерпретаци и текста. Ав торами такж е предлагаю тся задани я, позв оляю щ и е сту дентам су мми ров ать обсу ж дени е рассказа в парах , и спользу я матери ал, представ ленны й в при лож ени ях 1-4. В пособи и и меется матери ал для дополни тельной работы , преду сматри в аю щ и й задани я по сов ерш енств ов ани ю прои зноси тельны х и и нтонаци онны х нав ы ков и у мени й детального в оспри яти ятекста. В П ри лож ени и 1 представ лен при мерны й план обсу ж дени ярассказа.

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В П ри лож ени и 2 даю тсяслов а и слов осочетани я, необх оди мы е для анали за лю бого х у дож еств енного прои зв едени я, для беседы о его достои нств ах и недостатках . В П ри лож ени и 3 при в оди тсярассказ и его при мерное обсу ж дени е, что мож ет слу ж и ть моделью – образцом и облегчи т сту дентам работу над рассказами . В П ри лож ени и 4 даю тся определени я некоторы х х у дож еств енны х средств , пони мани е и анали з которы х способств у ет более тонкому в оспри яти ю х у дож еств енного текста. П ерв ы е семь рассказов при надлеж ат перу O'Г енри (кассета 184), относятсяк у ров ню Intermediate, что соотв етств у ет требов ани ю к язы ков ой подготов ке сту дентов перв ого ку рса, поэ тому целесообразно начи натьработу и менно с ни х . Ав торами остальны х дев яти рассказов являю тся англи й ски е, амери кански е и ав страли й ски е пи сатели (кассета 161). Э ти рассказы лекси чески и граммати чески несколько слож нее для в оспри яти я на слу х . У чи ты в ая э тот ф акт, ав торы сочли необх оди мы м в некоторы х слу чаях предлож и тьобъяснени е терми нов , реали й , атакж е слов и слов осочетани й . С тру кту ра пособи яеди нообразна и дает в озмож ность работать над ни м в лю бом у добном дляпреподав ателяи сту дентов порядке. Задани ямож но в ы полнятьполностью и ли в ы борочно, в зав и си мости от подготов ленности ау ди тори и . Часть задани й , напри мер, непосредств енно прослу ш и в ани е рассказа, мож но в ы полнятькак наау ди торны х заняти ях, так и самостоятельно. П особи е такж е мож ет и спользов аться для и нди в и ду альны х заняти й сту дентами , чей у ров ень сф орми ров анности нав ы ков ау ди ров ани янесколько отстает от требу емого.

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THE GIFT OF THE MAGI by O’Henry I.

BEFORE LISTENING TASKS a. Have you heard about O’Henry? What do you know about this writer? (Use a dictionary) b. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names Magi [mei`dzai] [mei`gai] dialectal Della James Dillingham Young (Jim) Mme Sofranie Words and expressions shabby little cottage had been saving every penny pulled down her hair did it (hair) up again two hours passed by on rosy wings curling irons

II.

began repairing the ravages made by generosity added to love a Coney Island chorus girl she turned white with an air almost of idiocy set of combs pure tortoise shell

After listening tasks. Comprehension check GENERAL COMPREHENSION

1. 2. 3. 4. 5. 6. 7. 8.

a. Listen to the story once to answer the following questions How much money did Della have to buy a present for Jim? Why was she so short of money? What were the two treasures of the James Dillingham Youngs? What idea did Della have to get the money? What was her hair like? What present did she buy for Jim? How was Della getting ready to meet her husband? How old was Jim and how did he look?

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9. Why did he looked at his wife with a strange expression in his eyes? 10. What present did Jim have for Della? 11. What did Jim do when he saw Della’s present? 12. Why did Jim offer to put their presents away and keep them for a while? DETAILED COMPREHENSION

1.

2.

3.

4.

5.

6.

7.

a. Listen to the story another time and choose the right variant; give reasons where necessary Della cried because a) she had lost money b) she had wasted money c) she had too little money to buy her husband a present Jim got a) 20 dollars a week b) 8 dollars a week c) 30 dollars a week Della ran out of the house because a) she was going shopping b) she was short of time c) she had an idea where to get money Della’s hair was a) black b) brown c) golden Della a) cut her hair and sold it to buy Jim a present b) had her hair cut and sold it to buy Jim a present She shopped a) for two hours b) the whole afternoon c) till 7 p.m. The watch chain Della bought for Jim was made of a) gold b) platinum c) silver b. Explain the words and expressions given in part I and reproduce the situations in which they were used

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III.

SPEAKING

a. Retell the story as close to the text as you can

1.

2. 3. 4. 5. 6.

b. Talking points How does O’Henry make use of different colours in the story? (a grey cat, a grey fence, rosy wings, she turned white)? Why does he choose these colours? What do they mean? Why did the world look grey for Della when she looked out of the window after she had finished her cry? Why did her face loose its colour within 20 seconds when she looked at herself in the looking-glass? Do you think it was easy for Della and Jim to sacrifice their treasures? Give reasons. Why does O’Henry call Della and Jim “foolish children” and “the wisest”? Is there any contradiction here? Comment on the title of the story/ Why does the author call his characters “the Magi”? c. Choose one of the talking points and sum up the discussion in pairs (see Append. 1-4)

d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart The Magi, as you know, were 1)_______ men – wonderfully 2)_______ men. They invented the art of giving Christmas 3)_______; as they were wise, their gifts were no 4)_______ wise ones. And here is related the simple story of two foolish children in a flat of 5)_______ a week, who most unwisely 6)_______ for each other the greatest 7)_______ of their house. But in a last word to the wise of these days let it be said that of all who give 8)_______ these two were the wisest, of all who give and 9)_______ gifts such as they are wisest. Everywhere they are wisest, they are the 10)_______. THE ROMANCE OF A BUSY BROKER I.

BEFORE LISTENING TASKS a. Read carefully the following proper names, words and expressions. Make sure you know what they mean

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Proper names Pitcher, confidential clerk Harvey Maxwell, broker Miss Leslie, stenographer the Exchange Words and expressions a difference in her ways like a heap of stage snow the ticker began to reel out its tape a chronic attack of buzzing messenger boys like sailors during a storm expressionless animated II.

hurricanes and snowstorms and glaciers and volcanoes reproduced in miniature strong machine going at full speed sweet odour of lilac fixed the broker for a moment immovable I have but a moment to spare seized a minute of lull

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. Why did Pitcher look interested and surprised that morning? 2. What did Miss Leslie do instead of going straight to her desk when she came to the office? 3. What did Mr. Maxwell ask Pitcher to do and why? 4. Why did Miss Leslie agree to do the usual work? 5. What was the situation like on the Exchange? 6. How did this situation influence the atmosphere at the broker’s office? 7. Why did Mr. Maxwell refuse to take the new stenographer? Did he remember his own instruction? 8. What did Pitcher and the bookkeeper think about the broker? 9. How did Maxwell look when he worked? 10. What made Maxwell think of Miss Leslie and ask her to marry him? 11. How did he propose to her? Did he do it in a traditional way? 12. What did Miss Leslie do when she heard Maxwell’s words? DETAILED COMPREHENSION a. Listen to the story another time. Are these statements true or false? Give reasons 1. Maxwell and Miss Leslie came to the office at 9.

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2. 3. 4. 5.

When Miss Leslie came up to Maxwell’s desk, he hadn’t opened his mail. Maxwell fired Miss Leslie and wanted a new stenographer. Maxwell proposed to Miss Leslie during the lunch break. Miss Leslie refused to marry him because she was already married to another man. b. Explain the words and expressions given in part I and reproduce the situations in which they were used

III.

SPEAKING

a. Retell the story as close to the text as you can

1. 2. 3.

4. 5.

6. 7.

b. Talking points What can you say about the tempo of the broker’s work? Why does the author compare the clerks in the office to the sailors during a storm? Why, do you think, O’Henry uses such phenomena as “hurricanes and snowstorms and glaciers and volcanoes” to describe the situation at the exchange? Do you agree with the statement that in the world of finance there’s “no place for the human world or the world of nature”? Give your reasons. Why did the broker forget about his own wedding? Is it possible in real life? Can it be an exaggeration, a device used by the author to show the readers how busy the man was and how hard he worked? Did Miss Leslie understand at once what was going on when the broker asked her to marry him? Did she know what it was that made him forget everything else? c. Choose one of the talking points and sum up the discussion in pairs (see Append. 1-4)

d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart. The young lady had been Maxwell’s stenographer for a 1)_______ . She was beautiful and very 2)_______ . She wore no 3)_______. Her dress was gray and simple, but it 4)_______ her figure very well. She wore a 5)_______ black turban 6)_______ with a gold-green wing. On this morning she was softly and 7)_______ radiant. Her eyes were 8)_______ bright, her cheeks 9)_______, her expression a 10)_______ one.

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THE COUNT AND THE WEDDING GUEST I.

BEFORE LISTENING TASKS a. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names Andy Donovan Maggie Conway Mrs. Scott Count Fernando Mazzini Mike Sullivan

a boarder a boarding house he turned his head… and his head turned sad far-away look to have your company a gondola accident cannot take an interest in anybody put his arms about her

Words and expressions II.

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. Where did Mr. Donovan and Miss Conway live? 2. How did they get to know each other? Did the girl make a great impression on him? 3. Describe Miss Conway ‘s appearance when two weeks later she came out of the door of the boarding house. 4. Where did Andy invite Miss Conway? 5. Why was Miss Conway so sad? 6. How did Andy express his sympathy? 7. Why did Maggie decide to show Andy the photo of Count Mazzini? 8. Why did Maggie decide to ask Andy a question when they were sitting in the park? Did she think he was in love with another girl? 9. What made Andy unhappy? 10. What story did Maggie tell him at last? 11. Why did Andy feel happy when she had finished her story? 12. Did Andy believe Maggie’s story about the count? Give reasons.

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DETAILED COMPREHENSION

1.

2.

3.

4.

5.

a. Listen to the story another time and choose the right variant; give reasons where necessary The story took place in a) Italy b) The USA c) Great Britain When Andy saw Miss Conway for the first time, she was wearing a) a beautiful black dress b) a plain brown dress When Miss Conway came out of the door, Andy Donovan was sitting on the front step of the boarding house smoking a) a cigar b) a cigarette c) a pipe When Andy and Maggie were having a walk in the park the girl looked sad because she a) missed Count Mazzini b) she didn’t like Andy c) she was all in black and had to look sad Miss Conway was going to marry Count Mazzini next a) winter b) spring c) summer

6. a) a month b) a week c) a fortnight later Andy and Maggie told Mrs. Scott that they were going to get married. 7. Maggie was sure Andy would leave her because a) he loved another girl b) he didn’t want to marry her c) she had lied to him b. Explain the words and expressions given in part I and reproduce the situations in which they were used III.

SPEAKING

a. Retell the story as close to the text as you can

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1. 2. 3. 4. 5. 6.

b. Talking points How did Miss Conway attract Andy’s attention? Why does O’Henry give the description of the girl’s appearance and doesn’t describe Andy Donovan? Why did Maggie think of a plan? Did her plan work? Why do you think she chose that man’s photo? Why didn’t Andy tell Maggie at once that he knew the man in the photo? Do you think Maggie and Andy got married? Give reasons. Comment on the title of the story. c. Choose one of the talking points and sum up the discussion in pairs

d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart. “Andy”, Said Maggie at last, “I have 1)_______ to you, and you will never marry me, you will never love me any more. But I feel that I must tell you 2)_______. Andy, there was 3)_______ count in my life. There was 4)_______ who loved me in all my life. All the other girls always talked about 5)_______ and 6)_______ . But nobody loved me. Nobody wanted to marry me. So at last I thought of a 7)_______ . I went to a 8)_______ and bought that big photo which I showed you. He also made a small one for me. Then I 9)_______ that story about the Count, and the gondola accident so that I could 10)_______ black. I look 11)_______ in black and you know it. But nobody can love a 12) _______ . And you will now 13)_______ me and I shall die for 14)_______ . You are the 15)_______ man I loved in my life. That’s all. GIRL I.

BEFORE LISTENING TASKS a. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names Robbins and Hartley, Brokers Vivienne Arlington East Tenth Street Rafford Townsend The Montgomerys Helen

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Words and expressions made a sign of silence to him the sleuth dressed in good taste the more I think… the less I know turning her beautiful eyes on him II.

what’s up the law of the jungle I’ll turn her out on my word of honour a happy scream

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSIOТ

a. Listen to the story once to answer the following questions 1. Where did Mr. Hartley work? 2. Why did the detective want to see him? 3. Where did Vivienne live? 4. What was her appearance like? 5. Why couldn’t Vivienne make up her mind about Hartley’s offer? What puzzled her? 6. What did Hartley promise Vivienne? 7. How did Vivienne feel when Rafford Townsend appeared? 8. What did Hartley do in that situation? What did he say to the rival? 9. What was Vivienne’s condition on which she agreed to go with Hartley? 10. Did it take Hartley long to get home? 11. Where did he live? 12. Who met him at the door? 13. Was the dinner ready? 14. What news did Hartley tell the lady? Why did she give a happy scream? 15. What was Vivienne? DETAILED COMPREHENSION

1. 2. 3. 4. 5. 6.

a. Listen to the story another time. Are these statements true or false? Give reasons Mr. Hartley was a broker. Hartley paid the detective seven dollars for his work. Vivienne lived in a new building of cheap flats on the fourth floor. Vivienne didn’t want to marry Mr. Hartley because she was afraid she wouldn’t be happy in the country. Rafford Townsend was Vivienne’s fiancé. Mr. Hartley was married and his family lived in the countryside.

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b. Explain the words and expressions given in part I and reproduce the situations in which they were used III.

SPEAKING

a. Retell the story as close to the text as you can

1. 2. 3. 4. 5. 6. 7.

b. Talking points What impression do you get when Hartley and Vivienne meet? Doesn’t he look as if he were asking the girl to marry him? Don’t they remind lovers with some problems in their relations? Does Hartley treat Townsend as a rival? Is he really Hartley’s rival? Who do you think Helen can be, when Vivienne insists that she should go away/ Why is Hartley puzzled by these words? What do you think of Hartley when you find out that he is married? Could you imagine from the very beginning what the end of the story would be like? Does the story look like a love story as the plot develops? Is it a love story? What kind of story is it? c. Sum up the discussion in pairs

d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart She stood quietly and 1)_______ for a short time. “Do you think for one 2)_______”, she said, “that I shall enter your house while Helen is there?” Hartley didn’t 3)_______ that. At first he didn’t know what to say. Then he said 4)_______ : “She will have to go. She is making my life 5)_______. I have never had a 6)_______ day since she came to my house. But this is the 7)_______ . You are right, Vivienne, Helen must be 8)___ ____, before I can take you 9)_______. She must go. I have 10)______. I will turn her out.” THE SLEUTHS I.

BEFORE LISTENING TASKS a. Read carefully the following proper names, words and expressions. Make sure you know what they mean

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Proper names Mr. Meeks Mrs. Mary Snyder Detective Mullins The Waldorf café private detective Shamrock Jolnes Juggins, the leader of the new modern school of detectives Nathaniel Hawthorne, a detective and adventure story writer (1804-1864) Words and expressions a scrub-woman police headquarters the chief of police chorus girls to take the rooms by the month directory got rid of … always solved mysteries II.

(cases/crimes/problems) I will take up your case hat pin a first-class boarding house jewellery had a far-away look in his eyes shook hands with ceremony enlarged portraits pay weekly installments

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. Why was Mr. Meeks looking for Mrs. Snyder? 2. What did the police think about that case? 3. How many methods did detective Mullins offer? 4. What was the first plan like and why didn’t Mr. Meeks agree with it? 5. Why did Mullins say that the second method would cost Meeks more? 6. Why did Meeks get rid of the city detective? 7. Who was the next man Meeks consulted? 8. Did the detective agree to take up the case and how much money did he ask for it? 9. What case did Jolnes solve a year ago? 10. What did the detective find when he examined the room where Mrs. Snyder used to live? 11. What conclusion did he come to? 12. How did Jolnes explain everything to Meeks? 13. Did they find Mrs. Snyder in the first-class boarding-house? What information did they get there? 14. What did Mr. Meeks think about the things they had found in his sister’s room?

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15. Where did Jolnes take Mr. Meeks next? 16. What did Detective Juggins do when Meeks finished his story? 17. Did Juggins get Mrs. Snyder’s address? 18. How did he do it? DETAILED COMPREHENSION

1. 2. 3. 4. 5. 6. 7. 8.

a. Listen to the story another time. Are these statements true or false? Give reasons Mrs. Snyder, a married woman of 52, worked as a scrub-woman. It was no use putting advertisements in the newspapers because she didn’t like to read them. Mr. Meeks and Detective Mullins agreed to meet at 3pm in the Waldorf café. Mr. Meeks didn’t like the advertisement about the chorus girls because his sister couldn’t sing. Mrs. Snyder used to live in a small room with little furniture. While Detective Juggins was listening to Mr. Meeks’ story he went on reading the book by N. Hawthorne. It took Juggins 20 minutes to get Mrs. Snyder’s address. Mr. Meeks paid $2 for Juggins’ work. b. Explain the words and expressions given in part I and reproduce the situations in which they were used

III.

SPEAKING

a. Retell the story as close to the text as you can

1. 2. 3. 4.

5. 6.

b. Talking points Is it an easy task to find a man in a big city? Give reasons. Why was it a difficult problem for Mr. Meeks to find his sister? Do you think Detective Mullins was a real professional? Give reasons. What’s your opinion of Shamrock Jolnes? Was he better at solving mysteries than detective Mullins? What theory did he develop about Mrs. Snyder and the place where she loved? Was Detective Juggins more successful than his colleagues? What method did he use? Did he know anything about people’s psychology? Why is the story called “The Sleuths”? What types of detectives does O’Henry represent in his story? Who, do you think, is the most reliable sleuth? Give reasons.

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c. Choose one of the talking points and sum up the discussion in pairs d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart. “You have told me your sister was a 1)_______ . She scrubbed the floors of offices and 2)_______. Now I want to ask you a question: where do people lose 3)_______ most often? In the theatres, of course. Look at that piece of 4)_______, Mr. Meeks. Do you notice something round has been 5)_______ in it? I think it was a ring – perhaps a 6)_______ ring. My 7)_______ is this: Mrs. Snyder found the ring while scrubbing the floor in the theatre. Then she tore off a piece of a programme, wrapped the ring and took it 8)_______. Next day she 9)_______ it. Then she 10)______ to a first-class boarding house. If everything I have told you 11)_______, we may find your sister in № 12)_______ Avenue 13)_______. Let’s hurry there. THE GREEN DOOR I.

BEFORE LISTENING TASKS a. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names Rudolf Steiner Words and expressions a true adventurer in search of an adventure to lead into trouble the victim of clever swindlers handed the dentist’s cards to passers-by the Hand of Fate as if in a faint brought back some of her colour small wages and big fines can’t get rid of me piano-tuner a first-rate show stopped for a glass of beer and a cigar

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II.

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. What kind of man was Rudolf Steiner and what life did he lead? 2. What man did he pass one day? 3. Was the card that he got from the man a usual dentist’s card? 4. Why did Rudolf decide to act? What did he do? 5. Where did he find the green door? 6. What happened when the girl opened the door? 7. How did Rudolf help the girl? 8. Why did he bring a lot of food from the nearest restaurant? 9. Why didn’t he allow the girl to start with a pickle? 10. What story did the girl tell Rudolf? 11. What question did the girl’s eyes ask when the young people were saying good-bye to each other? 12. Why didn’t Rudolf tell the truth when the girl asked him why he had knocked at her door? 13. What did Rudolf discover when he got out of the flat? Was there only one green door in the house? 14. How did the Negro explain the card with the words “The Green Door”? 15. Why was Rudolf sure that it was “the Hand of Fate” that brought him to the girl’s door? DETAILED COMPREHENSION a. Listen to the story another time and choose the right variant; give reasons where necessary 1. One a) morning b) afternoon c) evening Rudolf was walking along a crowded street in the central part of the city. 2. One side of the card Rudolf got from the Negro was a) green b) white c) black, on the other were written three words “The Green Door” 3. It was time to act because the Negro had

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a) two times b) three times selected Rudolf out of the crowd 4. The girl took Rudolf’s help a) with surprise b) indifferently c) as a natural thing 5. Rudolf knocked at the girl’s door because a) the Negro had asked him b) he got a card from the girl c) it was the Hand of Fate 6. The a) manager b) director c) agent of the theatre gave the Negro a dollar and asked him to hand out a few of the cards advertising the play “The Green Door”. b. Explain the words and expressions given in part I and reproduce the situations in which they were used. III.

SPEAKING

a. Retell the story as close to the text as you can

1. 2.

3. 4. 5. 6.

b. Talking points What do you know about the main characters of the story – Rudolf and the girl? What can you say about their appearances, jobs, families, life stories? Do you feel the author’s attitude towards the main characters? Does he sympathize with them, laugh at them or disapprove of their actions and words? .Do you think their meeting was “the Hand of Fate” or a mere coincidence? Give reasons. Can a coincidence influence or even change one’s life? Was the young man a romantic person? Why? Why wasn’t the girl surprised when the young man appeared and helped her? Was she sure that somebody would come and take care of her? What do you think of the genre of the story? Would you call it romantic? c. Choose one of the talking points and sum up the discussion in pairs

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d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart The adventurous piano-salesman stopped at the 1)_______ and thought, then he passed the 2)_______ again and took a 3)_______ card from the black giant’s hand. He read the same 4)_______ words written in exactly the same 5)_______, as it was on the first card. Rudolf picked up 6)_______ or 7)_______ cards, thrown down by the people, both in front of and behind him, each one was a dentist’s card. He 8)_______ the Negro again, but this time he 9)_______ no card. It even seemed to Rudolf that the black giant turned away from him in 10)______ .

THE ADVENTURE OF MY AUNT I.

BEFORE LISTENING TASKS a. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names Derbyshire Words and expressions a very manly woman he was no match for my aunt it undermined his health enough to cure a whole hospital all was in vain to honour his memory a miniature a full-length portrait to be stuck with the lonely appearance of her house she always saw to all things herself her sigh was re-echoed

putting her hair in papers to give her a wink she overturned her workbox as if in doubt whether to go a red-hot poker she liked to take the law into her own hands cleanliness to draw the man through the horsepond to dry him with a wooden “towel”

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II.

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. Why was the woman’s husband no match for her? 2. What happened to him after their marriage? 3. What did the lady do when her husband fell ill? 4. What was her behaviour like when he died? 5. Where did she decide to move after her husband’s death? 6. What kind of place was it? 7. How did the lady and her servants feel in that country house? 8. What did she do every evening before going to bed? 9. What happened one evening when she was arranging her hair? 10.What did she think when she hared her sigh re-echoed? 11.What did she feel when she saw one of the eves of the portrait move and give her a wink? 12.How did she make sure that she was not mistaken? 13.What did she decide to do? 14.What happened when she walked out of the room? 15.What did she order her servants to do when they came back to her bedroom? 16.What did the black-bearded man confess? 17.How did he get to know about the hiding place? 18.Why didn’t the lady send for the police? 19.What did she order to do to teach the thief a lesson? 20.How did that adventure influence the lady? DETAILED COMPREHENSION a. Listen to the story another time. Are these statements true or false? Give reasons 1. After the husband’s death the woman demonstrated her sorrow to everyone. 2. The lady decided to move to Derbyshire right after her husband’s death. 3. She kept her money and jewels in a little box in a hiding place. 4. When sitting by the toilet table the lady heard her sigh re-echoed it gave her a shock. 5. When the portrait seemed to give her a wink, the lady got really frightened, but, next moment, managed to take herself in hands. 6. When the lady overturned the box, she began hurriedly to pick up the articles from the floor.

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7. When she returned to her room with the servants, her money and jewels were on the same places. 8. When the lady ordered her servants to pull down the picture they did it at once b. Explain the words and expressions given in part I and reproduce the situations in which they were used III.

SPEAKING

a. Retell the story as close to the text as you can b. Talking points 1. Do you agree with the statement that “a woman who did so much to honour the memory of her husband deserves to get another”? 2. What did the author mean saying that her husband was the victim of her kindness? 3. Why did the lady spend so much money on her mourning dress? Why was the miniature she wore as big as a small clock? Do you think she felt sorry for her husband as much as she demonstrated? 4. Can you prove that the lady had a remarkably strong will? 5. What was the lady’s “idea of cleanliness”? 6. Why did the lady marry the rich gentleman of the neighbourhood? 7. What is the author’s attitude to the main character? Does he like her? Does he admire her? Why does O’Henry make readers smile sometimes? c. Sum up the discussion in pairs d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart My aunt was very much 1)_______ by the death of her poor dear husband. Perhaps now she was sorry that she had made him take so much 2)_______ and felt, perhaps, that he was the 3)_______ of her kindness. Anyhow she did all that a 4)_______ could do to honour his memory. She spent very much money on her mourning 5)_______ , she wore a miniature of him about her neck as large as a small 6)_______ ; and she had a full-length portrait of him always hanging in her 7)_______. All the world 8)_______ her conduct. “A 9)_______ who did so much to honour the memory of one husband, 10)______ soon to get another,” – said my aunt’s friends.

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THE MOONLIGHT SONATA I.

BEFORE LISTENING TASKS a. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names: Beethoven Bonn Cologne [kə’loun] = Köln Bruhl [bru:l] = a town in Germany a few miles from Köln. Words and expressions sonata in F (in fa major) a little mean dwelling in the midst of the finale [fi’na:li] (Ital.) genius harpsichord the spell was broken in a moment music – here: written or printed signs representing musical composition play by ear to play music from memory his fingers began to wander along the II.

keys silent with wonder and rapture crouched down near the end of the harpsichord as if we were all bound in a strange dream a cry of delight and recognition his glorious rugged head and massive figure in silence more eloquent than words write out that sonata until long past day dawn

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

1. 2. 3. 4. 5. 6. 7. 8. 9.

a. Listen to the story once to answer the following questions Where did the story take place? When and where were the two friends taking a walk? What music and, later, conversation did they overhear? What tempted Beethoven to enter the house? How did the young people meet him? Why did they have no music? How did the girl play? Where and how did she learn to play the sonata in F? How did Beethoven play that night?

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10. How were the brother and sister listening to his music? 11. What happened with the flame of the single candle? 12. How did the room look when the shutters were open? 13. How did the young people recognize Beethoven? 14. What music did he play when they asked him to play some more? 15. Why did Beethoven promise to come again? 16. Why was the composer in a hurry to get home? DETAILED COMPREHENSION

1. 2. 3. 4. 5. 6. 7.

b. Listen to the story another time. Are these statements true or false? Give reasons What music did he compose that night? When Beethoven and his friend were taking a walk they heard someone playing Beethoven’s sonata in F. In the midst of the finale the girl began to cry because she couldn’t go to the concert at Cologne. Beethoven had no sooner entered the room than he saw the girl was blind. When the brother and sister lived in Bruhl a lady taught the girl to play the sonata in F. Beethoven played the beginning of his sonata in F and the young people understood who he was. The great composer played his Moonlight sonata for the first time for the poor shoemaker and his blind sister. c. Explain the words and expressions given in part I and reproduce the situations in which they were used

III.

SPEAKING

a. Retell the story as close to the text as you can b. Talking points 1. Could you expect what the story was going to be about when you heard the title? 2. Do you know any other versions of the origin of this world famous music? 3. In this story Beethoven is depicted not only as a great composer but also as a human being. How did he feel when he entered the young people’s house? Why did he agree to give some lessons to the young girl? Don’t you think that the young people’s love and admiration helped him improvise the sonata?

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4. Which words did the author choose to create the atmosphere in the room when the sonata was being composed? What kind of atmosphere was it? What impression did the music make on the listeners? 5. The author says that Beethoven smiled “benevolently, indulgently, kindly”. How do these epithets characterize the great composer? 6. Which epithets and other figures of speech does the author use to describe the music of the Moonlight sonata? What does he compare it to? Does the description have anything in common with your idea of the famous music? c. Sum up the discussion in pairs d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart “I will improvise the sonata to the 1)_______ !” said he looking up 2)_______ to the sky and stars. Then his hands 3)_______.to the keys, and he began playing a sad and infinitely 4)_______ movement, which crept gently over the instrument like a calm 5)_______ of moonlight over the 6)_______ and 7)_______ earth. This was followed by a wild 8)_______ in triple time – a sort of grotesque interlude, like a dance of spirits upon the 9)_______. Then came a swift agitato finale – a breathless, hurrying, trembling movement, descriptive of 10)_______ and 11)_______, and vague impulsive terror, which carried us away on its rustling 12)_______ , and left us all in emotion an 13)_______. SONG IN A QUIET WORLD by A.E.Coppard I.

BEFORE LISTENING TASKS a. Have you heard about A.E.Coppard? What do you know about this writer? (Use a dictionary) b. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names: Jack Elinor Parsons Whitsuntide – the week beginning with Whitsunday (the seventh Sunday after Easter, a Christian religious holiday)

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Shrove Tuesday – the day before the beginning of Lent (is also called Pancake Day) Beryl and Peggy Words and expressions wooed a deaf girl chump (sl.) – fool she was really stone deaf at the flap of her ear it wouldn’t flurry her in the slightest mute dumb finger language lip-read slate hothouse a market gardener Jack made up to Elinor she was deprived of were never let out of her sight suffer no interference with to handle and dandle to toddle the little imps strayed from their mother’s arms to they were baffled by the deaf woman’s II.

inability was the cream and the pith of her days as like as a pair of earrings they took their mother for granted she craved with fantastic intensity to hear soaring into reaches of song voices… distilling heavenly music he was dubious Elinor raged at him lighted on the possibility of a cure it might kill her overnight hazardous go clean mad turn out no good after all a hammer and chisel sort of affair noddle = head under the gas a kind of squeak like a bird’s twitter a queer gabble going off at her… like the crack of a gun

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

1. 2. 3. 4. 5. 6. 7. 8.

a. Listen to the story once to answer the following questions What do you know about Elinor Parsons? How did Jack marry her? Was she happy when the twins were born? How did she take care of the children? Why did the girls take their mother for granted and give their father most of their attention and admiration? What were the girls like when they were ten? What wonderful dreams did Elinor have at night? What did she decide to do to make her dreams come true? What could possible outcomes of the operation be?

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9. Why did Elinor decide to clutch the one chance if there was any? 10. How did she feel after the operation? 11. How was the ability to hear coming back to Elinor? DETAILED COMPREHENSION

1. 2. 3. 4. 5. 6. 7.

a. Listen to the story another time. Are these statements true or false? Give reasons Elinor was deaf, mute and dumb and couldn’t communicate with people. The girl was an invalid since childhood. Jack worked for Elinor’s father and was good and kind to his daughter. Jack and Elinor lived in a little house with Elinor’s father. The little girls preferred the company of their father because it was easier to communicate with him. Beryl and Peggy could sing beautifully like primadonnas. Elinor had been deaf for about 20 years before she was operated on. b. Explain the words and expressions given in part I and reproduce the situations in which they were used

III.

SPEAKING

a. Retell the story as close to the text as you can

1. 2. 3. 4.

b. Talking points Do you think Jack married Elinor only because he was sorry for her and her father had some money? Doesn’t it seem to you that Beryl and Peggy, the twins, were unkind and egoistic preferring their father’s company to their mother’s? What were the reasons that made Elinor take the risk of the operation? What “song in thequiet world” did she hear in her dreams? What happened when Elinor came home after the operation? Continue the story bringing it to a suitable end. c. Sum up the discussion in pairs

d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart By the time they were 1)_______ years old they were sweet little 2)_______, flaxen-haired , pink- faced, 3)_______.and exactly 4)_______ , and to Elinor who

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had never heard them 5)_______ it was a constant 6)_______ that no whisper or twinkle of 7)_______ from them had ever echoed in the lonely 8)_______ that ranged her off from her 9)_______. Sad to 10)_______ , it was the very thing, their 11)_______, that started to rumple the family12)_______ .

LETTERS IN THE MAIL by Erskine Caldwell I.

BEFORE LISTENING TASKS a. Have you heard about Erskine Caldwell? What do you know about this writer? (Use a dictionary) b. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names Stillwater Ray Buffin Guy Hodge Ralph Barnhill Grace Brooks Sid Stoney New Orleans Words and expressions barring bills to play pranks on people signed with a fictitious name to inflict harm on anybody would snatch the letter out of his hand a box of pink stationary the telephone exchange the night switchboard operator a feminine handwriting she would have nothing to do with the scheme once in a while be a good sport = a good girl

she was girlishly carefree in the letter slot to sort the mail he ripped open the pink envelope his eyes were blinking mistily he dashed out of the post office

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II.

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. Who liked to get letters more than anyone in the whole town of Stillwater? 2. What were Guy and Ralph fond of? 3. What kind of prank did they decide to play on Ray? 4. Whom did they ask to write the letter? 5. What kind of girl was Gracie Brooks? 6. Did she agree to write the letter at once? Why? 7. Did anyone know that many years before Gracie had got a love letter from Ray? 8. Why was she sorry she had ignored that letter? 9. What reasons did Guy and Ralph use to make Gracie write the letter? 10. Why did Gracie cry for a long time after they had left the telephone exchange? 11. Did she write and mail the letter? 12. What was Ray’s behaviour like when he saw a letter in his mail box? 13. How did he open the letter and how many times did he read it? 14. Where did he rush? 15. Why did Gracie come to the telephone exchange earlier that day? 16. Why did the phone calls remain unanswered and unconnected? DETAILED COMPREHENSION a. Listen to the story another time and choose the right variant; give reasons where necessary 1. Guy and Ralph decided to play a prank on Ray Buffin because a) he was expecting a love letter from a girl b) he liked to get letters c) they were sorry for him because he got fewer letters than anybody 2. Grace didn’t answer Ray’s letter because a) she didn’t like him b) she was too young to think about marrying somebody c) she wanted to make a career and started to work for the telephone company 3. Guy and Ralph asked Gracie to write a letter to Ray because a) they wanted it to be in Grace’s handwriting b) it was to be in a woman’s handwriting and Grace was a suitable person c) nobody else would agree to write such a letter

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4. That afternoon there was a large crowd at the post office because a) the bus from New Orleans with mail was late b) the people knew what was going to happen c) the people were eager to get their mail 5. Nobody snatched the letter out of Ray’s hand because b) they didn’t dare, he was so happy c) he didn’t let them do it d) he ran out of the post office before anyone could say a word. b. Explain the words and expressions given in part I and reproduce the situations in which they were used III.

SPEAKING

a. Retell the story as close to the text as you can b. Talking points 1. Do you think Stillwater was a big or a small place? Was the life of its citizens full of events? What do you think of the name of the town? Isn’t it a “speaking name”? 2. Why did the boys choose the box of PINK stationary? Why is the colour important in this case? 3. Why did Gracie begin to cry when Guy and Ralph asked her to write that letter? 4. What did she write in the letter? Did she sign it with a fictitious name? 5. Why did Ray begin to smile as he was reading the letter? 6. Do you think the prank turned out to be really good and helped to bring two lonely people together?. c. Sum up the discussion in pairs d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart Gracie was a 1)_______ bright-haired 2)_______ girl who had worked for the telephone 3)_______.since she graduated from 4)_______ school. She had remained 5)_______ all those years, because she lived such a 6)_______ life, operating the switchboard all 7)_______ and sleeping during the 8)_______ , she was aware that there was little 9)_______, now for her to 10)_______ somebody who would be 11)_______ to marry her.

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THE SERVICES OF AN EXPERT by Harry Stephen Keeler I.

BEFORE LISTENING TASKS a. Have you heard about Harry Stephen Keeler? What do you know about this writer? (Use a dictionary) b. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names Peter J. Dawson The Chicago Dispatch Atlantic City Clyley Cincinnati Lake Michigan North Shore Police Station Words and expressions fire escape felt quickly for my back pocket intruder cases of emergency to survey him from head to foot stockily built derby hat gorgeously red tie fly-by-night birds by error I turn you over to the police the Clyley kidnapping case gaft ilk … diamonds were lying about loose took on a definite trend be done with it a second-storey man a lock-picker

a safe-blower yon strongbox are you dead in earnest? I can jiggle that combination open burglar-proof safe how my expert was coming along with his task Great Caesar’s Horn Spoon! (Excl. of surprise) a huge blue-steel revolver fired with a thundering report missed me by a mile broadside I lay prone with four giant strides swivel chair I regained my knees and feet tiptoed backward crouched down

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in a red-hot hurry

II.

latchkey

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. What did the man do when he saw a shadow on the window pane? 2. How did the intruder get into the room? 3. What did he feel when the light was suddenly switched on? 4. Describe the “intruder”’s appearance. 5. Who did the man take him for? 6. What questions did he ask the intruder? 7. Was the intruder frightened? 8. Why did the intruder choose that evening to break into the flat? What information could he read in newspapers? 9. Did the “intruder” agree to be handed over to the police? Why? 10. Why did the man ask him to open the safe? 11. Why did he agree to open the strongbox in 5 minutes? 12. Did he know that there was a revolver in the safe? 13. Why did the man pretend to be dead when the shot was fired? 14. Why didn’t Dawson notice that the man was alive? 15. Why did Dawson get home through the window? 16. What happened with the other man? DETAILED COMPREHENSION

1. 2. 3. 4. 5. 6. 7. 8.

b. Listen to the story another time. Are these statements true or false? Give reasons The man was going to take off his silk hat when he heard some noise. The man waited till the intruder got into the room and then switched on the light. The man who had got in through the window was armed. The man gave him only 5 minutes to open the burglar-proof safe. The intruder opened the safe because he had brought some tools with him. He managed to open the strongbox while the other man was opening the window. After Dawson had killed the man he telephoned to the police. Dawson returned home because he learnt that the Clyley kidnapping case had been solved.

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c. Explain the words and expressions given in part I and reproduce the situations in which they were used III.

SPEAKING

a. Retell the story as close to the text as you can

1. 2. 3. 4. 5. 6.

b. Talking points What can you say about the composition of the story? Is it clear from the very beginning who the criminal is and who the famous detective is? When do we learn who is who? Who is that “expert” mentioned in the title of the story? Is the composition typical of a detective story when the case is solved only in the end? What makes the situation funny? c. Sum up the discussion in pairs

d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart I watched him with 1)_______ wondering how on 2)_______ he could 3)_______.a supposedly burglar-proof safe without an 4)_______ of any kind. He seemed, 5)_______ , quite self-confident. He folded up his 6)_______ and deposited it on the 7)_______ which he had occupied. For nearly a minute I 8)_______ him. Then since it was 9)_______ time and the room had begun to 10)_______ stifling, I stepped over to the 11)_______ , raised the shade and 12) _______ it to its full 13)_______, letting in a refreshing 14)_______ from Lake Michigan. . DUSK by A.A. Munro

I.

BEFORE LISTENING TASKS a. Have you heard about A.A. Munro? What do you know about this writer? (Use a dictionary)

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b. Read carefully the following proper names, words and expressions. Make sure you know what they mean Proper names: Norman Gortsby Patagonian Hotel Berkshire Square Knightsbridge Words and expressions dusk had fallen heavily over the scene the hour of the defeated forlorn orchestra to whose piping no one dances where he was snubbed and of no account scarcely more cheerful of mien [i:] the world went badly with him unburdened himself of an angry and very audible expletive disarming frankness put him instantly on his guard if you were in the fix I’m in to turn my steps back to the hotel a nice predicament with a shilling on me an eloquent pause I’ve spun rather an impossible yarn brightened at the reminiscence get the requisite help far more derelict did not fall far short of the requisite II.

decency willful carelessness flitted away down the path convincing touch brilliant forethought wrapped and sealed with all the solicitude of the chemist’s counter an exclamation of concern was scudding along the dusk-shrouded path in anxious quest the object of his pursuit genuineness of your story I appealed to the testimony of the soap I ought to abide by its verdict the loan of a sovereign the relief from his quandry acute judging by circumstances poking and peering beneath (the bench)

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. Was Gortsby in a good temper when he was sitting on a bench in the Park? Explain your answer. 2. What did he think of the elderly gentleman sitting on the bench near him?

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3. Was that man a rich and respectable person? What comparison does the author use to show the man’s social position? 4. Who came and sat on the bench after the elderly man had gone? Was that person happy? Explain why or why not. 5. What story did the young man tell Gortsby? 6. Did Gortsby believe the young man? Justify your answer. 7. Did, in Gortsby’s view, the boy’s story have any weak points? 8. What Gortsby’s remark made the young man go away quickly? 9. What did Gortsby suddenly find and what did he do? 10. Was it easy to find the young man? Where did Gortsby overtake him? 11. What did the two man talk about? 12. What help did Gortsby offer him? 13. What was Gortsby thinking about passing by the bench where he had sat? 14. Whom did he suddenly see? 15. What was the man doing? 16. What did the elderly man say he had lost? DETAILED COMPREHENSION

1. 2. 3. 4. 5. 6. 7.

a. Listen to the story another time. Are these statements true or false? Give reasons It was getting dark when Gortsby was sitting on a bench in the park. The elderly gentleman sitting by his side was a musician in an orchestra. The young man who sat down on the bench wanted to attract Gortsby’s attention. The young man was wearing a light overcoat. Gortsby believed the boy’s story at once because the same thing had happened to him in a foreign capital. Having found that piece of soap Gortsby decided to help the young man. The young man promised to return the money next week. b. Explain the words and expressions given in part I and reproduce the situations in which they were used

III.

SPEAKING a. Retell the story as close to the text as you can

b. Talking points 1. What time of the day is called dusk? Can you see in the dusk as clearly as in broad daylight?

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2. Why do you think the boy’s look of disarming frankness put Gortsby on his guard? 3. Why wasn’t Gortsby convinced by the young man’s story? 4. Is it possible in your view that the boy could have lost his piece of soap? Can it be that he wanted to get some money and had made up that story? 5. Did Gortsby understand the boy’s feeling of relief after he had given him some money? Explain your answer. 6. In your opinion whose cake of soap did Gortsby find? 7. Do you think the young man was going to return Gortsby’s money? c. Sum up the discussion in pairs d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart With that 1)_______ Gortsby rose to 2)_______ ; as he did so an exclamation of concern 3)_______.him. Lying on the 4)_______ by the 5)_______ of the bench was a small oval 6)_______, wrapped and sealed with the solicitude of a chemist’s counter. It could be 7)_______ else but a 8)_______ of soap, and it had evidently 9)_______ out of the youth’s overcoat pocket when he 10)_______ himself down on the 11)_______ . In another 12) _______ Gortsby was scudding along the duckshrouded path in anxious quest for a 13)_______ figure in a 14)_______ overcoat. He had nearly given up the 15)_______ when he caught 16)_______ of the object of his pursuit. THE PERFECT MURDER by L. Mangum I.

BEFORE LISTENING TASKS a. Have you heard about L. Mangum? What do you know about this writer? (Use a dictionary) b. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names Mark Melcher Bob Barstow Willowville Andrew Fellows (Old Man Fellows)

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Emily Holden Mrs. Thompson Doe Smith’s Sanatorium Words and expressions methodical dignified wouldn’t hurt a fly dusty prescription counter we had a way about him carried it (advice) out found yourself the better for it was dead in love with… a head of school board after a spell she was gone over him his eyes got to looking mighty (= very) ugly II.

cashed a fat cheque eyewash a half ounce of prussic acid undiluted take a little whiff bade his friend good-bye the news spread like wildfire deader than a doornail eyedropper clear the conscience I’ve come to give myself up worrying himself crazy over his friend’s death

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. How does the author characterize Mark Melcher? 2. Why was he Willowville’s best-loved citizen? Why were the people so fond of him? 3. What can you say about Emily Holden? 4. Who did she fall in love with? 5. What was Andre Fellows’ position in Willowville? 6. Why did Emily come to Mark Melcher one day? 7. What did Mark do when he had heard Emily’s story? How did he decide to help her? 8. What plan did Mark think of? What did he decide to do with Old Man Fellows? 9. Why did Fellows come to the drugstore? 10. What stuff did Mark Melcher sell him and why? 11. What news spread early next morning? 12. What did Mark do at 5 o’clock that afternoon? 13. What did he tell the sheriff? 14. Did the people of Willowville sympathise with Mark Melcher? Give reasons for your answer.

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15. What happened to Mark? Did he continue to work in the drugstore?What circumstances of Mark’s life were the people unaware of? DETAILED COMPREHENSION

1.

2.

3.

4.

5.

6.

a. Listen to the story another time and choose the right variant; give reasons where necessary Mark Melcher a) was 22 b) lived in the town of Willowville for 22 years c) lived in Willowville for a long time Emily Holden came to Willowville a) in September b) before Christmas c) a year ago Mark Melcher wanted to help Emily Holden and gave her a) good advice b) a little money c) a lot of money When Mark confessed to the sheriff Bob Barstow a) laughed at him b) consulted his deputy c) thought that Mark had gone mad The coroner’s conclusion was that Andrew Fellows a) was murdered b) committed suicide c) took poison by mistake The people thought that Mark had sold some poison to Andrew Fellows a) by mistake b) because he wanted to kill him c) because he wanted to help him commit suicide b. Explain the words and expressions given in part I and reproduce the situations in which they were used

III.

SPEAKING

a. Retell the story as close to the text as you can

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1. 2. 3. 4. 5. 6. 7.

b. Talking points What is a perfect crime? What do you think the title means? Is it connected with the central theme of the story? In your view, what story did Emily tell Mark Melcher? Why did the sheriff start to laugh when he heard Mark’s confession? Why did Mark kill his friend Andrew Fellows? Why was Mark Melcher put away in the Doe Smith’s sanatorium? Through whose eyes is the story told? Did that person know Mark and other characters quite well? What do you think of the composition of the story? Why does the author speak about very important facts in the final lines of the story? c. Sum up the discussion in pairs

d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart “You go,” he said “ to this 1)_______ “ – he gave her the 2)_______ of somebody in New York – “and tell the 3)_______.there all about it. Tell her Mark Melcher 4)_______ you. And don’t you ever come back to 5)_______ , Emily.” Emily insisted she wouldn’t take the 6)_______, of course. But Mark just took her in his 7)_______ and kissed her mighty 8)_______ and made her do it. Then, when she was 9)_______, he got behind his prescription counter again and 10)_______ . He had made to his mind to 11)_______ Old Man Fellows, to 12) _______ and to let them 13)_______ him if they wanted to. THE GIRL IN THE BLUE DRESS I.

BEFORE LISTENING TASKS a. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names: Mrs. Ramsay Café de la Paix Richard Talbot Bill Maine Louis-Quatorze – King Louis XIV Jeanette de Fienne

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Words and expressions sipping the aperitif caught sight of us she flattered blatantly making feeble sounds of denial to be swept away on the tide of her vitality struck her first blow in the most exquisite taste I’ve furnished it in Louis-Quatorze = to furnish it in the elaborate luxurious style that prevailed in France at the time of King Louis XIV lunched a trios (Fr.) = lunched in a party of three I came straight on from a sale a pair of guilt Louis-Quatorze candlesticks II.

fine specimens menace it’s almost inevitable in a bachelor establishment a fancy-dress party to give a thought to the question getting oneself fitted out at short notice picked up some rather hazy and romantic ideas likely to fulfill them I was haunted by the memory court-dress to get in touch with her lofty drawing room faded guilt frame a tiny golden plaque

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. When and how did Mr. Maine and Mrs. Ramsay meet? 2. What reputation did the lady have? 3. How did Mrs. Ramsay make a living? 4. How did she talk to Mr. Maine when they were introduced to each other and what did she say? 5. When did she strike her first blow? 6. Why did Mr. Maine invite Mrs. Ramsay to come round to his place? 7. What did she bring and why? 8. What was Mrs. Ramsay’s opinion of Mr. Maine’s flat? 9. When did Mr. Maine get a note from Mrs. Ramsay? What was it about? 10. Why did he decide to accept the invitation? 11. Why did he get to the house pretty late? 12. What kind of party was it and what group was Mr. Maine there with? 13. Who impressed him most of all at the party and why? 14. What did Mr. Maine decide to do in order to find the girl of his dreams? 15. Did he remember what clothes she was wearing? How did he describe her to Mrs. Ramsay? 16. How did Mrs. Ramsay decide to help Mr. Maine?

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17. Where did she receive him? 18. Why did Mrs. Ramsay invite Mr. Maine into her drawing room? 19. What did he see there? DETAILED COMPREHENSION

1. 2. 3. 4. 5. 6. 7. 8.

a. Listen to the story another time. Are these statements true or false? Give reasons What did he say to Mrs. Ramsay when he was about to leave? By the time the story began Mr. Maine had never seen Mrs. Ramsay or heard about her. Richard Talbot knew Mrs. Ramsay very well and was afraid that she would sell something to his friend Bill. Mrs. Ransay was a widow of 35 and lived in Paris. Mrs. Ramsay complimented Mr. Maine telling him a lot of pleasant things. Mrs. Ramsay said she had been on a sale before coming to Mr. Maine’s place. Mrs. Ramsay offered Mr. Maine to buy the guilt candlesticks she had brought to his house. It was difficult for Mr. Maine to get proper clothes for the fancy-dress party because he was short of money. The girl whose lovely face haunted Mr. Maine’s memory was the girl in the picture. b. Explain the words and expressions given in part I and reproduce the situations in which they were used

III.

SPEAKING

a. Retell the story as close to the text as you can

1. 2. 3. 4. 5. 6. 7. 8.

b. Talking points Why did Richard Talbot try to warn Bill Maine? Why did Mrs. Ramsay flatter Bill? Why did she mention Maine’s new flat? Do you think Maine liked the candlesticks Mrs. Ramsay had brought? Would they suit the style of his flat? Did he want to buy them? Did Mrs. Ramsay win? Did she make Mr. Maine buy something from her? Why do you think Bill Maine got drunk at the fancy-dress party? How did it happen that he fell in love with the girl in the blue dress? Why didn’t Maine remember her name? Through whose eyes is the story told?

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9. Comment on the title of the story. c. Sum up the discussion in pairs d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart The trouble was I couldn’t really 1)_______ much about that 2)_______ . The first 3)_______.was clear enough, but I had only a rather 4)_______ , surrealistic impression of what had 5)_______ after that. No 6)_______ I made a fool of myself in front of the 7)_______, I thought gloomily, remembering the 8)_______ noisy group I’d been with. Still, I was quite determined 9)_______ her again. I had no 10)_______ what her name was, but it would be easy enough to 11)_______ . I lay for a while, thinking, then 12) _______ myself together, and got up. After a 13)_______ and a shave I felt 14)_______. After a cup of coffee at the café on the 15)_______ I felt fine.

THE-SILLY-PUP By Alan Marshall (from “How’s Andy Doing?”) I.

BEFORE LISTENING TASKS a. Have you heard about Alan Marshall? What do you know about this writer? (Use a dictionary) b. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names The-Silly-Pup the Riverina sheep station Ben Phillips, Mrs. Phillips Mr. Morrison Edith Steve Jack Alice Words and expressions the air of one on a mission a litter

undersized insignificant pup to lag behind the others

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howled mournfully a commercial traveler she flashed white teeth tailored slacks a frilly organdie blouse tousled silk I was all eyes for the girl I was well gone = in love with somebody trimmed with ostrich feathers I hurried him into the bush – here, the Australian jungle all wet and pulpy II.

you took him for better or for worse Fancy him doing that! He was hampering me in my courting a serious handicap I persisted in my wooing we were due to return chased her I was put out The-Silly-Pup’s disdainful survey of the turkeys so that was that digs up my neighbour’s dahlias get out, you wretch!

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. What kind of dog was The-Silly-Pup? 2. Where did Steve live at that time? 3. Did The-Silly-Pup love his master? How did he demonstrate his feelings? 4. What visitor were they expecting one day? 5. How did the girl look? 6. What was her attitude to the country life? 7. Did Steve fall in love with the girl? Was it the first time he had fallen in love? 8. What happened to the girl’s blue satin slippers? 9. Did the people find out who had done it? 10. What did Steve promise to do to punish his pet? Did he do what he had promised? 11. Why did Alice associate Steve with his pup? 12. Why did Steve hope that Alice would return to the city with him? 13. What was the night like when Steve asked Alice to go for a walk? 14. Was it a romantic date for Alice and Steve? Was it a success? 15. Why did the girl leave Steve? 16. Why didn’t she go back to the city in Steve’s car? 17. How does the story end?

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DETAILED COMPREHENSION

1.

2.

3.

4.

5.

6.

a. Listen to the story another time and choose the right variant; give reasons where necessary Steve was a) Ben Phillips’ son b) a guest staying at the sheep station c) a worker at the sheep station The-Silly-Pups’ body was a) as long as its tail b) smaller than the tail c) much bigger than the tail The girl wore her blue satin slippers a) in the mornings b) all day long c) in the evenings Steve looked surprised when he was told that his pup had spoilt Alice’s slippers because a) he was unaware of the fact b) the dog was not his c) he didn’t want to quarrel with Alice or to punish his pet As Alice was fond of the country life and farm animals Steve’s pup a) was of great help b) was a serious problem c) didn’t mean anything Now Steve is a) glad b) sorry c) not sure whether he’s glad or sorry that his pet didn’t let him be together with Alice. b. Explain the words and expressions given in part I and reproduce the situations in which they were used.

III.

SPEAKING

a. Retell the story as close to the text as you can b. Talking points 1. What do we learn about Steve’s character? 2. Why was Steve so fond of The-Silly-Pup? What makes the dog appeal to the reader?

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3. What can you say about Alice’s appearance and character? Do you believe her when she says she is fond of the country? Give reasons to justify your answer. 4. Why did the pup bite the girl on the leg? Was he jealous? Did the pup like Alice as much as his master when she arrived? 5. Steve understood that the dog was a nuisance. Why didn’t he leave the dog at the sheep station? 6. In your view, is it a humorous story? Why? What did Jack mean saying to Steve about the pup “You took him for better or for worse”? Usually these words are connected with marriage. What effect does this expression produce in this situation? 7. Can you remember any other stories where pets influence their owners’ lives? c. Sum up the discussion in pairs d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart The night 1)_______ we were due to return I 2)_______ her to 3)_______.for a walk with me. It was a 4)_______ night. The air was 5)_______ and 6)_______. Behind 7)_______ stalked The-Silly-Pup. I put my arm round Alice’s 8)_______ . Her head was 9)_______ my shoulder. “I love you,” I said. She 10)_______ a soft little laugh and 11)_______ away from me. “I 12) _______ you can’t catch me,” she said and her eyes were 13)_______ .

A STRING OF BEADS by W.S.Maugham I.

BEFORE LISTENING TASKS a. Have you heard about W.S.Maugham? What do you know about this writer? (Use a dictionary) b. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names Laura Sophie Livingstone, Mr. Livingstone

Count Borcelli Mary Lyngate

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Dawson Jarrot’s Stores

Words and expressions My heart sank a little I’d sooner you talked about yourself some woman had thrown them over at the last moment who’s quite a celebrity in his way who rather fancied herself on her pearls I can’t help that I made a good bargain the count had made a bloomer she turned a trifle pale she could hardly have had the nerve to wear it tonight if it were stolen sneaking a valuable string of pearls II.

Deauville – a world-famous seaside resort in the North of France a rich Argentine Paris

a scuffle a smothered shriek ominous a suspicion of tartness in her manner the clasp was loose to be restrung as pleased as Punch blue the whole three hundred pounds picked up a rich Argentine I cut her dead the long and short of it is far and away the smartest cocotte

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. Why was Laura pleased to be placed next to the story-teller? 2. Was he eager to listen to her story? 3. When and where did the story take place? 4. Why did Mrs. Livingstone ask her governess to join them at dinner? 5. What kind of person was Miss Robinson? 6. What kind of clothes and jewellery was she wearing? 7. Did the guests believe Count Boriselli when he pointed out that the pearls the girl was wearing were very expensive? 8. Who said these words aloud and why? 9. Was Miss Robinson aware of the fact that those were genuine expensive pearls? 10. What extraordinary thing suddenly happened? 11. What did the guests think when Miss Robinson went out? 12. Why did Sophie Livingstone turn as pale as death? 13. Did her husband believe that the girl could be a thief?

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14. What did the guests think was going on in the hall? What sounds did they expect to hear? 15. Did Miss Robinson throw on the table the same necklace she’d been wearing when she came back? 16. Who understood that the pearls were false? 17. What story did the young governess tell the guests? 18. Why was she pleased to get the money from the Jarrot’s Stores people? 19. What did she do with the money? 20. Why didn’t Miss Robinson come back to the Livingstones? 21. What actually happened to her? What changes took place in her life?Laura had written a story and wanted to show it to the story-teller. DETAILED COMPREHENSION

1. 2. 3. 4. 5. 6. 7.

8.

a. Listen to the story another time. Are these statements true or false? Give reasons Mrs. Livingstone invited her governess to join them at dinner because she didn’t want to have a party of thirteen people at table. The governess was from a rich family because she was wearing a very expensive necklace. Miss Robinson had paid for the pearls she was wearing fifteen shillings. The people at the table thought that the police had come to arrest Miss Robinson because she had stolen the pearls. The people at Jarrot’s Stores offered Miss Robinson a cheque as a kind of compensation for the mistake they had made. Miss Robinson wanted to go to France on her holiday and to spend the money she’d got. A week before she was due to come back Miss Robinson telephoned Mrs. Livingstone and informed her that she was not coming back as her plans had changed. Miss Robinson married a rich foreigner and went to live in Paris. b. Explain the words and expressions given in part I and reproduce the situations in which they were used

III.

SPEAKING

a. Retell the story as close to the text as you can

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1.

2. 3. 4.

b. Talking points Comment on the following statement “a true story is never quite so true as an invented one”. Is it somehow connected with the plot? Why didn’t the narrator want to liste to Laura? Why, do you think, Miss Robinson returned the expensive necklace? Why did the two men offer her a cheque? Why did one of the ladies say that the money Miss Robinson got turned out to be the ruin of her? Do you agree with it? What is your opinion of the story? Does it end well or badly? Do you think it’s a true or an invented story? c. Sum up the discussion in pairs

d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart The men said they had given her the 1)_______ string. Someone had left a string of 2)_______ pearls to be restrung and the 3)_______had made a mistake. It was the string Miss Robinson was 4)_______ and it was valued at 5)_______ 6)_______ pounds. She 7)_______gave it back to them and they 8)_______ her own string to her; then they said that 9)_______ of course they were under 10)_______ obligation they were 11)_______ to offer her a cheque for 12) _______ 13)_______ pounds. Miss Robinson 14)_______ showed it to us.

A GOOD LITTLE FEATURE by M.C. Blackman I.

BEFORE LISTENING TASKS a. Have you heard about M.C. Blackman? What do you know about this writer? (Use a dictionary) b. Read carefully the following proper names, words and expressions. Make sure you know what they mean

Proper names Silas Jones Henry Tucker Riverton Evening Star Charlie

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Words and expressions to make bond sergeant quavered patrolman a cotton bag pinned beneath his shirt protested volubly cage dough (US slang) - money docket – a list or register of cases in court petty larceny chain store shrilled indignantly II.

in jail after his case had been heard in court time for the edition I’ll drag into the office I hate to lay off = to cease work the story on the front page under a two-column head the reporter chuckled the morning sheet I’ll bet a buck (a dollar) the bank deposit in the gutter

AFTER LISTENING TASKS . COMPREHENSION CHECK GENERAL COMPREHENSION

a. Listen to the story once to answer the following questions 1. Why was the little old man brought to the police station? Did he look like a criminal? 2. Why did the sergeant suggest that the prisoner should make bond? What is bond? Did the old man know anything about it? 3. What did the sergeant order the patrolman to do? 4. What did they find having searched the old man? How did he behave? 5. Why did the old man carry all that money with him? Where had he got that some of money? 6. Why was the old man accused of petty larceny? 7. What did the sergeant carefully explain to the man and how did the police officer persuade the old man to make bond? 8. Why did the reporter get interested in the old man’s story? 9. Why did the sergeant ask the reporter not to write anything about the old man in his newspaper? 10. Why did the reporter take the old man to the bank? What precautions did he decide to take? 11. What kind of story did the reporter write? Why was he pleased with himself? 12. Did he expect that the old man would be killed? Give reasons to justify your answer.

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DETAILED COMPREHENSION

1.

2.

3.

4.

2.

3.

4.

a. Listen to the story another time and choose the right variant; give reasons where necessary The shabby little old man looked like a) a village worker b) a city worker c) a beggar When the sergeant offered the old man to make bond of 100 dollars cash he refused because a) he had no money b) he knew nobody in the city c) he had never heard what a bond was In the cotton bag pinned under his shirt the old man had a) 100 dollars b) 5500 dollars c) 5000 dollars The old man stole something from the chain store because a) he was hungry b) he didn’t want to spend his money c) he didn’t know where and how to pay in that store When the old man got his money back he a) asked the policeman to keep it b) took it to the bank c) pinned it under his shirt The reporter took the old man to the bank before publishing his story because a) he was afraid the old man would lose the cotton bag with money b) he was afraid the old man would be robbed c) he was afraid the old man would be killed The reporter didn’t mention in his story that a) the old man was from the countryside b) the old man had a big sum of money c) the old man had deposited his money in a bank b. Explain the words and expressions given in part I and reproduce the situations in which they were used

III.

SPEAKING

a. Retell the story as close to the text as you can

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1.

2. 3. 4. 5. 6. 7.

8.

b. Talking points How would you characterize the genre of the story? Doesn’t it start as a humorous story when a shabby old man appears to be in possession of a big sum of money? Did the old man know much about the city life? Why didn’t the old man take the money to the bank? Why do you think the reporter was so eager to write a story about the old man? What kind of story did he promise to make? In your view, was the police sergeant sure that the old man had been killed because of the story published in the “Evening Star”? Would you blame the reporter for the old man’s death? Why or why not? Do you think reporters should be careful about what they are writing? Do you think they should take responsibilities if something happens to those they are writing about? Comment on the title of the story. Why is it called “A Good Little Feature”? c. Sum up the discussion in pairs

d. ► Improve your listening / pronunciation skills Listen to the following passage from the story; fill in the blanks; intone the passage; learn it by heart “Listen, old man,” said the 1)_______. “There is no 2)_______ for you 3)_______in jail when you have 4)_______ to make bond.” Very carefully and 5)_______ he explained the 6)_______ of a bond, and finally the 7)_______ was made to understand that his 8)_______ hundred dollars would be 9)_______ to him after his case had been heard in court. “And do I 10)_______ the rest of my money 11)_______ now?” the prisoner asked. “Yes, but you 12) _______ take it to a bank 13)_______ somebody robs you.”

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Appendix 1 A PLAN OF DISCUSSING A STORY I. Identify the main elements of the story: a) historical and social background setting (when and where the scene is laid); b) the plot: introduction; the main body; climax; conclusion; moral; c) the main characters; d) the theme of the subject matter of the story; major and minor themes (what does the story deal with?); II. What do you think of the author’s style? What means does the author use to depict the main characters, to describe the setting, to create the atmosphere of the story? (narration, description, dialogue, stylistic devices). III. Assessing the story, sharing impressions: a) how would you define the genre of the story? b) what do you think the title means? How does it relate to the theme of the story? c) through whose eyes is the story told? Can you feel the author’s position, his affection toward the characters? Do you share the author’s point of view? d) what is the message of the story? What conclusions about life and people does the story head to? e) How much does the story help readers to understand human nature and psychology of people, the nature of conflicts they face?

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Appendix 2 USEFUL VOCABULARY Identifying the main elements of the story the story (scene) is set in… the scene is laid in… (e.g. the story is set in London in the late 19th century) the action takes place the opening paragraph the story opens with a description of… (a blue sky) at the opening of the story at the end as the plot progresses / goes on… as the story unfolds… main characters, central characters minor characters to portray the characters truthfully / convincingly to give a truthful, lifelike, etc. representation of a character the narrator of the story first-person narration the story is narrated in the first person the main character learns his lesson at the end of the story the weaknesses of the main character affect their actions situation in which characters find themselves the state of mind of the character the attitude toward the narrator changes as the story progresses Analysing the author’s style the story is rich in atmosphere and imagery that help create the narrator’s mood to pay particular attention to the connection between the style and the major theme How does the ending relate to the title of the story? imagery reflects his/her feelings the story has a richly humorous and ironic tone the humour is expresses in the many descriptions the author builds into the story the ironic contrast between the characters’ actions and thoughts the warm humour of the piece the adjectives create the atmosphere…

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to discover the inner meaning of the character’s thoughts and actions the author exposes his characters’ weaknesses through a dialogue peppered with jokes the author employs a very descriptive method of characterization which adds to the humour of the writing the absence of descriptive writing to affect / not to affect the way the characters are presented/ … through the employment of powerful imagery … lengthy descriptions prevail … the action moves at a leisure pace … the dialogue is kept to a minimum … dialect-filled dialogue Assessing the story humorous / detective / horror / love story psychological story the story is chiefly concerned with / chiefly deals with to hold the reader’s attention to keep the reader interested it’s a very enjoyable story the story deals with important / eternal problems to have great merits the author is trying to convey his thoughts about life the main point the author is trying to make is… the main idea he / she is trying to express to carry a deep social (psychological) message the story is told through the eyes of… to feel optimistic / pessimistic at the end of the story to increase the humour of the situation the point of view of the story is filtered through the eyes of… to grasp the full significance the author feels sorry for / sympathises with the characters the plot focuses on… the plot has an unexpected twist the story reaches a dramatic climax Characters: convincing; predictable; realistic; weak; original. Plot: boring; involving; dramatic; moving; entertaining; confusing; exciting; dull; funny.

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Appendix 3 EXAMPLE STORY LOVE DRUG (after O'Henry) Jim, a poor young man, was a boarder at old Riddle's. Jim and Rosie, old Riddle's daughter, loved each other and wanted to get married but Rosie's father did not want to hear about it. He hoped to find a rich husband for his daughter. Jim had a friend who worked at the chemist's. His name was Pilkins. Pilkins seemed to be a quiet man unable to do anything wrong. One afternoon Jim called at the chemist's. He looked excited, his face was red. "He said to Pilkins: "Old Riddle has been angry with me lately though I don't know why. Probably he learned that Rosie and I loved each other. This week he hasn't allowed Rosie to go out with me. He doesn't want me to live in their house any longer. So Rosie and I decided to elope and get married this night. I’ll be the happiest man if Rosie doesn't change her mind. One day she says she'll do it, the same evening she says she won't. She lacks courage. I'm at a loss what to do." Pilkins was attentively listening to every word Jim said. "So we're going to elope this night," Jim went on; "but I'm afraid Rosie will change her mind again. You can help me, Pilkins." "What do you mean?" Pilkins asked him. "I say, Pilkins, is there a medicine that'll help Rosie keep her courage and love me more? I could give it to her at supper tonight. Then she wouldn't change her mind and we'd get married. Can you give me such medicine?" asked Jim. Pilkins was shocked to hear the news. He turned white but Jim took no notice of it. He had no idea that Pilkins was secretly in love with Rosie. Without saying a word Pilkins went out into another room and took a powder of morphia. "Rosie will sleep for hours if she takes the powder," he thought to himself. "Here's the medicine you asked me for," he said giving the powder to Jim. "Put it in Rosie's tea." Pilkins hoped to set up a chemist's shop of his own and marry Rosie one day. When Jim left he hurried to Mr. Riddle's house. "Thank you very much," said Mr. Riddle angrily. "So he thinks I'm an old fool. Well, I'll ruin their plan. As soon as he comes near Rosie's room he'll find his death there." All that night Pilkins waited for the news but no news came. At nine in the morning he ran out and walked towards Mr. Riddle's: house. The first man he saw in the street was Jim with a happy smile on his face. "Why, what are you doing here?" said Pilkins. "You can congratulate me, Rosie and I got married last night," Jim said. "Congratulations! But… but what about the medicine -" "Oh, the medicine you gave me?" interrupted him Jim. "Well, at supper last night I looked at Rosie and

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said to myself, "Rosie loves you dearly. You shouldn't give her the medicine." Then I looked at her father. "If you marry Rosie you'll be connected with her family. It would be good if he loved you," I thought. And I put the medicine in Mr. Riddle's cup of tea. "Thank you for the medicine," said Jim and hurried away. EXAMPLE DISCUSSION Student 1: The story “Love Drug” written by O’Henry is both educative and entertaining. I think, it is typical of his stories as well as some other features, the background setting, for example. In my opinion, the action takes place place in America in the beginning of the 20 th century. What do you think? Student 2: I agree with you, in America boarding houses were popular then. The setting is typical of O’Henry’s stories where main characters are often borders and they are poor. At the opening of the story we meet Jim, the main character of the story and one of such typical O’Henry’s characters. What is your opinion of Jim? Student 1: Well, like all romantic characters, Jim is poor and very much in love, he is eager to marry Rosie, the daughter of the owner of the boarding house known as Old Riddle, but he is not sure if she loves him much enough and if she is ready to elope with him and marry secretly, because Rosie’s father is naturally against their marriage. But don’t forget that at the opening of the story we also meet another character, Pilkins! Student 2: Oh, yes, he is a really important character! He is the one who makes the plot so dramatic and exciting! Pilkins is Jim’s friend who works at the chemist's. He is a quiet man who is unable to do anything wrong, or so it seems. But still waters run deep. Student 1: Right you are. As the story unfolds, we learn that Pilkins turns out to be secretly in love with Rosie; what’s more, he is hoping the marriage to her will bring him the money to set up his own chemist’s! Isn’t his plan selfish and even cruel? Student 2: I think it really is. As the plot progresses, we learn that Jim asks him for help: he wants a drug to make Rosie love him. Pilkins gives Jim some powder of morphia and hurries to warn Old Riddle about Jim’s plan. Mr. Riddle promises that Jim will find his death in the morning. This is when the story reaches the climax, isn’t it? Student 1: Indeed, this is a very tense moment! The story ends well, though. As the morning comes, we learn that Jim is married to Rosie. He put the powder into Old Riddle’s cup at dinner as he realized Rosie loved him dearly but her father didn’t, so it would be good if he did! So Mr. Riddle slept when Jim and Rosie got married. I don’t think I could predict such an original end!

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Student 2: Me neither! The story is very dynamic and involving although it looks so simple. I guess, it looks so simple because of the author’s style. The action moves at a fast pace and there is no descriptive writing. Student 1: I absolutely agree with you. The author mostly uses narration to depict the main characters, to describe the setting, to create the atmosphere of the story. Student 2: Absolutely. I would say, the language of the story is rather plain, there’re practically no stylistic devices, and this is probably a stylistic device in itself, this simplicity makes the story closer to real life, it shows that something of the kind could happen to any person. The author doesn’t give detailed descriptions of the characters of this story, which is not typical of O’Henry who is known for bright and detailed descriptions that let us judge about the characters. We mostly judge about the characters of the story by their actions. By the way, I have noticed that Pilkins is the only person the author gives any description at all! I wonder why! Student 1: Well, perhaps this is done to attract the reader’s attention to him and suggest he is the key figure in the story. Student 2: Yes, perhaps. I also think there is an ironic contrast between his actions and thoughts and what other people think of him. Perhaps this is the only ironic element in the story. Student 1: Oh, no, I can’t agree with you here! I think, the “fairy-tale” happy end is an ironic element, too. We all know that in real life things tend to turn out in a less happy way. Student 2: That’s true. The story does sound like a kind of fairy-tale, simple and original. The title “Love Drug” adds to this impression. It suggests that love can be inspired with a special medicine. However, there’s a well-knows proverb which teaches that love cannot be inspired or influenced, the heart either loves or not. Student 1: Oh, yes, the idea of a love drug sounds quite impossible. Do you think the author sympathizes with any of the characters? Student 2: Well, I can’t say for sure. The story is told through the author’s eyes and he doesn’t show his attitude towards the characters. We follow the plot and make our own conclusions. Don’t you think so? Student 1: Oh, I do. I think the story really helps understand human nature and psychology. To my mind, the characters of this story are just like many people we meet every day. For example, Jim is young and passionate, silly because he is hopelessly in love, he is ready to trust anyone he knows. He is romantic, that’s why he plans to elope with Rosie instead of trying to come to terms with Rosie’s father. Luckily, his love is wise. He realises that Rosie loves him and it is impossible to make her love him more. Student 2: Good point! I absolutely agree. As for Pilkins, he is a real businessman, his common sense is stronger than romantic feelings such as friendship and love. He is selfish, he wants Rosie to be his wife no matter if she

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loves him or not, and he wants his own business. And as to Rosie’s father, I understand him, too! Student 1: Really? Student 2: Yes, I think Old Riddles is a typical father of a beautiful daughter. He wants only the best for his girl and no one can blame him if he doesn’t like Jim, because Jim is poor. Passion will pass, money and a good position in society is what Rosie will need, he thinks. Student 1: You may be right. I believe this story teaches us to trust the people we love and respect them and their feelings. We must be tolerant and wise. This concerns both Jim, who wanted to make Rosie love him more, and her father, who wanted her to act as he thought was good for her. Student 2: That’s right. If there’s a problem, it is always better to talk things over than ask another person for help, as Jim did when he came to Pilkins. I hope this story will make us wiser!

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Appendix 4 EXPLANATION OF LITERARY TERMS One of the keys to appreciate literature is an awareness of literary devices writers use to enrich their language and create complexity within a story. In order to understand the plot (the elements of character, time, place and action in a story) and the themes (the subject of the story) you should be familiar with such stylistic devices as metaphor, simile, symbol, etc. Read the following explanation of some literary terms. Atmosphere Atmosphere refers to a dominant feeling in a story. It points to the mental and moral environment of the story and is different from the setting, which describes the physical environment in which characters operate. Frequently the setting helps create the atmosphere. Setting The setting of the story refers to the time and place in which the action unfolds. It can also depict the society and its values. The setting helps us understand the characters and themes of the story. Simile A simile is an explicit comparison that contains the world LIKE and AS. e.g. He woke up… feeling like a bottle of champagne.. The simile suggests that the person’s mood is as bright and lively as the famous drink. Epithet An epithet is an attributive characterization of a person, thing or phenomenon. Epithets show purely individual emotional attitude of the speaker towards the object spoken of, they describe the object as it appears to the speaker. E.g. “The glow of an angry sunset.” Metaphor A metaphor is an implied comparison in which one element is described in terms of another to create a connection. Unlike a simile, a metaphor is more indirect, and the

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reader has to work at understanding the two elements involved. E.g. “the sunrise of her smile”; “the rain that came down in buckets”. Personification Personification is a figure of speech in which animals or things are given human characteristics. Personification heightens out imaginative response to what is being described. E.g. “Dawn was just breaking with a guilty air”. (Dawn, a natural phenomenon, is described as displaying the behaviour of someone who has done something wrong.) Repetition Repetition can be a most effective way of creating atmosphere or of pointing to a theme in a story. Symbol A symbol may be a person, an object or an action that represents something else because of an association with it. E.g. new fallen snow is recognized as a symbol of purity; a red rose stands for romantic love; the lion is a symbol of courage and strength. Humour Humour takes many forms. It ranges from exaggerated situations, funny lines to comic characterization and funny plot. Irony Irony occurs when a person says one thing but really means something else. It also exists when a person does something that has the opposite effect from what he or she intended. It can be used to convey both the seriousness and humour of situations. Point of view Point of view refers to the specific character or narrator through whose eyes all or part of the story unfolds. Stories are usually narrated in the first or third person. A story narrated in the first person means that it is told by a participating character using the pronoun “I”. In

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third-person narration the point of view of the narrator is necessarily subjective, since this character doesn not know what others may think or want. In a story narrated in the third person (he, she, they) the narrator who is not taking part in the story may give a complete view of the characters and events. Sometimes the narrator can penetrate the thoughts of one or two characters only and provides a subjective view of characters and events. Very rarely stories are narrated in the second person using the pronoun YOU as a direct address to the reader thus drawing the reader into the story. Narration is the presentation of events in their development. Description is the presentation of the atmosphere, the scenery etc. in the literary work. Dialogue, or conversation, reflects characters, situations in which they find themselves and often helps push the plot along. All these forms of presentations, as a rule, interrelate in a literary text. Tone The tone of a story refers to the attitude of the writer or to that of the characters in the story. For example, the tone may be humorous, sarcastic, ironic, cheerful, pessimistic, angry, unfeeling or satirical. Flashback The flashback is a narrative technique in which a narrator or character interrupts the present time and returns to the past, through this device some aspect of the character or incident is illuminated. The flashback is often used to highlight the significance of certain events.

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Answers The Gift of the Magi III a. 1) 2) 3) 4) 5) 6) 7)

c c a b b a b

VII 1) 2) 3) 4) 5) 6) 7)

wise wise presents doubt 8 dollars sacrificed treasured

8) gifts 9) receive 10)magi

VII 1) 2) 3) 4) 5)

year modest chains fitted neat

6) hat 7) shyly 8) dreamily 9) rosy 10)happy

lied everything no nobody love marriage plan photographer

9) invented 10)wear 11)well 12)liar 13)leave 14)shame 15)only

The Romance of a Busy Broker III a. 1) 2) 3) 4) 5)

F (at half past 9) F (his opened mail) F T F

The Count and the Wedding Guest III a. 1) 2) 3) 4) 5) 6) 7)

b b a c b a c

VII 1) 2) 3) 4) 5) 6) 7) 8)

Girl III a. 1) T 2) F 3) T

VII 1) thought 2) moment 3) expect

6) peaceful 7) end 8) sent away

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4) F 5) F 6) T

4) bravely 5) miserable

9) home 10)decided

The Sleuths III a. 1) 2) 3) 4) 5) 6) 7)

F (a widow) F (she couldn’t read) T F T T F (15 min)

VII 1) 2) 3) 4) 5) 6) 7)

scrub-woman theatres jewelry programme wrapped diamond explanation

8) home 9) sold 10)moved 11)right 12)twelve 13)“C”

VII 1) 2) 3) 4) 5)

corner Negro second mysterious handwriting

6) three 7) four 8) passed 9) received 10)disappointment

VII 1) 2) 3) 4) 5) 6) 7) 8) 9)

upset medicine victim widow dress clock bedroom praised woman

The Green Door III a. 1) 2) 3) 4) 5) 6)

c c a c c c

The Adventure of My Aunt III a. 1) T 2) F (some time passed) 3) F (in a little bar which she always carried) 4) F (she thought it was the wind) 5) T 6) F (without any hurry) 7) T 8) F (stepped back in fear)

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The Moonlight Sonata III a. 1) T 2) F (it’s beyond my power to do it (music) justice) 3) F 4) F 5) T 6) T

VII 1) 2) 3) 4) 5) 6) 7)

moonlight thoughtfully dropped lovely flow dark silent

8) passage 9) lawn 10)flight 11)uncertainty 12)wings 13)wonder

Song in a Quiet World III a. 1) F 2) F (she wasn’t born deaf, accident) 3) T 4) F (at the corner of his holding) 5) T 6) F (it was their mother’s dream) 7) T

VII 1) ten 2) singers 3) blue-eyed 4) matched 5) speak 6) grief 7) sound 8) silence 9) children 10)say 11)singing 12)unity

Letters in the Mail III a. 1) 2) 3) 4) 5)

b b b b c

VII 1) 2) 3) 4) 5) 6)

plump elderly company high single lonely

7) night 8) day 9) opportunity 10)meet 11)inclined

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The Services of an Expert III a. 1) F (had placed it on the rack) 2) T 3) F 4) T 5) F 6) T 7) F 8) T (the girl had been found)

VII 1) 2) 3) 4) 5) 6) 7) 8)

interest earth open instrument however coat chair watched

9) summer 10)feel 11)window 12)opened 13)extent 14)breeze

VII 1) 2) 3) 4) 5) 6) 7) 8)

reflection go escaped ground side packet nothing cake

9) fallen 10)flung 11)seat 12)moment 13)youthful 14)light 15)search 16)sight

VII 1) 2) 3) 4) 5) 6) 7)

address name lady sent Willowville money arms

8) tenderly 9) gone 10)waited 11)kill 12)confess 13)hang

Dusk III a. 1) 2) 3) 4) 5) 6) 7)

T F T T F T F

The Perfect Murder III a. 1) 2) 3) 4) 5) 6)

b a c c b a

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The Girl in the Blue Dress III a. 1) F (had been warned about her) 2) T 3) F (her husband died when she was 35) 4) T 5) T 6) F 7) F 8) T

VII 1) remember 2) party 3) half hour 4) vague 5) happened 6) doubt 7) girl 8) overcheerful 9) to meet 10)idea

11)find out 12)pulled 13)bath 14)better 15)corner

The-Silly-Pup III a. 1) 2) 3) 4) 5) 6)

b b c c b c

VII 1) 2) 3) 4) 5) 6) 7)

before persuaded come moonlight warm still us

8) waist 9) against 10)laughed 11)broke 12)bet 13)beautiful

VII 1) 2) 3) 4) 5) 6) 7) 8) 9)

wrong real assistant wearing fifty thousand naturally returned although

10)no 11)instructed 12)three 13)hundred 14)actually

A String of Beads III a. 1) 2) 3) 4) 5) 6) 7) 8) 9)

F T F F (paid for false pears) T T T F (wrote) F

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A Good Little Feature III a. 1) 2) 3) 4) 5) 6) 7)

a c b c c b c

VII 1) 2) 3) 4) 5) 6) 7)

sergeant need staying money patiently nature prisoner

Ав торы : Бу неев аИ ри наМ и х ай лов на Н естру ги наМ ари наВ лади ми ров на Редактор: Бу ни наТ . Д .

8) one 9) returned 10)get 11)back 12)better 13)before