- •Министерство образования и науки российской федерации
- •Введение
- •Jean Webster: About the Author
- •Daddy-long-legs by jean webster
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part II: September 24th – October 25th
- •I. Find the words and word combinations given below in the text:
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part III: November 15th – March 26th
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part IV: April 2nd – June 9th
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part V: Lock Willow Farm Saturday Night –
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part VII: February 4th – June 2nd
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part VIII: June 5th – September 10th – Thursday
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part IX: September 26th – December 20th
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part X: January 11th – June 10th – Magnolia
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part XI: August 19th – December 26th
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part XII: January 9th – June 19th
- •I. Find the words and word combinations given below in the text:
- •II. A) Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
- •V. Find the following word combinations in the text and explain their meaning:
- •VI. Paraphrase the following using the word combinations from task V:
- •VII. Answer the following questions:
- •VIII. Give a good translation of the following passages in a written form:
- •IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •X. Explain the use of the words given in italics:
- •XI. Task:
- •Part XIII: July 24th – the End
- •I. Find the words and word combinations given below in the text:
- •II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
- •III. Translate into English the following sentences using the words from Task I:
- •VI. Answer the following questions:
- •VII. Give a good translation of the following passages in a written form:
- •VIII. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
- •IX. Explain the use of the words given in italics:
- •X. Task:
- •Topics for Compositions
- •Содержание
- •Учебное издание
- •Баранова Надежда Владимировна
- •Никулина Алла Константиновна
- •Джин уэбстер «длинноногий дядюшка»: учебно-методическое пособие по интерпретации художественного текста
Part V: Lock Willow Farm Saturday Night –
September 15th
I. Find the words and word combinations given below in the text:
to back
to occupy
coincidence
to drop smth out
drowsily
to wave
mean
grimy
to grieve smb
to weigh
II. Translate the words and word combinations given above and describe the situations in which they were used in your own words.
III. Translate into English the following sentences using the words from Task I:
Я тщательно взвесил оба пакета не по одному разу и решил, в конце концов, что они совершенно одинаковые.
Оказалось, что тетушка Эмили знала пастора и уже обговорила с ним все нерешенные вопросы, но Гаррет никак не мог поверить в это счастливое совпадение.
Танцоры на сцене двигались так вяло и неестественно, что зрители начали постепенно засыпать от этого нудного зрелища, а наиболее инициативные вовсе покинули зал.
С прискорбием сообщаю Вам, что лошадь, купленная Вами в прошлом месяце, покинула ферму с сомнительного вида жеребцом неопределенной масти.
Я жила в этих апартаментах уже с год, когда неожиданно на пороге объявился высокий худой джентльмен и объявил, что жилплощадь принадлежит ему, а мне необходимо срочно съехать.
Ее неуместные замечания были вызваны тем, что она плохо разбиралась в ситуации и не знала, какой эффект такие высказывания могут произвести на окружающих.
Мы долгое время ничего не знали о таинственном мистере Н, так как Сьюзи сочла за лучшее выбросить все упоминания о нем из своей истории.
Даже издалека было отчетливо видно, как стоящий на башне человек размахивал флагом, приветствуя гостей барона.
В кухне мы обнаружили маленького чумазого мальчика, который сердито натирал кремом ботинки хозяина и не хотел ни с кем разговаривать.
Я не могла не сказать ему, что он повел себя подло с Мартой и что теперь ему обязательно нужно извиниться.
IV. Make up sentences of your own using the words and word combinations given in tasks I and V.
V. Find the following word combinations in the text and explain their meaning:
to do smb justice
used to do smth
to be the cream of smth
to make up
to remind smb of smth
VI. Paraphrase the following using the word combinations from task V:
Keith liked hiking a lot in his younger days but now he’s not fit for it any more.
If you didn’t make me remember his promise I would utterly forget about it.
In his description Eugene showed the young lady to the utmost advantage.
This new contract has been the most important and essential bit of her career so far.
It was actually George who had invented the whole plan.
VII. Answer the following questions:
What does the farm look like?
Why does Judy approve of the barns being burnt down?
How is Judy going to repay for her vacations?
What common topic of conversation do Judy and Mrs. Semple find?
What names does Judy give to the calves?
What does she learn to do at the farm?
What impression of the local church does Judy get?
What happens to Buttercup in the orchard?
VIII. Give a good translation of the following passages in a written form:
‘The people are … an all-inclusive ignorance.’
‘Since she discovered … to an inferior branch.’
IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
That is the way Connecticut goes, in a series of Marcelle waves; and Lock Willow Farm is just on the crest of one wave.
You should hear the frogs sing and the little pigs squeal and you should see the new moon! I saw it over my right shoulder.
She still calls him ‘Master Jervie’ and talks about what a sweet little boy he used to be.
We have three big pigs and nine little piglets, and you should see them eat. They are pigs!
I was weighed yesterday on the flour scales in the general store at the Comers. I've gained nine pounds.