- •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
V. Find the following word combinations in the text and explain their meaning:
to be in command of smth.
on sufferance
to make up one’s mind
to run for
to squeeze through
to come in for smth
to drink smth in
to pop in
VI. Paraphrase the following using the word combinations from task V:
Now I’m trying to decide whether to take up Physics or Biology course.
I was allowed to stay in that place for another night by their mute consent.
Jane totally controlled the whole office work and enjoyed it immensely.
I watched their hair-dos and dresses memorizing every detail to reproduce it later in my looks and outfits.
George was hardly able to pass the exams getting such low points for his tests.
My mother is a celebrity and I get a bit of her fame just doing nothing.
Gareth is taking part in the President of the Club election and he is doing his best to win it.
Aunt Felicity called on us on her way to the airport.
VII. Answer the following questions:
What are Judy’s feelings on coming back to college?
What important college policy process does she get involved in?
What subjects does she take up this year?
Who does she room with?
What important theoretical problems of Mathematics and Physics do the girls discuss?
Where does Judy spend her Christmas holidays?
What are Judy’s impressions of Sally’s family?
How do the McBrides arrange Christmas celebration for their employees?
What problems do the girls face on receiving Julia’s uncle in their study?
What crime did Judy commit as a child?
VIII. Give a good translation of the following passages in a written form:
‘There’s one girl in the class… I’d rather know you than French.’
‘I’ve been having the most … in the furnishings.’
‘We’re reading Marie … clock into the sea.’
IX. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:
Sallie is running for class president, and unless all signs fail, she is going to be elected. Such an atmosphere of intrigue you should see what politicians we are! Oh, I tell you, Daddy, when we women get our rights, you men will have to look alive in order to keep yours.
Seventh hour – I must run to rehearsal. I’m to be in the Thanksgiving theatricals.
Mr. McBride owns a factory and Christmas eve he had a tree for the employees’ children. It was in the long packing-room which was decorated with evergreens and holly.
X. Explain the use of the words given in italics:
I am beginning to feel at home in college, and in command of the situation; I am beginning, in fact, to feel at home in the world – as though I really belonged to it and had not just crept in on sufferance.
A person important enough to be a Trustee can’t appreciate the feelings of a person unimportant enough to be a foundling.
Packing your trunk and going away is more fun than staying behind. I am terribly excited at the prospect.
Sallie has a father and mother and grandmother, and the sweetest three-year-old baby sister, all over curls, and a medium-sized brother who always forgets to wipe his feet, and a big, good-looking brother named Jimmie, who is a junior at Princeton.
Would you be terribly displeased, Daddy, if I didn't turn out to be a Great Author after all, but just a Plain Girl?
When you put a hungry little nine-year girl in the pantry scouring knives, with the cookie jar at her elbow, and go off and leave her alone; and then suddenly pop in again, wouldn't you expect to find her a bit crumby?