- •Assignments
- •I. Learn the pronunciation:
- •II. Learn the following words and word-combinations in situations from the text of the play:
- •III. Write out the following words with the minimal linguistic context. Supply their transcription and Russian equivalents and learn them.
- •V. Look up in the dictionary the set expressions below. What use does o. Wilde make of these phrases? Name the device he uses.
- •VI. Interpret, paraphrase or explain:
- •VII. Answer the following questions. Preserve the style and the humour of the play where possible.
- •I. Learn the pronunciation:
- •II. Learn the following words and word-combinations in situations from the text of the play:
- •III. Write out the following words with the minimal linguistic context. Supply their transcription and Russian equivalents and learn them.
- •IV. Interpret, paraphrase or explain:
- •V. Answer the following questions:
- •VI. Do the following assignments:
- •Act Three
- •I. Learn the pronunciation
- •II. Learn the following words and word-combinations in situations from the text of the play:
- •III. Write out the following words with the minimal linguistic context. Supply their transcription and Russian equivalents and learn them.
- •IV. Interpret, paraphrase or explain:
- •V. On what is the humorous effect based in the sentences below? Explain how it works:
- •VI. Answer the following questions:
- •VII. Do the following assignment:
- •General Discussion.
- •I. Read the following texts and say what is so appealing about the play.
- •II. Prepare a short report on British drama. Name the best known British playwrights and their world famous plays, e.G. W. Shakespeare, r. Sheridan, o. Goldsmith, b. Shaw, s. Beckett.
- •IV. 1. Questions for discussion:
- •2. Give character-sketches of:
- •Exercises
- •I. Fill in the blanks using active vocabulary:
- •II. Fill in the blanks:
- •III. Match a word in “a” with its equivalent in “b”.
- •IV. Match the words in the two columns.
- •V. Translate into English using active vocabulary.
- •I. Fill in the blanks using active vocabulary.
- •II. Fill in the blanks.
- •III. Match a word in “a” with its equivalent in “b”.
- •IV. Match the words in the two columns.
- •V. Translate into English using active vocabulary.
- •VI. Find in the text of Acts Two and Three English equivalents relating to the topic religion:
- •Act Three
- •I. Fill in the blanks using active vocabulary.
- •II. Fill in the blanks.
- •III. Match a word in “a” with its equivalent in “b”.
- •IV. Match the words in the two columns
- •V. Translate into English using active vocabulary.
- •VI. A. Collect from Acts One to Three:
- •Revision.
- •I. A. Collect from Acts One to Three English equivalents for legal terms related to family affairs:
- •III. Insert articles where necessary.
III. Write out the following words with the minimal linguistic context. Supply their transcription and Russian equivalents and learn them.
|
Nouns |
Adjectives |
Adverbs, adverbial phrases |
||
|
divorce |
romantic |
capital(appetite) |
in public |
|
|
shilly-shallying |
vulgar |
wicked |
in private |
|
|
ignorance |
unspoilt |
admirable |
luxuriously |
|
|
violence |
refined |
hereditary |
excessively (pretty) |
|
|
devotion |
divine |
invaluable |
|
|
|
nuisance |
absurd |
|
|
|
|
champagne |
disgraceful |
|
|
|
|
refreshment(s) |
cynical |
|
|
|
IV. Look up in the dictionary the following terms: paradox, witty saying, pun (play on words).Be ready to explain these phenomena in English, write out and collect as many examples of those from Act One, continue with this work reading Acts Two and Three.
V. Look up in the dictionary the set expressions below. What use does o. Wilde make of these phrases? Name the device he uses.
Marriages are made in heaven.
…(to) wash one’s dirty linen in public.
Two is company but three is none (two is company three’s a crowd)
VI. Interpret, paraphrase or explain:
-
I don’t play accurately…but I play with wonderful expression. As far as the piano is concerned, sentiment is my forte.
-
That does not account for the fact that your small Aunt Cecily…calls you her dear Uncle. Come, old boy, you had much better have the thing out at once.
-
…I have always suspected you of being a confirmed and secret Bunburyist.
-
I do not approve of anything that tampers with natural ignorance.
-
Fortunately in England…education produces no effect whatsoever. If it did, it would prove a serious danger to the upper classes and probably lead to acts of violence in Grosvenor Square.
-
To be born, or at any rate bred, in a handbag…seems to display a contempt for ordinary decencies of family life that reminds one of the worst excesses of the French Revolution.
-
It’s sort of thing that runs in the families.
VII. Answer the following questions. Preserve the style and the humour of the play where possible.
-
Why did Mr. Worthing usually come to London? Why did he come this time?
-
How did the inscription on the cigarette case reveal Mr. Worthing’s secret?
-
Why did Algernon call Mr. Worthing a Bunburyist?
-
How did Mr. Worthing come about making a proposal? Was he experienced in proposing?
-
How did Gwendolen explain the reason why Mr. Worthing had an ‘irresistible fascination’ for her?
-
What was Lady Bracknell’s idea of an eligible young man?
-
What does Lady Bracknell’s speech about ‘lists of eligible young men’ tell us about marriages among the upper classes in those days?
-
How were engagements arranged in those times? Was a girl allowed to arrange an engagement herself? What do you think of this practice?
-
Lady Bracknell describes smoking as an occupation. What does this tell us about the occupations of a typical member of the upper classes?
-
What were Lady Bracknell’s views on education and knowledge?
-
What can we learn about the dictate of fashion among the upper classes?
-
Why was Mr. Worthing‘s proposal not accepted? Why did Lady Bracknell suggest that Mr.Worthing was born out of wedlock and thus wasn’t entitled to a position in good society?
-
How would you characterize Algernon? How does O. Wilde reveal that Algernon is a confirmed bachelor? Would you consider Algernon an eligible young man?
VIII. Do the assignments below1:
1. Find information about the destinations mentioned in the text, namely (in London) Belgrave Square, Grosvenor Square /ˌgrəuvnə 'skweə/, the Albany, Victoria Station; (in the county of Kent) Tunbridge Wells. In what way does this information contribute to a deeper understanding of the characters and dialogue?
2. Find information about the Tory party. Has it survived up to the present day? What are the main political parties in today’s Britain?
3. Speak on the French Revolution. What effect did the mention of the French Revolution have on the British aristocrats? Compare it with the views of Princess Tougouchovskaya, a character in Griboyedov’s celebrated “Woe from Wit (Горе от ума)” who remarks about Chatsky, ‘Я думаю он просто якобинец, ваш Чацкий!!!’
What is the connection between the French Revolution and education? How are the ideas of Enlightenment associated with the French Revolution?
Act Two2