- •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 |
Verbs |
|
reconciliation |
Innocent |
to endure |
|
charity |
Brilliant |
to neglect |
|
matrimony |
ridiculous |
to part from |
|
scoundrel |
Candid |
to spell |
|
circumstance |
unbearable |
|
|
apprehensions |
domestic |
|
|
snare |
wholesale |
|
|
extravagance |
|
|
|
parting |
|
|
|
announcement |
|
|
IV. Interpret, paraphrase or explain:
1. Your guardian enjoys the best of health.
2. I am not in favour of this modern mania for turning bad people into good people at a moment’s notice.
3. It is rather Quixotic of you.
4. …celibacy leads weaker vessels astray.
5. I trust this garb of woe does not betoken some terrible calamity.
6. …Charity. None of us are perfect. I myself am particularly susceptible to draughts.
7. The sprinkling and…the immersion of adults is a perfectly canonic practice.
…You need have no apprehensions. Sprinkling is all that is necessary…
8. What seem to us bitter trials are often blessings in disguise.
9. You couldn’t be so heatless as to disown him.
10. Of course I admit that all the faults are on my side.
V. Answer the following questions:
Part I
-
How would you characterize Cecily judging from her opinions and actions?
-
How did Jack Worthing describe his ward (see Act One)? In Jack’s opinion Cecily was ‘not a silly romantic girl’. Do you agree with him?
-
What was Cecily’s chief interest at the moment?
-
Would you call Miss Prism an admirable governess?
-
What sad news did Jack bring to his family and friends? How did Dr. Chasuble and Miss Prism react to the news? Does their reaction seem natural to you?
-
Why does Jack’s reaction to the arrival of his ‘younger brother’ produce such a humorous effect? How can his words “I haven’t got a brother” be interpreted?
-
How was reconciliation between the ‘brothers’ made possible?
-
Why was it urgent for Jack to get christened as soon as possible? How did he convince Dr. Chasuble that it was necessary? Why did Jack object to being christened along with babies?
Part II
-
Why did Algernon want to see Cecily before leaving?
-
How did Cecily explain her interest in Jack’s younger brother? Give at least four reasons for her interest?
-
How did the engagement between Cecily and Algernon come about? How did the imaginary engagement turn into a real one? What proof of their prior engagement was Cecily ready to produce? Does the day of their engagement (February 14) have any special meaning?
-
Do you agree with Jack’s remark that Algernon’s Bunburying was not a success?
-
What does Gwendolen’s visit to Jack’s house tell us about her?
-
How did the girls get along at first? Why did they quarrel later?
-
How do the girls behave in a crisis? How does their behaviour characterize them?
-
What was the dreadful effect of Algernon’s Bunburying on the two girls’ prospects of marriage?
-
Why do Gwendolen’s words “a gross deception has been practiced on us” produce a humorous effect?
-
How did the girls’ common misfortune affect their relationship?
-
Comment on Algernon’s remark that women call each other sister only when they have called each other a lot of other things.
-
What new aspects of Algernon’s character are revealed in Act Two (note his attitude to food and clothes, his behaviour in a crisis)?