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2450.579.Методические рекомендации по домашнему чтению (Льюис Кэрролл. Алиса в Зазеркалье. Ивлин Во. Упадок и разрушение.)

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МИНИСТЕРСТВО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ
ОРЕНБУРГСКИЙ ГОСУДАРСТВЕННЫЙ
ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ
Э.Н.Шехтман
Методические рекомендации по домашнему чтению
(Льюис Кэрролл. Алиса в Зазеркалье. Ивлин Во. Упадок и разрушение.)
Оренбург 2000
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Печатается по решению редакционно-издательского совета ОГПУ,
протокол № 146 от 15 ноября
2000 года.
Рецензенты: зав. кафедрой английской филологии
ОГПУ доцент
кафедры английской филологии ОГПУ
кандидат
филол. наук Т.В.Фролова;
доцент кафедры английского языка
ОГПУ кандидат
филол. наук Л.В.Иняхина
Шехтман Э. Н.
Методические рекомендации по домашнему чтению: Льюис Кэрролл.
Алиса в Зазеркалье. Ивлин Во. Упадок и разрушение. – Оренбург:
Издательство ОГПУ, 2000. – 25 с.: ил.
© Шехтман Э.Н., 2000
© Издательство ОГПУ, 2000
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ПРЕДИСЛОВИЕ
Предлагаемые методические рекомендации предназначены для
студентов IV – V курсов языкового факультета педвуза в качестве
руководства по домашнему чтению сказки Льюиса Кэрролла «Алиса в
Зазеркалье» (по изданию: Кэрролл, Л. «Алиса в Зазеркалье».- На англ.
языке. – М.»Прогресс», 1966. – 229 с.) и романа Ивлина Во «Упадок и
разрушение» (по изданию: Во, Ивлин. Избранное. Сборник.- На англ.
языке. – Составитель Г.А.Анджапаридзе.- М.»Прогресс», 1980.- 440 с.).
Изучение этих произведений предусмотрено программой по литературе
Великобритании для студентов языковых факультетов. Разработка
рассчитана на 18 занятий по домашнему чтению (36 аудиторных часов).
Сказки Льюиса Кэрролла обычно изучаются на младших курсах, когда
студенты ещё только начинают овладевать навыком углублённого чтения.
Представляется, что только на старших курсах студент может оценить во
всей полноте своеобычность юмора абсурда, логические розыгрыши,
язык, стиль и поэтику «Алисы в Зазеркалье», чему призваны послужить
вопросы и задания первой из разработок. Предлагаемые во второй
разработке (по роману Ивлина Во) задания включают работу над
лексикой и фразеологией, лингво-стилистические упражнения, разные
виды чтения и подробное обсуждение проблематики романа, в
особенности в связи с темой «Образование в Великобритании».
Заключительные занятия по каждой из книг рекомендуется провести в
форме конференции, обсуждения докладов по предлагаемым темам.
Данные методические рекомендации апробированы в работе со
студентами IV и
V курсов английского отделения факультета
иностранных языков ОГПУ в 1995 – 2000 годах.
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Alice’s Adventures in Wonderland (1865) and Through the LookingGlass (1878) were written by a gifted lecturer in mathematics at
Oxford whose real name was Charles Lutwidge Dodgson. Most of his
life he busied himself with problems in logic and mathematics. The
first of his two most famous books was written to amuse a young
friend named Alice Liddell, daughter of Dean Liddell of Oxford, an
outstanding classical scholar. These two books have ever delighted
both children and adults. They have become classics of English
literature and inexhaustible stores of quotations.
The immense attraction of the “Alice” stories is that the
nonsense they are full of is in a peculiar way “logical nonsense”. Their
chief characteristic is an endless flow of elaborate games with words.
Sometimes the game consists of humorously dislocating and
recombining elements of familiar words. In Jabberwocky, for
example, the poem that Alice reads in Through the Looking-Glass, we
find “chortle”, which combines “chuckle” and “snort”, and
“galumphing”, an exciting combination of “gallop” and “triumph”.
Sometimes the word-play is a parody of well-known poems for
children as in Alice in Wonderland where “Twinkle, twinkle, little
bat” is substituted for “Twinkle, twinkle, little star”.
Carroll’s endless play with language makes the reader guess
between the literal and figurative meaning of words.
The significance of Lewis Carroll’s stories lay in setting an example
of books for children that are practically free from the weight of
excessive didactics and moral preaching and at the same time
recognise the essential difference between the view a child and a
grown-up person respectively adopt of things as they are.
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The Manual on Lewis Carroll's
"Through the Looking Glass and what Alice Found There"
Part 1. Chapters I - II
I.Read the Author's Preface and the Poem. Are there any references to the
circumstances which have changed since the time of writing of the first book?
What is the general mood of the poem?
Comment on the polysemy and connotations of the words "bed",
"bedtime","summer" and "winter" and on the last two lines of the poem.
II.Read the two chapters and the commentary to them and answer the following
questions and do the tasks:
1.Prove that the day the whole story is taking place on is the 4th of
November.
2.What is Alice's favourite phrase? How is it used by Carroll in order to slide
from the Dickensian but otherwise realistic atmosphere of the beginning (often
compared to "Christmas Carol") into the irreality?
3. Describe the "Looking Glass House" as Alice saw it.
4.What events befell Alice and the chessmen?
5. Prove that Alice did not change into the Looking Glass Alice as well as
other things and beings.
6.Listen to the recording of "Jabberwocky" and read it. Explain why it
produced such an impression on Alice (p.50).
7.Why couldn't Alice get to the top of the hill?
8.What did Alice talk about with the flowers? Comment on the line:"It says
"Bough-wough!"cried the Daisy"...(p.54). What SDs does Carroll employ here
to achieve the humorous effect?
9.Why could the flowers speak in this garden? How is the polysemy of the
word "bed" played upon?
10.Why did Alice succeed in finding the Red Queen walking in the
opposite direction?
11.What can you say about the Red Queen's speech? How does it
characterise her? (PP.59-60).
12. How are the world and life represented? Speak on the
implications of this metaphor.
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13. Describe the famous running scene ( PP.62-64 ) and speak on insights into
the laws of this reality and the one opposite to ours. [ Alexander L. Taylor said that
here Carroll forestalls Einstein; maybe the ending of Alice's spiritual wandering is
the same as the point she started at. It may also be that in that reality the speed is
not the result of the division of the distance by the time, but the time by the
distance. When velocity is great the time is great and the distance is small; the
greater the speed, the smaller is the distance covered. The quicker Alice ran, the
more she stayed within the same space.]
14. How are the chess rules used by Carroll to supply the structure of the story?
15. Prepare one of the extracts by heart: a) from "Where do you come
from?" - up to” dictionary" (PP.59-60); b) from "The most curious part..." up to
"twice as fast as that" (PP.63-64).
Part II. Chapters III and IV
Read the two chapters and the commentary to them, answer the questions
and do the tasks:
Show how L.Carroll makes the absurdity of the situation mount and
aggravate in "a thousand pounds" scene. Is there any reason in this
nonsense?
2."Further on in the wood down there [things have] got no names" - the Gnat
says. Read and translate into English the following extract from Martin
Gardner's commentary:
"Таким лесом является на деле вселенная, если рассматривать её как
существующую
саму по себе, независимо от существ,
манипулирующих символами и наклеивающих ярлычки на те или иные
её части, поскольку, как
заметила ранее с прагматической
прозорливостью Алиса, это полезно для тех, кто этим занимается.
Мысль о том, что мир сам по себе не помечен знаками, что между
предметами и их названиями нет никакой связи, помимо той, которую
придаёт им интеллект, находящий эти пометки полезными, - совсем не
тривиальная философская истина. Радость Лани, вспомнившей своё
имя, вызывает в памяти старую шутку о том, что Адам назвал тигра
тигром, потому что тот был похож на тигра".
3.Explain the semantic structure of the words Carroll created: Rockinghorse-fly, Snap-dragon-fly, Bread-and-butter-fly.
4.Why is Alice so anxious about losing or forgetting her name? What more
important problem does this lead her to?
5. Comment on the episode with the Fawn.
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6. What associations are aroused by the names of the twins in Chapter IV? What
else gives us the idea that they are mirror reflections of one another?
7. Listen to the recording of “The Walrus and the Carpenter”, read the whole
poem. Speak on its semantic and poetic peculiarities. Read and translate the
following note from Britannica : “Comic verse thrives on the melodious union
of incongruities, such as “the cabbages and kings” in L.Carroll’s “The Walrus
and the Carpenter”, and particularly on the contrast between lofty form and flatfooted content. Certain metric forms associated with heroic poetry, such as the
hexameter or Alexandrine, arouse expectations of pathos, of the exalted; to pour
into these epic molds some homely, trivial content – “beautiful soup, so rich and
green / waiting in a hot tureen” – is an almost infallible comic device.”
8. There is a traditional ethic dilemma whether a person should be judged by his
deeds or by his intentions. Where and how is it reflected in Alice’s puzzlement?
9. Study the argument about the dream of the dream of the Red King. What are
the ideas expressed by Alice and by the twins? Whose idea is closer to
Berkeley’s view that everything that constitute our reality is but a dream of the
Lord?
10. Why do you think was it impossible for Alice to dissuade the twins from
fighting? What is meant by Tweedledum when he says: “We must have a bit of
fight” (p.105)?
Retell the story trying to keep close to the text.
Part III. Chapters V and VI
I.
Read the chapters and the commentary to them, answer the following
questions, do the tasks below:
L.Carroll wrote about the white Queen: “И, наконец, Белая Королева
представлялась моему воображению доброй, глупой, толстой и
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бледной; беспомощной, как дитя, её медлительность и
растерянность наводят на мысль о слабоумии, но никогда не
переходят в него; это, по-моему, уничтожило бы комическое
впечатление, которое она должна производить.” What is your
impression of the White Queen?
1. What arrangement did the White Queen suggest when she proposed to
hire Alice? Why did it never “come to jam to-day”? What is the advantage of
living backwards? Wouldn’t it be better to commit no crime and be punished?
Or is it better to commit one and be punished? In what order did the White
Queen “deal” with her finger? Why?
3. Do you know the much quoted Tertullian’s maxim “Credo quia
absurdum”? What is the meaning of the episode in which the Queen teaches
Alice how to learn believing the impossible things?
4. What do the rowing terms “feather” and “to catch a crab” mean? How is
their ambiguity played upon in the Fifth Chapter?
5. Why, do you think, was it more expensive to buy one egg than two eggs?
6. How does Lewis Carroll describe Humpty Dumpty’s appearance and
manners? What are the main peculiarities of his speech? Analyse various
language and graphical means used to add emotiveness and naturalness to the
dialogue between Alice and Humpty Dumpty.
7. Humpty Dumpty considers the name Alice stupid (page 129). Explain why.
Питер Эликзэндер обращает внимание на характерную для Кэрролла
инверсию, которая проходит обычно незамеченной. В реальной жизни
собственные имена редко имеют какой-либо смысл, помимо
обозначения индивидуального объекта, в то время как другие слова
обладают общим, универсальным смыслом. В мире Шалтая-Болтая
справедливо обратное. Обычные слова обретают любые значения,
которые придаёт им Шалтай-Болтай, а имена собственные, такие, как
Алиса и Шалтай-Болтай, предполагаются имеющими универсальное
значение. П.Эликзэндер отмечает, что юмор Кэрролла имеет
совершенно особый характер благодаря тому, что он проявлял интерес к
формальной логике [Peter Alexander “Logic and Humour of L.Carroll”].
Render this comment in English.
8. What can you say about Humpty Dumpty’s peculiar manipulation with
words (such as “one”, “beg pardon”, “see”, etc.)? Can you find jokes about
death in this chapter?
9. How does Humpty Dumpty do the sums? Why do you think Lewis Carroll
mock at Humpty Dumpty’s inability to subtract one from three hundred and
sixty-five?
10.*Learn by heart and reproduce the poem “Jabberwocky”. Listen to the
recording before.
11. Explain how Humpty Dumpty comments on the meaning of the first
strophe. And how did Alice guess the meaning of the word “wabe”?
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II.
Retell the chapters close to the text.
Part IV. Chapters VII and VIII.
I.
1.
2.
3.
4.
5.
6.
Read the two chapters and the commentary to them. Answer the
questions and do the following tasks:
How is the nursery rhyme “Humpty Dumpty” played upon?
Show that “nobody” is treated by L.Carroll as a positive logical
(mathematical) notion of an “empty set” (“пустое множество”). Find
examples in Chapter VII. Prepare for test reading and translation the
following extract: Page 146 from “I see nobody on the road” up to Page
149 “They’re at it again”. Try to preserve this playing upon “nobody” in
your Russian version.
Who are the two messengers of the VII-th Chapter? Comment on the
pronunciation of their names and give your idea of whose “mirror
reflections” they are.
In Victorian times there was a popular game. The first player said: “I love
my love with an A because he is a…, I hate him because he is a…, etc.”,
where the players had to substitute words beginning with successive
letters of the alphabet in turn (the second player took the letter B and so
on). Show how with L.Carroll the concrete words of this game chosen at
random by Alice determine the further development of the events; say
why Alice chose these words.
What stylistic device is used to produce the humorous effect in the
following talk? (p.147): “I beg your pardon?” said Alice. “It isn’t
respectable to beg”, said the King.
Read and translate into English the following extracts from Н.М.
Демурова’s еssay: “Кэрролл обыгрывает несоответствие между
точным (буквальным) и переносным употреблением выражения,
вводя строго логические разграничения, обычно не применяемые в
языке. У Кэрролла данный приём – логическое «разъятие»
привычных языковых формул, близких к идиомам, - становится
кардинальным приёмом его поэтики (снова и снова в тексте сказки
мы наталкиваемся на подобные примеры”. Illustrate this by the
examples from the text.
7. How does L.Carroll play upon the discrepancy of the logical and
figurative meanings in the following conversation (p.148): “There’s
nothing like eating hay when you’re faint” – up to “Which Alice did not
venture to deny”.
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8. Show how the rhyme “The Lion and the Unicorn” is logically
dismantled, disjointed and played upon. Prove that Carroll combines
literal treatment of the details of the rhyme with a certain liberty of
interpretation where the rhyme admits of it. Where else can you find such
instances in the book?
9. Comment on Alice’s “bargain” with the Unicorn (p.154).
10. Comment on how to manage Looking-Glass cakes (p.156).
11. Who are Punch and Judy? How do they hold clubs?
12. Some critics consider the White Knight to be L.Carroll’s self-portrait.
Can you find any grounds for that in the chapter? What were the White
Knight’s inventions?
13. What stylistic device is it: “as fast – as lightning” at Page 168?
14. There exists a nonsense nursery rhyme running as follows: “There was an
old lady / Lived under a hill / And if she’s not gone / She lives there
still” based on the logical “law of the excepted third” member [ закон
исключённого третьего в двузначной логике ]. Can you find an
example of this kind in the Knight’s words?
15. Carroll distinguishes between the objects, their names and the names’
names: The name of the song is called “Haddock’s Eyes”, etc. Professor
Roger Holmes says that in this extract L.Carroll made fun of us, because
the White Knight is not quite consistent. Can you explain where and
why?
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16. Pay attention to Alice’s words: “But the tune isn’t his own invention” –
(p.171) – “it’s ‘I give thee all, I can no more’.” The author of the music
is Henry R.Bishop and the poet who wrote the lyrics is Thomas Moore
(1779-1852). Why do you think did L.Carroll, as the White Knight,
choose this melody to offer his song to Alice?
17. What poem is parodied in the song?
18. What happened to Alice as she bounded across into the Eighth Square?
How does it agree with the chess rules?
II.
Retell the story close to the text.
Part V. Chapters IX, X, XI and XII.
I.
Read the chapters and the commentary. Answer the questions and do
the tasks.
1. Find stylistic devices producing humorous effect and say what they are.
2. Find examples of nonsense and inversion of everyday logic and common
sense.
3. How does Carroll return his heroine to reality?
II.
Retell the story close to the text.
III. Read the final poem. Comment on it.
IV. What are the main problems (topics) of the book? What are the
recurrent questions?
V.
What is the connotation of the Russian “чудо”, “страна чудес” in
comparison to “wonder” and “wonderland”? What can you say about
the characters of the book and their attitude to Alice?
TOPICS FOR DISCUSSION
1.The life and work of Ch.L.Dodgson.
2.The personality of Ch.L.Dodgson and L.Carroll.
3.Nonsense in the book.
4.Dreaming in the book.
5.Folklore and playing in the book.
6.Parodies in the book.
7.L.Carroll the poet.
8.Characters of the book and their prototypes.
9.The originality of the book.
10.The logico-mathematical problems in the book.
11.The philosophical problems in the book.
12.The psychological problems in the book.
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A MANUAL ON E.WAUGH’S “DECLINE AND FALL”
Part I.
1. Study the following, get ready to discuss it.
Evelyn Waugh was born in Hampstead in 1903, second son of Arthur Waugh,
publisher and literary critic, and brother of Alec Waugh, the popular novelist.
He was educated at Lancing and Hertford [ ha:f d ] College, Oxford, where he
read Modern History. In 1927 he published his first work, a life of Dante Gabriel
Rossetti, and in 1928, his first novel, Decline and Fall, which was soon
followed by Vile Bodies (1930), Black Mischief (1932), A Handful of Dust
(1934) and Scoop (1938). During these years he travelled extensively in most
parts of Europe, the Near East, Africa and tropical America, including Labels
(1930), Remote People (1931), Ninety-Two Days (1934) and Waugh in
Abyssinia (1936). In 1939 he was commissioned in the Royal Marines and later
transferred to the Royal Horse Guards, serving in the Middle East and in
Yugoslavia. In 1942 he published Put Out More Flags and then in 1945
Brideshead Revisited. When the Going was Good and The Loved One preceded
Men at Arms, which came out in 1952, as the first volume in The Sword of
Honour trilogy, and won the James Tait Black Memorial Prize. The other trilogy
volumes, Officers and Gentlemen and Unconditional Surrender followed in
1955 and 1961. In 1964 he published his last book, A Little Learning, The first
volume of an autobiography. Evelyn Waugh was received into the Roman
Catholic Church in 1930 and his earlier biography of the Elizabethan Jesuit
martyr, Edmund Campion, was awarded the Hawthornden Prize in 1936. In
1959 he published the official Life of Ronald Knox. For many years he lived
with his wife and six children in the West Country. He died in 1966.
Waugh said of his work: ‘I regard writing not as investigation of character but
as an exercise in the use of language, and with this I am obsessed. I have no
technical psychological interest. It is drama, speech and events that interest me.’
Mark Amory called Evelyn Waugh ‘ one of the five best novelists in the English
language this century’, while Harold Acton described him as having ‘the sharp
eye of a Hogarth alternating with that of the Ancient Mariner.’
There are several reasons for reading the books of Evelyn Waugh. For
one, they are consistently entertaining and, at times, hilariously funny. For
another, they range widely through fiction, travel, biography and autobiography.
For a third, all have the stamp of Waugh’s strong personality.
But perhaps the best reason of all, sheer pleasure aside, is that they are
models of good writing. Waugh never wastes a word, never misplaces an
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emphasis. His manner, like that of any good writer, is stamped by his period,
but, in his attention to the niceties of expression, it is also timeless.
It is not surprising that Waugh pursued a literary career. His father was a
book publisher and a critic and his elder brother, Alec, wrote a bestseller before
he was twenty. After toying with the idea of becoming an artist and briefly
teaching at an uncongenial school, Waugh himself achieved fame at the age of
twenty-five with “Decline and Fall”, his first satirical novel. Waugh seemed
destined to write, one after another, a series of highly satirical, blisteringly
comic novels of sophisticated life. In the meantime, however, he became
converted to Roman Catholicism. His conversion was partly a matter of
theological conviction and partly the result of a search for order, both spiritual
and social. At the end of the 1920’s Waugh had flinched from the chaos of
postwar Europe, and decided that the prime force of order remaining was the
Roman Catholic Church. This conviction greatly influenced his books from that
time on and gave his personal eccentricities a social and political turn. Novelists
are seldom all of one piece, however, and Waugh is no exception. His books
show that as well as nostalgia for an ordered past, he felt an ironic delight, in the
present. During the war, he enlarged his experience of life considerably by
serving as an officer in the Marines and in the Commandos. After the war he
devoted himself to the life of a writer.
II. Read Prelude and Chapter I (Part I), pp.33-44. Find in the text and learn the
following words and expressions:
p.35 quad; contentious; learned society; suspend; uncouth; laird; debutante;
beano;
p.36
bay; romp;
p.37 abysmally; plebiscites; consumedly
p.38 amenable (to discipline); to save trouble; unseemly; flagrant;
p.39 battels; reprehensible;
p.40 to spare smb disgrace; interest (of sum of money); discretion; to place trust in
p.41 look at life in the raw; be sent down; have smth on hand
p.42 elocution
p.43 on the strength of smth; resolve upon smth; Tangent – cf.: go off at a tangent;
circumference; top drawer; at a jaunty angle.
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III. – Find cases of indirect characterization of Mr.Sniggs, Mr.Postlethwaite, Paul,
Paul’s guardian and others.
- What can be said about the choice of proper names?
- Find examples of hypocritical behaviour of the characters. Is there anyone free
from it?
- What can you say about the language of the characters’ and the author’s
speech?
- What are the most widely used SDs and EMs? Give examples of
understatement, irony and sarcasm.
- Show how Waugh treats the contemporary system of higher and secondary
education. Prove your opinion’s correctness by examples from the text.
IV. Retell the story.
Part II, pp.44-60.
I.
Learn the following words and expressions, find them in the text:
p.44 mediaeval; impregnability; famine;
p.45 much (more) ado; disconsolately; on various pretexts; scamper;
p.47 palatial; rococo; dinner-jacket;
pp.48-49 to rot; rotter; half-witted; common; link arms with smb; brolly;
p.50 be one-over-the-eight; let smth out; stand-offish; land (be) in the soup;
equity;
p.51 housemaster; corking good; court-martial; cad; cove;
p.52 cushy;
p.53 ministry; reservation; sacristy; privet; chintz;
p.54 insuperable;
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p.55 baronial;
p.56 to pop it; trunk call; boiler-room;
p.57 amble;
p.59 intractable.
II.
Speak on the following issues:
1) Paul’s arrival to school;
2) the discipline at the school. The punishments masters use;
3) how their entering phrases characterize Grimes and Prendergast;
4) Paul’s interview with Dr.Fagan. Dr.Fagan’s daughters;
5) Beste-Chetwynde: his behaviour, peculiarities of contradictory nature; other
boys’ conduct and characteristics;
6) Grimes (Ch.III) and Prendergast (Ch.IV); what the reader learns about them.
III.
Retell Chapter V close to the text.
Part III, pp.61-75
I.
p.62
p.63
p.64
p.65
Learn the following words and expressions in their context:
moral preceptions;
chaplain; enervation; victorious; deplorable debauch;
irreparable harm; perquisites; bob;
stinker; down in the mouth; to well up; to look to (the prefects); to see to
smth;
p.66 to favour smb with an interview; Llandudno [ Ol ndidn u ] ; marquee;
p.67 give way to smth; unhamper; finality; to draw a line;
p.68 shrilly; austerity; to deplore smth;
p.69 heat; loathsome;
p.70 to get jugged;
p.71 put it over on smb; have smb in tow; do smb in; potty; splice; kick the
bucket
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p.72 to fool a job; nobbing; toff;
p.73 to stump up;
p.74 day in, day out; cut down the bills; dismiss (servants)
II.
Answer the following questions:
1. How did Paul arrange his work in class?
2. What was the content of the letter from Arthur Potts? What did Paul and his
friends think of it?
3. Comment on how Grimes treated the problem. What can be said about “the
durability of ideals” of every character?
4. Comment on Mr Prendergast’s state.
5. Why did Dr Fagan decide to arrange the Annual School Sports so suddenly?
What was to be done? How does the author treat the whole affair?
6. How and why were the results of the contest predetermined?
7. Speak about Philbrick and express your opinion of him; of the way he is
portrayed.
8. What do you think is the sarcastic tone of the sporting episodes provoked
by; what is the irony aimed at?
III.
Find and write out all the deviations from the norms of grammar in
Philbrick’s speech and comment on them. What other means does the
author employ as language characteristics?
IV. Be ready to retell the story.
Part IV, pp.75-94
I.
Learn the following words and expressions, find them in their
context:
p.75 dressed up to the nines; jeune premier; indelible; sprightliness;
ungrudged labour;
p.76 adornment; celluloid; fiancee; camphor; entitled; latent pep; khaki;
detestation; abominate; plus-fours;
p.77 festivity; fiasco; haphazard; garments; trestle;
p.78 tub; to the good; imperturbably;
p.79 revolting; crafty; ambush; slaver;
p.80 obsequious; clout; slink away;
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p.81 dissolution; wishy-washy; One can’t be too careful;
p.82 So there! jaunty; chaffing; long in the tooth; hired assassin; dunderhead;
head man;
p.83 stoutly; adjourn; meekly;
p.84 vivacious; emboss; elm; beech; report;
p.85 as tight as a lord; gleefully; bounder; be right in the head; lay;
p.86 debouch; nipper; genial; condescension; lap;
p.87 hiding; browbeat; furlong; exacting;
p.88 limousine; chinchilla;
p.89 coon; ebullition; poise;
p.90 Edgware [ `ed we ] Road
p.91 Cholmondley [ t mli ]; “Little as I like jazz, I never felt quite as strongly
as that about it”
p.92 responsive glitter;
p.93 razor strop;
p.94 to blaspheme; blasphemy.
II.
III.
IV.
V.
Point out linguistic peculiarities in the speech of Dr Fagan; Grimes;
the stationmaster; Mr Cholmondley; Mrs Beste-Chetwynde.
These chapters are full of irony and sarcasm. Point out the objects
of Waugh’s satire; prove your opinion by referring to the text.
Pick out any extract no less than twenty lines long and prepare its
test reading and written literary translation.
Retell the chapters under study.
Part V, pp.94-111
I.
Learn the following words and expressions in their contexts:
p.94 post mortem; self-assertive; rood-screen; to let the matter drop;
p. 95 brutal; to wander from the point; to be nettled at smth; ostentatious; to be
in a mood for smth
p.96 beano; bonhommous; flat; vortex; wallop; the morale; efficacy; to
countenance; dumb-bells;
p.97 take prep for smb; blackamoor; to be the goods; acrimoniously; the
spoils;
p.98 to give way; wrangle; smite ( 3 forms);
p.99 to cane; get hold of the right end of the stick; pull smb’s leg(s)
p.100 row; IOU; legation; heirloom; a reckless bid; livid with rage;
p.101 the lowest of the low; declining years; the apple of the eye; to be in it; like
blazes; thin (about things); pop off
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p.102 fifteen (or: nineteen) to the dozen; make reparation; go the whole hog;
p.103 with relish;
p.104 despondently; baffle;
p.105 turpitude; lower orders; fair and square;
p.106 to fall through; binge; to spin yarns;
p.107 obsequy; spree; bubbly; Jeroboam; Good egg! nothing short of (+ adj); to
make odds;
p.108 not by a long chalk;
p.109 retribution; stand face to face with; stark; wistaria;
p.110 lament; pheasant; in the abstract; to smile wanly;
p.111 whacking.
II.
-
Learn the following speech patterns and give your own analogous
sentences:
p.96 What you say about rood-screens goes.
p.98 Here’s to the happy pair!
p.105 I don’t want to have more to do with him than I can help.
p.107 I haven’t taught French for nothing all these years.
p.109 We can’t escape, try how ( or: as) we may…
III.
Make up a dialogue using the following expressions:
1) to let the matter drop;
2) to give way to;
3) to get hold of the right end of the stick;
4) fair and square;
5) face to face with.
IV.
Retell the chapters under study.
Part VI, pp.111-125
I.
Learn the following words and expressions in their contexts:
p.111 art nouveau;
p.112 best man; pass off without a hitch; forbid the banns; conjugal; lychgate;
upheaval;
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p.113 reckless; to be one for smth; grow out of smth;
p.114 baize; easy-chair; unwonted diffidence; fed up; beer and skittles;
p.115 supercilious; stand smb drinks;
p.116 wholesale Brewers; dilute; adulterate; suspend; mine for the asking;
p.117 a warrant for smb’s arrest; H.Q.; bloodshed; plea; loopy; impersonation;
p.118 unnerve;
p.119 inertia; portico; battlement; unscathed; plumber; hereditary; joiner;
p.120 grandsire; rushlights; merchandise; ordain;
p.121 consternation; take in;
p.122 Sepulchre; Matins; contractors; commission;
p.123 inextricable;p.124 fawn; castellations.
II.
Look up the pronunciation of the proper names:
Margot, Cincinnati, Silenus, Selina, Byzantine.
III.
Discuss the chapters under study along the following lines:
How did the wedding go off?
What were the feelings of those concerned?
What problems did Grimes face during his first days after the wedding?
Can you observe any changes in his character?
What were Dr Fagan’s feelings towards Grimes?
What kind of letter did Grimes get after his marriage?
What was the “fresh trouble” the following day?
What does the title of Chapter XIII mean?
What is King’s Thursday? Describe it and give your opinion of it.
How does Professor Silenus strike you?
Comment on Chapter II (Part II).
Part VII, pp.125-141.
I.
Learn the following words and expressions in their contexts:
p.126 bob; cadence; transect; do oneself proud; vulcanite; transported; colt;
p.127 drains;
p.128 illimitable; infinitesimal; conform to type; obtrusive;
p.129 intricate; vita-glass;
p.130 emasculate; disconsolate;`
p.131 yew;
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p.132 rebuff; unexampled privations; tenement; brief(s); a hand (of
cards);
p.133 rip; go down well; superannuation; bout; lyric;
p.134 fastidious; shaft; unprocurable; mound; serenely;
p.135 malachite; vendor; overhaul;
p.137 ressurection;
p.138 beaver; game leg; formidable; pneumatic; be at a loose end; put the wind
up smb;
p.139 Davy Jones’(s) locker; quarter; syndicate; Dago(s);
p.140 species; beneficed; to add to;
p.141 intricacies; fungi; pyramidal; to be on a false scent; shadowing; batik.
II.
Analyse the following SDs and EMs:
p.126
… large glasses, behind which his eyes lay like slim fish…(up to the
end of the phrase).
p.127
The aluminium lift shot up, and Paul came down to earth.
p.128
They (variations) are small, but obtrusive, like the teeth of a saw.
pp.128-129 And his brain turning… (up to:) …in the darkness.
p.129
Downstairs Peter Beste-Chetwynde mixed himself another brandy
and soda and turned a page in Havelock Ellis, which, next to The
Wind in the Willows, was his favourite book.
p.129
…they all wore so many different clothes of identically the same
kind, and spoke in the same voice…
p.130
Parakeet walked round bird-like and gay.
p.131
I have enough of the House during the week.
p.131
…Rest and riches…
p.133
…Mrs Beste-Chetwynde reappeared from her little bout of veronal,
fresh and exquisite as a seventeenth-century lyric.
p.135
It was mostly in South America in – in places of entertainment.
p.135
…he trembled from head to foot like one of the wire toys which
street vendors dangle from trays.
p.136
But surely there was a tremor in her voice?
p.137
[The first four sentences.]
III. Retell the chapters under study in detail.
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Part VIII, pp.142-153
I.
Learn the following words and expressions in their contexts:
p.142
p.143
p.144
p.146
to effect; take chances; batch; common; mannery;
ring off;
chorus-girls;
to intimate; personal slight; ledger; collapsible chairs; spirit stoves;
ostentatious; chiropodist; felicity; come to grief;
p.147 remittance; bevy; prodigality; retail; profusion; to be commended;
hitch;
p.148 enveloped ( in an ulster); attache case; orgiastic;
p.149 tousled;
p.150 arduous; incomprehensible; innuendo; quay; prolixity; woebegone;
morning coat;
p.151 elegiac; prehensile;
p.152 padded leather; pewter; gardenia; debutante; maligned;
p.153 obstruct
II. Look up the pronunciation of:
Lowndes; Berkeley; Adriatic; Corfu; Greta.
III. Answer the following questions:
1) What can be said about the way the Sports Room was decorated? How
is it
described by E.Waugh?
2) How did Margot conduct the interviews;
3) What do we get to know about the girls?
4) How does the scene characterize both Margot and the girls? What
means of
characterization does E.Waugh employ?
5) What can be said about Paul’s attitude to the proceedings?
6) Why did Paul choose Sir Alastair for his best man?
7) How does the author describe the public reaction to the news about
Paul’s
marriage? How did the reaction of “the lower orders” and the Society
differ?
8) Describe the last ten days before the marriage.
9) What happened three days before the day fixed for the marriage?
10) Speak about Paul’s adventures in France.
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11) What happened on the day of the wedding?
IV. Find cases of irony and humour in the chapters under study.
Part IX, pp. 154 – 167.
I.
Find in the context, learn to read and translate the following
words
and expressions:
penal servitude; an indefinable air; truss; less than no time; to wit;
irreverent; peephole; enormity; penology; with interest; take pride in
smth;
broad-minded; acquisitive; Standing Orders; solitary
confinement;
inadequacy; diction; intrepid; unpalatable; cellular;
irregular; forfeit; a breach of the regulations; raving lunatic(s);
misanthropic; inhibition; reclamation; loitering with intent; grub; arson;
toff.
II.
Discuss the chapters under study:
1) What was the reaction of the public and the pares to the trial and its
results?
2) What did Paul and Peter Beste-Chetwynde speak about in Paul’s cell?
3) How did Paul’s term of penal servitude start?
4) Characterize Sir Wilfred Lucas-Dockery and his theories. How
different were they from those of Colonel MacAdder?
5) What can you say about the Chief Warder?
6) What was Paul’s cell like?
7) How did Paul feel the next four weeks of solitary confinement? Do
you find it paradoxical?
8) Speak about the Lucas-Dockery experiments.
III.
Characterize the change of mood and humour of these last
chapters.
How does it strike you?
Part X, pp. 168 – 183.
I. Look up the following words and expressions and learn them:
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p.168 burly; formidable; red-rimmed; at hand; joiner;
p.169 elect; tribulation; Philistine; host; woe unto…;
p.171 prejudicial (to smth); Moab; Moabite: abomination; idolater; a
whore of
Babylon; insubordination;
p.172 frustrated creative urge; find vent; wanton(ly); cop it hot;
p.173 dippy; mallet; saw;
p.174 Broadmoor; equitably;
p.175 mount(ed);
p.176 precept; culpable; inapplicable;
p.177 сogency;
p.178 delectable;
p.179 unreceptive, dripping;
p.180 self-conscious;
p.182 conspiracy;
p.183 ostracism
II.
Speak on the titles of the chapters ( see pp. 154, 164, 168, 175).
How do they sound to you?
III. Speak on the style of expression of Paul's «new pal». Give
examples to
support your statement. Find allusions in his speech, comment on
them. IY. Retell Chapter IY in detail. Give your comment of it.
Part XI, pp. 184 – 200.
I.
Find and learn the following words and expressions; read the
sentences
with them and translate them into Russian:
quarry; give smb. the pip; flit off; envelop; relish; musty; integuments;
unscathed; brim-stone; pestilence; Not half! (The driver) is not in on
this; gallstone; sanatorium; on a large scale; to give smb. the slip; tight;
magenta; cohesiveness; promiscuous; endearing; to go off; ply; quay;
viscount; theology; tiers (of seats); anchovy; look smb. up; opulent;
digs; ordain.
II.
III.
IV.
V.
Look up the pronunciation of the underlined words.
Comment on the titles of Chapters V and VI and those at pages
111 and 191.
Comment on the chapters under study.
Write a two pages long annotation to the whole novel.
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Part XII. Topics to be discussed.
1. Character sketch of Paul.
2. Character sketch of Grimes.
3. Character sketch of Mr Prendergast.
4. Character sketch of Peter.
5. Character sketch of Margot.
6. School system in the novel.
7. Prison system in the novel.
8. National minorities in the novel.
9. University life as shown in the novel.
10. Society life in the novel.
11. Satire in the novel.
12. Literary and stylistic peculiarities of the novel.
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