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Read. Learn. Discuss. New version

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Новая версия "Read. Learn. Discuss” предназначена для тех школ и гимназий, которые планируют использовать его в качестве учебника английского языка для X—XI классов. В нем собрано наиболее интересное и полезное из первых двух пособий в объеме, достаточном для 2х лет обучения. Отобраны тексты, максимально подходящие для работы в классе. Из двух книг выбраны 14 тем, исправленных и до полненных новыми материалами. Уменьшено количество заданий и упражнений, оставлены наиболее удачные. В отличие от предыдущих изданий каждая тема снабжена англо-русским словарем для облегчения и ускорения выполнения заданий. Кроме того, в книгу включен небольшой грамматический раздел, позволяющий учащимся проверить свои знания по некоторым темам, являющимися обычно «ахиллесовой пятой» старшеклассников
Павлоцкий, В. М. Read. Learn. Discuss. New version : учебное пособие для X-XI классов специализированных школ / В. М. Павлоцкий. — Санкт-Петербург : КАРО, БАЗИС, 2008. — 544 с. - ISBN 978-5-9925-0218-3. - Текст : электронный. - URL: https://znanium.com/catalog/product/1053437 (дата обращения: 28.03.2024). – Режим доступа: по подписке.
Фрагмент текстового слоя документа размещен для индексирующих роботов. Для полноценной работы с документом, пожалуйста, перейдите в ридер.
УДК
373.167.1:802.1
ББК
81.2 Англ922
            П12

Павлоцкий В. М.
П12
Read. Learn. Discuss. New version.: Учебное пособие
для XXI классов специализированных школ.  — СПб.:
КАРО, БАЗИС, 2008. — 544 с.

ISBN 9785992502183

Новая версия “Read. Learn. Discuss” предназначена для
тех школ и гимназий, которые планируют использовать его
в качестве учебника английского языка для X—XI классов.
В нем собрано наиболее интересное и полезное из первых
двух пособий в объеме, достаточном для 2х лет обучения.
Отобраны тексты, максимально подходящие для работы
в классе. Из двух книг выбраны 14 тем, исправленных и дополненных новыми материалами. Уменьшено количество
заданий и упражнений, оставлены наиболее удачные.
В отличие от предыдущих изданий каждая тема снабжена англорусским словарем для облегчения и ускорения
выполнения заданий. Кроме того, в книгу включен небольшой грамматический раздел, позволяющий учащимся проверить свои знания по некоторым темам, являющимися
обычно «ахиллесовой пятой» старшеклассников.

УДК 373.167.1:802.1
ББК 81.2 Англ922

ISBN 9785992502183
© КАРО, 2001



Ex.1.
Learn the material about the author.

Ex.2.
Learn the active vocabulary.

Ex.3.
Explain and expand on the following
sentences.

1. “Do you remember the first time I saw you?” … “Did
I remember?”
2. I was flattered and I was too young to have learned
to say no to a woman.
3. She was not so young as I expected and in appearance imposing rather than attractive.
4. I was startled when the bill of fare was brought…
5. “I never eat more than one thing. I think people eat
too much nowadays.”
6. My heart sank a little.
7. “I see that you’re in the habit of eating a heavy
luncheon. I’m sure it’s a mistake. Why don’t you
follow my example and just eat one thing?”

8. “I’m not in the least hungry,” my guest sighed, “but
if you insist I don’t mind having some asparagus.”
9. Panic seized me.
10. But I have had my revenge at last.

Ex.4.
Paraphrase the following sentences from the
text.

1. I caught sight of her at the play … and set down
beside her.
2. I was earning barely enough money to keep body
and soul together.
3. … she was passing through Paris and would like to
have a chat with me … .
4. … she gave me the impression of having more teeth,
white and large and even, that were necessary for
any practical person.
5. I was startled when the bill of fare was brought; for
the prices were a great deal higher than I had anticipated. But she reassured me.
6. I couldn’t afford caviare, but I couldn’t very well tell
her that.
7. “Neither do I,” I answered promptly.
8. I fancy I turned a trifle pale.
9. “I see that you’re in a habit of eating a heavy luncheon.”
10. They were enormous, succulent, and appetizing.
11. I do not believe that I am a vindictive man, but when the
immortal gods take a hand in the matter it is pardonable to observe the result with complacency.

Ex.5.
Complete the sentences using the words from
the text.

1. She … a Picasso to her collection.
2. He was a tall … figure on the stage.
3. The poet explained his burning … to the woman he loved.

4. Are you … a lot of people at the party tonight?
5. Few people are able to … cars like that.
6. Shall we … with the plan as agreed?
7. The law … the sale of cigarettes to people under the
age of 18.
8. The miniature TV is the latest technological … from
Japan.

Ex.6.
Paraphrase the following sentences using the
words from the text.

1. This is a completely destructive argument.
2. He was surprised and frightened by her sudden appearance.
3. The bank says it is doing everything it can to calm
people their savings are safe.
4. She asked to borrow my car and immediately after
went and smashed it up!
5. Who do you imagine to win the cup this year?
6. These are wonderful juicy peaches.
7. Don’t take any notice of what Sarah says — she’s
just unwilling to forgive.
8. He described them as an honorable and hardworking
people.

Ex.7.
Explain the meaning of these words using
an EnglishEnglish dictionary.

Ex.8.
Find Russian equivalents of the following.

Ex.9.
Make up situations round the following word
combinations.

Ex.10.
Find words in the text for which the following
are synonyms.

Ex.11. Choose a word to match the following
definitions.

1. to cause (someone) to feel extremely ashamed;
2. a strong, deep, often uncontrolled feeling, especially
of love, hatred, or anger;
3. to put together with something else so as to increase
the number, size, importance, etc.;
4. to be able to do, spend, buy, bear, etc., especially
without serious loss or damage;
5. to begin and continue;
6. showing the desire to harm someone who has harmed
oneself;
7. showing too much feeling;
8. a wonderful thing or example;
9. having or showing a desire to harm someone because
you think that they have harmed you; unwilling to
forgive;
10. to imagine or expect that (something) will happen;
11. expressing welcome, approval or pleasure in a way
that shows a very strong feeling;
12. a thing or person that is very surprising or causes a
lot of admiration;
13. to comfort (someone) and stop them for worrying;
14. to cause (someone) to feel extremely ashamed;

15. to allow someone to have (especially something pleasant or necessary);
16. a very powerful feeling, for example of love, hate,
anger or other emotion;
17. to speak about (something) briefly or without giving
much detail / or using many words.

Ex.12.
Discussion of the text.

1. Speak on the events of the story as if you were a
lady, the author.
2. What is your opinion of the main characters of the
story? Do you appreciate the behaviour of the author? Analyse his emotional state? How does the author understand human relations?
3. What are the methods of the author’s characterization?
What features does Maugham invest his character?
Is the portrayal truthful? Can he manage to penetrate
into his characters?
4. What do you think of the author’s ability to draw
characters? What’s his attitude towards the
characters?
5. Is it a humorous story? Is it the humour of the situation or the humour of words? Prove your idea, please.
6. What emotions are aroused in the reader as the story
unfolds?
7. What are the main problems touched upon by the writer?
8. What does the author accentuate in the ending? Is it
the kind of end the reader expects? What is its role in
the story? How does it serve to reveal the idea of the
story and the author’s attitude to the facts described
in it?
9. What can you say about the language of the story?
What are the writer’s expressive means?
10. Sum up your observations of the story.

Ex.1.
Learn the material about the writer.

1 Rome — here instead of Romulus.
2 the shabby women — the children did not know the word “Sabine”,
the ancient people of
Central Italy who lived to the northeast of
Rome and who were subjugated by the Romans
about 240 BC.
3 fives bats — wooden bats used in a variation of fives a handballlike
game.

Ex.2.
Learn the active vocabulary.

Ex.3.
Explain and expand on the following.

1. “You must be Miss Hope, the governess I’ve come
to meet,” said  the apparition … “Very well, if I must
I must,” said Lady Carlotta to herself with dangerous
meekness.
2. During the drive to the Quabarl mansion Lady Carlotta
was impressively introduced to the nature of the
charge that had been thrust upon her.
3. “I wish them not only to be taught, “said
Mrs Quabarl, “but interested in what they learn.”
4. Mrs Quabarl, to use a colloquial expression, was
knocked off her perch.
5. “My dear Miss Hope. I trust you are exaggerating,”
exclaimed the Quabarls in unison.
6. “I teach history on the SchartzMetterklume method,”
said the governess loftily.

7. “We are having a history lesson,” came the unexpected
reply.
8. “You may be very clever and modern, Miss Hope,”
said Mrs Quabarl firmly, “but I should like you to
leave here by the next train.”

Ex.4.
Paraphrase the following sentences from
the text.

1. She saw a horse struggling with a more then ample
load, and a carter of the sort that seems to bear a sullen
hatred against the animal that helps him to earn a living.
2. She refused to interfere between the boar and his
prisoner.
3. It is to be feared that she lost the friendship of the
ultimately rescued lady.
4. She merely lost the train which gave way to the first
sign of impatience it has shown throughout the journey.
5. “You must be Miss Hope …” said the apparition.
6. She learned that Claude and Wilfried were delicate,
sensitive young people.
7. “What will not embarrass me in the least,” said Lady
Carlotta coldly.
8. At dinner that evening, although reinforced by her
husband, who usually duplicated her opinions and
lent her moral support generally, Mrs Quabarl
regained none of her lost ground.

Ex.5.
Complete the sentences using words from
the text.

1. She was anxious for her son’s safety every time he
went out on his motorcycle.
2. His performance under such stressful conditions produced a very good opinion.

3. The pictures were a clear, very strong reminder of the
power of the volcano.
4. I never try to stop them arguing in case they think I
involve myself in matters which are connected with
other people.
5. If it is a real Michelangelo drawing, it will be sold for
millions.
6. I really feel uncomfortable, when I knocked the cup
of tea over my teacher.
7. Life in Britain was transformed by the arrival of the
steam engine.
8. The baby was expected to be born two weeks ago.

Ex.6.
Paraphrase the following sentences using the
words from the text.

1. You’ll have enough opportunity to ask questions after the talk.
2. He caused everyone to feel anxious and uncomfortable by saying the picture was dreadful.
3. One of the unforeseen consequences of the reforms
was that they made differences between the north
and the south of the country stronger.
4. We were anxious not to repeat work already done.
5. He writes very good poetry under a pseudonym.
6. I’m very anxious about tomorrow’s meeting.
7. Quills were the chief writing implements from the
VI century AD until the future invention of steel
pens in the mid XIX century.
8. His suitcase was made of real leather.

Ex.7.
Explain the meaning of these words using an
EnglishEnglish dictionary.

Ex.8.
Find the words in the text for which the
following are synonyms.

Ex.9.
Find Russian equivalents of the following
words.

Ex.10.
Make the situations round the following
words.

Ex.11.
Choose a word to match the following
definitions.

1. being what it appears to be; real; not false.
2. to cause (someone) to feel anxious or uncomfortable.
3. giving a clear, strong message.
4. to involve yourself in matters which are connected
with other people when your involvement is neither
wanted nor helpful.
5. the spirit of a dead person appearing in a form which
can be seen.
6. having confidence in your own abilities.
7. to refer to (someone or something) in a brief or indirect way.
8. to take or get possession of (something) again or to
reach to return to (a place), especially after difficulty
or danger.

Ex.12.
Study the following sentences, pay attention
to different meanings of the words of
the active vocabulary.

1. This moisturizing cream is supposed to be good for
the complexion. The election has completely
changed the political complexion of parliament.
2. Peaches have delicate skins which are easily bruised.
This rose has a very delicate scent.
3. We can’t assume the suspect to be guilty simply
because they’re decided to remain silent. During the
investigation, two detectives assumed the identities
of antiques dealers. The new President assumes office at midnight tonight.
4. If it is a genuine Michelangelo drawing it will be
sold for millions. Do you think you can ever trust a
salesperson to be genuine?

Ex.13.
Discussion of the text.

1. What do you think of Lady Carlotta? Does she enjoy
interfering into other people’s affairs?
2. Did she mind missing the train? Support your arguments.
3. Why did Mrs Quabarl take Lady Carlotta for a governess?
4. In what way did Lady Carlotta oppose her patroness?
Was she a snob?
5. Do you think that the SchartsMetterklume method
really existed? What is your opinion of such method
of teaching? Was it modern?
6. The ironic flavour of the story arises from Lady
Carlotta’s tendency to take people at their word; it is
not what we expect in life. What kind of education
does Mrs Quabarl request for her children? How does
Lady Carlotta take Mrs Quabarl at her word?

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