Bruce Bogtrotter and the Cake
Chapter 1
The Reader of Books
Task 1
Translate and learn the following vocabulary. Find the sentences with these words and phrases in the text.
To convince oneself
To go further
To become blinded by smth
To have qualities of genius
An offspring
To get one’s back
An end-of-term report
To take the opposite lone
To show some (no) interest in
To fail to do smth
To be smth to make one’s eyes pop
To be hooked on smth
To be taken aback by smth
To leave for
To take one’s time
To turn over the page
To encourage doing smth
To interfere with smb/smth
To make a great fuss
To mind one’s own business
Task 2
Who or what do these adjectives describe in the text?
| Disgusting Wonderful Revolting Proud Doting Lyrical Curious Poisonous Glacial Ordinary Extraordinary Formidable Amazing Exciting | Sensitive Brilliant Nimble Half-minded Gormless Enlightened Lovely Spoiled Glorious Tiny Astounded Watchful Compassionate |
Task 3
Find in the text the translation for the following:
Коник
личинка
Корочка, струп
Дорослий
Шумна торохтійка
Час за часом
Навколішках
З того часу
Кокон
Task 5
Explain or paraphrase the following:
Far worse
A lot worse
She doesn’t encourage reading books. No does his father.
In order to take…
Task 6
Answer the questions on the chapter:
1. How many types of parents does the author describe? What are their typical characteristics? What’s wrong with every type? What difficulties does a teacher face while working with the children of such parents?
2. What type of parents are the Wormwoods referred to? Why? Did they equally treat their children? Did they notice anything unusual about their daughter? Do you agree that Matilda was a child prodigy? What was the parents’ attitude to Matilda’s extraordinary qualities? What would you do if you had such a child?
3. How did the family spend their weekdays? Did the grown-ups take any care of a small girl? Should good parents keep their children busy all the time? Were you left alone at home when a child? How did you feel then?
4. Where did Matilda set out one day when her father had refused to buy her a book? How was she treated there? Did she like all the children’s books? Find in the text the passage describing Matilda’s reading.
5. What was Mrs Phelps’ reaction to the achievements of the child? Find in the text sentences describing it. What recommendations did Matilda get from the librarian? What did Mrs Phelps advise her to read after the children’s books? Was she a good librarian? Why?
6. Have you read any books from Matilda’s list? Which one did you like best? How did Mrs Phelps define a good writer? Can you give your own definition? How could Matilda travel with such famous people as Ernest Hemingway and Rudyard Kipling? What book impressed you most of all? Why?
Chapter 2
Mr Wormwood, the Great Car Dealer
Task 1
Translate and learn the following vocabulary. Find the sentences with each item in the text.
A dealer in second-hand cars
To do pretty well at smth
To cost nothing (fortune, one’s life)
To get smth free (cheap)
To boast
To egg smb on
To diddle smb
To inherit love of crookery
Trade secret
Not to tell a soul
All by oneself
To make a mint
To cheat people
To trust smb
To buy smth with the profits
To have a nerve to do smth
To keep the mouth shut
To resent doing smth
To be beastly to smb
To get one’s own back
To go crazy
To score points against smb
Task 2
Translate into Ukrainian:
This fir-coat costs much. Her jewelry cost a pretty penny. Our new house cost me a lot of money. Making a dictionary costs much time and care. This risky trick cost the man his life. It cost him many sleepless nights.
My she-cousin is a retail dealer. He works as a wholesale dealer. Are you a book dealer or a picture dealer? A second-hand dealer is a dealer in old clothes. My father is a dealer in leather and he does pretty well at it. Is she an authorized dealer?
Task 3
Who or what do these adjectives characterize?
Ignorant
Delicate
Shameless
Stupid
Dishonest
Ratty-looking
Fascinated
Tremendous
Nasty
All-powerful
Grown-up
Task 4
Find in the text the English equivalents for the following:
Тирса
Лісопилка
йолоп, кретин, простак
Обман
Електродриль
Роздовбати зціплення
Коробка передач
Кілометраж
Торохкотіти
Зношене зціплення
Вживана машина
Спідометр
Здати назад, проїхати задом наперед
Перемотати показники лічильника
Скільки миль пройшла машина
Розбити вщент спідометр
Переднє колесо
Від'єднати провід
Величезна швидкість
Task 5
Explain or paraphrase:
I don’t mind telling
Would you mind if I ate my supper in the dining room
To be used to smth
You used to 10 years ago
Task 6
Answer the questions on the text:
1. Describe the Wormwoods’ dwelling. How many floors were there in their house? What rooms were there on every floor?
2. Comment on the words of Mr Wormwood: “No one ever got rich being honest. Customers are there to be diddled”.
3. Describe appearance of Mr and Mrs Wormwood. How does their look characterise their personality?
4. Find in the text the examples of slang words and expressions. Who uses them mostly? Why?
5. Who is the author of the phrase “Eureka! I’ve got it!”? What made
Mr Wormwood repeat these words?
6. Whom does Mr Wormwood describe when he says “She’s almost new”? Why?
7. Describe the usual supper in the family. Is it a real family gathering?
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Chapter 3
The Hat and the Superglue
Task 1
Translate and learn the following vocabulary. Find the sentences with each item in the text.
To stand on one’s toes
To hook smth on/off the peg
Flat-topped hat
Jay’s feather
A hat-band
To be proud of smth
To give smb a rakish daring look
To wear a hat at an angle
A loud jacket
A tube of glue
To squeeze a line of glue
Inside rim of a hat
A tom and a brim of a hat
To get up from the table
To put the hat on/ to get the hat off
To save face
To adopt a casual attitude
Forehead
To watch the performance
Over the rim of the book
With deep suspicion
To look back at smb with innocent eyes
to follow the instructions on the label
to do smth on purpose
to fuss around
to toss and turn
a pair of scissors
to cut smth off bit by bit
bare skin
to have liceall in all
to be too much
Task 2
Answer the questions. Find the lines to prove your opinion:
1. How did Matilda score the points against her father? Why did she choose the hat as an object for revenge?
2. When did Mr Wormwood notice that there was smth wrong with the hat? How did he behave?
3. What guess did Mrs Wormwood make? Why did she blame her husband? Did Mr Wormwood suspect anyone?
4. What was the worst thing about having a permanent hat?
5. Make the list of verb phrases in the whole chapter describing the feelings of Mr Wormwood.
6. Who relieved Mr Wormwood of his hat? How did she do it? How did it change the look of the man?
7. Was Matilda satisfied with the result? Did she sympathize with her father? Do you approve her behavior?
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Chapter 4
The Ghost
Task 1
Translate and learn the following vocabulary. Find the sentences with each item in the text.
Comparative calm
Taste for boasting and bullying
To make smb irritable
To notice the storm-signals
To simmer down
To snap at smb
To snatch smth from smb’s hands
To be fed up with smth
To rip the page out of the book
To freeze in horror
Cover of the book
To burst into floods of tears
To burst into the room
To be at work
To depart for somewhere
To set for somewhere
To investigate
To knock on the door
To lead smb up to one’s bedroom
To lend smth to smb for one night
To turn white
To collar smb red-handed
To be after smth
To behave oneself
Task 2
Answer the questions. Find the lines in the text to prove your opinion:
1. How did Mr. Wormwood behave after the Superglue episode? What made him irritable again and who became his victim this time? What was he fed up with? What was Matilda’s fault? How did Mr Wormwood act with Matilda’s book? What was the girl’s reaction? How did she decide to punish the father for his beastly behavior?
2. What did her plan depend on? Who was Fred and how could he help Matilda? How rich was Chopper’s vocabulary? Was it enough? What deal did Matilda and Fred make? What was the price? Where did Matilda place the cage and why?
3. What happened at supper that evening? What did Mrs. Wormwood take the strange voice for? What weapons did the family use against “the burglars”? How did father defend the family? What guess did Matilda make? Who believed her?
4. How did Matilda get rid of Chopper? Was she satisfied?
Task 3
Find in the text the following phrases or sentences and explain what the author meant saying so:
1. … somebody was clearly for the high-jump.
2. Dreaded box.
3. His anger was intensified because he saw her getting pleasure from something that was beyond his reach.
4. There seemed little doubt that the man felt some kind of jealousy.
5. She seemed to know that neither crying nor sulking ever got anyone anywhere.
6. Matilda was a pretty good actress.
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Chapter 5
Arithmetic
Task 1
Translate and learn the following vocabulary. Find the sentences with each item in the text.
To long for smb to do smth
To put up with smthto have power over smb
To run rings around smb
A safety-valve
To go round the bend
At any rate
In particular
To cool smb down
To be pleased with oneself
To sell smth at a tidy profit
To diddle the customer
To point at smb with the finger
To be exhausted physically and emotionally
Task 2
Answer the questions. Find the lines in the text to prove your opinion:
1. What did Matilda have to put up with? Was it easy? Why?
2. What power did Matilda have over anyone in her family?
3. What kind of child was she? Did she behave herself?
4. What did she do not to go round the bend? Did it work?
5. When did the next flare-up happen?
6. How did Mr wormwood feel and look that day? What did he want to check?
7. How did he teach his son to diddle the customers?
8. What made Matilda interfere with the conversation between her father and brother? Why did her father’s face become dark red? What conclusion did he make about his daughter?
Task 3
Whom does this saying belong to? What did the character mean saying so?
1. “Well, my boy”, he said, “your father’s had a most successful day!”
2. “Of course you looked! You must have looked!”
Chapter 6
The Platinum-Blond Man
Task 1
Translate and learn the following vocabulary. Find the sentences with each item in the text.
To deserve severe punishment
To work on various possibilities
To freshen smth up
To keep away from smb
To part the hair in the middle
to talk sense
to take place
heavy breathing
to screw and unscrew the cap of the bottle
So far so good.
To be out of sight
To make one’s appearance felt immediately
a master of the house
a wage-earner
to pay one’s respects
to slap smb on the back
to be in for smth
to dare look up
to keep a straight face
to sit at the head of the table
to stop dead
to drop sth with a crash and a splash
to look like a freak
a powder compact
to get an appointment with the hairdresser
to call the beauty parlour
an emergency
to dial the number on the phone
Task 2
Answer the questions. Find the lines from the text to prove your opinion.
1. What new punishment did she make up for her father? Why did she choose the father’s hair as an object for revenge?
2. How did Mr. Wormwood keep his hair looking bright and strong?
3. What happened at breakfast time?
4. What did the family have for breakfast that day? Was it a usual breakfast?
5. How did Mr Wormwood enter the room? What were Matilda and her brother doing at that moment?
6. Who noticed the change in Mr. Wormwood’s appearance? What did the author compare his hair colour with? What did Mrs Wormwood compare it with? Why was Elizabeth Arden’s name mentioned?
7. Did Mr. Wormwood like his own reflection in the mirror? What did he say?
8. How did they realize the reason of the problem? Why did Mr. Wormwood need an appointment with the hairdresser?
Task 3
Dramatize the scene at the breakfast.
Chapter 7
Miss Honey
Task 1
Translate and learn the following vocabulary. Find the sentences with these words and phrases in the text.
Primary School
To be concerned about the daughter’s education
To make proper arrangements in advance
Head teacher
Supreme commander
Educational establishment
Middle-aged lady
To smash into pieces
Porcelain figure
To raise one’s voice
There is no doubt
To possess rare gift
To obey orders
Newcomer to the class
At a distance
To march like a storm-trooper with long strides
Thank goodness
To hand out a brand-new exercise-book to the pupils
The very first day at school
To insist upon strong discipline
To behave oneself in smb’s presence
To argue with smb
To get out of line
Two-times table (multiplication table)
To put up one’s hand
To sit in a row
To recite smth
To show off
To keep voice level
Child-genius and prodigy
To catch up
to resist the temptation of doing smth
to let the matter rest
purposely
to open the book at random
Task 2
Find in the text the English equivalents for:
Ви зрозуміли?
Доки ти так можеш множити?
Міс Гані глибоко вдихнула та повільно видохнула.
Якщо маленький кишеньковий калькулятор може, чи зможу я?
Людські мізки – дивна річ.
Ти маєш рацію.
Давай (починай).
Це особа, дуже розбірлива в їжі.
Я сама якби навчилась.
Task 3
Find in the text whose characteristics these are.
Slim and fragile
Mild and quiet
Lovely pale oval
Confused and homesick
Gigantic holy
Fierce tyrannical
Sensible and solemn
Truly extraordinary mathematical
Lovely, funny and witty
Task 4
Fill in the chart:
| Arithmetic operation | Operation sign | 1st member | 2nd member | Result |
| minuend | ||||
| sum | ||||
| multiplication sign | ||||
| division |
Task 5
Prepare a report on the history of origin of limericks, its author and their structure. Try to make your own one.
Task 6
Answer the questions on the text:
1. What sort of school did Matilda go to? Find in the text ten facts which characterize it.
2. Tell about Matilda’s class and her classmates.
3. Compare personalities of Miss Honey and Miss Trunchbull.
4. What was the usual procedure of Miss Honey’s first lesson? What was the first thing Miss Honey hurry to explain to her pupils?
5. Why was Miss Honey shaken? What talents did Matilda reveal during the lesson?
6. Why did Miss Honey bring the book of limericks to the class? Do you find the epicure limerick funny? Why?
7. How can you explain the words of Miss Honey: “They look easy but they most certainly are not.”
8. How does Matilda’s limerick characterize Miss Honey?
9. Tell about Matilda’s tastes in reading.
10. How would you as a future teacher behave if you had such a brilliant pupil in class? How do you think the rest of the children feel? Should a teacher treat all pupils equally?
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Chapter 8
Trunchbull
Task 1
Translate and learn the following vocabulary. Find the sentences with these words and phrases in the text.
To head straight for
As soon as possible
To keep away from smb
To knock on the door
To tear smth in half
To get rid of smb
To handle smb
To cause chaos
To be up to smb
To behave oneself
Task 2
Match the synonyms:
| Bottom form Head teacher Mistaken Mystery Sympathetic Female Odd Extraordinary Interval | Woman Break Strange First grade Unusual Secret Headmaster or headmistress Kind-hearted Wrong |
Task 3
Find the English equivalents for the following:
Увійдіть!
Чого вам?
Нічого подібного.
Авжеж ви були.
Нема жодного сумніву!
Не сперечайтесь зі мною, заради Бога!
Чому ви марнуєте мій час?
Ви напевно збожеволіли!
Більше ані слова!
Нечувано!
І ось що я вам скажу.
Task 4
Find in the chapter 10 words denoting parts of a body.
Find in the chapter 10 words denoting items of clothes.
Task 5
Who or what do the following characteristics describe?
Dreaded private
Deep dangerous
Small arrogant
Extremely odd
Enormous silver
Extraordinary bottle-green
Flat-heeled brown
Eccentric bloodthirsty
Great red-necked
Task 6
Answer the following questions on the text:
1. How did Miss Honey feel after the lesson? Why? Did she have enough time to discover all Matilda’s talents? To what conclusion did she come?
2. Why did Miss Honey go straight to the Headmistress’s study?
3. What personal qualities are the most important for a good head teacher? How did Miss Trunchbull get her job?
4. What did Miss Trunchbull look like? What feelings did her appearance raise? How can her clothes characterize her personality?
5. Did Miss Trunchbull know anything about the Wormwoods? Was she acquainted with Matilda? What did she suspect the girl for? To what conclusion did she come during her long career?
6. Did Miss Honey manage to convince Miss Trunchbull in Matilda’s uniqueness? How did their meeting end?
Chapter 9
The Parents
Task 1
Translate and learn the following vocabulary. Find the sentences with these words and phrases in the text.
To emerge from somewhere
To borrow from smb
In spite of one’s brilliance
To keep half an eye on smb
To let the matter rest
To be (un)aware of smth
To underestimate the abilities
To convince smb
To give private tuition to smb
To coach a child
To ring the bell
To sell raffle tickets
To butt in on smb
To have a word with smb
To lose patience
To propose to smb
To read smth from cover to cover
To sit on one’s fanny
To lose one’s temper
A bosomy female
To embace smb
To meet smb in the flesh
Delinquent and drop-out
University graduate
To despise smb
Task 2
Who or what do these adjectives describe in the text?
Quiet and gentle
Slim frail
Plain plump
Task 3
Find the English equivalents for the following:
Нема жодного сенсу в тому, щоб сидіти та байдикувати.
Як тобі?
Взагалі, навряд чи вона знає про це.
Зовсім навпаки.
Затишний куточок.
Тоді у чому справа?
Продовжуйте вже.
Можливо ви таки вчили її.
Не дуже. Мені не подобаються заучки.
Маєш рацію, цукерочко.
Яка в тому користь, якщо завжди можна купити калькулятор?
Не схоже.
Заради Бога!
Не зважайте!
Task 4
Explain or paraphrase the following:
Looks is more important than books.
I’m not in favour of blue-stocking girls.
Task 5
Match the synonyms:
| convenient successful comfortable To refuse To underestimate | uncomfortable unsuccessful To overestimate inconvenient To agree |
Task 6
Answer the following questions on the text:
1. What was the first desire of Miss Honey when she return from the headmistress’s? Did she tell Matilda about her plans? What was the girl’s reaction? When did the teacher begin to realize her plan?
2. What else did the teacher want to do for Matilda? Why? With whom was she going to discuss her plans as for Matilda? What perspective did she draw to herself?
3. How did she find the Wormwoods’ house? What did it look like?
4. Who answered the door? What was his reaction to the guest? Was Miss Honey invited in? Was Mrs Wormwood glad to see the guest? Why?
5. Did the parents have anything to do with the daughter’s abilities? Can you say they were educated and intelligent? Prove that?
6. What did Mrs Wormwood consider the most important thing for a girl? Did she believe she was a successful female? How did she treat Miss Honey? What was Mrs Wormwood’s picture of a woman’s happiness? Could a brainy girl reach it? How did she like the prospect of going to university for her daughter?
7. Why didn’t Miss Honey argue with the Wormwoods? What conclusion did she come to after the meeting?
Chapter 10
Throwing the Hammer
Task 1
Translate and learn the following vocabulary. Find the sentences with these words and phrases in the text.
To make friends with smb
To be wrapped up in smth
A nymph
A fringe
A new-comer
A boil
Rugged ten-year-old
Potato crisps
Handful
A snowflake
A prayer
To carry smb on stretchers
Private quarters
Lock-up cupboard
To stand at attention
To lean against smth
To hammer the nails
To knock the teeth out
To speak with the air of smb
A sixth-former
To put up one’s hand
Knickers
Lord’s Prayer
To limb in pursuit of her calling
Culprit
To have a proof
To make a guess at smth
Not to make any difference
Crusader
To have weapons at one’s command
Scripture lesson
To break bones
To plait the hair into pigtails
Day of Judgment
To be scared to death of smb
Task 2
Who or what do these adjectives describe in the text?
Sensible and quiet
Skinny little
Gutsy and adventurous
Tall but very narrow
Sharp spikey
Ruddy great
Terror-struck pop-eyed
Task 3
Find the English equivalents for the following:
Ось тобі кіски, маленьке крисеня!
Гарний кидок, сер!
Вона стояла на майданчику, потираючи руки.
Task 4
Explain or paraphrase the following :
Welcome to borstal (Borstal institutuion)
Matilda and Lavender shook their heads.
It’s pitch dark and you have to stand up dead straight.
You can rely on us.
Watch out. Hold your hats.
Task 5
Match the synonyms:
| chokey To display daft To mistrust To survive senior handful Treat To loathe struggle To show off | Older Not to believe To hate fistful To boast prison To live through crazy fight To show, demonstrate pleasure |
Task 6
Answer the following questions on the text:
1. Did Matilda look or behave like a genius in normal life? Did Matilda’s skills prevent her from making friends? How did her classmates treat her? Who was Lavender and what did she look like? What attracted the girls in each other? How did they spend time together?
2. Who was Hortensia? What did she tell about the Trunchbull and her attitude to children? Had Hortensia been to the Chokey? When and why? What impression did her words have on the girls?
3. What examples of cruel headmisteress’ behavior did Hortensia tell about?
4. Who appeared on the playground at that moment? How did the children take it? Whom did the Trunchbull address? What was the matter? How did the girl behave and what did she look like?
5. What did the Trunchbull and Amanda talk about? What made the headmistress fierce? How did she act? What was the girls’ reaction to the event?
Chapter 11
Bruce Bogtrotter and the Cake
Task 1
Translate and learn the following vocabulary. Find the sentences with these words and phrases in the text.
To get away with smth
To raise a terrific stink
To do anything by halves
A riding-crop
To be presented with a prize
To turn grey
To sneak like a serpent
To wipe a fleck of froth
To arrange smth beforehand
To be unpredictable
To get into one’s stride
To take several deep breaths
To surrender and beg for mercy
To become conscious of smth
A battle between smb and smb
To shake one’s head
Task 2
Who or what do these adjectives describe in the text?
Tall shriveled
Dirty white
Enormous round
soft persuasive gentle
tight-lipped implacable disapproving
tall stringy
Task 3
Find the English equivalents for the following:
Стати ось там!
Зачекайте. Тобто, якого дідька, директорко.
Ану ж бо, берись до справи.
Роби, що тобі велять!
Я зрозуміло пояснюю? Ти мене розумієш?
Він добре тримається.
В тому не було сумніву.
Добре, Брюсі! Молодчина, Брюсі!
Забирайся до дідька!
Task 4
Explain or paraphrase the following :
He knew there was a catch in this somewhere but he wasn’t sure where.
The Trunchbull was not a person who would give someone a whole chocolate cake to eat just out of kindness.
Task 5
Answer the following questions on the text:
1. What was Lavender indignant at? Did Matilda agree with her? What was the Trunchbull’s great secret? What did Matilda compare their school with?
2. What happened the next day? Who gathered in Assembly hall? What did the Trunchbull look like when she came in? Whom did she order to come to the platform? What did he look like and how did he behave at the moment?
3. How did the Trunchbull call Bruce and why? What did she blame him for? Were there any witness of his crime? Did he admit his fault? How did she make Bruce admit his guilt?
4. Why was the cook called to come in? What was a real reason of her appearance? What did she look like? What revenge did the Trunchbull prepare for Bruce? What lesson did she want to teach him?
5. How did Bruce behave while having a dessert? Did he give up? How did he manage to eat it all? Did the girls believe he could make it? What was the audience’ reaction to the performance on the platform?
6. Who won the battle? Did the looser admit her failure? What was the winner’s prize?
Chapter 12
Lavender
Task 1
Translate and learn the following vocabulary. Find the sentences with these words and phrases in the text.
A silent witness
To be strict about smth
To swot smth up
To hear smb on smth
To test smb on
To admire smb to distraction
To perform a daring deed
to swear smb to secrecy
formidable foe
a newt
greenish-grey skin
to get hold of smth
whopper
pond-weed
to wriggle and squirm like quicksilver
a boy next door
to chop off the tail
to stay alive
to tingle with excitement
to name smb as the culprit
immediately after lunch
dash off to
blue-glazed pottery jug
Task 2
Who or what do these adjectives describe in the text?
Small eager
Clean empty
Shy and murky
Task 3
Find the English equivalents for the following:
Попереджаю усіх.
І не кажіть. – пробурмотіла Лавандер.
І ще одне.
Ти нормально почуваєшся?
Task 4
Explain or paraphrase the following :
When the Headmistress gets angry you had better watch out.
She had to be careful not to trap its tail in the lid when she slid it closed.
The did was done.
Task 5
Answer the following questions on the text:
1. What announcement did Miss Honey make in the middle of the first week? Was it important and why? What consequences might it have for the pupils?
2. What custom did the Trunchbull have? When was she going to teach the lesson to Matilda’s class? What pieces of advice did Miss Honey give to her pupils? What did she say they would be tested on?
3. What was a necessary condition without which the Trunchbull’s work was impossible? Who agreed to be responsible for it?
4. What possibilities did the water-jug job open for Lavender? Did she have any examples of heroic behavior? What did she need for realization of her plan? Where did she go to get it? Find in the text description of a newt and its typical behavior. What information did she get from Rupert?
5. How did Lavender manage to take a newt to school? Did she tell anyone about her secret weapon? Why? Why didn’t she eat anything for lunch?
Chapter 13
The Weekly Test
Task 1
Translate and learn the following vocabulary. Find the sentences with these words and phrases in the text.
To be in the proper place
To take up a position
To chirrup
To bellow
To inflate smth by a bicycle-pump
To save smb from doing smth
A bug
A walking germ-factory
To work hard on spelling or reading
To succeed
To point at smb
To do smth without a moment’s hesitation
To be taken aback
To come to smb’s rescue
To do smth in no time
Plaits and pigtails
To do smth on purpose
To get clever with smb
To glance back over the shoulder
Forefinger and thumb
To discover smth through long experience
To come off
To hesitate
To be released
Cotton-wool private school
A suicide
To sense smth
To fall out with smb
To keep a careful eye on smb
Task 2
Who or what do these adjectives describe in the text?
Unusually bright
Tiny and rather daft
Slow and soft-footed
Ignorant little
Brave little
Task 3
Find the English equivalents for the following:
Не занадто гарне видовище.
Усім встати!
Чи може Вас цікавить моє по-батькові також.
Так вже краще.
Ну, дайте подумати.
Ти ходячий розсадник зарази!
Що за дурня!
Будь ласка, опустіть його!
Однак, ви напевно народились таки дитиною.
Не буває таких імен!
Ти увесь неправильний!
Ось як їх слід навчати!
Ой, замовкніть вже, міс Гані! Ви така ж плаксива, як будь-хто з них.
Напевно ти маєш мене за дурепу.
Task 4
Explain or paraphrase the following :
The children sat there hypnotised.
In this room there was an enormous human bomb in front of them which was liable to explode and blow someone to bits any moment.
But you must have started out as a baby!
… but that would have been suicide.
Why are all these women married?
Task 5
Match the synonyms:
| Back of the class To be caught To succeed clever ridiculous literally to hesitate Filthy disgusting | Attractive figuratively to fail ignorant front of the class clean serious to rush to be released |
Task 6
Answer the following questions on the text:
1. Why did the class assemble at 2 o’clock sharp? Describe the Trunchbull’s appearance to the classroom. What did she look like? In what manner did she address the pupils?
2. Why did she order the pupils to stand up? Who drew her attention first? How did the boy behave? What was wrong with him? Why didn’t the headmistress like his looks? Why did she make him go to the corner?
3. What method did Miss Honey use to teach children spelling? Did she succeed in teaching? Did the the Trunchbull approve her way of teaching?
4. Who was the first the Trunchbull test on multiplication? Did the pupil answer correctly? How did the Trunchbull treat his answer? What did she especially dislike about Rupert? What was her favorite teaching method? How did she teach Rupert that two sevens are fourteen?
5. How did the Trunchbull treat small people? Why? Why did she object that she had been a baby?
6. Did Eric manage to spell “what” correctly? What were the consequences? What did the Trunchbull discover through long experience? What pieces of advice did she give to Miss Honey as for teaching? Whose book did she suggest to read and why? Why didn’t she believe that Matilda had read it? What made her angry?
7. What did the headmistress say when she got to know Matilda’s surname? What was her attitude to Matilda’s father? Why?
Chapter 14
The First Miracle
Task 1
Translate and learn the following vocabulary. Find the sentences with these words and phrases in the text.
To hold smth by the handle
Bane of one’s life
Insect
To get rid of smth
A strip of sticky paper
To be round the twist
To bet
To pride oneself on smth
To be one’s strong point
Fury and hatred
To feel a bit guilty
To be accused of smth
To be behind bars
A reformatory for delinquent girls
To lose one’s cool
To commit a crime
To have nothing to do with
To scream
To roar
To warn smb about smth
To lose control of oneself completely
To rant like a maniac
To see to smth personally
To see the light of day again
To remove the belt
To tip the contents of a glass over smb’s head
A flash of lightning
Enormous bosom
To let out a yell
To bellow
Serenity and confidence
To meet smb’s gaze without flinching
To be fed up with
To slam the door behind smb
Task 2
Who or what do these adjectives describe in the text?
Mighty female
Vile, repulsive, repellent, malicious
Extraordinary and peculiar
Task 3
Find the English equivalents for the following:
Комаха
Змія
Крокодил
Алігатор
Тарган
Усі вільні.
Зізнайся, що ти це зробила!
Обережно, міс Транчбал! Воно точно кусається!
Хто, я? А що я зробила?
Ну ж бо! Зізнавайтесь! Крок вперед! Цього разу не втечеш!
Task 4
Explain or paraphrase the following:
She hadn’t intended to get her friend into trouble. On the other hand she was certainly not about to own up.
By golly, she thought, that rotten Trunchbull isn’t going to pin this one on me!
You will probably never see the light of day again!
If you don’t shut up at once and sit down I shall remove my belt and let you have it with the end that has the buckle!
A newt, she decided, was a useful thing to have around.
Her massive bosom was heaving in and out.
Task 5
Match the antonyms:
| Splendid massive To escape Toughness unfairness To go round the twist Mighty To be strong point gulity Fury and hatred On the one hand | Weak Innocent justice On the other hand Calmness and love tiny To be weak point To turn crazy To disapear Wonderful kindness |
Task 6
Answer the following questions on the text:
1. What was the bane of the headmistress’s life? Why? What did she compare children with? How did she dream to get rid of them? What was her idea of ideal school?
2. Why did the headmistress need water? What happened when she was pouring water into the glass? What guesses did the children make? What did Lavender warn the headmistress about? Why was the headmistress especially furious? Did she know what was in front of her on the table?
3. Whom did the headmistress suspect of committing the newt crime? Why? What words did she use addressing the girl? How did Lavender feel at the moment?
4. What punishment did the headmistress threaten Matilda with? Find in the text and read out in class. What did the headmistress look like at the moment? What did Matilda feel being accused unfairly? How did she react? What feelings were there inside her at the moment? What was her hidden desire at first?
5. Find in the text and describe Matilda’s extraordinary and peculiar feelings. What did she ask the glass to do? How did it behave? What happened to poor newt?
6. Whom did the headmistress blame for letting the glass topple over? Did the girl say anything? Why? Did anybody try to protect Matilda? Whose fault was it according to Miss Honey? How did the headmistress leave the class and why?
7. Find in the text as much verbs describing the way the headmistress sounded as possible.
Chapter 15
The Second Miracle
Task 1
Translate and learn the following vocabulary. Find the sentences with these words and phrases in the text.
To join the rush
To confide in smb
To riffle through the papers
To have a private talk
To expel smb
Overexcited
To spill all over
To tip over
To topple over
To be accused of smth
To look steadily at smb
To perform a miracle
Flight of fancy
To put an end to smth
To cup the face in the hands
To wobble
to go over
to tilt
to fold one’s arms
to strike smb dumb
to stir oneself back into consciousness
to be alarmed
to gather oneself together
to gather up smth
Task 2
Who or what do these adjectives describe in the text?
Quiet and thoughtful
Wise and sympathetic
Curiously exalted
Tiny invisible
speechless and beautiful
Task 3
Find the English equivalents for the following:
Мене виключать?
Я й не наближалась до нього!
Мені здається я не зовсім тебе розумію.
Давай, перекинь його ще раз.
Не поспішай. В мене є час.
Схоже було, що ти десь далеко звідси.
Мені б таке і в голову не прийшло.
Task 4
Explain or paraphrase the following :
She couldn’t possibly keep a gigantic secret like that bottled up inside her.
Neither her father nor her mother would be of any use at all.
It is extraordinary how often small children have flights of fancy like this.
If you did that, then it is just about the greatest miracle a person has ever performed since the time of Jesus.
I was flying past the stars on silver wings.
Task 5
Match the antonyms:
| To get out of the class To tell a lie extraordinary A child Peculiar Calm to put an end | To tell the truth To start Over-excited Ordinary plain, simple A grown-up To get in the class |
Task 6
Answer the following questions on the text:
1. Why didn’t Matilda leave the classroom with the rest of the children? Who could help her in the situation? Whom did she decide to confide in? Why?
2. Was Miss Honey ready to answer the girl’s questions? What worried the girl? What did she want to talk to the teacher about? How did she explain that the glass story was her fault? Read the dialogue between the teacher and the pupil.
3. What did Miss Honey first think of Matilda’s confession? Did she take it seriously? Why did the teacher ask the child to do it again?
4. Read the passage describing how Matilda made the glass tip over for the second time. How did she do it again? What impression did it make on Miss Honey? What did Matilda feel and look like afterwards? How long did it take the girl to collect herself?
5. Why did the teacher invite the kid to her place? What did Matilda ask Miss Honey about? Why?
Chapter 16
Miss Honey’s Cottage
Task 1
Translate and learn the following vocabulary. Find the sentences with these words and phrases in the text.
To join smb outside the gates
To walk in silence through the village
To pass smth
To come out on the narrow country road
All of a sudden
To tread
To explore the phenomenon
To tempt, to be tempted to suggest
To find any reasonable explanation
Precocious
To be aware of smth
Lack of smth
Conceit and self-consciousness
To have smth to do with
To keep up with smb
The shape of the leaves
The pattern of the bark on the trunk
A gap in the hedge
Hazel
Ripe brown nuts in their green jackets
To live all by oneself
To twist one’s ankle
Human dwelling
To recite a poem
Fairy-tale
A key-hole
Doorway
A Primus stove
A well
To hook a bucket on to the end of the rope
Winding device
Bottomless hole
Lo and behold
To strip
A small loaf of brown bread
A mug
Prison cell
Upturned prison cell
To touch smth with finger-tips
To rub palm against smth
Whitewash
Cowsheds and stables and hen-houses
To perch oneself carefully
To round smth off
To pour the tea
To be not in the list ill
To chew bread
To do smth using outside help
Task 2
Who or what do these adjectives describe in the text?
Evil, good or divine
Wise old
Tiny red-brick
Old crumbly and very pale red
Unreal and remote and fantastic and so totally away from the earth
Small and square and bare
Upturned wooden
Rough unpolished wooden
Neat and neatly-dressed
Task 3
Find the English equivalents for the following:
Заспокойся, дитино, заспокойся.
Чудово-пречудово!
Ти надзвичайно розвинена не по літах дитина.
Я справді така?
Ви маєте на увазі, що мешкаєте прямо тут?
Ось, тут я живу.
Task 4
Explain or paraphrase the following :
You mean there might not be room in my head for all those brains so something has to push out?
“It’s like music”, she whispered.
It was like an illustration in Grimm or Hans Andersen. It was the house where the poor woodcutter lived with Hansel and Gretel and where Red Riding Hood’s grandmother lived and it was also the house of The Seven Dwarfs and The Three Bears and all the rest of them.
Task 5
1. Name all the shops mentioned in the text. What do they sell? What shops were not mentioned? Make a list. Where do you usually shop? What shop is close to the place where you live? What is you favorite shop?
2. Name all the premises for domestic animals which were mentioned in the text. What other animals’ dwellings do you know?
3. What berries, bushes and trees were mentioned in the text?
4. Find in the text the piece of poetry recited by Miss Honey and translate it into Ukrainian. Try to make it sound as a poem.
5. What fairy-tales were mentioned in the text? Choose the one which you like best of all and render it in English.
Task 6
Answer the following questions on the text:
1. Where did Miss Honey invite Matilda? Where did they meet? Describe their way. What did they pass? Was Miss Honey’s house along way from school? Did Miss Honey live in the village?
2. How did Matilda’s behavior change when they were left alone? Why? What was Matilda chatting about? How did she describe the way she moved objects? Find in the text passage about it.
3. Did Miss Honey pay any attention to what Matilda was talking about? Did she find it interesting? Why did the teacher behave so carefully? How did she treat Matilda and her special skills? What was she planning to do with them in future? How could she explore Matilda’s extraordinary skills? Did she have any reasonable explanation to the fact?
4. Why did Miss Honey call Matilda a precocious child? Was the girl aware of it? Did Matilda boast or show off?
5. Why did Matilda’s extraordinary skills make Miss Honey worry? What feelings did she have while moving objects? Why was the second time easier than the first one for Matilda?
6. Describe the place where Miss Honey’s house was situated. Did Matilda ever imagine where her teacher lived? What sort of house it was? What did it look like? Find in the text and be ready to read it out. With whom did Miss Honey live?
7. Why did Miss Honey recite a poem when they were walking up the path? Did Matilda like it? Why did the place look like out of fairy-tale?
8. How did they enter the house? Was it locked?
9. What did Miss Honey ask Matilda to do? Describe the place where she cooked. What was unusual in the kitchen of Miss Honey? Was Matilda surprised? Why? How did the teacher have a bath? Find other facts which prove that Miss Honey was poor.
10. What did their meal consist of? How did the meal differ from the usual dinner of Matilda? What was Matilda’s reaction to Miss Honey’s poverty? How does it characterize the girl?
11. Describe the teacher’s sitting room. What was Matilda appalled at? Can you guess what mystery did the house have?
Chapter 17
Miss Honey’s Story
Task 1
Translate and learn the following vocabulary. Find the sentences with these words and phrases in the text.
To tell the difference
To be the exception
To polish the furniture
To dust the ornament
To fill the fridge with
To press lips together tight
To place smth on
To be bound to do smth
To feel the tension
To be wiser than one’s years
To stagger smb
Powers of reasoning
To face the embarrassment
To lack the courage
To knock courage out of smb
Desperate wish
To see smth with one’s own eyes
To cry out for help
To be tucked away in the woods
To sip
To run the house
To look after smb
To hate smb right from the start
To be around
To put in an appearance
To behave differently
To be gone
Legal guardian
To have all the powers of a parent
To hesitate
To shrug
A nightmare
To give an order
To obey instantly
A slave, slavery
To complain to smb
A bright pupil
Teacher’s Training College
To be forty minutes bus-ride away from somewhere
To owe smb a lot of money
The school authorities
To sign the papers
To fall in love with smb
Child’s property
The next of kin
Forgery
To hire a good lawyer
community
Task 2
Who or what do these adjectives describe in the text?
Tight and peculiar-looking
Not-quite-so-innocent
Rather long and embarrassing
Sane and sensible
Shy and retiring
Completely cowed and and dominated
Task 3
Find the English equivalents for the following:
Напевно, ти зголодніла.
Це зовсім не моя справа.
Налий собі ще чаю. Здається ще трохи лишилось.
Все. Ось така сумна історія мого життя. Та досить вже базікати.
Не слід було цього робити.
Як Вам вдалося втікти?
Було нелегко, але я зібрала волю в кулак.
О, це Ви добре вчинили.
Неважко вгадати хто.
Task 4
Explain or paraphrase the following :
I just happen to be an exception.
It must save a terrific lot of shopping.
She could feel the tension growing and growing in the room.
So, I suppose we might call you a grown-up child.
I couldn’t face the embarrassment.
The voice she was hearing was surely crying out for help.
By the time I was ten, I had become her slave.
Task 5
Match the antonyms:
| To hire To hesitate wise A forgery To keep silent A slice To find job To nod | To give up job To shake head To rush To fire An original To make noise A piece stupid |
Task 6
Answer the following questions on the text:
1. Why did Matilda ask Miss Honey about her salary at school? What was Miss Honey’s reaction to such not-quite-so-innocent questions? Find the passage describing the atmosphere of the moment. Was the teacher expecting any questions from Matilda? Give your grounds.
2. What characteristic did the teacher give to Matilda? What did it mean? Did the teacher have any right to discuss her personal problems with the child? Why hadn’t she tried to tell about her problems to anyone else?
3. Retell Miss Honey’s story. Where did he use to live with her parents? What were they? What tragedy happened in Miss Honey’s childhood? What were the consequences? What sort of person the aunt was? How did she turn to be Jenny’s legal guardian? What rights did she have? Did the child have any other relatives? What were the circumstances of Mr Honey’s death? Whom did the daughter blame?
4. Why was little Jenny’s life a nightmare? How did it affect her personality? Did the child complain?
5. What educational establishment did Jenny enter? Why? How did she commute there? How did she happen to become a teacher?
6. How did Miss Honey manage to get away from her aunt? Was it difficult? How did she find a house for rent? Was her salary enough to hire the dwelling? How did she manage to tell her aunt about it? Was Miss Honey proud of herself in the end? Why was it so important for her?
7. What was the money Miss Honey lived on during a week? What did she spend it on? What other shocking facts of the teacher’s life did Matilda get to know? What conclusions did she come to? What property did Miss Honey owe? Could she prove it? Why didn’t Miss Hone file a charge against her aunt?
Chapter 18, 19
The Names
The Practice
Task 1
Translate and learn the following vocabulary.
Find the sentences with these words and phrases in the text.
Playground fence
To push / to pull
To wash properly
To sense smth
To want smth this or that way
To be lost in thought
To take charge of smb’s problems
Snippet of a girl
To depend on smth
To make shure
To mention the subject
To shut oneself in the bedroom
To be determined to do smth
To feel confident
To succeed in the end
To be essential
To lift smth
To push a trigger
To be vital to do smth
To do smth w