XI. Try your band at teaching

Say what yon would do in the teacher's position:

Mary was an excellent pupil from the first day she en­tered school. She was known to all the teachers as "the ex­ceptionally bright girl." She was the envy of many children who openly admitted that they would like to be like her. At home, she was placed on a pedestal," nothing was ever de­nied to her. The children expected and accepted that Mary's work was always perfect. One can imagine the shock every­one experienced when one day Mary flew into a rage when she missed three words in a spelling test, and her results were worse than some others'. First Mary tore up her paper, then she proceeded to tear up her spelling book. She screamed that the others cheated, that she was always the best and always will be.

ХII. a) Retell the text: 1) in the third person; 2) as if yon ware the narrator's friend who was leaving for America; 3) as if you were the young American lady; 4) as if yon were Le Ros.

B) Give a summary of the story.

ХIII. Translate these sentences into English:

1. Что-то помешало мне пойти на прощальный ужин. 2. Лицо моего спутника показалось мне знакомым, я, должно быть, где-то видел его раньше. 3. Его критические статьи приносят молодым ав­торам большую пользу. 4. Рекомендательное письмо не произвело на директора никакого впечатления. 5. Он сам зарабатывает себе на жизнь с 16 лет. 6. Я сделал все возможное, чтобы помешать его отъезду. 7. Не читай при свете свечи, это очень вредно для глаз. 8. Справочное (information) бюро находится через два дома отсю­да. 9. Он очень общительный человек. 10. За то, что ты не слушал­ся, ты не получишь сегодня мороженого на сладкое. И. Не загора­живай свет, я не могу разобрать, что здесь написано. 12. В былые времена московские улицы освещались газом. 13. Не завидуйте его заработку: если вы будете работать столько же, сколько рабо­тает он, вы будете зарабатывать не меньше. 14. Мы все были рас­троганы его прощальной речью.

XIV. Act out the scene:

"Where are you for?" the train conductor asked an old lady.

"You're very impertinent," snapped the old lady. "What business is it of yours where I am going? But if you must know, I am bound for Boston."

The conductor obligingly picked up her three bags, found her a seat in the Boston train and put the bags on the rack. As he left the carriage, the old lady leaned out of the window and cackled at him. "I guess I fooled you, you im­pertinent young man. I'm really going to Buffalo."

XV. Go over the text of Unit 8 again to discuss the following in class. Let someone agree or disagree and express their own opinion (see the Prompts suggested):

1. What kind of man is described in the character of Le Ros? Do you consider the character true to life or is it exag­gerated? Which method of characterization does the author use, direct or indirect? (Prove your point.) 2. Is the story just an amusing anecdote or does it contain elements of social satire? (Prove your point) 3. Which lines and passages bear touches of humour? What type of humour prevails in the story? Compare the story with "How We Kept Mother's Day." Which of the two do you consider more amusing and why? Which is more true to life? Which raises more important problems? 4. What can you say about the language of the story? (Touch on: a) selection of words, b) syntax.)

Prompts: true enough; absolutely/exactly/quite; I couldn't agree more; yes, but surely you don't think; yes, but on the other hand; as I see it, in my view (opinion); personally I be­lieve (I feel); I'd just like to say, the way I see it; if you ask me: it's like this; oh, surely not, Vd rather not say anything about.

LABORATORY EXERCISES (I)

1. Listen to the text "Seeing People Оff", mark the stresses and tunes. Repeat it following the model.

Respond to the given questions according to the model.