Write a one-page summary of Text Two.
19. Retell the story of Roger's "narrow escape" using your active vocabulary,
20. Discuss the events of the story in dialogues as they would be treated by:
21. Reread Text Two to answer the following questions on its style and composition.
a)In what way does the story begin? Is the reader's interest awakened at once?
b) What is gained by telling-the story in the first person? From whose point of
c) Is the plot an important feature of the story? Indicate briefly the stages by
d)Does the story end as the reader expects? Point out passages aiming at sus
E) Is the title appropriate? Does it reflect the point of the story?
f) What words and phrases give atmosphere to the story in descriptions of hu
g) Do you regard "The Escape" as a typical specimen of Somerset Maugham's
The qualities of Somerset Maugham are not at all elusive. An innate dramatic sense enables him to write sound, solidly constructed novels that never fail to interest the reader. His prose is clean and hard and is always marked by a precision that is rare in contemporary writing. Passion and lyricism are not evident but in their place the reader will find a superbly controlled irony and a brilliant wit. Transforming the commonplace into art, he produced a long, distinguished list of plays, short stories and novels that will never cease to give the greatest of pleasure.
PROFESSION-ORIENTED QUESTIONS AND ACTIVITIES
I. Listen to your fellow-student's reading of the words given in Ex. 2. correct
II. As your fellow-students read out Ex. 3, write down their mistakes, analyse
III. Listen attentively to your fellow-students' reading of Ex. 5 and write down
In assimilation, strong and weak forms and intonation-group division?
IV. Obviously the short story can be regarded as a most suitable literary genre
class to focus on the story even within a single class period and within the limits of one textbook unit, a) List the requirements to the short story to be used as subject matter for study at your level, b) Say what you consider to have been the best technique of working with a short story during your course of study.
V. a) Adapt any short story you like for the 9th/10th form. (Be sure it introduc
VI. Prepare yourself to conduct a micro-lesson on oral and written reproduc
1. I'm going to read it over again. 2. And now you'll have to do some writing. 3. Try to assemble your thoughts first. 4. These idioms will add a little colour to your work. 5. Don't write in the margin. 6. Be sure your paper has a name on it. 7. Form the letters clearly. 8. Indent the line which begins a paragraph. 9. High time to hand in your papers! 10. Your time is up. 11. I'm going to mark them this week.
CONVERSATION AND DISCUSSION
BOOKS AND READERS
acquirev (to - an idea/knowledge/a habit)
bookл (a - to open anywhere)
characterл (to depict -s, to unmask -s, - portrayal)
Clarity of presentation
coverл (book- -)
digest л (book -s; a thesaurus of book -s)
genreл (literary -)
handicapл (a - in study)
judgementл (a sense of -)
lineл (a space between the -s; to read between the -s)
literarya (~ work; - materials; - critic)
markv (to - (up) a book)
masterv (to - information and content)
matterл (reading/printed -)
messagen (to convey a -; the -• is lost upon the reader)
observationл (to call for ~; power of ~)
rateл (- of reading)
readv (to - slowly/labouriously/from cover to cover)
readerл (intelligent/sophisticated/fast/slow/bad -)
readingл (slow/repeated/critical/exploratory -; revision -; - for
enjoyment) release л
scribblev (to - in a book) selection л
sequenceл (the - of events) skim v skip v
suspenseл (to hold the reader in -; full of -) title л
I. 1. Have you ever considered how different reading can be? a) Read the following text.
Reading is the most important single skill in study: in the Humanities perhaps 90 per cent of private study time is taken up in reading. It is known that there are big differences between individuals in their rates of reading and comprehension. Clearly if you can speed up your rate of reading you will save much time. Books and articles, of course, differ in difficulty and in clarity of presentation. Rate of
reading depends on the difficulty of the material and on the purpose df reading.
We can distinguish:
(1) Reading to master information, usually necessarily careful,
(2) Exploratory reading, as in skimming through a book in order
(3) Revision reading, as in reading rapidly through a book with
(4) Reading in order to search for specific information or to answer
(5) Critical reading, as in reading a book for review;
(6) Reading for enjoyment, as a novel;
(7) Proof-reading, when meticulous attention is paid to spelling,
A good reader will vary his rate of reading according to his purpose. A novel may be read very quickly, perhaps at 750 words per minute or more, if the reader has no intent to remember, but merely wants to know the fate of the hero or heroine. A single paragraph or diagram in a textbook, on the other hand, may have to be read through very slowly four or five times before it is fully comprehended. ,
(From: Maddox H. How to Study. L, 1967.)
B) Tell the class with what purpose you usually read. Do you think you read fast enough? What kind of reading is most essential to a school teacher?
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