Analytical Reading
Tasks of the course of Analytical Reading. Development of reading skills from skimming, comprehension to elements of in-depth character, theme, style, point of view analysis. The texts are from classical and contemporary short stories to anecdotes.
Рубрика | Педагогика |
Вид | учебное пособие |
Язык | английский |
Дата добавления | 26.09.2017 |
Размер файла | 301,1 K |
Отправить свою хорошую работу в базу знаний просто. Используйте форму, расположенную ниже
Студенты, аспиранты, молодые ученые, использующие базу знаний в своей учебе и работе, будут вам очень благодарны.
5. Uncle Tom's money went to
a. Dicky and Adelab. Dicky and hospitalsc. Adela and hospitals
6. In the end Adela
a. got angry with Ainsleyb. got angry with uncle Tom
c. didn't get angry with anybody
Vocabulary Training
I. Understanding Word Meaning from Context.
Choose a word or a word group that has the same meaning as the word in bold.
1. His sudden departure threw the office into chaos.
a. dismissalb. actionc. going awayd. speech
2. He was very frank about his relationships with the actress.
a. proudb. happyc. ashamedd. honest
3. I'd be absolutely delighted to come.
a. not able tob. very pleased c. not eager to d. not interested
4. How long have you been unemployed?
a. not informed b. unhappy c. without a job d. without a place to live
5. We had been waiting for an hour but he didn't turn up.
a. approachb. callc. get betterd. arrive
6. Evidently, she had nothing to do with the whole affair.
a. actuallyb. obviouslyc. unfortunately d. luckily
II. a) In what meaning is the verb “miss" used in the text? What other meanings does it have? Illustrate two of them with your own examples.
b) In what meaning is the verb “turn" used in the sentence “Ainsley turned pale”? How can you substitute it?
III. a) When Ainsley was trying to get away with the letter “the door of the post-office was locked”. What is the difference between a closed door and a locked door?
b) Find the words with the meaning opposite to “hire" in the text.
IV. Note the structure “worth + V-ing”. Make sure you understand its meaning and usage. Now think of your own example with it.
V. The construction “would not + Infinitive” is used to complain about people who refuse to do something or things that don't “obey”. (I asked him not to do it, but he wouldn't listen to me!) Can you think of an example of your own?
VI. Note the use of the word “something” in the following sentence: "Uncle Tom had something over sixty thousand”.
The expressions “something like/over/between/under" are used in informal English to state an approximate number or amount of something.
E. g. Something between 20 and 30 per cent attended the meeting.
Think of an example of your own with one of these expressions.
VII. Explain the following words in English. Use an explanatory dictionary if necessary. If a word has several meanings, point out the meaning in which it is used in the text.
1) jealousy2) housekeeper3) to hire4) will (noun)
Recounting and Interpreting Details
1. Who are the characters of the story and what are their family relations?
2. What was Ainsley's job?
3. What kind of wife was Adela?
4. Where did Dicky live for many years?
5. What happened to Dicky's letters to Adela?
6. How did Ainsley lose his job?
7. Why did Dicky come to Ainsley's family one day? What was the reason for his coming back in Ainsley's opinion?
8. What were Dicky's letters about?
9. Where did uncle Tom's money go?
10. What did each of the characters feel at the end of the story, to your mind?
11. The element of the plot where Ainsley burns Dicky's letters can be described as dramatic irony. Look up this term in the “Glossary of Literary Terms”. Explain the origin of dramatic irony in the story.
Creative Follow-up Work
Finish the story in any way you like. You may choose to make up a dramatic, happy, humorous, realistic, fantastic, didactic or any other ending you can think of.
Text 5. Butterflies
by Roger Dean Kiser
Before you read:
1) What is beauty in your understanding? What represents the idea of beauty for you?
2) Is the idea of beauty important in a person's life?
There was a time in my life when beauty meant something special to me. I guess that would have been when I was about six or seven years old, just several weeks or maybe a month before the orphanage turned me into an old man.
I would get up every morning at the orphanage, make my bed just like the little soldier that I had become and then I would get into one of the two straight lines and march to breakfast with the other twenty or thirty boys who also lived in my dormitory.
After breakfast one Saturday morning I returned to the dormitory and saw the house parent chasing the beautiful monarch butterflies who lived by the hundreds in the azalea bushes strewn around the orphanage.
I carefully watched as he caught these beautiful creatures, one after the other, and then took them from the net and stuck straight pins through their head and wings, pinning them onto a heavy cardboard sheet.
How cruel it was to kill something of such beauty. I had walked many times out into the bushes, all by myself, just so the butterflies could land on my head, face and hands so I could look at them up close.
When the telephone rang the house parent laid the large cardboard paper down on the back cement step and went inside to answer the phone. I walked up to the cardboard and looked at the one butterfly who he had just pinned to the large paper. It was still moving about so I reached down and touched it on the wing causing one of the pins to fall out. It started flying around and around trying to get away but it was still pinned by the one wing with the other straight pin. Finally it's wing broke off and the butterfly fell to the ground and just quivered.
I picked up the torn wing and the butterfly and I spat on its wing and tried to get it to stick back on so it could fly away and be free before the house parent came back. But it would not stay on him.
The next thing I knew the house parent came walking back out of the back door by the garbage room and started yelling at me. I told him that I did not do anything but he did not believe me. He picked up the cardboard paper and started hitting me on the top of the head. There were all kinds of butterfly pieces going everywhere. He threw the cardboard down on the ground and told me to pick it up and put it in the garbage can inside the back room of the dormitory and then he left.
I sat there in the dirt, by that big old tree, for the longest time trying to fit all the butterfly pieces back together so I could bury them whole, but it was too hard to do. So I prayed for them and then I put them in an old torn up shoe box and I buried them in the bottom of the fort that I had built in the ground, out by the large bamboos, near the blackberry bushes.
Every year when the butterflies would return to the orphanage and try to land on me I would try and shoo them away because they did not know that the orphanage was a bad place to live and a very bad place to die.
Comprehension
1. When did beauty mean something to the narrator?
a. all his lifeb. only before the age of six or seven
c. only after the age of six or seven
2. One day the house parent
a. was watching butterfliesb. was showing butterflies to the children
c. was catching butterflies
3. The narrator touched the butterfly caught by the house parent because
a. he wanted to have a closer look at it
b. he wanted to see if he could save it
c. he wanted to take it away for his collection
4. The house parent was angry with the boy
a. because the boy had ruined his butterfly collection
b. because the boy had been watching himc. for no obvious reason
5. The house parent told the boy to put the collection into the garbage can. The boy
a. obeyedb. refused to do this
c. took the collection for some other purpose
6. After this incident the boy scared butterflies away
a. because he no longer liked to watch them
b. because he was afraid someone would kill them
c. because they reminded him of the beating he had got from the house parent
Vocabulary Training
I. Understanding Word Meaning from Context.
Choose a word or a word group that has the same meaning as the word in bold.
1. My dog likes chasing rabbits.
a. eating b.running after c. watching d. killing
2. She marched over to me and demanded an apology.
a. calledb. returnedc. walkedd. shouted
3. She yelled at the child to get down from the wall.
a. looked b. toldc. expected d. shouted
4. There were strange creatures on the poster advertising the movie.
a. peopleb. animalsc. beingsd. insects
II. Note that the words “land" and “pin” can be used both as nouns and verbs. Explain their meaning in each case and give your examples.
III. The word “to march" has the basic meaning “to walk”. Can you explain and illustrate the difference in meaning between these manners of walking? What other ways of moving on your feet can you think of?
IV. How many meanings and uses does the verb “to fit" have? Illustrate two of them with your own examples. (In the text it is used as a phrasal verb: to fit back together).
V. Explain the following words in English. Use an explanatory dictionary if necessary. If a word has several meanings, point out the meaning in which it is used in the text.
1) orphanage2) to quiver3) to pray4) dormitory
VI. a) The narrator uses the grammatical structure “would + Infinitive” three times (twice in the 2nd paragraph and once in the last). What does it mean? Make up an example of your own.
b) The construction “would not + Infinitive” is used in the 7th paragraph. It is used to complain about people or things that don't obey. Can you think of an example of your own?
c) In the last paragraph the narrator uses the construction “try and + Infinitive”. This is the same as “try + to-Infinitive”, but it is more common in colloquial language and is often used when giving advice or promising to do something. Think of an example of your own.
VII. Find 8 phrasal verbs in the 6th paragraph. Make up one sentence using two or three (or more) of these phrasal verbs at the same time.
Recounting and Interpreting Details
1. Where did the narrator live as a little boy? What was his daily routine?
2. In the 2nd paragraph the narrator compared himself with a soldier (“just like the little soldier”). This is an instance of simile. Can you explain what he meant?
3. Prove that the idea of beauty was important for the boy (use different parts of the text).
4. What symbolized beauty for him while he was at the orphanage?
5. What did he witness one day?
6. Did the boy save one of the butterflies from the house parent's collection? Why did the boy spit on the butterfly's wing?
7. What was the house parent's reaction to the boy's being there with his collection?
8. Who ruined the collection?
9. What was the fate of the collection? Describe the “burial" of the butterflies.
10. Was the house parent really upset about the collection, to your mind?
11. The narrator says he was sitting “in the dirt” while trying to fit butterfly pieces back together. This is an instance of landscape detail and of symbol. Can you explain why he mentions this detail?
12. How did the incident with the butterflies change the boy's world outlook?
13. In the first paragraph the narrator says that a certain point in his biography (when he was six or seven) turned him “into an old man”. This is a case of foreshadowing, i. e. from this phrase we understand that the narrator was going to face some disaster or experience a misery. Can you explain his phrase?
Creative Follow-up Work
Text 4 “Butterflies” is not fiction, but an autobiographical sketch. In nonfiction there can hardly be unaccountable, “pure" villains demanded, for example, by the genre of a detective or horror story.
Can you account in any way for the behaviour of the house parent (not to justify it, but to explain)? What could his life story be?
Text 6. Destructive forces in life
by James Thurber
Before you read:
1) Find out essential facts about the author.
2) Have you ever read inspirational or self-improvement mind and personality psychological books? What impression did you have of them? Have you found them useful?
The mental efficiency psychological books go into elaborate detail about how to attain Masterful Adjustment, but it seems to me the problems they set up, and knock down, are in the main unimaginative and trivial: the little fusses at the breakfast table, the routine troubles at the office, the familiar anxieties over money and health - the welter of workaday annoyances which all of us meet with and usually conquer without extravagant wear and tear.
I could cite a dozen major handicaps to masterful Adjustment, which the thought technicians never touch upon, a dozen situations not so easy of analysis and solution as most of theirs. I will, however, content myself with one.
Let us consider the case of a man of my acquaintance, Harry Conner, who had accomplished Discipline of Mind, overcome the Will to Fail, mastered the Technique of Living - had, in a word, practically attained Masterful Adjustment. He was called on the phone one afternoon about five o'clock by a man named Bert Scursey. Harry Conner did not answer the phone, however; his wife answered it. As Scursey told me the story later, he had no intention when he dialled the Conners' apartment at the Hotel Graydon of doing more than talk with Harry. But, for some strange reason when Louise Conner answered, Bert Scursey found himself pretending to be, and imitating the voice of, a coloured woman. This Scursey is by way of being an excellent mimic, and a coloured woman is one of the best things he does.
'Hello,' said Mrs. Conner.
In a plaintive voice, Scursey said, 'Is dis heah Miz Commah? '
Yes, this is Mrs. Conner,' said Louise. 'Who is speaking? '
'Dis heah's Edith Rummum,' said Scursey. `Ah used wuck for yo frens was nex doah yo place a Sou Norwuck. '
Naturally, Mrs. Conner did not follow this, and demanded rather sharply to know who was calling and what she wanted. Scursey, his voice soft with feigned tears, finally got it over to his friend's wife that he was one Edith Rummum, a coloured maid who had once worked for some friends of the Conners' in South Norwalk, where they had lived some years before. 'What is it you want, Edith? ' asked Mrs. Conner, who was completely taken in by the impostor (she could not catch the name of the South Norwalk friends, but let that go). Scursey - or Edith, rather - explained in a pitiable, hesitant way that she was without work or money and that she didn't know what she was going to do; Rummum, she said, was in the gaolhouse because of a cutting scrape on a roller-coaster. Now, Louise Conner happened to be a most kind-hearted person, as Scursey well knew, so she said that she could perhaps find some laundry work for Edith to do.
`Yessum,' said Edith. 'Ah laundas. '
At this point, Harry Conner's voice, raised in the room behind his wife, came clearly to Scursey, saying, 'Now, for God's sake, Louise, don't go giving our clothes out to somebody you never saw or heard of in your life. '
This interjection of Conner's was in firm keeping with a theory of logical behaviour which he had got out of the Mind and Personality books; There was no Will to Weakness here, no Desire to Have His Shirts Ruined, no False Sympathy for the Coloured Woman Who Has Not Organized Her Life.
But Mrs. Conner who often did not listen to Mr. Conner in spite of his superior mental discipline, prevailed.
`Where are you now, Edith? ' she asked.
This disconcerted Scursey for a moment but he finally said, 'Ah's jes rounda corna, Miz Commah. '
'Well, you come over to the Hotel Graydon,' said Mrs. Conner. 'We're in Apartment 7-A on the seventh floor. '
'Yessm,' said Edith. Mrs. Conner hung up and so did Scursey. He was now, he realized, in something of a predicament. Since he did not possess a streamlined mind, as Dr. Mursell has called it, and had definitely a Will to Confuse, he did not perceive that his little joke had gone far enough. He wanted to go on with it, which is a characteristic of wool-gatherers, pranksters, wags, wish fulfillers, and escapists generally. He enjoyed fantasy as much as reality, probably even more, which is a sure symptom of Regression, Digression and Analogical Redintegration. What he finally did, therefore, was to call back the Conners and get Mrs. Conner on the phone again.
'Jeez, Miz.commah,' he said, with a hint of panic in his voice, 'Ah cain' fine yo apottoman! '
'Where are you, Edith? ' she asked.
'Lawd, Ah doan know,' said Edith. 'Ah's on some floah in de Hotel Graydon. '
'Well, listen, Edith, you took the elevator, didn't you? '
'Das whut Ah took,' said Edith, uncertainly.
'Well, you go back to the elevator and tell the boy you want off at the seventh floor. I'll meet you at the elevator. '
'Yessm,' said Edith, with even more uncertainty.
At this point, Conner's loud voice, speaking to his wife, was again heard by Scursey. 'Where in the hell is she calling from? ' demanded Conner, who had developed Logical Reasoning. 'She must have wandered into somebody else's apartment if she is calling you from this building, for God's sake! ' Whereupon, having no desire to explain where Edith was calling from, Scursey hung up.
After an instant of thought, or rather Disintegrated Phantasmagoria, Scursey rang the Conners again. He wanted to prevent Louise from going out to the elevator and checking up with the operator. This time, as Scursey had hoped, Harry Conner answered, having told his wife that he would handle this situation.
'Hello! ' shouted Conner, irritably. 'Who is this? '
Scursey now abandoned the role of Edith and assumed a sharp, fussy, masculine tone.
'Mr. Conner,' he said, crisply, 'this is the office. I am afraid we shall have to ask you to remove this coloured person from the building. She is blundering into other people's apartments, using their phones. We cannot have that sort of thing, you know, at the Graydon. '
The man's words and his tone infuriated Conner `There are a lot of `sort of things' I'd like to see you not have at the Graydon! ' he shouted.
'Well, please come down to the lobby and do something about this situation,' said the man, nastily.
'You're damned right, I'll come down! ' howled Conner.
He banged down the receiver.
Bert Scursey sat in a chair and gloated over the involved state of affairs which he had created. He decided to go over to the Graydon, which was just up the street from his own apartment, and see what was happening. It promised to have all the confusion which his disorderly mind so deplorably enjoyed. And it did have. He found Conner in a tremendous rage in the lobby, accusing an astonished assistant manager of having insulted him. Several persons in the lobby watched the curious scene.
'But, Mr. Conner,' said the assistant manager, a Mr. Bent, 'I have no idea what you are talking about. '
'If you listen, you'll find out! ' bawled Harry Conner. 'In the first place, this coloured woman's coming to the hotel was no idea of mine. I've never seen her in my life and I don't want to see her! I want to go to my grave without seeing her! ' He had forgotten what the Mind and Personality books had taught him: never raise your voice in anger, always stick to the point. Naturally, Mr. Bent could only believe that his guest had gone out of his mind. He decided to humour him. 'Where is this - ah - coloured woman, Mr. Conner? ' he asked, warily. He was somewhat pale and was fiddling with a bit of paper. A dabbler in psychology books himself, he wondered if Conner had not fallen out of love with his wife without realizing it. (This theory, I believe, Mr. Bent has clung to ever since, although the Conners are one of the happiest couples in the country.)
'I don't know where she is! ' cried Conner. 'She's up on some other floor phoning my wife! You seemed to know all about it! I had nothing to do with it! I opposed it from the start! But I want no insults from you no matter who opposed it! '
'Certainly not, certainly not,' said Mr. Bent, backing slightly away. He began to wonder what he was going to do with this maniac.
At this juncture Scursey, who had been enjoying the scene at a safe distance, approached Conner and took him by the arm 'What's the matter, old boy? ' he asked.
'H'lo, Bert,' said Conner, sullenly.
And then, his eyes narrowing, he began to examine the look on Scursey's face. Scursey is not good at dead-panning; he is only good on the phone. There was a guilty grin on his face.
'You…' said Conner, bitterly, remembering Scursey's pranks of mimicry, and he turned on his heel, walked to the elevator, and, when Scursey tried to get in too, shoved him back into the lobby. That was the end of the friendship between the Conners and Bert Scursey. It was more than that. It was the end of Harry Conner's stay at the Graydon. It was, in fact, the end of his stay in New York City. He and Louise live in Oregon now, where Conner accepted a less important position than he had held in New York because the episode of Edith had turned him against Scursey, Mr. Bent, the Graydon, and the whole metropolitan area.
Is there anything to be done about Bert Scurseys? Hardly anyone goes through life without encountering them and having their life - and their mind - accordingly modified. Can we so streamline our minds that the antics of Scurseys roll off them like water off a duck's back? I don't think so. I believe the authors of the inspirational books don't think so, either, but are afraid to attack the subject. A person might build up a streamlined mind, a mind awakened to new life, a new discipline, only to have the whole works shot to pieces by so minor and unpredictable a thing as, say, a wrong number. The undisciplined mind runs far less chance of having its purpose thwarted, its plans distorted, its whole scheme and system wrenched out of line. An undisciplined mind, in short, is far better adapted to the confused world in which we live today than a streamlined mind. This, I'm afraid, is no place for streamlined minds.
Comprehension
Decide whether the following statements are true or false.
1. Harry Conner tried to follow Masterful Adjustment books.
2. Bert Scursey was a prankster, especially good at imitating voices.
3. One day Bert Scursey rang the Conners up with the intention to play a practical joke on them.
4. Bert Scursey imitated an old friend of the Conners'.
5. Mrs. Conner was taken in by the jester.
6. Harry Conner came down to the hotel office and fixed the problem.
7. The hotel assistant manager thought that Mr. Conner behaved in a strange way.
8. The Conners never learned it was a joke.
9. Masterful Adjustment books helped Mr. Conner handle the situation.
10. The narrator approves of Masterful Adjustment books.
Vocabulary Training
I. Understanding Word Meaning from Context.
Choose a word or a word group that has the same meaning as the word in bold.
1. Window grates were of elaborate design.
a. beautiful b. tasteless c.complicated d. tasteful
2. I don't feel I've accomplished very much today.
a. learnedb. achievedc.communicatedd. received
3. The company is in financial predicament.
a. advantage b. periodc. development d. difficult situation
4. “Who cares? ” said he with feigned indifference.
a. absoluteb. sincerec. pretendedd. offensive
5. Office software has been modified over the years.
a. dislikedb. appreciatedc. adaptedd. substituted
6. The company employs no more than a couple of dozen people.
a. twob. five c. twelve d. a hundred
7. He was charged for possessing a shotgun without a license.
a. buyingb. sellingc. pointingd. having
II. Find in the text
a) nouns that have the same roots as the verbs “to annoy" and “to solve”, respectively;
b) a noun which has the same root as the adjective “anxious”;
c) an adjective which means “huge, very great”.
III. The verbs “to follow” and “to catch" have several quite different meanings. In what meanings are they used in the text? Find the corresponding sentences and paraphrase them.
IV. a) Note that the words “fuss" and “hint" can be both nouns and verbs. In what meaning are they used in the text? What prepositions follow these words if they are used as verbs? Give your examples.
Find in the text an adjective which has the same root as the noun and the verb “fuss”.
b) The meaning of the verb “to humour” is quite different from the noun “humour”. Explain what the sentence containing this verb means in the context of the story.
c) Note that the word “insult" can be both a noun and a verb and its stress pattern changes correspondingly: in the noun the first syllable is stressed whereas in the verb the stress in on the second syllable. Find in the text two sentences with this word and read them correctly, depending on whether “insult" is a verb or a noun.
d) In the word “elaborate”, which can be both an adjective and a verb, the stress is always on the second syllable, but the pronunciation of the vowel in the last syllable changes. In the adjective it is [?] or schwa [?]; in the verb it is [e?], a diphthong. Give your examples with “elaborate” as a verb and as an adjective.
V. Explain the following words in English. Use an explanatory dictionary if necessary. If a word has several meanings, point out the meaning in which it is used in the text.
1) impostor2) dabbler 3) deadpan (adj.) 4) welter
VI. Note how each of the following idioms is used in the text:
1) to set up a problem;
2) to be taken in by;
3) to happen to be;
4) to be in (firm) keeping with/to be out of keeping with;
5) in spite of;
6) to prevent smb from doing smth;
7) to raise one's voice;
8) to stick to the point;
9) to fiddle with;
10) at a safe distance.
Now use idioms number 2, 5, 6, 8 and 9 in examples of your own. Try to relate them to your own experience.
Recounting and Interpreting Details
1. What kind of person was Harry Conner? How did he discipline his mind? Did his wife follow these techniques as well?
2. Who was Bert Scursey? What were his most remarkable traits?
3. What kind of joke did Scursey play on Mrs. Conner one day?
4. How did it happen that Harry Conner got involved in the joke?
5. How did Harry Conner behave in the situation brought about by Scursey's joke?
6. What was the outcome of the practical joke?
7. Throughout the story the narrator uses many pejorative and negative characteristics describing Bert Scursey. Why? Find some of them.
8. What was the root of the problem caused by Scursey?
9. Were inspirational “mind and personality" books popular at the time when the action took place? Prove it from the text.
10. What is the narrator's attitude towards such books? In what ways does he show it? What is the main idea of the last paragraph?
Creative Follow-up Work
I. Find in the text the sentences that Bert Scursey pronounces imitating Edith Rummum. Can you “decipher" all of them? Rewrite them in correct English.
II. Have you ever had any misunderstanding over the phone, a funny situation caused by dialling a wrong number?
Find as many words and expressions related to the topic “telephone” in the text as you can. Tell your story shortly (150-200 words) using this vocabulary.
Text 7. Hotel room hell
by Michelle Renee
Before you read:
What is essential for you in accommodation?
It was our first trip to the windy city, Chi Town. I couldn't wait to get there and take it all in. After all, summertime in Chicago is supposed to be beautiful, and it was. We were there for the first two days as advocates for the National Child Traumatic Stress Network, an organization giving a voice to youth and families in trauma treatment environments. To say this was an exceptional experience for both my daughter and me is an understatement. What an honor! And we had the opportunity to take two extra days to enjoy this unforgettable city.
Navy Pier and viewing the city from the top of the Ferris Wheel was gorgeous and the stained glass display with the history of the timepieces was really awesome to see. The deep pan pizza was the best cheese pie I have ever sunk my teeth into and the dogs at Downtown Dogs gave me a new appreciation for these buns.
The jazz at Grand Park with brightly colored umbrellas coloring the atmosphere and people mingling and munching, especially the sweet old guy named Al that sat next to us, made for a fantastic outdoor evening surrounded by fabulous historical buildings, kids playing and eating ice cream. Two days is only enough to scratch the surface of what there is to do and see there.
But back at the Avenue hotel off Michigan Avenue on the Magnificent Mile, things went from bad to worse. At first glance our hotel room was the picture of perfection. Modern meets retro vibe with fun zebra print chairs my teenage daughter loved. We arrived at 2 a. m. and immediately fell onto the beds, which turned out to be the second best part of the room. The first was the incredible city view from the 38th floor.
But just as I was admiring the view I noticed that it sounded like a helicopter was hovering just outside my window. When I called down to the front desk they had no idea what it could be and no earplugs to send up. (Yes, I learned to pack them every time I travel now!) The next morning we were up at 6: 30 for all-day meetings and dinner with the group and back at 10 p. m. Loving the "on top of the world" view I opted for earplugs from Walgreens not to change rooms as this would have meant the hassle of moving all our things. And just before I climbed into bed a hot shower was just what the Dr. ordered.
The big round showerhead was calling my name. But as I turned the handle the trickle remained a trickle. My hot shower became a hot annoying, barely more than a dribble experience. So, my mind says: go look at the view and breathe and get some sleep. No big deal, right?
By night number three we were enjoying the fact that the bath tub was in working order. It was bucketing down outside and the thunder and lightning made a fantastic show out the big window. We pulled up the chairs, put our feet up and watched in wonder as the sky lit up and rumbled. As my daughter went to bed and drifted off into a peaceful sleep I turned on the TV and then heard a "thud" on the floor near the door. Anyone would normally jump a bit in this situation and I, being a kidnap survivor who was held hostage after men broke the backdoor to my home down at night, was even more jumpy when I heard the noise. My heart was pounding as I turned on the light to see a plastic part from the wall had fallen off and hit the floor.
Relieved, but shaking my head due to the obvious thought "what the hell is going on with this room", I headed back to bed. On the way to my bed, however, I stepped into a small puddle of water on the carpet near the bed. Needing some sleep, I put my earplugs in and drifted off into a semi-sleep state thinking I will deal with that in the morning. By morning it was a giant four foot flooded area that made a "squishy" noise when we stepped on it. My daughter and I could not help but laugh and call the Manager. The front desk informed me he would be paged and would call us back. Knowing we would definitely need to change rooms for our last night in Chi Town due to the now flooded room, I waited for his call. Two and a half hours passed. No call.
I finally called back and firmly suggested the front desk person get him out of whatever meeting he was in to help us get out of our soggy, falling apart room. John called back within ten minutes and had us moved to a corner so-called suite (smaller bathroom, smaller sleeping area now with only one bed instead of two, and a living room area with a broken air conditioner). When I asked him what he was going to do to compensate us for all that had happened he offered to compensate one of our four nights there. Well, I could understand that offer if only one thing had gone horribly wrong. But all this and wasting three hours of our last day in Chicago waiting for a phone call and the keys to our new room to get to us? I suggested two nights. He said that wasn't their policy.
I guess their "policy" is to put guests into rooms that flood, fall apart, are plagued with noise and have a shower that barely works. He didn't budge and I decided to let the conversation end, move rooms and just get on with our day and focus on the fact that we have a good sense of humor, can laugh about it all together and remember all that the beautiful city of Chicago had to offer outside of the hotel room from hell.
Comprehension
Decide whether the following statements are true or false.
1. The narrator and her daughter went to Chicago as tourists.
2. They liked everything about their trip but the hotel room.
3. The problem with the room was that there was not enough furniture.
4. There was no city view from the room.
5. The ceiling and the walls were leaky and the shower barely worked.
6. The bath tub was not in working condition.
7. What made the narrator move to another room was some irritating noise.
8. The hotel staff were helpful and understanding.
9. The narrator got compensation for one night spent at the hotel, but she thought it was not enough.
10. The unpleasant experience with the hotel room ruined the narrator's trip.
Vocabulary Training
I. Understanding Word Meaning from Context.
Choose a word or a word group that has the same meaning as the word in bold.
1. The conference is going to be a lot of extra work.
a. unusualb. quickc. additionald. interesting
2. I heaved with all my might but still couldn't budge it.
a. liftb. changec. understandd. move
3. Send them a fax - it's a lot less hassle than phoning.
a. timeb. difficultyc. expenditured. misunderstanding
4. A hawk hovered over the hill.
a. flew quicklyb. suddenly flew downwards
c. stayed in the air in one placed. flew up
5. I had barely started speaking when he interrupted me.
a. alreadyb. quicklyc. hardlyd. almost
6. The machine rumbled when it started up.
a. rattledb. stoppedc. broke downd. darted off
II. Find in the text:
a) four adjectives that describe something that the speaker liked very much;
b) three words or expressions that describe weather;
c) a noun that has the same root as the verb “to appreciate”;
d) an adjective that has the same root as the verb “to forget”. What does it mean?
III. Note the word “so-called”. How can you translate it into Russian? In what case do we use it? Give your example.
IV. a) What does the phrasal verb “to drift off" mean? With what postposition is the verb “to drift" used in the meaning “to become less friendly or close”?
b) Note the phrasal verb “to opt for”. Its opposite is “to opt against”. Make up a sentence with either of these verbs describing your experience or giving advice. What noun having the same root do you know?
V. Which word?
a) historic/historical
The adjective “historic" is used to describe something that is so important that it is likely to be remembered. “Historical" usually describes something that is connected with the past or with the study of history.
Choose the adjective that fits better in the following sentences:
1. I have been doing some (historic/historical) research.
2. Today is a (historic/historical) occasion for our country.
3. The building is of (historic/historical) importance.
4. Was Robin Hood a (historic/historical) figure?
b) classic/classical
“Classic” describes something that is accepted as being of very high quality and one of the best of its kind. “Classical” describes a form of traditional Western music and other things that are traditional in style. It is also used to talk about things that are connected with the culture of Ancient Greece and Rome.
Choose the right adjective for the following nouns:
1) example;
2) architecture;
3) period;
4) case;
5) music.
VI. Explain the following words in English. Use an explanatory dictionary if necessary. If a word has several meanings, point out the meaning in which it is used in the text.
1) understatement 2) hostage 3) to mingle 4) to munch 5) suite
VII. Note how each of the following idioms is used in the text:
1) to be supposed to;
2) at first glance;
3) to turn out to be;
4) no big deal.
Now use each of these idioms in an example of your own. Try to relate them to your own experience.
Recounting and Interpreting Details
1. Where did the narrator go and for what purpose? Who was she? Who did she take with her?
2. What did the narrator enjoy during the first day in Chicago?
3. What was her impression of the hotel room at first glance? What were the best things about the room?
4. What was the problem during the first night? How did the narrator solve it?
5. What happened when the narrator wanted to take a shower?
6. Were the narrator and her daughter displeased with the weather during the third night?
7. What happened during the thunderstorm?
8. How did the narrator handle the problem and what was the outcome?
9. Was the narrator pleased with the service? In what place of the story is she being ironic?
10. Did the narrator and her daughter enjoy their last day? What helped them?
Creative Follow-up Work
Have you ever had a similar experience? Can you think of a situation when things went from bad to worse? You may tell what happened to you or someone you know or make up a fictional story.
Text 8. Online robbery
by Kathy Kristof
Before you read:
1) Who are hackers?
2) Do you know any hacker stories? Have hackers ever tried to attack your computer?
3) What are the advantages and disadvantages of online banking, to your mind?
It's every technophobe's nightmare, but this time it's true. Some $50,000 was stolen from Fan Bao's online bank account by Croatian computer hackers and the bank told him that the loss is not their problem.
Could it happen to you? Here's the back story to help fill in who is at risk.
Seven years ago, Fan Bao opened a checking account at Bank of America to facilitate his small import-export business called ZICO USA. When he needed to wire money, he or his wife, Cathy Huang, would walk a few blocks to Bank of America's Highland Park, California, and execute the transfer in person.
But two summers ago, a BofA branch official urged Bao to do his banking online, assuring him that it was every bit as safe as banking in person. Only wires sent from Zico's computer, accompanied by a downloaded security certificate, would be honored, he was told. Bao followed the bank's security instructions to the letter, and accepted the bank's assurances that his money was safe.
But last summer, two fraudulent drafts were sent through Bao's account - one for $50,000 and another for $99,100. Both drafts were going to a bank in Croatia that Bao had never done business with. In fact, Bao had never before sent a wire transfer to anyone outside of Hong Kong or China.
The bank recognized that the transfers were improbable, but didn't stop them. A bank official called Bao to report “unusual activity” on his account, but refused to tell him what it was because Huang was the company's only “authorized agent" and she was on a business trip in Hong Kong, according to court filings. When Huang was able to reach BofA later that day, the couple discovered that nearly $150,000 in unauthorized wires had been charged to their business.
Huang immediately denounced the charges as unauthorized and fraudulent. The bank was subsequently able to stop payment on the second draft for $99,100, but the other $50,000 had already been paid to the Croatian bank and the money had been withdrawn. When Bao asked for the money back, Bank of America told him the missing $50,000 wasn't their problem.
Why? Bao had agreed to the bank's “terms and conditions” when opening the business checking account, which said that the bank did not have to make any special effort to “detect errors” in wire transfer requests. Wire transfer rules only require the bank to follow standard security protocol, which includes encrypting accounts. In a five-page response that Nada Alnajafi, Bao's attorney, calls a “form letter,” a standardized letter to deal with frequently occurring matters. the bank cites wire transfer rules that say that for Bao to recover the fraud loss from the bank, he has to prove that it was the bank - not Bao - that had the security breach.
Подобные документы
Effective reading is essential for success in acquiring a second language. Approaches to Teaching Reading Skills. The characteristic of methods of Teaching Reading to Learners. The Peculiarities of Reading Comprehension. Approaches to Correcting Mistakes.
курсовая работа [60,1 K], добавлен 28.03.2012Main part: Reading skills. A Writing Approach to–Reading Comprehension–Schema Theory in Action. The nature of foreign-language teaching. Vocabulary teaching techniques.
курсовая работа [23,8 K], добавлен 05.12.2007Reading is the foundation on which academic skills of an individual are built. The importance of teaching reading. Developing reading skills and strategies. Stages of conducting reading and reading activities. Rules of training of the advanced readers.
курсовая работа [36,2 K], добавлен 10.04.2012The history of the use of the interactive whiteboard in the learning. The use of IWB to study of the English, the advantages and disadvantages of the method. Perfect pronunciation, vocabulary. The development of reading, writing, listening and speaking.
презентация [1,3 M], добавлен 23.02.2016Development of skills of independent creative activity in the process of game on the lessons of English. Psychological features of organization of independent work and its classification. Development of independence student in the process of teaching.
курсовая работа [35,8 K], добавлен 03.04.2011Роль субъектной позиции обучающегося в процессе освоения образовательных программ. История и перспективы движения World Skills в России, его эффективность для формирования профессиональных компетенций, повышения престижа и популяризации рабочих профессий.
статья [20,9 K], добавлен 07.08.2017Studying the system of education in Britain and looking at from an objective point of view. Descriptions of English school syllabus, features of infant and junior schools. Analyzes the categories of comprehensive schools, private and higher education.
презентация [886,2 K], добавлен 22.02.2012Преимущества использования мультимедиа в проведении лекции, использование Power Point для её создания. Визуализация процесса обучения и особенности психологии восприятия, лекция-визуализация. Отношение студентов к проблематике обычной вузовской лекции.
курсовая работа [70,0 K], добавлен 26.08.2011The employment of Internet in teaching Foreign Languages. The modern methods of teaching 4 basic skills. The usage of Internet technologies for effective Foreign Languages acquisition. Analysis of experience: my and teachers of Foreign Languages.
курсовая работа [2,3 M], добавлен 30.03.2016Навчальні дисципліни, що складають план підготовки кваліфікованого робітника. Характеристики навчальної теми підготовки кваліфікованого робітника за спеціальністю "Робота зі шрифтами, стилями, кольором в Power Point". Зміст, методи та засоби навчання.
курсовая работа [1,6 M], добавлен 26.06.2013