Daddy-Long-Legs. Jean Webster. Part 9 (April 10th – June 9th, pp.100-114). II. Prepare model reading of the passage beginning with ”You know, Daddy, I think that the most necessary quality…” up to “…until the grow up” (letter of May 4th, pp.107-108).

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Daddy-Long-Legs

Jean Webster

Part 9 (April 10th – June 9th, pp.100-114)

A. Vocabulary work:

I. Transcribe and practice reading the following words:

spectacular occasion bonnet

parade linen whiskers

absurd alcohol association

fascinate outraged sufficient

crimson tissue-paper dozen

display pant molded

charity intimate furnace

deadly instantly canoeing

sociology accordance crowding

II. Prepare model reading of the passage beginning with ”You know, Daddy, I think that the most necessary quality…” up to “…until the grow up” (letter of May 4th, pp.107-108).

II. Give the English for:

Эффектный, шляпка, скандировать, школа, существующая на средства от пожертвований, оскорбляться, в достаточном количестве, подвал, проблеск, уничтожать, угощаться орешками, грести, беззаботный.

III. Translate the following words and phrases and use them in situations:

to pretend

to sb’s credit

to put oneself into other people’s places

to fascinate

to bring up

monotonous

to cultivate

to be made of/from sth

content

to be a help

to deserve sth

IV. Find words or phrases in the chapter which mean much the same as the following:

Deep red colour, a hat, to shout encouragingly, to discuss, not to go to bed

V. Word-building. Find in the text and write out the words whose structures answer the given patterns:

N+hood=N

N+less=Adj

N+ous=Adj

B. Comprehension tasks:

I. Translate into Russian:

1. Our class had crimson balloons – very fetching, especially as they were always gettingloose and floating off – and the Freshmen wore green tissue-paper hats with long streamers.

2. Julia was dressed as a fat country man with a linen duster and whiskers and a baggy umbrella.

3. Even my superior orphans are sometimes bad.

4. Think how many summers I’ve spent with Mrs.Lippett and how I’ll appreciate the contrast.

II. Explain what is meant by the following:

1. It was a very spectacular occasion.

2. I never dreamed that a Pendleton could display so much comedy spirit…

3. Having known Mrs Lippett, I could see Mr Brocklehurst.

4. Don’t be outraged, Daddy, I’m not intimating that the John Grier Home was like the Lowood Institute.

5. But there was one deadly likeness.

6. But the John Grier Home instantly stamped out the slightest flicker that appeared.

7. In a very contented frame of mind…

III. Answer the questions:

1. Mr. Smith wanted to make a present to Judy, didn’t he? Why did Judy return his check for 50 dollars?

2. What kind of event was Field Day? What was the parade like?

3. How did Jerusha participate in the event?

4. What were the points of difference and similarity between the John Grier Home and the Lowood Institute?

5. What quality did Jerusha believe to be the most important for children to have? Why did she think so?

6. What were Jerusha’s views on education? What was she going to do in the future?

7. What made Jerusha so happy when she got the McBrides’ letter? How did she try to convince the Trustee that the camp was the best place for her to spend summer there?

8. Why is the letter of June 9^th so short and formal in style?

I. Give the phrases and sentences which indicate the following:

1. Jerusha thought seriously about problems of education.

2. Jerusha hoped to have an entertaining and restful time in summer.

II. Dwell on the following topics:

How can imagination be cultivated in children? Do you agree it’s an important quality?

III. Write a two-page long summary of the chapter making use of the vocabulary units from the list.

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