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Инфоурок / Иностранные языки / Конспекты / Практика устной и письменной речи (Домашнее чтение) по книге “The Princess and Other Stories” by D.H.Lawrence МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ для студентов 3-4 курсов иняза, преподавателей специальность 033200.00: «Иностранный язык с дополнительной специальност
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Практика устной и письменной речи (Домашнее чтение) по книге “The Princess and Other Stories” by D.H.Lawrence МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ для студентов 3-4 курсов иняза, преподавателей специальность 033200.00: «Иностранный язык с дополнительной специальност

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БРЯНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ ИМ. АКАДЕМИКА И.Г. ПЕТРОВСКОГО

ФАКУЛЬТЕТ ИНОСТРАННЫХ ЯЗЫКОВ









Практика устной и письменной речи

(Домашнее чтение) по книгеThe Princess and Other Storiesby D.H.Lawrence


МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ

для студентов 3-4 курсов иняза, преподавателей


специальность 033200.00: «Иностранный язык с дополнительной специальностью»

(дополнительная специальность: немецкий язык)







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Брянск 2010




Якушева Н.И. Методические рекомендации по практике устной и письменной речи (Домашнее чтение) по книге “The Princess And Other Storiesby D.H.Lawrence для студентов 3-4 курсов иняза специальности 033200.00: «Иностранный язык с дополнительной специальностью» (дополнительная специальность: немецкий язык) и преподавателей – Брянск: РИО БГУ, 2010, 11с.- Электронная версия








В методических рекомендациях представлены разработки 7 заданий для проведения занятий по домашнему чтению. Студенты получают задание подготовить один рассказ дома согласно разработке для последующего обсуждения в аудитории с помощью преподавателя. Два рассказа, обозначенных под №7 должны быть подготовлены студентами самостоятельно без разработки. Таким образом, студенты готовятся к самостоятельному анализу неадаптированных текстов оригинальных зарубежных авторов на английском языке, что служит задачам подготовки студентов к выпускным экзаменам по языку по специальности 033200.00: «Иностранный язык с дополнительной специальностью» (дополнительная специальность: немецкий язык)

Пособие содержит материалы, которые могут быть использованы студентами 3-4 курсов очного и 5 курсов заочного отделения и преподавателями факультета иностранных языков.





Печатается по решению Совета факультета иностранных языков Брянского государственного университета имени академика И.Г.Петровского от , протокол № 6.

Утверждено к печати редакционно-издательским советом Брянского государственного университета имени академика И.Г.Петровского.
















© РИО БГУ

©Якушева Н.И., 2010.



Lawrence D.H. “The Princess and Other Stories”

STEP 1.

THE PRINCESS

pp. 27-50


I. Give Russian equivalents for the following words and expressions and recall the situations in which they are used.


  1. royal blood- p.27

  2. to be hushed and diffident – p.27

  3. to be courteous – p.28

  4. to fly at smbd – p.28

  5. to feel a deep resentment against smbd – p.28

  6. to wash hands of smbd – p.29

  7. to be a recluse – p.29

  8. the lesson of absolute reticence – p.30

  9. benevolent politeness – p.30

  10. to step out of a picture – p.31

  11. blasphemous impertinence of smbd’s sterility – p.32

  12. implacability of hatred in turning on smbd – p.32

  13. a spark – p.38

  14. unspoken intimacy – p.40

  15. inextinguishable elegance – p.40

  16. a savage grotesque – p.41

  17. to be incompatible – p.41

  18. to be trustworthy – p.44

  19. sorrel mare – p.45

  20. to be thwarted – p.49


II. Translate into Russian the following passages:


  • From “My little Princess must never……” , up to “…which only you have”-pp.29-30

  • From “Yet an obstinacy characteristic of her nature…”up to “…in their wild unconsciousness.” –p.43



III. Copy out the vocabulary to characterize the San Cristobel canyon.


  • Names of trees like a spruce, a pine, an oak scrub

  • Names of animals like chipmunks, a porcupine, raccoons, a mountain lion,…

Describe a dangerous trip in the mountains.


IY. Copy out the vocabulary describing the process of fishing.


Y. Look through some philosophical meditations about “the green demon” in every man and woman as the author puts it. What is implied by the author? – p.30 Give your own reasons to approve or disapprove it?


YI. Discuss the following;


  1. Give brief character sketches of the Princess and her father.

  2. Describe the relations between the father and the daughter.

  3. What was the reason the girl “never grew up”?

  4. Why do you think her complexion was “pure apple-blossom”?

  5. Where did the father and the daughter spend summers?

  6. What was the explanation of the word “marriage” to the Princess?

  7. Why did the Princess go to New Mexico?

  8. Give a thorough description of guests at the Rancho del Cerro Gordo.

  9. Describe the appearance of Domingo Romero.

  10. Could you give your own explanation of the word “the spark”?

  11. What was Romero’s only fault?

  12. What was the reason the Princess set off towards mountains?



STEP 2

THE PRINCESS

pp. 50-71


I Give Russian equivalents for the following words and expressions and recall the situations in which they are used.


  1. lap – p.51

  2. to be rash- p.52

  3. a repellent core –p.53

  4. strange and ominous – p.54

  5. to evaporate away – p.55

  6. to go blank- p.56

  7. to sweep off – p.57

  8. to feel cornered – p.60

  9. to regain possession – p.63

  10. to act mean –p. 66

  11. to put over smbd – 67

  12. to clutch – p.69


II. Translate into Russian the following passage:


pp. 66-67, beginning with “You think you can conquer me this way...,” ending with “Personally he hardly existed.”


III. Making a special choice of words:


a/ describe the meeting with Indians.

b/ give a full description of the cabin they had to stay at in the mountains.


IY. Answer the questions and discuss the following:

  1. What was one of the Princess’ desires that had been fulfilled?

  2. Why did the place seem to be mysterious and fearful?

  3. Why did the Princess want to regain possession of all herself?

  4. There was a demonic desire for death in Romero’s eyes, why?

  5. Plots about princesses in European folklore tradition and the story of the Princess in Lawrence’s tale: are there any differences or connections?

  6. The non-human qualities of the mountain scenery and its influence on the Princess’ mood: she starts craving for human warmth and touch.

  7. The images of wilderness and beasts for describing passion and sexual pull, i.e. the Princess says “I can’t bear to go away till I’ve seen them: a bear, or a deer…”. The change of images: a live bob-cat by the water pool when Princess first arrived to the place and a shot deer afterwards.

  8. The crises in relationship between the Princess and Romero as conflict of two opposite elements: dark inner fire of the man and crystal-like essence of the woman.

  9. Three types of metaphors for explanation of human character in the story: through fairy-tale metaphors (“prince and princess”, “green demon”’ “changeling”); use of the other range of metaphors for the Princess (“something crystallized in her character”, “as impervious as crystal”, “inward coldness”); “vegetable” metaphors (“onions”). What particular aspects of human nature do they describe?

  10. The Princess repeats destiny of her father when she gets slightly mad, why?


V. Give full character sketches of the main characters in a form of a dialogue.


VI. Find as many expressive means and stylistic devices in the text as possible, explain the purpose of their accentuated usage.

VI. Point out the climatic sentence or a situation. Comment on the methods used for heightening the tension in the passages leading to the climax.


VII. Define the theme and the message of the story.



STEP 3


A Dream of Life

pp. 145-167


I. Give Russian equivalents for the following words and expressions and recall the situations in which they are used:

  • to free smbd from smbd’s domination –p.147

  • to mould –p.147

  • hoity-toity –p.149

  • to balk smbd –p.149

  • to be a muff-p.149

  • to put the pride in the pocket –p.153

  • a spar –p.154

  • to be safe and sound p.154

  • to be stark-naked

  • to give off life to smbd –p.157

  • to be buoyant –p.158

  • a magic of close interwoven life –p.160

  • to plunge into the deeps of life –p.161

  • to be a drop in the wave of life –p.163

  • to feel like a green apple –p.164

  • a portico –p.165


II. Translate into Russian the following passages:

  1. From “We are such stuff...” to…”Enjoy yourselves!” –p. 150

  2. From “It is a soft October day …” to …”if living can be earned.” –p.p.151-152

III. Match the following adjectives with the nouns used in the text and translate them into Russian:


Adjectives

Nouns

  1. grimy, mean

a) effect

  1. coal-mining

b) burden

  1. grimy brick

c) village

  1. latent

d) dogs

  1. colliery

e) wildness

  1. whippet

f) regions

  1. onerous

g)men

  1. adoring, humble, high-minded

i) houses


IV. Interpret the passage beginning with “I found the place …” –p.154 and finishing with “…Life is not a clock.” –p.167


V. Answer the questions and discuss the following:

  1. The effect of women’s unfulfilled desires, as Lawrence sees it, on the third generation of males, this is on their grandsons. Let’s discuss it.

  2. Find the remarks about “the everlasting wells”, petrifaction and a discovered spar (“womb of quartz”) in the text to say how they are linked with the further narrative.

  3. What are the elements in the text, symbolizing pre-native state of the narrator in the cave?

  4. Demonstrate parallels to Plato’s social theories in the description of the town’s commune.

  5. Explain the appropriate use of metaphors and comparisons drawn from various cultural spheres to describe the people and the town of the future world (“like old Egyptians”, “formal Egyptian faces”, “the walls of Jerusalem”, “the whole fruit, body-and mind and spirit, without split” and others).

  6. What is the meaning of metaphors illustrating narrator’s own condition (“a chrysalis”, “f butterfly”?

  7. Could you explain the sentences “why are you afraid to be a butterfly?”, “…what is given, accept then”?


VI. Give full character sketches of the main characters.

Find as many expressive means and stylistic devices in the text as possible, explain the purpose of their accentuated usage.

VI. Point out the climatic sentence or a situation. Comment on the methods used for heightening the tension in the passages leading to the climax.


VII. Define the theme and the message of the story.




STEP 4

The Blue Moccasins

pp. 172-189


  1. Give Russian equivalents for the following words and expressions and recall the situations in which they are used:

  • a modem – 172

  • obsolete – 172

  • dally -172

  • a parchment – 173

  • to confide in smbd – 173

  • to sit as if mesmerized – 175

  • look haggard – 177

  • to be pliable – 177

  • to acquiesce – 178

  • winsomeness – 178

  • to keep one’s dignity on ice – 179

  • to feel forlorn – 180

  • consternation – 180

  • to be complacent about smth – 181

  • queer and startling - 181

  • spell-bound smile – 182

  • to look ludicrous – 186

  1. Copy out the nouns from the story to go with the following adjectives:

Pale, tremendous, thick, dark, deep, blue, strange, ivory-white, neat, harmless, sharp-faced, perky little red-brown Pomeranian, queer and startling …


  1. Read and translate the following passages into Russian:

    1. From “They were alone in the house…” to “… quite, quite alone.” –p.175

Why does the author use the word “alone” in the story so often?

  1. From “The lights went down …” to “… in her breast too.”


  1. Give “for” or “against” reasons according to the statements below:

Alice was a very strict school-teacher…

Alice never asked Percy about his life…

They used to wear blue moccasins on special occasions…

A couple was passionately in love with each other and nobody in the world could ruin their happy life…

Lina McLeod and Percy Barlow would live long and happy life but for those strange blue moccasins…

Suggest three more statements to follow the discussion.


  1. Answer the questions and discuss the following:

  1. Do you think the title of the story is suggestive? Why?

  2. What kind of woman was Alice Howells?

  3. Describe the appearance of the main characters Lina McLeod and Percy Barlow.

  4. Why does Percy Barlow become entranced and “asleep” like a prince in a tale in his marriage?

  5. Do you think the circumstances of Percy’s “awakening” are quite unusual: the performance, eastern movies of the play…? How do they influence the development of the play?

  6. What is the role and meaning of the moccasins in the story – “the shoes bondage, shows of sorrow…”?

  7. Give the full character sketches of the main personages.

  8. Make up dialogues of your own between Alice and Percy or between Lina and Percy.


  1. Give full character sketches of the main characters. Find as many expressive means and stylistic devices in the text as possible, explain the purpose of their accentuated usage.


  1. Point out the climatic sentence or a situation. Comment on the methods used for heightening the tension in the passages leading to the climax.


VII. Define the theme and the message of the story.



STEP 5

THINGS

pp.190-201


I. Give Russian equivalents for the following words and expressions and recall the situations in which they are used:

  • at the fountain-head of tradition –p.190

  • in terms of pure light –p.190

  • to set the claws in smth –p.191

  • to be attached to smth –p.191

  • tendrils of the vine –p.191

  • a sense of barrenness and incompatibility –p.191

  • a sort of greed –p.192

  • to eliminate –p.192

  • be tacit –p.193

  • the inner urge of the spirit –p.194

  • the holy of the holies –p.195

  • to own up –p.196

  • shudder upon shudder –p.197

  • vine props of hope –p.198

  • to gnaw –p.198

  • influx –p.198

  • to curse smth –p.199

  • to irritate every nerve in the body –p.199

  • a state of frustration –p.200


II. Read and translate the following passages into Russian:

1. From “And so, although…” to “… to know that.” –p.193

2. From “A millionaire friend came …” to “…On the contrary.”



III. Describe the life of American idealists in Europe. Use quotations from the text.


IV. Expend the philosophical meditation of the author:

The glow of beauty, like every other glow, dies down unless it is fed.”


V. Answer the questions and discuss the following:

  1. What does Lawrence imply by saying “ Europe’s lovely, but it is dead. Living in Europe, you were living on the past.”? –p.194

  2. Do you share the author’s idealistic opinion about freedom?

  3. What is idealism and materialism from your point of view? Give “for” and “against” arguments.

  4. Enjoy “vegetable” metaphors for outlining various kinds of human characters: clutching “vines” for idealists; “potato”, “turnip” and “lump of “wood” for materialists. Explain the author’s choice of such metaphors.

Find the examples to illustrate the development of the metaphor “vines” in the story.

5. Give a full character sketch of the main heroes.


VI. Give full character sketches of the main characters. Find as many expressive means and stylistic devices in the text as possible, explain the purpose of their accentuated usage.


VII. Point out the climatic sentence or a situation. Comment on the methods used for heightening the tension in the passages leading to the climax.


VIII. Define the theme and the message of the story.




STEP 6

SUN

pp.110-134


I. Give Russian equivalents for the following words and expressions and recall the situations in which they are used:

  • spilled dribbles of light –p.110

  • to heave like the serpent of chaos –p.110

  • to cling – p.110

  • the stroke of power – p.110

  • a frustration –p.111

  • to be torture to smbd –p.111

  • to cherish – p.112

  • breasts – p.112

  • a gourd – p.113

  • to evaporate – p.113

  • to toddle – p.114

  • a worm - -p.114

  • to be consumed about smbd – p.114

  • to throw off fire – p.115

  • to focus on smbd – p.115

  • to take sunbaths – p.118

  • in the spell of a power – p.119

  • to evade – p.119

  • the fire flowed between them – p.122

  • to be out of the picture – p.127

  • a touch of supplication – p.129

  • his soulnessness was like nonentity – p.130

  • to make the advance – p.131

  • to hover – p.132

  • dizzy – p.133

  • to cut the bonds- p.133


II. Read and translate the following passages into Russian:

1. From “The peasant…” to “… within reach.” –p.131

2. From “He was thinking …” to “…to be sunned out of her now.”- p.129


III. Find the names of some more flowers and trees in the dictionary to follow the enumeration (up to 15):

A cypress tree, a cactus, crocuses, narcissi, a lily, a rose, …,


IV. Prove whether these sentences are true or false:

  1. In their two lives the stroke of power was hostile, his and hers; that’s why they decided to separate.

  2. She was full of anger and frustration inside her; nothing could make her feel anything real.

  3. The doctor told Juliet to lie in the sun without her clothes.

  4. She didn’t want to go away from the house – away from the people.

  5. She couldn’t feel the sun penetrating into her bones; nay, even into her emotions and her thoughts.

  6. She had had the child so much on her mind, in a torment of responsibility, as if, having borne him; she had to answer for his whole existence.

  7. Marinina was a young woman of sixteen, willing to marry a healthy peasant.


V. Answer the questions and discuss the following:

  1. What influence of the sun did the young woman feel? What was the reason she arrived at that place?

  2. What was the sun for her in her new life?

  3. What was her conviction about the sun?

  4. Present some information about Marinina.

  5. What changes did Juliet notice in her son’s appearance, behavior?

  6. Compare the peasant and Juliet’s husband.

  7. Speak about the relation of the two men – the Italian peasant and American accountant – to the sun.

  8. Do you approve the woman’s hesitations about her future life? What way would you behave in such a situation?

  9. Do you sympathize with the peasant’s gentleman like and soft attitude to a young woman? Was he right or could he act the other way round?

  10. Could you explain the author’s biblical allusions in describing Juliet’s revival: the Eden of Italy and Juliet as wandering Eve?


VI. Give full character sketches of the main characters.

Find as many expressive means and stylistic devices in the text as possible, explain the purpose of their accentuated usage.


VII. Point out the climatic sentence or a situation. Comment on the methods used for heightening the tension in the passages leading to the climax.


VIII. Define the theme and the message of the story.



STEP 7

Individual Tasks:

Choose one of two stories “Mother and Daughter” or “The Willful Woman” and prepare the complete detailed analyses to be discussed in the classroom.


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Разработка предназначена для студентов языковых факультетов с целью совершенствования навыков чтения, говорения и письма. Каждый рассказ рассчитан на 4 часа работы: 2 часа на обсуждения и упражнения, 2 часа на анализ. Студенты отвечают анализ устно или сдают в письменном виде на проверку преподавателю или другим студентам группы для peer evaluation.

Важным моментом является определение темы и идеи рассказа. Для обсуждения принимаются все точки зрения.Оставшиеся рассказы книги оставлены для самостоятельной разработки заданий к ним студентами. Преподаватель обязан проверить самостоятельные работы студентов.

 

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