Урок чтения по теме "На борту "Неистовой лени""

Задание по лексичекскому анализу и интерпретации текста рассказа американского писателя Т.Драйзера может быть использовано на уроках внеклассного чтения школ с углубленным изучением английского языка, как материал внеурочной деятельности в формате «Клуб чтения» (Reading Club) для учеников старшей школы (ур-нь Intermediate).

Задания рассчитаны на два учебных часа (I. формирование и совершенствование лексических навыков, II. развитие умения говорить (монолог)).

Theadore Dreiser “The Cruise of the Idlewild”

I.

1. Study the words and phrases below, think of the Russian equivalents of them:

   1. to be mortal tired o sth

   2. to chaffer (about sth)

   3. wearisome (a)

   4. to make a go of sth

   5. to muss up (AE, coll.)

   6. mutiny (n)

   7. Don’t rub it in!

   8. more in jest than in earnest

   9. rancor (n)

   10. to go to the length of doing smth

   11. to talk reason to sb

1. Recall situations from the text in which Active Vocabulary units occur.

2. Explain in English the meaning of:

   1. adirty-faced lad, whose coat was three, and his trousers four times too large for him – hand-me-downs from some mysterious source;

   2. to hoist the Jolly Roger;

   3. his labours in that capacity would accord with his bounden duties as a hireling of the road;

   4. This last, deftly calculated to flatter, was taken in good part, and bridged over the difficulty for the time being;

   5. fair weather had glossed over the wretched memory of previous quarrels and dissensions.

1. Comment on the vocabulary of the story and point out its peculiar features.

2. Make a list of nautical terms used in the story/

3. Summarize the contents of the story in 10 – 11 sentences.

II.

1. Learn active vocabulary of the story (see task 1)? Get ready for a vocabulary quiz.

2. Describe “the three or four wits who congregated in the engine room” (Old John, the smith, little Ike and the author).

3. How did the idea of the “Idlewild” evolve?

4. Give a character sketch of Old John (his nature, speech, educational background, etc.)

5. Speak about the days when the “Idlewild” became a reality.

6. Comment on the Dreiser’s style in describing Joe.

7. Dwell upon the episode with little Ike.

8. What events led to the “disaster” in which the “Idlewild” “sank”?

9. Retell and interpret the end of the story.

10. Enlarge upon the general slant of the story and its message.

11. What methods of character drawing are favoured bu Theodor Dreiser?

12. Discuss the story in terms of its plot structure and compositional elements.

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