BOOKS AND READING

Manual to the lessons of practical course of English for the International

Economic Relations and International Information students

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2003
 Books and Reading. Manual to the lessons of practical course of English
for the International Economic Relations and International Information students.
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 PREFACE

This guide of texts is for reading and translation for the International
Economic Relations and International Information students of the fourth-year
course. The manual consists of 9 units, each of which contains texts and
exercises. It is aimed at teaching students not only to read and translate but also
think and discuss. Material for texts and exercises is taken from original English
sources.
This guide can be mostly used as additional material for the practical
course of English. The arrangement of the material does not require the same
order of work with it.

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 UNIT 1

I. Read and translate the text.

Borrowing Books

"Just stop buying books! We haven't got the room and besides, it's a
waste of money," said practical Mrs. Johnston to her son David. "Why don't you
borrow books from the local lending library? There you can obtain everything
under the sunfiction, nonfiction, science fiction, detective stories, classics arid
even the latest bestsellers if you get on the right side of the librarian in charge of
that particular section."
Life is hard for a bookworm, who loves to read quietly and hates being
nagged. The solution to this problem, David thought, is more frequent visits to
the local library reading room, where you can browse among all kinds of
periodicals: professional journals, weekly magazines, daily newspapers, comics,
film reviews, even children's magazines and art books. He had to admit that
there was something in what Mother kept saying. There's no sense in amassing
expensive books like fat dictionaries, forty-volume encyclopedias, Who's Who
various manuals, handbooks and reference books covering a vast range of
subjects, when they are available in the reference library on open shelves. The
trouble is that you can only look up general information but you can't take these
books home. If you want to borrow professional literature, they can order it for
you through the inter-library lending scheme.
The main part of the library is, of course, the general section. Here you
can look up the index number in the authors' or subject catalogues and the
librarian will lend you the book after you have filled in a slip. David soon found
that Sheila O'Connor, the young librarian, who showed him how to fill in the
form to obtain his membership card, was an additional excuse for going to the
library and that's why he took his mother's advice quite seriously.
He began to pay the librarian slight compliments to butter her up. He
developed a new system. First he borrowed three thick novels at a time to save
her bother. Later he found it more convenient to drop in more often and borrow
one book only, not to be put to shame by receiving reminders from this attractive
girl. Then somehow he found he had much less time to read.

II. Choose the right word or words:

1. Why don't you ... a) lend; b) take in; c) borrow books from the local
library? 2. There you can obtain everything ... a) above; b) beyond; c) under the
sun. 3. In the reading room you cana) go through; b) brows among; c) look
up) all kinds of periodicals and handbooks. There was something in ... a) that;

4
 b) what; c) which Mother kept saying. 5. If you want to ... a) lend; b) borrow;
c) hire...a) specialized; h) professional; c) engineering literature, they can order
it for you. 6. They've got u lot of reference books covering a vast ... a) rank;
b) extent; c) rang of subjects. 7. You must look ... a) in; b) up; c) out the index
number in the authors' or ... a) object; b) topic; c) subject catalogues. 8. The
young librarian ... a) introduced; b) showed; c) initiated him how to fill ... a) up;
b) in; c) out the form. 9. There's no sense in ... a) collecting; b) amassing;
c) accumulating expensive books. 10. He did not want to be ... a) put; b) taken;
c) made to shame by ... a) obtaining; b) receiving; c) getting ... a) remains;
b) remembrances; c) reminder from the librarian.

III. Decide whether the following statements are true or false:

1. Mrs. Johnston has a son David.

2. Her daughters name is Sheila.
3. David is a bookworm.
4. He doesn't mind being nagged.
5. David couldn't find any solution to his problem.
6. Theres no sense in amassing expensive books, his mother kept
saying.
7. The young librarian was dull and unattractive.
8. David did not take his mother's advice seriously.
9.He usually borrowed five novels at a time.
10. In the end David fell in love with the pretty librarian.

IV. Additional questions

1. What are the main sections of a public library? 2. In what way are the
books arranged? 3. How do you look up the book you want? 4. What do you do
in case the book you want is lent out? 5. What are, the duties of a librarian? 6. If
the book is due back tomorrow and you haven't finished with it yet what do you
do? 7. In what way can books be borrowed from foreign libraries? 8. In what
way can pages from a book be copied (duplicated)? (photostat, Xerox) 9. Give a
foreign student some advice, or information concerning membership in a lending
library (in a book-club).

V. React as in the examples:

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 I like modern poetry. So do I.
I'm fond of reading. So does Tom.
He never reads fiction. So am I. So is Tom (my husband)
He has no time to read. I don't either. Tom doesn't either.
I haven't either. My wife hasn't
either.
1. She's always reading late at night. 2. I never read in bed. 3. I enjoyed
reading Treasure Island 4. We're keen on books about travels. 5. Frank always
forgets to renew his membership card. 6. I've never been fined for overdue
books. 7. I'll look up some short stories. 8. I never read simplified texts in
French. 9. I'm fond of nonfiction. 10. My husband's never been interested in
modern drama. 11. We pay no charge on overdue books. 12. They'd like to
borrow some foreign journals through the inter-library lending scheme. 13. I
needn't go to the university bookshop. 14. I must get a mimeo-graphed copy of
that lecture. 15. Jim never spent much money on expensive art books. 16. I'd
read a lot of modern poetry before I was twenty. 17. He prefers nonfiction on
topics such as sociology and ecology. 18. I never liked the classics. 19. I think
the first volume gives a comprehensive survey of the subject. 20. Miss Mala
never borrows books from the Municipal Library. 21. As a boy I preferred to
read books of adventure and cowboy stories. 22. I bought the encyclopedia of
Greek and Roman art last year. 23. I had to go to a second-hand bookshop to get
that collection. 24. I don't think the review appears bimonthly.

UNIT 2

I. Read and translate the text.

How fast can you read?

First go through the following extracts from Some Aspects of the

Reading Process by Nicolas Ferguson and then try to answer the questions given
below:
The average college student reads everything at more or less the same
speed of 200 to 300 words a minute. However, recent experiments have shown
that a person can read 800 1,000 words and some researchers have noted even
higher speeds (up to 1,200 words). To make this possible several techniques
exist. These include: skimming (to understand, the main points), scanning (to
pick out specific details), and intensive reading (to study and retain the
maximum).
The good reader adapts the speed of reading to his purpose. He will
judge what particular information is wanted, and how long the in formation will
have to be retained. Unfortunately immediate human memory has the drawback
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that it retains only six to eight disconnected items. This means that information
must be processed and organized at the same speed that it is received. The reader
devises a mental scheme for rearranging items of information. At this moment
he is thinking for himself of those parts of the sentence he has missed. Heading
then becomes externally guided thinking.
Slow word-for-word reading, on the other hand, presents several
problems, especially for the language learner. Owing to attention to detail the
overall picture is lost and a lot of time is spent in looking up the unknown words
in the dictionary. Quite contrary to expectation, experiments have shown that
fast reading has several advantages: comprehension is higher, the main ideas can
be isolated and the student is not held up by unknown vocabulary and can be
trained to read unsimplified texts from the start.

II. Answer the following questions:

1. How fast does the average college student read? 2. What is the
highest speed noted by some researchers? 3. How many reading techniques are
mentioned in the text? 4. What are they? 5. What ate the qualities of a good
reader? 6. What drawback has the immediate human memory? 7. How can fast
reading be improved? 8. What problems are connected with slow word-for-word
reading? 9. Has fast reading any advantages for the language learner? 10. What
are the main points of the text? 11. What conclusions can be drawn from the
article? 12. Is the author against slow reading? 13. Do you agree with the
author's view? 14. What's your opinion? 15. Can you give some facts to support
your argument? 16. How fast can you read in English (in Ukrainian)? 17. What
reading techniques do you find most suitable? 18. In what way do you keep a
record of the information you need? (files, cards, notes) 19. Can you read
English texts very fast with comprehension? 20. Do you use the same techniques
when reading Ukrainian text? 21. Does the speed of reading depend on the type
of text?

III. Enact short dialogues:

A: Professor Mason lectured on some contemporary authors yesterday.

B: Which of the authors did he lecture on?
C: He lectured mostly on young poets.

1. All his books have immediately been translated into several foreign
languages. (Which foreign languages) 2. Her first book of travels dealt with
Africa. (What country her second book) 3. It's a nice book about sports. (What
sports) 4. I'm interested in psychological novels. (What novel Mary) 5. I
borrow books from the Municipal Library. (What library Tom) 6. Mary's a
member of the Young Readers' Book-club. (What book-club Peter) 7. The
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author dedicates his book to his friends. (Who his latest book) 8. I like to
browse in fashion magazines. (What magazines you) 9. Anderson's short
stories have been put out by various publishing houses. (Which publishing house
collection) 10. I found a favourable review of his autobiography in this literary
review. (What page). 11. His novels always refer to specific historical facts.
(What historical facts) 12. His heroes are known for courage and a strong will.
(His heroines) 13. His latest work drays on the remarkable advances in science
and technology. (His former work) 14. All his stories from the prewar period
dealt with supernatural topics. (His postwar stories) 15. He's keen on thrillers.
(What book you) 16. I've come to the conclusion that modern fiction can't
compare with the classics. (What conclusion he) 17. Johns fond of
Hemingway. (What author you) 18. One of his novels concentrates on the
psychological problems of young people. (What problems his other novels).

IV. Contradict the statement by saying the opposite:

He stopped buying books. I think he started buying them.

1. They've got a large library. 2. It'll save you time and money. 3. Tom
doesn't like borrowing books. 4. That book is not to be had. 6. Mary prefers
fiction. 6. He loves historical novels. 7. His first book was a complete failure.
8. Nobody likes being nagged. 9. These manuals can't be borrowed. 10. He
visits the local library very frequently. 11. That book isn't readable. 12. She
hates thick books. 13. These handbooks cover a limited range of subjects. 14. I
think Anne prefers the classics. 15. He's read the book from cover to cover. 16.
It's a fascinating book. 17. He needs general information about this subject.

UNIT 3

I. Read and translate the text.

Books

Despite fears that the so-called electronic media might damage book
publishing, the opposite seems to be true. Book sales since the introduction of
television have increased considerably, well beyond the increase in population.
In a 1988 report by the National Endowment for the Humanities, for example, it
was noted that book sales had increased 400 percent over 40 years ago, when
television was just starting its hold on Americans. Similarly, a Gallup poll in
1949 asked Americans if they were "reading any books or novels at the present
time." Then, only 21 percent were. In 1990, when Gallup asked Americans the
same question, 37 percent said yes. Since 1980 alone, U.S. book sales almost u
doubled, from S8.8 billion a year to over $15 billion a year. And a study of the
8
years from 1988 to 1993 showed that book sales grew at a higher rate than
broadcast TV magazines, newspapers, radio or films. In fact, the U.S. leads in
the number of books read per capita. These books range from the most recent
bestseller or biography to histories, gardening and cookbooks, or technical
volumes and encyclopedias.
Several reasons have been offered to account for this fact. First,
American schools have traditionally stressed and tried to develop a "love of
reading," to make it a habit. This general educational emphasis has been
successful. One notes how many people are reading books not only
newspapers or magazines in city buses, airports, during lunch breaks, or on the
beach. Secondly, public libraries have always been very active in communities
throughout the country. Here, too, the general policy has been to get books to
people rather than to protect the books 50 from people. A favorite way of raising
money for libraries is to have thousands of used books donated by the
community and then to have a book sale ("Any five for $!). The money made in
this fashion goes to buy new books for the library. Such popular community
fund-raising activities also increase the feeling among people that the library is
theirs.
The third and probably most important reason is that there are no laws
which protect book sellers or fix prices. Anyone can sell new and used books at
discount and sale prices, and just about everyone does. Very early, books were
sold everywhere, in drug stores and supermarkets, department stores and 24-
hour shops through book clubs and by colleges as well as in regular book stores.
Many university book stores are student-owned and run. They operate on a
nonprofit basis, that is, all profits go towards keeping the prices of books down,
for paying the student employees, and often to support student scholarships and
other financial aid. Then, there are the large "paperback supermarkets" located in
most shopping centers, which sell mainly paperback books on a variety of
subjects. These, too, have done a great deal to keep the book trade healthy and
growing. Nationwide radio and television shows, new movies, and filmed
versions of books have often helped to create spectacular book sales.
And finally, there is a particular American humor to all of this. Some
Americans wrote books in the 1980s which claimed that Americans did not read
enough or at least not "the right stuff." And these books also became bestsellers.

II. Find equivalents. Make up sentences with them:

Book publishing, book sales, rate, cookbook, encyclopedia, love of

reading, to donate, popular community fund-raising activities, fix prices,
discount, nonprofit basis, employee, scholarship, paperback supermarket, filmed
versions of book, university book store.

III. Choose the right answer:

9
 1. I don't like reading history or biographies: I prefer.....myself.
a) description; b) fiction; c) invention; d) narration.
2. This book has been out of.....for a long time.
a) copy; b) press; e) print; d) publication.
3. You have to pay a.....if you do not return your library books on time.
a) fee; b) fine; c) penalty; d) tax.
4. Most of the poet's earlier work was published under a......
a) misnomer; b) namesake; c) nickname; d) pseudonym.
5. His new book received good.....from the critics.
a) comprehension; b) flavours; c) reviews; d) understanding.
6. He bought the book for half price because its.....was torn.
a) coal; b) coaling; e) cover; d) skin.
7. I have just read a lovely.....about a man who devoted his life to
monkeys.
a) fiction; b) history; e) production; d) story.
8. The first.....of a book can sometimes be very valuable.
a) copy; b) edition; e) title; d) type.

IV. Form sentences to illustrate the meanings of the following words

and phrases.

1) bookcase book shelves; 2) booksellerbooking clerk; 3) book-

maker bookkeeper; 4) bookmark(er)book token; 5) bookstallbooklets
6) notebook guidebook; 7) book seats for the theatre; 8) fully booked up;
9) book reviews literary reviews; 10) booking office book-club; 11) second-
hand bookshop well-thumbed books; 12) read a book at a sitting; 13) read
aloud or silently; 14) have a quiet (.good) read; 15) read oneself to sleep; 16) be
worth reading; 17) a well-read man (deeply read in a subject); 18) read out
something to somebody.

V. Translate into English:

1. .
2. 1949
, .
3.
.
4. ,
, , ,
.

10
 5.
, ,
.
6. -: , -
, , , .

UNIT 4

I. Read and translate the text.

To the Student

One of the first things that most students discover about their college
studies is the large amount of reading and studying they are expected to do.
Surveys show that the average college course requires about 80 pages of outside
reading per week. Lectures, discussions, writing and problem-solving
assignments, laboratory, shop, and field-work assignments all have a significant
part to play in your college education; but if you cannot read effectively, you are
operating under a major handicap.
Learning to read well is a long-term process. For most of us, formal
instruction in reading ended after the first few years in elementary school. As
your education has progressed, however, the material you want to read has
become longer and more complex. College reading requires you to respond to
what you read in a variety of ways: You must fully understand the content of
what you read, of course. But in classes in many subjects you are also expected
to interpret and analyze both the information presented and the style and
structure the writer uses to present that information. You are often expected to
evaluate the accuracy and usefulness of the material you read. And you are
frequently expected to develop your own thoughts based upon what you read.

11
 If you are an effective reader, you figure out the meaning of unfamiliar
words using the context, word analysis, or the dictionary, as you read, the
writer's ideas connect with one another and make sense, you can see where the
writer is going, you know why you are reading the material, you can express the
major ideas in the material in your own words.
But if you are an ineffective reader, you skip over or ignore unfamiliar
words, you don't see how some ideas connect with others. Some details seem
completely unconnected, you can't predict where the writer is going, you don't
know why you are reading the material or you can't tell what it has to do with
what you need to learn, to summarize what you have read, you need to reread
and repeat the writer's words.
Effective reading is as much about what goes on in your mind as you
read as it is about your basic understanding of the words and sentences as they
are printed on the page. It's about remembering what you read a few paragraphs
or many pages ago and connecting it to what you are reading now. It's about
exploring the relationship between your own knowledge and experience and the
new knowledge and experiences the writer is communicating to you.
Reading effectively is not a single activity which is always done in the
same way. You must use different skills to read different kinds of written
material.
Your goal as a student is to read effectively to completely understand
and to apply the information and ideas contained in what you have read in
other words, to learn.
The first key to effective college reading is your own awareness of
yourself as a reader while you are reading. A writer adopts certain forms and
strategies in order to achieve a purpose. As a reader, you must understand these
forms and strategies and then apply the appropriate skills in order to effectively
read what the writer has written. There are such characteristics of an effective
reader:
Alertness: An alert reader pays constant, close attention to both what a
writer is saying and how it is being said. You do not have to read slowly or focus
great attention on each and every word of the material. But you must think about
every aspect of what the writer is saying. And you must consider what the writer
has left unstated but expects you to understand anyway.
Flexibility: A flexible reader has a broad range of reading and thinking
skills and applies the appropriate ones, depending on what the writer is saying
and how it is being said.
Independence: although alertness and flexibility contribute to making
you a good reader, to be truly effective as a reader you must exercise your own
reasoning abilities and your own critical judgment. You must weigh the facts and
opinions offered by the writer. You must evaluate the evidence the writer offers
to support his or her statements.

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 The second key to effective reading is the development of reading skills
that directly deal with the particular form and content of the material you are
required to read. All written material takes one of four broad forms or is a
mixture of several of these forms depending on the writer's purpose in writing.
If you understand and can identify these forms in what you read, then you have
one key to reading them effectively.
Effective reading is a big task, and reading effectively is a vital learning
skill in all areas of college study and ultimately in all careers and professions.

II. Answer the questions:

1. What is reading?
2. How should we read effectively?
3. What features does an ineffective reader have?
4. What do we need reading for?

III. Find out what is false or true:

1. Reading is an unimportant thing.

2. One of the main keys of effective reading is the development of
reading skills.
3. It is unnecessary to understand what you read.
4. While reading, you must not weigh the facts and opinions offered by
the writer.
5. Learning to read well is a long-term process.
6. A flexible reader has a broad range of reading and thinking skills.

IV. Find out English equivalents to the following Ukrainian words:

, , , ,
, , .

V. Match the descriptions with the names of parts of a book:

13
 1) appendix; a) the cover -of a book;
2) bibliography; b) a short description by the publisher of the
3) binding; contents printed on its paper cover;
4) blurb; c) an introduction to a book;
5) chapter; d) a preface, especially in which someone who
6) cross-reference; know and his wink says something about them;
7) epilogue; e) an introduction to a play, lung poem;
8) foreword; f) one of the main divisions of a book, usually
9) index; havn or a title;
10) installment; g) one part of a book, which is read on the radio
11) preface; in until the story is completed; h) a list of what is
12) prologue. contained in the book;
i) the end of a book, giving additional
information;
j) a list of all the writings used in the preparation
of;
k) a list al the back of a book giving, in
alphabetical subjects, etc. mentioned in it and the
pages where found;
1) a note directing the reader from one place in a
boo place in the same book;
m) a part of a story, play. etc. that is added after
the a kind of summing-up.

UNIT 5

I. Read and translate the text.

The Scope of Reading

Reading can be considered as different acts. It can be a creative act,

interpretation, interaction and a social act.
Reading is a creative act: reading is a creative act, just like writing,
painting, sculpting, or composing music. To create is to make something, to
bring it into being, to cause it to grow. But what can we possibly make by
reading? It seems instead like a passive event: we soak up information, absorb
details, and are persuaded or not by what we read. When we are engrossed in a
novel and really are involved in our reading, we give the writer credit for
capturing our attention with a good story. Readers are indeed often a captive
audience.

14
 Yet, no matter what we read-instructions, newspaper articles, the backs
of cereal boxes, or novels-and whether we are reading of our own free will or
not, we are in fact being creative. Reading is the business of making meaning
out of writing.
Reading is a lively art because we are involved in a process of making
potential meanings real for ourselves and for others. True, it is common to think
that understanding is simply a matter of discovering a meaning that is already
there, inherent, in a text. It is often thought that to be successful readers we have
to unearth a writer's intention, we have to find a meaning that is somehow
embedded in a piece of writing. But readers interact with a textinterpret itand
may come to different conclusions among themselves about its meaning.
Reading is interpretation: when we read, we make sense of texts by
interpreting them in the light of knowledge we already possess. We can cast our
eyes over lines on a page in an unconscious manner, but that is not reading or
interpretation. Once we begin to engage words, we develop responses. Ideas and
emotions grow. We learn to anticipate what will happen next. We can infer
causes from effects, and effects from causes. We can decide on a meaning by
comparing one event with another and referring to our own experiences. We can
establish relationships between events, and form coherent groups of facts or
ideas. Sometimes, it is easy for us all to agree on those conclusions.
We actually read much more than words every day. Reading is part of
the general act of interpretation, of making sense of all events that take place
around us. We read the way our environment represents itself in architecture,
fashion, landscape designs, the arts, people's faces, body movements, traffic
signs, and so on. We are surrounded by things that have significance for us, that
elicit responses from us, and that make sense to those who know how to read
them.
For interpretation is not a natural, spontaneous act. We have to learn
how to read, how to make valid interpretations, and then we read in order to
learn. The two learning processes take place together. The more we read, the
more we learn about the world and about ourselves. Reading skills develop only
as our experience of life and reading develop together.
Reading is interaction: reading closely allows us to discover new
ideas, to see things afresh, to develop new opinions, and to resist manipulation
by others. There is no understanding, no meaning, no fun in reading texts until
there is a close interaction between a reader and the words on a page, and that
interaction is the beginning of making meaning..
In fact, reading allows us to discover not only what a writer has to say
but how we feel about it. Reading can be a process of self-discovery, of
expanding knowledge and experience as we interact with a text.
Reading, like a good conversation, is an ongoing and recursive process:
as you accumulate opinions, you constantly revise and modify them when you
hear something new or learn that you did not quite understand what someone
15
was saying earlier. When you reread, you can find that the text will talk back in
some new and interesting ways. It continues to suggest new meanings.
Reading is a social act: a written text is a cultural document, written by
a social being, that reflects the society to which the writer belongs. Writing and
reading, therefore, are two of the most important ways in which culture and
society perpetuate themselves. Writers and readers from the same society who
speak the same language tend to share common cultural assumptions which form
the basis of their mutual understanding.
When we discuss our interpretation of a text with other readers,
therefore, we enrich our understanding of that text. Of course, some texts allow
us to be more interpretive than others.
Interpretation has both latitude and limits. Readers who claim to have a
reasonable interpretation of a text can show that they have understood its social
context, the way it functions as a social document.
A text influences our reading through various strategies which help
create its social context and let us know what kind of text it is and what its
writing is trying to do. All strategies are social conventions of writing, but they
are reading conventions too, for it takes readers to agree about what writing is
like. So, reading is a social act, a conversation with a text that requires
experience of the nuances and conventions of its language.

II. Answer the questions:

1. What acts can reading do?

2. Why is reading a lively art?
3. What happens when we read?
4. What do we read every day?
5. What is meant under interaction?
6. Why is reading similar to a good conversation?
7. When can you notice new meanings of the text?
8. Why is reading called a social act?
9. How does the text influence our reading?

III. Matching stories. What helped you to match the extracts? Was
it content (names, details), language, or style?

Here are the opening and closing paragraphs of five different books.
There is an autobiography, a detective story, a romance, a spy story, and a fairy
story. Read them carefully and match them up.
1. I was born on 16 April 1889, at eight o'clock at night, in East Lane,
Walworth. Soon after, we moved to West Square, St George's Road, Lambeth.
According to Mother my world was a happy one. Our circumstances were
moderately comfortable; we lived in three tastefully furnished rooms. One of my
16
early recollections was that each night before Mother went to the Theatre,
Sydney and I were lovingly tucked up in a comfortable bed and left in the care
of the housemaid.
2. I wouldn't marry you if you were the last man left on earth! Netta
faced him defiantly, a tiny figure shaking with outrage, her spirit as fiery as the
colour of her copper curls. The feeling is mutual, he snapped back through tight
lips. Don't imagine I enjoy the prospect of being saddled with you for a wife,
for however short a time it may be. Then let's forget the whole crazy idea.
3. At the palace, the King was glad to welcome his son's bride. He
arranged a magnificent wedding for the Prince and his chosen wife. The kings
and queens, and the princes and princesses from many lands came to the
wedding. The wedding feast lasted a whole week. And they all lived happily
ever after.
4. With such happiness, I sometimes sit out on our terrace at sunset and
look over a vast green lawn to the lake in the distance, and beyond the lake to
the reassuring mountains, and in this mood think of nothing, but enjoy their
magnificent serenity.
5. Once upon a time there was a little girl called Cinderella. Her mother
was dead, and she lived with her father and two elder sisters. Cinderella's sisters
were beautiful and fair of face, but because they were bad-tempered and unkind,
their faces grew to look ugly. They were jealous of Cinderella because she was a
lovely child and so they were often unkind to her.
6. When I have finished writing, I shall enclose this whole manuscript in
an envelope and address it to Poirot. And thenwhat shall it be? Veronal? There
would be a kind of poetic justice. Not that I take any responsibility for Mrs
Ferrars' death. It was the direct consequence of her own actions. I feel no pity for
her, I have no pity for myself either. So let it be veronal. But I wish Hercule
Poirot had never retired from work and come here to grow vegetable marrows.
7. Castle, ever since he had joined the firm as a young recruit more than
thirty years ago, had taken his lunch in a public house behind St James's Street,
not far from the office. If he had been asked why he lunched there, he would
have referred to the excellent quality of the sausages; he might have preferred a
different bitter from Watney's, but the quality of the sausages outweighed that.
He was always prepared to account for his actions, even the most innocent, and
he was always strictly on time.
8. You didn't let me tell you how lovely you look, he murmured after a
long, sweet time had passed between them. I tried to tell you, when you joined
me in the ballroom tonight, but you thought I was going to say you were late
coming down. He laughed softly at the memory, and she joined in gaily. She
had been wonderfully, blissfully on time. She started to tell him so, but his lips
claimed her own, masterfully silencing the words that no longer needed to be
spoken.

17
 9. Mrs. Ferrers died on the night of the 16th-17th Septembera Thursday. I
was sent for at eight o'clock on the morning of Friday the 17th. There was
nothing to be done. She had been dead some hours. It was just a few minutes
after nine when I reached home once more. opened the front door with my
latchkey, and purposely delayed a few moments in the hall, hanging up my hat
and the light overcoat that I had deemed a wise precaution against the chill of an
early autumn morning. To tell the truth, I was considerably upset and worried.
10. She asked. Have you friends? Oh yes, I'm not alone, don't worry,
Sarah. There's an Englishman who used to be in the British Council. He's invited
me to his dacha in the country when the spring comes. When the spring comes,
he repeated in a voice which she hardly recognizedit was the voice of an old
man who couldn't count with certainty on any spring to come. She said.
Maurice, Maurice, please go on hoping, but in the long unbroken silence
which followed she realized that the line to Moscow was dead.

IV. Find out what is false or true:

1. Reading is not the business of making meaning out of writing.

2. Readers do not interact with a text.
3. We develop responses when we begin to engage words.
4. Reading is a part of the general act of interpretation.
5. Reading closely does not allow us to discover new ideas.
6. A text does not influence our reading through various strategies.

UNIT 6

I. Read and translate the text.

Getting Involved with a Text

So much happens in the act of reading that it would be impossible to

define exactly what you will do on any particular occasion when you read. Yet
we can note some of the general activities of reading: we absorb the details of a
text; we accumulate information; we make associations between ideas and
events; we recognize and identify with some characters, events, and ideas, and
not with others; we try to adapt the experiences of the text to our own
knowledge of life; we anticipate what will come next as we follow an argument
or a story; we solve problems; we fantasize and put up defenses; we change our
mind about the text as we read and reread it; we try to focus, centering our
reading on one or two dominant ideas and impressions.

18
 These activities describe a truly engaged reading experience, which is a
remarkable process of thinking and feeling at once. And even while these
activities are going on, we try to focus on our reading experience, to understand
it, make it coherent, and center it on a dominant emotion or concept. We want to
make sense of a text rather than remain baffled by it.
To increase your confidence as a reader, you need to increase your self-
awareness while reading. Remember that when you read, you do not just read a
meaning, you read to help make meaning. One of the basic reading activities is
responding.
There are such reading responses as:
Slow Reading: speed-reading has often been promoted as a solution to
the information explosion and as an aid to effective studying, but its usefulness
and effectiveness are limited. In fact, reading fast can work against
comprehension of complex texts, whether they are of law or literature, physics
or philosophy. Such texts will yield their meanings, will allow you to make
sense of them, only if you read them slowly enough to reflect on what they say
and how they say it. The time saved by reading fast is often better spent in
reading carefully.
Try to read deliberately enough that you can identify the voice behind
the words and hear the sounds a sentence makes. Let the text sink in and
establish a presence of its own, whether you like it or not. You dont have to
memorize it, of course, but you can read reflectively, paying attention to both
the details of the text and to your own responses. In doing this you will find that
deliberately, receptive reading will heighten your reactions, thoughts, and
questions.
Active Listening: begin reading line by line from the opening of a piece
of writing until you feel comfortable speeding up as your reactions develop.
Make pauses and think about what you've read and its effects on you. The
pleasure of reading does not simply lie in understanding, or in coming to a
conclusion. The pleasure of the text lies in the pleasure you gain as you read, as
you take part in the process and think along with the text. If you are too
conscious of wanting to come to an easy or a quick conclusion, you will rarely
enjoy reading. Active reading begins with those first queries, your first responses
and questions as you anticipate the direction a text will take.
Reacting: as you read, your interest rises and falls. But as your interest
is fulfilled, and rekindled, you want to read on; you make the effort to connect
events and ideas. You begin doing this in a linear fashion, moving from one
sentence to the next. But the further you get into a text the more you find your
imagination darting about among possibilities and linking together events in the
text.
II. Answer the question:

1. What happens in the act of reading?

19
 2. What is necessary to increase our confidence as a reader?
3. How should we read to understand information better?
4. How do you understand active reading?
5. What does reacting mean?

III. Fill in the prepositions where necessary:

My dear friend,
You ask me advice reading. That is very difficult thing to do.
How can I possibly know what will interest other people? If you are fond
detective stories, you will read them quickly, you will swallow them. If a book
is an important subject, and a subject you are interested , youll want to
read it more slowly and digest it. If the book is English, that may mean
slow progress you. But I dont advise you to read too slowly. And dont
start reading a book unless you see, the first few pages, that you can read
it ease and understandingdont try to run before you can walk. There are
plenty books that have been rewritten simple language and shortened too,
if necessary. Dont stop every time you come ... a word or phrase you dont
know. Read the whole chapter quickly. Quite often youll find the unknown
word comes again, perhaps several times, and the end of the chapter youll
have found its meaning intuition. The need to use a dictionary perhaps ten
or twenty times a page makes reading very dull and tiring.

IV. Work in pairs. Choose the best alternative to complete these

sentences.

1. Oliver Twist is a classic work of English............... .

a) literature; b) non-fiction; c) letters; d) editions.
2. The plot of the novel was very exciting, but I didn't find the very
interesting.
a) persons; b) people; c) characters; d) figures.
3. This book is a special edition for foreign readers, so there's a(n) at
the back.
a) appendix; b) glossary; c) introduction; d) preface; e) table of
contents; f) supplement.
4. A novel is usually divided into several... .
a) chapters; b) units; c) sections; d) passages.
5. If you need to find some information in a non-fiction book, look it up
in the.. .
a) atlas; b) blurb; c) catalogue; d) diary; e) index; f)
review.
6. Cambridge University Press is the.................of the book you're
reading.
20
 a) author; b) editor; c) printer; d) publisher.

7. A great novel has a good plot and a strong.......

a) communication; b) meaning; c) message; d) significance.
8. The book was marvellously ...............and it was a joy to read.
a) stylistic; b) tedious; c) well-written; d) wonderful.
9. Ernest Hemingway is one of my.................american writers.
a) best; b) favourite; c) ideal; d) most popular.
10. The thriller was so exciting that I couldn't.................. .
a) let it down; b) look it up; c) pick it up; d) put it down.
11. Even the................characters in the book are really interesting.
a) less; b) minor; c) small; d) tiny.

V. In the sentences three alternatives are correct and two are wrong.
Choose the best three alternatives for each.

1. The.....character in the book is called Oliver.

a) central; b) main; c) principa;l d) principle; e) top.
2. I enjoy her books because her style is so very
a) dull; b) entertaining; c) readable; d) tedious; e) true-to-
life.
3. I found that the characters in the story were very...................
a) amusing; b) believable; c) informative; d) likeable; e)
thrilling.
4. There were so many twists in the plot that I didn't really think it
was
a) accurate; b) authentic; c) convincing; d) realistic; e) true-
to-life.
5. She doesn't read any fiction because she prefers reading
a) biographies; b) short stories; c) textbooks; d) non-fiction; e)
science fiction.
6. I can't..................books like those - they just send me to sleep.
a) bear; b) carry; c) enjoy; d) stand; e) suffer.

UNIT 7

I. Read and translate the text.

Literary Genres

Part I

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 There is a range of literary genres: picture books; fairy tales, folktales
and other forms of traditional literature; fantasy, including animal stories;
realistic fiction; historical fiction; and poetry. Some types of books will be
prevalent at one grade level rather than another (picture books in the primary
grades, for example); some (like poetry) will be appropriate at all grade levels.
Bellow youll read about books children mostly enjoy.
Picture Books: from the very early years, pupils are exposed to picture
books, books in which illustrations are essential complements to the text in
telling the story. In these books, both illustrations and words are used to tell the
story. Picture books present the reader with a succession of images.
Illustration is essential in picture books. Illustrations keep the story
moving, excite children's imaginations, and enhance the text. In some picture
books, the pictures themselves carry the entire meaning. Even when words are
used in picture books, illustrations are essential to telling the story.
Picture books cover the gamut of children's real and imagined
experiences. Through picture books, children encounter the reality of every day.
Folktales and Fairy Tales: folktale is an inclusive term, referring to all
kinds of narrative that has its origin in the oral tradition. The very roots of folk
literature trace themselves to the stories that were part of the myths and legends,
some of which are as popular with children today as they were so long ago.
Folktales have their origin in the oral tradition. They deal with universal human
themes - good and evil, cruelty and kindness, honesty and deceit, life and death.
Virtue is always rewarded; wickedness is always punished. The fact that
folktales deal with human themes accounts for the universality of these stories.
Fairy tales have the qualities of folktales, but they originated in written rather
than oral form.
The appeal of traditional literature transcends the boundaries of continents and
centuries. The appeal of folktales and fairy tales is ageless. The field of
traditional literature also includes fables, myths, legends, and tall tales. Fables
are stories in which animals behave like humans and in which a moral can be
found.
Myths are an ancient story form, typically told to explain natural
phenomena and usually containing larger-than-life characters. For example
different cultures had their own accounts of why the sun and moon are in the
sky.
Legends are historical tales handed from generation to generation, first
by word of mouth and later in written form. Related to myths, legends involve
larger-than-life figures, supernatural beings, who perform heroic deeds in
keeping with the traditions of the cultures from which the legends come.
Finally, tall tales have long been a popular form of literature for
children. Tall tales are accounts of exaggerated people and events that are told in
a realistic manner, often with heavy doses of humor.

22
 The heroes found in traditional literature often represent the nature of
the society from which the literature comes. For instance Robin Hood embodies
the goodness and bravery the downtrodden English peasants admired.
Fantasy: fantasy is another form of literature long popular with
children. Fantasies are highly fanciful stories about people and places that do not
really exist. The ancients sought answers to natural and supernatural phenomena
in witches and warlocks, in magic and mysteries. Modern fantasy traces its roots
to these sources and many of these stories still delight children today.
Fantasy is not only an important part of children's reading experiences;
it is an important part of their lives. According to psychologists, fantasy provides
an important means of helping pupils deal with their emotions, their dreams,
their fears, their conflicts, their world. Children have long been fascinated by the
world of kings and queens. More modern writers use royal characters for their
fantasy tales as well. Animals, too, have long played an important part in the
world of fantasy literature. Writers bring animal characters to life by making
them act, feel, talk, and think like humans.

II. Answer the questions:

1. What literary genres do you know?

2. What is meant under the picture books?
3. What do these books stimulate?
4. Where do folktales originate from?
5. What do folktales deal with?
6. Are fairy tales the same thing as folktales?
7. What is told in legends and fantasy?

III. Fill in the preposition where necessary:

As it was Sunday, I decided to go the library and take some

interesting books there. When I approached the table the librarian, I asked
her to show some books me I was interested . I told her the name of some
authors whose books I wanted to read. She showed a number of new books
dealing different subjects.
One the books attracted my attention. I opened it and when I turned
some pages I got more and more interested the problem the author of the
book was speaking . I took the book home to be able to read everything.
The book was very interesting and useful the same time.
general I like reading books very much. I can never go bed
without reading some pages.

IV. Work in groups Find out about the last book each of your
partners has read and make notes on these points:
23
 - Author and title;
- Type of book and what it's about;
- Reason for liking it;
- Reason for recommending it to others.
V. Fill the gaps in these sentences with suitable words.

1. You can borrow books from a.or buy them from

a.. .
2. A writer can also be called an.. .
3. I can't afford to buy the book in hardback, so I'll wail till it comes out
in........ .
4. I can't remember the..of the book, but I know it had a
yellow................... .
5. A book that tells somebody's life story is called a................... .

VI. Choose the right word:

1. Ms Original had a little in.....with other authors of her generation.

a) common; b) everyday; c) normal; d) ordinary.
2. That author has written a fictional.....of his wartime experiences.
a) account; b) novel; c) story; d) talk.
3. This is a good.....of his delight in unusual words and phrases.
a) case; b) example; c) expression; d) passage.
4. I can't read his book without my glasses. The.....is too small.
a) handwriting; b) letter; c) print; d) typewriter.
5. Ask the publishers to send you their latest.....of English text-books.
a) booklet; b) catalogue; c) index; d) prospectus.
6. I'm reading a book about.....of Henry VIII.
a) the existence; b) the life; c) the living; d) the road.
7. The printing of the book has been held up by the paper...... .
a) deficit; b) lack; c) scarce; d) shortage.

UNIT 8

I. Read and translate the text.

Literary Genres

Part 2
Realistic Fiction: at the other end of the literary spectrum from fantasy
is reality. Realistic fiction consists of stories that attempt to portray people and
24
events as they are in real life. It often deals with the problems and conflicts that
children face in growing up, and it sometimes gives them insights and outlets in
dealing with these issues and concerns. Although it is a form of fiction,
contemporary realistic works reflect the realities of life-death, divorce,
abandonment, hostility, school failure, disabilities. But these stories also reflect
the joys of life-love, happiness, friendship, satisfaction, and laughter.
One of the more common themes of contemporary realistic fiction is
living as part of a family. There are stories that mirror life's problems as they
entertain. There is story told in an ingenious manner about the feelings of a boy
living in a single-parent household. Not all realistic fiction about family
relationships is sad and poignant.
Obviously, one can find more than a single theme in a work of
contemporary realistic fiction. There are compelling story that involves the loss
of a parent, the problems of poverty, an adolescent's search for independence,
and friendship. Nor does all contemporary realistic fiction involve hardship and
crises. A classic in literature is a work that continues to appeal to readers long
after the period in which it was written.
Historical Fiction: just as contemporary realistic fiction reflects life as
it is (or might be) lived today, historical fiction reflects life as it was (or may
have been) lived in the past. As a field of children's literature, historical fiction
draws on both fact and imagination in allowing children to learn about, and to
enjoy, what life was like long ago. Historical fiction is based on fact, but an
author's imagination brings these facts alive.
Historical fiction reaches as far back as prehistoric times. It paints
pictures of life of a slave girl in ancient Egypt, a warrior among the early Celtic
tribes, a boy in ancient Rome, and seafaring Vikings. Tales of heros long gone
and stories of life in medieval Europe are available to capture the imagination of
today's children.
Poetry: poetry has a major place in literature. Poetry involves the
expression of language in metrical form to convey ideas or to create images.
Poetry reflects not only an object or idea or experience; it captures the essence of
that object or idea or experience. It reaches into both the hearts and the heads of
people, appealing to both their emotions and their thoughts.
First, the rhythm delights the ears. The beat of lines attracts and
entertains people from the very early years. The rhythmic patterns maintain this
appeal beyond the beginning years. Rhythm is the primary feature that
distinguishes poetry from prose.
Rhyme is another feature that children find appealing. Not all poetry
has end-line rhyme, but the strong rhyming patterns tickle the eardrums and
cause poetry to be enjoyed.
Literature is filled with an enormous variety of poems that pupils can
enjoy: narrative poems that tell a story; lyric poems, melodic poetry that creates
an impression and evokes an emotion through the rhythmic use of language; free
25
verse, poetry that is free of the traditional elements of stress, meter, and rhyme;
haiku, an ancient but currently popular Japanese verse form containing three
lines consisting of seventeen syllables and usually dealing with the topic of
nature; limericks, a highly structured verse form that children enjoy.
The world of poetry is a wide world. And it is a world that enriches our
lives. Taste in poetry is an individual matter. A poem that appeals to one person
may have no appeal for another.

II. Answer the questions:

1.What is realistic fiction?

2.What themes are observed in this fiction? Give an example.
3.Where does historical fiction lead a reader?
4.What do we have poetry for?
5.What poetry features do you know?
6.There are many various kinds of poems. Name them and give a short
explanation for each of them.

III. Fill in the prepositions where necessary:

There is a public library our city. There are libraries every town
and village Ukraine. They are free everyone and, of course, there is no
charge borrowing books.
Our library is rich. It contains 1,000,000 books published our
country and abroad. There are works published the 16 th, 17th, 18th and 19th
centuries and the works prominent modern Ukrainian writers as well. There
are books history, fiction, biographies, travel books, poetry, reference books
and dictionaries.
There are many books English, French and German. Our library has
a reading-room and a reference library too. The reading-room is spacious and
well-lighted. 100 people can be seated here simultaneously. People come at
all hours the day. Here you can read the daily papers and all the other
important periodicals. There are encyclopedias, dictionaries, atlases, and
numerous other books the reference library.
Our library holds readers conferences and meetings of the authors
the readers. There are many book lovers our city.

IV. Make links between the words in the left column and
explanations in the right column:

26
 folktales a) it leads people into the past;
picture book b) it involves the expression of
legends language;
poetry c) this fiction consists of stories
fantasy which attempt to portray
historical fiction everything as it is in real life;
realistic fiction d) it has its origin in the oral
tradition;
e) even when words are used in it,
illustrations are essential to telling
the story;
f) sometimes it involves
supernatural beings;
g) it is very fanciful story about
people and places that do not
really exist.

V. Match each kind with what you would normally expect to find it:

1) atlas; a) basic course book at school or

2) autobiography; university;
3) dictionary; b) information about subjects in
4) directory; alphabetical order;
5) encyclopedia; c) lists of words grouped according
6) gazetteer; lo their similarity in;
7) guidebook; d) maps;
8) manual; e) a list of names of places printed
9) textbook; al the end of an alias;
10) thesaurus; f) a list of important, famous people
11) Who's Who. and In id details of;
g) meanings of words;
h) tourist information about a
country;
i) instructions on how lo use or
repair a machine;
j) a list of names, addresses and
telephone numbers m al order;
k) the story of one's own life
written by oneself.

27
 UNIT 9

I. Read and translate the text

Literary Elements

As they deal with literature as part of learning to read, people will

become aware of literary elements inherent in the stories they read, The four
major literary elements found in stories are: settingthe time and place in which
a story takes place; characterizationthe way in which characters in the story are
presented or portrayed; plotthe structure of the action in a story; themethe
major idea or topic covering the scope of the story or poem.
Setting: setting provides the "story stage." It involves the time in which
a story takes place, from the past of historical fiction to the future of science
fiction. It also includes the place in which the action occurs.
Setting is a vitally important literary element because a story derives its
credibility and authenticity from the time and place in which it occurs
Characterization: Into the story setting the author places characters,
those who are involved in the action and those around whom the story revolves.
Character development in stories is a complex process. Authors create characters
in very specific ways: by the way in which the characters are described in text,
by what the characters say/do/think, and by what other characters in the story
say about them.
Plot: plot, the action of the story, is an essential literary element. A
book may have beautiful illustrations, attractive characters, a noble theme, a
fascinating setting, and all the other qualities that characterize good literature.
Plot is the literary element that keeps the story moving. The setting
might shift and the characters change, but plot makes the reader want to continue
reading. Good plots, even in very simple stories, maintain a quality of suspense
that continues to make the reader wonder what will happen next. Theme reaches
beyond the other literary elements and extends into the author's purpose in
writing a story.
Theme: theme reaches beyond the other literary elements and extends
into the author's purpose in writing a story. Theme has been variously described
as: the author's interpretation of the events about which he or she is writing. It
involves the essential meaning of a piece of literature. A single story can have
more than one theme. The theme may be a moral one, involving acceptance of
others. It may be psychological, an observation about a personality that forbids
traits unlike its own. It may be sociological, an observation about peer group
behavior in a suburban neighborhood. The theme may unify all these fields of
inquiry, as well as some others.

28
 There are other literary devices are found in quality works of literature:
irony, the technique for suggesting a message very different from the message
presented in the text; mood, the emotional atmosphere that an author creates
with language or an illustrator creates with art; tone reflects the author's
"attitude" toward a topic (it can be told as a personal experience or as an
outrageous joke); style, the author's way of writing, the unique way in which an
author uses language to depict setting, create characters, or describe action. The
time and place of the setting shape the characters and direct the actions.

II. Answer the questions:

1.Name all the literary elements you know.

2.How do you understand setting?
3.What is characterization?
4.What role does plot play in the story?
5.How does theme influence the story?
6.What other literary devices do you know? Give short characteristics
for each of them.

III. Kinds of books.

Of course, stories are not entirely predictable, but we expect certain

things to happen in different kinds of book.
Work in groups of three.
1. Choose one of the following kinds of book:
- detective story;
- fairy story;
- romance;
- spy story;
- science fiction.
2. Talk about the typical characters, setting, and plot for the kind of
book you chose.
3. Your teacher will give you an imaginary title for your choice of book.
Write either the opening or the closing paragraph for it. When you have
finished, read it out to the rest of the class.

IV. Find equivalents. Make up sentences with them:

Setting, characterization, plot, character, science fiction, essential

element, theme, message, emotional atmosphere, outrageous joke, to depict, to
involve, actions.

29