Снимок экрана 2023-10-23 в 20.38.51

Վ.
ԲՐՅՈՒՍՈՎԻ ԱՆՎԱՆ ՊԵՏԱԿԱՆ ՀԱՄԱԼՍԱՐԱՆ
BRUSOV STATE UNIVERSITY
ՔԱՋԲԵՐՈՒՆԻ Հ. Ս.
ԵՂԻԱԶԱՐՅԱՆ Գ. Վ.
ԲԱՐՍԵՂՅԱՆ Գ. Ա
ՔՆՆԱԿԱՆ ՄՏՔԻ ԶԱՐԳԱՑՄԱՆ ՈՒՂԵՑՈՒՅՑ
KAJBERUNI H.
YEGHIAZARYAN G.
BARSEGHYAN G.
A GUIDE TO CRITICAL THINKING
ԵՐԵՎԱՆ
«ԼԻՆԳՎԱ»
2020
ՀՏԴ 378:159.955(07)
ԳՄԴ 74.58+88.3ց7
Ք 231
Երաշխավորված է տպագրության ՀՀ ԿԳՄՍ նախարարության կողմից որպես

ուսումնական ձեռնարկ «Լեզվաբանություն» մասնագիտությամբ ուսումնառող
ուսանողների համար:
Տպագրվում է «Վ. Բրյուսովի անվան պետական համալսարան» հիմնադրամի

գիտական խորհրդի որոշմամբ:
Գրախոսներ՝
Ա.Սիմոնյան, բ.գ.դ., պրոֆ., Հայ-Ռուսական համալսարանի լեզվի տեսության և

միջմշակութային հաղորդակցության ամբիոնի վարիչ
Լ.Հարությունյան, բ.գ.դ., դոցենտ, ՀՊՏՀ լեզուների ամբիոնի վարիչ,
Ա.Գասպարյան, մ.գ.թ., դոցենտ, ԲՊՀ անգլերենի ամբիոն
Ս.Ասատրյան, մ.գ.թ., դոցենտ, ԲՊՀ մանկավարժության և լեզուների
դասավանդման մեթոդիկայի ամբիոն
Հեղինակներ՝
Հ. Ս. Քաջբերունի, բ.գ.թ., պրոֆ.,
Գ. Վ. Եղիազարյան, բ.գ.դ., պրոֆ
Գ. Ա. Բարսեղյան, բ.գ.թ.
Քաջբերունի Հ.
Ք 231 ՔՆՆԱԿԱՆ ՄՏՔԻ ԶԱՐԳԱՑՄԱՆ ՈՒՂԵՑՈՒՅՑ/ Հ. Քաջբերունի,
Գ. Եղիազարյան, Գ. Բարսեղյան.- Եր.: «Լինգվա» հրատ., 2020.- 110 էջ:
ՀՏԴ 378:159.955(07)
ԳՄԴ 74.58+88.3ց7
ISBN 978-9939-56-141-7 © «Լինգվա» հրատ., 2020

© Քաջբերունի Հ., 2020
© Եղիազարյան Գ., 2020
© Բարսեղյան Գ., 2020
2
TABLE OF CONTENTS
PREFACE………………………………………………………..…………………4
UNIT I
CRIME…………………………………………………………………..…………6
UNIT II
ART AND SOCIETY……………………………………………………………24
UNIT III
PEOPLE AND SOCIETY………………………………….……………………53
UNIT IV
MEDICINE AND HEALTH…………………………………….………………72
REFERENCES……………………………………………………..…………...109
3
ՆԱԽԱԲԱՆ
Սույն ձեռնարկի նպատակն է ստեղծել լեզվական միջավայր, որն
ուսանողներին հնարավորություն կընձեռի զարգացնել հաղորդակցական
հմտությունները՝ խոսքային գործունեության բոլոր ձևերում, ներառյալ` ընկալումը,
վերարտադրումը (բանավոր և/կամ գրավոր), փոխներգործությունը կամ
միջնորդային գործունեությունը (բանավոր կամ գրավոր թարգմանություն), ինչպես
նաև կատարելագործել բառապաշարային, քերականական, գործաբանական, և
միջմշակութային իրազեկությունները:
Ձեռնարկը բաղկացած է չորս մասից: Հատկապես գնահատելի է, որ
սովորողին են ներկայացվում տարբեր ոլորտների՝ պատմությանը, արվեստին,
մշակույթին, հանցագործությունների շարժառիթներին, բժշկությանը, առողջությանը
և համամարդկային այլ կարևոր թեմաների վերաբերող տեքստեր: Յուրաքանչյուր
դաս նախատեսում է լեզվական հմտությունները ձևավորող վարժություններ և
քննարկումների թեմաներ, որոնք նպաստում են ուսանողի գրավոր և բանավոր
խոսքի զարգացմանը: Հաղորդակցական հմտությունները բարելավելու նպատակով
սովորողներին հանձնարարվում է ստեղծել իրավիճակներ՝ տվյալ թեմայով և տվյալ
բառապաշարի հիման վրա: Տրված են նաև թեստային ստուգումներ, որոնք նույնպես
ամրապնդում են ներկայացված նյութը:
Ձեռնարկում ներկայացված նյութի ընտրությունն ինքնանպատակ չէ և
ծառայում է գաղափարական և լեզվական նպատակների:
Գաղափարական նպատակներն են՝
1. մտածողության խթանում,
2. համամարդկային արժեքների դաստիարակում,
3. տեքստի խոր ընկալում, տեքստի տրամաբանական տրոհում, մեկնաբանում,
քննադատական և ստեղծագործական մտքի զարգացում:
Լեզվական նպատակներն են՝
1. ընթերցանության, մեկնաբանության և ոճական վերլուծության
հմտությունների զարգացում,
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2. լեզվական կառույցների և բառային միավորների ուսուցում և ամրապնդում՝
տարաբնույթ վարժությունների միջոցով,
3. թարգմանական հմտությունների ձևավորում` հաշվի առնելով աղբյուր և
թիրախ լեզուների յուրահատկությունները,
4. բանավոր և գրավոր խոսքի զարգացում:
Ձեռնարկը համապատասխանում է Լեզուների իմացության/իրազեկության
համաեվրոպական համակարգի C1 մակարդակին և ծրագրային պահանջներին:
5
UNIT I
TOPIC: CRIME
ANALYTICAL READING
PRE-READING ACTIVITIES:
A. About the author:

 Read the paragraph about Roald Dahl below. Did Roald Dahl spend a happy childhood?
What are his popular works? What awards has he been granted? Find more information
on Roald Dahl’s life and works.
Roald Dahl
Roald Dahl (1916-1990) was a British writer. He was one of the most popular writers of
children’s books and he was also the editor of the Times. His elder sister and father died within a
few months when he was three years old. He was raised by his Norwegian mother who took him
on annual trips to Norway, where she told him the stories of trolls and witches present in
Scandinavian fables. During the Second World War Roald Dahl was a pilot in the Royal Air
Force. He crashed in the Libyan desert which left him with injuries, making him unfit to fly. His
first children’s novel “James and the Giant Peach” was published in 1961, followed by “Charlie
and the Chocolate Factory” (1964), Fantastic Mr. Fox (1970), “Danny, the Champion of the
World (1975), The BFG (1982), and Matilda (1988). Dahl’s works have been translated into 59
languages and they are bestsellers. He was awarded the World Fantasy Award for Life
Achievement, British Book Awards, Children’s author of the Year in 1990.
B. Brainstorming:
Work in pairs:
1. Study the key words below and try to guess what the story is about.
KEY WORDS
2.
pathological fear, torment,
3.
make a fuss, journey,
plane, elevator
pathological fear: All her life Mrs. Foster had had an almost pathological fear of missing a
train, a plane, a boat, or even a theatre curtain.
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torment: Foster would ever consciously torment her, there had been times recently when she
had caught herself beginning to wonder.
to fuss: Stop fussing,” the old man said.
journey: This was an important journey for Mrs. Foster. She was going all alone to Paris to visit
her daughter.
plane: I have got a plane to catch for Paris.
elevator: At least half an hour before it was time to leave the house for the station, Mrs. Foster
would step out of the elevator all ready to go, with hat and coat and gloves.
2. What kinds of associations does the word heaven arouse in you?

3. How do people solve the conflict of wills?
4. Do you find a person’s anxiety about being on time ridiculous or quite natural for
a punctual person?
5. Do you like reading stories that amuse the reader or those that cast a light on
human nature?
6. Write a short paragraph entitled “The Way Up to Heaven.” Compare your
paragraphs to one another.
THE WAY UP TO HEAVEN
BY ROALD DAHL
(adapted)
PART 1
All her life Mrs. Foster had had an almost pathological fear of missing a train, a plane, a
boat, or even a theatre curtain. In other respects, she was not a particularly nervous woman, but
the mere thought of being late on occasions like these would throw her into such a state of nerves
that she would begin to twitch. It was nothing much – just a tiny vellicating muscle in the corner
of the left eye, like a secret wink – but the annoying thing was that it refused to disappear until an
hour or so after the train or plane or whatever it was had been safely caught.
It was really extraordinary how in certain people a simple apprehension about a thing like
catching a train can grow into a serious obsession. At least half an hour before it was time to
leave the house for the station, Mrs. Foster would step out of the elevator all ready to go, with hat
and coat and gloves, and then, being quite unable to sit down, she would flutter and fidget about
from room to room until her husband, who must have been well aware of the state, finally
emerged from his privacy and suggested in a cool and dry voice that perhaps they had better be
going now, had they not?
Mrs. Foster was and always had been a good and loving wife. For over thirty years, she
had served him loyally and well. There was no doubt about this. Even she, a very modest woman,
was aware of it, and although she had for years refused to let herself believe that Mr. Foster
would ever consciously torment her, there had been times recently when she had caught herself
beginning to wonder.
Mr. Eugene Foster, who was nearly seventy years old, lived with his wife in a large six
storey house in New York City, on East Sixty-second Street, and they had four servants. It was a
gloomy place, and few people came to visit them. But on this particular morning in January, the
house had come alive and there was a great deal of bustling about. One maid was distributing
bundles of dust sheets to every room, while another was draping them over the furniture. The
butler was bringing down suitcases and putting them in the hall. The cook kept popping up from
7
the kitchen to have a word with the butler, and Mrs. Foster herself, in an old-fashioned fur coat
and with a black hat on the top of her head, was flying from room to room and pretending to
supervise these operations. Actually, she was thinking of nothing at all except that she was going
to miss her plane if her husband didn’t come out of his study soon and get ready.
“What time is it, Walker?” she said to the butler as she passed him.
“It’s ten minutes past nine, Madam.”
And has the car come?”
“Yes, Madam it’s waiting. I’m just going to put the luggage in now.”
This was an important journey for Mrs. Foster. She was going all alone to Paris to visit
her daughter, her only child, who was married to a Frenchman. Mrs. Foster didn’t care much for
the Frenchman, but she was fond of her daughter, and, more than that, she had developed a great
yearning to set eyes on her three grandchildren. She knew them only from the many photographs
that she had received and that she kept putting up all over the house. They were beautiful, these
children. She doted on, and each time a new picture arrived she would carry it away and sit with
it for a long time, staring at it lovingly and searching the small faces for signs of that old
satisfying blood likeness that meant so much. And now, lately, she had come more and more to
feel that she did not really wish to live out her days in a place where she could not be near these
children, and have them visit her, and take them out for walks, and buy them presents, and watch
them grow. She knew, of course, that it was wrong and in a way disloyal to have thoughts like
these while her husband was still alive. She knew also that although he was no longer active in
his many enterprises, he would never consent to leave New York and live in Paris. It was a
miracle that he had ever agreed to let her fly over there alone for six weeks to visit them. But, oh,
how she wished she could live there always, and be close to them!
“Walker, what time is it?”
“Twenty-two minutes past, Madam.”
As he spoke, a door opened and Mr. Foster came into the hall. He stood for a moment,
looking intently at his wife, and she looked back at him – at this diminutive but still quite dapper
old man with the huge bearded face that bore such an astonishing resemblance to those old
photographs of Andrew Carnegie.
“Well,” he said, “I suppose perhaps we’d better get going fairly soon if you want to catch
that plane.”
“Yes, dear – yes! Everything’s ready. The car’s waiting.”
That’s good,” he said. With his head over to one side, he was watching her closely. He
had a particular way of cocking the head and them moving it in a series of small, rapid jerks.
Because of this and because he was clasping his hands up high in front of him, near the chest, he
was somehow like a squirrel standing there – a quick clever old squirrel from the Park.
Then Mr. Foster appeared again, and the butler helped him on with his coat. Mrs. Foster
hurried outside and got into the hired Cadillac. Her husband came after her, but he walked down
the steps of the house slowly, pausing halfway to observe the sky and to sniff the cold morning
air.
“It looks a bit foggy,” he said as he sat down beside her in the car. “And it’s always worse
out there at the airport. I shouldn’t be surprised if the flight’s cancelled already.
Don’t say that, dear – please.”
They didn’t speak again until the car had crossed over the river to Long Island.
They drove on along Queens’s Boulevard, and as they approached the flat marshland on
which Idlewild is built, the fog began to thicken and the car had to slow down.
“Oh dear!” cried Mrs. Foster. “I’m sure I’m going to miss it now! What time is it?”
Stop fussing,” the old man said.
“Of course,” he went on, “if by any chance it does go, then I agree with you – you’ll be
certain to miss it now. Why don’t you resign yourself to that?”
She turned away and peered through the window at the fog.
8
It seemed to be getting thicker as they went along, and now she could only just make out
the edge of the road and the margin of grassland beyond it. She knew that her husband was still
looking at her. She glanced at him again, and this time she noticed with a kind of horror that he
was staring intently at the little place in the corner of her left eye where she could feel the muscle
twitching.
Without a word, Mrs. Foster jumped out and hurried through the main entrance into the
building. There was a mass of people inside, mostly disconsolate passengers standing around the
ticket counters. She pushed her way through and spoke to the clerk.
“Yes,” he said. Your flight is temporarily postponed. But please don’t go away. We’re
expecting the weather to clear any moment.”
She went back to her husband who was still sitting in the car and told him the news.
The car drove off, and Mrs. Foster was left alone.
ESSENTIAL VOCABULARY
1. twitch v
1) give or cause to give a short, sudden jerking or convulsive movement. e.g. Her lips twitched
with amusement. The cats watched each other, their tails twitching.
2) to give something a short sharp pull; to be pulled in this way. e.g. He twitched the package out
of my hands. The curtains twitched as she rang the bell.
Word Discrimination – jerk, quaver, quiver
Jerk means to move or to make sth move with a sudden short sharp movement.
Quaver implies unsteadiness. If sb’s voice quavers, it is unsteady, usually because the person is
nervous or afraid.
Quiver means to shake so slightly that it is almost impossible to see, especially because you are
very excited or nervous.
twitch n
1) a sudden quick movement that you cannot control in one of your muscles. a nervous twitch;
e.g. She has a twitch in her left eye.
2) a sudden quick movement or feeling. e.g. He greeted us with a mere twitch of his head. At that
moment she felt the first twitch of anxiety.
2. obsession n
1) [U] the state on which a person’s mind is completely filled with thoughts of one particular
thing or person in a way that is not normal. e.g. Her fear of flying is bordering on obsession. The
media’s obsession with the young prince continues.
2) [C] a person or thing that somebody thinks about too much. e.g. Fitness has become an
obsession with him.
Word Discrimination – fixation, addiction, craze, passion, mania
Fixation means a very strong interest in sb/sth, that is not normal or natural.
Addiction implies physical and mental dependence on a particular substance.
Craze implies an enthusiastic interest in sth that is shared by many people but that usually does
not last very long.
Passion implies a very strong feeling of love, hatred, anger, enthusiasm.
9
Mania implies an extremely strong desire or enthusiasm for sth often shared by a lot of people at
the same time.
3. bundle n
1) [C] a number of things tied or wrapped together; something that is wrapped up. a bundle of
rags/papers/firewood, etc.; e.g. She held her little bundle (=her baby) tightly in her arms.
2) [C] a number of things that belong, or are sold together. a bundle of ideas
3) [sing.] a bundle of laughs, fun, joy, etc. (informal) a person or thing that makes you laugh. e.g.
He wasn’t exactly a bundle of laughs (= a happy person to be with) last night.
4) a bundle [sing.] (informal) a large amount of money. e.g. That car must have cost a bundle.
Idioms:
not go a bundle on somebody/something (informal) to not like somebody/something very much

be a bag/bundle of nerves (informal) to be very nervous
Word Discrimination – wad, sheaf, pile, heap
Wad means 1) a mass or lump of a soft material, used for padding, stuffing or wiping; 2) a
bundle or roll of paper or banknotes.
Sheaf means a bundle of grain stalks laid lengthways and tied together after reaping.
Pile means a heap of things laid or lying one on top of another.
Heap means an untidy collection of objects placed haphazardly on top of each other.
bundle v
1) to push or send somebody somewhere quickly and not carefully. e.g. They bundled her into the
back of a car. He was bundled off to boarding school.
2) to move somewhere quickly in a group. e.g. We bundled out onto the street.
3) ~ something (with sth) to supply extra equipment, especially software when selling a new
computer, at no extra cost. e.g. A further nine applications are bundled with the system.
bundle something up/bundle something together – to make or tie something into a bundle. e.g.
He bundled up the dirty clothes and stuffed them into the bag. The papers were all bundled
together, ready to be thrown out.
bundle somebody up/in something – to put warm clothes or coverings on somebody. e.g. I
bundled her up in a blanket and gave her a hot drink.
4. torment n
extreme suffering, especially mental suffering; a person or thing that causes this. The cries of a
man in torment; e.g. She suffered years of mental torment after her son’s death. The flies were a
terrible torment
Word Discrimination – anguish, suffering, agony, torture
Anguish implies severe pain, mental suffering or unhappiness.

Suffering implies physical or mental pain.
Agony implies extreme physical or mental pain.
Torture implies the act of causing sb severe pain in order to punish them or make them say or do
sth.
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torment v
1) to make somebody suffer very much. e.g. He was tormented by feelings of insecurity.
2) to annoy a person or an animal in a cruel way because you think it is amusing
Word Discrimination – torture, afflict, harrow, distress, agonize
Torture means to hurt sb physically or mentally in order to punish them or make them tell you
sth.
Afflict means to affect sb/sth in an unpleasant or harmful way.
Harrow means to make sb feel very upset.
Distress means to make sb feel very worried or unhappy.
Agonize means to spend a long time thinking and worrying about a difficult situation or problem.
5. fidget v
(with sth) to keep moving your body, your hands or your feet because you are nervous, bored,
excited, etc. e.g. Sit still and stop fidgeting!
Word Discrimination – wriggle, twiddle, squirm, jiggle, writhe, fool about/around
Wriggle means to twist and turn your body or part of it with quick short movements.
Twiddle means to twist or turn sth with your fingers often because you are nervous or bored.
Squirm means to move around a lot making small twisting movements because you are nervous,
uncontrollable, etc.
Jiggle means to move or make sth move up and down with short quick movements.
Writhe means to twist or move your body without stopping, often because you are in great pain.
Fool about/around means to waste time instead of doing sth that you should be doing.
fidget n - a person who always makes small movements nervously and impatiently
fidgety adj (of a person) unable to remain still or quiet, usually because of being bored or
nervous
Word Discrimination – restless, restive, jumpy, nervy, shaky, uneasy, on edge
Restless means unable to rest or relax as a result of anxiety or boredom.

Restive means unable to remain still, silent or submissive, especially because of dissatisfaction.
Jumpy means nervous or anxious, especially because you think that sth bad is going to happen.
Nervy means anxious and nervous.
Shaky means shaking and feeling weak because you are ill/sick, emotional or old.
Unaeasy means feeling worried or unhappy about a particular situation, especially because you
think that sth bad or unpleasant may happen.
On edge means nervous, happy, excited or bad-tempered.
WORD COMBINATIONS AND PHRASES

1. dote on/upon somebody
2. live out one’s days
3. resign yourself to something
4. push one’s way through
5. to develop a great yearning
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VOCABULARY EXERCISES
I. Match the word combinations and phrases with their correct definitions:
1. dote on/upon somebody a) to feel and show great love for somebody,
ignoring their faults
2. live out one’s days b) to use force to move past somebody/somebody
using your hands, arms, etc.
3. resign yourself to something c) to accept something unpleasant that cannot be
changed or avoided
4. push one’s way through d) to spend the rest of your life in a particular
way
5. to develop a great yearning e) to have a strong and emotional desire/longing
II. Fill in the blanks using the word combinations and phrases given in Ex. 1:
1. He …. to that grunt work.
2. She was full of the joys of spring when she realized that Henchard … her.
3. He … by gardening and walking in the park every day.
4. Jack … for a quiet life in the countryside.
5. He … the queue and ran away as fast as he could.
III. Translate the following sentences into English using the word combinations and
phrases:
1. Հայ երիտասարդները կուրորեն սիրում են մեր սահմանապահ քաջարի

զինվորներին:
2. Ջեքը բծախնդիր անձնավորություն է և ուշադրություն է դարձնում
մանրուքներին:
3. Նա փափագում էր գեթ մեկ անգամ տեսնել իր նախնիների կորուսյալ
հայրենիքը:
4. Նրանք հրելով առաջ էին շարժվում ամբոխի միջով:
5. Նա անցկացնում էր իր օրերը` հիանալով հայրենի բնաշխարհի անդնդախոր
ժայռերով և ծաղկածիծաղ լեռներով:
IV. Choose the right word or phrase from those given below:
1. He was the heart and soul of the party and a … last night.
2. Her lips … amusement, seeing his childish behavior.
3. They … the betrayer and made his life a misery.
4. The enemy lives a lie concealing their … all kinds of atrocities.
5. The thief was … all the time, trying to conceal the stolen goods.
(bundle of laughs, twitch with, torment, obsession with, fidget)
V. Fill in prepositions:
1. He concealed his obsession … cards and he always looked as if butter wouldn’t melt in
his mouth.
2. Seeing that the guest was soaked to the skin, I bundled him … … a blanket and made him
feel at home.
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3. Cathy was a bundle … nerves, fidgeting all the time.
4. The farmers greeted the newcomers … a mere twitch of their heads.
5. Jack was fidgeting … the keys, trying to conceive the crash of the shuttle.
VI. Complete the sentences with words from the active vocabulary:
1. The hubbub in the street made him … walking to and fro from room to room.
2. She held her little … in her hands, casting a furtive glance at the newcomer.
3. The curtains … by a sudden gust of wind.
4. The efforts of the enemy … the prisoners of war were futile as the army freed them,
making the foe flee in a short fraction of time.
5. Fitness has become an … with him as he frets about his feeble muscles.
VII. Paraphrase the following sentences using the active vocabulary:
1. He pulled the small box out of my hands.
2. Her glamorous dress was the last word in fashion. It must have cost a large amount of
money.
3. The child was moving uneasily as he was looking forward to his parents’ arrival.
4. The vague reminiscences of his past haunted and tortured him.
5. Going to the gym regularly has become a craze with him as he says it is the meaning
of his life.
VIII. Fill in the blanks with the right word:

twitch, jerk, quaver
1. The train made a sudden _____ and stopped.

2. Kate’s face _____ with horror when she saw the heart-breaking pictures of the massacres.
3. The dog’s nose _____ as it passed by the grocery.
4. She said in a _____ voice that it wasn’t safe to stay in the forest at night.
5. Susan _____ her head up.
IX. Translate the following sentences into Armenian paying attention to the active
vocabulary:
1. The cars couldn’t move as the young cows bundled out onto the streets and blocked the
road.
2. Sue displays diffidence with strangers fidgeting uneasily at their presence.
3. Her lips twitched with amusement noticing that Andrew went out of his way to please her
and make a good impression on her.
4. She paced and fidgeted with her keys, saying she had to run an errand, get things like
mineral water, chocolate, milk, or coffee.
5. The soldiers were able to overcome the mental torment they had suffered because of the
enemy.
X. Translate the following sentences into English using the active vocabulary:
1. Արամը տարվել էր իր հայրենիքի գարնանաբույր և արևանիստ լեռներով ու

լեռնիվայր իջնող ջրվեժներով:
2. Սյուի դեմքը ջղաձգվեց անծանոթ մադկանց ներկայությունից:
3. Անցյալի հիշողությունները և աղոտ ապագայի մասին մտայնությունները
տանջում էին նրան:
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4. Նա անհանգիստ շարժումներ էր անում ձանձրույթից և կարծես փշերի վրա
նստած լիներ:
5. Ձկնորսը կապեց պարանը և ցանցը նետեց ծովը:
INTERPRETATION AND DISCUSSION

1. What symptoms show that Mrs. Foster had a pathological fear of being late on any
occasion?
2. What was the reason that she was flying to Paris?
3. What does she learn arriving at the airport?
4. What does she hear at the locked front door when she goes after her husband?
5. The expression “a wave of terror swept over her” can be interpreted as … .
*STYLISTIC NOTES
Stylistic analysis is intended to help determine through the examination of what the text
contains. Character development or character-drawing makes an important aspect of the text on
which the reader’s attention is focused. Writers use a whole range of language means and devices
to provide insights into their characters’ inner self. Character-drawing is felt to be implicit rather
than explicit. Many of these implications are arrived at via a process which has come to be
gradually known as inferencing. Both background information and linguistic cues may be used as
starting points for inferencing. Thus, description gives information on person’s appearance and
the reader is likely to draw inferences making use of the automatic connection between physical
appearance and character.
Text analysis is based on determining the message of the text and describing how the
message is conveyed. Some texts may have a single, relatively simple message, others may
suggest several ideas.
In his writing the author is motivated by the emotive vision of the events he seeks to
present, and much attention should be paid to the tone of exposition, and consequently to the
mood and atmosphere created. The general tone and mood of the text may be:
 gentle, intimate, good-humored, confidential;
 conversational, indifferent, guarded, personal, colloquial, casual;
 romantic, nostalgic, elevated, soul-stirring, subdued, dreamy, earnest;
 musing, ironic, sarcastic, caustic;
 didactic, dispassionate, unemotional, emotional, monotonous;
 assured, argumentative, impersonal, serious;
 menacing, mournful.
STYLISTIC ANALYSIS
1. What is the general mood of the story?

2. Who tells the story? Would the story lose or gain had the narrator been one of the
characters?
3. Is character-drawing explicit or implicit?
4. To what extent does the opening paragraph help to understand the story that follows? a.
Pick up the words that characterize the main characters in the story; b. Find in the story
expressive means and stylistic devices used to describe the characters’ emotional state; c.
Pick out in the text the verbs and phrases that describe the main characters’ emotional and
psychological state; d. Point out repetitions conveying Mrs. Foster’s anxiety.
5. Find the words bearing emotive charge and give their neutral equivalents.
14
THE WAY UP TO HEAVEN
BY ROALD DAHL
(adapted)
PART 2
The rest of the day was a sort of nightmare for her. She sat for hour after hour on a bench,
as close to the airline counter as possible, and every thirty minutes or so she would get up and ask
the clerk if the situation had changed. She always received the same reply – that she must
continue to wait, because the fog might blow away at any moment. So in the end she went to a
phone and called the house.
Her husband, who was on the point of leaving for the club, answered it himself. She told
him the news, and asked whether the servants were still there.
“They’ve all gone,” he said.
“In that case, dear, I’ll just get myself a room somewhere for the night. And don’t you
bother yourself about it at all.”
“That would be foolish, he said. “You’ve got a large house here at your disposal. Use it.”
“But, dear, it’s empty.”
“Then I’ll stay with you myself.”
Her husband emerged from his study when he heard her coming in. “Well,” he said,
standing by the study door, “how was Paris?”
“We leave at eleven in the morning,” she answered. “It’s definite.”
Next morning, Mrs. Foster was up early, and by eight-thirty she was downstairs and ready
to leave.
Shortly after nine, her husband appeared. “Did you make any coffee?” he asked.
“No, dear. I thought you’d get a nice breakfast at the club. The car is here. It’s been
waiting. I’m all ready to go.”
Mr. Foster came out five minutes later, and watching him as he walked slowly down the
steps, she noticed that his legs were like goat’s legs in those narrow stovepipe trousers that he
wore. As on the day before, he paused half-way down to sniff the air and to examine the sky. The
weather was still not quite clear, but there was a wisp of sun coming through the mist.
“Hurry, please,” she said to the chauffer. Don’t bother about the rug. I’ll arrange the rug.
Please get going. I’m late.”
“Just a moment!” Mr. Foster said suddenly. “Hold it a moment, chauffeur, will you?”
“What is it, dear?” She saw him searching the pockets of his overcoat.
“I had a little present I wanted you to take to Ellen,” he said. “Now, where on earth is it?”
I’m sure I had it in my hand as I came down.”
“A little box wrapped up in white paper. I forgot to give it to you yesterday. I don’t want
to forget it today.”
Her husband continued searching through the pockets of his coat. Then he unbuttoned the
coat and felt around in his jacket. “Confound it,” he said, I must’ve left it in my bedroom. I won’t
be a moment.”
“Oh, please!” she cried. “We haven’t got time! Please leave it! You can mail it. It’s only
one of those silly combs anyway. You’re always giving her combs.
At this point, Mrs. Foster suddenly spotted a corner of something white wedged down in
the crack of the seat on the side where her husband had been sitting. She reached over and pulled
out a small paper-wrapped box, and at the same time she couldn’t help noticing that it was
wedged down firm and deep, as though with the help of a pushing hand.
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“Here it is!” she cried. “I’ve found it! oh dear, and now he’ll be up there forever
searching for it! Chauffeur, quickly – run in and call him down, will you please!”
“Here it is! No – I’ll go myself. It’ll be quicker. I know where he’ll be.”
She hurried out of the car and up the steps to the front door, holding the key in one hand.
She slid the key into the keyhole and was about to turn it – and then she stopped. Her head came
up, and she stood there absolutely motionless, her whole body arrested right in the middle of all
this hurry to turn the key and get into the house, and she waited – five, six, seven, eight, nine, ten
seconds, she waited. The way she was standing there, with her head in the air and the body so
tense, it seemed as though she were listening for the repetition of some sound that she had heard
a moment before from a place far away inside the house.
Yes – quite obviously she was listening. Her whole attitude was a listening one. She
appeared actually to be moving one of her ears closer and closer to the door. Now it was right up
against the door, hand on key, about to enter but not entering, trying instead, or so it seemed, to
hear and to analyze these sounds that were coming faintly from this place deep within the house.
Then, all at once, she sprang to life again. She withdrew the key from the door and came
running back down the steps.
“It’s too late!” she cried to the chauffeur. “I can’t wait for him, I simply can’t. I’ll miss
the plane. Hurry now, driver, hurry! To the airport!”
The chauffeur, had he been watching her closely, might have noticed that her face had
turned absolutely white and that the whole expression had suddenly altered. There was no longer
that rather soft and silly look. A peculiar hardness had settled itself upon the features. The little
mouth, usually so flabby, was now tight and thin, the eyes were bright, and the voice, when she
spoke, carried a new note authority.
“Hurry, driver, hurry!”
“Isn’t your husband traveling with you?” the man asked, astonished.
“Certainly not! I was only going to drop him at the club. It won’t matter. He’ll
understand. He’ll get a cab. Don’t sit there talking, man! I’ve got a plane to catch for Paris!”
By the time she reached Paris, she was just as strong and cool and calm as she could wish.
She met her grandchildren, and they were even more beautiful in the flesh than in their
photographs. They were all like angels, she told herself, so beautiful they were. And every day
she took them for walks, and fed them cakes, and bought them presents, and told them charming
stories.
Once a week, on Tuesdays, she wrote a letter to her husband a nice, chatty letter - full of
news and gossip, which always ended with the words “Now be sure to take your meals regularly,
dear, although this is something I’m afraid you may not be doing when I’m not with you.”
However, like the faithful wife she was, she did not overstay her time. Exactly six weeks
after she had arrived, she sent a cable to her husband and caught the plane back to New York.
New York was colder than Paris, and there were lumps of dirty snow lying in the gutters
of the streets. The taxi drew up before the house on Sixty-second Street, and Mrs. Foster
persuaded the driver to carry her two large cases to the top of the steps.
So she took her own key and opened the herself.
The first thing she saw as she entered was a great pile of mail lying on the floor where it
had fallen after being slipped through the letter box. The place was dark and cold. A dust sheet
was still draped over the grandfather clock. In spite of the cold, the atmosphere was peculiarly
oppressive, and there was a faint and curious color in the air that she had never smelled before.
She paused in the centre of the hall, as though wondering what to do next. Then,
suddenly, she turned and went across into her husband’s study. On the desk she found his address
book, and after hunting through it for a while she picked up the phone and dialed a number.
“Hello,” she said. “Listen – this is Nine East Sixty-second street …. Yes, that’s right.
Could you send someone round as soon as possible, do you think? Yes, it seems to be stuck
between the second and third floors. At least, that’s where the indicator’s pointing. … Right
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away? Oh, that’s very kind of you. You see, my legs aren’t any too good for walking up a lot of
stairs. Thank you so much. Good-bye.”
She replaced the receiver and sat there at her husband’s desk, patiently waiting for the
man who would be coming soon to repair the lift.
1. frantic adj
1) done quickly and with a lot of activity, but in a way that is not very well organized. a
frantic dash/search/struggle; e.g. They made frantic attempts to revive him. Things are
frantic in the office right now. Syn. hectic
2) unable to control your emotions because you are extremely frightened or worried about
something. frantic with worry; e.g. Let’s go back. Your presents must be getting frantic by
now. The children are driving me frantic (=making me very annoyed).
frantically adv e.g. They worked frantically to finish on time.
Word Discrimination – frenetic, panic-stricken, feverish, fraught, wild, unhinged, nuts,

agitated
Frenetic implies involving a lot of energy and activity in a way that is not organized.
Panic-stricken means extremely anxious about sth in a way that prevents one from thinking
clearly.
Feverish implies showing strong feelings of excitement or worry, often with a lot of activity
or quick movements.
Fraught implies causing or feeling worry and anxiety.
Wild implies uncontrollable actions; if children or animals run wild, they behave as they like
because nobody is controlling them.
Unhinged means mentally ill.
Nuts means crazy.
Agitated implies showing in your behavior that you are anxious and nervous.
2. confound v
1) to confuse and surprise somebody. e.g. The sudden rise in share prices has confounded
economists.
2) to prove somebody/something wrong. to confound expectations; e.g. She confounded her
critics and proved she could do the job.
3) (old-fashioned) to defeat an enemy
confounded adj - used when describing something to show that you are annoyed
Idiom:
Confound it/you! – used to show that you are angry about something/with somebody
Word Discrimination – confuse, bewilder, perplex, baffle, puzzle
Confuse means to make sb unable to think clearly or understand sth.

Bewilder means to cause sb to become perplexed
17
Perplex means confuse; if sb perplexes you, it makes you confused or worried because you
do not understand it.
Baffle means to confuse sb completely; to be too difficult or strange for sb to understand or
explain.
Puzzle means to make sb feel confused because they do not understand sth.
3. alter v
1) to make somebody/something different. e.g. Prices did not alter significantly during 2004.
He had altered so much I scarcely recognized him. It doesn’t alter the way I feel. Nothing can
alter the fact that we are to blame. The landscape has been radically altered, severely
damaging wildlife.
2) to make changes to a piece of clothing so that it will fit you better.
Word Discrimination – modify, amend, reform, reshape, transfigure, tweak
Modify means to make partial or minor changes.

Amend means to change a law, document, statement, etc. slightly in order to correct a
mistake or to improve it.
Reform means to form sth again, especially into a different group or pattern.
Reshape means to change the shape or structure of sth.
Transfigure means to change the appearance of a person or thing so that they look more
beautiful.
Tweak means to make slight changes to a machine system, etc. to improve it.
alteration n
1) a change to something that makes it different. major/minor alterations, an alteration in the
baby’s heartbreak; e.g. They are making some alterations to the house. 2) the act of making a
change to something. e.g. The dress will not need much alteration.
4. spot v
1) to see or notice a person or thing, especially suddenly or when it is not easy to do so. e.g. I
finally spotted my friend in the crowd. I’ve just spotted a mistake on the front cover.
2) (namely AmE, sport) to give your opponent or the other team an advantage
Idioms:
be spotted with something – to be covered with small round marks of something. e.g. His
shirt was spotted with oil.
spot adj - connected with a system of trading where goods are delivered and paid for
immediately after sale. e.g. spot prices
Word Discrimination – notice, observe, discern, detect, identify, locate
Notice means to become aware of sb/sth.

Observe means to watch carefully and attentively; perceive or register as being significant.
Discern means to know, recognize or understand sth, especially sth that is not obvious.
Detect means to discover or notice sth, especially sth that is not easy to see, hear, etc.
Identify means to recognize sb/sth and be able to say who or what they are.
Locate means to find the exact position of sb/sth.
18
spot n
1) a small round area that has a different colour or feels different from the surface it is on. e.g.
The male bird has a red spot on its beak
2) a small dirty mark on something. e.g. His jacket was covered with spots of mud.
3) a small mark or lump on a person’s skin, sometimes with a yellow head to it. e.g. The
baby’s whole body was covered in small red spots.
4) a particular area or place. e.g. He showed me the exact spot where he had asked her to
marry him.
5) a small amount of something. e.g. He’s in a spot of trouble.
6) a part of a television, radio, club or theatre show that is given to a particular entertainer or
type of entertainment. e.g. solo spot
7) a position in a competition or an event
Idioms:
in a (tight) spot – in a difficult situation

on the spot – immediately, at the actual place where something is happening
put somebody on the spot – to make somebody feel awkward or embarrassed by asking
them a difficult question
5. withdraw v
1) to move back or away from a place or situation. e.g. Government troops were forced to
withdraw.
2) to stop giving or offering something to somebody. e.g. The drug was withdrawn from sale
after a number of people suffered serious side effects.
3) to stop taking part in an activity or being a member of an organization. e.g. There were
calls for Britain to withdraw from the EU.
4) to take money out of a bank account. e.g. I’d like to withdraw 250 dollars please.
5) to say that you no longer believe that something you previously said is true. e.g. The
newspaper withdrew the allegations the next day.
6) to become quieter and spend less time with other people. e.g. She’s beginning to withdraw
into herself.
Withdrawal n
Word Discrimination – remove, extract, terminate, discontinue, reverse
Remove means to take sth/sb away from a place.

Extract means to remove or obtain a substance from sth, for example by using an industrial
or a chemical process.
Terminate means to end, to make sth end.
Discontinue means to stop doing, using or providing sth, especially sth that you have been
doing, using or providing regularly.
Reverse means to change sth completely so that it is the opposite of what it was before.

1. at your/somebody’s disposal
2. overstay one’s time
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3. to sniff the air
4. spring to life
5. in the flesh
I. Match the word combinations and phrases with the correct definitions:
1. at your/somebody’s disposal a) to stay longer than the length of time you

are expected or allowed to stay
2. overstay one’s time b) available for use as you prefer/somebody
prefers
3. to sniff the air c) to breathe air in through your nose in a
way that makes a sound
4. to spring to life d) if you see somebody in the flesh, you are
in the same place as them and actually see
them rather just seeing a picture of them
5. in the flesh e) to suddenly start working or doing
something
II. Fill in the blanks using the word combinations and phrases in Ex. 1.
1. The dog … , wagging his tail proudly.
2. The news that the strangers … and had no intention to leave, made the landlord’s hair
stand on end.
3. The cottage in the breathtaking countryside was … . That’s music to his ears.
4. She wanted to see him … as photos are not enough to form an idea about the person.
5. After a long illness she … again continued working with great enthusiasm.
phrases:
1. Մանկատան սաների ապագան մի խումբ արտասահմանցի բարերարների

ձեռքերում էր:
2. Քաղաքաբնակ հյուրերը չարաշահում էին իրենց գյուղի ազգականների
հյուրընկալությունը:
3. Սովահար գայլը հոտոտում էր օդը` որս փնտրելու ակնկալիքով:
4. Ջեքը անհամբերությամբ սպասում էր Աննային անձամբ հանդիպելուն:
5. Ֆուտբոլային թիմերն աշխուժացան երկրորդ խաղակեսում և խաղն ավելի
հիշարժան դարձավ:
IV. Choose the right word or phrase from those given below:
1. Jack’s … manners scared the life out of me.
2. The witness was … during the cross-examination.
3. The unexpected arrival of the guests …. all my plans.
4. The tourists … a polar bear on the sea ice in the Arctic.
5. The crew were forced … because of the high tide.
(confounded, frantic, alter, spot, to withdraw)
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1. Their arrival upset the applecart and we made some alterations … our plans.
2. The withdrawal …Great Britain from the EU is termed as Brexit.
3. The medieval manuscript was spotted … dust and soil.
4. He was confounded … the sudden turn of events.
5. The parents were frantic … Kate as she had told a white lie about her boyfriend.
1. I surmised that he must have been … to behave in such a queer way.
2. The tailor was asked to make some … to the dress for making it more stylish.
3. The children … a squirrel at the top of the tree and the hounds started barking.
4. Seeing the swamp that lay before them, they were compelled … .
5. The howling of the wolves … the mountain climbers and they were unable to find their
way down in the twilight.
1. He became furious against our grievances.
2. She put the plan into execution and proved that her manager was wrong.
3. They are making some changes to the original plan.
4. They saw a blunder in the way the data was compiled in the database.
5. She denied taking out 200 dollars from her bank account and claimed that it was identity
theft.

confound, baffle, confuse
1. I’m _____ as to why they turned a deaf ear to our warnings.

2. The sudden rise in market prices _____ the people.
3. The neighbors often _____ him and his twin brother.
4. The old people often ______ dates.
5. I’m ____ why she hasn’t called on us lately.
vocabulary:
1. The harsh manners of the villagers confounded the visitors and they left the hamlet
without seeing the sights.
2. He was getting frantic by learning that he was under surveillance.
3. The alteration in the baby’s heartbeat caused an exultant shout.
4. The archeologists spotted and uncovered the ruins of an ancient castle.
5. The coward enemy troops were compelled to withdraw owing to our vigil soldiers.
1. Զբոսաշրջիկները հեռվից նկատեցին քառագագաթ Արագածի սառցաճերմակ

բարձունքը:
2. Թոմին շփոթեցրեց Աննայի զարմացախառն հայացքը:
3. Քամելեոնը փոխում է իր մարմնի գույնը տեղանքին համապատասխան:
21
4. Նա խելագարի պես դուրս եկավ սենյակից, որպեսզի թաքցներ հոգին ծվատող
թախիծը:
5. Բռնցքամարտիկը հրաժարվեց մասնակցել մրցումներին` վերջերս ստացած
վնասվածքի պատճառով:
1. What is the gist /main idea of the story?

2. What did Mrs. Foster write about in her letters to her husband?
3. Why does Mrs. Foster call the elevator service?
4. Which conflict (internal or external) was more difficult for the main characters to
overcome?
5. How does the story end?
*STYLISTIC NOTES
A stylistic device is a conscious and intentional intensification of some typical structural or

semantic property of language unit. Most stylistic devices display an application of two
meanings: the ordinary meaning which has already been established in the language-as-a-system
and a special meaning, a meaning which is superimposed on the unit by the text, in the language-
in-action. The stylistic devices and expressive means are employed in the text for making the
sentences more effective, expressive, emotive and evaluative. Stylistic devices and expressive
means are divided into Phonetic stylistic devices and expressive means (Onomatopoeia,
Alliteration), Lexical stylistic devices and expressive means (Metaphor, Metonymy, Irony,
Zeugma, Pun, Epithet, Oxymoron, Antonomasia, Simile, Periphrasis, Hyperbole, Allusion), and
Syntactical stylistic devices and expressive means (Stylistic Inversion, Chiasmus, Repetition,
Suspense, Climax, Antithesis, Asyndeton, Polysyndeton, Ellipsis, Represented speech, Rhetorical
question, Litotes).
Rhetorical question is a syntactical stylistic device which consists in reshaping the
grammatical meaning of the interrogative sentence. In other words, the question is no longer a
question but a statement expressed in the form of an interrogative sentence. There is an interplay
of the question and statement. Thus, rhetorical question is based on a statement expressed in an
interrogative form.
Gradation is is a syntactical stylistic device in which the arrangement of sentences secures a
gradual increase in significance, importance, or emotional tension in the utterance.
Climax is the moment of highest interest and the turning point in a story.
STYLISTIC ANALYSIS
1. Find the cases of lexical stylistic devices and expressive means employed in the story.
2. Find instances of gradation in the story. How are they related to the climax of the story?
3. Does the story have a surprise ending/twist ending?
4. Which of the two characters may be considered a positive character? Motivate your
answer.
5. Find rhetorical questions which make the story more dynamic and create irony and
humor.
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Language Study
There are many ways of emphasizing a part of a sentence and making it more expressive.
The emotional state of the speaker, his assessment of the object are effectively rendered by
modal verbs and various structures.
Here are some sentences from the text that show it:
1. a) He must also have known that if he was prepared to wait even beyond the last moment
of safety, he could drive her nearly into hysterics.
b) […] who must have been well aware of her state.
2. a) Mrs. Foster would step out of the elevator all ready to go.
b) She would flutter and fidget about from room to room.
3. a) The cook kept popping up from the kitchen to have a word with the butler.
b) She knew them only from the many photographs that she had received and that she
kept putting up all over the house.
4. a) It’ll be a mere change staying at the club.
b) “Good-bye, dear,” Mrs. Foster said, leaning into the car and giving her husband a small
kiss on the coarse grey fur of his cheek.
c) There is a wind coming up.
d) Her husband emerged from his study when he heard her coming in.
5. a) It seemed to be getting thicker as they went along.
b) She looked at him, and at that moment he seemed to be standing a long way off from
her, beyond some borderline.
c) They were standing in the hall – they always seemed to be meeting in the hall
nowadays.
WORK IN PAIRS
Practice
I. Restructure the following sentences using the above-mentioned sentence models.
1. He used to roam into the centre of the room staring open-mouthed at the wondrous
changes.
2. It seemed that he was panting feverishly, his face half-hidden behind an untidy curtain of
hair.
3. Every day she gazed up at the blank space but she could not decipher the clumsy,
scrawling letters.
4. He continued casting his eyes to the ceiling and let out a heartfelt sigh.
5. It seemed that the deer lowered her lost, lamenting eyes until they were level with those
of the hunter.
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UNIT II
TOPIC: ART AND SOCIETY
ANALYTICAL READING
CULTURAL VALUES AND NATIONAL IDENTITY
Intercultural understanding: People become frustrated if their linguo-culture does not coincide
with the way they are seen by others belonging to different linguo-cultures. Complete the
sentences below with your own ideas concerning the issue:
1. Armenians are very proud of …
2. Americans are very proud of ….
3. The British are very proud of …
4. Armenians often consider American behavior as …
5. The British often consider Armenian behavior as …
6. Armenians find American openness and readiness to smile as …
7. Armenians and Americans sometimes fail to understand each other because …
8. It is polite in Armenia …
9. It is rude in Armenia …
10. It is polite in the UK
11. It is impolite in the UK …
12. It is courteous in the USA …
13. It is not acceptable in the USA …
B. Brainstorming:
Work in pairs:
KEY WORDS
individual, equal,
2. modest,
barbaric society, truth, maintain
harmony, foreign, rights of the
individual
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individual: We believe in the rights of the individual.
equal: Our people treat everybody as equal.
modest: As children we learn to be modest and unassuming.
barbaric country: “What a barbaric country!” said Aunt Dua, “but listen to my son now,
Grandma, because I think we really live in a good country.”
truth: We like to know the Truth and to teach it to the children.
foreign: “And you, children – how were you accepted, your mother being foreign?” asked Aunt
Tiga.
maintain harmony: Did you forget that maintaining harmony with your relatives and friends is
the foundation of a civilized society?
rights of the individual: We believe in the rights of the individual.
3. What types of cultures do you know? How can culture affect human behavior?
4. Can differences in national culture have anything to do with language differences?
5. Have you ever experienced any misunderstanding that occurs between people
from two countries that differ in the cultural dimensions?
6. Try to characterize English, American and Armenian cultures, single out cultural
values and dimensions for each. What are the similarities and differences between
them?
7. Write a short paragraph entitled “The Best Country.” Compare your paragraphs to
one another.
THE BEST COUNTRY, A FAIRY TALE
BY RENEE MOK
(adapted)
On the island of Malaila there is an inn. It has been there for many generations. When this
story started, it was run by a couple who took good care of it and made their guests feel at home.
Foreign guests would come back year after and send their friends.
The couple had five daughters who went to school and enjoyed meeting guests of the inn,
who told them about foreign lands. On weekends the family would hold a party for the guests,
where the five girls would sing and dance.
When the oldest girl, Satu, had finished school she started to help at the inn. A young
foreigner, who had stayed with them several times with his family, fell in love with her and she
with him. When he came back to the inn the next year, they married, and she followed her
husband back to his country.
By that time the second daughter, Dua, had just completed school, and she took her
sister’s place at the inn. Some time later she also fell in love with a young man who was their
guest. She married him and went with him to his country.
The third girl, Tiga, took Dua’s place, but like her older sisters, she also fell in love with a
foreign guest, and after a time she too went abroad with her new husband.
And so it went with the fourth and fifth daughters, Ampat and Lima. The innkeeper and
his wife were now alone, their family spread all around the globe. The daughters sent their
friends to the inn, which their parents continued to run.
Many years later, when the daughters themselves had adult children in their different
countries, the old innkeeper died. The daughters all flew back with their families for his funeral
and wept over their beloved father. And after funeral they sat together with their mother. It was
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decided that their mother would sell the inn to a young couple who presented themselves and
would come and live with one of her daughters. But with whom? Each daughter and son-in-law
offered their house for Grandma to retire to. And Grandma asked her five eldest grandchildren to
describe to her what life in each of the foreign countries would be like.
Satu’s daughter said: “Grandma, you will love our country. We believe in the rights of the
individual. We believe all people are different, and they have a right to be different.
“But how can you be anybody in your country?” asked Aunt Lima. “Doesn’t who you are
depend on where you came from and on the groups you belong to? How can you expect your
people to be loyal to you if you are not loyal to them? And who will take care of Grandma when
she needs help?
“And don’t you get into many conflicts? Said Aunt Ampat. “Do you really say everything
that is on your mind? Did you forget that maintaining harmony with your relatives and friends is
the foundation of a civilized society?
“In our country, we believe that honest people speak their mind,” said Satu’s daughter.
“We don’t waste time in social chitchat for harmony’s sake. And we believe that you are what
you make yourself to be. You are not what your family is or what your friends are. That also
means that we do not automatically expect our family to take care of us. My father’s relatives
will not expect us to look after them. We will be happy to look after Grandma, and of course we
take care of our children as long as they are small, but by the time they are grown, they will have
learned to look after themselves.
“What a barbaric country!” said Aunt Dua, “but listen to my son now, Grandma, because
I think we really live in a good country.”
“Dua’s son said, “You will love our country, Grandma. Our people treat everybody as
equal. All have the same rights, nobody has special privileges. Nobody is very poor. We elect our
leaders, and the leaders walk the streets like everybody else. You can go up to them and talk with
them. If most people think that a leader is not effective anymore, the leader will step back and the
people will elect someone else.”
“It sounds like you have weak leaders,” said Aunt Satu sharply. I think people need
strong leaders; otherwise they will misbehave.
“How do you educate young boys and girls in your country?” asked Aunt Tiga.
“In our schools, students and teachers treat one another like equals, “Dua’s son explained.
“In class, students may speak up whenever they want to, and teachers expect it. Students take as
much initiative in class as teachers do.”
“Is there no respect in your country?” said Aunt Ampat, visibly shocked. And how do
they behave to their parents at home?”
Of course we have masters and servants and bosses and subordinates in our country,” said
Dua’s son. “But a subordinate is not worth less than the boss, and if I disagree with my boss, I
will tell him so. As far as our home life goes, we treat our parents like equals, and they discuss
things with us as soon as we are big enough to understand, when we are two or three years old.”
And Tiga’s daughter said. “Come live with us, Grandma. In our country people care for
others regardless of whether they are friends or strangers. If someone needs help, she will get it.
If someone cannot provide for himself, the country provides for him. We feel responsible for
everybody.”
“Doesn’t that make people lazy?” asked Aunt Dua. “What’s the use of doing your best if
the country will take care of you anyway?”
“I don’t think so,” said Tiga’s daughter. “We expect people to do their best but not to try
overly hard to be the best – or to believe themselves to be better than others. We think that small
is beautiful, and we do not like people who make themselves important and assertive. As children
we learn to be modest and unassuming.”
“Even boys?” Aunt Satu sounded very surprised. “Caring for the weak and being modest
is natural for girls. Girls should be soft; we also do the crying, don’t we? Shouldn’t boys learn to
be tough and assertive and to fight?”
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“Funny you would say that,” said Tiga’s daughter. “We don’t make so much of a
difference in educating boys or girls. We don’t like any child to fight – girls or boys.”
What a decadent country!” Aunt Ampat cried out. “My son will tell you what a good
country I landed in, Grandma.”
And Ampat’s son began, “In our country we believe in order and self-discipline. There
are clear rules that everybody has to respect. Some of the stories you told about your countries
make me very nervous. What if your children won’t learn how to behave?”
“Isn’t the way you educate your children rigid and dogmatic, then?” said Aunt Dua.
“Isn’t the way you educate your children wishy-washy?” countered Ampat’s son. “Ours is
a principled country, that is true. We like to know the Truth and to teach it to the children.”
“You seem to forget that you are different yourself; your mother came in as a foreigner.
How did that go? How could a stranger ever be accepted in your country?” Aunt Tiga looked
very surprised.
“True, that was not easy.” Confessed Aunt Ampat. “I had to learn a lot of rules and to be
careful to behave like everybody else. But my husband helped me.”
“And you, children – how were you accepted, your mother being foreign?” asked Aunt
Tiga.
“No, we weren’t automatically accepted, that is so” said Ampat’s son, visibly uneasy.
“Every now and then somebody embarrasses me and my sister for being different.
“This is all very confusing,” Grandma said. “Your countries are each so different. But I
haven’t heard from Lima’s daughter yet. Maybe hers is a country that will feel comfortable living
in.”
Lima’s daughter said, “Dear Grandma, you will really like our country. At home I never
saw anybody worrying about Truth with a big T. We value people for what they do. What we
learned as children was to work hard, to be enterprising, to save, and to never give up. We set our
sights on the future. If that means that we have to subordinate ourselves to others for a time, we
see nothing wrong with that.
“Do your people always work and never have fun?” asked Aunt Dua.
“Working can be fun,” said Lima’s daughter. “We also have holidays, and we celebrate
weddings, but we don’t spend more than we can afford. We like to lend to our friends, not to
borrow from them. We don’t buy things just to keep up with the neighbors.”
“Your people must be stingy, calculating, and cold,” said Aunt Ampat disapprovingly. “I
wouldn’t feel comfortable in a country like that.”
There was a long silence, and the five sisters looked at their mother and their families and
each other and felt very uneasy.
Grandma shook her head and said she did not know whom to choose. She didn’t like any
of the countries – not Satu’s do-your-own-thing country, Dua’s equal country, Tiga’s caring
country, Ampat’s principled country, or Lima’s enterprising country. In the following years, she
moved from one daughter to the other, enjoying all her offspring - and even the countries.
1. weep v
1) ~ (for/with sth)/~(at/over sth) (formal or literary) to cry, usually because you are sad. e.g.
She started to weep uncontrollably. He wept for joy. She wept bitter tears of disappointment.
2) (usually used in the progressive tenses) (of a wound) to produce liquid. e.g. His legs were
covered with weeping sores (sore which had not healed)
weep n [sing] an act of crying. e.g. Sometimes you feel better for a good weep.
weeping adj (of small trees) with branches that hang downwards. a weeping willow/fig/birch
27
weepy adj sad and tending to cry easily. e.g. She was feeling tired and weepy.
weepy (also weepie) n a sad film/movie or a play that makes you want to cry
Word Discrimination – cry, sob, lament, wail, bawl, snivel, whimper, blubber
Cry and weep are frequently interchangeable. Cry is more apt to stress the audible
lamentation.
Sob means crying noisily, making loud, convulsive gasps.
Lament expresses great sadness or disappointment about something.
Wail usually implies expressing grief without restraint, in mournful and often long drawn-out
cries, moans, and lamentations.
Bawl implies crying loudly, especially in an unpleasant and annoying way.
Snivel implies crying and complaining in a way that people think is annoying.
Whimper implies low whining broken cries.
Blubber implies scalding disfiguring tears and noisy, broken utterances (as of a child who
cannot have his ways).
2. pursue v
1) (formal) to do sth or try to achieve sth over a period of time. to pursue a goal/an aim/ an
objective; e.g. We intend to pursue this policy with determination. She wishes to pursue a
medical career.
2) to continue to discuss, find out about or be involved in sth. to pursue legal action; e.g. We
have decided not to pursue the matter.
3) to follow or chase sb/sth, especially in order to catch them. e.g. She left the theatre, hotly
pursued by the press. The police pursued the car at high speed.
pursuer n a person who is following or chasing sb
pursuit n
1) ~ (of sth) the act of looking for or trying to find sth. the pursuit of
happiness/knowledge/profit; e.g. She travelled the world in pursuit of her dreams.
2) [U] the act of following or chasing sb. e.g. We drove away with two police cars in pursuit
(=following). I galloped off on my horse with Rosie in hot pursuit (=following quickly
behind).
3) [C, usually pl.] something that you give your time and energy to that you do as a hobby.
outdoor/leisure/artistic pursuits
Word Discrimination – follow, track, trail, trace, chase, run after
Follow means to come after someone, it usually implies the lead or, sometimes, guidance of
someone or something in contrast to pursue, which in its earliest sense implies a following as
an enemy or hunter.
Track means to find sb/sth by following the marks, signs, information, etc. that they have left
behind them.
Trail implies a following in someone’s tracks.
Trace means to follow the shape or outline of sth.
Chase implies fast pursuit in order to or as if to catch a fleeing object or to drive away or turn
to flight an oncoming thing.
Idiom:
Run after sb/sth means to meet sb or find sth by chance.

28
3. prevent v
~ sb/sth (from doing sth) to stop sb from doing sth; to stop sth from happening. e.g. The
accident could have been prevented. He is prevented by law from holding a license. Nothing
would prevent him from speaking out against injustice.
preventable adj preventable diseases/accidents
prevention n
[U] the act of stopping sth bad from happening. accident/crime prevention; the prevention of
disease, a fire prevention officer
Prevention is better than cure (BrE)/an ounce of prevention is better than a pound of
cure (AmE) (saying) it is better to stop sth bad from happening rather than try to deal with
the problems after it has happened
Word Discrimination – stop, impede, hamper, hinder, inhibit, obstruct
Stop means to prevent sb from doing sth; to prevent sth from happening.
Impede implies imposing upon a person or thing that is moving or in action or in progress
something that shows him or it up.
Hamper implies preventing sb from easily doing or achieving sth.
Hinder means to hold back someone or something in action or about to act, move, or start;
the word usually stresses harmful or annoying delay or interference with progress.
Inhibit implies preventing sth from happening or make it happen more slowly or less
frequently than normal.
Obstruct means to hinder free or easy passage; the word implies interference with something
in motion or in progress or obstacles in the path or channel.
4. vote n
1) ~ (for/against sb/sth) a formal choice that you make in an election or at a meeting in order
to choose sb or decide sth. e.g. There were 21 votes for and 17 against the motion, with 2
abstentions. The chairperson has the casting/deciding vote.
2) ~ (on sth) an occasion when a group of people vote on sth. to have/take a vote on an issue.
e.g. The issue was put to the vote. The vote was unanimous.
voter n – a person who votes or has the right to vote, especially in a political election. e.g. A
clear majority of voters were in favor of the motion.
voting n – the action of choosing sb/sth in an election or at a meeting. e.g. He was eliminated
in the first round of voting; to be of voting age.
Word Discrimination – ballot, referendum
Ballot is the occasion when voting is done by marking a piece of paper, especially in order to
make sure that it is secret.
Referendum is a vote of every person in a country to make an important political decision,
about which there is a lot of disagreement
vote v
1) ~ (for/against sb/sth) ~ (on sth) to show formally by making a paper or raising your hand
which person you want to win an election, or which plan or idea you support. e.g. Did you
vote for or against her? We’ll listen to the arguments on both sides and then vote on it.
29
2) (usually passive) to choose sb/sth for a position or an award by voting. e.g. He was voted
most promising new director.
3) (usually passive) to say that sth is good or bad. e.g. The event was voted a great success.
4) to agree to give sb/yourself sth by voting. e.g. The directors have just voted themselves a
huge pay increase.
5) [v/that] to suggest sth or support a suggestion that sb has made. e.g. I vote (that) we go out
to eat.
Idioms:
vote with your feet – to show what you think about sth by going or not going somewhere.
e.g. Shoppers voted with their feet and avoided the store.
vote sb/sth down – to reject or defeat sb/sth by voting for sb/sth else
vote sb in/vote sb into/onto sth – to choose sb for a position by voting. e.g. He was voted in
as treasurer. She was voted onto the board of governors.
vote sb out/vote sb out of/off sth – to dismiss sb from a position by voting. e.g. He was
voted out of office.
vote sth through – to bring a plan into effect by voting for it. e.g. A proposal to merge the
two companies was voted through yesterday.
vote of confidence n – a formal vote to show that people support a leader, a political party,
an idea, etc.
vote of no confidence n - a formal vote to show that people do not support a leader, a
political party, an idea, etc.
vote of thanks n – a short formal speech in which you thank somebody for something and
ask other people to join you in thanking them
floating voter (BrE)/ swing voter (AmE) n – a person who does not always vote for the
same political party and who has not decided which party to vote for in an election
voting booth n – a machine in which votes can be recorded automatically used, for example,
in the US
Word Discrimination – cast a ballot, go to the polls
Cast a ballot means to vote in a political election.

Go to the polls is used especially on television, radio, or in newspapers; if the people of a
particular country or area go to the polls, they vote in a political election.
5. assert v
1) to state clearly and firmly that sth is true. e.g. She continued to assert that she was
innocent. She continued to assert her innocence.
2) (~ yourself) to behave in a confident and determined way so that other people pay attention
to your opinions
3) to make other people recognize your right or authority to do sth, by behaving firmly and
confidently. to assert your independence/rights; e.g. I was determined to assert my authority
from the beginning.
4) (~ itself) to start to have an effect. e.g. Good sense asserted itself.
assertion n
1) a statement saying that you strongly believe sth to be true. e.g. He was correct in his
assertion that the minister had been lying.
2) the act of stating or claiming sth strongly. the assertion of his authority; e.g. The
demonstration was an assertion of the right to peaceful protest.
30
assertive adj expressing opinions or desires strongly and with confidence, so that people take
notice. e.g. You should try and be more assertive.
assertively adv
assertiveness n
Word Discrimination – declare, claim, maintain, postulate, affirm, profess
Declare implies saying sth officially or publicly.

Claim implies saying that sth is true although it has not been proved and other people may
not believe it.
Maintain means to keep stating that sth is true, even though other people do not agree or do
not believe it.
Postulate means to suggest or accept that sth is true so that it can be used as the basis for a
thesis, etc.
Affirm implies conviction of truth and willingness to stand by one’s statement because it is
supported evidence or one’s experience or faith, whereas assert implies absence of proof.
Profess is especially suitable for conveying a personal or emotional involvement in what is
under discussion; thus, a government declares war while a citizen professes complete trust in
his government. Profess but not declare may carry a suggestion of insincerity.
1. to keep up with
2. for sb’s/sth’s sake
3. to step back from sth
4. to take sb’s/sth’s place/take the place of sb/sth
5. set your sights on sth/on doing sth
1. to take sb’s/sth’s place/take the place a) to move, make progress or increase at the
of sb/sth same rate as sb/sth
2. to keep up with b) in order to help sb/sth or because you like
sb/sth
3. for sb’s/sth’s sake c) to replace sb/sth
4. set your sights on sth/on doing sth d) to stop trying to do sth
5. step back from sth e) to decide that you want sth and to try very
hard to get it
II. Fill in the blanks using the word combinations and phrases given in Ex. 1:
1. The preparations for a great battle were certainly under way, but the commander … it.
2. He was pondering who would … when he retired.
3. The courageous soldiers sacrificed themselves … their country and their countrymen.
4. The elderly member of the expedition tried … the other members of the group.
5. He had … becoming a world champion in chess.
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phrases:
1. Օտարազգի ուսանողը փորձում էր հետ չմնալ իր համակուրսեցիներից և

զորուգիշեր պարապում էր:
2. Նա մտադրվել էր ամուսնանալ և յոթ որդով սեղան նստել:
3. Սփյուռքահայ բարերարն անում էր հնարավորինս ամեն ինչ` հանուն
հայրենյաց կյանքի բարօրության և հայրենիքի հզորացման:
4. Մի նոր աշխատող զբաղեցրեց Աննայի տեղը գրասենյակում, բայց չէր
կարողանում նրա պես տքնաջան աշխատել:
5. Չնայած դժվարություններին` նա հետ չկանգնեց Ուխտասարը բարձրանալուց,
քանի որ երազում էր տեսնել քարերի վրայի առեղծվածային պատկերագրերը:
IV. Choose the right phrase from those given below:

1. The soldiers … the spy … entering the border of the country.
2. The people … the new referendum.
3. A proposal to unite the two companies was … .
4. The opposition … the bill as it was against their principles.
5. He was …. the board of governors.
(vote down, vote through, vote for, vote onto, prevent from)
1. The three horses were galloping behind them … hot pursuit.
2. He wept … joy when learnt that he had won the competition.
3. Nothing could prevent him … putting his plan into execution.
4. We voted … our feet and avoided spending our holidays in Turkey, no matter what places
of interest it offered.
5. During the election the voters cast a vote … no confidence.
1. He went into the … booth to cast his deciding vote.
2. After having crossed many miles in the desert, his feet were covered with … sores.
3. She … the goal of becoming an outstanding person and a good citizen for his country.
4. The information we received … all our suspicions.
5. He travelled the world in … of the best house but, in the end, he realized that there is no
place like home. As the English proverb goes, “My home is my castle.”

1. The ex-director was ousted as he lacked human resource management skills.
2. The scientists were right in their statement about the causes of global warming.
3. Jack cried bitterly at the thought of the prisoners of war.
4. Ann is as obstinate as a mule and no one can stop her from having things her own way.
5. The witness stated clearly that the accused was not guilty.
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pursue, chase, trail
1. The dog was … the rabbits but couldn’t catch them.

2. The citizens … legal action against the betrayers.
3. The police … around after the thieves.
4. The children …. each other in the living room and broke the vase on the table.
5. The police … the car that was going at high speed.
vocabulary:
1. She pursued the aim of entering Oxford University but he didn’t have a cat in hell’s
chance.
2. The prime minister received a vote of confidence for well-worked plan of strengthening
the economy and developing hard industry of the country.
3. She was looking at a spot above her left ear in a weird way and out of the blue sky she
started weeping.
4. She voted with her feet and didn’t enter the simbala parlour with a trendy outdoor terrace
as she didn’t want to run into these people again.
5. Andrew prevented Susan from leaving her motherland by making a marriage proposal.
1. Քաջարի զինվորները կանխեցին թշնամու դիվերսիոն ներխուժումը

սահմանին:
2. Աննան արտասվում էր, քանի որ նրան համակել էր թախծի մի խորը
զգացում:
3. Նա պնդում էր, որ հրաշալի զգացողություն է ապրել բնության գրկում`
սարերի լանջին:
4. Թերթելով պատմության դարավոր էջերը` նա սկսեց հուզմունքից
արտասվել, երբ կարդաց այն մասին, թե ինչպես էր իր հայրենիքը գտնվել
պատերազմների թատերաբեմում և կարողացել պահպանել ու 21-րդ դար
հասցնել իր մշակույթը:
5. Բանաստեղծը մի երազից տեղափոխվում է մի ուրիշ երազային աշխարհ` իր
երազանքների փնտրտուքով:
Language Study
There are many ways of emphasizing a part of a sentence and making it more expressive.
The emotional state of the character, his assessment of the objects/phenomena spoken of, his
attitude to it are effectively rendered by modal verbs and various structures.
Here are some sentences from the text that show it:
1. a) Foreign guests would come back year after year and send their friends.
b) On weekends the family would hold a party for the guests, where the five girls would
sing and dance.
2. How can you expect your people to be loyal to you if you are not loyal to them?
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3. a) And so it went with the fourth and fifth daughters, Ampat and Lima.
b) And we do not expect them to look after us when we are old.
4. “It sounds like you have weak leaders,” said Aunt Satu sharply.
5. “But a subordinate is not worth less than the boss, and if I disagree with my boss, I will
tell him so.
6. “Funny you would say that,” said Tiga’s daughter.
7. a) If someone needs help, she will get it.
b) If my son wants to play with dolls, we will not stop him.
WORK IN PAIRS
Practice
I. Study the above-mentioned constructions translate them into Armenian paying attention
to the underlined parts:
1. It sounded like he climbed sluggishly out of a deep, black pit to find himself watched by
the most beautiful pair of violet eyes.
2. The territory of his motherland was not less than that of the enemy’s.
3. How can you expect me to be back in a second? He mocked her and put down the
receiver.
4. The monkey would bounce up and down the perch.
5. Stunning you would say that amongst the dusty, neglected jumble were some interesting
odds and ends from every age of the museum’s existence.

1. Into how many parts does the story logically and chronologically fall. Headline each.
2. The five grandchildren depict different ways of life in different countries. These ways of
life represent different cultures. Compare and contrast them. What are their similarities
and differences.
3. What are the basic problems involved in the cultures described in the fairy tale?
4. Cultural values can range from high to low dimensions. Try to enumerate them based on
the fairy tale under study.
5. Can this fairy tale be compared to any other literary work with the same title?
*STYLISTIC NOTES
Periphrasis (շրջասություն) is a lexical stylistic device and it is the renaming of the object.
Periphrasis is a figure of speech which names a familiar object or phenomenon in a roundabout
or indirect way. For instance, “the cap and gown” – student body; “a battle-seat”– a saddle.
Rising action comprises the various episodes that develop, complicate or intensify the
conflict. Rising action in a plot is a series of relevant incidents that create suspense, interest, and
tension in a narrative. In literary works, a rising action includes all decisions, characters’ flaws,
and background circumstances that together create turns and twists leading to a climax.
Falling action comprises the events following the climax of a story, in which the tension
stemming from the story’s central conflict decreases and the story moves toward its conclusion.
The falling action winds down the tension and sometimes introduces a new conflict. The end of
the falling action is marked by the resolution of the story’s main conflict.
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STYLISTIC ANALYSIS
1. What is the gist/main idea of the story?

2. Find examples of imagery in the descriptive passages of the story. Single out the stylistic
devices and words which bear high emotive-evaluative charge
3. Comment on the periphrasis “Satu’s do-your-own-thing country”.
4. How do you perceive the meaning of the sentence “At home I never saw anybody
worrying about Truth with a big T.”
5. Indicate the rising and the falling actions of the story. Where is the climax of the story?
ADDITIONAL READING
Text 1
Pre-reading activities:

 Read the paragraph about Mike Royko below. Is Royko mostly famous as a fiction writer
or as a journalist? What topics did he usually touch upon? Find more information on
Mike Royko’s life and works.
Mike Royko
Mike Royko (1932-1997) was an American journalist. He grew up in Chicago, living in

an apartment above a bar. His mother, Helen, was Polish, and his father, Michael Royko,
Ukranian. He briefly attended Wright Junior College and then enlisted in the US Air Force in
1952. On becoming a columnist, he began his career as a columnist in 1955 for the The O’Hare
News, becoming an irritant to the city’s politicians with penetrating and skeptical questions and
reports. Royko covered Cook County politics and government in a weekly political column, soon
supplemented with a second, weekly column reporting about Chicago’s folk music scene. Many
of Royko’s columns are collected in books. One notable book is Boss, his unauthorized
biography of Richard J. Daley, a best-selling non-fiction portrait of the first Mayor Richard
Daley and the City of Chicago under his mayoralty. With the closing down (1978) of the Daily
News, Royko moved to the Chicago Sun-Times. It was for that paper that he wrote the most
memorable and moving of his columns, about the death of his first wife, Carol. When Rupert
Murdoch’s conglomerate bought (1984) the Sun-Times, Royko moved to the Chicago Tribune,
where he remained for the rest of his life.
B. Brainstorming:
1. What is the forbidden-fruit syndrome?
2. Why is censorship a danger to human freedom?
3. Are there instances in which censorship might safely be imposed?
35
The Cultural Tradition: Art and Society
THE VIRTUE OF PRURIENCE
BY MIKE ROYKO
(adapted)
My first right-wing endeavor – helping get a book banned – has failed miserably. I now
can appreciate how frustrating life in our permissive society must be for such grim-lipped groups
as the Moral Majority.
Normally, I don’t favor censorship and have never before tried to get anything banned.
But several months ago, I joined in a crusade that was being led by Bill and Barbara Younis of
Hannibal, N.Y.
Bill and Barbara are parents of an 18-year-old high school senior, and they became
alarmed when they discovered that their daughter was being required to read a book they
considered vulgar.
They went to the school superintendent and demanded that the book be removed from the
reading list. He refused.
So they asked friends and neighbors to sign petitions supporting them, and they
demanded that the school board ban the book.
That’s when I found out about it. A reporter from that part of New York called to ask me
what I thought of censorship efforts.
I responded by dropping the phone, shouting, “Hot damn, yowee!” and dancing gleefully
around my office.
I reacted that way because it is a book that I wrote about 12 years ago. It is called “Boss”
and is about Mayor Richard J. Daley, power, and Chicago politics.
If you can a book banned in, say, Minneapolis, and there is a great furor about it, the book
will suddenly become a best-seller next door in St. Paul Sure., you won’t sell any books in
Minneapolis. But for every book you don’t sell in Minneapolis, you’ll sell 10 in St. Paul.
That’s all part of the forbidden-fruit syndrome. Tell people they can’t have or do
something, and they immediately want to do it.
The school board set up a three-member committee to review the book and the Younises’
complaint.
Then a hearing was held. Mr. and Mrs. Younis, bless them, came to the hearing and said
things like: “It’s got the kind of language you see painted on bridges. Books like this encourage
young ladies to become prostitutes.”
That’s dynamite stuff. Would you want your daughter to read a book that would
encourage her to enter the employ of a brothel? I should hope not.
Despite this, the committee ruled that the book would remain on the reading-list.
Mr. and Mrs. Younis have now removed three of their children from the school system
and say they will send them to private schools.
A noble effort, but it doesn’t do me much good. As the school superintendent said:
“We made our decision, and it was a good one. There is nothing wrong with that book.”
Doggone busybody.
Questions for Discussion

1. What serious issue does Royko suggest in his description of the Younis couple?
2. What is the book “Boss” mainly about?
3. What is censorship?
36
4. Enumerate books that are considered forbidden literature in your country and abroad.
5. Write an essay in which you discuss a play, movie, poem, painting, or novel which you
think should be banned. Explain your reasons. If you don’t believe in banning anything,
explain why, giving your reasons carefully.
EXERCISES
I. Match the words with their definitions:

1. gleefully a) to forbid
2. ban b) great anger or excitement
3. furor c) cheerfully
4. petition d) the act or policy of censoring books
5. censorship e) a written document signed by a large number of people
that asks sb in a position of authority to do or change sth
II. Fill in the blanks using the words given in Ex. 1:

1. He … ran ahead to hug his brother who had finished his military service.
2. When he tried to publish his first book, he was faced with … laws.
3. Their … were taken into consideration and the explosion of the rock for … purposes was
stopped.
4. Their entrance to the country … officially.
5. Jack’s boasting and digressions from the topic of discussion caused universal …, and
everyone in the conference hall started to shout at him angrily.
Text 2

 Read the paragraph about Edward Morgan Forster below. Which of his novels was
published posthumously? Which novel brought him fame and success? Find more
information on Edward Morgan Forster’s life and works.
Edward Morgan Forster
Edward Morgan Forster (1879-1970) was an English novelist, short story writer, essayist
and librettist. Many of his novels examined class difference and hypocrisy, including A Room
with a View (1908), Howards End (1910) and A Passage to India (1924). He was nominated for
the Nobel Prize in Literature in 16 different years. At King’s College, Cambridge, between 1897
and 1901, he became a member of a discussion society known as the Apostles. They met in
secret, and discussed their work on, and about, philosophical and moral questions. After leaving
university, he travelled in continental Europe with his mother. They moved to Weybridge,
37
Surrey, where he wrote all six of his novels. In 1914, he visited Egypt, Germany and India with
the classicist Goldsworthy Lowes Dickinson, by which time he had written all but one of his
novels. Forster had five novels published in his lifetime. Although Maurice was published
shortly after his death, it had been written nearly sixty years earlier. He never finished a seventh
novel, Arctic Summer. His first novel, Where Angels Fear to Tread (1905), is the story of Lilia, a
young English widow who falls in love with an Italian, and of the efforts of her bourgeois
relatives to get her back from Monteriano. Forster achieved his greatest success with A Passage
to India (1924). The novel takes as its subject the relationship between East and West, seen
through the lens of India in the later days of the British Raj. Forster connects personal
relationships with the politics of colonialism through the story of the Englishwoman Adela
Quested, the Indian Dr. Aziz, and the question of what did or did not happen between them in the
Marabar Caves.
B. Brainstorming:
1. Which are the benefits of traditional education as the real fears of those opposed
to those who are against it.
2. What is your own perception of the phrase “Art for art’s sake.”
ART FOR ART’S SAKE
EDWARD MORGAN FORSTER
(adapted)
I believe in art for art’s sake. It is an unfashionable belief, and some of my statements
must be of the nature of an apology. Sixty years ago I should have faced you with more
confidence. A writer or a speaker who chose “Art for Art’s Sake” for his theme sixty years ago
could be sure of being in the swim, and could feel so confident of success that he sometimes
dressed himself in aesthetic costumes suitable to the occasion – in an embroidered dressing-
gown, perhaps, or a blue velvet suit with a Lord Fauntleroy collar: or a toga, or a kimono, and
carried a poppy or a lily or a long peacock’s feather in his medieval hand. Times have changed.
Not thus can I present either myself or any theme to-day. My aim rather is to ask you quietly to
reconsider for a few minutes a phrase which has been much misused and much abused, but which
has, I believe. Great importance for us – has, indeed, eternal importance.
What does the phrase mean? Instead of generalizing, let us take a specific instance –
Shakespeare’s Macbeth, for example, and pronounce the words, “Macbeth for Macbeth’s sake.”
What does that mean? Well, the play has several aspects – it is educational, it teaches us
something about legendary Scotland, something about Jacobean England, and a good deal about
human nature and its perils. We can study its origins, and study and enjoy its dramatic technique
and the music of its diction. All that is true. But Macbeth is furthermore a world of its own,
created by Shakespeare and existing in virtue of its own poetry. It is in this respect Macbeth for
Macbeth’s sake, and that is what I intend by the phrase “art for art’s sake.” A work of art –
whatever else it may be – is a self-contained entity, with a life of its own imposed on it by its
creator. It has internal order. It may have external form. That is how we recognize it.
It is to the conception of order that I would now turn. This is important to my argument,
and I want to make a digression, and glance at order in daily life, before I come to order in art.
In the world of daily life, the world which we perforce inhabit, there is much talk about
order, particularly from statesman and politicians. They tend, however, to confuse order with
orders, just as they confuse creation with regulations. Order, I suggest, is something evolved
38
from within, not something imposed from without; it is an internal stability, a vital harmony, and
in the social and political category, it has never exited except for the convenience of historians.
Viewed realistically, the past is really a series of disorders, succeeding one another by
discoverable laws, no doubt, and certainly marked by an increasing growth of human
interference, but disorders all the same. So that, speaking as a writer, what I hope for today is a
disorder which will be more favourable to artists than is the present one, and which will provide
them with fuller inspirations and better material conditions. It will not last – nothing lasts – but
there have been some advantageous disorders in the past – for instance, in ancient Athens, in
Renaissance Italy, eighteenth-century France, periods in China and Persia – and we may do
something to accelerate the next one. But let us not again fix our hearts where true joys are not to
be found. We were promised a new order after the First World War through the League of
Nations. It did not come, nor have I faith in present promises, by whomsoever endorsed. The
implacable offensive of Science forbids. We cannot reach social and political stability for the
reason that we continue to make scientific discoveries and to apply them, and thus to destroy the
arrangements which were based on more elementary discoveries.
If this line of argument is correct, it follows that the artist will tend to be an outsider in the
society to which he has been born, and that the nineteenth century conception of him as a
Bohemian was not inaccurate. The conception erred in three particulars, it postulated an
economic system where art could be a full-time job, it introduced the fallacy that only art matters,
and it overstressed idiosyncrasy and waywardness – the peacock-feather aspect – rather than
order. But it is a truer conception than the one which prevails in official circles on my side of the
Atlantic – I don’t know about yours: the conception which treats the artist as if he were a
particularly bright government advertiser and encourages him to be friendly with his fellow
citizens, and not to give himself airs.
In conclusion, let me summarize the various categories that have laid claim to the
possession of Order.
(1) The social and political category. Claim disallowed on the evidence of history and of
our own experience. If man altered psychologically, order here might be attainable: not
otherwise.
(2) The astronomical category. Claim allowed up to the present century, but now
disallowed on the evidence of the physicists.
(3) The religious category. Claim allowed on the evidence of the mystics.
(4) The aesthetic category. Claim allowed on the evidence of various works of art, and on
the evidence of our own creative impulses, however weak these may be or however imperfectly
they may function. Works of art, in my opinion, are the only objects in the material universe to
possess internal order, and that is why, though I don’t believe that only art matters, I do believe
in Art for Art’s Sake.
Questions for discussion

1. Why does Forster make clear that the belief in art for art’s sake does not mean a belief
that only art matters?
2. Explain Forster’s phrase, ‘Macbeth for Macbeth’s sake.” How does he use it to explain
his main argument?
3. Explain Forster’s comparison of the order of art with order in life. How does this
comparison function in his argument?
4. Examine Forster’s categories that have laid claim to the possession of order.
5. Why does Forster reject all but the religious and aesthetic categories?
39
EXERCISES
I. Match the words with their definitions:

1. implacable a) perpetual, ever-lasting
2. wayward b) (of strong negative opinions and feelings) that cannot be
changed
3. idiosyncrasy c) danger
4. eternal d) a person’s particular way of behaving, thinking, etc.,
especially when it is unusual
5. peril e) difficult to control
II. Fill in the blanks using the words given in Ex. 1:

1. They didn’t realize what great … lay ahead and continued their way.
2. George is a … child as he is difficult to control.
3. Jane has her own … which is outlandish for her fellow students.
4. There are … truths that are always true and never change.
5. The manager had … hatred towards Joe. No matter how hard Joe endeavored to do his
best, the manager didn’t like him.
III. Work in pairs. Use the web-scheme below and write associated ideas, images, theories.
ART FOR
ART’S SAKE
40
IV. Create association nets (words and phrases) based on your understanding of the words:
culture and holidays.
CULTURE
HOLIDAYS
V. Read the description of Armenian holidays and do the tasks below.
Holidays in Armenia are celebrated in different ways in each region of the country.
Originally popular holidays were followed by a number of games, and children entertained
themselves best of all during the holidays.
First, on New Year Eve the children went from house to house and congratulated people by
singing songs. The game “gotekagh” (գոտեկախ) was also popular with small children during
the New Year Celebrations. This game was especially popular in “Musa Ler (Մո ւ ս ա Լե ռ ).”
On New Year Eve the children climbed up the roofs of the houses, tied any kinds of packages
with their belts and hang them down the chimneys. The members of the family filled them with
sweets and food from their festive tables, and the children pulled up the packages. It was
supposed that in this way the house was blessed for the coming New Year. After these
celebrations, Armenians celebrate Christmas on January 6.
Next, Trndez (Տեառընդառաջ) is celebrated 40 days after Jesus Christ’s birth. During
Trndez people jump over the fire. Originally the games played during Trndez were connected
with the fire. In Lori province, children threw the animals’ ankles into the fire. They blackened
those ankles as if imparting them some supernatural power and kept them the whole year round
as the main symbol of the game. The cattle-breeder children used the “jumping-over-the-fire”
tradition to keep warm in the mountains in freezing weather. It is interesting to note that making
41
a fire and jumping over it had also another meaning in the past. Armenians made fire at the end
of winter. The heat would pass on to the ground and make it warmer. Thus, the winter would
give in and give way to spring.
Barekendan (Բարեկենդան) was celebrated for two weeks in the past. At present it
precedes the longest fast of Easter which lasts 48 days. Barekendan games were great in number
and variety: horseback riding, putting on animals’ masks and so on. It is an Armenian old
traditional festival. Barekendan was one of the happiest Armenian holidays: people performed
theatrical plays, danced and sang traditional Armenian songs and prepared traditional tasty food.
Tsaghkazard (Ծաղկազարդ) is celebrated the week before Easter. It marks the beginning
of spring celebrations. The Armenian churches are decorated with mulberry branches. In the past
during Tsaghkazard children liked to play pendulum (ճոճանակ), swallow (ծիծեռնակ),
karkacha (կարկաչա), shrnchan (շռնչան) and many other popular games.
Easter holiday commemorates the Resurrection of Jesus Christ from the dead. It is a
moveable feast. The day of the celebration is not fixed. An interesting tradition is the coloring of
eggs with the hull of eggs. Easter eggs are dyed red which symbolizes Jesus Christ’s blood, shed
for the sins of humanity. Egg-tapping game is children’s favorite game. Easter dishes include rice
cooked with raisins. Rice is the symbol of humanity and raisins represent all Christians. The
Easter table also includes Armenian fish Ishkan and red wine. The latter symbolizes Jesus
Christ’s blood.
Easter/Saint Resurrection (Զատիկ) is followed by Green Sunday and Red Sunday. During
the Green Sunday (a week after Easter) people go to the country, visit churches and monasteries.
People celebrate this day with music, songs, national dances and delicious food. The eggs are
dyed in green color on this day. Those who do not manage to take part in Green Sunday
celebrations, go the following Sunday – the Red Sunday. During Red Sunday the eggs are dyed
in red color. Green and Red Sunday are mostly celebrated in rural areas now.
Vardavar (Վարդավառ) is an Armenian festival during which people drench each other
with water. Vardavar has its roots in pagan times and it is traditionally associated with princess
Astghik, who was the heathen goddess of water, beauty, love and fertility. According to tradition,
Astghik presented roses and sprayed rosewater, spreading love in Armenian land. Her beloved
God Vahagn protected that love. Now Vardavar is a Christian holiday. It symbolizes Christ’s
transfiguration or brilliance when on Mount Tabor Christ appeared in divine light. According to
another tradition, Noah, descending from the ark which had landed on Mount Ararat, orders his
sons to spray water at each other in the memory of the flood. In the past children in rural areas
dyed rams and covered them with flowers during Vardavar, which might have symbolized Jesus
Christ’s split blood.
Other Armenian holidays are Saint Sargis Day, Army Day, Labour Day, Victory Day,
Independence Day and so on. Each holiday is celebrated in a unique way. In course of time, the
popular games played by children during Armenian holidays became common and children
played them irrespective of time and place. Most of those games died out and did not come to our
times, but some of them are still preserved in some regions of Armenia.
1. Describe your own experience of these events.
2. Can you suggest any other activities that can be done to celebrate these holidays?
3. What are the most important characteristics of these holidays and why?
4. What cultural values do people stress celebrating these holidays?
5. What is your favorite Armenian holiday?
42
VI. Read the passage from “The Picture of Dorian Gray” by O. Wilde and do the
assignment below:
As soon as it was over, Dorian Gray rushed behind the scenes into the greenroom. The
girl was standing there alone, with a look of triumph on her face. Her eyes were lit an exquisite
fire. There was a radiance about her. Her parted lips were smiling over some secret of their own.
When he entered, she looked at him, and an expression of infinite joy came over. “How
badly I acted I acted tonight, Dorian!” she cried.
“Horribly!” he answered, gazing at her in amazement – “Horribly! It was dreadful. Are
you ill? You have no idea what it was. You have no idea what I suffered.”
The girl smiled. “Dorian,” she answered, lingering over his name with long-drawn music
in her voice, as though it were sweeter than honey to the red petals of her mouth – “Dorian, you
should have understood. But you understand now, don’t you?”
“Understand what?” he asked, angrily.
“Why I was so bad tonight. Why I shall always be bad. Why I shall never act well again.”
He shrugged his shoulders. “You are ill, I suppose. When you are ill, you shouldn’t act.
You make yourself ridiculous. My friends were bored. I was bored.”
She seemed not to listen to him. She was transfigured with joy. An ecstasy of happiness
dominated her.
“Dorian, Dorian,” she cried, “before I knew you, acting was the one reality of my life. It
was only in the theatre that I lived. I thought that it was all true. I was Rosalind one night, and
Portis the other. The joy of Beatrice was my joy, and the sorrows were mine also. I believed in
everything. The common people who acted with me seemed to me godlike. The pointed scenes
were my world. I knew nothing but shadows, and I thought them real. You came – oh, my
beautiful love! – and you freed my soul from prison. You taught me what reality really is.
Tonight, for the first time I became conscious that the Romeo was hideous, and old, and painted,
that the moonlight in the orchard was false, that the scenery was vulgar, and that the words, were
not what I wanted to say. You had brought me something higher, something of which all art is.
My love! My love! Prince Charming! Prince of Life! I have grown sick of shadows. You are
more to me than all art can ever be. What have I to do with the puppets of a play? When I came
on tonight, I could not understand how it was that everything had gone from me. I thought that I
was going to be wonderful. I found that I could do nothing. Suddenly it dawned on my soul what
it all meant. The knowledge was exquisite to me. I heard them hissing, and I smiled. What they
could know of love such as ours? Take me away, Dorian – take me away with you, where we can
be quite alone. I hate the stage. I might mimic a passion that I do not feel, but I cannot mimic one
that burns me like fire. Oh, Dorian, Dorian, you understand now what it signifies? Even if I could
do it, it would be profanation for me to play at being in love. You have made me see that.”
He flung himself down on the sofa, and turned away his face. “You have killed my love,”
he muttered.
1. What idea of the relations between art and life is expressed by Sybil?
2. Compare Michael’s idea of acting with the thoughts expressed in Sybil’s speech. What do
you think on the matter?
3. Explain Sybil’s words “I might mimic a passion that I do not feel, but I cannot mimic one
that burnt me like fire.”
4. Pick out epithets and metaphors which reveal Sybil’s attitude towards art and love and
comment on them.
5. Speak on Dorian’s reaction to Sybil’s acting. Note the emotiveness of his language.
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VII. Work in pairs and discuss the following quotes:
1. "A true painter is one who can paint extraordinary scenes in the middle of an empty
desert. A true painter is one who can patiently paint a pear in the midst of the tumults of
history." - Salvador Dalí.
2. “It is good to love many things, for therein lies the true strength, and whosoever loves
much performs much, and can accomplish much, and what is done in love is well done.” -
Vincent van Gogh
3. Tears come from the heart and not from the brain. – Leonardo da Vinci.
4. I have been impressed with the urgency of doing. Knowing is not enough; we must apply.
Being willing is not enough; we must do. - Leonardo da Vinci
5. I envy the poet. He is encouraged toward drunkenness and wallows with nubile wenches
while the painter must endure wretchedness and pain for his art. – Rembrandt
6. Painting is the grandchild of nature. It is related to God. – Rembrandt
7. All children are artists. The problem is how to remain an artist once he grows up. –
Pablo Picasso
8. The purpose of art is washing the dust of daily life off our souls. - Pablo Picasso
9. Painting is just another way of keeping a diary. - Pablo Picasso
10. The true work of art is but a shadow of the divine perfection - Michelangelo
VIII. Make a presentation on your favorite painter.
IX. Look at the pictures on the following pages and answer the questions.
44
PAUL GAUGIN
Self-Portrait (1889)
1. Why does the painting appear to be divided in half? What are the symbols in each? How
are the symbols interrelated? With which half does the writer seem to be more involved?
What is the expression on his face?
2. What do the symbols in the painting tell you about Gaugin’s sense of self? Describe the
multiple symbols. What is the meaning of the position of the halo? Compare it with halos
in other paintings?
3. What evidence is there that the portrait reflects an introspective, self-questing person?
4. Red and green are complementary colors. What is suggested to you by the fact that one
apple is green and the other one is red and green?
5. What is Gaugin looking at? What is the relationship between the flowers and the snake.
What does the direction of his glance suggest about his sense of self?
45
MARY CASSATT
The Boating party (1893-1894)
1. The mother and child are the focal point of the painting. How does Cassatt achieve
this through light and color, through the lines of the boat, the oar, and the sail? Why
are these lines cut off by the border of the painting?
2. What is the relationship of the three figures? What suggests that the rower may be the
father of the child? What is the symbol of his function? How do the figures contrast in
color, shape, and feeling?
3. Compare the use of dark and light colors in the painting.
4. What gives a feeling of solidity and safety to the scene? Note the sail, the sea, the
shore, the boat.
5. Write a narrative about the people. What do you think happened before, during, and
after the boating party?
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PIERRE AUGUSTE RENOIR
The Luncheon of the Boating Party (1881)
1. It is Sunday (or a holiday). A group has left the city to row on the Seine and to dine on the
terrace of a riverside café. What is the general ambiance of the painting? Consider the
season and the weather, the dress of the people, their age, their class, their looks. What
are they doing? What are their feelings?
2. In the central foreground of the crowded scene, there is a table and a man’s back that
appears to connect the two tables. How do the condition and contents of the table explain
the moment (the last course of a French meal is fruit) and the state of the diners?
3. How many groups can you see? How do they differ in looks or activity? What is the
relationship of the people in the painting?
4. Is the euphoria described here real, complete or permanent?
5. Compare and contrast this painting with the one by Mary Cassatt in the text. Consider the
intimacy of one with the camaraderie of the other, the depth of feeling of one with the
lightness of the other.
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ROBERT-VICTOR-FÉLIX DELAUNAY
Red Eiffel Tower

(1911-1912)
1. How does this painting express Delaunay’s belief that the Eiffel Tower is an example of
good technology? Consider color, form, the emotion aroused in the viewer.
2. What prevents the Tower from appearing forbidding or mechanical? How does Delaunay
create motion? What are his feelings about the future?
3. Look up a history of the construction of the Eiffel Tower and of the popular reaction to it
at the time. How does Delaunay’s response differ from the popular one?
4. Choose some contemporary technological construction, for example, a space shuttle, a
nuclear power plant, or a multiple-level parking garage. Compare popular reactions to
such a construction to reaction to the Tower.
5. In 1924 the poet Blaise Cendrar said of the Eiffel Tower, “No formula of art … can
pretend to give plastic resolution to the Eiffel Tower … The Tower rose over Paris,
slender as a hat-pin. When we retreated from it, it dominated Paris, stark and
perpendicular… .” Discuss this quotation in relation to the painting. Are Delaunay’s and
Cendrar’s attitudes toward the Tower similar?
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HONORÉ DAUMIER
The Uprising (1860)
1. Probably inspired by demonstrations against the monarchy, Daumier is making a number

of statements about people and power in the painting. How does Daumier see the people?
Consider colors, shapes, faces, and posture. Notice the buildings and the sky. What is
their effect on the human subjects?
2. How does Daumier achieve the dominance of the central figure? Consider light, dress,
expression. What is the effect of his gesture and the diagonal line formed by it?
3. Comment on the expression on the face of the central figure. Is he a romantic hero? What
comment may Daumier be making as he compares the mass and the leader? Why is the
leader strongly portrayed, the mass seen as blurred and inchoate?
4. What elements of the caricature do you see in the painting?
5. Choose some contemporary revolution. Compare and contrast the newspaper photographs
of these events with the painting.
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IVAN AIVAZOVSKY
The Ninth Wave (1850)
1. Ivan Aivazovsky is one of the most famous seascape painters. How does Aivazovsky
depict the sea in the Ninth Wave?
2. The painting has warm tones, which reduce the sea’s apparent menacing overtones and
the chance for the people to survive seems plausible. What does the painting reveal about
the nature?
3. Comment on the colors of the painting. What does the play of the colors - yellow, green,
pink - reveal about the intended message of the painter?
4. How does Aivazovsky depict the incredible size of the oceanic wave?
5. What does the powerful, mystical and diffuse representation of the sun symbolize?
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WILLIAM TURNER
The Wreck of a Transport Ship (1810)
1. Wreck of a Transport Ship is an imaginary scene that may have been inspired by
newspaper accounts of the recent loss of a real ship, the Minotaur. Turner depicts the
frenzied waves lifting the boat in the foreground. The boat’s passengers and the crew
desperately struggle to haul a drowning soldier on board. What is the general mood and
overtone of the painting?
2. Comment on the colors of the painting. What do the colors reveal about the intended
message of the painter?
3. Comment on the actions of the people on the boat who are looking down on the rolling
waters in the middle of the mountainous swells that rise up in either side of the picture.
4. How does Turner depict the incredible size of the oceanic wave?
5. Compare and contrast this painting with the “Ninth Wave” by Ivan Aivazovsky.
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GEVORG BASHINJAGHYAN
Sea Scenery (1886)
1. Gevorg Bashinjaghyan depicted the peaceful sea. What else do you see in the painting?
2. How does G. Bashinjaghyan portray the seascape?
3. Comment on the colors of the painting. What does the play of the colors reveal about the
intended message of the painter?
4. Compare and contrast this painting with the “Ninth Wave” by Ivan Aivazovsky.
5. Compare and contrast this painting with “The Wreck of a Transport Ship” by William
Turner.
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UNIT III
TOPIC: PEOPLE AND SOCIETY
ANALYTICAL READING

 Read the paragraph about James Thurber below. What is he mostly famous for? What did
he die from? Find more information on James Thurber’s life and works.
James Thurber
James Thurber (1894-1961), American humorist and artist, began contributing in 1927 to
the New Yorker, in which most of his work first appeared. Thurber was best known for his
cartoons and short stories. His humorous essays and short stories are collected in such books as
The Owl in the Attic (1931), My life and Hard Times (1933), The Thurber Carnival (19450), The
Beast in Me (1948), and Lanterns and Lances (1961). He also wrote the short story “The Secret
Life of Walter Mitty,” several fantasies for children, and with Elliot Nugent, a comedy called The
Male Animal (1961). Thurber died on November 2, 1961 from complications from pneumonia
and a stroke.
B. Brainstorming:
Work in pairs:
KEY WORDS
persecution, complex, catbird seat, red-

letter day, to rub out, obscene woman,
2.
cunning, to trick, to work out a project,
dismiss, suspicions, fallible
persecution complex: It has taken the form of a persecution complex accompanied by

distressing hallucinations.
catbird seat: Sticking your tongue out, saying you were sitting in the catbird seat, because you
thought no one would believe me when I told it.
red-letter day: Mr. Martin was still thinking about that red-letter day as he walked over to the
Schrafft’s on Fifth Avenue near Forty-sixth Street.
to rub out: It was just a week to the day since Mr. Martin had decided to rub out Mrs. Ulgine
Barrows.
obscene woman: It had not come yet; he had received no blue memo from the enchanted Mr.
Fitweiler bearing nonsensical instructions deriving from the obscene woman.
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cunning: And therein lay the cunning of his scheme.
to trick: Can’t you see how he has tricked us, you old fool?
to work out a project: The project as he had worked it out was casual and bold, the risks were
considerable.
dismiss: “I shall ask you to dismiss it from your mind, Martin.” “Yes, sir,” said Mr. Martin,
anticipating his chief’s “That will be all” by moving to the door.” I will dismiss it.”
suspicions: He would not, of course, commit himself, but he made enough generalizations to
substantiate my suspicions.
fallible: “Man is fallible but Martin isn’t.”
2. Are people always what they appear to be?

3. Which are the main problem-solving techniques?
5. Write a short paragraph entitled “The Catbird Seat.” Compare your paragraphs to
one another.
THE CATBIRD SEAT
BY JAMES THURBER
(adapted)
PART 1
Mr. Martin bought the pack of Camels on Monday night in the most crowded cigar store
on Broadway. It was theatre time and seven or eight men were buying cigarettes. The clerk didn’t
even glance at Mr. Martin, who put the pack in his overcoat pocket and went out. If any of the
staff at F & S had seen him buy the cigarettes, they would have been astonished, for it was
generally known that Mr. Martin did not smoke, and never had. No one saw him.
It was just a week to the day since Mr. Martin had decided to rub out Mrs. Ulgine
Barrows. The term “rub out” pleased him because it suggested nothing more than the correction
of an error–in this case an error of Mr. Fitweiler. Mr. Martin had spent each night of the past
week working out his plan and examining it. As he walked home now he went over it again. For
the hundredth time he resented the element of imprecision, the margin of guesswork that entered
into the business. The project as he had worked it out was casual and bold, the risks were
considerable. Something might go wrong anywhere along the line. And therein lay the cunning of
his scheme. No one would ever see in it the cautious, painstaking hand of Erwin Martin, head of
the filing department at F & S, of whom Mr. Fitweiler had once said, “Man is fallible but Martin
isn’t.” No one would see his hand, that is, unless it were caught in the act.
Sitting in his apartment, drinking a glass of milk, Mr. Martin reviewed his case against
Mrs. Ulgine Barrows, as he had every night for seven nights. Her quacking voice and braying
laugh had first profaned the halls of F & S on March 7, 1941 (Mr. Martin had a head for dates).
Old Roberts, the personnel chief, had introduced her as the newly appointed special adviser to the
president of the firm, Mr. Fitweiler. “Well,” she had said, looking at the papers on his desk, “are
you lifting the oxcart out of the ditch?” He must keep his mind on her crimes as a special adviser,
not on her peccadillos as a personality. She had, for almost two years now, baited him. In the
halls, in the elevator, even in his own office, into which she romped now and then like a circus
horse, she was constantly shouting these silly questions at him.” “Are you tearing up the pea
54
patch? Are you hollering down the rain barrel? Are you scraping around the bottom of the pickle
barrel? Are you sitting in the catbird seat?”
It was Joey Hart, one of Mr. Martin’s two assistants, who had explained what the
gibberish meant.” She must be a Dodger fan,” he had said.” Red Barber announces the Dodger
games over the radio and he uses those expressions–picked ’em up down South.” Joey had gone
on to explain one or two.” Tearing up the pea patch” meant going on a rampage; “sitting in the
catbird seat” means sitting pretty, like a batter with three balls and no strikes on him. Mr. Martin
dismissed all this with an effort. It had been annoying, it had driven him near to distraction, but
he was too solid a man to be moved to murder by anything so childish. It was fortunate, he
reflected as he passed on to the important charges against Mrs. Barrows, that he had stood up
under it so well. He had maintained always an outward appearance of polite tolerance.” Why, I
even believe you like the woman,” Miss Paird, his other assistant, had once said to him. He had
simply smiled.
A gavel rapped in Mr. Martin’s mind and the case proper was resumed. Mrs. Ulgine
Barrows stood charged with willful, blatant, and persistent attempts to destroy the efficiency and
system of F & S. It was competent, material, and relevant to review her advent and rise to power.
Mr. Martin had got the story from Miss Paird, who seemed always able to find things out.
According to her, Mrs. Barrows had met Mr. Fitweiler at a party, where she had rescued him
from the embraces of a powerfully built drunken man who had mistaken the president of F & S
for a famous retired Middle Western football coach. She had led him to a sofa and somehow
worked upon him a monstrous magic. The aging gentleman had jumped to the conclusion there
and then that this was a woman of singular attainments, equipped to bring out the best in him and
in the firm. A week later he had introduced her into F & S as his special adviser. On that day
confusion got its foot in the door. After Miss Tyson, Mr. Brundage, and Mr. Bartlett had been
fired and Mr. Munson had taken his hat and stalked out, mailing in his resignation later, old
Roberts had been emboldened to speak to Mr. Fitweiler. He mentioned that Mr. Munson’s
department had been “a little disrupted” and hadn’t they perhaps better resume the old system
there? Mr. Fitweiler had said certainly not. “They require a little seasoning” he had added. Mr.
Roberts had given it up.
Mr. Martin came now, in his summing up, to the afternoon of Monday, November
2,1942-just one week ago. On that day, at 3 P. M., Mrs. Barrows had bounced into his office.
“Boo!” she had yelled.” Are you scraping around the bottom of the pickle barrel?” Do you really
need all these filing cabinets?” she had demanded suddenly. Mr. Martin’s heart had jumped.”
Each of these files,” he had said, keeping his voice even, “plays an indispensable part in the
system of F & S.” She had brayed at him, “Well, don’t tear up the pea patch!” and gone to the
door. It had not come yet; he had received no blue memo from the enchanted Mr. Fitweiler
bearing nonsensical instructions deriving from the obscene woman. But there was no doubt in
Mr. Martin’s mind that one would be forthcoming. Already a precious week had gone by. Mr.
Martin stood up in his living room, still holding his milk glass. “Gentlemen of the jury,” he said
to himself, “I demand the death penalty for this horrible person.”
The next day Mr. Martin followed his routine, as usual. He polished his glasses more
often and once sharpened an already sharp pencil, but not even Miss Paird noticed. Only once did
he catch sight of his victim; she swept past him in the hall with a patronizing “Hi!” At five-thirty
he walked home, as usual, and had a glass of milk, as usual. He had never drunk anything
stronger in his life–unless you could count ginger ale. The late Sam Schlosser, the S of F & S,
had praised Mr. Martin at a staff meeting several years before for his temperate habits. “Our most
efficient worker neither drinks nor smokes,” he had said. “The results speak for themselves.” Mr.
Fitweiler had sat by, nodding approval.
Mr. Martin was still thinking about that red-letter day as he walked over to the Schrafft’s
on Fifth Avenue near Forty-sixth Street. He got there, as he always did, at eight o’clock. He
finished his dinner and the financial page of the Sun at a quarter to nine, as he always did. It was
his custom after dinner to take a walk. This time he walked down Fifth Avenue at a casual pace.
55
His gloved hands felt moist and warm, his forehead cold. He transferred the Camels from his
overcoat to a jacket pocket.
He wondered, as he did so, if they did not represent an unnecessary note of strain. Mrs.
Barrows smoked only Luckies. It was his idea to puff a few puffs on a Camel (after the rubbing-
out), stub it out in the ashtray holding her lipstick-stained Luckies, and thus drag a small red
herring across the trail. Perhaps it was not a good idea. It would take time. He might even choke,
too loudly.
1. bounce v
1) to move quickly away from a surface it has just hit or you make it do this. e.g. The ball
bounced twice before he could reach it. e.g. The light bounced off the river and dazzled her.
2) (of a person) to jump up and down on sth. e.g. She bounced up and down excitedly.
3) to move a child up and down while he or she is sitting on your knee in order to entertain him
or her.
4) to move up and down; to move sth up and down. e.g. Her hair bounced as she walked.
5) to move up and down in a particular direction. e.g. The bus bounced down the hill.
6) (of a person) to move somewhere in a lively and cheerful way. e.g. He bounced across the
room to greet them.
7) if a cheque bounces, or a bank bounces it, the bank refuses to accept it because there is not
enough money in the account
8) (~ ideas off/around sb) to tell sb your ideas in order to find out what they think about them.
e.g. He bounced ideas off colleagues everywhere he went.
9) (~sth back) if an email bounces or the system bounces it, it returns to the person who sent it
because the system cannot deliver it
10) (~ sb from sth) to force sb to leave a job, team, place, etc. e.g. He was soon bounced from the
post.
Word Discrimination – jump, spring, bob, hop
Jump means to push oneself off a surface and into the air by using the muscles in one’s legs and
feet.
Spring means to move or jump suddenly or rapidly upwards or forwards.
Bob means to make a quick short movement up and down.
Hop means to move by jumping on one foot.
Idioms:
be bouncing off the walls – to be so full of energy or so excited that you cannot keep still
bounce back – to become healthy, successful or confident again after being ill/sick or having
difficulties. e.g. He’s had a lot of problems but he always seems to bounce back pretty quickly.
bounce somebody into something – to make sb do sth without giving them enough time to think
about it
bounce n
1) the action of bouncing. one bounce of the ball; a bounce (=increase) in popularity
2) the ability to bounce or to make sth bounce. e.g. There’s not much bounce left in these balls.
3) the energy that a person has. e.g. All her old bounce was back.
56
4) the quality in a person’s hair that shows that it is in good condition and means that it does not
lie flat. thin fine hair, lacking in bounce
on the bounce – one after the other, without anything else coming between. e.g. We’ve won six
matches on the bounce.
bouncer n
1) a person employed to stand in the entrance to a club, pub, etc. to stop people who are not
wanted from going in, and to throw out people who are causing trouble inside
2) (in cricket) a ball thrown very fast that rises high after it hits the ground
bouncing adj (~with sth) healthy and full of energy
2. tear v
1) to damage sth by pulling it apart or into pieces or by cutting it on sth sharp; to become
damaged in this way. e.g. I tore a hole in my jeans.
2) (~ sth in sth) to make a hole in sth by force. e.g. The blast tore a hole in the wall.
3) to remove sth from sth else by pulling it roughly or violently. e.g. The storm nearly tore the
roof off.
4) (~ yourself/sb from sb/sth) to pull yourself/sb away by force from sb/sth that is holding you or
them. e.g. She tore herself from his grasp.
5) to injure a muscle, etc. by stretching it too much. a torn ligament
6) to move somewhere very quickly or in an excited way. e.g. A truck tore past the gates.
7) (in adjectives) very badly affected or damaged by sth. e.g. a strike-torn industry
tear sb/sth apart/to shreads/to bits, etc. – to destroy or defeat sb/sth completely or criticize
them or it severely
tear at your heart/tear your heart out – to strongly affect you in an emotional way
tear your hair out – to show that you are very angry or anxious about sth
(be in) a tearing hurry/rush – (to be) in a very great hurry
be torn (between A and B) - to be unable to decide or choose between two people, things or
feelings
tear sb off a atrip/tear a strip off sb – to speak angrily to sb who has done sth wrong
that’s torn it – used to say that sth has happened to spoil your plans
tear sb apart – to make sb feel very unhappy or worried
tear sth apart – 1) to destroy sth violently, especially by pulling it to pieces; 2) to make people
in a country, an organization or other place fight or argue with each other; 3) to search a place,
making it look untidy and causing damage
tear at sth – to pull or cut sth violently so that it tears
tear yourself away (from sth)/tear something away from (from sth) – to leave somewhere
even though you would prefer to stay there; to take sth away from somewhere
tear sth down – to pull or knock down a building, wall, etc.
tear into sb/sth – 1) to attack sb/sth physically or with words; 2) to start doing sth with a lot of
energy
tear sth up – to destroy a document, etc. by tearing it into pieces
tearaway n a young person who is difficult to control and often does stupid, dangerous and/or
illegal things
Word Discrimination – rip, rend, split, cleave, rive
Rip implies a forcible pulling or breaking apart typically along a line or juncture.
Rend implies greater violence than tear and either heightens the implication of a lacerating effect
or adds that of severing or sundering.
Split implies a cutting or breaking apart in a continuous straight, and usually lengthwise direction
or in the direction of grain or layers.
57
Cleave close to split, but more often it conveys the notion of laying open.
Rive split or tear apart violently, it is elevated for split.
3. approval n
1) the feeling that sb/sth is good or acceptable, a positive opinion of sb/sth. to win sb’s approval;
to nod in approval; e.g. Do the plans meet with your approval?
2) (~ for sth from sb) agreement to, or permission for sth, especially a plan or request. e.g. The
plan will be submitted to the committee for official approval;
parliamentary/congressional/government approval; Senior management have given their seal of
approval (= formal approval) to the plans. The proposal is subject to approval by the
shareholders (= they need to agree to it).
3) if you buy goods, or if goods are sold on approval, you can use them for a time without
paying, until you decide if you want to buy them or not.
Word Discrimination – acceptance, consent, assent, compliance
Acceptance implies the action of consenting to receive or undertake something offered.

Consent implies permission for something to happen or agreement to do sth.
Assent implies the expression of approval or agreement.
Compliance implies the action of complying with a wish or command.
4. obscene adj.
1) offensive or disgusting by offensive standards of morality and decency. e.g. obscene

jokes/gestures/language.
2) extremely large in size or amount in a way that most people find unacceptable and offensive.
e.g. He earns an obscene amount of money. It’s obscene to spend so much on food when millions
are starving.
obscenely adv. to behave obscenely; obscenely rich.
Word Discrimination – outrageous, gross, vulgar, ribald, coarse

Outrageous means very shocking, unusual and unacceptable.
Gross implies either a material quality or a bestiality unworthy of man.
Vulgar suggests something that is offensive to good taste or decency, frequently with the added
implication of boorishness or ill breeding.
Ribald suggests vulgarity and often such impropriety or indecency as provokes the laughter of
people who are not too fastidious.
Coarse implies roughness, rudeness, crudeness or insensitivity.
5. painstaking adj.
needing a lot of care, effort and attention to detail. e.g. painstaking research; The event had been
planned with painstaking attention to detail.
painstakingly adv.
Word Discrimination – careful, thorough, meticulous, assiduous
Careful means making sure of avoiding potential danger, mishap, or harm; cautious.
Thorough means done completely and very carefully with great attention to detail.
Meticulous means showing great attention to detail; very careful and precise.
Assiduous implies great care and perseverance.
58
1. go wrong
2. jump to the conclusion
3. red-letter day
4. rub somebody out
5. get (have a) your foot in the door
1. go wrong a) an important day, or a day that you will
remember, because of sth good that happened
2. jump to the conclusion b) to manage to enter an organization, a field
of business, etc. that could bring you success
3. red-letter day c) to murder sb
4. rub somebody out d) to decide as a result of what you have seen
or heard
5. get (have a) your foot in the door e) experience problems or difficulties
1. At the end of the trial the jury … that the accused was not guilty.
2. The wedding was a … for the young couple.
3. Something must have … with the car; the engine won’t start.
4. The interviewee answered all the killer questions well enough and … .
5. He was so angry with his assistant that threatened … him … .
phrases:
1. Առաջին գրքի շնորհանդեսը շատ կարևոր օր էր Ջեյմսի կյանքում:

2. Հրամանատարը չգիտեր ինչպես վարվել ռազմագերու հետ` սպանել նրան, թե՞
թողնել բախտի քմահաճույքին:
3. Ինչ-որ բան չստացվեց և նրանց բոլոր ծրագրերը խափանվեցին:
4. Ջեյնին հաջողվեց աշխատանքի անցնել շուկայավարման ընկերությունում և
գերել բոլորին իր եռանդով և աշխատասիրությամբ:
5. Նայելով երկինքը պատած սև ամպերին` նավաստիներն անմիջապես
եզրակացրեցին, որ անձրև էր տեղալու և ծով դուրս չեկան:

1. It is a wonder how celebrities … to work after giving birth to a child.
2. The committee nodded … to show that they didn’t have any objections.
3. The kids started to … when they heard school was closed for a day.
4. They … the curtain in search of the snake that was hiding on the window sill.
5. He was laid up with the flu but he … pretty quickly.
(bounce back (2), bounce up and down, tear at, in approval)
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1. The house was in commotion because the children were bouncing … the walls.
2. Jane was torn … Andrew and John as both of them appealed to her and had won her
heart.
3. The child tore himself … my grasp and ran to his mother.
4. The project is subject … approval by the chief administrator.
5. The wedding ceremony had been planned … painstaking attention to detail.
1. They were in a … hurry because they were afraid of missing the train.
2. The … woman made everyone angry by her vulgar gestures.
3. He … at her heart and a gush of tears rolled down her cheeks.
4. He was … from the post because of laziness and rude behavior.
5. When his book was published, there was a … in his popularity.

1. We made the ball move up and down to entertain the baby.
2. Jack was beside himself and he pulled the document into pieces without thinking about
the consequences.
3. We were going to the country but suddenly started raining like cats and dogs. It spoiled
our plans.
4. Everyone agreed that the research had been carried out with a lot of effort and attention to
detail and it was worth granting a PhD.
5. The director should agree to our proposal, otherwise it will be dismissed from the round-
table discussion of the next session.

tear, rip, split
1. He … the letter into pieces and went on working as if nothing had happened.
2. In the south of the country the massive rocks were … by an earthquake, but they still
represent a marvelous view.
3. The carpet had been … from the stairs and it was lying in the balcony.
4. He … open the package to see what was inside.
5. The board …. in two parts.
IX. Translate the following sentences into English using the active vocabulary:
1. Մատենադարանի Միջնադարյան ժողովրդական մշակույթի աղբյուրների

հետազոտման գիտական խմբի ղեկավարը ձեռնամուխ եղավ մանրանկարների
կրկնօրինակման մանրակրկիտ գործին:
2. Գծանկարիչը պատռեց իր նկարը, քանի որ իրեն չէր հաջողվել իր ասելիքն ու
պատկերացումները փոխանցել այդ ստեղծագործության միջոցով:
3. Տեառընդառաջին խարույկի վրայից թռչելու սովորույթը որոշ վայրերում
անասնապահ երեխաները կազմակերպում էին նաև ցուրտ օրերին տաքանալու
նպատակով և այդ խաղը կոչվում էր կընըկոջի:
60
4. Թաթար-մոնղոլները ամբողջովին ավերում և ոչնչացնում էին իրենց գրաված
տարածքները:
5. Բոլոր ներկաները հավանություն տվեցին այն գաղափարին, որ մեր հայրենիքը
կվերագտնի իր երբեմնի փառքն ու հզորությունը և հաջորդ սերունդներին
կհաջողվի նույնիսկ ընդարձակել մեր պետության սահմանները և պահպանել
ու պաշտպանել անօտարելի ազատությունը:
X. Translate the sentences into Armenian, paying attention to the active vocabulary:
1. He has his hands full as the manager bounced him into the new project.
2. The head of the department has given his seal of approval to our programme which
focuses on different needs of the company.
3. It was not an easy decision to tear himself away from his home town and turn over a new
leaf in a foreign country.
4. Her hard work and painstaking efforts resulted in her victory.
5. During the First World War the world experienced an obscene slaughter.

1. Explain the theme of the story. Is it of social or personal significance?
2. Is the author impartial in depicting the character-sketch?
3. Into how many parts does Part I of the story logically and chronologically fall? Headline
each.
4. Why was Mrs. Barrows particularly repugnant to Mr. Martin? Cite examples from the
mock trial to support your answer.
5. What finally defeats Mrs. Barrows? Why does he call her obscene? Pick out all the
bearing negative connotation depicting Mrs. Barrows.
*STYLISTIC NOTES
Suspense is the feeling of anxious anticipation, expectation or uncertainty that creates

tension and maintains the reader’s interest. A writer achieves it by raising questions in the
reader’s mind about what will happen next.
Antithesis is a syntactical stylistic device where contrasting ideas are sharpened by the
use of opposite or noticeably different meanings.
Chiasmus is a syntactical stylistic device which is based on the repetition of a syntactic
pattern with a reverse word-order (Beauty is truth, truth is beauty).
Hyperbole is a lexical stylistic device which contains an exaggeration for emphasis.
Oxymoron is a lexical stylistic device which combines incongruous and contradictory
words and meanings (e.g. pleasantly ugly dace, deafening silence, low skyscraper).
STYLISTIC ANALYSIS
1. How are contrast and suspense used to develop the action?

2. Single out all the stylistic devices and expressive means. Which of them prevails in the
story? What are they aimed at?
3. Indicate the rising and the falling actions of Part I.
4. Find examples of imagery in the descriptive passages of the story.
5. Single out the words bearing emotive charge and give their neutral equivalents.
61
THE CATBIRD SEAT
BY JAMES THURBER
(adapted)
PART 2
It was eighteen minutes after nine when Mr. Martin turned into Twelfth Street. There was
no one within fifty paces when he came to the house, halfway down the block. He was up the
steps and in the small vestibule in no time, pressing the bell under the card that said “Mrs. Ulgine
Barrows.” When the clicking in the lock started, he jumped forward against the door. A bulb in a
lantern hung from the hall ceiling on a chain seemed to give a monstrously bright light. There
was nobody on the stair, which went up ahead of him along the left wall. A door opened down
the hall in the wall on the right. He went toward it swiftly, on tiptoe.
“Well, for God’s sake, look who’s here!” bawled Mrs. Barrows, and her braying laugh
rang out like the report of a shotgun. He rushed past her like a football tackle, bumping her.”
Hey, quit shoving!” she said, closing the door behind them. They were in her living room, which
seemed to Mr. Martin to be lighted by a hundred lamps.” What’s after you?” she said.” You’re as
jumpy as a goat.” He found he was unable to speak. His heart was wheezing in his throat. ”I–
yes,” he finally brought out. She was jabbering and laughing as she started to help him off with
his coat.” No, no,” he said.” I’ll put it here.” He took it off and put it on a chair near the door.”
Your hat and gloves, too,” she said.” You’re in a lady’s house.” He put his hat on top of the coat.
Mrs. Barrows seemed larger than he had thought. He kept his gloves on.” I was passing
by,” he said.” I recognized–is there anyone here?” She laughed louder than ever.” No,” she said,
“we’re all alone. You’re as white as a sheet, you funny man. Whatever has come over you? I’ll
mix you a toddy.” She started toward a door across the room.” Scotch-and-soda be all right? But
say, you don’t drink, do you?” She turned and gave him her amused look. Mr. Martin pulled
himself together.” Scotch-and-soda will be all right,” he heard himself say. He could hear her
laughing in the kitchen.
Mr. Martin looked quickly around the living room for the weapon. He had counted on
finding one there. He began to pace around. He came to a desk. On it lay a metal paper knife with
an ornate handle. Would it be sharp enough? He reached for it and knocked over a small brass
jar. Stamps spilled out of it and it fell to the Boor with a clatter.” Hey,” Mrs. Barrows yelled from
the kitchen, “are you tearing up the pea patch?” Mr. Martin gave a strange laugh. Picking up the
knife, he tried its point against his left wrist. It was blunt. It wouldn’t do.
When Mrs. Barrows reappeared, carrying two highballs, Mr. Martin, standing there with
his gloves on, became acutely conscious of the fantasy he had wrought. Cigarettes in his pocket,
a drink prepared for him–it was all too grossly improbable. It was more than that; it was
impossible. Somewhere in the back of his mind a vague idea stirred, sprouted.” For heaven’s
sake, take off those gloves,” said Mrs. Barrows.” I always wear them in the house,” said Mr.
Martin. The idea began to bloom, strange and wonderful. She put the glasses on a coffee table in
front of the sofa and sat on the sofa.” Come over here, you odd little man,” she said. Mr. Martin
went over and sat beside her. It was difficult getting a cigarette out of the pack of Camels, but he
managed it. She held a match for him, laughing.” Well,” she said, handing him his drink, “this is
perfectly marvelous. You with a drink and a cigarette.”
Mr. Martin puffed, not too awkwardly, and took a gulp of the highball. “I drink and
smoke all the time,” he said. He clinked his glass against hers.” Here’s nuts to that old windbag,
Fitweiler,” he said, and gulped again. The stuff tasted awful, but he made no grimace.” Really,
Mr. Martin,” she said, her voice and posture changing, “you are insulting our employer.” Mrs.
Barrows was now all special adviser to the president.” I am preparing a bomb,” said Mr. Martin,
62
“which will blow the old goat higher than hell.” He had only had a little of the drink, which was
not strong. It couldn’t be that. “Do you take dope or something?” Mrs. Barrows asked coldly.”
Heroin,” said Mr. Martin.” I’ll be coked to the gills when I bump that old buzzard off.” “Mr.
Martin!” she shouted, getting to her feet.” You must go at once.” Mr. Martin took another
swallow of his drink. He tapped his cigarette out in the ashtray and put the pack of Camels on the
coffee table. Then he got up. She stood glaring at him. “Not a word about this,” he said, and laid
an index finger against his lips. All Mrs. Barrows could bring out was “Really!” Mr. Martin put
his hand on the doorknob.” I’m sitting in the catbird seat,” he said. He stuck his tongue out at her
and left. Nobody saw him go.
Mr. Martin got to his apartment, walking, well before eleven. No one saw him go in. He
had two glasses of milk after brushing his teeth, and he felt elated. He got in bed and read a
magazine for a while. He was asleep before midnight.
Mr. Martin got to the office at eight-thirty the next morning, as usual. At a quarter to nine,
Ulgine Barrows, who had never before arrived at work before ten, swept into his office. “I’m
reporting to Mr. Fitweiler now!” she shouted.” If he turns you over to the police, it’s no more
than you deserve!” Mr. Martin gave her a look of shocked surprise. “I beg your pardon?” he said.
Mrs. Barrows snorted and bounced out of the room, leaving Miss Paird and Joey Hart staring
after her. “What’s the matter with that old devil now?” asked Miss Paird. “I have no idea,” said
Mr. Martin, resuming his work. Miss Paird got up and went out. She walked slowly past the
closed door of Mr. Fitweiler’s office. Mrs. Barrows was yelling inside, but she was not braying.
Miss Paird could not hear what the woman was saying. She went back to her desk.
Forty-five minutes later, Mrs. Barrows left the president’s office and went into her own,
shutting the door. It wasn’t until half an hour later that Mr. Fitweiler sent for Mr. Martin. Mr.
Fitweiler was pale and nervous. He took his glasses off and twiddled them. “Martin,” he said,
“you have been with us more than twenty years.” “Twenty-two, sir,” said Mr. Martin. “In that
time,” pursued the president, “your work and your–uh–manner have been exemplary.” “I trust so,
sir,” said Mr. Martin.” I have understood, Martin,” said Mr. Fitweiler, “that you have never taken
a drink or smoked.” “That is correct, sir,” said Mr. Martin.” Ah, yes.” Mr. Fitweiler polished his
glasses.” You may describe what you did after leaving the office yesterday, Martin,” he said. Mr.
Martin allowed less than a second for his bewildered pause.” Certainly, sir,” he said.” I walked
home. Then I went to Schrafft’s for dinner. Afterward I walked home again. I went to bed early,
sir, and read a magazine for a while. I was asleep before eleven.” “Ah, yes,” said Mr. Fitweiler
again.
“Mrs. Barrows,” he said finally, “Mrs. Barrows has worked hard, Martin, very hard. It
grieves me to report that she has suffered a severe breakdown. It has taken the form of a
persecution complex accompanied by distressing hallucinations.” “I am very sorry, sir,” said Mr.
Martin.”Mrs. Barrows is under the delusion,” continued Mr. Fitweiler, “that you visited her last
evening and behaved yourself in an–uh–unseemly manner.” He raised his hand to silence Mr.
Martin’s little pained outcry.” It is the nature of these psychological diseases,” Mr. Fitweiler said,
“to fix upon the least likely and most innocent party as the–uh–source of persecution. These
matters are not for the lay mind to grasp, Martin. I’ve just had my psychiatrist, Dr. Fitch, on the
phone. He would not, of course, commit himself, but he made enough generalizations to
substantiate my suspicions. I suggested to Mrs. Barrows, when she had completed her-uh–story
to me this morning, that she visit Dr. Fitch, for I suspected a condition at once. She flew, I regret
to say, into a rag, and demanded–uh–requested that I call you on the carpet. You may not know,
Martin, but Mrs. Barrows had planned a reorganization of your department–subject to my
approval, of course. This brought you, rather than anyone else, to her mind–but again that is a
phenomenon for Dr. Fitch and not for us. So, Martin, I am afraid Mrs. Barrows’ usefulness here
is at an end.” “I am dreadfully sorry, sir,” said Mr. Martin.
It was at this point that the door to the office blew open with the suddenness of a gas-
main explosion and Mrs. Barrows catapulted through it.” Is the little rat denying it?” she
screamed.” He can’t get away with that!”
63
Can’t you see how he has tricked us, you old fool?” But Mr. Fitweiler had been
surreptitiously pressing all the buttons under the top of his desk and employees of F & S began
pouring into the room.” Stockton,” said Mr. Fitweiler, “you and Fishbein will take Mrs. Barrows
to her home. Mrs. Powell, you will go with them.” Stockton, who had played a little football in
high school, blocked Mrs. Barrows as she made for Mr. Martin. It took him and Fishbein together
to force her out of the door into the hall, crowded with stenographers and office boys. The
hubbub finally died out down in the corridor.
“I regret that this happened,” said Mr. Fitweiler. “I shall ask you to dismiss it from your
mind, Martin.” “Yes, sir,” said Mr. Martin, anticipating his chief’s “That will be all” by moving
to the door.” I will dismiss it.” He went out and shut the door, and his step was light and quick in
the hall. When he entered his department, he had slowed down to his customary gait, and he
walked quietly across the room to the W20 file, wearing a look of studious concentration.
1. bump v
1) (~ against/into sb/sth) to hit sb/sth by accident. e.g. The car bumped into a chair.
2) (~sth against/on sth) to hit sth, especially a part of your body, against or on sth. e.g. Be careful
not to bump your head on the beam when you stand up.
3) to move across a rough surface. e.g. The car bumped its way slowly down the drive.
4) to move sb from one group or position to another; to remove sb from a group. e.g. The airline
apologized and bumped us up to first class. The coach told him he had been bumped from the
crew.
Idioms:
bump into somebody (informal) – to meet sb by chance

bump somebody off (informal) – to murder sb
bump something up (informal) – to increase or raise sth
bump n
1) the action or sound of sth hitting a hard surface. e.g. He fell to the ground with a bump. We
could hear loud bumps from upstairs where the children were playing.
2) a swelling on the body, often caused by a blow. e.g. She was covered in bumps and bruises.
3) a part of a flat surface that is not even, but raised above the rest of it. a bump in the road
4) a slight accident in which your vehicle hits sth
5) the bumps (pl.) (on a child’s birthday) the act of lifting the child in the air and then putting
them down on the ground, once for every year of their age. e.g. We gave her the bumps.
come back/down the earth with a bump/brings (back) down to earth with a bump – to
return or to make sb return to a normal way of thinking or behaving after a time when they have
been very excited, not very practical, etc.
things that go bump in the night – (humorous) used to refer to ghosts and other supernatural
things that cannot be explained
Word Discrimination – clash, collide, conflict
Clash suggests hitting, knocking, or clashing together or against with sharp force and jangling
metallic din.
64
Collide denotes a more or less direct running together or against with a definite and often
destructive force or shock, whereas bump is used primarily of physical matters and then implies a
forceful knocking or running against, typically with thudding effect.
Conflict is archaic in senses involving physical contact and it is used to convey the notion of
variance, incompatibility, or opposition.
2. twiddle v
(~ with sth) to twist or turn sth with your fingers often because you are nervous or bored. e.g. He
twiddled with the radio knob until he found the right programme. She was twiddling the ring on
her finger.
twiddle n
1) a twist or turn. a twiddle of the knob; 2) a decoration twist in a patter, piece of music. twiddles
on the clarinet
twiddly adj detailed and complicated
Idiom:
twiddle your thumbs – 1) to move your thumbs around each other with your fingers joined
together; 2) to do nothing while you are waiting for sth to happen
Word Discrimination – fiddle, twist, swivel, twirl
Fiddle means to keep touching or moving something with your hands because you are bored or
nervous.
Twist means to form into a bent, curling or distorted shape.
Swivel means to turn around a point or axis.
Twirl means spin quickly and lightly round, especially repeatedly.
3. vague adj
1) not clear in a person’s mind. to have a vague impression/memory/recollection of sth. e.g. They
had only a vague idea where the place was.
2) (~ about sth) not having or giving enough information or details about sth. e.g. She’s a little
vague about her plans for next year.
3) (of a person’s behaviour) suggesting a lack of clear thought or attention. e.g. His vague
manner concealed a brilliant mind.
4) not having a clear shape. e.g. In the darkness they could see the vague outline of a church.
vagueness n
vaguely adv
Word Discrimination – obscure, enigmatic, cryptic, ambiguous, equivocal, dim
Obscure implies when the true meaning is hidden or veiled, because of some fault or defect
either in the thing itself or in the person trying to understand it.
Enigmatic means something which puzzles, mystifies, and, often, baffles one seeking its true
meaning or significance.
Cryptic means expressed darkly or enigmatically.
Ambiguous means something which admits of more than one interpretation, largely because of
the use of words having a dual or multiple meanings without giving an indication of which sense
is needed.
Equivocal means a wrong or false impression, thereby admitting uncertainty and confusion or
fostering error.
65
Dim means (of light or illuminated object) not shining brightly or clearly.
4. gross adj
1) being the total amount of sth before anything is taken away. gross weight (including the
container or wrapping); gross income/wage (=before taxes, etc. are taken away)
2) (of a crime, etc.) very obvious and unacceptable. gross indecency/negligence/misconduct; a
gross violation of human rights
3) very fat and ugly. e.g. She’s not just fat , she’s positively gross.
grossness n
gross v to earn a particular amount of money before tax has been taken off it. e.g. It is one of the
biggest grossing movies of all time.
gross sb out – to be very unpleasant and make sb feel disgusted. e.g. His bad breath really
grossed me out.
grossly adv (disapproving) (used to describe unpleasant qualities) extremely. grossly
overweight/unfair/inadequate; e.g. Press reports have been grossly exaggerated.
Word Discrimination – coarse, callous, uncouth, boorish
Coarse means rough or harsh in texture.
Callous implies showing or having an insensitive and cruel disregard for others.
Uncouth implies lacking good manners, refinement or grace.
Boorish means rough and bad-mannered.
5. grieve v
1) (~for/over sb/sth) to feel very sad, especially because sb has died. (grieve implies actual
mental suffering, whether it is shown outwardly or not.) e.g. grieving relatives; 2) to make you
feel very sad. e.g. It grieved him that he could do nothing to help her. It grieved her to leave.
Idiom:
What the eye doesn’t see, the heart doesn’t grieve over (saying) if a person does not know
about sth that they would normally disapprove of, then it cannot hurt them
grievous adj very serious and often causing great pain or suffering. e.g. He had been the victim
of a grievous injustice.
grievous bodily harm (abbr. GBH) the crime of causing sb serious physical injury
Word Discrimination – lament, mourn, sorrow
Lament means to have or express very sad feelings about sth.

Mourn may or may not imply as much sincerity as grieve usually implies, but it suggests a
specific cause and carries a much stronger implication of the outward expression of grief.
Sorrow may imply grieving or mourning and be used in place of either term when sincere mental
distress is implied.
1. in the catbird seat

2. fly into a rage
66
3. at/in the back of your mind
4. to the gills
5. as white as a sheet
1. be in the catbird seat a) very pale because of illness or emotion
2. fly into a rage b) to be aware of sth but it is not what you are
mainly thinking about
3. to the gills c) completely full

4. as white as a sheet d) to have an advantage over other people or be
in control of a situation
5. at/in the back of your mind e) be furious
1. Caren went … when she heard the news.
2. The head of the company … when he learnt that his chief adviser was wheeling and
dealing.
3. He said that he had forgotten about the incident, but it still loomed … .
4. We were stuffed …with mouth-watering chocolate at our local chocolate factory.
5. Andrew is … as a chief administrator and he is responsible for leading and motivating a
large sales team.
phrases:
1. Դոնալդը կատաղեց, երբ տեսավ իր անավարտ դիմանկարը:

2. Տղան տագնապից գունատվեց և մի թախծալուր լռություն մշուշել էր նրա
կենսախինդ դեմքը:
3. Սյուին թվում էր, թե վերահսկում է իրավիճակը: Իրականում ոչ ոք դույզն-ինչ
ուշադրություն չէր դարձնում նրան:
4. Նա ամբողջովին ընկել էր երազանքների գիրկը` առանց գիտակցելու, որ մի
գեղեցիկ օր կբախվեն իրականությունն ու երևակայությունը:
5. Նախրապանը նախիրը սարն էր տանում և ենթագիտակցաբար վերհիշում իր
պապիկի պատմած պատմությունները:

1. He was so cross with his employer that he would even … him … .
2. While walking along Abovyan street, I … an old friend of mine.
3. The serial killer was accused of ….people because of having psychological problems.
4. I … an old man who had immigrated from Getashen.
5. Her obscene behavior in the countryside … everyone … .
(bump sb off (2), gross out, bump into (2)
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1. His feet were covered … bumps because of climbing the mountain barefoot.
2. Tom was vague … his plans for the winter holidays.
3. Susan is a daydreamer and looks at the world with rose-coloured glasses; one day she will
have to come … the earth … a bump.
4. The children didn’t dare to enter the haunted house as they were afraid of the things that
go bump … the night.
5. He twiddled … the keys, not knowing what else to do in the waiting room.
VI. Paraphrase the following sentences using the active vocabulary:

1. She didn’t have a clear recollection of her childhood and didn’t bother about that.
2. He was turning the ring with his fingers as he was at a loss for words.
3. Jack was walking absent-mindedly without looking where he was going. Suddenly he hit
his head on the wall.
4. She feels very sad after her failure in the competitions.
5. It makes me very sad to realize that we left some of our ancestral land to the enemy.
VII. Fill in the blanks with the right word:
vague, obscure, ambiguous

1. The professor’s words were incomprehensible. We found his lecture … .
2. The title of the story is … . It can be interpreted in many ways.
3. We could discern a … outline in the distance.
4. He was uttering … phrases which lacked interpretation.
5. She felt an … resentment and anger.
VIII. Translate the following sentences into Armenian paying attention to the active
vocabulary:
1. He had a vague idea where the place was, after a while he got the car to start and drove
slowly along the middle of the road.
2. It grieved him that he could do nothing when the lightning flashed with stunning ferocity
and struck the building.
3. He was so gross that squatting under his potato sack didn’t conceal him from sight.
He could clearly see how her skin was shivering, her grievous face breaking up.
4. The child came down with a bump and sweated guiltily.
5. Susan was twiddling with the knobs for her beloved radio request programme.
IX. Translate the following sentences into English using the active vocabulary:
1. Նրան վիշտ էր պատճառում մտածել իր նախնիների անցած դժվարին

ճանապարհի մասին, միևնույն ժամանակ նա քաջ գիտակցում էր, որ
պատմական երկար ճանապարհ կտրել-անցնելուց հետո էլ իր ժողովուրդը դեռ
խոսք ունի ասելու աշխարհին:
2. Ամեն անգամ նա ձեռքի մեջ զայրացած պտտեցնում էր գրիչը, երբ հարցնում
էին իր քաղաքական կողմնորոշման մասին:
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3. Քաղաքակիրթ աշխարհում դեռևս ականատես ենք լինում մարդու իրավունքի
կոպիտ խախտումների:
4. Հենրին սոսկալի սխալ թույլ տվեց, որն էլ գցեց իր հեղինակությունը:
5. Հանձնաժողովի անդամների երկիմաստ հարցերը զայրացրեցին
երիտասարդներին:
X. Translate the sentences into Armenian, paying attention to the active vocabulary:
1. It was grossly exaggerated that the brand-new laptop works wonders.
2. The professional boxer was left with a grievous bodily harm and was out of practice for a
long time.
3. The bus driver grossed the passengers out as he had to make request stops every five
minutes.
4. Margaret had only vague recollections of her homeland as she had left it at an early age.
5. It grieves me to think that many innocent intellectuals were massacred by Ottoman
Turkey because of being Armenian.

1. Can Mrs. Barrows’ attempts be characterized as willful, blatant and persistent to destroy
the efficiency of F & S or the attempts aimed at bringing out the best in the firm?
2. At what point can the reader predict the resolution of the action? How is tension
maintained until the very end?
3. How does seriousness impinge upon the comic elements of the story?
4. Should Mrs. Barrows’ actions be considered as madness or progress? Does Mr. Martin
display the characteristic of being dull or cunning? How is Mr. Martin’s being cunning,
meticulous or dull revealed in the text? Does he make an impression of a drab ordinary
little man or a scheming little creature?
5. Is the outcome of the story success or failure?
*STYLISTIC NOTES
Metaphor is a lexical stylistic device when two phenomena (things, events, ideas,
actions) are simultaneously brought to mind by the imposition of some or all of the inherent
properties of one object on the other.
Metonymy a lexical stylistic device based on different type of relation based not on
identification, but on some kind of association connecting the two concepts which these
meanings represent (e.g. He was too fond of bottle).
Irony is a lexical stylistic device based on the simultaneous realization of two logical
meanings - dictionary and contextual, but the two meanings stand in opposition to each other
(e.g. It must be delightful to find oneself in a foreign country without a penny in one’s pocket).
STYLISTIC ANALYSIS
1. What is the gist/the main idea of the story?
2. Single out all the stylistic devices and expressive means. What are they aimed at? Which
of them prevails in the story? What seems to be the most likely moment of climax in the
story and why?
3. The main character faced both an internal and an external conflict. Which one was more
difficult for him to overcome?
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4. Does the story have a surprise ending or is it foreshadowed in any way? Motivate your
answer.
5. Give the character sketch of Mr. Martin? Is the main character static or dynamic? Has the
main character remained the same or changed?
Language Study
Conditionals
Zero conditional defines general or scientific facts.

e.g. If there is gravity in the world, things don’t move irregularly.
First conditional shows real or likely conditions in the present or future and their results
in the present and future.
e.g. If the weather is favorable, we will join in their expedition.
Second conditional shows impossible, unlikely or hypothetical conditions in the present

or future and their results in the present or future. Sentences of this type are said to represent an
unreal condition as opposed to those representing real condition in the Indicative mood.
e.g. If I were well off, I would travel all over the world.
Third conditional shows hypothetical conditions in the past and their results in the past.
Sentences of this type also represent an unreal condition in the past.
e.g. If we had known about their intentions, we wouldn’t have trusted them so much.
Mixed conditional shows hypothetical past condition and a present result.

e.g. If they had heeded their parents’ advice, they would face no problems now.
PAIR WORK
Practice
I. Translate the following sentences from the text and identify the type of the conditional:
1. If any of the staff at F & S had seen him buy the cigarettes, they would have been
astonished, for it was generally known that Mr. Martin did not smoke, and never had.
2. If he ran into anybody, he would simply have to place the rubbing-out of Ulgine Barrows
in the inactive file forever.
3. The same thing would hold true if there were someone in her apartment.
4. “If he turns you over to the police, it’s no more than you deserve.”
5. “If you weren’t such a drab ordinary little man,” she said, “I’d think you’d planned it all.”
II. Translate into English paying attention to the tense forms:
1. Ես չէի պատմի ողջ եղելությունը, եթե իմանայի, որ նրա տրամադրությունը

կընկնի:
2. Եթե մենք ճանապարհ ընկնենք այգաբացին, կհասցնենք արևամուտին տուն
վերադառնալ:
3. Նրանք առանց վարանելու կմեկնեին հանգստյան տուն, եթե բավարար գումար
ունենային:
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4. Եթե նա իրեն այդքան գռեհիկ պահած չլիներ խնջույքի ժամանակ, մտերիմներն
այդքան անտարբեր չէին դառնա նրա նկատմամբ:
5. Քեյթը ներկա կգտնվեր թանգարանի բացման արարողությանը, եթե ժամանակ
ունենար, բայց նրա աշխատանքային ժամերն ուշ են վերջանում:
III. Which of the sentences is right?

1. If they invite us, we will go to the birthday party.
2. If they’ll invite us, we will go to the birthday party.
3. If she would have worked hard, she would have passed the exam.
4. I don’t know if they accept our proposal.
5. I don’t know if they’ll accept our proposal.
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UNIT IV
TOPIC: SCIENCE FICTION
MEDICINE AND HEALTH
PART 1
ANALYTICAL READING

 Read the paragraph about Aldous Huxley below. Find more information on Aldous
Huxley’s life and works.
ALDOUS HUXLEY
Aldous Huxley (1894-1963) was born in England and educated at Oxford. He is the
author of many novels including Point Counter Point (1928) and the anti-utopian Brave New
World (1932). He also wrote essays, short stories, poetry, and plays. After he moved to Southern
California, he became increasingly interested in Hindu philosophy and mysticism. The Doors of
Perception (1954) describes his experience with hallucinogenic drugs. This brief selection from
Brave New World describes without comment experiments to condition the minds of new-born
infants.
B. Brainstorming:
Work in pairs:
KEY WORDS
electric, shock conditioning,

reflexes, spasmodic yelp, engaged
in, infant mind, electrify, explosion
electric shock: “And now,” the Director shouted (for the noise was deafening), “now we
proceed to rub in the lesson with a mild electric shock.”
conditioning: INFANT NURSERIES. NEO-PAVLOVIAN CONDITIONING ROOMS, announced
the notice board.
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reflexes: “They will grow up with what the psychologists used to call an ‘instinctive’ hatred of
books and flowers. Reflexes unalterably conditioned.”
spasmodic yelp: There was something desperate, almost insane, about the sharp spasmodic
yelps to which they now gave utterance.
distorted with terror: The children started, screamed; their faces were distorted with terror.
engaged in: Half a dozen nurses, trousered and jacketed in the regulation white viscose-linen
uniform, their hair aseptically hidden under white caps, were engaged in setting out bowls of
roses in a long row across the floor. Big bowls, packed tight with blossom.
infant mind: Books and loud noises, flowers and electric shocks – already in the infant mind the
couples were compromisingly linked; and after two hundred repetitions of the same or a similar
lesson would be wedded indissolubly.
electrify: “We can electrify that whole strip of floor,” bawled the Director in explanation. “But
that’s enough,” he signaled to the nurse.
explosion: There was a silent explosion. Shriller and ever shriller, a siren shrieked. Alarm bells
maddeningly sounded.
2. Which are consequences of the elimination of choice?

3. Does the control of mind diminish the potential for human growth?
4. Do you agree that psychological technologies are designed to control the future
behavior of people, to create individuals without individuality, to allow for social
stability, economic productivity within narrow constraints?
6. Write a short paragraph entitled “Conditioning the Children.” Compare your
paragraphs to one another.
“CONDITIONING THE CHILDREN”
BY ALDEOUS HUXLEY
(adapted)
The B.H.C. and his students stepped into the nearest lift and were carried up to the fifth
floor.
INFANT NURSERIES. NEO-PAVLOVIAN CONDITIONING ROOMS, announced the
notice board.
The Director opened a door. They were in a large bare room, very bright and sunny; for
the whole of the southern wall was a single window. Half a dozen nurses, trousered and jacketed
in the regulation white viscose-linen uniform, their hair aseptically hidden under white caps,
were engaged in setting out bowls of roses in a long row across the floor. Big bowls, packed tight
with blossom. Thousands of petals, ripe blown and silkily smooth, like the cheeks of innumerable
little cherubs, but of cherubs, in that bright light, not exclusively pink and Aryan, but also
luminously Chinese, also Mexican, also apoplectic with too much blowing of celestial trumpets,
also pale as death, pale with the posthumous whiteness of marble.
The nurses stiffened to attention as the D.H.C. came in.
“Set out the books,” he said curtly.
In silence the nurses obeyed his command. Between the rose bowls the books were duly
set out – a row of nursery quartos opened invitingly each at some gaily coloured image of beast
or fish or bird.
“Now bring in the children.”
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They hurried out of the room and returned in a minute or two, each pushing a kind of tall
dumb-waiter laden, on all its four wire-netted shelves with eight-month-old babies, all exactly
alike (a Bokanovsky Group, it was evident) and all (since their caste was Delta) dressed in khaki.
“Put them down on the floor.”
The infants were unloaded.
“Now turn them so that they can see the flowers and books.”
Turned, the babies at once fell silent, then began to crawl towards those clusters of sleek
colors, those shapes so gay and brilliant on the white pages. As they approached, the sun came
out of a momentary eclipse behind a cloud. The roses flamed up as though with a sudden passion
from within; a new and profound significance seemed to suffuse the shining pages of the books.
From the ranks of the crawling babies came little squeals of excitement, gurgles, and twitterings
of pleasure.
The Director rubbed his hands. “Excellent!” he said. “It might almost have been done on
purpose.”
The swiftest crawlers were already at their goal. Small hands reached out uncertainly,
touched, grasped, unpetaling the transfigured roses, crumpling the illuminated pages of the
books. The Director waited until all were happily busy. Then, “Watch carefully,” he said. And,
lifting his hand, he gave the signal.
The Head Nurse, who was standing by a switchboard at the other end of the room,
pressed down a little lever.
There was a silent explosion. Shriller and ever shriller, a siren shrieked. Alarm bells
The children started, screamed; their faces were distorted with terror.
“And now,” the Director shouted (for the noise was deafening), “now we proceed to rub
in the lesson with a mild electric shock.”
He waved his hand again, and the Head Nurse pressed a second lever. The screaming of
the babies suddenly changed its tone. There was something desperate, almost insane, about the
sharp spasmodic yelps to which they now gave utterance. Their little bodies twitched and
stiffened; their limbs moved jerkily as if to the tug of unseen wires.
“We can electrify that whole strip of floor,” bawled the Director in explanation. “But
that’s enough,” he signaled to the nurse.
The explosions ceased, the bells stopped ringing, the shriek of the siren died down from
tone to tone into silence. The stiffly twitching bodies relaxed, and what had become the sob and
yelp of infant maniacs broadened out once more into a normal howl of ordinary terror.
“Offer them the flowers and the books again.”
The nurses obeyed, but at the approach of the roses, the infants shrank away in horror; the
volume of their howling suddenly increased.
“Observe,” said the Director triumphantly, “observe.”
Books and loud noises, flowers and electric shocks – already in the infant mind the
couples were compromisingly linked; and after two hundred repetitions of the same or a similar
lesson would be wedded indissolubly. What man has joined, nature is powerless to put asunder.
“They will grow up with what the psychologists used to call an ‘instinctive’ hatred of
books and flowers. Reflexes unalterably conditioned. They’ll be safe from books and botany all
their lives.” The Director turned to his nurses. “Take them away again.”
Still yelling, the khaki babies were loaded on to their dumb-waiters and wheeled out,
leaving behind them the smell of sour milk and a most welcome silence.
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1. shrink v
1) (shrank, shrunk) to become smaller, especially when washed in water that is too hot; to make
clothes, cloth, etc. smaller in this way. e.g. My sweater shrank in the wash.
2) to become or to make sth smaller in size or amount. e.g. The tumour had shrunk to the size of a
pea. The market for their products is shrinking.
3) to move back or away from sth because you are frightened or shocked. e.g. He shrank back
against the wall as he heard them approaching.
Idioms:
a shrinking violet (humorous) = a way of describing a very shy person

shrink from something = to be unwilling to do sth that is difficult or unpleasant. e.g. We made it
clear to them that we would not shrink from confrontation. They did not shrink from doing what
was right.
shrink n (slang, humorous) a psychiatrist or psychologist
Word Discrimination – contract, condense, dwindle, diminish, reduce
Contract means to draw together the sides or particles of, especially by a force from within, with
a consequent reduction in compass.
Condense denotes reduction, usually of something more or less homogeneous.
Dwindle means to become gradually less or smaller.
Diminish means to become or to make something become smaller, weaker, etc.
Reduce means to make something less or smaller in size, quantity, price, etc.
2. cease v
to stop happening or existing; to stop sth from happening or existing. e.g. Welfare payments
cease as soon as an individual starts a job. They voted to cease strike action immediately. He
ordered his men to cease fire (=stop shooting).
cessation n the stopping of sth, a pause in sth. e.g. Mexico called for an immediate cessation of
hostilities.
ceaseless adj not stopping; seeming to have no end
ceasefire n a time when enemies agree to stop fighting, usually while a way is found to end the
fighting permanently
Idiom:
wonders will never cease (informal, usually ironic) a phrase used to express surprise and
pleasure at sth
Word Discrimination – stop, quit, desist, die away, fade away, fizzle out
Stop means come to an end, cease to happen. Stop is stylistically neutral, whereas cease is a
formal word meaning to stop doing something. Cease applies primarily to states and conditions
or to what is thought of as being or as having existence. Thus, a train stops but does not cease,
but the noise it makes both stops and ceases; one stops a car but may cease driving a car; one
stops work on a book but ceases one’s efforts to perfect its style.
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Quit (doing sth.) is an American word meaning to stop doing something; it may suggest finality
in ceasing an activity, sometimes with an implication of accepting frustration or failure.
Desist usually stresses forbearance or restraint as the motive for stopping or ceasing but it may
imply the futility of one’s efforts.
Die away means to become gradually weaker or fainter and finally disappear.
Fade away means to become very weak or ill/sick and die.
Fizzle out means to gradually become less successful and end in a disappointing way.
3. twitter v
1) when birds twitter, they make a series of short high sounds.
2) (~ on/about sth) to talk quickly in a high excited voice, especially about sth that is not very
important.
twitter n
1) a series of short high sounds that birds make
2) a state of nervous excitement
Word Discrimination – chirp, peep, chitter, cheep
Chirp implies the short, sharp, and thin sound that is made by practical small birds and some
insects.
Peep differs from chirp chiefly in stressing the weakness of the sound and so suggesting its
faintness or the animal’s helplessness.
Chitter like twitter, implies a succession of sounds, but distinctively it can imply a briskness and
sharpness of tone.
Cheep implies feebleness, yet shrillness of sound such as that made by a very young bird or
mouse.
4. rub v
1) to move your hand, or sth such as cloth, backwards and forwards over a surface while pressing
firmly. e.g. She rubbed her chin thoughtfully.
2) to press two surfaces against each other and move them backwards and forwards; to be pressed
together and move in this way. e.g. She rubbed her hands in delight.
3) to move backwards and forwards many times against sth while pressing it, especially causing
pain or damage. e.g. The back of my shoe is rubbing.
4) to spread a liquid or other substance over a surface while pressing firmly. e.g. She rubbed the
lotion into her skin.
Idioms:
rub somebody’s nose in it = (informal) keep reminding sb in an unkind way of their past
mistakes
rub somebody the wrong way = to make sb annoyed or angry, often without intending to, by
doing or saying sth that offends them
rub shoulders with somebody /rub elbows with somebody = to meet and spend time with a
famous person, socially or as part of your job
rub something out = to remove the marks made by a pencil, etc., using a rubber/eraser
rub something down = to make something smooth by rubbing it with special material
rub it in/rub something in = to keep reminding somebody of something they feel embarrassed
about and want to forget
rub n
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1) an act of rubbing a substance. e.g. She gave her knee a quick rub.
2) a problem or difficulty. e.g. The hotel is in the middle of nowhere and there lies the rub. We
don’t have a car.
Word Discrimination – massage, knead, stroke, pat
Massage means rub and knead with the hands.

Knead means to massage and squeeze with the hands.
Stroke means to move one’s hand with gentle pressure over (a surface), typically repeatedly;
caress.
Pat means to tough quickly and gently with the flat of the hand.
5. limb n
1) an arm or a leg; a similar part of an animal, such as a wing. e.g. For a while, she lost use of her
limbs.
2) (~limbed, in adjectives) having the type of limbs mentioned. long-limbed, loose-limbed
3) a large branch of a tree
Idioms:
out on a limb = not supported by other people. e.g. Are you prepared to go out on a limb (=risk
doing sth that other people are not prepared to do) and make your suspicions public?
tear/rip somebody limb from limb = to attack sb very violently
risk life and limb/risk your neck = to risk being killed or injured in order to do sth
Word Discrimination – extremities, appendage, protuberance, projection
Extremities refers to the parts of your body that are furthest from the centre, especially your
hands and feet.
Appendage means a smaller or less important part of something larger.
Protuberance means a round part that sticks out from a surface.
Projection means something that sticks out from a surface.

1. to rub it in
2. at the sight of
3. pale as death
4. squeal of excitement
5. howl of terror
1. to rub it in a) keep reminding sb of sth they feel
embarrassed about and want to forget
2. pale as death b) on seeing
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3. howl of terror c) having skin that is whiter than usual
because of illness, a strong emotion, etc.
4. squeal of excitement d) a long high cry of thrill

5. at the sight of e) a long loud cry of fright
1. … the beasts all the campers huddled around the fire.
2. The salesman turned … when a savvy band of jewel thieves, armed with guns entered the
luxury shop.
3. He gave out a … when the committee accepted his proposal.
4. The child’s … at the sight of the bear horrified everyone in the neighborhood.
5. He … it … me all the time that I am a coward and a weak person.
phrases:
1. Ծիծեռնակը ուրախ ճիչ արձակեց` տեսնելով, որ իր ձագը դուրս պրծավ արծվի

ճիրաններից:
2. Ծերունազարդ պապիկն ամեն անգամ գունատվում էր, երբ հիշում էր դառը
անցյալը:
3. Համլետն արտասվեց` իր պապերի հայրենի քաղաքը տեսնելուն պես:
4. Զբոսավարն ազդանշան տվեց կանգնելու, քանի որ անտառից սարսափահար
ոռնոցներ էր լսվում:
5. Ջեքն ամեն անգամ բավականություն էր ստանում, երբ հիշեցնում էր ինձ իմ
թերություններն ու վատ արարքները:

1. She seemed to be … responsibility and shifting the blame on to us.
2. They were … the leather … for making a clutch bag.
3. We … the pencil marks using an eraser.
4. Jack always … confrontation and face to face conversation.
5. The old inscriptions were ... and we could not decipher what was written on the walls.
(rub out (2), shrink from (2), rub down)
1. It took her long to rub … the mistakes in her dictation.
2. They didn’t shrink … their responsibility and were as good as their words.
3. He went … … a limb to save the drowning man.
4. He ripped the enemy limb … limb in rage.
5. In spring, when everything is in full blossom, birds twitter … pleasure.
1. He risked his life and … to help his friend who had fallen down the canyon.
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2. It was spring, the flowers had blossomed, everything was in full bloom everywhere and
the birds were … cheerfully.
3. The woolen sweater … on hot water.
4. The issue of the war between the two parties remained center stage until peace talks were
called for and … agreement was signed.
5. He … his hands together to keep warm.

1. He made me very angry by concealing what had really happened.
2. Christine is a very shy person and doesn’t communicate with her peers much.
3. The meeting was part of a series of talks to stop shooting.
4. The short high sounds of birds seemed like pleasant music to the ears.
5. Out of the blue sky the enemy attacked violently, and the soldiers standing on the border
were taken aback.
shrink, contract, condense

1. The cloth … in size.
2. The heart muscles … to expel the blood.
3. The gas was … in the balloon.
4. She … back at the wall as she heard the enemy approaching.
5. Glass … as it cools.
vocabulary:
1. They had risked life and limb by entering that place and thought only of getting out of the
weird maze alive.
2. The mediators used their verbal gifts of persuasiveness to convince all sides to start
ceasefire talks.
3. The commander only thought of saving his own skin, but he was wounded in his limb.
4. The ceaseless music was already getting on his nerves.
5. It was freezing cold outside and Jane rubbed her hands together to keep warm.
1. Նրանք դադարեցին զրուցել, երբ անծանոթուհին ներս մտավ:

2. Աննան աղիողորմ լալիս էր, քանի որ իր ամենագեղեցիկ զգեստը փոքրացել էր,
և նա ոչինչ չուներ երեկույթին հագնելու համար:
3. Նա զայրացրեց մեզ իր անպարկեշտ հագուկապով:
4. Կարինեն շատ ամաչկոտ է և անմիջապես կարմրում է մարդկանց հետ
խոսելիս:
5. Ամրոցի պահապան շները վայրագորեն հարձակվում էին նույնիսկ
պատահական անցորդների վրա:
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Language Study
The chronological succession of the events in fiction is usually expressed by means of

tense forms, adverbial modifiers of time and place, participial constructions, etc. Past Simple is
one of the formal-grammatical means to relate the story. It further entails that the Past Simple
Tense is not only used to state simple facts in the past, to denote habitual actions in the past, to
denote a succession of past actions, but it may also be used in descriptions for achieving
expressiveness and laying down the details in a literary text.
PAIR WORK
Practice
I. Study the following descriptive sentences from the text and translate them into
Armenian, paying attention to the Past Simple Tense:
1. As they approached, the sun came out of a momentary eclipse behind a cloud.
2. Small hands reached out uncertainly, touched, grasped, unpetaling the transfigured roses,
crumpling the illuminated pages of the books.
3. The children started, screamed; their faces were distorted with terror.
4. There was a violent explosion. Shriller and even shriller, a siren shrieked. Alarm bells
5. He waved his hand again, and the head Nurse pressed a second lever. The screaming of
the babies suddenly changed its tone. There was something desperate almost insane,
about the sharp spasmodic yelps to which they now gave utterance.
II. Make up a descriptive essay, making use of the Past Simple Tense for laying down the
details.
1. Describe the neo-Pavlovian experiment. Summarize the Pavlovian experiment

demonstrated on the children. Do the doctor and the student observers regard the
experiment as cruel? What is the result of the experiment?
2. Describe the nurses and the children’s behavior. What is their role in the story?
3. Is the ultimate goal of those carrying out experiments to produce unquestioning loyalty or
aversion in people?
4. What instinctive hatred is the repetition of the conditioning process aimed at developing?
Is scientific development a curse or blessing?
5. Comment and discuss the following statements by Francis Bacon:
a) The human understanding is moved by those things most which strike and enter the mind
simultaneously and suddenly, and so fill the imaginations; and then it feigns and supposes all
other things to be somehow, though it cannot see how, similar to those few things by which it
is surrounded. But for that going to and fro to remote and heterogeneous instances, by which
axioms are tried as in the fire, the intellect is altogether slow and unfit, unless it be forced
thereto by severe laws and overruling authority.
b) The human understanding is of its own nature prone to abstractions and gives a substance
and reality to things which are fleeting. But to resolve nature into abstractions is less to our
80
purpose than to dissect her into parts; as did the school of Democritus, which went further
into nature than the rest. Matter rather than forms should be the object of our attention, its
configurations and changes of configuration, and simple action, and law of action or motion;
for forms are figments of the human mind, unless you will call those laws of action forms.
c) The human understanding is no dry light, but receives an infusion from the will and
affections; whence proceed sciences which may be called “sciences as one would.” For what
a man had rather were true he more readily believes. Therefore he rejects difficult things
from impatience of research; sober things, because they narrow hope; the deeper things of
nature, from superstition; the light of experience, from arrogance and pride, lest his mind
should seem to be occupied with things mean and transitory; things not commonly believed,
out of deference to the opinion of the vulgar. Numberless in short are the ways, and
sometimes imperceptible, in which the affections color and infect the understanding.
STYLISTIC ANALYSIS
1. What is the gist/main idea of the story? What is the author’s message?
2. Indicate the rising and falling actions.
3. Indicate the climax of the text. Which part reveals the moment of high tension in the text?
4. How does Huxley employ imagery in the details? Single out as many stylistic devices as
you can and comment on them.
5. How would you finish the story if you were the writer?
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PAIR WORK
TOPIC: EUTHANASIA
Euthanasia is taken from the Greek word euthanos, which means “good health and is the
practice of intentionally ending a life to relieve pain and suffering. It is a concept used in the
medical field of which means easy death or gentle death, and it is defined as the deliberate
speeding up of the death of an individual based on terminal medical conditions.
ANGEL OF EUTHANASIA DISCIPLE

MERCY
OF DEVIL
1. Do you think euthanasia is considered mercy-killing or doctor-assisted suicide?

Reveal the differences between killing someone or relieving the person from
suffering.
2. Study the web-scheme below. What are the religious, ethical, moral, social and
legal arguments to justify or decline such medical practice?
Religious
Ethical EUTHANASIA Legal
Moral Social
3. What circumstances can euthanasia be justifiable? Is it ever right to end the life of
a terminally ill patient who is undergoing severe pain and suffering?
4. Is euthanasia legal or illegal in your country?
5. Should the doctor be imprisoned and charged with malpractice in case of
euthanasia? Do you support legalizing euthanasia?
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 Read the extracts below about euthanasia and discuss them in pairs.
OFFERING EUTHANASIA CAN BE AN ACT OF LOVE
DEREK HUMPHRY
The American Medical Association’s decision to recognize that artificial feeding is a life-
support mechanism and can be disconnected from hopelessly comatose patients is a welcome, if
tardy, acceptance of the inevitable.
Courts in California and New Jersey have already ruled this way, and although a
Massachusetts court recently ruled in an opposite manner, this is being appealed to a higher
court.
The AMA’s pronouncement is all the more welcome because it comes at a time when the
benefits of some of our modern medical technologies are in danger of being ignored because of
the public’s fear that to be on life-support machinery can create problems.
People dread having their loved ones put on such equipment if it means they are never
likely to be removed if that proves later to be the more sensible course. As medical ethicist and
lawyer George Annas has said, “People have rights, not technologies.”
The argument by the pro-life lobby that food is a gift from God, no matter how it is
introduced, and thus to deprive a comatose person of pipeline food is a murder, is fallacious. A
pipe is manufactured item; the skill to introduce it into the body and maintain it there is a medical
technology. Without the pipeline, the person would die. Food is common to all humans, but
taking it through a pipeline is a technique carried out because the person has sustained an injury
or suffers an illness which prevents normal feeding.
The pro-life lobby also harks back to Nazi excesses of the 1930s and 1940s as part of its
argument for continued pipeline feeding. True, Nazi Germany murdered about one hundred
thousand Aryan Germans who were mentally or physically defective because it considered them
“useless eaters,” detracting from the purity of the German race.
But neither the views of the victims nor their relatives were ever sought: they were
murdered en masse in secret fashion and untruths concocted to cover the crimes.
No terminally ill or comatose person was ever helped to die by the Nazis. Moreover, their
barbarous killing spree took in 6 million Jews and 10 million noncombatant Russians, Slavs, and
gypsies. Life was cheapened by the Nazis to an appalling degree. What connection is there
between the Nazis then and the carefully considered euthanasia today of a permanently comatose
person who might, as Karen Quinlan did, lie curled up for ten years without any signs of what
most of us consider life?
Helping another to die in carefully considered circumstances is part of good medicine and
also demonstrates a caring society that offers euthanasia to hopelessly sick persons as an act of
love.
Questions for Analysis

1. Where does Humphry suggest a definition of the “carefully considered circumstances” of
his last paragraph?
2. Explain the logic of Humphry’s distinction between the Nazi murder of “useless eaters”
and his own position on artificial feeding.
3. To what emotions does the author appeal in his characterization of his opponents as “the
pro-life lobby” in paragraphs 5 and 6?
4. To what emotions does the author appeal by using the word helping in reference to
euthanasia?
5. Do you agree that Euthanasia is an act of love?
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EUTHANASIA IS NOT THE ANSWER
MATTHEW E. CONOLLY
From the moment of our conception, each of us is engaged in a personal battle that we
must fight alone, a battle whose final outcome is never in any doubt, for, naked, and all too often
alone, sooner or later we all must die.
We do not all make life’s pilgrimage on equal terms. For some the path is strewn with
roses, and after a long and healthy life, death comes swiftly and easily, for others it is not so. The
bed of roses is supplanted by a bed of nails, with poverty, rejection, deformity, and humiliation
the only lasting companions they ever know.
I know that many people here today carry this problem of pain in a personal way, or else
it has been the lot of someone close to you. Otherwise you would not be here. So let me say right
at the outset, that those of us who have not had to carry such a burden dare not criticize those
who have, if they should plead with us for an early end to their dismal sojourn in this world.
UNLEASHING EUTHANASIA
Let’s look at these problems one by one. The first problem is that once we unleash
euthanasia, once we take to ourselves the right actively to terminate a human life, we will have
no means of controlling it. Adolf Hitler showed with startling clarity that once the dam is
breached, the principle somewhere compromised, death in the end comes to be administered
equally to all – to the unwanted fetus, to the deformed, the mentally defective, the old and the
unproductive, and thence to the politically inconvenient, and finally to the ethnically
unacceptable. There is no logical place to stop.
The founders of Hemlock no doubt mean euthanasia only for those who feel they can take
no more, but if it is available for one it must be available for all. Then what about those precious
people who even to the end put others before themselves? They will now have laid upon them the
new and horrible thought that perhaps they ought to do away with themselves to spare their
relatives more trouble or expense. What will they feel as they see their 210 days of Medicare
hospice payments run out, and still they are alive. Not long ago, Governor Lamm of Colorado
suggested that the old and incurable have a duty to get out of the way of the next generation. And
can you not see where these pressures will be the greatest? It will be amongst the poor and
dispossessed. Watts will have sunk in a sea of euthanasia long before the first ripple laps the
shore of Brentwood. Is that what we mean to happen? Is that what we want? Is there nobility of
purpose there?
It matters to me that my patients trust me. If they do so, it is because they believe that I
will always act in their best interests. How could such trust survive if they could never be sure
each time I approached the bed that I had not come to administer some coup de grace when they
were not in a state to define their own wishes?
Those whose relatives have committed more conventional forms of suicide are often
afterwards assailed by feelings of guilt and remorse. It would be unwise to think that euthanasia
would bring any less in its wake.
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A BETTER WAY
Speaking as a physician, I assert that unrelieved suffering need never occur, and I want to
turn to this important area. Proponents of euthanasia make much of the pain and anguish so often
linked in people’s minds with cancer. I would not dare to pretend that the care we offer is not
sometimes abysmal, whether because of the inappropriate use of aggressive technological
medicine, the niggardly use of analgesics, some irrational fear of addiction in a dying patient, or
a lack of compassion.
However, for many, the process of dying is more a case of gradually loosing life’s
moorings and slipping way. Oftentimes the anguish of dying is felt not by the patient but by the
relatives: just as real, just as much in need of compassionate support, but hardly a reason for
killing the patient!
But let us consider the patients who do have severe pain, turmoil, and distress, who find
their helplessness or incontinence humiliating, for it is these who most engage our sympathies. It
is wrong to assert that they must make a stark choice between suicide or suffering.
There is another way.
Experience with hospice care in England and the United States has shown repeatedly that
in every case, pain and suffering can be overwhelmingly reduced. In many cases it can be
abolished altogether. This care, which may (and for financial reasons perhaps must) include
home care, is not easy. It demands infinite love and compassion. It must include the latest
scientific knowledge of analgesic drugs, nerve blocks, and so on. But it can be done, it can be
done, it can be done!
LIFE IS SPECIAL
Time and again our patients have shown us that life, even a deformed, curtailed, and, to
us, who are whole, an unimaginable life, can be made noble and worth living. Look at Joni
Earickson – paraplegic from the age of seventeen – now a most positive, vibrant and inspirational
person who has become world famous for her triumph over adversity. Time and time again, once
symptoms are relieved, patients and relatives share quality time together, when forgiveness can
be sought and given – for many a time of great healing.
Man, made in the image of his Creator, is different from all other animals. For this reason,
his life is special and may not be taken at will.
We do not know why suffering is allowed, but Old and New Testament alike are full of
reassurances that we have not been, and will not ever be, abandoned by our God. “Yea, though I
walk through the valley of the shadow of death, I will fear no evil for thou art with me.”
CALL TO CHANGE DIRECTION
Our modern tragedy is that man has turned his back on God, who alone can help, and has
set himself up as the measure of all things. Gone then is the absolute importance of man, gone the
sanctity of his life, and the meaning of it. Gone too the motivation for loving care which is our
responsible duty to the sick and dying. Goodbye love. Hello indifference.
With our finite minds, we cannot know fully the meaning of life, but though at times the
storms of doubt may rage, I stake my life on the belief that to God we are special, that with Him,
murder is unacceptable, and suicide (whatever you call it) becomes unnecessary.
Abandon God, and yes, you can have euthanasia. But a good death it can never be, and no
subterfuge of law like that before us today can ever make it so.
My plea to the Hemlock Society is: Give up your goal of self-destruction. Instead, lend
your energy, your anger, your indignation, your influence and creativity to work with us in the
85
building of such a system of hospice care that death, however it come, need no longer be feared.
Is not this a nobler cause? Is not this a better way?

1. How and where does the writer separate the medical, legal, and religious implications of
his argument?
2. What emotions are appealed to in the essay?
3. What seems to be the reasoning behind Conolly’s claim that with euthanasia “there is no
logical place to stop”?
4. Do you find the sentence “Let’s look at these problems one by one” representative of the
author’s style in general? Motivate your answer.
5. What is your attitude to euthanasia? Are you for or against? Motivate your answer.
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CASE STUDY
Read the story below and discuss it in pairs or groups.
MUST THEY TINKER WITH THE DYING?
NANCY M. LEDERMAN
My grandmother, Freda Weinstein, was hospitalized for more than four weeks after she
was hit by a little girl riding a bicycle in a New York playground. The unwary girl knocked her
over, breaking her hip. It was a bad fracture, the surgeon said. A week later, another surgeon said
my 90-year-old grandmother had a perforated ulcer, and it was immediately repaired. Then she
had internal bleeding and a heart attack.
In hospital jargon, there are “events.” The older the patient, the more likely a hospital stay
will trigger a succession of events leading to one final event.
My grandmother’s strength was impressive. She was tied to her bed to keep her from
pulling out the catheter and intravenous lines that supplied fluids, pain-killer and sedation.
Despite the restraints, she pulled out the ventilator tube that helped her breathe. Fighting the
restraints, she developed blisters on her forearms. She also had a gastro-nasal tube in her nose.
The doctors wanted desperately to save her; that’s what doctors are programmed to do.
To deal with the bleeding, they performed an endoscopy, trailing another tube down her throat to
her stomach. When that didn’t work, they wanted to do another. I said, enough. They wanted to
operate to stanch the bleeding, or do an angiogram, or both. Enough. The prognosis kept
changing. One doctor said, “I.C.U. psychosis.” Another said, “How can you let her bleed to
death?”
The odds were she would wind up where she most dreaded, in a nursing home. At the
least, she would need 24-hour care for a long time. She would be “walker-dependent” – if she
could walk at all. These things, I knew, she emphatically did not want. I had her health care
proxy. I had drafted it. Although she had no living will, we discussed her wishes many times. But
we had not anticipated this.
She wasn’t terminal. Once on the ventilator, she would stay there as long as she needed it
to breathe. Her body was fighting to live, as if she was programmed to survive. Her mind was
fighting, too. When I squeezed her hand, she squeezed back. Hard.
If she could fully wake, what would she tell me? Would she say, let me die? In her
pocketbook, I found speeches she had written, to be delivered to her senior center. I had a
“euology” she had prepared months before, to be read at her funeral. It was a letter to her family
and friends telling them not to grieve: she had lived a full life.
They say our ethics have yet to catch up to our technology. Medical advances are
prolonging life for more and more people. Longer lives are not necessarily better ones.
They say you must have a living will or a health care proxy. Preferably both. Only then
can you be assured that you or your chosen surrogate will be able to make critical health care
decisions for you. They don’t tell you what it’s like to make those decisions for someone else –
to play the odds with someone else’s life.
My grandmother’s “case” was used by the hospital ethicist on training rounds. Interns,
nurses, and physicians’ assistants discussed options. One resident said he couldn’t understand
why I refused the angiogram, why I had signed a “do not resuscitate” order if I was continuing to
permit blood transfusions.
As the doctors kept offering me interventions to save her, I began looking for a way out. I
wanted her off that ventilator, sooner rather than later. Once she was off, I could refuse to let her
back on.
87
How can you let her bleed to death? How could I not? I wasn’t brave. But she was, and I
had her proxy.
She died on Nov. 19 I wasn’t there. I don’t know what killed her. Respiratory failure,
kidney failure, heart failure – it didn’t matter. No experiments, she had said. None, I promised
her. I kept my promise.

1. Lederman’s essay is organized partly by chronology. Do you see any other organizing
principles at work? Motivate your answer.
2. How do the doctors react towards the author’s refusal of medical intervention to save the
grandmother’s life?
3. In what explicit and/or implicit ways does Lederman attempt to refute the arguments of
her grandmother’s doctors? In what ways does the author express the intensity of her
concern for her grandmother?”
4. Lederman is a lawyer by profession. In what ways do you think she does or does not
attempt to express that aspect of her character in the essay?
5. Do you justify the grandmother’s decision? Motivate your answer. Was that mercy-
killing? Can you bring another real-life example in your society?
88
Unit IV
PART II
ANALYTICAL READING

 Read the paragraph about Nathaniel Hawthorne below. Find more information on
Nathaniel Hawthorne’s life and works.
Nathaniel Hawthorne
Nathaniel Hawthorne, (1804-1864) American novelist and short-story writer who was a
master of the allegorical and symbolic tale. One of the greatest fiction writers in American
literature, he is best known for The Scarlet Letter (1850) and The House of the Seven
Gables (1851).
In college Hawthorne had excelled only in composition and had determined to become a
writer. Upon graduation, he had written an amateurish novel, Fanshawe, which he published at
his own expense—only to decide that it was unworthy of him and to try to destroy all copies.
Hawthorne, however, soon found his own voice, style, and subjects, and within five years of his
graduation he had published such impressive and distinctive stories as “The Hollow of the Three
Hills” and “An Old Woman’s Tale.” By 1832, “My Kinsman, Major Molineux” and “Roger
Malvin’s Burial,” two of his greatest tales—and among the finest in the language—had appeared.
“Young Goodman Brown,” perhaps the greatest tale of witchcraft ever written, appeared in 1835.
[https://www.britannica.com/biography/Nathaniel-Hawthorne]
B. Brainstorming:
Work in pairs:
KEY WORDS
birthmark, operation,
death, removal,
2.
consequence, imperfection
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birthmark: "Aylmer," resumed Georgiana, solemnly, "I know not what may be the cost to both
of us to rid me of this fatal birthmark.
operation: He had fancied himself with his servant Aminadab, attempting an operation for the
removal of the birthmark; but the deeper went the knife, the deeper sank the hand, until at length
its tiny grasp appeared to have caught hold of Georgiana's heart; whence, however, her husband
was inexorably resolved to cut or wrench it away.
death: When Georgiana recovered consciousness she found herself breathing an atmosphere of
penetrating fragrance, the gentle potency of which had recalled her from her deathlike faintness.
removal: He had fancied himself with his servant Aminadab, attempting an operation for the
removal of the birthmark.
consequence: Such a union accordingly took place, and was attended with truly remarkable
consequences and a deeply impressive moral.
imperfection: With the morning twilight Aylmer opened his eyes upon his wife's face and
recognized the symbol of imperfection.
2. Do you agree that perfection is one of the most sought after qualities in society?
3. Do you agree that even if an individual alters their physical appearance, they will
have other, non-physical faults?
4. How can we solve the problem of the unattainability of perfection? As nobody is
flawless, as the proponents of this theory are of the opinion that perfection is
unattainable, and it is unfeasible to achieve perfection of any kind.
6. Write a short paragraph entitled “The Birthmark.” Compare your paragraphs to
one another.
THE BIRTHMARK
BY NATHANIEL HAWTHORNE
(adapted)
PART 1
In the latter part of the last century there lived a man of science, an eminent proficient in
every branch of natural philosophy, who not long before our story opens had made experience of
a spiritual affinity more attractive than any chemical one. He had left his laboratory to the care of
an assistant, cleared his fine countenance from the furnace smoke, washed the stain of acids from
his fingers, and persuaded a beautiful woman to become his wife. In those days when the
comparatively recent discovery of electricity and other kindred mysteries of Nature seemed to
open paths into the region of miracle, it was not unusual for the love of science to rival the love
of woman in its depth and absorbing energy. The higher intellect, the imagination, the spirit, and
even the heart might all find their congenial aliment in pursuits which, as some of their ardent
votaries believed, would ascend from one step of powerful intelligence to another, until the
philosopher should lay his hand on the secret of creative force and perhaps make new worlds for
himself. We know not whether Aylmer possessed this degree of faith in man's ultimate control
over Nature. He had devoted himself, however, too unreservedly to scientific studies ever to be
90
weaned from them by any second passion. His love for his young wife might prove the stronger
of the two; but it could only be by intertwining itself with his love of science, and uniting the
strength of the latter to his own.
Such a union accordingly took place, and was attended with truly remarkable
consequences and a deeply impressive moral. One day, very soon after their marriage, Aylmer
sat gazing at his wife with a trouble in his countenance that grew stronger until he spoke.
"Georgiana," said he, "has it never occurred to you that the mark upon your cheek might
be removed?”
"No, indeed," said she, smiling; but perceiving the seriousness of his manner, she blushed
deeply. "To tell you the truth it has been so often called a charm that I was simple enough to
imagine it might be so.”
"Ah, upon another face perhaps it might," replied her husband; "but never on yours. No,
dearest Georgiana, you came so nearly perfect from the hand of Nature that this slightest possible
defect, which we hesitate whether to term a defect or a beauty, shocks me, as being the visible
mark of earthly imperfection.”
"Shocks you, my husband!" cried Georgiana, deeply hurt; at first reddening with
momentary anger, but then bursting into tears. "Then why did you take me from my mother's
side? You cannot love what shocks you!”
To explain this conversation, it must be mentioned that in the centre of Georgiana's left
cheek there was a singular mark, deeply interwoven, as it were, with the texture and substance of
her face. In the usual state of her complexion--a healthy though delicate bloom--the mark wore a
tint of deeper crimson, which imperfectly defined its shape amid the surrounding rosiness. When
she blushed it gradually became more indistinct, and finally vanished amid the triumphant rush
of blood that bathed the whole cheek with its brilliant glow. Its shape bore not a little similarity
to the human hand, though of the smallest pygmy size.
Had she been less beautiful,--if Envy's self could have found aught else to sneer at,--he
might have felt his affection heightened by the prettiness of this mimic hand, now vaguely
portrayed, now lost, now stealing forth again and glimmering to and fro with every pulse of
emotion that throbbed within her heart; but seeing her otherwise so perfect, he found this one
defect grow more and more intolerable with every moment of their united lives. It was the fatal
flaw of humanity which Nature, in one shape or another, stamps ineffaceably on all her
productions, either to imply that they are temporary and finite, or that their perfection must be
wrought by toil and pain.
At all the seasons which should have been their happiest, he invariably and without
intending it, nay, in spite of a purpose to the contrary, reverted to this one disastrous topic. With
the morning twilight Aylmer opened his eyes upon his wife's face and recognized the symbol of
imperfection; and when they sat together at the evening hearth his eyes wandered stealthily to her
cheek, and beheld, flickering with the blaze of the wood fire, the spectral hand that wrote
mortality where he would fain have worshipped. Georgiana soon learned to shudder at his gaze.
Late one night when the lights were growing dim, so as hardly to betray the stain on the
poor wife's cheek, she herself, for the first time, voluntarily took up the subject.
"Do you remember, my dear Aylmer," said she, with a feeble attempt at a smile, "have
you any recollection of a dream last night about this odious hand?”
"None! none whatever!" replied Aylmer, starting; but then he added, in a dry, cold tone,
affected for the sake of concealing the real depth of his emotion, "I might well dream of it; for
before I fell asleep it had taken a pretty firm hold of my fancy.”
"And you did dream of it?" continued Georgiana, hastily; for she dreaded lest a gush of
tears should interrupt what she had to say. "A terrible dream! I wonder that you can forget it. Is it
possible to forget this one expression? -- 'It is in her heart now; we must have it out!' Reflect, my
husband; for by all means I would have you recall that dream.”
The mind is in a sad state when Sleep, the all-involving, cannot confine her spectres
within the dim region of her sway, but suffers them to break forth, affrighting this actual life with
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secrets that perchance belong to a deeper one. Aylmer now remembered his dream. He had
fancied himself with his servant Aminadab, attempting an operation for the removal of the
birthmark; but the deeper went the knife, the deeper sank the hand, until at length its tiny grasp
appeared to have caught hold of Georgiana's heart; whence, however, her husband was
inexorably resolved to cut or wrench it away.
"Aylmer," resumed Georgiana, solemnly, "I know not what may be the cost to both of us
to rid me of this fatal birthmark. Perhaps its removal may cause cureless deformity; or it may be
the stain goes as deep as life itself. Again: do we know that there is a possibility, on any terms, of
unclasping the firm gripe of this little hand which was laid upon me before I came into the
world?”
"Dearest Georgiana, I have spent much thought upon the subject," hastily interrupted
Aylmer. "I am convinced of the perfect practicability of its removal.”
"If there be the remotest possibility of it," continued Georgiana, "let the attempt be made
at whatever risk. Danger is nothing to me; for life, while this hateful mark makes me the object of
your horror and disgust, -- life is a burden which I would fling down with joy. Either remove this
dreadful hand, or take my wretched life! You have deep science. Cannot you remove this little,
little mark, which I cover with the tips of two small fingers? Is this beyond your power, for the
sake of your own peace, and to save your poor wife from madness?”
"Noblest, dearest, tenderest wife," cried Aylmer, rapturously, "doubt not my power. I
have already given this matter the deepest thought -- thought which might almost have
enlightened me to create a being less perfect than yourself. Georgiana, you have led me deeper
than ever into the heart of science. I feel myself fully competent to render this dear cheek as
faultless as its fellow; and then, most beloved, what will be my triumph when I shall have
corrected what Nature left imperfect in her fairest work!”
"It is resolved, then," said Georgiana, faintly smiling. "And, Aylmer, spare me not,
though you should find the birthmark take refuge in my heart at last.”
1. shudder v
1) (~ with sth/~at sth) to shake because you are cold or frightened, or because of a strong
feeling. e.g. I shuddered at the thought of all the trouble I’d caused. I shudder to think how
much this is all going to cost (= I don’t want to think about it because it is too unpleasant).
2) (of a vehicle, machine, etc.) to shake very hard. e.g. The bus shuddered to halt.
shudder n
1) a shaking movement you make because you are cold, frightened or disgusted. a shudder of
fear; e.g. He gave me an involuntary shudder.
2) a strong shaking movement. e.g. The elevator rose with a shudder.
Word Dicrimination - shake, tremble, shiver, quake, totter, quiver, quaver
Shake means to move or make sb/sth move with short quick movements from side to side or
up and down often with a suggestion of roughness or irregularity.
Tremble applies specifically to a slight, rapid shaking of the human body, especially when is
agitated or unmanned (by fear, passion, cold, or fatigue).
Shiver means to shake with small uncontrollable movements, especially because you are
very cold or because you have had a shock.
Quake may be used in place of tremble but it commonly carries a stronger implication of
violent shaking or of extreme agitation.
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Totter usually suggests great physical weakness (as that associated with infancy, extreme old
age, or disease); it therefore often connotes a shaking that makes movement extremely
difficult and uncertain or that forebodes a fall or collapse.
Quiver suggests a slight, very rapid shaking comparable to the vibration of the strings of a
musical instrument, it implies shaking so slightly that it is almost impossible to see because
you are very excited or nervous; it differs from tremble chiefly in being more often applied to
things
Quaver sometimes implies irregular vibration or fluctuation, especially as an effect of
something that disturbs but often it stresses tremulousness, especially in reference to voices
and utterances affected by weakness or emotion.
2. sneer v
(~ at sb/sth) to show that you have no respect for sb by the expression on your face or by the
way you speak. e.g. He sneered at people who liked pop music. a sneering comment
sneeringly adv
sneer n
an unpleasant look, smile or comment that shows you do not respect sb/sth. e.g. A front sneer
of satisfaction crossed her face.
Word Discrimination – jeer, fleer, mock, smirk, snicker/snigger
Jeer carries a stronger implication of loud derisive laughter.

Fleer throws the emphasis upon derisive grins, grimaces, and laughs rather than on
utterances.
Mock means to laugh at somebody/something in an unkind way, especially by copying what
they say or do.
Smirk means to smile in a silly or unpleasant way that shows that you are pleased with.
Snicker/snigger means to laugh in a quiet unpleasant way.
3. confine v
1) (~ sb/sth to sth) to keep sb/sth inside the limits of a particular activity, subject, area, etc.
e.g. The work will not be confined to the Glasgow area.
2) (~sb/sth in sth) to keep a person or an animal in a small or closed space. e.g. Keep the dog
confined in a suitable travelling cage. The soldiers concerned were confined to barracks
(=had to stay in the barracks, as a punishment).
3) be confined to bed, a wheelchair, etc. e.g. She was confined to bed with the flu. He was
confined to a wheelchair after the accident.
confined adj
(of a space or an area) small and surrounded by walls or sides. e.g. It is cruel to keep animals
in confined spaces.
confines (n. pl.) limits or borders. e.g. It is beyond the confines of human knowledge; the
confines of family life.
confinement n
1) the state of being forced to stay in a closed space, prison, etc. the act of putting sb there.
e.g. her confinement to a wheelchair
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2) the time when a woman gives birth to a baby. the expected date of confinement; a
hospital/home confinement
Word Discrimination – enclose, imprison, limit, restrict, trap, corral, bound
Enclose – to build a wall fence, etc. around something.

Imprison – to put somebody in a prison or another place from which they cannot escape.
Limit – it is the most inclusive term as it carries no necessary implication of number, that
always being suggested by the context.
Restrict – to limit in size, amount or range of something.
Trap – to keep somebody in a dangerous place or bad situation that they want to get out of,
but cannot.
Corral – to gather a group of people together and keep them in a particular place.
Bound – bound and confine are applicable to only one of the limits that comprise the real or
imaginary boundaries of a thing. Both terms are used chiefly in the plural, even when the
boundary line is continuous and forms a circle or only one side; bounds usually indicates a
point of view from within and suggests restriction.
4. wrench v
1) to pull or twist sth/sb/yourself suddenly and violently. e.g. The bag was wrenched from her
grasp. He grabbed Ben, wrenching him away from his mother.
2) to twist and injure a part of your body, especially your ankle or shoulder. e.g. She
wrenched her knee when she fell.
3) (~sth from sb/~at sth) to make sb feel great pain or unhappiness, especially so that they
make a sound or cry. e.g. His words wrenched a sob from her. Her words wrenched at my
heart
wrench (BrE spanner) n
1) a metal tool with a specially shaped end for holding and turning things, including one
which can be adjusted to fit objects of different sizes, also called a monkey wrench or an
adjustable spanner
2) pain or unhappiness that you feel when you have to leave a person or place that you love.
e.g. Leaving home was a terrible wrench for me.
3) a sudden and violent twist or pull. e.g. She stumbled and gave her ankle a painful wrench.
Idiom:
throw a wrench in/into something/throw a monkey wrench in/into something – to do sth

to spoil sb’s plans
Word Discrimination – twist, sprain, strain, rick, crick
Twist means to form into a bent, curling, or distorted shape.

Sprain means to wrench or twist the ligaments of an ankle, wrist, or other joint violently so
as to cause pain and swelling but not dislocation.
Strain means to force to make an unusually great effort.
Rick means to strain slightly.
Crick means to twist or strain, causing painful stiffness.
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5. rival n
1) (~ to sb/sth for sth) a person, company, or thing that competes with another in sport,
business, etc. e.g. The two teams have always been rivals. This latest design has no rivals (it
is easily the best design available).
rival adj a rival bird/claim/offer; e.g. He was shot by a member of a rival gang.
rival v (~ sb/sth for/in sth) to be as good, impressive, etc. as sb/sth else. e.g. You will find
scenery to rival anything you can see in the Alps.
Word Discrimination – enemy, foe, competitor, opponent, contestant, contender,

challenger, adversary
Enemy means a country or a person that you are fighting a war against; the soldiers of this
country.
Foe is a formal word for an enemy.
Competitor is a person or an organization that competes against others, especially in
business.
Opponent is a person that you are always playing or fighting against in a game, competition,
argument, etc.
Contestant is a person who takes part in a contest.
Contender is a person who takes part in a competition or tries to win something.
Challenger is a person who competes with somebody else in sport or in politics for an
important position that the other person already holds.
Adversary is a person that somebody is opposed to and competes with in an argument or a
battle.

1. to and fro
2. a gush of tears
3. bear a similarity
4. to give (the matter) the deepest thought
5. wear a tint of
1. to and fro a) have resemblance to something
2. a gush of tears b) have a shade of or small amount of a
particular color
3. to give (the matter) the deepest thought c) a large amount of drops of liquid that comes
out of your eye when you cry
4. bear a similarity d) backwards and forwards
5. wear a tint of e) to turn the idea over in one’s mind; to
ponder
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II. Fill in the blanks using the word combinations and phrases in Ex. 1:
1. He was unable to get over the shock and was walking … in the room.
2. He was speaking about that outrage with a … on his face.
3. She … his proposal … before accepting it.
4. In autumn leaves … of red, yellow and green.
5. The architecture of some churches in Gyumri … to those in Ani.
phrases:
1. Լսելով այդ զգայացունց պատմությունը` նա չկարողացավ զսպել լացը, և

արցունքները գլորվում էին նրա այտերից:
2. Նա հետ ու առաջ էր քայլում պատկերասրահում` հիանալով կտավների
ներկապնակով:
3. Տնօրենը երկար խորհեց մեր առաջարկի մասին` նախքան վերջնական որոշում
կայացնելը:
4. Այվազովսկու ծովանկարները գեղեցիկ նրբերանգ ունեն և տարբերվում են
շատերից լույսի ուժով, որոնց մեջ հիմնականում արևի և լուսնի լույսն է:
5. Թուրքական յաթաղանից փրկվածների պատմությունները որևէ նմանություն
չունեն պատմության մեջ կատարված այլ ոճրագործությունների հետ և
տեսնված չեն պատմության գրքերի մեջ:

1. He … the thought that they would go bankrupt.
2. The archeologists did not …. one region and continued their excavations all over the
country in search of ancient habitats.
3. He … the thought of being left alone in that haunted house.
4. The research work will not be … one branch of science; it is interdisciplinary.
5. The neighbors were … at the Peters for their hilarious behavior.
(shudder at), (2 confine to (2), sneer at)
1. He was sneering … the birthmark on the girl’s face and was looking at it with horror and
disgust.
2. They confined their dog … a cage for a month because it had caught rabies.
3. He wrenched the suitcase … from my hand, insisting that it belonged to him.
4. The children were shuddering … cold, sitting in the corner of the street in that freezing
weather.
5. The soldiers that were punished were confined … barracks.
1. The wicked man tried his best to throw a monkey … into our plans, but all his efforts
were futile.
2. The soldiers had misbehaved and, as a result, were … to barracks.
3. A … of distrust crossed his face while we were revealing our plans for the new project.
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4. I … to think what consequences their risky behavior may result in.
5. She … her ankle when she was climbing the cave.

1. I didn’t like her because she was competing with us in anything we undertook.
2. The men in the party mocked the woman who didn’t look the part.
3. The poor children were half naked and shaking with cold at the corner of the street.
4. His tours were not limited by France only; he aimed at visiting the neighboring countries
on which it borders.
5. Her heart-breaking words touched my heart and made me feel great sadness.
shudder, tremble, quaver

1. She stood with her hand on the doorknob, her whole body … .
2. The breeze set the flames of the streetlamps … .
3. He was caught in the rain, soaked to the skin and … with cold.
4. I sensed that something was amiss as she was speaking in a ... voice.
5. I ... at the thought that we were lost in the forest at that dead hour of the night.
vocabulary:
1. Designers work in a commercial environment and they have to create designs that have
no rivals.
2. Christine shuddered at the thought of diving 15 kilometres in the sea though she knew
that she would wear the scuba-diving equipment.
3. She had confined herself to homeworking because she could spend more time with her
family and have better work-life balance.
4. The train shuddered to halt as several cows had blocked the railway and wouldn’t give
way.
5. Jack sneered her as there was no sense in what she said.
1. Տիրեզերքում սև անցքերի առկայության պատճառը վեր է մարդկային գիտելիքի

սահմաններից:
2. Ամեն անգամ ընթերցելիս` սարսռում ես, թե ինչպես են հայ նախարարները
եղեռնի տարիներին զոհ գնացել հայտնի հրդեհին` ընդունելով արյունարբու
թշնամու խաբեպատիր հրավերքը:
3. Դպրոցականները միմյանց հետ մրցում էին` ինտելեկտուալ խաղում առաջին
տեղը զբաղեցնելու համար:
4. Ուիլյամի գլուխը ծանրացել էր երեկոյի երկարուձիգ զրույցներից և նա
ընդամենը սահմանափակվեց մեկ գավաթ գինի ըմպելով. դա իր սիրած նռան
գինին էր:
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5. Ի տարբերություն ցերեկվա տապի` գիշերներն անապատում ցուրտ էին,
արևամուտից հետո սառած ավազները սարսռեցնում են և թափանցում մինչև
ոսկորներդ:
1. What do you regard as the forces motivating Aylmer’s attitude and behavior?
2. By what means are the polarities between the earthly and the spiritual developed? How
are they reflected in the descriptions of Aylmer and Aminadab?
3. What support can you find for the idea that Aminadab is presented as Aylmer’s double,
representing the submerged aspect of Aylmer’s personality? How would you define the
opposing forces in Aylmer? At what point do they cease to contend?
4. What changes take place in Georgiana’s consciousness in the development of the story?
5. Discuss “The Birthmark” as a story of moral flaw or of psychological determination.
STYLISTIC ANALYSIS
1. Identify the rising action, climax, the falling action, and resolution.
2. Examine the language and imagery with special reference to the birthmark and the varied
responses to it.
3. What symbols does the author employ to illustrate the rapacity of man, and the barriers
between the earthly sinful world and heaven?
4. What does Georgiana’s birthmark symbolize? How does the sentence “In the usual state
of her complexion--a healthy though delicate bloom--the mark wore a tint of deeper
crimson, which imperfectly defined its shape amid the surrounding rosiness” reveal the
recurrence of red color throughout the story? What does red color symbolize in “The
Birthmark?”
5. Comment on the sentence "Oh, no," hastily replied her husband; "this is merely
superficial. Your case demands a remedy that shall go deeper.” If Aylmer meant only the
physical birthmark, he would use powerful cosmetic. However, the use of the words
remedy and deeply go beyond cosmetic surgery. What does the sentence in question
reveal?
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THE BIRTHMARK
BY NATHANIEL HAWTHORNE
(adapted)
Part 2
The next day Aylmer apprised his wife of a plan that he had formed whereby he might
have opportunity for the intense thought and constant watchfulness which the proposed operation
would require; while Georgiana, likewise, would enjoy the perfect repose essential to its success.
They were to seclude themselves in the extensive apartments occupied by Aylmer as a
laboratory, and where, during his toilsome youth, he had made discoveries in the elemental
powers of Nature that had roused the admiration of all the learned societies in Europe.
As he led her over the threshold of the laboratory, Georgiana was cold and tremulous.
Aylmer looked cheerfully into her face, with intent to reassure her, but was so startled with the
intense glow of the birthmark upon the whiteness of her cheek that he could not restrain a strong
convulsive shudder. His wife fainted.
"Aminadab! Aminadab!" shouted Aylmer, stamping violently on the floor.
Forthwith there issued from an inner apartment a man of low stature, but bulky frame,
with shaggy hair hanging about his visage, which was grimed with the vapors of the furnace.
This personage had been Aylmer's underworker during his whole scientific career, and was
admirably fitted for that office by his great mechanical readiness, and the skill with which, while
incapable of comprehending a single principle, he executed all the details of his master's
experiments.
When Georgiana recovered consciousness she found herself breathing an atmosphere of
penetrating fragrance, the gentle potency of which had recalled her from her deathlike faintness.
The scene around her looked like enchantment. Aylmer had converted those smoky, dingy,
sombre rooms, where he had spent his brightest years in recondite pursuits, into a series of
beautiful apartments not unfit to be the secluded abode of a lovely woman.
“Where am I? Ah, I remember,” said Georgiana, faintly; and she placed her hand over her
cheek to hide the terrible mark from her husband's eyes.
In order to soothe Georgiana, and, as it were, to release her mind from the burden of
actual things, Aylmer now put in practice some of the light and playful secrets which science had
taught him among its profounder lore. When wearied of this, Aylmer bade her cast her eyes upon
a vessel containing a quantity of earth. She did so, with little interest at first; but was soon
startled to perceive the germ of a plant shooting upward from the soil. Then came the slender
stalk; the leaves gradually unfolded themselves; and amid them was a perfect and lovely flower.
“It is magical!" cried Georgiana. “I dare not touch it.”
“Nay, pluck it,” answered Aylmer, --“pluck it, and inhale its brief perfume while you
may. The flower will wither in a few moments and leave nothing save its brown seed vessels; but
thence may be perpetuated a race as ephemeral as itself.”
But Georgiana had no sooner touched the flower than the whole plant suffered a blight, its
leaves turning coal-black as if by the agency of fire.
“There was too powerful a stimulus,” said Aylmer, thoughtfully.
“Aylmer, are you in earnest?” asked Georgiana, looking at him with amazement and fear.
"It is terrible to possess such power, or even to dream of possessing it.”
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“Oh, do not tremble, my love,” said her husband. “I would not wrong either you or myself
by working such inharmonious effects upon our lives; but I would have you consider how
trifling, in comparison, is the skill requisite to remove this little hand.”
At the mention of the birthmark, Georgiana, as usual, shrank as if a red hot iron had
touched her cheek.
“And what is this?” asked Georgiana, pointing to a small crystal globe containing a gold-
colored liquid. "It is so beautiful to the eye that I could imagine it the elixir of life.”
“In one sense it is,” replied Aylmer; “or, rather, the elixir of immortality. It is the most
precious poison that ever was concocted in this world. By its aid I could apportion the lifetime of
any mortal at whom you might point your finger.”
“Why do you keep such a terrific drug?” inquired Georgiana in horror.
“Do not mistrust me, dearest,” said her husband, smiling; “its virtuous potency is yet
greater than its harmful one. But see! here is a powerful cosmetic. With a few drops of this in a
vase of water, freckles may be washed away as easily as the hands are cleansed. A stronger
infusion would take the blood out of the cheek, and leave the rosiest beauty a pale ghost.”
“Is it with this lotion that you intend to bathe my cheek?” asked Georgiana, anxiously.
“Oh, no,” hastily replied her husband; “this is merely superficial. Your case demands a
remedy that shall go deeper.”
The first thing that struck her eye was the furnace, that hot and feverish worker, with the
intense glow of its fire, which by the quantities of soot clustered above it seemed to have been
burning for ages. There was a distilling apparatus in full operation. The severe and homely
simplicity of the apartment, with its naked walls and brick pavement, looked strange, accustomed
as Georgiana had become to the fantastic elegance of her boudoir. But what chiefly, indeed
almost solely, drew her attention, was the aspect of Aylmer himself.
He was pale as death, anxious and absorbed, and hung over the furnace as if it depended
upon his utmost watchfulness whether the liquid which it was distilling should be the draught of
immortal happiness or misery.
“Carefully now, Aminadab; carefully, thou human machine; carefully, thou man of clay!”
muttered Aylmer, more to himself than his assistant. “Now, if there be a thought too much or too
little, it is all over.”
“Ho! ho!" mumbled Aminadab. “Look, master! look!”
Aylmer raised his eyes hastily, and at first reddened, then grew paler than ever, on
beholding Georgiana. He rushed towards her and seized her arm with a gripe that left the print of
his fingers upon it.
"Why do you come hither? Have you no trust in your husband?" cried he, impetuously.
"Would you throw the blight of that fatal birthmark over my labors? It is not well done. Go,
prying woman, go!”
“Nay, Aylmer,” said Georgiana with the firmness of which she possessed no stinted
endowment, “it is not you that have a right to complain. You mistrust your wife; you have
concealed the anxiety with which you watch the development of this experiment. Think not so
unworthily of me, my husband. Tell me all the risk we run, and fear not that I shall shrink; for my
share in it is far less than your own.”
“No, no, Georgiana!” said Aylmer, impatiently; “it must not be.”
Nothing shall be concealed. Know, then, that this crimson hand, superficial as it seems,
has clutched its grasp into your being with a strength of which I had no previous conception. I
have already administered agents powerful enough to do aught except to change your entire
physical system. Only one thing remains to be tried. If that fail us we are ruined.”
“Why did you hesitate to tell me this?” asked she.
“Because, Georgiana,” said Aylmer, in a low voice, “there is danger.”
“Danger? There is but one danger--that this horrible stigma shall be left upon my cheek!”
cried Georgiana. “Remove it, remove it, whatever be the cost, or we shall both go mad!”
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He conducted her back and took leave of her with a solemn tenderness which spoke far
more than his words how much was now at stake. After his departure Georgiana became rapt in
musings. She considered the character of Aylmer, and did it completer justice than at any
previous moment. Her heart exulted, while it trembled, at his honorable love--so pure and lofty
that it would accept nothing less than perfection nor miserably make itself contented with an
earthlier nature than he had dreamed of.
The sound of her husband's footsteps aroused her. He bore a crystal goblet containing a
liquor colorless as water, but bright enough to be the draught of immortality. Aylmer was pale;
but it seemed rather the consequence of a highly-wrought state of mind and tension of spirit than
of fear or doubt.
On the window seat there stood a geranium diseased with yellow blotches, which had
overspread all its leaves. Aylmer poured a small quantity of the liquid upon the soil in which it
grew. In a little time, when the roots of the plant had taken up the moisture, the unsightly
blotches began to be extinguished in a living verdure.
“There needed no proof,” said Georgiana, quietly. “Give me the goblet I joyfully stake all
upon your word.”
“Drink, then, thou lofty creature!” exclaimed Aylmer, with fervid admiration. “There is
no taint of imperfection on thy spirit. Thy sensible frame, too, shall soon be all perfect.”
She spoke the last words with a gentle reluctance, as if it required almost more energy
than she could command to pronounce the faint and lingering syllables. Scarcely had they
loitered through her lips ere she was lost in slumber. Aylmer sat by her side, watching her aspect
with the emotions proper to a man the whole value of whose existence was involved in the
process now to be tested.
The crimson hand, which at first had been strongly visible upon the marble paleness of
Georgiana's cheek, now grew more faintly outlined. She remained not less pale than ever; but the
birthmark with every breath that came and went, lost somewhat of its former distinctness. Watch
the stain of the rainbow fading out the sky, and you will know how that mysterious symbol
passed away.
“By Heaven! it is well-nigh gone!” said Aylmer to himself, in almost irrepressible
ecstasy. “I can scarcely trace it now. Success! success! And now it is like the faintest rose color.
The lightest flush of blood across her cheek would overcome it. But she is so pale!”
“Ah, clod! ah, earthly mass!” cried Aylmer, laughing in a sort of frenzy, “you have served
me well! Matter and spirit--earth and heaven --have both done their part in this! Laugh, thing of
the senses! You have earned the right to laugh.”
These exclamations broke Georgiana's sleep. She slowly unclosed her eyes and gazed into
the mirror which her husband had arranged for that purpose. A faint smile flitted over her lips
when she recognized how barely perceptible was now that crimson hand which had once blazed
forth with such disastrous brilliancy as to scare away all their happiness. But then her eyes sought
Aylmer's face with a trouble and anxiety that he could by no means account for.
“My poor Aylmer!” murmured she.
“Poor? Nay, richest, happiest, most favored!” exclaimed he. “My peerless bride, it is
successful! You are perfect!”
“My poor Aylmer,” she repeated, with a more than human tenderness, “you have aimed
loftily; you have done nobly. Do not repent that with so high and pure a feeling, you have
rejected the best the earth could offer. Aylmer, dearest Aylmer, I am dying!”
Alas! It was too true! The fatal hand had grappled with the mystery of life, and was the
bond by which an angelic spirit kept itself in union with a mortal frame. As the last crimson tint
of the birthmark--that sole token of human imperfection--faded from her cheek, the parting
breath of the now perfect woman passed into the atmosphere, and her soul, lingering a moment
near her husband, took its heavenward flight. Then a hoarse, chuckling laugh was heard again!
Thus, ever does the gross fatality of earth exult in its invariable triumph over the immortal
essence which, in this dim sphere of half development, demands the completeness of a higher
101
state. Yet, had Alymer reached a profounder wisdom, he need not thus have flung away the
happiness which would have woven his mortal life of the selfsame texture with the celestial. The
momentary circumstance was too strong for him; he failed to look beyond the shadowy scope of
time, and, living once for all in eternity, to find the perfect future in the present.
1. seclude v
(~ yourself/sb from sb/sth) to keep yourself/sb away from contact with other people
Word Discrimination – separate, detach, segregate, keep out (of sth), shut (sth) away
Separate means to divide into different parts or groups.

Detach means to remove something from something larger; to become separated from
something.
Segregate means to separate people of different races, religions, etc., and treat them in a
different way.
Keep out (of sth) means not to enter a place; to stay outside.
Shut (sth) away – to put sb/sth in a place where other people cannot see or find them.
secluded adj
1) (of a place) quiet and private; not used or distributed by other people. a secluded
garden/beach/spot, etc.
2) without much contact with other people. to lead a secluded life
seclusion n the state of being private or of having little contact with other people
Word Discrimination – isolation, solitude, privacy, withdrawal, purdah
Isolation is the act of separating sb/sth; the state of being separate.

Solitude is the state of being alone, especially when you find this pleasant.
Privacy is the state of being alone and not watched or disturbed by other people.
Withdrawal is the act of moving or taking something away or back.
Purdah is the system in some Muslim societies by which women live in a separate part of a
house or cover their faces so that men do not see them.
2. triumph n
1) (~over sb/sth) a great success, achievement or victory. one of the greatest triumphs of
modern science; e.g. It was a personal triumph over her old rival.
2) the feeling of great satisfaction or joy that you get from a great success or victory. a shout
of triumph; e.g. The winning team returned in triumph.
3) (a ~ of sth) an excellent example of how successful sth can be. e.g. Her arrest was a
triumph of international cooperation.
Word Discrimination – victory, win, achievement, ascendancy
Victory means success in a game, an election, a war, etc.

Win means a victory in a game, contest.
102
Achievement means a thing that somebody has done successfully, especially using their own
effort and skill.
Ascendancy means the position of having power or influence over somebody else.
triumph v
(~ over sb/sth) to defeat sb/sth; to be successful. e.g. As is usual in this kind of movie, good
triumphs over evil in the end. France triumphed 3-0 in the final.
triumphal adj done or made in order to celebrate a great success or victory
triumphalism n behavior that celebrates a victory or success in a way that is too proud and
intended to upset the people you have defeated
triumphalist adj
triumphant adj
1) very successful in a way that causes great satisfaction. e.g. They emerged triumphant in
September election.
2) showing great satisfaction or joy about a victory or success. a triumphant smile
triumphantly adv
3. gorgeous adj
1) very beautiful and attractive; giving pleasure and enjoyment. a gorgeous girl/man; a
gorgeous view; gorgeous weather (= warm and with a lot of sun)
2) (of colours, clothes, etc.) with very deep colours, impressive. exotic birds with feathers of
gorgeous colours
Idiom:
drop-dead gorgeous = very beautiful
gorgeously adv
Word Discrimination – attractive, good-looking/nice-looking, bewitching, beguiling,

captivating, enchanting, as fair as a rose, easy on the eye, not just a pretty face, eye
candy, dressed to the nines, dressed to kill
Attractive means pleasant to look at.

Good-looking/nice-looking means physically attractive.
Bewitching means so beautiful or interesting that you cannot think about anything else.
Beguiling means attractive and interesting but sometimes mysterious or trying to trick you.
Captivating implies taking all your attention, very attractive and interesting.
Enchanting means attractive and pleasing.
As fair as a rose means very beautiful.
Easy on the eye means pleasant to look at, good-looking.
Not just a pretty face means clever as well as attractive.
Eye candy means pleasant to look at, but not interesting.
Dressed to the nines – means wearing very stylish and fashionable clothes, often for a
particular occasion.
Dressed to kill – means intentionally.
103
4. fade v
1) to become or to make sth become paler or less bright. e.g. All colour had faded from the
sky. The curtains had faded in the sun.
2) (~ away) to disappear gradually. e.g. Her smile faded. Her voice faded to a whisper
(=gradually became quieter). All other issues fade into insignificance compared with the
struggle for survival.
3) if a sports player, team, actor, etc. fades they stop playing or performing as well as they did
before. e.g. Black faded on the final band.
Idioms:
fade away – (of a person) to become very weak or ill/sick and die. e.g. In the last weeks of
her life she simply faded away.
fade in/out - to become clearer or louder/less clear or quieter. e.g. George saw the monitor
black out and then a few words faded in.
fade something in/out – to make a picture or a sound clearer or louder/less clear or quieter.
e.g. Fade out the music at the end of the scene.
fade in n (in cinema, broadcasting, etc.) the process of making a sound or an image gradually
appear; an occasion when this happens
fade out n (in cinema, broadcasting, etc.) the process of making a sound or an image
gradually disappear; an occasion when this happens
fader n a piece of equipment used to make sounds or images gradually appear or disappear
fade up n (in cinema, broadcasting, etc.) the process of making a sound or an image
gradually clearer; an occasion when this happens
Word Discrimination – disappear, vanish, evaporate
Disappear stresses only the passing from sight or thought; the passing implied may be
sudden or gradual, permanent or temporary, but such suggestions are mostly contextual and
not in the word.
Vanish implies a complete, often mysterious, and usually sudden passing; it commonly
suggests absence of all trace or of any clue that would permit following until found.
Evaporate suggests a vanishing as silently and inconspicuously as water does into vapor.
5. abode n
(formal or humorous) the place where somebody lives. e.g. homeless people of no fixed
abode (= with no permanent home); You are most welcome to my humble abode.
right of abode n official permission that allows a person to live in a particular country.
Word Discrimination – habitat, accommodation, lodgings
Habitat means the natural home or the environment of an animal, plant or other organism.
Accommodation means a room or a group of rooms, or buildings in which someone may live
or stay.
Lodgings means a room or rooms rented out to someone, usually in the residence as the
owner.
104
1. to rouse the admiration of somebody
2. by no means
3. to account for something
4. impart grandeur and grace
5. to restrain a shudder
1. to rouse the admiration of sb a) to explain something
2. by no means b) make somebody feel admiration
3. to account for something c) stop yourself from shaking because you are
cold or frightened
4. impart grandeur and grace d) in no way
5. to restrain a shudder e) convey splendor and elegance
II. Fill in the blanks using the word combinations and phrases in Ex. 1:
1. He could meet the deadline … and asked to give him some more time.
2. His impressive patriotic speech … of the audience.
3. Catherine couldn’t … the flaw that was gnawing her inner world.
4. One cannot … when seeing the pictures of the massacres of Ottoman Turkey.
5. The rooms were decorated by North American standards, with gilt and crystal which … .
phrases:
1. Արշիլ Գորկու զարմանալի աշխատունակությունը հիացմունք է պատճառում.

նա ի վիճակի էր օրերով անդադար աշխատել:
2. Մեզ ոչ մի կերպ չհաջողվեց ձեռք բերել թատրոնի կիրակնօրյա ներկայացման
տոմսերը:
3. Համլետը չկարողացավ սպառիչ բացատրություն տալ իր երկարատև
բացակայության համար և բառեր էր փնտրում իրեն արդարացնելու համար:
4. Գլխի բարձր դիրքը դիմաքանդակին հաղորդում է հանդիսավորություն և
նրբագեղություն:
5. Օտարերկրացի զբոսաշրջիկը չկարողացավ զսպել սարսուռը` լսելով հայոց
ցեղասպանության մասին, ինչպես նաև հայ ժողովրդի ազգասիրության,
ազգային ինքնագիտակցության, բարձր արժանապատվության և
պատվախնդրության մասին` անկախ ապրելակերպից:
105
1. Our … the enemy filled everyone’s heart with joy.
2. She was … bed because of long illness.
3. Her voice gradually … a whisper.
4. Kate saw the monitor blank out and a few words … .
5. The chess player’s … his opponent caused great joy among his countrymen.
(triumph over (2), fade away, fade in, fade to)
1. Sue was in distress and secluded herself … her friends.
2. Finally the image faded … and we could see it clearly.
3. Her voice faded … a whisper and we were unable to make a head or tail of what he said.
4. His speech was a triumph … a charismatic politician.
5. Arthur Aleksanyan’s triumph … the Turkish wrestler brought him a gold medal in the
Olympic Games.
1. Jane was drop-dead … at the party and everyone paid her a compliment, saying that she
looked like million dollars.
2. The house was said to be haunted and … as no one had lived there for 20 years.
3. The boys entered … as they had won in the competition.
4. Nomadic people had no fixed … in the past. They had to move from one place to another.
5. The colors of the pauper’s clothes were … because they were already worn out.

1. The weather was warm and sunny, and we enjoyed ourselves on the beach.
2. The winning team gave out a shout of victory when the score was announced.
3. She kept herself away from the new neighbours as she didn’t know their background.
4. The colors of the curtains became less bright in the sun.
5. The mountainous land has been the permanent residence of Armenians for at least 5000
years.
seclude, segregate, isolate
1. The decision of closing the borders … the country from the rest of the region.
2. Leaving his motherland, he faced hard times as he had to live in racially … community.
3. Bob … himself from the society because of his reclusive nature.
4. In some communities women are … from men.
5. Jack was a recluse and he … himself from people during the last few years of his life.
vocabulary:
1. The company promotes dresses of gorgeous colours which are eye-catching and attention-
grabbing.
2. After the round-the-world flight, the pilot was giving an interview with a triumphant
expression on his face.
106
3. Hovhan Odznetsi, the Catholicos of Armenia in the 8th century, liked to look gorgeous for
rising to the occasion and being persuasive in diplomatic negotiations with the Arabs for
the sake of his country and the people.
4. Her smile faded when she looked around the shabby district.
5. Joseph is a journalist and he likes to visit secluded areas to explore them.
1. Արաբների մեջ բնակվելով` Արամը մեկուսացել էր բոլորից ներքին անմռունչ

տանջանքի և հոգու երկփեղկվածության պատճառով:
2. Ասուպի լույսն աստիճանաբար մարեց երկնակամարում:
3. Տղան արևի տակ տաքացող երկու շատ գեղեցիկ գյուրզաների նկատեց, որոնք
ծանր, խեղդող այս տոթին ալարկոտ և պակաս հարձակողական էին դարձել:
4. Անծայրածիր աշխարհի տարբեր կողմերում սփռված հայորդիները
միասնական են դառնում վտանգի պահին` մղելով սահմանապահ
զինվորներին հաղթանակներ և քաջագործություններ գործելու:
5. Ցերեկվա տապից ու գիշերվա ցրտից Վահանի ձեռքերի և ոտքերի մաշկը
ճաքճքել էր և գունատվել:
WORK IN PAIRS
Practice
Participle I as an Adverbial Modifier
Participle I can function as adverbial modifier of different semantic types (time, reason,
manner, attendant circumstances, and sometimes condition, concession, comparison). The
semantic type of the adverbial modifier may be revealed from the context.
Participle I as an adverbial modifier of time may denote a simultaneous or a prior action.
e.g. Walking along the street, he came across an old friend of his?
Returning to Spain, she continued working on the project.
Participle I as an adverbial modifier of reason can be expressed by all the four forms. The
most frequently used non-perfect participles I are verbs denoting mental perception and
emotions, such as knowing, realizing, remembering, expecting, hoping, fearing, etc., as well as
the participles being and having.
e.g. We were lost in the forest, not knowing the way.
The adverbial modifier of attendant circumstances is one of the most characteristic of
participle I. In this case participle I denotes some action or event parallel to the action or state
denoted by the finite verb.
e.g. I laughed, and still laughing turned away eastward.
Mary was silent all the time, fidgeting with the pencil in her hand.
Participle I as an adverbial modifier of manner is similar to an adverbial modifier of
attendant circumstances. An adverbial modifier of manner characterizes the action of the finite
verb, whereas that of attendant circumstances denotes a parallel action or event.
e.g. He came in walking like hero.
As an adverbial of comparison the participle is always preceded by the conjunction as if,
as though.
e.g. He went out of the room, as if he was offended by our remark.
When Participle I is used as an adverbial modifier of concession, the conjunction is not
obligatory, but it may be preceded by the conjunction though.
107
e.g. The man though moving sluggishly reached its destination on time.
As far as Participle I as an adverbial modifier of condition is concerned, either the
subjunctive mood or the future tense form allow a participial phrase to function as an adverbial
modifier of condition.
e.g. We won’t meet the deadline, working at the current speed.
I. Identify the function of the participial phrase in the following sentences:

1. When they sat together at the evening hearth his eyes wandered stealthily to her cheek,
and beheld, flickering with the blaze of the wood fire.
2. He then took his leave with a boyish exuberance of gayety, assuring her that her seclusion
would endure but a little longer.
3. Airy figures, absolutely bodiless ideas, and forms of unsubstantial beauty came and
danced before her, imprinting their momentary footsteps on beams of light.
4. When wearied of this, Aylmer bade her last, her eyes upon a vessel containing a quantity
of earth.
5. And Aylmer, excluding the sunshine, which would have interfered with his chemical
processes, had supplied its place with performed lamps, emitting flames of various hue.
II. Translate into Armenian paying attention to the function of the participial phrase:
1. Watch the stain of the rainbow fading out of the sky, and you will know how that
mysterious symbol passed away.
2. Forthwith there issued from an inner apartment a man of low stature, but bulky frame,
with shaggy hair hanging about his visage.
3. Georgiana assented; but, on looking at the result, was affrighted to find the features of the
portrait blurred and indefinable.
4. ‘What a party it will be,’ she rattled on, unwrapping the fabric and tying the corners under
her chin like a glamorous headscarf.
5. Blundering against the far wall, his gasping breaths began to ease and he leaned upon one
of the sarcophagi until his strength was restored.
1. Discuss the multiple ways in which the dream advances the story’s development.
2. Define the relationship between Aylmer and Georgiana.
3. What has been gained and lost by the omniscient author point of view.
4. How necessary are the author’s interpretations to the reader’s understanding of the story’s
latent meaning?
5. How does the story end? How would you end the story if you were the writer?
STYLISTIC ANALYSIS
1. What is the gist/the main idea of the story?

2. What is the general mood of the story?
3. Single out the stylistic devices and expressive means employed in the story.
4. How does the contrasting imagery describing Georgiana’s chambers and Aylmer’s
laboratory advance the action?
5. Where is the climax of the story?
108
REFERENCES
1. Badalyan L., Martirosyan S., Hovhannisyan S., Sandukhchyan R., Khachatryan L.,
Reading for Discussion, Lingua, Yerevan, 2008.
2. Firth J., Papers in Linguistics, London, 1957.
3. Hofstede G., Pedersen P., Exploring Culture: Exercises, Stories and Synthetic Cultures,
Intercultural Press, 2002.
4. Minaeva L., English Lexicology and Lexicography, Moscow, 2007.
5. O’Dell F., McCarthy M., English Idioms in Use, Advanced, Cambridge University
Press, 2010.
6. Shrodes C., Finestone H., Shugrue M., The Conscious Reader, 4th edition, Macmillan
Publishing Company, New York, 1988.
7. Vesterman W., Reading and Writing Short Arguments, 3rd edition, Mayfield Publishing
Company, Mountain View, California, 2000.
8. Беляевская Е., Методические рекомендации по анализу текста (английский язык),
для студентов старших курсов, Москва, 2002.
9. Гаспарян С., Фигура сравнения в функциональном освещении, Ереван, 2000.
10. Прохорова В., Сошальская Е., Стилистика в практике преподаяания английского
языка, Москва, 1974.
11. Федорова А., Семантическая основа образных средств языка, Новосибирск: Наука,
1969.
12. Գասպարյան Ս., Մաթևոսյան Ա., Անգլերենի ոճական գործառությունը,
«Լուսակն», Երևան, 2008:
DICTIONARIES
13. Oxford Advanced Learner’s Dictionary, Oxford University Press, 2006.

14. Webster’s New Dictionary of Synonyms, Merriam-Webster Inc., Publishers, Springfield,
Massachusetts, USA, 1984.
15. Նազարյան Ա., Անգլերեն դարձվածքների ուսումնական համառոտ բառարան,
«Ամարաս», Երևան, 2000:
109
Վ. ԲՐՅՈՒՍՈՎԻ ԱՆՎԱՆ ՊԵՏԱԿԱՆ ՀԱՄԱԼՍԱՐԱՆ
ՔԱՋԲԵՐՈՒՆԻ Հ. Ս.
ԵՂԻԱԶԱՐՅԱՆ Գ. Վ.
ԲԱՐՍԵՂՅԱՆ Գ. Ա
ՔՆՆԱԿԱՆ ՄՏՔԻ ԶԱՐԳԱՑՄԱՆ ՈՒՂԵՑՈՒՅՑ
Տպաքանակ՝ 100
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«ԼԻՆԳՎԱ» հրատարակչություն
Վ. Բրյուսովի անվան պետական համալսարան
Հասցե՝ 0002, Երևան, Թումանյան փող. 42
Հեռ.՝ (011) 300 150
Էլ. հասցե՝ info@brusov.am
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ԲՐՅՈՒՍՈՎԻ ԱՆՎԱՆ ՊԵՏԱԿԱՆ ՀԱՄԱԼՍԱՐԱՆ

BRUSOV STATE UNIVERSITY

ՔՆՆԱԿԱՆ ՄՏՔԻ ԶԱՐԳԱՑՄԱՆ ՈՒՂԵՑՈՒՅՑ

A GUIDE TO CRITICAL THINKING

Երաշխավորված է տպագրության ՀՀ ԿԳՄՍ նախարարության կողմից որպես

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Ա.Սիմոնյան, բ.գ.դ., պրոֆ., Հայ-Ռուսական համալսարանի լեզվի տեսության և

Ք 231 ՔՆՆԱԿԱՆ ՄՏՔԻ ԶԱՐԳԱՑՄԱՆ ՈՒՂԵՑՈՒՅՑ/ Հ. Քաջբերունի,

Գ. Եղիազարյան, Գ. Բարսեղյան.- Եր.: «Լինգվա» հրատ., 2020.- 110 էջ:

ISBN 978-9939-56-141-7 © «Լինգվա» հրատ., 2020

Սույն ձեռնարկի նպատակն է ստեղծել լեզվական միջավայր, որն

ուսանողներին հնարավորություն կընձեռի զարգացնել հաղորդակցական

հմտությունները՝ խոսքային գործունեության բոլոր ձևերում, ներառյալ` ընկալումը,

վերարտադրումը (բանավոր և/կամ գրավոր), փոխներգործությունը կամ

միջնորդային գործունեությունը (բանավոր կամ գրավոր թարգմանություն), ինչպես

նաև կատարելագործել բառապաշարային, քերականական, գործաբանական, և

Ձեռնարկը բաղկացած է չորս մասից: Հատկապես գնահատելի է, որ

սովորողին են ներկայացվում տարբեր ոլորտների՝ պատմությանը, արվեստին,

մշակույթին, հանցագործությունների շարժառիթներին, բժշկությանը, առողջությանը

և համամարդկային այլ կարևոր թեմաների վերաբերող տեքստեր: Յուրաքանչյուր

դաս նախատեսում է լեզվական հմտությունները ձևավորող վարժություններ և

քննարկումների թեմաներ, որոնք նպաստում են ուսանողի գրավոր և բանավոր

խոսքի զարգացմանը: Հաղորդակցական հմտությունները բարելավելու նպատակով

սովորողներին հանձնարարվում է ստեղծել իրավիճակներ՝ տվյալ թեմայով և տվյալ

բառապաշարի հիման վրա: Տրված են նաև թեստային ստուգումներ, որոնք նույնպես

ամրապնդում են ներկայացված նյութը:

Ձեռնարկում ներկայացված նյութի ընտրությունն ինքնանպատակ չէ և

ծառայում է գաղափարական և լեզվական նպատակների:

Գաղափարական նպատակներն են՝

2. համամարդկային արժեքների դաստիարակում,

3. տեքստի խոր ընկալում, տեքստի տրամաբանական տրոհում, մեկնաբանում,

քննադատական և ստեղծագործական մտքի զարգացում:

Լեզվական նպատակներն են՝

1. ընթերցանության, մեկնաբանության և ոճական վերլուծության

տարաբնույթ վարժությունների միջոցով,

3. թարգմանական հմտությունների ձևավորում` հաշվի առնելով աղբյուր և

թիրախ լեզուների յուրահատկությունները,

4. բանավոր և գրավոր խոսքի զարգացում:

Ձեռնարկը համապատասխանում է Լեզուների իմացության/իրազեկության

համաեվրոպական համակարգի C1 մակարդակին և ծրագրային պահանջներին:

A. About the author:

2. What kinds of associations does the word heaven arouse in you?

THE WAY UP TO HEAVEN

Word Discrimination – jerk, quaver, quiver

Word Discrimination – fixation, addiction, craze, passion, mania

not go a bundle on somebody/something (informal) to not like somebody/something very much

Word Discrimination – wad, sheaf, pile, heap

Word Discrimination – anguish, suffering, agony, torture

Anguish implies severe pain, mental suffering or unhappiness.

Word Discrimination – torture, afflict, harrow, distress, agonize

Word Discrimination – wriggle, twiddle, squirm, jiggle, writhe, fool about/around

Word Discrimination – restless, restive, jumpy, nervy, shaky, uneasy, on edge

Restless means unable to rest or relax as a result of anxiety or boredom.

WORD COMBINATIONS AND PHRASES

1. Հայ երիտասարդները կուրորեն սիրում են մեր սահմանապահ քաջարի

(bundle of laughs, twitch with, torment, obsession with, fidget)

VIII. Fill in the blanks with the right word:

1. The train made a sudden _____ and stopped.

1. Արամը տարվել էր իր հայրենիքի գարնանաբույր և արևանիստ լեռներով ու

INTERPRETATION AND DISCUSSION

1. What is the general mood of the story?

frantically adv e.g. They worked frantically to finish on time.