Ten Little Niggers




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Министерство образования и науки Российской Федерации
ФГБОУ ВПО «Нижегородский государственный педагогический университет имени Козьмы Минина»

Е.Е. Белова

Ю.А. Гаврикова


Ten Little Niggers:

Учебно-методические материалы

по произведению Агаты Кристи

Нижний Новгород

2013


УДК 43(07)

ББК 81.432.1р3

Б 435

Рецензент:

кандидат педагогических наук, доцент Т.Е.Альтова


Белова Е.Е., Гаврикова Ю.А.

Б 435 Ten Little Niggers: Учебно-методические материалы по произведению Агаты Кристи для студентов II курса. / Е.Е.Белова, Ю.А.Гаврикова. – Н.Новгород: НГПУ им. К. Минина, 2013. – 44 с.

Данные учебно-методические материалы предназначены для студентов II курса, обучающихся по направлению подготовки 050100.62 «Педагогическое образование», профиль подготовки «Иностранный язык и дошкольное образование» и направлены на обеспечение руководства самостоятельной и аудиторной деятельностью студентов, направленной на глубокое освоение аутентичного произведения А.Кристи и его обсуждение, обогащение словарного запаса и расширение речевых возможностей студентов.

УДК 43(07)

ББК 81.432.1р3
©Белова Е.Е., Гаврикова Ю.А.,2013

©НГПУ им.К. Минина, 2013

ВВЕДЕНИЕ
Учебно-методические материалы по произведению Агаты Кристи «Десять негритят» содержат задания к 16 главам книги и эпилогу, а также вопросы для организации обсуждения всего произведения.

Выпускаемое пособие может активно использоваться студентами, изучающими английский язык, как для самостоятельной, так и аудиторной работы для развития навыков и умений устной и письменной речи.

Данное учебное пособие актуально для обучения студентов по профилю «Иностранный язык и дошкольное образование» с квалификацией бакалавра и направлено на формирование следующих компетенций:

  • ОК-6: способность логически верно строить устную и письменную речь;

  • ОК-10: владение одним из иностранных языков на уровне, позволяющее получать и оценивать информацию в области профессиональной деятельности из зарубежных источников;

  • ОК-16: способность использовать навыки публичной речи, ведения дискуссии и полемики;

  • ОПК-3: владение основами речевой профессиональной культуры;

  • ОПК-5: способность к подготовке и редактированию текстов профессионального и социально-значимого содержания.



^ TEN LITTLE NIGGERS

by Agatha Christie
CHAPTER I

Part 1

I. Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

to run an interested eye to lead to smth to be free from publicity

hint (v, n) with a view to to know for a fact

to carry out smth to surround with smth

II. Answer the following questions:

  1. What was Mr. Justice Wargrave by profession?

  2. How old was he?

  3. Was he rich?

  4. What was he busy with in the carriage? What did he go over in his mind?

  5. What had appeared in the papers about Nigger Island?

  6. What was the American millionaire crazy about?

  7. Why did he put up the house and island for sale?

  8. Why was the house bought by a Hollywood film star?

  9. What did Mr. Justice Wargrave draw out from his pocket?

  10. What was the letter about?

  11. What did he cast back in his mind to remember?

  12. What did he remember of Constance Culmington?

III. Explain and expand on the following:

  1. Nigger Island was news.

  2. Young Lord L – had surrendered to Cupid at last.

  3. Nodding his head in gentle approval of his logic …


Part 2

I. Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

to take up duties to enclose to acquit smb of blame

to be the last word in luxury to compliment smb on arrogant

to swim in practised strokes

II. Answer the following questions:

  1. Was Vera Claythorne rich?

  2. Did she enjoy the journey?

  3. What letter had she received?

  4. What job was she offered?

  5. Was she looking forward to taking care of children?

  6. What did she know of Nigger Island?

  7. What was she? Was she glad about it? Why?

  8. Why did she shiver in the carriage? Was it suddenly cold?

  9. Was she a good swimmer?

  10. Was she interested in men?


Part 3

I. Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

to sum smb up to keep one’s mind on to be up

to be empowered in a casual way at smb’s disposal

to finger smth to be at perfect liberty to withdraw

to sail near the wind

II. Answer the following questions:

  1. Who was the girl Philip Lombard was summing up?

  2. Did Philip like her? What makes you think so? What did he think of her?

  3. What did Philip go over in his mind sitting in his carriage?

  4. Why did he frown?

  5. How much money was he offered? Was it little money? What makes you think so?

  6. Who was Mr. Isaac Morris?

  7. How long would Lombard have to hold himself at the disposal of Mr. Morris’s client?

  8. Could he undertake anything illegal? Why do you think so?

  9. What had Mr. Morris said with a very faint smile on his lips? Why so?

  10. Why did Lombard’s lips part in a grin?

III. Explain and expand on the following:

The matter rests there.


Part 4

I. Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

to have smth in common to lounge unyielding principles

to make an example of smb to make fuss lax

(two summers) running plain cooking

II. Answer the following questions:

  1. What was Emily Brent’s custom?

  2. How old was she?

  3. What was she particular about?

  4. Was the signature in the letter legible?

  5. Why did she let her mind run back over the people at Belhaven?

  6. Did she like the idea of going to Nigger Island? Why?

  7. Was there anything that disappointed her still?


Part 5

I. Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

as the crow flies a crony to fight shy of smb

owing to to brood about to have a fancy

II. Answer the following questions:

  1. What did General Macarthur think looking out of the carriage window?

  2. Was he pleased with his trip? Why so?

  3. Was he interested in Nigger Island? Why? What makes you think so?

  4. What was the reason for his going to Nigger Island?

  5. What had he fancied lately?

  6. “Oh, no good brooding about these things!” What didn’t he want to brood about?


Part 6

I. Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

to fail skilful to have little leisure

vague in its terms to roll in money to go to pieces

a person with money and position

II. Answer the following questions:

  1. What did Dr. Armstrong brood about when he was driving his car?

  2. Had his venture succeeded or failed?

  3. Was he going to Nigger Island for a holiday?

  4. Was he glad about it?

  5. How had he got the invitation?

  6. What did he think about the letter?

  7. What did Dr. Armstrong think about women’s nerves?

  8. With which words did he inspire hope and belief?

  9. Was he a good doctor?

  10. What did you understand about the event which had happened to Dr. Armstrong fifteen years before his trip to Nigger Island?

  11. Why did Dr. Armstrong nearly go into the hedge?

III. Explain and expand on the following:

  1. Success had its penalties.

  2. The ball had started rolling.


Part 7

I. Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

frightful to block one’s way to wonder

to do well in drinks to make money to yawn

II. Answer the following questions:

  1. Who blocked Anthony Marston’s way?

  2. Which car was he in?

  3. How was he driving?

  4. Did it make any difference to Marston who or what people the Owens were?

  5. What was the aim of his trip to Nigger Island? What was he willing to be doing there?

  6. “Anthony Marston proceeded on his triumphal progress”. Why did the author call it triumphal?


Part 8

I. Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

to mutter to smb to glance at to slumber

to slip on smth to ruminate to reflect

to scrutinise oneself a travel folder to challenge

to get one’s name from its resemblance to smth

II. Answer the following questions:

  1. What was Mr. Blore writing carefully in a little note-book? Why?

  2. Why did he scrutinize himself in the glass?

  3. What did his face reflect?

  4. What was his line? Had he been there before? Why so?

  5. What did he remember about Nigger Island? Were his thoughts about the island itself similar to those of the other people? Why so?

  6. What did Mr. Blore’s companion say when he woke up?

  7. Was he mad?

  8. What do you suppose Mr. Blore thought about him?

  9. Who did he want to pretend to be / to pass for / to pose as?


Tasks on the Whole Chapter

I. Prepare phonetic reading of any passage containing 10-15 lines. Give a good literary translation of this passage.

II. Find English-Russian equivalents to the following word-combinations and write them down. Recall the situations with them from the chapter. Make up situations of your own and put them down:

(not) to be much of с ума сходить по

to compliment smb on smth в трудном положении

to be particular about подвести черту

to inspire hope and belief греться на солнце

to pull oneself together доход

to succeed принимать во внимание

full of whims сокращать

conscientiously выполнять, проводить

in return for очаровательный

to sign напряженный

illegible предпринимать что-либо

enveloped in some aura

III. Explain the meaning of the following words but do not translate them: faith-healing, a near thing, a near shave, to cut out drink, venture, nose smb out, correctly apparelled, put one’s finger on the trouble.

IV. Explain the formation of the following words. Think of 2-3 examples of your own to each word made on analogy: righteousness, disadvantage, boredom, illegal, illegible, kindness, schoolmistressy, signature, luxurious, skilful, hush-hush, legality.

V. Say what parts of speech the following words are. Give all derivatives to them and explain their meaning. Find them or their derivatives in the text: luxury, presence, power, shame, diagnose, fright, conscience, care, resemble, dignity.

VI. Find synonyms to the following words in the chapter and write them down: to reflect on (2 words), disgusting, a man of means, deafening, weary, huge, gossip, to tremble.

VII. Transform the dialogue between Mr. Blore and his fellow-traveller (ch I part 8) into the Indirect Speech.

VIII. Beginning with this chapter start writing down the words you can use to characterize the people going to Nigger Island into a special notebook. Some words can be found in the book.

IX. Give a character sketch of any person to your liking.

X. Retell any part you like.

XI. Give a summary of the whole chapter.
^ CHAPTER II

Part 1

I. Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

shrewd to stand in uncertainty to give assent

to have good connections surreptitious a substitute

to occupy a position of authority to size smb up imperceptible

II. Make up 10 questions to this part to ask your groupmates.

III. Explain and expand on the following:

Our English summers are so treacherous.
Part 2

Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

to picture smth differently to illuminate to be crowned with

sinister hunched with active malevolence

to assent to a proposition to care for to delay

to have a paralyzing effect upon in response to to beckon

II. Make up 10 questions to this part to ask your groupmates.

III. Explain or expand on the following:

A curious constraint came over the other members of the party.
Part 3

I. Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

likely to be togged-up classy

to sum up lean to set eyes on

a prompt payment to be born to money to depart from

queer to survey smb

no … touch about smb to have smth/nothing to do with

II. Make up 10 questions to this part to ask your groupmates.
Part 4

I. Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

to churn one’s way to come into view to face smth

to live up to expectation to shut off the engine to nose one’s way

catering domestic problems to alight

to lead one’s way to feel uneasy to ascend the steps

to revive the spirits to await smb to reassure smb

gravity

II. Make up 10 questions to this part to ask your groupmates.

III. Explain and expand on the following:

Rum kind of show…
Part 5

I. Memorize the following words from this part, explain their meaning and reproduce the situations where they were used:

respectable looking blue-tiled flat (voice)

to shift from place to place in mortal fear to be faintly disturbed

ghostlike oddly assorted party restlessly

II. Answer the following questions:

  1. Is this part about Vera Claythorne or Mrs. Rogers?

  2. Why did Vera utter a quick exclamation of pleasure? Why was she faintly disturbed?

  3. How can we characterize Mrs. Rogers?

  4. Why did she make her position clear to Mrs. Rogers at once?

  5. How did it happen that she thought the guests were queer and the party was oddly assorted? Why?

  6. Why did she walk restlessly about the room?

  7. Why did she smile?

  8. Did she smile when she sat by the window looking out to sea? Why?

  9. What didn’t she want to remember?

  10. Was she cruel?


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