Give synomyms and synonymous word-combinations to the following words and expressions; recall the situations in which these words are used in the story.

total/complete; dismiss; treachery; to make clear; to make easy to understand; odd/fanciful; calmness.

A) Find five sentences with the gerund or gerundial constructions in the text. State their syntactical functions. Translate them into Ukrainian.

B) Make up 5 sentences of your own using the gerund or gerundial constructions.

Analyze the ing-forms in the sentences below. State which of them are gerunds and which are verbal nouns. Motivate your decision.

1. Once he got started there was no holding him back.

2. I don’t hold with all this dieting.

3. She kept telling us that speaking fast was not at all the same thing as speaking fluently.

4. She read the first act between a fitting and a rehersal, made up her mind to play Kate and there was no persuading her that the part was too young for her.

5. She kept repeating the bright sayings of her children to bore friends and relatives.

6. Her first big part was Katherine in “The Taming of the Shrew”.

7. You have never learnt the way of treating children kindly but without undue familiarity.

IV. SPEECH EXERCISES

Name all the characters introduced by the author. Say a few words about each of them.

State whose utterances these are, what preceded or followed them. Recount the circumstances under which they are used in the story. Think under what circumstances you would say the same.

1. “But some people may go through a lifetime crushed by the weight of a suspition that is really unjustified.”

2. “He seems the suspicious person to my mind.”

3. “You’re lost in a daydream, Miss Marple. What are you thinking out?”

4. “She beat about the bush a little, but at last it all came out.”

5. “A black cloud has come between us – we are constrained, when we meet we do not know what to say.”

6. “A man used to send me purple orchids every night to the theatre.”

Work in pairs asking each other fact-finding questions. Make use of the Active Vocabulary.

Answer the following questions.

1. What story did Sir Henry tell about Dr. Rosen?

2. What did you find about the four suspects?

3. Could Miss Marple throw light on this international mystery? What helped her to solve the case?

4. What’s your personal reaction to the story?

Retell the story as if you were

a) Sir Henry;

b) Miss Marple.

Make up several questions you would like Miss Marple and Sir Henry to answer.

V. POST-READING TASKS

1. Comment on the following quotations with the reference to the story. Does the story prove the truth of them?

1. But you know, it isn’t really guilt that is important – it’s innocence. That’s the thing that nobody will realize.

2. Never say to yourself that anyone is above suspicion.

3. One mustn’t waste thoughts on the guilty – it’s the innocent who matters.

4. When one is old one becomes embittered very easily.

Write a summary of the story making use of the following linking devices.

as it was previously stated; needless to say; even though; despite of; not to mention the fact that; contrary to popular belief; all things considered; personally I believe that; apart from this; in conclusion.

VI. TALKING POINT

A yellow tulip – “hopeless love”

An aster – “I die of jealousy at your feet”

A purple orchid – “I await your favours”

A dahlia – “treachery and misrepresentation”.

Do you know anything of the Language of Flowers? Find the information and supply the above-mentioned list with your own examples. Discuss them in class.

UNIT 10

THE HERB OF DEATH

Sir Ambrose’s dinner party is not going to plan. Foxglove leaves, picked earlier that day, have made everyone ill and left the unfortunate Sylvia dead. It was Sylvia herself who delivered the leaves to Cook but no one knows if she actually picked them. Was Sylvia the victim of a murderer? But who would want to kill the lovely Sylvia? No, it is much more likely that the rich Sir Ambrose was the intended victim – or was it?

Date: 2015-12-24; view: 894