Підручник Англійська мова (9-й рік навчання) - Алла Несвіт - Генеза 2017 рік
Books to the ceiling,
Books to the sky,
My pile of books is a mile high.
How I love them! How I hide them!
I'll have a long beard by the time
I read them.
Text 1. An A for Mrs B
Before you Read
1. Answer the questions.
1. Is your class friendly?
2. Do you help your classmates with their assignments?
3. What do you learn from each other?
phr бути приниженим
phr бути ошелешеним
phr стримувати сльози
phr отримати прохідний бал
phr отримати відмінну оцінку за завдання
phr відчути себе на місці іншого
n розуміння, інтуїція
phr люди, з якими приємно спілкуватися
phr брати до уваги
A A for Mrs B
I was sitting next to Missy in my ninth-form world history class when Mrs Bartlett announced a new project. In groups, we had to create a newspaper around the culture we were studying.
On a piece of paper we wrote the names of three friends we wanted in our group. After collecting all the requests, Mrs B informed us that she would take into consideration the names we chose and would let us know the results the next day. I had no doubt I would get the group of my choice.
There were only a handful of sociably decent people in the class, and Missy was one of them. I knew we had chosen each other.
The next day I anxiously awaited the class. After the bell rang, Missy and I stopped talking as Mrs B called for our attention. She started to call out names. When she reached group three, Missy’s name was called. So I’m in group three, I thought. The second, third and fourth members of the group were called. My name was not included. There had to be a mistake!
Then I heard it. The last group: “Mauro, Juliette, Rachel, Karina.” I could feel the tears well in my eyes. How could I face being in that group - the boy who barely spoke English, the one girl who was always covered by skirts that went down to her ankles, and the other girl who wore weird clothes? Oh, how badly I wanted to be with my friends.
I fought back tears as I walked up to Mrs B. She looked at me and knew what I was there for. I was determined to convince her I should be in the “good” group.
“Why…?” I started.
She gently placed a hand on my shoulder. “I know what you want, Karina,” she said, “but your group needs you. I need you to help them get a passing grade on this assignment. Only you can help them.”
I was stunned. I was humbled. I was amazed. She had seen something in me I hadn’t seen.
“Will you help them?” she asked.
I stood straighter. “Yes,” I replied. I couldn’t believe it came out of my mouth, but it did.
As I bravely walked to where the others in my group sat, I could hear the laughter from my friends. I sat down and we started. Different newspaper columns were assigned according to our interests. We did the research. Halfway through the week I felt myself enjoying the company of these three misfits. There was no need for pretending - I grew sincerely interested in learning something about them.
Mauro, I found out, was struggling with the English language and his lack of friends. Juliette was also alone, because people didn’t understand that she was only allowed to wear long skirts or dresses because of her religion. Rachel, who had requested to do the fashion column, wanted to be a fashion designer. She had a whole barrel of unique ideas. What a walk in another person’s shoes did for me! They weren’t misfits, just people that no one cared enough about to try to understand - except Mrs B. Her insight, vision and thoughtfulness brought out the potential in four of her students.
I don’t recall what the newspaper’s headline was or even the culture we wrote about, but I did learn something that week. I was given a chance to see other people in a new light. I was given the opportunity to see in myself a potential that inspired my actions in later years. I learned that who we are is more important than what we are or seem to be.
After that semester ended, I always received a friendly ‘hello’ from my group. And I was always really happy to see them.
Mrs B gave us an A on that assignment. We should have handed it right back, for she was the one who truly deserved it.
By Karina Snow
(Taken from Chicken Soup for the Teenage Soul II)
Building Up Vocabulary
2. Match the words and phrases (1-8) with their definitions (a-h).
1. To create
a) to persuade somebody to do something;
2. An assignment
b) to decide definitely to do something;
3. A request
c) a careful study of a subject, especially in order to discover new facts or information about it;
d) to make something happen or exist;
5. To convince
e) to make somebody have a particular feeling or emotion;
f) a task or a piece of work the pupils are given to do;
7. To be determined to do something
g) something that you formally or politely ask for;
8. To inspire
h) feeling worried, nervous, or wanting something very much.
3. Choose the correct words from the text to complete the sentences.
1. I was sitting next to Missy in my ninth-form World History class when Mrs B …. a new project.
2. Mrs B informed us that she would …. the names we chose.
3. The next day I… awaited the class.
4. I …. …. her I should be in the “good” group.
5. I …. as I walked up to Mrs B.
6. I felt myself enjoying the company of these three …. .
7. I was given the opportunity to see in myself a potential that my actions in later years.
8. Mrs B was the one who truly …. an A on that assignment.
4. Find the words in the story to talk about:
a) preparations for the new project;
b) the members of Karina’s group;
c) the outcomes of the project.
5. Work in pairs. Discuss the questions.
1. What assignment did Mrs B announce?
2. How did the pupils choose the members of their groups?
3. What happened the next day?
4. Why did Karina feel tears in her eyes?
5. How did she feel through the week?
6. What did the girl understand that week?
6. Choose the correct item to complete the sentences.
1. In groups, the pupils had to …. .
a) clean the classroom
b) create a newspaper around the culture they were studying
c) make stories about their school
2. On a piece of paper the children wrote …. .
a) their names
b) the assignment for the project
c) the names of three friends they wanted in their group
3. After the bell rang, Missy and Karina stopped talking as …. .
a) Mrs B called for their attention
b) Mrs B came into the classroom
c) the lesson started
4. Karina was included into …. .
a) her friends’ group
b) group four
c) the best group
5. Mrs B asked Karina …. .
a) to help her check up the assignments
b) to help group four get a passing grade on this assignment
c) to prepare an assignment for group four
6. Karina was given a chance …. .
a) to help other people
b) to see other people in a new light
c) to make a project with her friends
7. Complete the statement.
The text is about …. .
a) the project on World History
b) understanding other people
c) teacher’s wisdom
8. Number the events in order they happen in the story.
A. Karina learned that who we are is more important than what we are or seem to be.
B. Karina was included into group four.
C. Mrs B announced a new project.
D. Karina had no doubt that she would be in group with her friends.
9. Read and say if the statements are true or false.
1. Mrs B announced a new project on World Literature.
2. The children had to create a newspaper around the culture they were studying.
3. Karina had no doubt that she would be in group four.
4. Karina was included into her friends’ group.
5. Halfway through the week Karina felt herself enjoying the company of her friends.
6. Karina learned that the members of her group weren’t misfits, just people that no one cared enough about to try to understand - except Mrs B.
10. Say what helped Karina understand that who we are is more important than what we are or seem to be.
11. Complete the sentences given below.
1. Mauro, as Karina found out, was struggling …. .
2. Juliette was also alone, because …. .
3. Rachel, who had requested to do the fashion column, …. .
4. They weren’t misfits, just …. .
12. Talk about the project the children had to do. What do you think they were going to write about?
13. Say why Karina was amazed when she found out who she was going to work with and what character traits she discovered in her classmates later. How did the teacher help the children understand each other better?
14. Talk about your personal experience. Have you ever had similar situations in your school life? How did you feel then? What did you understand as the result of the project? What new character traits did you open in your classmates?
PD You are to interview Karina about her school life and school friends. What do you think she can tell you about the project she participated in? Act out the dialogue. Start like this:
- Hello, Karina. I’m …. from “School Life”. I’m working on the ar ticle about teenagers’ school life.
- Hello, I’m glad to meet you.
- Well, I’ll …. .
16. Write an essay on the topic “Who we are is more important than what we are or seem to be”. Use real-life examples to support your ideas.