Н.Г.

ПРИБЫЛОВА

ЛИНГВОСТРАНОВЕДЧЕСКАЯ РАБОТА
С ХУДОЖЕСТВЕННЫМ ТЕКСТОМ
(EXTENSIVE READING AID)

Учебно-методическое пособие
по иноязычному чтению

Москва
2019
ББК 74.58
УДК 371

Авторы:
Вострикова О.В.
Прибылова Н.Г., кандидат педагогических наук, доцент кафедры англистики и
межкультурной коммуникации ИИЯ МГПУ

Рецензенты:
Сороковых Г.В., доктор педагогических наук, профессор
Умерова М.В., кандидат филологических наук, доцент

Прибылова Н.Г.
Л 59 Лингвострановедческая работа с художественным текстом (Extensive Reading
Aid). Учебно-методическое пособие по иноязычному чтению. – М.: УЦ
Перспектива, 2019. – 40 с.
ISBN 978-5-98594-629-1
Предлагаемое учебно-методическое пособие направлено на
формирование умений и навыков чтения неадаптированной
художественной литературы на иностранном языке и развитие
лингвосоциокультурной компетенции обучающихся на основе
юмористической повести Джерома К. Джерома «Three Men in a Boat: To
say nothing of the dog».
Пособие предназначено для бакалавров, обучающихся по направлению
«Филология», а также для студентов, изучающих английский язык как
второй иностранный, в качестве материала по домашнему чтению.

ISBN 978-5-98594-629-1

 Прибылова Н.Г., 2019

 УЦ Перспектива, 2019
 ПРЕДИСЛОВИЕ
Данное учебно-методическое пособие предназначено для
студентов бакалавриата, обучающихся по направлению 45.03.01 –
«Филология». (Профиль подготовки - Преподавание
филологических дисциплин (английский язык и русский язык как
иностранный)), а также для студентов, изучающих английский язык
как второй иностранный.
В пособие вошли методические разработки по главам повести
английского писателя Дж. К. Джерома «Трое в лодке, не считая
собаки», содержание которых позволит читателю познакомиться с
неадаптированной художественной литературой на английском
языке.
Язык Джерома, наполненный живым юмором, доступен
современному читателю, что особенно актуально на этапе
знакомства с неадаптированной художественной литературой на
иностранном языке.
Каждый предложенный раздел рассчитан на 4-6 часов
самостоятельной работы студентов и 2 часа аудиторной работы и
включает поглавные разработки к повести, что представляется
удобным для языковой и речевой работы. Вопросы и задания
страноведческого характера, представленные в пособии, помогут
студентам глубже понять традиции и уклад жизни типичных
представителей английского общества.
Современные педагогические технологии, представленные в
пособии, такие, как обучение в сотрудничестве, проектная методика,
использование средств ИКТ помогают реализовать личностно-
ориентированный подход в обучении, обеспечивают
индивидуализацию и дифференциацию иноязычного образования.
Итоговые вопросы и темы для обсуждения, изложенные в данном
пособии, могут быть использованы в ходе промежуточной
аттестации студентов первого курса.
 Условные обозначения:

– страноведческий материал

– материал для портфолио

– речевая практика
 Task 1. Read the biography outline.
Do you agree with Jerome’s words?

Jerome Klapka Jerome

It is the same everywhere. Each country keeps
a special pronunciation exclusively for the use
of
foreigners – a pronunciation they never dream
of using themselves, that they cannot under-
stand
when it is used.
Jerome K. Jerome

Всюду я замечаю то же самое; в каждом

языке есть два произношения: одно
«правильное», для иностранцев, а другое
свое, настоящее.
Дж.К. Джером

Jerome K. Jerome is a British writer of the Victorian period, best

known for his comic novels. His most famous and enduring work is
Three Men in a Boat.
Jerome Klapka Jerome was born in the village of Caldmore, near
Birmingham in Central England. Jerome’s father was an ironmonger and
a non-conformist preacher. The family enjoyed a middle-class lifestyle
for many years, although a series of bad investments forced them into
poverty when Jerome was two years old. Because of this, the family had
to leave their house, and Jerome spent his childhood as a poor boy
(“Jerome the Man”). Jerome’s financial situation went from bad to worse
at age 13, when his father died. Two years later, his mother passed away,
and Jerome was forced to drop out of grammar school to work menial
jobs.
 Despite these difficult circumstances, Jerome developed a passion for
literature, politics, and the theatre. In his late teens and twenties, he held a
variety of jobs including acting, journalism, and teaching school. He was
not particularly successful at any of these occupations.
Jerome finally broke through creatively in 1885, when he published a
memoir about his time working for a low-budget theatre troupe. He then
began to publish comedic essays in a magazine called Home Chimes.
He married his wife, Georgina, in 1888, and they spent their honey-
moon rowing on the Thames. Their trip inspired his most successful
work, Three Men in a Boat, which was serialized in Home Chimes in
1889. Although Three Men in a Boat was poorly received by critics, it
was immensely popular among readers of all social classes. Royalties
from the book ensured Jerome financial freedom for the rest of his life.
He devoted himself to writing full-time, although he remained critically
unpopular and his later works sold inconsistently. Jerome published a se-
quel to Three Men in a Boat called Three Men on the Bummel in 1898,
but it garnered mixed reviews and mediocre sales.
When World War I broke out in 1914, Jerome was eager to contribute
to the war effort. Because he was too old to join the British military, he
drove an ambulance for the French throughout the war. He returned to
England traumatized, and was further psychologically damaged by the
death of his beloved stepdaughter, Elsie. Jerome wrote an autobiography
in 1926, and died in 1927 of a stroke.
 Task 2. Surf the Internet, find the Jerome
K. Jerome Society website and convey the story
behind Jerome’s two comic masterpieces “Three
Men in a Boat” and “Three Men on the Bummel”
(http://www.jeromekjerome.com/).

ASSIGNMENTS ON THE CHAPTERS

“THREE MEN IN A BOAT
(TO SAY NOTHING OF THE DOG)”

CHAPTER 1
1. Words and word combinations to be remembered:
fatal maladies to prevail
out of order boyhood
to be impelled to the conclusion to ponder
in the virulent form to walk the hospitals
frozen with horror to take up one’s time
to sift to the bottom to oblige smb.
the acute stage to stuff up one’s head
to plod conscientiously disinclination to work
a sort of slight to give clumps
Recall the situations where the vocabulary units are used.
2. Read and translate passages on:
p.7 – “I remember going to the British Museum” up to “and, after that,
take their diploma”.
p.9 – “Then he opened me and looked down me” up to “a general dis-
inclination to work of any kind”.
p.12 – “I objected to the sea trip strongly” up to “he could have put it
straight”.
 3. Answer the questions
1. Who are the characters of the book?
2. How did it happen that the three friends discovered they were seri-
ously ill?
3. What did George and Harris complain of?
4. What useful prescriptions did J. receive?
5. What were the reasons for the poor state of health of the three
friends?
6. What remedies were proposed?
7. Why did J. strongly object to the idea of a sea trip?
8. Who suggested that the friends should go up the river?

4. Search information about late-Victorian period in the

English history and report on it.

5. Topical vocabulary 1
Write down all the words connected with illnesses (e.g. liver com-
plaint, feel seedy, fits of giddiness, a patent liver-pill circular).
6. Collocations. Match the words on the left to the words on the
right.
To suit smb three weeks
To give smb. one’s head
Last Friday sensible
To stuff up to a “T”
No tongue lib
To come out can tell
ad the clumps
return berth

7. Topical vocabulary 2
Write down all the words connected with means of travelling (e.g.
a sea trip).
 8. Think and talk about advantages (pros) and disadvan-
tage (cons) of different means of transport, and fill in the table.

Means of transport Pros Cons

Train
Plane
Ship
Car
Boat
Add 2 yours
9. Summarize Chapter 1.
10. Dramatize the dialogue you find the most hilarious.

CHAPTER 2
1. Words and word combinations to be remembered:
to camp out the task becomes Herculean
a quiet nook to play the fool
next door but one to mutter to oneself
pinned up to swear at one another
to have a smile/drink to curse
on either bank in the same breath
to get a chill somehow or other
to put smb. right

Recall the situations where the vocabulary units are used.

2. Read and translate passages on:
p. 17 – “Slowly the golden memory of the dead sun fades” up to
“where mankind was born so many thousands years ago”.
 p.19 – “It is evening. You are wet through” up to “and crowd round
that”
p. 21 – “Montmorency hailed this compromise” up to “his most em-
phatic approbation”.
3. Answer the questions
1. Did the friends set off immediately or did the make any arrange-
ments?
2. Which were the pleasant and the troublesome sides of camping?
3. Was there anything romantic in Harris’s nature? What could make
Harris’s eyes fill with tears?
4. What compromise concerning camping was worked out eventu-
ally? What decision would you take if you were going for a boat
trip?
5. What were the first impressions Montmorency produced on J?
Why?
6. What crimes did Montmorency commit in the neighborhood?
7. Do you usually plan your trips beforehand in full detail?

4. Topical vocabulary 3.
Pick out all the word patterns, describing landscape (e.g. the dark-
ening world, dim woods on either bank)
5. Give examples of humor devices in the first two chapters of the
book.
Overemphatic language
metaphor
idioms
personification

6. Find information about peculiarities of English humor

and report on them.
7. Dramatize the funniest spots.
 CHAPTER 3
1. Words and word combinations to be remembered:
to put up a picture to smash one’s thumb
to undertake to do a job to observe mildly
would say to make such a fuss
leave that to me to pick oneself up
to start the whole house to have another try
upon my word everybody dead beat and wretched
to lose sight of to discard smth.
to strike a note indispensable things

Recall the situations where the vocabulary units are used.

2. Read and translate passages on:
p.23 – “That’s Harris all over – so ready to take the burden” up to
“while he would dance round and hinder them”
p.24 – “Where is the hammer?” up to “everybody dead beat and
wretched”
p.26 – “George comes out really quite sensible at times” up to “I beg
your pardon, really. I quite forgot.”
p. 28 – “George said that in that case we must take a rug each” up to
“in towing sufficient food for Harris up against stream as it was”.

3. Answer the questions

1. What did the friends intend to discuss on the following evening?
2. Whom did Harris always remind J. of?
3. What usually happened when Uncle Podger undertook to do a
job?
4. What errands did Uncle Podger send the members of his house-
hold on when he wanted to put up a picture?
5. Was Uncle Podger satisfied with the help he received? Why?
6. Who made an awful fuss over the matter?
7. Which is better in your opinion: to do a job yourself or invite a
specialist?
8. Was it easy for the friends to select things they were to take with
them? Why?
 4. Give a character sketch of Uncle Podger. What do
Harris and Uncle Podger have in common?

5. Topical vocabulary 4.
Pick out all the words, describing tourist equipment and necessi-
ties.
Classify and insert them into a proper column.
Add 5 to the list.
Tourist equipment necessities clothes food

6. Summarize chapter 3.
7. Dramatize the scene of putting up a picture.

CHAPTER 4
1. Words and word combinations to be remembered:
to urge smb not to be… undertaker
to saturate the scenery plenty of room
to ooze up to be detained
to stink of oil to call on
to take an oath an idea struck her
in the present instance an orphan
to knock a man over in charge of
to refer to to detect smth.
to dash off beyond his means
stout ladies to deprive smb. of
to fidget

Recall the situations where the vocabulary units are used.

 2. Read and translate passages on:
p.30 – “We had taken up an oil stove once” up to “taken into the sys-
tem in large quantities than paraffin oil”
p.31 – “I remember a friend of mine buying a couple of cheeses at
Liverpool” up to “and the drop off and squeeze into other carriages, or
pay the difference and go first”
p.34 – “Very well, then, said my friend’s wife” up to “I hold that
George was right in declining to take any”.

3. Answer the questions

1. What awful oath did the three friends take?
2. What kind of food was suggested for the trip?
3. Why was cheese rejected as a travelling companion?
4. Why did Tom’s wife and children have to leave their home?
5. What did J. mean when he said he would do the packing?
6. What irritated J. most of all?
7. Did J. succeed in packing? Why?
8. What spirit did Harris and George display beginning the pack-
ing? What made them show zeal for the work?
9. How did Montmorency feel about the packing? Did he make
any contribution to the fuss?
10. Can you stand it when other people sit idly while you are busy
working?

4. Topical vocabulary 5
Write down all the words connected with food and meals.

5. Describe your favourite dish. Give the recipe [resɪpɪ].

6. Choose the correct articles (a, an, the) in these sentences.
1. Then we discussed an /the food question.
2. Cheese gets everywhere and gives a / an /the cheesy flavour to
everything else there.
3. I was in Liverpool at a / an / the time, and my friend asked if I
would take them back with me to London.
 4. A / An / The few moments passed, and then an old gentleman
began to move about.
5. „You think Tom would be upset if I gave a man some money
to take a / an /the cheeses away and bury them?”
6. The next day we got everything together and met in a / an /the
evening to pack.
7. Then George lit a / the pipe and sat in the easy-chair.
8. „Aren’t you going to put a / an /the boots in?”
9. They had to pick out an/the tomato with a teaspoon.
10. There’s hardly a / an /the pub within ten miles of London that
she does not seem to have stopped at.
7. Match halves of phrases to make collocations. Translate them.
What’s come along.
I’ll make out struck her
Leave that keeping them?
Here you are, a widow
An idea the job
Do you mind to me.
To put upon yours?
To boss a list.

8. Make a presentation concerning traditional British

food.

CHAPTER 5
1. Words and word combinations to be remembered:
the sluggard to fish smth. out
in great style to see smb. off
to be afloat to while away the time
to take the trouble boating fatalities
to madden smb. to read out
an inestimable gift of time fraud
to pass away to chuckle
at the same instant What a lark!
to come to the extras out of the reach
 Recall the situations where the vocabulary units are used.
2. Read and translate passages on:
p. 40 – “We snarled at one another in this strain” up to “the City
would have to lump it”.
p. 44 – “I don’t think that of all silly, irritating…” up to “machine
must have been referring to the following spring”
p. 46 – “By this time, quite a small crowd had collected” up to “and
nobody knew what had become of it”.
3. Answer the questions
1. What time did the friends get up the next morning? Who woke
them?
2. How did J. and Harris save George from wasting his life in mere
sleep?
3. Was it easy for the friends to brush teeth on the first morning of
their trip? Why?
4. What did George read in the newspaper? Was it encouraging?
5. Why didn’t J. trust weather forecast any more?
6. What was the weather like on that particular morning? And what
did the newspaper forecast say?
7. How much luggage did the friend stake out on to the door-step?
What kind of luggage was it?
8. What suppositions did the gapers make?
9. When did the friends arrive at Waterloo?
10. What did the friends enquire about at the station? Did they re-
ceive the required information?
11. Where did the friends want to go? How did they manage to get
there?

4. Topical vocabulary 6.
Put down all the words related to weather and weather forecast.

5. Comment on the following statements from Chapter 5.

Try to expand.
  “It seems to me so shocking to see the precious hours of a man's
life — the priceless moments that will never come back to him
again — being wasted in mere brutish sleep”.
 “The great thing is to make a good breakfast”.
 “The weather is a thing that is beyond me altogether. I never can
understand it. The barometer is useless: it is as misleading as the
newspaper forecast”.

6. Weather has always been the favorite topic for con-

versation in Britain. Make a presentation “Weather conditions and
stereotypes about weather in the UK”.
7. Dramatize the dialogue you like most.

CHAPTER 6
1. Words and word combinations to be remembered:
to muse on smth old-curiosity-shop
to put up at to dwell on
to turn over a new leaf the dog-days
to flock to to strike down
bright-cloaked gallants to give an excuse
a royal borough commonplaces
to carve shepherdess
to stagger, to be staggered light-heartedness
to do (give) credit tapestry
proprietor
Recall the situations where the vocabulary units are used.
2. Read and translate passages on:
p. 49 – “I mused on Kingston…” up to “put his hand in his pocket and
paid for it then and there”.
p.52 – “There was a boy in our school” up to “we are but as grass that
is cut down, and put into the oven and baked”.
 p. 56 – “Harris asked me if I’d ever been in the maze at Hampton” up
to “one of the old keepers came back from his dinner before they got
out”.
3. Answer the questions
1. What is Kingston famous for? Which events from early English
history did J. think about?
2. What would have happened if Harris had become Prime Minister?
3. What is the problem of living in a house decorated with carved
oak? Would you like to live in an ancient castle?
4. Why did J. think that Stivvings was the most extraordinary lad he
had ever met?
5. What accident happened when when J. forgot he was steering?
6. How did it happen that Harris became unpopular I the maze at
Hampton Court?
7. Who eventually got the people out from the maze?

4. Give a character sketch of J. What was he like?

5. Topical vocabulary 6.
Write down all the words from Chapter 6 related to interior design and
furniture.
6. Dwell on philosophical matters raised in the chapter:
 “Each person has what he doesn’t want, and other people have
what he does want”.
 “Such is life; and we are but as grass that is cut down, and put into
the oven and baked”.
 “It is like the sunset and the stars: we are not awed by their loveli-
ness because they are common to our eyes”.

7. Find information about Kingston. Make a presentation

including historical personalities: Julius Cesar, the Tudors, the Stu-
arts and Queen Elizabeth.
 CHAPTER 7
1. Words and word combinations to be remembered:
to perform tricks it's of no consequence
for once in a way a child-like expression
tо match beautifully the proper thing to do
complexion to be sinful and wicked
to make oneself comfortable bewildered
to put up with to make it out
to shrink visibly to burst into tears
an accomplished oarsman to fool about all day
to give up to withdraw an account
to brighten up for a moment dare -
Recall the situations where the vocabulary units are used.
2. Read and translate passages on:
p. 60 – “Girls, also, don’t look that bad …” up to “…and try to protect
themselves with their lace parasols”.
p.63 – “I objected. I don’t know…” up to “All right, sir, I’m a -com-
ing”.
p. 65 – “You are an untruther…” up to “What good was he at the
bank?”.
3. Answer the questions
1. Why does the river landscape stir the author’s imagination so
much?
2. Why is the author rather vexed about George’s clothes?
3. Which words does J. describe girls on a boat trip?
4. Did the girls like the idea of washing up after lunch? Why?
5. What was J. thinking about at the cemetery?
6. Why did the sexton burst into tears?
7. Do you share the Englishmen’s affection for tombs and graves?
8. Was George an efficient worker in J’s opinion?

4. Topical vocabulary 8.
Write down all the words from Chapter 7 describing appearance and
clothes.
5. Decipher the phonetic script to complete the puzzle.
Find out the vertical word.
1. Three hundred people came to our [rɪʹsepʃn] after the wedding.
2. I am my niece’s [ʹɡɒdmʌðə].
3. Thousands of [ʹmɔ:nəz] attended the king’s funeral.
4. My sister is four months [preɡnənt].
5. Our dog likes to [ʹberɪ] his bone.
6. My daughter loves playing with her doll’s [præm].
7. His brother was his [besʹmæn].
8. The bridesmaid caught the [bʊʹkeɪ].
9. In Britain you get eleven week’s maternity [li:v].
10. You haven’t shown me very much [ʹsɪmpəɵɪ] for my toothache.
11. The Queen laid a [ri:ɵ] at the grave of the Unknown Soldier.
12. They say that old Bill died of [ɡri:f] after his wife died.
13. The emperor was buried in a gold [ʹkɒfɪn].
14. Where did John and Liz go on their [ʹhʌnɪmu:n].
15. The baby screamed throughout the [ʹkrɪsnɪƞ].
 6. Make a presentation about wedding customs in the UK.

CHAPTER 8
1. Words and word combinations to be remembered:
Blackmailing Trial by Jury
trespassing to mix up the two songs
to give the matter sufficient consideration to be confused
without further hesitation to recite a poem
the best means for accomplishing smth irresistible
weak-minded noodles to fetch
to summon smb to make one's flesh creep
they are to blame ignorance
to have one's own way to fix one`s eyes on
blood-thirsty to sob like a little child
mob to be sculling
a regular up-river man
to be all the rage this season

Recall the situations where the vocabulary units are used.

2. Read and translate passages on:
p.67 – “We stopped under the willows…” up to “…over the grave as a
tombstone”.
p.72 –“We were a fashionable and a highly cultured party” up to “…
an unobtrusive position behind professor’s back”.
p.74 – “And yet the German professor didn’t look happy” up to “…
pathetic songs in the German language”.
3. Answer the questions
1. Describe the gentleman who was trying to blackmail the friends.
2. Did the gentleman accept the offer? Why?
3. Why did the author call the river-side landowners selfish?
4. How did J. and Harris feel about notice-boards? Who was more
blood-thirsty?
5. Were the author’s requirements about singing a comic song strict?
 6. Could Harris understand that, singing, he was making a fool of
himself? Have you ever met such a type of people?
7. Why did the author find it necessary to tell a story about Herr
Slossen Boschen? Which features of human nature does the story
highlight?
8. Did “the fashionable and the highly cultured party” learn the les-
son?
9. Why was it worthless to row up the river at Sunbury rock?
10. Who could be the right man to settle the issue of river-side
landowners? Why?
11. How did Harris, J. and Montmorency welcome George?

4. Topical vocabulary 9.
Write down all the words from Chapter 8 describing music, musical
instruments and singing.
5. Read artistically and role-play the scene of Harris singing a
comic song.
6. Give definitions.
1. to be moved along by wind or water (verb – past tense) – d……
2. making you feel better, strong or full of energy again (adjective) –
r………
3. your job or something that you are expected to do (noun) –d…
4. stones over graves showing the name of the person buried
there(noun) –t……..
5. a large amount of something gathered together (noun) –m…
6. to use bad language (verb)
7. having no hair (adjective) –
8. something that is wrapped in paper and sent by post or carried; a
package (noun) –p…..
9. to be worried or have emotional problems with something(adjec-
tive) –
10. different variations of one colour (nouns) –
11. a confused mass of hair, rope etc. that is hard to separate from
each other (noun) –t…..
12. a rope used for pulling something along (noun) –t……
13. the cost of something (noun) –e……
14. the money you make from doing a job (noun) –i…..
 15. 15. making somebody give you money for something, usually by
threatening them (verb) -

7. Make a presentation on British and American signs

and notice boards (provide examples).

CHAPTER 9
1. Words and word combinations to be remembered:
conduct (n, v) signs of distress
Much haste, less speed a very curious instance
that goes without saying to overtake
and not prone to pity buried in mystery
for a change to disturb
conscientious to be about to do something
to fold in two tower
to wind smth to disembark
to witness smth to ease up
truant not a ghost of a lock
I bet to do away with
a good many

Recall the situations where the vocabulary units are used.

2. Read and translate passages on:
p.81 – “This really happened…” up to “…four miles an hour, and
can’t get out”.
p.82 – “He and three other men” up to “George replied he didn’t
know”.
p.84 – “Of all experiences connected with towing” up to “…while
girls are towing it”.
3. Answer the questions
1. What irritates the author most about a tow-line and any rope in
general?
2. What does the author call “a mean act on the part of the boat”?
3. What is the use of the lovers in J.’s opinion? Is it a humane con-
duct?
 4. Why did the couple have to recover an old lady?
5. Why does the author call involving girls in towing “a sensation”?
6. What deeply strikes him?
7. How did J. manage once to get lost in the river with a map?
8. To what extent was he grateful towards his saviors?

4. Topical vocabulary 10.

Write down all the words from Chapter 8 describing a boat and its
equipment (tow, anchor…).

5. Recollect the situation with the missing lock and the

haunted river from Chapter 9. Have you ever come across cases like
that when you could not believe your eyes? Tell the class.

6. Infinitives or –ing forms.

Decide whether to use the infinitive (to + verb) or -ing form of the
verbs below.
1. The river gives everyone a good opportunity to dress /dressing up.
2. Don’t you come fooling about, to make / making me mad with
this silly tombstone nonsense of yours.
3. He said he had looked forward to to see / seeing Mrs. Thomas’s
grave from the first moment that the trip was proposed.
4. „He sits behind a bit of glass all day, trying to look /looking as if
he was doing something.”
5. He then said that it was his duty tomake /making us leave the property.
6. The man on the bank, who is trying to disentangle / disentangling
it, thinks all the fault lies with the man who rolled it up.
7. Then the second man climbs out of the boat and comes to help/
helping him, and they get in each other’s way.
8. We had decided to sleep /sleeping on board that night.
 7. Make a presentation on the interior and exterior of a
modern car (Br and Am.).
 CHAPTER 10
1. Words and word combinations to be remembered:

1. to dispense with smth 11. eloquent

2. an under-estimate 12.to drivel in folly
3. to do one’s duty 13.to splutter
4. to take no notice of smth 14.morality and righteousness
5. hard labour 15.pious
6. to set to work 16.to beam on one another
7. to overhear smb 17.to trod on smb’s corn
8. to squat down 18.chuck smb out
9. to grind 19.to converse of smth
10.to be full

Recall the situations where the vocabulary units are used.

2. Read and translate passages on:

p.99– “That canvas wanted more putting up…” up to “…and got him-
self entangled and rolled up.”
p.102 – “How good one feels…” up to “….and a tender father- a no-
ble, pious man”.
p.104– “They had a very jolly evening…” up to “I thought it might
have been the same inn”.

3. Answer the questions

1. Why did the friends change their minds and moved to “Picnic
Point”?
2. Why was putting up a canvas easier said than done? Is it “danger-
ous work” in your opinion?
3. Who bungled the whole process despite ten minutes of superhu-
man effort? Describe the scene.
4. How should a sensible person behave while he is waiting for a
kettle to boil up the river?
5. In what way can hearty meal transform a human and make him a
good citizen?
 6. What does the episode with George’s father at a country inn re-
veal?
4. Ask 5 questions about the contents of Ch.10. Try to select the
points that might be not chosen by your groupmates.

5. Complete the crossword puzzle

Across:
1. something that you want very much; attractive
3. a strong cloth that is used for making tents
7. a long loud cry made by a dog or wolf
8. the back part of a boat
9. a fight or difficulty
10. an empty space where you put something into
13. very large
14. the words you say for a magic spell to happen

Down:
2. a person or thing that is dirty or untidy
4. a story or description of something
5. wanting to give more help or money than is usually needed
 6. to stop something or slow down the process of something
7. large rings usually made of metal
11. the front upper part of the body
12. to make somebody die in water because they cannot breathe

6. What is the meaning of the tale about the knight and what is
the aim of its including into the book?

7. Prepare a summary of Chapter 10.

CHAPTER 11
1. Words and word combinations to be remembered:
to be in keeping with to lose one’s temper
to wind smth up made our mouths water
into the bargain to anticipate
to spring out of bed ale-house
A decent time to despise
wakeful to be dotted with
undisguised suspicion Charter, Magna Carta
to stroll to rebel
burglar to push one's way
to sort out in vain
missed this for worlds false

Recall the situations where the vocabulary units are used.

2. Read and translate passages on:
p.100 – “And George went home again…” up to “…Mrs. G. came
down at half past seven.”
p.102 – “Then we pulled up the canvas…” up to “George is very
dense at seeing…”
p.105 – “It is a fine summer morning..” up to “…at the head of his
serfs and vassals.”
3. Answer the questions
 1. Why did George never get up too early?
2. How did J. wake up Harris? Who suffered?
3. Did the idea of having a swim in the river appeal to the friends?
Why?
4. How did it happen that J revealed heroism?
5. What was the funny side of the incident with the shirt?
6. Was Harris good at cooking scrambled eggs?
7. What dramatic episode from English history does the author de-
scribe?
8. When was Magna Carta signed? What kind of document was it?

4. Topical vocabulary 11.

Write down all the words from Chapter 11 describing knights, their
arms and outfit.

5. Speak on the meaning of the tale about King John.

What is the aim of including it into the book?

6. Make a presentation on the Crusades.

7. Give summary of Chapter 11.
8. Rehearse for your group performance.

CHAPTER 12
1. Words and word combinations to be remembered:
to give weight to to come across
a slippery customer in the disguise of
to spoon heavenly messenger
a courting couple to be overcome with joy
to hang about to give worlds for smth
conservatory to back out of the bargain
 to poke one’s nose into extravagant offers
to blush to cast a gloom over the
up-river inns boat
to choke a mocking grin
to fix one`s mind on smth. sailing
to go a goodish way

Recall the situations where the vocabulary units are used.

2. Read and translate passages on:
p. 110 – “It must have been like this…” up to “…and asked him to di-
rect us to a few”.
p. 114 – “Then we went back into the high road…” up to “We were
not so uppish…”.
p. 118 – “There is no more thrilling sensation..” up to “…to hear men
their age give way to temper so”.
3. Answer the questions
1. Why did the author think that historic signing of Magna Carta had
been very likely to take place on that island?
2. What disadvantages did the author see in living in one house with
lovers?
3. How did the author describe the dates of King Henry VIII and
Anne Boleyn?
4. Was it difficult for the friends to find a shelter at Datchet during
their first trip?
5. Who helped them to put up for a night?
6. Why was Harris and Jay ready to pay any price for mustard? Is it
typical of Human nature to want anything we can’t have at the
moment?
7. What sudden problem did they encounter? What saved George’s
life?
8. What was the reaction of the fisherman when the friends knocked
them down?

4. Topical vocabulary 12. Write down all the words from

Chapter 12 describing types of hotels and their rooms (bedrooms and
back-of–the-house, laundry etc.).
 5. Make a presentation about King Henry VIII Tudor
and his six wives.
6. Give summary of Chapter 12.
7. Rehearse for your group performance, select the necessary
props.

Chapter 13
1. Words and word combinations to be remembered:
Receipt a perfect pandemonium
quaint nooks to grasp the idea
sovereign Sorry I disturbed you
a bustling town to adopt the principle
earthly kings and earthly king- as heart could desire
doms bosom companion
to nestle by a sweet corner to be short of water
bogus abbey What the eye does not see, the
mass stomach does not get upset
fraternity over
to arch one’s back to be abreast of
bare and dull to do smth on purpose
fore-leg

Recall the situations where the vocabulary units are used.

2. Read and translate passages on:
p. 123 – “I remember being in the lobby…” up to “…to take me from
this disgraceful scene”.
p. 124 – “His victim was a large black Tom…”… please, don’t”.
p.126 – “The order of the procession...” up to “…he seemed sur-
prised”.
p.127 – “They used to have to whistle...” up to “…But they never
would”.
3. Answer the questions
 1. What surprised the author about medieval monks? What is his an-
swer to an eternal question about the aim of a human life?
2. According to the book, who are the most notorious riots: big dogs
or their smaller counterparts?
3. Why did Montmorency make such a mess in a lobby?
4. What air did the “sweet little dog” have after all? Isn’t it hypocrit-
ical?
5. Describe Tom cat. What were the signs of his being a hard nut to
crack?
6. Why didn’t Tom hurry up to escape from Montmorency?
7. Why did Montmorency shrink at the word “cats”?
8. Why does J. regard their departure from Marlow the greatest suc-
cess?
9. What idea could any reasonable man have watching the friends
march with this sort of provision?
10. What was the friends’ attitude to steam launches? How did they
behave coming across them?
11. What could they boast as the greatest achievement related to large
vessels?
12. Why didn’t the friends dare to drink the water from the river?

4. Topical vocabulary 13.

Write down all the words from Chapter 13 describing types of shops
(fishmonger’, department store, florist’s…). Add 5 yours to the list.

5. Make two presentations (in English):

1) Study the most common dog names around the world. Make a
presentation about breeds of dogs in English.
2) Study the most common cat names around the world Make a pre-
sentation about breeds of cats in English.
Top dog names 2016
Male Female
Max Molly
Buddy Maggie
Jake Daisy
 Top dog names 2016
Male Female
Rocky Lucy
Bailey Sadie
Buster Ginger
Cody Chloe
Charlie Bailey
Bear Sophie
Jack Zoe
Toby Princess
Duke Bella
Lucky Angel
Sam Lady
Harley Sasha
Shadow Abby
Rusty Roxy
Murphy Missy
Sammy Brandy
Zeus Coco
Riley Annie
Oscar Katie
Winston Samantha
Casey Casey
Tucker Gracie
Teddy Rosie
Gismo Misty
Samson Emma
Oliver Sandy
Bandit Heidi
http://www.dog-names-and-more.com/Top-Dog-Names.html
Top cat names 2016
Male Female
Luna Oliver
Bella Max
Lucy Milo
Chloe Simba
Lily Leo
Mia Charlie
 Sophie Jack
Lola Loki
Nala Smokey
Daisy Jasper
Mia
https://iheartcats.com/top-10-cat-names-of-2016/

6. Give summary of Chapter 13.

7. Rehearse for your group performance, select the necessary
props.

CHAPTER 14
1. Words and word combinations to be remembered:
It is not worth it to unnerve any man
to roam about to get a musical ear
slap-up supper to complain to the police about
odds and ends to hear the victim's shrieks
an Irish stew the last dying gurgle of the
to peel potatoes corpse
to soothe the nerves amateur
all-round discouragement to assault smb
to be wet to the skin

Recall the situations where the vocabulary units are used.

2. Read and translate passages on:
p. 134 – “We roamed about sweet Sonning…” up to “…a little too
rich, for a weak stomach but nutritious”.
p. 138 –“I knew a young fellow once…”You want to be in good
health to play the bagpipes.”
3. Answer the questions
1. What did Wargrave remind the author of? Why?
2. Which historic event made more credit to Wargrave?
3. Was it worth five shillings to behave oneself a year?
4. Who suggested a fascinating idea to cook Irish stew?
5. What was the recipe of the Irish stew?
 6. Did the friends cope with the task to peel potatoes?
7. What ingredients did the friends add to the Irish stew?
8. What advantage of Irish stew did George point out?
9. What contribution to the dinner did Montmorency want to make?
10. Was it approved or declined?

4. Topical vocabulary 14
Write down all the words from Chapter 14 describing quantity of
food. Add yours (pint of water, joint of beef, a tin of salmon…)
5. Give summary of Chapter 14.
6. Rehearse for your group performance, select the necessary
props.

Chapter 15
1. Words and word combinations to be remembered:

1. to partake of breakfast 11. ill-luck

2. insight into a question 12. perspiring novices
3. to feel strongly on the sub- 13.to appealed to smb
ject 14. to exaggerate
4. to accumulate work 15. to drop off to sleep
5. to crave for smth 16. take smth in
6. over-scrupulous nature 17. the time-honoured
7. to ridicule smth lies
8. cast-iron opinion 18. to happen in a modi-
9. lazily skulks fied degree
10. to start on thе trip

Recall the situations where the vocabulary units are used.

l
2. Read and translate passages on:
p. 163 – “We agreed that we would pull this …” up to “…a couple of
lazily skulks.”
p. 166 – “Call what you are doing hard work…” up to “…and to bet
us ten to one that we didn’t.”
 p.173 – “I had not been sitting there long....” up to “…insulting any-
one except a personal friend of their own.”

3. Words and phrases to find the English equivalents for in the text
and to activate (not only at this Home Reading lesson). Use them in
situations of your own.
1) убрать все на место
2) равная доля ч-л.
3) новичок
4) почасовик
5) не знать границ
6) высмеивать, насмехаться
7) соглашаться с идеей

4. Answer the questions

1. What shows that Jerome and his friends were lazy fellows?
2. What is characteristic of the old river hands?
3. What are rafting, sailing, rowing and punting? What difficul-
ties might one encounter while mastering any of those arts?
4. Why did Jerome like to watch an old boatman rowing, espe-
cially hired by the hour?
5. On what condition is one apt to excuse others ridiculing him?
How could you explain such an incongruity?
6. Who was called “a real monkey on a stick” and why didn’t
Jerome come to assistance?
7. Have you ever taken a person for smb else? Have you ever
been misidentified?

5. Paraphrase the following phrases and sentences or explain what

is meant by them.

 to do smth at smb’s earnest desire

 to feel strongly on a subject
 to throw out a wing
 “he had often longed to take to punting for a change”
 to grow quite cheeky over the business
 the customary stretchers about the wonderful things
  ‘It is the way of the world.’
 to chaff smb unmercifully
 to be perfectly unintelligible to smb
 “I had an idea it came natural to a body, like rounders and touch”

6. Make a presentation about favourite sports in the UK and the

Commonwealth.

7. Give a summary of Chapter 15

Chapter 16
1. Words and word combinations to be remembered:
1. to shirk the work 9. prematurely aged-
2. a hackneyed story looking
3. to linger somewhere 10. to sin
4. to ravage 11. to appeal to smb
5. a handy place 12. to hush away the pain
6. plague 13. to lure
7. a slight bond 14. to datе back
8. to slip off

Recall the situations where the vocabulary units are used.

2. Read and translate passages on:

p. 179 – “We came in sight of Reading about eleven.” up to “…just to
teach them all a lesson.”
p.181 – “It was the dead body of a woman.” up to “…and all the sin-
ners, if any more there be.”
3. Ask 3 questions about the contents of Ch.16. (Try to select the
points that might be not chosen by your group-mates).

4. Paraphrase the following phrases and sentences or explain what is

meant by them.

1) to close the door against smb

2) to keep one's body and soul together
3) to be confoundedly impertinent
4) habitués of the Art Exhibitions
5) stamp of pinch and poverty
6) with the millstone of her shame around her neck
7) “against the chill wall of their respectability, the voice of the
erring outcast fell unheeded”
8) “but women strangely hug the knife that stabs them”
5. Anecdote for Rendering
К замечательному романисту Дюма-отцу как-то пришел один
писатель и потребовал немедленно триста франков. В противном
случае литератор грозился покончить с собой и тремя своими
малолетними детьми. Александр Дюма с огорчением признался
визитеру, что сам сидит на мели и трехсот франков у него нет. С
большим трудом автор "Трех мушкетеров" наскреб лишь двести.
- Нет, ни за что! – не отступался литератор, - мне нужны
именно триста франков! И не сантимом меньше!
Великий Дюма поразмыслил и заявил:
- Вот разумный выбор: за эти деньги Вы кончаете с собой, а
дети остаются жить.

CHAPTER 17
1. Words and word combinations to be remembered:
superintendence to tell lies easily and without
to charge us just three times blushing
the usual prices to exaggerate his hauls
play of fancy- to marvel at smth
 to abound in pike ounce
bald fabrication to turn the scale
to scorn to tell a lie to be jealous/envy
an angler to gain no credit –
The Angler's Guide to the
Thames
Recall the situations where the vocabulary units are used.
2. Read and translate passages on:
p. 161 – “The neighbourhood of Streatley and Goring…” up to “I had not
got sufficient imagination”.
p. 164 –“I knew a young man once…” up to ”…while two fish would
count thirty, three forty and so on.”
p. 166 – “Then a pause ensued in the conversation…” up to “Ha! ha! ha!”
3. Answer the questions
1. What happened when the friends tried to wash their clothes? How
much did the washerwoman charge the friends for that wash? Did
the friends attempt to reduce the price?
2. What was special about the neighbourhood of Stratley and Gor-
ing?
3. What mistake did the author point out in the Angler’s Guide to the
Thames?
4. Was J. a good fisherman? What prevented him from becoming
good at fishing?
5. What did the owner of the inn up the river have to get used to?
6. What plan did the conscientious young man once develop? What
problems did he encounter working his plan out?
7. What marvel did the friends see in an old glass-case of a little
river-side inn? What stories did they hear about that rarity?
8. What did George do to get a better view of the trout? What hap-
pened? What was the trout made from?
9. Why do you think fishermen like to tell lies about their catches? Is
that sort of white lies?

4. Topical vocabulary 15
Write out all names of fish from Chapter 17.
 5. Have you got any experience of fishing? Tell your
peers about it.
Did you have to tell a lie about your catch? What are the typical fish
in Moscow region? In the area, you reside?
6. Rehearse for your group performance, select the necessary
props.
 CHAPTER 18
1. Words and word combinations to be remembered:

1. to strike wooden 11. to brew ale

2. agility 12. to prides oneself on smth
3. the foreground 13. benefactor to his generation
4. to subscribe to the picture 14. to come quite up to the pic-
5. to bespeak tures
6. the right way up 15. a stentorian voice
7. to sweep away 16. to look paltry
8. to crumble to dust 17. to get the hang of sth
9. varied (adj) 18. to land
10. barley

Recall the situations where the vocabulary units are used.

2. Read and translate passages on:

p. 194 – “I did not catch what was going on at first…” up to “…but we
preferred being taken the right way up.”
p. 198 –“We were up early the next morning…” up to ”…in this over-
crowded nineteenth century.”
p. 199 – “I don’t know why it should be…” up to “…in their calmer mo-
ments they regret.”

3. Words and phrases to find the English equivalents for in the text
and to activate (not only at this Home Reading lesson). Use them in
situations of your own.

1) обычное дело
2) сидеть в необычных позах
3) отменить заказ
4) маленькие неприятности
5) привести в действие
6) однообразные
7) добрый нрав
8) иметь дурное влияние
4. Answer the questions
1. Why was Jerome fond of locks?
2. Relate the funny incident at the lock on the part of the photogra-
pher.
3. Why did the people refuse to subscribe to the picture?
4. What are Abington and Sandford lasher distinguished for?
5. For whom isn't Clifton Hampden suitable?
6. Why do you think a person isn’t yearning for “just another five
minutes” in bed when camping out?
7. What kind of demoralizing affect does the river air have on
one's temper?

5. Paraphrase the following phrases and sentences or explain what is

meant by them.

 to ruffle up one’s hair

 to look stern and noble
 a story-book appearance
 inside it is even still more once-upon-a-timeyfied
 to draw oneself up to her full height
 the river-loving brethren of the brush
 to drive you nearly frantic with rage
 to smile indulgently
 blood-curdling language

Chapter 19

1. Words and word combinations to be remembered:

1. yearnings for the 6. water-tight
unattainable 7. to write for a boat
2. to relish up-stream work 8. to fetch (round)
3. to square one's back 9. an antediluvian chunk of
4. to contemplate doing wood
smth 10. a relic
5. to find smb out 11. a fossil
12. to settle the dispute 16. to stick to smth
13. to whitewash a boat 17. to give up gambling
14. a wreck 18. to break down
15. gipsy

Recall the situations where the vocabulary units are used.

2. Read and translate passages on:

p. 202 – “To those who contemplate…” up to “…to take us on our trip
down the river.”
p. 205 –“Indeed, Harris and I were quite enthusiastic…” up to ”…seeing
how far away we were from a doctor.”
p. 209 – “Yes, it’s almost a pity…” up to “…gave a short bark of decided
concurrence with the toast.”

3. Paraphrase the following phrases and sentences or explain what is

meant by them.

 to win one’s way

 to flash about and give yourself airs
 he “pooh-poohed my Roman relic theory”
 the preglacial period
 “we got vexed with him”
 to keep a look-out
 to play penny nap
 to give somebody his revenge
 “but Harris and I decided not to battle any further against
Fate”
 to be in the Volunteers
 “he did not want any pressing”
 “we would go through with this job to the bitter end”
 to get some fitful slumber
 the cynosure of every eye

4. Answer the questions

1. What chief impression did Oxford produce on the three

friends?
 2. Why did Montmorency think that he had gone to heaven?
3. Why did energetic people prefer an up-stream journey?
4. What is typical of a hired boat up the river? What discussion
did Jerome have with his companions when they hired The Pride of the
Thames?
5. What is the nature in rainy weather compared with?
6. How did the friends battle against the rain? Why did they fail?
7. What did the friends do to cheer themselves up?
8. What thoughts did the song “Two Lovely Black Eyes” cast
over the boat? Why?
9. How did the friends come to quit the trip? Was their journey a
success?

5. Prepare a presentation covering the rout of the boat trip the three
friends had made. Mark the destinations on the map. Give a brief
description of each place mentioned in the book.

PASSAGES FOR ORAL /

WRITTEN RENDERING
Passage 1.
Я люблю кошек. Они так бессознательно забавны. Сколько в них
комического достоинства, сколько умения придавать себе такой вид,
с которым она яснее всяких слов говорит: «Как ты смеешь! Пошел,
не трогай меня!» В собаках нет такой высокомерности. Они всегда
готовы подружиться с кем угодно. Встречаясь со знакомым псом, я
глажу его рукой по голове, говорю ему несколько нежных слов и
опрокидываю его на спину. Нисколько не обидевшись, он катается
предо мной на земле, шутливо разевает пасть и протягивает мне все
свои лапы.

Passage 2.
Мы ищем богатства не ради одного комфорта, который вполне
доступен при скромном годовом доходе в 200 фунтов стерлингов, но
для того, чтобы наш дом был обширнее и пышнее убран, нежели у
нашего соседа; чтобы у нас было большее количество и более
лучшего качества лошадей и слуг; чтобы мы могли одевать жену и
дочерей, хотя и в нелепые, но самые модные и по возможности
дорогие наряды; чтобы, наконец, мы были в состоянии давать
обеды, стоящие безумных денег, хотя бы при этих обедах мы сами
оставались голодными и портили желудок, потому что наш желудок
требует самой простой, только чисто и вкусно приготовленной
пищи.

Passage 3.
Нет, я скорее похож на того ирландца, который, увидев, что на
улице собирается толпа, послал свою дочку узнать, не готовится ли
там драка, и если да, то объявить, что «и папа сейчас придет
подраться».
Я люблю горячую борьбу. Люблю видеть людей, мужественно
пробивающих себе дорогу сквозь все препятствия одной силой, а не
с помощью хитростей и обманов. Такое зрелище возбуждает
саксонскую боевую кровь, как, бывало, во дни юности, возбуждали
нас сказания о смелых рыцарях, побивающих «несметные полчища
страшных врагов».

Passage 4.
Много лет тому назад, в дни моей цветущей молодости, я как-то
раз захворал. В сущности, не было ничего особенного, кроме
обыкновенной простуды, но, тем не менее, доктор, должно быть,
нашел во мне что-то серьезное, потому что сказал, что я напрасно не
обратился к нему за месяц раньше и что если бы я промедлил еще
неделю, то он, доктор, едва ли мог бы поручиться за мою жизнь. Это
так уже водится у докторов. Я не знал ни одного из них, который,
будучи приглашен к больному, не уверял бы, что если бы опоздали
еще хоть на день пригласить его, то его искусство могло бы
оказаться совершенно бессильным. Следовательно, само
Провидение подталкивает нас всегда обращаться за врачебной:
помощью в последний срок спасения. Это нечто вроде того, как
герои мелодрамы постоянно являются на сцену как раз в самый
критический момент, чтобы спасти все положение.
 Passage 5.
Я люблю полениться, когда этого не допускают обстоятельства,
но не тогда, когда мне нечем заниматься, кроме глазения в потолок.
Такова уж моя упрямая натура. Всего более я люблю греться у
камина, высчитывая, сколько кому должен, и это как раз в то время,
когда мой письменный стол завален грудами писем, требующими
немедленного ответа. Всего дольше я прохлаждаюсь за обеденным
столом, когда меня ждет спешное дело, которое никак нельзя
отложить до следующего дня. И когда у меня настоятельная
надобность встать пораньше утром, то я непременно проваляюсь
лишние полчаса в постели, чего никогда не сделал бы, если бы не
было обязательного дела.

Passage 6.
Вот я и сел писать о погоде. В настоящую минуту погода
преотвратительная. Это, конечно, вовсе не новость. Погода у нас, в
Лондоне, почти всегда отвратительная. Если же она, сверх чаяния,
окажется мало-мальски сносной в то время, когда вы будете читать
эти строки, то, наверное, снова готовится перейти в свое обычное
состояние.
Погода у нас, подобно правительству, никак не может; угодить
нам. Летом мы называем ее слишком удушливой, зимой -
убийственно холодной, а весной и осенью обвиняем в том, что она
не соответствует этим временам года. Когда она летом бывает очень
хороша, мы кричим, что поля, луга и сады гибнут от засухи; когда
же пойдет дождь, начинаем жаловаться, что все погибнет от
«непрекращающихся» ливней и наводнений.

Passage 7.
– Славный у вас пони. Послушайте моего совета, – говорит он
мне, – перед тем как ехать, дайте ему кружку пива.
– Кружку пива? – изумился я. – Да он у меня спиртного в рот не
берет.
– Это неважно, – махнул он рукой. – Вы ему все-таки дайте
кружку пива. Я знаю этих пони. Он у вас хорош, только еще не
объезжен. Кружка пива – и он помчит вас в гору быстрее канатной
дороги. И ничего ему не сделается.
 Странное дело с этими советчиками. Всегда потом себя
спрашиваешь, как это ты не дал такому типу промеж глаз и не сунул
его носом в первую попавшуюся водопойную колоду. А ведь
слушаешь их, когда они говорят. Я заказал пива, велел его вылить в
полоскательницу и вынес на улицу. Вокруг собралось человек
десять. Зубоскальства, конечно, хоть отбавляй.
– Джим, ты его сбиваешь с праведного пути! – кричал один. –
Теперь он начнет в карты играть, потом банк ограбит, потом убьет
свою мать. В душеспасительных брошюрках говорится, что это
всегда начинается со стакана пива.
– Такое он пить не станет, – заметил другой. – Оно же совсем
выдохлось, все равно, что вода из канавы. Подлей ему свеженького.
– А сигару ему припас? – спрашивал третий.
– В такой холодней день ему бы полезнее кофейку выпить да
закусить поджаренным хлебом, – хихикал четвертый.
Я уж хотел было вылить это пиво или выпить его сам; до чего же
глупо скармливать такое добро четырехлетнему пони, - но как
только этот скот учуял, чем его угощают, он моментально сунул
морду в полоскательницу и высосал, все разом, не хуже любого
христианина. Я прыгнул в тележку и под крики «ура» покатил.

Passage 8.
У природы – своя валюта, и она требует уплаты по своим
законам. В ее лавке расплачиваться должны вы сами. Ваши
незаработанные средства, ваше унаследованное состояние, ваша
удача здесь не котируются.
Вам нужен хороший аппетит. Природа с охотой предоставит его
вам.
– Пожалуйста, сэр, – отвечает она, – могу снабдить вас отменным
товаром. Вот здесь у меня настоящий голод и жажда, которые
сделают самую простую пищу для вас деликатесом. Вы пообедаете
на славу, со вкусом, с аппетитом и встанете из-за стола, чувствуя
прилив сил, бодрым и веселым.
– Как раз то, что мне нужно! – в восторге восклицает гурман. –
Сколько я должен заплатить?
– Плата, – отвечает госпожа Природа, – поработать как следует с
раннего утра до позднего вечера.
 Лицо покупателя вытягивается. Он теребит в руках свой пухлый
кошелек.
– Нельзя ля заплатить деньгами? - нерешительно спрашивает он.
– Я не люблю работать, но я богат. У меня есть средства, чтобы
держать французского повара и покупать старые вина.
Природа качает головой.
– Нет, ваш чек я не могу принять. Мне надо платить мускулами и
нервами. За эту цену вы приобретете такой аппетит, что обычный
рамштекс и кружка пива покажутся вам слаще самого изысканного
обеда, пусть даже приготовленного гениальнейшим поваром в
Европе. Я могу обещать, что даже краюха хлеба и кусочек сыра
будут для вас пиршеством. Соблаговолите только заплатить в моей
валюте, ваши деньги здесь не имеют хождения.
 FINAL TOPICS FOR DISCUSSION
1. Have you ever been on holiday on a boat or in a tent? What do
you think are the pros and cons of this kind of holiday?
2. How does nature in the novel help to reflect the mood of the peo-
ple at different times of their lives? Give examples.
3. Give character sketch of J., the author of the book, and a perfect
observer.
4. The main characters of the book, exemplary aristocrats of the Late
Victorian period.
5. Is there any character in the novel you especially admire? De-
scribe him/ her. Give your reasons.
6. Sum up the writer’s views on life, history and human nature.
7. Sum up your impressions of Montmorency. How much does his
image contribute to the overall story?
8. Historical digression in the novel.
9. In the world of literature, Jerome is considered to be a light, un-
satirical writer. Why does he have such a reputation? Can you
fully agree with this statement?
10. The most enjoyable book you have ever read. Speak on its virtues
and your impressions of reading.
11. Watch a screen version of the book and explain whether it comes
up with your ideas.

GROUP PROJECT
1. As a group devise a script and act out any of the following
scenes:
Fatal maladies (Chapter 1)
Putting up a picture (Chapter 3)
Cheeses (Chapter 4)
Hampton Court Maze (Chapter 6)
German professor (Chapter 8)
Irish stew (Chapter 14)
Fishing (Chapter 17)
2. Design a travel book based on the rout of the three friends dur-
ing their trip down the Thames. Mark historical places.

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 LIST OF LITERATURE
1. Галинская И.Л. Загадки известных книг / И.Л. Галинская; отв.
ред. И. К. Пантин; АН СССР. – М.: Наука, 1986. – 126 с. – (Из
истории мировой культуры).
2. Джером Дж.К. Избранное. – Пер. с англ.- М.: «Рипол
Классик», 1999-768 с.
3. Джером К. Джером. «Моя жизнь и время». М.: Аст, 2014
4. Джером Дж.К. Трое в лодке, не считая собаки: книга для
чтения на английском языке. – Санкт-Петербург: КАРО, 2015.
– 256 с.
5. Самарин А.В., Осмоловская Е.Э., Герт К.В. Особенности
английского национального юмора (на примере произведения
Дж. К. Джерома «Трое в лодке, не считая собаки») // Научный
форум: Филология, искусствоведение и культурология: сб. ст.
по материалам V междунар. науч.-практ. конф. – № 3(5). – М.,
Изд. «МЦНО», 2017. – С. 24-28.
6. Сороковых Г.В., Афанасьева О.В. Обучение студентов
языкового ВУЗа выражению эмоциональности в
межкультурной коммуникации // Психология образования в
поликультурном пространстве. – Елец, 2016. № 33. С. 149-
154.
7. Умерова М. В. Переводы в языке принимающей культуры:
степень влияния и функциональный статус: Монография. М.,
2013. – 153 с.
8. Geoffrey Harvey. «Introduction». Oxford World's Classics edition
of Three Men in a Boat. Oxford, 1998.
9. Jerome, K. Jerome. Three Men in a Boat: To say nothing of the dog /
K.J. Jerome. – Harmondsworth; Middlesex: Penguin Books, 1994. –
185 p. – (Penguin Popular Classics).
10. http://www.jeromekjerome.com.

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