Answer the following questions in detail.

Assignment 1.

Read the information about the author and be ready to discuss it in class.

Read Chapters 1-4 (pages 17-48) and bring out the situations with the following word-combinations. Think of the possible Russian equivalents.

to be common knowledge (17)

to get into the habit of doing something (18)

(sarcasm) is wasted on somebody (19, 34)

might as well be \ do something (19, 21)

to get on very well together (22)

to do something off-hand (26)

to take smth. for granted (28)

to be after smth. (28)

to ask somebody point blank (29)

to have misgivings (35)

to justify smb. \ smth. (37)

I thought as much (41)

in a sense (45)

3. Translate the following extracts into Russian:

1) p. l9 “It's odd...It's absurd.”

2) p. 20 “I told her firmly...Life is very trying.”

3) p. 27 “I did not for a minute...out with a girl.”

4) p. 29 “Before such profuse apologies...as a neighbour.”

Make up your own vocabulary situation with 5 of the recommended units.

5. Answer the questions:

Chapter 1:

1) What are the circumstances of Mrs. Ferrars' death?

2) What does Miss Caroline think of the situation?

Chapter 2:

1) What is the setting of the novel?

2) Who are the main characters of the novel?

3) When did the first premonition of the way things were setting come to Dr. Sheppard?

Chapter 3:

1) What do we know of Ralph Paton's movements?

2) Account for the title of the chapter.

Chapter 4:

1) Make a summary of the chapter.

2) Whom do you suspect? Why? Give your reasons.

Translate the following sentences into English using your active vocabulary.

У Каролины вошло в привычку узнавать всё, что произошло в Кингз Эббот, сидя дома. Вскоре известие о смерти Миссис Ферраз стало всеобщим достоянием. Так как она часто употребляла снотворное, все восприняли информацию доктора Шепарда о том, что она приняла слишком большую дозу седатива, как само собой разумеющееся. Все знали, что Мистер Акройд ладил со своим приёмным сыном. В известном смысле, он относился к Ральфу как к родному сыну.

7. Teaching practice: ask 10-12 questions on Chapters 1-4. Act as a teacher to check your groupmates' comprehension. Use:

Do you think...?

What do you think of...?

Why do you think he did smth....?

How do you account for... (noun\ gerund)?

What do you make of…(noun\ gerund)?

See to it that your groupmates use the active vocabulary of the assignment.

Assignment 2.

Read Chapters 5-7 (pages 48-77) and bring out the situations with the following word-combinations. Think of the possible Russian equivalents.

to stare at (48)

a message (55)

to make things clear (56)

to take in the position at a glance (56)

to have a word with smb. (56)

to make a clean breast of things (60)

to bring the matter up (60)

to deny all knowledge of smth. (61)

to get (all the) evidence (61)

to spare smb. \ smth. (62)

to summon smb. (64)

I might have known better (65)

to speak to smb. privately (66)

grudgingly (67)

exactly for that reason (68)

to turn up (61 68)

to be determined to do smth. (69)

to care for smth. (69)

to call for smth. (71)

to take up the case (71)

to press smb. (I6)

in good time (76)

2. Translate the following passages into Russian:
p. 62 “I’ll spare... his assailant was.”

p. 71 “Poirot touched no more... Inspector Reglan from Cranchester.”

p. 76 “From the window is then... that some window.”

З. Маке up a story using not less than six vocabulary items from the recommended list.

Answer the following questions in detail.

Chapter 5.

1) How was the time of Mr. Ackroyd’s death found out?

2) How did Flora take the news of her uncle's death?

Chapter 6.

1) What was the evidence against Parker?

2) What is the cause of Mr. Ackroyd's death?
Chapter 7.

1) Why do you think Miss Flora wanted to see H. Poirot?

2) What is the evidence against Ralph Paton?

3) How did H. Poirot persuade the police inspector to let him in on the case?

4) What details did H. Poirot notice in examining the study?

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