- •George Orwell Animal Farm
- •Introduction Text 1. George Orwell
- •Text 2. George Orwell’s Biography
- •Text 3. Historical Context
- •Text 4. About “Animal Farm”
- •Paraphrase the following sentences
- •Read the summary of Chapter 1. Fill in the blanks
- •Chapter 1
- •Look up the following words in the dictionary. Write them in transcription. Practise reading the words.
- •Learn the following words. Quote the sentences in which these words were used. Give all the derivatives of these words
- •Find English equivalents of the following phrases
- •Analyzing Political Speeches
- •Use the audioscript to help you master speech making Chapter 2
- •1. Look up the following words in the dictionary. Write them in transcription. Practise reading the words.
- •2. Learn the following words. Quote the sentences in which these words were used. Give all the derivatives of these words
- •Find English equivalents of the following phrases in the text
- •Paraphrase the following sentences
- •Read the summary of Chapter 2. Fill in the blanks
- •7. Translate into English using active vocabulary of Chapter 2
- •8. Discussion Points
- •10. Project Work
- •Chapter 3
- •6. Read the summary of Chapter 3. Fill in the blanks
- •7. Translate into English using active vocabulary of Chapter 3
- •8. Discussion Points
- •Chapter 4
- •5. Write the summary of Chapter 4. Use the following hints, if necessary
- •6. Translate into English using active vocabulary of Chapter 4
- •7. Study the pair of verbs and point out connotations (additional senses) in the second word of the pair
- •8. Listen to the passage beginning from “The animals decided unanimously…..” up to the end of Chapter IV. Prepare it for reading. Translate the passage into Russian (in writing).
- •Discussion Points
- •Chapter 5
- •1. Look up the following words in the dictionary. Write them in transcription. Practise reading the words
- •2. Learn the following words. Quote the sentences in which these words were used. Give all the derivatives of these words
- •3. Find English equivalents of the following phrases in the text
- •4. Match the definition with the verb from the text. Quote the sentence in which the verb was used
- •5. Paraphrase the following sentences
- •6. Write the summary of Chapter 5. Use the following hints, if necessary
- •7. Translate into English using active vocabulary of Chapter 5
- •A) Find the names of agricultural implements in Chapter 5. Say what kind of work could be done with each of them (See also Chapter 3) (optional)
- •Discussion Points
- •Chapter 6
- •1. Look up the following words in the dictionary. Write them in transcription. Practise reading the words
- •2. Learn the following words. Quote the sentences in which these words were used. Give all the derivatives of these words
- •3. Find English equivalents of the following phrases in the text
- •4. Paraphrase the following sentences
- •5. Write the summary of Chapter 6. Use the following hints, if necessary
- •6. Translate into English using active vocabulary of Chapter 6.
- •8. Discussion Points
- •Chapter 7
- •5. Write the summary of Chapter 7. Use the following hints, if necessary.
- •6. Translate into English using active vocabulary of Chapter 7
- •8. Discussion Points
- •Chapter 8
- •1. Look up the following words in the dictionary. Write them in transcription. Practise reading the words
- •2. Learn the following words. Quote the sentences in which these words were used. Give all the derivatives of these words
- •3. Find English equivalents of the following phrases in the text
- •4. Paraphrase the following sentences
- •5. Choose the synonym from the following set which best fits into the sentence
- •6. Compare the following pairs of words. Make up sentences to show the difference in their meanings
- •7. Write the summary of Chapter 8. Use your active vocabulary and the following hints, if necessary
- •8. Translate into English using active vocabulary of Chapter 8.
- •10. Discussion Points
- •Chapter 9
- •6. Write the summary of Chapter 9. Use your active vocabulary and the following hints, if necessary.
- •7. Translate into English using active vocabulary of Chapter 9
- •9. Discussion points
- •Chapter 10
- •5. Choose the word with the opposite meaning:
- •6. Write the summary of Chapter 10. Use your active vocabulary and the following hints, if necessary.
- •7. Translate into English using active vocabulary of Chapter10
- •8. Listen to the passage beginning from “There was a deadly silence…”up to “ All animals are equal…”. Prepare it for reading. Translate the passage into Russian (in writing).
- •9. Discussion points
- •Tasks for Final Discussion and Essay Writing.
- •Appendix
- •1. Which animal doest it belong to?
- •2. Which animal makes the sound?
- •3. Match the animal with its young ones
- •Characters: Dynamic/Static & Round/Flat
- •Contents
- •Introduction………………………………………………………………....3
Text 2. George Orwell’s Biography
George Orwell was born Eric Arthur Blair on June 25, 1903, in Bengal, India, where his father, Richard Walmesley Blair, was an official in the Opium Department. Like many middle-to-upper-class men of his time, Richard Blair served the British Empire in its most prized and lucrative colony. In 1896, he met Ida Amble Limouzin, a British governess 20 years his junior, also living in India. After their marriage, the couple lived in Bengal for eight years, where they had two children: Marjorie (born 1898) and Eric. One year after Eric's birth, Ida moved back to England. For the next eight years, Eric would see his father for only three months in 1907, during one of his leaves. A third child, Avril, was born in 1908. Richard did not see his youngest child until his return to England when he retired from the Opium Department in 1912.
Eric spent his early boyhood in Henley, Oxfordshire, where he was an admittedly "chubby boy" who enjoyed walks in the Oxfordshire countryside. During this time, he began to vaguely understand his family's need to spend money to "keep up appearances" and the differences between members of different social classes: A friendship with a plumber's daughter was broken by his mother because she found the girl "too common." Not surprisingly, Eric was enthralled with books, notably Jonathan Swift's Gulliver's Travels — a novel whose political satire would find its way into the books of George Orwell.
In the summer of 1911, Eric entered into the defining phase of his childhood when he was admitted to St. Cyprian's, a preparatory school in Eastbourne with a reputation for readying boys for notable "public" (that is, private) schools. He began his first term there in 1912 and, until he left it five years later, almost wholly dreaded and hated the experience. He was humiliated as a bed wetter, forced to memorize streams of dates and names, mocked by the wealthier boys, and led to believe that (in his own words), "[l]ife was more terrible, and I was more wicked, than I had imagined." The headmaster and his wife routinely reminded Eric that he was attending their school on a partial scholarship in order to shame him into behaving as they wished — this was another lesson to young Eric about the importance of social class and money. His years at St. Cyprian's are described at length in his essay, "Such, Such, Were the Joys … " (1952), and a reader of the essay can see that it was at St. Cyprian's that Orwell began to truly recognize the ways in which the strong belittle, control, and terrorize the weak — an idea that would later inform his political views and two most renowned novels, Animal Farm and Nineteen Eighty-Four. Although Orwell did enjoy some of his time at St. Cyprians (collecting butterflies, for example), he yearned for the escape he finally achieved when his impressive grades earned him a scholarship at Wellington College, where he went in 1916.
After spending only nine weeks at Wellington, however, Eric learned that he had been accepted to Eton — one of the nation's most prestigious schools — as a King's Scholar, whose education was almost entirely paid for by a scholarship. Eric's grades at Eton were unimpressive, although he did read a great deal, especially modern writers like Jack London, H. G. Wells, and George Bernard Shaw, who undoubtedly helped Eric shape his growing social consciousness. Eton was also the place where Eric began to write seriously, although what remains from this period is largely juvenilia. In December of 1921, Eric graduated from Eton, and although many Eton boys continued their studies at Oxford or Cambridge, Eric's marks were too low for him to receive a scholarship. His father (understandably) refused to pay for more schooling if Eric was not prepared to perform. Facing an undecided future, the 18-year-old Eric Blair made a decision that would heighten his awareness of politics and the abuses of power done in the name of goodness and moral virtue.
Ex. 5. Look up the following words in the dictionary. Transcribe them and practise reading
The British Empire, lucrative colony, Opium Department, political satire, renowned novels, prestigious school, wicked
Ex. 6. Translate into Russian paying attention to the grammar structures
…a reader of the essay can see that it was at St. Cyprian's that Orwell began to truly recognize the ways in which the strong belittle, control, and terrorize the weak.
Although Orwell did enjoy some of his time at St. Cyprians, he yearned for the escape he finally achieved when his impressive grades earned him a scholarship at Wellington College
Eric's grades at Eton were unimpressive, although he did read a great deal, especially modern writers like Jack London, H. G. Wells, and George Bernard Shaw
Eton was also the place where Eric began to write seriously, although what remains from this period is largely juvenilia.
Facing an undecided future, the 18-year-old Eric Blair made a decision that would heighten his awareness of politics and the abuses of power done in the name of goodness and moral virtue.
Ex. 7. Discussion points.
What family background was Eric Blair born into? Speak about his father and mother.
Speak about his early childhood. Explain the phrase “chubby boy” (pleasantly or charmingly plump, especially in the way that healthy babies and toddlers often are)
Describe the atmosphere in the family. What does the phrase “keep up appearances” mean? What books did he like to read?
What school was he admitted to? What was this school noted for? (explain the phrase “reading boys for notable public schools”)
Speak about his life in St Cyprian’s. What is meant by “bed wetter” (enuresis – ночное недержание мочи). How did it affect the boy?
Where did he continue his education? Why did he fail to go on to Oxford or Cambridge?
What decision do you think he made at the age of 18?
