Reading

A. Skimming

1. Skim the text and give the gist of it in a few sentences.

2. Define the theme of the text (the role of a teacher, system of education? first teaching experience.

3. Prove that it is a piece of fiction.

4. Comment on the title of the text, say how it is related to the story. Does it contribute to its message.

B. Scanning

Scan the text for the right answers to the following questions.

1. What advice did Miss Barret get

a) from her college professor;

b) from the English syllabus;

c) from Dr. Bester, her immediate supervisor?

2. How did Miss Barret characterize her pupils?

3. On what “principles” were the books for the school selected?

4. What involved the class in a spirited discussion?

5. What was the cause of Miss Barret’s conflicts with Mr. McHabe?

6. How did Miss Barret classify her fellow-teachers?

C Close Reading

1. Comment on the type of narration in the text (1st person narration, 3rd person narration). What are its advantages or disadvantages?

2. Comment on the form the story is told. Why is this form chosen by the author? (1st person narration, 3rd person narration).

3. What method of characterization does the author use (direct, indirect)?

4. Comment on stylistic devices and means of expressiveness used in the following examples (asyndeton, parenthesis, simile, capitalization, transposition in verbs) and state their function.

1. I can wash a blouse, think a thought, write a letter.

2. At least, they have been promising that things will be different.

3. I am told … we are enjoying “improved conditions.”

4. Many of the kids—though physically mature—can’t read beyond 4th and 5th grade level.

5. They crowded in the doorway, chirping like agitated sparrows, picking at the seeds I had strewn.

6. … when—enter Admiral Ass, in full regalia, epaulettes quivering with indignation.

7. I mention Mr. McHabe because he has crystallized into The Enemy … .

8. He’s very attractive: a tan crew cut, a white smile with lots of teeth; one eyebrow higher than the other.

9. … a few brilliantly endowed teachers who—unknown and unsung—work their magic in the classroom.

5. Comment on the cases of humour and irony in the following examples. Say how ironic or humour effect is achieved.

1. At least, they keep promising that things will be different. I’m told that since the recent strike threats, negotiations with the United Federation of Teachers, and greater public interest, we are enjoying “improved conditions”. But in the two weeks that I have been here, conditions seem greatly improved.

2. “What is the meaning of this noise?”

“It’s the sound of thinking, Mr. McHabe,” I said.

3. … enter Admiral Ass, in full regalia, epaulettes quivering with indignation.

4. That’s Paul Barringer—a writer who teaches English on one foot, as it were, just waiting to be published. He’s very attractive: a tan crew cut, a white smile with lots of teeth; one eyebrow higher than the other. All the girls are in love with him.

6. Comment on the message of the story. Is it criticism of the system of education or its appraisal? Prove your point of view.

D. Critical Reading

1. What opinion have you formed of Miss Barret as a teacher?

2. Comment on Professor Winter’s recommendation “to teach not the subject but the whole child”? What does it mean? Is it sound advice? How can it be done in the process of teaching a foreign language?