Ivane Javakhishvili Tbilisi State University

ივანე ჯავახიშვილის სახელობის თბილისის

სახელმწიფო უნივერსიტეტი

A Practical Course in Analytical Reading

( book I )
პრაქტიკული კურსი ანალიზურ კითხვაში
( წიგნი I )

TEXTBOOK
compiled by: Darejan Siria, George Kuparadze, Lela Dumbadze
შემდგენლები: დარეჯან სირია, გიორგი ყუფარაძე, ლელა დუმბაძე

გამომცემლობა ” ”
Tbilisi 2008 თბილისი
praqtikuli kursi analizur kiTxvaSi gankuTvnilia inglisuri filologiis mimarTulebis pirveli semestris
studentebisaTvis
(bakalavriatis safexurze).
wignSi Tavmoyrilia Tanamedrove ingliseli da amerikeli mwer-
lebis moTxrobebi, romlebic damuSavebulia im ZiriTadi princi-
pebis gaTvaliswinebiT, ris Seswavlac esoden aucilebelia anali-
zuri kiTxvis teqnikis saTanadod maRalprofesiul doneze dasauf-
leblad.

redaqtori:

recenzentebi:
Preface

It is now common knowledge that lexical meaning differs from grammatical one in more than one
way. It refers the mind to some concrete concept, phenomenon, or thing of objective reality.
Lexical meaning is thus a means by which a word-form is made to express a definite concept.
It is significant that words aquire different status when analysed in isolation or in the sentence.
This double aspect causes in the long run the growth of the semantic structure of a word, especially
when the two aspects frequently interweave.

The vocabulary of meanings caused by the multifarious practical application of the basic meaning
when used in speech has led to the birth of a notion of polysemanticism. This notion may be
understood in two different ways. On the one hand, we perceive meaning as a repre-
Sentation of a definite concept by means of a word. On the other hand, we state that the same
concept may be expressed by different meanings all belonging to the same word.

Lexical analysis of a literary text is one of the aspects of the English language study at the depar-
tment of English philology. (Javakhishvili Tbilisi State University). It has been taught in classes of
English for years. This aspect has been supervised and guided by Ketevan Kandelaki and
Gulnara Antelava and their achievements in teaching this aspect are invaluable. Their methods and
experience in lexical analysis helped us in writing this textbook.

The book is meant as a manual illustrating the course of practical lectures in analytical reading and
enabling the student to start his/her independent work on lexical analysis.
The purpose of this book is to help the students observe the interaction of form and matter, to see
how through the infinite variety of lexical means and their multifarious functions the message of
the narrator is brought to the reader. It also provides teachers and students with mo-
dern English short stories and language learning tasks taken from variety of sources.

The book is for students who already have a reasonable command of the basic structures of English
and who now wish to expand their vocabulary. It can be used in a variety of ways. Exercises can be
done as pair or group activities in class, leading to a discussion, writing activities or other creative
tasks. Alternatively, exercises can be done as homework, with the aid of a dictionary, in preparation
for class discussion or work on a specific area of fiction. The authers feel that this book represents
the standard that all students should attain.

We recognise that this book is by no means perfect, so any criticism aimed at improving it will be
highly appreciated.
Authors
To the Student

This short introduction to word-building will help you to better read literary texts between the lines
and comprehand the message of the author. It will also enable you to carry out all the tasks the
purpose of which is to improve your skills in developing English vocabulary. Reading the stories of
good writers will enhance your writing skills too.

Phrasal verbs.
When a verb is used with an adverb particle is called a phrasal verb. Sometimes it is called a two-
word verb or a multy-word verb. The meaning of a phrasal verb is not the sum of the meanings of
its component parts. The meaning of a phrasal verb is often very different from the meanings of the
two words taken separately, it has an idiomatic meaning. In some cases, a two-
part verb is simply a combination of the meanings of the two words. Examples are:
come in, run away, walk across, sit down.
In some cases, the first word keeps its meaning, but the second has a special ‘intensifying’ sense –
it means something like completely or thoroughly, examples:
break up, tire out, speak up, tear up.
In other cases, the new two-part verb has quite a different meaning from the two separate parts:
give up means ‘surrender’, ‘leave’, ‘abandon’;
blow up means ‘explode’.
Some phrasal verbs consist of three parts: a base verb, an adverb particle, and a preposition.
Examples:
to get on with, to put up with, to look forward to
Phrasal verbs can be intransitive (not followed by a direct object): get up, sit down, turn up (=
arrive, appear) and transitive (followed by a direct object): bring smth. up (= mention it ), put smth.
off (= postpone it), put smb. up (= accommodate him), turn smth. down (= refuse it). When a
phrasal verb has a direct object , the parts of the verb can usually be separated; the adverb particle
can be put before or after the object:
We’ll have to put off the party / to put the party off.
However when the object is a pronoun (her, us, this), the adverb particle can only go after the
object.
We’ll have to put it off / not put off it.
Prepositional verbs.
There are a large number of combinations of verb+preposition where the meaning is not clear from
the separate parts, examples: Look after, fall for.

Word Formation
Words are formed by affixation, conversion and compounding.
Affixation is generally defined as the formation of words by adding derivational affixes to different
types of bases.
Prefixation is the formation of words with the help of prefixes.
There are different groups of prefixes:
a) negative – un-; non-; in-; dis-; a- .
( ungrateful, unhappy, nonpolitician, nonscientific, incorrect, disloyal, amoral, asymmetry )
b) repetition - re
( rebuild, rewrite )
c) locative – super-; sub-; inter-; trans- .
( superstructure , subway , intercontinental , transatlantic , etc.)
Suffixation is the formation of words with the help of suffixes.
a) noun – er; -dom; -ness; -ation.
( teacher, freedom, brightness, justification )
b) adjective (theose forming or occuring in adjectives) – able; -less; -ful; -ic; -ous.
( agreeable, careless, doubtful, poetic, courageous )
c) verb (those forming or occuring in verbs) – en; -fy; -ize.
( darken, satisfy, harmonize)
d) adverb (those forming or occuring in adverbs) – ly, -ward.
( quickly, eastward)
Words formed by affixes are derived words or derivatives.

Convertion
Convertion, one of the principal ways of forming words in Modern English, is highly productive in
making the English word-stock full. It occurs when one stem forms two different parts of speech.
This may be illustrated by the following cases: work –to work; love – to love; paper – to paper;
water – to water; doctor – to doctor.
There are two types of derivation in Modern English: one effected by employing suffixes and
prefixes, the other by using a zero derivational affix.
Compound Words

Compound words are inseparable vocabulary units. They consist of two or more words (bases):
postage-stamp; office-manager; fancy-dress-maker; keyhole; hot-house; honeymoon, etc.
Compound words are spelt in three ways: some are spelt as single words-solidly: blackbird,
keyhole, honeymoon. Some words are hyphenated: hot-house, postage-stamp, fancy-dress-
maker, and some are spelt with a break: tea time, garden gate.
The spelling of the compounds varies from author to author and from dictionary to dictionary. For
example, the words war-time, money-lender are spelt both with a hyphen and solidly. But some
words as money-order, war-ship, wave-length are spelt with a hyphen and with a break.
Compound words in most cases are pronounced with a stress on the first syllable:
′blackbird – has only one stress and it falls on the first syllable. A blackbird (SaSvi) is a kind of
bird, like a sparrow or seagull. But in ′black ′bird the words are both stressed, it is a bird which is
black.
Idiom is an accepted phrase or expression that has a meaning different from the meanings of its
individual parts. Usually it cannot be understood by the literal interpretation of the words that make
up the expression. Idiom: Albatross around one’s neck = something or someone who is a buden
and generally hard to get rid of.
e.g. Idiom - To beat around the bush = to avoid discussing directly, to evade the issue
Our boss beats around the bush so much that no one in the office knows exactly what
He wants us to do.
Idiomatic expressions have long played an important role in the English language. In fact, the use
of idioms is so widely spread that an understanding these expressions is essential to success-
ful communication whether in listening, speaking reading or writing.
Most two-word verbs (phrasal verbs, multy-word verbs) are included in the general category of
idioms. As: to drop out of = to stop attending, to withdraw from. This idiom can be made into the
noun form dropout.
e.g. Some students drop out of secondary school early in order to get jobs. However,
such dropouts often regret their decision later in life.
Alan Maley
has been in the field of TESL for over 30 years. After being at the University of Leeds under Peter
Strevens in the early 1960s, he worked as an English Language officer with the British Council for
over 25 years. His career took him to places as diverse as Yugoslavia, Ghana, Italy, France, P.R.
China and India. He left the Council in 1988 to take over as Director-General of the Bell
Educational Trust in Cambridge, where he stayed for 5 years. Between 1988 and 1992 he was the
Chair of IATEFL and was very active in promoting links with other teachers' associations
worldwide. In 1993 he took up a position as Senior Fellow in the Department of English Language
and Literature at the National University of Singapore, where he stayed for 5 years. He currently
divides his time between Bangkok, where he is director of post Graduate English programmes at
Assumption University, and Canterbury, from where he does consultancy work and writing. He has
been active in the field of publishing for several years, especially in the area of resource books for
teachers. At present he is working on a study of the phenomena of repetition and reformulation in
language teaching.

Bluebells and Autumn Leaves

‘You had Miss Grant as your teacher, didn’t you? wheezed my mother. ‘She’s just died. Look.’
She pointed at the obituary notice in the local paper. Suddenly it all came back to me.

That first day at school my mother had left me in the playground, surrounded by other children – all
bigger than me. A whistle blew. The noise stopped and the children filed into the school buil-
ding. I did not know which row to join so I simply followed a girl with pigtails. When I entered the
classroom everyone looked at me. A large motherly lady took me by the hand and said, ‘You’re in
the wrong class. You’ll be in Miss Grant’s class. Come on, I’ll show you.
Miss Grant was tall and thin, with dark eyes and sallow skin. She had a high-pitched nasal voice
which made everything she said sound threatening. She pointed to a seat next to a boy with a runny
nose.
‘Sit with George. He’ll tell you what to do. Children, this is Joe Green. Say hello to him.’
I tried very hard to please Miss Grant but somehow everything always turned out wrong. In the
autumn she drew a tree on a sheet of brown paper pinned to the wall.
‘Now children. It’s autumn. The leaves turn yellow and red and brown. Then they fall off the
trees. Here is some coloured paper. I want you to cut out some nice leaves. Then we’ll paste the
leaves on the tree and make a nice picture.’
 We cut out leaves then went one by one to paste them onto the tree. I was one of the last. Miss
Grant gave a little cry of alarm.
‘But you’ve stuck them on upside down, Joe. Can’t you see? By then the leaves were stuck fast;
it was too late. I had spoiled her tree.
Just before Christmas, we made paperchains from stripes of coloured paper as decorations. I
made a longer chain than anyone else in the class. Surely she would be pleased with me. But when
she came to my desk her voice rose in a wail.
‘But you’ve stuck them the wrong way round,’ she whined. ‘Can’t you see? The coloured part
has to be on the OUT side not on the Inside! How can we see the pretty colours if they’re on the
Inside? What am I going to do with you?’
In the spring she told us about flowers. Obviously she liked flowers a lot.
‘So what wild flowers do we find in spring? Violets, yes? Anemones, yes. Anything else? Do
you know my favourites? Yes, bluebells! But we have to respect nature. Lots of people pick them.
That’s wicked. We should leave them in their natural home.’
So – she liked bluebells. That was all I remembered. The next Sunday I went in to the woods
and picked up an anemones bunch which I put in a bucket of water till Monday morning. I entered
the classroom full of pride. Now she would be pleased.
‘Joe!’ she screamed. ‘I told you NEVER to pick the flowers. Don’t you ever L I S T E N?’
And she threw my lovely bluebells into the wastepaper basket.

Next day I went to the cemetery. There were a few bunches of faded flowers on her grave. Smiling
to myself, I replaced them with an enormous bunch of bluebells!

I. GLOSSARY

wheeze [wi:z] v - the chesty noise sb. makes when one breathes noisily and with difficulty;
CaxleCili xmiT raimes Tqma

obituary [ə′bΙtυəri:] n - an article about sb.’s life and achievements, that is printied in a newspaper
soon after he/she has died; nekrologi

file [fΙl] v - to walk in a line of children, one after the other, in a particular direction; to file into;
erTmaneTis miyolebiT erT mwkrivad Sesvla

pigtail [′pΙgteΙl] n - hair that is tied together into one or two bunches and twisted into a plait or
plaits, worn either at the back of the head or one on each side of the head; nawnavi

paste [peΙst] v - to stick sth. to sth. else using glue; to make sth. by sticking pieces of paper
together; dawepeba, miwepeba
stick (stuck, stuck) [stΙk, stΛk] v - to fix sth. to sth. else usually with a sticky substance; dawepeba,
damagreba

fast [f:st] adv - here, firmly; magrad, myarad

chain [teΙn] n - a series of connected metal rings (here paper rings); jaWvi, Zewkvi

wail [weΙl] n - a long loud high cry, especially one expressing pain or sadness; a cry or complaint
about sth. in a loud high voice; zuzuni, yvirili, tirili

whine [wΙn] v - to complain in an annoying, crying voice; to make a long high unpleasant sound
because you are in pain or unhappy; xmamaRla gaRizianebiT Civili

whine n - a long high sound that is usually unpleasant or annoying, e.g. the steady whine of an
engine

anemones : frinta, (mindvris yvavili)

bluebells : cisTvala, maCita (mindvris yvavili)

respect [rΙ′spekt] v - to be careful about sth, to make sure you don’t do sth. that sb. would consider
to be wrong; gafrTxileba, pativiscema

enormous [Ι′nQ:məs] adj - extremely large, immense; uzarmazari, Zalian didi

cemetery [′semətrΙ] n - an area of land used for buring dead people; sasaflao

grave [greΙv] n - a place in the ground where a dead person is buried; saflavi
grave adj - very serious and important; Zalze seriozuli da mniSvnelovani

II. PHRASES AND SENTENCE STRUCTURES

suddenly all came back to me – ucbad yvelaferi gamaxsenda

a high pitched nasal voice – mkveTri cxvirismieri xma
the boy with a runny nose – surdoiani biWi
everything always turned out wrong – yvelaferi yovelTvis fuWdeboda (cudad
gamodioda
one by one –erTimeores miyolebiT
to give a cry of alarm – aRelvebiT, SeSfoTebiT dayvireba
upside down – Tavdayira
wrong way round – arasworad, cudad

III. COMPREHENSION QUESTIONS

1. How did the narrator find out that his former teacher had died?
2. Did his mother take him into the classroom on his first day at school?
3. Why did he follow the girl with pigtails?
4. Was Miss Grant attractive to look at?
5. What was the first thing Joe did wrong?
6. What did he do wrong at Christmas time?
7. What kind of flowers did Miss Grant prefer?
8. Why did Miss Grant tell the children not to pick the flowers?
9. What was the third thing Joe did wrong?
10. Why did he go to the cemetery after he heard about Miss Grant’s death?

IV. INTERPRETATION QUESTIONS

1. How old do you think Joe was when his mother showed him the obituary?
2. How do you think Joe felt when he was left in the playground? (choose three adjectives
then compare them with your partner’s)
3. Who do you think the ‘motherly lady’ was?
4. How would you describe Miss Grant’s Character from te information in the text?
5. What was Joe trying to do each time he carried out an activity for Miss Grant?
6. What were Joe’s feelings when he took the bluebells to school on Monday morning?
7. Why do you think Joe says he had spoiled ‘her tree’? was it hers or the children’s?
8. Why do you think Joe smiles to himself as he puts the flowers on her grave?

V. CLOSE TELLING. THE GIST OF THE STORY

VI. VOCABULARY DEVELOPMENT

a) Read each of the following sentences. Then circle the letter of the answer that gives the
correct meaning for each word in bold print.
1. The noise stopped and the children filed into the school building.
a. left b. passed c. walked in a line d. turned round
2. Suddenly it all came back to me.
a. forgot b. remembered c. picked up d. decided

3. Somehow everything always turned out wrong.

a. found out b. appeared c. discovered d. spoiled

4. But we have to respect nature.

a. to like b. to be careful sbout c. to adore d. to be excited
sth.
5. And she threw my lovely bluebells into the wastepaper basket .
a. a box b. a drawer for paper c. a basket for thrown d. a letter-box
away paper
6. By then the leaves were stuck fast.
a. quickly b. firmly c. suddenly d. obviously
7. When she came to my desk her voice rose in a wail .
a. anger b. annoyance c. high cry d. shout
8. I replaced faded flowers with enormous bunch of bluebells.
a. threw away b. removed sth. c. changed sth. that d. took away
was old or damaged

b) Match the words in colomn A with the definitions in colomn B

A B
1. wheeze _____ a. a cry or complaint in a high loud voice
2. obituary _____ b. warm and friendly
3. row _____ c. a number of people standing or sitting next to each
other in a line
4. motherly _____ d. a place in a ground where a dead person is buried
5. sallow _____ e. having a slightly yellow colour that does not look
healthy
6. nasal _____ f. a notice in a newspaper about sb. who has died
7. wail _____ g. to breathe noisily and with difficulty when one wants
to say sth.
8. faded _____ h. a noise made through the nose
9. grave _____ i. flowers which have lost their colour and are dying
10. rise _____ j. go up very high

c) Supply the missing words. In each case the first letter of the missing word is given. All
the expressions are taken from the text.
 1. he shouted at me in a very t______________ way.
2. The children are busy p______________ stamps in the stamp albom.
3. When the woman heard that her husband had been killed in the bomb blast, she
broke into a w______________ .
4. We watched Drakula last night. It was so frightening that we s______________ all the
way through it.
5. Did you know that the President died yesterday? There ia an o______________ in the
Daily News.
6. After the exercise session, the prisoners f______________ back into the prison.
7. I crept up behind my grandmother and put my hand over her eyes. She gave a c_____ o__
a________ .
8. As the plane dived we could hear a h_______ p________ w_________ .

d) Fill in the blancks with appropriate expression from the box below.

back and forth, to and fro, to and from, for and against, up and at,
up and out, in and out, round about, by and by, inside out

1. The wind blew the trees _____________ .

2. You must decide whether you are _____________ her candidacy.
3. Does he come from the East or from _____________ here?
4. Hey, sleepy head. _____________ ‘ em.
5. The child is _____________ of the house all day.
6. We have searched every drawer for my pen; we’ve looked _____________ .
7. I don’t want anyone in their chairs when they hear the fire alarm. When the bell sounds,
get _____________ .
8. When you paint, you should go in a strait line, not _____________ .
9. The bus will go _____________ the school until everyone is taken home.
10. Yes, we’ll come see you _____________ .

e) circle the correct word (confusing pairs).

1. He got up in a bad mood / humour this morning; he was very miserable.

2. The meal was delicious; it was a very enjoyable / funny evening.
3. If you are dissatisfied / unsatisfied, complain to the manager.
 4. She dressed / wore a lovely red blouse for the party.
5. Hurry up, or we’ll lose / miss the bus!
6. I passed / spent a lovely weekend at my aunt’s house.

VII. LANGUAGE IN USE

a) Phrasal Verbs. Read the story to look for other examples of phrasal verbs. Then work
with a partner to guess the meaning of the phrasal verbs and complete the following chart.
The first example has been done for you.

Phrasal Verb Meaning Sentence

come back (to sb.) to return to sb.’s memory suddenly it all came back to
me

turn out

cut out

file into

b) Word Forms. Complete the chart by filling in the various forms of the following words
taken from “Bluebells and Autumn Leaves”. Use your dictionary if you need help.
Note! There may be more than one possible word for the same part of speech.
 Verb Noun Adjective Adverb
mother mother; mothering motherly X
pointed
natural
favourite
decoration

c) Word Formation (word building). Read the story once more, find all the derived words and
fill in the chart. The first example has been done for you.

Prefixes Suffixes Compound Words Converted Pairs

unexpectedly suddenly playground a wail – to wail

d) First look at the diagrams below and study it carefully. Then complete them with the words
in the box.
chat, cling to, glance, clutch, glimpse, grasp, handle,
hug, mention, mutter, observe, shout, spot, whisper,
witness
 gggggg

shout chat
Say or talk

glance

Look or see

gggggg

Hold

cling

VIII. QUESTIONS FOR DISCUSSION

1. Do you think it is wrong to pick flowers and why?

2. Why do teenagers always find faults with their teachers?
3. What would you change in school system and teaching methods if you
 were responsible for it?

IX. TOPICS FOR WRITING

1. Write the summary of the story.

2. Write your memories about your first day at school.
3. Did you have a teacher at school who you got on well with or did not?

Names of most popular flowers in English

Remember!
Azalia [ə′zeljə] - azalia
Begonia [b′goυnjə] – begonia
Calendula – kalendula
Dahlia [′deljə] – giorgina
Chrysanthemum - qrizantema
Daisy – zizila
Geranium [dʒ′renjəm] – nemsiwvera
Camomile – gvirila
Ox-eye-daisy – mindvris didi gvirila
Dandelion – babuawvera
Gladiolas [,glæd′oυləs] – gladiolusi
Hawthorn [′h Q:θQ:n] – kuneli
Hyacinth [′həsnθ] – sumbuli

Iris [′ərs] – zambaxi

Lily – SroSani
Lily-of-the valley – SroSani (landiSi)
Marigold – gulyviTela
Mimoza [m′moυzə] – mimoza
Orchid [Q:kd] – orqidea
Pansy [′pænz] – iaJuJuna
Poppy – yayaCo
Primrose – furisula
Lilac – iasamani
Violet – ia
Snowdrop – enZela
Rose - vardi

Aesop 620 B. C.
 Aesop a Greek fable writer lived in a province of Phrygia in 620-560 B.C. In various legends
Aesop was presented as a God’s fool, a lame slave but at the same time a wise man. He was owned
by two masters in succession. The last one gave Aesop his liberty as a reward for his learning and
wit.
Aesop is considered to be a creator of all kinds of fables. Later these fables were remade by
French poet and fabulist La Fontaine.

Remember!

As you know a fable is a brief story or tale embodying a moral

and introducing people, animals and inanimate things as speakers
and actors.

Androcles and the Lion

Once long ago in the city of Rome there was a slave named Androcles. He served his master well,
but was rewarded with cruel treatment.
At last a chance came to make his escape, and Androcles fled to the forest. Alone and frightened,
he wandered about seeking a safe place to hide.
One day in his wanderings Androcles came upon a lion. His first thought was to get away before
the beast pounced upon him. Then he noticed that the lion seemed to be in pain, moaning and
whimpering pitifully and holding out his paw.
Slowly the slave came near enough to see that the paw was swollen and bleeding. A long sharp
thorn had worked its way under the skin and was causing great pain. Androcles held the paw
gently, gave a quick pull, and out came the thorn.
The lion licked the man’s hand like a dog to show that he was grateful, and Androcles was no
longer afraid. He followed the lion to his lair where the two lay down together and slept side by
side. Here the slave could hide safely from his cruel master and the lion could wait for his wound to
heal.
When at last the deep wound had healed, the lion was ready to go hunting again. Every day he
went deep into the forest and returned with fresh meat for Androcles.
After a time Androcles began to roam the forest, sometimes with his friend the lion, sometimes
alone. He enjoyed his freedom more and more, and with each passing day would roam farther from
his hiding place. So it came about that he was captured and taken by soldiers to the city of Rome
where he was to be punished for running away from his master.
In that ancient time it was the Roman law that every runaway slave, when captured, should be
made to fight a hungry lion. People from far and near crowded into great arenas to see the fight. It
was a cruel age.
All was made ready for the day when Androcles should fight. A savage lion was captured and
shut up for a while without food. When the day came, thousands of people gathered. The emperor
and all his court were there.
The roars of the lion could be heard as Androcles was unchained and led before the emperor’s
box. Only excitement showed in the faces of the people staring down at him. There was no pity, no
kindness. Androcles stood alone in that great arena. Almost dead with fear, he made no move to
defend himself as the hungry lion was let loose and came rushing toward him.
Suddenly, in the midst of his fury the lion stopped and stared at Androcles. Then he bounded
forward and leaped up, rubbing his great head against the slave’s face. He had recognized his friend
and wanted to be petted. Flinging his arms around the lion’s neck, Androcles cried for joy.
The people shouted in wonder. They could not understand what had happened. The emperor was
so curious that he had Androcles brought before him and questioned.
 Standing proudly with his arm around the lion’s neck, Androcles told his story to the emperor.
He said, “I removed a sharp thorn from this lion’s wounded paw. For this kindness he fed and
sheltered me. I am a man, but no man has ever befriended me. This lion is like a brother to me.”
The people heard and marveled at this tale. They were so moved that they cried,”Live and be
free! Live and be free!”
The emperor, pleased by the story of the faithful lion, gave Androcles his freedom and had the
lion set free to return to his forest home.

I. GLOSSARY

flee [fli:] (fled, fled) v – run or hurry (from); gaqceva; Cqari nabijiT wasvla

swollen [′swəυlən] adj – greater in volume; gasiebuli

seek [si:k] v – to look for, try to find; Zebna

thorn [θQ:n] n – sharp-pointed growth on the stem of a plant; ekali

wound [wu:nd] n – hurt or injury to the living tissue of the body, caused by cutting, shooting,
tearing, etc; Wriloba, iara

heal [hi:l] v – become healthy and sound; gankurneba, Sexorceba

slave [sleΙv] n – person who is the property of another and bound to serve him; mona

savage [′sævΙdʒ] adj – fierse, cruel, very angry; gamZvinvarebuli, gaxelebuli, gadelebuli,
gaSmagebuli

moan [məυn] n – low sound of pain or regret; Rmuili

pounce [pəυns] v – to move suddenly forwards in order to attack; Tavdasxma

lair [leər] n – a place where a wild animal sleeps or hides; syn. den; bunagi

whimper [ wΙmpə] v – to make low, weak crying noises; wkmutuni

roam [rəυm] v – to walk or travel around an arena without any definite aim or direction; xetiali

fury [′fjυərΙ] n – violent excitement, esp. anger; outburst of wild feelings; mZvinvareba,
gacecxleba

court [kQ:t] n – residence of a sovereign; his family and officials, councillors; monarqis darbazi,
saxleuli, amala, didebulebi
marvel [′m:vl] v – to be very surprised or impressed by sth.; gaoceba
II. PHRASES AND SENTENCE STRUCTURES

a chance came to make his escape – gaqcevis saSualeba mieca

Androcles came upon a lion – androkle loms gadaeyara
sharp thorn had worked its way under the skin – wvetiani ekali kanSi Rrmad
Sesoboda
Androcles began to roam the forest – androklem tyeSi xetiali daiwyo
people from far and near – xalxi Soreuli da axlo kuTxeebidan (mxareebidan)
all was made ready for the day – yvelaferi mzad iyo im dRisaTvis
the hungry lion was let loose – mSieri lomi auSves
he wanted to be petted – undoda moferebodnen
Androcles cried for joy – androklem sixarulisagan Sehyvira
no man has ever befriended – aravin ase ar dammegobrebia
the emperor had the lion set free to return to his forest home – imperatorma lomi
gaaTavisuflebina, rom tyes dabruneboda
it was a cruel age – sastiki, daundobeli xana iyo

III. COMPREHENSION QUESTIONS

1. How was Androcles rewarded by his master?

2. Where did Androcles flee?
3. What did Androcles think when he first met the lion?
4. What was wrong with the lion?
5. How did the slave help the beast?
6. What did the lion do after he had been cured?
7. When and whom was Androcles captured by?
8. How were runaway slaves punished in that ancient time?
9. Where did Androcles and the lion meet each other again?
10. How did the lion behave?
11. Why was the emperor surprised?
12. What did the emperor decide to do?

IV. INTERPRETATION QUESTIONS

1. Why did the master treat his slave so cruelly?

2. What did Androcles feel when he fled to the forest?
3. Was Androcles meeting with the lion accidental?
 4. Do you think that the lion really uderstood Androcles?
5. How did the beast thank the slave?
6. What mistake did Androcles make when he began to roam the forest?
7. Was the Roman law too strict in that ancient time?
8. Why was it obligatory for a runaway slave to fight a hungry lion?
9. Did people in the arena sympathize any of the fighting sides?
10. What feelings did the meeting with the slave awake in the fierced beast?
11. What story did Androcles tell the emperor standing proudly with his arm around
the lion’s neck?
12. How did the audience and the emperor react having heard his story?

V. CLOSE TELLING. THE GIST OF THE STORY

VI. VOCABULARY DEVELOPMENT

a) Read each of the following sentences. Then circle the letter of the answer that gives the
correct meaning for each word in bold print.

1. A savage lion was captured and shut up for a while without food.
a. frightened b. tame c. angry d. brutal

2. People from far and near crowded into great arenas to see the fight.
a. high seats b. a circus c. land measurement d. space
surrounded
by seats
3. He followed the lion to his lair where the two slept side by side.
a. resting place b. long bed c. hunting range d. shelter

4. He made no move to defend himself as the lion came rushing toward him.
a. help b. protect c. move suddenly d. hide

5. The emperor was so curious that he had Androcles brought before him.
a.happy b. doubtful c. surprised d.wanted
to know

6.I am a man, but no man has ever befriended me.

 a. become enemies b. helped c. made friends d.worked
with with for

7. The people heard and marveled at this tale.

a. were amazed b. were not c. were annoyed d. were
surprised disgusted

8. I removed a sharp thorn out of the lion’s paw.

a. knife b. needle c. thistle d. twig

9. The lion seemed to be in pain, moaning and whimpering pitifully and holding
out his paw.
a. sadly b. noisily c. angrily d. softly

10. In that ancient time it was the Roman law that every runaway slave, when captured,
should be made to fight a hungry lion.
a. other b. long ago c. recent d.present

11. They were so moved that they cried.

a. changed of place b. affected with c. made progress d. acted
or position pity

12. He bounded forward and leaped up, rubbing his head against the slave’s face.
a. forcing into sth. b. polishing c. moving backwards d.leaning
and forwards on the
surface

b) Match the words in colomn A with the definitions in colomn B

A B

1. treatment ____ a. move oneself, one’s arms impulsively

2. bleed ____ b. feeling caused by the nearness or possibility of
danger or evil
3. deep ____ c. keeping faith; loyal and true
4. meat ____ d. give food to
5. roar ____ e. free; not held, tied up
6. box ____ f. what is done to obtain a desired result
7. fear ____ g. to examine
8. to fling ____ h. separate compartment, with seats for several persons
in a concert hall etc.
 9. to question ____ i. lose, send out blood
10. to feed ____ j. going a long way from the surface or edge
11. faithful ____ k. make such loud, deep sound
12. loose ____ l. flesh of animals used as food

c) Fill in the blancks below with the words in the box

wanderings, wonder, safe, safely, pleased, led,

came, excitement, thousands, hunting, midst, almost

1. Here the slave could hid _____________ from his cruel master.
2. Androcles gave a quick pull, and out _____________ the thorn.
3. The lion was ready to go _____________ again.
4. _____________ of people gathered when the day came.
5. The people shouted in _____________ .
6. Androcles was unchained and _____________ before the emperor’s box.
7. _____________ dead with fear, he made no move.
8. Suddenly, in the _____________ of his fury the lion stopped.
9. The emperor, _____________ by the story gave the slave his freedom.
10. Only _____________ showed in the faces of the people staring down at him.
11. He wandered about seeking a _____________ place to hide.
12. One day in his _____________ the salve came upon a lion.

d) Sentence Structure. Translate the following sentences into English. Pay attention to
special sentence structures in the story

(subject +seem+the infinitive+prepositional phrase )

1. Canda, rom loms raRac tkioda.

______________________________________________________________
2. Cans, rom is droze mova.
______________________________________________________________
3. Canda, rom isini brZolaSi iyvnen Cabmuli.
______________________________________________________________
 4. Cans, rom Cqarobs.
______________________________________________________________
5. Canda, rom devidi uxerxul situaciaSi iyo.
______________________________________________________________

(could+verb+prepositional phrase+the infinitive)

1. loms SeeZlo moecada Wrilobis moSuSebamde.

______________________________________________________________
2. toms SeeZlo dalodeboda sakuTari rigis mosvlas.
_______________________________________________________________
3. SemeZlo sakuTari mrisxanebis ganeleba.
_______________________________________________________________

e) Fill in the blanks with one of the following prepositions given below. The same prepositions
may be used more than once. ( instead of, by, without, for, besides, of, about, on, to, in)

1. The police arrested someone__________ breaking into the house.

2. The student became proficient in English __________ speaking everyday.
3. We had a lot of time so we decided to tour the whole United States __________
just going to New York.
4. Our English club has been thinking __________ putting on a play.
5. He was rewarded __________ being first in his class.
6. They went to the movies __________ getting our permission.
7. We get tired __________ hearing the same old jokes.
8. __________ working a forty-hour week, he studies at the university in the evening, too.
9. He had counted __________ our finishing this before Friday.
10. I can’t get used __________ working everyday.
11. We are interested __________ learning more about the customs of other countries.
12. My mother looks forward __________ our coming home for the holidays.

VII. LANGUAGE IN USE

Remember! We can use direct or reported speech to convey somebody’s words. With direct
speech we convey the exact words that somebody says. With reported speech, we convey the
general meaning of what somebody said,making some changes to his precise words. In both
cases we use reporting verbs such as say and tell .

a) rewrite the sentences below in reported speech.

1. “I don’t understand”, Georgia said.

______________________________________________________________________
2. “I’ve never been to Italy”, Mike said to me.
_______________________________________________________________________
3. She told me, “If you had been on time, we would have caught the bus”.
_______________________________________________________________________
4. Elsa said to Maggie, “ Please meet me at the station at six-thirty.”
_______________________________________________________________________
5. “Give me the money!” the thief said to her.
________________________________________________________________________
6. “Do you speak English” the tourist asked us.
________________________________________________________________________
7. “Why did you leave so early?” she asked him.
________________________________________________________________________
8. He said to me, “Lisa left yesterday.”
________________________________________________________________________
9. He said , “I’m returning from a business trip next week.”
________________________________________________________________________

b) Phrasal Verbs. Read the story to look for other examples of phrasal verbs. Then work
with a partner to guess the meaning of the phrasal verbs and complete the following chart.
The first example has been done for you.

Phrasal Verb Meaning Sentence

come about happen; asking for an so it came about that he was

explanation or reason captured
c) Word Forms. Complete the chart by filling in the various forms of the following words
taken from “Androcles and the Lion”. Use your dictionary if you need help.
Note! There may be more than one possible word for the same part of speech.

Verb Noun Adjective Adverb

serve service serviseable serviseably
furious
move
live
recognise

d) Word Formation (word building). Read the story once more, find all the derived words and
fill in the chart. The first example has been done for you.

Prefixes Suffixes Compound Words Converted Pairs

unchained freedom runaway a rush – to rush
e) First look at the diagram below and study it carefully. Then fill the blanks with suitable
phrasal verbs with lay.

up
seize, get
aside possession of about
save; keep for hit out in all
future use directions

Lay off
back with adverb discontinue work
turn back
particles or activity

out up
spread out ready for force sb. to stay
use or to be seen in bed
under
make it necessary
or obligat. for him

1. Your conduct __________ me __________ the necessity of dismissing you.

2. The horse __________ its ears.
3. The magnificent scene __________ before the climbers, when they reached the summit.
4. The doctor told me to __________ for a work.
5. He keeps everything he can __________ his hands __________ .
6. __________ the money you have got for your old age.
7. When they rushed at him, Harry __________ him with his big stick.
8. He has __________ with a broken leg.

VIII. QUESTIONS FOR DISCUSSION

 1. Speak about the devoted friendship between Androcles and the lion.
2. What made slaves make their escape from their masters in the city of Rome?
3. What other types of formations in history do you know? Characterise briefly each one.

IX. TOPICS FOR WRITING

1. Write the summary of the story.

2. Real Friends are found in trouble.
3. An all-mighty person might also have a deep sense.
4. Do animals have a personality and feelings?

James (Grover) Thurber (1894-1961)

American writer and cartoonist, who dealt with the frustrations of modern world. Thurber's best-
known characters are Walter Mitty, his snarling wife, and silently observing animals. His stories
have influenced later writers, such as Kurt Vonnegut and Joseph Heller. Thurber is generally
acknowledged as the greatest American humorist since Mark Twain (1835-1910). Thurber was
married twice, and had one daughter. In later years he lived with his wife Helen Wismer, a
magazine editor, at West Cornwall, Connecticut. He suffered from alcoholism and depression, but
Helen's devoted nursing enabled him to maintain his literary production. In 1958 the editors of
Punch magazine gave a luncheon in his honor. Thurber died of a blood clot on the brain on
November 2, 1961, in New York.
 The Unicorn in the Garden

Once upon a sunny morning a man who sat in a breakfast nook looked up from his scrambled eggs
to see a white unicorn with a golden horn quietly cropping the roses in the garden. The man went
up to the bedroom where his wife was still asleep and woke her. "There's a unicorn in the garden,"
he said. "Eating roses." She opened one unfriendly eye and looked at him.

"The unicorn is a mythical beast," she said, and turned her back on him. The man walked slowly
downstairs and out into the garden. The unicorn was still there; now he was browsing among the
tulips. "Here, unicorn," said the man, and he pulled up a lily and gave it to him. The unicorn ate it
gravely. With a high heart, because there was a unicorn in his garden, the man went upstairs and
roused his wife again. "The unicorn," he said,"ate a lily." His wife sat up in bed and looked at him
coldly. "You are a booby," she said, "and I am going to have you put in the booby-hatch."

The man, who had never liked the words "booby" and "booby-hatch," and who liked them even less
on a shining morning when there was a unicorn in the garden, thought for a moment. "We'll see
about that," he said. He walked over to the door. "He has a golden horn in the middle of his
forehead," he told her. Then he went back to the garden to watch the unicorn; but the unicorn had
gone away. The man sat down among the roses and went to sleep.

As soon as the husband had gone out of the house, the wife got up and dressed as fast as she could.
She was very excited and there was a gloat in her eye. She telephoned the police and she telephoned
a psychiatrist; she told them to hurry to her house and bring a strait-jacket. When the police and the
psychiatrist arrived they sat down in chairs and looked at her, with great interest.

"My husband," she said, "saw a unicorn this morning." The police looked at the psychiatrist and the
psychiatrist looked at the police. "He told me it ate a lilly," she said. The psychiatrist looked at the
police and the police looked at the psychiatrist. "He told me it had a golden horn in the middle of its
forehead," she said. At a solemn signal from the psychiatrist, the police leaped from their chairs and
seized the wife. They had a hard time subduing her, for she put up a terrific struggle, but they
finally subdued her. Just as they got her into the strait-jacket, the husband came back into the house.

"Did you tell your wife you saw a unicorn?" asked the police. "Of course not," said the husband.
"The unicorn is a mythical beast." "That's all I wanted to know," said the psychiatrist. "Take her
away. I'm sorry, sir, but your wife is as crazy as a jaybird."

So they took her away, cursing and screaming, and shut her up in an institution. The husband lived
happily ever after.

Moral: Don't count your boobies until they are hatched.

I. GLOSSARY

booby [′bu:bΙ] n - in this context, a crazy person (probably from the name of a stupid extinct bird);
aq: SeSlili.

booby-hatch [′bu:bΙ hæt] n -an insane asylum, a hospital for the mentally ill(slang; now out-of-
date); suliT avadmyofTa klinika (slengi, dResdReobiT ukve moZvelebuli leqsikuri erTeuli e.w.
arqaizmi).

breakfast nook [′brekfəst nυk] n - a little side room for eating breakfast,a corner of the kitchen
with a small table and, often, high-backed benches; popular in American homes in the 1930’s and
40’s;samzareulos kuTxe patara magidiTa da maRalzurgiani skamebiT.

browsing [braυzΙη] pr.p - sampling or tasting here and there.Here,eating slowly,as animals do in a
field;coxna

"crazy as a jaybird": extremely crazy or hopelessly insane;mad,senseless; giJi, suliT avadmyofi

cropping [krÞpΙη] pr.p - clipping or cutting close to the root; eating; used to describe the way
animals eat the top of the plants; Wama, wiwkna, Zova

cursing [kз:sΙη] pr.p - using dirty or obscene speech; lanZRva-gineba

"Don't count your boobies until they are hatched": from the American expression "Don't count
your chickens before they are hatched", meaning "Don't count on things to turn out exactly as
you planned them." qarT. Sesatyv. “wiwilebs Semodgomaze iTvlian”, jer gadaxti da “hop” mere
Tqvi”, “jer kvercxi da mere qaTami.”
gloat [gləυt] n - to look at with selfish delight; (a look of malice or greed); niSnis mogebiT mzera,
Suriani, RvarZliani gamoxedva

institution [,ΙnstΙ′tju:n] n - a mental institution, an insane asylum; sagiJe, klinika suliT

avadmyofTaTvis

moral [′mÞrəl] n - in this context, the "lesson" of the story; aq: moTxrobis (igavis) azri, morali

mythical [mΙθΙkl] adj - relating to a myth, hence not real; miTiuri, aramiwieri, ararealuri

psychiatrist [saΙ̍ kaΙətrΙst] n - a mental doctor, expert in psychiatry; fsiqiatri

solemn [′sÞləm] adj - grave or serious; seriozuli, formaluri

strait-jacket [streΙt ′dʒækΙt] n - an armless belted jacket used to confine the violently insane;
usaxelo qamriani(sartyeliani) perangi agznebul mdgomareobaSi myof suliT avadmyofTa
dasaSoSmineblad

subdue [səb′dju:] v - capture, seize,overcome, being uder control; Sepyroba, daWera, damorCileba

unicorn [′ju:ΙkQ:n] n - in old stories a mythical beast which looks like a horse with a horn in the
center of the head; syn.rhinoceros; miTiuri cxenis msgavsi cxoveli – martorqa

gravely [greΙvlΙ] adv - seriously, solemnly; seriuzulad, medidurad, Tavmomwoned

high heart: great happiness; usazRvro bedniereba

II. PHRASES AND SENTENCE STRUCTURES

Once upon a sunny morning – erTxel mzian dilas; (all fairy tales begin with … Once upon a
time; qarT. Ses., iyo da ara iyo ra...)

She opened one unfriendly eye and looked at him – cali TvaliT mtrulad Sexeda.

She turned her back on him – zurgi Seaqcia

We’ll see about that – amasac vnaxavT

At a solemn signal from the psychiatrist – fsiqiatris seriozul niSanze

The police shut her up – policiam gamoketa(gamoamwyvdia)

III. COMPREHENSION QUESTIONS

1. What kind of day was it and where was the man sitting?
2. What did he see in the garden and what was the animal doing there?

3. How did the wife react to her husband’s announcement about the unicorn?

4. How did the wife respond to the news that the unicorn had eaten a lily?

5. When the man found that the unicorn had left, what did he do?

6. What did the wife do as soon as her husband had left the house?

7. Whom did she telephone and what did she tell them?

8. How did the police and the psychiatrist react to her news about the unicorn?

9. When did the husband come back into the house?

10. How did the man answer the police’s question?

11. Why did the psychiatrist tell the police to take the wife away?

12. What did the man do?

IV. INTERPRETATION QUESTIONS

1. What does the setting tell you about the man’s style of life?

2. Why did he want to tell his wife about the unicorn?

3. What suggests that the husband was disappointed by his wife’s reaction?

4. Why did it make the man so happy to have a unicorn in his garden?

5. Was the husband worried by his wife’s threat?

6. Why was there “a gloat” in her eye?

7. Why did the police and the psychiatrist look at the woman “with great interest” when they

arrived?

8. Why did they have to subdue the wife?

9. Why didn’t the husband come as soon as he heard the struggle begin?

10. Why did the husband respond as he did to the police’s question?

11. What sort of institution was the wife taken to?

V. CLOSE TELLING. THE GIST OF THE STORY

VI. VOCABULARY DEVELOPMENT

a) Read each of the following sentences. Then circle the letter of the answer that gives the
correct meaning for each word in bold print.

1. A man who sat in a breakfast nook looked up to see a unicorn cropping the roses in the garden.

a. sowing b. cutting short c. grazing d. arising

2. He was now browsing among the tulips.

a. searching b. swallowing c. going d. eating

3. The unicorn ate the lily gravely.

a. indifferently b. seriously c. shyly d. timidly

4. I’m going to put you in the booby-hatch.

a. asylum b. old folk’s home c. shelter d. basement

5. She was very excited and there was a gloat in her eye.

a. a sight b. a glimpse c. a look in an unpleasant way d. a sparkle

6. She telephoned a psychiatrist.

a. an ordinary doctor b. a mental doctor c. a general practitioner d. physician

7. The poice leaped from their chairs and seized the wife.

a. slipped along b. slid over c. slung out d. bounced out of

8. They had a hard time subduing her, for she put up a terrific struggle.

a. grasping b. siezing c. clinging d. grabbing

9. The husband lived happily ever after.

a. so far b. from now on c. since then d. up-to-date

10. The man went upstairs and roused his wife again.

a. woke up b. rose c. raised d. raged

11. He pulled up a lily and gave it to him.

a. elicited b. elided c. extracted d. picked up

12. Don’t count your chickens until they are hatched.

a. engraved b. drawn on c. broken out d. produced

b) Match the words in column A with the definitions in column B.

A B

1. finally ______ a. out-of-the-way place, inside corner

2. signal ______ b. sleeved coat

3. horn ______ c. surface of the body from the neck to the buttocks

4. curse ______ d. lastly, in conclusion

5. back ______ e. part of the face above the eyes

6. struggle ______ f. to give his attention to

7. beast ______ g. give a loud, sharp cry in a loud shrill voice

8. interest ______ h. four-footed animal

9. forehead ______ i. use violent language against

10. nook ______ j. fight, make great efforts

11. scream ______ k. one of the hard, pointed,curved, outgrowths on the

heads of cattle, deer etc.

12. jacket ______ l. making of a movement, an event which is the

immediate cause of general activity

c) Fill in the blanks with the words given in the box.

With, subduing, just, unicorn, jay, went

Excited, solemn, shut, ever less, slowly, turned
1. At a ___________ signal from the psychiatrist, the police leaped from their chairs.

2. Who liked them ___________ on a shining morning when there was a unicorn in the garden.

3. She was very ___________ and there was a gloat in her eye.

4. She ___________ her back on him.

5. So they took her away and ___________ her up in an institution.

6. Your wife is as crazy as a ___________ bird.

7. The man sat down among the roses and ___________ to sleep.

8. ___________ as they got her into the strait-jacket, the husband came back into the house.

9. They had a hard time ___________ her, but they finally subdued her.

10. The man walked ___________ downstairs and out into the garden.

11. ___________ a high heart, the man went upstairs.

12. Then he went back to the garden to watch the ___________.

d) Fill in each space with from , with , to , in , into , at , among

1. The other girl, however, won _____ the help of her father.

2. His horse was kept _____ a large stable.

3. Richard showed his deep gratitude _____ the two men who had saved him.

4. He saw the accused man taking some money _____ a safe.

5. The old doctor came clearly _____ view and greeted me.

6. Dick and Henry threw stones _____ the old gentleman.

7. He moved _____ the angry crowd, saying a word to this one and that one on his way.

8. living _____ the villagers proved to be very difficult for Joan.

9. What is that strange object _____ the sky.

10. His admission _____ the secondary school delighted his parents.

11. He received a medal for his great devotion _____ duty.

 12. This custom has its origin _____ ancestor worship.

13. The sentry aimed his rifle _____ the approaching figure.

14. He obtained many foreign stamps _____ his pen-friend.

VII. LANGUAGE IN USE

a) Complete the paragraph below with a , an , the , or no article

A day in the life of an ordinary man

This morning I woke up around ten. I made _____ cup of coffee, took it into _____ bedroom and
put it on _____ side my wife sleeps on. I go through this ritual _____ week – I do it on _____
Saturday and _____ Sunday mornings. I work in _____ office in _____ city centre and I always
have _____ problem finding _____ parking space. My wife says I’m always complaining about
_____ traffic and the pollution, which is true – you see, I grew up in _____ country, close to _____
nature and I have never got used to living in _____ city. I love rock and classical music, and
especially going to _____ cinema. I also like _____ good food and occasionally we go out and have
_____ dinner in a nice restaurant, but most of _____ time we eat at _____ home, where _____ food
is delicious – except when I make it!

b) Phrasal Verbs. Read the story to look for other examples of phrasal verbs. Then work
with a partner to guess the meaning of the phrasal verbs and complete the following chart.
The first example has been done for you.

Phrasal Verb Meaning Sentence

sit up take an upright position after the patient is well enough to sit
lying flat or sitting badly up in bed now
c) Word Forms. Complete the chart by filling in the various forms of the following words
taken from “The Unicorn in the Garden”. Use your dictionary if you need help.
Note! There may be more than one possible word for the same part of speech.

Verb Noun Adjective Adverb

think thought thoughtful thoughtfully
live
shiness

struggle
crop

d) Word Formation (word building). Read the story once more, find all the derived words and
fill in the chart. The first example has been done for you.

Prefixes Suffixes Compound Words Converted Pairs

unfriendly finally booby-hatch a leap – to leap
e) First look at the diagram below and study it carefully. Then fill the blanks with suitable
phrasal verbs with put.

Put
with adverb particles

in / into about
let him deal with one’s problems (cause to) change direction; trouble

across aside
deceive; trick disregard; ignore

away back
give up; renounce return

down off
land; set or place down leave; postpone

over together
move over construct( a whole)by combining parts

1. I must ______ my ideas ______ before I go on the platform.

2. I ______ myself entirely ______ your hands.
3. The ship ______ to the harbour.
4. ______ to the other side of the harbour.
5. ______ for a moment the fact that the man has been in prison.
6. He was very much ______ by these false allegations.
7. You can’t ______ that ______ me, make me believe or accept it.
8. He had ______ all ideas of becoming a concert pianist.
9. He ______ in a field.
10. We ______ from the pier.

VIII. QUESTIONS FOR DISCUSSION

1. How do the husband and wife differ in character?

2. Can you justify the husband’s behaviour?
3. Do you think that the police and the psychiatrist responded properly?

IX. TOPICS FOR WRITING

1. Write the summary of the story.

2. What makes you feel that this is a fable?
3. Reproduce any Georgian fable you have in mind.
Sam Levenson ( 1911-1980 )
Samuel Levenson was born on December 28 , 1911 in New York, USA . Author/educator/humorist
whose best-selling books included "In One Era and Out The Other" and "You Don't Have to Be in
Who's Who to Know What's What."Autobiography, entitled 'Everything But Money,' was published
in 1965. He died in Neponsit, New York, USA in 1980 (heart attack).

The Card
It had to happen during the supper in the presence of the whole clan.
An unfamiliar, harsh knocking on the door. Each neighbour had his individual knock with which
we were familiar – a woman’s timid knock, a child’s tap, the sick lady from upstairs sort of
brushed the door; some entered without knocking. But this was an aggressive, masculine,
businesslike knock. Mama went to the door. “Does Levenson live here?” we heard from the
kitchen. “Yes.” “He owes a book to the public library. Either he pays for it or we’ll serve him a
summons, lady.”
My heart sank. I didn’t dare look from the plate. Could they put a child in jail? I saw myself in
court. The judge looked like Papa. My brothers were the jury. “Twenty years.”
The fact was that the book had fallen into the mud and I was afraid to return it. I handed the man
a curdled-up book. “Lady, you’ll have to pay for this book. Sixty-eight cents.” Mama paid and the
man tore up my card publicly. “He can’t use the library for three years.” That didn’t bother me. I
could always take books on my brother’s card. But what I had gone through to get that card! I had
to get references from my principal and two responsible citizens. My rich uncle signed for me, but I
couldn’t find another “responsible citizen” in the family. They held up ratifi-
cation of the card for months because our name was not on the phone book. I gave the candy store
phone number. That got me into more trouble. I was told to produce a birth certificate which Papa
didn’t own. They began to question my legitimacy.
When I withdrew my first book I caused quite a stir at the “Signing Out” desk. At the secret
request of my sister who was embarrassed to do it herself, I withdrew “What Every Girl Should
Know.” The librarian put a question mark in red ink next to my name Samuel on my library card …
I must have turned as red as the question mark.
The pride and happiness the long-desired card had brought me proved to be short-lived. Ever
since the day the book slipped out of my hand and fell into the mud I had lived in a state of
suspense. Then came the final blow. Just my luck!

I. GLOSSARY

card [k:d] n - a small piece of stiff paper or plastic with information on it, especially information
about sb’s identity; a library card – biblioTekis baraTi

clan [klæn] n - here, a family; ojaxi

unfamiliar [,Λnfə′mΙlΙə(r)] n - that you do not know or recognize; ucnobi

harsh [h:] adj - cruel, severe, unkind; uxeSi, mkacri, sastiki

timid [tΙmΙd] adj - shy and nervous, not brave; morcxvi

tap [tæp] n - quick, light blow; msubuqi dartyma

owe [oυ] v - be in debt to sb. for sth., He owes ₤30 to his friend; mas misi megobris 30 girvanqa
marTebs

summons [′sΛmənz] n - (pl. summonses) an order to appear in a court of law; sasamarTloSi

gamocxadebis uwyeba

jury [dʒurΙ] n - a body of persons sworn to inquire into and test a matter submitted to them and to
give their verdict according to the evidence presented; nafici msajulebi

curdled up [′kз:dld Λp] adj - shapeless, crumpled; uformo, gverdebdaReWili

tear up [ teə(r)] v - (tore,torn) to pull sharply apart or to pieces; daxeva, dagleja

responsible [rΙ′sponsəbl] adj - here, respectable, trustworthy; pativsacemi, sando

reference [′refrəns] n - a letter written by sb. who knows you, giving information about your
character and abilities; daxasiaTeba, rekomendacia

ratification [,rætΙfΙ′keΙn] n - officially valid agreement; oficialuri Tanxmoba raime sabuTis

misaRebad

legitimacy [lΙ̍dʒΙtΙməsΙ ] n - 1) the state of being lawful; kanoniereba; 2) born of persons married to
one another, a legitimate child; kanonieri bavSvi

withdraw [wΙð′drQ:] v - to take sth. from a place; gamotana

suspense [sə′spens] n - a state of uncertain expectation; gaurkveveli mdgomareobis molodini

II. PHRASES AND SENTENCE STRUCTURES

timid knock – morcxvi kakuni

businesslike knock – saqmiani kakuni
my heart sank – guli Camivarda, Zalian SemeSinda
to serve sb. with a summons – uwyebiT vinmes sasamarTloSi gamoZaxeba
to produce a birth certificate – dabadebis mowmobis wardgena
to go through sth. – risame mZimed gadatana
to question sth. – raimeze eWvis mitana
to be embarrassed – uxerxul mdgomareobaSi yofna
to put sb. in jail – visime cixeSi Casma
I didn’t dare look from the plate – ver gavbede Tvalis aweva
at the request of sb. – visime TxovniT
that got him into more trouble – mas kidev ufro meti usiamovneba Sexvda
to cause quite a stir – sensaciis gamowveva
just my luck – bedi ar mwyalobs

III. COMPREHENSION QUESTIONS

1. Who is telling the story?

2. When and where did the event happen?
3. What did the family hear?
4. What did a new-comer tell the Levensons?
5. Why was the boy frightened?
6. Why was the book curdled-up?
7. Who did the boy get references from?
8. Why couldn’t the father produce the boy’s birth-certificate?
9. Who asked Samuel to have a book from the library?
10. Why did Samuel turn red?

IV. INTERPRETATION QUESTIONS

1. Why did Samuel see himself in court?

2. Why did the boy imagine that the judge looked like his father?
3. Were the brothers older than Samuel?
4. Do you think his father and brothers were stick to Samuel?
5. Why do people need references?
6. What does a librarian do at the “Signing Out” desk?
7. Why did the book Samuel withdrew from the library cause quite a stir at the desk?
8. What made the boy feel proud and happy?
9. Why was the card long-desired for Samuel?
10. When do people live in a state of suspense?

V. CLOSE TELLING. THE GIST OF THE STORY

VI. VOCABULARY DEVELOPMENT

a) Read each of the following sentences. Then circle the letter of the answer that gives the
correct meaning for each word in bold print.
1. It had to happen in the presence of the whole clan.
a. team b. band c. family d. community

2. An unfamiliar harsh knocking on the door.

a. strong b. angry c. quick d. severe

3. The sick lady from upstairs sort of brushed the door.

a. struck b. touched lightly c. banged d. rang

4. The judge looked like Papa.

a. lawyer b. adviser c. a person in court d. barrister
 who makes legal
decisions

5. They held up ratification of the card for months.

a. decision b. refusal c. realization d. official approval
to sth.

6.What I had gone through to get that card.

a. examined b. suffered c. performed d. came across

7. The pride and happiness the long-desired card had brought me proved to be short-lived.
a. experienced b. lasting for a short c. excited d. surprising
time

8. I had lived in a state of suspense.

a. excitement b. anger c. a state of uncertain d. bewiderment
expectation

b) Match the words in colomn A with the definitions in colomn B

A B
1. jury _____ a. the state of being lawful
2. long-desired _____ b. to pull sharply apart or to pieces
3. legitimacy _____ c. a group of members of the public who listen to the
facts of a case in a court of law and decide whether or
not sb. is guilty of a crime
4. summons _____ d. to go down below the surface of water
5. sink _____ e. greatly desirable
6. owe _____ f. to be in debt to sb. for sth.
7. judge _____ g. to be brave enough to do sth.
8. presence _____ h. an order to appear in a court of law
9. dare _____ i. the fact of being in a particular place
10. tear up _____ j. a person in court who makes legal decisions

c) Fill in the blancks below with the words in the box

card, unfamiliar, individual, owe, timid, harsh,

sink, responsible, tear up, produce, certificate, withdraw
1. Each _____________ member of the community was interviewed.
2. The country _____________s billions of dollars to foreign creditors.
3. The young director _____________d a TV series about adopted children.
4. They have an introductory course for students who are _____________ with computers.
5. He wanted to _____________ all his money from the bank.
6. Parents should be _____________ for their children’s behaviour.
7. He must have left his identity _____________ in the hotel and had to go back there.
8. The punishment was _____________ and unfair.
9. She received a postgraduate _____________ in Education.
10. The captain was afraid that his ship might _____________ because of the violent storm.
11. She stopped in the doorway too _____________ to go in.
12. She tried to _____________ all the letters he had sent her.

d) Sentence Structure. Translate the following sentences into English. Pay attention to
special sentence structures in the story

(did not dare + verb without ‘to’)

1. man ver gabeda Cems gverdiT dajdoma.

___________________________________________________________
2. ver gavbede damereka Cemi direqtorisaTvis.
___________________________________________________________
3. bavSvma ver gabeda saTamaSod wasvla dedis nebarTvis gareSe.
___________________________________________________________

(must + have + Past Participle)

1. is uTuod avad iyo, Torem ar daigvianebda.
___________________________________________________________
2. Tqven albaT gagigoniaT am msaxiobis rolebis Sesaxeb.
___________________________________________________________
3. mas uTuod wakiTxuli aqvs es wigni.
___________________________________________________________

(ever since that day I had lived…)

1. mas Semdeg rac is gavicani TiTqmis yoveldRe vxvdebodiT erTmaneTs.
___________________________________________________________
2. mas Semdeg rac smiti londonSi dasaxlda sxvadasxva samuSaos
Asrulebda.
___________________________________________________________
3. mas Semdeg rac biblioTekaSi Cavewere sakmaod bevri wigni wavikiTxe
(subscribe to a library).
_______________________________________________________________________

e) Verbs with ‘up’. UP is used with many verbs to express completion, finality or destruction,
or simply to provide emphasis.
Fill in each blank with the most appropriate verb from the list below, making any necessary
changes in the tense, mood or voice of the verb (use each verb only once)

blow, count, hurry, drink, pack, clear, fill,

summon, tear, tidy, book, buy, cheer, eat

1. ‘__________ up the number of people who have already come’, Lady Olive told her sevant.
2. I __________ up the letter and threw the pieces into the waste-paper basket.
3. John __________ up all the courage he had and crossed the narrow bridge.
4. I could not buy even one ticket since all the seats were __________ up.
5. The bombs hit their target and __________ up the big factory.
6. ‘__________ up’, John said. Things are never so bad as they seem to be.
7. I asked the garage to __________ up the car with petrol.
8. ‘I’ll take a holiday when this mystery has been finally __________ up’. Detective-Sergeant
Sykes said.
9. All the new dresses were quickly __________ up on the first morning of the sale.
10. ‘__________ up or we’ll be late’, Ann called to her brother.
11. We are leaving next week for America, so we have to __________ everything up in the next
few days.
12. ‘__________ up’, Mrs. Stout said, or you will never be fat.
13. The maid will __________ up your room as soon as you leave.
14. ‘__________ up’, the leader said as he put down his glass. ‘It is time to go now.’

VII. LANGUAGE IN USE

Remember! In certain expressions some nouns are used without articles: in hospital, in prison,
to send sb. to prison, in court, at work, at sea, at last, in fact, at present, in church, at rest, to
be at war, by air, by bus, by train, from morning till evening, from time to time, face to face,
and many others.
a) Complete the following sentences, using the appropriate word from the list with or without
the article.

work, hospital, bed, address, college,

school, bus stop, water, home, prison

1. The police eventually caught the bank robber and he was sent to____________.
2. When are you going to ____________ ? It’s after midnight.
3. I always get to ____________ on time. My boss is very strict about that.
4. The children are all at ____________ now but they will be home very soon.
5. I’ve just heard that your brother is in ____________ . When is his operation?
6. My cousin goes to ____________ in California.
7. If you want to speak to me in the evening, phone me at ____________.
8. I have to take bus #5, but I can’t find ____________ . Do you know where it is?
9. David is late. Did you give him ____________ .
10. I need ____________ . I’m really very thirsty.

b) Phrasal Verbs. Read the story to look for other examples of phrasal verbs. Then work
with a partner to guess the meaning of the phrasal verbs and complete the following chart.
The first example has been done for you.

Phrasal Verb Meaning Sentence

tear up to pull sharply apart or to she tore up her diary

pieces
c) Word Forms. Complete the chart by filling in the various forms of the following words
taken from “The Card”. Use your dictionary if you need help.
Note! There may be more than one possible word for the same part of speech.

Verb Noun Adjective Adverb

familiarize familiarity familiar familiarly
busy
public

respond
produce

d) Word Formation (word building). Read the story once more, find all the derived words and
fill in the chart. The first example has been done for you.

Prefixes Suffixes Compound Words Converted Pairs

unfamiliar agressive long-desired a knock – to knock
e) First look at the diagram below and study it carefully. Then fill the blanks with suitable
phrasal verbs with hold.

back
prevent from
advancing; to stop
yourself; to
forth express how you up
to speak for a really feel to delay or block
long time about the movement or
sth. in a way that progress of
others might find sb./sth.
boring

out Hold on to
to last esp. in a keep grasping sth.
difficult situation with adverb not let it go
particles

on off
of trains or storm;
used to tell sb. to
to not do sth.
wait or stop
over immediately
to not deal with
sth. immediate-
ly; to leave sth.
to be dealt later

1. The thin cordon of police could do nothing to __________ the crowd.

2. The wind __________ for a month, then the rain fell in torrents.
3. Robert was still __________ at the meeting but nobody was listening.
4. Tell him to __________ a minute. I haven’t written a word.
5. Don’t panic just __________ that rock and I’ll come and fetch you down.
6. We can stay here for as long as our supplies of food and water __________ .
7. The final item on the agenda will be __________ until our next meeting.
8. Ships __________ by the strike of dockers at Liverpool.
VIII. QUESTIONS FOR DISCUSSION

1. Do you think the jury should be present at the trial in court?

2. Who decides whether the criminal or accused is guilty or innocent?
3. When are people happy and when are they lucky?

IX. TOPICS FOR WRITING

1. Write the summary of the story.

2. Describe a library.
3. My duties as a member of the library.
4. My family and our relationship with one another.
Jennings Michael Burch (1941- )
Jennings Michael Burch was born in the South Bronx, New York on April 27, 1941. Due to a very
stressful life, Burch's mother sent her children to orphanages and foster care in 1949, when
Jennings was eight but she vowed that she would be back. Between 1949 and 1952, he had stayed
in four orphanages, moved with his family three times, and stayed with at least two sets of foster
parents. He documented this period of time in his memoir, They Cage the Animals at Night. He
spent most of his childhood in foster homes and orphanges and wrote the 1985 best selling book .
Jennings Michael Burch, annoyed of people making fun of his first name, took his middle name at
his grade school, St. Michael's. He went to John Jay College and worked as a taxi driver and New
York police officer. He has four daughters and is currently married. In 1984 he wrote the book
They Cage the Animals at Night. He is currently working on a sequel. The book was originally
going to be called When Morning Comes. However, after receiving surgery he read over what had
been written so far and decided to dispose of it. He is now working hard on a second version of the
sequel which will be titled It Goes On... which will be published in 2009. He is retired and lives in
New York City.

A Friend on the Line

Even before I finished dialing, I somehow knew I'd made a mistake. The phone rang once, twice -
then someone picked it up. "You got the wrong number!" a husky male voice snapped before the
line went dead. Mystified, I dialed again.
"I said you got the wrong number!" came the voice. Once more the phone clicked in my ear.

How could he possibly know I had a wrong number? At that time, I worked for the New York City
Police Department. A cop is trained to be curious - and concerned. So I dialed a third time.
"Hey, c'mon," the man said. "Is this you again?"
"Yeah, it's me," I answered. "I was wondering how you knew I had the wrong number before I even
said anything." "You figure it out!" The phone slammed down.
I sat there awhile, the receiver hanging loosely in my fingers. I called the man back.
"Did you figure it out yet?" he asked.
"The only thing I can think of is...nobody ever calls you." "You got it!" The phone went dead for
the fourth time. Chuckling, I dialed the man back.
"What do you want now?" he asked.
"I thought I'd call...just to say hello."
"Hello? Why?"
"Well, if nobody ever calls you, I thought maybe I should."
"Okay. Hello. Who is this?"
At last I had gotten through. Now he was curious. I told him who I was and asked who he was.
"My name's Adolf Meth. I'm 88 years old, and I haven't had this many wrong numbers in one day
in 20 years!" We both laughed.
We talked for 10 minutes. Adolf had no family, no friends. Everyone he had been close to had died.
Then we discovered we had something in common: he'd worked for the New York City Police
Department for nearly 40 years.
Telling me about his days there as an elevator operator, he seemed interesting, even friendly. I
asked if I could call him again. “Why would you wanta do that?" he asked, surprised. "Well, maybe
we could be phone friends. You know, like pen pals."
He hesitated. "I wouldn't mind...having a friend again." His voice sounded a little tentative.
I called Adolf the following afternoon and several days after that. Easy to talk with, he related his
memories of World Wars I and II, the Hindenburg disaster and other historic events. He was
fascinating.
I gave him my home and office numbers so he could call me. He did - almost every day. I was not
just being kind to a lonely old man. Talking with Adolf was important to me, because I, too had a
big gap my life. Raised in orphanages and foster homes, I never had a father. Gradually, Adolf took
on a kind of fatherly importance to me. I talked about my job and college courses, which I attended
at night.
Adolf warmed to the role of counselor. While discussing a disagreement I'd had with a supervisor, I
told my new friend, "I think I ought to have it out with him." "What's the rush?" Adolf cautioned.
"Let things cool down.”
When you get as old as I am, you find out that time takes care of a lot. If things get worse, then you
can talk to him."
There was a long silence. "You know," he said softly, "I'm talking to you just the way I'd talk to a
boy of my own. I always wanted a family - and children. You're too young to know how that feels."

No, I wasn't. I'd always wanted a family - and a father. But I didn't say anything, afraid I wouldn't
be able to hold back the hurt I'd felt for so long.
One evening Adolf mentioned his 89th birthday was coming up. After buying a piece of fiberboard,
I designed a 2' x 5' greeting card with a cake and 89 candles on it. I asked all the cops in my office
and even the police commissioner to sign it. I gathered nearly a hundred signatures. Adolf would
get a kick out of this, I knew.We'd been talking on the phone for four months now, and I thought
this would be a good time to meet face to face.
So I decided to deliver the card by hand. I didn't tell Adolf I was coming; I just drove to his address
one morning and parked the car up the street from his apartment house. A postman was sorting mail
in the hallway when I entered the building. He nodded as I checked the mailboxes for Adolf's name.
There it was. Apartment 1H, some 20 feet from where I stood.
My heart pounded with excitement. Would we have the same chemistry in person that we had on
the phone? I felt the first stab of doubt. Maybe he would reject me the way my father rejected me
when he went out of my life.
I tapped on Adolf's door. When there was no answer, I knocked harder.
The postman looked up from his sorting. "No one's there," he said. "Yeah," I said, feeling a little
foolish. "If he answers his door the way he answers his phone, this may take all day."
"You a relative or something?"
"No. Just a friend."
"I'm really sorry," he said quietly, "but Mr. Meth died day before yesterday."
Died? Adolf? For a moment, I couldn't answer. I stood there in shock and disbelief. Then, pulling
myself together, I thanked the postman and stepped into the late-morning sun. I walked toward the
car, misty-eyed.
Then, rounding a corner, I saw a church, and a line from the Old Testament leaped to mind: A
friend loveth at all times. And especially in death, I realized. This brought a moment of recognition.
Often it takes some sudden and sad turn of events to awaken us to the beauty of a special presence
in our lives. Now, for the first time, I sensed how very close Adolf and I had become. It had been
easy, and I knew this would make it even easier the next time, with my next close friend.
Slowly, I felt warmth surging through me. I heard Adolf's growly voice shouting, "Wrong number!"
Then I heard him asking why I wanted to call again.
"Because you mattered, Adolf," I said aloud to no one.
"Because I was your friend."
I placed the unopened birthday card on the back seat of my car and got behind the wheel. Before
starting the engine, I looked over my shoulder. "Adolf," I whispered,
"I didn't get the wrong number at all. I got you."

I. GLOSSARY

dial [‘daiql] (dials, dialling, dialled or dials, dialing, dialed) v - to establish or try to establish
a telephone connection with (a subscriber or his number) by operating the dial on a telephone;
satelefono nomris akrefa
husky [‘hAskI] adj - slightly hoarse or rasping (of a voice, an utterance, etc.); xrinwiani

male [meil] adj - of, relating to, or characteristic of a man; masculine; mamrobiTi, mamakacis
(xma, xasiaTi)

snap [snap] v - to speak (words) sharply or abruptly: aq: mokled/ mkvaxed mouWris sityvas

mystify [‘mistifai] v - a) to confuse, bewilder, or puzzle; b) to make mysterious or obscure:

idumalebiT/burusiT Semosavs; daabnevs, Tavgzas aubnevs, Seacbunebs

click [klik] v n - a short, light, often metallic sound; tkacuni, wkaruni, wkapuni

cop [kOp] n - colloquial: another name for policeman; policieli

curious [‘kjuqrIqs] adj - eager to learn; inquisitive; cnobismoyvare

concerned [kqn’sWnd] pred. adj - worried, troubled, or solicitous; dainteresebuli; Sewuxebuli,

dafiqrebuli, mzrunveli

wonder [‘wAndq] v - a) (when often followed by ‘about’) to indulge in speculative inquiry, often
accompanied by an element of doubt (concerning something), e.g. I wondered about what she said
I wonder what happened, b) (when , often followed by ‘at’) to be amazed (at something), e.g.: I
wonder at your impudence; daintereseba (ainteresebs); gakvirveba (ukvirs)

awhile [q’waIl] adv - for a brief period; erTxans

slam [slxm] v - a) to cause (a door or window) to close noisily and with force or (of a door, etc.) to
close in this way; b) to throw (something) down noisily and violently; mijaxuneba (miajaxunebs
kars, fanjaras), dabertyeba (daabertyebs)

loosely [‘lu:slI] adv - in a relaxed manner; not rigid; "his hands lay loosely"; moSvebulad,
dauZabavad, laRad

chuckle [CAkl] v - to laugh softly or to oneself; Cacineba (Caicinebs)

elevator [‘elIveItq] n - chiefly US and Canadian - a platform, compartment, or cage raised or

lowered in a vertical shaft to transport persons or goods in a building Also called (in Britain and
certain other countries): lift; lifti

hesitate [‘hezIteIt] v - to hold back or be slow in acting; be uncertain; WoWmani, orWofoba

tentative [‘tentqtIv] adj - hesitant, uncertain, or cautious; saxeldaxelo; gamomcdeli, …saorWofo

(xma, mzera)
disaster [dI’zRstq] n - an occurrence that causes great distress or destruction; ubedureba, bedis
ukuRmarToba, katastofa

fascinating [‘fasineItiN] adj - a) arousing great interest; b) enchanting or alluring; mimzidveli,

momxibvleli

gradually [‘gradjuqlI] adv - step by step, bit by bit; TandaTanobiT, nabij-nabij, nelnela

fatherly adj - showing the affection of a father; mamobrivi

counselor [‘kaunsIlq] n - a person who gives counsel; an adviser; mrCeveli

supervisor [‘su:pqvaIzq] n - one who is in charge of a particular department or unit, as in a

governmental agency or school system; zedamxedveli

fireboard [‘faIqbLd] n - The protruding shelf over a fireplace. Also called mantelpiece,
mantelshelf; also called regionally fireboard; buxris Taro
design [dI’zaIn] v - to prepare the preliminary sketch or the plans for (a work to be executed), esp.
to plan the form and structure of: e.g. to design a new bridge; daxatavs, dagegmavs, daagegmarebs;

greeting card [‘grJtiN kRd] n - a folded card bearing a message of greeting, congratulation, or
other sentiment, usually sent or given on a special occasion or holiday; misaloci baraTi

signature [‘sIgnitSq] n - one's name as written by oneself; xelmowera

sort [sLt] v - to arrange according to class, kind, or size; classify; daxarisxeba gadarCeva

deliver [dI’lIvq] v - . To bring or transport to the proper place or recipient; distribute: deliver
groceries; deliver the mail; adgilze mitana

park [pRk] v - to put or leave (a vehicle) for a time in a certain location; manqanis dayeneba

pound [paund] v - to pulsate rapidly and heavily; throb: My heart pounded; Zlieri cema (cems
guli), feTqva (feTqavs), Zgera (Zgers)

reject [rI’Gekt] v - to refuse to recognize or give affection to (a person); uaryofa, uaris Tqma

recognition [‘rekqg’niSn] n - an awareness that something perceived has been perceived before;
aRiareba, cnoba; Secnoba, gacnobiereba

matter[‘mxtq] v - to be of consequence or importance; niSnavs, mniSvnelovania

awaken [q’weIkn] v - cause to become awake or conscious; "He was roused by the drunken men in
the street"; "Please wake me at 6 AM."; miaxvedrebs, gamoafxizlebs, gamoacocxlebs,
gaacnobierebinebs;

presence [‘prezqns] n - the state or fact of being present; arseboba; daswreba, yofna

growly [‘graulI] adj - a voice characterized by a low guttural sound or utterance; buzRuna,
ukmayofilo, garazebuli (laparaki, xma)

II. PHRASES AND SENTENCE STRUCTURES

hey, c’mon! - midi, ra…

yeah, it’s me… - ho, me var
you figure it out! - aba, gamoicani/mixvdi!
had gotten through - davukavSirdi
have something in common with - saerTo qondes/qondeT (vinmesTan)
why would you wanta do that? - amas ratom akeTeb/ rad ginda amis gakeTeba?
Informal 1. Contraction of want to: You wanna go now? 2. Contraction of want a: You wanna
slice of pie?
phone friends - satelefono megobrebi
pen pals - megobrebi mimoweriT
(he was) easy to talk with - masTan ioli iyo saubari
foster homes - ojaxi, romelic bavSvis aRzrdas kisrulobs
warmed to the role of counselor - xalisiT Seudga mrCevelis rolis Sesrulebas
I ought to have it out with him - vfiqrob gulwrfelad unda giTxra, rasac
vfiqrob
just the way I’d talk to a boy of my own - zustad ise, rogorc sakuTar vaJs
davelaparakebodi
how that feels - rogori grZnobaa
to hold back the hurt - wyenas Seikavebs
get a kick out of something - didi siamovnebis miReba, garToba
stab of doubt - eWvma gamkra
the way my father rejected me - ise, rogorc mamaCemi ar mcnobda
stood there in shock and disbelief - idga Tavzardacemuli da ver ijerebda
a friend loveth at all times - moyvass yovelTvis uyvarxar
pull oneself together - gambedaoba moikribos
stepped into the late-morning sun - Tavi amoyo (Seabija) gviani dilis mzis sxivebSi
I felt warmth surging through me - siTbom Tbil talRasaviT damiara
look over one’s shoulder - warsulSi iyureba, warsuls ixsenebs; ukan ixedeba.
misty-eyed – Tvaldabinduli
leaped to mind - uecrad gauelva, azrad mouvida
turn of events - movlenaTa moulodneli ganviTareba
awaken us to the beauty of a special presence in our lives - Tvals agvixels im idumali
mSvenierebis Sesacnobad, romelic yoveli Cvenganis sicocxles
Tan axlavs.
started the engine - CarTo/aamuSava Zrava

No
te!!
 We may call the phrase ‘phone friends’ a kind of pun, as it is derived from ‘pen pals’ ‘pen friends’; as to what ‘pun’
means, you will understand better having read the note below:

pun – n. wordplay, a humorous play on words; "I do it for the pun of it"; "his constant punning irritated her"
pun – v. make a play on words; "Japanese like to pun--their language is well suited to punning"
Making a pun is a real fun! So, to enjoy you for a while we offer you some hints as to how you can make a pun.

How to Make a Pun

Puns are an effective way to make people either laugh or moan. They're great for lightening the mood or making
someone smile.

1. Make sure the environment is appropriate for a pun. Making a pun after someone's just announced their
grandmother is on her deathbed is not a good time to make a pun. It should be a playful conversation, or with those
that have a good sense of humor.

2. Find material. Learn different phrases, mannerisms, etc. This will help you find something to make a pun
about. For example, if someone has a lot of corn, knowing that a single piece of corn is called an ear will help you
make the pun "Man, I bet you're up to your ears in corn!"

3. Listen intently to the conversation. If you don't know what someone's talking about, how can you make a pun
for it?

4. Try to remember a phrase or mannerism that fits. The way you do this is by taking advantage of the fact that
a lot of words have multiple meanings. A pun will refer to both what the person said or did, as well as to a well-
known phrase or mannerism.

5. Say something that refers to what someone said or did and the phrase or mannerism you thought of. For
example, if a friend was having a hard time getting foil off of something, or if you just saw them working with foil,
say "foiled again!" This works because the word "foil" means either aluminum foil or failing, and the pun you made
can refer to both.
III. COMPREHENSION QUESTIONS

1. How did the main character of the story, “A Friend on the Line” get in touch with Adolf?
2. Was it difficult for the storyteller to make his unknown respondent communicate?
3. Why did Adolf answer so unfriendly in the beginning?
4. How many times did the author have to dial the number until the other man started to
communicate?
5. How did he persuade the unknown person to speak up to him?
6. What did the two men have in common?
7. How old was the old man?
8. Where was the young man brought up?
9. Did the two men actually become ‘phone pals’?
10. How did Adolf manage to take a kind of fatherly importance to the author?
11. How do the two men feel towards each-other after some time?
12. What experience did the author have of his real father?
13. What did the storyteller decide to do in the end of the story?
14. Were the two men destined to meet- yes/no, and why?

IV. INTERPRETATION QUESTIONS

While answering these questions, try to relax and use your fantasy at your best. Feel free to
interpret different situations and speak openly to your pals.

1. Who tells the story? Is it the first person narration? Is the storyteller himself involved in the story
he tells us?
2. Have you ever made friends through phone/internet? In old times there was neither internet nor
telephone. What was a usual way of communication then? Can you name some correspondence
between some individuals that became popular later and could you recall what the name of literary
letter writing is? belletristic literature
3. When a person feels lonely, he sometimes wishes he had someone to talk to, even if someone
unfamiliar, who he never had met before. Have you ever experienced such an urge to talk to
someone, no matter who? Share your experience with your group mates.
4. Have you ever dialled a wrong number and what was the response? Or, maybe vice-versa,
someone unfamiliar to you has called you; what was your feeling and how you reacted to it?
5. The author describes the ‘respondent’s’ response to the four calls by some verbs expressing,
generally speaking, “putting the receiver down”. Find those verbs in the text and try to give a full
definition of them (e.g. the phone slammed down); in the same way, recall the author’s reactions to
the ‘respondent’s’ rudeness and interpret his every other step.
6. What do you think the storyteller means by the phrase: “At last I had gotten through”? Try to
find the psychological portrait of an individual so strongly in need of communication.
7. How would you interpret the words from the text -“I didn’t get the wrong number at all. I got
you.”?
8. Why does the storyteller say the words “Because you mattered, Adolf,” and what do you think
they mean?

V. CLOSE TELLING. THE GIST OF THE STORY

After mastering the vocabulary and phrases write a literary translation of the story

Try to reconstruct sequence of events in the story and number them accordingly (one example is
given):

1. The old man asked: Why would you wanta do that?” he asked. “Well, maybe we could be
phone friends. You know, like pen pals. -- 9

2. The phone rang once, twice, then someone picked it up. “You got the wrong number!” a
husky male voice snapped before the line went dead. --
3. At last I had gotten through. Now he was curious.--

4. On evening Adolf mentioned his 89th birthday was coming up. --

5. Mystified, I dialed again. “I said you got the wrong number!” came the voice. Once more
the phone clicked in my ear. --

6. I placed the unopened birthday card on the back set of my car and got behind the wheel.
Befroe starting the engine, I looked over my shoulder. “Adolf,” I whispered, “I didn’t get
the wrong number at all. I got you.” --

7. Adolf warmed to the role of counselor. While discussing a disagreement I’d had with a
supervisor, I told my friend, “I think I ought to have it out with him.” “What’s the rush?”
Adolf cautioned. “Let things cool down”. --

8. How could he possibly know I had a wrong number? At that time, I worked for the New
York City Police Department. A cop is trained to be curious - and concerned. --

9. "The only thing I can think of is...nobody ever calls you." "You got it!" --
 10. A cop is trained to be curious - and concerned. So I dialed a third time.
"Hey, c'mon," the man said. "Is this you again?"
"Yeah, it's me," I answered. "I was wondering how you knew I had the wrong number
before I even said anything." "You figure it out!" The phone slammed down. --

11. "What do you want now?" he asked.

"I thought I'd call...just to say hello."
"Hello? Why?"
"Well, if nobody ever calls you, I thought maybe I should."
"Okay. Hello. Who is this?" --

12. Then we discovered we had something in common: he'd worked for the New York City
Police Department for nearly 40 years. –

VI. VOCABULARY DEVELOPMENT

a) Read the following phrases and try to define which of the definitions a, b, or c, best fits their
meaning. Then circle the appropriate letter.

1. The teacher had been explaining the rule for more than an hour when she asked John if he
understood it. “I’m sorry, but I can’t … … … Mrs Chill!” “So I’ll have to start explaining it
again!” was the answer.

a. design it b. conceive it c. figure it out

2. Nick was trying to call his mother but it was Christmas Eve and it was difficult to … ….

a. get in b. get by c. get through

3. I didn’t like Peter’s friend Ike from the very start and I said to him: “I can’t make out, Peter,
what do you have …. …. with Ike?”
a. to share with b. in mind c. in common

4. We started rehearsing the play and Mary …. ….to the role of Juliet at once.
a. liked b. was enjoying c. warmed up

5. I think a person should be open. I mean, if you don’t like somebody’s behaviour, you should
…. …. … with him right away.
a. concern about b. have it out c. hang over
6. Do it … …. Mr Smith shows you, children, and you will see, what fine picture you’ll draw! –
the teacher was really enthusiastic about our drawing classes, but nobody could draw any
likeness of the still-life arranged on the table in front of the class.
a. as if it b. like it is c. just the way

7. Certainly, it’s hard to …. …. the hurt when you are offended, but I think you should be able
to pull yourself together.
a. give up b. hold on c. hold back

8. “I’m bored of it all! I don’t want to go to this stupid party!” said Helen. “C’mon, dear, just
relax and try to … … …out of it! You’ll see what wonderful time we’ll have together!”
insisted Jack.
a. call in on b. get away c. get a knock

9. What do you feel when you … … … your shoulder? Just sad feeling of dissatisfaction: so
many dreams and plans unfulfilled, so many people disappointed by what you’ve done… So
little to be really proud of! You know, it’s better not to recall your past at all!
a. look at b. look back over c. scrutinize

10. At first Nick was terribly scared. He even could not breathe out for a while, but then,
suddenly, he remembered that there were his friends waiting for his help; all of a sudden, he
… …. … and started to feel his way in the dark.
a. got a hold of b. pulled himself together c. pushed himself forward

11. Never keep your anger inside you – always try to … … … with whoever it is. Believe, me,
I’m old enough and I’ve seen a lot, so, you’d better take my word for it.
a. have it out b. tell to c. speak up

12. At first I didn’t want to serve the guests, but when I saw John, well… he looked marvellous!
Only then I started to … … … the role of the hostess and fascinated everyone present,
including John, of course!
a. warm up to b. turn on c. try on

b) Match the words in column A with the definitions in column B

 A B

1. husky _____ a. worried, troubled, or solicitous

2. snap _____ b. eager to learn; inquisitive
3. mystify _____ c. a short light often metallic sound
4. click _____ d. an occurrence that causes great distress or
destruction
5. curious _____ e. slightly hoarse or rasping (of a voice, an
utterance, etc.)
6. concerned _____ f. to confuse, bewilder, or puzzle
7. wonder _____ g. to break or cause to break suddenly, esp with a
sharp sound
8. chuckle _____ h. one who is in charge of a particular department
or unit, as in a governmental agency or school
system.
9. hesitate _____ i. to indulge in speculative inquiry, often
accompanied by an element of doubt
10. tentative _____ j. a partly suppressed laugh
11. supervisor _____ k. to refuse to accept, acknowledge, use, believe,
etc
12. fascinating _____ l. to understand
13. disaster _____ m. to plan and make (something) artistically or
skilfully
14. figure out _____ n. to hold back or be slow in acting; be uncertain
15. warm to _____ o. enchanting or alluring a fascinating woman
16. gradually _____ p. become interested in or enthusiastic about it
17. design _____ q. hesitant, uncertain, or cautious
18. reject _____ r. step by step, bit by bit

VII. LANGUAGE IN USE

This time you will have to deal with the verb ‘make’ with different prepositions changing its
meaning. As you already know, they are called phrasal verbs. Read them carefully, analyse, and
memorise.

Phrasal Verbs:
make for
1. To have or produce (a particular effect or result): small details that make for comfort.
2. To help promote; further: makes for better communication.
make off
To depart in haste; run away.
make out
1. To discern or see, especially with difficulty: I could barely make out the traffic signs through the rain.
2. To understand: could not make out what she said.
3. To write out; draw up: made out the invoices.
informal: to try to establish or prove
make over
1. To redo; renovate.
2. To change or transfer the ownership of, usually by means of a legal document: made over the property to
her son.
make up
1. To put together; construct or compose: make up a prescription.
2. To constitute; form: Ten years make up a decade.
3.
a. To alter one's appearance for a role on the stage, as with a costume and cosmetics.
b. To apply cosmetics.
4. To devise as a fiction or falsehood; invent: made up an excuse.
5.
a. To make good (a deficit or lack): made up the difference in the bill.
b. To compensate for: make up for lost time.
6. To resolve a quarrel: kissed and made up.
10. Printing To select and arrange material for: made up the front page.
make with Slang
1. To bring into use: a flirt making with the eyes.
2. To put forth; produce: always making with the jokes.

Now fill in the blanks with the appropriate phrasal verbs from above. Note that you won’t
have to use all the different meanings of one and the same phrasal verb.

1. Don’t try to …. … that you did not know it! I’m sure you did know everything all along!
2. The doctor examined the patient carefully and … …. a prescription for some medicines.
3. Mr. Smith’s decision to … … all his big property to his young wife infuriated his children.
4. She always … … to have no money, but I know it’s not right! It’s unfair, you know!
5. I wanted to see them but unfortunately before we arrived they had already … … for Paris.
6. When Ann appeared on the stage I didn’t recognize her at first as she had … … her face in such
a way even her mother would find it difficult to guess who she was!
7. Very often John’s friends tried to … him … as an unreliable, inconsistent person, but as far as
my experience showed, it was not true at all.
8.You
We know thetalk
did not phrases ‘you’d
for a long better’
time and ‘you’d
but when rather’ which
Nick apologized are aoften
in such niceused improperly.
manner, I couldn’t help
In order not to confuse them we offer you a little explanation and a task to fulfill, which
… … with him.
will help you to remember the difference and to freely use it in your speech.

‘you/he/John, ect. + had + better+infinitive without ‘to’’ means something like: “I think
it is better for you… (or somebody else)/ advise(s) you’ or ‘you should…’

while:

‘you/he /they/John, etc.+would rather+ infinitive without ‘to’” means: you/he/they,

John, etc., prefe(s) to…”
Now, according to the context, select either ‘had better’ or ‘would rather’:
1. I…… … you didn’t pick your nose in public.
2. You… …. hurry if you want to catch your train.
3. We …. ….. not work at the weekends.
4. I … …. have coffee than tea now.
5. They … … fly by train than drive, otherwise they won’t be there on time.
6. What ... you …. do now – go with us to the theatre or stay at home and watch this stupid
horror film?
7. I think they … …. not wait until late, it’s dangerous to walk in the streets of New York
these days, you know…
8. I think Mary … …. eat less, she’s put on a lot of weight lately.
9. …. not you ….. ask your mother to let you go before we leave? You know she’ll get very
angry if you don’t.
10. …. you …. have tea or coffee? – Sue asked her guests.

In the story itself you came across the phrase: ‘just the way I’d talk to a boy of my own’; now
read the idioms below. All of them consist the word ‘way’. Pay attention to the difference in
the meanings, and memorise them.

Idioms with ‘way’:

all the way - from beginning to end; completely: drove all the way from Detroit to Pittsburgh.
by the way - incidentally: By the way, you forgot to cash that check.
by way of –
1. Through; via: flew to the Far East by way of the polar route
2. As a means of: made no comment by way of apology.
go out of (one's)/the way - to inconvenience oneself in doing something beyond what is required.
in a way
1. to a certain extent; with reservations: I like the new styles, in a way.
2. from one point of view: In a way, you're right.
in the way - in a position to obstruct, hinder, or interfere.
no way Informal - certainly not: Did you like that movie?-No way! It was boring.
on (one's)/the way - in the process of coming, going, or traveling: She is on her way out the door.
Winter is on the way.
on the way - on the route of a journey: met him on the way to town; ran into them on the way.
out of the way - 1. In such a position as not to obstruct, hinder, or interfere.
2. Taken care of; disposed of: some details to get out of the way first.
3. In a remote location.
4. Of an unusual character; remarkable.
5. Improper; amiss: said nothing out of the way.
be under way - 1) in progress; in operation: the show was under way
2) nautical: in motion

a) Make up sentences of your own using each of the above phrase and try to use them in your
everyday speech.

b) Translate into Georgian keeping in mind the above expressions:

1. aq pirvelad var da iseTi grZnoba maqvs, TiTqos yvela me miyurebs. rame Seuferebeli xom ar
wamomcda?

2. Sinisaken mimavals erTi skolis megobari Semxvda. Zalian gamexarda, radgan xuTi weli iqneba
rac ar Sevxvedrivar.

3. maswavlebelma bavSvebs Txova amocana im xerxiT amoexsnaT, romelic gakveTilze uCvena.

4.– rogor mogewonaT axali kinovarskvlavi? – ici, raRaciT merlin monros gavs, magram veraa
masaviT momxibvleli.

5. - gzidan Camomecale, ver xedav, ramdeni saqme maqvs?

6. sxvaTa Soris, SenTvis raRac maqvs saTqmeli, ase rom uCemod nu waxval.

7. TeatrSi rom mivediT, warmodgena ukve dawyebuliyo da Sesvenebamde foieSi lodini mogvixda.

8. odesme Tu migiRweviaT warmatebisTvis tyuilis daxmarebiT

c) Word Formation (word building). Read the story once more, find all the derived words and
fill in the chart. The first example has been done for you
 Verb Noun Adjective Adverb
loosen looseness loose loosely
wonder
concerning
elevated
hesitate
tentatively
fascinating
design
supervise
sign
recognisable
deliver

VIII. QUESTIONS FOR DISCUSSION

1. Have you, or any of your acquaintances, ever experienced something unexpected, something that
surprisingly influenced all your future life in some way? Think about it and discuss in class.
2. What do you think about loneliness in general? Maybe you know some lonely person, someone
living alone or abandoned by everyone due to some reverse of circumstances? If so, discuss the
case in class.
3. Have you ever happen to make friends by way of dialling a wrong number? By means of chatting
through internet? Share your experience with our mates.
4. Imagine walking in Alfred’s shoes; now try to describe how would you react to somebody
dialling your number by mistake for more than three times; would you get angry/curious?

IX. TOPICS FOR WRITING

1. Write the summary of the story.

2. Write about some experience (whether personal, told by someone, or imaginary) of
loneliness/ lack of parental warmth and care, and what in your opinion, people feel like
when they have to go through it for a long time.
3. Now try to imagine that Adolf didn’t die and the two men meet eventually. Use your
fantasy and write a brief description of what they might talk about or do.
Floyd Dell (1887-1969)

Floyd Dell was born on 28th June, 1887 in Pike County, Missouri. His father, Anthony Dell, found
it difficult to find regular work and the family experienced a great deal of poverty.
At school Dell developed a love of reading. He later claimed that it was books by William Morris
and Frank Norris helped convert him to socialism. At sixteen, he joined the Socialist Party and gave
speeches on street-corners about his political beliefs. He also produced material for a small
Socialist monthly, Tri-City Workers' Magazine.
After a spell as an apprentice candy-maker Dell worked as a cub-reporter for the Davenport Times.
He later moved to the Chicago Evening Post and by 1911 was editor of the newspaper's Friday
Literary Review. Over the next few years Dell promoted the work of writers such as Frank Norris,
Jack London, Charles Edward Russell, David Graham Phillips, Upton Sinclair, Theodore Dreiser
and Stephen Crane. Dell believed that the everyday life of the middle and working classes provided
subjects worthy of serious literary treatment. Dell valued authenticity and accuracy of detail and
welcomed those like Russell and Phillips who wanted to use literature to bring about social reform.
As well as writing for the left-wing magazines such as the New Masses (1924-39) Dell produced
several non-fictional works including Upton Sinclair (1927), Love in the Machine Age (1930) and
an autobiography, Homecoming (1933). Floyd Dell died in 1969.
 The Blanket
Petey hadn’t really believed that Dad would be doing it – sending Granddad away. “Away” was
what they were calling it. Not until now could he believe it of Dad. But here was the blanket that
Dad had that day bought for him, and in the morning he’d be going away. And this was the last
evening they’d be having together. Dad was off seeing that girl he was to marry. He’d not be back
till late, and they could sit up and talk.

It was a fine September night, which a thin white moon riding high over the gully. When they’d
washed up the supper dishes they went out on the shanty porch, the old man and the bit of a boy,
taking their chairs. “I’ll get me fiddle,” said the old man, “and play ye some of the old tunes.” But
instead of the fiddle he brought out the blanket. It was a big, double blanket, red with black cross
stripes.

“Now, isn’t that a fine blanket!” said the old man, smoothing it over his knees. “And isn’t your
father a kind man to be giving the old fellow a blanket like that to go away with? It cost something,
it did – look at the wool of it! And warm it will be these cold winter nights to come.
There’ll be few blankets there the equal of this one!”

It was like Granddad to be saying that. He was trying to make it easier. He’d pretended all along it
was he that was wanting to go away to the great brick building – the government place, where he’d
be with so many other old fellows having the best of everything …. But Petey hadn’t believed Dad
would really do it, ntil this night when he brought home the blanket.

“Oh, yes, it’s a fine blanket,” said Petey, and got up and went into the shanty. He wasn’t the kind to
cry, and besides, he was too old for that, being eleven. He’d just come in to fetch Granddad’s
fiddle. The blanket slid to the floor as the old man took the fiddle and stood up. It was the last night
they’d be having together. There wasn’t any need to say, “play all the old tunes.” Granddad tuned
up for a minute, and then said, “this is one you’ll like to remember.”

The thin moon was high overhead, and there was a gentle breeze playing down the gully. He’d
never be hearing Granddad play like this again. It was as well Dad was moving into that new house,
away from here. He’d not want, Petey wouldn’t want to sit here on the old porch of fine evenings,
with Granddad gone. The tune changed. “Here’s something gayer.” Petey sat and stared out over
the gully. Dad would marry that girl. Yes, that girl who’d kissed him and slobbered over him,
saying she’d try to be a good mother to him, and all …. His chair creaked as he involuntarily gave
his body a painful twist.

The tune stopped suddenly, and Granddad said: “It’s a poor tune, except to be dancing to.” And
then: “It’s a fine girl your father’s going to marry. He’ll be feeling young again, with a pretty wife
like that. And what would an old fellow like me be doing around their house, getting in the way, an
old nuisance, what with my talk of aches and pains! And then there’ll be babies coming, and I’d not
want to be there to hear them crying at all hours. It’s best that I take myself off, like I’m doing. One
more tune or two, and then we’ll be going to bed to get some sleep against the morning, when I’ll
pack up my fine blanket and take my leave. Listen to this, will you? It’s a bit sad, but a fine tune
for a night like this .”

They didn’t hear two people coming down the gully path, Dad and the pretty girl with the hard,
bright face like a china doll’s. But they heard her laugh, right by the porch, and the tune stopped on
a wrong, high, startled note.Dad didn’t say anything, but the girl came forward and spoke to
Granddad prettily: “I’ll not be seeing you leave in the morning, so I came over to say good-bye.
“It’s kind of you,” said Granddad, with his eyes cast down; and then, seeing the blanket at his feet,
he stooped to pick it up. “And will you look at this,” he said in embarrassment, “the fine blanket my
son has given me to go away with!”
“Yes,” she said, “it’s a fine blanket.” She felt of wool, and repeated in surprise, “A fine blanket –
I’ll say it is!” She turned to Dad, and said to him coldly, “It cost something , that.” He cleared his
throat, and said defensively, “I wanted to have the best ….” The girl stood there, still intent on the
blanket. “It’s double, too,” she said reproachfully to Dad.
“Yes,” said Granddad, “it’s double – a fine blanket for an old fellow to be going away with.”

The boy went abruptly into the shanty. He was looking for something. He could hear that girl
reproaching Dad, and Dad becoming angry in his slow way. And now she was suddenly going
away in a huff …. As Petey came out, she turned and called back, “All the same, he doesn’t need a
double blanket!” And she ran up the gully path. Dad was looking after her uncertainly. “Oh, she’s
right,” said the boy coldly. “Here, Dad” – and he held out a pair of scissors. “Cut the blanket in
two.

Both of them stared at the boy, startled. “Cut it in two, I tell you, Dad!” he cried out. “And keep the
other half!” “That’s not a bad idea,” said Granddad gently. “I don’t need so much of a blanket.”
“Yes,” said the boy harshly, “a single blanket’s enough for an old man when he’s sent away. We’ll
save the other half, Dad; it will come in handy later.”
“Now what do you mean by that?”asked Dad.
“I mean,” said the boy slowly, “that I’ll give it to you, Dad – when you’re old and I’m sending you
– away.”

There was a silence, and then Dad went over to Granddad and stood before him, not speaking. But
Granddad understood, for he put out a hand and laid it on Dad’s shoulder. Petey was watching
them. And he heard Granddad whisper, “It’s all right, son – I knew you didn’t mean it ….”
And then Petey cried. But it didn’t matter – because they were all three crying together.

I. GLOSSARY

gully (also gulling) [′gΛlΙ] n – 1. a small narrow channel usually formed by a stream or rain; 2. a
deep ditch; 1. Txrili, arxi; 2. xevi, xrami

shanty [′æntΙ] n – a small house built of pieces of wood, metal and cardboard, shack; xis patara
saxli

porch [pQ:t] n – 1. a covered entrance to a building usually projecting from the wall; 2. Am. E.
veranda; karTana, kariswina; amer. veranda

slobber [slQ:bə] v – here, to speak with excessive sentimentality; metismeti sentimenta-

luri laparaki

smooth [smu:ð] v – to make sth. flat and even; gasworeba

creak [kri:k] v – to make the sound that a door sometimes makes when you open it that a wooden
floor sometimes makes when you step on it; Wriali (Wrialebs), WraWuni

involuntarily [Ιn ′vQləntrΙ] adv – happening without you wanting it, unintentionally; uneblied,
winaswarganusazRvrelad

twist [twΙst] n – the action of a person spinning around once; mobruneba, motrialeba

stoop [stu:p] v – to move your body forwards and downwards; daRunva, daiRuneba

embarrassment [Ιm′bærəsmənt] n – shy, awkward or guilty feelings; uxerxulobis grZnoba

embarrass [Ιm′bærəs] v – to make sb. feel shy, awkward or ashamed, especially in a social
situation; uxerxul mdgomareobaSi Cayeneba, yofna

defensively [dΙ′fensΙvlΙ] adv – defendingly; TavdacviT

intent [Ιn′tent] adj – showing strong attention and interest, intent on/upon sth., giving all your
attention to sth.; mTeli yuradRebis raimeze mimarTva

reproachfully [rΙ′prəυtflΙ] adv – in a scolding manner, angrily; gakicxviT, gabrazebiT

reproach [rΙ′prəυt] v – to blame or criticize sb. for sth. that they have done or not done because
you are disappointed in them; visime dadanaSauleba, gakritikeba

abruptly [ə′brΛptlΙ] adv – suddenly and unexpectedly often in an unpleasant way; uecrad,
moulodnelad, mkvaxed

huff [hΛf] n – in a bad mood because sb. has annoyed or upset you; gaRizianebuli, gabrazebuli,
Seuracxyofili, nawyeni

uncertainly [Λn′sз:tnlΙ] adv – without confidence, hesitantly; gaubedavad, yoymaniT

harshly [h:lΙ] adv – strongly and roughly; uxeSad

startled [′st:tld] adj – frightened or surprised; SeSinebuli an gaocebuli

II. PHRASES AND SENTENCE STRUCTURES

to make sth. easier – risime gaadvileba
he was not the kind to cry – is im yaidisa ar iyo, rom etira
to get in the way – vinmesTvis xelis SeSla, visime dabrkoleba/Seferxeba
to take oneself off – to leave a place – raime adgilidan wasvla
to take one’s leave – damSvidobeba
with his eyes cast down - Tvalebis daxriT
to say sth. in embarrassment – raimes uxerxulad Tqma
to clear one’s throat – Caxveleba yelis/xmis Casawmendad
to come in handy – gamodgoma (gamoadgeba/gamodgeba)

a) Translate the following sentences into English using the phrases from the text.

1. mas Zalian undoda megobrisaTvis gaWirveba Seemsubuqebina da

yovelTvis mzad iyo daxmareba SeeTavazebina.

__________________________________________________________
__________________________________________________________

2. dideda rodesac samzareuloSi saqmianobda bavSvebi xels uSlidnen

xolme, is ki Cveulebriv kicxavda maT.

___________________________________________________________
___________________________________________________________

3. mister brauns ar undoda rom vinmes daenaxa rogor gadioda is

oTaxidan.
 ___________________________________________________________

4. Sexvedra jer damTavrebuli ar iyo, rodesac mister goldsmiti

wamodga da maspinZlebs daemSvidoba.

___________________________________________________________
___________________________________________________________

5. biWma ver gabeda mamisaTvis TvalebSi Seexeda.

___________________________________________________________

6. nu gadaagdeb am Zvel Zravas, is SeiZleba gamogvadges.

___________________________________________________________

7. rodesac misi simRera metismetad Seaqes, man uxerxulad igrZno

Tavi da madloba gadauxada.
__________________________________________________________
__________________________________________________________

8. gamomsvleli imdenad Relavda, rom vidre rames ityoda samjer

Caaxvela.

___________________________________________________________
___________________________________________________________

III. COMPREHENSION QUESTIONS

1. Why is Granddad being sent away?

2. How old is Petey?
3. What makes Petey realize that Granddad is really going to the nursing home?
4. What excuses does Granddad make for his son’s plan to send him away?
5. How would you describe the woman that Petey’s father intends to marry?
6. How did Granddad and Petey spend the last evening?
7. What kind of melody did Granddad play on the fiddle?
8. Why Petey’s father buy that fine and double blanket?
9. Why did the girl speak reproachfully to Petey’s Dad?
10. Do you think Dad will chnge his mind about sending Granddad away? Find
Sentences from the story that support your opinion.
IV. INTERPRETATION QUESTIONS

1. Why does Petey dislike the woman his father intends to marry?
2. What is the real reason that Petey’s father bought the blanket?
3. The author described dad’s fiancée as “the pretty girl with the hard bright face
like a china doll’s.” What quality in her character does the author want to
emphasize?
4. What relationship did Petey and his Granddad have? Find sentences from the
story that support your opinion.
5. Do you think Petey really wanted to cut the blanket?
6. What lesson do you think Petey’s father learned?
7. In your opinion, did the fiancée get what she deserved?
8. Why did the three cry in the end of the story?

V. CLOSE TELLING. THE GIST OF THE STORY

1. Tell the gist of the story.

2. Try to tell the story close to the text.
3. Tell the story as Granddad would tell it.
4. Imagine Petey’s dad is telling the dtory.

VI. VOCABULARY DEVELOPMENT

a) Read each of the following sentences. Then circle the letter of the answer that gives the
correct meaning for each word in bold print.

1. Granddad’s blanket slid on the floor.

a. was pushed b. fell c. was thrown d. lay

2. Petey went to fetch Granddad’s fiddle.

a. harmonica b. bugle c. violin d. ukulele

3. His chair creacked.

a. sagged b. broke c. stiffened d. squeaked

4. He involuntarily gave his body a painful twist.

a. deliberately b. unintentionally c. rudely d. consciously

5. Granddad and Petey were startled by the girl’s laugh.

a. frightened b. pleased c. disgusted d. surprised

6. She spoke reproachfully to Petey’s father about the cost of the blanket.

a. pleadingly b. in a scolding c. unpleasantly d. indifferently

manner

7. Petey went into the shanty to get the fiddle.

a. garage b. attic c. shack d. porch

8. Petey’s voice was harsh when he told his father to cut the blanket in half.

a. rough b. soft c. gentle d. cold

9. Granddad felt that he had become a nuisance in the house.

a. too old b. an annoyance c. not understanding d.a fnancial

burden

10. Petey’s father spoke defensively about buying an expensive blanket for his father.

a. with conviction b. uncaringly c. excusing himself d. accusing

others

11. Granddad stooped to pick up the blanket.

a. sat down b. moved away c. bent over d. got up

12. Granddad was embarrassed to talk about the blanket in front of Dad’s fiancée.

a. uncomfortable b. unable c. unhappy d. uncertain

13. Petey abruptly went inside to look for the scissors.

a. quickly b. suddenly c. slowly d. gently

14. granddad didn’t want people to hear him complain about aches and pains.

a. continuous pain b. sudden pain c. bad pain d. mild pain

b) Read each of the following sentences. Then circle the letter of the answer that correctly
completes the sentence.

1. The doorway was so low that he had to _______________ .

a. climb b. stoop c. crawl

2. I don’t want to be a_______________ , so tell me if you want to be alone.

a. burden b. trouble c. nuisance

3. She was _______________ by colleagues for leaking the story in the press.

a. criticised b. reproached c. praised

4. I was so _______________ on my work that I didn’t notice the time.

a. patricular b. intent c. involved

5. When she told bad rumours about her husband she went off in a _______________ .

a. panic b. anger c. huff

6. When one of them declared that he would solve the problem they looked at one
another _______________ .

a. angrily b. knowingly c. uncertainly

c) Remember! Don’t mix the words up.

ache [eΙk] n – a continuous feeling or pain in a part of the body.

pain [peΙn] n – the feelings that you have in your body when you have
been hurt or when you are ill

complete the diagrams with the words in the box.

 chest, head, in the knee, back, ear, tooth, stomch

head
ache pain
in the
knee

fetch [fet] v – to go where sb./sth. is and bring them/it back

bring [brΙŊ] v – to come to a place with sb./sth.

complete the sentences with the verbs above.

1. He wanted to __________ a present for his daughter.

2. The inhabitants have to walk a mile to __________ water.
3. She has gone to __________ the kids from school.
4. She __________ her boyfriend to the party.
5. Could you __________ me my bag?
6. Don’t forget to __________ your books with you.

d) How is the girl characterised by the author? Draw the boxes given below in your notebook
and fill it with suitable words. Can you add some other words and phrases to characterise her?
 fine girl
fine girl

Dad’s
Dad’sFiancée
Fiancée

e) Match the words in colomn A with the definitions in colomn B

A B

1. gully ____ a. the group of people who are responsible for

controlling a country or state
2. shanty ____ b. a small narrow channel usually formed by a
stream or rain
3. pretend ____ c. a light wind
4. government ____ d. unintentionally
5. breeze ____ e. a thing, a person or a situation that is annoying
or causes trouble and/or problems
6. involuntarily ____ f. white clay which is backed and used for making
delicate cups, plates, etc.
7. nuisance ____ g. to speak very quietly to sb. that other people
cannot hear what you are saying
8. china ____ h. a small house built of pieces of wood, metal
and cardboard
9. stoop ____ i. to behave in a particular way in order to make
other people believe sth. that is not true
10. whisper ____ j. to bend your body forwards and downwards
f) Read the text again and find adjective + noun collocations and give Gerogian translation
of them, e.g. thin white moon . Make up sentences using these collocations.

g) Fill in the blanks with prepositions and adverb particles: off, out, up. These three particles
are sometimes used with verbs to express a general sense of completion, result or emphasis.

1. Has your toothsche passed _______ yet?

2. We spent an hour trying to puzzle _______ the answer to this problem.
3. No one put any more coal on the fire and it gradually died _______ .
4. Shake the medicine _______ before you pour it _______.
5. ‘I’ll have a big car when I grow _______ ‘ Tommy told his mother.
6. The shipwrecked sailors hollowed the trunk _______ and made a boat.
7. We have to finish _______ our essays for homework tonight.
8. The old man gathered _______ the sticks and sold them for firewood.
9. She used _______ all her energy on cleaning the house.
10. Add these figures _______ and tell me the answer.
11. John was tired _______ after the strenuous game and dozed _______ as soon as
he sat down in the comfortable chair.
12. ‘Whose name have I left _______ ?’ Mrs White asked after she had read _______ the list.
13. I didn’t wake _______ until nine o’clock this morning.
14. ‘I’m afraid we have sold _______ but I shall order some more if you wish,’ said the
Shopkeeper.
15. Drain _______ the fat before you serve the dish.
16. Peter carefully folded _______ the letter and put it in his pocket.
17. ‘Rinse the clothes _______ thoroughly before you hang them on the line,’ Mrs. Brown
told Ann.
18. Will you help me to tie _______ this parcel?
19. This year the disease killed _______ more cattle than it did last year.
20. The money you have paid me cancels _______ the debt.
VII. LANGUAGE IN USE

a) Phrasal Verbs. Read the story to look for other examples of phrasal verbs. Then work
with a partner to guess the meaning of the phrasal verbs and complete the following chart.
The first example has been done for you.

Phrasal Verb Meaning Sentence

wash up to wash the dishes after eating when they washed up the
supper dishes, they went out
on the shanty porch

b) Word Forms. Complete the chart by filling in the various forms of the following words
taken from “The Blanket”. Use your dictionary if you need help.
Note! There may be more than one possible word for the same part of speech.

Verb Noun Adjective Adverb

reproach reproach reproachful reproachfully
pretend
pain
sleep
startle
intent
c) Word Formation (word building). Read the story once more, find all the derived words and
fill in the chart. The first example has been done for you.

Prefixes Suffixes Compound Words Converted Pairs

involuntarily embarrassment X a tune – to tune

VIII. QUESTIONS FOR DISCUSSION

1. Do you think Granddad would be happy in the company of elderly people in that
‘great brick building – the government place’?
2. Did Petey’s father really want to send the Granddad away or was he easily
Influenced by his fiancée?
3. Can Petey’s anger be justified? Did he intend to hurt his father?
4. Why do you think there is a generation gap in modern societies? Is it caused by a
lack of understanding? Will nursing places solve the problem?

IX. TOPICS FOR WRITING

1. Write the summary of the story.

2. Is there the same problem in Georgia? What is your opinion about sending old
people away?
3. Finish the story.
Isaac Asimov (1920 – 1992)
Had a remarkable career as a scientist, teacher, and author. Born in Petrovichi, Russia, Asimov
immigrated to the United States, earned a Ph.D. at Columbia University, and taught biochemist-
ry. Although English was not his native language, Asimov wrote nearly 500 books on a variety of
subjects, both fiction and nonfiction. His nonfiction work includes Asimov’s Biographical
Encyclopedia of Science and Technology. However, he is most famous for his science fiction
stories such as “The Fun They Had,” a look into the classrooms of the future.

The Fun They Had

Margie even wrote about it that night in her diary. On the page headed May 17, 2155, she wrote,
“Today Tommy found a real book!” It was a very old book. Margie’s grandfather once said that
when he was a little boy his grandfather told him that there was a time when all stories were printed
on paper.
They turned the pages, which were yellow and crinkly, and it was awfully funny to read words
that stood still instead of moving the way they were supported to – on a screen, you know. And
then, when they turned back to the page before, it had the same words on it that it had had when
they read it the first time.
“Gee,” said Tommy, “what a waste. When you’re through with the book, you just throw it away, I
guess. Our television screen must have had a million books on it and it’s good for plenty more. I
wouldn’t throw it away.”
“Same with mine,” said Margie. She was eleven and hadn’t seen as many telebooks as Tommy
had. He was thirteen.
She said, “Where did you find it?” “In my house.” He pointed without looking, because he was
busy reading. “In the attic.”
“What’s it about?”
“School.”
Margie was scornful. “School? What’s there to write about school? I hate school.” Margie always
hated school, but now she hated it more than ever. The mechanical teacher had been giving her test
after test in geography and she had been doing worse and worse until her mother had shaken her
head sorrowfully and sent for the County Inspector.
He was around little man with a red face and a whole box of tools with dials and wires. He
smiled at her and gave her an apple, then took the teacher apart. Margie had hoped he wouldn’t
know how to put it together again, but he knew how all right and, after an hour or so, there it was
again, large and black and ugly with a big screen on which all the lessons were shown and the
questions were asked. That wasn’t so bad. The part she hated most was the slot where she had to
put homework and test papers. She always had to write them out in a punch code they made her
learn when she was six years old, and the mechanical teacher calculated the mark in no time.
The inspector had smiled after he was finished and patted her head. He said to her mother, “It’s
not the little girl’s fault, Mrs. Jones. I think the geography sector was geared a little too quick.
Those things happen sometimes. I’ve slowed it up to an average ten-year level. Actually, the overall
pattern of her progress is quite satisfactory.” And he patted Margie’s head again.
Margie was disappointed. She had been hoping they would take the teacher away altogether. They
had once taken Tommy’s teacher away for nearly a month because the history sector had blanked
out completely.
So she said to Tommy, “Why would anyone write about school?”
Tommy looked at her with very superior eyes. “because it’s not our kind of school, stupid. This is
the old kind of school that they had hundreds and hundreds of years ago.” He added loftily,
pronouncing the word carefully, “Centuries ago.”
Margie was hurt. “Well, I don’t know what kind of school they had all that time ago.” She read the
book over his shoulder for a while, then said, “Anyway, they had a teacher.”
“Sure they had a teacher, but it wasn’t a regular teacher. It was a man.”
 “A man? How could a man be a teacher?”
“Well, he just told the boys and girls things and gave them homework and asked them questions.”
“A man isn’t smart enough.”
“Sure he is. My father knows as much as my teacher.”
“He can’t. A man can’t know as much as a teacher.”
“He knows almost as much, I betcha.”
Margie wasn’t prepared to dispute that. She said, “I wouldn’t want a strange man in my house to
teach me.” Tommy screamed with laughter, “You don’t know much, Margie. The teachers didn’t
live in the house. They had a special building and all the kids went there.”
“And all the kids learned the same thing?”
“Sure, if they were the same age.”
“But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it teaches
and that each kid has to be taught differently.”
“Just the same, they didn’t do it that way then. If you don’t like it, you don’t have to read the
book.”
“I didn’t say I didn’t like it,” Margie said quickly. She wanted to read about those schools.

They weren’t even half finished when Margie’s mother called, “Margie! School!” Margie looked
up. “Not yet, mamma.”
“Now,” said Mrs. Jones. “And it’s probably time for Tommy, too.”
Margie said to Tommy, “Can I read the book some more with you after school?”
“Maybe,” he said, nonchalantly. He walked away whistling, the dusty old book tucked beneath his
arm.
Margie went into the schoolroom. It was right to her bedroom, and the mechanical teacher was on
and waiting for her. It was always on at the same time every day except Saturday and Sunday,
because her mother said little girls learned better if they learned at regular hours. The screen was lit
up, and it said: “Today’s arithmetic lesson is on the addition of proper fractions. Please insert
yesterday’s homework in the proper slot.”
Margie did so with a sigh. She was thinking about the old schools they had when her grandfath-
er’s grandfather was a little boy. All the kids from the whole neighborhood came, laughing and
shouting in the schoolyard, sitting together in the schoolroom, going home together at the end of the
day. They learned the same things so they could help one another on the homework and talk about
it.
And the teachers were people …
The mechanical teacher was flashing on the screen: “When we add the fractions ½ and ¼ …”
 Margie was thinking about how the kids must have loved it in the old days. She was thinking
about the fun they had.

I. GLOSSARY

fun [fΛn] n – enjoyment; pleasure; a thing that gives enjoyment or pleasure and makes you feel
happy; mxiaruleba, garToba, adj. gasarTobi, TavSesaqcevi

crinkly [′krIŊklI] adj – having a lot of thin folds or lines, especially in skin, fabric or paper;
daWmuWnuli, naoWebiani

gee [dʒi:] n – exclamation (especially AmE) a word that some people use to show that they are
surprised, impressed or annoyed; esec kargi ambavi! Gakvirvebis, wyenis da a.S. gamomxatveli
SeZaxili

scornful [′sco:rnfl] adj – showing or feeling scorn (=contempt); zizRis upativcemulo-

bis gamomxatveli
punch code [′pΛnt koυd] n – a code on a perforated card (or tape); wesebis Semcveli baraTi,
romelic daxvretilia da misi nawilis moxeva adviladaa SesaZ-
lebeli

the County Inspector – an inspector in charge of a number of schools in a county; here, a

mechanic repairing “television teachers” in the county; sagrafo, administraciuli er-
Teuli inglisSi, olqi aSS-Si)

Gear [gIə(r)] v – to gear sth to sth (usually passive) to make, change or prepare sth so that it is
suitable for a particular purpose: the course had been geared towards the specific needs of its
members; morgeba, (moargebs)
‘the geographic sector was geared a little too quick’ = the geography sector was set to teach
children of an older age group than Margie’s

a regular teacher – an ordinary, i.e. machanical teacher

nonchalantly [′nontələntlI] adv – without any anxiety, very calmly; gulgrilad, mSvidad
auRelveblad

tuck [tΛk] v – to put sth into a small space, especially to hide it or keep it safe or comfortable; aq:
mklavqveS amoido

proper fractions – wesieri wiladi

flash [flæ] v – to shine very brightly for a short time; gaelveba, ganaTeba

loftily – proudly, deserving praise; amayad

II. PHRASES AND SENTENCE STRUCTURES

What a waste – fulis, drois an raimes arapraqtikulad flangva, xarjva
to take sth apart – raimes nawilebad daSla
to put sth together – raimes awyoba
to be through with – damTavreba
all right – aq: namdvilad, rasakvirvelia
blanked out – dacarielda
I betcha = I’ll bet you – dagenaZlevebi
just the same – da mainc

III. COMPREHENSION QUESTIONS

1. When does the story take place?
2. How is the book that Tommy found different from the books that Margie and
Tommy are familiar with? What is it about?
3. How do students in Margie and Tommy’s time learn? Where do they go to school?
Who are their teachers?
4. How does Margie feel about school? Why?
5. Why does the County Inspector visit Margie’s house?
6. What does Margie hope will happen when the County Inspector visits?
7. At the beginning of the story, what is Margie’s attitude toward the book Tommy
found? What is her attitude at the end of the story?

IV. INTERPRETATION QUESTIONS

1. The story begins with the discovery in 2157 of an old book. What do the children
find so strange about this book?
2. What differences between life in general two hundred years from now and life
today are suggested to you by the first incident in the story?
3. According to the story what differences will there be in the schooling two hundred
years from now?
4. The story suggests some of the advantages which this type of schooling is supposed
to have. What are these advantages?
5. Reread the last paragraph. What do you suppose must have been in Margie’s mind
 to make her feel as she did, was she right or wrong?
6. What makes Tommy feel that Margie will not read the book?
7. What is the fun the children have when they go to ordinary schools nowadays?

V. CLOSE TELLING. THE GIST OF THE STORY

VI. VOCABULARY DEVELOPMENT

a) Read each of the following sentences. Then circle the letter of the answer that gives the
correct meaning for each word in bold print.
1. Margie even wrote about it that night in her diary .
a. a note-book b. a letter c. a book in which you
write down experiences
you have each day

2. “I’ll found it in my house.” He pointed without looking … In the attic .

a. a cellar b. a room just below the c. a porch
roof of a house

3. She had to write her answers out in a punch code… and the mechanical teacher calculated
the mark in no time.
a. guessed the answer b. figured out the grade c. wrote comments

4. “I think the geography sector was geared a little too quick.”

a. set b. broken c. prepared

5. “My father knows almost as much as my teacher I betcha.” Margie was not prepared to
dispute that.
a. repeat b. argue about c. laugh at

6. Margie was disappointed .

a. sorry b. upset c. angry

7. The history sector had blanked out completely.

a. covered b. erased c. was empty

8. A teacher has to be adjusted to fit the mind of each boy and girl it teaches.
a. suitable b. replaced c. prepared
b) Match the words in colomn A with the definitions in colomn B

A B
1. scornful _____ a. a division of a number, for example ⅔
2. sorrowfully _____ b. without any anxiety, very calmly
3. patted _____ c. showing or feeling scorn
4. loftily _____ d. intelligent
5. smart _____ e. very sadly
6. nonchalantly _____ f. to touch sb/sth several times with your
hand very gently
7. fraction _____ g. proudly
8. tucked _____ h. put sth into a small place, esp. when he
wanted to hide sth and keep safe

c) Fill in the blancks with appropriate expression from the box below.

flashed, screen, calculated, overall, blackout,

disputed, slot, insert, anyway, centuries

1. The water was cold but I took the shower _____________ .

2. Lightening _____________ in the distance.
3. They were staring at the television _____________ .
4. We haven’t really _____________ the cost of the vacation yet.
5. The ownership of this land has been _____________ for years.
6. She had tried to _____________ the whole experience.
7. You have omitted the letter in this word. Please _____________ it correctly.
8. Before dialing the number insert the coin into the _____________ .
9. The _____________ impression of the display of pictures is interesting.
10. Tbilisi has been the capital of Georgia for 15 _____________ .

d) Use these words correctly (don’t confuse them).

fun (noun) funny (adjective)

1. enjoyment; pleasure; a thing 1. making you laugh, amusing a funny story
 that gives enjoyment or pleasure I heard a funny joke on the radio
and makes you feel happy
2. behaviour or activities that are not 2. difficult to explain or understand
serious but come from a sense of I cannot understand why she gave me such
enjoyment a funny look
for fun , for the fun of it = gasarTobad,
TavSesaqcevad
in fun = xumrobiT 3. (informal) suspicious and probably illigal
and dishoest
4. (Br.E., spoken) humorous in a way that shows
a lack of respect
5. (Br.E. informal) slightly crazy, not like other
People

Not
funny doesn’t mean enjoyable.
e!

Translate the sentences into English using the words fun and funny

1. es yvelaze sasaciloa, rac ki odesme gamigonia.

_____________________________________________________________________
2. meris wveulebaze Zalian gaverTeT.
_____________________________________________________________________
3. dRes auxsneli raRac SememTxva.
_____________________________________________________________________
4. gadavwyvite espanuri Semeswavla, mxolod TavisSesaqcevad.
______________________________________________________________________
5. misi wyenineba ar gvindoda, yvelaferi es xumrobiT gakeTda.
______________________________________________________________________
6. gaugebaria – erTi wuTis win tomi aq iyo, axla ki wasulia.
______________________________________________________________________
7. eWvi maqvs iq SesaZloa raRac saeWvo xdeba.
______________________________________________________________________
8. qmris gardacvalebis Semdeg merim cota aafrina.
 ______________________________________________________________________
9. ra aris aseTi sasacilo!
______________________________________________________________________
10. bebias axalgazrdobaSi patara sasacilo qudi exura.
______________________________________________________________________

VII. LANGUAGE IN USE

a) Word Forms. Complete the chart by filling in the various forms of the following words
taken from “The Fun They Had”. Use your dictionary if you need help.

Note! There may be more than one possible word for the same part of speech.

Verb Noun Adjective Adverb

laugh laugh; laughter laughing laughing
real
waste
differently
adjust

c) Word Formation (word building). Read the story once more, find all the derived words and
fill in the chart. The first example has been done for you.

Prefixes Suffixes Compound Words Converted Pairs

dis-appoint nonchalantly grandfather a gear – to gear
VIII. QUESTIONS FOR DISCUSSION

1. How would you like to get your education as Margie and Tommy get theirs?
2. Do you think reading books on the screen is as effective as reading real books?
3. Do you think this unprecedented progress in science and technology will change
Man’s mental attitude to life in general?
4. Will development in technology and science be always positive? What can you
say about genetic engineering and process of cloning?

IX. TOPICS FOR WRITING

1. Write a summary of the story in two or three paragraphs. Be sure to include all of
the major events.
2. Write a dialogue between Margie and her mother, in which Margie tells her about
the book and schools described in it. How does her mother respond? What is Margie’s
reaction?
Henry Graham Greene (1904-1991)
was an English novelist, short story writer, playwright, screenwriter, travel writer and critic whose
works explore the ambivalent moral and political issues of the modern world. Greene combined
serious literary acclaim with wide popularity. Although Greene objected strongly to being
described as a Catholic novelist rather than as a novelist who happened to be Catholic, Catholic
religious themes are at the root of much of his writing, especially the four major Catholic novels:
Brighton Rock, The Heart of the Matter, The End of the Affair, and The Power and the Glory.
Works such as The Quiet American, Our Man in Havana and The Human Factor also show an avid
interest in the workings of international politics and espionage. Greene suffered from bipolar
disorder1 which had a profound effect on his writing, and drove him to excess in his personal life. In
a letter to his wife Vivien he told her that he had "a character profoundly antagonistic to ordinary
domestic life", and that "unfortunately, the disease is also one's material".

I SPY2
Charlie Slowe waited u n t i l he heard his mother snore before he got out of bed. Even then he moved
w i t h caution and tiptoed to the window. The front of the house was irregular, so that it was possible
to see a light burning in his mother's room. But now all the windows were dark. A searchlight passed
1

Bipolar disorder is a category of mood disorders defined by the presence of one or more episodes of abnormally elevated mood,
clinically referred to as mania. Individuals who experience manic episodes also commonly experience depressive episodes or symptoms,
or mixed episodes in which features of both mania and depression are present at the same time. These episodes are normally separated
by periods of normal mood.

2
A children's guessing game where players have to guess what the spyer can see, based on the initial letter of the object.
I spy with my little eye something beginning with W.
across t he sky lighting the banks of cloud and probing the dark deep spaces between, seeking enemy
airships. The wind blew from th e sea, and Charlie Stowe could hear behind his mother's snores th e
beating of the waves. A draught through the cracks in t h e window-frame stirred his night shirt.
Charlie Stowe was frightened.
But the thought of t h e tobacconist's shop which his father kept down a dozen wooden stairs drew him
on. He was twelve years old, and already boys at the County School mocked him because he had never
smoked a cigarette. ( Th e packets were piled twelve deep below, Gold Flake and Player’s, De
Reske, Abdulla, Woodbines, and the little shop lay under a thick haze of stale smoke which would
completely disguise his crime. That it was a crime to steal some of his father’s stock Charlie Stowe had no
doubt, but he did not love his father; his father was unreal to him, a wraith, pale, thin, indefinite, who
noticed him only spasmodically and left even punishment to his mother. For his mother he felt a passionate
demonstrative love; her large boisterous presence and her nois charity filled the world for him; from her
speech he judged her the friend of everyone, from the rector’s wife to the ‘deer Queen’, except the ‘Huns’,
the monsters who lurked in Zeppelins in the clouds. But his father’s affection and dislike were as indefinite
as his movements. Tonight he had said he would be in Norwich, and yet you never knew. Charlie Stowe
had no sense of safety as he crept down the wooden stairs. When they creaked he clenched his fingers on
the collar of his night-shirt.
At the bottom of the stairs he came out quite suddenly into the little shop. It was too dark to see his
way, and he did not dare touch the switch. For half a minute he sat in despair on the bottom step with
his chin cupped in his hands. Then the regular movement of the searchlight was reflected through an
upper window and the boy had time to fix in memory the pile of cigarettes, the counter, and the small
hole under it. The footsteps of a policeman on the pavement made him grab the first packet to his hand
and dive for the hole. A light shone along the floor and a hand tr ie d the door, then the footsteps
passed on, and Charlie cowered in the darkness.
At last he got his courage back by telling himself in his curiously adult way that if he were caught
now there was nothing to be done about it, and he might as well have his smoke. He put a cigarette in
his mouth and then remembered that he had no matches, for a while he dared not move. Three times
the searchlight lit the shop, as he muttered taunts and encouragements. 'May as well be hung for a
sheep,' 'Cowardy, cowardy custard.' grown-up and childish exhortations oddly mixed.

But as he moved he heard footfalls in the street, the sound of several men walking rapidly. Charlie
Stowe was old enough to feel surprise that anybody was about. The footsteps came nearer, stopped; a
key was turned in the shop door, a voice said: 'Let him in,' and then he heard his father, ' I f you
wouldn't mind being quiet, gentlemen. I don't want to wake up the family.' There was a note
unfamiliar to Charlie in the undecided voice. A torch flashed and the electric globe burst into blue
light. The boy held his breath; he wondered whether his father would hear his heart beating, and he
 clutched his night-shirt ti gh tl y and prayed, 'O God, don't let me be caught.' Through a crack in the
counter he could see his where he stood, one hand held to his high s t i f f collar, between two men in
bowler hats and belted mackintoshes. They were s trangers .

'Have a cigarette,' his father said in a voice dry as a biscuit. One of the men shook his head. ' I t
wouldn't do, not when we are on duty. Thank you all the same.' He spoke gently, but without
kindness: Charlie Stowe thought his father must be ill.
'Mind if I put a few in my pocket?' Mr Stowe asked, and when the man nodded he lifted a pile of Gold
Flake and Players from a shelf and caressed the packets with the tips of his fingers.

'Well,' he said, 'there's nothing to be done about it, and I may as well have my smokes.' For a moment
Charlie Stowe feared discovery, his father stared round the shop so thoroughly; he might have been
seeing it for the first time. 'It's a good little business,' he said, 'for those that like it. The wife will sell
out, 1 suppose. Else the neighbours'll be wrecking it. Well, you want to be off. A stitch in time. I'll get
my coat.'
'One of us'll come with you, if you don't mind,' said the stranger gently. 'You needn't trouble. It's on
the peg here. There, I'm all ready.' The other man said in an embarrassed way, 'Don't you want to
speak to your wife?' The thin voice was decided. 'Not me. Never do today what you can put off t il l
tomorrow. She'll have her chance later, won't she?'
'Yes, yes,' one of the strangers said and he became very cheerful and encouraging. 'Don't you worry
too much. While there's life…’ and suddenly his father tried to laugh.

When the door had closed Charlie Stowe tiptoed upstairs and got into bed. He wondered why his
father had left the house again so late at night, and who the strangers were. Surprise and awe kept him
for a "little while awake. It was as if a familiar photograph had stepped from the frame to reproach
him with neglect. He remembered how his father had held tight to his collar and fortified himself
with proverbs, and he thought for the first time that, while his mother was boisterous and kindly, his
father was very like himself, doing things in the dark which frightened him. It would have pleased
him to go down to his father and tell him that he loved him, but he could hear through the window the
quick steps going away. He was alone in the house with his mother, and lie fell asleep.

I. GLOSSARY

spy [spaI] v - to keep a secret or furtive watch (on); TvalTvali (uTvalTvalebs)

snore [snL] v - breathe noisily in sleep; a sound made by snoring; a snorting or whistling sound made
while sleeping; xvrinva (xvrinavs)

caution [kLSn] n – carefulness; sifrTxile

tiptoe [‘tIptqu] v - to walk on the toes and the balls of the feet with the heels off the ground;
TiTiswverebze siaruli

searchlight [‘sWClaIt] n - apparatus for projected light; proJeqtori

bank [bxNk] n - here: mass of cloud meteorology: a large dense area of cloud or fog; aq: Rrublebis
grova

probe [prqub] v - examine area, to search or explore a place; investigate something completely;
sinjavs, iZiebs, amowmebs, Seiswavlis

seek/sought /sought [sJk/sLt/sLt] v - search for something; Zebna

draught [drRft] n – draft; orpiri qari

crack[krxk] n - long narrow opening; RriWo, dire

draw on [drL on] v - to cause to come by attracting; attract; miizidavs

mock [mOk] v - treat somebody with scorn or contempt; sacinad aigdebs, abuCad aigdebs

pile [pail] v - stack things one on top of another stacked into a mound; daawyobs erTimeoreze, zvinad
Sekravs; zvini, grova, gora

Gold Flake, Player's etc. - English brands of cigarette; inglisuri sigaretebis saxeobebi

Haze [heiz] n - mist, cloud or smoke suspended in the atmosphere and obscuring or obstructing the
view; burusi, kvamli

stale [steIl] adj - no longer fresh; stagnant and low in oxygen owing to the lack of circulation or
ventilation; damdgari, myrali (suni, gemo)

wraith [reIT] n - ghost; apparition of somebody soon to die; aCrdili, moCveneba

indefinite [In’defInIt] adj - not clear or not precisely defined or fixed; bundovani, gaurkveveli,
ganusazRvreli

disguise [dis’gaiz] v - to modify the appearance or manner in order to conceal the identity of (oneself,
someone, or something); gadacma (gadaicvams), ieris Secvla (iers Seicvlis)

spasmodically [spxz’mOdIkqlI] adv - occasionally, not regularly; iSviaTad, /roca moeprianeboda

demonstrative [dI’mOnstratIv] adj - unrestrained in showing love and affection; gulRia, daufaravi,
aSkarad

boisterous [‘boIstqrqs] adj - full of noisy enthusiasm and energy, and often roughness or wildness;
xmauriani, sicocxliT saves mCqefare
charity [‘CxrItI] n - the impartial love of other people, especially as a Christian virtue;
qvelmoqmedeba, sikeTe

rector n - priest in charge of a parish; mRvdeli

Huns [hAnz] , pl Huns or Hun n - 1. a member of any of several Asiatic peoples who invaded the
Roman Empire in the 4th and 5th centuries AD; 2. Offensive Slang Used as a disparaging term for
a German, especially a German soldier in World War I.; hunebi

lurk [lWk] v - to exist as an unsuspected threat or danger; imaleba, ibudebs

stare [steq] v - to look directly at somebody or something for a long time without moving the eyes
away, usually as a result of curiosity or surprise, or to express rudeness or defiance; miaSterdeba

affection [q’fekSn] n - fond or tender feeling toward somebody or something; siyvaruli, yuradReba

creak [kri:k] v - to make a prolonged squeaking noise; Wrialebs

clench [klenC] v - to close your teeth or fist tightly; mokumavs

cup [kΛp] v - . make hands into a cup; to form one or both of the hands into an open hollow rounded
shape, usually to hold or receive something such as water; aq: peSvad Sekras xeli/xelebi

reflect [ri’flekt] v - show mirror image of something; aireklavs

hole [hqul] n - den, hiding place; soro, xveli, samalavi

grab [grxb] v - seize something; dastacebs, daavlebs, CabRujavs

cower [‘kauq] v - (intransitive verb)to cringe or move backward defensively in fear; moibuzeba, ukan
daixevs, SeSinebuli ukusvliT wava

curiously [‘kjuqriqslI] adv - strangely, unexpectedly; uCveulod, moulodnelad, Seufereblad

taunt [tLnt] n - a scornful remark or tirade; a jeer; dacinva

encouragement [In’kAriGmqnt] n - support backup; gamxneveba, mxarSi dgoma

exhortation [,egzL’teISn] n - something said or written in order to urge somebody strongly to do

something; the giving of earnest advice or encouragement; qadageba, waqezeba; darigeba, rCeva

footfall [‘fu:tfLl] n - the sound made by somebody's foot coming into contact with the ground as he or
she walks; fexis xma

‘cowardy’ [‘kauqrdI] adj - (form ‘coward”)somebody regarded as fearful and uncourageous; mxdali,
mSiSara

custard [‘kAstqd] n - a baked sweetened mixture of eggs and milk ;“Cowardly Custard” is just part
of a children's taunting rhyme that kids used to say to each other when they would "dare" each other to
do things and if one of them was too scared to try, the rest would chant:"Cowardly, cowardly custard,
you can't eat mustard." Also custard is yellow which is another way of saying somebody is a coward.
Mostly kids would use not “cowardly custard”, but “cowardy custard”. tkbili moxarSuli kremi
undecided adj - not yet having made a choice or decision; aq: gabzaruli, gaubedavi, meryevi

torch n - same as flashlight; xelis farani

flash v - cause light to appear suddenly or in brief bursts from something, or appear in this way;
gaielvebs

clutch v - to grip something tightly; Caafrindeba

mackintosh [mxkIntOS] n - a waterproof coat worn for protection against the rain; wyalgaumtari
sawvimari

biscuit [‘bIskIt] n - a small round plain piece of dry bread that is then baked in an oven;

mind v - object to somebody or something; winaaRmdegia

else adv – otherwise; Tu ara da..., sxvagvarad

wreck [rek] v - to destroy something completely or damage it beyond repair; gaanadgurebs, mospobs,
CafuSavs (gegmebs)…

peg n - hook for hanging things; kauWi, sakidi

awe [L] n - mixture of wonder and dread; Zrwola

reproach [rI’proqC] v - to criticize somebody for doing something wrong; usayvedurebs

fortify [‘fLtIfaI] v - to give somebody physical, mental, or moral strength or encouragement;

gaamyarebs

kindly adj - sympathetic and kind; TanagrZnobiT, keTilad

II. PHRASES AND SENTENCE STRUCTURES

may as well – a proverb (see ex. … p. …)- you may as well (do something)
there is no reason you should not do something. If you want to buy stocks, you may as well
do it now, when the prices are low.
fix in memory - v. try to make image permanent in memory mexsierebaSi aRibeWdavs,
daixsomebs
hold one’s breath - v. try not to breathe for a while sunTvas Seikravs
draw on v. to cause to come by attracting; attract - miizidavs
bowler hat - n. hats with a rounded top erTgvari farfelbiani qudi, ?/..…
wouldn’t do on duty - “we’re not allowed to … when working” araa nebadarTuli
be off - v. to leave somewhere wava
a stitch in time – a proverb- from a proverb: a stitch in time saves nine dros dazogavs
if you don’t mind – if you don’t object – Tu winaaRmdegi ar xarT
you needn’t trouble - nu SewuxdebiT
in an embarrassed way - Sewuxebulma
keep awake … Surprise and awe kept him awake – fxizlobs, ar iZinebs/ ar aZinebs
else the neighbours – otherwise the neighburs… Tu ara, da, mezoblebi
while there’s time - a proverb Tuki dro kidev dagrCa

III. COMPREHENSION QUESTIONS

1. What was Charlie waiting for?

2. What made Charlie hide?
3. Where did the Stowes live?
4. What is the age of the main character?
5. Why did boys at the County school mock Charlie?
6. How would you characterize Charlie’s parents?
7. Did Charlie expect any visitors so late at night and why?
8. What epoch does the story refer to?
9. What happens to Charlie’s father?
10. How do Charlie’s feelings to his father change by the end of the story?
11. What features common to himself did Charlie discover in his father?
12. What would Charlie like to say to his father after the three men leave the house by night?

IV. INTERPRETATION QUESTIONS

1. What kind of relationship do you think Charlie had with: a) his father? b) his mother?
Find phrases which tell you how he felt towards them.
2) How does Graham Greene create a feeling of suspense in the story? Find words he uses to describe
Charlie’s feelings, the setting, what he fears and sees and his movements.

3) Who are the men who take Charlie’s father away? What evidence in the text tells you who they
might be?
4) In your opinion why did the author call the story “I SPY”?
V. CLOSE TELLING. THE GIST OF THE STORY

VI. VOCABULARY DEVELOPMENT

a) Read each of the following sentences. Then circle the letter of the answer that gives the
correct meaning for each word in bald print.

1. The only noise that Charlie could hear was his mother’s ….. .
a. crying b. weeping c. snoring

2. Suddenly Charlie heard heavy ….. in the street.

a. knock b. footfalls c. crack
3. His mother’s ….. presence and noisy charity filled the world for him
a. sad b. gentle c. boisterous

4. In fear the boy …. his night shirt asked god to for help.
a. clutched b. clenched c. held
5. He was frightened and when he tried to say something his voice sounded dry as a …..
a. biscuit b. wood c. paper

6. There was no sense of … as the enemy airships were bombarding the town.
a. humour b. responsibility c. safety
7. The child was willing to remember the picture of the shop …… in the mirror.
a. echoed b. reflected c. seemed

8. Charlie felt a lot ….. to his mother than to his father.

a. nearer b. happier c. closer

b) Match the words in column A with the definitions in column B

A B

1. draught _____ a. to strengthen physically, mentally, or morally

2. mock _____ b. a ghost or any apparition
3. wraith _____ c. a current of air esp. one intruding into an
enclosed space
 4. indefinite _____ d. to move stealthily or be concealed, esp for evil
purposes
5. charity _____ e. to behave with scorn or contempt
6. fortify _____ f. a speech or written passage intended to persuade,
inspire, or encourage
7. reproach _____ g. not certain or determined; unsettled
8. wreck _____ h. to impute blame to (a person) for an action or
fault; rebuke

9. exhortation _____ i. to involve in or suffer disaster or destruction

10. lurk _____ j. the impartial love of other people, especially as a
Christian virtue

c) Fill in the blanks below with the words in the box

spying, boisterous, indefinite, lurk, snore, spasmodically,

haze, stale, pile, tiptoe, searchlight, footfalls

1. The pies were bought a couple of days before and they looked …..
2. The packets of cigarettes lay in a beautiful …… on the shelf
3. Silvery night …. hung over the city.
4. He preferred to communicate with quiet and intelligent people rather than with noisy …..
characters.
5. He …… around the room in search of his glasses as the baby was asleep and he did not want
to wake him up.
6. His future seemed totally ….. to him that day, as the war had destroyed all his previous plans.
7. The ….. .. of the old man kept the passengers awake all night.
8. No regular meetings were expected as the teacher was rather inconsistent and arranged the
meetings …….
9. As O’ Henry said: Fortune is a prize to be won. Adventure is the road to it. Chance is what
may ……. in the shadows at the roadside.
10. If you watch someone or something stealthily it means you are ….
11. We heard heavy …… approaching the house and soon heard a knock at the door.
12. The monuments looked magnificent under the ……… directed at them by night..
d) Verbs with “OFF ”. We want to draw your attention to the changes in the meaning of
some verbs familiar to you

NOTE! most of the verbs below may have more meanings than given
below.

be off - hurry away, leave at once (e.g. I’m off home, it’s five o’clock)
put off - delay, postpone (e.g. We put our meeting off till Monday)
give off - to emit pollution or something else unpleasant (e.g. The police stopped the van
because it was giving off a lot of black smoke.)
come off - to take place or happen (e.g. The trip came off on schedule.); fall from (a
horse, a bicycle) be removable (e.g. The handle of this pan comes off.); To turn out to be
successful(e.g. The party actually came off.)
knock off - to take a break or rest from, stop( e.g. We knocked off an hour early); to
reduce the price of (e.g. They knocked ten pounds off when I asked for a discount)
take off - to rise in flight (e.g. the plane took off); to suddenly succeed (e.g. the style
really took off among teens); to leave suddenly (e.g. When he saw me coming, he took off
in the other direction); remove (e.g. Don’t take of your jacket, it’s cold here.)
keep off – stay at a distance from, not walk on(e.g. Please, keep off the grass); not talk
about (e.g. She kept off the subject of her divorce.)
pass off –to happen in a certain way (e.g. The demonstration passed off peacefully.)
turn off - cause to stop operating by disengaging a switch, disconnect (e.g. I turned the TV
off and went to bed.);slang: cause to feel intense dislike or distaste (e.g. That song really
turns me off.)
bring off - to cause to escape,  rescue (The helicopter brought off the people from the top of the
burning house..); to carry to a successful conclusion,  achieve, accomplish (e.g. They brought off
a successful advertising campaign.).

informal: accomplish, achieve successfully (rescue, carry to safety

Now, keeping in mind the aforesaid, fill the blanks with the appropriate prepositional verb
from above:

1. If we had worked more closely together, we could have …. …. a real coup.

2. He could be a salesman but his manner … customers ….

3. Don’t …….. …… till tomorrow what you can do today.
4. The Yarmouth lifeboat … …. the crew of the stricken tanker.

5. She glanced at her watch. “And by the way, I must ….

 6. My friend’s marriage didn’t … …; his fiancée broke off the engagement at the last
minute.
7. Her newly bought shoes lay in the sun outside and the leather …. …. a hot unpleasant
smell.
8. He could be a salesman but his manner … customers … .
9. He … … the horse when the horse refused to take over a fence.
10. “The lid of this tin won’t … … for me; can you move it? ‘
11. The Prime Minister’s party …. … for Brussels this morning for he next round of talks.
12. After the reorganizations in the government the economy of the country started to … …
unexpectedly.

13. We were told to …. ….. the grass.

14. One of the problems faced by the road-builders in some parts of the Amazon jungle was
how to …
…. the fierce people whose land they were crossing.
15. By mutual consent the negotiators …. …. the religious issue, and concentrated on
economic and
political differences.
16. Don’t forget to …. all the lights …. before you leave.

e) Proverbs and sayings play an important part in this story. Most of them are
incomplete. Match the beginnings of these proverbs (some from the story and some
not) with the correct endings.

1. A stitch in time… _____ a) …has a silver lining

2.You may as well be hung for a sheep… _____ b) …. there’s hope
3. Never put off till tomorrow … _____ c) … …. in the mouth
4. People who live in glasshouses… _____ d) …what you can do today
5. While there is life… _____ e) …. as for a lamb
6. Don’t look a gift horse… _____ f) …. saves nine
7. Every cloud… _____ g) …. shouldn’t throw stones

f) Now match the complete proverbs with the correct meanings and find their equivalents
in your native tongue.

even unhappy events may have their good side

 don’t give up until you’re dead do things immediately if you can – don’t delay
if somebody offers you something free, don’t criticise it
if you do something at the right time you can save yourself a lot of trouble later
don’t criticise other people if you are in danger of being criticised yourself
if you are going to get caught for a crime, it may as well be a big crime

g) Find these phrases in the story, and notice the way in which they are used. In each case circle a,
b or c to show which is the best equivalent. Show which examples are correct in the same way. Of
these, usually at least two are correct.

1. ‘tiptoed to the window’ a. walked on his hands and knees

b. walked with very big steps
c. walked very quietly on his toes
2. ‘… was irregular’ a. not flat or in line
b. badly built
c. built of rough stone

3. ‘A search light passed…’ a. there was an electric storm

b. a big light was being used to look for
enemy activity in the sky
c. planes with lights were flying in the area
4. ‘mocked him’ a. laughed at him
b. the window was open and he felt cold
c. he was so frightened that he was trembling
5. ‘thin haze of stale smoke’ a. a strong smell of old tobacco smoke
b. an unpleasant cloud of tobacco smoke
c. a light mist of tobacco smoke
6. ‘his father’s stock’ a. the goods in his father’s shop
b. his father’s favourite things
c. his father’s personal belongings
7. ‘noisy charity’ a. her loud laughter
b. her open love of life
c. her love of life in general
8. ‘monsters who lurked…’ a. airhips like strange, imaginary animals
b. clouds looking like ugly creatures
c. the cruel enemy soldiers waiting silently in
the airships
9. ‘clenched his fingers…’ a. he had to keep his collar together to keep
warm
b. he held his collar tightly, in fear
c. his fingers trembled as he held the collar
10. ‘dive for the hole’ a. move very quickly in order to hide
b. put his head down
c. go head-first into the hole
11. ‘muttered taunts’ a. talked to himself in order to feel braver
b. spoke in an angry way, as if to a friend
c. sang a song very quietly
h) Sentence Structure. Translate the following sentences into English. Pay attention to
special sentence structures in the story

(1.too + adjective + infinitive; 2. adjective/adverb+ enough +”to” infinitive)

Example: It was too dark to see his way.
Charlie Stowe was old enough to feel surprise that anybody was about.

Translate the following sentences into English.

1. mSoblebma metismetad daigvianes eqimis gamoZaxeba, ase rom axla bavSvis

saavadmyofoSi wayvana Tavad mouwevdaT.
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2. is literatura, romelic pedagogma SemogvTavaza metismetad rTuli gasagebi iyo
moswavleebisaTvis.

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3. imdenad bneloda, rom gzis gakvleva gagviWirda.
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4. es gogona imdenad lamazia, SeiZleba kinovarskvlavic gamovides!
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5. vaSlebi imdenad maRla iyo xeze, rom biWi ver Sewvda.
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6. biWma sakmao goniereba gamoavlina da urTulesi amocana amoxsna.
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VII. LANGUAGE IN USE

a) Word Forms. Complete the chart by filling in the various forms of the following words
taken from “I Spy”. Use your dictionary if you need help.
Note! There may be more than one possible word for the same part of speech.

Verb Noun Adjective Adverb

father father; fathering; fatherless; fatherly;
fatherhood fatherlike X
spy
caution
stale
indefinite
 haze
lurk wraith
cower
encouragement
exhortation

mind
awe
fortify
reproach

VIII. QUESTIONS FOR DISCUSSION

1. How does Graham Greene create a feeling of suspense in the story? .

2. In your opinion, what motivated the author to call his story “I Spy”?
3. What do you think of spying in general, and in particular professional ‘spying’?
4. Why do you think youngsters always like to stealthily smoke?
5. Would you allow your son/daughter to smoke?
6. Is prohibition of smoking altogether a good idea or not?
7. Do you think Charlie Stowe started to understand his father better by the end of the story
and in what way?

IX. TOPICS FOR WRITING

1. Write the summary of the story.

2. Write about something forbidden you tried to do in your childhood.
3. Imagine you are Charlie Stowe’s father and write whatever you think he might feel like,
experience or do based on the circumstances described in the story. Use your fantasy freely.