CHAPTERS 14, 15, 16

I. Read the chapters and find the following words and word combinations:

1. WORDS TO BE STUDIED: to recon on smth. 95, to crop up 95, to concoct smth. 95, astute 97, to squash smb. 95, the flotsam and jetsam 97, a hedgehog 97, home backgrounds 97, morsels 98, delectable 98, an arch problem 98, crayons 98, flamboyancy 99, playtime 99, to mitigate smth. 99, corrections 99, slapdash individuals 101, to be mitigated 99, illegible scribbles 99, subversive elements 101, vociferous 102, aghast 102, a horde 10-3, ambiguity of smth. 106, percussion band classes 106, to acquiesce 106, a motley collection of teachers 107, to be ensconced 107, a pointer 109, a facetious man 109, recalcitrant machinery 110, spitefulness 110, viperfish 110, inhospitable 110, honeysuckle 111

2. WORD COMBINATIONS TO BE FUNCTIONALIZED: to take a stand 95, to banish a child for bad behaviour 96, to be conscious of smth. 97, alas for such fond hopes! 98, to be bought at the cost of one’s nervous energy 100, law-abiding members 101, to pull oneself together 102, to fight against smth. 102, to fill in an accident form 103, to rid oneself of smth. 103, to be in smb.’s charge 103, to collect one’s wits 104, to leave smb. in charge of smth. 104, to get a replacement 105, to jog gently on 105, to present oneself as a sacrifice upon the altar of Education 107, to be addicted to smth. 107, smth. takes its toll off (on, of) smb. 110, to be a travesty of smth. 110, birds would be in full throat 110, to feel drained of all the energy 111, to stick it (out) 111, to move hither and thither 114, to be in the wrong 115, to cope with smth. 116, to give smb. an encouraging pat on the shoulder 117, I admire the old battle-axe tremendously 117, you don’t want to believe all that 118.

II. Answer the following questions:

1. What didn’t Anna recon on that would crop up during a lesson?

2. What was wrong about school dinners?

3. What was wrong about the children’s breathing?

4. What was the children’s favourite dish and how does the author describe the scene of partaking it?

5. What new difficulties did Anna face in the process of teaching?

6. What was Anna’s severest shock?

7. What incident occurred one day?

8. What changes had taken place in Tom Drew’s life?

9. How is the percussion band class described by the author? What prevails – irony or humour?

10. What was the end of the term characterized by?

11. How is the spring in Elm Hill described in comparison with the spring in Anna’s home place?

12. What do you get to know about Joan Berry and her relationship with Maurice?

13. What do you get to know about Miss Enderby and her wedding ring?

14. Why did Joan make up her mind to stay with Miss Enderby?

15. What are your general impressions of the chapters?