Session 2.

Little Women

1. Read chapters 1-7;

2. Do ex.2,3,7,13 (assignment 1); ex.2,3,10,17 (assignment 2).

ASSIGNMENT 1

1 Read chapters 1-3.

2 Transcribe the words below and practise pronouncing them.

1. to alter Transcription: /ɔːltər/ Ukrainian: змінювати

2. applause Transcription: /əˈplɔːz/ Ukrainian: оплески

3. chrysanthemum Transcription: /krɪˈsænθəməm/ Ukrainian: хризантема

4. dawn Transcription: /dɔːn/ Ukrainian: світанок

5. to defy Transcription: /dɪˈfaɪ/ Ukrainian: викликати, протистояти

6. dignity Transcription: /ˈdɪɡnəti/ Ukrainian: гідність

7. dungeon Transcription: /ˈdʌndʒən/ Ukrainian: підвал, темниця

8. refuge Transcription: /ˈrɛfjuːdʒ/ Ukrainian: притулок, пристань

9. bashful Transcription: /ˈbæʃfəl/ Ukrainian: сором'язливий

10. libel Transcription: /ˈlaɪbəl/ Ukrainian: наклеп, обмовка

11. limb Transcription: /lɪm/ Ukrainian: кінцівка

12. sacrifice Transcription: /ˈsæk.rɪ.faɪs/ Ukrainian: жертва

13. Shakespeare Transcription: /ˈʃeɪkspɪər/ Ukrainian: Шекспір

14. twilight Transcription: /ˈtwaɪlaɪt/ Ukrainian: сутінки

15. villain Transcription: /ˈvɪlən/ Ukrainian: злодій, негідник

16. to whistle Transcription: /ˈwɪsl/ Ukrainian: свистіти

17. demeanour Transcription: /dɪˈmiːnər/ Ukrainian: манера поведінки, дія

18. gossip Transcription: /ˈɡɒsɪp/ Ukrainian: чутки, плітки

3 Match the following words with their definitions.

1. bookworm - A someone who likes reading very much

2. to alter - M to change, or to make someone or something change

4. bashful - O easily embarrassed in social situations; shy

5. crackle - P to make repeated short sounds like something burning in a fire

6. dawn - C the time at the beginning of the day when light first appears

7. to defy - L to refuse to obey a law or rule, or refuse to do what someone in authority tells you to do

8. dignity - B the fact of being respected or deserving respect

9. dungeon - G a dark underground prison, especially under a castle, that was used in the past

10. libel - N when someone writes or prints untrue statements about someone so that other people
could have a bad opinion of them; a false and typically malicious statement about a person

11. limb - E an arm or a leg

12. sacrifice - D the act of giving up something important or valuable so that you or other people can
do or have something else

13. tomboy - K a girl who likes playing the same games as boys

14. gossip - H information that is passed from one person to another about other people's behavior
and private lives, often including unkind or untrue remarks

15. villain - I the main bad character in a film, play, or story; an evil person, or a criminal

16. affected - F not sincere or natural

7 Suggest Ukrainian equivalents of the phrases in bold and use them in examples of your own.

1. (impertinent) girls - (неввічливі) дівчата; (plague) you - (докучають) вам; (laugh at your dresses) -
(сміються з вашого вбрання); (label) your father - (клеймять) вашого батька; (insult) you - (ображають)
вас

“I don’t believe any of you suffer as I do,” cried Amy, “for you don’t have to go to school with (impertinent)
girls, who (plague) you if you don’t know your lessons, and (laugh at your dresses), and (label) your father if
he isn’t rich, and (insult) you when your nose isn’t nice.”

2. (libel) - (клеймо); (labels) - (клеймити)

“If you mean (libel), I’d say so, and not talk about (labels), as if Papa was a pickle bottle,” advised Jo,
laughing.

3. (returned) Amy, with dignity - (відповіла) Емі, з гідністю

“I know what I mean, and you needn’t be satirical about it. It’s proper to use good words, and improve your
vocabulary,” (returned Amy, with dignity).
4. pet of the family - (улюбленець сім'ї)

“You’re a dear, and nothing else,” answered Meg warmly, and no one contradicted her, for the ‘Mouse’
was (the pet of the family.)

5. You're a regular Shakespeare! - (Ти справжній Шекспір!)

“I don’t see how you can write and act such splendid things, Jo. (You’re a regular Shakespeare!”)

6. defied the old gentleman - (викликав старого господаря); refused to stir - (відмовився рухатися);
dauntless example - (безстрашний приклад); ordered them both to the deepest dungeons of the castle -
(наказав їм обоє в найглибші темніці замку)

Though decidedly shaken by the fall from the tower upon him, Roderigo (defied the old gentleman) and
(refused to stir). This (dauntless example) fired Zara. She also defied her sire, and he (ordered them both to
the deepest dungeons of the castle).

7. (wear our poplins) - (носити наші попліни) [During the 15th century, the word poplin was derived from
the fabric papelino which was created at Avignon, France. The name was taken from the Papal residence
from where it was initially produced. Poplin became famous in the 20th century when it was used to make
winter outfits.]

“What’s the use of asking that, when you know we shall (wear our poplins) because we haven’t got
anything else?” answered Jo with her mouth full.

8. (If I only had a silk) - (Якби я тільки мала шовк)

“(If I only had a silk)!” sighed Meg. “Mother says I may when I’m eighteen, perhaps, but two years is an
everlasting time to wait.”

9. It isn’t the thing - (Це не варто робити)

Now hold your shoulder straight, and take short steps, and don’t shake hands if you are introduced to
anyone. (It isn’t the thing).”

10. (on the tip of Jo’s tongue) - (на кінчику язика у Джо); (checked herself in time) - (вчасно стримала
себе); find out in a round-about way - (дізнатися обхідним шляхом)

It was (on the tip of Jo’s tongue) to ask, but she (checked herself in time) and, with unusual tact, tried to
(find out in a round-about way.)

13. Answer the following questions.

1. Why were the girls not going to have any presents for Christmas? What solution did they come up
with?

The March girls were not going to have any presents for Christmas because their family was poor
and their father was away serving as a chaplain during the Civil War1. They decided to buy presents
for their mother instead

2. What did each of the girls do to earn a livelihood? Did they enjoy their jobs?
 Meg worked as a governess for the King family, Jo served as a companion for their Aunt March,
Beth did a lot of housework, and Amy went to school

3. Were the Marches a happy family?

Yes, the Marches were a happy family. Despite their poverty, they were rich in spirit and love

4. What was the relationship between Hannah and the Marches? How did they treat her?

Hannah was a friend and servant to the March family. They treated her with respect and kindness.

5. Why is Jo referred to as a tomboy?

Jo is referred to as a tomboy because she had boyish mannerisms and interests.

6. Do you think tomboys have an advantage over their peers with interests traditionally considered to
be typical of girls? What problems might tomboys face?

Tomboys might have an advantage in terms of being more independent and adventurous.
However, they might face challenges fitting into traditional gender roles and expectations.

7. What present did each of the girls prepare for Mother?

The girls prepared the following presents for their mother: Meg bought her a pair of gloves, Jo got
her a good pair of shoes, Beth gave her some handkerchiefs, and Amy bought her a bottle of
cologne

8. Do you agree that giving something up to help others can bring you more pleasure than enjoying it
yourself?

Yes, giving something up to help others can bring more pleasure than enjoying it yourself. This is
often referred to as the “joy of giving”.

9. What made it possible for the Marches to have a decent Christmas dinner?

Their neighbor, Mr. Laurence, sent them a feast of ice cream, cake, fruit, and other treats after he
heard about the girls’ decision to give up their Christmas breakfast.

10. What kind of plays did the girls stage?

The girls staged elaborate plays written by Jo. The plays were romantic stories featuring an evil
villain and a charming hero who try to woo the same girl.

11. What part did each of the sisters play on stage? Explain whether they suited the girls.

Jo played the main male roles while Meg played the main female roles. The roles suited them as Jo
was tomboyish and Meg was more traditionally feminine.

12. Do you agree that poverty and need can boost creativity and artistic talent?

Yes, poverty and need can boost creativity and artistic talent as they force individuals to think
outside the box and make the most of what they have.

13. How did the sisters prepare for the party?

ASSIGNMENT 2

2 Transcribe the words below and practise pronouncing them.

to devour /tə dɪˈvaʊə/ пожирати

perilous /ˈpɛrɪləs/ небезпечний

pathetic /pəˈθɛtɪk/ жалюгідний

wicked /ˈwɪkɪd/ злий

shovel /ˈʃʌvᵊl/ лопата

conservatory /kənˈsɜːvətᵊri/ консерваторія

triumphant /traɪˈʌmfənt/ тріумфальний

to flourish /tə ˈflʌrɪʃ/ процвітати

to yearn /tə jɜːn/ тужити

conceited /kənˈsiːtɪd/ зарозумілий

to stroke /tə strəʊk/ гладити

to haunt /tə hɔːnt/ переслідувати

to smuggle /tə ˈsmʌɡᵊl/ переправляти контрабандою

errand /ˈɛrənd/ доручення

suspense /səsˈpɛns/ невідомість

to conquer /tə ˈkɒŋkə/ завойовувати

countenance /ˈkaʊntᵊnəns/ обличчя

cyclop / ˈsaɪ.klɒp/ циклоп

centaur /ˈsɛntɔː/ кентавр

recess /rɪˈsɛs/ поглиблення

3 Match the following words with their definitions.

A. showing pleasure and pride because of a victory or success - 5. triumphant

B. American English a short period of time between lessons at a school when children can go outdoors and
play - 13. recess
C. someone who is conceited thinks they are very clever, skillful, beautiful, etc. - 7. conceited

D. extreme anger - 17. wrath

E. to take things or people to or from a place secretly and often illegally - 9. to smuggle

F. so useless, unsuccessful, or weak that they annoy you - 3. pathetic

G. your face or your expression - 12. countenance

H. 1 to eat something quickly because you are very hungry; 2 to read something quickly and eagerly, or
watch something with great interest - 1. to devour

I. a feeling of excitement or anxiety when you do not know what will happen next - 11. suspense

J. a careless or stupid mistake - 14. blunder

K. to get control of a country by fighting - 19. to conquer

L. very dangerous - 2. perilous

M. to make a sudden, small movement because of pain or fear - 15. to flinch

N. to have a strong desire for something, especially something that is difficult or impossible to get - 6. yearn

O. a short journey in order to do something for someone, for example delivering or collecting something for
them - 10. errand

P. to feel a stinging pain - 18. to smart

Q. (of a ghost) to appear in a place repeatedly - 8. to haunt

R. to act in a way that is against a law or that limits someone's rights or freedom - 16. to infringe

S. a room with glass walls and a glass roof, where plants are grown, that is usually added on to a house - 4.
conservatory

10. Suggest Ukrainian equivalents of the phrases in bold and use them in examples of your own.

[till she couldn’t blush any redder] - [доки вона не могла зарум'янитися червоніше]; [get out of the
scrape] - [вибратися з цієї ситуації]

1. Poor Jo blushed [till she couldn’t blush any redder], and her heart began to beat uncomfortably fast as
she thought what she had said. For a minute a wild desire to run away possessed her, but that was
cowardly, and the girls would laugh at her, so she resolved to stay and [get out of the scrape] as she could.

[in spite of herself] - [навіть проти своєї волі].

2. “How ridiculous you are, Jo!” But Meg laughed at the nonsense and felt better [in spite of herself].

[said something amiss] - [сказала щось некоректне].

3. When they got into the hall, Jo asked Laurie if she had [said something amiss].
[as if it had never occurred to her before] - [ніби це їй ніколи раніше не спадало на думку]

4. And Jo opened her eyes [as if it had never occurred to her before].

[for want of use] - [від відсутності використання].

5. “The boy neglects his music now, and I’m glad of it, for he was getting too fond of it. But the piano suffers
[for want of use].

[a flutter of suspense] - [в хвилюванні очікування]

6. Beth hurried on in [a flutter of suspense].

[pronounced it the most remarkable piano ever heard] - [проголосували його найнеймовірнішим
піаніно, яке коли-небудь чули]; [newly tuned and put in apple-pie order] - [ново налаштоване і в
ідеальному порядку]; [perfect as it was] - [як ідеальне воно було].

7. So Beth tried it, and everyone [pronounced it the most remarkable piano ever heard]. It had evidently
been [newly tuned and put in apple-pie order], but, [perfect as it was], I think the real charm lay in the
happiest of all happy faces which leaned over it, as Beth lovingly touched the beautiful black and white keys
and pressed the bright pedals.

[finishing Jo with her Latin] - [завершуючи Джо її латинською].

8. “You needn’t be so rude, it’s only a ‘lapse of lingy’, as Mr. Davis says,” retorted Amy, [finishing Jo with
her Latin].

[basely twitted Amy upon her limeless state, promptly buried the hatchet] - [підло дразнила Емі через її
стан без лінійки, швидко закопала топір]; [furnish answers] - [надавати відповіді]; [sums] - [суми]

9. Mary Kingsley insisted on lending her her watch till recess, and Jenny Snow, a satirical young lady, who
had [basely twitted Amy upon her limeless state, promptly buried the hatchet] and offered to [furnish
answers] to certain appalling [sums].

[distinguished personage] - [видатна постать]; [assume the airs of a studious young peacock] - [прийняти
позицію учена молодого павича].

10. A [distinguished personage] happened to visit the school that morning, and Amy’s beautifully drawn
maps received praise, which honor to her foe rankled in the soul of Miss Snow, and caused Miss March to
[assume the airs of a studious young peacock].

[any quantity of Greek, Latin, algebra, and ologies of all sorts] - [багато грецької, латинської, алгебри і
різних наук].

11. Mr. Davis knew [any quantity of Greek, Latin, algebra, and ologies of all sorts] so he was called a fine
teacher, and manners, morals, feelings, and examples were not considered of any particular importance.

17 Answer the following questions.

1. What atmosphere prevailed in the Marches' house the morning after the party?
The morning after the party, the March girls had to return to their work. They all felt out of sorts.

2. What was the relationship between Jo and Aunt March?

Jo worked for Aunt March, who was described as crabby and wealthy. Jo would have preferred to lounge
around and read books rather than satisfying Aunt March’s demands.

3. Why didn't Beth go to school?

Beth was too shy to attend school, so she stayed at home and helped with housework

4. What do you think of the way Beth treated her dolls?

Beth cared for a cadre of dolls. This shows her nurturing and caring nature.

5. What caused Beth to 'weep a little weep"?

Beth ‘wept a little weep’ when Mr. Laurence replaced the March family’s old, broken piano with a luxurious
cabinet piano that had once belonged to his deceased granddaughter

6. Which of the sisters was called "Little Raphael"? What earned her that name?

Amy was called “Little Raphael”. She earned this name due to her artistic ambitions and her time spent
sketching

7. What was Amy's biggest trouble?

Amy’s biggest trouble was her nose, which she believed did not look classically Grecian and therefore
unattractive

8. What queer incident happened while Jo was with Aunt March? What is your attitude towards Aunt
March's literary preferences?

While Jo was with Aunt March, she read part of a popular novel, “The Vicar of Wakefield”, to Aunt March,
who refused to admit that she liked it2. As for Aunt March’s literary preferences, it seems she was not open
to new or popular literature.

9. Do you believe that Mrs. March's stories ("sermons") are an effective way of instilling moral values in her
children?

Mrs. March’s stories (“sermons”) could be an effective way of instilling moral values in her children as they
provide practical examples and lessons from their own experiences.

10. How did Jo happen to become a guest in Mr. Laurence's house? What presents did she bring for the
boy?

Jo became a guest in Mr. Laurence’s house when she went over to cheer up Laurie who was sick with a
cold. She brought blanc mange (a kind of custard) from Meg and kittens from Beth as presents for Laurie

11. At some point Jo felt like telling Mr. Laurence that it was wrong of him to deprive the boy of company
by keeping him indoors all the time. Is it appropriate to meddle with the way others raise their children, in
your opinion? Would you do the same if you were in her shoes?
Jo felt like telling Mr. Laurence that it was wrong of him to deprive Laurie of company by keeping him
indoors all the time. Whether it is appropriate or not to meddle with the way others raise their children can
depend on the situation and relationship between the individuals involved.

12. Was Jo effective as "medicine" for Laurie?

Yes, Jo was effective as “medicine” for Laurie. Her visit cheered him up and made him feel more cheerful.

13. How did Mr. Laurence react to being presented a pair of slippers? Who came up with the idea of such a
present?

Mr. Laurence reacted positively when presented with a pair of slippers embroidered with pansies by Beth3.
The idea of such a present came from Beth herself as a token of her appreciation.

14. What does the reader learn about Mr. Davis's character and teaching methods?

Mr. Davis was Amy’s school teacher who upheld strict rules at school6. He used corporal punishment as a
disciplinary method.

15. What rules did Mr. Davis uphold at school?

One of the rules Mr. Davis upheld at school was the prohibition of bringing pickled limes to school

16. What is your attitude towards corporal punishment for children?

Attitudes towards corporal punishment for children can vary greatly among individuals and cultures, with
some viewing it as an effective disciplinary method and others considering it harmful and inappropriate.

17. Mother believed that Amy had to be punished somehow because she had broken the rules. What
would be the correct way to discipline her, from your perspective?

Mrs. March believed that Amy needed to be punished somehow because she had broken the rules6. The
correct way to discipline her could vary depending on individual perspectives, but generally, it should
involve teaching her about the consequences of her actions in a respectful and understanding manner.