Ps M.CARPENTIER-FIALIP 5 s J MAR SPECIMEN i assiques hachetteanglais vivant Classe de quatriéme SPECI MIE IN Librairie HACHETTE 78, BM SLAGieanns - PARIS VIEAVERTISSEMENT Dans ce troisigme volume de l’Anglais Vivant, édition Rouge, les auteurs ont eu pour souci dominant de rendre moins abrupt le passage de la premiére a la seconde étape dans l’étude de la langue étrangére. En 6° et en 5°, l’éléve apprenait des legons méthodiquement graduées; il va maintenant aborder des textes authentiques, prose ou poésie, lui posant des problémes bien plus divers de vocabulaire et de grammaire. Il va sans dire qu’une partie importante de l’ouvrage est consacrée, sous une forme aussi attrayante que possible, a la revision du vocabulaire et des notions de grammaire acquis dans les classes précédentes : des « Questions de revision » renvoient avec préci- sion aux lecons des livres de 6° et de 5¢ ol 1’éléve trouvera des éléments de réponse. Une section de grammaire intitulée « A revoir » invite l’¢leve 4 assurer ses connaissances antérieures; elle renvoie également aux paragraphes de la Grammaire de P’anglais vivant. Les acquisitions nouvelles ne sont pas pour autant négligées, mais elles interviennent prudemment et en petit nombre. Afin de ménager la transition, on a conservé un nombre limite de legons spécialement rédigées; elles sont destinées 4 orienter l’éléve vers des textes de bons auteurs, a en débroussailler les abords, a en faciliter l’accés, sans toutefois en épuiser la matiére. Il restera ainsi, lors de l’étude d’un texte, quelques parcelles de terra incognita qui conserveront pour l’éléve l’attrait de la découverte. Cette acquisition méthodique de la langue n’est cependant qu’un moyen pour par- venir au contact direct et spontané avec |’expression de la vie, de ses problémes et de son aventure, sous forme de récits destinés 4 la lecture courante. La seconde partie de cet ouvrage sera donc composée de quelques histoires, réalistes ou merveilleuses, que 1’éléve sera tenté de lire sans y voir une tache scolaire imposée. Aidé par l’illustration, il suivra sans trop de peine le fil de I’histoire, puis annexera les détails, et, non sans une légitime fierté, prendra conscience de ses possibilités. Le livre se présente donc concrétement sous la forme suivante : PREMIERE PARTIE: Lecons et textes de travail. Chacun des cing chapitres est constitué comme suit : 1° Présentation du théme du chapitre par des photographies. 2° Legons de revision et d’acquisition, préparant l’étude des textes. 3° Extraits d’auteurs, prose ou poésie. / 4° Exercices d’application et sujets de narrations. DEUXIEME ParTIE: Lecture courante. Chacun des trois récits comporte dans la marge l’indication des mots inconnus, avec leur prononciation et, éventuellement, leur traduction; il est complété par des séries de questions qui suivent le fil du reécit pas a pas. Le volume comporte en outre — Une liste des verbes irréguliers; — Des exercices complémentaires d’application grammaticale; — Un index alphabétique qui contient : a) les mots étudiés en 6° et en 5°; b) les mots nouveaux présentés dans les Legons; c) les mots nouveaux d’usage courant, rencontrés dans les textes. Nous avons volontairement limité les ambitions de cet ouvrage, espérant qu’il rendra le travail de nos collégues plus facile et plus efficace, et qu’il donnera le gofit de la lecture 4 nos jeunes ¢léves. LES AUTEURS.Maimie’s house. Sir James Barrie (The Little White Bird)... ...+ +5 > The extended family car. A. J. Cronin (The Citadel)... . . © lb ace! gO Baye -A prospective outfitter. H.G. Wells (The History of Mr FG) 5 kc x es & & Exercises (76 to 79) and suggestions for essays - . © ss ee ee tes Chapter IV LIFE IN LONDON 43°, The tourist’puide. 2 <= @ aja 6} so he oa te eS ee 14. P. C. Brown, of the Metropolitan Police. . © 2 2. - ee ee tees . 15. Tom, themewsboy: 9.3.6 4%) 26 ape ae i ee we Be 16. Aprosperous businessman. . 2 2 2 - - eee ee ee London surprises. Eardley-Wilmot and Brants (A Book fromEngland).... . - The City of London about 1900, E. Mitton (The Book of London). ...... - Symphony in yellow, a poem. O. Wilde... .--- ++: - ee et London is a port. Eardley-Wilmot and Brants (A Book from England). . . . « First impressions of London, Charlotte Bronté (Villette) « Relever dans la lecon les mots comportant les sons aho ZOonner By permission of “Punch.” MoTHER: Late for breakfast again, Bobby: why is it? Bossy: J fink I must have over- washed, Mummy. appear a’ pias Mum mam cloth klo9 chunk tfank manners "maenaz none nan tiny "taini besides bi’saidz timid(ly) ‘timid (1i) extra ‘ekstra smiling ‘smailin refuse ri’ fjurz greetings ‘sriztinz nd 1, Mrs Eliot seryes breakfast. At 8 sharp Mrs Eliot begins to serve breakfast. Mr Eliot is the last to appear; he sits at one end of the table and his wife at the opposite end, with all the cups in front of her. She pours out the tea, and hands out the cups to everybody. PAT— You’ve given me too much cereal, Mum, I can’t eat any more! ToM—I’ve finished my cereal, Mum; can I help myself to some bacon? MUM— No, you mustn’t; I won’t have drops of fat all over my clean table-cloth, and that happened last time you helped yourself, don’t you remember? and look here, Tom, don’t speak with your mouth full, and don’t eat your bread in big chunks, as you’re doing now: can’t you mind your table-manners? ToM—Sorry, Mum; is there any tea left? could I have one more cup? MUM—No, you can’t, my boy, there’s none left in the teapot. pat — Please, could I have some more jam with a tiny, tiny piece of bread? mMuM — No, Pat, you’veeaten quite enough; besides, there’s no time for another helping: I don’t want you to be late at school. Hurry up, now, and don’t forget any of your things, as you often do! Mr Eliot now asks timidly: “Couldn’t I have an extra cup of coffee before I go, my dear, without any milk?” and Mrs Eliot answers smiling : “I cannot refuse the Head of the family a few drops of coffee, can 1?” Mother is now left to herself; she clears the table and gets ready to go out, for she has all her shopping to do for the day. As she takes her basket, she hears the door-bell: it is Mrs Daily, the charwoman; she lets her in and, after an exchange of greetings, she goes out. 18VOCABULAIRE ET USAGE Questions de revision (6°: lecons 23, 33, 38 — 5°: legon G) 1. What are the meals of the day? 2. What do you put on the table when you lay the cloth for dinner? and for breakfast? 3. When do youclear the table? 4. When does mother take a basket? 5. Why cannot mother eat breakfast in peace? 6. How do you make tea? how do you fill a teacup? 7. What happens when you drop a cup or a glass on the floor? 8. What do you use to cut your meat? to take it to your mouth? to eat soup? to drink tea, water or wine? to fry bacon? to cook boiled eggs? to boil water? 9. What is left in a teapot when all the tea has been poured out? 10. Why must you mind milk when it is on the fire? Usage he helps himself to some tea to ask for another helping mind your table-manners il se sert de thé en redemander tiens-toi bien @ table GRAMMAIRE 1. Verbes irréguliers. to begin, to do, to eat, to forget, to get, to give, to go, to hear, to leave, to let, to sit, to speak, to take. 2. A revoir. (Les n°% de paragraphe renyoient 4 la Grammaire de l’Anglais vivant.) e Les indéfinis de quantité, §§ 147, 148; some, ANY, NO, § 157; ENOUGH, § 156. e Degrés de comparaison, §§ 149, 150. e Pronoms réfléchis, §§ 117, 118. e Contractions, § 254, @ N’est-ce pas, § 307. @ Ellipse du verbe, § 253. 3. A apprendre. e Don’t you remember? Couldn’t I have... La forme interro-négative combine une négation avec une question. Elle n’est pas négative de sens; elle se construit, le plus souvent, avec une contraction de la négation, §§ 201 a4 203. @ WILL: I won’t have = I refuse to have... WILL (adjectif dérivé, wILLING) peut exprimer la volonté, § 184, db. EXERCICES 3. Questions : 1. Which is the thicker, a slice or a chunk? 2. What must you do when you are late? 3. Why did mother say Tom had no table-manners? 4. Why did she tell him not to help himself? 5. When do children ask for a second helping of dessert? 6. Why did Mr Eliot ask for more coffee timidly? 7. Why didn’t his wife refuse? 8. Why is she always left by herself after breakfast? 9. Does she remain alone all the morning? 10. When did Mrs Daily appear at the door? 11. What do you do and say when friends come to your house? and when they go away? 4. Traduire : 1. Vous n’avez pas le temps de vous resservir. 2. Pat ouvrit la porte et fit entrer ses amies. 3. Il est I’heure pour les enfants de partir Al’école. 4. Dépéche-toi, Tom, maman n’aime pas que nous soyons en retard. 5. Passez-moi une tartine de beurre, s7il vous plait, et servez-vous de confiture. ® Relever dans la lecon les mots comportant les sons : SS ne a - . — ee. DF 3 CE ccececen reese coon eee : 19 Se a 5) , | ia) cemmeen |i) ZAQOnnrnE By permission of puna ie PonT. THE BRITISH CHARACTER A tendency to leave the washing up till later. neat nist overall ‘ouvarazl guest gest plenty *plenti blinds blaindz mess bit mes bit matches ‘metfiz cheerful "tfioful pile glow pail glou poke dirt pouk dart arty ee rti polish boot polif burt patch stuff petf staf sug est(ion) sa’dgzest(fon) a 1. 2. Mrs Daily’s morning work. att a NY j i 6 Mrs Daily is a neat tidy woman : she puts on an overall to protect her dress before she does the washing up. There were guests to dinner last night, so there are lots of dirty plates and dishes; but with hot water running on the sink and plenty of clean kitchen-cloths to wipe them dry, it doesn’t take her long; then she goes to do the living-room. It is still in the dark, so she draws up the blinds to let in the daylight: the room is all in a mess! what a job she’ll have to tidy it all up! The fire is out; she fetches some paper and bits of wood, and a box of matches to light it again: Mrs Eliot likes an open fire, it looks so cheerful— but, Mrs D. thinks, “she should have an electric fire!” Now the fire is beginning to burn nicely; she piles up coal in the grate; when Mrs Eliot comes home, the coals will be glowing red, and she will only have to poke the fire to make it burn up. > “And now, let us clear the room of all this dirt and rubbish...” Poor Mrs Daily, how little she likes dinner-parties! guests always leave the house in such a mess... it’s a heart-breaking job to clean it all up. Next, shoes to polish, and the children’s rubber boots to clean: she is busy giving the last polish when she hears Mrs Eliot’s key in the lock. Both women are tired and need a cup of tea; then Mrs E. must mend Tom’s jacket : the sleeves are worn out at the elbows and want patching. “Patch’em with leather, it’s stronger stuff than wool,” says Mrs D. rising to go; “that’s what Mrs Brown does : with four boys at school, she should know!—“Excellent! thank you for the suggestion!” says Mrs EB. as she lets the good woman out. “See you to-morrow, Mrs Daily!” 20VOCABULAIRE ET USAGE Questions de revision (6°: lecons 21, 22, 37 — 5®: legons H, 10) 1, When is a room tidy? untidy? 2. When is your mother busy? are you busy now? 3. What furniture can you see in a living-room? 4, How can you make a fire burn up? 5, Where do coals burn? where do ashes fall? 6. What is left when a fire is out? 7. With what do you sweep the floor? and dust the furniture? 8. What do you do ina sink? a bath? a fireplace? 9. What wears out first in a jacket? ina pairoftrousers? 10, What material are socks made of? and winter clothes? and shoes? Usage what a mess! to let in the daylight to wipe... dry | see you to-morrow! quel gachis! laisser entrer le jour essuyer a demain! GRAMMAIRE 1. Verbes irréguliers. to begin, to break, to burn, to come, to do, to draw, to go, to hear, to know, to leave, to let, to light, to make, to put, to rise, to run, to say, to sweep, to see, to take, to think, to wear. 2. A revoir. (Les n°* de paragraphe renvoient a la Grammaire de |’Anglais vivant.) ® WHAT et HOW exclamatifs, § 298, a, bd. ® L’imperatif, § 171. e La forme en-ING, §§ 59, 6, 207, 4, et 236. a A apprendre. @ What a mess the room is in = the room is in such a mess. WHAT, quel, et sUCH, tel, exclamatifs, sont suivis de A, AN devant un nom comptable singulier. WHAT, attire le nom en téte de la phrase, a la fagon d’un interrogatif; SUCH laisse le nom a sa place normale, §§ 293 et 298, a. ® To wipe the dishes dry = to wipe the dishes till they are dry. Le verbe exprime la maniére; l’adjectif le résultat de l’action, § 296, c. ®@ She should have an electric fire. She should know! SHOULD, auxiliaire, peut aussi exprimer conseil ou obligation, § 183, b. EXERCICES 5. Questions: 1. How does Mrs Daily protect her dress? 2, What is a kitchencloth for? 3. When do people draw up the blinds? when do they pull them down? 4. What is a blind man? 5, What must you do when a room is in a mess? 6. Why is central heating more convenient and comfortable, but less cheerful, than an open fire? 7. What colour are ashes? coal? glowing coals? 8. Why does Mrs D. object to guests in the house? 9. When do you wear rubber boots? 10. Is a bit of wood a big piece or a small piece? 6. Donner le contraire : 1. She drew up the blind to letinthe light. 2.Thefireisout. 3. Pat clears the table. 4. Let the dog out! 5. She has plenty of dry kitchen-cloths. 6. Mary put on an overall. 7. Here is a lot of dirty plates. 8. It is stillin the dark. 9. How tidy he is! 10, She has better table-manners than her brother. spires ipe eres se 214" ZOnnee British Crown Copyright. A French class in a High School iA Nottinghamshire. allow slack a‘lau ‘slak frown fraun nonsense ‘nonsans pupil firm pjurpl farm attitude ‘etitjurd punish *panif deserve di'zarv remind ri’maind youth active jure ‘ektiv thorough(ly) "oara(li) intent in’tent dream plain drizm plein stupid "stjurpid sure wonder fua ‘wanda 1. nm Miss Askenwait teaches French. Miss Askenwait is a French mistress; people who do not know her well imagine she is as severe as she looks: she never allows lazy girls to slack; she frowns when she hears a noise and will stand no nonsense from her pupils. But though she takes this firm attitude, she doesn’t like to punish her girls, even when they deserve it. She is very fond of young people; she enjoys teaching them and even taking part in their games: it reminds her of her youth, when she was the active captain of the hockey-team in her old school. She is on friendly terms with all the girls and so gets to know them thoroughly; this is very helpful when preparing end-of-term reports. That is what she is doing now with the Headmistress; listen to them: HEAD — What do you think of Amy Davies, Miss Askenwait? Miss A. — A clever girl, one of the smartest I ever taught, thorough in her work, but so intent on doing her best that she overworks herself. HEAD — Will Iris Bell ever do anything? she’s been punished again! Miss A. — She’s hopeless: she is always half asleep in the back row, probably dreaming of films and TV: in plain English, she’s a slacker! HEAD—And what sort of a girl is Mary Preston? she gets such poor marks! Is she really stupid, or is she a slacker, like Iris? Miss A.—No; poor Mary is quite willing to learn, I’m sure, and not at all stupid; she never wastes time, but she is such a slowcoach! I wonder whether she will ever be able to catch up with the others. At the end of term, everybody is looking forward to the holidays; what is Miss Askenwait going to do? she will spend the summer in France, as usual, to brush up her French and visit her friends on the Continent. 22VOCABULAIRE ET USAGE Questions de revision (6°: legons 25, 27 — 5¢: lecon 5) 1. How long have you been learning English? when did you begin? 2. How old are you? when were you born? 3. Who are your neighbours in class? 4. Is your English master an Englishman? 5. Who writes end-of-term reports? 6. What games and school-subjects are you particularly fond of? 7. What did you learn at the elementary school? 8. What must you do when you want to answer a question in class? 9. What is a lazy person? a severe teacher? 10. What must you do in class? what must you not do? 11. How many terms are there ina schoolyear? 12. Are you at the top, at the bottom, or in the middle of your class? Usage in plain English to stand no nonsense she is hopeless pour parler franc ne pas s’en laisser conter iln’y a rien a en tirer a slowcoach to be on friendly terms with to look forward to un(e) lambin(e) bien s’entendre avec se faire une féte de GRAMMAIRE 1, Verbes irréguliers. to catch, to do, to dream, to get, to go, to hear, to Las to learn, to spend, to stand, to take, to teach, to think, 2. A revoir. e Formations diverses: adjectifs en -Ly, -FUL et A-, § 58; composes, § 59, c. — noms en -TH, § 21 — verbes en over-, § 163, 5 — adverbes en -Ly, § 287. e Syntaxe et construction du verbe, §§ 258, 5 et 265. e Conjonctions: THOUGH, § 374 et so... THAT, § 292, a. 3. A apprendre. ® Will she ever do anything? I wonder if I shall ever see London! EVER remplace NEVER dans une question, directe ou indirecte, § 318, b. © What sort of a girlis she? He never goes out without a haton, Un nom comptable singulier qui suit une préposition doit étre précédé de A, AN, §7 db. EXERCICES 7. Questions : 1. When does a pupil deserve to be punished? 2, When does your teacher frown? 3, Which of your teachers is the most severe? 4, Why does Miss Askenwait enjoy working in a school? 5. Why does she know her pupils thoroughly? 6. Write the report of an excellent pupil; of a very bad one. 7. Why do slackers prefer to sit inthe bottomrow? 8. Why does Miss A. go to France every year? 9. When is it difficult for a pupil to catch up with the others? 10. What do boys (or girls) dream of in class when they are not attentive? . Compléter avec l’un des verbes look, look after, look at, look for, look out of, look forward : 1. Tom... his socks, they were under his bed, 2. ... the blackboard! don’t ... the window! 3 A shepherd must ... his sheep. 4. In the first school-term, all pupils ... the Chritsmas holi- days. 5, She... severe, doesn’t she? > cst! dans la a les mots Colapce Nar les sons: S CSAs - Sk Se au | . ce a | ws : . sesso esbang = f inally ee solitude stool habit Rt forth THE MINER’S BREAKFAST ae & “i Extract from “England To-day ip Pictures, Odhais Press. ‘Morel went downstairs, and the first sound in the house was the bang bang of the poker as he smashed the coal to make the kettle, which was filled and left on the hob, finally boil. His cup and knife and fork, all he wanted except just the food, was laid ready on the table on a newspaper. Then he got his breakfast, made the tea, piled a big fire and sat down to an hour ofjoy. Hetoasted his bacon on a fork and caught the drops of fat on his bread, cut off chunks with a clasp-knife, poured out his tea, and was happy. Then, in solitude, he ate and drank; often sitting, in cold weather, on a little stool, with his back to the warm chimney-piece, his food on the fender, his cup on the hearth. And then he read last night’s newspaper. He preferred to keep the blinds down and the candle lit, even when it was daylight: it was the habit of the mine. At a quarter to six he rose, cut two slices of bread-and-butter and filled his tin-bottle with tea. Cold tea without milk or sugar was the drink he preferred for the pit. Then he went upstairs to his wife with a cup of tea. He put on his great heavy boots, his coat, and went forth into the fresh morning air, closing, without locking, the door behind him. Abridged from D. H. Lawrence (Sons and Lovers). Lnpmmu=mny lit ate hob warm | laid filled bang thick bread | want caught | bacon kettle drank chimney weather | drops poured | daylight | candle chunk final-ED: [d] filled, piled, poured, preferred. [t] smashed, locked. [id] wanted, toasted. Attention! he reads, heread — he eats, he ate — he feels, he fills — _ close, clothes. [ri:idz] [red] [i:ts] [et] (fi:lz] _—[filz] [klouz] [kloudz] PREPARATION 1. How can you go upstairs or downstairs in a building? 2. What is a poker used for? 3. What can you read in a newspaper? 4. How can you toast bread? 5. Where can you make an open fire ina house? when is it pleasant to have a good fire? 6, What is a blind man? 7. When is it daylight? 8. When do you pull down the blinds? when do you pull them up? 9. How do you prepare slices of bread-and-butter? 10. When do people wear boots rather than shoes? 11. What do you lock a door with? ETUDE DU TEXTE 1 Vocabulaire. 2, to smash = to break to pieces, a tin = a box made of tin. 8. clasp-knife = couteau ad cran d’arrét. 16. pit = hole in the ground; the place 10. a stool = a seat without a back. underground where coal is dug out. 13, habit = what is done usually. 18. forth = forward, out. 15. tin = étain, fer-blanc; — to go forth = to go out. 2. Verbes irréguliers. to catch, to cut, to drink, to eat, to get, to go, to keep, to lay, to leave, to light, to make, to put, to read, to shut, to sit, to spread. 3. Grammaire. Passim: syntaxe de l’infinitif. 10. with his back, § 121. 2-3. to make... boil, § 270, c. 11. last night’s, § 54, ¢. 4. all (that) he wanted, § 133, 4. 15. filled with, § 264. 8. cut off. — 12. keep down, § 221, c. 19. without locking, § 230, c. EXERCICES 9. Questions: 1. On what floors were the Morels’ kitchen and bedrooms? 2. Why did Morel prepare his breakfast himself? 3. Was the water in the kettle cold, warm or hot when he came downstairs? 4. What did he use his clasp-knife for? and his fork? 5. What did he use for a tablecloth? 6. Did he use the table much? did he show good table manners? how? 7. What elements made his hour of joy? 8. Why did he read last night’s newspaper, and not the morning’s? 9. Why is it the habit of the mine always to have alight? 10. What detail suggests that the scene takes place about the year 1900? 11. What is tin? whatis a tin? 12. What is the difference between a chair, a stool and an arm-chair? 13. Why must classroom windows be opened after a class? 10. Transcrire la scéne au présent, comme si yous la yoyiez au cinéma (forme progressive). 11. Donner le contraire de: He goes to bed early - She went to sleep at 9 - I always remember dates - He asked a difficult question - Mother empties the milk-jug. - The bottle was empty - Early morning - A dirty face - A thin slice of bread - The last class before lunch-time. 25EVERYDAY THINGS preeett tt S es z BL Ue Coke ie Cee NY oe De CE ESSSSeoess cj ss RY millionaire Millionaires, presidents — even kings milja'nea i : Can’t get along without everyday things. bi . 6 Were you president, king or millionaire, com koum You’d use a comb to comb your hair. If you wished to be clean — and you would, I hope — 3 You’d take a bath with water and soap. And you’d have to eat — if you wanted to eat — Bread and vegetables, fish and meat. While your drink for breakfast would probably be Milk or chocolate, coffee or tea. [ 10 outer You’d have to wear — you could hardly refuse — | - Underclothes, outer clothes, stockings and shoes. note If you wished to make a reminding note, “— You'd take a pencil out of your coat; sign And you couldn’t sign a letter, I think, = Without anything better than pen and ink. magazine If you wanted to read, you’d be sure to look mega’ zim At newspaper, magazine or book; weucy If you had a cold I can only suppose ‘wiori You’d use a handkerchief for your nose. ae When you wanted to rest your weary head, fouk Like other folk, you’d hop into bed. ‘ Millionaires, presidents — even kings — hop Can’t get along without everyday things. Jean AYER. 26UAE ee | comb magazine thing | breakfast hardly only PREPARATION (Revoir 6°: legons 19, 20 — 5¢: lecon G) 1. What do you use to do your hair? to clean your teeth? 2. Where can you take a bath? 3. What do you do with soap? withatowel? witha handkerchief? 4. Can you live without washing and without eating? 5. What would happen if you didn’t eat? and if you didn’t wash? 6, Whosells bread? whatis it made from? 7. Where do men find fish for their food? 8. What animals do they breed to have pork and veal? 9. What food does a cow give us? 10, Why do men breed sheep? 11, What do people wear on their heads feet and legs? on their hands? 12. What do people drink at breakfast? at dinner? 13. What do you use at school to write a dictation? to draw straight lines? curved lines? 14. With what sort of pen do you need no ink? 15. How often can you buy a daily paper? a weekly paper? 16. When can you buy a morning paper? an evening paper? ETUDE DU TEXTE 1. Vocabulaire. 2. to get along = to manage to live. 18. a magazine = une revue. 12. outer = on the outside. 21. weary = very tired. 13. note = words written on paper. 22. folk = people. 15. to sign = to write one’s name. — to hop = to jump lightly. 2. Usage. to get along to get along without... to have a cold to catch a cold se tirer d’affaire se passer de... étre enrhumé senrhumer ef Verbes irréguliers. to eat, to get, to make, to read, to take, to think, to wear. 4. Grammaire. Passim: le conditionnel, § 183-184. 7. you’d have to eat, § 181. 3. were you = if you were, § 244, a. 15. couldn’t, § 180, d. 4. you’d = you would, § 254. 16. without anything, § 157, 5. 5. and you would, § 253. 21. when you wanted, § 370, 4. EEE SSS EXERCICES 12. Questions: 1. In what countries are there kings or queens? and presidents? and many millionaires? 2. What do you do when you're afraid of forgetting something? 3. Would a woman take a pencil out of her coat? 4, Are there as many pictures in a newspaper as in a magazine? 5, Which of the two is larger? whichis thicker? 6, Do magazines come out as often as newspapers? 7. What is the difference between underclothes and outer clothes? 8. Where do you sign your name? 9. When does your head feel weary? and your legs? 10. What are your outer clothes? 11. What is a pillow for? 12. What living creatures hop? 13, Mettre au présent les lignes 5 4 22. 14. Traduire: 1. Je ne peux pas me passer de thé. 2. Vous ne pourriez guére vous en passer, 3. Rappelez-moi de signer ces lettres. 4. Connaissez-vous rien de meilleur qu’un bon lit quand vous ¢tes fatigué? 5. Quand vous voudrez vous reposer, asseyez-vous dans ce fauteuil. DtEVENINGS AT HOME a G. Ciausen. Back from the pit. aed Sometimes, in the evening, he mended the boots, or the kettle, or his pit-bottle. Then he always wanted several attendants, and — the children enjoyed it. They united with him in the work, in the ; actual doing of something. crying He was a good workman, and one who, when he was in a good 5 Tally . : . * humour, always sang. It was nice to see him run with a piece of hammered red-hot iron, erying: “Out of my road! — Out of my road!” ‘hema Then he hammered the soft red-glowing stuff and made the shape soldering || he wanted. Or he sat soldering. Then the children watched, while ‘soldaria’ || ¢he room was full of a scent of burnt resin and hot tin, and Morel 10 scent resin | Was silent and intent fora minute. He always sang when he mended sent ‘vezin |} Hoots because of the jolly sound of hammering; and he was happy jolly when he sat putting great patches on his pit-trousers, considering dzoli them too dirty and the stuff too hard for his wife to mend. giles Then he went to bed, often before the children; and the children, 15 ‘kolia when in bed, lay and talked softly a while. Sometimes they went to shift the window and watched the lamps that swung in the hands of the fit colliers going to take the 9 o’clock shift, and grew tinier and tinier wwaveaihe in the darkness. Then it was a joy to rush back to the warmth wom of the bed. 20 Condensed from D. H, LAWRENCE (Sons and Lovers).2 ee eee ee ....... — sat soft who | room dirty while hot sang often food good burnt silent happy actual want boot pull workman | trying humour patches watched humour putting preferred | united hammered PREPARATION (Revoir 6°: lecon 19 — 5¢: lecon 10) 1, When must socks be mended? 2. How can you mend a very big hole? 3, What parts o boys’ and workmen’s clothes wear out quickest? 4,Whatshapeisaball? abook? apencil? atuler? thenibofapen? 5. Whatisatinmadeof? 6. Where must boys and girls be silent? 7. Name three things which are hard and three whichare soft. 8. To whom must you speak loudinclass? andwhen? towhom do you speak softly,and why? 9.Whendoyougoto bed? 10, What does an acrobat do on a trapeze? ETUDE DU TEXTE 1. Vocabulaire. 2. attendant = helper, servant. 12. jolly = gay. 6. humour =- temper, state of mind. 13. to consider = to think, to meditate: 8. to hammer = marteler, donner des coups cf. CONSIDERING, CONSIDERATE. de marteau : from A HAMMER, 16. a while = a short time, a moment. 9. to solder = souder. 18. a collier = a coal-miner. ; 10. scent = pleasant smell. — shift = period of work; a working day — resin = résine; tin = étain. is divided into three 8 hour shifts. Ze Verbes irréguliers. to do, to go, to grow, to lie, to make, to put, to run, to see, to sit, to swing, to take. 3h Grammaire. Passim: compléments de temps; 8. red-glowing, § 59, a. formes verbales en -ING. 9. the shape (...) he wanted, § 133, d. 2, 6, 11. place de ALWays; § 283, c. 14. for ... to mend, § 226, a. 6. to see... run, § 257, 18. tinier and tinier, § 85. 7. red-hot, § 59, a. 19. warmth, § 21. EXERCICES 15. Questions : 1. When does Morel use his pit-bottle? 2. What does he put init? 3. Who were Morel’s attendants? 4. Do you sometimes help to do things at home? what do you especially enjoy doing? 5. Why did Morel cry out of my road? 6, How can a man give a piece of iron the shape he wants? 7. How can a kettle be mended? 8. How did Morel show that he was happy? 9. Why did he mend his pit-trousers himself? 10. Do you think he also mended his socks? 11. Why did the children talk softly when in bed? 12. What made the colliers’ lamps grow tinier and tinier? 16. Relever les compléments de temps: a) adverbes simples — 65) avec préposition — c) avec conjonction. 17. Relever les formes en -ING employées a) comme noms — 5) comme participes présents. 18. Traduire : 1. J’aime vous entendre chanter. 2. Maman chantait toujours en préparant le repas. 3. Morel était assis en train de lire le journal. 4. Il ne dit rien pendant une minute ou deux. 5. Le fer était trop chaud pour que les enfants le prennent dans la main. 29own oun heap sod hirp = sod pendulum pendjulam speckle "spekl sure Jua weary ‘wiari bo bor : _ Fox Photo, An old cottage in Connemara, Eire. AN OLD WOMAN OF THE ROADS O, to have a little house! To own the hearth and stool and all! The heaped up sods upon the fire, The pile of turf against the wall! To have a clock with weights and chain And pendulum swinging up and down! A dresser filled with shining delph, Speckled and white and blue and brown! I could be busy all the day Clearing and sweeping hearth and floor, And fixing on their shelf again My white and blue and speckled store! I could be quiet there at night Beside the fire and by myself, Sure of a bed and loth to leave The ticking clock and the shining delph! Och! but I’m weary of mist and dark, And roads where there’s never a house nor bush, And tired I am of beg and road, And the crying wind and the lonesome hush! And I am praying to God on high, And I am praying Him night and day, For a little house — a house of my own — Out of the wind’s and the rain’s way. PADRAIC COLUM. stool stu turf ta:f dresser "dresa delph detf loth loud bush buf lonesome ‘lounsam hush haJo) aa nog pe ri. > | ou = oe 1 [ee eee fix filled own fire heap mist busy loth tired house ticking little lonesome quiet hearth PREPARATION (Revoir 6°: lecons 8, 21, 32, 37 — 5: lecon H) 1. What are the principal rooms in a house or flat? 2. What do we do in each of them? 3. Where does a fire burn? why is there no fireplace in some modern houses? 4, Where is it pleasant to sit on winter evenings? 5. Whatisthe furniture inthekitchen? in the sitting- room? in a bedroom? 6, Where are provisions kept? 7. What hangs from the top of a window? 8, What makes the floor soft to the feet? 9, Whatisabed for? where do you lay your head? 10, What are the main conveniences in a modern house? ETUDE DU TEXTE 1. Vocabulaire. 3. sods = pieces of turf dried up in advance 8. a speckle = a small spot, or mark. for the winter. to speckle = to mark with speckles. 4. turf = de la tourbe; sort of fuel found 11. to fix: here, to put in its place. in wet places. 15. loth = not willing, sorry (poetical). 6. pendulum = balancier. 17. Och! <=Trish for on! 7. dresser = piece of furniture with open 19. bog = wet place where turf is found. shelves at the top, for plates and dishes. 20. lonesome — lonely (poetical). —delph = plates, cups or dishes like those — hush = silence. made at Delft, in Holland. 23. of my own = bien a moi. 2. Verbes irréguliers. to leave, to shine, to sweep, to swing. 3. Grammaire. 3. heaped up, § 221. 14. by myself, § 98, c. 6. up and down, § 221. 18. never = not, § 301. 7. filled with; § 264. 19, tired I am, § 251. 9-10. busy... -ING, § 258, b. 21-23. pray... for, § 265. 9, 13. I could, § 180, a. 24. the wind’s, the rain’s, § 54, e. SAE EE SS SSS TSE SSS SSS SE SEAS EXERCICES 19. Questions : 1. What fuel can you burn on the hearth of an open fire? 2. Why is it good to have a big pile of turf? and why against the wall? 3. Is the old woman interested only in comfort, or also in the beauty of things? howcanyoutell? 4. Whatarethe main parts of an old clock? 5. What do you do toaclock every week? 6, What isa dresser for? whereis it placed? in what room? 7. Why does the old woman prefer a dresser to a cupboard for her dishes? 8. What lines suggest the kind of solitude and silence she likes, and the kind she does not like? 9. What are the two main problems for poor people who live on the roads? 10. Where can you find shelter along a road? 20. Traduire : 1. J’ai été fort occupé toute la matinée a écrire des lettres. 2. I] aimait marcher tout seul dans la campagne. 3. Il révait d’avoir une voiture bien a lui. 4. O, que n’ai-je un bon ami prés de moi! je suis las d’étre seul. 5. Bébé empilait les boites d’allumettes sur la table, puis il les balayait de la main, et elles tombaient sur le plancher. 31secret "sirkrit ordeal or’ dil mercy ‘marsi ruffian 'rafjan bait hush beit haf assume a’sjurm inward ‘inwad nervousness "narvasnis varnish ‘varnif lid alderman lid ‘o:ldaman baronet "beeranit Hulton Picture Photo, A morning class at Harrow. THE NEW MASTER (Mr Chipping, a retired schoolmaster is remembering his first conta t with the Headmaster and boys of Brookfield Publie-School). — You are a young man, Mr. Chipping. Don’t let anyone play tricks with you. Take a firm attitude from the beginning, that’s the secret of it. Perhaps it was. He remembered that first ordeal of taking prep; a September sunset more than halfa century ago. His youth at the mercy of five hundred ruffians to whom the baiting of new masters was an exciting sport, and something of a tradition. The sudden hush as he took his place at the desk; the frown he assumed to cover his inward nervousness; the tall clock ticking behind him and the smells of ink and varnish. Someone dropped a desk-lid — quickly, he must take every one by surprise; he must show that there was no nonsense about him. — You there, in the fifth row — you with the red hair — what’s your name? — Colley, Sir. — Very well, Colley, you have a hundred lines. No trouble at all after that. He had won his first round. And years later, when Colley was an alderman of the City of London, and a baronet, he sent his son (also red-haired) to Brook- field, and Chips would say: — Colley, your father was the first boy I ever punished when I came here twenty-five years ago. He deserved it then, and you deserve it now. How they all laughed; and how Sir Richard laughed when his son wrote home the story in next Sunday’s letter. After J. HILTON (Good bye, Mr. Chips). 5 10 15 20 25 32= SO : — SO ee ENG feel | Sport won hush secret | attitude laugh your London trouble ordeal | baronet varnish alderman | ruffian punish Rechercher dans la legon les mots accentués comme : |’— — — — “— —| [— ‘— PREPARATION (Revoir 6°: legon 26 — 5° : lecons 5, 6) 1. When are you allowed to speak in class? 2. What do you call a lazy pupil? 3. When does your teacher frown? 4. When do you deserve good marks? and badmarks? 5. When do you deserve to be punished? 6. What sort of pupil makes good progress? 7. What sort of school do very young children attend? and children in a small village? and yourself now? 8. What people can afford to have their children educated in a public-school? 9. How do your parents know how you work and behave at school? 10, What is the difference between day- pupils and boarders? ETUDE DU TEXTE 1. Vocabulaire. 4. ordeal = difficult test (une épreuve). 9. inward nervousness = secret fear. — prep = short for PREPARATION; to take 17. round = 3 minutes, period in boxing. prep = surveiller Pétude. 18. alderman = one of the assistants of the 6. at the mercy = in the power. Lord Mayor of London. — ruffian = brutal, cruel person. 19. baronet = a title of honour; before he —to bait — to bring a man to lose his received it, he was Mr Colley; after temper : harceler, tourmenter. he received it, he was Sir Richard Colley. 8. hush = silence. 20. Chips = short for Chipping. 2. Usage. something of a tradition to play tricks there’s no nonsense about him une espéce de tradition jouer des tours il ne se laisse pas faire 3. Verbes irréguliers. to come, to do, to let, to say, to send, to show, to take, to win, to write. 4, Grammaire. Passim: notion de temps, § 233; 2. beginning; 6. baiting, § 230, d. A, AN, emploi et position, §§6,8. 19. red-haired, § 59. 1. don’t let... play; take, § 171. 20. would say, § 210, b. — don’t ... amyone, § 157 5. 21. the first... ever, § 318, b. EXERCICES 21. Questions : 1. Why was taking prep an ordeal for Chips? 2. With what sort of master do boys never play tricks? 3, How do boys behave the first time they have a new teacher? 4. Were the boys quiet before Chips came into the room? how do you know? 5, What happened when he took place at the desk? 6. How did he pretend to be a severe master? 7. What sounds and smells came to him as he sat at the desk? 8, Who is at the head of the City of London? 9. How did the boys behave after Colley had been punished? 10. How does the text suggest that attending a certain public-school is often a family tradition? 22, Donner le contraire de : 1. Fifty years from now. 2. Don’t let anyone go. 3. He had remembered it. 4, His youth. 5.Hehad won. 6, Years later... 7. Next Sunday.... 8. The first boy.... 9. Sunset. 10. A great hush. 3323. Compléter par un verbe au temps qui convient (burn up, cut off, fill up, get along, hang up, let out, put on, shut out, take off, wash up, wear out): 1. The blinds are down ... the sunlight. 2. Mr Davies ... his hat and went out. 3. The doctor must... the poor man’s leg. 4. She shut the door, ... her raincoat and ... it in the hall. 5. How ... you ... with your new teacher? 6. Boys ... their shoes in a short time. 7. Morel poked the coals to make the fire... 8. There wasa hole in the bath which ... the water. 9. Do not ... the bath: half full is enough. 10. Mr Scott helps his wife ... the dishes. 24, Compléter par une des formes données du verbe : 1. She preferred (eat, to eat, eating) in the kitchen. 2. He went out without (close, to close, closing) the door. 3. Morel smashed the coals to make the fire (burn, to burn, burning) up. 4- Don’t let the children (drink, to drink, drinking) this dirty water. 5. It is pleasant to hear them (sing, to sing, singing). 6. Fan and Bob watched the men (work, to work, working) in the street. Le Do you enjoy (watch, to watch, watching) the TV? 8. How long will it take you (go, to go, going) to London? 9. He switched off the light after (read, to read, reading) his newspaper. 10. Please leave the door open for the dog (go out, to go out, going out). 25. Mettre a la forme interro-négative : 1. You will come to dinner with us. 2. This bacon smells good. 3. The postman has come. 4. We shall soon begin. 5. My hands are not dirty. 6. You can hear the bell ring. 7. My sister cannot help you. 8. Must Pat make her bed? 9. Your friend got up early. 10, Did you clear the table? 26. Traduire en frangais : 1. It may rain later, [think you should take your raincoat. 2. Tom has a bad cold, he must stay in bed. 3. You must go now if you don’t want to miss your train. 4. Pat is getting fat: she shouldn’t eat so many sweet things. 5. I should really do some work after dinner, though I should like to go to bed. 6, You should buy a dictionary, it would help you to understand new words 7. School- children must not be late at school. 8. You should read this book, it’s very interesting. 9. Men must eat to live. 10, Mother says we should go for a walk, but we had rather watch the TV. 27. Remplacer la construction en italiques par MUST, HAVE TO ou SHOULD : 1. Fan does not like walking, she had better buy a bicycle. 2. Mrs Daily thinks that Mrs Eliot would do well to buy a refrigerator. 3. Do your work first, you will play later. 4. If you like high speeds, why don’t you buy a motor-bicycle? 5, Will it be necessary for me to ring up the doctor if Baby has a cold? SUJETS DE NARRATION —_—_—_—X—a—sx—_0—_—_— rr 1, Busy Mother. Write 15 lines on what your mother does after you have left for school. 2. Early Morning at Home. Write 10 or 15 lines about what everyone does in your house between getting up and getting to work. 3, First impressions. Write 15 lines on what you felt when you first began learning English at school, two years ago.Second part TEXTS FOR READINGTHE FAMILY FROM ONE END STREET Mrs Ruggles was a washerwoman and her husband was a Panta dustman. Mr Ruggles’ name was Josiah, and he was called blanchisseuse Jo for short by his friends. Mrs Ruggles’ name was Rosie and no one, except her children, ever thought of calling her anything else, There were a great many Ruggles children — boys and girls and-a baby that was really a boy but didn’t count as yet. Josiah [4 g0u’saia] The Dustman and his wife were proud of their numerous girls and boys, all growing-up-fine-and-strong. The Ruggles family lived in a small town called Otwell, at n° 1, One-End-Street, which was in the middle part of the town. as yet = jusqu’alors me i a ae roa i/ All Ne Dire DE VA inkl ly Di TR} ae eee He if gq I, Hise Hi From Monday till Friday morning the house, which was very np old and very small, was full of steam and the smell of damp and drying clothes; but on Friday afternoon and Saturday it got aired a bit, and by Sunday was as clean and tidy as any other in the town. Outside hung a blue board on which was aired aed abre painted in large white letters: THE IDEAL LAUNDRY. —— - CAREFUL HAND WORK. sf blanchisserie 138THE IDEAL LAUNDRY CAREFUL § HAND 2 Work BAG WASH fovea ymraniinessarp, meta PUA trial [‘traial] épreuve, cauchemar stout(ish) [’staut(if)] (assez) corpuient resemblance [ri‘zemblans] lily [lili] ys freckles [’freklz] taches de rousseur startling [‘sta:tlin] Saisissant, étonnant contrast |’kontrasst] confusion [kan‘fju: zen] shortly = bientét (al)though = bien que 139 Lily Rose was the eldest of the Ruggles family. She was twelve and a half — going on thirteen, and already in the top class but one at school. Her great trial in life was her name, for she was a red-haired, stoutish child and bore no resemblance to a lily of any kind, or a rose either (unless it were a cabbage one). The next baby was a girl too, and Jo said that she should be called Kate, after his dear Mother. Kate grew up a thin freckled child — a startling contrast to the stout Lily Rose. Twin boys came next. They were christened James and John. For two years there were no additions to the Ruggles family, and then another boy appeared. “ He’ll be called after me, ” said Jo. He was; but there was a difficulty: two Jo’s in one house caused so much confusion that Mr Ruggles had to become “OLD JO”, and sometimes, when he was tired, he said he felt it. Another two years went by before the next baby came, and this time it was a girl. “ Good thing too, ” said Mrs Ruggles, “Tm tired of boys. ” The baby was christened Margaret Rosie and very shortly became Peggy, and before she was two years old, Peg. It seemed, too, that she was to remain the youngest of the Ruggles, and then, although Mrs Ruggles was tired of boys, four years later, another one appeared. 33Rosie had a bright idea and suggested it might be a delicate compliment to call him after the Vicar who had so kindly christened the first half-dozen. One day she decided to ask the Vicar if he would mind if she called her last baby after him. The Reverend Theobald said he would be delighted, and here was a pound note... a christening present for William. Mrs Ruggles nearly ran back to n° 1, One-End-Street with the good news. So the baby was William, and he was the last. Lily Rose was Helpful in the Home. She could wash fairly well, scrub steps, knew how to fry bacon-and-eggs and was an expert at blowing the noses, and scrubbing the ears of her young brothers and sisters. Her great ambition was to own a steam laundry where she would walk about and tell dozens of girls in white overalls how to work. One afternoon, Lily Rose came home early from school. The front door was shut and locked, so evidently her mother and the two youngest children were out. She found the key in its usual place under a broken brick, and went in. It was ironing day; piles of ironed and unironed garments lay about. The house linen — sheets and towels and things — seemed to be finished and were piled up in heaps. The thought came to her that it would be an excellent idea, and also her Goop DEED for the day (she was a Girl Guide), if she were to finish off the ironing by the time her mother returned. LEE ve LH | EH delicate [‘delikit] compliment [‘kompliment] vicar[‘vike] = pasteur Reverend [‘revarand] Theobald [‘siaba:ld) William [‘wiljam] fairly [‘feali] = assez scrub [skrab] =récurer expert [’ekspa:t] ambition [zm‘bifan] evidently [‘evidantli] garment [’ga:maent] vétement, habit linen [‘linan] = linge deed [di:d] = action to do a good deed faire une B. A. 140blanket [’blznkit] couverture seize [sizz] = saisir stand = support, sacle encourage [in’karidg] embark [im’ba:k] artificial [a:ti’fifal] silk [silk] = soie petticoat [‘petikout] jupon stove [stouv] fourneau one long sweep... un grand coup de fer doll [dol] = poupée weep, wept, wept [wi:p, wept, wept] pleurer 141 The irons were heating on the fire, and Lily Rose took off her hat and coat, rolled up her sleeves, spread out a garment on the ironing-blanket and seized one. Forgetting the stand, she put the iron down a moment on the ironing-sheet. Immediatelyarich smell of burning blanket filled the room, and Lily Rose was sorry to see a large hole. She quickly put the iron on the stand and waited patiently for it to cool. After some minutes she decided the iron was ready and set to work on a baby’s overall. She made quite a good job of it and hung it proudly over achairback ; encouraged by such success she embarked upon the next garment — a green artificial silk petticoat. Now Lily Rose had heard much talk about the difficulties and dangers of ironing artificial silk. The great thing, she knew, was not to have too hot an iron. She spread out the petticoat carefully, took the cool iron from the stove, and began. She made one long sweep up and down with the iron, and oh! what was happening! the petticoat was shrinking... shrinking... running away before her eyes! Smaller and smaller it grew. At last the shrinking seemed to stop and there it lay, the beautiful green silk petticoat, no bigger than a doll’s — too small even for William. Poor Lily Rose! The smoking iron- holder in her hand soon told her that she had taken the hot iron by mistake, and of course the artificial silk... Lily Rose put the iron back on the fire, sat down on a pile of sheets and wept!Five minutes later the door opened and in came Mrs Ruggles with William in her arms and Peg hanging on to her skirts. “ Good Gracious! what a smell of burning! ” she cried; and then, catching sight of the tearful Lily Rose, “ What’s the matter? Speak, do! I can see you’ve burnt my ironing blanket, and what’s this thing?” she added, going up to the table. “Doll’s clothes? How often have I told you not to touch the irons when I am out? ”: “Tt’s not doll’s clothes,” wept Lily Rose. “It’s a customer’s petticoat; I was trying to help you and do my Good Deed for the day (sniff) for the Guides (several sniffs). ” Mrs Ruggles was very angry. “ That petticoat belongs to Mrs Beaseley, one of my best customers,” she cried. “And I’ve given her satisfaction for over three years! It will have to be replaced. To-morrow you’ll come with me to Mrs Beaseley’s and explain. You'll get no jam for tea to-day and no cake on Sunday. Now then, stop that sniffing, put the kettle on and get the tea. ” The next morning Lily Rose and her mother set off to return Mrs Beaseley’s laundry. If only, thought Lily Rose, it hadn’t been Saturday! Then she would have been safe at school. But instead, here she was, helping her mother, still very cross with her, to carry the laundry basket with one hand and clasping the remains of the green silk petticoat, done up in a parcel, in the other. At last they reached the house, and Lily Rose, wishing she were dead, knocked at the back door. The cook opened it. “ Early to-day, Mrs Ruggles, ” she said. “ Got a helper, I see. Come right in and wait a minute, will you? ” Bien .my GOOD DEED for the ei Good Gracious [gudgreifas] Mon Dieu! tearful [’tiaful] larmoyant(e) sniff [snif] = reniffer Beaseley [‘bizzli] satisfaction [seetis’fekfan] set off = partir instead [in’sted] au lieu de cela cross = faché(e) clasp [klazsp] tenir bien serré= expect = suppose Just at that moment Mrs Beaseley herself came into the kitchen “ Good morning, Mrs Ruggles, ” she said, “ You’re early recip iitebil to-day. Is this one of your large family? I don’t think I’ve répondre, répliquer seen her before. I expect she’d like a glass of lemonade and some cake, wouldn’t she? ” EEE saree SSE twinkle [twink] “ She'd dike it all right, thank you, ” replied Mrs Ruggles, une lueur de malice “ but she doesn’t deserve it! ” “ How’s that?” said Mrs Beaseley, turning to Lily Rose, but that young lady with such a twinkle in her eyes that that young lady felt better cetfe jeune personne at once “You tell Mrs Beaseley yourself,” commanded Mrs Ruggles. com: d [ka’ma:nd vay mt “Well, come in and have the cake first, and tell me after,” said Mrs Beaseley. “ Bertha, ” she called to the cook, “ Get a Bertha [‘ba:6a] cup of tea for Mrs Ruggles and some cake for the little girl. ” She then turned to Lily Rose. “I don’t know your name?” shyly [' faili] “Please, it’s Lily Rose, ” said the child shyly. “ What a timidement pretty name! ” said Mrs Beaseley. “I don’t think any one with such a nice name could do anything really bad, do kindly [“kaindli] you?” And she smiled kindly. avec bonté While Mrs Ruggles drank her tea and Lily Rose ate her cake — she took a good slice for she knew she wasn’t going to missing = qui manque have any next day at home — Mrs Beaseley asked after Mr Ruggles and the family and especially the progress of William. Just then the cook returned with the empty laundry-basket. “ T’m afraid there’s something missing, Mrs Ruggles, ” she said, “ There’s one green and one pink petticoat on the list, the pink one is here all right, — Im afraid you’ve forgotten to put in the other. ” 143Mrs Ruggles looked at Lily Rose, and Lily Rose looked at Mrs Ruggles, while Mrs Beaseley looked at them both. “Please, Madam, ” began Lily Rose, “J ironed your petticoat to surprise Mum (gasp), because I’m a Guide and have to do a good deed every day. I didn’t mean to spoil it (gasp) — truly I didn’t — I used the hot iron by mistake and the stuff ran away as soon asI touched it (gasp) — and... ” thrusting the parcel into Mrs Beaseley’s hands, Lily Rose burst into tears. But when Mrs Beaseley undid the parcel and saw her petticoat, she burst out laughing. “I never saw anything so funny! ” she cried, “ I should love to have seen it running away from the iron — it doesn’t matter a bit, Mrs Ruggles. It was a cheap petticoat, and I know artificial silk behaves like that. ” “ Cheer up, Lily Rose. I’m sure you meant to do a good deed. I used to be a Guide once,” she added, “ and I’ve made lots of mistakes over good deeds in my time. Cheer up now and have some cake, and tell me what you’re going to do when you leave school. ” surprise [se‘praiz] faire une surprise a gasp [ga:sp] = hoquet truly = en vérité thrust [orast] = pous- ser, mettre de force burst [ba:st] = éclater tear [tia] = /arme undo [’an’du:] défaire over a good deed en voulant faire une B. A... cheer [t/ia] = égayer réconforter cheer up! console-toi! There was along pause. Lily Rose sniffed. “I want toruna laundry, ” she said at last. — Oh! how Mrs Ruggles and. Mrs Beaseley laughed! — “I mean a steam laundry, ” she said, but they only laughed more. “ Never mind,’Lily Rose, ” said Mrs Beaseley. “It’s an idea, and a very good one, but don’t practice on my clothes again, will you? and how about taking home the remains of that cake, and some of these biscuits? ” It was a very different journey home! Mrs Ruggles was no longer cross — she was laughing. And although Lily Rose still held one side of the laundry basket, it was empty and light, and instead of the remains of the petticoat in her other hand, she carried the remains of a very good cake and a bag of bis- cuits. She felt perfectly happy again, and began to sing. pause [po:z] arrét, silence never mind peu importe practice = s’exercer how about = qu’est- ce gue tu dirais de... perfectly [‘pa:fiktli] parfaitement 144He was suddenly struck by his ignorance of this fact. He brightened up. An Idea! why not find out — track the river to its source, right now, this minute! There was an adventure, ready to his hand — why had he never thought of it before? Jim began to run; if he were to finish the job and get back to supper, he had better make haste. He ran past the boot shop round the corner, down the next street and out into the main road to London, on and on till he was quite out of breath. There were fields now, and only a few houses. Presently he came to a path where a board said: TO THE RIVER ONLY. He turned down this and was soon in the water-meadows — he could see the river not far ahead. Hot and tired, he stopped and sat down for a moment to get his breath. thought he heard voices and listened, but he could hear nothing more and told himself it must have been a cow. Jim got up and looked cautiously in. What he saw made him draw back quickly. Inside the kiln, sitting in a semi- circle on the floor, were nine or ten boys listening to another who was speaking in a low but excited voice. Jim turned to run, but it was too late — he had been seen! He was seized by the arms, he had surprised a secret meeting — a meeting of the Gang of the Black Hand! ignorance [‘ignarans] fact [fekt] = un fait, une réalité track [trek] = swivre la trace, remonter haste [heist] = Adte out of breath hers dhaleine presently [‘prezntli] bientét path [pa:0] = sentier ahead [a’hed] en avant lime-kiln [‘laimkiln] four a chaux cautious(ly) [‘koxfas(li)) prudent ( prudemment) secret [’si:krit] gang [gen| = bande 146appropriate [2 prouprieit] title [‘taitl] titre, désignation consist [kan‘sist} member [’memba] mostly = presque tous spot [spot]= dieu, place select [si’lekt] choisir tobacco [ta’bekou] object [’obdgikt] society [sa’saiati] relate [ri‘leit] raconter founder ['faunda] fondateur (un)fortunate(ly) [(an)’foztfnitdi) mal)heureuse(ment) stowaway |’stouawei] passager clandestin thriller [‘orila] roman d’aventure (un)load_ [(an)loud] é)charger Ouse [u:z] 147 ' waters of the Ouse; but he was _ The Gang, or Black Hands, as they called themselves (an appropriate title for most of them), consisted of nine or ten members mostly between eleven and twelve years of age. They met every Saturday afternoon in some quiet spot selected by the captain, Mr Henry Oates, aged twelve. Each member was expected to bring something to eat, which he shared among the others, and, when possible, a halfpenny or more for the Society. This money was put in an old tobacco tin and buried under a heavy stone in the kiln. The real object and excitement of the Society, however, were the Adventures each member was expected to “ have ” and relate to the others at the Saturday meeting. (After much discussion, the boys and their Captain accept to receive Jim into the Gang though he is younger than they are.) The next thing was to “ have ” an adventure and most fortun- ately, before next Saturday’s meeting, there would be a whole holiday from school, an annual event in memory of the founder. On the holiday morning, Jim made his way to the river. For he had made up his mind last night that he was going to be a stowaway, like the boy in the thriller he had just finished, but with this difference, that while this hero had been gone from home for weeks, Jim was only to go for the day — just down the river to Salthaven where the barges unloaded. The boy in the book had swum across a harbour, and climbed on board a cargo boat while the crew were on shore; Jim could only swim a few yards, and he was not going to trust himself to the muddy quite sure he would find some way of getting on boarda barge.Two barges were loading at the Wharf, one with cement, the other with scrap-iron and drain-pipes. There was no one about but the four men belonging to the boats, and a dog asleep on the wharf beside a heap of pipes. Jim walked to the water’s edge, inspected the barges and was pleased to hear one of the men say they’d be ready to go down on the high tide at one o’clock. This was excellent news! the men would knock off for their dinner at twelve o’clock and when they came back, the stowaway would be, well — a stowaway! Jim began to feel very excited. He stood watching the crane swinging sacks of cement on board, until one of the men told him to get out of the way. He retreated down the wharf to a heap of sand where he sat keeping an eye on the work, wonderin what he should do, . A terrific hail-storm broke with great suddenness over the wharf, The men, putting sacks over their heads, ran for shelter to a warehouse, while the dog awoke, jumped to his feet, shook himself, took one look round and, making straight for the nearest drain pipe, crawled inside. Jim had no sack, he was some way from the warehouse, and he knew he would be wet through before he could reach it. he followed the dog’s example and crawled into the drain pipe after it! It was fortunately a friendly animal, and wagged a long plumy tail as Jim curled up beside it. The hail then chang- ed to rain. Inside, however, it was snug and dry, there was a little straw on the “floor,” and though one could not sit upright, it was comfy enough. So, jumping off the sand heap, scrap [skrep]=décher scrap-iron ferraille drain [drein] = égout knock off faire la pause crane [krein] = grue retreat [ri‘tri:t] batire en retraite terrific [t2’rifik] hail [heil] = gréle warehouse [’weahaus] entrepot wag [weg] = agiter curl [ka:l] boucle, spirale plume [plu:m] panache curl. up se pelotonner snug [snag] bien abrité comfy = comfortable 1482 lee. 2 creep [krirp] se glisser, ramper unobserved [‘anab’zarvd] Sans étre vu close [klous] = prés closely [‘klousli] de prés plank [pleyk] planche topmost [‘topmoust] le plus haut wrap [rep] (s)envelopper port-hole [’pa:thoul] hublot require [ri’kwaia] exiger, demander bound [baund] for a destination de 149 (UP Jim decided that here was his hiding-place! When the last of the pipes had been put aboard and the men gone to their dinners, he would just walk on to the barge, creep inside one and stay there till they reached Salthaven! What could be simpler! It was almost too good to be true! At last the rain stopped, the dog jumped out, and Jim crawled after him unobserved. A distant clock struck eleven, and Jim set off for a little walk beside the river, closely followed by the dog, and for the next hour amused himself by throwing sticks and stones for it. As soon as he heard twelve strike, he hurried back to the wharf, delighted to see that all the drain- pipes were now on board, and the men putting on their coats. Calling the dog, they all walked off towards the town. As soon as they were well out of sight, Jim hurried to the edge of the wharf, ran up the plank which served as a gangway to the first and larger of the barges, and jumped on board. He glanced round, and picking up a sack which was lying near, and selecting the topmost pipe on the pile, he climbed with some difficulty up the heap and crawled inside it. He was just too tall to lie stretched out without being seen, but he cur- led up wrapping the sack round him. The round ends of the pipe were like port-holes, there was an excellent view each way and it required little imagination to believe one was in a cabin, bound, not for Salthaven, but the South Seas! Jim had never been so excited in his life, too excited even to feel hungry. Very soon the men returned, and two minutes later they were off.It was very peaceful lying in the pipe, floating down the river to the soothing thud-thud of the engines. Very soon Otwell was far behind, and they were sailing between water-meadows where horses and cows were grazing. Presently sea-birds flew screaming overhead, the barge began to rock a little, and Jim thought they must be getting near the mouth of the river. In the far distance he could see houses and factory chimneys and the tall masts of ships. The river was wider now and the rocking grew worse; Jim began to feel a tiny bit sick. This was not at all the correct behaviour for a stowaway and he shut his eyes for a little while. When he opened them again, the rocking had ceased. They were entering Salthaven’sdock. Big ships lay at anchor, many with foreign names. A minute later there was a bump, somebody whistled, and the engines stopped; they had arrived! They seemed to be tying up beside a big ship. Jimcould just see her name, L’Oiseau-Mouche, and her port, Havre. Her hold lay open, and the long arm of a crane hung over it — waiting. Jim knew what that crane was waiting for! it was waiting for cement, waiting for scrap-iron, waiting for drain- pipes — waiting for stowaways! Quite soon, he, Jim, would be in that hold, scrap-iron, cement, and drain-pipes on top of him; somewhere in France, America or Czechoslovakia his body would be unloaded. He tried to sit up, forgetting it was impossible in the pipe: crack went his head, he fell back, stunned. se —) eo) +s] Sa ee Fi aS RSS = - ) ERRS_S { BRS AEGEAN IN ERY ROSS Sh = ss ANS Yes eect 2 soothe [su] = apaiser thud [sad] =5ruit sourd chilly |‘tfili] = frisquer scream [skri:m] pousser des cris stridents rock [rak] -= aseiller mast[ma:st] = mdt while [wail] = moment anchor|‘@nk2] =ancre bump [bamp] ~ choc whistle |'wisl] = siffler hold [hould] = cale Czechoslovakia {'tfekouslouvekia] stun|stan] = assommershaky = chancelant shout [faut] = crier dazed [deizd] abasourdi [breeze [bri:z] =brise toes [touz] = orteils yell [jel] = Aurlement peel [pil] = éplucher gull [gal] = mouette lower|‘loua] = descendre || Jim lay in his pipe feeling sick and shaky. He knew he must crawl out, shout, or do something, but he felt too dazed to move; the noise outside, the shouting and rattling of cranes added to his confusion. A voice cried “ Right away! ”, and his pipe was slowly raised in the air! The sharp breeze seemed to bring him to his senses. Jim thrust out his head at one end and toes out at the other and, gathering all the breath in his body, gave out a terrific yell! Unfortunately, the cook of a neighbouring ship selected this moment to throw some potato-peelings overboard. The gulls, on the look out for food, swept towards it, and Jim’s cry was drowned in their screaming. A minute later he was being gently lowered into the hold of 1’ Oiseau-Mouche! enormous [i’n3:mas} terrify [’terifai] tuck [tak] serrer, fourrer deposit [di’pozit] déposer stare [stca] dévisager planet [‘plenit] ueer [kwia] dréle, mal a Paise murmur [’ma:ma:] 151 “ Mais qwesi-ce qwil y a la? “exclaimed a voice. “Nom a nom! C’est un gosse! ” all of which meant nothing at all to Jim, who crawled out, white and shaking, and was sick over the sailor’s feet! An enormous terrifying person picked Jim up, and, tucking him under one arm like a parcel, walked down the gangway, and deposited him among a crowd of dock-hands on the quay. The men crowded round, staring at Jim, as if he had dropped from another planet. Where was he from? How had he come to be in that pipe? Jim felt queer, very queer indeed, everything seemed to be going round in circles, and he could only murmur, like a baby, that he wanted to go home.“ Where’s home? ” somebody asked, and after a bit Jim managed to say “ Otwell”. — “ There’s a chap here going to Otwell: hell take you, sonny, cheer up! ” And taking Jim by the hand, one of the dockers led him across the quay to where a lorry was standing. - Just about to start the engine was Sid Watkins, the brother of Mr Watkins, from the paper shop. “ Hullo! ” he said, “ another Ruggles in trouble — and he has got a bump on his head! ” J iw = Kt yy My 7: “ He’s lucky he hasn’t got a broken neck! ” said the docker. “ He wants to go back to Otwell; as you seem to know him, perhaps you’ll take him along? Now remember, you, ” he added, swinging Jim up beside the driver’s seat, “ no more of your monkey tricks here; do you know what they do with stow- aways?” Jim shook his head. “ They give them up to the Police! That’s what they do with’ em! ” and, almost before he had finished speaking, Jim caught sight of two policemen approaching the crowd on the quay. = Jim clutched the docker’s hand very tightly, The docker said that perhaps it might be safer to sit out of sight on the floor till they were clear of the docks. Before he had finished speak- ing, Jim was off the seat and very glad indeed when Mr Wat- kins climbed into the driver’s seat and they started off. He wouldn’t feel safe now till he was back in Otwell. In less than five minutes they were rattling away through Salthaven. “ What have you been up to?” asked Mr Watkins as soon as they were through the town and out on the Otwell Road. “What’s all this about a pipe and policeman? — been trying smoking? ” Jim was rapidly recovering in the fresh air, now that all danger seemed over. “ Dve been inside a pipe — all the way from Otwell; I’ve been a stowaway!” he said proudly, “and I’ve been awful sick, ” he added. us KS UG chap [tfep] type sonny [‘sani] ston bump [bamp] bosse gor ff ; : luck [lak] = chance he’s lucky ila de la chance catch sight of apercevoir clutch [klatf] serrer, agripper tightly [‘taitli] fort, étroitement clear of = sorti de what... up to? qu'est-ce que tu as fabriqué ? rapidly [‘repidli] rapidement awful [9:ful] terrible (ment) 152- Questions sur le texte oe Vir and Mrs Ruggles. page 138 page 139 page 140 a) page 140 5) 1. What did Mr and Mrs Ruggles do for a living? 2. What is a washerwoman’s job? and a dustman’s? 3. In what part of the day is a dustman particularly busy? 4, What was Mr Ruggles’ Christian name? what did his friends call him for short? 5. Whocalled Mrs Ruggles Rosie? what did her children call her? 6. Why do people often say it, whenspeaking of ababy? 7. Were the Ruggles sorry to have such alargefamily? did they oftenhaveto callin the doctor? 8. Where did the Ruggles family live? 9. Why is there little traffic in a one-end street? 10. Why is such a street convenient for children? 11. How can you tell that you are passing a laundry? 12. When does water turn into steam? 13. On what days of the week could Mrs Ruggles show that she was a good housewife? 14. Did she use washing-machines to do her work? how do youknow? 15. What is a laundry? 16, Why do some people prefer to have their laundry done by hand? 17. Is it possible for a housewife who has not learnt any trade, to make some money to help the family? how can she do it? The Ruggles children. 1. At what age was Lily Rose to leave school? how do you know? 2 .What is the top class but one in your school? 3, What sort of flower is a lily? and a rose? 4. What is a cabbage? what does it look like? what sort of rose makes you think of a cabbage? 5. What sort of girl would the name LILY suit best? and the name Rose? 6, What was the Christian name of Mr Ruggles’ mother? 7. How was the girl Kate a physical contrast to Lily Rose? 8, When does a baby get his Christian name? 9. What are twins? 10, How old were the twins when their baby brother was born? 11, Why had Mr Ruggles to be called OLD Jo? 12. Was that necessary soon after Little Jo’s birth? 13. When did Mr Ruggles feel that the name OLD Jo suited him well? 14. How many boys had Mrs Ruggles when she said J’m tired of boys? 15. What was Margaret called forshort? 16. Why isaname like Margaret Rosie not very convenient? 17. How long did Peg remain the youngest of the family? 18. Was there an equal number of boys and girls after the birth of the last baby? The christening. 1, What is the business of the vicar or priest after a baby is born? 2. Did the vicar know the Ruggles well? why? 3, Did the vicar object to Mrs Ruggles’ suggestion? 4. What was the vicar’s Christianname? 5. What was his christening present? 6. Who were the eldest and the youngest of the Ruggles children? The Good Deed of Lily Rose. 1. How can the eldest daughter in a large family help her mother a) with the housework 6) with meals c) with the other children? 2. What did Lily Rose want to do when she was a woman? 3. Did she imagine she would work in the same way as her mother did? in what ways would it be different? 4. How did Lily Rose know that her mother was out? 5. How could she getin? how did she know where the key was? 6. How could Lily Rose know it was not washing day? 7. What was the aspect of the house the day after washing? 8. How did she know that there was some ironing left to do? 9. Was there a lot done already? 10. Who has to do a Good Deed every day? 11. What occasions for Good Deeds can boys and girls have on their way to and from school? 12, Did Lily Rose think it would take her long to finish off the ironing? : 154All is well. Page 144 | 1. How did Mrs Beasely understand that there was something wrong with the missing petticoat? 2.In whose eyes was there a prayer? a question? anda command? 3. When does a fish gasp? why? 4. Why did Lily Rose gasp? 5. Why did Lily Rose burst into tears? and why did Mrs B. burst out laughing? 6. Which of Mrs Beaseley’s words brought most relief to Mrs Ruggles? why? 7, and to Lily Rose? 8. Why is it sometimes difficult to do a Good Deed? 9. When have you excuses for having done wrong? 10. Why did Mrs B. and Mrs R. both laugh when Lily Rose said she wanted to run a laundry? 11. How can you get enough experience to do a thing well? 12, What was the difference between the two journeys, to Mrs Beaseley’s, and back (basket, parcel, the feelings of mother and daughter)? Jim longs for Adventure... page 145 | 1. Who was Jim? 2. What was he thinking of all the time? 3. How could he get books to read? 4, What sort of books did he prefer? 5. Who were his favourite heroes? what did they do? 6. Why did he take particular interest in twins? 7. What can you live on when you are wrecked on a desert island? and where can you sleep? 8. How can you make a fortune on a desert island? 9. What is a raft made of? why is it easier to make than a boat? 10. What was the routine of Jim’s everyday life? 11. Why did he like to go near the river? 12. Why do mothers usually forbid their children to play near rivers by themselves? 13. Why was the river at Otwell and Salthaven interesting to Jim? 14 Was Otwell near the source or the mouth of the river? 15. Why must men be patient when fishing? 16. How did Jim make his way to the river? 17. How did he know which way to go on the road? 18. In what ways was the river at Otwell both pleasant and useful? 19. How did the idea of tracking the river to its source come to Jim? 20. How can you know where a river comes from? » and finds it! page 146 | 1. What can be the various ways of tracking a river to its source? 2. How long did Jim think it would take him to explore his river? 3. Why is a water- meadow a bad site for building a house? 4. Why did Jim stop and sit down? 5. Why did he think of cows at the lime-kiln? 6. What did he do to find out | what was the noise he hadheard? 7. Why did he draw back quickly? 8. What is a gang of workmen? and a gang of thieves? 9. Why did Jim turn to run away? 10. Why was it too late? The Gang. age 147 | 1. Why was Black Hands an appropriate name for the members of the gang? pag 7 Pprop gang a) 2. Was Jim as old as the Black Hands? 3. Who was their Captain? 4, How often did they meet? 5. Why didn’t the gang meet in the schoolyard ? 6. What were the duties of each member on Saturday? 7. How did the gang hide its treasure? 8. What did they do when they met on Saturdays? How to become a Black Hand. page 147 | 1. Why was the extra holiday a fortunate thing for Jim? 2. What is the difference b) between travelling as a stowaway and as a passenger (ticket, passport, food, cabin, etc.)? 3. What do you call a very exciting book of adventure? 4. How were Jim’s plans limited by time? 5. What was the main difference between the river at Otwell and at Salthaven? 6. How must a stowaway get on board? how can he do it? 7. Why wasn’t Jim prepared to swim across the harbour? 156Suspense. page 148 1. What for do barges stop alongside a wharf? 2. Was the Otwell wharf very a) busy? 3. How many men made up the crew of each barge? 4. What is a car good for when it has had a bad smash, or a ship when it is too old to sail? 3. Which sort of rivers feel the tide? which do not? 6. In what part of a river is the tide felt? 7, Why did the bargemen choose to go down at one o’clock? 8. What do workmen do about the middle of the day? 9. When would Jim begin to be a stowaway? 10. What is a crane used for on a wharf? 11. Why did one of the men tell Jim to get out of the way? 12. How long had Jim to wait till he could become-a stowaway? 13, What could he do to pass the time till then? 14. Why didn’t he go home for lunch and come back? The hailstorm. page 148 | 1. What is the difference between a raindrop and a hailstone? 2. Why is hail b) bad for crops? 3. How can people shelter themselves during a storm? 4. How did the bargemen shelter themselves? 5. Why couldn’t Jim do the same? 6. How did the dog show that he was a clever dog? 7. Why couldn’t the men use the same shelter as the dog? and why could Jim use it? 8. How did the dog show that he was not selfish? 9. What should Jim have done if the dog had shown his teeth? 10. Why couldn’t Jim sit upright? how did he manage to settle inside the pipe? 11, What made the drain pipe comfy enough inside? 12. What was the inconvenience of this shelter for Jim? 13. What idea came to Jim while the rain was falling? Waiting for his chance. page 149 | 1. What made the drain pipe a good hiding-place? 2. What time would Jim a) choose to get on board the barge? 3. Could he get out of the pipe in the same way as the dog did? 4. How long did Jim know he had to wait when the clock struck eleven? 5. How did the dog and Jim spend the next hour? 6. What had the men done in that hour? 7. What did it mean to Jim when the men put on their coats? 8. Did the men forget their dog? 9. Would Jim have been pleased if the men had invited him to lunch? or if they had had a picnic lunch on the wharf? why? 10, Why did he wait till the men were out of sight? The stowaway! page 149 | 1. How did Jim get on board? in what ways was it different from getting on b) board as a passenger? 2. On which of the two barges had the drain pipes been loaded? 3. What gave Jim the idea of picking up a sack? 4. Why do you think Jim selected the topmost pipe? 5. Why couldn’t he stretch out at full length? 6, What part of his body would have been visible? 7. How is a cabin lighted in day time? what shape are port-holes? 8. What was Jim’s purpose in wrapping himself up in the sack? 9. Several passenger-boats sail from Calais every day: where are they bound for? 10. If the barge had really been bound for the South Seas, would Jim have been prepared for that adventure? 11. Why did Jim forget about his lunch? A bad sailor. page 150 1. Did Jim feel anxious as the barge floated down the river? 2. What is the sound a) of an engine on a barge? how is it different from the sound of a sports-car or an airplane? 3. What conditions sometimes make it impossible for cows and horses to graze in water-meadows? 4, What can you hear when sea-birds are flying overhead? 5. When does a ship rock? 6. Why did Jim think he was getting to the mouth of the river? 7. What is the aspect of the skyline near a sea-port? 8. When do bad sailors begin to be sea-sick? 9. Certain physical qualities are necessary for a stowaway: did Jim possess them? 10. Why do sea-sick persons feel better when they shut their eyes? 157—_——_ooees Jim is scared, page 150 | 1. Where are ships moored in a harbour? how can they lie some distance from b) the quay? _2. How did Jim know that they had arrived? 3. What had he planned to do on arriving? 4. Why couldn’t he do it? 5. How did he know that they had tied up beside a ship? 6. How did he know she was a foreign ship? _ 7. How did he understand what L’Oiseau-Mouche was waiting for? 8. What would a real stowaway’s feelings have been? what were Jim’s feelings? 9. What was he afraid of? 10. Why did he bump his head? 11. What was the effect upon him? Discovered! page 151 | 1. Why couldn’t Jim move as he wanted? 2, When did he come to his senses? why? 3, Did he still try to hide himself? 4. What were the various noises he could hear? 5. What are gulls always on the lookout for? 6. What is their usual food? 7. What do they hope for when there are ships about? 8. How does the cook on a ship get rid of peelings and other rubbish? 9. What was the unfortunate consequence of the birds screaming? 10. Wh did the words spoken by the unknown voice mean nothing to Jim? 11. To what sort of person did the big voice belong? 12. Do you think Jim would have been proud if the gang had seen him then? 13. In what different ways was Jim carried aboard and out of I’Oiseau-Mouche? 14. What is the job of dockers, or dock-hands? 15. What do people do when something unusual happens in the street? 16. What questions did the menask Jim? 17. Why was it difficult for Jim to speak? 18. Was Jim still longing for adventure? ‘what did he want to do? Homeward Bound. page 152 | 1. Could Jim have walked home if nobody had been going to Otwell? 2. In what ways were the dockers kind tohim? 3. Had Jim had good or bad luck in his day’s adventure? 4, Who was the driver of the lorry? 5. Why did Jim know him? 6. What can you buy at the paper-shop? 7. Did Sid know Jim? did he also know the rest of the family? what did he know about them all? 8. How might Jim have got a broken neck? 9. Why is it difficult for a child to climb up into the cabin of a lorry? how did Jim do it? 10. What did the docker do to scare the boy from playing tricks again? 11. What did Jim imagine when he saw the policeman? 12. How did the boy show that he was scared? 13. Why did he sit on the floor? 14. When did he climb on to the seat? why didn’t he feel quite safe? 15. Did Sid speak to him as they drove through Salthaven? why? 16. What did Mr Watkins think Jim had done? 17. Why did he think he had been smoking? 18. What was Jim proud of now? Conversation. page 153] 1. What was Sid afraid of when Jim said he had been sick? 2. How did Jim a) know he wouldn’t be sick again? 3. What risk would Sid have taken if he had fed him? 4. Why wasn’t it urgent to give him something to eat right now? 5. What did Jim suppose when he heard Sid mention a gang? 6. Why did Watkins think Jim belonged to a gang? 7. What did Sid’s gang call themselves? 8. Did they have the same duties as the Black Hands and the Scouts, or Guidesh 9. How long ago did Sid belong to the Red Hands? 10. Do you agree with Jim that Sid must be quite old? at what age do you think a man is really old? 11. When do people usually sigh? why did Watkins sigh and remain silent? 12. What is the difference between Sid’s and Jim’s points of view about getting older? 13. Do you think Jim had thought of being a lorry-driver before that day? 14. How did Sid show that he had enjoyed Jim’s company? why had he? 158