Better English. Английский в историях для школьников
Александра Делизонас
Эта книга – ваш проводник в мир живого английского языка (уровень B1-B2) и увлекательных историй! Она идеально подойдет как для самостоятельного изучения, так и для занятий с преподавателем.Увлекательное чтение: Погрузитесь в историю Кайла, подростка, который переезжает в новый город и начинает учиться в новой школе. Вместе с ним вы пройдете через его взлеты и падения, порадуетесь его успехам и посочувствуете неудачам.Развитие разговорных навыков: Обогатите свою речь новыми словами, живыми выражениями и идиомами, которые используют носители американского английского в повседневной жизни.Проверка понимания и размышления: В конце каждой истории вас ждут вопросы, которые помогут проверить, насколько хорошо вы поняли прочитанное, а также поразмышлять над сюжетом и героями.Независимо от того, готовитесь ли вы к экзаменам или просто хотите улучшить свой английский, эта книга станет вашим надежным спутником в увлекательном путешествии по миру языка и подростковых переживаний.
Александра Делизонас
Better English. Английский в историях для школьников
Предисловие
Об авторе
Я преподаватель английского и методист с более чем десятилетним опытом. За это время я помогла множеству учеников разных возрастов не только освоить английский язык, но и полюбить его. Я разработала множество программ обучения, от самых первых шагов в изучении алфавита до свободного общения на самые разные темы.
Личный опыт изучения трёх иностранных языков научил меня, что самый эффективный путь – это путь увлекательного погружения. Когда читаешь захватывающую историю, слова и грамматика запоминаются сами собой, а мотивация не иссякает. Именно это вдохновило меня на создание этой книги – я хотела поделиться с вами увлекательным материалом, который поможет вам изучать английский с удовольствием.
О книге
Эта книга станет вашим незаменимым помощником как при самостоятельных занятиях, так и на уроках с преподавателем. Она рассчитана на школьников-подростков, но и взрослым, желающим освежить свои знания или просто почитать что-то интересное на английском, она тоже придётся по душе.
Я выбрала уровень языка B1-B2 по системе CEFR, соответствующий школьной программе старших классов, чтобы книга была полезна как тем, кто готовится к экзаменам, так и тем, кто хочет улучшить свой уровень разговорного английского. В книге вы не найдёте сложных грамматических конструкций или высокопарных фраз. Зато здесь вас ждёт новый словарный запас, множество живых разговорных выражений и идиом, которые используют носители американского английского в повседневной жизни. Например, вы узнаете, что значит "to hang out" (проводить время с друзьями), "to have a crush on someone" (испытывать симпатию к кому-то) или "to ace a test" (сдать экзамен на отлично). Чтобы вам было проще разобраться, самые важные слова и выражения выделены сносками с переводом.
В конце каждой истории вас ждут десять вопросов, которые помогут не только проверить понимание прочитанного, но и поразмышлять над сюжетом, высказать своё мнение о героях и событиях.
О сюжете
Главный герой книги – Кайл, мальчик, который переехал в новый город и начал учиться в новой школе. Вместе с ним вы переживёте его первые победы и поражения, порадуетесь его успехам и посочувствуете его неудачам. Кайл, как и многие его сверстники, ищет своё место в мире, учится выстраивать отношения с окружающими, преодолевать трудности и принимать важные решения. Его история наверняка найдёт отклик в вашем сердце и поможет вам по-новому взглянуть на многие вещи.
На последок, хочу выразить благодарность моей коллеге Лориэн Шерби за помощь в работе над книгой. От всей души желаю вам приятного и увлекательного чтения!
Story 1 – The First Day
"New school, new town, new me?" I asked myself as I clutched [1 - to clutch – сжимать]my backpack straps looking at the mirror. That 13-year-old kid with dark curly hair, and a confused expression [2 - expression – выражение]is me. And today is my first day of school.
My name is Kyle, I am 13, and I just moved to Glendale because my parents both got jobs at the big hospital here. Leaving Westwood was tough, but hey, at least Glendale has a mall.
I'm not the most outgoing guy, so making friends in a new place was basically my worst nightmare. And now, I'm facing a whole new crowd, a whole new world. I just want to fit in, y'know? My dad says, that's the thing about being new—you're the mystery box, right? Everyone's curious. But that curiosity wears off [3 - to wear off – проходить, исчезать]fast if you don't have anything interesting inside.
I shuffled [4 - to shuffle – шаркать ногами]into my first class, my eyes darting around the room. It was a typical middle-school scene: rows of desks, bright posters taped to the walls, and a whiteboard gleaming under the fluorescent lights. I scanned the room for an empty desk and plopped into one at the back corner hoping to blend in.
Just as I thought I could maybe disappear, a whirlwind [5 - whirlwind – вихрь]of energy burst through the door, nearly knocking it off its hinges[6 - hinges – петли]. "JB, you're late again!" a voice called from the hallway.
JB, a mop of sandy hair and a grin that could light up a stadium, practically crash-landed into the desk beside me. "Yo, new kid!" he exclaimed, his voice booming like a loudspeaker. "What's your name?”
"Kyle," I mumbled, trying not to shrink into my chair.
"Cool, Kyle! I'm JB, the one and only! Your partner for this mess we call a class. This place is wild, man. I'll show you the ropes[7 - to show the ropes – ввести в курс дела]."
A group of students clustered [8 - to cluster – сгруппироваться]around our desks, firing questions at JB. "Yo, dude, how was your summer?" "Catch any gnarly [9 - gnarly – отпадный, жуткий]waves?" "Hear you got busted [10 - to bust – застукать]for skateboarding in the principal's office again."
JB's grin widened. "Summer was epic, bro! Almost finished a half-pipe [11 - half-pipe – хафпайп (рампа для скейтбординга)]in my backyard! And even managed to blow up my dad's lawnmower[12 - lawnmower – газонокосилка]. You know, the usual."
A few kids laughed, and I couldn't help but crack a smile. JB seemed like a magnet for trouble, but everyone clearly liked him.
Just then, a woman with kind eyes and a warm smile entered the classroom. "Good morning, everyone!" she chirped. "I'm Miss Gray, and I'll be your homeroom teacher this year."
She went around the room, introducing herself to each student. When she got to me, she paused, her eyes twinkling. "And you must be Kyle! It's so nice to have you here."
She turned to the rest of the class. "Everyone, let's give Kyle a warm welcome to Glendale Middle School."
A few murmurs of "Hi, Kyle " filled the room. It wasn't much, but it made me feel a bit less like an alien[13 - alien – инопланетянин].
Miss Gray went on to explain that this year, they were starting two new after-school clubs: a Robotics Club and a Creative Writing Club. She also reminded everyone about the new cafeteria rules – no food fights, no saving seats, and definitely no sneaking extra cookies from the dessert cart.
Then, she moved on to academics. "This year, you'll be tackling [14 - to tackle – решить, взяться за]some exciting new subjects like algebra and Earth Science. We'll also be focusing on preparing you for standardized tests in the spring, so get ready to sharpen those pencils!"
To lighten the mood[15 - to lighten the mood – разрядить обстановку], Miss Gray mentioned some upcoming school events. "We have an art exhibition [16 - exhibition – выставка]planned for October, a winter dance in December, and, of course, our annual [17 - annual – ежегодный]talent show in the spring. I encourage all of you to get involved and show off your amazing skills!"
I felt a mix of excitement and apprehension[18 - apprehension – опасение]. The new clubs sounded cool, but standardized tests? Ugh. And a talent show? No way was I going to sing in front of the whole school. Still, it was nice to have something to look forward to.
The rest of the day was a blur of classes, lockers, and trying not to get lost in the maze-like hallways. But the initial [19 - initial – изначальный]dread I felt had started to fade.
As I walked out of the school at the end of the day, JB skidded [20 - to skid – заносить (при движении)]up beside me on his scooter. "Hey, Kyle! You live on Cedar Street, right? I'm just around the corner. Hop on, I'll give you a ride."
I hesitated for a second, then climbed on. As we zoomed down the street, the wind whipping through my hair, I couldn't help but feel a glimmer of hope[21 - glimmer of hope – луч надежды]. Maybe this new town, this new school, wouldn't be so bad after all. And who knew? Maybe I'd even make a friend or two along the way.
Story 1 – Questions
Where did Kyle move from?
What are the two new after-school clubs Miss Gray mentions?
How does Kyle describe JB's entrance into the classroom?
What did JB do over the summer that got him in trouble?
What is the name of the school Kyle is attending?
Why do you think Kyle is worried about making friends at his new school? What evidence from the text supports your answer?
What does the phrase "you're the mystery box" mean in the context of Kyle being the new kid? Do you agree or disagree with this idea? Explain your reasoning.
How does the author use figurative language (e.g., "whirlwind of energy," "grin that could light up a stadium") to describe JB? What impression of JB does this create for the reader?
What can you infer about Kyle's personality based on his thoughts and actions in the story? How might his personality affect his experiences at the new school?
Predict how Kyle's first day at Glendale Middle School might set the stage for future events in the story. What challenges or opportunities might he encounter?
Story 2 – The Bully Problem
The second day of school was supposed to be easier, but as I leaned against my locker, a shadow loomed [22 - to loom – нависать]over me. It was Toby, the school's resident meathead[23 - resident meathead – местный дуболом], his biceps practically bulging out of his T-shirt.
"Well, well, well," he sneered, "look who it is. The new kid from… where was it again? Hicksville?"
My cheeks burned with embarrassment. "Westwood," I muttered, trying to keep my voice steady.
"Westwood?" Toby scoffed. "Never heard of it. Probably some podunk [24 - podunk – захолустье]town in the middle of nowhere."
Toby leaned in, his breath hot on my face. "So, farmboy," he said, "how many chickens did you have to count to get into this school?"
I gritted my teeth[25 - to grit teeth – скрипеть зубами]. "I'm not a farmer," I said, trying to keep my voice steady.
"Oh really?" Toby smirked. "Well, you sure sound like one. Bet you're really good at chasin' pigs, huh?"
He tapped his forehead with a finger. "Don't worry, new kid. We'll teach you all about big city smarts. Just try not to get lost on your way to the library."
I glared at him for a second, then turned and walked away. But Toby's words stung [26 - to sting – жалить]like a swarm of bees. What if he was right? What if everyone here thought I was just a hick [27 - hick – деревенщина]who didn't belong?
By the time I got to math class, my head was spinning with self-doubt. Miss Miller, a tall, thin woman with a no-nonsense [28 - no-nonsense – без глупостей]attitude, started peppering the class with questions.
"What's the Pythagorean theorem?" she asked.
I knew the answer, but my hand stayed glued to my side. What if my accent gave me away? What if I said it wrong and everyone laughed?
"Anyone?"
Still, I remained silent.
"Alright, how about this one," she continued. "What do those letters a, b, and c, stand for?"
Again, I knew the answer. But the fear of being mocked [29 - to mock – высмеивать]for my "redneck" pronunciation paralyzed me.
Miss Miller sighed and moved on to another student. I stared at my desk, feeling like a complete failure. Maybe Toby was right. Maybe I didn't belong here after all.
During lunch break, I was digging through my locker when JB appeared beside me. His usual grin was replaced with a frown. "Dude, you look like you just ate a lemon. What's up?"
I sighed. "Toby happened." I hesitated, then blurted out, "He was giving me a hard time about being from Westwood."
JB's face darkened. "That jerk. What did he say?"
I told Toby's insults [30 - insult – оскорбление]about hicks and pigs, my voice growing quieter with each word.
JB frowned. "Don't let him get to you, dude. You're way smarter than that overgrown Neanderthal." Then a naughty glint appeared in his eyes. "Tell you what, let's talk to Eve after school. My sister’s got a brain like a supercomputer. She'll know what to do."
After school, I found myself in JB's backyard, a chaotic wonderland of half-finished projects and overgrown weeds. A half-built skateboard ramp leaned against a fence, and a pile of scrap metal that vaguely [31 - vaguely – смутно]resembled a robot stood guard in the corner.
Eve emerged from the house, her long black hair spread over her shoulders, her fingers covered with silver rings. "What's the emergency?" she asked, her voice as sharp as her black eyeliner.
JB filled her in on my run-in with Toby. "Any ideas, sis? We gotta teach that meathead a lesson."
Eve arched [32 - to arch – изогнуть]an eyebrow, her expression skeptical. "And what exactly did you have in mind? A water balloon ambush[33 - ambush – засада]? A whoopee cushion on his chair?"
JB shrugged. "Something like that. Maybe find out what he's scared of and use it against him."
Eve shook her head. "That'll just make him double down[34 - to double down – удвоить усилия]. Trust me, I've seen enough bullies in my day."
I fidgeted nervously. "So what do we do?"
Eve's eyes met mine. "You're smarter than Toby, Kyle. You gotta use that brain of yours." She paused, then added, "Wear your weakness like armor, and it can never be used to hurt you."
JB and I stared at her, puzzled.
"Toby's a bully because he's insecure," Eve explained. "He picks on you because he thinks you're different, and that scares him. But you're not weak, I. Don't hide where you're from. Embrace [35 - to embrace – принять]it. Use your intelligence to shut him down. Show him you're not ashamed of your accent or your hometown."
The next day, in math class, Miss Miller asked a question about trigonometry. I hesitated for a moment, then raised my hand.
"Yes, Kyle?" Miss Miller said, a hint of surprise in her voice.
I took a deep breath and answered the question. As I spoke, I heard a snicker [36 - snicker – хихиканье]from the back of the room. It was Toby.
"What did you say, farm boy?" he mocked. "Speak up, we can't understand your backwoods accent."
I turned to face him, my heart pounding[37 - to pound – громко стучать]. But this time, I didn't back down.
"If you had more than two brain cells to rub together," I said clearly, my voice steady, "you'd know the answer yourself."
The classroom fell silent. Everyone stared at me, even Toby. I waited looking right at him. He opened his mouth, but no words came out. “Nailed it[38 - nailed it – попал в точку]!” whispered JB when I sat down.
As the bell rang, a few kids came up to me, patting me on the back.
"Dude, that was awesome!" one said.
"Yeah! Finally someone told him to shut his pie hole[39 - to shut a pie hole – заткнуть рот]!" said another.
For the first time since arriving in Glendale, I felt a sense of belonging. I didn't need to hide who I was. I could be proud of where I came from and still hold my own in this new world.
And that was a lesson worth more than any math problem.
Story 2 – Questions
Who is the bully in the story?
What Kyle’s traits does Toby mock?
What subject is Kyle in when Toby mocks his accent?
What does Eve say about Toby?
What does Kyle say to Toby to shut him down?
Why do you think Toby bullies Kyle? What might be his underlying motivations?
How does Kyle's self-image change throughout the story? What events or interactions contribute to this change?
In what ways does Eve's advice help Kyle overcome Toby's bullying? Discuss the concept of "wearing your weakness like armor."
How does the setting of the story (a new school, a different town) contribute to Kyle's vulnerability [40 - vulnerability – уязвимость]and Toby's ability to target him?
What message does this story convey about the importance of standing up to bullies and embracing your individuality?
Story 3 – The Stern-Bot 3000
The school day was going okay, just like any other day. JB and I were hanging out by our lockers, chatting and laughing.
"So, are you ready for the Robotics Club?" I asked, checking my backpack to make sure my robot prototype was safe inside.
"Ugh, I wish," JB groaned. "I haven't even started building mine yet. I'm such a procrastinator."
I chuckled. "Yeah, we know." I pulled out a small, boxy contraption[41 - contraption – устройство]. "Check this out. It's a robot pencil sharpener. Never have to worry about messy shavings again."
The bell rang, and we shuffled into Mr. Stern's history class. As Mr. Stern droned [42 - to drone – жужжать]on about the Victorian factories, I pulled out a beat-up [43 - beat-up – потрепанный]lunchbox. "My grandpa packed my lunch today," I explained. "He's kinda grumpy, but he's the best."
JB peeked inside. "Wow, those look like fossils[44 - fossil – окаменелость]!"
I grinned. "They're army biscuits. Grandpa's been saving them since the war. Bet you can't eat one in under a minute without drinking anything."
JB's eyes lit up with a challenge. "You're on!"
Mr. Stern continued his lecture, oblivious [45 - oblivious – не замечая]to the bet taking place in the back row. JB chomped down on the biscuit, his face contorting [46 - to contort – кривить]as the dryness hit him. He chewed furiously, his eyes watering, but stubbornly refused to reach for his water bottle.
Suddenly, a loud choking sound erupted [47 - to erupt – вырваться, разразиться]from JB's throat. Mr. Stern whipped around, his eyebrows raised in disapproval. "Mr. Simons, Mr. Williams," he sneered[48 - to sneer – ухмыляться]. "Would you care to share your fascinating culinary experience with the class?"
JB, gasping for air, managed to squeak out, "That’s a… biscuit."
Mr. Stern's lips tightened into a thin line. "Detention[49 - detention – наказание в виде задержания после уроков], both of you."
“I wish you gave him one to try too,” whispered JB after a few gulps of water.
In detention, we found our place in the back of the classroom, since it was pretty full with other of Stern’s students. It was hot. Flies lazily buzzed in the air, tuning in to the humming of the air vent.
JB slumped in his chair, grumbling. “I can't even do this stupid homework, let alone build a robot.” He pushed an empty worksheet away in frustration[50 - frustration – раздражение].
Mr. Stern loomed over, his voice dripping with sarcasm. "Is that your best effort, Mr. Simons? Your historical knowledge seems as lacking [51 - to lack – недоставать, отсутствовать]as your table manners."
JB's face flushed. "But I tried, sir," he muttered.
"Trying is for those who lack ability, Mr. Simons," Mr. Stern retorted. "Results are what matter. And your results are… pitiful[52 - pitiful – жалкий]."
I watched JB's shoulders drop. "Don't listen to him, JB," I whispered. "Remember when he told Emily her essay was so boring it could put a zombie to sleep?"
JB chuckled weakly. "Yeah, that was pretty harsh."
Suddenly, an idea seemed to spark in JB's eyes. He grabbed his phone and marched to Mr. Stern's desk.
"Mr. Stern," he began, his voice dripping with false politeness, "I'm having a bit of trouble understanding the significance of the Industrial Revolution. Could you please elaborate[53 - to elaborate – уточнить]?"
Mr. Stern, seemingly surprised by JB's sudden interest in history, launched into a lengthy explanation, his voice echoing through the room. Meanwhile, JB held his phone up secretly, recording every word.
On the next day, at the Robotics Club meeting, JB stood before the panel of judges, a triumphant grin plastered on his face. "Ladies and gentlemen, I present to you… the Stern-Bot 3000!"
He held up a small, sleek device resembling a miniature loudspeaker. "This little buddy," JB explained, "is programmed to encourage the students who need an extra pat on the back."
He tapped a button on his phone, and Mr. Stern's voice boomed through the speaker.
"You are a brilliant young mind! Your creativity knows no bounds! You are destined [54 - you are destined – вам предназначено]for greatness!"
The club members erupted in laughter. Even the teachers couldn't help but smile. Finally, the head judge announced, "We've decided to accept your project, Mr. Simons. It's… unconventional[55 - unconventional – нетривиальный], but undeniably [56 - undeniably – бесспорно]creative and potentially beneficial [57 - beneficial – благотворный]for students."
As club members gathered to congratulate him, I gave JB a sly wink. "See? I told you that history stuff would come in handy[58 - to come in handy – пригодиться]."
JB grinned back. "Yeah, you were right, as usual. Thanks, dude."
Story 3 – Questions
What club was Kyle excited to join?
What did Kyle's grandpa pack for his lunch?
Why did JB and Kyle get detention?
What historical topic did Mr. Stern lecture about?
What did JB create for the Robotics Club presentation?
Why do you think JB procrastinates on his projects, even though he's clearly creative and capable?
Analyze Mr. Stern's teaching style and his interactions with students. Is he an effective teacher? Why or why not?
JB tricked Mr. Stern to use his voice in the Robotics Club presentation. Do you think this behavior was excusable? Why or why not?
What does JB's invention, the Stern-Bot 3000, reveal about his character and his relationship with Mr. Stern?
In what ways does the story demonstrate the importance of creativity, resourcefulness[59 - resourcefulness – находчивость], and thinking outside the box?
Story 4
– The Spooky Halloween
Halloween was just around the corner, and the school hallways were a whirlwind of costumes and candy chatter. But for me, the excitement had fizzled out like a cheap firework. Back in Westwood, Halloween was the bomb. My friends and I would spend hours crafting our own costumes, raiding our parents' closets for old hats and scarves, and transforming cardboard boxes into spaceships and pirate ships. We'd run through the neighborhood until our legs ached, our trick-or-treat bags overflowing with candy. Later, we'd gather around a bonfire, our faces aglow in the flickering light as we swapped spooky stories and roasted marshmallows.
Those memories felt like a lifetime ago. Now, the thought of dressing up and begging for candy seemed silly, a relic of a childhood I was leaving behind. The costumes in the store windows looked cheesy[60 - cheesy – слащавый], the decorations felt over-the-top[61 - over-the-top – чрезмерный], and the whole holiday seemed to have lost its magic. It was like a favorite song that had gotten stuck on repeat, the melody growing stale [62 - stale – затхлый]with each listen.
JB noticed my downer [63 - downer – зануда]mood. "Hey, dude, why the long face?" he asked, nudging me with his elbow.
"Just missing the old days, I guess," I sighed. "Halloween doesn't feel the same anymore."
JB grinned that mischievous grin of his. "Don't worry, buddy," he said. "I've got a surprise for you. It'll be a Halloween you won't forget."
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notes
Примечания
1
to clutch – сжимать
2
expression – выражение
3
to wear off – проходить, исчезать
4
to shuffle – шаркать ногами
5
whirlwind – вихрь
6
hinges – петли
7
to show the ropes – ввести в курс дела
8
to cluster – сгруппироваться
9
gnarly – отпадный, жуткий
10
to bust – застукать
11
half-pipe – хафпайп (рампа для скейтбординга)
12
lawnmower – газонокосилка
13
alien – инопланетянин
14
to tackle – решить, взяться за
15
to lighten the mood – разрядить обстановку
16
exhibition – выставка
17
annual – ежегодный
18
apprehension – опасение
19
initial – изначальный
20
to skid – заносить (при движении)
21
glimmer of hope – луч надежды
22
to loom – нависать
23
resident meathead – местный дуболом
24
podunk – захолустье
25
to grit teeth – скрипеть зубами
26
to sting – жалить
27
hick – деревенщина
28
no-nonsense – без глупостей
29
to mock – высмеивать
30
insult – оскорбление
31
vaguely – смутно
32
to arch – изогнуть
33
ambush – засада
34
to double down – удвоить усилия
35
to embrace – принять
36
snicker – хихиканье
37
to pound – громко стучать
38
nailed it – попал в точку
39
to shut a pie hole – заткнуть рот
40
vulnerability – уязвимость
41
contraption – устройство
42
to drone – жужжать
43
beat-up – потрепанный
44
fossil – окаменелость
45
oblivious – не замечая
46
to contort – кривить
47
to erupt – вырваться, разразиться
48
to sneer – ухмыляться
49
detention – наказание в виде задержания после уроков
50
frustration – раздражение
51
to lack – недоставать, отсутствовать
52
pitiful – жалкий
53
to elaborate – уточнить
54
you are destined – вам предназначено
55
unconventional – нетривиальный
56
undeniably – бесспорно
57
beneficial – благотворный
58
to come in handy – пригодиться
59
resourcefulness – находчивость
60
cheesy – слащавый
61
over-the-top – чрезмерный
62
stale – затхлый
63
downer – зануда