By Harper Lee
Harper Lee was born in 1926 in the state of Alabama. In 1945—1949 she studied law at the University of Alabama. "To Kill a Mockingbird" is her first novel. It received almost unanimous critical acclaim and several awards, the Pulitzer Prize' among them (1961). A screen play adaptation of the novel was filmed in 1962.
This book is a magnificent, powerful novel in which the author paints a true and lively picture of a quiet Southern town in Alabama rocked by a young girl's accusation of criminal assault.
Tom Robinson, a Negro, who was charged with raping a white girl, old Bob Ewell's daughter, could have a court-appointed defence. When Judge Taylor appointed At-ticus Finch, an experienced smart lawyer and a very clever man, he was sure that Atticus would do his best. At least Atticus was the only man in those parts who could keep a jury2 out so long in a case like that. Atticus was eager to take up this case in spite of the threats of the Ku-Klux-Klan.4
He, too, was sure he would not win, because as he explained it to his son afterwards, "In our courts, when it is a white man's word against a black man's, the white man always wins. The one place, where a man ought to get a square deal is in a courtroom, be he any color* of the rainbow, but people have a way of carrying their resentments right into the jury box. As you grow older, you'll see white men cheat black men every day of your life, but let me tell you something and don't you forget it — whenever a white man does that to a black man, no matter who he is, how rich he is, or how fine a family he comes from, that white man is trash...
There is nothing more sickening to me than a low-grade white man who'll take advantage of a Negro's ignorance. Don't fool yourselves — it's all adding up and one of these days we're going to pay the bill for it".
Atticus's son Jem aged thirteen and his daughter Jean Louise, nicknamed Scout, aged seven were present at the trial and it is Jean Louise, who describes it...
Atticus was half-way through his speech to the jury. He had evidently pulled some papers from his briefcase that rested beside his
*Please note that the American spelling is used throughout the text. However, in the questions and exercises the British spelling is retained and it is recommended that you continue to use this.
chair, because they were on his table. Tom Robinson was toying with them.
"...absence of any corroborative evidence, this man was indicted on a capital charge and is now on trial for his life..."
I punched Jem. "How long's he been at it?"
"He's just gone over the evidence," Jem whispered... We looked down again. Atticus was speaking easily, with the kind of detachment he used when he dictated a letter. He walked slowly up and down in front of the jury, and the jury seemed to be attentive: their heads were up, and they followed Atticus's route with what seemed to be appreciation. I guess it was because Atticus wasn't a thunderer.
Atticus paused, then he did something he didn't ordinarily do. He unhitched his watch and chain and placed them on the table, saying, "With the court's permission —"
Judge Taylor nodded, and then Atticus did something I never saw him do before or since, in public or in private: he unbuttoned his vest, unbuttoned his collar, loosened his tie, and took off his coat. He never loosened a scrap of his clothing until he undressed at bedtime, and to Jem and me, this was the equivalent of him standing before us stark naked. We exchanged horrified glances.
Atticus put his hands in his pockets, and as he returned to the jury, I saw his gold collar button and the tips of his pen and pencil winking in the light.
"Gentlemen," he said. Jem and I again looked at each other: Atticus might have said "Scout". His voice had lost its aridity, its detachment, and he was talking to the jury as if they were folks on the post office corner.
"Gentlemen," he was saying. "I shall be brief, but I would like to use my remaining time with you to remind you that this case is not a difficult one, it requires no minute sifting of complicated facts, but it does require you to be sure beyond all reasonable doubt as to the guilt of the defendant. To begin with, this case should never have come to trial. This case is as simple as black and white."
"The state has not produced one iota of medical evidence to the effect that the crime Tom Robinson is charged with ever took place. It has relied instead upon the testimony of two witnesses whose evidence has not only been called into serious question on cross-examination, but has been flatly contradicted by the defendant. The defendant is not guilty, but somebody in this court-room is.
"I have nothing but pity in my heart for the chief witness for the state, but my pity does not extend so far as to her putting a
-
38
-
39
-
man's life at stake, which she had done in an effort to get rid of her own guilt.
-
"I say guilt, gentlemen, because it was guilt that motivated her. She has committed no crime, she has merely broken a rigid and time-honored code of our society, a code so severe that whoever breaks it is hounded from our midst as unfit to live with. She is the victim of cruel poverty and ignorance, but I cannot pity her: she is white. She knew full well the enormity of her offense, but because her desires were stronger than the code she was breaking, she persisted in breaking it. She persisted, and her subsequent reaction is something that all of us have known at one time or another. She did something every child has done — she tried to put the evidence of her offense away from her. But in this case she was no child hiding stolen contraband: she struck out at her victim — of necessity she must put him away from her — he must be removed from her presence, from this world. She must destroy the evidence of her offense.
-
"What was the evidence of her offense? Tom Robinson, a human being. She must put Tom Robinson away from her. Tom Robinson was her daily reminder of what she did. What did she do? She tempted a Negro.
-
"She was white, and she tempted a Negro. She did something that in our society is unspeakable: she kissed a black man. Not an old Uncle, but a strong young Negro man. No code mattered to her before she broke it, but it came crashing down on her afterwards.
-
"Her father saw it, and the defendant has testified as to his remarks. What did her father do? We don't know, but there is circumstantial evidence to indicate that Mayella Ewell was beaten savagely by someone who led almost exclusively with his left. We do know in part what Mr Ewell did: he did what any God-fearing, persevering, respectable white man would do under the circumstances — he swore out a warrant, no doubt signing it with his left hand, and Tom Robinson now sits before you, having taken the oath with the only good hand he possesses — his right hand.
-
"And so a quiet, respectable, humble Negro who had the unmitigated temerity to 'feel sorry' for a white woman has had to put his word against two white people's. I need not remind you of their appearance and conduct on the stand — you saw them for yourselves. The witnesses for the state, with the exception of the sheriff of May-comb County, have presented themselves to you, gentlemen, to this court, in the cynical confidence that their testimony would not be doubted, confident that you, gentlemen, would go along with them
-
on the assumption — the evil assumption — that all Negroes lie, that all Negroes are basically immoral beings, that all Negro men are not to be trusted around our women, an assumption one associates with minds of their caliber.
-
"Which, gentlemen, we know is in itself a lie as black as Tom Robinson's skin, a lie I do not have to point out to you. You know the truth, and the truth is this: some Negroes lie, some Negroes are immoral, some Negro men are not to be trusted around women — black or white. But this is a truth that applies to the human race and to no particular race of men. There is not a person in this courtroom who has never told a lie, who has never done an immoral thing, and there is no man living who has never looked upon a woman without desire."
-
Atticus paused and took out his handkerchief. Then he took off his glasses and wiped them, and we saw another "first": we had never seen him sweat — he was one of those men whose faces never perspired, but now it was shining tan.
-
"One more thing, gentlemen, before I quit. Thomas Jefferson4 once said that all men are created equal, a phrase that the Yankees5 and the distaff side6 of the Executive branch in Washington are fond of hurling at us. There is a tendency in this year of grace, 1935, for certain people to use this phrase out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious — because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe — some people are smarter than others, some people have more opportunity because they're born with it, some men make more money than others, some ladies make better cakes than others — some people are born gifted beyond the normal scope of most men.
-
"But there is one way in this country in which all men are created equal — there is one human institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein, and the ignorant man the equal of any college president. That institution, gentlemen, is a court. It can be the Supreme Court of the United States or the humblest J.P. court in the land, or this honorable court which you serve. Our courts have their faults, as does any human institution, but in this country our courts are the great levellers, and in our courts all men are created equal.
-
40
-
41
- В.Д. Аракин, и.А. Новикова, г.В. Аксенова-Пашковская, с.Н. Бронникова, ю.Ф. Гурьева, е.М. Днанова, л.Т. Костина, и.Н. Верещагина, м.С. Страшникова, си. Петрушин
- Isbn 5-691-00978-8 (в пер.).
- Isbn 5-691-00978-8 (в пер.)
- Предисловие
- Essential course
- Text From doctor in the house
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Summary
- 2 Textual connectors and sequence markers
- Vocabulary exercises
- Thematic vocabulary
- Higher Education
- Text From to kill a mockingbird
- By Harper Lee
- Commentary
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- To betray smb' trust, win smb's trust
- Reading comprehension exercises
- Notes on style
- Syntactical stylistic devices
- Lexical stylistic devices
- Assignments to the analysis of style
- Vocabulary exercises
- Getting to grips with phrasal verbs
- Conversation and discussion courts and trials thematic vocabulary
- Crime and Punishment
- B) Use the material of the text and the thematic vocabulary in answering the following questions:
- 7. Juvenile delinquency is an issue about which people all over the world are concerned.
- A) Read the extracts given below which present information on the gravity of the problem:
- 11. Get ready to act out a scene from the film Witness For The Prosecution
- Characters
- Scene One
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Paraphrase the following sentences using the phrases and word combinations:
- Make up and practise a dialogue using the phrases and word combinations.
- 12. Translate the following sentences into English using the phrases and word combinations:
- Notes on style
- Vocabulary exercises
- 5. Review the essential vocabulary and translate the following sentences into English:
- Getting to grips with phrasal verbs
- 1. Read the page from a dictionary and translate the sentences into Russian.
- 2. Complete the sentences below with a suitable phrasal verb:
- Conversation and discussion books and reading thematic vocabulary
- Graham Greene: 1904-1991
- Britain's favourite books: the top 100
- Unit four
- Text From ragtime1
- By e. L. Doctorow
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Reading comprehension exercises
- Vocabulary exercises
- 4. Paraphrase the following sentences using the essential vocabulary:
- 5. Use the essential vocabulary in answering the following questions:
- 6. Choose the right word ("to ignore", "to neglect" or their derivatives).
- 7. Fill in the blanks with postlogues:
- Make up short situations or a story using the essential vocabulary.
- Translate the following sentences into English:
- 2. Complete the sentences below with a suitable phrasal verb.
- 3. Replace the words in italics with the most suitable phrasal verbs from the dictionary entry.
- 4. Translate the sentences from Russian into English.
- Conversation and discussion
- Man and music
- Thematic vocabulary
- Understanding Music
- B) Find in the text the facts the author gives to illustrate the following:
- C) Summarize the text in five paragraphs specifying the development of 1) op era, 2) operetta and musicals, 3) instrumental music, 4) jazz and 5) rock.
- 2. Use the thematic vocabulary in answering the following questions:'
- 3. Below are opinions on the development of music.
- A) Spend a few minutes individually thinking of further arguments you will use to back up one of the opinions:
- 4. Group work. Split into buzz groups of 3—4 students each. Discuss the following, using the expressions of agreement or disagreement.
- Afro-American Music
- The Proms: a Living Tradition
- Unit five
- The lumber-room
- By h. Munro
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Reading comprehension exercises
- Notes on style
- Vocabulary exercises
- The Difficult Child
- The Bell Family Charter
- 2) Phrases worded in a straightforward way and those worded in a less categorical, polite way.
- B) Be ready to act out the dialogue in class.
- 11. Below are some quotations dealing with family life and children. Illustrate them with a short story.
- Unit six
- Growing up with the media
- By p. G. Aldrich
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Reading comprehension exercises
- Notes on style
- Vocabulary exercises
- Getting to grips with phrasal verbs
- 2. Complete the sentences below with a suitable phrasal verb.
- 3. Replace the words in italics with the most suitable phrasal verbs from the dictionary entry.
- 4. Translate into English using phrasal verbs.
- Conversation and discussion
- Television
- Thematic vocabulary
- A National Disease?
- The Story So Far
- A) Find the English equivalents for the following:
- B) Answer the following questions:
- 4. Read the following and extract the necessary information.
- Internet
- Television Questionnaire
- Unit seven
- From the time of my ufe
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- 4. Read the passage beginning with "After the war I found..." up to "... Where their knowledge of the outside world is invaluable" and pay attention to tones, weak forms and rhythm.
- 5. Complete the following sentences:
- Make up five sentences on each pattern.
- Pair work. Make up and act out a dialoue using the speech patterns.
- Translate the following sentences into English:
- Notes on style
- Vocabulary exercises
- 4. A) Give the Russian equivalents for:
- B) Fill in the blanks with the verb "to make" with a preposition:
- 5. Paraphrase the following sentences using the essential vocabulary.
- 6. Use the essential vocabulary in answering the following questions. Give full answers repeating the wording of the questions.
- Make up and practise short dialogues or stories using the essential vocabulary.
- Review the essential vocabulary and translate the following sentences into English:
- Conversation and discussion
- Customs and holidays
- Thematic vocabulary
- The Field of Folklore
- Issues for Discussion
- Unit eight
- From thursday eveninc
- By Ch. Morley
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Reading comprehension exercises
- Notes on style
- Vocabulary exercises
- Getting to grips with phrasal verbs
- Conversation and discussion
- Family life
- Thematic vocabulary
- The Politics of Housework
- Appendix
- Unit one
- Organization and structure of the system of education in the usa
- British and american universities
- Unit two
- The us Court System
- Unit three
- Guide to Literary Analysis. Evaluating a Story
- Analyzing the Author's Style
- (Continued)
- Unit six
- Major British and American Broadcasting Companies, Networks, News Agencies
- International Federation of Journalists declaration of principles on the conduct of journalists
- Additional exercises1
- Composition subjects
- Respond to the following situations either in a short story, using a dialogue and a description, or in an essay form.
- Conversational expressions (Units one - eight)
- Unit one
- Persuasion
- Persuasion
- Some means that can be useful in persuading others
- Attack and response
- Response
- Unit three
- Unit four
- Agreement and disagreement
- Expressions showing criticism and virtues
- Unit five
- Reacting to opinion
- Giving clarification
- Unit seven
- Correcting people
- Unit eight
- Role playing
- Giving advice
- I would advise you to do...
- What you must decide
- Role cards
- Possible follow-ups
- Discussing a textbook
- Situation
- Cast list
- What you must decide
- Possible follow-ups
- Television
- Situation
- Cast list
- What you must decide
- Possible follow-ups
- The investigation
- Situation
- Cast list
- What you must decide (after the role play)
- Role cards
- Possible follow-ups
- An incident at school Situation
- Cast list
- What you must decide
- Role cards
- Possible follow-ups
- Nick's birthday
- Situation
- Cast list
- What you must decide
- Role cards
- Possible follow-ups
- Students' wedding Situation
- Cast list
- What you must decide
- Role cards
- Possible follow-ups
- Методические рекомендации студентам, готовящимся к проведению микроуроков
- Рекомендации по проведению микроуроков по работе с речевыми образцами
- Тренировочные упражнения
- Упражнения на применение изученных речевых образцов
- Рекомендации по проведению микроуроков по работе с текстом
- Рекомендации по проведению микроуроков по работе с лексикой
- Рекомендации по проведению микроуроков по работе над экспрессивной речью
- Рекомендации по проведению микроуроков по работе с аудиотекстом
- Рекомендации по проведению микроуроков
- По работе над фонетической стороной
- Устной речи и чтения
- Рекомендации по проведению микроуроков
- По письменному контролю выработанных
- Навыков и умений
- Appendix
- 119571, Москва, просп. Вернадского, 88,