Перевод the passionate year

Перевод the passionate year

Speed was very nervous as he took his seat on the dais at five to seven and watched the school straggling to their places. They came in quietly enough, but there was an atmosphere of subdued expectatancy of which Speed was keenly conscious; the boys stared about them, grinned at each other, seemed as if they were waiting for something to happen. Nevertheless, at five past seven all was perfectly quiet and orderly, although it was obvious that little work was being done. Speed felt rather as if he were sitting on a powder-magazine, and there was a sense in which he was eager for the storm to break.

At about a quarter past seven a banging of desk-lids began at the far end of the hall.

He stood up and said, quietly, but in a voice that carried well: «I don’t want to be hard on anybody, so I’d better warn you that I shall punish any disorderliness very severely.»

There was some tittering, and for a moment or so he wondered if he had made a fool of himself.

Then he saw a bright, rather pleasant-faced boy in one of the back rows deliberately raise a desk-lid and drop it with a bang. Speed consulted the map of the desks that was in front of him and by counting down the rows discovered the boy’s name to be Worsley. He wondered how the name should be pronounced — whether the first syllable should rhyme with «purse» or with «horse». Instinct in him, that uncanny feeling for atmosphere, embarked him on an outrageously bold adventure, nothing less than a piece of facetiousness, the most dangerous weapon in a new Master’s armoury, and the one most of all likely to recoil on himself. He stood up again and said: «Wawsley or Wurssley — however you call yourself — you have a hundred lines!»

The whole assembly roared with laughter. That frightened him a little. Supposing they did not stop laughing! He remembered an occasion at his own school when a class had ragged a certain Master very neatly and subtly by pretending to go off into hysterics of laughter at some trifling witticism of his.

When the laughter subsided, a lean, rather clever-looking boy rose up in the front row but one and said, impudently: «Please sir, I’m Worsley. I didn’t do anything.»

Speed replied promptly: «Oh, didn’t you? Well, you’ve got a hundred lines, anyway.»

«What for, sir» — in hot indignation.

«For sitting in your wrong desk.»

Again the assembly laughed, but there was no mistaking the respectfulness that underlay the merriment. And, as a matter of fact, the rest of the evening passed entirely without incident. After the others had gone, Worsley came up to the dais accompanied by the pleasant-faced boy who dropped the desk-lid. Worsley pleaded for the remission of his hundred lines, and the other boy supported him urging that it was he and not Worsley who had dropped the lid. «And what’s your name?» asked Speed. «Naylor, sir.»

«Very well, Naylor, you and Worsley can share the hundred lines between you.» He added smiling: «I’ve no doubt you’re neither of you worse than anybody else but you must pay the penalty of being pioneers.»

They went away laughing.

That night Speed went into Clanwell’s room for a chat before bedtime, and Clanwell congratulated fulsomely on his successful passage of the ordeal. «As a matter of fact,» Clanwell said, «I happen to know that they’d prepared a star benefit performance for you but that you put them off, somehow, from the beginning. The prefects get to hear of these things and they tell me. Of course, I don’t take any official notice of them. It doesn’t matter to me what plans people make — it’s when any are put into execution that I wake up. Anyhow, you may be interested to know that the members of School House subscribed over fifteen shillings to purchase fireworks which they were going to let off after the switches had been turned off! Alas for fond hopes ruined!»

Clanwell and Speed leaned back in their armchairs and roared with laughter.

to take prep: to be in charge of preparation of lessons in a regular period at school.

to rag (coll.): to play practical jokes on; treat roughly.

You have a hundred lines: Copying text is a common per for misbehaviour in English and American schools.

ordeal: in early times, a method of deciding a person’s guilt or innocence by his capacity to pass some test such as passing through taking poison, putting his hand in boiling water, or fighting his accuser. It was thought that god would protect the innocent person (to submit to the ordeal by battle; ordeal by fire, etc.). Now it means any severe test of character or endurance, as to pass through a terrible ordeal. E.g. It was his turn to speak now, so he braced himself up for the ordeal.

prefects: in some English schools senior boys to whom a certain amount of authority is given.

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Analysis of «Passionate year» James Hilton

Анализ скорее для курса 3-4, для последних курсов подойдет с должной корректировкой.

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The text under analysis is an extract from the book “The Passionate Year” written by James
Hilton.
James Hilton wrote his first novel “Catherine Herself”. His first big success came with the
publication of “Good-bye, Mr.Chips”. Some of his other books are: “We are not alone”,
“Random Harvest”, “Nothing so strange” and “Time and Time Again”.
In this text the author describes the relationship between pupils and their attitude to a new
teacher.
The title of the text excites many associations due to abstract word “passionate” the relationship
between pupils. This text is the author’s reminiscences from his own life.
The author wrote the psychological story because he describes pupil’s everyday life and
difficulties which a new young teacher can find. The author used such stylistic devices, for
example: pun – to underline or to show us the all humoristic of this situation and so the author
wanted to show the intension, the atmosphere in the class. The author described not these pupils,
but he also wanted to show teacher’s one-day and his attempts to communicate with children.

This story was written in chronological order. We could see all events which happened in this
story.
This text can be divided into three logical parts. All events which he describes in this text are
presented in their logical order.
The first part of the text introduces the exposition. In this part the author shows us the scene from
one day’s pupil everyday life at school. The author wanted to reveal the atmosphere in class. His
aim was to display the teacher’s agitation and give us the intension of this situation. The
atmosphere was strained, awkward, tense and nervy.
The main characters in this story are: the teacher — Speed, two boys, the whole assembly and
Nailor.
The second part is a narration.
A young man comes into the class to conduct a lesson. It was his first lesson, the atmosphere was
broken by pupils and the teacher decided to punish them. He ordered to stand Warsley or
Wowsley, but he didn’t know who was who. Wowsley was ungilty and he said about it his friend
supported him, but the teacher decided to punish these two boys. It was no important for him
who was guilty and then two boys wrote 100 lines. But at the end of the punishment the teacher
remembered his own case from his life and he made concessions.
The third part is climax. The climax lies in the episode when the teacher began to punish the
boys. The more tension was the moment “What for sir?”
The plot is unified. The main idea of this text is to testify the conflict between the teacher and the
boys. The nature of the conflict is based on misunderstanding between a teacher and a pupil on
the other hand as a result of generation gap between them. The atmosphere of suspense was
created by the author.
The author used flashbacks from his own life to introduce the reader to information reveal the
teacher’s condition, his own world. The conflict was resolved at the logical end. The teacher
made concession because he remembered himself in his youth. The plot is unified. The main
character – protagonist – is the teacher Speed. He was a broad-minded, experienced, an
intelligent, a well-bred, a well-read, clever and wise person. The antagonist are the boys and the
whole assembly which the author personificated. The boys are very naughty and bad. The main
characters during this text are changed. For example, the teacher Speed changed, he became
greater to children and he changed his own world.
The author reveals the main character describing him as directly and indirectly. He displays us
him through his acts, world.
The purpose of the minor characters was to testify children, their attitude to a new teacher and
their behavior. Two boys represented the whole assembly.

The setting which the author revealed us was very important in my response, because it helps us
to imagine the whole situation.
I think the setting is used symbolically and this setting can be used in any school.
The time, place and atmosphere in this text related to the theme of course. It might happen at any
school to any children and teacher. This story was written by the author. The third person
narrator is Speed who tells us the story. The narrator is the author himself. He is reliable and
objective.

The theme which the author touches upon in this text developed implicitly through the plot, main
characters, descriptions and dialogs. To my mind this theme is actual in our life. It’s sure a
confirm of my values, because it could happen to any young teacher at any school at any time.
The style is consistent and appropriate throughout the story.
The author used some colloquial expressions such as: “to be hard on”, “to pay the penalty of”,
“to put off” to testify Speed’s wishes and attempts to find the contact with the whole class.
The whole class-assembly is a personificated because the author used this stylistic device to
display the atmosphere in class. He created such atmosphere of mutual friendship, trust and
understanding.
The level of diction can be described both formal and informal. The author uses long complex
sentences, stylistic coloured super-neutral words. For example, the following bookish words:
“subdued expectancy”, “outrageously bold”, “adventure passed entirely without incidents”,
poetics words to show Speed’s high intellectual quality and the same time in Speed’s speech can
be charactered informal in his dialogs with the pupils. That’s why the author uses we come
across some short sentences and one case of break in the narrative (What for sir?), “for sitting in
your wrong desk” and colloquial expressions. Credit should be given to the author for his
masterful usage of stylistically coloured worlds. The choice of words in the following
expressions, for example, “straggling to their places”, “the boys stared about them”, “there was
some tittering”,” the whole assembly roared with laughter” contributes to creation of certain
atmosphere.
The author uses some stylistic devices to make the story more expressive, pictures, vivid,
objective.
For example, pun — he wondered how the name should be pronounces whether the first syllable
should rhyme with “purse” or with “horse”.
Using this stylistic device the author wanted to show the intention to put the boy’s off.
One more device is a simile: “as if he were sitting on a powder-magazine” to display the
protagonist’s excitement and intension.

Allusion (stylistic device), for example, “ being pioneers”, oxymoron – “outrageously bold”,
“adventure”, understainment – “tittering”, the epithet – “hysterics of laughter”, metonymy –
“assembly roared with laughter”, “again the assembly laughed” used to show that the class was
unified in its desire, to play practical joke on a new teacher and everyone was ready to do his
part in this action.
The tone of the story in the whole is humorous and ironical. The tone of exposition is a little
extense and the repetition used by the author proves those facts the “boys stared at about the
grinned at each other seemed as if…”
The ironical effect is achieved by means of simile “as if he were sitting”.

Personally I think that this text is interesting because you don’t know what happen next and
how the main characters will behave.
I think that this problem described by the author is very actual nowadays, because it can happen
to any young teacher at any school.

Источник

Analysis Of »The Text Pasionate Year» By James Hilton

Filed Under: Essays Tagged With: School

This text was written by an English writer James Hilton. He was born in 1900. His literary success he had found at an early age. His first novel, Catherine Herself, was published in 1920, when he was 20. Several of his books were international bestsellers and some of them were successfully filmed. In the mid-1930s Hilton lived and worked in Hollywood and in 1942 won an Academy Award Oscar for his work on the screenplay. Some of his works took an issue of the English society of his time — particularly narrow-mindedness and class-consciousness. They were frequently his targets. “The passionate year” was written in 1924. This abstract is about a teacher who put his pupils off by giving a hundred lines for their disorderliness. During the lesson a boy was dropping his desk-lid. After consulting the map of desks and finding the boy’s name, the teacher gave him punishment but the teacher was misled. The boy, he named, sat in front of him. The teacher promptly punished the both. Surprisingly such measures prevented him from being ragged in the future.

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The author tries to convey the following message. The relationships between teachers and pupils, adults and children are highly difficult and need being taken into consideration. Frequently, there is a certain hierarchy between the teacher and pupils. There is a lack of cooperation and partnership in relations. On the contrary, teachers stand above pupils even in the direct meaning. In this text the teacher took his seat on a raised dais. Moreover, there are school traditions which are highly difficult to eradicate. In that school it was a tradition to rag new teachers in the first night. And it reminds on some kind of game. Or the teacher will seize the power and keep control of everything, or it will do his pupils. The teacher should be very witty and ready for the ordeals in school to overcome such difficulties. The subject matter is school life.

Higher Authority Work Pupils Negotiation

Primary Education & Post Plowden Legacy Subject: Primary Education & Post Plowden Legacy Tutor: Alastair HorburyAssignment: Critique of given text — Chapter 6, ‘Pupils at Work.’ Due: Mon 14 Nov 94 INTRODUCTION The task assigned was to read all six chapters provided, select one and produce a critique on the subject matter. The chapter selected was number six which analysed pupils’ and ‘ .

This text can be conventionally divided into three parts. The first part describes the general atmosphere before the lesson. It may seem that everything was all right, but actually there was a feeling of forthcoming storm. The author uses a fair amount of epithets in this passage (quietly, subdued) to convey the general atmosphere in the class. In other words, the author uses many stylistically coloured words (the school straggling to their places; an atmosphere of subdued expectancy; the boys stared about them; grinned at each other).

The author uses simile to strengthen the effect of expectancy. It becomes obvious that something has to happen (Speed felt rather as if he was sitting on a powder-magazine, and there was a sense in which he was eager for the storm to break).

There is also certain time designation (five to seven; five past seven; a quarter past seven).

The author underlines the fact that the teacher counts every minute and is ready to react when it is required. The lesson lasts too long. In the second part the author describes the occasion with the dropping desk-lid in details. The reader is in the know that the teacher gives a hundred lines to an innocent boy.

When the boy pleads for the remission, the teacher punishes both. This passage contains a portraiture and also contrast between pupils’ appearance and their behavior which is expressed by adjectives. (A bright, rather pleasant-faced boy deliberately raise a desk-lid and drop it with a bang. … A lean, rather clever-looking boy rose up in the front row and said impudently).

It can mean that such an impudent conduct was prepared on purpose. Pupils tried to anger their teacher to check his reaction. There is also metaphor (the most dangerous weapon in a new Master’s armory).

It is used to underline that the teacher carefully pondered about what kind of method to use to achieve the best result, to comfort this situation. The text contains both formal and colloquial words (formal: disorderliness; indignation; witticism; fulsomely; ordeal; to plead for remission; colloquial: to be hard on smb; to make a fool of oneself; to rag; to put off).

The Essay on How does the TWS benefit the teacher?

The Teacher Work Sample (TWS) employs almost the same processes that teachers follow in lesson planning and classroom instruction except that TWS is more than mere planning and performance. It also includes developing a Contextual description of the class and as its final step, a Reflection and Self-Evaluation of the instruction. The TWS is, therefore, a blueprint of a complete and ideal teaching .

It can prove the fact that the teacher and pupils speak different languages.

That is the reason of their mutual misunderstanding. The authour also uses paraphrase (insist on him; that uncanny feeling for atmosphere) to show how dangerous the situation was. The author adds a piece of teacher’s memory. Speed remembers an occasion when he was at school. He tries to look at this situation from the pupils’ point of view. This fact makes the story more realistic and the teacher tries to anticipate the pupils’ behaviour. Moreover, the author uses direct speech so that the reader could hear the voices of the characters. The second part contains a climax. (The whole assembly roared with laughter).

The class exulted as their teacher was fallen for the bait. In the last part Clanwell congratulates the teacher on his successful passage of the ordeal. Clanwell told him that the pupils were preparing for a benefit performance but a teacher managed to put them off on time. It seems as if a teacher should develop a certain strategy for himself while dealing with his pupils. Firstly, a new teacher should conquer the respect and trust of his pupils in order to receive the greater benefit in the future. All in all, the emotional atmosphere changes during the text. In the beginning and in the middle it is tense, in the end it is rather ironical.

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