· What do you know about World War I?
· When did it start? When did it finish?
· What countries took part in the First World War?
· How did people feel at the front?
· How did they feel when they returned?
Possible answers:
1. World War I was started by the people in power who wanted to rearrange the spheres of their influence and acquire new sources of money.
2. At the front people usually began to realize the true nature of that event. The idea of their being used as an instrument of conducting a war came to their minds.
3. When people returned form the war they saw that nobody cared either about them or about what they had done at the front.
2. VOCABULARY WORK
The following activities are suggested:
I. Please find thesephrases in the sentences in one of the chapters and explain them in your own words:
· to peer across at something
· to be nailed
· to lay aground
· to squat against the wall
· futility of one’s martyrdom
· gaudy as a child’s toy
· to heap up
· to flick
· gaped faces
· to assoil smb.
· grieving sky
II. Here are some sentences from the text. Please explain what the words in the bold types mean:
1. “You mock by reading your own mortal's pride into Him…”(p.363)
2. “He was nailed there and he will forgive me.” (p.370)
3. “Go on I” the rest of the cortege huddling without order, protocol vanished for the moment too as they hurried after the caisson almost with an air of pell mell, as though in actual flight from the wreckage of the disaster…” (p.436)
4. “It passes the Hotel de Villa where the three generals still stood like a posed camera group stared full at each other across the moment which could not last because of the vehicle’s speed - the peasant’s face above the corporal’s chevrons and the shackled wrists in the speeding lorry, and the grey, inscrutable face above the stars of supreme rank and the bright ribbons of honor and glory on the Hotel steps, looking at each other across the fleeting instant.” (p.17)
5. “His face was showing a comprehension, understanding, utterly free of compassion.” ( p.17)
6. “It had merely arrested itself; not the men engaged in it, but the war itself. War, impervious and even inattentive to the anguish, the torn flesh, the whole petty surge and resurge of victories and defeats…” (pp. 124, 125)
7. “There is an immorality, an outrageous immorality; you are not even contemptuous of glory; you are simply not interested in it.” (p.305)
III.Please translate these sentences into English:
1. Командир дивізіїзавждиспостерігав за атаками знайближчого спостережного пункту; це було його правилом ісприялойого репутації.
2. У той вівторок опівночі двоє англійських солдат розташувалися на стрілецькій сходинці одного з окопів під руїнами Бетюна.
3. Спали вони на кам’яній підлозі у коридорі; сніданком їх нагодували ще до підйому.
4. Всі розійшлися, він продовжував сидіти, днювальні закінчили прибирання, потім під’їхав автомобіль, але зупинився не біля їдальні, а біля канцелярії, крізь тонку перегородку він почув, як туди увійшли люди, потім голоси…
5. Залишаючи свої домівки, вони майже нічого не знали, всі вони були зірвані з місця тим же жахом…
6. Натовп, здавалося, не міг розгледіти або помітити вантажівки.
7. Вирішувати було вже пізно; щоб не опинитися розтоптаним, він у натовпі пліч-о-пліч з полоненим рухався через площу до будівлі суду…
3. Reading comprehension activitY
Attention check. Please answer the following questions on the text:
· What time is depicted in the novel?
· In what country does the action take place?
· Who is the Corporal?
· What have you learnt about the Marshall?
· Pick out the lines, describing the relations between the Corporal and the Marshall.
· What was Marthe’s another name?
· What difference can you see between the Corporal and the Groom
· Describe the funeral scene.
4. discussion
I. The following questions and statements are suggested:
- Account of the usage of the religiousterms in the novel. Give the examples of it providing your reasons for its usage.
- Pick up statements which show the Marshall’s attitude towards the Corporal. Give the reasons for your choice.
- Why the novel is called “A Fable”?
II. Discuss the following phrases from the novel. What can they mean? Explain in your own words.
1. Fear implies ignorance. (p.17)
2. They had no plan: only motion. (p.130)
3. Beware whom you mock by reading your own mortal's pride into Him… (p.363)
4. He was nailed there and he will forgive me. (p. 370)
5. The small perpetual flame burned above the eternal sleep of the nameless bones brought down five years ago from the Verdun battlefield. (p.434)
5. debates
The sudentsare divided into two or three groups, each of which is given a subject for debate: two of these groups are direct opposite of each other, and a third – should give a compromise. Some examples are as follows:
a) If you want to make a good thing you can use every stick in the book.
Good thing can be done only by good deeds.
b) If a person has faith in something, he will definitely make his dream come true.
The sound mind is more important than the faith.
c) Sometimes thinking that we are doing good, we ruin everything.
Sometimes it is necessary to ruin something, in order to build something new.
Each group has to work out and write down all possiblearguments in favour of its subject, including defenses against the points that might be brought up by the opposition. It also has to work out the presentation of the material.
A time limits should be set for preparations – from 10 to 15 minutes. Formalities of the procedure are outlined by the teacher before the debate begins. The points to be included are the following:
· what the speaker does;
· how participants show what they want to say;
· how long their speeches are, etc.
Then the full debate follows. The final voting is ”genuine”. The announcement of the results of the vote is the end of the activity.
Teachers who teach Faulkner and who are contemplating teaching his fiction advise us such teaching guides as “A Reader’s Guide to William Faulkner” (1964), “Reading Faulkner’s Best Short Stories” (1999), “The Cambridge Companion to William Faulkner” (1995), “Approaches to Teaching Faulkner’s The Sound and the Fury” (1996), “A William Faulkner Encyclopedia” (1999), and “Teaching Faulkner” (2001) [11].
The methods of teaching literature in today’s high school and the issues which are at the center of that teaching have changed since the death of Faulkner in 1962. Teachers are examining new and exciting ways to engage students in the study of a complicated writer such as Faulkner. These guides are written in a clear, accessible, and scholarly style by some of the most important critics of Faulkner today. They enable teachers to better understand the complexities of Faulkner’s writing style, his realistic subject matter, and his perception of the decline of the Old South and the rise of the New.
CONCLUSION
The research conducted leads us to the following conclusions:
1. There is a close connection between the life and creative activities of William Faulkner. Throughout his entire life the famous American writer devoted a great deal of time to literature. Moreover, writing became Faulkner’s greatest passion, beside which nothing else mattered. Almost all the events of his life were reflected in his writings. There are some defined moments which influenced him deeply and were reflected in his works. When a young man Faulkner demonstrated artistic talent, writing poetry. His earliest literary efforts were romantic, conscientiously modeled on English poets such as Burns, Thomson, Housman, and Swinburne, his first daughter’s death, the Nobel Prize etc.
2. During our research we singled out the main features of parables:
- The parable allows deep communication between the narrator and the reader. It begins “benignly”, disarming readers, drawing them in, and encouraging them to compare the story to their own experiences. The readers identify with a certain character and encounter dilemmas that call for choices. At this point the readers move more deeply into self examination.
- The parable involves indirect communication that provokes self discovery. Whereas direct communication creates observers and listeners, indirect communication creates participants and action.
- Experiences with indirect communication cultivate the capability for developing the self. Rather than a change in information there is a change in consciousness.
- The situations described in the parable can be applied in real life.
- An action has a parable character only when it is said in it: act like this.
The research proved the existence of the parable thinking in Faulkner’s novel A Fable:
· The absence of the story-teller, Faulkner’s narrative and ethical position, his point of view concerning all the events which occur in the novel. Faulkner only represents the events and the feelings of the heroes without giving any comments from his side, so the reader has to build the conclusions, associative comparisons and guesses himself independently.
· A Fable is a fable without a strict moral - it is more descriptive than prescriptive. It is essentially a description of two opposing sets of moralities shown in their complex interactions both ideally and historically.
· The main hero of the novel the Corporal is put in a scale, valid situation of an ethical choice which has basic, major importance. This situation is also one of organic laws of a parable.
· All the events in the novel occur in the limited place of the imaginary reality which serves as a laboratory platform on which the plot of the novel develops.
· All the events in the novel are shown through a prism of perception of the world by the main hero. So everything which doesn’t enter in his field of view and consciousness is entirely absent in the novel.
· The source of the novel is the story about Christ. The plot of the novel revolves around a reincarnation of Christ during the First World War.
· In the novel there constantly can be seen a difficult struggle between an angel and a devil, light and darkness, beauty and ugliness, good and bad, passion and indifference, cleanliness and sinfulness of a person.
Thus, we considered Faulkner’s life and its connection with his creative activities, highlighted the main features of parable, its peculiarities and the differences between parable and novel, singled out the parable thinking in “A Fable”.
Our research contributed to more profound understanding of the novel that firstly was even rejected as art. It’s impossible not to see vast scope, its wide compass in the process of their analysis. And in spite of this disregard the novel became an integral part of the World literature of the XX century.
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