Кудинова Практическиы курс англиыского языка для студентов международник Ч.4 2014

7)The project __________ (not finish) on time if we don't get the information we need.

8)She insists on __________ (include) in the team of astronauts.

7. Make a summary of the text, try to paraphrase the original text as much as possible, using simpler vocabulary.

Reading: Urban Graffiti – Art or vandalism?

1. Find equivalents for these in the text: древний, в особенности / в

частности, вдохновить кого-то на совершение чего-либо, дюжины, обитатели, границы, распространиться по всей стране, создать команду, комментировать что-либо, весь смысл графити в том…, рекламировать / продвигать, трафаретное граффити, предложенный закон, суровый.

Urban Graffiti – Art or Vandalism?

Discussing graffiti provokes a lot of opinions. The story of graffiti tells us a lot about social history, the hip-hop movement and artists in the USA.

(This article uses American vocabulary and spelling.)

Fame and secret identities

Graffiti is nothing new. The concept is ancient. During the Second World

War the phrase “Kilroy was here” appeared in an amazing variety of places and countries. In 1969 one person in particular made graffiti famous and inspired people to start “tagging” (writing their nickname* in an artistic way). That person was a

Greek teenager named Demetrius who lived on 183rd Street in New York. His nickname was Taki so his tag became TAKI 183. He then wrote it everywhere and people copied him. When buses and the subway stopped in the mail station in New York, dozens of writers would write their name on it. But it wasn’t simply how many times people could write their name that was important but also the style they did it with.

Hip-hop culture and the Bronx

Graffiti became a way of life – the adrenaline fear of being caught, standing in dangerous places while you graffiti, stealing the paint and creating something they were proud of. Graffiti style was massively influenced by the hip-hop culture that had started in the Bronx in the sixties. Hip-hop with its rapping, breakdancing, attitude and graffiti became a way to show anger and humor. The area and its inhabitants' lives were dominated by crime, drugs, gangs and unemployment. Street gangs began to write the name of their gang on walls in order to mark territorial boundaries.

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From the Bronx to Fifth Avenue.

Soon graffiti was spreading across America. In some cases graffiti was literally travelling at 100 miles an hour on trains. The reason railroad and subway trains were so popular for graffiti was so that it could be seen by so many people, from the poorest to the richest neighborhoods.

From rags to riches

Train companies invested in special cleaning chemicals so that graffiti could be removed quickly. However one graffiti artist in particular was not deterred* – Lee Quinones decided if he couldn't paint trains, he'd paint his graffiti on handball courts instead. No graffiti artists had ever been offered money for their work but one day Fred Brathwaite, a graffiti artist himself offered Quinones money for his murals.

Fame

Quinones and Braithwaite formed a graffiti mural group. Brathwaite painted a mural on a subway train as a tribute to Andy Warhol's* Campbell's Soup cans picture. Soon wealthy gallery owners were noticing the graffiti artists' work. Brathwaite also teamed up with well-respected artist Keith Haring* who began doing a lot of his own subway graffiti with chalk. People liked it so much, the subway companies didn't clean it off. Another graffiti artist and Puerto Rican friend of Haring named Jean-Michel Basquiat began to find fame too. Basquiat used to spray messages commenting on religion.

Graffiti today

Many graffiti artists from the 1980s became rich. They were criticized for this by others who said that their motivation for graffiti shouldn't be money and that the whole point of graffiti is its “underground” style. There are also hundreds of international graffiti events for artists now. These events promote unity between graffiti artists who are often rivals (some graffiti or tag over each others' murals.) Political graffiti and

stencil graffiti are popular at the moment. “An eye for an eye* leaves the whole world blind” was written on many buildings in New York, as a protest against America's attacks on Afghanistan.

Stopping graffiti

Many states in the USA and different countries would like to stop graffiti. In Pittsburgh USA, there is a proposed law to ban the sale of marker pens to people

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under 18. Other countries are very harsh. Singapore has just one wall where graffiti can be written (even then, some of it is censored). The city has a caning*-for-graffiti rule. In 1994 American teenager Michael Fay spray painted a car and was sentenced to a flogging*.

Wordpower

Nickname (n.) – a name which people call you despite the fact that it is not your real name; deterred (adj.) – afraid to do something in case you are punished; Andy Warhol – American artist and film maker who was the founder of POP ART; Keith Haring – American pop artist (died in 1990); an eye for an eye, a tooth for a tooth – what the Bible says about revenge, if someone takes your eye, you must take theirs; caning / flogging (n.) – hitting someone with a stick / whip; scruffy (adj.) – dirty, messy, having a bad appearance; e.g. – abbreviation for ‘for example’

2. Translate these phrases and sentences into Russian:

1.in an amazing variety of places

2.Graffity became a way of life – the adrenaline fear of being caught, standing in dangerous places while you graffiti, stealing the paint and creating sth they were proud of.

3.Another graffiti artist and Puerto Rican friend of Haring named Jean-Michel Basquiat used to spray graffiti commenting on religion.

4.‘An eye for an eye leaves the whole world blind’ was written on many buildings in New York, as a protest against America’s attack on the Afganistan.

5.The city has a caning-for-graffiti-rule.

3. Correct the false statements:

1.First graffiti was only about tagging your name on a wall.

2.Graffiti originated in Greece.

3.Street gangs tagged their names to make themselves popular.

4.Trains are often covered with graffiti because it is fun to spray on a moving object.

5.Fred Brathwaite sprayed his graffiti on handball courts because he was a huge sports fan.

6.Lee Quinones graffitied and watched sports at the same time.

7.Graffiti artists never form artistic groups.

8.Keith Haring did his graffiti only in chalk.

9.Graffiti consists of no more than one word.

10.There are no official graffiti festivals.

11.Graffiti is legalised in the US.

4. Should graffiti be banned? Read the reasons ‘for’ and ‘against’. Can you think of any others? Discuss your ideas with a partner.

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3. Fill in the table with the basic modal meanings of the modal verbs that you remember. Some have already been done for you.

4. Look at the statements. Which variant is correct? In some cases both are right.

1.We use can / could to talk about general abilities in the past.

2.We use must / had to to talk about obligation in the past.

3.The past of can is could / was аblе to.

4.We use managed to / could to suggest that we had difficulty in achieving the action.

5.The verb manage to is similar to must / succeed in.

6.We use the -ing form of the verb after manage to / succeed in.

5.Choose the most appropriate alternative, sometimes both can be correct:

When we read that the Quinghai-Tibet line was open, we knew we (1) weren't

able to / had to go on it. We were so busy before we left London that we didn't (2) manage / succeed to organise the train journey. Once we were in China, we didn't have much access to the Internet and (3) weren't able to / didn't have to get much information. Still, we found a good travel agency and (4) could / managed to get tickets. We travelled first to Golmud and stopped there – for one day only, but we (5) managed to / were able to pack a lot into it.

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The train journey from Golmud to Lhasa takes a day. Although most of it is really high, we didn't have any altitude problems and we (6) were able to / had to enjoy the fabulous scenery. Our train attendant was very helpful. Her English was not great, but she still (7) had to / succeeded in getting her message across and pointing out interesting sights to us, such as herds of wild Tibetan antelopes. Before 2006, you (8) could / were able to travel to Lhasa from Golmud, but you

(9) couldn't / didn't have to get there in comfort – you (10) could / had to take a slow, uncomfortable bus. Not any more – Lhasa is officially open to tourists!

6.Translate these sentences into English using modal verbs:

1.Думаю, вы должны рассказать об этом главному редактору.

2.Не забывай, что эта история может быть неправдой.

3.Ключ никак не поворачивается.

4.Вам не стоит пытаться сделать это одному.

5.Не думаю, что мы (с)можем оставить себе одежду после показа.

6.Вам следует чаще приезжать к вашей бабушке.

7.Вы должны принимать это лекарство дважды в день.

8.Он обычно не разговаривает по утрам.

9.Нужно, чтобы он сам привез нам договор и подписал его.

10.Вы можете не отвечать на мои звонки, но сначала … 11.Разве мы не должны заботиться об окружающей среде? 12.Раньше вы чаще тренировались, что случилось? 13.Америке не стоит игнорировать данную проблему. 14.Анджела может пожаловаться декану, если хочет.

15.Вы не имеете права подходить к этому пациенту ближе, чем на 15 метров.

16.Хаус не сможет не отпустить Формана, потому что это будет означать, что Форман ему нужен.

17.Они должны знать правду. Тебе придется во всем признаться.

18.Можете пригласить своих друзей на нашу корпоративную вечеринку.

19.Может, нам стоит обсудить этот диагноз с другим специалистом?

20.У меня ощущение, что этот чудак не хочет поправляться мне назло.

21.Нам необходимо встретиться, прежде чем тебя уволят за то, что ты не совершал.

22.Они должны были продать дом, чтобы оплатить судебное дело.

23.Я могу перезвонить вам позже?

24.Он никогда не соглашался со своими подчиненными.

25.Я пытаюсь записать тебе музыку на диск уже полчаса, но CD рекодер почему-то не работает.

26.Не обязательно звонить мне в два часа ночи, чтобы сказать, что тебе не спится.

27.Вы должны рассказать полиции о том, что вы видели.

28.Важно, чтобы мы успели первыми запатентовать наше изобретение.

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Grammar: Modals of deduction

1. Rewrite the sentences in italics using could have, should have, needn't

have or might have.

1. They must have been crazy to swim out so far. They ran the risk of drowning. Example: They could have drowned.

2.It was a waste of my time making all those sandwiches. They had plenty of food there already.

3.Why didn't you come by train? It would have been easy for me to meet you at

the station.

4.Why didn't you tell me you were eating out? I've just cooked you a meal!

5.It wasn't necessary for him to be so rude. They were only trying to be helpful.

6.I’m surprised they only fined her. She deserved to be sent to prison.

7.You should have worn a stocking over your face. You were in danger of being

recognised.

2. Choose the structures that you

think fit the meaning best.

... Of course, as soon as I went in the room, I realised that I needn’t / shouldn’t have spent all that time dressing up in a dinner jacket. I could / should have just worn jeans, like everyone else.

3. Now look at these other two stories. How do you think they end?

4. Think of a time when something similar happened to you, and write a sentence about it using one of the structures in the box.

could have should have needn’t have shouldn’t have

Tell another student what happened. Include your sentence in what you say. 5. Read the texts and choose opinions closest to your own. Give reasons for your opinions.

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1) Many people are convinced that there is life elsewhere in the universe. Scientists are busy searching for evidence of other forms of life, in the form of radio signals, but so far have found no trace.

There must / might / can’t be life elsewhere in the

universe.

2) This still is from a film claiming to show an autopsy on a dead alien who crash-landed in the Nevada

Desert in 1947. The owner says it was kept secret for years by the US Military. But is it a fake?

Aliens must / might / can’t have landed on Earth.

3) Every year, a number of people claim that they were abducted by aliens. They usually say that they were taken on board an alien spaceship for scientific experiments and released a few hours later.

Aliens must / might / can’t be abducting human beings

on a regular basis.

4) A number of huge shapes were drawn on the ground in Nazca, Peru,

around 2000 years ago. Since they are visible only from the air, some believe they were drawn by aliens.

The Nazca lines must /

Grammar: Modals (consolidation)

1.Underline the correct modal verb.

1.I'm afraid that's absolutely impossible. It mustn't / can't / may not be true.

2.That mustn't / may not / can't be Peter. He's in Beijing.

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3.I can / must / might have to go to Miami tomorrow.

4.We mustn't / might not / don't have to leave yet. We've got lots of time.

5.It looks like it could snow, but it can / could / might not.

6.You may / would / will sit down if you like.

7.You don't have to / mustn't / might not touch that button. It will delete everything.

8.I can't meet you tomorrow. I have to / would/ could work.

9.Sorry, but I can't / might not / may not come to the meeting. I'm too busy then.

2.Look at the sentences below. Match them with the functions a-h:

1.I know I should have learned some Russian before we went out there, but I didn't have time.

2.I suppose I could have found a local Russian to giveme lessons, but I just didn't have the motivation at that point.

3.It must have been at least a year before I felt happy in Moscow.

4.He might have caused a diplomatic incident.

5.You didn't have to bring such an expensive gift, but thank you.

6.The ambassador didn't need to go through customs.

7.The ambassador needn't have gone through customs.

8.Our codes may have been broken.

9.You ought to have mentioned that earlier.

3.Answer the following questions about the sentences from exercise 2.

1.In sentence 1, did she learn some Russian before she left?

2.In sentence 5, did somebody bring an expensive gift?

3.In sentences 6 and 7, did the ambassador go through customs?

4.In sentence 10, did the ambassador write the letter?

4.Rewrite each sentence with an appropriate modal so it has a similar meaning.

Example: I'm sure you left your passport on the plane.

You must have left your passport on the plane.

1.He was wrong not to pass on the information to the president.

2.I'm sure the ambassador didn't say that.

3.I finished the report by 5 p.m. but it wasn't necessary.

4.It wasn't necessary for me to tell the head of security.

5.Maybe the ambassador missed the plane.

6.It was a mistake for us to leave the ambassador's reception.

7.I'm sure the ambassador enjoyed the reception.

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5. In each sentence, two of the choices are correct and one is incorrect. Circle the correct ones.

1.As we become more aware of climate change, more people can / may / might choose not to fly because of the environmental damage.

2.The play has started. You can't / mustn't / don't have to go in until there's a convenient break.

3.My pen's run out of ink. Can / Will / Could I borrow one of yours?

4.‘Sue's on holiday in the Canaries this week.’ ‘That isn't / can't / mustn't be true – she's got an interview on Friday.’

5.It's very likely that Murray will win a major tennis tournament soon but it may / could / might not be this year.

Reading, Listening and Speaking: Creative People

1.In pairs, answer the following questions.

1)Do you think creative people are born or made?

2)What do you understand by these terms?

a blue sky thinker, a lateral thinker, someone who thinks outside the box 3) How creative do you consider yourself to be?

2a. Try this test of lateral thinking.

1)Where are all men equally attractive?

2)On which side of a cup is it best to have the handle?

3)How might someone be severely injured by being hit by some tomatoes?

4)Where do the biggest carrots grow?

5)What living thing has only one foot?

6)How many birthdays does a typical woman have?

7)A cowboy rode into town on Friday. He spent one night there and left on Friday. How do you explain this?

2b. Discuss your answers with a partner, then turn to the last page of this unit.

3. You are going to hear a lecture about creativity. How do you think the speaker will answer these questions? Listen to Part 1 and check.

1)How would you define creativity?

2)How can you recognise a creative person?

3)In which areas of work do you think it is a useful quality to have?

4)How is creativity different to innovation?

4a. Listen to Part 2 of the lecture. Put the following stages of the model of the creative process in the correct order.

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