
- •Сидоренко с.І. Посібник з практичного курсу англійської мови
- •Contents
- •Bringing up children
- •1.Read the following text and find answers to the following questions:
- •Explain the meaning of the following words and word combinations used in the text:
- •3. Do you agree with all ideas expressed in the text? Discuss the following:
- •4. Read the following text and draw a diagram showing development of perceptual, emotional, intellectual and behavioral capabilities in childhood.
- •5. Act as psychologists and on the basis of your diagrams and the information from the text give advice to parents as to what they should focus on in different years of their child’s development.
- •6. Why is it important to teach children responsibility? Here are some recommendations aimed at teaching responsibility. Do you think they may be effective? Add your own recommendations to the list.
- •7. Read the following text to find out about the role adults, especially parents, play in bringing up children:
- •8. Give arguments to support the following:
- •10. Problem page
- •11. Who or what spoils children? Read the following ideas about what child can be called spoilt and express your attitide:
- •12. Parents and teachers today are concerned about children’s growing aggressiveness, particularly visible in teenagers. Read the following passage to find out more about the problem.
- •In your opinion, are the factors leading to youth crime in Ukraine the same as in the usa?
- •13. Role play
- •14. Discussion club “children and school”
- •15. Group work. In groups of three or four consider the following statements, decide whether you agree with them or not and write your arguments for or against:
- •16. Make oral or written commentaries on the following quotations:
- •The united states of america
- •How much do you know about the United States of America? Can you answer the following questions?
- •Study the following information about the country and be ready to speak about its general characteristics:
- •Do you know that
- •Design a tourist brochure featuring some major cities of the United States. Use the information given below. Present your brochures to your group-mates in class.
- •Check yourself. What do you know about:
- •Read the following outline of us early history. Single out the main events.
- •Put the following historic events in chronological order and supply them with dates:
- •10. Check your knowledge:
- •Holidays in the usa
- •Independence Day (July 4)
- •Travel agency
- •Usa quiz
- •Ukraine
- •1. How well do you know the geography of your country? Supply the information missing in the following text about Ukraine.
- •2. Read the following information about Ukraine from a brochure for foreigners.
- •3. Kyiv
- •Read about some other Ukrainian cities and find answers to the questions which follow.
- •5. Culture of ukraine
- •Imagine that you are to write a chapter on Ukrainian culture for a book of world cultures. Discuss the conception of the chapter. Write the outline.
- •6. Project work
- •7. History of ukraine
- •Inernational status
- •IV. Painting
- •To start thinking on the topic answer the following questions for yourself and then discuss your answers with other students. Find out about their ideas and opinions.
- •Read the following outline of the history of Western painting. Find out about the dominant artistic schools and prominent artists.
- •Landmarks of western painting
- •Learn the following vocabulary and use it in your descriptions of paintings:
- •Impression
- •English landscape painting of the early 19th century
- •Great english portraitists
- •Impressionism
- •Comment on one of the following:
- •Write a description of your favourite painting.
- •Check yourself
- •Crossword “art”
- •V. Music
- •1.To start thinking about the topic, discuss the following questions:
- •2. Read the following passage about the art of music and complete the sentences given below:
- •3. Read the following passage about Modest Mussorgsky and choose the best endings for the sentences which follow:
- •4. Have you ever been to an opera house? What did you see? What was your impression?
- •5.Interview your group-mates to find out:
- •9. Here is an article from The Daily Telegraph featuring Madonna’s arrival for the premiere of her new film in London. What do you learn from it about the singer?
- •If you were a reporter going to interview Madonna, which five questions would you ask her?
- •11. Listening comprehension
- •Discuss in pairs some of the following opinions:
- •Get ready for a discussion “Ukrainian rock and pop music”.
- •VI. Man and nature
- •Read the following passage and speak about the state of the environment in Ukraine:
- •2. Study the following materials on different types of pollution and fill in the table which follows.
- •4. Read the following texts to find answers to the questions which precede them:
- •5. Role play
- •6. Can you explain why the consequences of the Chernobyl catastrophe which happened in 1986 remain a burning ecological issue for Ukrainian nation? Read the article below to find more arguments:
- •10. Conference “earth in the 21 century”
- •VII. Higher education. Teacher training
- •Recall the main aspects of the secondary education in Great Britain. Check whether you remember:
- •2. Study the following text about higher education in Great Britain. Higher Education in Great Britain
- •7. Read what Vicky Smith, a 4-year chemistry student of Oxford University, recalls about her entering the university and her present impressions and plans.
- •Developing Skills
- •Outside of College
- •9. Paying for education is a problem. Read the following information to find out how Oxford University tries to help students cope with financial problems.
- •Is Oxford Expensive?
- •If a British student can not pay the tuition fee out of his own or his family income, where can he get the sum he needs?
- •10. Study the following overview of the us university system and make conclusions about specific features of higher education in the usa. Draw parallels with Great Britain and Ukraine.
- •University Organization
- •Read the following text to learn more about the organization of teacher education. Teacher education
- •List of the sources used
4. Have you ever been to an opera house? What did you see? What was your impression?
What opera composers do you know? Do you know any famous opera singers?
You are going to read an article about the development of opera. Several sentences have been removed from its different parts. Choose from the paragraphs A-H the one which fits each gap (1-8).
OPERA(Italian for "work"), is a drama set to music, as distinguished from plays in which music is merely incidental. Music has been a resource of the drama from the earliest times.
The real beginning of opera is connected with the first dramas that were set to music in order to be produced as musical works of art at the beginning of the 17th century.
In the last years of the 16th century a group of amateurs held meetings at the house of the Bardi in Florence, with the aim of trying experiments in emotional musical expression by the use of instruments and solo voices. Before this time there was no real opportunity for music-drama. The only high musical art of the 16th century was unaccompanied choral music.
1
The first pioneer in the new "monodic" movement seems to have been Vincenzo Galilei, the father of Galileo. The first public production in the new style was Jacopo Peri's Euridice (1600). The general effect of the new movement on contemporary imagination was characterized as something like that of laying a foundation-stone.
Meanwhile those composers who retained the mastery of polyphonic music tried to find a purely vocal and polyphonic solution of the problem of music-drama; and the Amfiparnasso of Orazio Vecchi (1594) is not alone, though it is by far the most remarkable, among attempts to make a music-drama out of a series of madrigals. From the woodcuts which adorn the first edition of the Amfiparnasso it has been conjectured that the actors sang one voice each, while the rest of the harmony was supplied by singers behind the stage.
W
2
At the beginning of the 17th century no young musician of lively artistic receptivity could fail to be profoundly stirred by Monteverde's Orfeo (1602) and Arianna (1608), works in which the resources of instruments were developed with the same archaic boldness, the same grasp of immediate emotional effect and the same lack of artistic organization as the harmonic resources. The spark of Monteverde's genius produced in musical history a result more like an explosion than an enlightenment; and the emotional rhetoric of his art was so uncontrollable, and at the same time so much more impressive in suggestion than in realization, that we cannot be surprised that the next definite step in the history of opera took the direction of mere musical form, and was not only undramatic but anti-dramatic.
The system of free musical declamation known as recitative is said to have been used by Emilio del Cavalieri as early as 1588, and it was almost the only means of vocal expression conceivable by the pioneers of opera. Formal melody, such as that of popular songs, was beneath their dignity. But, in the absence of any harmonic system but that of the church modes, which was incapable of assimilating the new "unprepared discords," and in the utter chaos of early experiments in instrumentation, formal melody proved a godsend as the novelty of recitative faded.
3
Before this period of stagnation we find an almost solitary and provincial outburst of life in Purcell's art (1658-1695). Whether he is producing genuine opera (as in the unique case of Dido and Aeneas) or merely incidental music to plays (as in the so-called opera King Arthur), his deeply inspired essays in dramatic music are remarkable in their historic isolation.
T
4
T
5
The influence of Gluck on Mozart was profound, not only where it is relevant to the particular type of libretto, as in Idomeneo, but also on the broad dramatic basis which includes Greek tragedy and the 18th-century comedy of manners.
M
6
Mozart always extracts the utmost musical effect from every situation in his absurd and often tiresome libretti (especially in vocal ensemble), while his musical effects are always such as give dramatic life to what in other hands are conventional musical forms.
I
7
But with the Rossinian decline Italian opera once more became as purely a pantomimic concert as in the Handelian period; and we must not ignore the difference that it was now a concert of very vulgar music, the weakness of which was only increased by the growing range and interest of dramatic subjects.
Occasionally the drama pierced through the empty breeziness of the music; and so the spirit of Shakespeare, even when killed in an Italian libretto unsuccessfully set to music by Rossini, proved so powerful that one spectator of Rossini's Otello is recorded to have started out of his seat at the catastrophe, exclaiming "Good Heavens! the tenor is murdering the soprano!"
The history of Italian opera from after its culmination in Mozart to its subsidence on the big drum and cymbals of the Rossinians is the history of a protected industry.
Verdi's art is far more the crown of his native genius than of his native traditions; and, though opinions differ as to the spontaneity and depth of the change, the paradox is true that the Wagnerization of Verdi was the musical emancipation of Italy.
A
8
Wagnerian opera, a generation after Wagner's death, was still an unique phenomenon. With Wagner the history of classical opera ends and a new history begins, for in Wagner's hands opera first became a single art-form, a true and indivisible music-drama, instead of a kind of dramatic casket for a collection of objets d'art more or less aptly arranged in theatrical tableaux.
Modern opera of genuine artistic significance ranges from the light song-play type admirably represented by Bizet's Carmen to the exclusively "atmospheric" impressionism of Debussy's Pelleas et Melisande.
A.Thus in Die Zauberflote the extravagant vocal fireworks of the Queen of Night are the displays of one who, in the words of the high priest Sarastro, "hopes to cajole the people with illusions and superstition."
B.His results are now intelligible only to historians, and they seem to us artistically worthless; but in their day they were so impressive as to make the further continuance of 16th-century choral art impossible.
C.The "spirit of the age" can have had little to do with the difficulty, or why should Shakespeare not have had a contemporary operatic brother-artist during the "Golden Age" of music?
D.The French contribution to musical history between Gluck and Rossini is of great nobility. French dramatic sense stimulated foreign composers and widened their choice of subjects, as it also preserved all except the Italian forms of opera from decline.
E.Tunes were soon legalized at moments of dramatic repose when the actors could indulge in either a dance or a display of vocalization; it was in the tunes that the strong harmonic system of modern tonality took shape.
F.So "dramatic music" at that time was as unbelievable as "dramatic architecture." But the literary and musical dilettanti who met at the house of the Bardi were not mature musical artists; their imaginations were fired by the dream of restoring the glories of Greek tragedy, especially on the side of its musical declamation.
G.Nobody cares to follow the plot of Mozart's Figaro; but then no spectator of Beaumarchais's Mariage de Figaro is prevented by the intricacy of its plot from enjoying it as a play. In both cases we are interested in the character-drawing. We do no justice to Mozart's music when we forget this interest.
H.If, however, it is taken to mean that because Mozart's triumphs do not lie in serious opera he owes nothing to Gluck, then the statement is misleading.
Explain the meaning of the sentences given in bold type.
Answer the following questions:
What is the difference between opera and musical plays?
When and how did opera originate?
What have you learnt about Monteverde's impact on the development of opera?
What role was given to recitative in early operas?
Why is there little interest in tracing the development of opera before Gluck?
What composer stands out in the period of opera stagnation in the late 17th century?
What is Gluck's place in the history of opera?
How was the success of Mozart's operas connected with their libretti?
What can be said about the development of Italian comic opera after Mozart?
What does the author of the article mean by 'Rossinian decline'?
What was the next step in the development of true operatic art after Mozart?
What was Wagner's contribution into development of opera?
Write a summary of the article, trying to formulate the key idea of each paragraph.