- •Unit five
- •I speech patterns
- •Exercises
- •I. Paraphrase the following using Patterns 1-3:
- •II. Make the following sentences emphatic using Pattern 4 as in the example:
- •III. Translate these sentences into English:
- •IV. Answer the questions: use would or used to.
- •V. Make up short situations (no more than two or three sentences) or dialogues to illustrate Patterns 1-4 text. A freshman's experience From "Daddy Long-Legs" by Jean Webster
- •Vocabulary notes
- •I. Read the text and do the following
- •II. Answer the following questions:
- •III. Explain (in English) what is meant by and give Russian equivalents of:
- •IV. Paraphrase the following sentences:
- •V. A) Write 20 questions about the second part of the text of Unit Five using the following words and phrases:
- •B) Ask your fellow-students to give their responses.
- •VI. Translate the following sentences into English:
- •IX. Revise Essential Vocabulary (I) and translate the following:
- •X. Compose 20 sentences about the text, using modal verbs must, can, may, ought, might with the perfect infinitive:
- •XI. Translate the text into Russian:
- •Topic: education
- •Text a. Higher education and teacher training in great britain
- •Text b. Dialogue
- •Text с. How to get a degree
- •Essential vocabulary (II) Words and Word Combinations
- •Exercises
- •I. Study Text a and write English equivalents of the following words and phrases. Transcribe them:
- •II. Write 15 questions on Text a, using new words and expressions in each question. Ask your classmates to reply them. Summarize what you have learned about the British system of higher education.
- •III. Study Texts в and с and write English equivalents of the following words and phrases:
- •IV. Ask your fellow-students:
- •V. Retell Text в in indirect speech using new words and word combinations.
- •VI. Fill in prepositions. Ask the others to give their responses to the given sentences so as to make up micro-dialogues:
- •VII. Make up dialogues, using Essential Vocabulary on the topic Suggested situations:
- •VIII. A) Read and translate into Russian: Oxford
- •B) Argue the pros and cons of: 1. Tutorial system. 2. Students' uniform. 3. Residential colleges.
- •IX. Read the text. Comment on its content: Students in Tents
- •Unit nine
- •I. Speech patterns
- •Exercises
- •I. Change the sentences, using the patterns:
- •II. Think of a situation. Suggest a beginning matching up the end. Use the proper pattern:
- •III. Translate the following into English. Use the patterns:
- •IV. Respond to the following statements and questions, using the patterns:
- •V. Write 12 questions suggesting answers with these patterns. (The questions in Ex. IV may serve as a model.) text. Rose at the music-hall From "They Walk in the City" by j. B. Priestley
- •Vocabulary notes
- •Essential vocabulary (I) Words
- •Word Combinations
- •Exercises
- •VII. Translate these sentences into English, using the word way.
- •VIII. Insert prepositions or adverbs where necessary:
- •Iх. Make up a story, using the words and phrases from Essential Vocabulary I.
- •X. Translate the following sentences into English:
- •XI. Test on synonymy.
- •1. Prove that the following words are (or are not) synonyms:
- •2. Synonyms within the following pairs differ by style. Point out which of them are bookish, colloquial or neutral.
- •XII. Go over the text again and try to discuss the following:
- •XIII. A) Translate the text into Russian:
- •B) Comment on the following aspects of the fragment:
- •Text b. At the box-office
- •Text с. Pantomimes
- •I. Answer the following questions:
- •II. Learn Text в by heart. Act out this dialogue.
- •III. Retell Text с in your own words.
- •IV. Translate the following into English:
- •V. Read the following and either agree or disagree with the statements.
- •VI. A) Describe your impressions of a play (opera, ballet) you have seen. Follow the plan below:
- •B) Make up dialogues discussing the points above.
- •VII. A) Supply articles where necessary:
- •VIII. Give a free translation of the following passage. Make use of the English phrases given at the end:
- •IX. A) Read Sir Laurence Olivier's answers given by him in a newspaper interview:
- •X. Translate the following fragments into Russian (in writing)!
- •Хi. Speak individually or arrange a discussion on the following:
- •Studies of written english
XIII. A) Translate the text into Russian:
It was time to go. Francis Woburn put on his enormous hat, started talking about himself again, and they walked down to the Coliseum. He was much taller than she had supposed him to be — though perhaps it was the absurd hat — and she felt a little dumpy thing, though a nice sensible little dumpy thing, as she trotted along by his side, pretending to listen, but busy all the time telling herself that here she was, Rose Salter, going to the Russian Ballet at the Coliseum, with a tall, superfine, very Londonish young man. It was all very strange indeed.
They climbed to one of the balconies of the gigantic theatre, which seemed to Rose the most splendid and exciting place she had ever seen. Dozens of players down below were tuning up. All round them, superfine persons, not unlike Francis Woburn, were studying their programmes. Then the lights died away, except those that illuminated the curtain so beautifully. The music began, and Francis Woburn stopped talking. Rose instantly forgot his very existence. The music was very strange, not like any she had heard before, and not at all comfortable and friendly and sweet. Rose did not know whether she liked it or not; she could not keep it at a distance to decide about it; she was simply carried away and half drowned by the colossal waves of sound; she was overwhelmed by its insistent beat and clang. The curtain was magically swept away, and the stage blazed at her. She was staring at a new country, a new world. It was as if the last great wave of music had taken her and flung her over the boundaries of this world. The little people20 in these new countries lived their lives only in movement. Sometimes they were dull. Sometimes they were silly. But at other times they were so beautiful in their energy and grace, so obviously the creatures of another and better world than this, a world all of music and colour, that Rose choked and ached at the sight of them.
People clapped. Francis Woburn clapped. But Rose did not clap. Just putting her hands together, making a silly noise, was not good enough for them. She gave them her heart.
(From "They Walk in the City" by J. B.Priestley)
B) Comment on the following aspects of the fragment:
1. How does the author describe the music? What does he mean by saying that the music was "not at all comfortable and friendly and sweet" ? How do you understand the words "She could not keep it at a distance to decide about it"? Does music ever affect you in the same way? What kind of music does? 2. Explain the words: "The stage blazed at her." "The little people in these new countries lived their lives only in movement." "...the creatures of another and better world than this, a world all of music and colour."
c) Comment on the literary merit and style of the fragment. Do you think that the author has managed to create a vivid and emotionally charged picture of a ballet performance (Give reasons for whatever you say.) Which lines do you consider especially expressive? Why? What stylistic devices can you point out in the extract?
XVIII. Write an essay describing a person's first visit to a ballet (opera, drama) performance or to a symphony concert. Try to imitate the style and manner of the fragment above (you may borrow some phrases from it).
TOPIC: THEATRE
TEXT A. DRAMA, MUSIC AND BALLET IN BRITAIN
The centre of theatrical activity in Britain is London. There are about 50 principal theatres in professional use21 in or near the West End and some 20 in the suburbs.
Most of these are let to producing managements on a commercial basis22 but some of them are permanently occupied by subsidised companies, such as the National Theatre which stages classical and modern plays in its complex of three theatres on the South Bank of the River Thames. The former Old Vic Company, which was Britain's major theatrical touring company, has now taken up residence in the National Theatre, changing its name to the National Theatre Company. In addition the Royal Shakespeare Company presents Shakespearean plays at Stradford-upon-Avon and a mixed repertoire in London.
Outside London there are many non-repertory theatres which present all kinds of drama and also put on variety shows and other entertainments. Recently there has been a growth in the activity of repertory companies which receive financial support from the Arts Council and the local authorities. These companies employ leading producers, designers and actors, and the standard of productions is generally high. Some companies have their own theatres, while others rent from the local authorities.
Music of all kinds — "pop" music, folk music, jazz, light music and brass bands — is an important part of British cultural life. The large audiences at orchestral concerts and at performances of opera, ballet and chamber music reflect the widespread interest in classical music.
The Royal Opera House, Covent Garden, London, which receives financial assistance from the Arts Council, gives regular seasons of opera and ballet. It has its own orchestra which plays for the Royal Opera and the Royal Ballet. Both companies have a high international reputation. The English National Opera which performs in the London Coliseum gives seasons of opera and operetta in English. It also tours the provinces.
In 1998 the Government announced the formation of the Young Music Trust to develop the musical skills of the young with some money from the National Lottery, and donations from music charities and companies involved in music business. The national youth orchestras of Great Britain have established high standards.
There are several thousand amateur dramatic societies in Britain. Most universities have thriving amateur drama clubs and societies. Every year an International Festival of University Theatre is held.
