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

3а. Read an extract from one of the three novels. Which one do you think it

comes from?

For a long time, I lay there peacefully gazing back at her. My first thought was reassuring: I was dreaming and I was aware that I was dreaming. Nevertheless, I would have preferred her not to be there. I closed my eyes and tried to shake off the dream. When I opened them again, Rheya was still sitting

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opposite me. Her lips were pouting slightly – a habit of hers – as though she were about to whistle; but her expression was serious. I thought of my recent speculations on the subject of dreams.

She had not changed since the day I had seen her for the last time; she was then a girl of nineteen. Today, she would be twenty-nine. But, evidently, the dead do not change; they remain eternally young. She went on gazing at me, an expression of surprise on her face. I thought of throwing something at her, but, even in a dream, I could not bring myself to harm a dead person.

I murmured: 'Poor little thing, have you come to visit me?'

The sound of my voice frightened me; the room, Rheya, everything seemed extraordinarily real. A three-dimensional dream, coloured in half-tones

... I saw several objects on the floor which I had not noticed when I went to bed. When I wake up, I told myself, I shall check whether these things are still there, or whether, like Rheya, I only saw them in a dream.

'Do you mean to stay for long?' I asked. I realised that I was speaking very softly, like someone afraid of being overheard. Why worry about eavesdroppers in a dream?

The sun was rising over the horizon. A good sign. I had gone to bed during a red day, which should have been succeeded by a blue day, followed by another red day. I had not slept for fifteen hours at a stretch. So it was a dream!

Reassured, I looked closely at Rheya. She was silhouetted against the sun. The scarlet rays cast a glow over the smooth skin of her left cheek and the shadows of her eyelashes fell across her face. How pretty she was! Even in my sleep my memory of her was uncannily precise. I watched the movements of the sun, waiting to see the dimple appear in that unusual place slightly below the corner of the lips. All the same, I would have preferred to wake up. It was time I did some work. I closed my eyelids tightly.

I heard a metallic noise, and opened my eyes again. Rheya was still sitting beside me on the bed, still looking at me gravely. I smiled at her. She smiled back at me and leant forward.

3b. In pairs, discuss these questions.

1)In your view, who is the narrator?

2)Who is Rheya, do you think? What is her relationship with the narrator?

3)Where do you think they arc?

4)What do you think has happened in the narrator's life since he last saw Rheya?

5)Why do you think she looks both 'serious' and 'surprised'?

6)Why do you think the narrator thinks of throwing something at her?

7)Do you think the narrator is really dreaming?

8)What do you think happens next?

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4a. In pairs, think of a brief scenario for a science fiction novel or film. Discuss the characters, setting, narrative, etc. Then tell another pair about your scenario.

4b. In one paragraph, write up the scenario you thought of in Exercise 4a.

Vocabulary and Speaking: Films

1. Read the definitions below, and then match them with the types of films on the left.

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2.Try to guess the words which are common in the cinema world.

1) The person who writes the script (story of a film). 2) The person who сhooses the actors.

3) The collective name for the actors in a film. 4) The most important acting role.

5) A subsidiary acting role.

6) A well-known actor or actress in cinema pictures. 7) The person who finances a film.

8) The person who decides how a film is made. 9) The person who operates the camera.

10) The audio element of the film.

11) The names of people involved which appear on the screen at the end of the film.

12) The first shooting of a new cinema film.

3.Put these adjectives into two lists, those which have positive connotations

(A) and those which have negative connotations (B). Check the meaning of unknown words in a dictionary. Compare your list with your partner.

amusing, corny, entertaining, sensitive, exciting, thrilling, harrowing, dull, stunning, dragged out, disappointing, thought-provoking, atmospheric, boring, moving, subtle, stylish, contrived, tedious, far-fetched, pretentious, fast-moving, plodding, predictable, unforgettable, astonishing, enchanting

4.Discuss in pairs, which of the features below you would like to see in a

film.

lots of action

long moments of suspense

a simple story line or a complicated plot a predictable ending or a twist at the end a happy ending

supermen / women or true-to-life characters lots of special effects

. (in the case of foreign films) subtitles or dubbed dialogue

Speaking, Reading and Project Running: The Power of Music 1a. Add to the list of types of music below.

pop, rock, jazz, world music

1b. How would you define the types of music in the list? Discuss with a partner and check your ideas in a dictionary.

2a. In small groups, discuss the following questions.

1.What kind(s) of music do you like / dislike?

2.Do you think classical music is the most international kind of music? Why / why not?

3.Is classical music only for certain kinds of people?

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3. Read the press release quickly. What is its aim?

Press Release

SIMÓN BOLÍVAR YOUTH ORCHESTRA OF VENEZUELA – RESIDENCY

AT CARDIFF BAY CULTURAL CENTRE

To mark the tenth anniversary of the opening of Cardiff Bay Cultural Centre, we are pleased to announce that the exceptional Simón Bolívar Youth Orchestra of Venezuela and its charismatic conductor Gustavo Dudamel will be in Cardiff 17-21 September next year for a special residency. To focus the residency at the Bay Centre, the Orchestra will give two

showcase concerts.

First seen in London in 2005, the Orchestra returned in 2007, to produce electrifying performances bringing widespread critical acclaim. Dean Jones, Head of

Music at the Bay Centre, said: ‘This special residency offers an amazing opportunity for Welsh audiences to watch and listen to one

of the most dynamic groups of musicians in the world. This orchestra has tremendous energy, passion and a sense of fun, but also great technical skills.

They’re very accomplished musicians. And, of course, Gustavo Dudamel is a phenomenon.’

At the end of a concert by this orchestra, you won’t hear polite clapping.

Instead, the audiences are on their feet, stomping and roaring, doing the Mexican wave, demanding encore after encore. The atmosphere is closer to a carnival than a traditional classical music event. The Daily

Telegraph wrote: ‘Musicmaking this joyous is in a class of its own. If you hear of the

Orchestra coming within 500 miles of you, book straight away’.

Founded in 1975 by the musician and economist, José Antonio Abreu, the Simón Bolívar Youth Orchestra has, since its inception, striven to offer new opportunities for musical excellence in Venezuela, touring with its Music Director Gustavo Dudamel and working with other world-famous conductors. Heading a national system, the State Foundation for the Venezuelan System of Youth and Child Orchestras, known simply as El Sistema, the Orchestra comprises over 200 young musicians aged from 16 to 20.

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These gifted young performers are all products of a system that is of equal social, musical and educational importance. Six afternoons a week, hundreds of thousands of youngsters from some of the toughest neighbourhoods in Venezuela have free music lessons, and are provided with free instruments, taking them off the streets of the shanty towns where they live and away from drugs, guns, gangs and crime. They are literally given a new life, and their classes become a new family where

they learn not only music, but also respect, discipline and teamwork.

Around 250,000 musicians from across Venezuela are involved with El Sistema, playing in pre-school orchestras, over 90 children’s orchestras, over

130 youth orchestras and over 30 professional adult symphony orchestras. Simon Rattle, Director of the Berlin Philharmonic, has said of the Venezuelan

system: ‘This is nothing less than a miracle. From here, I see the future for music for the whole world.’

4a. Scan the press release and find the following information in one minute.

1.When the orchestra was set up.

2.The total number of young people who participate in the system.

3.The maximum age of the performers in the orchestra.

4.When the orchestra last performed in London.

5.How often the young people in Venezuela go to music lessons.

6.How far you should travel to listen to this orchestra.

7.How many performers there are in the orchestra.

4b. Why do you think there is so much numerical information in this text?

5.How many people are quoted in the text? Are the quotes similar in any way?

6.Underline all the positive words and phrases in the text. Why are there so many?

7.In pairs, discuss the following questions.

1.What do you think about the Venezuelan system mentioned in the press release?

2.Have you got anything similar in your country?

3.Does / would it work in your country?

8.Discuss these questions as a group.

1.Which instrument has the nicest sound, in your opinion?

2.Is music important to you? If so, why?

3.Have your musical tastes changed over the years? If so, how?

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4.Is there any music / song you associate with particular events or people in your life?

5.Are any singers / musicians from your country popular abroad?

9.Make a Power Point presentation about a music event in your town or city.

Vocabulary, Speaking and Project Running: Music

1. Read the following words that people use when they speak about music and songs. Divide them into several groups. Which of the words:

1.describe the effect that music produces on people?

2.name the places where it can be performed?

3.identify the purpose of its creation?

4.help to express personal attitude towards different genres?

5.characterise a human voice / musical instruments / lyrics?

lively, background, deafening, loud, gentle, soothing, horrible, gorgeous, soft, hoarse, uplifting, inspiring, sentimental, sophisticated, complex, weird, romantic, strong, primitive, modern, out-of-date, popular, alien, mysterious, symbolic, slow, early, church, classical, country, folk, orchestral, piped, pop, combined, disco, conservatory, ballet, concert, complicated, to compose, to make, to play, to imitate, to speak about, to hypnotize, to irritate, to excite, to relax, to absorb, to affect, to create the mood, to establish the atmosphere, to entertain, to educate, to develop, to blast out, to involve, to communicate the spirit, rhythm, lyrics, beat

2. Many different people are involved in music industry. Match the

description of their responsibilities with the name of the profession.

His/her job is to:

f)visit radio stations and programme producers and offer them new records.

g)to be in charge of the progress of a record from the demo tape to the final product.

h)organise interviews, advertising campaigns.

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3. Match the names of music genres that came to Russia from the Englishspeaking countries and their definitions.

D.A type of music with a strong loud beat, played using guitars and drums.

E.A type of music in which words of a song are not sung, but spoken in time to music with a steady beat.

F.African-American music originated in the work songs and spirituals of the rural American South in the late 19th century. It is characterised by melancholy lyrics which relate tales of woe and unhappy love. The guitar is the dominant instrument, but harmonica and piano are also common.

4. Work in a group of three. Read the following quotations and say if you agree or disagree with what people who are involved in creating or

advertising music said once about some modern music genres.

Don't mock the rap artist: envy him! A rap artist is definitely the thing to be. As well as the affection, reverence and erotic perks traditionally due to the musician, he is also accorded the status of poet, philosopher, dissident and redeemer. Nobody ever had it so good.

Martin Amis, British writer

It (popular music) has absolutely nothing to do with anything except making money and getting rich. Some popular musicians start out with revolutionary rhetoric, but all they want is cars and girls and champagne. It’s nonsense to think that popular music is anything but conspicuous consumption and the good life.

Lester Bangs, US rock journalist

There are beautiful sounds in rock. Very lazy, dreamlike noises. You can forget about the lyrics in most songs. Just dig the noise and you’ve got the sound...

We’re musical primitives.

Andy Warhol, US pop artist

In classical music, people were doing very complex things, for the sake of being complex. I learned that rock, with two simple cords, can bring an incredible communication of the spirit.

Yoko Ono, Japanese-born US artist

Jazz is the big brother of the blues. If a guy’s playing blues like we play, he’s in high school. When he starts playing jazz, it’s like going on to college.

B.B. King, US blues guitarist

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The great thing about the jazz world ... is that no one, not a soul, cares what your class is, or what your race is, or what your income or whatever you are – so long as you dig the scene and can behave yourself, and have left that crap behind you, too, when you come in the jazz club door.

Colin MacInnes, British writer

I had thought that folk music was something old, ... and pop music was new – it was something you can hear on the radio. All of a sudden I realised ... that millions of people were making music which grew out of the old traditions, mostly making up new words to fit old tunes. New words to fit new circumstances. This what I call the folk process.

Peter Seger, US folk singer

Jazz is music that really deals with what it means to be American.

Wynton Marsalis, US jazz musician

My idea of a heaven is a place where folk music meets the blues.

Mark Knopfler, British rock musician

5. Make a Power Point presentation about your favourite style of music.

Active Vocabulary. Unit Eleven

Speaking and Listening: Advertising

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Ex.1. Translate into English using the active vocabulary:

1.Звонить в банк сейчас бесполезно – вечер же.

2.Цена страховки зависит от многих факторов.

3.убедиться, что все вещи на месте

4.поступить вопреки здравому смыслу

5.придумать нелепую отговорку

6.Скажи, что это неправда!

7.правдивая статья

8.Сказать по правде, я там и не был ни единого раза.

9.Кризис повлиял на стоимость жилья?

10.Кто целевая аудитория этого рекламного объявления?

11.оказаться частным детективом

12.Из-за праздников абсолютно все отели оказались забронированы.

13.Ни про одну новинку этого сезона нельзя сказать, что она обязана быть в гардеробе каждой женщины.

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