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Файл:Практический курс первого иностранного языка. 3 курс = Practical course of the first foreign language. Third-year students. Учебное пособие
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THE WORLD OF ART
1. Montage A technique which uses a voice to explain the scene or
start/continue/finish the narration
2. Close-Up A coherent sequence of different shots
3. Long Shot A gradual shift of scenes, when one of them fades out
and another appears
4. Flashback A shot in which characters or objects are depicted in
close proximity
5. Fade A shot in which the camera moves alongside the sub-
jects it’s recording
6. Voice-Over The scene featuring some events that precede the main
action
7. Tracking Shot A shot that was taken from a distance
2.4. Check the meaning of the following idioms and fill in the
gaps with the correct one, make the necessary changes.
1. I wouldn’t recommend you let anyone __________ when it
comes to your own vision of the final product.
2. The actor’s life was full of contrasts. First, he spent years
__________, but then oblivion followed.
3. The vocalist of the band got jealous after the performance, as
the new guitarist __________.
4. The new episode of the show revealed a drastic __________
when the main characters got married without knowing anything
about each other.
5. It was a real luck that the main argument happened __________
away from the public eye.
6. She fascinated and intrigued the audience but then disappeared
leaving them with __________.
7. The girl was so excited about the plot that she __________
being afraid to overlook even a tiny detail.
in the limelight, steal the scene, call the shots, on the edge of one’s
seat, a cliffhanger, a twist in the tale, behind the scene
2.5. Discussion: What do you know about drama and theatre?
When and why did they appear? What kind of activities can be
called proto-theatrical? What are the most famous plays? Are you
fond of any of them? Why does theatre still exist?
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2.6. Read a paragraph “Impoliteness and Drama” (taken)
from Jonathan Culpeper’s article “(Im)politeness in dramatic
dialogue” [14] and answer the following questions: What does
the writer say about the impoliteness and aggression in relation to
drama and real life? Are there any sights or places where aggressive conversations take place naturally? Which differences between
real and fictional impoliteness are noted in the article? How did
H. Bremond describe the process of plot development? What positive effects of contemplating someone in distress were described at
the dawn of the first millennium? What examples of censorship were
mentioned in the text? How do you personally feel about “Impoliteness in drama”? Have you ever watched any drama with that kind
of content? What feelings did it bring about?
2.7. Watch the video [44].
Listen to the statements of Olivier Award nominees on why the-
atre matters, summarise the key points of the speakers’ opinions.
Do you agree with any of them? Do you have any other ideas on the
matter discussed?
2.8. Write an essay about the following topic: “The difference
in watching films at home on TV, anywhere on phones or tablets
and in a cinema”.
Section 3. LISTENING.
3.1. Watch the video Why art is important by Katerina Gregos [29] and answer the following questions by choosing the only
one possible alternative.
1. What is the main focus of the video?
a. The role of contemporary art in society.
b. The history of art engagement with politics.
c. The importance of art funding by politicians.
d. The impact of art on people’s minds and behavior.
2. According to the video, why is art for art’s sake insufficient?
a. It does not address key societal issues.
b. It lacks formal properties of reality.
c. It is only appreciated by a small minority.
d. It does not challenge standardized views.
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THE WORLD OF ART
3. What does socially and politically engaged art strive to do?
a. Provide a counterpoint to prevailing images of power.
b. Focus on formal properties of reality.
c. Cater to the one percent of the art world.
d. Bridge the gap between art and politics.
4. How does art affect people’s minds and behavior, according
to the video?
a. It works in mysterious and subtle ways.
b. It can be quantified and qualified easily.
c. It is solely influenced by popular consensus.
d. It changes the world through mass perception.
5. Why is art often seen as a threat by those in power?
a. It challenges standardized views of the world.
b. It exposes hidden truths and issues.
c. It cannot be defined or predicted.
d. It has the power to change people’s minds.
6. According to Anthony Gormley, what is art about?
a. Expectations and use of freedom to act.
b. Inheriting and accepting the world.
c. Making a statement about changing the world.
d. Creating a world on a small piece of paper.
7. How does art challenge the given, according to the video?
a. It opens up horizons beyond the familiar.
b. It cracks open cemented opinions.
c. It reaches further than accepted inevitabilities.
d. It exposes hidden truths under the carpet.
3.2. Watch the video for the second time. Are the sentences
true or false?
1. Contemporary art is solely focused on the formal properties of
reality, such as colors and shapes.
2. Socially and politically engaged art uses various forms of media to express itself.
3. Art has no connection to politics or society.
4. Artists working in the sociopolitical realm address issues like
democracy, capitalism, and migration.
5. Art has always been politically engaged since the time of the
Enlightenment.
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Module 1
6. The impact of art on individuals can be easily quantified and
measured.
7. Politicians often understand and appreciate the value of art
without the need for convincing.
8. Art has the power to change people’s minds and influence
their behavior.
9. Art is seen as a threat by those in positions of power.
10. Anthony Gormley defines art as the act of inheriting the
world rather than making it.
3.3. Write a summary based on the video.
Consult the following additional resources: [10, p. 54, 58].
Section 4. PROJECT WORK.
Select a topic which you find unusual / challenging / controversial / gritty or inspiring: the one that fill you with passion, prepare an
art project and present it to your group-mates.
Art project ideas:
Art Styles and Art Movements
The Impact of Digital Technologies on Art
Aboriginal and Native Art
Bizarre and Surreal
Elements of Design: Line, Color, Texture, Shape, Form, Value,
Space
The Great Outdoors: Landscape Art
Compare the artworks of different artists
Political cartoons and their influence in 20th century politics
Beautiful vs Ugly
Art for Art’s Sake
etc.
Section 5. TRANSLATION SKILLS.
Translate from Russian into English:
МУЗЫКА
На протяжении веков музыка была и остается неотъемлемой частью человеческой жизни. Ее формы многообразны.
Еще в древности люди мастерили деревянные флейты и свирели, чтобы с их помощью услаждать слух богов, вымаливая
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THE WORLD OF ART
у них дождь или удачу. Музыка была важнейшей составляющей как крестьянской культуры с ее стихами и песнями,
так и религиозной с ее хоралами, гимнами, мессами и ораториями. В период Возрождения на Западе начался процесс
постепенной секуляризации музыки, стали возникать новые
жанры — классические и лирические песни. Одновременно
с этим шло развитие народной (фольклорной) музыкальной
традиции. Эпохи Позднего Возрождения, классицизма и романтизма способствовали постепенному развитию на Западе
музыкальных жанров в том виде, как мы их знаем сегодня:
симфоний, сонат, вокальных и инструментальных концертов,
сольных партий и, наконец, оперы и оперетты, сочетающих
драматический сюжет с музыкальным сопровождением. В начале ХХ века в США особую популярность приобрели блюз
и джаз. Параллельно развивались танцевальная и популярная
музыка, рок и тяжелый металл.
Переводчику надлежит знать разницу между старыми
(клавесин, лютня) и современными названиями инструментов — струнных, клавишных, духовых и ударных; не путать
смычок со щипком, гриф с клавиатурой, виолу с виолончелью;
правильно называть исполнителей — пианистов, скрипачей,
флейтистов. Важно быть знакомым с нотной грамотой, отличать скрипичный ключ от басового, бемоль от диеза, знать
термины, обозначающие паузу, темп, тональность, арпеджио,
октавы, мажорный и минорный аккорд. Ошибки здесь недопустимы, ибо в нотах все прописано с математической точностью
[2, с. 95—96].
Section 6. GRAMMAR LAB.
6.1. Study and Practice: [41, Units 3, 5—15, 56—60; 51, Gram-
mars 23—25].
N. B.! Pay extra attention to the difference in word stress rules
for phrasal verbs and phrasal nouns.
6.2. Give definitions to the following phrasal verbs and their
derivatives (see APPENDIX III).
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Module 1
Section 7. HOME READING. ART FOR HEART’S SAKE by
R. Goldberg.
7.1. Read Art for Heart’s Sake by R. Goldberg [1, с. 140].
7.2. Choose the right word:
draw — paint
1. She placed the paper and pencil before me and told me I could
__________ anything I liked. 2. The picture was __________ so
that the eyes seem to follow you no matter where you are.
colours — paints
1. This possible picture she painted in glowing __________, until the child’s pathetic dark eyes glistened with pleasure. 2. If you
want cornflower blue you’d better mix these two __________.
3. The warm __________ are red, yellow and orange.
picture — portray — represent
1. Roerich’s paintings for the Kazan railway station in Moscow
__________ combats between Russians and Tatars. 2. I could hardly __________ Charlie in this role. 3. The great tragic actress is
__________ in her day dress. 4. The artist was concerned more with
re-creating the radiance of Venice than with __________. the solid
structure of its monuments.
choose — select
1. Meg had __________ her second daughter to accompany her
to the wedding. 2. The books were specially __________. to attract
and develop the youthful mind. 3. Members of the committee were
__________ by election [1, с. 157].
7.3. Use the following phrases from the text to describe an art
exhibition:
a lifetime dream; to take up art; to display insatiable curiosity;
to visit the exhibition; to grow frequent; to open up its charming
mysteries; a rich variety of colour; mature artist; to be hung in a
conspicuous place.
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MODULE 2
SOCIAL POLICY
DEBATE TOPICS: Social policy. The state and society. Social
issues. Social problems. Benefits. Earning and spending money.
Business and industry.
ACTIVE VOCABULARY.
average life expectancy средняя продолжительность
жизни
birth rate уровень рождаемости
financial crisis финансовый кризис
generation gap проблема «отцов и детей»
give a seat up to an elderly person уступать место пожилому
человеку
go bankrupt обанкротиться
homeless people бездомные
human rights activist правозащитник
generate new jobs создавать рабочие места
labor market биржа труда
mortgage ипотека
minors несовершеннолетние
orphan сирота
poverty line черта бедности
protest rally акция протеста
social policy социальная политика
defend one’s rights защищать права
citizenship гражданство
state worker бюджетник
unemployment безработица
full employment полная занятость населения
benefits льготы
pension пенсия
retire уходить на пенсию
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Module 2
social safeguards социальные гарантии
be on social security быть на соцобеспечении
disabled people нетрудоспособные люди
drug addict наркоман
unseeing person слепой
people eligible for social benefits льготники
physically incapacitated person инвалид
seniors пенсионеры
socially vulnerable groups социально незащищенные слои
населения
base salary должностной оклад
bonuses премии
certificate of income справка о доходах
dismiss увольнять
gross salary «грязная» зарплата
net salary «чистая» зарплата
income tax подоходный налог
seniority стаж
maternity leave декретный отпуск
sick leave больничный лист
part-timer почасовик
taxation налогообложение
Section 1. WARM UP.
Questions to discuss: How does knowledge about specific
policy areas compare to general political knowledge? Do those
who know a lot about the political system generally know about
policy areas as well? What is the state of public opinion around
health care? How has it changed, or not, over time? What are the
major business organizations? How do the preferences of large
and small business differ? What is the relationship between media coverage of poverty and the racial portrayal of poverty and
the actual racial composition of the poor? How does this vary
over time? So what do we mean by the private welfare state? Who
provides it? Why might you want the government to insure for disability and unemployment, and why might this be economically
desirable? Why has women’s labor force participation increased
over time? Do private schools produce superior results in student
achievement?
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SOCIAL POLICY
Section 2. READING INTO DISCUSSION / WRITING.
2.1. Read the chapter The Seven Deadly Sins from K. Fox’s
book Watching the English. The Hidden Rules of English Behav-
iour [26].
2.2. Answer the following questions: Do you find the informa-
tion in the chapter interesting / striking / disturbing? Why does the
author use the term ‘sins’ with reference to words? What effect does
it produce? Do you agree that a status-marked identity is represented in a language? Are there any ‘sins’ in your language? Don’t you
think the author depicts stereotyped thinking? How can people get
rid of such way of thinking? What message does K. Fox want to
convey?
2.3. Write a review of the chapter from K. Fox’s book Watch-
ing the English. The Hidden Rules of English Behaviour in 220—
260 words.
Consult the following additional resources: [52, p. 146—148,
181—184].
Section 3. VOCABULARY.
3.1. Complete the sentences by forming words of appropriate
parts of speech from the words given in brackets.
1. My grandfather will __________ (retirement) next year after
many years of work.
2. The government collects __________ (taxation) to fund public services.
3. The manager decided to __________ (dismissal) the employee immediately.
4. The high __________ (employ) rate is a major concern for
policymakers.
5. She applied for __________ (citizen) in the new country.
6. I applied for a __________ (mortgaging) to buy my first home.
7. The __________ (orphaned) found a loving family to adopt
him.
3.2. Rephrase using the word given:
employ, dismiss, retire, taxation
19
Module 2
1. After working for 40 years, my grandfather decided to stop
working.
2. The company had to let go of several employees due to budget
cuts.
3. The new company policy allowed them to hire more part-time
workers.
4. The government announced an increase in taxes to fund public
services.
3.3. Paraphrase the sentences using the following idioms:
out of the blue, on the cards, fall into place, go downhill
1. The invitation to the party came unexpectedly.
2. After weeks of confusion, everything suddenly made sense.
3. Their relationship started to deteriorate after that argument.
4. Winning the championship was always likely for the team.
Consult the following additional resources: [40, Unit 35; 10,
Unit 1, p. 8—15; 32, p. 42—43; 17, Unit 4; 9, Unit 5, 7; 23, Unit 8;
38, Unit 20; 27, Unit 34; 7, р. 36—46; 15, Unit 2; 16, Unit 2; 47,
Unit 7].
Section 4. CULTURAL DIVERSITY VS MULTICULTURALISM.
WATCHING INTO WRITING.
4.1. Watch TED talk Why cultural diversity matters [28] for
the first 5 minutes and find the best summary for the extract.
1. In the video, the focus is on the impact of cultural diversi-
ty on language preservation. It explores the story of an old man
named David, who was the last remaining speaker of a rare indigenous language. The video highlights the importance of cultural
diversity in maintaining unique perspectives and knowledge. It
raises questions about the consequences of losing cultural diversity and proposes strategies to preserve indigenous languages for
future generations.
2. In the video, the speaker mentions the significance of cultural
diversity and the preservation of indigenous languages. The story of
an old man named David, who was the only speaker of an indige-
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