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Файл:Практикум устной речи (английский язык). Учебное пособие
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9. Class Project. Find some information about the Royal
Relevant
to give parts in a play or film to different actors
Recast
the introduction to a play
Heartbreaking
a work of art or a document that is not a copy, but is the one
produced by the writer or artist
Timely
done or happening at exactly the right time
Original
causing a lot of disagreement, because many people have
strong opinions about the subject being discussed
Version
to take the necessary action, especially in order to solve a
problem
Twist
directly relating to the subject or problem being discussed or
considered
Deal with
words arranged in the form of poetry
Impetuous
making you feel sympathy or extremely sad
Controversial
an unexpected feature or change in a situation or series of
events
Verse
tending to do things very quickly, without thinking carefully
first, or showing this quality
Prologue
a copy of something that has been changed so that it is slightly different
Shakespeare Theater that mixes old with new. Make up a power point
presentation. The following sites can be useful:
http://www.officiallondontheatre.co.uk/
http://www.guardian.co.uk/stage/theatre
http://www.theatrehistory.com/
http://www.bolshoi.ru/ru/
ЗАДАНИЯ
III. OLD TWIST FOR ROMEO AND JULIET
AT BRISTOL OLD VIC
Section one. Conveying meaning
1. Warmer. Answer the questions:
1)Do you have any experience in watching new versions of classic
plays?
2)Is it risky to give new adaptations of classics?
3)What are pros and corns of any twist on a classic?
2. Key words. 1) Match the words in column 1 that you will hear
in the report with their definitions in column 2. Add the words to your
working vocabulary.
201
2) Some of the following words you will hear in the report. Read
Twist, impetuous, version, recast, prologue, original, timely, controversial,
deal with, relevant, verse
the sentences, then put the missing words into position
1) By an amazing __ of fate, we met again in Madrid five years
later.
2) She might live to regret this __ decision.
3) I think I preferred the television __.
4) In order to make the performance more interesting experienced
actors were __.
5) The __ of the book was quite intricate.
6) I'll keep a copy of the contract, and give you the __.
7) The fight ended only with the __ arrival of the police.
8) He is the most __ figure in the art world.
9) The book has failed to __ __ the problem of homelessness in
the city.
10) What experience do you have that is __ to this position?
11) Written in __, the play was set in the Middle Ages.
3. Listening. Listen to the report “Siân Phillips plays elderly Juliet
at Bristol Old Vic” at http://news.bbc.co.uk/2/hi/uk_news/wales/-
8557828.stm.
Section two. Checking understanding
4. Comprehension check
1) Read the questions and statements below, then choose the best
answer for each question
a) The name of the play`s director is William / Tom / Romeo.
b) This is going to be Shakespeare`s Romeo and Juliet as we know
it / in the care home version / of nowadays.
c) Are Romeo and Juliet recast as 90 year olds / impetuous young
lovers / 19 year olds.
d) In the new version of the play it`s parents / society / children
who for political or social reasons prevent Romeo and Juliet from love.
e) What does the issue of the play deal with?
– How impetuous young lovers can struggle with the society.
– How to help young people to escape parents` anger if they fall in
love.
202
– How to do with in the aging society.
Controversial
epilogue
postscript
Original
copy
replica
Prologue
(out)dated
noncurrent
Deal with
indisputable
apparent
Heart-breaking
stay away
keep out of way
f) According to the director, theatre must be relevant to
– the problems raised in the literature.
– the society problems.
– fashion in culture and arts.
2) Listen to the report sentence by sentence, then fill in the gaps
with the words you hear.
a) Tom`s first ___ here will be a ___ on a Shakespearean classic.
b) But this is not going to be ___ Romeo and Juliet as it as we
know it.
c) This is the care home ___ in which the ___ young lovers are
___ as 90 year olds, played by Sian Phillips and Michael Byrne.
d) In a ___ written ___ they less explain the ___.
e) The ___ takes whatever they`ve got from the ___: the houses
the cars the savings.
f) Why shouldn`t ___ of that age fall in love in ___ the same ___
as anyone else.
g) And that`s what we find in our ___ is that actually that story is
exactly as it is in the ___ it`s just the age that is ____.
h) It`s a very ___ and ___ ___ as it ___ with how to do with in the
___ society, I guess.
i) Is there something ___ wanted to ___ in through the ___?
j) I mean that theatre must be ___ to what ___ ___ each produc-
tion finds.
k) Every ___ you meat has had some ___ with how to take after
___ ___ weather they should stay home or move to a ___ ___.
l) Speaking a ___ is absolutely ___, already in the ___ ___.
5. Language: antonyms. Match one word in column 1 with two
antonyms in column 2. Give definitions of the antonyms.
203
Impetuous
inappropriate
irrelevant
Relevant
uninspiring
vapid
Timely
reserved
restrained
6. Reading. Read the following article devoted to the topic which
was discussed in the video report.
Old twist for Romeo and Juliet at Bristol Old Vic
Monday, 1 February 2010
http://news.bbc.co.uk/local/bristol/hi/people_and_places/arts_and_
culture/newsid_8490000/8490658.stm
An unusual production of Romeo and Juliet where the main char-
acters are pensioners is being performed at Bristol's Old Vic. The
Shakespeare play, set in a care home, sees the children of the 80-yearold lovers try to keep them apart. The play is being directed by Tom
Morris, the man behind Jerry Springer – the Opera.
It stars Coronation Street actor Michael Byrne who has also fea-
tured in Indiana Jones and the Last Crusade and the James Bond film
Tomorrow Never Dies.
He stars alongside Sian Phillips who starred in Tinker, Tailor, Sol-
dier, Spy and Goodbye Mr Chips.
Simon Godwin, the play's assistant director, told BBC Bristol that
the class divide would be across the wings of a nursing home.
"We all know the story of these crazy, passionate young lovers and
the plan with this version is that they are two crazy, passionate 80-yearolds.
"They meet in a nursing home – one is from the private wing of
the nursing home, one is from the public wing – and they fall in love."
Mr Godwin added that the idea for the play was dreamed up a dec-
ade ago.
"The show's director, Tom Morris, who is also the director of the
Bristol Old Vic theatre, has had the idea rattling around for about 10
years.
"He's been working on the script himself, adapting it and trying to
figure out how it could work."
204
Ahead of rehearsals, Mr Godwin said he had his "fingers crossed"
that the adaptation works.
"It's always a risk when you're trying something really new.
"I think what's great is that we know the basic story of Romeo on
Juliet works and it's great and our version can only strengthen that."
The production Juliet and her Romeo runs at Bristol Old Vic from
10 March to 24 April 2010.
7. Comprehension check. 1) Check your ability to explain the fol-
lowing concepts in English.
A care home, Tom Morris, Coronation Street, Michael Byrne,
Indiana Jones, the Last Crusade, James Bond, Tomorrow Never Dies,
Sian Phillips, Simon Godwin, "fingers crossed".
2) Explain what is meant by:
set in, to keep sb apart, the man behind, it stars, the play's assistant
director, to feature in, to star alongside, the private wing of the nursing
home, the public wing, decade, to dream up, to have the idea rattling
around, to work on the script, to adapt, to figure out, the adaptation
works, to strengthen.
3) Answer the following questions.
– What is the title of the production under discussion at Bristol Old
Vic?
– Whom does Michael Byrne star alongside in the play?
– Where do the main characters meet?
– What is Simon Godwin / Tom Morris?
– How long was the idea for the play dreamed up?
– When does the production of Juliet and her Romeo runs at
Bristol Old Vic?
– What does Mr Godwin say about trying something really new?
– Do you have an experience in watching new versions of classic
plays?
– Why is it risky to give new adaptations of classics?
– What are pros and corns of any twist on a classic?
Section three. Consolidation and creative work
8. Writing. Summarize the information presented in the report
you`ve listened and the article you`ve read. Render your summary
emphasizing in it (a)its subject matter, (b) the facts discussed, (c) the
author`s and reporter`s points of view.
205
9. Discussion. Discuss the topic in pairs. One of the pair will take
FOR
AGAINST
1. There is always a shortage of
new story material.
2. There is always a valid reason
for doing it: the topic is timely, a
new cast is available.
3. The coming of new techniques
inspire directors to stage classics in
new versions.
4. The public enjoys comparing
classics to its new versions.
1. Most subsequent renderings of the
great classics have been complete
failures.
2. The director sometimes decides to
“improve” the original story, to insert
or eliminate something.
3. There is always the audience`s
memory of successful traditional
production, which can prevent
spectators from receiving the film
properly.
the optimistic view and insist that classics should be adapted in new
versions, the other will defend the opposite point of view. Be sure to
provide sound arguments for whatever you say. Consider the following:
10. Speaking. 1) Speak on the topic “Theatre is Alive” or “Theatre
is Dead” using the method of PRES-formula (see Appendix 1). Use
your active vocabulary.
2) Think of the point “Theatre for Me”. Make up a cinquain of
THEATRE (see Appendix 2). Present your cinquain to the class.
11. Class Project. Find some information about some other twist
on a classic performed on the stage or on the screen. Make up a power
point presentation. The following sites can be useful:
http://www.officiallondontheatre.co.uk/
http://www.guardian.co.uk/stage/theatre
http://www.theatrehistory.com/
http://www.bolshoi.ru/ru
Задания для самостоятельно-контролируемой работы: Study
unit 11 PAINTING AND COLORS from e-textbook ‘Contemporary
English via Video and Internet Resources’ by E. Minkova,
A. Tkacheva, I. Palchune.
1. Are you a theatre-goer?
2. Describe your visit to the theatre.
3. Have you ever visited any unusual or even extraordinary pro-
ductions or plays or shows?
Вопросы
206
4. The coming of new techniques inspire directors to stage classics
in new versions, do they?
5. Does the public enjoy comparing classics to its new versions?
207
Литература и Интернет-ресурсы
Основная
1. Аракин В. Д. Практический курс английского языка. 2 курс /
под ред. В.Д. Аракина – М.: Изд-во «Владос», 2012. – 518 с.
Дополнительная
1. Mikhailov N. N. English Cultural Studies: учебное пособие
для студентов филологических факультетов и факультетов иностранных языков высших учебных заведений. – М. «Академия»,
2003.
2. English Vocabulary in Use. M. Mc Carthy. Cambridge Univer-
sity Press, 2000.
3. Савватеева А. В. и др. Новый практический курс англий-
ского языка для студентов педагогических вузов. – М., 2001.
4. Laiard E. Welcome to Great Britain and the USA, 2001.
5. Плюхина З. Англичане говорят так. – М., 2002.
6. Игнатова Т. Н. Английский язык. Интенсивный курс. – М.,
2001.
7. Баграева Т. П. Учитесь говорить по-английски. Интенсив-
ный курс. – Курск, 2002.
8. Михальчук В. А., Лисенко М. В. практическая фонетика
английского языка: модификация английских согласных в связной
речи: учебное пособие для вузов. – СПб., 2001.
9. Махмурян К. С. Pronounce with us. – М., 2003.
10. Соколова М. А. Практическая фонетика английского язы-
ка. – М., 2001.
11. Колкер Я. М., Устинова Е. С. Обучение восприятию на
слух английской речи. – М., Академия, 2000.
12. Gordon E. M., Krylova I. P. A Grammar of Present Day Eng-
lish. Practical Course. – М., 2001.
13. Крылова И. П. Сборник упражнений по грамматике со-
временного английского языка. – М., 2001.
14. Каушанская А. А. и др. Практическая грамматика англий-
ского языка. – М., 1996.
15. Резник Т. В. и др. Практическая грамматика английского
языка. – М., 2000.
16. Murphy R. English Grammar in Use. – Cambridge, 2001.
208
17. Peterson P. W. Changing Times, Changing Tenses. – М.,
1996.
18. Дроздова Т. Ю. Everyday English: учебник – справочник –
словарь. – М. «Антология», 2013.
Интернет ресурсы
www.m-w.com
www.yourdictionary.com
www.dictionary.com
www.longman.com
http://dictionary.cambridge.org/
http://www.wordsmyth.net/
http://www.ldoceonline.com/
www.onestopenglish.com
www.video.about.com
http://learnenglish.britishcouncil.org
www.manythings.org
http://news.bbc.co.uk/2/hi/uk_news/4597121.stm
http://www.englishpage.com/verbpage/presentperfect.html
209
Приложения
Appendix 1
The PRES formula – “Thinking on your feet”
The PRES formula has been developed to help students to con-
struct a logical argument when asked to think on their feet. The PRES
formula requires to present your arguments by expressing the following
(Palmer & McQuoid Mason, 2000:47, Palmer, Crocker & Kidd, 2003:21-23):
1) Your Point of view (My Point of view is…; I consider / regard /
reckon / think).
2) The Reason for your point of view (The reason is that…; it is on
account of/since/as).
3) An Example or Evidence to support your point of view (The ev-
idence for my point of view is…; I can prove/assert/demonstrate/show
it …).
4) to Summarise your point of view (Basing on(upon)/on the basis
of/reasoning from; Therefore in summary…).
For example, opinions on the death penalty could be articulated as
follows using the PRES formula:
Argument in favour of the death penalty for murder:
My Point of view is that I am in favour of the death penalty for
murder.
The Reason is that I believe that if you unlawfully take someone's
life you deserve to lose your own.
The Evidence for my point of view is the Old Testament of The
Bible that says “An eye for an eye and a tooth for a tooth”.
Therefore in Summary I am in favour of the death penalty for
murder.
Argument against the death penalty for murder:
My Point of view is that I am against the death penalty for murder.
The Reason is that judges can make mistakes.
An Example is the English case of Timothy Evans who was found
to have been innocent after he had been executed.
Therefore in Summary I am against the death penalty for murder.
Undecided argument on the death penalty for murder:
My Point of view is that I do not know whether I am in favour or
against the death penalty for murder.
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