Владимир Аракин - Практический курс английского языка 3 курс [calibre 2.43.0]

5. Films to instruct: a) in an industry to teach people how to acquire skills, to learn their profession; b) in medicine to show the

action of heart and pulse and other organs, to watch delicate operations being performed by noted surgeons, etc.; c) in science to see

the world of small things, etc.; d) in sport to give objective judgement during the competition, etc.

Topic 2. Is the ability to perform an inborn gift or is it an acquired skill?

T a l k i n g p o i n t s :

1. The artistic potential of a person, his timing.

2. Skilful directors, modern techniques, the possibilities of the camera to accentuate.

3. The value of experience, necessity to acquire technique.

Topic 3. Should the actor "live" the part or should he just perform?

Note: The first would mean that the actor tries to sympathize with his character, to fully understand and share his feelings — despairing with him, loving

and hating with him, shedding real tears. The second implies just going through the motions of the role with cool head. The first school (e. g.

K.S.Stanislavsky's method) relies on both feeling and technique, the second, entirely on technique.

T a l k i n g p o i n t s :

3. 1. Necessity to look at the character from a distance, to sympathize and criticize, to understand him.

4. 2. Practice in reproduction of the character before the audience

5. 3.Effect achieved: the less actors feel, the firmer their hold upon their facial and bodily expression.

6. 4. A possibility of reaching such a state of mechanical perfection that one's body is absolutely the slave of one's mind.

7. 5. Necessity for actors to work with their own tools. (Each actor should choose the method he feels is best for him.)

Unit Three

SPEECH PATTERNS

1. It was up to meto find some way through to them.

It was up to their daughters to provide smart clothing for themselves.

It was up to the elder boy to find some way out. It's up to the nurse to soothe the patient.

2. I felt angry and frustratedwhen they rudely interrupted that which was being done purely for their own benefit.

I felt sick and dirtied. The pastry smells good. How sweet the music sounds! The grapes taste

sour.

3.

The act was intended to display their utter disrespect for me.

The valet began to feel admiration for his new master. Scarlet looked at him with the affectionate contempt that mothers feel for

small swaggering sons.

She didn't know anything about her nephew's love for the girl.

But His love of learningcan be respected

4.I looked at her for some moments before daring to openmy mouth.

They didn't dare to attack us, did they?

He dared to escape.

He dared to meet his enemy face to face. .But:3 How dare you dosuch a thing?

He daren't say it matters.

I dare say the difficulty will disappear.

I dare say it doesn't matter.

EXERCISES

1. Complete the following sentences using the Speech Patterns:

1.... to retype the article. 2. ... to do the shopping. 3. ... to explain the circumstances to the host. 4. Helen ... did not want to be

alone with him. 5. The answer sounds .... 6. It smells ... , doesn't it? 7. The cucumbers taste ... . 8. The child felt... all night. 9. Her

feeling of ... the unknown girl was increasing. 10. It was next to impossible to hide his ... the children. 11. She felt great ... her

parents. 12. Her ... reading is well known. 13. How ... tell me such things? 14. I ... say he will touch upon the subject. 15. The child ...

(not) open his mouth. 16. They have shown some ... the authority.

2. Paraphrase the following sentences using the Speech Patterns:

1.

You couldn't help admiring her slim figure, bright eyes and soft voice. 2. It's you who must go and see for yourself. 3. The

children were upset when they understood that they were despised by their leader. 4. The stink of the stuff was unbearable. 5. My

little daughter loves cartoons and puppet films. Everybody knows it. 6. You oughtn't ask for more. 7. I had enough courage to tell him

3

that he would change his mind. 8. I find the sound of the music quite familiar. 9. What a nice tune. 10. All children knew that John

was devoted to his pets, and respected this feeling. 11. I was shocked by the encounter. 12. You oughtn't deny the fact. 13. It's you

who must decide.

3. Translate the following sentences into English:

1. Как ты смеешь смеяться над старушкой? 2. С понедельника она плохо себя чувствует. 3. Его любовь к книгам хорошо

известна в группе. 4. Как чудесно пахнут розы! 5. Ребенок не осмелился задать свой вопрос учителю. 6. Чувство глубокого

уважения к опекуну переполняло Джуди. 7. Твои слова прозвучали довольно глупо. 8. Мэри рассердилась и расстроилась,

когда услышала объяснения девочки. 9. Как вы смеете говорить со мной подобным образом? 10. В то осеннее утро она

прекрасно себя чувствовала и была в превосходном настроении. 11. Именно ты должен показать город своему другу. 12. Им

было холодно, они проголодались и очень устали. 13. Я думаю, дети сами должны помириться. 14. Елену всегда отличала

удивительная привязанность к своей младшей сестре. 15. В ее глазах можно было видеть все то презрение, которое вызывал

у нее молодой человек.

4. Make up two sentences of your own on each pattern.

5. Make up a dialogue using the Speech Patterns and act it out (to be done in pairs).

TEXT THREE

TO SIR, WITH LOVE

By E.R.Braithwaite

The Guianan diplomatist Eustace Braithwaite was born in 1912 in British Guiana. He flew with the R.A.F. 1 during the war years. After the war со1ощ

prejudice precluded him from obtaining the kind of job for which his scientific qualifications fitted him. From 1950—1957 he worked as a school-teacher. In

the sixties he was a Permanent Representative of Guiana to the UN. In 1959 Braithwaite won the Ainsfield Wolff Literary Award for To Sir, with Love, a book

about his experiences as a teacher in a school in London's East End. The other books that came from his pen are A Kind of Homecoming (1961), Paid Servant (1962), A Choice of Straws (1965), Reluctant Neighbours (1972).

Chapter 8 (Extract)

Each Friday morning the whole school spent the pre-recess period in writing their Weekly Review. This was one of the old Man's2

pet schemes: and one about which he would brook no interference. Each child would review the events of his school week in his own

words, in his own way; he was free to comment, to criticise, to agree or disagree, with any person, subject or method, as long as it

was in some way associated with the school. No one and nothing was sacred, from the Headmaster down, and the child, moreover,

was safe from any form of reprisal.