- •Arts and culture
- •What is art
- •1. Read the passage and answer the questions below.
- •2. Answer the questions.
- •3. Discuss the questions with a partner.
- •4. Study the following graph to find out more about art forms. There are two mistakes in the way the words are organized into groups. Can you find them?
- •5. Which branch of the arts do you think these people are talking about? Underline the words which helped you to guess.
- •1. Work in pairs. Look at the photos of the reading material and discuss these questions.
- •2. Use the questions to interview your classmates on their reading habits. Find the person in the class whose reading habits are most similar to yours.
- •3. Read the following passage about Choosing a Book to Read and circle the correct form of the adjectives in bold.
- •4. Look at your choice of words and answer these questions:
- •5. A Listen to a critic commenting on a book and tick the adjectives she uses to describe the characters and the plot.
- •6. Say what you should feel about a book and what characteristics it should have for you to choose to borrow it/buy it/read it up to the end/say it’s one of your favourite.
- •1. Tell your partner how you’re feeling today/at the moment. Explain why. Choose words from the lists if appropriate.
- •2. Say what makes you feel like that.
- •3. Listening
- •1. Describe what you can see in these photos of museums. Which would you like to visit most? Which would not appeal to you?
- •2. Skim the text and say what the main function of museums is. The Changing Role of Museums in Society (an extract from Glenn Lowry’s 1speech)
- •3. Read the text again and answer the following questions:
- •1. Fill in the table with derivatives:
- •2. Complete the sentences using the words from the table. In some sentences more than one word can be used.
- •3. Match the verb from the left column with the noun or nouns from the right:
- •1. Do you think a museum should:
- •1. Answer the following questions:
- •1. Look at the photographs and use some of these words to describe the works of art.
- •I really think ... Is excellent / outstanding / very original, don't you?
- •I couldn't agree more — I particularly like the vibrant colours/the use of ...
- •X is a/an brilliant/extremely talented sculptor/painter.
- •It's all right if you like that kind of thing, but I don't think it will appeal to everyone.
- •2. Match the phrases, a) – g), taken from the text, to the descriptions, I) – IV).
- •1. Read the text about mi5, Britain's secret service, and answer the questions. Write yes or no. Odd jobs for young Bonds
- •2. Recognising meaning
- •3. Learning from learners
- •4. A new job. Dave is about to start a new job. Listen to him talking to the manager. What’s the job?
- •5. Work with a partner. Choose a job. Then ask and answer questions about the responsibilities, hours, breaks, etc.
- •6. What could we say?
- •7. Talk about rules and regulations one should be aware of visiting a cinema / a theatre / a swimming pool / a tv chat show / a park.
- •8. A. Work in groups. Talk about your school.
- •1. Thinking about function
- •2. Getting the forms right
- •In pairs, choose two photographs each and tell each other which of the activities shown in the pictures seem more attractive to you and why.
- •Useful language
- •2. You are going to read a newspaper article about how American plays now dominate London’s theatre district – the West End.
- •American Dominance in the West End by Michael Billington
- •3. Match each brief summary below to the paragraphs of the article. There is also one extra paragraph which you do not need to use.
- •4. Explain or paraphrase the following expressions and sentences from the text paying particular attention to the underlined words.
- •6. What verbs are called phrasal verbs or multi-word verbs?
- •7. Fill in the gaps with the suitable words from the table and Ex. 6. Sometimes you have to change the form of the verbs and use derivatives.
- •1. Read the text and fill in the gaps with the words from the box below. (The first one has been done for you).
- •The movies
- •2. Discuss the following questions:
- •1. Find examples of how the words other and another are used in the text about American movies. Can you explain the usage?
- •2. Study the box below and use this information to do the exercises that follow.
- •3. Fill in the gaps using another, (the) other, (the) others.
- •1. Add more verbs showing attitude to the lists given below.
- •2. Study the examples below and fill in the rule.
- •3. Explain if there is any difference between adjectives used in the following combinations:
- •4. Study the following chart and match the groups of adverbs with the groups of adjectives they can be used with. Give names to groups of adjectives: gradable/ungradable.
- •5. Are the underlined adjectives gradable or ungradable? Suggest an appropriate adverb to complete each sentence. Try to use a different adverb each time.
- •1. Discuss these questions.
- •2. Read the review of the film Tin Cup and answer these questions.
- •3. Here are some words that can be used to talk about films. Check you know what they mean, and add more from the review of Tin Cup. Then discuss the questions below.
- •4. Here are some adjectives often found in reviews. Put the adjectives into two groups, positive and negative.
- •5. In reviews, adverbs are often used to intensify adjectives upwards or downwards. They fall into the following groups.
- •6. Work in pairs or groups. Tell each other about a film you have seen recently, using the vocabulary in Exercises 3, 4 and 5. Give a summary of the story and your opinion of the film.
- •7. Read the writing task and follow the Steps to Writing below.
- •Presentation Language of Politeness
- •In the conversation below, two guests are visiting friends at their house.
- •1. Recognising function
- •2. Making offers, requests and asking for permission
- •3. Preparing for a holiday
- •Odeon cinema
- •1. Do you think the figures of cinema attendance have ever changed in your country? If so, explain what the reasons may be.
- •2. Which of the underlined phrases in the extracts:
- •1. In sentences 1-10, do the underlined verbs and expressions refer to the past, present or future or are they a perfect form? Do they talk about general (g) or specific (s) ability?
- •In three sentences the verb or expression of ability can be replaced with could or couldn't. Which three sentences?
- •2. Choosing the best form
- •3. Completing a text
- •1. Look at the grid below. Highlight seven boxes containing the abilities which you have or used to have earlier in your life. Do not show your partner your grid!
Arts and culture
UNIT 1
Lead-in
First take a few minutes to answer these questions for yourself. Then discuss your answers in pairs or groups. Find out about other people’s ideas and opinions.
1. What is art? How can you define it? Do you consider all creative work to be art?
2. What is its function?
Can art be ‘good for you’?
3. Are you an artist in any way?
4. What do you think of the art shown on this page?
/Adapted from Initiative/
Reading
What is art
1. Read the passage and answer the questions below.
Trying to define art is almost impossible because each individual has an opinion on what is or is not art. For some, art is only certain types of music or painting or sculpture, while for others art includes any creative act. The best way, then, to define art may be to consider what it does rather than what it is.
For most people, the function of art is to be pleasing to the eye or ear. In fact, art has served as decoration since prehistoric times. Yet, does something have to be beautiful to be art? Can a disturbing or distasteful piece be considered art? Does the definition of art as beauty exclude works like Picasso's Guernica, which portrays the destruction of an entire town?
According to some critics, art goes beyond beauty. It involves making the world understandable by bringing order to the chaos of human experience. But can this definition be appropriate when one considers the chaos in works such as Michelangelo's Last Judgement or Erik Satie's Through the Looking Glass?
Perhaps we can define art only by giving a more general explanation of its function. Art historian John Canaday expresses this idea by saying that art is meant "to clarify, intensify, or otherwise enlarge our experience of life."
Guernica, Pablo Picasso
/From Mosaic 2 Grammar, Patricia K. Werner, John P. Nelson/
2. Answer the questions.
1. Why is it difficult to define art?
2. What is the purpose of art for the majority of people?
3. What other functions does art have?
3. Discuss the questions with a partner.
1) Do you agree with the idea that the main function of art is to be pleasing?
2) To what extent do you think modern art performs this function?
3) Comment on John Canaday's idea of art. Do you agree with it?
!!! Look up Function File on page 40 in case you need to revise expressions of agreement and disagreement.
4. Study the following graph to find out more about art forms. There are two mistakes in the way the words are organized into groups. Can you find them?
THE ARTS
Novels Theatre Dance Cinema Drama
Short
Stories LITERATURE PERFORMING Ballet
ARTS
Biographies Classical Opera Concerts:
poetry/rock/
country/western/jazz
FINE ARTS
Painting Sculpture
We often include architecture and ceramics within the arts.
The arts (plural) covers everything in the network. Art (singular, uncountable) usually means fine art, but can also refer to technique and creativity.
E.g. Have you read the arts page in The Times today? [that part of the paper that deals with all the things in the network]
She's a great art lover. [loves painting and sculpture]
Shakespeare was skilled in the art of poetry. [creative ability]
Dance usually refers to modern artistic dance forms; ballet usually has a more traditional feel, unless we say modern ballet.
Remember: a novel is a long story, e.g. 200-300 pages; a short prose fiction, e.g. 10 pages, is a short story.