- •Фгбоу впо
- •Пояснительная записка
- •Contents
- •Part I. Cinema lesson 1. Filmmaking and its constituents
- •Vocabulary
- •1. Fill in the blanks with the words from the list below; explain your choice.
- •3.Crossword.
- •4. Translate the sentences using the essential vocabulary.
- •6. Read Part 1 of Text 1 and check your answers to ex. 5.
- •7. Find the following expressions in Part 1 of Text 1; give the English definition and the Russian translation.
- •Text 1. The history of filmmaking
- •8. Answer the following questions taking into account the information given in Part 1 of Text 1:
- •9. Read Part 2 of Text 1 and fill in the gaps (1-7) with the following word combinations:
- •10. Answer the following questions taking into account the information given in Part 2 of Text 1:
- •11. Paraphrase the following sentences using the new vocabulary:
- •12. Prepare a summary of both parts of Text 1 (see Appendix 1). Mention the names in bold, try to use the new vocabulary and some additional information from Video 1.
- •16. Match the speakers’ names from the left column (1-6) with their points of view from the right column (a-f).
- •17. Read the following quotations about filmmaking. Which one do you like? Write an essay based on the one you’ve chosen.
- •Lesson 2. Professions and equipment
- •Vocabulary
- •1. Read the definitions and give the equivalents from the active vocabulary.
- •2. Match the word (1-9) with its definition (a-I).
- •3. Make up 5 sentences in Russian and 5 sentences in English using the active vocabulary from Lesson 1 and Lesson 2 for your group-mates to translate.
- •4. Find as many words from Lesson 1 and Lesson 2 as possible in the table below.
- •5. Read Text 2 carefully. Choose the correct title for each phase of the filmmaking process from the list given below:
- •6. Find the equivalents of the following expressions in Text 2, give the Russian translation:
- •Text 2. The filmmaking process
- •7. Use the information about the phases of filmmaking given in Text 2 and make up a dialogue:
- •8. Prepare a summary of Text 2 (see Appendix 1). Mention all the phases; try to use the new vocabulary.
- •9. Translate the sentences below from Russian into English:
- •11. Do you know the following stars? Add a correct proper name to each photograph. What are they famous for?
- •Audio 1
- •12. Read the following information before listening to Audio 1:
- •13. Listen to Audio 1. Choose whether the following statements are true or false, explain your choice:
- •14. Listen to Audio 1 one more time. Check your answers to ex. 12. Guess who the speaker is. Audio 2
- •15.Read the following information before listening to Audio 2:
- •16. Listen to Part 1 of Audio 2. Fill in the gaps.
- •17. Listen to Part 1 of Audio 2 one more time. Check your answers to ex. 15. Guess who the speaker is.
- •18. Listen to Part 2 of Audio 2 and choose the correct answers to the following questions:
- •19. Listen to Part 2 of Audio 2 one more time. Check your answers to ex. 17.
- •2. Choose the word that fits the content of the sentence best.
- •3. Match the columns.
- •4. Paraphrase the following sentences using the active vocabulary from Lesson 1, Lesson 2 and Lesson 3.
- •5. What do you know about the film genres? Match the titles of the popular films from the left column (1-10) with the proper genres from the right column (a-j).
- •6. Divide into 3 groups and read one film review by Roger Ebert, a famous film critic and a winner of the Pulitzer Prize (1975), choosing from Text 3, Text 4 or Text 5:
- •Text 3. Spirited away
- •7. Match the phrases from Text 3 (1-7) with their definitions (a-g); use them in your summary. Try to translate the phrases into Russian.
- •8. Find the equivalents of the following expressions in Text 3, give the Russian translations. Use them in your summary.
- •10. Match the phrases from Text 4 (1-7) with their definitions (a-g); use them in your summary. Try to translate the phrases into Russian.
- •11. Find the equivalents of the following expressions in Text 4, give the Russian translations. Use them in your summary.
- •12. Translate Paragraph 7 of Text 4 from English into Russian beginning with “After I saw InglouriousBasterds at Cannes…” up to “…not enough to see them once”. Text 5. Star wars
- •13. Match the phrases from Text 5 (1-7) with their definitions (a-g); use them in your summary. Try to translate the phrases into Russian.
- •14. Find the equivalents of the following expressions in Text 5, give the Russian translations. Try to use them in your summary.
- •15. Translate Paragraph 2 of Text 5 from English into Russian beginning with “Star Wars was a technical watershed that…” up to “…you can only observe how well it did it”.
- •16. Translate the following sentences from Russian into English.
- •Vocabulary
- •1. Paraphrase the first sentences using the words given (do not change them). You can use between 4 and 8 words, including the word given.
- •2. Fill in the gaps using only one word (a verb, preposition, noun, etc).
- •3. Make up 5 sentences in Russian and 5 sentences in English using the active vocabulary from Lesson 3 and Lesson 4 for your group-mates to translate.
- •4. Fill in the gaps with the given words in the suitable forms.
- •5. In the extract below find 14 mistakes, they might concern the grammar, spelling, article determination, etc.
- •6. Fill in the blanks with the words from the list below.
- •7. Read 4 parts (a-d) of Text 6 carefully. Single out the most important sentences in each paragraph.
- •8. Look through Text 6 once again. Find at least 3 metaphors.
- •9. Find the following words and word combinations in Text 6. Give the English definitions and translate them into Russian.
- •Text 6. Current state of animation industries around the world
- •10. Read the following sentences. Which part (a-d) of Text 6 gives these pieces of information?
- •11. Complete these sentences with the information from Text 6. Try not to look into the text!
- •12. Make up 5 questions based on the information given in Text 6 for your group-mates to answer.
- •13. Prepare a summary of 4 parts (a-d) of Text 6 (see Appendix 1):
- •14. Translate the sentences below from Russian into English:
- •1. Read Text 7. Suggest the Russian equivalents for the words and expressions in bold and translate the sentences containing them into Russian. Text 7. 100 greatest movies: the wizard of oz
- •2. Answer the following questions taking into account the information given in Text 7.
- •3. Find the equivalents of the following expressions in Text 7, give the Russian translation.
- •4. Use the equivalents you’ve found to fill in the gaps in the following sentences (2 sentences for each word):
- •5. Translate the following sentences into English using the new vocabulary from exercises 1 and 3.
- •6. Find in Text 7 at least 5 more words and expressions concerning the film industry and make up 10 sentences of your own (5 in English, 5 in Russian) for your group-mates to translate.
- •7. Prepare a summary of Text 7 (see Appendix 1). Use the new vocabulary. Part II
- •1. Are you an expert in the field of famous soundtracks? Listen to some of them and check your knowledge using the following table.
- •2. Read the following information before listening to Audio 4:
- •Audio 4
- •3. Listen to Audio 4. Fill in the gaps.
- •4. Listen to Audio 4 one more time. Check your answers to ex. 3.
- •5. As is known “Over the Rainbow”became Garland’s signature song. Read the quotation given below.
- •6. Answer the following questions:
- •Part III
- •1. Read Text 8 and fill in the gaps with the following word combinations:
- •2. Look through Text 8 again. Which sentence can be used as a headline for the whole review? Suggest your own variant of the headline also.
- •3. Does the review correspond to the classical scheme of film analysis (see Appendix 3)? What parts are included and what parts are skipped?
- •4. List the advantages and disadvantages of The Wizard of Oz 3d conversion pointed out by the author.
- •5. Paraphrase the following sentences using the new vocabulary.
- •6. Using the new vocabulary make up 10 sentences of your own (5 in English, 5 in Russian) for your group-mates to translate.
- •Frank Morgan (1890-1949)
- •Ray Boldger (1904-1987)
- •Bert Lahr (1895-1967)
- •Jack Haley (1898-1979)
- •Writing
- •13. Which one do you like? Write an essay based on the one you’ve chosen.
- •14. How carefully were you watching “The Wizard of Oz”? Take the test to see how well you know it! The Wizard of Oz Quiz
- •Part II. Theatre lesson 1. Theatre and drama, types of play
- •Vocabulary
- •1. Give your associations with the word “Theatre”.
- •2.What springs to mind when you hear the word ‘theatre’?Fill in the mind map.
- •3. Translate the following sentences from English into Russian.
- •4. Fill in the table with the definitions and exemplary sentences given below.
- •5. Fill in the gaps with the appropriate words (drama or theatre).
- •6. Find the correct words for:
- •7. For further extension of your knowledge about types of play translate the following text into English.
- •9. Find the following expressions in Text 9; give the English definition and the Russian translation.
- •Text 9.Subsidized and commercial theatres (ingreat britain)
- •10. Answer the following questions taking into account the information given in the text:
- •11. Comment on the difference between subsidized and commercial theatres.
- •12. Are the resubsidized and commercial theatres in Russia? How does the system function in this country?
- •13. Translate the following sentences from Russian into English.
- •14. Translate the following sentences from Russian into English.
- •15.Render Text9 (seeAppendix2). Use the new vocabulary, mention the names of theatres, dates and numbers related to them.
- •16. Read Text 10 and give definitions to the following words and expressions. Give the synonyms to them (if possible). Comment on the shades of meaning:
- •Text 10.The earliest english comedies
- •17. Answer the following questions taking into account the information given in the text:
- •18. Work in mini-groups. Write down the key words and share your list with other groups. Render the text with the help of the list of keywords you have got.
- •19. You are going to read the text on British theatre. Before reading comment on the following:
- •20. Nine sentences (or parts of sentences) have been removed from Text 11. Choose among the sentences a – j the one which fits each gap (1 – 9). There is one extra sentence. Check yourself.
- •Text11. British theatre today
- •21. Answer the following questions:
- •22. To learn about theatres in Russia and Yekaterinburg render the following text into English (see Appendix 2). Театральный десант
- •Video 7
- •24. Give the English definition and the Russian translation to the following words:
- •25. Fill in the gaps with the words or word combinations from the video. Read the sentences beforehand!
- •26. Ask and answer the following questions with your partner:
- •28. Read the following quotations about theatre. Which one do you like? Write an essay based on the one you’ve chosen.
- •Lesson 2. Inside the theatre
- •Vocabulary
- •Vocabulary
- •1. Translate the following sentences from English into Russian.
- •2. Fill in the blanks with the words from the list below; explain your choice.
- •3. Answer the following questions.
- •4. Match the word (1-10) with its definition (a-j).
- •5. Comment on the seating plans below pointing out the following things:
- •7. Translate the sentences using the essential vocabulary.
- •8. ReadText12andgivetheequivalentstothefollowingwordsandexpressions.
- •9. Fill in the blanks with the words from ex. 8:
- •10. Make up 5 sentences in Russian and 5 sentences in English using the from ex. 7 for your group-mates to translate. Text 12. The early london theatres
- •11. Comment on the scenery and peculiarities of play productions and performances at the early British theatres. Compare and contrast them with the modern ones.
- •14.In what respect were the following names mentioned in the audio?
- •18. Fill in the gaps with the words or word combinations from the video. Read the sentences beforehand!
- •19. Ask and answer the following questions with your partner?
- •Vocabulary
- •1. Read the definitions and give the equivalents from the active vocabulary.
- •2. Match the word (1-7) with its definition (a-g).
- •3. Find the English equivalents from the active vocabulary to the following words and word combinations:
- •4. Find as many words from active vocabulary as possible in the table below.
- •5. TranslatethefollowingsentencesfromRussianintoEnglish.
- •6. Translate the following sentences from Russian into English.
- •7. Read Text 13 part 1. Match the headings (a-h) with the corresponding paragraphs (1-8).
- •8. Translate the words in bold from the text. Text 13. Who works in a theatre?
- •9. Give the definitions to the words in bold from the text, read the words and their definitions for your partner to write down.
- •10. Render the text to your partner. Use the words in bold from the text.
- •11. Read Text 13 part 2. Match the headings (a-I) with the corresponding paragraphs (1-9).
- •12. Translate the words in bold from the text.
- •13. Give the definitions to the words in bold from the text, read the words and their definitions for your partner to write down.
- •18. You are going to listen to the text about Mo Crow, a show manager at the Royal Albert Hall in London. Listen to Episode 1 and fill in the missing parts.
- •19. Listen to Episode 2. Fill in the missing parts. Say what is being described.
- •21. Listen to Episode 4. Fill in the missing parts.
- •22. Listen to the whole text again. Answer the questions.
- •Lesson 4.Actors and acting
- •Vocabulary
- •1. Translate the following sentences from English into Russian.
- •2. Fill in the blanks with the words from the list below; explain your choice.
- •3. Fill in the gaps with the words from the list below. Act out the dialogues.
- •4. Dramatize the following situations.
- •5. Read Text 14and find the English equivalents to the words in the list below.
- •6. Think of a famous actor/actress. Describe the way he/she builds up his/her part. Use the words and word combinations from Text 14. Let your group mates guess who it is.
- •7. Read Text 15and find the English equivalents to the words in the list below.
- •Text 15.The art of acting
- •8. Translate the following sentences from Russian into English.
- •10. They say some parts may be fatal for the actors performing them, e. G. Voland, Ivan the Great, etc. Can a part influence an actor’s life and fate? Provide illustrations.
- •11. Prepare reports on the following topics:
- •12. Pre-read about the following topics:
- •16. Why are the following dates significant for the history of British drama: 1574, 1576, 1598, 1599, 1613?
- •22. Ask and answer the following questions with your partner.
- •Impression
- •Vocabulary
- •1.Translate the following sentences from English into Russian.
- •2.Fill in the gaps with the words from the list below. Act out the dialogues.
- •3. Translate the following sentences from Russian into English.
- •4. Crossword.
- •5.Dramatize the following situations.
- •6. Round table “Theatre Today”. Present any theatre (Russian, foreign, local) according to the following plan:
- •7. Read Text 17. What issues does this review high light?
- •8. Underline the epithets used in the review, give their definitions. Text 17. The importance of beeing earnest at regent’s park
- •Video 9. Five truths
- •10. Watch Video 8.Fill in the gaps in Ophelia’s monologue with the words from the list below.
- •11. Compare and contrast the two performances, share your impression of each of them.
- •How to write a review
- •Quiz 2 «inside the theatre»
- •Quiz 4 «actors and acting»
- •Quiz 5 «the success or failure of a production or performance»
- •Final rendering “cinema” современное кино – коммерция или искусство?
- •Finalrendering “theatre”
- •Final project
- •Interview (preliminary prepared)
- •Commentary
- •References
7. Translate the sentences using the essential vocabulary.
1) Этот спектакль стоит посмотреть: декорации превосходны. 2) Он любил из зрительного зала смотреть сцены, в которых он сам не играл. 3) Зрительный зал включает в себя партер, бельэтаж, балкон и ложи. 4) Нам не удалось посмотреть балет «Щелкунчик», потому что все билеты были проданы за две недели до спектакля.5) Я купила два билета в Театр Оперы и Балета. 6) У нас была ложа во втором ярусе. 7) Освещение в этом спектакле ярко выявляет искусство и балетмейстера, и художника. 8) Когда занавес опустился, и в зале зажегся свет, раздался гром аплодисментов. 9) Мы договорились встретиться в фойе во время антракта. 10) За четверть часа до спектакля зрительный зал был почти полон. 11) Постановка была очень удачной и шла при переполненном зале. 12) Свет начал гаснуть, и зал затих. 13) Свет в зале погас, и занавес поднялся. 14) Мы сидели в задних рядах партера. 15) После репетиции мы пошли за кулисы, чтобы посмотреть на новые костюмы и декорации. 16) Эта пьеса была долгое время в репертуаре театра и шла при переполненном зале.
Reading
8. ReadText12andgivetheequivalentstothefollowingwordsandexpressions.
1) финансовый (денежный) |
репутация) |
2) великолепие |
8) гобелен |
3) балдахин |
9) рискованное начинание |
4) увенчивать |
10) подвергать |
5) выгодный (рентабельный) |
11) принуждать |
6) жалкий (грязный, запущенный) |
12) объемное изображение 13) разбрасывать |
7) плохая слава (дурная |
9. Fill in the blanks with the words from ex. 8:
Their behaviour has brought ____________ on English football.
We admired the ____________ of the mountain scenery.
The house was ____________ by a tall chimney.
As a nurse in the war she was ____________ to many dangers.
The two companies have embarked on a joint ____________ to produce cars in America.
The walls of the banqueting hall were hung with ____________.
Our research has been ____________ by lack of cash.
How can they live in such ____________ conditions?
There were papers ____________ all over the floor.
10. Make up 5 sentences in Russian and 5 sentences in English using the from ex. 7 for your group-mates to translate. Text 12. The early london theatres
In the year 1576, under the powerful patronage of the Earl of Leicester*, James Burbage*, was built the first English theater. The venture proved so successful, that twelve theaters were soon furnishing entertainment to the citizens of London. Of these the most celebrated was “The Globe.” It was so named because its sign bore the effigy of Atlas supporting the globe, with the motto, “Totus Mundus agitHistrionem.”* Many of the early London theaters were on the southern or Surrey* bank of the Thames, out of the jurisdiction of the City, whose officers and magistrates, under the influence of Puritanism*, carried on a constant war against the players and the play-houses. Some of these theaters were cock-pits (the name of “the pit” still suggesting that fact); some were arenas for bull-baiting and bear-baiting. Compared with the magnificent theaters of the present day, all were poor and squalid, retaining in their form and arrangements many traces of the old model – the inn-yard. Most of them were entirely uncovered, except for a thatched roof over the stage which protected the actors and privileged spectators from the weather. The audience was exposed to sunshine and to storm. Plays were acted only in the daytime. The boxes, or “rooms”, as they were styled, were arranged nearly as in the present day; but the musicians, instead of being placed in the orchestra, were in a lofty gallery over the stage. In early English theatres there was a total absence of painted or movable scenery, and the parts for women were performed by men or boys, actresses being as yet unknown. A few screens of cloth or tapestry gave the actors the opportunity of making their exits and entrances; a placard, bearing the name of Rome, Athens, London, or Florence, as the case might be, indicated to the audience the scene of the action. Certain typical articles of furniture were used. A bed on the stage suggested a bedroom; a table covered with tankards, a tavern; a gilded chair surmounted by a canopy, and called “a state,” a palace; an altar, a church; and so on. A permanent wooden structure like a scaffold, erected at the back of the stage, represented objects according to the requirements of the piece, such as the wall of a castle or a besieged city, the outside of a house, or a position enabling one of the actors to overhear others without being seen himself.
The poverty of the theatre was among the conditions of excellence which stimulated the Elizabethan dramatist. He could not depend upon the painter of scenes for interpretation of the play, and therefore was constrained to make his thought vigorous and his language vivid. The performance began early in the afternoon, and was announced by flourishes of a trumpet. Black drapery hung around the stage was the symbol of tragedy; and rushes strewn on the stage enabled the best patrons of the company to sit upon the floor. Dancing and singing took place between the acts; and, as a rule, a comic ballad, sung by a clown with accompaniment of tabor and pipe and farcical dancing closed the entertainment.
Notwithstanding the social discredit attached to the actor, the drama reached some popularity, and the profession was so lucrative, that it soon became the common resort of literary genius in search of employment. This department of literature passed from infancy to maturity in a single generation. Twenty years after the appearance of the first rude tragedy, the English theatre entered upon a period of qualed without parallel in the literature of any other country. This was mainly the work of a small band of poets, whose careers began at about the same time. This sudden development of the drama was largely due to the pecuniary success of the new and popular amusement. The generous compensation for such literary work tempted authors to write dramas.