B) Make up dialogues discussing the points above. - раздел Образование, UNIT EIGHT Viii. A) Supply Articles Where Necessary:
Chekhov's...
VIII. a) Supply articles where necessary:
Chekhov's play "... Sea-gull" was first staged in ... Alexan-drinsky Theatre in... Petersburg. It was ... complete failure.... play was ruined by ... dull and ... clumsy production. It was staged in ... "good old traditions" whereas ... Chekhov's plays were quite unlike any other plays written before and demanded ... new forms and devices.... Petersburg audience did not understand "... Sea-gull." There was ... laughter in most poetical scenes and many of... audience left long before ... end of ... play. It was ... cruel blow to Chekhov. However, in... Moscow Art Theatre, which was not ... year old then (it was in 1898), ... same play directed by K. S. Stanislavsky was ... tremendous success.... Stanislavsky's production of "... Sea-gull" opened ... new epoch in ... history of ... theatre and symbolized... triumph of... new and ... progressive forms over ... old ones.
In ... memory of that event... white sea-gull spreads its wings on ... curtain of ... Moscow Art Theatre.
b) Answer the following questions:
1. When and where was Chekhov's "Sea-gull" first staged? 2. Why did it fail? 3. Why was it that the same play was a tremendous success in the Art Theatre? 4. Why did the Art Theatre choose the sea-gull for its emblem?
IX. a) Give a free translation of the following passage. Make use of the English phrases given at the end:
Обстоятельства, при которых ставилась «Чайка», были сложны и тяжелы. Дело в том, что Антон Павлович Чехов серьезно заболел. У него произошло осложнение туберкулезного процесса. При этом душевное состояние его было таково, что он не перенес бы вторичного провала «Чайки», подобного тому, какой произошел при первой ее постановке в Петербурге. Неуспех спектакля мог оказаться гибельным для самого писателя. Об этом нас предупреждала его до слез взволнованная сестра Мария Павловна, умолявшая нас об отмене спектакля. Между тем, он был нам до зарезу необходим, так как материальные дела театра шли плохо и для поднятия сборов требовалась новая постановка. Предоставляю читателю судить о том состоянии, с которым мы, артисты, выходили играть пьесу на премьере, собравшей далеко не полный зал. Стоя на сцене, мы прислушивались к внутреннему голосу, который шептал нам: «Играйте хорошо, великолепно, добейтесь успеха, триумфа. А если вы его не добьетесь, то знайте, что по получении телеграммы любимый вами писатель умрет, казненный вашими руками. Вы станете его палачами».
Как мы играли — не помню. Первый акт кончился при гробовом молчании зрительного зала. Одна из артисток упала в обморок, я сам едва держался на ногах от отчаяния. Но вдруг, после долгой паузы, в публике поднялся рёв, треск, бешеные аплодисменты. Занавес пошел ... раздвинулся ... опять задвинулся, а мы стояли, как обалделые. Потом снова рев ... и снова занавес ... Мы все стояли неподвижно, не соображая, что нам надо раскланиваться. Наконец, мы почувствовали успех и, неимоверно взволнованные, стали обнимать друг друга. М. А. Лялиной, которая играла Машу и своими заключительными словами пробила лед в сердцах зрителей, мы устроили овацию. Успех рос с каждым актом и окончился триумфом. Чехову была послана подробная телеграмма.
(Станиславский К. С. Моя жизнь в искусстве)
Use the following:
the circumstances ... were complicated and painful, his deep depression, he might have not survived another failure, implored us to cancel the performance, we badly needed it, to raise the box office returns, the inner voice, murdered by your own hands, the first act concluded amid death-like silence, to faint, I was on my last legs, there was an uproar, a crash, a storm of applause, the curtain went up ... then down again, we were standing stunned, we were supposed to take the curtain-calls, melted the ice, to cheer, each act heightened the success.
b) What can you say about the significance of the event described above for the history of Russian and world theatre?
X. a) Read Sir Laurence Olivier's answers given by him in a newspaper interview:
Question: How has television affected the theatre?
Answer: Well, its popularity means that millions of people take drama for granted. With hours and hours every week, the viewer can have a bellyful of drama. If you're going to attract a man and his wife away from their TV set on a winter's night, and hold them to a play in a theatre, you've got to grip them and keep them gripped.
Now, you do have certain advantages in the theatre. The telly is perfect for the things that have been specially built for it. But the TV screen cannot give you the peculiar condition of the theatre, where we are allowed to get back to life-size people in relation.
Q.: Is there any particular hobby-horse that you ride in your work as actor and director?
A.: I rely greatly on rhythm. I think that is one thing I understand — the exploitation of rhythm, change of speed of speech, change of time, change of expression, change of pace in crossing the stage. Keep the audience surprised, shout when they're not expecting it, keep them on their toes — change from minute to minute.
What is the main problem of the actor? It is to keep the audience awake.
O.: How true is it that an actor should identify with a role?
A.: I don't know. I can only speak for myself. And in my case it's not 'should', it's 'must'. I just do. I can't help it. In my case I feel I am who I am playing. And I think, though I speak only from my own experience, that the actor must identify to some extent with his part.
In "Othello" the passage from the handkerchief scene through to flinging the money in Emilia's face is, pound by pound, the heaviest burden I know that has been laid upon me yet by a dramatist.
And Macbeth. Do you know what is the first thing to learn about playing Macbeth? To get through the performance without losing your voice. (From Moscow News, 1969, No 10, Fragments)
b) Try your hand at teaching:
A. Preparation. Think of interesting questions on Sir Laurence Olivier's interview.
B. Work in class. Make your friends answer your questions.
Все темы данного раздела:
SPEECH PATTERNS
1. We must prevent him from leaving.
The cold wet weather prevented the Lowood girls from going for long walks.
His rheumatism often prevented Salvatore from doing anythin
EXERCISES
I. Change the sentences, using the patterns:
Pattern 1: 1. The explorers could not reach the southern boundaries of the desert because of the scorching heat and lack of fr
V. Think of short situations in which you can use these patterns.
TEXT. SEEING PEOPLE OFF By Max Beerbohm
On a cold grey morning of last week I duly turned up at Euston to see off an old friend who was starting for America.
VOCABULARY NOTES
1. serveυt/i 1. служить, е.g. No man can serve two masters. He serves as gardener (no article!). He served three years in the army (navy). These s
NOTES ON STYLE
1. There are two main characters in this story: Le Ros and the narratоr, i. e. the person telling the story (also called "the I of the story"). The narrator is an assumed personality and
EXERCISES
1. Bead the text and explain the following points (A. Grammar, B. Word usage, C. Style):
A.1. Explain the use of tenses in: a) the second sentence
B) Explain the difference between the synonyms within each pair. (See Notes on p. 18.) When in doubt, consult dictionaries.
IV. Answer the questions. Argue your answers:
1. Where is the scene laid in the story? 2. How did the seers-off feel and why? What were they doing to pass the time? 3. Wha
B) give antonyms oft
familiar adj, obey υ, departure n, light n, light υ;
c) give derivatives of:
press, serve, prevent, earn, obey, famil
XI. Try your band at teaching.
Say what yon would do in the teacher's position:
Mary was an excellent pupil from the first day she entered school. She was known to all the teachers as "the except
B) Give a summary of the story.
ХIII. Translate these sentences into English:
1. Что-то помешало мне пойти на прощальный ужин. 2. Лицо моего спутника показалось мне знакомым, я, должно быть, где-то видел
TEXT A. DIFFERENT MEANS OF TRAVEL .
Alex: Personally 1 hate seeing people off. I prefer being seen off myself. I'm extremely fond of travelling and feel terribly envious of any friend who is going anywhere. I can't help feeling I sh
TEXT В. АТ ТНЕ STATION
F.: Well, here we are at last! When I get into the boat-train, I feel that holidays have already begun. Have you got the tickets, Jan?
J.: Yes, here they are. I booked seats for you and me
TEXT С. A VOYAGE ROUND EUROPE
L.: Hello, Anne. Are you back from your holidays already? Ooo, you're lovely and brown! Where have you been?
A.: Oh, I've had a fantastic timeJ I've just been on a cruise round Europe with
NOTES ON SYNONYMS
The act of travelling can be described by a number of synonyms which differ by various implications (see Notes on Synonyms, p. 18). They all describe the act of going from one place to another (tha
EXERCISES
I. Answer the questions. Be careful to argue your case well:
1. What means of travel do you know? 2. Why are many people fond of travelling? 3. Why do some people like tra
VII. Role-playing.
Work in groups of four or five:
You are a family deciding on the type of holiday you will go on next summer. Then report to the other families on your final decision, expl
IX. Make up dialogues.
Suggested situations:
A. Two friends are discussing different ways of spending their holidays. They both want to travel, but one of them is an enthusiast ready for anything and the other i
A Sea Trip
"No", said Harris, "if you want rest and change, you can't beat a sea trip."
I objected to the sea trip strongly. A sea trip does you good when you are going to have a
ХIII. Try your hand at teaching.
1. Arrange and run a conversation on the following text:
The Only Way to Travel Is on Foot
When anthropologists turn their attention to the twentieth cent
I. SPEECH PATTERNS
1. They were about Mrs. Burlow's age, so were the attendants.
"I tell you I was moved. So were you, I dare say."
"I wasn't trying to act. 1 really felt."
EXERCISES
I. Change the sentences, using the patterns:
Pattern 2: 1. The Murdstones thought that David was disobedient. 2. Everybody found that there was something mysterious about
V. Write 12 questions suggesting answers with these patterns. (The questions in Ex. IV may serve as a model.)
TEXT. ROSE AT THE MUSIC-HALL From "They Walk in the City" by J. B. Priestley
Priestley, John Bointon (1894-1984) is the author of numerous novels,
VOCABULARY NOTES
1. wayn 1. путь, дорога, е.g. The way we took lay through the forest. Syn. road, path, track.
2. направление, е.g. Can you sho
EXERCISES
1. Bead the text and explain the following points (A. Grammar, B. Word usage, С. Style):
A.1. Explain the use of tenses in: a) "...a performer said h
And write your own sentences with the same words and phrases.
IV. Answer the questions:
1. When did Rose and Mrs. Burlow arrive at the music-hall? 2. Where were their seats? 3. Were the stalls expensive? 4. In what way did the audie
A) be anxious, worry, trouble, bother.
1. She always ... when she doesn't get my letters for a long time. 2. The letter that informed us of her unexpected departure greatly ... me. 3. I knew that he would willingly help me, but I didn't
ХIII. Make up a story, using the words and phrases from Essential Vocabulary I.
XIV. Translate the following sentences into English:
1. Войдя в холл, она посмотрела вокруг и направилась к зеркалу. 2. Она ухватилась за мою руку, чтобы не упасть. 3. Мы
Synonyms within the following pairs differ by style. Point out which of them are bookish, colloquial or neutral.
(Consult the context in which they are used in the text.)
picture house — cinema to get on in years — to age to endeavour — to try
to sing (perform) — to render d
Extend the following sentences according to the model.
4. Write a spelling-translation test: a) translate the phrases into English; b) check them with the key.
5. Listen to the text "Chaplin" or the story of
TEXT B. AT THE BOX-OFFICE
— I want four seats for Sunday, please.
— Matinee or evening performance?
— Evening, please.
— Well, you can have very good seats in the stalls. Row F.
— Oh, no!
TEXT С. PANTOMIMES
Sally: Tony, there's an advertisement in the local paper saying that the theatre in the High Street is putting on "Cinderella". I haven't seen a pantomime for years and years. Do you fan
EXERCISES
I. Answer the following questions:
A. 1. What is the centre of theatrical activity in Great Britain? 2. Which theatrical companies receive financial supp
IV. Retell Text С in your own words.
Speak on your favourite genre (opera, drama, ballet, comedy, musical, etc). Why do you like it?
V. Translate the following into English:
Когда мы
XI. Sole-playing.
At a Theatre Festival
St. A: a famous producer
St. В.: a celebrated actor
St. C: a talented young actress, who made an immediate hit with her sensitive and moving perform
B) Comment on the fragments above.
ХIII. Speak individually or arrange a discussion on the following:
1. Why is it that people go to the theatre? What do they look for there?
2. What is your favour
Classroom English. (Revision);
a)It's the last period on Saturday. The lesson is coming to an end. You are pleased with the work you and the pupils have done. You find that you just have about 3 — 4 minutes to h
IV. Blackboard Activity
Come out to the board, please (when the teacher is at the front of the class).
Go to the board (when the teacher is standing at the back of the class).
Move out of the way (step a
VI. Textbook Activity
Collect in the papers (sheets, texts, word lists, handouts, tests), please.
Fetch the dictionaries from the teacher's room (staff-room).
You will have to share (your book) with Ni
VII. Class Control
Could I have your attention, please?
Look this way. / Look up for a moment.
Be quiet! Everyone listen.
Don't all shout. / Don't talk at once.
Get on with your wo
Discussion. Opinions
I would like to begin the discussion on the subject by ... From the point of view of ...
Additionally ... It has been pointed out that... I'd just like to say ...
I think, (suppos
SECTION ONE. Review of Fundamental Intonation Patterns and Their Use
PATTERN 1: (LOW PRE-HEAD+ ) LOW FALL
(+ТАП.)
Models: ,Yes.
I'm a ,doctor.
PATTERN П: (LOW PRE-HEAD +) DESCENDING
HEAD + LOW FALL (+ TAIL)
Model
The exercises below are meant to revise the intonation patterns you already know.
I. Read the following conversational situations. Define the communicative type of the replies. Say what attitudes are conveyed in them. Give your own replies to the same conversational con
Practise reading the joke several times.
Reproduce the model narration of the joke:
Young Peter came in one day bursting with excitement. Walking down the main street he had suddenly discovered he was side-by-sid
EXERCISES
1. listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
Verbal Context
Listen to a fellow-student reading the replies and point out his (her) errors in pronunciation.
6. Listen to the Verbal Contest said by a fellow-student. Make your replies sound lovely, warm, airy. Use the proper intonation patterns. Continue the exercise until everyone has participa
E) exclamations, very emotional.
10. Practise the following dialogues. Use the High Fall in them. Observe the attitudes you convey:
— Oh, dear! Oh!
— I'm so sorry! I do hope I haven't hurt you!
Doctor, Dentist and Chemist
If you have toothache, you should go to your dentist. He'll examine your teeth, and if the aching tooth is not too far gone, he'll stop it. If it is too bad, he'll take it out.
If you don'
EXERCISES
1. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
Verbal Context
Listen to your fellow-student reading the replies, tell him (her) what his (her) errors in intonation are.
6. Listen to the Verbal Context suggested by the teacher. Reply by using one of the sentences below. Pronounce it with Intonation Pattern X. Say what attitude you mean to render:
E) Imagine you are telling the class about your recent trip to London.
13. This exercise is meant to revise Intonation Pattern IX. Read the following dialogue. Use the High Fall to express personal concern, involvement:
— What are you going
Wrong Pronunciation
A Frenchman who had learned English at school, but had half forgotten it, was staying in London on business. It was in the month of November, and the weather was most unpleasant, disagreeable, dam
EXERCISES
1. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
Verbal Context
Ordering a Meal
— Is this table free, waiter?
— I'm sorry, sir, those two tables have just been reserved by telephone, but that one over there's free.
— What a pity! We wanted to be near the danc
EXERCISES
1. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
Verbal Context
Listen to a fellow-student reading the replies, point out his errors in pronunciation.
6. Use the Fall + Rise in the replies. Say what attitude you mean to render
Verbal Context
Drill
Give your own replies to the Verbal Context of Ex. 1 and 6.
9. Read the following situations. Convey the attitudes suggested in brackets:
Don't cry. I wish I hadn't been so rude. You have all me sympathy. (regret, sympathy)
At the Lessen
"Well, Alex, how much is two plus one?" asked the teacher, "I don't know, sir," answered the boy. "Well, Alex! Fancy I give you two dogs and then one dog more. Mow many dog
Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in intonation are.
6. Listen to your teacher reading the Verbal Context below. Reply by using Sliding Head + High Fall in the drill sentences. Say what attitude you mean to render:
Read the following sentences expressing the attitudes suggested in brackets. Use them In conversational situations of your own;
(detached, phlegmatic, reserved)
Shall I ask him about it again?
Can you translate a few sentences?
Well, will you come and see her tomorrow?
Could we mee
This exercise is meant to develop your ability to hear the intonation and reproduce it in proper speech situations.
a) listen to the Joke "Weather Forecasts”, sentence by sentence. Write it down. Mark the stresses and tunes. Practise the text
b) listen carefully to the narration of the joke. Observ
EXERCISES
1. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
Verbal Context
Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are.
6. listen to your teacher reading the Verbal Context below. Reply by using one of the drill sentences. Pronounce it with Intonation Pattern XII. Say what attitude you mean to render:
Make up a dialogue of your own, using some of the phrases from the dialogues above.
12. Read the following sentences. The prompts in brackets will help you to determine the position of the logical stress. Make up a situation to prove the position of the logical stress:
May Day
For over 100 years now May Day has been recognized in some countries of the world as the workers' day. It is the day on which workers in these countries master their strength, and demonstrate their
EXERCISES I.
HIGH PRE-HEAD + LOW FALL (+ TAIL)
Model: -I \do /think it's a Ipity.
1. Listen carefully to t
Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are.
6. Read the drill sentences according to the given model. Concentrate your attention on the High Pre-Head:
Verbal Context
Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are.
12. Read the drill sentences according to the given model. Concentrate your attention on the High Pre-Head:
Verbal Context
Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are.
18. Read the drill sentences according to the given model. Concentrate your attention on the High Pie-Head:
Verbal Context
D) Make up a talk with a fellow-student, using phrases from the dialogue above.
21. Read the following sentences, using intonation patterns you find suitable. Use them in conversational situations of your own:
Mine's rather an old-fashioned model comp
This exercise is meant to test your ability to introduce some teaching material in class with correct intonation.
Read the extract from the lecture silently. Intone it Single out the communicative centres. Make them prominent as in the model above. Read and act the extract according to the model:
SECTION TWO
Ex. 16.One day Mrs. Johnes went shopping. When her husband came home in the evening, she began to tell him about a beautiful cotton dress. She saw it in the shop that morning she s
Ex. 12. Dinner-table Talk
— Good evening. I'm so glad you were able to come ... . Dinner's ready. Let's go into the dining-room. Mrs. Thompson, will you sit here on my left, and you, Mr. Thompson, there .... How long have y
Ex. 12. About the Job
Harry: Well, Robert, have you made up your mind yet what you want to do when you leave college?
Nora: Oh, Harry, surely he's a bit young to decide on his career? be hasn't even got to coll
Ex. 21. Weather Forecasts
Two men were travelling in a very wild part of America. They saw no modern houses and no traces of civilization for many days. What they saw were only a few huts made of wood or tents where Indians
Ex. 13. Commerce and Industry
Great Britain is one of the most important commercial and trading centres in the world. Britain buys more goods than she sells; her imports exceed her export. Not being a great argi-cultural countr
Ex. 20. Broadcast Programme
— Well, how's your set going?
— Oh, not too badly, though I've had some difficulty lately in getting good reception from the more distant stations.
— Yes, I've noticed quite a lot
REVISION EXERCISES ON TENSE AND VOICE
(To Units One—Three)
1. a) Comment at» the use of the Present Indefinite and the Present Continuous:
i. I'm glad to know that you are coming to E
THE SUBJUNCTIVE MOOD AND THE CONDITIONAL MOOD
(To Units One—Three)
19. Name the oblique moods used in the following sentences and translate the sentences into Russian:
1. If I were young I sh
Complete the following sentences a) using the Conditional Mood;
1. If it were not so late ... . 2. If it were Sunday today ... . 3. If you invited him ... . 4. If I were you ... . 5. If she lived in Moscow ... . 6. If you had waited -a little ... . 7. If I coul
MODAL VERBS
(To Units Four—Six)
can, may
32. Say whether could is the form of the Indicative or of the Subjunctive. Translate the sentences into Russian:
1. He took up
Translate Into English, using; the verb can;
1. He может быть, чтобы он солгал. Это на него не похоже. 2. Неужели это правде, что он стал известным актером? 3. Не может быть, чтобы они были брат и сестра. Они совсем не похожи друг на друга. 4
Shall, will
65. Comment on the modal colouring of the following sentences with shall:
1. You shall not search my rooms. You have no right to do it. I forbid you! 2. He hasn't seen
REVISION EXERCISES ON MOOD AND MODAL VERBS
71. Replace the infinitives in brackets by the appropriate oblique mood:
1. If I (to be) as young as you are, I (to have) a walking holiday. 2. Perhaps, she (not to look)
Translate the following sentences Sato English. Pay attention to the use of the oblique moods;
1. Как жаль, что вы были так неосторожны. Этого бы не случилось, если бы вы послушали совета ваших друзей, 2. Если бы не луна, сейчас было бы совсем темно. 3. Он выглядел таким усталым, как будто д
Comment on the meaning of the modal verbs and translate the sentences into Russian;
1. If you want to meet lots of English people, you might like to go to a holiday camp. 2. The only trouble is 1 couldn't take my exams in spring and must have them now. 3. My parents had to go on a
The Infinitive
85. Comment on the forms of the infinitives:
1. Lady Franklin was horrified at herself. To have asked his name, to have been told his name, and to have forgotten it! 2. Sh
D) as attribute;
1. He was always the first ... . 2. We have nothing .... 3. This is a chance ... . 4. Benny has no friends ... . 5. He is not a man ... . 6. She made an attempt ... . 7. Is there anybody ... ? 8. H
The Gerund
111. Point out the Gerund and comment on its noun and verb characteristics. Translate the sentences into Russian:
1. Talking about ourselves is what we modern authors have
Translate the sentences Into English, using the Gerund;
1. Я помню, что была больна в это время. 2. Она продолжала молчать, так как боялась обидеть его, если расскажет всю правду. 3. Нельзя привыкнуть к тому, что тебя оскорбляют. 4. Увидев меня, ребенок
The Participles
124. Point out the First Participle and state its functions in the sentence:
1. She sat very still, and the train rattled on in the dying twilight. 2.1 sat quite silent, w
REVISION EXERCISES ON THE VERBAIS
138. State the function of the Infinitive in the following sentences and translate them into Russian:
1. To live a healthy life in the country was good for them. 2. It was
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