In This Unit: Topic Areas
In This Unit: Topic Areas
In This Unit: Topic Areas
Unit 1
The Arts
In this unit:
Topic areas:
Branches of art
Painting
English painters
At the theatre
The history of British theatre
At the cinema.
The history of British cinema
The impact of cinema on people
Grammar:
modal verbs
Phonetics:
Vowel reduction
Assimilation
Writing:
Description of pictures, reviews of plays and films
Self-study:
Presenting projects and reports
Texts for individual reading
1. Comment on the quotation: "Art is your emotions flowing in a river of imagination" (Devin,
Los Cerros Middle School, 1999)
2. Answer the questions:
1) What kinds of art do you like?
2) Do you have your favourite artist?
3) What forms of art don't you like? Why?
3. What is art for? Rank the following purposes 1-8 in order of importance. Discuss your
ranking with a partner.
To make people think and stimulate debate
To communicate a political message
To be beautiful and attractive to look at
To entertain and make people laugh
To show the skill of an artist
To cause a positive or negative emotional reaction in the viewer
To reflect society/life
To make money
4. Which of the following do you consider to be art? Explain your reasons.
Some graffiti on a wall
A tattoo on someone's body
A holiday photograph
A pile of bricks in an exhibition
A comic book
A painting of a bowl of fruit
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An advertisement for a product
A firework display
5. Read the article about a concept of modern art. What are the artists, mentioned in the text,
famous for? Find the Ukrainian equivalents to the underlined words.
Many people used to consider art to be paintings of fields with flowers, portraits of old-
fashioned men in top hats, or pictures of bowls of fruit. However, art has changed drastically in the
last century. Now, we accept everything as art. Computer game art, graffiti and video projections
are accepted as types of art forms. Famous London art galleries like Tate Modern or Tate Britain
often exhibit these contemporary categories of art. Let's discover some famous contemporary
artists.
Have you heard of Banksy? Banksy is a famous British graffiti artist from Bristol. He
creates all his art in secret - in fact, no one knows his real name! Often, his paintings have a sense of
humour behind them and he usually paints about controversial issues. You can see his art on walls,
in zoos, on the street.
Have you heard of Hirst? Damien Hirst is also from Great Britain. He is the richest artist in the
country. He became famous after attending Goldsmiths University in London, and was very popular
in the 1990s. He has used a lot of dead animals in his work, including dead sharks, sheep and cows.
He is popular for his diamond-covered skull, which was shown in an art gallery for a limited
amount of time.
Have you heard of Duchamp? Marcel Duchamp was a French-American painter and sculptor. He is
considered to be one of the most important artists of the 20 th century as he has influenced many
artists. He changed what was the 'normal' idea in the art world. Perhaps his most popular piece of
work is simply a men's urinal that he decided to label as art. He did nothing to it. He didn't paint it,
he didn't make it, he didn't alter it. He saw it and decided to call it 'Fountain'.
Have you heard of Eggleston? William Eggleston is an American photographer who made modern
colour photography acceptable as an art form. Before him, black and white photography was more
popular. Eggleston's photographs are very 'American'. They contain lots of images of 'Coca-Cola,
No Parking signs and palm trees'.
7. Study the following definitions which generally come under the heading of 'the arts'. Add
some more examples of the branches of art?
Literature (language arts): novels, biographies, short stories, drama, poetry etc.
Performing arts: theatre, dance, ballet, opera, cinema etc.
Fine arts (visual arts): sculpture, painting, architecture, ceramics etc.
8. Which branch of the arts do you think these people are talking about?
1. It was a strong cast but the play itself is weak.
2. Animation doesn't have to be just Disney, you know.
3. It was just pure movement, with very exciting rhythms.
4. It doesn't have to rhyme to be good.
5. Oils to me don't have the delicacy of water-colours.
6. Her design for the new city hall won an award.
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7. I like to read them and imagine what they would be like on the stage.
8. The first chapter was boring but it got better later.
9. I was falling asleep by the second act.
10. The performance was good, though the tenor wasn't at his best.
11. It's called Peace. It stands in the main square.
9. Classify the following kinds of the arts into the three types they refer to:
language arts, fine arts, performing arts.
Film-making, short stories, painting, drama, opera, physical arts, songs, biographies, sculpture,
poetry, culinary arts, novels, ballet, ceramics, dance, architecture, cinema, music, martial arts,
photography, pottery.
10. Do you know any famous paintings? Look at the list of paintings. They are known as the
best five paintings in the world. Have you seen any of them in a gallery, on a poster or
postcards? Which do you like or dislike? Can you complete the names the artists who painted
them?
1. Mona Lisa - L_______ d_______ V______
2. The Scream - E_______ M_______ 3.
3. Sunflowers - V_______ V_______ G_______ 4.
4. Guernica - P_______ P_______ 5.
5. Poppies in a Field - C_______ M_______
11. 1) Write the names of the paintings from the previous exercise in the correct place.
1_______ This still life painting of flowers in a vase is one of the artist's most recognisable works.
2 ______The enigmatic smile of this portrait has captured the imagination of the world. It has been
stolen twice and now it is displayed in the Louvre, Paris.
3 _______________This landscape shows how the Impressionists depict the beauty and simplicity
of nature.
4 _______________ This is an abstract painting that symbolises the anguish and pain of modern
life.
5 _______________ This monochrome painting has become a reminder of the tragedies of war, an
anti-war symbol, and an embodiment of peace. The painter is famous for his cubist style.
2) Match the underlined words in task 1 with the definitions.
1. Not realistic __________
2. A picture showing an expanse of scenery ___________
3. Painters who used colour to capture the feeling of a scene rather than specific details _______
4. Of one colour or shades of one colour __________
5 Picture of a person __________
6 A style of art that depicts objects as geometric shapes that are seen from many different angles at
the same time __________
7 A picture of inanimate everyday objects _____
12. Watch the video of the top 10 most expensive paintings at http://www.youtube.com/watch?
v=IzA6z_ywG4o. Which of them has impressed you most of all?
13. 1) Skim the leaflet below. Who is it aimed at? Read the leaflet.
INVICTA GALLERY
LONDON
Future exhibitions - the year ahead
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January-March
Tomorrow Now!
Contemporary painting
A selection of groundbreaking works of art by today's stars of the future. Already a hit with the
critics at the preview show, this is a great way to start the New Year. With echoes of the colourful
abstract action painting of the 1950s and 60s, this is sure to be popular with collectors and art lovers
everywhere.
April-June
Shaping the World
An exhibition of sculpture
A retrospective of the work of the great American sculptor Cynthia Marlow, from her early
ceramics to the later imposing stone statues, together for the first time with her bronze masterpiece
Woman. Includes an opening day talk and audio guide by the artist herself.
July-September
Forever Autumn
Landscape paintings
A fascinating look at the season through the eyes of 18 th- and 19th-century European landscape
painters. Including works in oil and watercolour, this exhibition is all about colour and light. The
very finest of romantic and realist painting.
October-December
The Start of the New
The story of Modern Art
The much talked-about and long-awaited exhibition finally arrives in this country. A sometimes
controversial look at the end of realism and the beginnings of modern art in the late 19 th and early
20th century. The exhibition brings together examples of the many movements which shocked the
public and helped define the idea of 'modern art'. Includes a thought-provoking series of lectures on
'The origins of modernism'.
Basement bookshop and cafe with:
Easy on the Eye - some of the world's most famous film and TV stars feature in this permanent
display of candid portrait photography.
For more information, go to: invictagallery.org.uk. Become a Friend of the Gallery. Get discounts
and invitations to private views.
Be seeing you!
www.InvictaGallery/London.com
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e) causing a lot of disagreement;
f) causing people to think.
14. Study the phonetic theory below about stylistic modifications of vowel sounds.
Vowel reduction
Stylistic oppositions have long been observed in linguistic literature in two marginal types of
pronunciation: formal and informal.
Formal speech suggests dispassionate information on the part of the speaker. It is characterised
by careful articulation and relatively slow speed.
Informal speech implies everyday conversation. Stylistic sound variations seem to have the
tendency towards the increase of the sound modifications in speech with the quickening of its
tempo.
It is possible to speak about three types of vowel reduction: quantitative, qualitative and
complete (zero reduction).
Quantitative reduction results in the change of the length (quantity) of vowel in unstressed
syllables. It affects long vowels and diphthongs which become half-long or short.
e.g. we /wi:/ We did it! (stress is on WE)
/wi./ We have done it million times.
/wi/ We did it last week.
he /hi:/ He has found the house. (stress in on HE)
/hi./ He has found the house.
/hi/ He found the house yesterday.
Qualitative reduction is connected with the change of the quality of a vowel. There are two
types of it: qualitative soft and qualitative hard reduction.
Qualitative soft reduction results in the /I/ phoneme. The letters e i y in the main correspond to
/I/ in spelling:
e.g. expect /iks΄pekt/
cinema /΄sinimƏ/
city /΄siti/
Qualitative hard reduction results in the neutral vowel /Ə/. The letters aou and the suffixes -er-,
-or-, -ar- correspond to /Ə/ in spelling.
e.g. famous /΄feim Əs/
melody /΄mel Ədi/
letter / ΄let Ə/
Complete reduction results in a full disappearance of a vowel in an unstressed position. It occurs
before the syllabic sonorants /m n l/ in post-tonic syllables (after the stressed syllable).
e.g. written /ritn/
pencil /pensl/
15. Put the words below in the correct column. Transcribe them.
woman, return, collect, market, begin, visit, asleep, salad, teachers, needed, letter, sofa, peaches,
quarter, women, modern, picture, exhibit, sculptor, photograph, drama, novel.
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16. Transcribe the quotations about art below and point out the cases of vowel reduction.
a) Art is a jealous mistress. (Ralph Waldo Emerson)
b) To be taught in arts, softens the manners and makes us gentle. (Ovid)
c) Art is an adventure that never seems to end. (Jason, Los Cerros Middle School)
d) A subject that is beautiful in itself gives no suggestion to the artist. It lacks imperfection.
(Oscar Wilde)
e) The artist does not see things as they are, but as he is. (Alfred Tonnelle)
f) Fine art is that in which the hand, the head, and the heart of man go together. (John Ruskin)
g) Art is your personal diary where you may colour your thoughts and emotions on a page.
(Sara, Los Cerros Middle School)
h) Life beats down and crushes the soul and art reminds you that you have one. (Stella Adler)
17. Read and translate into your native language the following text. Find the cases of vowel
reduction in it.
SCIENTISTS 'CRACK' SECRET OF MONA LISA'S SMILE
Scientists say they have finally cracked a 500-year-old mystery - the secret of the Mona
Lisa's smile.
The enigmatic expression on Leonardo da Vinci's most famous work was analysed by
computer software, reports the New Scientist And the conclusion was that it
conveyed 83% happiness, 9% disgust, 6% fear and 2% anger.
The conclusion was made after the painting, on view in The Louvre in Paris, was analysed at
the University of Amsterdam. The programme, co-developed with experts at the University of
Illinois, drew on a database of young female faces to derive an average 'neutral' expression.
It then analysed features like the curvature of the lips and crinkles around the eyes to form
conclusions about emotions.
But art expert Michael Daley argued: "The point of this work is that it's a riddle - and the
inaccessibility of the emotions on her face is why people are so fascinated by it.
"The idea that a computer can come up with four emotions to explain it is just ridiculous. Perhaps
it's possible with photos - but it is impossible with something created by the human hand."
18. Find in the previous text the synonyms for the following words; use them in the sentences
of your own.
to obtain, to get
wrinkle, line
to pass on, to send
puzzle, problem
aversion, loathing
arc, bend
to solve, to break down
outrage, fury
unreachable, in the back of beyond (noun)
countenance, physiognomy
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to use, to utilise
19. Fill in the gaps with appropriate words from the list below and translate the following
sentences into Ukrainian.
Crinkle (v); riddle; feature; derive; disgust; convey; anger; crack; draw on.
1. I think we've _____________ the problem of the computer crashing all the time.
2. Only a few faint lines ______________ her eyes, and she had lost weight.
3. Sam threw his books down in _____________ and stormed out of the room.
4. As a teacher she ___________________ her knowledge of her own children.
5. All this information can be ________________ in a simple diagram.
6. There is growing ______________ among the people against the government.
7. The police have been unable to solve the ____________ of her disappearance.
8. Many students ___________________ enormous satisfaction from the course.
9. An important ______________ of Van Gogh's paintings is their bright colours.
20. Transcribe the following names: Holbein, Antonio More, Rubens, Van Dyck, William
Hogarth, Reynolds, Gainsborough, Lawrence, Constable.
21. Read the text about English school of painting and fill in the gaps with the words below.
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Notable English artists of the mid-20th century and after include: Graham Sutherland (1903-
1980); Carel Weight (1908-1997); Ruskin Spear (1911-1990); pop art pioneers Richard Hamilton
(1922-2011), Peter Blake (b. 1932), and David Hockney (b. 1937); and op art exemplar Bridget
Riley (b. 1931).
English art was revitalised in 2014 by Blood Swept Lands and Seas of Red, a collaboration
between artist Paul Cummins (b. 1977) and theatre designer Tom Piper. The installation at the
Tower of London between July and November 2014 commemorated the centenary of the outbreak
of World War I; it consisted of 888,246 ceramic red poppies, each intended to represent one British
or Colonial serviceman killed in the War.
24. a) Find the antonyms for the following words. Translate them and make up your own
sentences.
1. commoners (noun)
2. atheistic, secular (adjective)
3. insignificant (adjective)
4. predecessor (noun)
5. to concentrate (verb)
b) Find the synonyms for the following words. Translate them and make up your own
sentences.
1. effect, influence (noun)
2. ordinary, average (adjective)
3. to bestow on, to grant to (verb)
4. grace, sophistication (noun)
5. motivation, stimulus (noun)
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25. Translate the sentences below into Ukrainian. Find any cases of vowel reduction.
1. They felt that their original aims and demands were being diluted.
2. There followed a succession of minor criminal offences, mostly against youngsters with whom he
shared longings.
3. When their eyes meet she envisions the fulfilment of her dream of marrying a man with
aristocratic connections.
4. The impetus for change in the industry was provided by a new management team.
5. A growing proportion of the nobility lost their titles with the land altogether.
6. The precedent trusted him so much that he conferred on him the role of "Principal Advisor".
7. Rather, it was an expression of supreme confidence in the immutability of his creation.
8. At the end of the programme we have an exclusive interview with Senator Goldwater.
9. We have seen scarcely a drop of rain for over six months.
10. The new theory is a refinement of Corbin's theory of personality development.
b) Read the text about Thomas Gainsborough, an English artist, and find some facts
revealing:
Gainsborough as a truly artistic person.
Gainsborough as a great women portrait painter.
Gainsborough as an out-of-door painter.
His sense of immediacy of contact with beauty.
Gainsborough as a colourist who has few rivals among English painters.
Every portrait that is painted with feeling is a portrait of the artist, not of the sitter. (Oscar Wilde)
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painter. Society went to him for portraits, and his insight into the phases of womanhood made
him essentially the women's painter. Gainsborough is famous for the elegance of his portraits and
his pictures of women in particular have an extreme delicacy and refinement. It must have been
nice if, as an 18th century lady, your father or your husband had your portrait painted by Mr
Gainsborough. Your image would be that of a graceful, cultured woman, extremely elegant, and
painted with sufficient flattery to make you appear to have some pretensions to beauty
without turning you into a doll. A good amateur violinist and a lover of the drama, he was an
artistic person.
One of his greatest friends was Richard Sheridan, the dramatist, and his portraits of actors
and actresses are among his most famous works. Even in the portraits he is an out-of-door painter.
As one thinks of the finest of his portrait paintings with the brilliant spontaneity in the
handling of the figure, the power to put down his own transient impression of the sitters, one is
reminded that the backgrounds are well-observed country scenes.
In his work, there is at its best the sense of immediacy of contact with beauty. In the
portraits it is the catching of a flash of a personality, in the landscapes it is in the moment of light
and shadow as some sun gleam and cloud shadow renders a landscape suddenly momentarily
unfamiliar and thereby dramatic.
In his search for the spontaneous expression of the effects which appealed to him he
would use oil-colour as if it were water-colour, building up with those light feathery brush
strokes in the pure colour we associate with all his work.
As a colourist he has few rivals among English painters. His best works have those delicate
brush strokes which are found in Rubens and Renoir. They are painted in clear and transparent
tone, in a colour scheme where blue and green predominate.
27. Work in pairs. Take turns to ask and answer the questions below.
1. What can you say about Gainsborough's portraits of women?
2. Why can we still hear today: "She's lovely just like a Gainsborough"? What is meant by it?
3. What can you say about Gainsborough's method and techniques of painting?
4. Why is Gainsborough so famous as a colourist?
5. What colours predominate in his colour scheme?
6. Have you ever been to the Hermitage? What pictures by Gainsborough is it possible to see there?
28. Explain the difference between an oil-painting and a water-colour. Read the following
extract from "Martin Eden" by J. London and explain whether an oil-painting or a water-
colour was described as "a trick picture":
He forgot his awkward walk and came closer to the painting, very close. The beauty faded out of
the canvas. He started at what seemed a careless daub of paint, and then stepped away. Immediately
the beauty flashed back into the canvas. "A trick picture", was his thought...
29. Provide the translation into Ukrainian of the following word combinations.
1. to be essentially women's painter
2. to be famous for the elegance of his portraits
3. to have delicacy and refinement
4. to be painted with sufficient flattery to make you appear to have some pretensions to beauty
without turning you into a doll
5. an out-of-door painter
6. brilliant spontaneity in the handling of the figure
7. the sense of immediacy of contact with beauty
8. a suddenly momentarily unfamiliar and thereby dramatic landscape
9. to have rivals
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10. to be painted in clear and transparent tone, in a colour scheme where blue and green
predominate.
31. Read the text about the famous English painter Gainsborough and his love of music. Fill
in the gaps with the words below.
Acquired, returned, collection, professional, became, astonished, pipe, gown, lute, instruments,
giving, passionately, wig, insisted, instrument.
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32. Look at the pictures of Gainsborough below. Match the pictures with their names. Choose
one of them and write a detailed description. Use the given outline and useful expressions
below
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3) The composition and the colouring. (How is the sitter represented? What is background? Is the
posture bold or rigid? Do the hands (head, body) look natural and informal? How do the eyes gaze?
Does the painter concentrate on the analysis of details? What tints predominate in the colour
scheme? Do the colours blend imperceptibly? Are the brushstrokes visible?)
4) Interpretation and evaluation. (Does it exemplify a high degree of artistic skill? What feelings,
moods or ideas does it evoke in the viewer?)
Impression. Judgement.
the picture may be:
o moving, lyrical, romantic, original
o poetic in tone and atmosphere
o dull, crude, chaotic
o a colourless daub of paint
o obscure and unintelligible
o gaudy
o depressing, disappointing
o cheap and vulgar
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33. Write a description of your favourite picture. Follow the guidelines given in the previous
exercise.
34. What do you know about John Constable? Read the text about him to learn more about
this outstanding English landscape painter. Be ready to retell it. Study the new vocabulary
given after the text.
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a) an unusual choice of subjects;
b) the sphere of technique and feeling;
c) an original colour scheme.
2. What was Constable's contribution to English painting?
a) portraits of distinguished ladies;
b) marine pieces;
c) rural landscape.
3. What colour did Constable introduce into painting?
a) blue;
b) green;
c) yellow.
4. Point out the most interesting feature of Constable's technique:
a) he painted at home relying on his imagination;
b) he painted out of doors;
c) he set down his first spontaneous reactions to natural beauties and then worked at his pictures
indoors.
5. What group of painters did Constable make the greatest impact on?
a) the romantic school of painting;
b) the school of realism;
c) the impressionists.
37. Read the description of one of Constable's most famous pictures "Flatford Mill on the
River Stour". Translate it into Ukrainian. Work in pairs. Check the target texts of each other
for lexical and stylistic mistakes.
"Flatford Mill on the River Stour" painted in 1817, shows that even then he had developed a style
that was conspicuous for its intimate naturalism. He had brought painting out of doors.
The scene is typically English. In the near foreground you can see a horse with a boy on its back. In
the distance is a lock and the building of the mill. To the right of the picture stretches a level
expanse of pasture. The time is early summer, when the foliage is heaviest and the grass has not lost
the freshness of spring.
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38. Suppose you are standing before a picture with a landscape which you find too
topographic. If you really believe that the true charm of a landscape lies not in its details but
in its spirit, criticise this picture. Make use of the following expressions:
in the foreground; in the background; too topographic; a true copy of local scenery; trivial and dull;
to be full of painstaking details.
40. Listen to the lecture about the English artist Joseph Mallord William Turner. Fill in the
gaps with the missing information.
1) It is still ____________ on which day of the year Turner was born.
2) At school he concentrated on drawing because he was a bad ____________.
3) The picture Fishermen at Sea was his first ________________ to be shown at the Royal
Academy.
4) The RA was a stronghold of _____________ artistic values.
5) He travelled throughout Europe looking for ________________.
6) Even though his style was changing, he still painted ____________ subjects.
7) His paintings became more a mixture of ___________and______________.
8) His new work made his viewers work harder by suggesting rather than _____________ his
subjects.
9) This new style of art tried to create a(n)___________, not an idealisation.
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41. 1) Read the article about William Turner to learn more about the greatest English painter.
Study the new vocabulary below. Find in the text the key sentences revealing Turner's new
approach to painting.
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Turner painted in a style absolutely outside his own time - perhaps the first great artist to do
so. Even exhibited pictures like "Rain", "Steam and Speed", "The Fighting Temeraire", "Calais
Pier", "Fishermen at Sea", "Sun Rising through Vapour" have no relation to anything that was being
done in Europe, or was to be done for almost a century.
In Turner's time his pictures must have looked absolutely crazy and indeed were usually
referred to as "another of Mr Turner's little jokes".
He anticipated something of the method and techniques of the French Impressionists who
followed Turner's work a generation later.
42. Paraphrase the expressions below using the words from the box. Provide a Ukrainian
translation for the phrases.
fleeting effects of light; to exploit these brilliant gifts; to dazzle the contemporaries; an entirely new
approach; an arbitrary colour; an actual experience; to use optical sensations; to verify a fact; to
convey a total sense of truth to nature vividly; the mingling of the elements; an eccentric person; to
anticipate something.
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44. Provide your own detailed description of one of the Turner's paintings presented below.
The Coliseum The Bay of Baiae, with Apollo and the Sibyl
45. Act as a guide in the Tate Gallery telling about Turner. Use some of the following
expressions:
intuitive understanding of nature; fleeting effects of light; to set on canvas; to transform into colour;
decorative colour; optical sensations; to convey a total sense of truth to nature; landscape painting;
to be fascinated by; to be outside one's own time; to anticipate smb's method and techniques; to add
a new faculty to the human mind.
46. Work in pairs. Fill in the missing information in the dialogue. Take turns to ask questions.
- Are you interested in any kinds of visual art?
-…
- Which of them is closer to you?
- ...
- Would you like to know more about art and its history?
-…
- Where can you find information about them?
-…
- Is there an art gallery in the place where you live?
-…
- What does it exhibit?
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-…
- How often do you go to art galleries?
-…
- Is there a particular artist whose works you enjoy most?
-…
- What in this artist's works do you find attractive?
-…
- Which of the world-famous masterpieces would you like to see some day? Why?
-…
- Do you think art should be an essential part of every person's life or is it meant for a selected few?
-…
- Should art be taught at school? How? At what age?
-…
- Is a person's artistic taste inborn? What is your idea?
-…
- Is it possible to develop an artistic taste? In what way can one do it?
-…
47. 1) What do you know about pop-up galleries? Watch the video to find out more about
them.
2) Check your understanding of the information. Circle the correct answers.
48. 1) Read the conversation between friends in the National Museum of American Art. What
are their preferences in art? 2) Translate the conversation into Ukrainian. Get ready to act it
out.
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J. Do you? We shall see. (In the museum each visitor is offered a cassette player and
earphones to listen to a recorded guide's commentary.)
Voice on the audio tape:
We are in the hall of colonial portraits of the National Portrait Gallery. The Permanent
Collection of the Museum represents portraits of heroes and villains, thinkers and doers,
conservatives and radicals. Most of them are taken from life-sittings. You will see George
Washington, Abraham Lincoln, the artist Mary Cassatt...
J. Heavens, what sparkling eyes that lady on the colonial portrait has! And what a graceful
pose!
Maggy. Isn't it lovely! Her face is gentle, she looks as if she was alive.
J. And the texture of her dress! It looks so soft and silky as if you could feel it with your hand.
H. You like realist portraits, don't you?
J. What I really like about the 19th century ladies are their fashions and hairdos. They were
gorgeous, weren't they?
Audio-loop voice:
You are standing before the portrait of Mrs Alexander Hamilton, painted in 1787 by Ralph
Earl. Ralf Earl began his career as an artist on the eve of the American Revolution to become a
painter of exceptional breadth and power. Earl captured on canvas the many faces of the
young republic...
J. Seriously, I like pictures that are true to life, where every leaf and flower is depicted
exactly.
Steve. Like in still life? Look, here is one by Raphaelle Peale. Flowers in a vase, watermelons,
grapes and cherries. Doesn't it look nice?
J. Not at all! The peel of the grapes and cherries is so transparent that their juice seems ready
to burst out. Wow, it makes me feel really hungry. Do we call this art realist, Henry?
H. Well, realist artists' ideal was a truthful account of what lay before their eyes and precise
drawing of a landscape, a portrait or a record of those events around them.
Olivia. There is nothing like landscapes to me. I like nature depicted as mysterious and
majestic.
H. You seem to like romanticism, don't you?
O. How can you tell a realist landscape from a romantic one?
J. I can tell you easily, Olivia. Wherever you see a romance on a picnic - it's romantic style.
O. Stop pulling my leg, Jack. I am serious.
H. Nature in romanticism is personified, it appears as a grand all-pervading force, indifferent
to man but with a life of its own. Romantic artists used exaggerations: the hills and trees are
higher, the sea is bluer than in real life. Artists stressed the rugged character of the country and
the drama of contrasts.
O. Look at the "Cliffs of the Upper Colorado River" by Thomas Moran. They are fantastically
magnificent beneath that formidable cloudy sky.
R. My god, it's perfectly great! It's even hard to say what these cliffs inspire in me: awe,
delight, admiration or craving.
J. Crying, aren't you?
R. Why are you being so unbearable, Jack?
Ulaf. No hard feelings, guys. Look over there. That serene sea shore will make you feel better.
Albert. Let me read, Childe Hassam, "The South Ledges: Appledore, 1913".
Richard. Here the colours create a totally different mood, don't they? The rocks and blue
water are flooded with sunlight. And the delicate white figure of a lady in the wide-brim hat
conveys the spirit of leisure, harmony and optimism.
Frank. And I see the brushwork here is unlike those we have seen. The trace of the brush is
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left and the character of the work is rapid and sketch-like.
H. Naturally, another style - another expression. This is piece of impressionism.
Impressionists sought to capture one instant in time.
J. The moment, stop! You are a wonder!
H. Right you are. Emphasis was placed on capturing the first impression of the subject, it was
painted on the spot, in a state of great emotional excitement at the sight of a wonderful world.
J. That's just to my liking. Leisure and pleasure - what a treasure!
M. Just compare these works of the American Renaissance with modern art! I don't like it. It
has neither sense nor content, only form which is distorted and ugly in most cases.
H. What's your idea of modern art? If you mean abstract art you are right, for it really rejects
depicting real objects and phenomena. Abstractionists sought to express spontaneity and the
unconscious aspect of creating by colour patches and lines.
R. And what about the African-American artist William H. Johnson? Remember him who
gave in his pictures the story of the Negro as he had existed? His paintings remind me of
children's drawings.
H. He is considered a primitivist, and has contributed much to American modernism.
Richard. Say, Henry, contemporary art doesn't only consist of modernists' works, does it?
H. Of course not. There are a great number of styles both of realistic and formalistic trends,
and a great deal of masterpieces.
T. We'll see some of them in the Hishhorn Museum and Sculpture Garden, I believe.
49. Visit an art gallery / exhibition. Tell your groupmates about it. Describe works of art you
enjoyed. Persuade them to visit this place.
50. Project.
Pick out the most important facts about the life and work of one of the painters. Compile a
report for a conference. Make a presentation of your report. (find and study the information
about presenting projects and reports in self-study chapter)
Great theatre is about challenging how we think and encouraging us to fantasise about a world
we aspire to.
(Willem Dafoe)
1. Discuss in pairs.
Are you a keen theatre goer? How often do you go to theatres?
Which theatres do you prefer visiting?
o musical comedy theatres
o drama theatres
o opera houses
o puppet theatres
o philharmonics
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o musical comedy
o revues
o slapsticks
o pantomime
o stand-up comedies
o lampoons
Have you ever seen a dress rehearsal at the theatre?
Have you ever been to a first night/ opening performance/ opening night of any play?
Have you ever been invited to gala night/ presentation?
Do you know any playwrights?
2. Listen to the man who describes his experience of going to theatres. Fill in the gaps in the
text below.
When I was growing up, I always __________________ was for rich people. I
__________________ it is. Theatre tickets in London are pretty expensive, especially for a whole
family. But __________________, I found you could go to the theatre __________________. I
found dozens of smaller theatres in London that had very reasonable prices. You could
__________________ tickets for the big theatres. Going to the theatre is a wonderful experience.
It's great sitting in your seat with your programme. I __________________ the set will look like.
I'm always impressed by the quality of acting. Actors __________________. They stand on stage in
front of an audience of hundreds, and __________________ confident.
3. Read the notes below, study the difference between the underlined words. Translate the text
into Ukrainian.
4. Find in the previous text the words which mean the following.
a) a group of people who come to watch and listen to someone speaking or performing in
public;
b) the written form of speech, play, film etc;
c) the scenery, furniture etc used on a stage in a play or in the place where a film or television
show is being made;
d) unusual and unexpected;
e) the raised area in a theatre which actors or singers stand on when they perform;
f) not good at doing something;
g) to hit something with your foot by accident so that you fall or almost fall;
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h) to walk with heavy steps or to put your foot down very hard, especially because you are
angry;
i) to be so impressed that it surprises and confuses you;
j) very impressive.
5. Match these theatre people with their responsibilities and assess how important they are for
the theatre. You are given an example.
e.g. Playwrights - writers of plays - are called "wrights" because this word means "builder." Just as
shipwrights build ships, playwrights build plays. A playwright's raw materials are words, but to
create a successful play, he or she must also think about the performance - about what will be
happening on stage with sets, sounds, actors, etc.
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Elizabethan players were accustomed to acting on a variety of stages: in the great hall of a
nobleman's house, or one of the Queen's palaces, in town halls and in yards, as well as their own
theatre.
The public playhouse for which most of Shakespeare's plays were written was a small and
intimate affair. The outside measurement of the Fortune Theatre, which was built in 1600 to rival
the new Globe, was but eighty feet square. Playhouses were usually circular or octagonal, with three
tiers of galleries looking down upon the yard or pit, which was open to the sky. The stage jutted out
into the yard so that the actors came forward into the midst of their audience. Over the stage there
was a roof, and on either side doors by which the characters entered or disappeared. Over the back
of the stage ran a gallery or upper stage which was used whenever an upper scene was needed, as
when Romeo climbs up to Juliet's bedroom, or the citizens of Angers address King John from the
walls. The space beneath this upper stage was known as the tiring house; it was concealed from the
audience by a curtain which would be drawn back to reveal an inner stage, for such scenes as the
witches' cave in Macbeth, Prospero's cell or Juliet's tomb.
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1. When was the first playhouse erected in England and in what circumstances?
2. What did the first playhouses look like?
3. What was the tiring house used for?
4. How was the absence of a general curtain compensated for?
5. How was the locality indicated in a play?
6. Who did a company of actors consist of?
10. Find in the text The English Theatre synonyms to the following words and expressions and
make up your own sentences using them.
a) to be built
b) not to agree with smb
c) not under the authority of smb
d) to be hampered to do smth
e) to be used to doing smth
f) a private/ personal matter
g) to compete with smb
h) to stick out/ protrude
i) to be hidden from the audience
j) to show/ to expose smth
k) to be enough
l) to make oneself famous
m) to be one's follower
11. Summarise the article The English Theatre. Render it into Ukrainian.
13. On June 29th 1613, one of the most famous theatres in the world was destroyed by fire.
The Globe theatre on London's South Bank was the theatrical home of William Shakespeare.
Callum Robertson goes to the modern reconstruction and interviews the director of Globe
Education, Patrick Spottiswoode.
1) Before you listen to the interview look at these comprehension questions. You can hear the
answers in the interview.
1. How closely does the modern Globe look like the original Globe?
2. When was the original Globe built?
3. Who paid for the original Globe?
4. What caused the fire in 1613?
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5. Why wasn't Romeo and Juliet first performed at the Globe?
6. When was the modern Globe completed?
14. Read the text and substitute the words in italics with their explanations or synonyms.
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17. Read the text to find out more about theatrical activity in Great Britain. Be ready to retell
it.
The centre of theatrical activity in Britain is London. There are about 50 principal theatres in
professional use in or near the West End and some in the suburbs.
Most of these are let to producing managements on a commercial basis but some of them are
permanently occupied by subsidised companies, such as the National Theatre which stages classical
and modern plays in its complex of three theatres on the South Bank of the River Thames. The
former Old Vic Company, which was Britain's major theatrical touring company, has now taken up
residence in the National Theatre Company. In addition, the Royal Shakespeare Company presents
Shakespearean plays at Stratford-upon-Avon and a mixed repertoire in London.
Outside London there are many non-repertory theatres, which present all kinds of drama and
also put on variety shows and other entertainments. Recently there has been a growth in the activity
of repertory companies, which receive financial support from the Arts Council and the local
authorities. These companies employ leading producers, designers and actors, and the standard of
productions is generally high. Some companies have their own theatres, while others rent from the
local authorities.
Music of all kinds - popular, light music and brass bands - is an important part of British
cultural life.
Forms of popular music, including folk music, jazz, rap/hip hop, pop and rock music, have
particularly flourished in Britain since the twentieth century. In the early 20 th century, influences
from the United States became most dominant in popular music, with young performers producing
their own versions of American music, including rock n' roll from the late 1950s and developing a
parallel music scene. This is particularly true since the early 1960s when the British Invasion, led by
The Beatles and the Rolling Stones, helped to secure British performers a major place in
development of pop and rock music. Genres originating in the UK or radically developed by British
musicians include blues rock, heavy metal, progressive rock, ska, hard rock, punk rock, Bhangra,
British folk rock, folk punk, acid jazz, trip hop, shoegaze, rave, drum and bass, goth rock, grime,
Britpop, Industrial, UK garage and dubstep.
The large audiences at orchestral concerts and at performances of opera, ballet and chamber
music reflect the widespread interest in classical music.
The Royal Opera House, Covent Garden, London that receives financial assistance from the
Arts Council, gives regular seasons of opera and ballet. It has its own orchestra, which plays for the
Royal Opera and the Royal Ballet. Both companies have a high international reputation. The
English National Opera, which performs in the London Coliseum gives seasons of opera and
operetta in English. It also tours the provinces.
There are several thousand amateur dramatic societies in Britain. Most universities have
thriving amateur drama clubs and societies. Every year the International Festival of University
Theatre is held.
I. Work in two groups. Take turns to ask and answer the questions.
Group A:
1. How many principal theatres are there in London and where are they situated?
2. What plays does the National Theatre stage?
3. What kinds of theatres are there outside London? What do they present?
4. Where do repertory companies receive financial support from?
5. How often is an International Festival of University Theatre held?
6. What can you say about the role of music in British cultural life?
7. What genres originating in the UK or radically developed by British musicians can you
name?
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Group B:
1. Who do repertory companies employ? What is the outcome of this employment?
2. What is an important part of British cultural life?
3. What theatre gives regular seasons of opera and ballet?
4. What companies in Britain have a high international reputation?
5. Are there many amateur dramatic societies in Britain?
6. What can you say about the historic background of popular music in the UK?
7. What artists led the British Invasion?
THEATRE BUILDING
A theatre is a building where plays, operas or ballets are performed. It has a stage for
the actors and an auditorium for the audience. Thus the auditorium is the part of a theatre
where the audience sits.
The stage is raised several feet above the floor of the auditorium. At the sides of the stage
are wings. The curtain separates the stage from the auditorium. The curtain is dropped or lowered
between the scenes or acts of a play (an opera). While the curtain is down, the workers on the stage
(called "stage hands") can change the scenery and prepare the stage for the next part of the
performance. Several doors separate the foyer from the seating area.
Each person in a large audience can see the actors on the stage without discomfort as the
back of the auditorium is several feet higher than the front part, so that the seats are on slope.
Above the ground floor there are generally several curved balconies with even steeper
slopes of seats.
Seats in the stalls are those near the stage on the ground floor.
Seats in the first rows of the stalls are called orchestra stalls.
Seats behind the stalls are known as the rear or back stalls. This is the worst part of the
English theatre.
Next comes the dress circle, i.e. rows of seats higher up above the stalls and further back in
the theatre.
Above the dress circle, a little higher up, there is the balcony or upper circle, as it is often
called. Highest of all is the gallery.
Then there are also boxes in each tier of the theatre.
20. Match each part of a theatre on the left with its definition on the right.
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14. upper n. the sides of a theatre stage out of view of the audience
circle/balcony
22. Match the part of a theatre on the left with the definition on the right:
1. backcloth a) smth built and provided with furniture, scenery, etc, to represent the
scene of the action of a play
2. backstage b) a painted cloth hung across the back of the stage
3. curtain c) at or towards the back of the stage
4. downstage d) at or towards the front of the stage
5. dressing room e) behind the stage, especially in the dressing rooms of the actors
6. footlights f) a room behind the stage where an actor can get ready for his performance
7. scenery g) the sides of a stage, where an actor is hidden from view
8. set h) a sheet of heavy material drawn or lowered across the front of the stage
9. spotlight i) a row of lights along the front of the floor of the stage
10. trapdoor j) a lamp with a movable narrow beam
11. upstage k) the set of painted backgrounds and other objects used on a stage
12. wings l) a small door, covering an opening in the floor on a stage
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5. All the theatre seats had been sold, so there was standing ……. only.
a) area b) place c) room d) space
6. The box office is open ……….. for ticket sales.
a) a day b) daily c) daytime d) in day
7. Your seat is number A13. That's in the front …….. on the right.
a) line b) rank c) row d) tier
8. We agreed to meet in the ……….. of the theatre, near the cloakroom.
a) anteroom b) foyer c) hall d) porch
9. My brother, who is fond of acting, has joined an ………. dramatic society.
a) amateur b) impersonal c) unprofessional d) untrained
10. Are there any seats left for this week's …….. of "Romeo and Juliet"?
a) acting b) drama c) opera d) performance
11. All the seats in the theatre were ……… weeks before the first night.
a) engaged b) occupied c) sold out d) taken
12. The management ……… the right to refuse admission.
a) holds b) keeps c) preserves d) reserves
24. Translate the text into Ukrainian using the words and word combinations from the
previous exercises.
Тоні вийшов на сцену, але на нього ніхто не звернув уваги. Там метушилося багато
працівників сцени: деякі перевіряли систему освітлення, прожектори, рампу, інші
встановлювали декорації. Він відійшов вглиб сцени і кілька хвилин не рухаючись
спостерігав за робітниками. Потім повільно вийшов на авансцену і помітив, що кілька
музикантів уже зайняли свої місця в оркестровій ямі і зібралися налаштовувати свої
інструменти.
Тоні оглянув глядацьку залу, його очі неквапливо ковзали від партеру до лож і
бельетажу, а далі вздовж рядів першого та другого ярусів, балкону і гальорки. За годину
мала розпочатися вистава і всі ці місця будуть зайняті. В театральній квитковій касі сказали,
що всі квитки продані, а отже все місто збереться на прем'єрну виставу його нової п'єси. Тоні
відчув, як тремтять його руки і мороз пішов по спині. «Все буде добре, - подумав він. - Скоро
підійметься завіса, з-за куліс вийдуть актори, найкращі актори трупи, і якщо все пройде так,
як під час генеральної репетиції, то успіх нам гарантовано!» Тоні востаннє оглянув сцену,
яка раптом опустіла, і попрямував за куліси у гримерку головного актора, щоб побажати
йому успіху.
25. Match the people in a play on the left with the definition on the right.
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a) appeared b) emerged
c) entered d) erupted
2. William Charles Macready played the leading role in a __________ production of "Macbeth".
a) recalled b) memorable
c) reminded d) memorised
3. His ___________ as a tragedian took him to every part of the world.
a) glory b) renown
c) status d) fame
4. Halfway through the first act, the actor forgot his __________ .
a) lines b) declamations
c) parts d) speeches
5. When he forgot his lines the ___________ whispered them from the side of the stage.
a) pusher b) reminder
c) prompter d) messenger
6. Macready's repertoire included the great tragic roles of Macbeth, Othello, Richard and
Coriolanus. Soon he made a __________ for himself on the stage.
a) fame b) popularity
c) reputation d) regard
7. The highlight of his acting career was the opportunity to play the __________ of Hamlet.
a) personage b) part
c) play d) scene
8. Macready gave the best performance of his acting career in the __________ of Othello.
a) action b) personage
c) role d) theme
28. Read the text. Find Ukrainian equivalents to the words in bold.
33
On leaving school, I joined an amateur dramatic society, full of enthusiasm but rather
short on experience, technique and timing. For some years, I was restricted to bit parts in
sketches, satirical revues and one or two slapstick comedies. My finest hour came when I had to
stand in for a member of the cast who had been taken ill - I was the general male understudy - and
take the part of the villain in a Victorian melodrama; lost of overacting and asides to the
audience. I had only a very short rehearsal beforehand and I thought my performance was
reasonably competent. The producer, however, suggested that I took up some less public hobby,
like pottery or rug-making.
Not deterred, I joined a repertory company as stage and costumes manager, also
responsible for props and make-up. And I was their prompter as well. During my time with them
I wrote a number of scripts, most of which were rejected, but one of which was accepted and
performed. It turned out to be the most terrible flop. I didn't do much acting there - just one part, if I
remember rightly, in the chorus of a musical, a revival of West Side Story. Nobody 'discovered'
me. What I had always wanted was to play the hero in something like Romeo and Juliet or to have
a leading part in an Oscar Wilde comedy of manners. When I turned fifty, however, I began to
accept that it was probably not going to happen.
You can imagine my surprise and delight, then, when some nights ago I learned that I had
landed the title role in Shakespeare's classic play Macbeth with the Royal Shakespeare Company. I
couldn't believe my luck. Macbeth: that superb monologue before Duncan's murder, the passages
with the witches on the heath, that fantastic Tomorrow and tomorrow speech in Act Five, Scene 5.
The dress rehearsal, with co-stars Olivier and Glenda Jackson, was a dream. And with the first
night to follow - ten curtain calls - bouquets - reviews the next day: "Smash hit!" "Don't miss it!"
"A box office winner!" "Triumph for new Macbeth!" "A Star is …"
And then that horrible ringing sound in my ears…
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7) a kind of non-professional school where people acquire basic stage skills and knowledge and
apply them in practice;
8) the evening when the first public performance of a show, play etc. is given;
9) a play, film, broadcast etc. that is produced for the public, or the process of producing it:
10) a person who learns the role of an actor/actress to be able to act at short notice in their absence;
11) the skill of doing something at exactly the right time;
12) cosmetics such as lipstick or powder applied to the face, used to enhance or alter the
appearance;
13) a leading actor or actress appearing in a movie or on stage with another or others of equal
importance;
14) a humorous play or film in which the characters are involved in complicated and silly situations;
15) a method of performing using only actions and not words, or a play performed using this
method;
16) a part in a play or film which is very small and usually does not involve any speaking.
32. Translate the following sentences into Ukrainian making use of the topical vocabulary.
1. Я приєднався до театру з постійною трупою і сезонним репертуаром, щоб працювати
помічником режисера і костюмером.
2. Моя театральна кар'єра почалася з різдвяної п'єси.
3. Після закінчення школи я вступив до аматорського драматичного гуртка.
4. В мене було багато ентузіазму, але бракувало досвіду, вмінь та відчуття часу.
5. Я грав головну роль у комедії звичаїв О. Уайлда, але ніхто мене не «відкрив» як
актора.
6. Я також відповідав за реквізит та грим.
7. Мене обрали грати задню частину коня у нашій шкільній пантомімі, але кінь
розійшовся по швах після нашого першого виходу.
8. Мені дали роботу працівника сцени на всі майбутні вистави.
9. Роками мене тримали у межах маленьких ролей, скетчах, сатиричних ревю та
дешевих комедіях.
10. В мене була роль статиста у французькому фарсі, де я вийшов на сцену із-за лівої
куліси замість правої та ще й з іншим персонажем у кінці іншої сцени.
11. Я підміняв одного члена трупи, який захворів, та грав злодія у вікторіанській
мелодрамі.
12. Я перегравав, в мене було багато реплік в зал, та я думав, що моя гра була на рівні.
13. Сценарій, який я написав, нарешті було прийнято та після коротких репетицій
поставлено, але це був найжахливіший провал, хоча я сам там і не грав значущої ролі.
14. Нарешті я дочекався ролі героя у класичній п'єсі Шекспіра і не міг повірити своїй
вдачі.
15. Я був у захваті від генеральної репетиції із зірками, які грали разом зі мною, від прем'єри,
від 10 викликів на сцену, і від того, що наступного дня критики назвали п'єсу хітом
сезону.
33. Study the phonetic theory below about assimilation as stylistic modifications of consonant
sounds.
ASSIMILATION
Assimilation is a process of alteration of speech sounds as a result of which one of the sounds
becomes fully or partially similar to the adjoining sound.
Types of assimilation can be distinguished according to:
1) direction; 2) degree of completeness.
According to the direction:
1) progressive - when some articulatory features of the following sound are changed under the
influence of the preceding sound, which remains unchanged.
35
2) regressive - when the following sound influences the articulation of the preceding one.
3) reciprocal or double - means complex mutual influence of the adjacent sounds.
According to degree of completeness:
1) complete - when the two adjoining sounds become alike or merge into one. It always takes place
when the two sounds differ only in one articulatory feature. We find cases of complete
assimilation within words, e.g. cupboard /'kbəd/ and at the word junction in fluent speech, e.g.
less shy /le∫∫aI/
2) intermediate - when the assimilated phoneme changes into a certain third phoneme,
e.g. hand + kerchief /'hæŋk:ʧI(:)f/, news + paper / 'nju:sֽpe Ipə /
3) partial - when the assimilated phoneme acquires only some features similar to the assimilating
one.
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34. Read the dialogue in pairs. Be ready to act it out.
36. Find modal verbs in the previous dialogue and explain their usage.
39. Scan the review of a theatre production from a local newspaper. Did the critic like the
performance? Translate the underlined phrases and make up your own sentences using them.
I have nothing but praise for this production of Dogs and offer my congratulations to all the cast.
The thunderous applause at the end of last night's performance was richly deserved. The
supporting actors as well as the principal ones had managed to put on a simply dazzling
production. James King, in particular, gave an outstanding performance. They all had three
curtain calls.
Of course, the cast cannot take the full credit for its success; we must also warmly
congratulate the producer. He has received critical acclaim many times in the past. He justly
deserves all the rave reviews he will undoubtedly receive from many others as well as myself. We
must also give credit to the production's wardrobe department. I am sure that they will also win a
lot of praise for their original and exciting costumes.
The orchestra did a great job and received a standing ovation for their performance. They were
twice encored for the finale. Thus the conductor won the accolade, too.
The production was a huge success and I am sure will become a box-office hit soon!
40. Study the information about the traditional structure of a play review.
The standard play review contains five paragraphs. There are other approaches you can use, such as
comparing two plays in one review or writing longer the production in five paragraphs, including:
Paragraph 1: The introductory paragraph should cover basic information about the play, including:
The full title of the play. / Where did you see the show? / Name the theatre or setting where you saw
the play. / When did you see the show? / Maybe it was an opening night, or the last week of the
show's run. / Be specific about the exact date you saw the show. / Who wrote the show? / Who
directed the show? / Name the playwright, the director, and the name of the production company. /
If the show is a re-staging of an existing play, such as "Hamlet", you should note this in your
introduction. / If the show is a new or original production, you should also note this.
Paragraph 2: Briefly summarise the plot of the play, including the setting, the main characters, and
the story arc of the characters. Try to keep the summary to one or two lines. You should give the
reader just enough information to get a general sense of the play's plot
Paragraph 3: Discuss the acting and directing. React to the performers playing the characters in the
play. Use their real names and their character names. Write about the acting based on questions
such as: Were the performers believable? / Did their relationships or chemistry with the other
characters seem natural and appropriate? / Did the performers stay in character throughout the play?
/ Did the performers have a vocal quality (volume and articulation) that fit the context of the play? /
Did their body movements and gestures stay true to the character they were playing? / Were the
performers engaging and interesting to watch? / If so, why did you find them engaging?
Paragraph 4: Describe the design elements of the production, such as the lighting, sound, costumes,
make up, and set and props.
Paragraph 5: React to the play as a whole. Would you recommend the play to potential audience
members? You can also include a recommendation, like a star rating or thumbs up/thumbs down.
41. Recall your last visit to the theatre and provide your own review of the production. Follow
the instructions given in the previous exercise.
38
Student A: You are a theatre critic. Tell the journalist what play you saw yesterday. Answer the
journalist's questions.
Student B: You are a journalist. Put questions to the critic about his opinion of the play.
43. Choose one of the prominent Ukrainian theatre actors (actresses, playwrights). Speak
about his/her career. Why do you like him/her?
45. Project.
1) What do you know about Ukrainian theatres? Search the Internet and find more
information about them. Make a presentation.
TOPICAL VOCABULARY
amateur drama club аматорський театральний гурток
amateur dramatic society аматорська театральна спілка
bit part незначна роль
box office театральна каса
box office winner касовий хіт
cast склад акторів
character actor актор на характерних ролях
chorus хор; танцювальна група
comedy of manners комедія звичаїв
conservatoire консерваторія
відомий актор, що грає у спектаклі разом з
co-star
іншими відомими акторами
художник по костюмах, художник-
costume designer
костюмер
critical acclaim схвальний відгук критиків
curtain call вихід на уклін
drama theatres драматичні театри
костюмер (a person employed to assist actors
dresser
in putting on and taking off their costumes)
dress rehearsal генеральна репетиція
engaging захоплюючий
first night прем'єра, перша вистава
opening performance прем'єра, перша вистава
opening night прем'єра, перша вистава
39
farce фарс, грубий жарт
flop провал
gala night урочиста вистава
inept невідповідний, недоречний
lampoons зла сатира, памфлет, пасквіль
leading lady/man жінка / чоловік, що грає головну роль
leading role головна роль
lighting designer (director) режисер з освітлення
lighting scheme система освітлення
light opera оперета
довгостроковий / короткостроковий період
long / short run
показу вистави або фільму
make-up artist/man/woman гример
matinee денна вистава
nativity play вертеп, різдвяна вистава
репертуарний театр, театр з постійною
repertory theatres трупою та підготовленим для сезону
репертуаром
opera house оперний театр
operetta оперета
дитяча вистава, що демонструється у
pantomime
різдвяний період; пантоміма
performance вистава; виступ
permanent постійний
philharmonic (society) філармонія
philharmonic (orchestra) симфонічний оркестр
playwright драматург
постановка; створення вистави, фільму чи
production
іншої програми
prompter суфлер
props реквізит, бутафорія
puppet theatre ляльковий театр
rave reviews захоплені відгуки критики
repertoire репертуар
ревю (a form of light entertainment consisting
revue of a series of topical sketches, songs, dancing,
comic turns, etc)
slapstick грубий (дешевий) фарс, буфонада
script сценарій
set design сценографія
set designer сценограф
spectacular ефектний, видовищний
(stage) scenery декорації
stagehand робітник сцени
stand-in дублер
stand-up comedy "стендап комеді", розмовний жанр
stunt man каскадер
thunderous applause гучні оплески
troupe трупа; танцювальна група
title role головна роль
understudy дублер (an actor's or actress's understudy is the
person who has learned their part in a play and
40
can act the part if the actor or actress is ill)
walk-on part роль без слів
to be a huge success мати величезний успіх
to become a box-office hit стати касовим хітом
to erect smth споруджувати, зводити щось
відзначитися у певній ролі, стати відомим
to distinguish oneself as someone
завдяки у певній ролі
to distract smb from smth відвернути чиюсь увагу від чогось
to drop / lower a curtain опускати завісу
to overact перегравати
to put on a play ставити п'єсу
to stage a play ставити п'єсу
to receive a standing ovation отримати бурхливі оплески
зображувати події у п'єсі, що відбуваються у
to set the play in some time or locality
певний період чи у певному місці
to win a lot of praise одержати багато схвальних відгуків
aisle прохід між рядами місць
amphitheatre амфітеатр
auditorium зала для глядачів
backcloth фонова завіса, задник
backdrop фонова завіса, задник
backstage лаштунки; за лаштунками
box ложа
balcony балкон у глядацькій залі
circle балкон у глядацькій залі
dress circle бельетаж
upper circle балкон над бельетажем
gallery гальорка
dressing room артистична вбиральня, гримерна
footlight рампа
foyer фойє
gallery гальорка
on slope під нахилом
orchestra pit оркестрова яма
stalls (Br.E) партер
orchestra (Am.E) партер
parquet (Am.E) партер
orchestra stalls (Br.E) місця біля сцени, передні ряди партеру
rear stalls (Br.E) задні ряди партеру
back stalls (Br.E) задні ряди партеру
parquet circle (Am.E) задні ряди партеру
spotlight прожектор для підсвічування
tier ряд, ярус
tiring room артистична вбиральня
tiring house артистична вбиральня
trapdoor люк
upper circle балкон
downstage авансцена, передня частина сцени
upstage задня частина сцени
wings (in the wings) лаштунки (за лаштунками)
variety (show) вар'єте, естрадний концерт
41
The cinema is not a slice of life, but a piece of cake.
(Alfred Hitchcock)
1. Discuss in pairs.
Are you a keen cinema goer/movie buff? How often do you go to the cinema?
Do you prefect to go to the cinema or to the theatre if you have a choice?
What kind of film do you enjoy watching most?
1. fantasy
2. romantic comedy
3. horror film
4. science fiction
5. thriller
6. blockbuster
Have you ever seen movies being filmed? Where? What was the atmosphere?
Have you ever acted in a play or movie? Can you describe your experience?
Do you know any film directors, producers, actors?
Can you think of some tourist sights related to the movie industry?
3. Work in pairs and do the quiz. Decide if each question is fact, fiction or partly true. Then
check your answers at the end of the topic Cinema.
Do you know the difference between what you have learnt from your history books and what you
have learnt from watching Hollywood's historically inaccurate movies? Can you tell your facts
from fiction?
1. In the film The Last Samurai, Tom Cruise plays a US army captain who joins the samurai
warriors in Japan in 1876. Could Captain Nathan Algren be a real historic figure?
2. In Shakespeare in Love, William Shakespeare is inspired to write Romeo and Juliet by his
real-life relationship with a young actress. Could this happen in real life?
3. In a scene from the film Gladiator, we see the Roman Emperor Commodus die at the hands
of a gladiator. Did he really die like this?
4. In the film Brave Heart, Mel Gibson plays the character William Wallace, leading an army
of men with painted faces, and wearing kilts as he battles to free Scotland from the English.
How much truth is there in the story?
5. In the 1995 adventure, Apollo 13, we hear the pilot saying the famous words 'Houston, we
have a problem'. May these words be his exact words?
4. Discuss in groups.
Is it all right for film-makers to change the facts of a story? Why? Why not?
42
5. Read the text and comment upon the main events in the history of British cinema.
Britain has always had a significant film industry with films admired by people all around
the world for their entertainment and educational values. But hardly anyone knows that British
cinema has a long history full of ups and downs.
Modern cinema is generally regarded as descending from the work of the French Lumière
brothers in 1892, and their show first came to London in 1896. However, the first moving pictures
developed on celluloid film were made in Hyde Park in 1889 by William Friese Greene, a British
inventor, who patented the process in 1890. The film is the first known instance of a projected
moving image. When it comes to the history of the film industry in the UK, the names of Birt
Acres and Robert W. Paul would definitely appear because they were the first people to construct
and operate a working 35 mm camera in Britain! The duo also created a movie called 'Incident at
Clovelly Cottage', the first British film ever made.
The first colour system was devised by George Albert Smith in 1908. But even then there
was competition - León Gaumont and Charles Pathé had both opened film companies by 1909 and
there were more films coming into England from Europe.
America was also advancing at a similar pace to Britain and two Americans, Ralph Jupp
and Florence Turner, were starting to make American films in Britain. This of course was all halted
by the Great War in 1914 and efforts were directed elsewhere. By this stage Britain was starting to
lag behind the US. Post-war years nearly witnessed the death knell of British cinema as the desire
for American films and lack of money in Britain saw the industry slow down.
However, during the early twentieth century, the British film industry saw a host of
narrative short films that consisted mainly of melodramatic movies and comedies. The movie 'A
Daring Daylight Robbery' started a new genre of UK films, i.e. the chase genre. Other noteworthy
figures in the UK film industry of those days include Cecil Hepworth who is best known for his
works in silent cinema, and Alfred Hitchcock, the master of psychological thriller. His Blackmail
(1929) is regarded as the first British sound production.
The advent of sound offered more challenges to the British film industry's financial
stability. Some of the films that Britain was to make were pretty bad. Some of the exceptions were
'Rome Express' (1932) and 'Wings of the Morning' (1937), Britain's first colour feature film.
The British film production reached its zenith in 1936. Meanwhile, the Golden Age of
British cinema happened during the 40's. During that period, renowned British directors such as
Michael Powell and Carol Reed made some of their best works. It was now that the certificates U,
for Universal and A, for Adult were introduced and two valuable assets came along, the British
Film Institute and the National Film Archives. They maintained, and still do, a film library not just
of British films, but international ones too. Without them, many classics would be lost today.
During World War II many cinemas closed down for fear of air raids, but the public
needed a way of escaping the reality of war, and turned to the more genteel, sanitised versions
available in the cinema. The majority was war-related - 'The Stars Look Down'; '49 th Parallel' and
'Convoy'. Some of the finest British films of the period included 'Brief Encounter', 'The Wicked
Lady,' 'The Man in Grey'. New directors, artists and writers came to the fore. David Lean as a
director, Frank Launder and Michael Redgrave as writers were elevated to stardom. There were
important newcomers in the acting field that had international appeal, Jack Hawkins, Kenneth
More, Richard Burton and Peter Finch. British actresses of this calibre remained scarce.
The 60's witnessed the beginning of the James Bond series of movies. Overseas film
makers began to come to London too, including Roman Polanski and Michelangelo Antonioni.
Blacklisted in America Joseph Losey had a significant influence on British Cinema as did Stanley
Kubrick, especially in the decade to follow. Commercially the Bond movies were highly successful
and quality films were also directed by Basil Dearden. Actors and actresses were aplenty and in
much demand. Four of the decade's Academy Award winners for best picture were British
43
productions. The British horror boom finally came to an end with the leading studios Hammer
Films and Amicus Productions leaving the genre altogether in the face of competition from
America. Films like 'The Texas Chainsaw Massacre' (1974) made Hammer's vampire films seem
increasingly tame and outdated, despite attempts to spice up the formula with added nudity and
gore. The 1980's began with the worst recession the British film industry had ever seen. When
movies were made in Britain they were either American-financed or had American directors or
producers.
However the surprise success of the Richard Curtis' scripted comedy Four Weddings and a
Funeral (1994), especially in the United States, led to renewed interest and investment in British
films, and set a pattern for British-set romantic comedies, including 'Sliding Doors' (1998),
'Notting Hill' (1999) and 'Bridget Jones's Diary'. Several of these were also written by Curtis, who
went on to make his directorial debut with 'Love Actually' in 2003. The company behind many of
these films quickly became one of the most successful British production companies, with other
box-office hits including 'Bean' (1997). There was no shortage of acting talent around at this time
with actors like Ewan McGregor and Ralph Fiennes truly cutting their teeth.
It is unfair but quite often people mistake British cinema for American cinema. When
they think about some of the most successful movies, they usually have American cinema in mind
still they cannot deny that the two highly popular films, Harry Potter and James Bond, originated
from the British film industry. In fact, some of the world's best actors are also British, like Anthony
Hopkins, Sean Connery, Hugh Grant, Helen Mirren, Kate Winslet and Michael Caine. Just like how
movies in Hollywood receive the Oscars in case they performed well and managed to wow the
audience, so also British films receive the British Academy Film Awards from the BAFTA (British
Academy of Film and Television Arts). These awards are considered to be on the same page as the
Oscars as they are equally prestigious.
In the 21st century, British cinema has definitely transformed for the better. Currently
there is a lot of VFX and special effects in movies. Thanks to these technologies, the new genre of
movies in the industry, fantasy, was born. In terms of actors and actresses Jude Law, Daniel
Radcliffe, Orlando Bloom, Daniel Craig, Robert Pattinson, Keira Knightly, Christian Bale and
Benedict Cumberbatch carry the torch. There are still many budding ones to discover. However,
the government needs to be serious about funding a great deal more into the British film industry to
keep its reputation high.
44
17) important or interesting enough to deserve your attention;
18) not enough, insufficient;
19) dull and disappointing (inf.);
20) murder, bloodshed, violence, etc.
11. Write out the words in bold, transcribe them and find cases of reduction and assimilation.
12. Look at the types of films in the box below. Match the types of stories with the descriptions
a)-i).
disaster film musical romantic comedy/romcom cartoon/animated film period drama horror
film fantasy science fiction film silent film psychological thriller war film action film
adventure film western feature film trailer art-house film biopic mystery/crime/detective
45
story docudrama costume drama period drama
a) a film genre in which the protagonist or protagonists are thrust into a series of challenges that
typically include violence, extended fighting, physical feats, and frantic chases.
b) a narrative which emphasizes the unstable or delusional psychological states of its characters.
c) a film that belongs to the genre with fantastic themes, usually magic, supernatural events,
mythology, folklore, or exotic worlds.
d) a film that tells the story of someone's life.
e) a film dealing with a puzzling crime, especially a murder.
f) a television or film production set in a particular historical period, in which the actors wear
costumes typical of that period.
g) a film that deals with love in a light, humorous way.
h) a film in which a disastrous event such as an earthquake, fire, air crash etc is the focus of the
action.
i) a documentary made more interesting with some parts acted.
j) a film which features native Americans, bandits, cowboys, lawmen, outlaws, and soldiers, as well
as spectacular mountain scenery.
k) a film designed to frighten and panic, cause dread and alarm, and to invoke our hidden worst
fears.
l) a film/production centred on combinations of music, dance, song or choreography.
m) a film about naval, air, or land battles in the twentieth century, with combat scenes central to the
drama.
n) a film with no synchronised recorded sound, especially with no spoken dialogue. for
entertainment the dialogue is transmitted through muted gestures, mime and title cards.
o) a film with a running time long enough to be considered the principal film to fill a programme.
p) a film using animation techniques to photograph a sequence of drawings rather than real people
or objects.
q) a short film advertising another film.
r) a film which is made by small companies and is not usually seen by a wide audience.
s) a film based on imagined future scientific or technological advances and major social or
environmental changes, frequently portraying space or time travel and life on other planets.
t) a drama set in a particular historical period.
u) an exciting stories with new experiences or exotic locales.
14. Listen to the first part of a radio-programme about films and answer the questions.
Part 1
1. What type of film does the programme talk about?
2. Why are these films so popular?
Part 2
Look at the photos of actors who have played the roles of famous people. What challenges they may
have been faced with while preparing for their roles? Do you think it was really difficult?
46
Part 3
Listen to the second part of the radio-programme and answer the questions about the actors and the
roles they played.
- Who met a character they would play in person?
- Who couldn't meet with the character they played?
- Who became good friends with the character?
- Who phoned hotels in order to listen to a special accent?
Part 4
Complete the information about the radio-programme.
10) Hollywood has always used _____in its
11) Hollywood began making films in the _____.
12) Some of the best films in recent years have been based on ____.
13) From these films we've learnt about the ____lives of some of the biggest music legends.
14) Many of these actors have won ____for their roles.
15) Helen Mirren met the Queen for ____.
16) Josh Brolin phoned up hotels in ___, to listen to their accent. Texas
8. Audrey Tatou wanted to look like ___, so that we would recognise her.
Part 5
Listen and check your answers.
15. Fill in the gaps with missing words to describe types of films.
1. 'Terminator' is one of the best ever ____films
2. 'Walk in the Line' is a ____of the musician Johnny Cash. '
3. 'Avatar' won an award for best ____ film.
4. I enjoy all film genres, particularly historical ______.
5. 'New in Town' is a ____ about an ambitious woman from Miami who moves to a small town
in Minnesota, in America's mid-west.
6. 'The Wizard of Oz' is a classical children's ____story.
7. '2012', one of the biggest Hollywood ____films ever made, shows the end of the world as
we know it.
8. Crime films range from Hitchcock's ____ 'Vertigo' to the dark ____'Pulp Fiction'.
9. 'He Who Must Live' is a ____about the life of Fidel Castro.
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3. 'In My Best Friend's Wedding', best friends Julianne Potter and Michael O'Neil promise to
marry each other if they are still single at the age of twenty-eight.
4. 'Daybreakers': It is the year 2019 and a plague has transformed much of the world's
population into vampires.
5. 'Die Hard' stars Bruce Willis as a policeman battling against terrorists.
6. 'Murder on The Orient Express': When his train is stopped y deep snow, detective Hercule
Poirot is called on to solve a murder when the body of the passengers is discovered.
17. Complete in pairs the table with the words in the box. Check any words you do not know
in the dictionary.
gripping predictable touching weak awesome chilling horrific moving memorable dull creepy
overrated technically brilliant fast-paced electrifying poignant hackneyed impenetrable
disjointed far-fetched risqué off-colour harrowing mind-blowing gory tedious cool hilarious slow
impeccable
full of action/suspense
frightening
emotional/often sad
not good
very good
18. Match some of the words from the box above to the following definitions:
19. Work in groups. List the names of about five your favourite films.
Take turns. Students of group A: Describe one of the films using the adjectives from the exercise
above. Students of group B: Ask questions and then guess the film.
e.g.
A: It's a fast-paced and the special effects are brilliant. It's technically brilliant but some of it is
predictable.
B: Is it a thriller.
A: Yes.
C: Does is star…?
48
6) to help people decide if they want/ not want to see the film/production/show
7) give factual information about the film/production/show
e) Which of the items in the box do you usually find in a film/play review?
plot summary main characters description of the film ending general comments actors names
recommendation ticket prices setting of the film introduction reviewer's opinion of different
elements type of story
21. Read the review of the film and name the topic of each paragraph.
1) Somewhere in the netherworld between being a "remake" and merely "inspired by" Mitchell
Leisen's 1934 film Death Takes a Holiday, Meet Joe Black is the story of Death personified.
Director Brest presents the film in a more artistically filtered view than most other directors might
have done.
2) Death takes over the body of Brad Pitt's unnamed character, later donned "Joe Black" by
William Parrish (Anthony Hopkins). Although the motivation isn't specified but implied in this film,
Death wishes to experience the life he normally takes away - he wants to see what it's like to be
human. He chooses Parrish to be his guide because Parrish is a hugely successful media mogul who
has conviction, strong "moral fibre" and insight on life. Compounding the situation, Parrish's
daughter, Susan (Claire Forlani), is a woman whom Brad Pitt's unnamed character met in a coffee
shop that morning and had an instant mutual attraction with. Black sticks close by William's side
through much of the film, creating difficult situations.
3) Brad Pitt puts in one of his finest performances as Death finds himself enchanted by human
emotions and then finds himself making a deeply human choice at the end of the film and then there
is Hopkins. His performance here restrained and quite frankly very well done. One of cinema's
finest actors, he shows with his complex range of emotions in his performance.
There are so many memorable moments, like father-daughter conversations, and the scene in the
coffee shop. Brad Pitt, in his portrayal of Death, displays naive and vulnerable feelings, skillfully in
sharp contrast his behaviour at the beginning of the film.
4) Meet Joe Black is a beautiful film with a talented cast. Because it is unique, the plot enables
humour to be weaved within the dramatic and romantic elements. The music, composed by Thomas
Newman truly enhances the movie. The many string and piano melodies are simply marvelous, and
fit smoothly.
Despite its length and unrealistic aspects of the plot, the film is captivating and made exceedingly
well. When you watch this wonderful mixture of comedy, romance and drama, time flies. You feel
like re-watching it again and again. The story makes you realise the simple beauties of life--
passion, family, love... and peanut butter.
5) The film, while not a flop, was not the box office hit that was expected, especially considering
the main casting, but if you can make up your own mind, do watch Meet Joe Black. This is an
awesome film and is a personal favourite of mine.
23. Read the information to get to know more about the main features of a film review.
A review is a short description of a film. It can be found in a newspaper, magazine and on the
Internet. Sometimes, it is also called a synopsis.
A review should have:
1. an introduction (paragraph 1) in which you give the background of the story (setting type of
story, main characters);
49
2. a main body ( paragraph 2 and paragraph 3) where you give the main points of plot development
and general comments concerning the acting/directing/writing/soundtracks);
3. a conclusion (paragraph 4) where the writer summarises the reasons why the film is
recommended/not recommended.
Present Tenses should be used to outline the plot when writing the review.
24. Put the parts of the film review in order and answer the questions.
1) What type of film is described?
2) What characters are mentioned?
3) What tenses are used?
4) What recommendations does the critic make?
a) Father of the Bride is essentially a funny, enjoyable film, suitable for old and young alike. For
those of you who like a good chuckle, it is well worth going to see.
b) As the preparations for the big day get started, there follows a chain of comic events, helped
along by the delightful martin Short, superb as the wedding organiser for the occasion.
c) Father of the Bride, directed by Charles Sayer, is a modern remake of the 1950's film starring
Spenser Tracy. This time the role of dotting father is played by Steve Martin, and Diane Keaton
plays his long-suffering wife.
d) Steve Martin gives just as admirable a performance as Tracy did in the original film, and brings
his own unique brand of humour to the part.
e)The story begins with Martin's daughter announcing her imminent marriage. Reluctant to see his
beloved daughter leave the family nest, he feels more like he's losing a daughter than gaining a son-
in-law.
25. Give adjectives which are opposite in their meaning to the following words.
1. credible/believable
2. original/new
3. underrated
4. extremely amusing
5. coherent/smooth-flowing
50
1. to be panned a. likely to become very famous or successful
2. up-and-coming b. to be the wrong person for the role
3. to be lauded c. prize/honour
4. to bomb d. to be highly praised
5. award e. to be negatively criticised
6. encore f. very great work of art
7. masterpiece g. to be always associated with that type of role
8. to become typecast h. calls from the audience to repeat it
9. to be miscast i. to be a failure
27. Use other adjectives instead of the underlined words in these sentences. Make any other
necessary changes to produce a correct sentence.
The musical shocked some people because they thought it was immoral and was attacked by
several politicians and religious figures.
Her performance was one of those you will never forget, simply marvellous.
I can't remember the last time I saw such a film that keeps you in suspense and totally absorbed
all the time.
It was a play that aroused very deep emotions in me.
It's a film that is difficult to watch without getting very upset.
Some of his films are absolutely impossible to understand because they are so dense and
obscure.
28. Read the text and underline the words or phrases that match the eight definitions. Use a
dictionary if necessary.
1. the way an actor creates a picture of a person
2. he/she is the wrong actor for that part
3. a film/book/play that keeps you in suspense
4. keep you in suspense / constantly excited
5. up-and-coming
6. a film which huge numbers of people will go and see
7. a police or crime theme
8. a very great work of art
51
30. Rewrite the underlined parts of this text using adjectives from the list. Make any other
necessary changes.
moving risque far- fetched gripping harrowing disjointed memorable hackneyed impenetrable
overrated
Fields of Darkness was a film which excited me and kept my attention and which I shall
remember for a long time, even though the plot was in some ways difficult to believe. Some critics
have said it's not as good as people said it is, and the story is boring because it has been done so
often, but I disagree. I found it emotional and even extremely upsetting at times.
On the other hand, another film I saw recently, Three Delicate Balances, had a plot which was
complex and impossible to understand and lacked a clear order. I also feel that the director thought
that if he threw in a few slightly immoral and shocking scenes it would make a good movie, but it
just didn't work.
31. Change the underlined words in these sentences to produce the opposite meaning.
It was what I'd call a very forgettable performance.
Didn't you think the plot was all a bit overstated?
The critics condemned Ferrow's new play.
The play triumphed on Broadway and in London's West End.
The soloist got no applause at the end of the concerto.
33. Complete the sentences using the following active vocabulary making necessary changes.
bomb be panned memorable understated
harrowing impenetrable ham
1. This documentary was shot on the ____ events of World War II.
2. The final scene of the play was _____ , and I could not suppress my sadness after it.
3. I think that this actor's performance is _____ , he deserves better critiques.
4. I have read this book, but a lot of episodes were _____ for me.
5. His acting ________ , he had to think about his future career.
6. The film was ________.
7. He was a _______ and didn't receive any appraisals.
34. Work in pairs. Take turns to ask and answer the following questions.
What makes your favourite films special or memorable?
Have you ever seen a movie several times? Which? Why?
Name a few movies that you disliked. What did you dislike about them?
Can you think of some books that have been adapted into films? Did the adaptations work?
Would you like to watch to film that was universally lauded by all the critics? Why / Why
not?
Would you like to see a film that was panned by the cinema critics? Why / Why not?
What world film awards can you name? Are they really prestigious?
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Do most actors like to become typecast? Why / Why not?
35. 1) Read the information about a radio programme and answer the questions.
- Why do people listen to this programme?
- Would you like to listen to it?
2) Listen to James King's review of the film Let the Right One In and underline the correct
alternative.
4) Work in pairs and discuss. Have you seen or heard of this film? If not, would you watch it
based on this review? Why? Why not?
36. Read this text and decide which of the four alternatives best fits each gap.
King Lear
Adrian Noble's modern production of William Shakespeare's 'King Lear' opened last week at the
Barbican Theatre in London to enthusiastic (1)……. .
Robert Stephens, heading an impressive supporting cast, gives a moving and powerful (2)
…………. as Lear, and David Bradley, who (3)……… the Earl of Gloucester, is so convincing in the
(4)……….that several members of the (5)…………… who were sitting in the front (6)………… are
reported to have fainted during one particularly realistic (7)…….. .
(8)…………. its length - the play runs for three and three quarter hours with two half-hour (9)
…………. - Noble's production is anything but tedious. 'King Lear' will run at the Barbican until
March and (10) ................. booking is recommended.
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1 A reports B statements C reviews D commentaries
2 A act B demonstration C show D performance
3 A represents B plays C interprets D acts
4 A character B representation C part D impersonation
5 A audience B observers C spectators D crowd
6 A files B lines C chairs D rows
7 A scene B episode C section D place
8 A However B Although C Despite D While
9 A gaps B intervals C pauses D rests
10 A ahead B previous C forward D advance
- What films are on this week? Are there any worth seeing?
- "Romeo and Juliet" is on. I saw it at our local cinema the other day. Everybody says it's very
good.
- As a matter of fact, I prefer seeing ballet performed at the theatre especially if the plot and the
music are familiar.
- I don't quite agree with you. Sometimes I find that ballet is much more expressive on the screen.
- Do you? Then what's your opinion of the screen version of "Romeo and Juliet"?
- I think it's wonderful from beginning to end. I enjoyed every minute of it. The cast is very
well chosen and the dancing's excellent.
- Well, I must go and see it for myself since you praise it so highly.
- You certainly must, I am sure it will make you change your mind about ballet films.
- We'll see. Well, then I'll be looking forward to having a good talk with you about it.
39. Write a review in 120-180 words of a film you have recently seen.
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41. In the BBC weekly 6 Minute English, Rob and Neil hear about two film critics who got so
annoyed with bad cinema behaviour that they drew up a list of rules of what people should
and shouldn't do at the cinema, and they talk about one very badly-behaved member of the
audience.
1) Listen to the interview 'Cinema Etiquette and find answers to the following questions:
43. 1) Read the text below to get to know the author's point of view.
The cinema has always played a major role in changing society. It has a considerable
influence on the mind and it is of great educative value.
The cinema has the power to influence people, their persuasions and beliefs. As it changes
social trends and introduces new fashions, it may be described as a trend-setter. It can create a
direct impact on all aspect of life. Films arouse national consciousness by raising moral, social
and educative issues.
Films can, to a great extent, guide public opinion. Because of their audio-visual appeal
films are the most powerful means of publicity and advertising. Visual information is easily and
eagerly grasped by spectators.
The cinema can determine travel preferences as well. The UK House of Commons
Culture, Media and Sport Committee- in a 2014 report on The British Film Industry estimates,
"...Of the 23 million people who visited the UK in 2013 approximately 20% visited the UK because
of the way it is portrayed in films or on television."
Films can have real educational benefits as they can achieve splendid results in the field of
expansion of education. Films can serve as sources of getting necessary information and
broadening knowledge and background. There are certain subject areas, sciences for instance,
which can be more effectively taught via this medium.
Movies are one of the best choices of recreation. There are currently thousands of movies
made by world film industries today. Films produced highlight all areas of life, this resulting in
varied influences on human experience.
Patriotic films evoke the love for our country and foster nationalist sentiments. Good
comedies are known to treat patients through laugh therapy. Adventure films give us a sense of
adventure to explore new possibilities. Historical films showcase historical knowledge and tell us
about ancient times and their lifestyles. Documentaries spread our awareness of and about various
issues that face the global community today.
When it comes to emotions films arouse, they range from positive to negative ones. Films
can motivate you, make you smile or cry. It happens because they are emotionally powerful and are
able to have an impact on the viewer.
55
Like the other side of the coin, the cinema has some disadvantages as well. If a film violates
our morals, it definitely does immense harm to society. We know that young people may go
astray under the misleading influence of indecent and offensive pictures. Filthy, immoral and
violent films easily catch the imagination of susceptible youngsters. Such films can be
substantially linked to delinquency and lack of moral integrity.
As is proven by careful scientific and medical research, the impact of violence largely
depends on personalities and character traits possessed by young adults and children. But much
more depends on home background, parenting and social environment.
A child or teenager who has been brought up in an abusive family and has been exposed to
beating is more likely to be aggressive especially if they have just seen a violent film. Film stars
have a huge following and the attitudes portrayed by their characters can also be mimicked by fans
in real-life situations. Unfortunately, not only the specific groups of viewers tend to follow the
inappropriate manners that these characters portray in the screen. The worst part of it is that
fans copy the stunts performed, this putting their lives at risk.
Even innocent romantic pictures can be negative because of their behavioural effects. It has
to do with Public Displays of Affection (PDA) which have become popular due to the influence of
romantic films featuring a boy and a girl holding hands in public, as well as kissing and hugging
each other. PDAs are currently one of the major offences in some colleges and universities since
students are supposed to study and not provoke others into entering intimate relationships or early
marriages.
To address the problem, a rating system for movies and television programs has been
introduced. Its purpose is to raise awareness among parents and adults as to the link between films
teenage violence. It is true that screen-related potential negative effects pose a real problem when
the family and community fail to check and control young viewers. However, there are still
questions whether ratings like Rated "R" or Parental Guidance (PG) are the best way to remind
older people about their responsibilities as to guiding younger members of the society. Ratings are
good for nothing if people revolving around the movie industry do not know the right track of
entertaining people considering that children might as well imitate some actions in movies that are
too improper.
Film producers and film censors owe a great responsibility to society. They should resist
the temptation to mint money by producing commercial pictures. They should rather produce
good pictures of educative value and they should think about the end message their films convey.
We have to put up with fact that movies portray harsh reality which can hardly be changed
for the better. Almost everybody may have experienced circumstances when their minds were
influenced by what they saw in gory films. But what is the impact of such films on youngsters?
Probably one of the best ways to deal with such films is allow children to watch films appropriate
to their age group and then discuss the films in order to help them distinguish between fiction and
reality. For instance, children may think shooting guns are cool. Parents are to explain to them that
it is not cool at all and pose dangers both to health and life. Thus, parents can become a buffer in a
very positive way.
In a nutshell, not all movies are terrible, silly and useless. They can be good fun, and
therapeutic at the same time if you are reasonable and selective.
56
from films is still a great problem.
8. As we live in a world of information, we have to keep children away from the cinema as
long as possible.
4) Find out the meanings of the word-combinations in bold in the text. Explain them in
English and give their Ukrainian equivalents.
44. Translate the sentences from Ukrainian into English making use of the words and
expressions from the previous text.
1) Фільми мають велику освітню цінність. Вони є джерелом інформації і розширюють Ваш
кругозір і світогляд.
2) Фільми мають безпосередній вплив на усі сфери життя та можуть значною мірою
визначати громадську думку.
3) Візуальна інформація легко засвоюється, тому глядачі завжди охоче обирають перегляд
фільмів як найкращий спосіб відпочинку.
4) Але фільми мають також свої недоліки. Під впливом аморальних, непристойних,
сповнених жорстокістю кінокартин чутливі підлітки можуть обрати хибний шлях.
5) Хоча, відповідно до експертів, вплив жорстоких сцен на глядача залежать від типу його
особистості та окремих рис характеру.
6) У зіркових акторів багато шанувальників. Недивно, що поведінка персонажів, яких вони
зображають, нерідко копіюється шанувальниками у реальних життєвих ситуаціях.
7) Діти не завжди можуть розмежовувати реальне життя та вигадку, тому батьки мають
допомогти обрати фільми, які відповідають їх віковій групі, а потім обговорити зміст
побаченого.
8) Визначальний вплив на дитину справляють родина, виховання та соціальне оточення, але
творці фільмів та цензори також мають усвідомити свою відповідальність перед
суспільством. Вони мають уникати спокуси отримання надприбутків шляхом створення
фільмів для масового глядача. Врешті-решт головна ідея фільму, а не прибутковість
виступають головними показниками естетичної цінності та якості фільму.
9) Кінокартини загалом можуть мати як позитивний, так і негативний вплив, залежно від
правильного вибору глядача та його відношення до побаченого.
45. Explain the meanings of the modal verbs used in the text Impact of the cinema on people
46. Discuss the problem described in the text above in two groups. One group speaks about
disadvantages of the cinema. The other provides arguments to prove that the cinema has a few
advantages. Make extensive use of the expressions from the text.
47. Write out the words in bold, transcribe them and find cases of reduction and assimilation.
48. 1) Discuss in pairs.
1. Do you have any favourite actors?
2. What do you like/dislike about them?
3. Did they move you in any role?
4. Have you ever seen a celebrity or famous person? Where?
5. Did you take their autograph?
6. Di you have a photo with them taken?
2) Watch an interview with Teri Andrez. Find out what she likes about her job of an actress.
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50. Project.
Chose you favourite actor/actress. Make a short presentation about them in the class. Speak
about their
artistic skills
manner of acting
the films where they have starred/played
their contribution to the world cinema
why you like them
CINEMA
Vocabulary List
CINEMA-GOING
FILM MAKING
FILM TYPES
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action film бойовик, екшн
3-d (three-dimensional) film стереофільм
screen adaptation екранізація
screen version екранізація
adventure film пригодницький фільм
art-house film авторське кіно /артхаус
biopic фільм-біографія
black-and-white film чорно-білий фільм
blockbuster блокбастер
анімаційний фільм, мультфільм будь-якого
animated film
типу
cartoon мальований мультфільм
computer-animated film комп'ютерний анімаційний фільм
computer-generated film комп'ютерний анімаційний фільм
children's film дитячий фільм
colour film кольоровий фільм
disaster film фільм-катастрофа
docudrama документальна драма
dubbed film (dubbed into some language) дубльований фільм
educational film освітній фільм
fantasy фільм у жанрі фентезі
feature film художній фільм
full-length film повнометражний фільм
historical film історичний фільм
horror film фільм жахів
musical мюзикл
mystery film детектив
crime film детектив
crime story детектив
detective film детектив
detective story детектив
newsreel кінохроніка, кіножурнал
драма або фільм, дія яких відбувається у
period drama
певний історичний період
psychological thriller психологічний трилер
romantic comedy/romcom романтична комедія
sci-fi film/ science fiction film науково-фантастичний фільм
sequel продовження фільму, сиквел
серіал; цикл радіо- або телевізійних
series
передач або передач
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drama series теле- або радіосеріал
short(-length) film короткометражний фільм
silent film німий фільм
mute film німий фільм
sound film звуковий фільм
talkie (colloq.) звуковий фільм
spoof (on a film) пародія на фільм
star-studded film фільм з участю багатьох кінозірок
theatrical film екранізація театральної постановки
trailer трейлер/реклама фільму
war film фільм про війну
western вестерн
wide-screen film широкоекранний фільм
REVIEW
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film festival кінофестиваль
to laud smb/smth розхвалювати когось/щось
leading role головна роль
main role головна роль
leading part головна роль
main part головна роль
main character головний персонаж
masterpiece шедевр
minor character другорядний персонаж
to pan a film (colloq.) розкритикувати фільм
plot сюжет
protagonist головний герой/персонаж
hero головний позитивний чоловічий персонаж
goodie (colloq.) головний позитивний герой/персонаж
heroine головний позитивний жіночий персонаж
red carpet червона доріжка
review рецензія на фільм
setting of the film місце і час подій, зображених у фільмі
up-and-coming actor перспективний актор
budding actor перспективний актор
to win an award отримати нагороду
to wow the audience вразити аудиторію
DESCRIBING A FILM
big-budget film високобюджетний фільм
creepy жахаючий
disjointed незв'язний
dull нудний
tedious нудний
far-fetched штучний, неправдивий
fast-paced film фільм, сюжет якого швидко розвивається
gory film фільм, сповнений дуже жорстоких сцен
gripping захоплюючий
hackneyed банальний, тривіальний
harrowing душероздирливий; жахливий; жахаючий
hilarious веселий, смішний
amusing забавний, цікавий
horrific жахливий; жахаючий
scary жахаючий
impeccable бездоганний
impenetrable незрозумілий
memorable незабутній
moving зворушливий
off-colour непристойний
risqué що межує з непристойним
Oscar-winning оскароносний
overrated переоцінений
poignant зворушливий, що бере за душу
predictable передбачуваний
remarkable чудовий
electrifying хвилюючий, захоплюючий
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mind-blowing приголомшливий, вражаючий
awesome (colloq.) приголомшливий, вражаючий
slow film фільм, сюжет якого повільно розвивається
technically brilliant технічно неперевершений
touching зворушливий
true-to-life правдивий
SELF-STUDY WORK
1. Study the information about presenting projects and reports in the classroom.
HOW TO GIVE AN ORAL REPORT?
I. An oral report also has the same three basic parts as a written report.
The introduction should "hook" your audience. Catch their interest with a question, a dramatic tale
or a personal experience that relates to your topic.
The body is the main part of your report, and will use most of your time. Make an outline of the
body so that you can share information in an organised way.
The conclusion is the time to summarise and get across your most important point. What do you
want the audience to remember?
II. Research!
It's important to really know your subject and be well-organised. If you know your material well,
you will be confident and able to answer questions. If your report is well organised, the audience
will find it informative and easy to follow.
Think about your audience. If you were listening to a report on your subject, what would you want
to know? Too much information can seem overwhelming, and too little can be confusing. Organise
your outline around your key points, and focus on getting them across.
Remember - enthusiasm is contagious! If you're interested in your subject, the audience will be
interested, too.
III. Rehearse!
Practicing your report is a key to success. At first, some people find it helpful to go through the
report alone. You might practise in front of a mirror or in front of your stuffed animals. Then, try
out your report in front of a practice audience-friends or family. Ask your practice audience:
Could you follow my presentation?
Did I seem knowledgeable about my subject?
Was I speaking clearly? Could you hear me? Did I speak too fast or too slow?
If you are using visual aids, such as posters or overhead transparencies, practise using them while
you rehearse. Also, you might want to time yourself to see how long it actually takes. The time will
probably go by faster than you expect.
IV. Report!
Stand up straight. Hold your upper body straight, but not stiff, and keep your chin up. Try
not to distract your audience by shifting around or fidgeting.
Make an eye contact. You will seem more sure of yourself, and the audience will listen
better, if you make an eye contact during your report.
Use gestures. Your body language can help you make your points and keep the audience
interested. Lean forward at key moments, and use your hands and arms for emphasis.
Use your voice effectively. Vary your tone and speak clearly. If you're nervous, you might
speak too fast. If you find yourself hurrying, take a breath and try to slow it down.
Demonstrate that you know what you are talking about
Review and summarise in your conclusion
Summarise what you've told the audience
Check for comprehension
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Leave time for questions and discussion
2. Read the article about one of the best-known Ukrainian playwrights Sergey Danchenko.
Make sure you study the language of the text to be competent in further exercises.
SERGEY DANCHENKO
Ukrainian theatre has lost one of its best-known personalities with the passing of Serhy
Danchenko, professor, actor and artistic director of Kyiv's Ivan Franko Theatre. Danchenko died at
the age of 64. In his memory, the Ivan Franko Theatre staged a week-long retrospective of his
work. Artistic director at Ivan Franko for more than 20 years, Danchenko had a tremendous
influence on theatre both at home and across the former Eastern Bloc. He discovered and
nurtured what would become the cream of modern-day Ukrainian theatre - names like Bohdan
Stupka, Anatoly Khostikoyev and Andry Zholdak, to name just a few.
Danchenko had theatre in his blood. His grandfather was a theatre director and his parents
were actors. Danchenko followed in their foot-steps, entering the theatre in western Ukraine and
rising to the position of theatre director himself at the Zankovetska Theatre in Lviv in 1965. It was
an exciting time. The 1950s witnessed the return to Lviv of a wave of Ukrainian intellectuals exiled
to Siberia by the Soviet authorities. Danchenko was influenced by Lviv's cosmopolitan
atmosphere and became a member of a dissident group now known as the "60s' Generation."
The Zankovetska Theatre became a cultural centre, where actors interacted with
composers, artists and playwrights. Through the Zankovetska, Danchenko helped preserve the
integrity of Ukrainian theatre, which, like most aspects of Ukrainian culture, had been largely
forced underground by the Soviets. His first plays became landmarks of Ukrainian culture. His
"Stone Master" reflected on freedom, his "Richard III" on the psychology of totalitarianism.
In 1978, Danchenko became artistic director of the Ivan Franko Theatre. In the face of
opposition from the establishment, he made vast inroads on making all of Ukrainian theatre
more European. He raised artistic standards and refused to shy away from philosophical themes
like the meaning of human existence.
"For me, the goal of life is to bring spiritual dimension to people's lives, and to turn them
on the way to perfection," Danchenko once said. He remained loyal to that creed. In his
interpretation of Shakespeare's "King Lear," the play becomes a metaphor for time and the destiny
of man, reflecting Danchenko's own conviction that the future of humanity was in doubt. Only in
madness, he says, can man see the truth - as is the case when the king and his jester swap roles.
Danchenko's choice of authors and plays, however, was never influenced by short-lived
trends. He preferred classics to modern authors, never worrying about national borders and creating
a theatre that was universal rather than provincial. He gave more than two dozen plays he produced
- including Chekhov's "Uncle Vanya," Lesya Ukrainka's "Stone Master", Jean Anouilh's "Thieves'
Ball" and Ivan Kotlyarevsky's "The Aeneid" - an added dimension that made them classics of
Ukrainian theatre.
Danchenko is succeeded at the Ivan Franko Theatre by Stupka, until recently Ukraine's
culture minister and widely considered Ukraine's best actor. Stupka started out as a student of
Danchenko, 34 years ago in Lviv, and worked closely with Danchenko until his dying days.
Kicking off Ivan Franko's new season at a press conference, Stupka noted that Danchenko's
plays were not always appreciated by critics. But, he said, "We will very soon feel what
Danchenko's death means for Ukrainian theatre - not only actors and his theatre, but also the
public."
In Danchenko's memory, Stupka will see through Danchenko's planned production of Ibsen's
"Pere Gynt." He also plans on opening a small experimental theatre - Danchenko's dream for many
years - by the end of the year adjacent to the Ivan Franko Theatre. Naturally, it will be named after
Serhy Danchenko.
65
2) What were the first steps in his theatrical career? Who influenced the choice of his career?
3) What role did the Zankovetska theatre and the Ivan Franko theatre play in Danchenko's life?
4) What topics did the great master raise in his productions?
5) What are the striking features of his productions?
6) What was Danchenko's creed?
7) Are there any Danchenko's successors nowadays? What is done in his memory?
3. Translate the following word combinations in English. Make up your own sentences using
them.
1. the ultimate goal
2. spiritual perfection
3. to nurture what would become the cream of modern-day Ukrainian theatre
4. to have theatre in one's blood
5. to follow in one's foot-steps
6. to preserve the integrity
7. to become landmarks
8. to raise artistic standards
9. to shy away from philosophical themes
10. to bring spiritual dimension to people's lives
11. to remain loyal to one's creed
12. to reflect one's own conviction
13. to swap roles
14. to be never influenced by short-lived trends
15. to add dimension
16. to be succeeded by somebody
17. to be appreciated by somebody
18. adjacent to
66
переконання; надати іншого трактування; направити на шлях вдосконалення;
космополітична атмосфера; важливість духовного в людському житті; уникати філософських
тем.
8. Translate the article into English using the words given below.
67
Багато уваги приділялось театральним реквізитам. Гарно оздоблені декорації
допомагали краще сприйняти історичний зміст та фольклорне забарвлення. Ескізи костюмів
для акторів створювалися відомими художниками.
Неабияке значення приділялось і музичному супроводу. Про це свідчить те, що
музику для вистав писали такі композитори як М.Лисенко та К.Стеценко. Цікаво, що навіть
капельдинери були вдягнуті в українські національні костюми аби створити неповторний
український колорит.
9. Read an interview with a film star. Eight sentences have been removed from the interview.
Choose from the sentences (A-l) the one which fits each gap. There is one extra sentence
which you do not need to use. There is an example at the beginning (0).
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producers produce what people buy. If the public don't like it, they won't go, and the films will stop
being produced.
A) The same talents are there, it's the public G) I think it's a great work of art, and although
that has changed. a lot of people are credited with having a hand
B) He was always very nice to everybody he in it, everybody did more or less as my father
talked to, and he didn't have to pretend. wanted.
C) That is when I decided! H) In fact I did not know whether to accept it
D) It should have been better. or not, because I'd been struggling for years to
E) But it didn't make the jobs any easier, in have my own company in Europe and I was
fact it probably made them harder, because just getting started on that.
they I) Only my father was in the business, and it
expected more than I was able to deliver at a wasn't brought home.
young age.
F) We didn't quite know how to show it.
Lorna Steel possibly is the most talented actress the world has ever seen. Her excited career covers
sixty years. She usually made at least five films the year. She will probably be remembered like the
most popular actress of our time. Deeply the film industry was shocked by the time she announced
her retirement last year. She had been going to the studios by a huge black luxurious limousine
every day in the past 40 years. No one quite could believe her presence would any longer brighten
up our cinema screens. She now is retired and lives in an extremely large beach house near the
Mexican border. Those days she makes very rarely any public appearances. She is beautiful still,
but now prefers to devote her valuable time in looking through old, stray dogs.
11. Lay stress and tone marks on the quotes. Find cases of reduction and assimilation. Define
their types.
1. "Movies are a fad. Audiences really want to see live actors on a stage." - Charlie Chaplin (1889-
1977), British comedian and actor
2. "You know what your problem is? It's that you haven't seen enough movies - all of life's riddles
are answered in the movies." - Steve Martin (1945- ), comedian
3. "I think nudity on screen is disgusting, shameful, and unpatriotic. But if I were twenty-two, with
a great body, it would be artistic, tasteful, patriotic, and a progressive, religious experience." -
Shelly Winters (1920-2006), actress
4. "It's the movies that have really been running things in America ever since they were invented.
They show you what to do, how to do it, when to do it, how to feel about it, and how to look how
you feel about it." - Andy Warhol (1928-1987), American artist
5. "We need families to start taking more responsibility in understanding which movie is good for
their children and which movie is not." - Jet Li (1963- ), Chinese actor and martial artist
6. "Movies are fun, but they're not a cure for cancer." - Warren Beatty (1937- ), American actor,
director, and producer
7. "I did a women's movie, and I'm not a woman. I did a gay movie, and I'm not gay. I learned as I
went along." - Ang Lee (1954- ), film director born in Taiwan
8. "My movies were the kind they show in prisons and airplanes because nobody can leave." - Burt
Reynolds (1936- ), American actor
9. "Maybe every other American movie shouldn't be based on a comic book." - Bill Maher (1956- ),
American comedian
10. Talking about dreams is like talking about movies, since the cinema uses the language of
dreams; years pass in a second and you can hop from one place to another. Federico Fellini, Italian
film director
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12. Read the newspaper review of a film and try to explain the idioms in bold.
13. Match the explanations with the idioms from the previous exercise.
a) the highest position in one's profession f) to live under unpleasant conditions
b) from being very poor to being very rich g) likely to become successful
c) sth that is difficult to stop once it has begun and h) a group of rich and fashionable people
which usually ends badly who are interested in enjoyment
d) a close and trusted assistant i) person with no job or home
e) to make the important decisions j) extremely poor
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GRAMMAR REFERENCE
MODAL VERBS
Modal verbs are auxiliary verbs that express the speaker's judgement about the likelihood or
desirability of a situation. All modals can be used to talk about probability or possibility; modals
can also be used to express interpersonal meanings such as obligation or willingness.
Sentence Patterns with Modal Verbs and Their Equivalents
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Must 1. order near certainty
have to you must do smth smb must do
necessity of the action повинен зробити smb must be doing smth
smb must do smth 2. prohibition напевно, очевидно робить
smb has to do smth you must not do smth
повинен, треба smb must have been smth
smb must have been doing
smb had to do smth smth
smb will have to do smth smb must have done smth
доведеться напевно/ очевидно
робив/зробив
be to
expected action 3. stricter order
smb is to do you are to do smth
smb was to do 4. stricter prohibition
повинен, повинен був you are not to do smth
не роби, не смій робити
3. absence of necessity in
the past
smb did not have to do
smth
можна було не...
не довелося
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Shall 1. asking for instructions near certainty
certainty Shall I do smth? smb should be
smb shall (not) do smth Мені робити щось? smb should become
обов'язково 2. advice smb should do smth
you (smb) should (not) do напевно, очевидно
smth
(не) треба, (не) слід
3. criticism of a past action
smb should (not) have done
smth
(не) слід було, (не) варто було
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He can win the race. (90% certain) She could have been killed
Possibility in the car crash. (Luckily,
They could still be at school. (50% certain; it's she wasn't killed.)
possible they are still at school.)
Tom may
They behome
will be studying
soon.in(100%
his room, (perhaps;
certain; 50% He should
prediction) may have
have spoken
received to
hisJenny
prize
Greg should win easily. (90% certain; future by now. (He has probably received
only; he'll win easily.) it by now.)
They ought to have arrived an
Probability
They ought to be home by now. (90% certain; hour ago. (They have probably
they will probably be home.) arrived.)
assumptioLogical
She must be working. (90% certain -positive; I'm She must have been working,
sure she's working.) (positive, I'm sure she was
working.)
She can't be over forty. (negative; I'm sure she isn't She can't have stolen the money,
over can/can't
You forty.) borrow my car. (giving or refusing (negative;
He wasn'tI'm allowed
sure she didn't steal
to/couldn't
permission; informal) cross the border.
Could I use your phone? (more polite; asking for He was allowed to enter the
permission) country, (not: could)
You may use the phone. (formal; giving
permission)
Permission
I must buy a new jacket. (I say so.) I had to buy a new jacket. (I was
Necessity
last night.
They should have tried harder. (but
they didn't)
I must go on a diet. (I'm obliged to; I say so.) You ought
I had to go on toa diethave behaved
a month ago.
I have to go on a diet. (I'm obliged to; the doctor
says so.)
We ought to help the poor. (It's the right thing to
do, but people don't always do it.)
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Can I borrow your book? (informal)
Requests Could I borrow your book? (polite)
May I have a cup of coffee, please? (formal)
Might I use your phone? (very formal)
Will you phone
Can I/we Jane tonight?
do anything for you?(very friendly)
(informal)
Offers
You can't smoke there. (you aren't allowed to) They couldn't smoke there. (they
Prohibition
Everyone must obey the law. All the villagers had to obey the
People ought to be more tolerant. (It's the right law.
Duty
thing to do but they do not always do it) He ought to have been more
tolerant. (It was the right thing to
do but he didn't do it.)
NOTE:
1. The form 'to be able' can generally be used instead of 'can' to express different tense forms.
e.g. I can do the work. OR I am able to do the work.
I will be able to do the work. (for the future tense)
I have been able to do the work. (for the Present Perfect)
CAN and BE ABLE TO are not always interchangeable. The question arises in the past tense with
COULD. The difference seems to be that for something that you can do because of knowledge or
skill (swimming, speaking English, playing football) you can use either CAN or WAS ABLE TO.
e.g. I could (was able to) swim when I was only six years old.
But we use WAS/WERE ABLE TO and not COULD if we want to express the meanings:
'managed to do something' or 'succeeded in doing something'.
e.g. He worked very hard, and was able to pass his exam.
Luckily Mark was able to get (or succeeded in getting) the work done in time.
The drivers were able to stop (or managed to stop) before they crashed into each other.
We sometimes use could as a kind, of a weaker variety of 'can'. We have a feeling that it is perhaps
rather more polite. So we often use could in requests:
e.g. Could you tell me the right time, please ?
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And sometimes we use could to express a gentle doubt:
e.g. I could do the job tomorrow but I'd rather put it off till Friday.
d) We normally use COULD (not was/were able to) with verbs of seeing etc., and with verbs of
thinking.
e.g. We could see the village in the distance.
As soon as Harriet opened the door, she could smell gas.
I couldn't understand what was happening.
2. We normally use have to not (have got to) for things that happened repeatedly, especially when
we use one-word adverbs of frequency e.g. always, often. Compare:
I always have to work late on Wednesday evenings.
I've got to work late this evening.
Do you often have to get up early?
Have you got to get up early tomorrow?
We use got mostly in the present. To talk about the past, we normally use had to (not had got to).
3. People often say "They should do smth." Usually, "they" is anonymous and means the
government, or the company, or somebody else - but not us! Here are some examples:
They should fix this road.
They should have more staff in this shop.
They should have abolished this tax years ago.
If we don't understand (or agree with) something, we may use Why should..?, like this:
Why should it be illegal to commit suicide? It's your life.
Why should..? and How should..? can also indicate anger or irritation:
A: Help me with this. B: Why should I?
A: Where are my keys? B: How should I know?
1. Comment on the meaning of the modal verb must. Translate the sentences into Ukrainian.
1. One must work when one is young.
2. You must do as you're told.
3. You must not speak loud: the child is sleeping.
4. It's five o'clock. She must be at home. She must have already left her office.
5. You must come to your lessons in time.
6. You must not come here.
7. You must be very tired, you look quite worn out.
8. Where is Ann? - She must be working in the next room.
9. Is he in? - He was in 10 minutes ago, but he must have left.
10. Haven't you finished your work yet? You must have been working for more than an hour!
11. You must come to see us as often as you can.
12. They must have forgotten my address.
13. What wretched weather! You must be wet to the skin!
14. She must be away from home now.
15. Poor animal! How it must be suffering!
2. Give examples of your own with the modal verb must expressing:
1. obligation, duty, necessity;
2. command, prohibition (in the negative form);
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3. probability or supposition.
4. Fill the spaces in the following sentences by inserting must or the present, future, or past
form of have to.
1. She __________ leave home at eight every morning at present.
2. Notice in a picture gallery: Cameras, sticks and umbrellas _________ be left at the desk.
3. He sees very badly; he ________ wear glasses all the time.
4. I __________ do all the typing at my office.
5. You ____________ read this book. It's really excellent.
6. The children _________ play in the streets till their mothers get home from work.
7. She felt ill and _________ leave early.
8. Mr Pitt _________ cook his own meals. His wife is away.
9. I didn't have enough money and I ___________ pay by cheque.
10. I never remember his address; I always __________ look it up.
11. Employer: You __________ come to work in time.
12. If you go to a dentist with a private practice you _______ pay him quite a lot of money.
13. Father to small son: You ____________ do what Mummy says.
14. My neighbour's child _________ practise the piano for three hours a day.
15. Doctor: I can't come now.
Caller: You __________ come; he's terribly ill.
16. English children ___________ stay at school till the age of 16.
17. In my district there is no gas laid on. People __________ use electricity for everything.
18. Notice above petrol pump: All engines _________ be switched off.
19. Mother to daughter: You ____________ come in earlier at night.
20. The shops here don't deliver. We ___________ carry everything home ourselves.
21. The buses were all full; I _________ get a taxi.
22. Notice beside escalators: Dogs and push chairs ___________ be carried.
23. 'Au pair' girls usually __________ do quite a lot of housework.
24. Tell her that she _____________ be here by six. I insist on it.
25. When a tyre is punctured the driver ______________ change the wheel.
26. Park notice: All dogs ____________ be kept on leads.
27. She __________ learn how to drive when her local railway station is closed.
28. Railway notice: Passengers ___________ cross the line by the footbridge.
29. I got lost and ______________ ask the policeman the way.
30. Farmers ____________ get up early.
5. Use must not or need not to fill the spaces in the following sentences.
1 You . . . ring the bell; I have a key.
2 Notice in cinema: Exit doors . . . be locked during performances.
3 You . . . drink this: it is poison.
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4 We . . . drive fast; we have plenty of time.
5 You . . . drive fast; there is a speed limit here.
6 You . . . write to him for he will be here tomorrow.
7. You . . . ask a woman her age. It's not polite.
8 We . . . make any noise or we'll wake the baby.
9 You . . . bring an umbrella. It isn't going to rain.
10 You . . . do all the exercise. Ten sentences will be enough.
11 We . . . reheat the pie. We can eat it cold.
12 Mother to child: You . . . tell lies.
13 You . . . turn on the light;+ I can see quite well.
14 You . . . strike a match; the room is full of gas.
15 You . . . talk to other candidates during the exam.
6. Replace the words in bold type by need not/need or a negative or interrogative have to form.
1 It isn't necessary for him to go on working. He has already reached retiring age.
2 Was it necessary for you to wait a long time for your bus?
3 It isn't necessary for me to water my tomato plants every day.
4 It will be necessary for them to get up early when they go out to work every day.
5 We had to stop at the frontier but we were not required to open our cases.
6 It wasn't necessary to walk. He took us in his car. (We . . .)
7 My employer said, I shan't require you tomorrow.' (You . . . come.)
8 It is never necessary for me to work on Saturdays.
9 When I am eighteen I'll be of age. Then it won't be necessary to live at home if I don't want to.
10 New teacher to his class: It isn't necessary for you to call me 'Sir'; call me 'Bill'.
7. Comment on the meaning of the modal verb can (could). Translate the sentences into
Ukrainian.
1. He can't walk so quickly.
2. I can memorise many words at once.
3. I couldn't go to your place yesterday, as I was busy.
4. We can choose our profession according to our taste.
5. Could you give me your notes on phonetics for a day or two?
6. I don't believe him. It can't be so!
7. She can take her examinations next June.
8. Geologists usually can do different kind of work themselves: cooking, sewing, mending shoes,
etc.
9. He cannot be in the street now: it's pouring!
10. I am anxious about her. She cannot be taking a walk so late.
11. You cannot have done it. I don't believe it.
12. I wonder where she is. She cannot have been sleeping all this time!
13. What could he have done, I wonder.
14. Could you let me know about the meeting?
15. A new-born puppy cannot see.
8. Give examples of your own with the modal verb can (could) expressing:
1) physical or mental ability;
2) ability depending on circumstances;
3) polite request;
4) doubt or uncertainty (in the negative and interrogative forms).
8. Fill the following spaces, using can for present, could for past and shall/will be able for
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future.
1. . . . you stand on your head? - I . . . when I was at school but I . . . now. (2nd verb negative)
2. When I've passed my driving test I . . . hire a car from our local garage.
3. At the end of the month the Post Office will send him an enormous telephone bill which he . . .
pay. (negative)
4. I . . . remember the address. (negative) - . . . you even remember the street? (negative)
5. When the fog lifts we . . . see where we are.
6 .You've put too much in your rucksack; you never . . . carry all that.
7. When I was a child I … understand adults, and now that I am an adult I … understand children.
(negative, negative)
8. When you have taken your degree you . . . put letters after your name?
9. Don't try to look at all the pictures in the gallery. Otherwise when you get home you …
remember any of them. (negative)
10. When I first went to Spain I . . . read Spanish but I . . . speak it. (2nd verb negative)
11. He says that he saw Clementine drowning but . . . help her as he . . . swim.
(both negative)
12. If a letter comes for me . . . you please forward it to this address?
13. … I speak to Mr Pitt, please?- I'm afraid he's out at the moment. … you ring back later?
14. They used to chain valuable books to library desks so that people . . . take them away.
(negative)
9. Put in could or was/were able to. Sometimes either is possible. Use a negative if necessary.
1. Suddenly all the lights went out. We ________________ see a thing.
2. The computer went wrong, but luckily Emma _____________ put it right again.
3. There was a big party last night. You _____________ hear the music half a mile away.
4. I learnt to read music as a child. I ____________________ read it when I was five.
5. People heard warnings about the flood, and they __________ move out in time.
6. The train was full. I ______________ find a seat anywhere.
7. When the garage had repaired our car we ___________ continue our journey.
8. I had no key so I ___________ lock the door. (negative)
9. We borrow umbrellas; so we didn't get wet.
10. I was a long way from the stage. I ________ see all right but I ______ hear very well.
11. The police were suspicious at first but I _________ convince them that we were innocent.
10. Complete the sentences with can, could, couldn't or was able to.
1. I _________ speak French really well when I lived in Paris.
2. He ___________ repair the car, but it took him a long time.
3. At last I ___________ make her understand what I wanted.
4. We wanted to go to the opera, but we _________ get tickets.
5. I _________ swim across the river, but it was harder than I expected.
6. All three children ________ride as well as they________ walk.
7. Fortunately, I ___________ get her address from her office.
8. I don't know how the cat __________ get through the window, but it did.
9. He___________ already walk when he was ten months old.
10. After the accident, she somehow _________ walk home.
11. I ___________ smell something burning. What do you think it is?
12. He opened his eyes, but to his horror he_________ see nothing.
13. Through my study window I__________ see mountains.
14. I _________ hear Susan practising the piano next door; it sounds nice.
15. This isn't my coffee. I __________ taste sugar in it.
16. He thought he________ feel something crawling up his leg, but when he looked he__________
see anything.
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17. Spring is coming: you ________ see snowdrops in all the gardens.
18. I ________ hear the cats fighting in the kitchen: can you go and put them out?
12. Translate the sentences into English using the modal verb can (could).
1. Не може бути, щоб вони про це забули.
2. Не може бути, щоб він загубив вашу книгу.
3. Невже він поїхав?
4. Невже вона забула сповістити вас про мій від'їзд?
5. Невже вона все ще працює?
6. Не може бути, щоб вони приїхали в понеділок! Я сам замовляв їм квитки на вівторок.
7. Не може бути, щоб вона запізнилася на потяг: вона виїхала з дому вчасно.
8. Невже вона все ще читає? Вже час спати.
9. Не може бути, щоб вона ще й досі чекала на нас.
10. Невже вона захворіла?
11. Невже він сказав нам неправду?
12. Невже вам подобається така музика?
13. Не може бути, щоб вони не чули нашу розмову.
14. Ти міг би підготуватися до екзамену краще, тоді б ти отримав значно вищу оцінку!
14. Comment on the meaning of the modal verb may (might). Translate the sentences into
Ukrainian.
1. May I come in?
2. Ring her up. She may be at home now.
3. The old man may be seen walking in the garden every morning.
4. You might have told her earlier about it.
5. You may take any book you like.
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6. Don't worry about her. She may be at her friend's house now.
7. I am sure you will soon hear from her. She may just be writing to you now.
8. She may have written to you already.
9. I do not know when the baby fell asleep. It may have been sleeping for 2 hours already.
10. May I read the telegram?
11. You may think whatever you like.
12. You may not find her at home.
13. They may come at any moment.
14. She may be ill, and I cannot help her!
15. They may have lost the money, I'm afraid.
16. The telegram may have been sent yesterday.
15. Give examples of your own with the modal verb may (might) expressing:
1) permission;
2) uncertainty or supposition;
3) possibility;
4) reproach.
17. Work in pairs. The speakers are wondering what happened to certain things/people. Use
may/might + perfect infinitive as in the example.
e.g. A: Perhaps she took it with her.
B: Well, she may/might have taken it away with her, I suppose.
Perhaps ...
19. he stole it. 27. they hid it in the attic.
20. she sold it. 28. he burnt it.
21. you lost it. (Use 'I' in the answer.) 29. she tore it up.
22. she drank it. 30. she forgot to claim it.
23. he threw it away. 31. they had an accident.
24. they pawned it. 32. their car broke down. (Use it as
25. she left it at home. subject.)
26. he ate it. 33. he advised them not to come.
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34. he fell overboard. 37. something delayed them. (Keep
35. they got lost. something.)
36. he was murdered. 38. he took the wrong drug.
18. Paraphrase the following using may/might be V-ing and may/might have been V-ing.
e.g. A: Perhaps he is working for Jones.
B: Yes, he may be working for Jones.
(a) Perhaps ...
1. he is waiting for someone. 12. he is learning karate.
2. they are wondering what to do. 13. she is telling his fortune.
3. she is trying to confuse us. 14. he is showing her the way.
4. they are window-shopping. 15. she is doing exercises.
5. she is expecting a letter from us. 16. they are burying something.
6. he is blackmailing her. 17. she is bird-watching.
7. they are working overtime. 18. she is comparing prices.
8. he is looking for another job. 19. he is taking drugs.
9. he is listening at the keyhole. 20. they are helping the police.
10. they are watching television. 21. he was waiting for someone.
11. he is following us. 22. they were wondering what to do.
19. Comment on the use of can, may, to be able (to). Translate the sentences into Ukrainian.
1. "Where did he go?"... "Guess he's out looking for trouble," Roy said. "He may be looking for it
right here," Jack said. (Aldridge). 2. "You really want that squirrel?" Roy said, unbelievingly...
"Can you get one?" (Aldridge). 3. She was startled. "Think it was a bear, Ruth?" Roy said. - "How
could I know it was you?" she said angrily.(Aldridge). 4. "I won't be able to pull you up," the boy
said... "You don't know what you can do until you try, kid...". (Aldridge). 5. "May I see what book
you are reading this week?" (Cronin). 6. "Could I have dropped my wallet in the Pavilion?"
(Greene). 7. She went to these things resolutely. "I suppose I may have them to dry now?" she said
in a voice that brooked no denial. (Wells). 8. We shan't be able to start for Wales till the end of the
month. (Galsworthy). 9. "Beatrice can sometimes be infernally unintelligent," he said. (Du
Maurier). 10. The bleached sand might never have known a drop of moisture, a sign of moving air...
(Sommerfield).
21. Rewrite these sentences, beginning with I can..., Can I...? You can ..., Can you...' Could
you...? or I wonder if you could...?
1. Would you like me to take your coat?
2. Start cooking supper now, please.
3. I'd be glad if you would translate this for me. (friendly)
4. I'd be glad if you would translate this for me. (polite)
5. Why not watch a video if you don't know what to do?
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6. Why don't you spend the day with us if you're free on Saturday?
7. I don't mind feeding the horses, if you'd like me to.
8. I'd be glad if you would lend me £5. (polite)
9. Tell me when it's time to go. (friendly)
10. I'd be grateful if you would tell me when it's time to go. (polite)
22. Translate into English using the verbs can and may whenever possible.
1. Не може бути, щоб вона прочитала цю книгу за два дні; вона, можливо, тільки
передивилася її. 2. Не може бути, щоб ви загубили квиток, ви могли покласти його в
кишеню. - Ні, я могла впустити його у трамваї. 3. Не може бути, щоб він вже приїхав, я
отримала телеграму тільки вчора. 4. Невже він вже отримав мого листа? 5. Невже він не
отримав мого листа? 6. Ваш годинник, можливо, поспішає; не може бути, щоб зараз було
дев'ять годин. 7. Він не міг отримати книгу, тому що бібліотека була зачинена. 8. Не може
бути, щоб він отримав книгу, адже бібліотека була зачинена. 9. Чи не могли б ви дати мені
цю книгу на день чи на два? 10. Ні, я не вірю цьому, не може бути, щоб вона сказала мені
неправду. 11. Я залишуся вдома; вона, можливо, буде телефонувати мені. 12. І справді,
Джордж, ти міг би допомогти мені нести цю важку валізу, хіба ти не бачиш, як мені важко?
13. "Де ключ?" - "Не знаю, Ольга помилково могла взяти його з собою". - "Не може бути,
щоб вона його взяла, у неї нічого не було в руках, коли вона виходила". 14. Нарешті ви
прийшли! Ви не могли прийти раніше? Адже ви знали, що я хвора.
23. Chose the correct modal verb (might, must, should) to fill in the gap.
1. Nancy said you didn't need to buy her anything for her birthday, but I really think you ____
at least get her some flowers or a nice bottle of wine.
2. Debbie said she was really busy this week, but I think she ____ show up at the party if she
doesn't have to work overtime on Friday.
3. Nina said she would come over right after work, so she ____be here by 6:00.
4. Oh my God, he's unconscious. Don't move him - he _____ have internal injuries. Somebody
____ call an ambulance.
5. You ____ be kidding! That can't be true.
6. Dan: Where's the remote control? I want to change the channel. Fiona: I don't know. It ____
be under the couch. Or, perhaps I absent-mindedly took it into the kitchen. I'll check in
there.
7. For most people, learning a language is a challenging undertaking. Experts agree that to
make the most of your language learning experience, you ____ practise the language
regularly and push yourself to maintain old vocabulary while acquiring new words and
expressions.
8. New research suggests that exercise can reduce the chance of heart disease as well as cancer.
That's why I told my father that he ___ start walking once a day.
9. We should invite Sally and her husband to come to the picnic on Saturday. We haven't seen
them in weeks, and they ____ really enjoy a nice day at the beach.
10. Tim: While I was a student, I spent a year and a half studying Pygmy culture in the Central
African Republic. My research focused on unique aspects of the social structure and
religion. Simona: That ___ have been absolutely fascinating!
11. We had better call Tony to see if he's at home before we go over to his house. He ____ be
there and we don't want to drive all the way over there for nothing.
12. At first, my boss didn't want to hire Sam. But, because I had previously worked with Sam, I
told my boss that he ___ take another look at his resume and reconsider him for the position.
13. You ____ worry so much. It doesn't do you any good. Either you get the job, or you don't. If
you don't, just apply for another one. Eventually, you will find work.
14. I would love to go on the cruise to Tahiti with Robin and Michelle. But such a luxurious trip
___ cost a fortune. I doubt I could afford something like that.
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15. The book recommends adding fresh soil and using plant food to make your garden flowers
grow. Since some people might be allergic to chemicals in artificial plant foods, the book
says that you ___ use an organic brand to avoid skin irritations.
24. Fill the gaps in the dialogue using a suitable form of can, could, may, might, be able to,
manage to or succeed in and a form of the verb in brackets.
MIKE So how are the wedding arrangements going, Jane?
JANE Not too bad. We're seeing the vicar tomorrow so Harry and I________ (ask) him about hiring
the church hall for the reception.
MIKE It would be great if you (1)_______(get) that place, it's an ideal venue.
JANE Yes, I know. Although it (2) __________(be) a bit too small if all our friends turn up!
MIKE It holds about a hundred people, doesn't it?
JANE Well, in fact it (3)_________(accommodate) up to a hundred and twenty-five, apparently.
But there are about a hundred and forty on our guest list. It's a bit of a Catch-22
situation because I (4)_________ (not/invite) people until the reception is organised, but
I (5)_________(not/organise) a venue until I know how many people are coming!
MIKE Some of Harry's cousins live in the States, don't they?
JANE Yes. I'm not sure if they're coming. It's quite an expensive trip so they
(6)___________(not/make) it over here. But I'm hoping at least some of them will
come.
MIKE They (7)_________(always/get) one of those cheap charter flights. I've seen a lot of them
advertised on the Internet recently.
JANE Oh, I think Harry (8)__________(tell) them about that already. He said he'd sent them some
Internet links.
MIKE What about catering? Have you made any plans yet?
JANE I've arranged something with Quality Caterers in the High Street.
MIKE Oh, I wish I'd known that before! I (9)________(speak) to Liz Brown for you when I saw her
last Tuesday. She's the manager there and she goes to the same tennis club as me. You
never know, I (10)__________(even/get) you a discount!
JANE That's a pity. Still, they've given us a pretty good deal. By the way, Mike, there is one favour
I wanted to ask you.
MIKE Sure. What is it?
JANE (11)____________(we/borrow) your video camera?
MIKE Of course. You (12)________(have) the tripod as well, if you like.
JANE Harry dropped his camera when we were in Tenerife. And since we've been back he
(13)_______(not/find) anyone around here to fix it.
MIKE What about music at the reception? Are you going to get a band?
JANE No, we (14)________(not/have) live music at the church hall, it doesn't have a licence. But
we (15)________(have) a disco.
MIKE You (16)__________(always/ask) Jackie Branson, she's got one of those mobile disco
things.
JANE I didn't know that! I (17)__________(speak) to her about it yesterday - she was at my
aerobics class. I thought she'd given up disc-jockeying ages ago.
MIKE Well, I suppose she (18)___________(give/it/up)when the kids were very young, but I'm
pretty sure she's back doing it now.
JANE I expect she'll be at the aerobics class next week; so I (19)________(ask) her about it then.
Oh, that reminds me. Harry wondered why you weren't at football practice on
Wednesday.
25. Complete these sentences with one of these forms: must have + past participle; must + bare
infinitive; must be + -ing; or must have (had) to. Use the given verbs.
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1 When I left my laptop on the train I thought I'd never see it again. But someone ___________ it
and handed it in to the lost property office. (find)
2. Janine owns a big car and a yacht. She ___________ incredibly rich. (be)
3. 'Everyone's going into the hall.' 'The meeting _________ soon. Let's go.' (start)
4. Without things like washing machines and dishwashers our grandparents ______________much
harder in the kitchen than we do today. (work)
5. 'Where's the camera?' 'If it's not in the cupboard, Ken _____________ it. He said he was going to
take some photos of the city centre today.' (use)
6. The children are putting balloons outside their house. They _______________ a party. (have)
7. I didn't think Bob was coming to the meeting. He _______ his mind. (change)
8. 'I wonder how you get permission to go into the building.' 'I suppose you ___________some
form of identification.' (show)
9. 'I thought Paul would be home.' 'He ____________Jenny to work. He said he would.' (take)
10. Look at all those birds. There ___________ at least a thousand of them. (be)
26. Fill the spaces in the following sentences by using one of these forms + the perfect
infinitive of the verbs in brackets.
must + perfect infinitive is used for affirmative deductions.
can't/couldn't + infinitive is used for negative deductions.
needn't + perfect infinitive is used for a past action which was unnecessary but was performed.
27. Make corrections where necessary in the underlined parts of the e-mail below.
Hello Marge,
Sorry I haven't been in touch for a while. You (1) must have been wondering what's been
happening. Well, I must admit I've had a pretty awful week. When I got home from work last
Monday, the front door was wide open. The door's very stiff, and I (2) always have got to pull it
very hard to shut it. My neighbour's always saying, "(3) have you to bang the door so hard?" When
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I went in I found that the house had been burgled. They (4) must have climbed over the fence in the
back garden. None of the windows and doors were damaged, so someone very small (5) must have
to squeeze through the tiny window in the kitchen. I suppose, I (6) must leave it open, but I didn't
expect anyone to be able to get in. Then they (7) must have come through the house and opened the
front door for the others. Of course, the first thing I did was to call the police and I (8) mustn't wait
very long for them to get here. Fortunately, the only thing that was taken was my television. I think
the burglars (9) must be disturbed, perhaps when the postman came. So now, (10) I've to get a new
lock for the front door and replace the television, and I (11) must put some locks on the windows. I
suppose, I (12) may must get a burglar alarm, too. I must say I've never really wanted one, but
needs must!
Anyway, (13) I've to go. Hope the family is well. Julie (14) must get ready to go back to university.
And you (15) must be busy with the new school year just about to start. When you have time, we
(16) have to get together for a weekend.
29. Translate into English using the verbs can, may, must or their forms.
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1. Вже п'ять годин. Збори повинні були вже закінчитись, почекаємо трішки, він може скоро
підійти. 2. Петро, напевно, захворів, інакше, він був би вже в театрі, він ніколи не приходить
в останню хвилину. 3. Не може бути, щоб вона забула про концерт, це зовсім на неї не схоже.
4. Я на нього сьогодні не чекаю, хто знає, може він і прийде. 5. Хотіла я б знати, де вона
дістала "Три товариша" Ремарка?" - "Вона могла взяти її у нашій бібліотеці". - Не може бути,
щоб вона взяла її у нашій бібліотеці: Сем взяла вчора останній примірник." - Ну, тоді,
напевно, що вона взяла її в іншій бібліотеці. 6. "Де Павло?" - "Можливо, він пішов до
філармонії". - Ну, це не дуже й то люб'язно з його сторони; він міг би взяти квиток і для
мене". - "Погляньте-но, на столі щось лежить, він, напевно, залишив вам квиток та записку."
7. "Не може бути, щоб вона тут була вчора. Якби вона тут була, вона залишила б мені
повідомлення." 8. Не повертайте поки що цю книгу в бібліотеку; вона може вам знадобитись
для доповіді. 9. Чи можу я взяти вашу книгу? 10. Чи можемо ми вжити тут теперішній час?
11. Він сказав, що доповідь у нього вже готова і він може зачитати її завтра на зборах. 12. "
Він, напевно, вже пішов." - Не може бути, щоб він пішов, не провідавши мене". 13. "Де
Марія?" - "Вона, напевно, ще спить." 14. Ви, напевно, помиляєтесь, на двадцять п'ятій
сторінці немає таких слів.
30. Define the meaning of the modal verbs in the following sentences.
1. He must have become sick and tired being typecast.
2. They should put on stage more plays which are of great educational value.
3. You cannot enter the auditorium after the third ring of the bell.
4. You needn't have reserved tickets in your name.
5. This tedious film cannot have been on for a long time.
6. She cannot have got tired of working as an actress.
7. You cannot buy any tickets today. They are sold out.
8. Could he have been give the leading part in a new production of 'Othello'?
9. They may feel like shooting another biopic.
10. You needn't stay long hours in the line. Tickets can be easily booked over the telephone or on
the Internet. All you have to do is to ring up the booking office.
32. Complete the second sentence so that it has a similar meaning to the first sentence. Use the
word given and other words to complete each sentence. Do not change the word given.
1. You are not allowed to video the first night of the musical.
mustn`t You …………………………………….. of the musical.
2. It wasn`t necessary to dress up for the official preview, so we didn`t.
need We …………………...………………………….. get dressed up.
4. I advise you to watch more documentaries.
should You …………………………………………….. documentaries.
5. It was not necessary for her to make a lot for the part.
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needn`t She…………………………………..…………. for the part.
6. It wasn`t necessary for you to reserve tickets for the concert. I've already bought them.
needn`t You ………………………………………………. for the concert.
7. I`ll go and occupy the best seats for us.
like Would …………………………………………………………. for us.
8. It`s possible that Helen is rehearsing for a secondary part.
might Helen ……..………………………………………………. for a secondary part.
9. Perhaps he was miscast.
May He ……………………………………………… miscast.
10. It`s possible that they were encored thrice.
may They ……………………………………………… thrice.
11. Smoking in the cinema is forbidden.
smoke You …………...…….…………………………………. in the cinema.
12. Is possible that historic films are becoming very popular?
be Could ………………………………..……….. very popular?
13. It would be a good idea for you to give the cast a standing ovation.
better You …..…………………a standing ovation.
14. I don`t think that disappointing film was a box office winner last year.
have That disappointing film ………………… last year.
15. She will probably be lauded for her flawless acting.
likely She ………….……………………………………. her flawless acting.
16. You mustn`t use your telephone in the theatre.
allowed You …….…………………….……….. in the theatre.
17. I`d better book tickets two months before the concert. It is going to be a smash hit.
should I …………………………………….….. before the concert.
18. He`ll probably win the award for 'Best and coming actor of 2016'.
likely He …………………… for 'Best and coming actor of 2016'.
33. Rewrite these sentences using the verbs must(n't), will/won't, can't,
should(n't), have to.
1. I'm sure you stood in the line for hours to get tickets for that blockbuster.
2. Call them later - it's unlikely that they've finished watching the performance yet.
3. Is it necessary to pay for her autograph and a poster?
4. How long was it necessary for you to rehearse for the audition?
5. It is producers' obligation to invest into film making.
6. I strongly advise you not to miss that awesome production next Saturday.
7. I'm sure the film is a box office winner. I've read a few flattering reviews.
8. It was wrong on their part to choose him for the leading part in their comedy as he's only good
playing tragic parts.
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5. It's six hours since our last meal. I should think the children ____ be getting quite hungry by
now.
would should will shall
6. This is your new office chair. Where _____ I put it?
will shall would might
7. I really ________ complain if we stopped doing this kind of exercise in future.
won't shan't shouldn't wouldn't
8. No matter how nicely they ask me, I simply _____ give money to that charity again. They
give thirty percent of their funds to government officials.
shan't won't shouldn't wouldn't
9. When I left the company it was doing quite well but what no one realised was that the
economic downturn _____ force them out of business.
will would shall should
10. Now that mobile phones have become so cheap, soon no home _____ ever need a landline
to be connected.
will would shall should
11. When he was living in London, people _____ often come up to him and ask him for
directions as though he was English.
will would shall should
12. ______ you encounter any difficulties with your homework, there is usually a teacher in the
study room to help you.
will would shall should
35. Read the sentences and decide whether the gap should be filled with 'will' or 'would'.
1.______ you mind closing the door ?
2. Maybe I ______ speak to her.
3. We ______ see what happens tomorrow.
4. What ______ you like to eat?
5. If I see her I ______ let her know.
6. She ______ speak to me, she was so upset.
7. I promise I ______ tell anyone.
8. She thought she ______ be late, so she took a taxi.
9. When I was in the army, we ______ get up at 5.30 a.m.
10. Come on. You ______ need much, just a change of clothes.
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