people who produce and like comedies and other films «for mere entertainment. Thinks that people who go to these films don't want

to be bothered, they don't want responsibility, they want to remain asleep. Rita's idea is that "no matter how spectacular, the film will

be a failure if it has no real message". Rita is for the feature film.

6. Helen Grabova, aged 45, a famous actress, starred in many films. Sees a lot of advantages in both films, but she never gives

judgements about her colleagues. Thinks that an artist can no more judge another artist than one child can judge other children. Each

artist has his particular vision. You can't wear someone else's glasses; they would fit badly, and you wouldn't see. The artist's glasses

only work when they are put on non-artists, whom they move, touch, surprise. Thinks as both films have had long and suc cessful

runs they both should be equally rewarded.

Note: Divide your group into two teams, each of which should perform the same role play. While discussing the films show their merits and imperfections. Speak about the impression both films have produced on your character. Disagree with some of the participants of the conference, share the

others' points of view if you feel like it, defend your own point of view. At the end of the conference you should select the best film of the year (perhaps with

a vote). Comments from the class on each team's performance and the value of the different arguments are invited.

17. Group Discussion.

Give your own views on the problems below and speak against your opponent.

Topic 1. The role of cinema in our life

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

1. Different genres of films, their impact on the spectators.

2. Development of people's cultural level, taste.

3. Films for entertainment and education.

4. Cinema in the classroom (Geography, History, Literature, Foreign Language).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Unit Three

SPEECH PATTERNS

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

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

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

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

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

sour.

3.

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

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

small swaggering sons.

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

But His love of learning can be respected

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

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

He dared to escape.

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

He daren't say it matters.

I dare say the difficulty will disappear.

I dare say it doesn't matter.

EXERCISES

1. Complete the following sentences using the Speech Patterns:

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

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

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

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

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

2. Paraphrase the following sentences using the Speech Patterns:

1.

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

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

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

3

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

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

who must decide.

3. Translate the following sentences into English:

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

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

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

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

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

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

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

у нее молодой человек.

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

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

TEXT THREE

TO SIR, WITH LOVE

By E.R.Braithwaite

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