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Sylvester Krueger Desk

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Sylvester Krueger Desk Powered By Docstoc
					                                     Preface

        Do you find it easy to watch a TV show or listen to a radio
program in English? Can you truly enjoy a movie in English or do you
have to heavily rely on the subtitles? Or would you rather switch to
Russian altogether? When you have a chance to talk to a native speaker,
are you calm and relaxed, or do you sometimes have to read the lips and
agonize over „that muffled sound‟? Have you had a chance to take a
TOEFL exam and wish you had more listening practice? In short, are you
satisfied with you listening skills? Do you ever think about listening as a
skill of yours at all?
        Listening is an integral part of communication. If you fail to hear
and decipher what your interlocutor said, you will hardly make an
articulate speaker. What is more, listening, as we all know now, is not a
passive process, but requires active involvement on your part. How can
we become better listeners?
        The more you listen, the better you do it, the more accents you can
tune to, the more words you recognize and, luckily, pick up; even your
grammar and style can benefit from listening. It gives you a great chance
to acquire language, which is so much easier, and, we insist, more fun,
than traditional learning. It‟s a good idea to own a short-wave radio, or to
subscribe to cable TV, with a BBC channel available, or go to a radio
website, or buy a DVD player to watch enumerable movies, or you can
do some listening comprehension training in class and outside it, using
the materials you are holding in your hands.
        The textbook includes a set of tasks helping you through authentic
listening materials, ranging from radio interviews to movies. For your
ease, they are divided into sections, corresponding to the topics you study
during your 4th year in college.
        What is the best way to use them? Please, don‟t disregard the
Prelistening and Preview sections- they help you to activate your
schemata- or „shelves to put the information on‟- to better understand the
episodes. The more you know about the piece before you listen to it, the
easier the process becomes. Try to go with the pace suggested: each
roman figure stands for a listening session. Before you listen for the first
time and do task I, read its questions to complete it after you finish
listening.
        The rest of the tasks require further listening, and again, knowing
what you are supposed to do, what words to look for helps at that stage
as well. Once you are done with all the listening tasks, you may want to
4

listen again, if there were ideas or phrases you would like to clarify for
yourself. Yet we do not insist on that- in the real world there will always
be words, references, allusions you would find hard to decipher, at least
when you first hear them. This shouldn‟t discourage you- it‟s important
to be able to live with a slight degree of uncertainly and ambiguity when
you study a language. However, make sure you don‟t overdo the
uncertainty part: you can always listen to the tape again, but there is no
way you can rewind a real life speaker.
        We have worked hard to help you choose words to learn and use.
The ones from the tasks are commonly used by the native speakers- we
encourage you to observe in what context they appear, reproduce these
situations later and use the words in sentences of your own. Try to make
a note of their register, too, and use them appropriately.
        The final set of each task will help you discuss the information,
analyse, develop it and make conclusions. Some will call for making
intercultural connections, some will require being an actor, some will set
you thinking.
        Finally, we certainly hope you become eager and motivated
listeners to our materials and in your further listening encounters. Have
fun!


             Unit 1. Higher Education of the USA

 Do American Teenagers Graduate from Schools Prepared for Work
                               and College?
A. Pre-listening
You are going to listen to a short excerpt from an American Public Radio
program about the academic level of high school graduates and its
changes since 1990. What do you expect to hear? Do you think the level
is found satisfactory, or are there going to be some concerns expressed?
What vocabulary is likely to appear in the program?

B. Listening
I. Before you listen to the excerpt, read the following task. Complete it
after you listen to the program.
1. Mark the following sentences TRUE or FALSE. Correct the false
sentences.
     1. American high school graduates are prepared for college.
                                                                         5

    2.   Nowadays American high school students tend to take easier
         classes and receive higher grades in comparison with 1990
    3.   The current situation is a result of the big push of the states to
         raise the graduation requirements.
    4.   A jump in GPAs reflects grade inflation, among other things.
    5.   Half of college bound students cannot handle college level
         work.

II. Read the following two tasks before you listen to the program for the
second time
1. Answer the following questions:
     1. What are the major findings of the high school research
         conducted between 1990 and 2000?
     2. How many students took advanced academic courses in 2000?
     3. What ethnic and gender groups do the findings refer to?
     4. How different were the high school graduation requirements in
         1990?
     5. How does one of the teachers describe the concept of grade
         inflation?
     6. What signs prove that high school graduates are not fully
         prepared for work or college?
     7. What concerns does one of the interviewees raise about
         cramming numerous advanced courses into a day?
2. Were any of your vocabulary forecasts true? Which words of those
predicted have you heard? In what situations?
3. Find the English equivalents to the following words and expressions,
and use them in the situations from the program.
выписка с отметками, успеваемость, трудный предмет, один из
баллов, полученных в результате изучения предмета, учебная
нагрузка, курс по выбору, директор школы, средний балл, предмет
для отличников, предмет повышенной сложности, покинувший
колледж студент, поверхностное обучение, (школьный) учебный
план для поступающих в колледж

C. Discussion.
I. Speak on what the excerpt was about.
II. What are the major concerns, raised in the program? Do we share the
problems, described in the American program?
III. Say if your understanding of the level of high school education in the
USA and its perception by the public has changed. How?
6

IV. Were you completely prepared for college requirements, when you
became a freshman? What about your high school friends? What do you
attribute this to? Will you be prepared for your job when you graduate?
What signs and criteria could prove your point of view?


                  Options in Education (about 15 minutes)
A. Listening
I. Listen to the extract and answer the following questions.
     1. Who is called a heavy/light user?
     2. What‟s so inherently wrong with TV?
     3. What was the aim of the program „Television, police and the
          law‟?
     4. What is meant by teaching children to be critical viewers?
     5. What in Singer‟s opinion can be a „fantastic teaching
          experience‟?
     6. How can popular shows be used to develop children‟s
          vocabulary?
     7. What sort of materials can one find in the magazine „American
          Educator‟?
     8. Do American schools try to teach kids how to watch
          advertisement and detect the selling techniques?
     9. What is the aim of the Yale study? Who is funding it?
     10. How can commercials become part of the curriculum?
     11. What were the films „Six Billion Dollar Sell‟ and „Seeing
          through Commercials‟ used for?
     12. What did Don Roberts‟ study show?
     13. What does Don Roberts mean by „exercising more
          responsibility by advertisers‟?
II. Before you listen to the extract again, read the following two tasks:
1. In your notebooks mark the statements TRUE or FALSE. Try to mark
some sentences before listening. Correct the false ones.
e.g. 1 true
     1. William Singer helps teachers find ways to bring prime time
          commercial television into curriculum.
     2. Singer‟s group prepares and distributes materials to discourage
          viewers from watching TV.
     3. Singer thinks that television should be excluded from our life, at
          least we should try to do it.
     4. Singer never watches TV himself, neither do his children.
                                                                          7

    5.  The American Federation of Teachers has a different idea of
        how TV can be used for educational purposes.
    6. People in TV business do not care about bringing TV into the
        curriculum.
    7. In terms of developing viewing and critical skills there has been
        done a lot.
    8. Yale study focuses exclusively on how commercials are made.
    9. The psychologists conducting the study are expecting that the
        children that have a greater awareness of TV will be more
        selective.
    10. TV commercials are part of the curriculum at some schools.
    11. Researcher Don Roberts argues that kids can‟t be immunized
        against the sleek techniques of commercial production.

2. Check (√ ) if the person expressed the following opinions:

 Opinion               Hosts   Bill     Pam          Don        Other
                               Singer   Wolford      Roberts    speaker
 Children should
 be taught to be
 critical viewers.
 Popular      shows
 can         develop
 children‟s
 vocabulary
 Commercials can
 become part of
 the curriculum
 Children should
 be taught how to
 watch
 advertisements
 TV should be
 used            for
 educational
 purposes
 Children enjoy
 language learning
 with TV
 Opinion               Hosts   Bill     Pam          Don        Other
                               Singer   Wolford      Roberts    speaker
8

III. Listen to the extract again and do the following:
1. Vocabulary quiz. While you listen, pay attention to the vocabulary.
Answer the following questions using the words and word combinations
from the interview. The initial letter(s) will help you.
E.g. What t means television? Answer: tube.
       1) What p s means „as such‟?
       2) What g means „to connect something closely to‟?
       3) What c means „something that limits one‟s freedom of action‟?
       4) What d u means „to make use of (somebody‟s interests)‟?
       5) What r l means „a simple level‟?
       6) What m means „having a reason to study‟?
       7) What v means „easily harmed, sensitive‟?
       8) What p means „exactly‟?
       9) What s i v means „careful in choosing what to watch‟?
       10) What n means „a group of radio or television stations‟?
       11) What m means „to use for one‟s purpose by skillfully
           influencing‟?
       12) What c a means „attraction by a famous person‟?
       13) What j f means „food of poor quality‟?
       14) What n means „nourishment‟?
       15) What h means „an intuitive feeling‟?
2. Pay attention to the phrases used by the speakers to support their
view:
beyond that, in regard to, the same applies to…, in terms of, my hunch
is…
Use some of the phrases in a situation.
B. Discussion.
I. What shows are mentioned in the interview? Are you familiar with any
of them?
II. What do you know about the ABC channel?
III. In his interview, Don Roberts mentions that there going to be
changes. What changes does he mean? Is he optimistic or pessimistic
about these changes? What about you?
IV. What‟s your view on:
      a) TV and its role in educating children;
      b) commercials and their possible instructional value.
V. Can you give examples of effective use of TV for educational
purposes?
VI. As a prospective teacher and parent, are you going to apply TV
programs and films to educate kids?
                                                                       9

                     Education (about 20 minutes)

A. Watching the episode
I. Study the following task before you see the episode, so you would be
able to look for the answers while you watch. Watch the episode and
complete the task.
1. Answer the following questions:
     1. How does the student, her teacher and class benefit from her
         hospital apprenticeship?
     2. How does Colin Powel describe good education and training?
     3. Why is there a demand to being multi-skilled?
     4. What are the greatest advantages of the „school to career‟
         movement?
     5. What example of an interdisciplinary curriculum project is
         described in the episode?
     6. What subjects are used by the two boys, participating in it?
     7. What kind of assessment reform is discussed in the episode?
     8. What difficulties of restructuring a school day are mentioned?
     9. How are Iowa schools used 16 hours a day?
     10. What classes are offered there?
     11. How does technology influence learning, according to one of
         the interviewees?
     12. What nation will come out best in the 21st century, according to
         one of the speakers?

II. Watch the episode again and
1. Fill in the blanks in the sentences, based on the information of the
episode:
     1. The important goal of education is a preparation for ______
          beyond school.
     2. In the apprenticeship program, one of the students works as an
          EKG _____ in a hospital.
     3. At __________ headquarters the two boys present their work to
          their project manager, which challenges them and exposes them
          to the culture of the business world.
     4. The schools felt constrained by the _________ of the school
          schedule, so they need authority to make decisions about the
          necessary changes.
     5. Some schools turn into community learning centers by ______
          their hours of operation and offering a _____ range of programs
10

         and activities, many are making greater contributions to the
         local ______ of life.
     6. One of the women, who was unable to go to college as a young
         person, _______ up for a number of classes, offered at the
         school building, every semester.
     7. The greatest surges of innovations, greatest changes to society
         happen with every major leap in the _______ to generate, store
         and disseminate information.
     8. The greatest challenge of today is revitalizing ________
         education, which will make vast difference in the quality of life
         of our children and the future generations.
2. Find the English synonyms to the following words and expressions,
and use them in the situations from the episode.
to find new interests, professional advisor, to keep knowledge, to be used
(fml.), work place, to use one‟s knowledge, to check something,
important to sb, to let somebody experience something, personal
motivation, adaptability, serious changes, joint projects, to give up
practices, to introduce sth, long-term learners, cultural development,
older people, to follow one‟s interests, to develop a culture, intellectually
absorbed
3. Use the expressions in sentences, describing your attitude to what you
saw.

B. Discussion
I. Summarise the information you have learnt. Use the vocabulary you
found for the task above.
II. Assess the new practices, described in the episode. Could they be
useful, if applied in Russia?


                       Sylvester Krueger’s Desk
A. Listening.
I. You are going to hear a humorous story about a childhood school
memory. Look at the two tasks below before you listen to the story.
Complete them after you listen to it.
1. Answer the following questions:
   1) Who is the main character here? What event are his reminiscences
       dedicated to?
   2) When did the school year start every year?
                                                                       11

  3) Did many changes take place at the school since the main
      character‟s grandfather went there?
  4) Whose portraits were there on the walls of the classroom?
  5) What teachers‟ names are mentioned in the story?
  6) What was special about the main character‟s desk?
  7) What was carved on the classroom desks?
  8) Whom was the main character going to write a note to?
  9) What student/pupil was Sylvester Krueger? Did he do well at
      school?
  10) What did Miss Conroy look like?

2. Choose the correct variant:
    1) The       students     in    class    were       trying   to   make
        __________________.
        a) tables of irregular verbs     c) as few mistakes as possible
        b) thin round consonants         d) big fat vowels
    2) Washington‟s portrait _______________.
        a) was on the right                     c) was on the left
        b) looked kinder than Lincoln‟s         d) fell one day.
    3) So we looked forward to Miss Conroy visits____________.
        a) twice a day                          c) twice a month
        b) twice a week                         d) thrice a week
    4) Then there was the jump, when Miss Conroy‟s ______ moved.
        a) lashes                                c) shoulders
        b) ears                                  d) lips
    5) First time we got the big jump in a shriek was when somebody
        dropped ________ on the floor.
        a) chewing-gum                          c) a pencil
        b) an ink-stand                         d) a globe

II. Listen to the story again and do the following
1. In your notebooks, mark the following sentences TRUE or FALSE.
Correct the false sentences.
     1) „Lincoln & Washington were looking down on us all those years
          like an old married couple.‟
     2) „P.S. I am 52 years old.” It‟s gonna be incredible when I‟ll be 45
          years old.‟
     3) „I put wet white paste on the paper and put it in her pocket.‟
     4) „Mrs. Myers was extremely thin.‟
     5) „We divided her jumps into 3 classes.‟
12

2. Fill in the blanks (you might have to use more than one word):
   1) „Whenever I was stumped at test, I usually looked at Lincoln who
         looked     more     sympathetic      like   he    might   give
         ___________________.‟
   2) „Washington looked like he had ___________________.‟
   3) „Mrs. Myers said that Washington had bad teeth, and she told us
         to ___________ after every meal and not to eat ____________.‟
   4) „September 8, 1951. I am in the _____ grade. We are studying
         _____.‟
   5) „Darla Inquest had some money in her _____ and once she
         brought a __________ to school to show all the pupils.‟
   6) „Darla Inquest was the _____, so she had the privilege of
         ________.‟
   7) „Miss Conroy was skinny& she was an extremely ____________
         woman.‟
   8) „In the classroom, there was a big cage that had __________
         inside.‟
   9) „At the end of the year we had _____ in the _________.‟

B. Discussion
I. Retell the story
II. Speak about your school years, your classroom and teachers.
III. Was your behavior similar to that, described in the story?
IV. Would you like to find yourself sitting in the same desk as you did
when at school?


                                College Life
A. Listening
I. Look at the two tasks below before you listen to the story. Complete
them after listening to the story.
1. Answer the following questions:
     1) What is college life compared here with? Why?
     2) What solemn ceremony awaits first year students?
     3) What kinds of classes are there according to the curriculum?
     4) What are you expected to do if you want to cope with the work
         load?
     5) What is the college “after class” activity supposed to be?
     6) Who makes one large family of undergraduates?
     7) What are you to do to complete your postgraduate course?
                                                                         13

2. Fill in the blanks in the sentences, taken from the extract:
     1) It‟s a fascinating, fantastic, fabulous experience, irrespective of
           the fact whether one is a _________ or a ________ student.
     2) Who can forget the first day at the university when one turns
           from an _____ who has passed entrance exams into a
           ________?
     3) Professors, associate professors, senior lecturers have high
           _______.
     4) The _______ seems to be developed especially for geniuses.
     5) No, professor, I have never _____ , no _____ . I just ______.
     6) You know, Nora is going to be _____ and Dora is going to
           _____.
     7) What? A _____? You mean, I‟ve got a degree _____ English? I
           am happy! It is over!
II. Do the following task before you listen to the extract for the second
time.
1. Give synonyms to the following words and expressions:
    a) Ph.D.                             d) to miss classes
    b) A third year student              e) to cope with
    c) a student                         f) home task
2. Match the right & the left columns:
    1)     lag behind                  a) консультация
    2)     written reproduction        b) наспех зазубривать
    3)     synopses                    c) доцент
    4)     catch up with               d) плестись позади всех
    5)     assistant professor         e) поставить зачет
    6)     associate professor         f) держаться наравне с чем-либо
    7)     give a pass                 g) старший преподаватель
    8)     cram                        h) наверстывать упущенное
    9)     keep pace with              i) изложение
    10)    tutorial                    j) конспекты

III. Listen to the extract again, check if you gave correct answers to the
previous two exercises and do the following:
1. In your notebooks, mark the following sentences TRUE or FALSE.
Correct the false ones.
      1) Senior lecturer is the highest social position of the faculty.
      2) The tutors hand student cards, credit cards, library cards and
           exam cards.
      3) On the first of September students celebrate their first day of
           hard work.
      4) After a postgraduate course one gets a Ph.D.
14

      5) High academic degrees are: AA, BA, and MA.
2. Say what is meant by the given definitions in one word.
     1) a student chosen to help the professor /teacher or college in
         various ways
     2) a course of study offered in a school, college
     3) a long piece of written research done for a higher university
         degree
     4) a regular meeting in which a tutor and a small group of students
         discuss a subject as part of the students‟ course of study
     5) a long essay that a student does as a part of a degree
     6) a student at a university or college who has not yet taken his or
         her first degree
     7) showing steady careful effort

B. Discussion
I. Name the steps of the social ladder which a student must pass to climb
up to the position of the college president.
Use the words from the following list: dean, assistant lecturer, head of
department, vice-president, associate professor, assistant professor, sub
dean, professor.
Student → … → college president
II. Respond to the following statements, developing your idea:
      1) Teachers prefer dull students to bright ones. They are easier to
          manage.
      2) You know what students are like nowadays! They are getting
          less and less intelligent every day.
      3) Colleges shouldn‟t provide students with general knowledge.
          Emphasis should be placed on professional skills.
      4) A man is never too old to learn.
      5) Better untaught than ill-taught.

                 Unit 2. Crime and Punishment
                           Open-and-shut Case
A. Listening.
I. You are going to listen to a radio performance of a short story about a
shrewd police lady who solves what seemed like a straightforward
murder case. Before you hear the short play, read the following task.
1. Answer the following questions:
     1. Why did the phone call worry Lieutenant Stagman?
                                                                     15

    2.     How did the woman in the alley explain her attempt to run
           away?
     3. Who was detained?
     4. What evidence did Mr. Albertson rely on, suspecting the
           secretary of murder?
     5. What information helped to solve the mystery?
     6. Why did the head of the firm decide to make the strange phone
           call?
     7. What was the plan for the secretary and which part of it did the
           secretary fail to perform?
     8. What was Lieutenant Stagman‟s final advice?
II. Listen to the performance again and do the following tasks:
1. Fill in the gaps in the following sentences:
     1. When Lieutenant Stagman arrived at the crime scene she
     ordered to ____ up the building tight.
     2. There were only ______ ways out of the building.
     3. The drunk party people crowded in the police building while the
     police were getting ______ from the witnesses.
     4. Mr. Albertson insisted there was sufficient evidence to ____ the
     secretary, because six people testified they had seen My Greenbaum
     and his secretary ________ from the party between 9:15 and 9:30.
     5. The nitrate test for powder traces on the suspected woman came
     out negative, but the negative result is considered ________.
     6. The nitrate test performed on the ________ man came out
     positive.
     7. The killed man had planned the _____ „to cover over the
     tracks‟.
2. Find the English equivalents to the following words and expressions,
and use them in the situations from the story.
округ, патрульная машина, белый мужчина, мелкокалиберное
оружие, выход на случай пожара, маловероятно, сделать
предупредительный выстрел, служебное удостоверение, конец
связи, защитник, адвокат, заместитель районного прокурора, иметь
отрицательный результат (о тесте), с вашего позволения,
болеутоляющее, лекарственное средство, отпускаемое по рецепту
врача, „Вы серьезно?‟, выдвигать обвинение

B. Discussion
I. Summarize the story, using your active vocabulary.
II. Retell the story as if you were:
16

a) Lieutenant Stagman;
b) Mr Albertson;
c) the secretary.
III. Write a dry factual account of the crime for a newspaper.
IV. Was the mystery story gripping for you as a listener? Why?


                 Listening Carefully (a 6 minute video)
A. Watching the video
I. Study the questions below, watch the episode from an American
magazine program about a practice, used by the US Attorney General,
and answer them.
     1. What kind of program did the US Attorney General initiate in
     schools?
     2. What is the practice used by educators in a middle school in
     Arlington, VA?
     3. What conclusion does the top law enforcement officer come to?

II. Before you watch the video again, study the following two tasks.
Complete them after watching the episode.
1. Mark the following sentences in your notebooks as TRUE or FALSE.
Correct the false ones. (You could try to do the task before listening.)
     1. The US Attorney General goes to schools to talk to children in
         order to study the problem of violence and receive valuable
         feedback from the children.
     2. The program has been going on for 20 years.
     3. Each class in the described school meets for the discussion
         every fortnight.
     4. The children report being threatened both in school and in the
         community.
     5. The practice hasn‟t affected the school safety in any positive
         way yet.
     6. Quiet children, as opposed to openly belligerent ones, are easier
         to deal with and present fewer problems.
     7. The need to have an adult who will listen is voiced by a number
         of students.
     8. With both parents working, children have less parental
         supervision now than almost any time in the recent history of
         the USA.
     9. Clubs are still to gain popularity among students.
                                                                         17

     10. The reason for violence is said to be in the problem families.
     11. The children get embittered when they are not allowed to watch
          certain TV programs.
     12. According to the Attorney General, children want their parents
          to provide a safe environment for them.
2. Find equivalents to the following:
to deal with the issue of violence, to deal with conflicts, school
psychologist, punishment of not being able to attend classes, a device,
able to spot any metal object, killing numerous people by a gun, to make
just enough money for one‟s needs, without parental control or care, a
push from the parents, to direct (one‟s anger) at sb, making him/her
suffer, to be held responsible
3. Use the expressions in the situations from the video.

B. Discussion.
1. Summarize the video.
2. Say if you were surprised by any of the facts, mentioned in the episode.
Comment on the practice, used by the US Attorney General, the
children‟s responses to the questions.


                     Goldilocks vs. the Three Bears
A. Pre-listening
You are gong to hear a story, written by a teenage writer, Daniel
Palumbo. The title of the story has an allusion to the well-known story of
Goldilocks and the three bears, but also has a reference to a court
hearing. What is the reference? Why does it seem funny? What do you
expect the story to be about?

B. Listening
I. Before you listen to the story, read the following task so that you would
know what information to pay attention to.
1. Answer the following questions.
     1. Who is the accusation in a court of law brought by? Why?
     2. What does the speaker mean by saying “…and accidentally
         makes a few good-natured blunders”?
     3. What was Goldilocks doing in the vicinity of the bears‟ house at
         night? How did she manage to penetrate into it?
18

     4.   What property destruction and moral damage did Goldilocks
          cause to the entire family? Formulate the charges against her.
          Do you consider the provided evidence to be irrefutable?
     5.   What will the most possible case outcome be, in your
          perspective?

II. Listen to the story and do the following tasks:
1. Complete the list of synonyms with a word or phrase from the story:
     1. to slink, to creep, …
     2. unaware, ignorant, …
     3. robbery, plunder, …
     4. to set off for a walk, …
     5. fault, error, …
     6. diversity, range, …
     7. to incise, to engrave, …
     8. indecent, coarse, …
     9. without pity or compassion, …
2. Complete the sentences from the story:
     1. Since the neighborhood was quite safe, the bear felt
          secure_____.
     2. Unfortunately, he was not aware that Goldilocks, on parole from
          a nearby detention center, was ____________________.
     3. Goldilocks tried Papa Bear‟s chair and found it too high, so she
          ___________.
     4. Papa Bear‟s porridge seemed too hot, so she __________.
     5. Finding Mamma Bear‟s bed too soft, Goldilocks ______.
     6. Upon returning, the bears found ________.
     7. When she awoke, she screamed and fled _________.
     8. „As a result of our loss of wealth and my son‟s resulting
          psychiatric disorder, requiring extensive medical attention, I am
          __________________________.‟
     9. „I hereby conclude _____.‟

C. Discussion
I. Retell the story, as if you were Papa Bear.
II. Why is the story funny? What new twist is added by the writer? How
does the vocabulary contribute to the tone? What about the syntactical
peculiarities?
III. Development (please, stick to the register of a courtroom):
                                                                              19

    1.   Devise and introduce a defending speech, as if you were
         Goldilocks‟ defense attorney.
    2. You are Goldilocks – provide your own interpretation of the
         events.
    3. Make a dialogue between:
    a) Goldilocks and her attorney;
    b) the bears‟ family members before the hearing.


                              High Crimes
A. Preview
Before watching the film, you can read the following review.

                                  Ashley Judd stars as Claire Kubik, a high-
                            powered and successful defense attorney. She has it
                            all - she is happily married to Tom Kubik (James
                            Caviezel), and her career is on the way up. Their
                            perfect life unexpectedly changes one evening when
                            Tom is suddenly arrested and his true identity, Ron
                            Chapman, is exposed. Ashley is stunned by the
                            revelation, but Tom assures her that he is being
                            framed by the military for a crime he didn't commit.
                            Tom is put on trial in a military court for the crime
                            he says was carried out by others who are now
                            senior figures in the military. Evidence is hard to
                            find, as many of the witnesses have already met with
                            suspicious deaths. Although she knows nothing
about military law, Claire decides to represent him, with the help of Charlie
Grimes (Morgan Freeman), a rather discredited lawyer with military experience
and something of a reputation. Together, they must uncover the truth behind the
accusations, but it soon becomes apparent that there are people who will go to
any lengths to stop them

B. Watching the film
I. Before you watch the film, read the following four tasks:
1. Answer the following questions:
     1. What charges were brought against Claire‟s husband?
     2. In what way does the military court differ from the civil one?
     3. What was Ron‟s version of what had actually happened? Did his
         wife believe him?
     4. What steps did the attorneys take to defend Ron?
20

     5.  Who was the man Claire came across in the shop? What role did
         he play in the whole story?
     6. Why did Charlie and Claire come to conclusion that somebody
         had betrayed them? Whom did they suspect? Were their
         suspicions well-grounded?
     7. Speak on the episode with Troy Abbot. How did his words
         contribute to the defense?
     8. How was General Marks connected with the murder?
     9. What did Claire learn from Hernandez‟s medical report?
     10. How do you account for the end of the movie? Did you expect
         it?

2. Find synonyms to the following words and expressions:
capital punishment, homicide, a mass murder, to arrest sb (sl.), to give
evidence, a small bomb, a secret paper

3. Find words to the following definitions:
     1. a prosecutor in a military court
     2. a summary of the facts of a legal case prepared for the lawyer
     3. a formal request or proposal
     4. a place where a witness in a law court stands to give evidence
     5. evidence which can be allowed or accepted in court
     6. to clear sb of blame or suspicion
     7. to prove that a charge is false
     8. an act of concealing something illegal
     9. an act of running away from military service without permission
     10. a trial that is not considered valid because of some error in the
         proceeding

4 Find English equivalents to the following words:
заковать кого-либо в наручники, подать официальное прошение,
обвинительный документ, выиграть дело, совершить массовое
убийство, признать себя виновным, относящиеся к делу (улики),
предварительное слушание дела, „Вы признаете себя виновным?‟,
снять обвинения с кого-либо, детектор лжи, обмануть детектор лжи
(sl.), ложная тревога, отстранить от ведения дела

II. After watching the film do the following:
1. Fill in the blanks:
                                                                      21

1. Claire‟s husband‟s real name was_____. 2. Her husband was indicted
for_____ .3. While examining Jimmy Hernandez, Claire accused him
of_____ .4. Claire and Charlie wanted to present a _____ as evidence,
but the judge said it should be disregarded. 5. Claire represented her
husband in the _____ .6. Lisa Stenstrom, a witness‟s wife, asserted that
a______ killed her husband. 7. James Hernandez got an injury to his left
eye in the _____ at Monte Azul. 8. Claire blackmailed_____ saying she
would let the secret document go public if he didn‟t _____. 9. Claire
decided to make a speech at the press conference in order to____. 10.
The charges against Ron were_____ after all.

2. Say whether the following is true or false
     1. After her husband was arrested, Claire learnt that he had a false
         name.
     2. Charlie was one of the best attorneys, that was why Claire
         decided to consult him.
     3. Major Waldren wanted Ron to plead guilty, which could reduce
         the penitentiary term to 5 years.
     4. Troy Abbot said he saw Ron committing the crime.
     5. The tape with Troy‟s testimony was used as the main evidence
         in court.
     6. General Marks gave an order to eliminate Danilo Chacon and
         his terrorist group at Las Colinas.
     7. It was Danilo Chacon who blew up the café and killed the three
         American students.
     8. After talking to Lisa Stenstron Charlie learnt that a policeman
         had killed her husband.
     9. Claire was pregnant when she had a car accident. Happily, she
         wasn‟t injured.
     10. Ron Chapman proved to be innocent.
3. Compile a list of all the crimes and petty offences committed or
mentioned in the movie.

C. Discussion
I. Choose one of the following characters-Ron, Claire or Charlie- and
give his (her) character sketch.
II. Retell the story as if you were Ron Chapman.
III. Do you think a wife can defend her husband and be impartial? Was
Claire objective?
22

IV. What do you think would have happened if Claire hadn‟t learnt the
truth about her husband? Do you think Ron would have managed to
deceive his wife for the rest of his life?
V. If you were on the jury, what verdict would you bring in? What
punishment would you choose for Ron if you were a judge?

                       Detention (about 5 minutes)
A. Pre-listening
What ways of punishing criminals are there? Is detention always the best
solution? How can a detained person return to the life of a regular law-
abiding citizen? Should people be allowed more freedom before they are
released?
B. Listening
I. You are going to listen to the episode about a new practice of helping
criminals adjust to a normal life. Before listening, read the following
task:
1. Answer the following questions:
     1. What is HDC?
     2. How does HDC work and manage violations?
     3. How does Nina like the new system?
     4. Who prearranges the curfew times and boundaries?
     5. How many prisoners will be eligible for HDC?
     6. Can the system cope with emergencies?
II. Listen again and do the following:
1. Study the suggested list of words and word combinations, explain their
meaning and use them in the situations from the episode. Provide as
many credible synonyms to them as possible:
offender, to be eligible for HDC, to be tagged (to be fitted with an
electronic tag), to be placed under a home curfew, repeated violations,
redemption, to alert the authorities.

2. Fill in the banks as in the example:
verb                 adjective          noun            -er noun
stigmatize           stigmatic          stigma
monitor
                                                        offender
violate
                   redemptive
                                       penalty
discipline
                                                                            23

                    punitive
                                         crime
                                         curfew
C. Discussion
I. Answer the following questions:
     1. Speculate upon the pros and cons of HDC.
     2. Do you think people should be imprisoned for their crimes, or
          should more alternatives like HDC be found?
     3. Can you propose any other ways for the governments to use in
          order to tackle and reduce prison overcrowding?
     4. What is the attitude of the society you live in to prison? Do you
          support this concept?
     5. Do you think the prison is a place for punishment, rehabilitation,
          or both?
II. Role-play
You are the governors of a prison and should decide what prisoners can
be released on the Home Detention Curfew scheme (HDC). Yet you can
accept only 1 of them. Prepare 4 criminal cases and present them in
pairs (murder, armed robbery, theft, fraud). Use the following frame as
an example:
     Name: Martha Banks
     Age: 27
     Crime: shoplifting
     Sentence: 2 years
     Notes: divorcee Ms Banks was found guilty of stealing garments
     from a boutique valued at $4000. She has nobody to take care of her
     2 kids and has asked to be put on the scheme to be able to look after
     them. She has caused some discipline problems.


                     Unit 3. Books and Writers
                      Lucky You (15 minutes)
A. Pre-listening
You are going to listen to an extract from „Lucky You‟ written by a
modern American writer Carl Hiaasen. Read the following before
listening.
     Carl Hiaasen was born and raised in Florida, where he still lives with his
family. He is the author of eleven novels, including Sick Puppy, Lucky You,
24

Stormy Weather, Basket Case, and, for young readers, Hoot. Tony Hillerman
calls him "the Mark Twain of the crime novel."
      The main characters of „Lucky You‟ are a veterinary assistant named
JoLayne Lucks, Tom Krome, a reporter for a Florida daily paper, his wife Mary
Andrea and two criminals.
      When JoLayne Lucks wins half the Florida State Lottery's $28 million prize,
she knows exactly what she is going to do with the money. She plans to save a 44
acre plot of land in her hometown of Grange, Florida, from imminent
development. She does not want to see it bulldozed and paved for a strip center
by the out of state development company currently planning to buy the land.
      Unfortunately for JoLayne, the other winning ticket in the big drawing is
held by two dangerously inept criminals, who decide that they don't want to share
the big jackpot with anyone.
      Tom Krome is sent to Grange to write a story about Ms. Lucks' good
fortune in the lottery…

B. Listening
I. Listen to the story and answer the following questions on Part 1.
     1. What happened at JoLayne‟s house before Tom Krome arrived
          there?
     2. Why did JoLayne refuse to call the police?
     3. Was it possible to identify the owners of the winning lottery
          tickets?
     4. How did Tom Krome feel about the whole situation?
     5. What did the robbers threaten JoLayne with?
II. Listen to it again do the following:
1. Make a list of the evidence the police could find at the crime scene.
2. In your notebooks mark the statements TRUE or FALSE.
Check you answers with your partner.
Part 2.
     1. Mary Andrea Finley‟s marriage to Tom was perfect.
     2. Mary Andrea initiated contact with him because Tom was
          extremely good-looking.
     3. Their dating lasted for 5 months before they married.
     4. Mary Andrea refused to give Tom Krome a divorce because she
          loved him.
     5. Her theory of divorce was that it left the person vulnerable.
Part 3.
     1. Tom Krome had to quit his job because he didn‟t write the story
          about the stolen ticket on time.
     2. Katie was a waitress at a Mexican restaurant.
                                                                           25

    3.   The windows in Tom Krome‟s house were shot by Katie‟s
         husband.
     4.  Katie told her husband every detail of her affair with Tom.
     5.  Her husband was intending to kill Tom.
Part 4.
     1. Tom didn‟t like JoLayne‟s idea of buying the land.
     2. The criminals withdrew a lot of money from JoLayne‟s account
         using her Visa card.
     3. She was going to call the police about that.
     4. She was going to cancel her card number.
     5. Tom thought that she shouldn‟t do it for it could help them track
         the criminals.
III. Focus on the vocabulary.
Match the words and word combinations with their meaning.

   anticipation                track
   schizoid                    a very foolish person
   suicidal                    having a disorder of the mind
   self-absorbed               to meet somebody and spend time together
   intent                      the short one says…
   hook up with                wishing to kill oneself
   come apart                  bright, intelligent
   audition                    what she said could be right
   to tuck                     paying all one‟s attention to oneself
   serenity                    calmness, peacefulness
   smart                       to break into pieces
   she had a point             showing fixed attention
   moron                       to put or push into a desired position
   trail                       expectation, prediction
   the short one goes…         test performance


IV. Listen to the story again (parts 1-4) and complete the following table:


   Character       Age    Appearance         Occupation      Personality
   JoLayne

   Tom Krome

   Mary Andrea
   Finley Krome
26

     Katie

     Criminal 1

     Criminal 2

     Character        Age    Appearance           Occupation        Personality

C. Discussion
Summarize the story (make use of the vocabulary from task IV).



                           Finding Neverland
A. Preview
Before watching the film, you can read the following review.
                                        “Finding Neverland is just as magical as
                                the story that inspired it. Not only does it
                                perfectly encapsulate James Barrie's crowning
                                literary achievement, it reverberates in full vivid
                                detail the extraordinary mind of this gifted
                                playwright. This enchanting film, with its
                                affecting sweetness delivered by a flawless cast,
                                is destined to become a classic.
                                As the film opens, Barrie (played by the
                                extraordinary Johnny Depp) finds himself in the
                                middle of an artistic crisis. His latest play has
                                failed to impress the turn-of-the-century London
                                highbrow crowd. Barrie is at a loss for
                                inspiration. He withdraws from his wife,
                                preferring the
companionship of their Newfoundland dog instead.
        Barrie's fortune changes during one visit to the neighborhood park where
he encounters four spirited young boys and their recently widowed mother Sylvia
Llewellyn Davies (Kate Winslet). Barrie is instantly drawn to the impressionable
children, and performs an impromptu play for the abiding family. An instant
bond is formed, and Barrie and the Davies family quickly become inseparable.
The boys even begin to call him Uncle Jim.
        Yet, not everything is coming up roses. Their relationship meets strict
disdain from Sylvia's protective mother (Julie Christie) who insists Barrie is
destroying any chance the family has at pulling their lives together after the death
of their father…”
                                                                           27

B. Watching the film
 I. Read the following three tasks before you start watching.
1. While you watch, write down the names of the main characters. Be
ready to explain who they are and give their brief characteristics.
2. As you watch, write down interesting expressions, used by the
characters.
3. After watching the film, say who the following quotes belong to and in
what situation they were used:
     1. „Absolute rubbish, from start to finish.‟
     2. „My brother can be extremely irritating‟.
     3. „Old people teach the boy the Indian ways.‟
     4. “At the moment I am running two households. Sylvia believes
          she can get by without a housekeeper.
     5. „Surely you don‟t intend…‟
         „to keep spending your afternoons with the children, do you?‟
     6. „If I were a writer, I think I could write a whole story about
          flying the kite today.”
     7. „And not one of you will escape.‟
     8. „Young boys should never be sent to bed. They always wake up-
          and they are older.‟
     9. „He is an irrepressible spirit of youth… He just imagines life the
          way he want it to be, and he believes in it long enough and hard
          enough- that it all appears before him.‟
     10. „In punishment for a lack of an interesting pirate name Peter
          shall walk the plank.‟
     11. „You are not actually a nanny, you are a dog.‟
     12. „The lamentable tale of Lady Ursula.‟
     13. „I am not blind! I won‟t be made a fool.‟
     14. „I can certainly see to it that this house is managed without
          resorting to your charity.‟
     15. „You needn‟t steal my journal to get to know me.‟
     16. „We‟ve pretended so much that you are part of this family, now
          it doesn‟t matter if it‟s true, even if that can never be, I need to
          go on pretending. With you.
     17. „Quite a scandal, so I‟m told.‟
     18. „Without them I couldn‟t have written anything like this.‟
     19. „It‟s magical. Thank you.‟
     20. „But I‟m not Peter Pan. He is.‟
     21. „And when every new baby is born, its first laugh becomes a
          fairy.‟
28

     3. Use the expressions from Task 2 in the situations from the movie.

C. Discussion.
I. Have you read any of James Matthew Barrie‟s books? What
impressions did you have? What place does the writer hold in the
British/world children‟s literature?
II. Retell the content of the film as if you were
a) a viewer;
b) one of the characters (Mr. Barrie, his wife, one of the children,
Sylvia‟s mother);
c) a movie critic;
d) a researcher of literature.
III. What issues are raised in the movie? What is its message?
IV. How does the film describe the source of a writer‟s inspiration? What
references to James Mathew Barrie‟s books can we find in the movie?
V. How did you like the device of moving the action from reality to
imagination? Which moments were especially evocative?


                 The Mind and Times of Virginia Woolf
A. Preview
Study the following words and word combinations. Look up their
meanings in all the possible sorts of dictionaries and encyclopedias
either language or medical. Make sure you'll be able to recognize them
in the film. Memorize them.
maniac-depressive; lithium; to alternate between periods of mania and
high excitement; inert depression; appalling incapacitating headaches;
stoicism; an eminent author; notorious; to molest sb sexually as a child;
traumatic sexual interference; to dislike intensely; to be burningly
resentful; to write unstoppably; to undergo a serious bout of mental
illness; a staggering succession of blows; to come to terms with the
parents' death; to be a crucial character; to be in the pursuit of truth and a
mere convention; to be bold; omnisexual; elite; lascivious; to be
desolated by death; to be distraught; to be triggered by sth; to be
incarcerated; very high exhilarated peak periods of sth.; trauma; to
portray the instability of mind; to flit; to loath; to scaffold; to be less
likely overexcited; a very daring method of representation; crepuscular;
as bright as a fire in the mist; to be freed up; to be an experimental
writer; to say sth. in one's own voice; a sanctum; to stride to be
enlivening; to mock sth/sb; obscure; a deep-seated desire; inferior;
                                                                           29

inflammatory; indictment; to be in sb's black list; a self-inflicted; gallant;
posthumous work; a muscular, prolific, energetic, strong, big writer.

B. Watching the film
I. Watch “The Hours” and do the following:
1. Answer the following questions to the film:
    1. What were the mind and times of Virginia Woolf?
    2. What can you say about her family's background?
    3. What were her very high-exhilarated peak periods connected
         with?
    4. Why is her life considered by some of her biographers a story of
         great courage and stoicism?
    5. How did Virginia's childhood affect the rest of her life?
    6. How did the mental illness manifest itself through the writer's
         life?
    7. What can you say about Bloomsberry Club?
    8. Name as many of V. Woolf's novels as you know or remember
         from the interview.
    9. How do you appreciate her final act: the decision to commit
         suicide?
    10. What did she think about every day of humane life?

2. Translate the following words of Virginia Woolf about the necessity to
keep a diary.
"What sort of diary I like mine to be? Something loose-knit and yet not
slovenly, so elastic that it will embrace anything- solemn, slight or
beautiful- that comes into my mind. I should like it to resemble some
deep, old desk, or a capacious hold-all in which one flings a mass of odds
and ends without looking them through. I should like to come back after
a year or two, and find that the collection had sorted itself and refined
itself and coalesced -as such deposits so mysteriously do - into a mold,
transparent enough to reflect the light of our life, and yet steady, tranquil,
compounds with the aloofness of a work of art."
Do you keep a diary? Do the words sound inspiring to start doing it?

3. Answer the questions:
    1.    Virginia Woolf, Laura Brown, Clarissa Vaughan. In what way
          are the characters of the film interconnected and
          interdependent?
30

     2.    Interpret Richard‟s remark: "Oh, Mrs. Dalloway is always
           giving parties to cover the silence."
     3.    Why does Richard call Clarissa Mrs. Dalloway?
     4.    What motivated Laura's idea to commit suicide?
     5.    Comment on the episode with the little bird's death.
     6.    How many deaths are there in the film? What are they? Why
           are they?
     7.    Why is the film called "The Hours."

4. Dub the following episode:
Richard: Mrs. Dalloway!? It's you?
Clarissa: Yes, it's me. Oh … it's me.
R: Come in.
C: Richard! It's a beautiful morning. How about we let in a little more light?
R: Is it still morning?
C: Yes, it is.
R: Have I died? Good morning, my dear.
C: Any visitors?
R: Yes.
C: Are they still here?
R: No, they've gone.
C: How'd they look?
R: Today? Sort of like black fire. I mean sort of light and dark at the same
time. There was one a bit like an electrified jellyfish. They were singing.
May have been Greek.
C: So the ceremony is at five. Do you remember? And then … the party is
right after. They did bring you breakfast, didn't they?
R: What a question! Of course!
C: Richard? You did eat it?
R: Can you see it? Is it here? Any breakfast lying around?
C: No, I don't see it.
R: Then I must have eaten it, mustn't I?
C: I suppose.
R: Does it matter?
C: Of course it matters. You know what the doctors say. Have you been
skipping pills?
R: Clarissa, I can't take this.
C: Take what?
R: Having to be proud and brave in front of everybody.
C: Oh, honey. It's not a performance.
                                                                           31

R: Of course, it is. I got the prize for my performance.
C: Well. That's nonsense.
R: I got the prize for having AIDS and going nuts and being brave about it.
Actually I have the prize for having come through.
C: It's not true.
R: For surviving, that's what I got the prize for.
C: It's not true.
 R: Oh, you think they would have given it to me if I were healthy?
C: Yes, as a matter of fact I do.
R: Is it here somewhere?
C: What?
R: The prize. I‟d like to look at it.
C: No, you haven't gotten it yet. It's tonight.
R: Are you sure? Umm. I remember the ceremony perfectly. I seem to have
fallen out of time.
C: Richard. Richard… It's a party and it's only a party… hmm… populated
entirely by people who respect and admire you.
R: A small party. Is it? A select party. Is it?
C: Your friends.
R: I thought I lost all my friends. I thought I drove my friends crazy.
C: Jesus.
R: Oh, Mrs. Dalloway always giving parties to cover the silence.
C: Richard. You won't need to do anything. All you have to do is appear, sit
on the sofa. And I'll be there. This is a group of people who want to tell you
your work is going to live.
R: Oh, is it? Is my work going to live? I can't go through with it, Clarissa.
C: Oh, why do you say this?
R: I can't
C: Why? Because I wanted to be a writer, that's all.
C: So.
R: I wanted to write about it all. Everything that happens in a moment. The
way the flowers looked when you carry them in your arms. This towel, how
it … smells, how it feels. This thread. All our feelings, yours and mine. The
history of it. Who we once were. Everything in the world. Everything all
mixed up… like it's all mixed up now. And I failed. I failed. No matter what
you start with, it ends up being so much less. Sheer fucking pride… and
stupidity. We want everything, don't we?
C: I suppose we do.
R: You kissed me on a beach
C: Yeah.
32

R: Do you remember… how many years ago?
C: Of course.
R: What did you want then? Come closer.
C: I'm right here.
R: Come closer, would you, please. Take my hand. Would you be angry?
C: Would I be angry if you didn't show up at the party?
R: Would you be angry if I died?
C: If you died?
R: Who is this party for?
C: What do you mean „who is it for‟? What are you asking? What are you
trying to say?
R: I'm not trying to say anything.
C: Mm.
R: I'm saying. I think I'm only staying alive to satisfy you.
C: Well. So… that is what we all do. That is what people do. They stay alive
for each other. The doctors told you. You- you don't need to die. They told
you that. You can. .. live like this for years.
R: Well, exactly.
C: I don't accept this. I don't accept what you say.
R: Oh, and it's for you to decide, is it? How long have you been doing that?
How many years? Coming to the apartment. What about your own life?
What about Sally? Just wait till I die .Then you'll have to think of yourself.


                             Unit 4. Music
                          Music (about 5 minutes)
A. Listening
I. Before you listen to the interview, study the following two tasks:
1. What words concerning our topic (“Music”) have you heard?
2. Answer the questions:
     1) What made John take up music?
     2) Why did John decide to give it up?
     3) What is more important than being a great musician, being a
         monster player, a musical icon, a millionaire or legend,
         according to the speaker?
     4) Comment upon the following: “Music was this dark secret of
         failure”.
     5) Why was he embarrassed to buy the old used piano?
                                                                        33

    6) How did the piano change John‟s life? What made John take up
       music again?
    7) Characterize John in five adjectives. What do you think about
       this man and his story?
    8) What is the main idea of this extract (as you see it)?

II. Listen to the story again and do the following:
1. Find the words that have the following definitions:
     1. ……..- a book of songs with music for singing.
     2. ……..- a pair of round thin metal plates that are struck together
          to make a loud ringing noise.
     3. ……..- a sung part of a popular song.
     4. ……..- music printed on single sheets and not bound in book
          form.
     5. ……..- a piece of music for one or two instruments, one of
          which is usually a piano, made up of three or four short parts of
          varying speed.
     6. ……..- neither very good nor very bad.
2. Give synonyms from the story to the following:
     1. to have bravery and determination to do something.
     2. lack of success-
     3. quite strange-
     4. to get a strong wish to do something
     5. music without fame
     6. a great musician-
B. Discussion.
I. Make up a summary of the extract.
II. Develop the main idea. Express your own attitude to the problem
discussed.
III. What famous music names were mentioned in the story? What do you
know about the people?


            Tchaikovsky and Mussorgsky (about 10 minutes)
A. Pre-listening.
You are gong to hear a radio program, which went on the air on
American Public Radio before a Russian opera broadcast. The author
compares life and music of two Russian composers P. Tchaikovsky and
M. Mussorgsky, whose operas are going to be broadcast on the channel.
What information do you expect to receive? Would it be similar to a
34

Russian foreword on, e.g., the Culture Channel? If it were not completely
impartial, what attitude might it convey? Could it offend a Russian
listener? Could it provide an interesting perspective? What vocabulary
do you expect to hear?

B. Listening
I. Before you listen to the program, read the following task so you would
know what information to pay attention to.
1. Answer the following questions:
     1. Were the relations between the two composers friendly?
     2. How were their childhood lives similar?
     3. What group of composers did Mussorgsky join?
     4. What music did the group advocate?
     5. Who received a more thorough musical training?
     6. Which composer was called a „loner, plagued by self-hatred and
         self-doubt‟?
     7. Who was called a Westernizer and who was called a Slavophil?
         Why?

II. Listen to the program again and do the following tasks:
1. In your notebooks, fill in the blanks. Each blank requires one word.
Try to use the ones from the program.
     1. Mussorgsky found Tchaikovsky‟s music too ___ and European.
     2. Tchaikovsky dismissed his rival‟s music as coarse, crude and
          ___.
     3. Mussorgsky was born in _____.
     4. While Tchaikovsky was going to become a lawyer, Mussorgsky
          pursued a _____ career.
     5. Tchaikovsky ______ in the St. Petersburg Conservatory in
          1962.
     6. Mussorgsky‟s “Boris Godunov” is a dark historical ___, set in
          medieval Moscow.
     7. Tchaikovsky, who, unlike his rival, traveled a lot, composed
          “Queen of Spades” in his beloved city of ____.
     8. In “Boris Godunov” there are ___ arias or duets.
     9. Tchaikovsky‟s “Queen of Spades” ____ to the European opera
          conventions.
     10. Mussorgsky saw a ____ ____ as a supreme expression of the
          Russian people‟s national identity and spirituality.
                                                                      35

2. Find the English equivalents to the following words and phrases:
примадонна, воспроизведение звона колоколов, возможности
общения, личное счастье, тайный гомосексуалист (разг.), гедонизм,
западник, славянофил, бас, баритон, Метрополитен-опера (разг.)
3. Use the words and expressions in the situations from the interview.

4. Complete the following sentences:
    1. Tchaikovsky once said “I send Mussorgsky‟s music
        __________.‟
    2. The two composers represented the split _____________.
    3. Mussorgsky‟s “Boris Godunov” had some folk songs ____.
    4. Tchaikovsky‟s “Queen of Spades” contained numerous arias,
        duets, _________________.
    5. Where Mussorgsky saw realism, Tchaikovsky __________.
    6. Mussorgsky‟s only accepted arias which_________.

C. Discussion
I. Summarize the broadcast.
II. What interesting facts have you learnt from the extract?
III. Did you feel any bias on the part of the speaker? How did his tone
impress you? What could be found offensive about it? Why?
IV. Discuss the information with a partner as if you were:
a) two students of music;
b) two Russian music teachers;
c) two teenagers, not particularly keen on classical music;
d) a Tchaikovsky fan and a Mussorgsky fan.
V. Which of the two composers do you find more interesting? Why? What
musical pieces of his are you familiar with?

                      Unit 5. Difficult Children
               Depression in Children (about 20 minutes)
A. Pre-listening
What do you know about children‟s emotional disorders? What
percentage of all children suffer from them? Should children receive
treatment for such disorders? Who can their parents apply to?

B. Listening
I. You are going to listen to an interview with a Professor of Psychiatry
and Pediatrics at Harvard Medical School, President of a hospital, who
36

created a pediatric symptom checklist (PSC)- a screening tool for
diagnosing children with emotional disorders. Read the following task
before listening.
1. Answer the following questions:
    1. What is the percentage of children with psychiatric disorders?
    2. How many of the disorders get recognized?
    3. What are the main two reasons for children‟s disorders
          remaining undiagnosed?
    4. What disorders are easy to diagnose in children?
    5. What are the consequences for children with untreated
          emotional disorders?
    6. What kind of screening did the professor develop? Why is it
          called innovative?
    7. What examples of individual children with problems, identified
          after a PSC screening, does the professor mention?
    8. What most effective question does he find indicative of an
          emotional problem in a child?
    9. What are some other questions, used in the questionnaire?

II. Listen to the interview again and do the following tasks:
1. In your notebooks, mark the following sentences TRUE or FALSE.
Correct the false sentences.
     1. Pediatricians refer only 1 -2 percent of children with
          psychological disorders to psychologists.
     2. Pediatricians are not confident enough in diagnosing
          psychological disorders.
     3. Hyperactive, aggressive, violent kids suffer from the lack of
          psychological help.
     4. Anxiety disorder, depression, obsessive compulsive disorder,
          learning disabilities, sexual abuse are easily missed by doctors.
     5. Children can never resolve their psychological problems on
          their own.
     6. The risks for children with untreated emotional disorders are
          using substances, getting pregnant, or getting into delinquency.
     7. PSC negative children usually have no problems with missing
          classes.

2. Find the English equivalents to the following words and phrases:
проблемы        интеллектуального          развития,     эмоциональные
расстройства, система возмещения расходов/ система оплаты за
                                                                               37

медицинское обслуживания, серьезное расстройство, проявляться,
самооценка, проверка зрения, заполнение страховых бланков,
отслеживать прогресс/последствия, долговременный, медицинское
вмешательство
3. Use the words and expressions in the situations from the interview.

C. Discussion
I. Say what you learnt from the interview.
II. Do you share the speaker‟s concern about children‟s emotional well-
being? Do you find the introduction of a similar screening process in
Russian pediatric clinics useful/feasible?
III. Discuss the ideas of the interview in pairs.
a) as if you were two psychologists;
b) two Russian pediatricians
c) two fourth-year students, assigned to do it.
Note: not only the content, but also the vocabulary and structures should
vary from one pair of people to the other.


                          The Emperor’s Club
A. Preview
Before watching the film, you can read the following review.

                                “According to the Greek philosopher Heraclites,
                                "A man's character is his fate," to which St.
                                Benedict's Academy for Boys adds, "The end
                                depends upon the beginning." Those are concepts
                                that Classics professor William Hundert (Kevin
                                Kline) has lived by. His story begins with a
                                flashback to 1976, when the cocky, rebellious son
                                of a U.S. Senator made a brash entrance into his
                                class. Sedgewick Bell (Emile Hirsch) is
                                obnoxious, not unlike his father (Harris Yulin),
                                but he's also bright - and challenging. Determined
                                to inspire the lad, Mr. Hundert involves him in
                                the school's annual Mr. Julius Caesar contest,
                                which is staged as an intellectual tournament.
Bell responds and excels, only to be discovered cheating in the final round. 25
years later, the now-grown Bell (Steven Culp) is a powerful corporate leader, yet
he's never come to terms with his loss. So he stages an ironic Mr. Julius Caesar
contest re-play at which the sage, now-retired Mr. Hundert will officiate.”
38

B. Watching the film
 I. Read the following three tasks before you start watching.
1. While you watch, write down the names of the main characters. Be
ready to explain who they are and give their brief characteristics.

2. After watching the film, say who the following quotes belong to and in
what situation they were used:
     1. “The wisdom gathered here should be used for others, as well as
         for oneself.”
     2. “What will your contribution be? How will history remember
         you?”
     3. “It must have been quite something to grow around that talent.”
     4. “They catch us and we‟ll get kicked out, and we don‟t get our
         tuition back”
     5. “There is a code at St. Benedict‟s of self-governance based on
         mutual trust. You‟ve violated this trust.”
     6. “To what I hold this honor?”
     7. “I can vouch for this boy‟s character.”
     8. “Questions will be posed to our three young scholars in
         increasing levels of difficulty.”
     9. “How come you didn‟t stand up and call me out?”
     10. “The pressure to succeed can be oppressive.‟
     11. “Enrollment is down, people are thinking of St Benedict as old-
         fashioned. We need to look more to the future than to the past.”
     12. “I never quite gave you your due.”
     13. “I saw a young man under a great deal of pressure, and not
         unlike your upbringing, I too had a father who was a very busy
         man.”
     14. “I trust you keep it between us, as always, and I trust you will.”
     15. “I failed you as a teacher.”
     16. “What I think this country really needs is the sense of right and
         wrong.”

3. Write down the English equivalents to the following from the film:
победить время, давать клятву верности, информаторы, под
«арестом» в общежитии, заниматься, направлять внимание на что-
либо, демонстрировать искусство управления государством,
формировать характер, печально известный, сбор средств,
перемирие, гипнотический, безупречный в моральном отношении,
                                                                           39

верность школе, штраф за то, что книга была задержана,
разоблачить обманщика, бесценный, дерзость
4. Use the expressions
a) in the situations from the movie;
b) in your own sentences, interpreting the film, speaking about its
themes, problems raised and its message.

C. Discussion.
I. Comment on the following phrases of the director, who was discussing
his film:
     1) “The Oxford dons remind me a lot of Mr. Hundert, in their
          intellectualism, their cloisteredness, in the way they live in their
          mind, and not in their body.”
     2) “It‟s a story about a man who spends his life committed to ideas
          and the way in which our culture so seldom rewards that. In
          New York Times there was a poll that showed that 70 % of
          people valued teachers or admired teachers more than people of
          other professions, and they are still at the bottom of the pay
          scale. That‟s a strange American peculiarity.”
     3) “Hundert understands politics in the historical context, but is
          himself absolutely naïve as real Brutus. He doesn‟t himself
          have any capability when it comes to politics, even though he
          teaches it brilliantly”
     4) “We showed the movie to a lot of teachers, and they deal with it
          at a completely different level than I do. I experience it as a sort
          of a morality tale, and I‟m interested in the twists and turns and
          the way in which Hundert is seduced by Sedgewick and the way
          in which Sedgewick betrays him, and the teachers see it as it
          being about them- the decisions they have to make every day,
          and the way those decisions might have a huge impact on the
          life of the students The movie connects to teachers so
          strongly…”
     5) “The presence of the senator puts such a tremendous pressure on
          Sedgewick that, however much he‟s come to respect Hundert‟s
          way, he can‟t help but put winning above fair play.”
     6) “This is my favorite scene in the movie. Sedgewick is begging
          to have Hundert bust him, to call him on the carpet, make have
          him admit what he‟s done. But Hundert, having compromised
          himself, is unable to do it. He‟s given up the moral high ground
          and there„s no way back from there. It‟s a movie about nature
40

          and nurture. And how much is indelibly written in our genetic
          code and how much can be shaped by a parent or a great
          mentor, and that never gets answered in the movie. It haunts the
          movie. And I guess it can never be answered for any of us.”
     7) “Every republican who sees this says 'This is the movie about
          Bill Clinton' and every democrat says 'It‟s the movie about
          George Bush', they project on to the Sedgewick character all
          their anxieties about double-dealing politicians.”
     8) “Hundert is so ill equipped to deal with these levels of
          sociopathology, he is an innocent in the world and there is
          something very very beautiful about it… And something
          unnerving. He is himself a very neurotic man, and one of the
          things I like about this is that he is flawed, but that flaw goes
          back to his own relationship with his own father himself. He has
          his own anxieties about success and whether he himself has
          been a success.”
II. Retell the content of the film as if you were
a) the director;
b) one of the characters (Mr. Hundert, Sedgewick Bell, one of the
students).
III. What issues does the director raise in the movie? What is his
message?
IV. Comment on the title of the film. The original title was “The Palace
Thief”. Which do you find more appropriate, more interesting?


                   Meeting Donny Hart at a Bus Stop
A. Listening
I. Listen to the story written and told by Garrison Keillo and do the
following tasks:
1. In your notebooks, mark the statements TRUE or FALSE. Correct the
false sentences.
     1. „The Harts lived in Lake Woebegone for only one year.‟
     2. „He was five and a half feet tall and had a thatch of blond hair. „
     3. „Donny believed anything you told him.‟
     4. „We hung around together because nobody else hung around
         with me.‟
     5. „I didn't think of him until I saw him again which was in twelve
         years' time.‟
                                                                       41

    6.    „I stood in the doorway of an abandoned building, which might
          have been an old shop.‟
     7. „I saw him; he was there, looking very different from when we
          went to school together.‟
     8. „Suddenly I felt that we‟re all children and we‟re all in the
          basket of a balloon together.‟
II. Listen to the story again and do the following:
1. Answer the questions giving to some of them well-grounded answers-
speculations.
     1.      What was the name of the place where the main characters
          used to live in their childhood?
     2.      Was there anything special about the Harts' family?
     3.      In what way was Donny unlike other boys he hung around
          with?
     4.      Describe Donny's appearance.
     5.      What could Donny's eyes tell the narrator? Why? Express
          your opinion.
     6.      What was the reason for the narrator to hang around together
          with Donny?
     7.      What was the day like in twenty years' time when the narrator
          met Donny Hart again?
     8.      Why did he have to take the bus?
     9.      Retarded people. What are they? How did they look in the
          story?
     10. What are the fundamental criteria of 'being human' in the
          majority of people's opinion? In your own opinion?
     11. What gave birth to that ecstatic feeling that overwhelmed the
          author in the bus? Why was it so dear to him?
     12. Interpret the line of the hymn: "There will be no distinction
          there…" Where is "there"? What is meant by the line in the
          story?
     13. Why don't children feel the distinction?
     14. Is competitiveness among your priorities? If yes, in what
          way?
     15. Remember the last time when you helped the weakest (in a
          game, in a conversation etc.).

2. Find as many synonyms to the words and phrases given below as
possible. What are the shades that make their meanings different? Make
up your own examples to illustrate the shades.
42

to be heavy; a thatch of sth; to hold back; to be slow; a target; to hang
around; competitive; disposition; to put somebody in a very good frame
of mind; to renovate; retarded; to shuffle; stiffly; intelligence; to amaze;
to tease; ecstatic.

B. Discussion.
I. Answer the following question, defining the strategy of the narrator in
making the story comprehensible.
     1. What is the general manner of the narration?
     2. What is the key role of the narrator's timbre? Does it vary?
     3. Analyze the meaning of some pauses in the narration. Give the
         examples.
II. Make Donny Hart's character sketch.


                               Big Daddy
A. Preview
Read the film synopsis before you watch the film.
                                     „Sonny Koufax is a slacker, working only
                                     part time and hanging around New York,
                                     having collected a big payout after a car
                                     accident. Then 5-year-old Julian turns up,
                                     claiming to be the son of his roommate
                                     Kevin. But Kevin disclaims all knowledge
                                     and leaves for a work assignment in China,
                                     leaving Sonny with the kid.
He is about to ship him to Social Services, but then realizes that little Julian could
help him win back his ex-girlfriend. He becomes an instant daddy, and is a hit
with the kid for allowing him to dress and act as he wants. Soon, his ploy is
making him reconsider his life, and he forms a real bond with Julian, as well as
meeting Layla.‟

B. Watching the film
I. Before you watch, read the following two tasks.
1 Answer these questions on the plot of the movie:
     1. How did Julian wind up at Sonny‟s?
     2. Why was Vanessa so angry with Sonny? What did their quarrel
         result in?
     3. In what way did Sonny try to entertain the boy?
     4. How did Sonny manage to take care of the kid without adopting
         him?
                                                                        43

    5.   What problems did Sonny have with the boy? How was he
         solving them?
     6. Why did Sonny have to go to the Social Service? What was the
         result of his visit?
     7. What relations did Sonny and his own father have?
     8. What was Sonny‟s idea of upbringing based on?
     9. What problems did Julian have at school according to the
         teacher? Do you share her concerns?
     10. Speak on the trial. Who were the witnesses? What was the
         judge‟s decision?
2. Find English equivalents to the following words and expression and
use them in the situations from the films:
невеста, подгузник, усыновить, приемные родители, настоящие
родители ребенка, воспитание(3 synonyms), плохой отец, вести себя
странно, несовершеннолетний, под чьим-либо наблюдением,
руководством, опека, детский дом(2 synonyms), образец для
подражания, похищение ребенка

II. After watching the film, do the following tasks:
1. Complete the following sentences:
     1. Not knowing what to do with the boy, Sonny phoned_____.
     2. One of the first things which Sonny had to teach the kid was
          to_____.
     3. Julian couldn‟t cross the street without_____.
     4. When Julian learnt they couldn‟t have breakfast at McDonald‟s,
          his reaction was_____.
     5. The best way to cheer the boy up was to_____.
     6. Sonny gave Julian_____ to make him “invisible”.
     7. Vanessa said she liked Sid because he was_____ and _____.
     8. Sonny blamed his father for_____.
     9. Julian wanted Sonny to call him_____.
     10. In order to make the child take a bath Sonny had to_____.
     11. The lawyer who examined Sonny in court was_____.
     12. Julian‟s father said he refused to_____.

2. Say whether the following sentences are true or false. Correct the false
sentences.
     1. Vanessa didn‟t think Sonny was a right man for her.
     2. Sonny took Julian to Central Park to observe birds‟ behavior.
     3. Sonny never used bad language in Julian‟s presence.
44

     4.  One of the reasons why Sonny decided to adopt Julian was his
         desire to fix the relationship with Vanessa.
     5. Calling the Social Service, Sonny introduced himself as Kevin
         Garetty, which helped him to keep the boy.
     6. Sonny was always patient with the boy and never shouted at
         him.
     7. Julian‟s mother died of cancer.
     8. One of Sonny‟s principles of rearing Julian was constant
         control.
     9. It was Sonny who forced the child to go to school.
     10. Julian was obsessed with his studies and immediately became
         one of the best pupils.

C. Discussion
I. Make a summary of the movie.
II. Do you think Sonny was a good father at the very beginning? Explain
your point of view.
III. Why was Julian so attached to Sonny?
IV. Comment on Sonny‟s idea of the necessity of “expressing oneself
freely”.
V. What made Sonny change his attitude to the methods of upbringing?
Were those changes positive?
VI. Do you think Sonny will become a good dad for his own children?
What is your own idea of a good father?


                                  Lefty

A. Listening
I. Look at the task below before you listen to the story. Complete it after
listening to the story.
1. Answer the following questions:
     1. Who do we meet before the bus starts on a trip?
     2. What trouble did Lefty get into before the departure?
     3. What reason did the girl find to say „no‟ to Lefty when he asked
          her out?
     4. Why did Lefty decide to look for help?
     5. What was the initial plan Lefty suggested?
     6. At what point do we lose track of the two students all alone in
          the snowstorm?
                                                                    45

    7.   Describe the atmosphere in the bus before the police and the
         snowplow arrived?
    8.   What was the final disagreement between the teacher and Lefty?
         Who helped to resolve it? How?

II. Listen to the story again and do the following:
1. In your notebooks, mark the following sentences TRUE or FALSE.
Correct the false sentences.
     1. Lefty is a skilled skier, who has taken a few skiing courses.
     2. He was very shy about talking to a girl.
     3. When the bus stopped, there was enough gas for another 2 miles
          left.
     4. Jack suggested going to look for help without the teacher‟s
          permission.
     5. The talk was overheard by the driver.
     6. During the search Lefty almost lost confidence in its success.
     7. The boys were able to bring a group of rescue officers with
          them.
     8. At the end Lucinda asked Lefty to work on a physics project
          together.

2. Find the English equivalents to the following words and expressions,
and use them in the situations from the story.
отправить кого-то домой, пригласить на свидание, отказать кому-
либо, проколоть колесо, „Спокойствие!‟, телеграфный столб,
рюкзак, лыжные очки, неприлично известная рок звезда, отвечать за
принятие решений, перекресток, „Пойдем!‟, смерть от холода,
прогноз погоды, снегоуборочная машина, кричать на кого-либо,
иметь мужество извиниться (разг.)

B. Discussion
I. Summarize the story.
II. Retell the story as if you were:
a) Lefty
b) his companion
c) the teacher
d) Lucinda
III. Say if you liked the performance. What character sounded the most
convincing?
IV. How is the issue of difficult adolescents treated in the story?
46

                   The Peasants’ Revolt (about 20 minutes)

A. Listening
I. Study the following two tasks before you hear the story, so you would
be able to look for the answers while you listen. Listen to the story and
complete them.
1. Match the names of the people to their descriptions.
Miss Beadle                           „mean‟ student
Alison Leary                          primary school student, the troublemaker
Harriet Johnston                      teacher
Mrs Middleton                         school secretary
Mrs Atkins                            head teacher
Mr Marshjones                         „mean‟ student
Snobby Clark                           revolt leader
Wat Tyler                             Harriet‟s former teacher
Richard II                            …………………….
2. Answer the following questions:
    1. Why was Harriet reprimanded one day?
    2. Was the criticism fair? Did she find it so?
    3. What was the teacher‟s name and reputation among the
        students?
    4. How did she learn who was using improper pens in the
        classroom?
    5. How did she punish the little culprits?
    6. How did the wild idea of the teacher possibly stealing the
        children‟s beasts/pets come up?
    7. What action did the children resolve to undertake?
    8. How did Harriet‟s mother expect her to use the sauce pan lids?
    9. What did the children make noise during the revolt with?
    10. Describe the revolt.
    11. Who was the last to leave the school building? How did the
        people look?
    12. What caused rejoicing in the ranks of the rebels?
    13. What did the teacher warn Harriet about in the end?

II. Listen to the story again and do the following:
1. In your notebooks mark the statements TRUE or FALSE. Correct the
false statements.
e.g. 1 true
     1. In 1481 peasants gathered in great routs and went marching off
          to London to demand that the king right their wrongs.
                                                                        47

    2.   At the lesson Harriet Johnson attended to what the teacher was
         saying about the revolt.
    3. Harriet found her fate similar to that of the revolting peasants
         because she had to come to school, sit at the table doing math
         cards or spelling, and to eat „yuck‟ at the school canteen.
    4. Most of the children were well informed about what gathering
         in a rout meant.
    5. On the day of the rebellion Harriet felt a little sorry for the
         teacher, who didn‟t seem to deserve to be revolted against.
    6. During the revolt one of the written slogans went „Proper pens
         out! Ball points in!‟
    7. The head teacher thanked Harriet for saving the children,
         mistaking the revolt for a trick to keep the children out of the
         school building on fire.
    8. At the end of the story the resourceful Harriet was already
         planning another revolt.
2. Find the English equivalents to the following words and expressions,
and use them in the situations from the story.
ерзать, дерзко, отважно, мерзость, „Отметьте это!‟, неаккуратный
почерк, вырвать книгу у кого-то из рук, „Не потерплю
непослушания!‟, отвлечь/увести в сторону, признать свое
невежество, организовать заговор, нарушитель спокойствия, как и
подобало мятежнику, вскоре, немедленно, сейчас же, перекличка,
пожарная тревога, искушать судьбу

2. Use the expressions in sentences, as if told by a character from the
story, preferably in situations, different from the original ones. E.g. you
might say the following in English:
(from a teacher) В принципе я не против, если на уроке Гарриет
вдруг о чем-то своем задумается, но когда она начинает ерзать и
отвлекать других, это становится невыносимым.

B. Discussion
I. Summarise the story.
II. Retell the story as if you were:
a) Harriet;
b) the teacher;
c) one of the „mean‟ little girls from Harriet‟s form;
d) Harriet‟s mother;
e) a school psychologist.
48

III. Speak of Harriet as a personality.
IV. What are the roots of humour in the story? How does the author
convey Harriet‟s feelings and emotions? Does she employ much
dialogue? Speak on the role of represented speech. How did you like the
performance of the actress, reading the story?
V. How is the issue of difficult children treated in the story? What is the
author‟s stand on it and the message of the story?


                          Unit 6. Television
                        Robert McNeil’s talk (10 min)
A. Pre-listening
You are going to listen to an extract from Robert McNeil‟s talk at his
presentation of the book „Do you Speak American?‟ in February 2005 at
WEDU TV studio in Tampa, Florida. In his new book and PBS
documentary, the award-winning author and journalist Robert McNeil
zigzagged cross-country to explore how Americans use the language
today, how it‟s developing and how people feel about it.
B. Listening
I. Listen to the talk and answer the following questions:
     1. What did you learn about McNeil‟s career?
     2. What‟s McNeil‟s philosophy of public television?
     3. Why is public television needed in McNeil‟s opinion?
     4. In what way is it different from other channels?
     5. Who subsidizes public television?
     6. What‟s the credibility of PBS?
     7. What does the film „Do you Speak American?‟ look at?
     8. Why isn‟t such a film likely to be made by any other television?
     9. What does McNeil say about the changes in American English
     and American culture?
     10. What do some Americans think about these changes?
     11. Does the speaker think that American English is degrading?
II. Listen to the talk again and fill in the blanks:
     1. I go back a long way in _______ if you include my time at the
          __________ in Canada when I was very young, and _______
          years I spent at the ____________ and then about_____ years at
          __________.
     2. I believed in the philosophy of __________ for a long time that
          in principle we shouldn‟t be __________ for money from the
                                                                            49

          public unless we can do something better than or different from
          __________ television.
     3. It‟s not likely to be done by any other television because they
          assume that something on television on the language is going to
          be _______ or not _________.
     4. But there‟s a lot of television today on _________ channels who
          are trying to _________ the audience the public television
          created in the first place.
     5. But we considered that many of those programs are
          _____________ compared with public television.
     6. … and those programs like American Experience, a perfectly
          _________television, it‟s just that they put together with a
          minimum of ___________ and timing, and _______________
          that we have to be.
     7. “Do you Speak American?” which is as I say ______ hours,
          takes the form of a ___________ across America as Dick said
          through all the main ___________ areas of the country.
     8. And it is an informal and yet a serious look at the main
          __________ and _____________ that arise whenever people
          talk about American language today of the English language in
          the United States.
     9. And that I think is symbolic of this what the New York Times
          recently __________ to as the march of ________________ in
          the society and our language certainly reflects that.
     10. Many other people equally concerned about the language
          believe that it is not true and we are now in a period of
          __________ and energy in the language similar to that in the
          time of _________.
III. Focus on the vocabulary.
Match the words and word combinations with their meaning. Use them
in the sentences from the presentation.
   proliferate          to show to be false
   superficial          not deep or penetrating emotionally or intellectually
   belie                the state of being trustworthy
   credibility          to grow rapidly
   edit                 freed from illusion
   controversy          not identifying one‟s sex
   casualization        feeling or showing worry
   gender neutral       redact; prepare by arranging
   concerned about      a dispute where there‟s strong disagreement
   disillusioned with   lack of concern; not showing effort or strain
50

C. Discussion
Summarize the ideas expressed by the speaker in the presentation. Use
the vocabulary from task III.


               Reality TV and Fame( about 13 minutes)
A. Pre-listening
What reality TV shows do you know? Do you watch any? Why are many
people addicted to them? Why do the contestants want to appear on
them? Would you like to participate? Why?

B. Listening
I. You are going to hear a radio program about „real reasons people
want to be contestants on reality TV shows‟. Read the following tasks
before listening. Listen to the episode and complete the task.
     1. What are the reasons for being on a “Big Brother” reality show
          given by the interviewed contestants?
     2. What is the major function of the lead consulting psychologist
          of a TV reality show?
     3. What is defined by the phrase “leaky behavior”?
     4. What chemical changes happen in contestants‟ bodies with
          instant fame?
     5. Why is the experience addictive?

II. Listen to the interview again and do the following tasks:
1. In your notebooks, mark the following sentences TRUE or FALSE.
Correct the false sentences.
     1. People never confess they want to appear on reality shows in
          order to become famous.
     2. The psychologist was hired to do the casting as a risk
          management measure.
     3. According to the psychologist, people are encouraged to behave
          in unusual ways to attract bigger audiences.
     4. The TV experience of being in the limelight is commonly
          addictive.
     5. The nature of the contestants‟ pleasure is not different from that
          of other addictive activities, such as skydiving or bungee
          jumping.
     6. Most of the contestants are middle-aged people in their mid-life
          crisis.
                                                                       51

2. Find the English equivalents to the following words and phrases:
появиться на экране телевизора, не вполне осознавать/понимать,
быть в центре внимания, работoголик, захватывающий процесс,
осуществлять отбор участников для шоу, молодой человек (недавно
ставший взрослым), выйти из числа участников реалити шоу по
результатам голосования, дезориентированный, притягательный, с
неврологической точки зрения, допамин, чувствовать себя
покинутым, эйфория (разг.), в поисках мгновенной славы
3. Use the words and expressions in the situations from the interview.
4. Make your own sentences about a reality show you once saw, using
the vocabulary.

C. Discussion
I. Say what you learnt from the interview. Did it give you any interesting
insights?
II. Discuss the information with a partner as if you were:
a) two applicants for a reality show;
b) a reality show director and a casting psychologist;
c) a TV channel manager and an aspiring director with a new reality
show in mind,
d) two reality show fans.


                              Film and TV

A. Listening.
I. Listen to the episode and do the following:
1. Mark the sentences TRUE or FALSE.
     1) Doctor Ward‟s study of babies took place in New York.
     2) The findings showed that television helps children‟s speech
          development.
     3) At eight months most of the children in the study could
          recognize their names and basic words like “juice” and “bricks”.
     4) Children of well-to-do families had the same problems as inner
          city children.
     5) In the study, children got distracted by the flashing lights and
          couldn‟t distinguish colours.
     6) Parents don‟t talk as much to their children as they used to.
     7) Many children are not accustomed to playing with toys.
52

2. What word does the explanation below stand for? Give three
synonyms. Which were used in the episode?
A person employed to take care of the children.

II. Listen to the episode again and do the following:
1. Fill in the blanks with the words you hear on the tape.
     1. Television ….. damages children‟s speech.
     2. Babies ….. should not watch television.
     3. Doctor Ward‟s …… study showed that television was ….
           speech development in children.
     4. Parents ….. …. had stopped talking to them.

B. Discussion.
I. Dwell on the results of doctor Ward‟s research.
II. Do you agree that young children should not watch TV at all?

                            Wag the Dog
A. Preview
I. You are going to watch a film about an episode from a presidential
election campaign in America. Read the following review before
watching it.
                                            “Only two weeks before election day, a
                                            sitting president is hit by a sex scandal.
                                            Winifred Ames (Anne Heche), one of
                                            the President's top aides, calls in spin
                                            doctor extraordinary, Conrad Bream
                                            (Robert De Niro). Conrad goes to work
                                            immediately, deciding that the best way
                                            to get the public's mind off the scandal
                                            is to give them something bigger to
                                            think about.
      "Change the story, change the lead" is his motto, so he decides to
manufacture a war against Albania. Why Albania? Because the name sounds
sinister and no one in the United States knows anything about the country.
      Conrad and Winifred need help, so they go to big-time Hollywood producer
Stanley Motss (Dustin Hoffman). He has never won an Academy Award, but he's
more than willing to help stage the war. They'll need slogans, a theme song,
merchandising links, and sympathetic characters. Soon, carefully-controlled leaks
to the press make it to the evening news, and everyone is reporting about the
outbreak of hostilities between the United States and Albania, even though no
troops have been moved and no shots have been fired. Actual battles don't matter,
however, because, if it's on television, it must be real.“
                                                                       53

II. What vocabulary, connected with politics and the media, do you
expect to hear in the movie?

B. Watching the film
I. Watch the film and answer the following questions.
    1. Identify the genre of the movie. What is the main idea of this
         film?
    2. Comment on the title of the movie.
    3. What have you learnt about the presidential elections in the
         USA? How accurate do you think the information is?
    4. What role did the Hollywood producer, Mr. Motss, play in the
         presidential campaign? Why did the president‟s team apply to
         him?
    5. Describe the process of shooting the episode with the Albanian
         girl/ the war hero.
    6. What credits did Mr. Motss need? What happened to him later?

II. After you watch the film, do the following:
1. Comment on the following (agree or disagree).
     1. Never change horses in midstream.
     2. Always stick to the winner.
     3. Face the music whatever that may be.
     4. Why does a dog wag its tail? Because the dog is smarter than
          the tail. If the tail was smarter, it would wag the dog.
2. Decode the following abbreviations.
CIA; NSA; AIDS; RCMP; CBS; FBI

3. Add to your active vocabulary. Use the dictionary (if necessary).
to leak out, futile, to brazen through, to mope about, pageant, news
footage, ostentatious, late-breaking news.

C. Discussion
I. How are the connections between show business and politics portrayed
in the film?
II. What is your attitude to the so called “live” reports like the one
described in the movie? Do you think this practice is ever used? If it is,
how common do you think it is?
III. How is the American public portrayed in the movie? What about the
media?
54

IV. Who is the main target of the movie? What seems to be the director‟s
message? Define the tone of the movie.
V. Prove the idea that TV has a real impact on a human mind.


                             Unit 7. Family
              Is Marriage Good for Us? (about 5 minutes)

A. Pre-listening.
I. You are going to listen to an interview with a Professor of Psychology
at the University of Pennsylvania about the differing affects of good and
bad marriages on physical and mental health.
1. What do you expect to hear?
2. What vocabulary is likely to appear in the interview?

B. Listening
I. Before you listen to the interview, study the following task:
1. Fill in the blanks:
     1) Men particularly b------ from marriage.
     2) Bad m------- is probably worse than being s----- or d-------.
     3) A good marriage is a good organization of people‟s h----- h-----.
     4) When men have l-------------- conditions, it very much a------
     wives‟ w-------- as much as their own .When women have l-----------
     ---- conditions, it only m-------- a----- their husbands w--------.
     5) Women are more influenced by the w-------- of their partner
     whereas the husbands are more influenced by their own ph------ w---
     -----.
     6) I think we need understand that the q------ marriage can really
     make a difference not only for the q------ of life but also for s-------.
II. Listen to the interview again and
1. Answer the following questions:
     1) What benefits (according to the episode) does a good marriage
           have? Specify the benefits for men and women.
     2) Speak on the interrelation between the marriage and people‟s
           health habits.
     3) How do life-threatening conditions influence the partners?
     4) Speak on the benefits people have in homosexual marriages.
     5) Who bears the cost for the emotional stability of a traditional
           family?
                                                                     55

    6) How does a bad marriage affect people‟s well-being?
    7) What is the influence of quality marriage on people?

2. Find the words for these definitions and use them in the situations
from the interview:
    Complicated, satisfactory condition of sb‟s mind, death, to improve
    due to something, unmarried, unhappy marriage, to start acting, a
    person who takes care of somebody, alert/receptive, a husband or a
    wife, a successful marriage, close/friendly, a same sex couple,
    selfish, biased, emotionally calm, a strategy of managing something,
    to increase sth, a feeling of sadness and hopelessness,
    worries/matters of importance.

3. What words concerning our new topic have you heard? Use them in
    a) situations from the episode;
    b) sentences of your own.

C. Discussion
I. Make up the summary of the text.
II. Express your own ideas concerning the topic. You can comment on
the information, provide examples or general considerations, employ the
conventional wisdom ideas.
III. Speak of the register the interviewer and his guest use. What
language features testify to that?


    A Plunge into a Second Marriage and the Wedding Industry
                         (about 5 minutes)

A. Pre-listening
You are going to listen to a short interview with an author, Pamela
Home, about her wedding experience. What vocabulary do you expect to
hear?

B. Listening
I. Before you listen to the excerpt, read the following task
1. Mark the following sentences TRUE or FALSE. Correct the false
sentences.
     1. Pamela Hall married for the first time 10 years ago.
56

     2.   The second wedding proposal had been carefully planned by her
          prospective husband.
     3.   She liked the wedding dress so much, that she didn‟t grudge the
          $ 4,000 it cost.
     4.   Nobody had expected her to have a „white‟ wedding.
     5.   The noise and fuss of the preparation distracted her and her
          husband from realizing how serious their step was.

II. Read the following two tasks before you listen to the interview for the
second time
1. Answer the following questions:
     1. What connection did the toaster have to the big decision?
     2. What is special about wedding dresses, according to the writer?
     3. Why do you think the writer became „psychotic‟ about things
         like party favors?
     4. When did she and her partner write their wedding vows? Was
         the experience pleasant?
     5. What did the fuss of the wedding preparation camouflage? What
         differences were there between the partners?
     6. What numerous little decisions, made before the wedding, were
         mentioned by the writer?

2. Find the equivalents to the following words and expressions, and use
them in the situations from the program.
to get married (in church), a traditional wedding with all the conventional
features, to pronounce with difficulty, to draw back, written promises of
love given at the wedding, the bride‟s friends at the wedding.
3. Were any of your vocabulary forecasts true? Which words of those
predicted have you heard? In what situations?

C. Discussion.
I. Why does the interviewer refer to the experience as‟ falling prey to the
wedding industrial complex‟? What do you know about this industry of
the USA? How much does a wedding mean to people, especially women?
What is the traditional men‟s attitude?
II. How much does a wedding mean to a Russian girl? What are the
absolute „musts‟? What ceremony traditions are faithfully kept? Which
are discarded?
                                                                        57

               Perceptions of Manhood and Masculinity
A. Pre-listening
The excerpt you are going to listen to is about modern perceptions of
manhood and masculinity, and changes they have been going through.
Have you heard about the concept of the „new man‟, the „sensitive man‟?
What does it imply? Do you think the modern society is experiencing a
crisis of masculinity? Do you think the Western men are comfortable
with the new role they have to play in the post-feminist epoch? What
about the Russian men? What traditional male roles are changing?
How?

B. Listening
I. Listen to the excerpt and say what it is about. Who are the speakers
and what are their major discussion points?

II. Read the following two tasks before you listen to the interview for the
second time
1. Study the statements below, mark them TRUE or FALSE. Try to fill in
some of the blanks before you listen.
     1. The radio host is speaking to Terrance Real, a ______________
     and an author, and Michael Caruso, a _______            ___________
     editor.
     2. They mention the following men‟s movements:
     a) the _______ Keepers,
     b) a __________ ___________ March,
     c) Metrosexuals.
     3. The metrosexuals are men who _______, shop, thus accept the
     roles, traditionally ascribed to women.
     4. The new definitions of masculinity include new psychological
     qualities such as being more ______ and ________.
     5. The traditional image of a man as a strong silent type is
     ____________ ____________.
     6. The new image of a man doesn‟t have to be more like a woman,
     contrary to what the media might say. Instead, as 9/11 manifested,
     men can be whole, i.e. strong and courageous, yet having
     ______________ and __________________.
     7. The changes men are going through are a reaction to the
     _____________ movement.
58

     8. This movement caused the women to change dramatically, and
     now the pressure is on the guys, as the women have changed the
     level of ______________.
     9. Men‟s confusion at whether to hold a door for a woman lest she
     gets offended is a sign of a crisis of ___________.
     10. In Tanzania a good man is defined as one who can be both
     ________ and _______ when the moment calls for that. The
     _____________ man knows when the moment comes.

2. Find the English equivalents to the following words and expressions,
and use them in the situations from the story, as if you were the speakers.
самоидентичность мужчин, восстановить старый порядок,
метросексуал, позитивный мужской образ, великодушие, доброта,
снисходительный,         служить      примером,         женоненавистник,
презрительно относиться

C. Discussion.
I. Retell the episode.
II. Retell the episode as if you were
a) a middle-aged Russian woman with traditional values;
b) a middle-aged Russian man with traditional values;
c) an utterly chauvinistic man;
d) a very broad-minded person.
III. Say if your understanding of the masculinity perception in the West
has changed.
IV. How acute is the raised problem in Russia? Are people aware of the
issue? Is the approach to the problem similar? How/ Why?
                                         59



                              Contents



Preface                                   3
Unit 1. Higher Education in the USA       4
Unit 2. Crime and Punishment             14
Unit 3. Books and Writers                23
Unit 4. Music                            32
Unit 5. Difficult Children               35
Unit 6. Television                       48
Unit 7. Family                           54

				
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