Module II

Unit 1
The Arts
In this unit:
Topic areas:
 Branches of art
 Painting
 English painters
 At the theatre
 The history of British theatre
 At the cinema.
 The history of British cinema
 The impact of cinema on people
Grammar:
 modal verbs
Phonetics:
 Vowel reduction
 Assimilation
Writing:
 Description of pictures, reviews of plays and films
Self-study:
 Presenting projects and reports
 Texts for individual reading

Painting is a state of being. (Jackson Pollock)

1. Comment on the quotation: "Art is your emotions flowing in a river of imagination" (Devin,
Los Cerros Middle School, 1999)
2. Answer the questions:
1) What kinds of art do you like?
2) Do you have your favourite artist?
3) What forms of art don't you like? Why?
3. What is art for? Rank the following purposes 1-8 in order of importance. Discuss your
ranking with a partner.
 To make people think and stimulate debate
 To communicate a political message
 To be beautiful and attractive to look at
 To entertain and make people laugh
 To show the skill of an artist
 To cause a positive or negative emotional reaction in the viewer
 To reflect society/life
 To make money
4. Which of the following do you consider to be art? Explain your reasons.
 Some graffiti on a wall
 A tattoo on someone's body
 A holiday photograph
 A pile of bricks in an exhibition
 A comic book
 A painting of a bowl of fruit

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  An advertisement for a product
 A firework display

5. Read the article about a concept of modern art. What are the artists, mentioned in the text,
famous for? Find the Ukrainian equivalents to the underlined words.
Many people used to consider art to be paintings of fields with flowers, portraits of old-
fashioned men in top hats, or pictures of bowls of fruit. However, art has changed drastically in the
last century. Now, we accept everything as art. Computer game art, graffiti and video projections
are accepted as types of art forms. Famous London art galleries like Tate Modern or Tate Britain
often exhibit these contemporary categories of art. Let's discover some famous contemporary
artists.
Have you heard of Banksy? Banksy is a famous British graffiti artist from Bristol. He
creates all his art in secret - in fact, no one knows his real name! Often, his paintings have a sense of
humour behind them and he usually paints about controversial issues. You can see his art on walls,
in zoos, on the street.
Have you heard of Hirst? Damien Hirst is also from Great Britain. He is the richest artist in the
country. He became famous after attending Goldsmiths University in London, and was very popular
in the 1990s. He has used a lot of dead animals in his work, including dead sharks, sheep and cows.
He is popular for his diamond-covered skull, which was shown in an art gallery for a limited
amount of time.
Have you heard of Duchamp? Marcel Duchamp was a French-American painter and sculptor. He is
considered to be one of the most important artists of the 20 th century as he has influenced many
artists. He changed what was the 'normal' idea in the art world. Perhaps his most popular piece of
work is simply a men's urinal that he decided to label as art. He did nothing to it. He didn't paint it,
he didn't make it, he didn't alter it. He saw it and decided to call it 'Fountain'.
Have you heard of Eggleston? William Eggleston is an American photographer who made modern
colour photography acceptable as an art form. Before him, black and white photography was more
popular. Eggleston's photographs are very 'American'. They contain lots of images of 'Coca-Cola,
No Parking signs and palm trees'.

6. Listen to a man pondering if graffiti can be called a form of art.

Make sure you know the meaning of the following words:
signature, to put across, to spray paints;
Answer the questions below.
a) When did graffiti begin?
b) How did they begin?
c) What are graffiti used for?
d) What problems are connected with graffiti and how do the authorities try to solve them?

7. Study the following definitions which generally come under the heading of 'the arts'. Add
some more examples of the branches of art?
Literature (language arts): novels, biographies, short stories, drama, poetry etc.
Performing arts: theatre, dance, ballet, opera, cinema etc.
Fine arts (visual arts): sculpture, painting, architecture, ceramics etc.

8. Which branch of the arts do you think these people are talking about?
1. It was a strong cast but the play itself is weak.
2. Animation doesn't have to be just Disney, you know.
3. It was just pure movement, with very exciting rhythms.
4. It doesn't have to rhyme to be good.
5. Oils to me don't have the delicacy of water-colours.
6. Her design for the new city hall won an award.

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 7. I like to read them and imagine what they would be like on the stage.
8. The first chapter was boring but it got better later.
9. I was falling asleep by the second act.
10. The performance was good, though the tenor wasn't at his best.
11. It's called Peace. It stands in the main square.

9. Classify the following kinds of the arts into the three types they refer to:
language arts, fine arts, performing arts.

Film-making, short stories, painting, drama, opera, physical arts, songs, biographies, sculpture,
poetry, culinary arts, novels, ballet, ceramics, dance, architecture, cinema, music, martial arts,
photography, pottery.

10. Do you know any famous paintings? Look at the list of paintings. They are known as the
best five paintings in the world. Have you seen any of them in a gallery, on a poster or
postcards? Which do you like or dislike? Can you complete the names the artists who painted
them?
1. Mona Lisa - L_______ d_______ V______
2. The Scream - E_______ M_______ 3.
3. Sunflowers - V_______ V_______ G_______ 4.
4. Guernica - P_______ P_______ 5.
5. Poppies in a Field - C_______ M_______

11. 1) Write the names of the paintings from the previous exercise in the correct place.
1_______ This still life painting of flowers in a vase is one of the artist's most recognisable works.
2 ______The enigmatic smile of this portrait has captured the imagination of the world. It has been
stolen twice and now it is displayed in the Louvre, Paris.
3 _______________This landscape shows how the Impressionists depict the beauty and simplicity
of nature.
4 _______________ This is an abstract painting that symbolises the anguish and pain of modern
life.
5 _______________ This monochrome painting has become a reminder of the tragedies of war, an
anti-war symbol, and an embodiment of peace. The painter is famous for his cubist style.
2) Match the underlined words in task 1 with the definitions.
1. Not realistic __________
2. A picture showing an expanse of scenery ___________
3. Painters who used colour to capture the feeling of a scene rather than specific details _______
4. Of one colour or shades of one colour __________
5 Picture of a person __________
6 A style of art that depicts objects as geometric shapes that are seen from many different angles at
the same time __________
7 A picture of inanimate everyday objects _____

12. Watch the video of the top 10 most expensive paintings at http://www.youtube.com/watch?
v=IzA6z_ywG4o. Which of them has impressed you most of all?

13. 1) Skim the leaflet below. Who is it aimed at? Read the leaflet.

INVICTA GALLERY
LONDON
Future exhibitions - the year ahead

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January-March
Tomorrow Now!
Contemporary painting
A selection of groundbreaking works of art by today's stars of the future. Already a hit with the
critics at the preview show, this is a great way to start the New Year. With echoes of the colourful
abstract action painting of the 1950s and 60s, this is sure to be popular with collectors and art lovers
everywhere.

April-June
Shaping the World
An exhibition of sculpture
A retrospective of the work of the great American sculptor Cynthia Marlow, from her early
ceramics to the later imposing stone statues, together for the first time with her bronze masterpiece
Woman. Includes an opening day talk and audio guide by the artist herself.

July-September
Forever Autumn
Landscape paintings
A fascinating look at the season through the eyes of 18 th- and 19th-century European landscape
painters. Including works in oil and watercolour, this exhibition is all about colour and light. The
very finest of romantic and realist painting.

October-December
The Start of the New
The story of Modern Art
The much talked-about and long-awaited exhibition finally arrives in this country. A sometimes
controversial look at the end of realism and the beginnings of modern art in the late 19 th and early
20th century. The exhibition brings together examples of the many movements which shocked the
public and helped define the idea of 'modern art'. Includes a thought-provoking series of lectures on
'The origins of modernism'.
Basement bookshop and cafe with:
Easy on the Eye - some of the world's most famous film and TV stars feature in this permanent
display of candid portrait photography.
For more information, go to: invictagallery.org.uk. Become a Friend of the Gallery. Get discounts
and invitations to private views.
Be seeing you!
www.InvictaGallery/London.com

2) Which exhibition(s) is/are most suitable for a person who likes...

a) to attend talks about art?
b) art which is up-to-date?
c) paintings of the countryside?
d) to see the work of a single artist?
e) pictures of people?
f) art objects made from different materials?
3) Which exhibition would you most like to visit? Why?

4) Find nouns or adjectives in the leaflet which mean the following:

a) involving very new methods or ideas;
b) an occasion to see something before the public;
c) a show of the past work of an artist;
d) a very good piece of art;

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e) causing a lot of disagreement;
f) causing people to think.

5) Read the leaflet again. Choose the correct answer.

 Modern Art / Realism is art which is true to life.
 Contemporary / Modern Art is from the period 1890-1970.
 Contemporary / Modern Art is from 1970 to the present.
 Abstract Art / Realism expresses an artist's ideas or feelings, rather than showing what
people and things look like.

14. Study the phonetic theory below about stylistic modifications of vowel sounds.
Vowel reduction
Stylistic oppositions have long been observed in linguistic literature in two marginal types of
pronunciation: formal and informal.
Formal speech suggests dispassionate information on the part of the speaker. It is characterised
by careful articulation and relatively slow speed.
Informal speech implies everyday conversation. Stylistic sound variations seem to have the
tendency towards the increase of the sound modifications in speech with the quickening of its
tempo.
It is possible to speak about three types of vowel reduction: quantitative, qualitative and
complete (zero reduction).
Quantitative reduction results in the change of the length (quantity) of vowel in unstressed
syllables. It affects long vowels and diphthongs which become half-long or short.
e.g. we /wi:/ We did it! (stress is on WE)
/wi./ We have done it million times.
/wi/ We did it last week.
he /hi:/ He has found the house. (stress in on HE)
/hi./ He has found the house.
/hi/ He found the house yesterday.
Qualitative reduction is connected with the change of the quality of a vowel. There are two
types of it: qualitative soft and qualitative hard reduction.
Qualitative soft reduction results in the /I/ phoneme. The letters e i y in the main correspond to
/I/ in spelling:
e.g. expect /iks΄pekt/
cinema /΄sinimƏ/
city /΄siti/
Qualitative hard reduction results in the neutral vowel /Ə/. The letters aou and the suffixes -er-,
-or-, -ar- correspond to /Ə/ in spelling.
e.g. famous /΄feim Əs/
melody /΄mel Ədi/
letter / ΄let Ə/
Complete reduction results in a full disappearance of a vowel in an unstressed position. It occurs
before the syllabic sonorants /m n l/ in post-tonic syllables (after the stressed syllable).
e.g. written /ritn/
pencil /pensl/

15. Put the words below in the correct column. Transcribe them.
woman, return, collect, market, begin, visit, asleep, salad, teachers, needed, letter, sofa, peaches,
quarter, women, modern, picture, exhibit, sculptor, photograph, drama, novel.

Vowel in weak syllable = /Ə/ Vowel in weak syllable = /I/

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16. Transcribe the quotations about art below and point out the cases of vowel reduction.
a) Art is a jealous mistress. (Ralph Waldo Emerson)
b) To be taught in arts, softens the manners and makes us gentle. (Ovid)
c) Art is an adventure that never seems to end. (Jason, Los Cerros Middle School)
d) A subject that is beautiful in itself gives no suggestion to the artist. It lacks imperfection.
(Oscar Wilde)
e) The artist does not see things as they are, but as he is. (Alfred Tonnelle)
f) Fine art is that in which the hand, the head, and the heart of man go together. (John Ruskin)
g) Art is your personal diary where you may colour your thoughts and emotions on a page.
(Sara, Los Cerros Middle School)
h) Life beats down and crushes the soul and art reminds you that you have one. (Stella Adler)

17. Read and translate into your native language the following text. Find the cases of vowel
reduction in it.
SCIENTISTS 'CRACK' SECRET OF MONA LISA'S SMILE

Scientists say they have finally cracked a 500-year-old mystery - the secret of the Mona
Lisa's smile.
The enigmatic expression on Leonardo da Vinci's most famous work was analysed by

computer software, reports the New Scientist And the conclusion was that it
conveyed 83% happiness, 9% disgust, 6% fear and 2% anger.
The conclusion was made after the painting, on view in The Louvre in Paris, was analysed at
the University of Amsterdam. The programme, co-developed with experts at the University of
Illinois, drew on a database of young female faces to derive an average 'neutral' expression.
It then analysed features like the curvature of the lips and crinkles around the eyes to form
conclusions about emotions.
But art expert Michael Daley argued: "The point of this work is that it's a riddle - and the
inaccessibility of the emotions on her face is why people are so fascinated by it.
"The idea that a computer can come up with four emotions to explain it is just ridiculous. Perhaps
it's possible with photos - but it is impossible with something created by the human hand."

18. Find in the previous text the synonyms for the following words; use them in the sentences
of your own.
 to obtain, to get
 wrinkle, line
 to pass on, to send
 puzzle, problem
 aversion, loathing
 arc, bend
 to solve, to break down
 outrage, fury
 unreachable, in the back of beyond (noun)
 countenance, physiognomy

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  to use, to utilise

19. Fill in the gaps with appropriate words from the list below and translate the following
sentences into Ukrainian.
Crinkle (v); riddle; feature; derive; disgust; convey; anger; crack; draw on.
1. I think we've _____________ the problem of the computer crashing all the time.
2. Only a few faint lines ______________ her eyes, and she had lost weight.
3. Sam threw his books down in _____________ and stormed out of the room.
4. As a teacher she ___________________ her knowledge of her own children.
5. All this information can be ________________ in a simple diagram.
6. There is growing ______________ among the people against the government.
7. The police have been unable to solve the ____________ of her disappearance.
8. Many students ___________________ enormous satisfaction from the course.
9. An important ______________ of Van Gogh's paintings is their bright colours.

20. Transcribe the following names: Holbein, Antonio More, Rubens, Van Dyck, William
Hogarth, Reynolds, Gainsborough, Lawrence, Constable.

21. Read the text about English school of painting and fill in the gaps with the words below.

AN OUTLINE OF ENGLISH PAINTING

Some of the greatest foreign masters were attracted to England loaded with honours and
even in some sort received into the nation by the titles of nobility conferred upon them. Hans
Holbein, Antonio More, Rubens, Van Dyck, were almost English painters during a longer or shorter
period of their lives. The last named in particular, called in England Sir Anthony Van Dyck who
married the daughter of a lord, and died in London is really the father of the English portrait school.
He trained a few English pupils, William Dobson, George Jameson and the miniaturist Samuel
Cooper. Nevertheless his principal imitators and successors were like himself foreigners settled in
London; the German Godfrey Kneller, and especially the Dutchman Van der Faes who became in
England Sir Peter Lely (1617-80). Not until William Hogarth (1697-1764) do we find a painter
truly English, indeed violently so.
Van Dyck was the father of the English portrait school and set before it an aristocratic ideal:
Hogarth was a printer's son, uneducated but a curious observer of men and manners, who with his
frank, robust personality brought strength to the stripling's grace. Also, with his strong rough hands
Hogarth gave the decisive impetus to the national temperament. His first works date from 1730. For
rather more than a century England was to see a brilliant succession of geniuses, Joshua Reynolds,
Thomas Gainsborough, Thomas Lawrence, John Constable and J.M.W. Turner, responding to her
highest aspirations. No country has had so exclusive and strongly marked a love of the portrait.
England and Holland alike were deprived of the religious painting by the Reformation, and
mythology met with no better fate. Scarcely any decorative painting is found, and what little
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survived is mediocre. Holland compensated by inventing the small genre picture, street scene or
interior which she brought to an unheard of pitch of refinement. But England practised genre
painting only from the beginning of the nineteenth century, in imitation, moreover, of the Dutch,
though diluted with sentimentality and humour in the little School of anecdotal painters William
John Newton, Charles Robert Leslie, George Morland, David Wilkie and William Mulready. The
three last named are the best, by reason of their preference for rustic scenes combined with
landscape.
Now, if portrait painting is one of the glories of English art, landscape is another; in both
directions it rose to supreme heights. Nevertheless, the current of sentimental and anecdotal
painting, in spite of the many ways in which it is opposed to a strong and healthy conception of art
is not so artificial in England as it would be elsewhere, in France, for example. In England this
sentimentality, humour, and even this rather theatrical setting interest us, not only because the
artists who made themselves its interpreters were not without real pictorial qualities, but above all
because we see in the very spirit, however open to criticism, of their little pictures, a sincerity
springing from the depths of the national temperament and an inheritance, emasculated but
indubitable, of the great Hogarth.
The third characteristic of the English school is the moral strain emanating from the old
Puritan tradition. It sometimes favours a conception of art closely akin to that of the novel which
from the eighteenth century onwards is so living and original a part of English literature. Sometimes
it leans towards the pamphlet, which is, moreover, often one of the forms of the English novel, or
else towards caricature.
England had long shown a great love of natural beauty. The connoisseurs had collected in
their London salons and the galleries of their country houses the works of Jacob van Ruysdael,
Aelbert Cuyp, Canaletto, Francesco Guardi, Claude; but no work bearing an English signature was
ever seen there. It was still in imitation of Canaletto that Samuel Scott, the companion of Hogarth,
painted his views of London, so precious as historical records. He was one of the founders of the
Society of Water-Colour Painters which was to have such important developments. The real
creators of English landscape, however, are Richard Wilson (1714-1782) and Thomas
Gainsborough (1727-1788).
Impressionism found a focus in the New English Art Club, founded in 1886. Notable
members included Walter Sickert (1860-1942) and Philip Wilson Steer (1860-1942), two English
painters with coterminous lives who became influential in the 20 th century. Sickert went on to the
post-impressionist Camden Town Group, active 1911-1913, and was prominent in the transition to
modernism. Steer's sea and landscape paintings made him a leading impressionist, but later work
displays a more traditional English style, influenced by both Constable and Turner.
Paul Nash (1889-1946) played a key role in the development of modernism in English art.
He was among the most important landscape artists of the first half of the 20 th century, and the
artworks he produced during World War I are among the most iconic images of the conflict. Nash
attended the Slade School of Art, where the remarkable generation of artists who studied under the
influential Henry Tonks (1862-1937) included, too, Harold Gilman (1876-1919), Spencer Gore
(1878-1914), David Bomberg (1890-1957), Stanley Spencer (1891-1959), Mark Gertler (1891-
1939), and Roger Hilton (1911-1975).
Modernism's most controversial English talent was writer and painter Wyndham Lewis
(1882-1957). He co-founded the vorticist movement in art, and after becoming better known for his
writing than his painting in the 1920s and early 1930s he returned to more concentrated work on
visual art, with paintings from the 1930s and 1940s constituting some of his best-known work.
Walter Sickert called Wyndham Lewis: "the greatest portraitist of this or any other time".
Lancastrian L. S. Lowry (1887-1976) became famous for his scenes of life in the industrial
districts of North West England in the mid-20th century. He developed a distinctive style of painting
and is best known for his urban landscapes peopled with human figures often referred to as
"matchstick men".

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 Notable English artists of the mid-20th century and after include: Graham Sutherland (1903-
1980); Carel Weight (1908-1997); Ruskin Spear (1911-1990); pop art pioneers Richard Hamilton
(1922-2011), Peter Blake (b. 1932), and David Hockney (b. 1937); and op art exemplar Bridget
Riley (b. 1931).
English art was revitalised in 2014 by Blood Swept Lands and Seas of Red, a collaboration
between artist Paul Cummins (b. 1977) and theatre designer Tom Piper. The installation at the
Tower of London between July and November 2014 commemorated the centenary of the outbreak
of World War I; it consisted of 888,246 ceramic red poppies, each intended to represent one British
or Colonial serviceman killed in the War.

22. Answer the following questions.

1. Why were some of the greatest foreign masters attracted to England?
2. What painter is considered to be the father of the English portrait school?
3. What impact did William Hogarth make on the development of British painting?
4. Why were England and Holland deprived of the religious painting?
5. What can you say about genre painting in England?
6. What outstanding English landscape and portrait painters do you know?
7. What portraits by Van Dyck do you like most of all? Why?
8. Did England show love of natural beauty?
9. What influences underpinned English impressionism?
10. What landscape painter played a key role in the development of English modernism?
11. What artist was modernism's most controversial talent?
12. What 20th-century artist is associated with urban landscapes?
13. What artists revitalised English art in the 21st century?

23. Translate the following words and phrases into English.

школа портретного живопису; мати вплив на когось; короткий виклад змісту; дворянство;
дарувати, наділяти; пейзажний живопис; розбавляти, розріджувати; дати поштовх;
виняткова, особлива любов до портретного живопису; декоративний живопис; нечуваний
рівень витонченості, вишуканості; іноземці, які оселилися у Лондоні; присвоїти титул кому-
небудь; жанровий живопис; піднятися до найвищих, найбільших висот; розбавлений
сентиментальністю та гумором; посередній; головні імітатори та послідовники; допитливий
споглядач; бути позбавленим чогось; предмет гордості англійського мистецтва; створити
свій стиль живопису; образотворче мистецтво; постаті людей; міський пейзаж; перехід до
модернізму; типовий представник певного мистецького напряму; вдихнути нове життя у
щось.

24. a) Find the antonyms for the following words. Translate them and make up your own
sentences.
1. commoners (noun)
2. atheistic, secular (adjective)
3. insignificant (adjective)
4. predecessor (noun)
5. to concentrate (verb)
b) Find the synonyms for the following words. Translate them and make up your own
sentences.
1. effect, influence (noun)
2. ordinary, average (adjective)
3. to bestow on, to grant to (verb)
4. grace, sophistication (noun)
5. motivation, stimulus (noun)

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25. Translate the sentences below into Ukrainian. Find any cases of vowel reduction.
1. They felt that their original aims and demands were being diluted.
2. There followed a succession of minor criminal offences, mostly against youngsters with whom he
shared longings.
3. When their eyes meet she envisions the fulfilment of her dream of marrying a man with
aristocratic connections.
4. The impetus for change in the industry was provided by a new management team.
5. A growing proportion of the nobility lost their titles with the land altogether.
6. The precedent trusted him so much that he conferred on him the role of "Principal Advisor".
7. Rather, it was an expression of supreme confidence in the immutability of his creation.
8. At the end of the programme we have an exclusive interview with Senator Goldwater.
9. We have seen scarcely a drop of rain for over six months.
10. The new theory is a refinement of Corbin's theory of personality development.

26. a) Study the words and word-combinations:

insight - здатність проникати у суть
an artistic person - художня натура
a transient impression - скороминуче враження
a flash of personality - яскравий прояв особистості
oil-colour - олійна фарба
water-colour - aкварель
a brushstroke - мазок
colourist - художник-колорист

b) Read the text about Thomas Gainsborough, an English artist, and find some facts
revealing:
 Gainsborough as a truly artistic person.
 Gainsborough as a great women portrait painter.
 Gainsborough as an out-of-door painter.
 His sense of immediacy of contact with beauty.
 Gainsborough as a colourist who has few rivals among English painters.

THOMAS GAINSBOROUGH (1727-1788)

Every portrait that is painted with feeling is a portrait of the artist, not of the sitter. (Oscar Wilde)

Thomas Gainsborough is one of the greatest of all

English artists. First in some provincial towns, then in London he worked as a fashionable portrait

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painter. Society went to him for portraits, and his insight into the phases of womanhood made
him essentially the women's painter. Gainsborough is famous for the elegance of his portraits and
his pictures of women in particular have an extreme delicacy and refinement. It must have been
nice if, as an 18th century lady, your father or your husband had your portrait painted by Mr
Gainsborough. Your image would be that of a graceful, cultured woman, extremely elegant, and
painted with sufficient flattery to make you appear to have some pretensions to beauty
without turning you into a doll. A good amateur violinist and a lover of the drama, he was an
artistic person.
One of his greatest friends was Richard Sheridan, the dramatist, and his portraits of actors
and actresses are among his most famous works. Even in the portraits he is an out-of-door painter.
As one thinks of the finest of his portrait paintings with the brilliant spontaneity in the
handling of the figure, the power to put down his own transient impression of the sitters, one is
reminded that the backgrounds are well-observed country scenes.
In his work, there is at its best the sense of immediacy of contact with beauty. In the
portraits it is the catching of a flash of a personality, in the landscapes it is in the moment of light
and shadow as some sun gleam and cloud shadow renders a landscape suddenly momentarily
unfamiliar and thereby dramatic.
In his search for the spontaneous expression of the effects which appealed to him he
would use oil-colour as if it were water-colour, building up with those light feathery brush
strokes in the pure colour we associate with all his work.
As a colourist he has few rivals among English painters. His best works have those delicate
brush strokes which are found in Rubens and Renoir. They are painted in clear and transparent
tone, in a colour scheme where blue and green predominate.

27. Work in pairs. Take turns to ask and answer the questions below.
1. What can you say about Gainsborough's portraits of women?
2. Why can we still hear today: "She's lovely just like a Gainsborough"? What is meant by it?
3. What can you say about Gainsborough's method and techniques of painting?
4. Why is Gainsborough so famous as a colourist?
5. What colours predominate in his colour scheme?
6. Have you ever been to the Hermitage? What pictures by Gainsborough is it possible to see there?

28. Explain the difference between an oil-painting and a water-colour. Read the following
extract from "Martin Eden" by J. London and explain whether an oil-painting or a water-
colour was described as "a trick picture":

He forgot his awkward walk and came closer to the painting, very close. The beauty faded out of
the canvas. He started at what seemed a careless daub of paint, and then stepped away. Immediately
the beauty flashed back into the canvas. "A trick picture", was his thought...

29. Provide the translation into Ukrainian of the following word combinations.
1. to be essentially women's painter
2. to be famous for the elegance of his portraits
3. to have delicacy and refinement
4. to be painted with sufficient flattery to make you appear to have some pretensions to beauty
without turning you into a doll
5. an out-of-door painter
6. brilliant spontaneity in the handling of the figure
7. the sense of immediacy of contact with beauty
8. a suddenly momentarily unfamiliar and thereby dramatic landscape
9. to have rivals

11
10. to be painted in clear and transparent tone, in a colour scheme where blue and green
predominate.

30. Translate the sentences into English.

1. Справжній митець-портретист повинен мати здатність проникати у суть того, кого він
малює, і легкими мазками пензля зобразити не лише зовнішність, а й внутрішній світ людини
із яскравим проявом її особистості.
2. Гейнсборо прославився елегантністю своїх портретів, адже жінки на них зображені з
надзвичайною ніжністю і витонченістю.
3. Його полотна дають відчуття безпосереднього контакту з красою на фоні живої і якоїсь
раптом незнайомої та хвилюючої природи.
4. На цих картинах можна помітити дивовижне вміння митця зображувати людей з
геніальною природністю, при цьому передаючи власне скороминуче враження від них.
5. У нього було небагато конкурентів, адже мало хто вмів використовувати олійні фарби так,
наче це була акварель, створюючи легкі, як пір'їна, мазки в чистих і прозорих тонах.

31. Read the text about the famous English painter Gainsborough and his love of music. Fill
in the gaps with the words below.
Acquired, returned, collection, professional, became, astonished, pipe, gown, lute, instruments,
giving, passionately, wig, insisted, instrument.

GAINSBOROUGH AND MUSIC

The famous English painter Gainsborough was 1.______fond of music and he filled his
house with all kinds of musical 2______, which he could play rather well. He considered them to be
the most beautiful works of human skill and sometimes even wished he was a 3.______musician.
Once Gainsborough saw a lute in a picture of Van Dyck's and concluded that it must be a fine
4._______, because, perhaps, it was finely painted. He immediately decided that it was absolutely
necessary that he had such an instrument in his 5._______He also wished he could play it. So
Gainsborough hurried to a professor of music famous for playing this instrument very well. He
found the professor dining, then smoking his 6.______ with his lute beside him. "I have come to
buy your 7._____ , and I won't leave your house until you sell it to me. Name your price," said the
painter. The professor was so 8.______ that he sold his lute. But on getting the lute Gainsborough
proposed that the professor should sell him his book of music as well. The professor refused saying
that he couldn't really part with the book. But Gainsborough 9.______that the book should be sold
to him. Finally Gainsborough with the book of music and the lute left the house, but soon
10.______. This time he insisted on the professor's going with him and giving the first lesson. The
professor suggested 11.________ a lesson some other time, as at the moment he couldn't go because
he was in his dressing 12.______ and without a wig. But Gainsborough wouldn't listen to any
reason. A minute later the professor without a 13._______ ,in a dressing gown was walking with the
painter.
In the unusual and eccentric way Gainsborough 14._______ all kinds of musical instruments
and made the acquaintance of professors of music, many of whom 15._________ his best friends.

12
32. Look at the pictures of Gainsborough below. Match the pictures with their names. Choose
one of them and write a detailed description. Use the given outline and useful expressions
below

a) Mr and Mrs Andrews

b) The Honourable Mrs Graham
c) Sir Benjamin Truman
d) Mr and Mrs William Hallett ('The Morning Walk')
e) The Blue Boy (Jonathan Buttall)

The outline of a picture description

1) The general effect. (The title and name of the artist. The period or trend represented. Does it
appear natural and spontaneous or contrived and artificial?)
2) The contents of the picture. (Place, time and setting. The age and physical appearance of the
sitter. The accessories, the dress and surroundings. Any attempt to render the personality and
emotions of the model. What does the artist accentuate in the subject?)

13
3) The composition and the colouring. (How is the sitter represented? What is background? Is the
posture bold or rigid? Do the hands (head, body) look natural and informal? How do the eyes gaze?
Does the painter concentrate on the analysis of details? What tints predominate in the colour
scheme? Do the colours blend imperceptibly? Are the brushstrokes visible?)
4) Interpretation and evaluation. (Does it exemplify a high degree of artistic skill? What feelings,
moods or ideas does it evoke in the viewer?)

Words and word combinations for describing pictures:

Composition and Drawing
 In the foreground/ in the background
 in the top/ bottom/ left-hand corner
 to arrange symmetrically/ asymmetrically/ in a pyramid/ in a vertical format
 to divide the picture space diagonally
 to define the nearer figures more sharply
 to emphasise contours purposely
 to be scarcely discernible
 to convey a sense of …
 to place the figures against the landscape background
 to merge into a single entity
 to blend with the landscape
 to indicate the sitter's profession
 to be represented standing…/ sitting…/ talking…
 to be posed…/ silhouetted against an open sky/ a classic pillar/ the snow
 to accentuate smth

Colouring. Light and Shade Effects.

 subtle/ gaudy colouring
 to combine form and colour into harmonious unity
 brilliant/ low-key colour scheme
 the colour scheme where … predominate
 muted in colour
 the colour may be:
o cool and restful
o hot and agitated
o soft and delicate
o dull, oppressive, harsh
o the delicacy of tones is lost in the reproduction

Impression. Judgement.
 the picture may be:
o moving, lyrical, romantic, original
o poetic in tone and atmosphere
o dull, crude, chaotic
o a colourless daub of paint
o obscure and unintelligible
o gaudy
o depressing, disappointing
o cheap and vulgar

14
33. Write a description of your favourite picture. Follow the guidelines given in the previous
exercise.

34. What do you know about John Constable? Read the text about him to learn more about
this outstanding English landscape painter. Be ready to retell it. Study the new vocabulary
given after the text.

JOHN CONSTABLE (1776-1837)

A great artist is always before his time or behind it. (George Moore)

John Constable was the first English landscape painter to ask no

lessons from the Dutch. His originality does not lie in the choice of subjects which frequently repeat
themes beloved by other British landscape painters but in the sphere of technique and feeling.
Constable was a product of Eastern England with its luxurious meadows, distant horizons,
picturesque villages, and above all its ever-changing sky with constantly moving cloud formations.
Although Constable's outlook on nature was primarily naturalistic, his individuality of style and
interest in "sentiment" made him part of the Romantic period in which he lived.
He enjoyed clouds, sunshine, trees and fields for their own sakes, in addition to viewing them as
potential vehicles of human emotions.
Perhaps the most interesting thing about Constable's technique was that he made quick sketches
setting down his first spontaneous and emotional reactions to natural beauties; these visual
impressions, even more than his finished works are regarded as his real contribution. Although
Constable produced paintings throughout his life for the "finished" picture market of patrons and
R.A. exhibitions, constant refreshment in the form of on-the-spot studies was essential to his
working method. To accomplish his aim of rendering the living, moving quality of nature he used
broken touches of colour.
Constable was the first to introduce green into painting, the green of lush meadows, the green of
summer foliage, all the greens which, until then, painters had refused to see except through bluish,
yellow or more often brown glasses. The sparkles of light and colour and the deliberate roughness
of texture broke with the tradition of smooth painting.
Besides the intrinsic merit of Constable's work, it is also historically important for the effect it
had both on the Romantic and the Impressionist groups.

Words and word-combinations:

an outlook - точка зору
a vehicle of human emotions - зaciб nepeдачі людських емоцій
to make sketches - po6ити ескізи
texture - відображення поверхні/ структури предметів у творах мистецтва
to break with the tradition (of) - пopвати з традицією

35. Read the questions and choose the right answers.

1. What does John Constable's originality lie in?

15
a) an unusual choice of subjects;
b) the sphere of technique and feeling;
c) an original colour scheme.
2. What was Constable's contribution to English painting?
a) portraits of distinguished ladies;
b) marine pieces;
c) rural landscape.
3. What colour did Constable introduce into painting?
a) blue;
b) green;
c) yellow.
4. Point out the most interesting feature of Constable's technique:
a) he painted at home relying on his imagination;
b) he painted out of doors;
c) he set down his first spontaneous reactions to natural beauties and then worked at his pictures
indoors.
5. What group of painters did Constable make the greatest impact on?
a) the romantic school of painting;
b) the school of realism;
c) the impressionists.

36. Translate the sentences into Ukrainian.

1. John Constable was the first English landscape painter to ask no lessons from the Dutch.
2. Constable was a product of Eastern England.
3. He enjoyed clouds, sunshine, trees and fields for their own sakes, in addition to viewing them as
potential vehicles of human emotions.
4. These visual impressions, even more than his finished works are regarded as his real contribution.
5. To accomplish his aim of rendering the living, moving quality of nature he used broken touches
of colour.
6. The sparkles of light and colour and the deliberate roughness of texture broke with the tradition
of smooth painting.

37. Read the description of one of Constable's most famous pictures "Flatford Mill on the
River Stour". Translate it into Ukrainian. Work in pairs. Check the target texts of each other
for lexical and stylistic mistakes.

"Flatford Mill on the River Stour" painted in 1817, shows that even then he had developed a style
that was conspicuous for its intimate naturalism. He had brought painting out of doors.
The scene is typically English. In the near foreground you can see a horse with a boy on its back. In
the distance is a lock and the building of the mill. To the right of the picture stretches a level
expanse of pasture. The time is early summer, when the foliage is heaviest and the grass has not lost
the freshness of spring.

16
38. Suppose you are standing before a picture with a landscape which you find too
topographic. If you really believe that the true charm of a landscape lies not in its details but
in its spirit, criticise this picture. Make use of the following expressions:
in the foreground; in the background; too topographic; a true copy of local scenery; trivial and dull;
to be full of painstaking details.

39. Translate the following text into English.

Джона Констебля можна із впевненістю назвати найвидатнішим англійським
пейзажистом. Він міг би наслідувати традиції голландських художників, але тоді він би не
зробив такий вагомий внесок у розвиток англійського живопису. Саме завдяки самобутності
своєї техніки та індивідуальності художнього стилю, Констебль вміло поєднував
натуралістичність зображуваної природи з настроєм, який ця природа в нього викликала,
зображуючи своє перше спонтанне враження. Тому його можна вважати провісником
імпресіонізму.
Природа Констебля - жива, рухлива, промовиста. Ви споглядаєте розкішні луки в безлічі
відтінків зеленого, живописні селища і яскраве небо, на якому хмари весь час рухаються,
створюючи химерні образи, але ви не можете не відчути емоцію, настрій полотна, який
проникає в глибини вашої сутності, захоплює, зачаровує. І все тому, що майстер вбачав у
природі не предмет зображення, а надпотужний засіб передачі почуттів. Ця природа дихає і
мріє, радіє і сумує, буяє справжнім життям у всіх його проявах, і в ній вічно живе геніальний
художник, пензлем якого було його неймовірно чутливе серце.

40. Listen to the lecture about the English artist Joseph Mallord William Turner. Fill in the
gaps with the missing information.
1) It is still ____________ on which day of the year Turner was born.
2) At school he concentrated on drawing because he was a bad ____________.
3) The picture Fishermen at Sea was his first ________________ to be shown at the Royal
Academy.
4) The RA was a stronghold of _____________ artistic values.
5) He travelled throughout Europe looking for ________________.
6) Even though his style was changing, he still painted ____________ subjects.
7) His paintings became more a mixture of ___________and______________.
8) His new work made his viewers work harder by suggesting rather than _____________ his
subjects.
9) This new style of art tried to create a(n)___________, not an idealisation.

17
41. 1) Read the article about William Turner to learn more about the greatest English painter.
Study the new vocabulary below. Find in the text the key sentences revealing Turner's new
approach to painting.

Words and word-combinations:

a genius of the first order - найвеличніший геній
to set on canvas - переносити на полотно
to dazzle – осліпляти
to transform (to render) smth. into colour - передавати щось кольором
to model - створювати за зразками
optical sensations -зорові сприйняття
to be outside one's time - випередити час
to anticipate smth. – передбачати

JOSEPH MALLORD WILLIAM TURNER (1775-1851)

Every artist dips his brush in his own soul, and paints his own nature into his pictures. (Henry
Ward Beecher)
Turner was a genius of the first order - far the greatest painter that England has ever
produced; and although he was prepared to work in the fashionable style, he never lost his intuitive
understanding of nature. No one has ever known more about natural appearances, and he was able
to fit into his encyclopaedic knowledge memories of the most
fleeting effects of light - sun rises, passing storms, dissolving
mists, none of which had ever been set on canvas before. For
thirty years these brilliant gifts were exploited in a series of
pictures which dazzled his contemporaries.
During his whole life Turner was perfecting an entirely new
approach to painting which was only recognised in our own
day. Briefly, it consisted of transforming everything into pure
colour, light rendered as colour, feelings about life rendered as
colour. It's quite difficult for us to realise what a revolutionary
procedure this was.
One must remember that for centuries objects were thought to
be real because they were solid. And all respectable art aimed
at defining this solidity, either by modelling or by a firm
outline.
Turner's colour was not at all arbitrary - what we call
decorative colour. It always started as an actual experience.
Turner used his optical sensations to discover the truth.
"I feel therefore I am." It's a fact which you can verify by looking at Turner's pictures in the
Tate Gallery: the less defined, the more purely colouristic they are, the more vividly do they convey
a total sense of truth to nature.
Some artists say that in landscape painting clouds are the chief organ of sentiment. And for
Turner they had a symbolic meaning. In his work clouds the colour of blood became symbols of
destruction. He identified skies of peace and skies of discord. His chief aim in life was to see the
sun rise above water: he owned a number of houses from which he could see this happening. And
he was particularly fascinated by the line where the sky and the sea join each other, that mingling of
the elements which seems by its harmony of tone, to lead to a general reconciliation of opposites. In
order to observe these effects, he lived by the seaside in East Kent - believed by the neighbours to
be an eccentric sea-captain, who even in retirement could not stop looking out to sea.

18
 Turner painted in a style absolutely outside his own time - perhaps the first great artist to do
so. Even exhibited pictures like "Rain", "Steam and Speed", "The Fighting Temeraire", "Calais
Pier", "Fishermen at Sea", "Sun Rising through Vapour" have no relation to anything that was being
done in Europe, or was to be done for almost a century.
In Turner's time his pictures must have looked absolutely crazy and indeed were usually
referred to as "another of Mr Turner's little jokes".
He anticipated something of the method and techniques of the French Impressionists who
followed Turner's work a generation later.

2) Render the text into Ukrainian.

42. Paraphrase the expressions below using the words from the box. Provide a Ukrainian
translation for the phrases.

brand-new ascertain transient visual random brightly forestall real

amaze strange/ odd mix use

fleeting effects of light; to exploit these brilliant gifts; to dazzle the contemporaries; an entirely new
approach; an arbitrary colour; an actual experience; to use optical sensations; to verify a fact; to
convey a total sense of truth to nature vividly; the mingling of the elements; an eccentric person; to
anticipate something.

43. Translate the text into English.

Джозеф Тернер - найвеличніший геній пейзажного живопису і разом з тим великий
ексцентрик. Усе його життя було присвячене мистецтву і, на відміну від своїх сучасників-
митців, успіх супроводжував його впродовж усього його творчого життя. Коли йому було
п'ятнадцять років, одна з його картин була виставлена в Королівській Академії, що було
рідкісною честю, особливо для юнака. А у вісімнадцять років він вже мав власну художню
майстерню. Швидко заробивши гарну репутацію, Тернер у двадцять сім років став повним
членом Королівської Академії, що було просто неймовірним досягненням і яскравим
свідченням його таланту й геніальності.
Тернер обожнював подорожі, під час яких він вивчав дію моря і неба в будь-яку
погоду. Спершу він робив топографічні ескізи, а з часом виробив зовсім нову техніку, яка
дозволяла йому передавати кольорами власне інтуїтивне розуміння природи. Таким чином
він випередив час і передбачив дещо з методу і технік імпресіоністів та абстрактних
експресіоністів. Вибір кольорів не був випадковим, завдяки їм художник надавав природі
відчуття правдивості, і цим вражав та й досі вражає кожного, хто споглядає його шедеври. І
хоч він прославився своїми роботами, виконаними олійними фарбами, Тернера вважають
одним із засновників англійського пейзажного живопису акварелями.
І все ж таки Тернер був незрозумілим і навіть дивним для багатьох. Він завжди
подорожував на самоті, і окрім батька, не мав жодної близької людини. Він нікому не
дозволяв спостерігати за тим, як він малює, і майже завжди відмовлявся продавати свої
картини. Коли ж комусь вдавалося його вмовити розлучитися зі своїм творінням, митець
довго ходив пригніченим, місяцями не з'являвся на людях.
Ця неймовірна людина залишила великий статок на підтримку тих, кого він називав
"занепалими художниками" ("decayed artists"), а колекцію своїх творів заповів рідній країні.

19
44. Provide your own detailed description of one of the Turner's paintings presented below.

Hastings from the Sea The Battle of Trafalgar

The Coliseum The Bay of Baiae, with Apollo and the Sibyl

45. Act as a guide in the Tate Gallery telling about Turner. Use some of the following
expressions:
intuitive understanding of nature; fleeting effects of light; to set on canvas; to transform into colour;
decorative colour; optical sensations; to convey a total sense of truth to nature; landscape painting;
to be fascinated by; to be outside one's own time; to anticipate smb's method and techniques; to add
a new faculty to the human mind.

46. Work in pairs. Fill in the missing information in the dialogue. Take turns to ask questions.
- Are you interested in any kinds of visual art?
-…
- Which of them is closer to you?
- ...
- Would you like to know more about art and its history?
-…
- Where can you find information about them?
-…
- Is there an art gallery in the place where you live?
-…
- What does it exhibit?

20
-…
- How often do you go to art galleries?
-…
- Is there a particular artist whose works you enjoy most?
-…
- What in this artist's works do you find attractive?
-…
- Which of the world-famous masterpieces would you like to see some day? Why?
-…
- Do you think art should be an essential part of every person's life or is it meant for a selected few?
-…
- Should art be taught at school? How? At what age?
-…
- Is a person's artistic taste inborn? What is your idea?
-…
- Is it possible to develop an artistic taste? In what way can one do it?
-…
47. 1) What do you know about pop-up galleries? Watch the video to find out more about
them.
2) Check your understanding of the information. Circle the correct answers.

1. In which city are the galleries shown in the video?

a. London b. Manchester c. Belfast
2. How long do pop-up galleries usually stay open for?
a. a few hours b. a few days c. a few months
3. Works of what kind of artists are displayed at pop-up galleries?
a. classic artists b. established artists c. emerging artists
4. If the pop-up galleries weren't there, how would these buildings be used?
a. They'd be shops. b. They'd be empty. c. They'd be houses.
5. What did the visitors to the gallery think of it?
a. They all liked it. b. Some of them liked it but some didn't. c. They all disliked it.
6. Why did Laura decide to display her work in a pop-up gallery?
a. because she's a friend of the owner b. because the artwork sells for a higher price there c. because
it's difficult to display her work in established galleries.

48. 1) Read the conversation between friends in the National Museum of American Art. What
are their preferences in art? 2) Translate the conversation into Ukrainian. Get ready to act it
out.

ALL THOSE MUSEUMS!

Tracy. What's eating you, Jack?
Jack. Ah! Never mind. Just a slight headache.
Rona. He is never well when museums are on the schedule.
J. The attic of the nation are all those museums, aren't they?
T. Take it easy Jack, relax.
J. If I could I would. It's annoying when you can't have fun from something, isn't it?
R. Fun? Museums are .educational establishments for advancing and diffusing knowledge.
You are not expected to have fun with it like dog shows or flower exhibitions.
J. What a bore!
Henry. A picture gallery is no less enjoyable than a dog show. Stick to me, Jack, and you'll
find it terrific, I promise you.

21
J. Do you? We shall see. (In the museum each visitor is offered a cassette player and
earphones to listen to a recorded guide's commentary.)
Voice on the audio tape:
We are in the hall of colonial portraits of the National Portrait Gallery. The Permanent
Collection of the Museum represents portraits of heroes and villains, thinkers and doers,
conservatives and radicals. Most of them are taken from life-sittings. You will see George
Washington, Abraham Lincoln, the artist Mary Cassatt...
J. Heavens, what sparkling eyes that lady on the colonial portrait has! And what a graceful
pose!
Maggy. Isn't it lovely! Her face is gentle, she looks as if she was alive.
J. And the texture of her dress! It looks so soft and silky as if you could feel it with your hand.
H. You like realist portraits, don't you?
J. What I really like about the 19th century ladies are their fashions and hairdos. They were
gorgeous, weren't they?
Audio-loop voice:
You are standing before the portrait of Mrs Alexander Hamilton, painted in 1787 by Ralph
Earl. Ralf Earl began his career as an artist on the eve of the American Revolution to become a
painter of exceptional breadth and power. Earl captured on canvas the many faces of the
young republic...
J. Seriously, I like pictures that are true to life, where every leaf and flower is depicted
exactly.
Steve. Like in still life? Look, here is one by Raphaelle Peale. Flowers in a vase, watermelons,
grapes and cherries. Doesn't it look nice?
J. Not at all! The peel of the grapes and cherries is so transparent that their juice seems ready
to burst out. Wow, it makes me feel really hungry. Do we call this art realist, Henry?
H. Well, realist artists' ideal was a truthful account of what lay before their eyes and precise
drawing of a landscape, a portrait or a record of those events around them.
Olivia. There is nothing like landscapes to me. I like nature depicted as mysterious and
majestic.
H. You seem to like romanticism, don't you?
O. How can you tell a realist landscape from a romantic one?
J. I can tell you easily, Olivia. Wherever you see a romance on a picnic - it's romantic style.
O. Stop pulling my leg, Jack. I am serious.
H. Nature in romanticism is personified, it appears as a grand all-pervading force, indifferent
to man but with a life of its own. Romantic artists used exaggerations: the hills and trees are
higher, the sea is bluer than in real life. Artists stressed the rugged character of the country and
the drama of contrasts.
O. Look at the "Cliffs of the Upper Colorado River" by Thomas Moran. They are fantastically
magnificent beneath that formidable cloudy sky.
R. My god, it's perfectly great! It's even hard to say what these cliffs inspire in me: awe,
delight, admiration or craving.
J. Crying, aren't you?
R. Why are you being so unbearable, Jack?
Ulaf. No hard feelings, guys. Look over there. That serene sea shore will make you feel better.
Albert. Let me read, Childe Hassam, "The South Ledges: Appledore, 1913".
Richard. Here the colours create a totally different mood, don't they? The rocks and blue
water are flooded with sunlight. And the delicate white figure of a lady in the wide-brim hat
conveys the spirit of leisure, harmony and optimism.
Frank. And I see the brushwork here is unlike those we have seen. The trace of the brush is

22
 left and the character of the work is rapid and sketch-like.
H. Naturally, another style - another expression. This is piece of impressionism.
Impressionists sought to capture one instant in time.
J. The moment, stop! You are a wonder!
H. Right you are. Emphasis was placed on capturing the first impression of the subject, it was
painted on the spot, in a state of great emotional excitement at the sight of a wonderful world.
J. That's just to my liking. Leisure and pleasure - what a treasure!
M. Just compare these works of the American Renaissance with modern art! I don't like it. It
has neither sense nor content, only form which is distorted and ugly in most cases.
H. What's your idea of modern art? If you mean abstract art you are right, for it really rejects
depicting real objects and phenomena. Abstractionists sought to express spontaneity and the
unconscious aspect of creating by colour patches and lines.
R. And what about the African-American artist William H. Johnson? Remember him who
gave in his pictures the story of the Negro as he had existed? His paintings remind me of
children's drawings.
H. He is considered a primitivist, and has contributed much to American modernism.
Richard. Say, Henry, contemporary art doesn't only consist of modernists' works, does it?
H. Of course not. There are a great number of styles both of realistic and formalistic trends,
and a great deal of masterpieces.
T. We'll see some of them in the Hishhorn Museum and Sculpture Garden, I believe.

49. Visit an art gallery / exhibition. Tell your groupmates about it. Describe works of art you
enjoyed. Persuade them to visit this place.

50. Project.
Pick out the most important facts about the life and work of one of the painters. Compile a
report for a conference. Make a presentation of your report. (find and study the information
about presenting projects and reports in self-study chapter)

Great theatre is about challenging how we think and encouraging us to fantasise about a world
we aspire to.
(Willem Dafoe)

1. Discuss in pairs.
 Are you a keen theatre goer? How often do you go to theatres?
 Which theatres do you prefer visiting?
o musical comedy theatres
o drama theatres
o opera houses
o puppet theatres
o philharmonics

 What kind of performances do you enjoy most?

o matinee
o evening performance
o ballet
o satirical play
o opera, operetta
o dramatic play
o comedy

23
 o musical comedy
o revues
o slapsticks
o pantomime
o stand-up comedies
o lampoons
 Have you ever seen a dress rehearsal at the theatre?
 Have you ever been to a first night/ opening performance/ opening night of any play?
 Have you ever been invited to gala night/ presentation?
 Do you know any playwrights?

2. Listen to the man who describes his experience of going to theatres. Fill in the gaps in the
text below.
When I was growing up, I always __________________ was for rich people. I
__________________ it is. Theatre tickets in London are pretty expensive, especially for a whole
family. But __________________, I found you could go to the theatre __________________. I
found dozens of smaller theatres in London that had very reasonable prices. You could
__________________ tickets for the big theatres. Going to the theatre is a wonderful experience.
It's great sitting in your seat with your programme. I __________________ the set will look like.
I'm always impressed by the quality of acting. Actors __________________. They stand on stage in
front of an audience of hundreds, and __________________ confident.

3. Read the notes below, study the difference between the underlined words. Translate the text
into Ukrainian.

What's the difference between plays, productions, and performances?

Talking about plays, productions, and performances can be difficult, especially since there's so
much overlap in the uses of these terms. Although there are some exceptions, usually plays are
what's on the written page. A production of a play is a series of performances, each of which may
have its own idiosyncratic features. For example, one production of Shakespeare's Twelfth Night
might set the play in 1940's Manhattan, and another might set the play on an Alpaca farm in New
Zealand. Furthermore, in a particular performance (say, Tuesday night) of that production, the actor
playing Malvolio might get fed up with playing the role as an Alpaca herder, shout about the
indignity of the whole thing, curse Shakespeare for ever writing the play, and stomp off the stage.
See how that works?
Be aware that the above terms are sometimes used interchangeably - but the overlapping
elements of each are often the most exciting things to talk about. For example, a series of
particularly bad performances might distract from excellent production values: If the actor playing
Falstaff repeatedly trips over a lance and falls off the stage, the audience may not notice the
spectacular set design behind him. In the same way, a particularly dynamic and inventive script
(play) may so bedazzle an audience that they never notice the inept lighting scheme.

4. Find in the previous text the words which mean the following.
a) a group of people who come to watch and listen to someone speaking or performing in
public;
b) the written form of speech, play, film etc;
c) the scenery, furniture etc used on a stage in a play or in the place where a film or television
show is being made;
d) unusual and unexpected;
e) the raised area in a theatre which actors or singers stand on when they perform;
f) not good at doing something;
g) to hit something with your foot by accident so that you fall or almost fall;
24
 h) to walk with heavy steps or to put your foot down very hard, especially because you are
angry;
i) to be so impressed that it surprises and confuses you;
j) very impressive.

5. Match these theatre people with their responsibilities and assess how important they are for
the theatre. You are given an example.

e.g. Playwrights - writers of plays - are called "wrights" because this word means "builder." Just as
shipwrights build ships, playwrights build plays. A playwright's raw materials are words, but to
create a successful play, he or she must also think about the performance - about what will be
happening on stage with sets, sounds, actors, etc.

1. director a. someone who writes music

2. actors b. someone who takes care of someone's clothes, especially
3. lighting designer/ an actor's in the theatre, and helps them to dress
director c. the woman or man who acts the most important female
4. make-up or male part in a film, play etc
artist/man/woman d. all the people who perform in a play, film etc
5. producer e. an actor who takes unusual or interesting roles
6. actress f. the person who gives instructions to the actors and other
7. cast people working on a film or play
8. dresser g. someone who performs in a play or film
9. set designer h. someone whose job is to control the preparation of a
10. composer play, film, or broadcast, but who does not direct the
11. leading lady/man actors
12. costume designer i. someone who tells actors in a play what words to say
13. prompter when they forget
14. character actor j. someone who helps actors put on make-up
k. a woman who performs in a play or film
l. someone who designs the clothes for the actors
m. someone who designs the lighting scheme for the play
n. someone who designs the props and scenery of the play

6. Do you know anything about the history of theatre in Great Britain?

7. Find the Ukrainian equivalents to the words and word combinations.
A playhouse, at variance, octagonal, tiers of galleries, a pit, the back of the stage, an upper stage, a
tiring house, an inner stage, to be concealed from, to be drawn back, to reveal, full members.
8. Read the text about the history of the English theatre. Find out what the names of the first
English theatres were.

THE ENGLISH THEATRE

Although plays of one sort and another had been acted for many generations, no permanent
playhouse was erected in England until 1576. In the 1570s the Lord Mayor and Aldermen of the
City of London and the players were constantly at variance. As a result James Burbage, then the
leader of the great Earl of Leicester's players, decided that he would erect a playhouse outside the
jurisdiction of the Lord Mayor, where the players would no longer be hindered by the authorities.
Accordingly in 1576 he built the Theatre in Shoreditch, at that time a suburb of London. The
experiment was successful, and by 1592 there were two more playhouses in London, the Curtain
/also in Shoreditch/, and the Rose on the south bank of the river, near Southwark Cathedral.

25
 Elizabethan players were accustomed to acting on a variety of stages: in the great hall of a
nobleman's house, or one of the Queen's palaces, in town halls and in yards, as well as their own
theatre.
The public playhouse for which most of Shakespeare's plays were written was a small and
intimate affair. The outside measurement of the Fortune Theatre, which was built in 1600 to rival
the new Globe, was but eighty feet square. Playhouses were usually circular or octagonal, with three
tiers of galleries looking down upon the yard or pit, which was open to the sky. The stage jutted out
into the yard so that the actors came forward into the midst of their audience. Over the stage there
was a roof, and on either side doors by which the characters entered or disappeared. Over the back
of the stage ran a gallery or upper stage which was used whenever an upper scene was needed, as
when Romeo climbs up to Juliet's bedroom, or the citizens of Angers address King John from the
walls. The space beneath this upper stage was known as the tiring house; it was concealed from the
audience by a curtain which would be drawn back to reveal an inner stage, for such scenes as the
witches' cave in Macbeth, Prospero's cell or Juliet's tomb.

The Elizabethan Theatre

There was no
general curtain
concealing the whole
stage, so that all
scenes on the main
stage began with an
entrance and ended
with an exit. Thus in
tragedies the dead
must be carried
away. There was no
scenery, and
therefore no limit to
the number of
scenes, for a scene
came to an end when
the characters left
the stage. When it
was necessary for
the exact locality of a scene to be known, then Shakespeare indicated it in the dialogue; otherwise a
simple property or a garment was sufficient: a chair or stool showed an indoor scene, a man wearing
riding boots was a messenger, a king wearing armour was on the battlefield, or the like. Such
simplicity was on the whole an advantage; the spectator was not distracted by the setting and
Shakespeare was able to use as many scenes as he wished. The action passed by very quickly: a
play of 2500 lines of verse could be acted in two hours. Moreover, since the actor was so close to
his audience, the slightest subtlety of voice and gesture was easily appreciated.
The company was a "Fellowship of Players", who were all partners and sharers. There were
usually ten to fifteen full members, with three or four boys, and some paid servants. Shakespeare
had therefore to write for his team. The chief actor in the company was James Burbage's son
Richard, who first distinguished himself as Richard III; for him Shakespeare wrote his great tragic
parts. An important member of the company was the clown or low comedian. From 1594 to 1600
the company's clown was Will Kemp; he was succeeded by Robert Armin. No women were
allowed to appear on the stage, and all women's parts were taken by boys.

9. Answer the questions to check your understanding of the previous article.

26
 1. When was the first playhouse erected in England and in what circumstances?
2. What did the first playhouses look like?
3. What was the tiring house used for?
4. How was the absence of a general curtain compensated for?
5. How was the locality indicated in a play?
6. Who did a company of actors consist of?

10. Find in the text The English Theatre synonyms to the following words and expressions and
make up your own sentences using them.
a) to be built
b) not to agree with smb
c) not under the authority of smb
d) to be hampered to do smth
e) to be used to doing smth
f) a private/ personal matter
g) to compete with smb
h) to stick out/ protrude
i) to be hidden from the audience
j) to show/ to expose smth
k) to be enough
l) to make oneself famous
m) to be one's follower

11. Summarise the article The English Theatre. Render it into Ukrainian.

12. Translate the text below into English.

Перші театри почали з'являтися в Англії лише у 16 столітті в період правління
королеви Єлизавети І, яка всіляко сприяла розвитку культури і мистецтв. У 50-роках 16
століття лондонські актори не ладнали з мером міста, тому було вирішено спорудити
постійно діючий театр поза його юрисдикцією. Прикметно, що актори могли вправно грати
в різних місцях: в королівських палацах, маєтках аристократів, будівлях муніципалітету і
навіть на вулицях.
Перші театри були зазвичай круглої чи восьмикутної форми. Вони мали три яруси
балконів під відкритим небом. Сцена видавалася вперед і тому актори опинялися в оточенні
публіки. В ті часи не було великої завіси і тому кожна сцена починалася із появою актора і
закінчувалася його виходом. Декорацій також не було, але з іншого боку, це можна назвати
перевагою тогочасного театру, адже ніщо не обмежувало кількість дій і, позаяк глядачів
ніщо не відволікало, вони з легкістю вловлювали найтонші нюанси голосу і жестів. А за
необхідності, на місце дії могли вказувати якась річ або одяг актора.

13. On June 29th 1613, one of the most famous theatres in the world was destroyed by fire.
The Globe theatre on London's South Bank was the theatrical home of William Shakespeare.
Callum Robertson goes to the modern reconstruction and interviews the director of Globe
Education, Patrick Spottiswoode.
1) Before you listen to the interview look at these comprehension questions. You can hear the
answers in the interview.

1. How closely does the modern Globe look like the original Globe?
2. When was the original Globe built?
3. Who paid for the original Globe?
4. What caused the fire in 1613?

27
5. Why wasn't Romeo and Juliet first performed at the Globe?
6. When was the modern Globe completed?

2) Study the words and expressions from the interview:

wooden - made out of wood

polygonal - with many sides
melancholic - with a feeling of sadness
an oak - a kind of tree the wood from which is used in building
to gather round - to get together in a group close to somebody or something
a venue - a place where something happens such as a sporting arena or theatre
to be reliant (up)on - to have to trust and be dependent on
a cannon - a big gun
a spark - a small piece of fire that flies out of something that is burning
thatch - natural grass like material that was used to make roofs.

14. Read the text and substitute the words in italics with their explanations or synonyms.

LIFE OF SHAKESPEARE THE ACTOR

It is not known exactly how many roles Shakespeare played himself but we do know that
Shakespeare had began his career on the stage by 1592, because there is reference to this in Robert
Greene's Groatsworth of Wit. It is probable that Shakespeare played the title role in Edward I (a
play by Edward Peele) in 1593. It is also assumed that he played smaller roles in a variety of his
own plays, including As You Like It (Adam), Macbeth (King Duncan), Henry IV (King Henry),
and Hamlet (Hamlet's father). Shakespeare's first biographer, Nicholas Rowe, referred to a role by
William Shakespeare as "the Ghost in his own Hamlet" and that he was "the top of his
performance".
There was not time for many rehearsals. It was important to put on new plays. Several different
plays might show at one theatre in one week – "eleven performances of ten different plays". Some
actors were given their lines by someone whispering them from the side of the stage - This was
called "cue acting". Shakespearean Actors generally only got their lines as the play was in progress
called "cue scripting". The Actors did not know the plot until the play was being performed!
There were no females in the Theatres. Young boy actors would take on these roles!
There were different sound and visual effects and props which made the performances more
exciting. The actors would sometimes be suspended from ropes in order to make flying entrances,
and there were also trap-doors in the stage. The amphitheatres were open to the weather, so they
were used during the summer months. As time went on Playhouse (similar to our own theatres)
were used, especially in the winter.
Performances started in the afternoon and ended by early evening. William Shakespeare the
Actor soon moved on to becoming William Shakespeare the Theatre owner and Playwright!

15. What do you know about modern theatres in Great Britain?

16. Study the information below:
theatres in professional use - buildings meant for the performance of plays by professional
companies;
managements on a commercial basis - in England (including London) only a few theatres have their
own permanent company (they are called repertory theatres). Theatrical companies are usually
formed for a season, sometimes staging only one play for either a long or short run, their
managements having previously rented a theatre for them to perform in (the so-called non-repertory
theatres).

28
17. Read the text to find out more about theatrical activity in Great Britain. Be ready to retell
it.

DRAMA, MUSIC AND BALLET IN BRITAIN

The centre of theatrical activity in Britain is London. There are about 50 principal theatres in
professional use in or near the West End and some in the suburbs.
Most of these are let to producing managements on a commercial basis but some of them are
permanently occupied by subsidised companies, such as the National Theatre which stages classical
and modern plays in its complex of three theatres on the South Bank of the River Thames. The
former Old Vic Company, which was Britain's major theatrical touring company, has now taken up
residence in the National Theatre Company. In addition, the Royal Shakespeare Company presents
Shakespearean plays at Stratford-upon-Avon and a mixed repertoire in London.
Outside London there are many non-repertory theatres, which present all kinds of drama and
also put on variety shows and other entertainments. Recently there has been a growth in the activity
of repertory companies, which receive financial support from the Arts Council and the local
authorities. These companies employ leading producers, designers and actors, and the standard of
productions is generally high. Some companies have their own theatres, while others rent from the
local authorities.
Music of all kinds - popular, light music and brass bands - is an important part of British
cultural life.
Forms of popular music, including folk music, jazz, rap/hip hop, pop and rock music, have
particularly flourished in Britain since the twentieth century. In the early 20 th century, influences
from the United States became most dominant in popular music, with young performers producing
their own versions of American music, including rock n' roll from the late 1950s and developing a
parallel music scene. This is particularly true since the early 1960s when the British Invasion, led by
The Beatles and the Rolling Stones, helped to secure British performers a major place in
development of pop and rock music. Genres originating in the UK or radically developed by British
musicians include blues rock, heavy metal, progressive rock, ska, hard rock, punk rock, Bhangra,
British folk rock, folk punk, acid jazz, trip hop, shoegaze, rave, drum and bass, goth rock, grime,
Britpop, Industrial, UK garage and dubstep.
The large audiences at orchestral concerts and at performances of opera, ballet and chamber
music reflect the widespread interest in classical music.
The Royal Opera House, Covent Garden, London that receives financial assistance from the
Arts Council, gives regular seasons of opera and ballet. It has its own orchestra, which plays for the
Royal Opera and the Royal Ballet. Both companies have a high international reputation. The
English National Opera, which performs in the London Coliseum gives seasons of opera and
operetta in English. It also tours the provinces.
There are several thousand amateur dramatic societies in Britain. Most universities have
thriving amateur drama clubs and societies. Every year the International Festival of University
Theatre is held.

I. Work in two groups. Take turns to ask and answer the questions.
Group A:
1. How many principal theatres are there in London and where are they situated?
2. What plays does the National Theatre stage?
3. What kinds of theatres are there outside London? What do they present?
4. Where do repertory companies receive financial support from?
5. How often is an International Festival of University Theatre held?
6. What can you say about the role of music in British cultural life?
7. What genres originating in the UK or radically developed by British musicians can you
name?

29
Group B:
1. Who do repertory companies employ? What is the outcome of this employment?
2. What is an important part of British cultural life?
3. What theatre gives regular seasons of opera and ballet?
4. What companies in Britain have a high international reputation?
5. Are there many amateur dramatic societies in Britain?
6. What can you say about the historic background of popular music in the UK?
7. What artists led the British Invasion?

19. Read the text and describe the theatre building.

THEATRE BUILDING
A theatre is a building where plays, operas or ballets are performed. It has a stage for
the actors and an auditorium for the audience. Thus the auditorium is the part of a theatre
where the audience sits.
The stage is raised several feet above the floor of the auditorium. At the sides of the stage
are wings. The curtain separates the stage from the auditorium. The curtain is dropped or lowered
between the scenes or acts of a play (an opera). While the curtain is down, the workers on the stage
(called "stage hands") can change the scenery and prepare the stage for the next part of the
performance. Several doors separate the foyer from the seating area.
Each person in a large audience can see the actors on the stage without discomfort as the
back of the auditorium is several feet higher than the front part, so that the seats are on slope.
Above the ground floor there are generally several curved balconies with even steeper
slopes of seats.
Seats in the stalls are those near the stage on the ground floor.
Seats in the first rows of the stalls are called orchestra stalls.
Seats behind the stalls are known as the rear or back stalls. This is the worst part of the
English theatre.
Next comes the dress circle, i.e. rows of seats higher up above the stalls and further back in
the theatre.
Above the dress circle, a little higher up, there is the balcony or upper circle, as it is often
called. Highest of all is the gallery.
Then there are also boxes in each tier of the theatre.

20. Match each part of a theatre on the left with its definition on the right.

1. aisle a. ticket office

2. backstage b. the hall at the entrance to a theatre
3. circle/balcony c. the way between the seats in a theatre
4. box d. a line of seats for people side by side
5. box office e. the seats on the ground floor
6. foyer f. the part of a theatre where people can sit above the ground level
7. gallery g. one of the upper parts in a theatre, in which the seats are arranged in part of a
circle around the building
8. orchestra pit h. the highest upper floor in a theatre
9. dress-circle i. sunken area in front of the stage where an orchestra may play
10. row j. a small room in a theatre, on either side, from which a small group of people
can watch the play
11. stage k. the raised area in a theatre where actors perform
12. stalls l. the area out of sight of the audience
13. wings m. the tier of seats in a theatre above the dress circle

30
 14. upper n. the sides of a theatre stage out of view of the audience
circle/balcony

21. Fill in the gaps with a suitable word or phrase.

1. I've managed to get good seats in the front row of the
_________, so that you can actually smell the
actresses' perfumes.
2. It was his time to go on __________ and strike the
audience with his incredible talent.
3. The musicians sitting in the _______________ were
attuning their instruments before the start of the
performance.
4. If your seat is in the ________________, it is better
than in the balcony or upper circle, but worse than in
the stalls or boxes.
5. The actors' dressing-rooms are in the ________________ .
6. His mother bought two tickets for the evening performance at the advance _____________
of the opera house.
7. Gabrielle found a seat in the front _________ of the second tier.
8. Last year the musical had the audience dancing in the __________ so tickets are selling fast.
9. It's a bit unnerving when people in the ___________ laugh to their own jokes rather than to
the ones the comedian is making.
10. The President with his family usually occupy a whole ___________ that gives them a bit of
privacy and a clear sight of the stage.

22. Match the part of a theatre on the left with the definition on the right:

1. backcloth a) smth built and provided with furniture, scenery, etc, to represent the
scene of the action of a play
2. backstage b) a painted cloth hung across the back of the stage
3. curtain c) at or towards the back of the stage
4. downstage d) at or towards the front of the stage
5. dressing room e) behind the stage, especially in the dressing rooms of the actors
6. footlights f) a room behind the stage where an actor can get ready for his performance
7. scenery g) the sides of a stage, where an actor is hidden from view
8. set h) a sheet of heavy material drawn or lowered across the front of the stage
9. spotlight i) a row of lights along the front of the floor of the stage
10. trapdoor j) a lamp with a movable narrow beam
11. upstage k) the set of painted backgrounds and other objects used on a stage
12. wings l) a small door, covering an opening in the floor on a stage

23. Fill in the gaps with a suitable word.

1. After the performance, please come …………. and meet some of the cast.
a) backstage b) downstairs c) inside d) outside
2. The actors walked on to the ……… and the play began.
a) landing b) pavement c) platform d) stage
3. I had to stand in a ………… for four hours to get the ticket for this matinee.
a) file b) procession c) queue d) tail
4. After the interval, the change of ………. brought a gasp of surprise from the audience.
a) panorama b) scenery c) view d) vista

31
5. All the theatre seats had been sold, so there was standing ……. only.
a) area b) place c) room d) space
6. The box office is open ……….. for ticket sales.
a) a day b) daily c) daytime d) in day
7. Your seat is number A13. That's in the front …….. on the right.
a) line b) rank c) row d) tier
8. We agreed to meet in the ……….. of the theatre, near the cloakroom.
a) anteroom b) foyer c) hall d) porch
9. My brother, who is fond of acting, has joined an ………. dramatic society.
a) amateur b) impersonal c) unprofessional d) untrained
10. Are there any seats left for this week's …….. of "Romeo and Juliet"?
a) acting b) drama c) opera d) performance
11. All the seats in the theatre were ……… weeks before the first night.
a) engaged b) occupied c) sold out d) taken
12. The management ……… the right to refuse admission.
a) holds b) keeps c) preserves d) reserves

24. Translate the text into Ukrainian using the words and word combinations from the
previous exercises.
Тоні вийшов на сцену, але на нього ніхто не звернув уваги. Там метушилося багато
працівників сцени: деякі перевіряли систему освітлення, прожектори, рампу, інші
встановлювали декорації. Він відійшов вглиб сцени і кілька хвилин не рухаючись
спостерігав за робітниками. Потім повільно вийшов на авансцену і помітив, що кілька
музикантів уже зайняли свої місця в оркестровій ямі і зібралися налаштовувати свої
інструменти.
Тоні оглянув глядацьку залу, його очі неквапливо ковзали від партеру до лож і
бельетажу, а далі вздовж рядів першого та другого ярусів, балкону і гальорки. За годину
мала розпочатися вистава і всі ці місця будуть зайняті. В театральній квитковій касі сказали,
що всі квитки продані, а отже все місто збереться на прем'єрну виставу його нової п'єси. Тоні
відчув, як тремтять його руки і мороз пішов по спині. «Все буде добре, - подумав він. - Скоро
підійметься завіса, з-за куліс вийдуть актори, найкращі актори трупи, і якщо все пройде так,
як під час генеральної репетиції, то успіх нам гарантовано!» Тоні востаннє оглянув сцену,
яка раптом опустіла, і попрямував за куліси у гримерку головного актора, щоб побажати
йому успіху.

25. Match the people in a play on the left with the definition on the right.

1) cast a. the main bad character in a play

2) ham b. a set of actors in a play
3) hero c. a company of dancers, members of circus
4) heroine d. the most important male part in a play
5) stand-in e. a famous actor or actress
6) star f. an actor who learns an important part in a play so as to be able to take the
place of the actor who plays that part if necessary
7) stunt man g. a person who stands in for another, esp. in a performance; a substitute
8) troupe h. the most important female part in a play
9) understudy i. a person who does dangerous acts in a film so that the actor doesn't have to
take risks
10)villain j. an actor who acts artificially, unnaturally

26. Choose the correct answer.

1. The actor __________ on the stage for only one scene.

32
a) appeared b) emerged
c) entered d) erupted
2. William Charles Macready played the leading role in a __________ production of "Macbeth".
a) recalled b) memorable
c) reminded d) memorised
3. His ___________ as a tragedian took him to every part of the world.
a) glory b) renown
c) status d) fame
4. Halfway through the first act, the actor forgot his __________ .
a) lines b) declamations
c) parts d) speeches
5. When he forgot his lines the ___________ whispered them from the side of the stage.
a) pusher b) reminder
c) prompter d) messenger
6. Macready's repertoire included the great tragic roles of Macbeth, Othello, Richard and
Coriolanus. Soon he made a __________ for himself on the stage.
a) fame b) popularity
c) reputation d) regard
7. The highlight of his acting career was the opportunity to play the __________ of Hamlet.
a) personage b) part
c) play d) scene
8. Macready gave the best performance of his acting career in the __________ of Othello.
a) action b) personage
c) role d) theme

27. Translate the text into English.

Коли ми прийшли до зали, зала вже була повна. Через декілька хвилин завіса
піднялася, і усі погляди були спрямовані на сцену. Декорації були прості, витримані у
чорних, білих та сірих тонах. На цьому фоні яскраві костюми діючих осіб виглядали дуже
ефектно.
Склад виконавців був непоганий, а гра актора, який виконував головну роль, була
просто чудова. Коли він був на сцені, увага всього глядацького залу була зосереджена на
ньому і його грі. Під час знаменитої сцени з третього акту в залі була мертва тиша. Глядачі
були зворушені. Багато хто плакав. До того ж, ця сцена була вдало освітлена. Режисер вдало
використав світло, щоб посилити враження від гри актора.
Коли після заключної сцени завіса опустилася, наступила довга пауза, а потім
піднялася справжня буря оплесків.

28. Read the text. Find Ukrainian equivalents to the words in bold.

CONFESSIONS OF A WOULD-BE ACTOR

After playing Joseph in a nativity play at the age of five and a half, -
I can still remember the three lines I had - my theatrical career really took off. I was chosen to be
the back end of the pantomime horse in our school end-of-term Charismas show. Success there, or
rather lack of it - the horse's seams came apart soon after our first entrance - led to my being given
the job of stagehand for all future productions. Even scenery falling over in the middle of an
Italian light opera and last-minute panic over the missing set for an ancient Greek tragedy failed
to persuade our drama teacher that I would be less of a risk on stage than off. (That, in fact, is not
strictly true. I did have a walk-on part once in a French bedroom farce - as an apparently dumb
police constable - but to everyone's horror I tried to exit with the wrong character at the end of the
wrong scene, stage left instead of stage right.)

33
 On leaving school, I joined an amateur dramatic society, full of enthusiasm but rather
short on experience, technique and timing. For some years, I was restricted to bit parts in
sketches, satirical revues and one or two slapstick comedies. My finest hour came when I had to
stand in for a member of the cast who had been taken ill - I was the general male understudy - and
take the part of the villain in a Victorian melodrama; lost of overacting and asides to the
audience. I had only a very short rehearsal beforehand and I thought my performance was
reasonably competent. The producer, however, suggested that I took up some less public hobby,
like pottery or rug-making.
Not deterred, I joined a repertory company as stage and costumes manager, also
responsible for props and make-up. And I was their prompter as well. During my time with them
I wrote a number of scripts, most of which were rejected, but one of which was accepted and
performed. It turned out to be the most terrible flop. I didn't do much acting there - just one part, if I
remember rightly, in the chorus of a musical, a revival of West Side Story. Nobody 'discovered'
me. What I had always wanted was to play the hero in something like Romeo and Juliet or to have
a leading part in an Oscar Wilde comedy of manners. When I turned fifty, however, I began to
accept that it was probably not going to happen.
You can imagine my surprise and delight, then, when some nights ago I learned that I had
landed the title role in Shakespeare's classic play Macbeth with the Royal Shakespeare Company. I
couldn't believe my luck. Macbeth: that superb monologue before Duncan's murder, the passages
with the witches on the heath, that fantastic Tomorrow and tomorrow speech in Act Five, Scene 5.
The dress rehearsal, with co-stars Olivier and Glenda Jackson, was a dream. And with the first
night to follow - ten curtain calls - bouquets - reviews the next day: "Smash hit!" "Don't miss it!"
"A box office winner!" "Triumph for new Macbeth!" "A Star is …"
And then that horrible ringing sound in my ears…

29. Render the previous article into your native language.

30. Match the words to make collocations.
1 would-be a play
2 title b hit
3 satirical c teacher
4 repertory d comedy
5 nativity e winner
6 light f company
7 dress g manager
8 smash h opera
9 slapstick i parts
10 first j rehearsal
11 bit k revue
12 box-office l role
13 drama m night
14 stage o actor

31. Choose a word/word phrase to match one of the definitions below.

pantomime, first night, production, stagehand, co-star, costume manager, amateur dramatic
society, cast, set, farce, walk-on part, villain, understudy, timing, comedy of manners, make-
up
1) a play, novel, or film that gives a satirical portrayal of behaviour in a particular social group;
2) the scenery, furniture etc., put on a stage to represent the place and time of action;
3) someone who works on a theatre stage, getting it ready for a play or for the next part of a play;
4) the main bad character in a film, play, or story;
5) someone who is responsible in a theatre for actors' stage clothes, accessories, etc;
6) all the people who act in a play or film;

34
7) a kind of non-professional school where people acquire basic stage skills and knowledge and
apply them in practice;
8) the evening when the first public performance of a show, play etc. is given;
9) a play, film, broadcast etc. that is produced for the public, or the process of producing it:
10) a person who learns the role of an actor/actress to be able to act at short notice in their absence;
11) the skill of doing something at exactly the right time;
12) cosmetics such as lipstick or powder applied to the face, used to enhance or alter the
appearance;
13) a leading actor or actress appearing in a movie or on stage with another or others of equal
importance;
14) a humorous play or film in which the characters are involved in complicated and silly situations;
15) a method of performing using only actions and not words, or a play performed using this
method;
16) a part in a play or film which is very small and usually does not involve any speaking.

32. Translate the following sentences into Ukrainian making use of the topical vocabulary.
1. Я приєднався до театру з постійною трупою і сезонним репертуаром, щоб працювати
помічником режисера і костюмером.
2. Моя театральна кар'єра почалася з різдвяної п'єси.
3. Після закінчення школи я вступив до аматорського драматичного гуртка.
4. В мене було багато ентузіазму, але бракувало досвіду, вмінь та відчуття часу.
5. Я грав головну роль у комедії звичаїв О. Уайлда, але ніхто мене не «відкрив» як
актора.
6. Я також відповідав за реквізит та грим.
7. Мене обрали грати задню частину коня у нашій шкільній пантомімі, але кінь
розійшовся по швах після нашого першого виходу.
8. Мені дали роботу працівника сцени на всі майбутні вистави.
9. Роками мене тримали у межах маленьких ролей, скетчах, сатиричних ревю та
дешевих комедіях.
10. В мене була роль статиста у французькому фарсі, де я вийшов на сцену із-за лівої
куліси замість правої та ще й з іншим персонажем у кінці іншої сцени.
11. Я підміняв одного члена трупи, який захворів, та грав злодія у вікторіанській
мелодрамі.
12. Я перегравав, в мене було багато реплік в зал, та я думав, що моя гра була на рівні.
13. Сценарій, який я написав, нарешті було прийнято та після коротких репетицій
поставлено, але це був найжахливіший провал, хоча я сам там і не грав значущої ролі.
14. Нарешті я дочекався ролі героя у класичній п'єсі Шекспіра і не міг повірити своїй
вдачі.
15. Я був у захваті від генеральної репетиції із зірками, які грали разом зі мною, від прем'єри,
від 10 викликів на сцену, і від того, що наступного дня критики назвали п'єсу хітом
сезону.

33. Study the phonetic theory below about assimilation as stylistic modifications of consonant
sounds.
ASSIMILATION
Assimilation is a process of alteration of speech sounds as a result of which one of the sounds
becomes fully or partially similar to the adjoining sound.
Types of assimilation can be distinguished according to:
1) direction; 2) degree of completeness.
According to the direction:
1) progressive - when some articulatory features of the following sound are changed under the
influence of the preceding sound, which remains unchanged.

35
2) regressive - when the following sound influences the articulation of the preceding one.
3) reciprocal or double - means complex mutual influence of the adjacent sounds.
According to degree of completeness:
1) complete - when the two adjoining sounds become alike or merge into one. It always takes place
when the two sounds differ only in one articulatory feature. We find cases of complete
assimilation within words, e.g. cupboard /'kbəd/ and at the word junction in fluent speech, e.g.
less shy /le∫∫aI/
2) intermediate - when the assimilated phoneme changes into a certain third phoneme,
e.g. hand + kerchief /'hæŋk:ʧI(:)f/, news + paper / 'nju:sֽpe Ipə /
3) partial - when the assimilated phoneme acquires only some features similar to the assimilating
one.

There are four types of partial assimilation according to what it affects:

1) the place of articulation;
2) the work of the vocal cords;
3) lip position;
4) the manner of producing noise.

1) the place of articulation:

- the alveolar / t, d, n, l, s, z / become dental before the interdental / , ð /,
e.g. tenth, eighth, shut the door, open the door.
- alveolar / t, d, l, n / become post-alveolar when followed by the post-alveolar / r /,
e.g. try, dry, Henry, already, at rest, all right.
- the bilabial nasal / m / or the alveolar nasal / n / become labio-dental under the influence of
labio-dental
/ f, v /, e.g. triumph, comfort, infant.
- affricated alveolars / t / and / d / + / j / : won't you / ʧu: /, situation / ʧu: /, would you / ʤu: /
2) the work of the vocal cords:
- sonorants / m, n, l, w, r, j / are partially devoiced when preceded by voiceless consonants / s, p, t,
k, , f, h, ∫ /, e.g. small, sneer, slow, sweep, square, spread, stupid, scream.
- progressive voicing or devoicing of endings (-s, -ed) depending of the preceding consonant
sound, e.g. beans, Sam's, drives, cooked.
- regressive voicing or devoicing within one word or at the word junction,
e.g. five pence /faIfpens/, gooseberry / g:zb(ə)rI /.
3) lip position:
- consonants followed by / w, u:, o: / become lip-rounded, e.g. twinkle, quite, language, two.
4) the manner of producing noise:
- loss of plosion (incomplete plosion) - when a plosive / p, b, t, d, k, g / is followed by another
plosive, its plosion becomes suppressed (the position of the organs of speech is the same for
both consonants, there is no separation of the organs of speech between the two plosives,
e.g. actor, lamp post, Big Ben, don't talk, football.
- fricative plosion - when a plosive / p, b, t, d, k, g / is followed by / ʧ, ʤ, s, z, ∫, , f, v, , ð, j / -
they become fricatively exploded.
e.g. that child, that joke, silk jacket, good chance.
- nasal plosion - when a plosive is followed by the syllabic / n / or / m / its plosion becomes
nasal, or they become nasally exploded.
e.g. happen, button, garden, certain, good night, ask mother.
- lateral plosion - when a plosive is followed by the lateral sonorant / l /, its plosion becomes lateral,
or they become laterally exploded e.g. middle, little, good luck, glad, cattle.
unaspirated allophones of plosive / p, t, k / when preceded by voiceless fricative / s /:

36
34. Read the dialogue in pairs. Be ready to act it out.

Jeremy: Good evening, Mr Anderson.

Mr Anderson: Good evening, Jeremy. This is a small world! How are you?
Jeremy: Indeed this is. I'm fine, thank you. And how are you?
Mr Anderson: Life is going its usual way. What are you seeing tonight?
Jeremy: Actually, I'm here to see Shakespeare's famous play "Hamlet". How about you?
Mr Anderson: What a coincidence! I have tickets for the same play. Are you with your family?
Jeremy: Just with my nephew. He is only 9 years old and I want to introduce the theatre life to
him. Besides, I'd like him to learn about Shakespeare's plays.
Mr Anderson: You're right. Children should know about such authors and their works. I must
say your nephew has a great uncle.
Jeremy: Thanks. Are you here on your own or with a family?
Mr Anderson: I am with my wife. She adores theatre plays and we come here almost every
week.
Jeremy: I see. That's great. So, you must have seen some other plays of this season and which
is the best one in your opinion?
Mr Anderson: You're right. We've seen many plays this season. I thought the best was Oscar
Wilde's play "An ideal husband".
Jeremy: What's so special about this play?
Mr Anderson: It is a moving comedy which revolves around blackmail and political
corruption. The action is set in London. The play was rather amusing. I've heard that it is one
of the most popularly produced plays of Oscar Wilde.
Jeremy: Sounds interesting. If I get a chance, I will definitely see this comedic stage play. Is
there anything else worth seeing?
Mr Anderson: I would recommend you to see "My fair lady". It is one of my wife's favourite
plays. In fact, it is a musical based on Bernard Show's play "Pygmalion".
Jeremy: I wonder what this play is about?
Mr Anderson: It is about the relationship between a poor and uneducated flower girl and her
teacher, who is a professor of phonetics. He gives her speech lessons, so that she may pass a
well-born lady.
Jeremy: It also sounds interesting. I think I should see it sometimes. Besides, I have always
wanted to see something by Bernard Show.
Mr Anderson: You won't regret. Apart from the intricate plot, the acting in this performance is
brilliant.
Jeremy: I see. Thanks for advice. Now I know how to spend my weekend.
Mr Anderson: You're welcome. I think we should hurry. The "Hamlet" starts. Where are your
seats?
Jeremy: In the box, which is close to the stage.
Mr Anderson: Lucky you! So, you don't have to use opera glasses.

35. Find examples of different types of assimilation in the dialogue.

36. Find modal verbs in the previous dialogue and explain their usage.

37. Work in pairs.

Student A: You are a tourist. Tell a guide what kind of theatre performances you prefer.
Student B: You are a guide. Advise a tourist some theatres to go and help him / her buy tickets.

38. Discuss in groups.

37
Group A: You are students from the USA, great theatregoers. Exchange your opinions on the play,
which you have just seen, with your friends from Ukraine.
Group B: You are students from Ukraine. Share your impressions of the play with your friends from
the USA.

39. Scan the review of a theatre production from a local newspaper. Did the critic like the
performance? Translate the underlined phrases and make up your own sentences using them.

I have nothing but praise for this production of Dogs and offer my congratulations to all the cast.
The thunderous applause at the end of last night's performance was richly deserved. The
supporting actors as well as the principal ones had managed to put on a simply dazzling
production. James King, in particular, gave an outstanding performance. They all had three
curtain calls.
Of course, the cast cannot take the full credit for its success; we must also warmly
congratulate the producer. He has received critical acclaim many times in the past. He justly
deserves all the rave reviews he will undoubtedly receive from many others as well as myself. We
must also give credit to the production's wardrobe department. I am sure that they will also win a
lot of praise for their original and exciting costumes.
The orchestra did a great job and received a standing ovation for their performance. They were
twice encored for the finale. Thus the conductor won the accolade, too.
The production was a huge success and I am sure will become a box-office hit soon!

40. Study the information about the traditional structure of a play review.

The standard play review contains five paragraphs. There are other approaches you can use, such as
comparing two plays in one review or writing longer the production in five paragraphs, including:
Paragraph 1: The introductory paragraph should cover basic information about the play, including:
The full title of the play. / Where did you see the show? / Name the theatre or setting where you saw
the play. / When did you see the show? / Maybe it was an opening night, or the last week of the
show's run. / Be specific about the exact date you saw the show. / Who wrote the show? / Who
directed the show? / Name the playwright, the director, and the name of the production company. /
If the show is a re-staging of an existing play, such as "Hamlet", you should note this in your
introduction. / If the show is a new or original production, you should also note this.
Paragraph 2: Briefly summarise the plot of the play, including the setting, the main characters, and
the story arc of the characters. Try to keep the summary to one or two lines. You should give the
reader just enough information to get a general sense of the play's plot
Paragraph 3: Discuss the acting and directing. React to the performers playing the characters in the
play. Use their real names and their character names. Write about the acting based on questions
such as: Were the performers believable? / Did their relationships or chemistry with the other
characters seem natural and appropriate? / Did the performers stay in character throughout the play?
/ Did the performers have a vocal quality (volume and articulation) that fit the context of the play? /
Did their body movements and gestures stay true to the character they were playing? / Were the
performers engaging and interesting to watch? / If so, why did you find them engaging?
Paragraph 4: Describe the design elements of the production, such as the lighting, sound, costumes,
make up, and set and props.
Paragraph 5: React to the play as a whole. Would you recommend the play to potential audience
members? You can also include a recommendation, like a star rating or thumbs up/thumbs down.

41. Recall your last visit to the theatre and provide your own review of the production. Follow
the instructions given in the previous exercise.

42. Work in pairs.

38
Student A: You are a theatre critic. Tell the journalist what play you saw yesterday. Answer the
journalist's questions.
Student B: You are a journalist. Put questions to the critic about his opinion of the play.
43. Choose one of the prominent Ukrainian theatre actors (actresses, playwrights). Speak
about his/her career. Why do you like him/her?

44. Translate into English.

1. В оперному театрі завтра прем'єра нової опери. Кажуть, що вона повинна стати великою
подією в житті нашого міста. Давай спробуємо придбати квитки біля входу в театр.
2. Вчора ми дивились нову виставу в Театрі комедії. Вистава мала великий успіх. Головні
ролі виконали молоді талановиті актори. Успіху вистави сприяли чудові декорації.
3. Лунає другий дзвінок. Йдемо до залу. Де наші місця? В дванадцятому ряду партеру. Я
сподіваюсь, нам буде добре видно сцену.
4. Ви бачили нову виставу в театрі комедії? - Так. - Ну і як? - Я мало не вмерла від сміху.
По-перше, вистава була за однойменною п'єсою чудового письменника-драматурга, інтрига
була добре продумана, та й склад акторів виявився першокласним.
5. Давай купимо програмку. Цікаво, хто сьогодні грає у виставі? Було б чудово, якби
сьогодні виступав перший склад акторів.
6. Чи сподобалась тобі вистава? - Склад виконавців був чудовий. Акторка, яка грала
головну жіночу роль, була неперевершеною.
7. Я б дуже хотіла подивитись нову виставу в драмтеатрі. - Кажуть, що туди важко дістати
квитки. - А якщо ми спробуємо замовити їх заздалегідь по телефону? - Слушна ідея!

45. Project.
1) What do you know about Ukrainian theatres? Search the Internet and find more
information about them. Make a presentation.

TOPICAL VOCABULARY
amateur drama club аматорський театральний гурток
amateur dramatic society аматорська театральна спілка
bit part незначна роль
box office театральна каса
box office winner касовий хіт
cast склад акторів
character actor актор на характерних ролях
chorus хор; танцювальна група
comedy of manners комедія звичаїв
conservatoire консерваторія
відомий актор, що грає у спектаклі разом з
co-star
іншими відомими акторами
художник по костюмах, художник-
costume designer
костюмер
critical acclaim схвальний відгук критиків
curtain call вихід на уклін
drama theatres драматичні театри
костюмер (a person employed to assist actors
dresser
in putting on and taking off their costumes)
dress rehearsal генеральна репетиція
engaging захоплюючий
first night прем'єра, перша вистава
opening performance прем'єра, перша вистава
opening night прем'єра, перша вистава

39
farce фарс, грубий жарт
flop провал
gala night урочиста вистава
inept невідповідний, недоречний
lampoons зла сатира, памфлет, пасквіль
leading lady/man жінка / чоловік, що грає головну роль
leading role головна роль
lighting designer (director) режисер з освітлення
lighting scheme система освітлення
light opera оперета
довгостроковий / короткостроковий період
long / short run
показу вистави або фільму
make-up artist/man/woman гример
matinee денна вистава
nativity play вертеп, різдвяна вистава
репертуарний театр, театр з постійною
repertory theatres трупою та підготовленим для сезону
репертуаром
opera house оперний театр
operetta оперета
дитяча вистава, що демонструється у
pantomime
різдвяний період; пантоміма
performance вистава; виступ
permanent постійний
philharmonic (society) філармонія
philharmonic (orchestra) симфонічний оркестр
playwright драматург
постановка; створення вистави, фільму чи
production
іншої програми
prompter суфлер
props реквізит, бутафорія
puppet theatre ляльковий театр
rave reviews захоплені відгуки критики
repertoire репертуар
ревю (a form of light entertainment consisting
revue of a series of topical sketches, songs, dancing,
comic turns, etc)
slapstick грубий (дешевий) фарс, буфонада
script сценарій
set design сценографія
set designer сценограф
spectacular ефектний, видовищний
(stage) scenery декорації
stagehand робітник сцени
stand-in дублер
stand-up comedy "стендап комеді", розмовний жанр
stunt man каскадер
thunderous applause гучні оплески
troupe трупа; танцювальна група
title role головна роль
understudy дублер (an actor's or actress's understudy is the
person who has learned their part in a play and

40
 can act the part if the actor or actress is ill)
walk-on part роль без слів
to be a huge success мати величезний успіх
to become a box-office hit стати касовим хітом
to erect smth споруджувати, зводити щось
відзначитися у певній ролі, стати відомим
to distinguish oneself as someone
завдяки у певній ролі
to distract smb from smth відвернути чиюсь увагу від чогось
to drop / lower a curtain опускати завісу
to overact перегравати
to put on a play ставити п'єсу
to stage a play ставити п'єсу
to receive a standing ovation отримати бурхливі оплески
зображувати події у п'єсі, що відбуваються у
to set the play in some time or locality
певний період чи у певному місці
to win a lot of praise одержати багато схвальних відгуків
aisle прохід між рядами місць
amphitheatre амфітеатр
auditorium зала для глядачів
backcloth фонова завіса, задник
backdrop фонова завіса, задник
backstage лаштунки; за лаштунками
box ложа
balcony балкон у глядацькій залі
circle балкон у глядацькій залі
dress circle бельетаж
upper circle балкон над бельетажем
gallery гальорка
dressing room артистична вбиральня, гримерна
footlight рампа
foyer фойє
gallery гальорка
on slope під нахилом
orchestra pit оркестрова яма
stalls (Br.E) партер
orchestra (Am.E) партер
parquet (Am.E) партер
orchestra stalls (Br.E) місця біля сцени, передні ряди партеру
rear stalls (Br.E) задні ряди партеру
back stalls (Br.E) задні ряди партеру
parquet circle (Am.E) задні ряди партеру
spotlight прожектор для підсвічування
tier ряд, ярус
tiring room артистична вбиральня
tiring house артистична вбиральня
trapdoor люк
upper circle балкон
downstage авансцена, передня частина сцени
upstage задня частина сцени
wings (in the wings) лаштунки (за лаштунками)
variety (show) вар'єте, естрадний концерт

41
 The cinema is not a slice of life, but a piece of cake.
(Alfred Hitchcock)

1. Discuss in pairs.
 Are you a keen cinema goer/movie buff? How often do you go to the cinema?
 Do you prefect to go to the cinema or to the theatre if you have a choice?
 What kind of film do you enjoy watching most?
1. fantasy
2. romantic comedy
3. horror film
4. science fiction
5. thriller
6. blockbuster

 Have you ever seen movies being filmed? Where? What was the atmosphere?

 Have you ever acted in a play or movie? Can you describe your experience?
 Do you know any film directors, producers, actors?
 Can you think of some tourist sights related to the movie industry?

2. Work in groups and discuss.

Can you think of a film you have seen that taught you about a person/event in history?

3. Work in pairs and do the quiz. Decide if each question is fact, fiction or partly true. Then
check your answers at the end of the topic Cinema.

Hollywood versus history

Do you know the difference between what you have learnt from your history books and what you
have learnt from watching Hollywood's historically inaccurate movies? Can you tell your facts
from fiction?

1. In the film The Last Samurai, Tom Cruise plays a US army captain who joins the samurai
warriors in Japan in 1876. Could Captain Nathan Algren be a real historic figure?
2. In Shakespeare in Love, William Shakespeare is inspired to write Romeo and Juliet by his
real-life relationship with a young actress. Could this happen in real life?
3. In a scene from the film Gladiator, we see the Roman Emperor Commodus die at the hands
of a gladiator. Did he really die like this?
4. In the film Brave Heart, Mel Gibson plays the character William Wallace, leading an army
of men with painted faces, and wearing kilts as he battles to free Scotland from the English.
How much truth is there in the story?
5. In the 1995 adventure, Apollo 13, we hear the pilot saying the famous words 'Houston, we
have a problem'. May these words be his exact words?

4. Discuss in groups.
Is it all right for film-makers to change the facts of a story? Why? Why not?

42
5. Read the text and comment upon the main events in the history of British cinema.

History of British Cinema

Britain has always had a significant film industry with films admired by people all around
the world for their entertainment and educational values. But hardly anyone knows that British
cinema has a long history full of ups and downs.
Modern cinema is generally regarded as descending from the work of the French Lumière
brothers in 1892, and their show first came to London in 1896. However, the first moving pictures
developed on celluloid film were made in Hyde Park in 1889 by William Friese Greene, a British
inventor, who patented the process in 1890. The film is the first known instance of a projected
moving image. When it comes to the history of the film industry in the UK, the names of Birt
Acres and Robert W. Paul would definitely appear because they were the first people to construct
and operate a working 35 mm camera in Britain! The duo also created a movie called 'Incident at
Clovelly Cottage', the first British film ever made.
The first colour system was devised by George Albert Smith in 1908. But even then there
was competition - León Gaumont and Charles Pathé had both opened film companies by 1909 and
there were more films coming into England from Europe.
America was also advancing at a similar pace to Britain and two Americans, Ralph Jupp
and Florence Turner, were starting to make American films in Britain. This of course was all halted
by the Great War in 1914 and efforts were directed elsewhere. By this stage Britain was starting to
lag behind the US. Post-war years nearly witnessed the death knell of British cinema as the desire
for American films and lack of money in Britain saw the industry slow down.
However, during the early twentieth century, the British film industry saw a host of
narrative short films that consisted mainly of melodramatic movies and comedies. The movie 'A
Daring Daylight Robbery' started a new genre of UK films, i.e. the chase genre. Other noteworthy
figures in the UK film industry of those days include Cecil Hepworth who is best known for his
works in silent cinema, and Alfred Hitchcock, the master of psychological thriller. His Blackmail
(1929) is regarded as the first British sound production.
The advent of sound offered more challenges to the British film industry's financial
stability. Some of the films that Britain was to make were pretty bad. Some of the exceptions were
'Rome Express' (1932) and 'Wings of the Morning' (1937), Britain's first colour feature film.
The British film production reached its zenith in 1936. Meanwhile, the Golden Age of
British cinema happened during the 40's. During that period, renowned British directors such as
Michael Powell and Carol Reed made some of their best works. It was now that the certificates U,
for Universal and A, for Adult were introduced and two valuable assets came along, the British
Film Institute and the National Film Archives. They maintained, and still do, a film library not just
of British films, but international ones too. Without them, many classics would be lost today.
During World War II many cinemas closed down for fear of air raids, but the public
needed a way of escaping the reality of war, and turned to the more genteel, sanitised versions
available in the cinema. The majority was war-related - 'The Stars Look Down'; '49 th Parallel' and
'Convoy'. Some of the finest British films of the period included 'Brief Encounter', 'The Wicked
Lady,' 'The Man in Grey'. New directors, artists and writers came to the fore. David Lean as a
director, Frank Launder and Michael Redgrave as writers were elevated to stardom. There were
important newcomers in the acting field that had international appeal, Jack Hawkins, Kenneth
More, Richard Burton and Peter Finch. British actresses of this calibre remained scarce.
The 60's witnessed the beginning of the James Bond series of movies. Overseas film
makers began to come to London too, including Roman Polanski and Michelangelo Antonioni.
Blacklisted in America Joseph Losey had a significant influence on British Cinema as did Stanley
Kubrick, especially in the decade to follow. Commercially the Bond movies were highly successful
and quality films were also directed by Basil Dearden. Actors and actresses were aplenty and in
much demand. Four of the decade's Academy Award winners for best picture were British

43
productions. The British horror boom finally came to an end with the leading studios Hammer
Films and Amicus Productions leaving the genre altogether in the face of competition from
America. Films like 'The Texas Chainsaw Massacre' (1974) made Hammer's vampire films seem
increasingly tame and outdated, despite attempts to spice up the formula with added nudity and
gore. The 1980's began with the worst recession the British film industry had ever seen. When
movies were made in Britain they were either American-financed or had American directors or
producers.
However the surprise success of the Richard Curtis' scripted comedy Four Weddings and a
Funeral (1994), especially in the United States, led to renewed interest and investment in British
films, and set a pattern for British-set romantic comedies, including 'Sliding Doors' (1998),
'Notting Hill' (1999) and 'Bridget Jones's Diary'. Several of these were also written by Curtis, who
went on to make his directorial debut with 'Love Actually' in 2003. The company behind many of
these films quickly became one of the most successful British production companies, with other
box-office hits including 'Bean' (1997). There was no shortage of acting talent around at this time
with actors like Ewan McGregor and Ralph Fiennes truly cutting their teeth.
It is unfair but quite often people mistake British cinema for American cinema. When
they think about some of the most successful movies, they usually have American cinema in mind
still they cannot deny that the two highly popular films, Harry Potter and James Bond, originated
from the British film industry. In fact, some of the world's best actors are also British, like Anthony
Hopkins, Sean Connery, Hugh Grant, Helen Mirren, Kate Winslet and Michael Caine. Just like how
movies in Hollywood receive the Oscars in case they performed well and managed to wow the
audience, so also British films receive the British Academy Film Awards from the BAFTA (British
Academy of Film and Television Arts). These awards are considered to be on the same page as the
Oscars as they are equally prestigious.
In the 21st century, British cinema has definitely transformed for the better. Currently
there is a lot of VFX and special effects in movies. Thanks to these technologies, the new genre of
movies in the industry, fantasy, was born. In terms of actors and actresses Jude Law, Daniel
Radcliffe, Orlando Bloom, Daniel Craig, Robert Pattinson, Keira Knightly, Christian Bale and
Benedict Cumberbatch carry the torch. There are still many budding ones to discover. However,
the government needs to be serious about funding a great deal more into the British film industry to
keep its reputation high.

6. Find synonyms for the word 'cinema' in the text.

7. Match the words from the text to the definitions below:

1) affectedly or pretentiously polite, delicate;
2) an act of pursuing in order to seize, overtake;
3) beginning to develop, succeed;
4) to fail to maintain a desired pace or to keep up; fall or stay behind;
5) to occupy leading positions;
6) something or someone that is useful because they help you succeed or deal with something;
7) the state of being famous or prominent;
8) a sign that something will soon fail or stop existing;
9) the state of not wearing any clothes;
10) the time when something first begins to be widely used;
11) to be put on a list of people, countries etc that are disapproved of, and should therefore be
avoided or punished;
12) known and admired by a lot of people, especially for a special skill, achievement, or quality;
13) to retard, reduce speed;
14) a rise in popularity;
15) foreign, from abroad;
16) the first public appearance of an entertainer;

44
17) important or interesting enough to deserve your attention;
18) not enough, insufficient;
19) dull and disappointing (inf.);
20) murder, bloodshed, violence, etc.

8. Match the words to make collocations:

1 romantic A the audience

2 Witness B film
3 budding C cinema
4 valuable D genre
5 to wow E a process
6 educational F the death knell
7 box-office G one's zenith
8 silent H a formula
9 international I version
10 feature J actor
11 to spice up K hit
12 to patent L assets
13 to set M appeal
14 chase O raid
15 genteel P comedy
16 air Q a pattern
17 reach R values

9. Provide proper Ukrainian equivalents for the given words:

a colour feature film, to cut teeth, to descend from, close down, a duo, a box office hit, to halt, a
sanitised version, educational values, a renowned film director, recession, a host, to set a pattern
for, a noteworthy figure, to advance at a similar pace, to escape from reality, to carry the candle,
silent cinema, VFX, to be a plenty, to keep smb's reputation high, to be in much demand, in the face
of opposition from, to transform for the better.

10. Provide proper English equivalents for the given words:

велика кількість; відомий режисер; покращитися; адаптована для вподобань та смаків

аудиторії версія; кольоровий художній фільм; зазнаючи конкуренцію з боку; мати початок,
походити від; підтримувати репутацію на високому рівні; визначна особистість;
отримувати перший досвід, робити перші кроки; користуватися великим попитом; виховна
цінність; спецефекти; касовий хіт; німі фільми, німе кіно; занепад; провісник кінця,
загибелі; очолювати, зайняти провідні позиції; дует; розвиватися з такою ж самою
швидкістю, так само швидко, як; зупинитися, припинитися; уникати реальності;
закривати(ся); стати зразком для; у великій кількості, дуже багато.

11. Write out the words in bold, transcribe them and find cases of reduction and assimilation.

12. Look at the types of films in the box below. Match the types of stories with the descriptions
a)-i).

disaster film musical romantic comedy/romcom cartoon/animated film period drama horror
film fantasy science fiction film silent film psychological thriller war film action film
adventure film western feature film trailer art-house film biopic mystery/crime/detective

45
 story docudrama costume drama period drama

a) a film genre in which the protagonist or protagonists are thrust into a series of challenges that
typically include violence, extended fighting, physical feats, and frantic chases.
b) a narrative which emphasizes the unstable or delusional psychological states of its characters.
c) a film that belongs to the genre with fantastic themes, usually magic, supernatural events,
mythology, folklore, or exotic worlds.
d) a film that tells the story of someone's life.
e) a film dealing with a puzzling crime, especially a murder.
f) a television or film production set in a particular historical period, in which the actors wear
costumes typical of that period.
g) a film that deals with love in a light, humorous way.
h) a film in which a disastrous event such as an earthquake, fire, air crash etc is the focus of the
action.
i) a documentary made more interesting with some parts acted.
j) a film which features native Americans, bandits, cowboys, lawmen, outlaws, and soldiers, as well
as spectacular mountain scenery.
k) a film designed to frighten and panic, cause dread and alarm, and to invoke our hidden worst
fears.
l) a film/production centred on combinations of music, dance, song or choreography.
m) a film about naval, air, or land battles in the twentieth century, with combat scenes central to the
drama.
n) a film with no synchronised recorded sound, especially with no spoken dialogue. for
entertainment the dialogue is transmitted through muted gestures, mime and title cards.
o) a film with a running time long enough to be considered the principal film to fill a programme.
p) a film using animation techniques to photograph a sequence of drawings rather than real people
or objects.
q) a short film advertising another film.
r) a film which is made by small companies and is not usually seen by a wide audience.
s) a film based on imagined future scientific or technological advances and major social or
environmental changes, frequently portraying space or time travel and life on other planets.
t) a drama set in a particular historical period.
u) an exciting stories with new experiences or exotic locales.

13. Discuss in pairs.

e) Which type of film/story do you enjoy watching? Why?
f) Can you name a few films which match each type?
g) Can you think of an example of a good movie in five different categories?
h) Can you think of an example of a bad movie in three categories?

14. Listen to the first part of a radio-programme about films and answer the questions.
Part 1
1. What type of film does the programme talk about?
2. Why are these films so popular?

Part 2
Look at the photos of actors who have played the roles of famous people. What challenges they may
have been faced with while preparing for their roles? Do you think it was really difficult?

46
Part 3
Listen to the second part of the radio-programme and answer the questions about the actors and the
roles they played.
- Who met a character they would play in person?
- Who couldn't meet with the character they played?
- Who became good friends with the character?
- Who phoned hotels in order to listen to a special accent?
Part 4
Complete the information about the radio-programme.
10) Hollywood has always used _____in its
11) Hollywood began making films in the _____.
12) Some of the best films in recent years have been based on ____.
13) From these films we've learnt about the ____lives of some of the biggest music legends.
14) Many of these actors have won ____for their roles.
15) Helen Mirren met the Queen for ____.
16) Josh Brolin phoned up hotels in ___, to listen to their accent. Texas
8. Audrey Tatou wanted to look like ___, so that we would recognise her.
Part 5
Listen and check your answers.

15. Fill in the gaps with missing words to describe types of films.
1. 'Terminator' is one of the best ever ____films
2. 'Walk in the Line' is a ____of the musician Johnny Cash. '
3. 'Avatar' won an award for best ____ film.
4. I enjoy all film genres, particularly historical ______.
5. 'New in Town' is a ____ about an ambitious woman from Miami who moves to a small town
in Minnesota, in America's mid-west.
6. 'The Wizard of Oz' is a classical children's ____story.
7. '2012', one of the biggest Hollywood ____films ever made, shows the end of the world as
we know it.
8. Crime films range from Hitchcock's ____ 'Vertigo' to the dark ____'Pulp Fiction'.
9. 'He Who Must Live' is a ____about the life of Fidel Castro.

16. Define the type of film according to the film description.

1. 'Nowhere Boy' talks about John Lennon while he was at school and art college in 1950s
Liverpool.
2. 'Supervolcano' is based on what would happen if the volcano in Yellowstone National Park
erupted.

47
 3. 'In My Best Friend's Wedding', best friends Julianne Potter and Michael O'Neil promise to
marry each other if they are still single at the age of twenty-eight.
4. 'Daybreakers': It is the year 2019 and a plague has transformed much of the world's
population into vampires.
5. 'Die Hard' stars Bruce Willis as a policeman battling against terrorists.
6. 'Murder on The Orient Express': When his train is stopped y deep snow, detective Hercule
Poirot is called on to solve a murder when the body of the passengers is discovered.

17. Complete in pairs the table with the words in the box. Check any words you do not know
in the dictionary.

gripping predictable touching weak awesome chilling horrific moving memorable dull creepy
overrated technically brilliant fast-paced electrifying poignant hackneyed impenetrable
disjointed far-fetched risqué off-colour harrowing mind-blowing gory tedious cool hilarious slow
impeccable

full of action/suspense
frightening
emotional/often sad
not good
very good

18. Match some of the words from the box above to the following definitions:

1) you remember it long after

2) impossible to believe
3) not as good as people say
4) making you feel strong emotion, especially pity or sadness
5) unconnected and not in a clear order
6) exciting and keeping your attention the whole time
7) complex and impossible to understand
8) slightly immoral and likely to shock some people
9) done so often it is boring
10) extremely upsetting

19. Work in groups. List the names of about five your favourite films.
Take turns. Students of group A: Describe one of the films using the adjectives from the exercise
above. Students of group B: Ask questions and then guess the film.
e.g.
A: It's a fast-paced and the special effects are brilliant. It's technically brilliant but some of it is
predictable.
B: Is it a thriller.
A: Yes.
C: Does is star…?

20. Discuss in pairs

a) How do you decide which film/production/performance to see? Word of mouth? Previews?
Awards? Reviews?
b) What is a film review/play review?
c) Where do you usually find a film/play review?
d) What is the main purpose of a film/play review?
5) to make people want/ not want to see the film/production/show

48
 6) to help people decide if they want/ not want to see the film/production/show
7) give factual information about the film/production/show
e) Which of the items in the box do you usually find in a film/play review?

plot summary main characters description of the film ending general comments actors names
recommendation ticket prices setting of the film introduction reviewer's opinion of different
elements type of story

21. Read the review of the film and name the topic of each paragraph.

1) Somewhere in the netherworld between being a "remake" and merely "inspired by" Mitchell
Leisen's 1934 film Death Takes a Holiday, Meet Joe Black is the story of Death personified.
Director Brest presents the film in a more artistically filtered view than most other directors might
have done.
2) Death takes over the body of Brad Pitt's unnamed character, later donned "Joe Black" by
William Parrish (Anthony Hopkins). Although the motivation isn't specified but implied in this film,
Death wishes to experience the life he normally takes away - he wants to see what it's like to be
human. He chooses Parrish to be his guide because Parrish is a hugely successful media mogul who
has conviction, strong "moral fibre" and insight on life. Compounding the situation, Parrish's
daughter, Susan (Claire Forlani), is a woman whom Brad Pitt's unnamed character met in a coffee
shop that morning and had an instant mutual attraction with. Black sticks close by William's side
through much of the film, creating difficult situations.
3) Brad Pitt puts in one of his finest performances as Death finds himself enchanted by human
emotions and then finds himself making a deeply human choice at the end of the film and then there
is Hopkins. His performance here restrained and quite frankly very well done. One of cinema's
finest actors, he shows with his complex range of emotions in his performance.
There are so many memorable moments, like father-daughter conversations, and the scene in the
coffee shop. Brad Pitt, in his portrayal of Death, displays naive and vulnerable feelings, skillfully in
sharp contrast his behaviour at the beginning of the film.
4) Meet Joe Black is a beautiful film with a talented cast. Because it is unique, the plot enables
humour to be weaved within the dramatic and romantic elements. The music, composed by Thomas
Newman truly enhances the movie. The many string and piano melodies are simply marvelous, and
fit smoothly.
Despite its length and unrealistic aspects of the plot, the film is captivating and made exceedingly
well. When you watch this wonderful mixture of comedy, romance and drama, time flies. You feel
like re-watching it again and again. The story makes you realise the simple beauties of life--
passion, family, love... and peanut butter.
5) The film, while not a flop, was not the box office hit that was expected, especially considering
the main casting, but if you can make up your own mind, do watch Meet Joe Black. This is an
awesome film and is a personal favourite of mine.

22. Discuss in groups.

Have you seen the film? Do you share the writer's opinion? Provide arguments to support your idea.

23. Read the information to get to know more about the main features of a film review.

A review is a short description of a film. It can be found in a newspaper, magazine and on the
Internet. Sometimes, it is also called a synopsis.
A review should have:
1. an introduction (paragraph 1) in which you give the background of the story (setting type of
story, main characters);

49
2. a main body ( paragraph 2 and paragraph 3) where you give the main points of plot development
and general comments concerning the acting/directing/writing/soundtracks);
3. a conclusion (paragraph 4) where the writer summarises the reasons why the film is
recommended/not recommended.
Present Tenses should be used to outline the plot when writing the review.

Useful Language for Writing Reviews

Background: This well-made/fascinating film…, The film is directed/produced by…, It
stars…,The story/film is set in…, This original story first…, The film tells the story of…,The film
is based on, The role of X is played by…, …,…,etc.
Main points of the plot: The plot focuses on…, The story begins …, It portrays/shows…,It
conveys a sense of…, The plot has an unexpected twist…, The film reaches a dramatic climax….
General comments: It is rather long/confusing/disappointing/slow, etc,…,It's quite
hilarious/amusing…,The cast is superb/excellent/weak…,The script is dull/clever…, It has a
tragic/surprising, happy end…, It is skillfully made…,etc, X gives a
thrilling/memorable/brilliant/convincing/true-to-life image of …
Recommendations: I found the plot rather weak and unconvincing…,Don't miss it, it will change
the way you see.., It is well worth seeing, It's a smash hit, It's a complete flop, It's a waste of time, I
wouldn't recommend it because …., etc.

24. Put the parts of the film review in order and answer the questions.
1) What type of film is described?
2) What characters are mentioned?
3) What tenses are used?
4) What recommendations does the critic make?

a) Father of the Bride is essentially a funny, enjoyable film, suitable for old and young alike. For
those of you who like a good chuckle, it is well worth going to see.

b) As the preparations for the big day get started, there follows a chain of comic events, helped
along by the delightful martin Short, superb as the wedding organiser for the occasion.

c) Father of the Bride, directed by Charles Sayer, is a modern remake of the 1950's film starring
Spenser Tracy. This time the role of dotting father is played by Steve Martin, and Diane Keaton
plays his long-suffering wife.

d) Steve Martin gives just as admirable a performance as Tracy did in the original film, and brings
his own unique brand of humour to the part.

e)The story begins with Martin's daughter announcing her imminent marriage. Reluctant to see his
beloved daughter leave the family nest, he feels more like he's losing a daughter than gaining a son-
in-law.

25. Give adjectives which are opposite in their meaning to the following words.

1. credible/believable
2. original/new
3. underrated
4. extremely amusing
5. coherent/smooth-flowing

26. Match the word combinations with their definitions.

50
 1. to be panned a. likely to become very famous or successful
2. up-and-coming b. to be the wrong person for the role
3. to be lauded c. prize/honour
4. to bomb d. to be highly praised
5. award e. to be negatively criticised
6. encore f. very great work of art
7. masterpiece g. to be always associated with that type of role
8. to become typecast h. calls from the audience to repeat it
9. to be miscast i. to be a failure

27. Use other adjectives instead of the underlined words in these sentences. Make any other
necessary changes to produce a correct sentence.

 The musical shocked some people because they thought it was immoral and was attacked by
several politicians and religious figures.
 Her performance was one of those you will never forget, simply marvellous.
 I can't remember the last time I saw such a film that keeps you in suspense and totally absorbed
all the time.
 It was a play that aroused very deep emotions in me.
 It's a film that is difficult to watch without getting very upset.
 Some of his films are absolutely impossible to understand because they are so dense and
obscure.

28. Read the text and underline the words or phrases that match the eight definitions. Use a
dictionary if necessary.
1. the way an actor creates a picture of a person
2. he/she is the wrong actor for that part
3. a film/book/play that keeps you in suspense
4. keep you in suspense / constantly excited
5. up-and-coming
6. a film which huge numbers of people will go and see
7. a police or crime theme
8. a very great work of art

Cliff-hanger not to be missed

In this latest blockbuster cops-and-robbers movie from the Holdart Studios, budding
Hollywood star Florida Packline plays country-boy Ricky Smart, who gets involved with a gang of
criminals intent upon stealing ten million dollars from a Chicago bank. However, their plans are
spoilt by the discovery of a dead body in the tunnel they are digging through to the bank. Who is the
mystery dead woman? Is she a stranger, or someone from Ricky's own past? Packline's portrayal of
the confused boy from a small town caught up in big city crime is convincing, but Julia Fischer as
his long-lost sister is somewhat miscast. Not a masterpiece, but it will certainly keep you on the
edge of your seat.

29. Match the beginnings and endings of the sentences.

1. The film was so gripping
2. There were so many flashbacks
3. There's a moving scene when
4. I can't believe it won ten Oscars
5. It's a harrowing story
a. it's so overrated.
b. the family meet again after 40 years.
c. about a young refugee.
d. I couldn't put it down until I finished.
e. that it seemed quite disjointed.

51
30. Rewrite the underlined parts of this text using adjectives from the list. Make any other
necessary changes.
moving risque far- fetched gripping harrowing disjointed memorable hackneyed impenetrable
overrated
Fields of Darkness was a film which excited me and kept my attention and which I shall
remember for a long time, even though the plot was in some ways difficult to believe. Some critics
have said it's not as good as people said it is, and the story is boring because it has been done so
often, but I disagree. I found it emotional and even extremely upsetting at times.
On the other hand, another film I saw recently, Three Delicate Balances, had a plot which was
complex and impossible to understand and lacked a clear order. I also feel that the director thought
that if he threw in a few slightly immoral and shocking scenes it would make a good movie, but it
just didn't work.
31. Change the underlined words in these sentences to produce the opposite meaning.
It was what I'd call a very forgettable performance.
Didn't you think the plot was all a bit overstated?
The critics condemned Ferrow's new play.
The play triumphed on Broadway and in London's West End.
The soloist got no applause at the end of the concerto.

32. Translate the following sentences into Ukrainian.

1. His latest film was panned by the critics, which is strange, since all his previous works have
been universally lauded.
2. The play bombed in London's West End, but was more successful in New York.
3. Her latest thriller has won three awards.
4. Jack O'Connell won the award for 'Best up-and-coming actor' of 2014.
5. The critics generally agree that her new symphony is a masterpiece.
6. Novak was definitely miscast as the father in that film.
7. She has become typecast as a middle-aged mother.
8. He was given several encores for his performance of the violin concerto.
9. She got a standing ovation for her performance of Juliet in Romeo and Juliet.

33. Complete the sentences using the following active vocabulary making necessary changes.
bomb be panned memorable understated
harrowing impenetrable ham
1. This documentary was shot on the ____ events of World War II.
2. The final scene of the play was _____ , and I could not suppress my sadness after it.
3. I think that this actor's performance is _____ , he deserves better critiques.
4. I have read this book, but a lot of episodes were _____ for me.
5. His acting ________ , he had to think about his future career.
6. The film was ________.
7. He was a _______ and didn't receive any appraisals.

34. Work in pairs. Take turns to ask and answer the following questions.
 What makes your favourite films special or memorable?
 Have you ever seen a movie several times? Which? Why?
 Name a few movies that you disliked. What did you dislike about them?
 Can you think of some books that have been adapted into films? Did the adaptations work?
 Would you like to watch to film that was universally lauded by all the critics? Why / Why
not?
 Would you like to see a film that was panned by the cinema critics? Why / Why not?
 What world film awards can you name? Are they really prestigious?

52
  Do most actors like to become typecast? Why / Why not?

35. 1) Read the information about a radio programme and answer the questions.
- Why do people listen to this programme?
- Would you like to listen to it?

The Edith Bowman Show

Join Edith Bowman's daily show on BBC Radio 1, with its mix of music and chat also latest reports
from the festival circuit. James King appears in his regular slots: on Wednesdays he answers
listeners' movie questions and on Fridays he chats to Edith about the latest films.

2) Listen to James King's review of the film Let the Right One In and underline the correct
alternative.

1. He loved/quite liked/hated the film.

2. He says the film is fast-paced/slow-paced/has too much blood.
3. He doesn't talk about the plot/ the setting/the director/the acting.

3) Listen again and complete the extracts from the review.

1. I certainly am ______horror film, this one.
2. It's a ____film, it really is very, very good.
3. It's sort of slow and really ______.
4. …because of that , I think really, really _____.
5. …and the most ____things are happening on screen…
6. Absolutely. And I think a really _______film.
7. You can something that's really _____and …
8. The two kids in this are, well, just ______.

4) Work in pairs and discuss. Have you seen or heard of this film? If not, would you watch it
based on this review? Why? Why not?

36. Read this text and decide which of the four alternatives best fits each gap.
King Lear
Adrian Noble's modern production of William Shakespeare's 'King Lear' opened last week at the
Barbican Theatre in London to enthusiastic (1)……. .
Robert Stephens, heading an impressive supporting cast, gives a moving and powerful (2)
…………. as Lear, and David Bradley, who (3)……… the Earl of Gloucester, is so convincing in the
(4)……….that several members of the (5)…………… who were sitting in the front (6)………… are
reported to have fainted during one particularly realistic (7)…….. .
(8)…………. its length - the play runs for three and three quarter hours with two half-hour (9)
…………. - Noble's production is anything but tedious. 'King Lear' will run at the Barbican until
March and (10) ................. booking is recommended.

53
1 A reports B statements C reviews D commentaries
2 A act B demonstration C show D performance
3 A represents B plays C interprets D acts
4 A character B representation C part D impersonation
5 A audience B observers C spectators D crowd
6 A files B lines C chairs D rows
7 A scene B episode C section D place
8 A However B Although C Despite D While
9 A gaps B intervals C pauses D rests
10 A ahead B previous C forward D advance

37. Read, translate and act out the dialogue.

- What films are on this week? Are there any worth seeing?
- "Romeo and Juliet" is on. I saw it at our local cinema the other day. Everybody says it's very
good.
- As a matter of fact, I prefer seeing ballet performed at the theatre especially if the plot and the
music are familiar.
- I don't quite agree with you. Sometimes I find that ballet is much more expressive on the screen.
- Do you? Then what's your opinion of the screen version of "Romeo and Juliet"?
- I think it's wonderful from beginning to end. I enjoyed every minute of it. The cast is very
well chosen and the dancing's excellent.
- Well, I must go and see it for myself since you praise it so highly.
- You certainly must, I am sure it will make you change your mind about ballet films.
- We'll see. Well, then I'll be looking forward to having a good talk with you about it.

38. Make up dialogues according to the following situations.

Student A: You and Student B are a loving couple. You plan to go to the cinema but your have
difficulty choosing a film to watch because Student B, your girl-friend, is very selective. Persuade
your girl-friend to go to the cinema by enumerating different films which are on and speaking about
their strong points. Make extensive use of topical vocabulary.
Student B: You and Student B are friends. You plan to go to the cinema but your have difficulty
choosing a film to watch because you like action films while Student B prefers comedies. Persuade
your friend to go to the cinema and watch the film to your liking by enumerating advantages and
disadvantages of both types of films. Make extensive use of topical vocabulary.

39. Write a review in 120-180 words of a film you have recently seen.

40. Answer the questions in groups.

1. Where do you usually watch films?
2. How often do you watch films?
3. Are there any films you watch repeatedly?
4. Do your like to watch films in the cinema or at home?
5. Have you figured out a way to see movies for free? How?
6. Can you compare movie houses in your homeland with theatres abroad?
7. Do you have a favorite movie theatre?
8. Do you have preferred place to sit?
9. What might annoy you at a movie theatre? Using phones? Babies crying? The sound of people
eating popcorn and drinking? Other?
10. Do you know the proper way to behave when you visit the cinema?

54
41. In the BBC weekly 6 Minute English, Rob and Neil hear about two film critics who got so
annoyed with bad cinema behaviour that they drew up a list of rules of what people should
and shouldn't do at the cinema, and they talk about one very badly-behaved member of the
audience.
1) Listen to the interview 'Cinema Etiquette and find answers to the following questions:

1) How do some people treat the cinema?

2) According to the Guinness World Records, which country was the biggest box of popcorn ever
served in? How big was it?
3) What is cinema going for Rob?
4) What distractions annoy Neil most?
5) What story does the BBC radio presenter Simon Mayo tell about his last visit to the cinema?
6) What is quite common at the cinema in terms of using mobile phones?
7) What big bugbears does the code of conduct for moviegoers include?
8) What do some UK cinema chains offer?
2) Compare your answers with those of our partners.

42. Discuss in groups.

Can movies influence society? How? Why?

43. 1) Read the text below to get to know the author's point of view.

Impact of the Cinema on People

The cinema has always played a major role in changing society. It has a considerable
influence on the mind and it is of great educative value.
The cinema has the power to influence people, their persuasions and beliefs. As it changes
social trends and introduces new fashions, it may be described as a trend-setter. It can create a
direct impact on all aspect of life. Films arouse national consciousness by raising moral, social
and educative issues.
Films can, to a great extent, guide public opinion. Because of their audio-visual appeal
films are the most powerful means of publicity and advertising. Visual information is easily and
eagerly grasped by spectators.
The cinema can determine travel preferences as well. The UK House of Commons
Culture, Media and Sport Committee- in a 2014 report on The British Film Industry estimates,
"...Of the 23 million people who visited the UK in 2013 approximately 20% visited the UK because
of the way it is portrayed in films or on television."
Films can have real educational benefits as they can achieve splendid results in the field of
expansion of education. Films can serve as sources of getting necessary information and
broadening knowledge and background. There are certain subject areas, sciences for instance,
which can be more effectively taught via this medium.
Movies are one of the best choices of recreation. There are currently thousands of movies
made by world film industries today. Films produced highlight all areas of life, this resulting in
varied influences on human experience.
Patriotic films evoke the love for our country and foster nationalist sentiments. Good
comedies are known to treat patients through laugh therapy. Adventure films give us a sense of
adventure to explore new possibilities. Historical films showcase historical knowledge and tell us
about ancient times and their lifestyles. Documentaries spread our awareness of and about various
issues that face the global community today.
When it comes to emotions films arouse, they range from positive to negative ones. Films
can motivate you, make you smile or cry. It happens because they are emotionally powerful and are
able to have an impact on the viewer.

55
 Like the other side of the coin, the cinema has some disadvantages as well. If a film violates
our morals, it definitely does immense harm to society. We know that young people may go
astray under the misleading influence of indecent and offensive pictures. Filthy, immoral and
violent films easily catch the imagination of susceptible youngsters. Such films can be
substantially linked to delinquency and lack of moral integrity.
As is proven by careful scientific and medical research, the impact of violence largely
depends on personalities and character traits possessed by young adults and children. But much
more depends on home background, parenting and social environment.
A child or teenager who has been brought up in an abusive family and has been exposed to
beating is more likely to be aggressive especially if they have just seen a violent film. Film stars
have a huge following and the attitudes portrayed by their characters can also be mimicked by fans
in real-life situations. Unfortunately, not only the specific groups of viewers tend to follow the
inappropriate manners that these characters portray in the screen. The worst part of it is that
fans copy the stunts performed, this putting their lives at risk.
Even innocent romantic pictures can be negative because of their behavioural effects. It has
to do with Public Displays of Affection (PDA) which have become popular due to the influence of
romantic films featuring a boy and a girl holding hands in public, as well as kissing and hugging
each other. PDAs are currently one of the major offences in some colleges and universities since
students are supposed to study and not provoke others into entering intimate relationships or early
marriages.
To address the problem, a rating system for movies and television programs has been
introduced. Its purpose is to raise awareness among parents and adults as to the link between films
teenage violence. It is true that screen-related potential negative effects pose a real problem when
the family and community fail to check and control young viewers. However, there are still
questions whether ratings like Rated "R" or Parental Guidance (PG) are the best way to remind
older people about their responsibilities as to guiding younger members of the society. Ratings are
good for nothing if people revolving around the movie industry do not know the right track of
entertaining people considering that children might as well imitate some actions in movies that are
too improper.
Film producers and film censors owe a great responsibility to society. They should resist
the temptation to mint money by producing commercial pictures. They should rather produce
good pictures of educative value and they should think about the end message their films convey.
We have to put up with fact that movies portray harsh reality which can hardly be changed
for the better. Almost everybody may have experienced circumstances when their minds were
influenced by what they saw in gory films. But what is the impact of such films on youngsters?
Probably one of the best ways to deal with such films is allow children to watch films appropriate
to their age group and then discuss the films in order to help them distinguish between fiction and
reality. For instance, children may think shooting guns are cool. Parents are to explain to them that
it is not cool at all and pose dangers both to health and life. Thus, parents can become a buffer in a
very positive way.
In a nutshell, not all movies are terrible, silly and useless. They can be good fun, and
therapeutic at the same time if you are reasonable and selective.

2) Find synonyms for the word 'film' in the text.

3) Define if the statements are true or false.
1. Adults are the least responsible for good behaviour of their children.
2. Social environment and home background are of great importance for individual growth. -
3. Researchers claim that films have unfavourable long-term effects.
4. The cinema is the best buffer.
5. World experts agree that watching films is harmful to the development of a child.
6. The cinema has an enormous educational potential.
7. Though family and school are checking and controlling young viewers, learning violence

56
 from films is still a great problem.
8. As we live in a world of information, we have to keep children away from the cinema as
long as possible.

4) Find out the meanings of the word-combinations in bold in the text. Explain them in
English and give their Ukrainian equivalents.

44. Translate the sentences from Ukrainian into English making use of the words and
expressions from the previous text.
1) Фільми мають велику освітню цінність. Вони є джерелом інформації і розширюють Ваш
кругозір і світогляд.
2) Фільми мають безпосередній вплив на усі сфери життя та можуть значною мірою
визначати громадську думку.
3) Візуальна інформація легко засвоюється, тому глядачі завжди охоче обирають перегляд
фільмів як найкращий спосіб відпочинку.
4) Але фільми мають також свої недоліки. Під впливом аморальних, непристойних,
сповнених жорстокістю кінокартин чутливі підлітки можуть обрати хибний шлях.
5) Хоча, відповідно до експертів, вплив жорстоких сцен на глядача залежать від типу його
особистості та окремих рис характеру.
6) У зіркових акторів багато шанувальників. Недивно, що поведінка персонажів, яких вони
зображають, нерідко копіюється шанувальниками у реальних життєвих ситуаціях.
7) Діти не завжди можуть розмежовувати реальне життя та вигадку, тому батьки мають
допомогти обрати фільми, які відповідають їх віковій групі, а потім обговорити зміст
побаченого.
8) Визначальний вплив на дитину справляють родина, виховання та соціальне оточення, але
творці фільмів та цензори також мають усвідомити свою відповідальність перед
суспільством. Вони мають уникати спокуси отримання надприбутків шляхом створення
фільмів для масового глядача. Врешті-решт головна ідея фільму, а не прибутковість
виступають головними показниками естетичної цінності та якості фільму.
9) Кінокартини загалом можуть мати як позитивний, так і негативний вплив, залежно від
правильного вибору глядача та його відношення до побаченого.

45. Explain the meanings of the modal verbs used in the text Impact of the cinema on people

46. Discuss the problem described in the text above in two groups. One group speaks about
disadvantages of the cinema. The other provides arguments to prove that the cinema has a few
advantages. Make extensive use of the expressions from the text.

47. Write out the words in bold, transcribe them and find cases of reduction and assimilation.
48. 1) Discuss in pairs.
1. Do you have any favourite actors?
2. What do you like/dislike about them?
3. Did they move you in any role?
4. Have you ever seen a celebrity or famous person? Where?
5. Did you take their autograph?
6. Di you have a photo with them taken?

2) Watch an interview with Teri Andrez. Find out what she likes about her job of an actress.

49. Discuss in groups.

5) What are pros and cons of being an actor/actress from your point of view?
6) What important professional qualities and skills should a real actor have?

57
50. Project.
Chose you favourite actor/actress. Make a short presentation about them in the class. Speak
about their
 artistic skills
 manner of acting
 the films where they have starred/played
 their contribution to the world cinema
 why you like them

Quiz key (ex. 3).

1. Fiction: the film The Last Samurai tells the story of the samurai rebellion, but the character
Nathan Algren didn't exist.
2. Fiction: In truth we know little about William Shakespeare's personal life or what provided
his inspiration.
3. Partly true: whilst Gladiator did take a few liberties with history, it's true that the Emperor
was killed by a gladiator in the Roman baths.
4. Partly true: the film Braveheart does tell the story of how William Wallace fought to free
Scotland, but kilts were not in Scotland until 300 years later. There are also many other
historic inaccuracies.
5. Partly true: the film Apollo 13 was praised for its accuracy. Much of the dialogue was taken
directly from recordings. However, the pilot's exact words were,' OK, Houston, we've had a
problem here'.

CINEMA

Vocabulary List

CINEMA-GOING

3-D glasses 3-d/стереоскопічні окуляри

book tickets бронювати квитки
box-office білетна каса
cinema (BrE) кінотеатр
movie house (AmE) кінотеатр
movie theater (AmE) кінотеатр
cinema-goer кіноглядач/кіноман
movie buff кіноглядач/кіноман
cloakroom (BrE) гардероб
checkroom (AmE) гардероб
drive-in cinema (BrE) кінотеатр, куди можна заїхати на автомобілі
drive-in theater (AmE) кінотеатр, куди можна заїхати на автомобілі
film show сеанс/показ фільму
film фільм, кінострічка
movie фільм, кінострічка
motion picture фільм, кінострічка
full house аншлаг
multiplex cinema багатоекранний кінотеатр
open-air cinema (BrE) кінотеатр під відкритим небом
58
outdoor cinema (BrE) кінотеатр під відкритим небом
open-air theater (AmE) кінотеатр під відкритим небом
outdoor theater (AmE) кінотеатр під відкритим небом
poster афіша
première прем'єра
preview попередній (закритий) показ фільму
screen екран
spectator глядач
viewing перегляд

FILM MAKING

to act грати, виконувати роль

play a role виконувати роль
acting акторська гра, виконання ролі
action! мотор!
actor актор
actress актриса
assistant director заступник режисера
audition відбір на роль/кастинг
проводити кастинг; прослуховуватися,
to audition
пробувати себе у ролі
blooper невдалий дубль
cameo епізодична роль, зіграна відомим актором
camera камера
cameraman кінооператор
captions субтитри
subtitles субтитри
cast склад акторів
celluloid film целулоїдна плівка
cinematography кінематограф/мистецтво створення кіно
clapperboard кінохлопавка
close-up крупний план
come out/to be on виходити на екран/бути у прокаті/на екрані
computer-generated images/CGI комп'ютерна графіка
відомий актор (актриса), зайнятий у фільмі
co-star або спектаклі разом з іншим відомим
актором (актрисою)
грати одну з головних ролей у парі з іншою
to co-star
кінозіркою
costume designer костюмер
critic кінокритик
crowd scene масовка
cut! знято!
direct a film керувати створенням фільму
dub in music робити музичний запис на звуковій доріжці
dub a film into another language дублювати фільм на іншу мову
expert in pyrotechnics піротехнік
extras актори масовки
fade out поступово зникати (про зображення)
film company кінокомпанія
59
film credits заголовні титри
film crew знімальна група
film director/ film-maker режисер
film editor кіномонтажник
кінозірка/дуже відомий/популярний
film star
актор/актриса
movie star кінозірка
A-list star кінозірка
top-star кінозірка
go into production запускатися у виробництво
leading actor головний актор
location (on location) місце натурних зйомок
long shot зйомка дальнім планом
make up грим
make-up artist/expert гример
microphone мікрофон
original soundtrack (OST) оригінальний саундтрек
період обробки відеоматеріалу після зйомок
post-production епізодів фільму (створення комп'ютерних
ефектів, монтаж, озвучування)
producer продюсер
production створення фільму
projector кінопроектор
release a film випускати фільм
scene сцена
opening scene перша сцена
final scene фінальна сцена
screenplay сценарій
script сценарій
screenwriter сценарист
scriptwriter сценарист
set-decorator художник-декоратор, кінодекоратор
set декорації; знімальний майданчик
shoot a film знімати кіно
make a film знімати кіно
shot кадр
still кадр
sound effects звукові ефекти
soundman звукорежисер
special effects спецефекти
stand-in актор-дублер
star (in a film) грати головну роль у фільмі
stunt каскадерський трюк
stuntman каскадер
supporting actor актор другого плану
take (n) дубль
title of the film назва фільму
visual effects (VFX) візуальні ефекти
voiceover/ off-screen narration голос за кадром

FILM TYPES
60
action film бойовик, екшн
3-d (three-dimensional) film стереофільм
screen adaptation екранізація
screen version екранізація
adventure film пригодницький фільм
art-house film авторське кіно /артхаус
biopic фільм-біографія
black-and-white film чорно-білий фільм
blockbuster блокбастер
анімаційний фільм, мультфільм будь-якого
animated film
типу
cartoon мальований мультфільм
computer-animated film комп'ютерний анімаційний фільм
computer-generated film комп'ютерний анімаційний фільм
children's film дитячий фільм
colour film кольоровий фільм
disaster film фільм-катастрофа
docudrama документальна драма
dubbed film (dubbed into some language) дубльований фільм
educational film освітній фільм
fantasy фільм у жанрі фентезі
feature film художній фільм
full-length film повнометражний фільм
historical film історичний фільм
horror film фільм жахів
musical мюзикл
mystery film детектив
crime film детектив
crime story детектив
detective film детектив
detective story детектив
newsreel кінохроніка, кіножурнал
драма або фільм, дія яких відбувається у
period drama
певний історичний період
psychological thriller психологічний трилер
romantic comedy/romcom романтична комедія
sci-fi film/ science fiction film науково-фантастичний фільм
sequel продовження фільму, сиквел
серіал; цикл радіо- або телевізійних
series
передач або передач

61
drama series теле- або радіосеріал
short(-length) film короткометражний фільм
silent film німий фільм
mute film німий фільм
sound film звуковий фільм
talkie (colloq.) звуковий фільм
spoof (on a film) пародія на фільм
star-studded film фільм з участю багатьох кінозірок
theatrical film екранізація театральної постановки
trailer трейлер/реклама фільму
war film фільм про війну
western вестерн
wide-screen film широкоекранний фільм

FILM RATING SYSTEM

G-film (general audiences) фільм для загальної глядацької аудиторії

U-film (universal) фільм для загальної глядацької аудиторії
фільм для дорослих (належать до розряду
adult film (euphemistic)
порнографічних)
фільм для перегляду особам, яким
NC-17 film (no children 17 and under
виповнилось 17, та особам старшим за 17
admitted)
років (у США)
фільм для перегляду особам, яким
18-certificate film виповнилось 18, та особам старшим за 18
років (у Великій Британії)
фільм для дорослих (належать до розряду
X-rating film
порнографічних)
фільм, який можна переглядати дітям лише
PG-film (parental guidance)
у супроводі батьків
фільм, який можна переглядати дітям до 13
PG-13 film
років лише у супроводі батьків (у США)
фільм, який можна переглядати дітям до 17
R-film (restricted)
років у супроводі батьків (у США)

REVIEW

villain головний негативний герой/персонаж

baddie (colloq.) головний негативний герой/персонаж
be miscast бути погано підібраним для ролі
become typecast стати актором однієї ролі/грати типові ролі
to bomb провалитися
box office winner/hit касовий хіт/фільм
character герой/персонаж
episode епізод; серія фільму/серіалу
to feature smb/smth зображувати когось/щось
to show smb/smth зображувати когось/щось

62
 film festival кінофестиваль
to laud smb/smth розхвалювати когось/щось
leading role головна роль
main role головна роль
leading part головна роль
main part головна роль
main character головний персонаж
masterpiece шедевр
minor character другорядний персонаж
to pan a film (colloq.) розкритикувати фільм
plot сюжет
protagonist головний герой/персонаж
hero головний позитивний чоловічий персонаж
goodie (colloq.) головний позитивний герой/персонаж
heroine головний позитивний жіночий персонаж
red carpet червона доріжка
review рецензія на фільм
setting of the film місце і час подій, зображених у фільмі
up-and-coming actor перспективний актор
budding actor перспективний актор
to win an award отримати нагороду
to wow the audience вразити аудиторію
DESCRIBING A FILM
big-budget film високобюджетний фільм
creepy жахаючий
disjointed незв'язний
dull нудний
tedious нудний
far-fetched штучний, неправдивий
fast-paced film фільм, сюжет якого швидко розвивається
gory film фільм, сповнений дуже жорстоких сцен
gripping захоплюючий
hackneyed банальний, тривіальний
harrowing душероздирливий; жахливий; жахаючий
hilarious веселий, смішний
amusing забавний, цікавий
horrific жахливий; жахаючий
scary жахаючий
impeccable бездоганний
impenetrable незрозумілий
memorable незабутній
moving зворушливий
off-colour непристойний
risqué що межує з непристойним
Oscar-winning оскароносний
overrated переоцінений
poignant зворушливий, що бере за душу
predictable передбачуваний
remarkable чудовий
electrifying хвилюючий, захоплюючий
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 mind-blowing приголомшливий, вражаючий
awesome (colloq.) приголомшливий, вражаючий
slow film фільм, сюжет якого повільно розвивається
technically brilliant технічно неперевершений
touching зворушливий
true-to-life правдивий

SELF-STUDY WORK

1. Study the information about presenting projects and reports in the classroom.
HOW TO GIVE AN ORAL REPORT?
I. An oral report also has the same three basic parts as a written report.
The introduction should "hook" your audience. Catch their interest with a question, a dramatic tale
or a personal experience that relates to your topic.
The body is the main part of your report, and will use most of your time. Make an outline of the
body so that you can share information in an organised way.
The conclusion is the time to summarise and get across your most important point. What do you
want the audience to remember?
II. Research!
It's important to really know your subject and be well-organised. If you know your material well,
you will be confident and able to answer questions. If your report is well organised, the audience
will find it informative and easy to follow.
Think about your audience. If you were listening to a report on your subject, what would you want
to know? Too much information can seem overwhelming, and too little can be confusing. Organise
your outline around your key points, and focus on getting them across.
Remember - enthusiasm is contagious! If you're interested in your subject, the audience will be
interested, too.
III. Rehearse!
Practicing your report is a key to success. At first, some people find it helpful to go through the
report alone. You might practise in front of a mirror or in front of your stuffed animals. Then, try
out your report in front of a practice audience-friends or family. Ask your practice audience:
Could you follow my presentation?
Did I seem knowledgeable about my subject?
Was I speaking clearly? Could you hear me? Did I speak too fast or too slow?

If you are using visual aids, such as posters or overhead transparencies, practise using them while
you rehearse. Also, you might want to time yourself to see how long it actually takes. The time will
probably go by faster than you expect.

IV. Report!
 Stand up straight. Hold your upper body straight, but not stiff, and keep your chin up. Try
not to distract your audience by shifting around or fidgeting.
 Make an eye contact. You will seem more sure of yourself, and the audience will listen
better, if you make an eye contact during your report.
 Use gestures. Your body language can help you make your points and keep the audience
interested. Lean forward at key moments, and use your hands and arms for emphasis.
 Use your voice effectively. Vary your tone and speak clearly. If you're nervous, you might
speak too fast. If you find yourself hurrying, take a breath and try to slow it down.
 Demonstrate that you know what you are talking about
 Review and summarise in your conclusion
Summarise what you've told the audience
Check for comprehension

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  Leave time for questions and discussion

2. Read the article about one of the best-known Ukrainian playwrights Sergey Danchenko.
Make sure you study the language of the text to be competent in further exercises.
SERGEY DANCHENKO
Ukrainian theatre has lost one of its best-known personalities with the passing of Serhy
Danchenko, professor, actor and artistic director of Kyiv's Ivan Franko Theatre. Danchenko died at
the age of 64. In his memory, the Ivan Franko Theatre staged a week-long retrospective of his
work. Artistic director at Ivan Franko for more than 20 years, Danchenko had a tremendous
influence on theatre both at home and across the former Eastern Bloc. He discovered and
nurtured what would become the cream of modern-day Ukrainian theatre - names like Bohdan
Stupka, Anatoly Khostikoyev and Andry Zholdak, to name just a few.
Danchenko had theatre in his blood. His grandfather was a theatre director and his parents
were actors. Danchenko followed in their foot-steps, entering the theatre in western Ukraine and
rising to the position of theatre director himself at the Zankovetska Theatre in Lviv in 1965. It was
an exciting time. The 1950s witnessed the return to Lviv of a wave of Ukrainian intellectuals exiled
to Siberia by the Soviet authorities. Danchenko was influenced by Lviv's cosmopolitan
atmosphere and became a member of a dissident group now known as the "60s' Generation."
The Zankovetska Theatre became a cultural centre, where actors interacted with
composers, artists and playwrights. Through the Zankovetska, Danchenko helped preserve the
integrity of Ukrainian theatre, which, like most aspects of Ukrainian culture, had been largely
forced underground by the Soviets. His first plays became landmarks of Ukrainian culture. His
"Stone Master" reflected on freedom, his "Richard III" on the psychology of totalitarianism.
In 1978, Danchenko became artistic director of the Ivan Franko Theatre. In the face of
opposition from the establishment, he made vast inroads on making all of Ukrainian theatre
more European. He raised artistic standards and refused to shy away from philosophical themes
like the meaning of human existence.
"For me, the goal of life is to bring spiritual dimension to people's lives, and to turn them
on the way to perfection," Danchenko once said. He remained loyal to that creed. In his
interpretation of Shakespeare's "King Lear," the play becomes a metaphor for time and the destiny
of man, reflecting Danchenko's own conviction that the future of humanity was in doubt. Only in
madness, he says, can man see the truth - as is the case when the king and his jester swap roles.
Danchenko's choice of authors and plays, however, was never influenced by short-lived
trends. He preferred classics to modern authors, never worrying about national borders and creating
a theatre that was universal rather than provincial. He gave more than two dozen plays he produced
- including Chekhov's "Uncle Vanya," Lesya Ukrainka's "Stone Master", Jean Anouilh's "Thieves'
Ball" and Ivan Kotlyarevsky's "The Aeneid" - an added dimension that made them classics of
Ukrainian theatre.
Danchenko is succeeded at the Ivan Franko Theatre by Stupka, until recently Ukraine's
culture minister and widely considered Ukraine's best actor. Stupka started out as a student of
Danchenko, 34 years ago in Lviv, and worked closely with Danchenko until his dying days.
Kicking off Ivan Franko's new season at a press conference, Stupka noted that Danchenko's
plays were not always appreciated by critics. But, he said, "We will very soon feel what
Danchenko's death means for Ukrainian theatre - not only actors and his theatre, but also the
public."
In Danchenko's memory, Stupka will see through Danchenko's planned production of Ibsen's
"Pere Gynt." He also plans on opening a small experimental theatre - Danchenko's dream for many
years - by the end of the year adjacent to the Ivan Franko Theatre. Naturally, it will be named after
Serhy Danchenko.

3. Answer the questions.

1) What was Danchenko's contribution to Ukrainian theatre?

65
2) What were the first steps in his theatrical career? Who influenced the choice of his career?
3) What role did the Zankovetska theatre and the Ivan Franko theatre play in Danchenko's life?
4) What topics did the great master raise in his productions?
5) What are the striking features of his productions?
6) What was Danchenko's creed?
7) Are there any Danchenko's successors nowadays? What is done in his memory?

3. Translate the following word combinations in English. Make up your own sentences using
them.
1. the ultimate goal
2. spiritual perfection
3. to nurture what would become the cream of modern-day Ukrainian theatre
4. to have theatre in one's blood
5. to follow in one's foot-steps
6. to preserve the integrity
7. to become landmarks
8. to raise artistic standards
9. to shy away from philosophical themes
10. to bring spiritual dimension to people's lives
11. to remain loyal to one's creed
12. to reflect one's own conviction
13. to swap roles
14. to be never influenced by short-lived trends
15. to add dimension
16. to be succeeded by somebody
17. to be appreciated by somebody
18. adjacent to

4. Match the words to make collocations.

1 cosmopolitan a Roles
2 week-long b Goal
3 short-lived c Existence
4 swap d Integrity
5 to follow in e Conviction
6 ultimate f Trends
7 modern-day g Underground
8 added h Influence
9 human i Atmosphere
10 preserve j Dimension
11 to be forced k Retrospective
12 reflect l Theatre
13 spiritual m Footsteps
14 tremendous o Perfection

5. Translate the following words and word-combinations into English.

Стати віхами української культури; робити замах; обмінятися ролями; зміст людського
буття; бути змушеним піти у підпілля; художній керівник; огляд творчості; виношувати
(план), виховувати/навчати майбутніх корифеїв сучасної української сцени; театр був його
покликанням; бути свідком; допомогти зберегти цілісність; бути у засланні; взаємодіяти;
приходити на зміну комусь; мати величезний вплив на театр; ніколи не зазнавати впливу
недовговічних течій або напрямків; сусідній, прилеглий; бути оціненим критиками; всупереч
опозиції з боку влади; блазень; залишатися вірним своєму переконанню; відображати чиєсь

66
переконання; надати іншого трактування; направити на шлях вдосконалення;
космополітична атмосфера; важливість духовного в людському житті; уникати філософських
тем.

6. Translate the following words and word-combinations into Ukrainian.

To have theatre in one's blood, become landmarks of Ukrainian culture, to shy away from
philosophical themes, to help preserve the integrity, to plan on, to nurture what would become the
cream of modern-day Ukrainian theatre, cosmopolitan atmosphere, to make vast inroads on, to have
a tremendous influence on theatre, to bring spiritual dimension to people's lives, to be never
influenced by short-lived trends, adjacent to, to reflect smb's conviction, to remain loyal to one's
creed, to turn on the way to perfection, in the face of opposition from the establishment, to witness,
jester, to be succeeded by, to be appreciated by critics, to be exiled, to interact with, to be forced
underground, to swap roles, the meaning of human existence, retrospective, artistic director.

7. Translate into English.

1. Народ, у якого любов до театру була національною ознакою, довгі століття не міг його
мати.
2. Думку щодо театральності українців можна підтвердити вже тим, що навіть свій побут,
родинні свята й хліборобські процеси вони супроводжували мистецькою грою, піснями й
танцями. І ніяке рабство - фізичне чи духовне - не задушило в нашому народові
животрепетної любові до прекрасного.
3. Створення українського професійного театру - явище мистецьке й загальнонаціональне.
4. Пауза в розвитку українського театру після Котляревського була досить тривалою.
5. Аматорський рух став основою для створення в Україні професійного театру. А з появою
на мистецькому обрії Марка Кропивницького, прекрасного актора та обдарованого
режисера, з приходом у театр братів Тобілевичів, Марії Заньковецької, Олександри
Віриної та багатьох інших чудових акторів почалася золота сторінка української
культури, яка й нині сповнює нас гордістю.

8. Translate the article into English using the words given below.

З історії українського театру

Михайло Старицький, видатний український актор, режисер та
театральний діяч, багато років жив і працював в Києві. Починаючи з
1893 року, він щорічно виступав на київських сценах у складі трупи,
що разом гастролювала із талановитою актрисою Марією
Заньковецькою.
Саме в Києві, в Троїцькому Народному Домі пройшли вистави
першого українського постійного театру. Театр було засновано в 1906
році в Полтаві. Одним з його засновників був Михайло Старицький.
Спочатку трупа була пересувною, так як не мала свого приміщення.
Вистави театру тепло сприймалися всіма прошарками українського народу, зокрема
інтелігенцією.
Михайло Старицький створив багато неповторних образів у виставах за творами
таких видатних українських письменників та драматургів як Карпенко-Карий, Леся
Українка, Старицький, Гоголь та інші. Він же здійснював і постановчі роботи в театрі.
Основу репертуару театру складала українська класика, але здійснювались також
постановки п'єс російських та зарубіжних авторів.

67
 Багато уваги приділялось театральним реквізитам. Гарно оздоблені декорації
допомагали краще сприйняти історичний зміст та фольклорне забарвлення. Ескізи костюмів
для акторів створювалися відомими художниками.
Неабияке значення приділялось і музичному супроводу. Про це свідчить те, що
музику для вистав писали такі композитори як М.Лисенко та К.Стеценко. Цікаво, що навіть
капельдинери були вдягнуті в українські національні костюми аби створити неповторний
український колорит.

An outstanding theatre worker; a touring company; scenery; a repertory theatre; to be

received by the public; to give an excellent reception; stage-version; repertoire; to write music for
classics; historical background; settings /properties/; sketches of costumes; box-keeper /usher/ -
капельдинер; unique colouring.

9. Read an interview with a film star. Eight sentences have been removed from the interview.
Choose from the sentences (A-l) the one which fits each gap. There is one extra sentence
which you do not need to use. There is an example at the beginning (0).

HAVING A WONDERFUL TIME

Judy Sloane meets Hollywood star Douglas Fairbanks Junior, son of the famous actor in silent
movies. Fairbanks Junior has made an extremely successful career of his own.

Being brought up in a show business family, did you want to be an actor?

Well, it wasn't a show business family. 0 I I couldn't help but be aware of it to a certain extent,
because people would come around but the talk was very seldom shop-talk.
During your long and successful career you've certainly made the name Fairbanks your own,
but when you were starting out was it a nuisance to you to be named after your father?
I think it probably was. It was a mixture in a way. It was useful in having the door open to get
interviews, and to be allowed in to talk to the boss. _________
Were you and your father close?
Not at first. We were just shy of each other. I think we were always fond of each other._____ It
wasn't until I was in my late twenties that we got to know each other very well.
Was your father a big influence in your life?
Not really, except I certainly took notice of his wonderful good nature with people.______It was a
natural friendliness, and I admired that and I probably wanted to give that same impression when I
was young.
Out of all your father's films, do you have a favourite one?
I think my very favourite one is 'Thief of Baghdad'. It was one of the finest films ever made by
anybody._____ He was the guide and more or less the creator.
When did you know that you wanted to become an actor yourself?
When my mother and I were living abroad because it was cheaper, and mother's family had run out
of money and we didn't know quite what to do, and somebody offered me a job!_____ It was a job
at Paramount Pictures to play in a film called 'Stephen Steps Out' for which I got $ 1,000 a week for
two weeks.
Your role as Rupert of Hetzau in 'The Prisoner Of Zenda' was one of your greatest.
It was a wonderful, wonderful part. ______. Then I had this offer to come back and do 'Prisoner of
Zenda'. I thought I'd better stick with this new company I'd started. My father was around and he
said, 'Do not be a fool, you have got to go back, give up everything and play in "The Prisoner of
Zenda". It's the best part ever written. And that decided me so I said, 'Yes, I will!'
Do you like the films they're making today?
The films themselves are all right._____. There are still some very fine films that are being made
but some of them are of questionable taste and I blame the public. Being a business and an industry,

68
producers produce what people buy. If the public don't like it, they won't go, and the films will stop
being produced.

A) The same talents are there, it's the public
that has changed.
B) He was always very nice to everybody he
talked to, and he didn't have to pretend.
C) That is when I decided!
D) It should have been better.
E) But it didn't make the jobs any easier, in
fact it probably made them harder, because
they
expected more than I was able to deliver at a
young age.
F) We didn't quite know how to show it.
G) I think it's a great work of art, and although
a lot of people are credited with having a hand
in it, everybody did more or less as my father
wanted.
H) In fact I did not know whether to accept it
or not, because I'd been struggling for years to
have my own company in Europe and I was
just getting started on that.
I) Only my father was in the business, and it
wasn't brought home.

10. Correct the mistakes:

Lorna Steel possibly is the most talented actress the world has ever seen. Her excited career covers
sixty years. She usually made at least five films the year. She will probably be remembered like the
most popular actress of our time. Deeply the film industry was shocked by the time she announced
her retirement last year. She had been going to the studios by a huge black luxurious limousine
every day in the past 40 years. No one quite could believe her presence would any longer brighten
up our cinema screens. She now is retired and lives in an extremely large beach house near the
Mexican border. Those days she makes very rarely any public appearances. She is beautiful still,
but now prefers to devote her valuable time in looking through old, stray dogs.

11. Lay stress and tone marks on the quotes. Find cases of reduction and assimilation. Define
their types.
1. "Movies are a fad. Audiences really want to see live actors on a stage." - Charlie Chaplin (1889-
1977), British comedian and actor
2. "You know what your problem is? It's that you haven't seen enough movies - all of life's riddles
are answered in the movies." - Steve Martin (1945- ), comedian
3. "I think nudity on screen is disgusting, shameful, and unpatriotic. But if I were twenty-two, with
a great body, it would be artistic, tasteful, patriotic, and a progressive, religious experience." -
Shelly Winters (1920-2006), actress
4. "It's the movies that have really been running things in America ever since they were invented.
They show you what to do, how to do it, when to do it, how to feel about it, and how to look how
you feel about it." - Andy Warhol (1928-1987), American artist
5. "We need families to start taking more responsibility in understanding which movie is good for
their children and which movie is not." - Jet Li (1963- ), Chinese actor and martial artist
6. "Movies are fun, but they're not a cure for cancer." - Warren Beatty (1937- ), American actor,
director, and producer
7. "I did a women's movie, and I'm not a woman. I did a gay movie, and I'm not gay. I learned as I
went along." - Ang Lee (1954- ), film director born in Taiwan
8. "My movies were the kind they show in prisons and airplanes because nobody can leave." - Burt
Reynolds (1936- ), American actor
9. "Maybe every other American movie shouldn't be based on a comic book." - Bill Maher (1956- ),
American comedian
10. Talking about dreams is like talking about movies, since the cinema uses the language of
dreams; years pass in a second and you can hop from one place to another. Federico Fellini, Italian
film director

69
12. Read the newspaper review of a film and try to explain the idioms in bold.

TUMBLE (James Reed 1972) BBC 2

Viewer's Choice
James Reed's classic production, starring Chuck Williams, Jay Johnson and Glenda Moore,
tells the tale of a man who rises to 1) the top of the ladder, before ending up as a 2) down-and-out
begging for money and 3) living rough on the streets of New York.
At the beginning of the story, we meet Charlie Renton (Chuck Williams) who is 4) as poor
as a church mouse and lives in a tiny basement flat in Brooklyn. By luck, he manages to get a job
with a big exporting company, and so begins his rapid rise 5) from rags to riches.
Quickly, the 6) up-and-coming young businessman becomes the company director's 7)
right hand man and miraculously helps the firm to double its profits in just one year. Then,
following the retirement of his superior (Jay Johnson), Charlie finds himself 8) calling the shots in
the company.
For a while, everything seems fine: Charlie marries Charlene (Glenda Moore), moves into a
fantastic house and joins 9) the jet set with their extravagant parties, exclusive country clubs and
flashy sports cars. Unfortunately, it is at this point that his slide down 10) the slippery slope
towards self-destruction begins.
Tumble is a magnificently directed study of human behaviour with a highly talented cast. Be
prepared for some tear-jerking scenes, but don't miss it.

13. Match the explanations with the idioms from the previous exercise.
a) the highest position in one's profession f) to live under unpleasant conditions
b) from being very poor to being very rich g) likely to become successful
c) sth that is difficult to stop once it has begun and h) a group of rich and fashionable people
which usually ends badly who are interested in enjoyment
d) a close and trusted assistant i) person with no job or home
e) to make the important decisions j) extremely poor

14. Fill in the gaps with phrases from the list.

poor as a church mouse jet set calling the shots
right hand man up-and-coming
 I couldn't manage at work without Baxter - he's my………… .
 Now that the director has retired, Fred Martin will be taking over and………… .
 Sven can't even afford to buy a bus ticket - he's as………… .
 No wonder Carlos is regarded as the best ………. artist - his paintings are fantastic!
 Now that his business is successful, Errol has joined the ………….; he's bought houses in
France and Tahiti.

15. Fill in the gaps with phrases from the list.

the slippery slope from rags to riches down-and-out
lives rough the top of the ladder
John came from a poor family in South London, but thanks to his shrewd business sense he
went 1) ……………. and became a very successful stockbroker. Unfortunately, while he was at 2)
…………… he started drinking heavily and thus began his descent down 3)……………….towards
homelessness and poverty.
Today John 4)......................................in the doorways and alley-ways of central London. Little did
he know, at the peak of his career, that he would end up a 5)………………………….., even poorer
than he had been before.

70
GRAMMAR REFERENCE

I. Study the grammar rules below.

MODAL VERBS
Modal verbs are auxiliary verbs that express the speaker's judgement about the likelihood or
desirability of a situation. All modals can be used to talk about probability or possibility; modals
can also be used to express interpersonal meanings such as obligation or willingness.
Sentence Patterns with Modal Verbs and Their Equivalents

Primary Meaning Imperative Meaning Suppositional Meaning

Can 1. permission 1.strong doubt
ability you can do smth can smb be doing/ know smth
smb can/could (not) do можете could smb be doing/ know
smth 2. request smth
може/ міг can you do smth
could you do smth can smb have done
smb could (not) do can't you do smth could smb have been doing
couldn't you do smth smth
smth/ could have done чи не могли б ви невже
smth 3. asking for permission 2. very strong doubt
міг би/ міг би тоді Can I (smb) do smth? smb can't be doing
4. prohibition smb couldn't know smth
you can't do smth smb can't have done;
не можна smb couldn't have been doing
smth;
не може бути, щоб...

May 1. asking for permission Doubt

absence of obstacles to the
action
smb may (not) do smth
smb might (not) do smth
може, міг
May smb do smth? smb may (not) do smth
2. permission smb may (not) be doing smth
you may do smth smb might (not) do smth
можете smb might (not) be doing smth
3. prohibition може бути, можливо (зараз)
you may not do smth
не можна smb may have done smth
4. request smb may have been doing
you might do smth smth
міг би може бути, можливо (тоді)
5. reproach
you might have done smth
міг би (тоді)

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Must 1. order near certainty
have to you must do smth smb must do
necessity of the action повинен зробити smb must be doing smth
smb must do smth 2. prohibition напевно, очевидно робить
smb has to do smth you must not do smth
повинен, треба smb must have been smth
smb must have been doing
smb had to do smth smth
smb will have to do smth smb must have done smth
доведеться напевно/ очевидно
робив/зробив
be to
expected action 3. stricter order
smb is to do you are to do smth
smb was to do 4. stricter prohibition
повинен, повинен був you are not to do smth
не роби, не смій робити

Need permission not to do smth

have to you needn't do smth
1. absence of necessity for можете не
the action
smb needn't do smth
smb does not have to do
smth
не потрібно

2. absence of necessity for a

performed action
smb needn't have done
smth
smb does not have to do
smth
можна було і не...
даремно, марно...

3. absence of necessity in
the past
smb did not have to do
smth
можна було не...
не довелося

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Shall 1. asking for instructions near certainty
certainty Shall I do smth? smb should be
smb shall (not) do smth Мені робити щось? smb should become
обов'язково 2. advice smb should do smth
you (smb) should (not) do напевно, очевидно
smth
(не) треба, (не) слід
3. criticism of a past action
smb should (not) have done
smth
(не) слід було, (не) варто було

Will 1. order near certainty

volition you will (not) do smth smb/smth will/would be smth
smb/smth will/would (not) (не) робіть smb/smth will/ would be doing
do smth 2. request smth
(не) хоче, (не) буде, will you do smth мабуть, очевидно
won't you do smth
smb would not have done would you do smth smb/smth will/ would have
smth wouldn't you do smth been
не став би робити( тоді), будь ласка, зроби/ зробіть smb/smth will/ would have
не робив би done smth
мабуть, очевидно, було

Should/ought 1. advice near certainty

you (smb) should (not) do smth
/ought (not) to do smth
(не) треба (б), (не) слід
2. criticism of a past action
smb should (not) have done
smth/ought (not) to have done
smth
(не) слід було, (не) треба було
smb should be/ ought to be
smb should know/ ought to
know
smb should become/ought to
become
мабуть, очевидно

Functions of Modal Verbs and Synonymous Expressions

Use Present/Future Past

He can read Arabic. He could/was able to read Arabic
She's able to run a marathon. when he was four (repeated action
Ability

- ability in the past).

He was able to escape, (single
action)

73
 He can win the race. (90% certain) She could have been killed
Possibility in the car crash. (Luckily,
They could still be at school. (50% certain; it's she wasn't killed.)
possible they are still at school.)
Tom may
They behome
will be studying
soon.in(100%
his room, (perhaps;
certain; 50% He should
prediction) may have
have spoken
received to
hisJenny
prize
Greg should win easily. (90% certain; future by now. (He has probably received
only; he'll win easily.) it by now.)
They ought to have arrived an
Probability

They ought to be home by now. (90% certain; hour ago. (They have probably
they will probably be home.) arrived.)
assumptioLogical

She must be working. (90% certain -positive; I'm She must have been working,
sure she's working.) (positive, I'm sure she was
working.)
She can't be over forty. (negative; I'm sure she isn't She can't have stolen the money,
over can/can't
You forty.) borrow my car. (giving or refusing (negative;
He wasn'tI'm allowed
sure she didn't steal
to/couldn't
permission; informal) cross the border.
Could I use your phone? (more polite; asking for He was allowed to enter the
permission) country, (not: could)
You may use the phone. (formal; giving
permission)
Permission

Might I speak to Mr Jones, please? (more formal;

asking permission)
I'm afraid you can't/mustn't see the patient.
(informal; refusing permission) Children may not
be left unaccompanied. (formal; refusing
permission - written notice)

I must buy a new jacket. (I say so.) I had to buy a new jacket. (I was
Necessity

He has to put some petrol in the car. (necessity obliged to.)

coming from outside the speaker). Since his car was being repaired
he had to go to York by train.
I've got
You to godrink
should to the bankwater,
more now. (general
(informal)
advice; I I had to
You go to the
should havebank yesterday.
gone to bed
Advice

advise you) earlier last night. (but you didn't)

You ought to respect the elderly. (I advise you; He ought to have seen a doctor
most people believe this) earlier. (but he didn't)
You had better finish it.
You could at least help me. (it's a good idea; advice on You could have at least helped me
Obligation Criticism

last night.
They should have tried harder. (but
they didn't)
I must go on a diet. (I'm obliged to; I say so.) You ought
I had to go on toa diethave behaved
a month ago.
I have to go on a diet. (I'm obliged to; the doctor
says so.)
We ought to help the poor. (It's the right thing to
do, but people don't always do it.)

74
 Can I borrow your book? (informal)
Requests Could I borrow your book? (polite)
May I have a cup of coffee, please? (formal)
Might I use your phone? (very formal)
Will you phone
Can I/we Jane tonight?
do anything for you?(very friendly)
(informal)
Offers

Shall I/ we do it for you? (informal)

Would you like me to help you?

Shall we dance? He could have consulted a lawyer.

I/we can go if you like.
Suggestions

We could leave if you want.

You can't smoke there. (you aren't allowed to) They couldn't smoke there. (they
Prohibition

You mustn't smoke there. (it's forbidden) weren't allowed)

You may not smoke there. (formal)

Everyone must obey the law. All the villagers had to obey the
People ought to be more tolerant. (It's the right law.
Duty

thing to do but they do not always do it) He ought to have been more
tolerant. (It was the right thing to
do but he didn't do it.)

NOTE:

1. The form 'to be able' can generally be used instead of 'can' to express different tense forms.
e.g. I can do the work. OR I am able to do the work.
I will be able to do the work. (for the future tense)
I have been able to do the work. (for the Present Perfect)

CAN and BE ABLE TO are not always interchangeable. The question arises in the past tense with
COULD. The difference seems to be that for something that you can do because of knowledge or
skill (swimming, speaking English, playing football) you can use either CAN or WAS ABLE TO.
e.g. I could (was able to) swim when I was only six years old.

But we use WAS/WERE ABLE TO and not COULD if we want to express the meanings:
'managed to do something' or 'succeeded in doing something'.
e.g. He worked very hard, and was able to pass his exam.
Luckily Mark was able to get (or succeeded in getting) the work done in time.
The drivers were able to stop (or managed to stop) before they crashed into each other.

In negative sentences and questions we can use either BE ABLE TO or CAN

e.g. It was foggy, so the plane couldn't/wasn't able to take off.
Could you/ Were you able to describe the man to the police?

We sometimes use could as a kind, of a weaker variety of 'can'. We have a feeling that it is perhaps
rather more polite. So we often use could in requests:
e.g. Could you tell me the right time, please ?

75
And sometimes we use could to express a gentle doubt:
e.g. I could do the job tomorrow but I'd rather put it off till Friday.
d) We normally use COULD (not was/were able to) with verbs of seeing etc., and with verbs of
thinking.
e.g. We could see the village in the distance.
As soon as Harriet opened the door, she could smell gas.
I couldn't understand what was happening.

2. We normally use have to not (have got to) for things that happened repeatedly, especially when
we use one-word adverbs of frequency e.g. always, often. Compare:
I always have to work late on Wednesday evenings.
I've got to work late this evening.
Do you often have to get up early?
Have you got to get up early tomorrow?

We use got mostly in the present. To talk about the past, we normally use had to (not had got to).

3. People often say "They should do smth." Usually, "they" is anonymous and means the
government, or the company, or somebody else - but not us! Here are some examples:
 They should fix this road.
 They should have more staff in this shop.
 They should have abolished this tax years ago.

If we don't understand (or agree with) something, we may use Why should..?, like this:
 Why should it be illegal to commit suicide? It's your life.
Why should..? and How should..? can also indicate anger or irritation:
 A: Help me with this. B: Why should I?
 A: Where are my keys? B: How should I know?

II. Do the exercises below.

1. Comment on the meaning of the modal verb must. Translate the sentences into Ukrainian.
1. One must work when one is young.
2. You must do as you're told.
3. You must not speak loud: the child is sleeping.
4. It's five o'clock. She must be at home. She must have already left her office.
5. You must come to your lessons in time.
6. You must not come here.
7. You must be very tired, you look quite worn out.
8. Where is Ann? - She must be working in the next room.
9. Is he in? - He was in 10 minutes ago, but he must have left.
10. Haven't you finished your work yet? You must have been working for more than an hour!
11. You must come to see us as often as you can.
12. They must have forgotten my address.
13. What wretched weather! You must be wet to the skin!
14. She must be away from home now.
15. Poor animal! How it must be suffering!

2. Give examples of your own with the modal verb must expressing:
1. obligation, duty, necessity;
2. command, prohibition (in the negative form);

76
3. probability or supposition.

3. Put in must or have/has (got) to.

1. I'm tired. I ______________ go to bed early.
2. John ____________ go to school on Saturdays.
3. We ____________ get another dog soon.
4. 'This is a great book.' 'I ___________ read it.'
5. A soldier ___________ obey orders.
6. We ___________ go to London for a meeting next week.
7. I think we __________ pay in advance.
8. You really ___________ visit us soon.
9. I ____________ try to spend more time at home.
10. You ___________ go through Carlisle on the way to Glasgow.

4. Fill the spaces in the following sentences by inserting must or the present, future, or past
form of have to.
1. She __________ leave home at eight every morning at present.
2. Notice in a picture gallery: Cameras, sticks and umbrellas _________ be left at the desk.
3. He sees very badly; he ________ wear glasses all the time.
4. I __________ do all the typing at my office.
5. You ____________ read this book. It's really excellent.
6. The children _________ play in the streets till their mothers get home from work.
7. She felt ill and _________ leave early.
8. Mr Pitt _________ cook his own meals. His wife is away.
9. I didn't have enough money and I ___________ pay by cheque.
10. I never remember his address; I always __________ look it up.
11. Employer: You __________ come to work in time.
12. If you go to a dentist with a private practice you _______ pay him quite a lot of money.
13. Father to small son: You ____________ do what Mummy says.
14. My neighbour's child _________ practise the piano for three hours a day.
15. Doctor: I can't come now.
Caller: You __________ come; he's terribly ill.
16. English children ___________ stay at school till the age of 16.
17. In my district there is no gas laid on. People __________ use electricity for everything.
18. Notice above petrol pump: All engines _________ be switched off.
19. Mother to daughter: You ____________ come in earlier at night.
20. The shops here don't deliver. We ___________ carry everything home ourselves.
21. The buses were all full; I _________ get a taxi.
22. Notice beside escalators: Dogs and push chairs ___________ be carried.
23. 'Au pair' girls usually __________ do quite a lot of housework.
24. Tell her that she _____________ be here by six. I insist on it.
25. When a tyre is punctured the driver ______________ change the wheel.
26. Park notice: All dogs ____________ be kept on leads.
27. She __________ learn how to drive when her local railway station is closed.
28. Railway notice: Passengers ___________ cross the line by the footbridge.
29. I got lost and ______________ ask the policeman the way.
30. Farmers ____________ get up early.

5. Use must not or need not to fill the spaces in the following sentences.
1 You . . . ring the bell; I have a key.
2 Notice in cinema: Exit doors . . . be locked during performances.
3 You . . . drink this: it is poison.

77
4 We . . . drive fast; we have plenty of time.
5 You . . . drive fast; there is a speed limit here.
6 You . . . write to him for he will be here tomorrow.
7. You . . . ask a woman her age. It's not polite.
8 We . . . make any noise or we'll wake the baby.
9 You . . . bring an umbrella. It isn't going to rain.
10 You . . . do all the exercise. Ten sentences will be enough.
11 We . . . reheat the pie. We can eat it cold.
12 Mother to child: You . . . tell lies.
13 You . . . turn on the light;+ I can see quite well.
14 You . . . strike a match; the room is full of gas.
15 You . . . talk to other candidates during the exam.

6. Replace the words in bold type by need not/need or a negative or interrogative have to form.

1 It isn't necessary for him to go on working. He has already reached retiring age.
2 Was it necessary for you to wait a long time for your bus?
3 It isn't necessary for me to water my tomato plants every day.
4 It will be necessary for them to get up early when they go out to work every day.
5 We had to stop at the frontier but we were not required to open our cases.
6 It wasn't necessary to walk. He took us in his car. (We . . .)
7 My employer said, I shan't require you tomorrow.' (You . . . come.)
8 It is never necessary for me to work on Saturdays.
9 When I am eighteen I'll be of age. Then it won't be necessary to live at home if I don't want to.
10 New teacher to his class: It isn't necessary for you to call me 'Sir'; call me 'Bill'.

7. Comment on the meaning of the modal verb can (could). Translate the sentences into
Ukrainian.
1. He can't walk so quickly.
2. I can memorise many words at once.
3. I couldn't go to your place yesterday, as I was busy.
4. We can choose our profession according to our taste.
5. Could you give me your notes on phonetics for a day or two?
6. I don't believe him. It can't be so!
7. She can take her examinations next June.
8. Geologists usually can do different kind of work themselves: cooking, sewing, mending shoes,
etc.
9. He cannot be in the street now: it's pouring!
10. I am anxious about her. She cannot be taking a walk so late.
11. You cannot have done it. I don't believe it.
12. I wonder where she is. She cannot have been sleeping all this time!
13. What could he have done, I wonder.
14. Could you let me know about the meeting?
15. A new-born puppy cannot see.

8. Give examples of your own with the modal verb can (could) expressing:
1) physical or mental ability;
2) ability depending on circumstances;
3) polite request;
4) doubt or uncertainty (in the negative and interrogative forms).

8. Fill the following spaces, using can for present, could for past and shall/will be able for

78
 future.
1. . . . you stand on your head? - I . . . when I was at school but I . . . now. (2nd verb negative)
2. When I've passed my driving test I . . . hire a car from our local garage.
3. At the end of the month the Post Office will send him an enormous telephone bill which he . . .
pay. (negative)
4. I . . . remember the address. (negative) - . . . you even remember the street? (negative)
5. When the fog lifts we . . . see where we are.
6 .You've put too much in your rucksack; you never . . . carry all that.
7. When I was a child I … understand adults, and now that I am an adult I … understand children.
(negative, negative)
8. When you have taken your degree you . . . put letters after your name?
9. Don't try to look at all the pictures in the gallery. Otherwise when you get home you …
remember any of them. (negative)
10. When I first went to Spain I . . . read Spanish but I . . . speak it. (2nd verb negative)
11. He says that he saw Clementine drowning but . . . help her as he . . . swim.
(both negative)
12. If a letter comes for me . . . you please forward it to this address?
13. … I speak to Mr Pitt, please?- I'm afraid he's out at the moment. … you ring back later?
14. They used to chain valuable books to library desks so that people . . . take them away.
(negative)

9. Put in could or was/were able to. Sometimes either is possible. Use a negative if necessary.
1. Suddenly all the lights went out. We ________________ see a thing.
2. The computer went wrong, but luckily Emma _____________ put it right again.
3. There was a big party last night. You _____________ hear the music half a mile away.
4. I learnt to read music as a child. I ____________________ read it when I was five.
5. People heard warnings about the flood, and they __________ move out in time.
6. The train was full. I ______________ find a seat anywhere.
7. When the garage had repaired our car we ___________ continue our journey.
8. I had no key so I ___________ lock the door. (negative)
9. We borrow umbrellas; so we didn't get wet.
10. I was a long way from the stage. I ________ see all right but I ______ hear very well.
11. The police were suspicious at first but I _________ convince them that we were innocent.

10. Complete the sentences with can, could, couldn't or was able to.
1. I _________ speak French really well when I lived in Paris.
2. He ___________ repair the car, but it took him a long time.
3. At last I ___________ make her understand what I wanted.
4. We wanted to go to the opera, but we _________ get tickets.
5. I _________ swim across the river, but it was harder than I expected.
6. All three children ________ride as well as they________ walk.
7. Fortunately, I ___________ get her address from her office.
8. I don't know how the cat __________ get through the window, but it did.
9. He___________ already walk when he was ten months old.
10. After the accident, she somehow _________ walk home.
11. I ___________ smell something burning. What do you think it is?
12. He opened his eyes, but to his horror he_________ see nothing.
13. Through my study window I__________ see mountains.
14. I _________ hear Susan practising the piano next door; it sounds nice.
15. This isn't my coffee. I __________ taste sugar in it.
16. He thought he________ feel something crawling up his leg, but when he looked he__________
see anything.

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17. Spring is coming: you ________ see snowdrops in all the gardens.
18. I ________ hear the cats fighting in the kitchen: can you go and put them out?

11. Make up the dialogues following the example.

e.g. A: He says he saw Mary at the dance. (But B knows that Mary wasn't there.)
B: He couldn't have seen her. She wasn't there.
He says he ...
1. had an argument with Tom at the party. (Tom wasn't there.)
2. bolted the door. (It has no bolt.)
3. used the Emergency Exit. (There isn't one.)
4. came up by the lift. (The lift wasn't working.)
5. slept in room 13. (There is no room 13.)
6. bought it in Harrods on Sunday. (Harrods doesn't open on Sunday.)
7. hired a sailing boat in St. James Park. (there are no boats for hire in St. James's Park.)
8. drove across Hungerford Bridge. (It is for trains and pedestrians only.)
9. took the Piccadilly Line to High Street Kensington. (The Piccadilly Line doesn't pass through
High Street Kensington.)
10. carried it himself. (It weighs a ton.)
11. dined in a restaurant on top of Nelson's Column. (There is no restaurant there.)
12. waded across the Thames at Westminster Bridge. (It is too deep.)
13. watched Westminster Bridge lifting up to let a ship through. (This bridge doesn't lift up.)
14. saw the Queen standing in a queue. (The Queen doesn't stand in queues.)
15. was attacked by wolves when crossing Hampstead Heath. (There are no wolves there.)
16. walked from Chelsea to Kew in half an hour. (It is too far.)
17. got sunburnt in Hyde Park in November. (The sun isn't strong enough.)
18. swam across the Irish Sea. (It is too wide.)
19. heard your clock strike. (My clock doesn't strike.)
20. went there by train. (The railway line is closed.)

12. Translate the sentences into English using the modal verb can (could).
1. Не може бути, щоб вони про це забули.
2. Не може бути, щоб він загубив вашу книгу.
3. Невже він поїхав?
4. Невже вона забула сповістити вас про мій від'їзд?
5. Невже вона все ще працює?
6. Не може бути, щоб вони приїхали в понеділок! Я сам замовляв їм квитки на вівторок.
7. Не може бути, щоб вона запізнилася на потяг: вона виїхала з дому вчасно.
8. Невже вона все ще читає? Вже час спати.
9. Не може бути, щоб вона ще й досі чекала на нас.
10. Невже вона захворіла?
11. Невже він сказав нам неправду?
12. Невже вам подобається така музика?
13. Не може бути, щоб вони не чули нашу розмову.
14. Ти міг би підготуватися до екзамену краще, тоді б ти отримав значно вищу оцінку!

14. Comment on the meaning of the modal verb may (might). Translate the sentences into
Ukrainian.
1. May I come in?
2. Ring her up. She may be at home now.
3. The old man may be seen walking in the garden every morning.
4. You might have told her earlier about it.
5. You may take any book you like.

80
6. Don't worry about her. She may be at her friend's house now.
7. I am sure you will soon hear from her. She may just be writing to you now.
8. She may have written to you already.
9. I do not know when the baby fell asleep. It may have been sleeping for 2 hours already.
10. May I read the telegram?
11. You may think whatever you like.
12. You may not find her at home.
13. They may come at any moment.
14. She may be ill, and I cannot help her!
15. They may have lost the money, I'm afraid.
16. The telegram may have been sent yesterday.

15. Give examples of your own with the modal verb may (might) expressing:
1) permission;
2) uncertainty or supposition;
3) possibility;
4) reproach.

16. Insert the correct form of may/might or be allowed.

5) It … rain, you'd better take a coat.
6) He said that it . . . rain.
7) We . . . as well stay here till the weather improves.
8) … I borrow your umbrella?
9) You . . . have told me! (I think I have a right to know.)
10) Candidates . . . not bring textbooks into the examination room.
11) People convicted of an offence . . . (have a right to) appeal.
12) If he knew our address he . . . come and see us.
13) … I come in? -Please do.
14) I think I left my glasses in your office. You . . . ask your secretary to look for them for me.
(request)
15) He . . . be my brother (I admit that he is) but I don't trust him.
16) If we got there early we . . . get a good seat.
17) You . . . have written. (I am annoyed/disappointed that you didn't.)
18) Nobody knows how people first came to these islands. They . . . have sailed from South
America on rafts.
19) He . . . (negative) drive since his accident. (They haven't let him drive.)
20) He has refused, but he . . . change his mind if you asked him again.

17. Work in pairs. The speakers are wondering what happened to certain things/people. Use
may/might + perfect infinitive as in the example.
e.g. A: Perhaps she took it with her.
B: Well, she may/might have taken it away with her, I suppose.

Perhaps ...
19. he stole it. 27. they hid it in the attic.
20. she sold it. 28. he burnt it.
21. you lost it. (Use 'I' in the answer.) 29. she tore it up.
22. she drank it. 30. she forgot to claim it.
23. he threw it away. 31. they had an accident.
24. they pawned it. 32. their car broke down. (Use it as
25. she left it at home. subject.)
26. he ate it. 33. he advised them not to come.

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 34. he fell overboard. 37. something delayed them. (Keep
35. they got lost. something.)
36. he was murdered. 38. he took the wrong drug.

18. Paraphrase the following using may/might be V-ing and may/might have been V-ing.
e.g. A: Perhaps he is working for Jones.
B: Yes, he may be working for Jones.
(a) Perhaps ...
1. he is waiting for someone. 12. he is learning karate.
2. they are wondering what to do. 13. she is telling his fortune.
3. she is trying to confuse us. 14. he is showing her the way.
4. they are window-shopping. 15. she is doing exercises.
5. she is expecting a letter from us. 16. they are burying something.
6. he is blackmailing her. 17. she is bird-watching.
7. they are working overtime. 18. she is comparing prices.
8. he is looking for another job. 19. he is taking drugs.
9. he is listening at the keyhole. 20. they are helping the police.
10. they are watching television. 21. he was waiting for someone.
11. he is following us. 22. they were wondering what to do.

19. Comment on the use of can, may, to be able (to). Translate the sentences into Ukrainian.
1. "Where did he go?"... "Guess he's out looking for trouble," Roy said. "He may be looking for it
right here," Jack said. (Aldridge). 2. "You really want that squirrel?" Roy said, unbelievingly...
"Can you get one?" (Aldridge). 3. She was startled. "Think it was a bear, Ruth?" Roy said. - "How
could I know it was you?" she said angrily.(Aldridge). 4. "I won't be able to pull you up," the boy
said... "You don't know what you can do until you try, kid...". (Aldridge). 5. "May I see what book
you are reading this week?" (Cronin). 6. "Could I have dropped my wallet in the Pavilion?"
(Greene). 7. She went to these things resolutely. "I suppose I may have them to dry now?" she said
in a voice that brooked no denial. (Wells). 8. We shan't be able to start for Wales till the end of the
month. (Galsworthy). 9. "Beatrice can sometimes be infernally unintelligent," he said. (Du
Maurier). 10. The bleached sand might never have known a drop of moisture, a sign of moving air...
(Sommerfield).

20. Rewrite these sentences using can, could or may.

1. I'd like to talk to you for a minute, Bill. (friendly)
2. I would like to use your phone. (more polite)
3. I would like to stop work early today. (formal)
4. Take my bike if you want to.
5. Are children allowed to go into pubs?
6. I don't want you to come into my room.
7. I would like to speak to Jane, if she's there. (polite)
8. I would like to have a beer. (friendly)
9. Are students allowed to use this library?
10. I would like to pay you tomorrow. (polite)

21. Rewrite these sentences, beginning with I can..., Can I...? You can ..., Can you...' Could
you...? or I wonder if you could...?
1. Would you like me to take your coat?
2. Start cooking supper now, please.
3. I'd be glad if you would translate this for me. (friendly)
4. I'd be glad if you would translate this for me. (polite)
5. Why not watch a video if you don't know what to do?

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6. Why don't you spend the day with us if you're free on Saturday?
7. I don't mind feeding the horses, if you'd like me to.
8. I'd be glad if you would lend me £5. (polite)
9. Tell me when it's time to go. (friendly)
10. I'd be grateful if you would tell me when it's time to go. (polite)

22. Translate into English using the verbs can and may whenever possible.
1. Не може бути, щоб вона прочитала цю книгу за два дні; вона, можливо, тільки
передивилася її. 2. Не може бути, щоб ви загубили квиток, ви могли покласти його в
кишеню. - Ні, я могла впустити його у трамваї. 3. Не може бути, щоб він вже приїхав, я
отримала телеграму тільки вчора. 4. Невже він вже отримав мого листа? 5. Невже він не
отримав мого листа? 6. Ваш годинник, можливо, поспішає; не може бути, щоб зараз було
дев'ять годин. 7. Він не міг отримати книгу, тому що бібліотека була зачинена. 8. Не може
бути, щоб він отримав книгу, адже бібліотека була зачинена. 9. Чи не могли б ви дати мені
цю книгу на день чи на два? 10. Ні, я не вірю цьому, не може бути, щоб вона сказала мені
неправду. 11. Я залишуся вдома; вона, можливо, буде телефонувати мені. 12. І справді,
Джордж, ти міг би допомогти мені нести цю важку валізу, хіба ти не бачиш, як мені важко?
13. "Де ключ?" - "Не знаю, Ольга помилково могла взяти його з собою". - "Не може бути,
щоб вона його взяла, у неї нічого не було в руках, коли вона виходила". 14. Нарешті ви
прийшли! Ви не могли прийти раніше? Адже ви знали, що я хвора.

23. Chose the correct modal verb (might, must, should) to fill in the gap.
1. Nancy said you didn't need to buy her anything for her birthday, but I really think you ____
at least get her some flowers or a nice bottle of wine.
2. Debbie said she was really busy this week, but I think she ____ show up at the party if she
doesn't have to work overtime on Friday.
3. Nina said she would come over right after work, so she ____be here by 6:00.
4. Oh my God, he's unconscious. Don't move him - he _____ have internal injuries. Somebody
____ call an ambulance.
5. You ____ be kidding! That can't be true.
6. Dan: Where's the remote control? I want to change the channel. Fiona: I don't know. It ____
be under the couch. Or, perhaps I absent-mindedly took it into the kitchen. I'll check in
there.
7. For most people, learning a language is a challenging undertaking. Experts agree that to
make the most of your language learning experience, you ____ practise the language
regularly and push yourself to maintain old vocabulary while acquiring new words and
expressions.
8. New research suggests that exercise can reduce the chance of heart disease as well as cancer.
That's why I told my father that he ___ start walking once a day.
9. We should invite Sally and her husband to come to the picnic on Saturday. We haven't seen
them in weeks, and they ____ really enjoy a nice day at the beach.
10. Tim: While I was a student, I spent a year and a half studying Pygmy culture in the Central
African Republic. My research focused on unique aspects of the social structure and
religion. Simona: That ___ have been absolutely fascinating!
11. We had better call Tony to see if he's at home before we go over to his house. He ____ be
there and we don't want to drive all the way over there for nothing.
12. At first, my boss didn't want to hire Sam. But, because I had previously worked with Sam, I
told my boss that he ___ take another look at his resume and reconsider him for the position.
13. You ____ worry so much. It doesn't do you any good. Either you get the job, or you don't. If
you don't, just apply for another one. Eventually, you will find work.
14. I would love to go on the cruise to Tahiti with Robin and Michelle. But such a luxurious trip
___ cost a fortune. I doubt I could afford something like that.

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 15. The book recommends adding fresh soil and using plant food to make your garden flowers
grow. Since some people might be allergic to chemicals in artificial plant foods, the book
says that you ___ use an organic brand to avoid skin irritations.

24. Fill the gaps in the dialogue using a suitable form of can, could, may, might, be able to,
manage to or succeed in and a form of the verb in brackets.
MIKE So how are the wedding arrangements going, Jane?
JANE Not too bad. We're seeing the vicar tomorrow so Harry and I________ (ask) him about hiring
the church hall for the reception.
MIKE It would be great if you (1)_______(get) that place, it's an ideal venue.
JANE Yes, I know. Although it (2) __________(be) a bit too small if all our friends turn up!
MIKE It holds about a hundred people, doesn't it?
JANE Well, in fact it (3)_________(accommodate) up to a hundred and twenty-five, apparently.
But there are about a hundred and forty on our guest list. It's a bit of a Catch-22
situation because I (4)_________ (not/invite) people until the reception is organised, but
I (5)_________(not/organise) a venue until I know how many people are coming!
MIKE Some of Harry's cousins live in the States, don't they?
JANE Yes. I'm not sure if they're coming. It's quite an expensive trip so they
(6)___________(not/make) it over here. But I'm hoping at least some of them will
come.
MIKE They (7)_________(always/get) one of those cheap charter flights. I've seen a lot of them
advertised on the Internet recently.
JANE Oh, I think Harry (8)__________(tell) them about that already. He said he'd sent them some
Internet links.
MIKE What about catering? Have you made any plans yet?
JANE I've arranged something with Quality Caterers in the High Street.
MIKE Oh, I wish I'd known that before! I (9)________(speak) to Liz Brown for you when I saw her
last Tuesday. She's the manager there and she goes to the same tennis club as me. You
never know, I (10)__________(even/get) you a discount!
JANE That's a pity. Still, they've given us a pretty good deal. By the way, Mike, there is one favour
I wanted to ask you.
MIKE Sure. What is it?
JANE (11)____________(we/borrow) your video camera?
MIKE Of course. You (12)________(have) the tripod as well, if you like.
JANE Harry dropped his camera when we were in Tenerife. And since we've been back he
(13)_______(not/find) anyone around here to fix it.
MIKE What about music at the reception? Are you going to get a band?
JANE No, we (14)________(not/have) live music at the church hall, it doesn't have a licence. But
we (15)________(have) a disco.
MIKE You (16)__________(always/ask) Jackie Branson, she's got one of those mobile disco
things.
JANE I didn't know that! I (17)__________(speak) to her about it yesterday - she was at my
aerobics class. I thought she'd given up disc-jockeying ages ago.
MIKE Well, I suppose she (18)___________(give/it/up)when the kids were very young, but I'm
pretty sure she's back doing it now.
JANE I expect she'll be at the aerobics class next week; so I (19)________(ask) her about it then.
Oh, that reminds me. Harry wondered why you weren't at football practice on
Wednesday.

25. Complete these sentences with one of these forms: must have + past participle; must + bare
infinitive; must be + -ing; or must have (had) to. Use the given verbs.

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1 When I left my laptop on the train I thought I'd never see it again. But someone ___________ it
and handed it in to the lost property office. (find)
2. Janine owns a big car and a yacht. She ___________ incredibly rich. (be)
3. 'Everyone's going into the hall.' 'The meeting _________ soon. Let's go.' (start)
4. Without things like washing machines and dishwashers our grandparents ______________much
harder in the kitchen than we do today. (work)
5. 'Where's the camera?' 'If it's not in the cupboard, Ken _____________ it. He said he was going to
take some photos of the city centre today.' (use)
6. The children are putting balloons outside their house. They _______________ a party. (have)
7. I didn't think Bob was coming to the meeting. He _______ his mind. (change)
8. 'I wonder how you get permission to go into the building.' 'I suppose you ___________some
form of identification.' (show)
9. 'I thought Paul would be home.' 'He ____________Jenny to work. He said he would.' (take)
10. Look at all those birds. There ___________ at least a thousand of them. (be)

26. Fill the spaces in the following sentences by using one of these forms + the perfect
infinitive of the verbs in brackets.
must + perfect infinitive is used for affirmative deductions.
can't/couldn't + infinitive is used for negative deductions.
needn't + perfect infinitive is used for a past action which was unnecessary but was performed.

1 Did you hear me come in last night? - No, I . . . (be) asleep.

2 I wonder who broke the wineglass; it . . . (be) the cat for she was out all day.
3 You . . . (help) him. ( You helped him but he didn 't need help.)
4 I had my umbrella when I came out but I haven't got it now. - You . . . (leave) it on the bus.
5 He . . . (escape) by this window because it is barred.
6 Perhaps he swam across. - No, he . . . (do) that; he can't swim.
7 I saw a rattlesnake near the river yesterday. - You . . . (see) a rattlesnake. There aren't any
rattlesnakes in this country.
8 He is back already. - He . . . (start) very early.
9 He returned home with a tiger cub. - His wife (be) very pleased about that.
10 I bought two bottles of milk. - You . . . (buy) milk; we have heaps in the house.
11 I phoned you at nine this morning but got no answer. - I'm sorry. I . . . (be) in the garden.
12 I left my bicycle here and now it's gone. - Someone . . . (borrow) it.
13 When she woke up her watch had vanished. - Someone . . . (steal) it while she slept.
14 I've opened another bottle. - You . . . (do) that. We've only just started this one.
15 The machine said, 'You weigh 65 kilos,' and I said, Thank you.' -
You . . . (say) anything.
16 I told him to turn left and he immediately turned right! -
He . . . (understand) you.
17 There was a dock strike and the liner couldn't leave port. - The passengers . . . (be) furious.
18 Do you remember reading about it in the newspapers? - No, I . . . (be) abroad at the time.
19 He . . . (walk) from here to London in two hours. It isn't possible.
20 He was very sick last night. - The meat we had for supper . . . (be) good.

27. Make corrections where necessary in the underlined parts of the e-mail below.

Hello Marge,
Sorry I haven't been in touch for a while. You (1) must have been wondering what's been
happening. Well, I must admit I've had a pretty awful week. When I got home from work last
Monday, the front door was wide open. The door's very stiff, and I (2) always have got to pull it
very hard to shut it. My neighbour's always saying, "(3) have you to bang the door so hard?" When

85
I went in I found that the house had been burgled. They (4) must have climbed over the fence in the
back garden. None of the windows and doors were damaged, so someone very small (5) must have
to squeeze through the tiny window in the kitchen. I suppose, I (6) must leave it open, but I didn't
expect anyone to be able to get in. Then they (7) must have come through the house and opened the
front door for the others. Of course, the first thing I did was to call the police and I (8) mustn't wait
very long for them to get here. Fortunately, the only thing that was taken was my television. I think
the burglars (9) must be disturbed, perhaps when the postman came. So now, (10) I've to get a new
lock for the front door and replace the television, and I (11) must put some locks on the windows. I
suppose, I (12) may must get a burglar alarm, too. I must say I've never really wanted one, but
needs must!

Anyway, (13) I've to go. Hope the family is well. Julie (14) must get ready to go back to university.
And you (15) must be busy with the new school year just about to start. When you have time, we
(16) have to get together for a weekend.

All the best for now,

Wendy

28. Insert may (might) or must. Translate into Ukrainian.

1. I have brought back your man- not without risk or danger; but everyone ______do his duty. 2.
'_______I escort you home?' he said. 3. Blanche: I'm sorry. I _______ have lost my head for a
moment. 4. "There ________ be something wrong somewhere," he said with a solemn dejected
movement of his head. 5. Gracing the centre table was a Bible and a yellow plush album, in which
was not a single picture... It ________ have been a yellow plush that had fascinated them. 6.
"Something________ have happened. 'He behaves quite differently to me, he's cold and he looks at
me in such a terrifying way as if he were thinking about killing me... And honestly Martin, I'm
frightened." "Pull yourself together," I said. "You ________ be imagining all this." 7. Sir Robert:
Gertrude, what you tell ______ be true, but it happened many years ago. It is best forgotten! Mrs.
Cheveley __________ have changed since then. 8. She passed the girls' room, noticed that they
were quiet and therefore_________ be doing as they had been told, and went on to the children's
room. 9. "__________ not the editor have been right in his revision of your Sea Lyrics?" she
questioned. "Remember, an editor _________ have proved qualifications or else he would not be
an editor." 10. Stanley: That__________ have been a pretty long time ago. 11. Both of you
behaved very badly. You ________ have given me a little encouragement. 12. She said: "Please,
please make no sign. That man at the door is mad. Do something. He _________ kill me!" 13.He was
the father of three sons and two daughters, so I was told, all of whom _______ have hated him: those
I knew did anyhow. 14. You ______ be exhausted after all the tennis you played this afternoon,
Minnie. 15. You ______ be getting better, since you can leave your bed? 16. "I can't stay,"
Stephanie said. As she walked down the corridor, she heard Marguerite calling after him. "You
________ have told me before I started tea." 17. I said, "What time is it, Antonia?" "Ten o'clock"...
"I _______ have slept for twelve hours." 18. She _______ have recognised his voice, for the light
disappeared from the apartment, and in a second or two the door was unlocked and opened... 19. Late
299 stood, smiling, in front of the door. "Well, Bertha?" he said, "Ah, Beryl! Well, Jack!" His daughter
alone replied. "Well, Father, you ________ have let us know beforehand!' 20. "How did it happen?"
"It was the streetcar." Esther said. "It hit her. It ________ have tossed her right onto the cinders at
the side of the track." 21. It occurred to him that perhaps his hostess _________ be in her boudoir; It
was a possibility; he would go and see. 22. The doorway was all dark. The lights in the house
________ have gone out. 23. I _______ do these things sometimes in absence of mind: but surely I
don't do them habitually.

29. Translate into English using the verbs can, may, must or their forms.

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1. Вже п'ять годин. Збори повинні були вже закінчитись, почекаємо трішки, він може скоро
підійти. 2. Петро, напевно, захворів, інакше, він був би вже в театрі, він ніколи не приходить
в останню хвилину. 3. Не може бути, щоб вона забула про концерт, це зовсім на неї не схоже.
4. Я на нього сьогодні не чекаю, хто знає, може він і прийде. 5. Хотіла я б знати, де вона
дістала "Три товариша" Ремарка?" - "Вона могла взяти її у нашій бібліотеці". - Не може бути,
щоб вона взяла її у нашій бібліотеці: Сем взяла вчора останній примірник." - Ну, тоді,
напевно, що вона взяла її в іншій бібліотеці. 6. "Де Павло?" - "Можливо, він пішов до
філармонії". - Ну, це не дуже й то люб'язно з його сторони; він міг би взяти квиток і для
мене". - "Погляньте-но, на столі щось лежить, він, напевно, залишив вам квиток та записку."
7. "Не може бути, щоб вона тут була вчора. Якби вона тут була, вона залишила б мені
повідомлення." 8. Не повертайте поки що цю книгу в бібліотеку; вона може вам знадобитись
для доповіді. 9. Чи можу я взяти вашу книгу? 10. Чи можемо ми вжити тут теперішній час?
11. Він сказав, що доповідь у нього вже готова і він може зачитати її завтра на зборах. 12. "
Він, напевно, вже пішов." - Не може бути, щоб він пішов, не провідавши мене". 13. "Де
Марія?" - "Вона, напевно, ще спить." 14. Ви, напевно, помиляєтесь, на двадцять п'ятій
сторінці немає таких слів.

30. Define the meaning of the modal verbs in the following sentences.
1. He must have become sick and tired being typecast.
2. They should put on stage more plays which are of great educational value.
3. You cannot enter the auditorium after the third ring of the bell.
4. You needn't have reserved tickets in your name.
5. This tedious film cannot have been on for a long time.
6. She cannot have got tired of working as an actress.
7. You cannot buy any tickets today. They are sold out.
8. Could he have been give the leading part in a new production of 'Othello'?
9. They may feel like shooting another biopic.
10. You needn't stay long hours in the line. Tickets can be easily booked over the telephone or on
the Internet. All you have to do is to ring up the booking office.

31. Decide if there is any difference in meaning between these pairs of

sentences.
1. He could have been an up-and-coming actor.
He may have been an up-and-coming actor.
2. It can take up to a year or so to make a brilliant film.
It could take up to a year or so to make a brilliant film.
3. They could have given him three Oscars for the film.
They might have given him three Oscars for his film.
4. She may be rehearsing for the first night.
She may have been rehearsing for the first night for a week already.
5. They should choose another actor for a bit part.
They could choose another actor for a bit part.

32. Complete the second sentence so that it has a similar meaning to the first sentence. Use the
word given and other words to complete each sentence. Do not change the word given.
1. You are not allowed to video the first night of the musical.
mustn`t You …………………………………….. of the musical.
2. It wasn`t necessary to dress up for the official preview, so we didn`t.
need We …………………...………………………….. get dressed up.
4. I advise you to watch more documentaries.
should You …………………………………………….. documentaries.
5. It was not necessary for her to make a lot for the part.

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needn`t She…………………………………..…………. for the part.
6. It wasn`t necessary for you to reserve tickets for the concert. I've already bought them.
needn`t You ………………………………………………. for the concert.
7. I`ll go and occupy the best seats for us.
like Would …………………………………………………………. for us.
8. It`s possible that Helen is rehearsing for a secondary part.
might Helen ……..………………………………………………. for a secondary part.
9. Perhaps he was miscast.
May He ……………………………………………… miscast.
10. It`s possible that they were encored thrice.
may They ……………………………………………… thrice.
11. Smoking in the cinema is forbidden.
smoke You …………...…….…………………………………. in the cinema.
12. Is possible that historic films are becoming very popular?
be Could ………………………………..……….. very popular?
13. It would be a good idea for you to give the cast a standing ovation.
better You …..…………………a standing ovation.
14. I don`t think that disappointing film was a box office winner last year.
have That disappointing film ………………… last year.
15. She will probably be lauded for her flawless acting.
likely She ………….……………………………………. her flawless acting.
16. You mustn`t use your telephone in the theatre.
allowed You …….…………………….……….. in the theatre.
17. I`d better book tickets two months before the concert. It is going to be a smash hit.
should I …………………………………….….. before the concert.
18. He`ll probably win the award for 'Best and coming actor of 2016'.
likely He …………………… for 'Best and coming actor of 2016'.

33. Rewrite these sentences using the verbs must(n't), will/won't, can't,
should(n't), have to.
1. I'm sure you stood in the line for hours to get tickets for that blockbuster.
2. Call them later - it's unlikely that they've finished watching the performance yet.
3. Is it necessary to pay for her autograph and a poster?
4. How long was it necessary for you to rehearse for the audition?
5. It is producers' obligation to invest into film making.
6. I strongly advise you not to miss that awesome production next Saturday.
7. I'm sure the film is a box office winner. I've read a few flattering reviews.
8. It was wrong on their part to choose him for the leading part in their comedy as he's only good
playing tragic parts.

34. Chose the correct modal verb to fill in the gap.

1. The 1932 futuristic film Metropolis predicted that everybody _____ live in high-rise
buildings and work in factories. This has not exactly come true.
will would shall should
2. You look cold. _____ I close the window for you?
would will shall may
3. We keep finding used coffee cups in the classrooms. _____ you please stop bringing coffee
into class with you?
would shall should may
4. I'm really fed up with my neighbours. They ____ keep playing their music loudly after
midnight.
will would shall should

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5. It's six hours since our last meal. I should think the children ____ be getting quite hungry by
now.
would should will shall
6. This is your new office chair. Where _____ I put it?
will shall would might
7. I really ________ complain if we stopped doing this kind of exercise in future.
won't shan't shouldn't wouldn't
8. No matter how nicely they ask me, I simply _____ give money to that charity again. They
give thirty percent of their funds to government officials.
shan't won't shouldn't wouldn't
9. When I left the company it was doing quite well but what no one realised was that the
economic downturn _____ force them out of business.
will would shall should
10. Now that mobile phones have become so cheap, soon no home _____ ever need a landline
to be connected.
will would shall should
11. When he was living in London, people _____ often come up to him and ask him for
directions as though he was English.
will would shall should
12. ______ you encounter any difficulties with your homework, there is usually a teacher in the
study room to help you.
will would shall should

35. Read the sentences and decide whether the gap should be filled with 'will' or 'would'.
1.______ you mind closing the door ?
2. Maybe I ______ speak to her.
3. We ______ see what happens tomorrow.
4. What ______ you like to eat?
5. If I see her I ______ let her know.
6. She ______ speak to me, she was so upset.
7. I promise I ______ tell anyone.
8. She thought she ______ be late, so she took a taxi.
9. When I was in the army, we ______ get up at 5.30 a.m.
10. Come on. You ______ need much, just a change of clothes.

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