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

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

17. Group Discussion.

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

Topic 1. The role of cinema in our life

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

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

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

3. Films for entertainment and education.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Unit Three

SPEECH PATTERNS

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

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

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

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

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

sour.

3.

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

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