II Chast BPIYa

Министерство культуры Российской Федерации
Федеральное государственное
бюджетное образовательное учреждение высшего образования
«Санкт-Петербургский государственный институт кино и телевидения»
БАЗОВЫЙ ПРОФЕССИОНАЛЬНЫЙ ИНОСТРАННЫЙ ЯЗЫК
Учебное пособие
Часть II
Санкт-Петербург
СПбГИКиТ
2017
УДК 811.111
ББК 81.2 Англ
П 16
Рекомендовано к изданию Методическим советом СПбГИКиТ в качестве

учебного пособия по направлениям и специальностям, реализуемым на
факультете экранных искусств: 52.05.01 – Актерское искусство, 55.05.03 –
Кинооператорство, 52.03.06 – Драматургия, 55.05.01 – Режиссура кино и
телевидения, 55.05.02 – Звукорежиссура аудиовизуальных искусств,
55.05.04 – Продюсерство, 55.05.05 – Киноведение
Составители:
профессор кафедры иностранных языков С.А. Панкратова
доцент кафедры иностранных языков К.Э. Вяльяк
Рецензенты:
д. филол. наук, профессор С.В. Киселева (СПбГЭУ)
к. пед. наук, доцент Э.Г. Щебельская (СПбГИКиТ)
Панкратова С.А., Вяльяк К.Э.

П 16 Базовый профессиональный иностранный язык, Часть II: учебное
пособие по английскому языку для студентов I курса факультета экранных
искусств / Панкратова С.А., Вяльяк К.Э., – СПб.: СПбГИКиТ, 2017. – 101
с.
Учебное пособие разработано в соответствии с требованиями

Федеральных государственных образовательных стандартов высшего
образования по направлениям и специальностям, реализуемым на
факультете экранных искусств: 52.05.01 – Актерское искусство, 55.05.03 –
Кинооператорство, 52.03.06 – Драматургия, 55.05.01 – Режиссура кино и
телевидения, 55.05.02 – Звукорежиссура аудиовизуальных искусств,
55.05.04 – Продюсерство, 55.05.05 – Киноведение. Учебное пособие
подготовлено на основе аутентичных иноязычных материалов и содержит
как тексты по темам личность, путешествия, работа, язык, реклама, бизнес,
так и лексико-грамматические упражнения, направленные на развитие
коммуникативных навыков студентов.
УДК 811.111
ББК 81.2 Англ
© Панкратова С.А., Вяльяк К.Э., 2017

© СПбГИКиТ, 2017
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CONTENTS
Introduction ……………………………………………………………………. 4
Part II
Unit 7. Design …………………………………………...………………..……. 5
Modals: present deduction. …………………………………………… 13
Unit 8. Education ………………………………………………..………….… 18

Defining and non-defining relative clauses …………………………... 28
Unit 9. Engineering ………………………………………….……..………… 33

The passive. The article ……………………….……………………… 43
Unit 10. Trends …………………………………………………………...…... 48

Expressions of quantity; infinitives with –ing forms ……………..… 58
Unit 11. Arts and media ………………………………………….………….... 63

Reported speech: statements, commands and questions ……… ..…… 72
Unit 12. Crime ……………..…………………………………………………. 77

Third conditional ……………….……………….…………………… 86
Conclusion ………………………………………………………………….... 91
Keys to exercises …………………………………………………………...… 92
Bibliography ………………………………………………………………… 101
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INTRODUCTION
As a social skill communication comes first in the history of humanity, it

is essential for everyone who is willing to bring across their thoughts and
feelings. Everyone who wants to improve their speaking and grammar might be
pleased to open this textbook. It is created by experienced authors, lecturers of
Saint-Petersburg State Institute of Cinema and Television. This book deals with
familiar topics of design, education, trends, arts, media and crime in an unusual
way – viewed from the standpoint of a modern student, the book treats these
topics as a way to improve not only grammar or vocabulary awareness, but
language competence and general erudition as well. Hopefully, it will make
anyone who browse through its pages cognizant of modern cultural trends.
From nine chapters of the book prepared by S. Pankratova and K.
Vyalyak you will learn about modals, defining and non-defining clauses, passive
voice, infinitives, gerunds, reported speech and the third conditional. Besides
topics, listed in the contents (design, education, trends, arts, media and crime)
chapters are supplied by modern informative texts: «Animation: Design
Inspiration», «If You Want to Be a Film Director», «Engineering and
Filmmaking», «Where Do Movie Trends Come From?», «TV and Film Piracy:
Threatening an Industry?». Readers will have a chance to practice their
translation skills as well as communication skills by being engaged in discussion
on burning issues of today. There are tasks which will help students develop
their knowledge of professional cinematographic terms and collocations. We
hope that the skills developed will help students learning English for special
purposes as well as for the general audience interested in English studies.
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UNIT 7. DESIGN
READING
A. Pre-reading task. What is design? Read different sayings and give
your opinion.
 Design is where science and art break even.
 There are three responses to a piece of design –
yes, no, and wow! Wow is the one to aim for.
 Design has achieved perfection when there’s
nothing left to take away.
 The life of a designer is a life of fight: fight against ugliness.
 Good design is obvious, great design is transparent.
 Design creates culture, culture shapes values, values determine the future.
 Good design is all about making other designers feel like idiots because that
idea wasn’t theirs.
B. Paraphrase sayings from exercise A following the rules:
a) Save the original idea, but do not introduce any fresh ideas.
b) Deal with a sentence as a whole, do not paraphrase word by word.
c) Find synonyms. If a synonym cannot be found, repeat the original word.
d) Save the same person and the same tone as in the original.
e) Render figures of speech literally in plain language.
C. Discussion. Choose a mate you like best (worst) in your group.
Question him/her, let him/her ask a mate he/she likes best (worst) and so
on. Are most of your group design-conscious? And you?
1) Who do you respect more – artists or scientists? Give your reasons.
2) Are artistic people different from other people? Explain why.
3) Tell about three products you couldn’t live without. Why?
4) Do you think it’s a good idea to buy ‘designer labels’? Why? Why not?
5) If image isn’t important, what is the most important thing for you?
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6) What do you think is the best innovation of the 21-st century?
7) What product do you think designers will develop in the next ten years?
8) Give a name of a famous inventor you know. What is he famous for?
9) If you had the skills, what would you like to design/re-design?
10) Which famous brand names connected with clothes, sportswear, cars,
bags, shoes or perfume do you know?
D. Read the text «Animation: Design Inspiration».
H ave you ever made

yourself in the mirror?
mimicked your sister or brother
faces
Or
to get on
at
their nerves? Or imitated a monkey at

the zoo or a character on TV? That was
all good practice for becoming an
animator. Animation is the art of bringing
a character to life. To become a good animator, you need to be a keen observer
of life. The art of animation is a great way to express yourself and a powerful
form of design. Hollywood production houses, indie gamers and medical
research scientists all use animation to communicate visually with many people.
Animation allows designers to create imaginary worlds and make the invisible
visible.
To put the matter in a nutshell, animation is the process of making the
illusion of motion by means of the rapid display of images that minimally differ
from each other. Animation creation methods include stop motion animation of
two and three-dimensional objects, paper cutouts, puppets and clay figures.
Animation can be recorded with a flip book, motion picture film, video tape,
digital media, including Graphics Interchange format (GIF), Flash animation
and digital video. Have you seen those animated adverts, where the text
seamlessly moves along path? Animation makes your presentation come alive –
literally and figuratively. Knowing how to create an animated text effect can be
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useful in making banners, logos, avatars, forum signatures, text captions,
subtitles and greeting cards. Spiced up by text animation, Power Point
presentations, even simple ones, will give you an indisputable edge over your
competitors. It will take a few simple steps to apply different animation effects
to your family slideshow and make it visually appealing.
Now we have handpicked a number of grasping text animation effects that
you can use on various web design projects. You can make words appear letter-
by-letter backwards, forwards or randomly. Letters can move off the top,
randomly rotate or appear in a typewriting manner. Letters can also give a
temporarily glitch (flash in and out) reminiscent of an equipment fault.
You can make a line of text either curved or wavy; the text can fly in from
the top while it slowly cycles through the colours of the rainbow. Long shadow
effects are great to add some depth to the content. Embossing adds weight to any
printed object. Scattered text can rearrange itself to form a message which
creates a sense of wonder similar to discovering a message in a bottle. The neon
text design has a glowing and flickering effect. Another fancy text effect
showcases the text spinning around as if it was wrapped around a ring. A folded
paper snake removes its folds to reveal a flat text when you hover over the folds.
A digital display where you have various pixels flashing on and off feels a lot
like the digital data stream from the Matrix. For Christmas cards you can create
a sparkly text animation along with a snowy background that moves peacefully.
For a carnival effect you can click on the screen to see an eruption of the various
different words and all of them will move away from the point of origin.
Whatever effect you might choose, it is clear that today animation is not
just for cartoons anymore. As the obstacles to using animation have started to
fall, most users on high-speed connections turn their faces to practical and useful
web design tools. From full-screen moving images to small hover effects,
touches of animation are popping up everywhere. Animation is trendy, fun and
user friendly. (https://codemyui.com/tag/text-animation/page 7/)
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E. Answer the questions:
1) What people have the makings of animators?
2) What is animation? What does it allow to create?
3) What animation creation methods do you know?
4) How can animation be recorded? Which methods are up-to-date?
5) What animated text effects can be useful for? Can it be of use for you?
6) How can we create a sense of depth in text animation?
7) How a sense of depth be created in a text animation?
8) In what film a digital pixel rain effect was used?
9) What effects can be used for Christmas cards?
10) Have you tried text animation effects in your presentations? Describe the
experience.
F. Look at the highlighted words from the text. What part of speech
are they? Match them with their corresponding definitions.
1. appealing a. not able to be perceived by the eye
2. curved b. emitting a steady bright light without flames
3. glowing c. having the form of a curve
4. imaginary d. attractive or interesting
5. invisible e. illusory
***
6. powerful f. happening in a short time or at a fast pace
7. rapid g. having great force, potency or effect
8. sparkly h. very fashionable and modern
9. trendy i. shining brightly with flashes of light
10. wavy j. having series of regular curves along it
G. Complete the following sentences using words from exercise E.
Change the form of the words where necessary.
a) The most ______ sign of the intensity of the crisis is unemployment.
b) From May to November the sun shines _______ .
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c) He was _______ beyond all other architects.
d) A new computer worm spread _____ through the Internet on Tuesday.
e) Ann received a _______ report from her teachers.
f) Her eyes were _______ from tears.
g) Each firm will face a downward-sloping demand _____ .
h) I enjoyed being able to go out and buy _______ clothes.
i) Movies had a great ______ for us.
j) She had short, _______ brown hair.
H. Skim the text about text animation again, paying attention to
underlined words: away, along, to, on, up, with, at, over. What part of
speech are they? Choose the correct word in each sentence.
1) Katie likes to communicate among / with / without friends by e-mail.
2) The arrow penetrated on / at / to a considerable depth.
3) What can I use to spice away / on / up this dull meal?
4) His cars have the edge against / over / from his rivals'.
5) Stripes create the illusion on / of / against various wood-grain textures.
6) Lately he's not done a bloody thing and it's getting off / on / at my nerves.
7) She differs for / with / from her sister in the colour of her eyes.
8) Josh made a face on / at / for the sourness of the drink.
9) After Ned died, we imagined that Mabel would move along / away / aside.
10) He backpacked, beside / along / between with Kate and Sean, across
northern Vermont.
I. Word-formation. An affix is a letter or group of letters which is
added to either the beginning or the end of a word to form a
different word with a different meaning. Create words with
opposite meanings using negative affixes dis-, -less, re-, un-, in-,
im-, non-.
Imitate, powerful, appear, fault, weight, sense, similar, fold, point, connect,
useful, friendly, practical, colourful, arrange, wrap.
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J. Translate the text about multitasking using the words in brackets.
Последние исследования показывают, что средний горожанин
многофункционален. Масса сберегающих время приборов разработаны для
того, чтобы за сутки успеть выполнять на треть больше дел. Суматоха
начинается с утра, когда многие знакомятся с СМС-сообщениями в то
время, как закипает чайник. В машине по дороге на работу водитель ведет
деловые переговоры через гарнитуру и сверяет маршрут по спутниковой
навигации. (multitasking, designed, time-saving devices, to fit into 24 hours,
Bluetooth earpiece, check the satnav).
Работа проносится в вихре звонков и встреч, часто происходящих
одновременно. Самый интенсивный период многофункциональности –
вечер, когда многие жмут кнопки пульта управления телевизора и
пользуются беспроводным лэптопом. И все это параллельно с
телефонными сообщениями друзьям и беседой с домочадцами. (blizzard of,
simultaneously, intense period of multitasking, press the remote control, use a
wireless laptop, texting friends).
Согласно исследованиям, умственная занятость достигает пика по
вечерам. Многофункциональность в вечерние часы включает в себя
фокусировку внимания на компьютерах, телевизоре и телефоне. Именно
по вечерам идет активное банковское обслуживание через интернет,
наверстывание последних дружеских новостей, обновление странички
Фейсбука или других соцсетей, загрузка музыки. (mental engagement, to
reach its peak, focusing on, online banking, catch up with friends, update
Facebook, social networks, download music).
С одной стороны, подобное «жонглирование» делами позволяет нам
идти в ногу со временем, быть более активными и мобильными. В то же
время, многие признаются, что в прошлом жизнь была куда проще. Люди
играли в настольные игры, общались лицом к лицу. Увлечение так
называемыми интерактивными играми лишь многократно усиливает наше
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чувство изоляции, порождает «умственную лень». (‘juggling’ tasks, to keep
up with the times, to be pro-active, play board games, met face to face, so-
called, interactive, increase the sense of isolation, mentally lazy)
Многие ученые отмечают, что многофункциональность анти-
интуитивна. Дело в том, что существует огромная разница между тем, что
мы называем «высокоавтоматизированными» действиями типа поливки
цветов и более интеллектуальными задачами. К последним относятся
выбор ингредиентов для блюд и маршрута путешествия, когда мозг просто
обязан полностью сконцентрироваться на текущей деятельности. (anti-
intuitive, enormous difference, ‘highly-practiced tasks’, to fully concentrate on,
activity at hand)
Проблемы возникают в том случае, когда люди пытаются выполнять
сходные задачи. К примеру, говорить по мобильному телефону и
управлять автомобилем, даже если это беспроводная гарнитура. В тот
момент, когда человеку необходимо сформулировать мысль и распознать
дорожный знак, языковой канал «забивается» визуальными данными и
мозг отказывается работать. (problems arise, to carry out, related tasks, hands-
free headset, language channel, clogged, visual data, brain can no longer cope)
Похоже, что люди никогда не смогут преодолеть врожденные
ограничения в многофункциональном процессе обработки информации.
Задача заставить визуальный и языковой каналы работать одновременно
невыполнима. Это просто невозможно, так же, как невозможно пробежать
милю за минуту. (human beings, to overcome, inherent limitations, processing
information during multitasking, it just can’t be done, to run a one-minute mile)
K. The UK is famous for its museums. Rearrange museums given
below into 3 columns: Raw Materials Industry museums,
Manufacturing Industry museums, Food Industry museums. Tell
which of them you would like to visit and why.
a) Alby Crafts and Lace Museum (Alby hill near Sheringham)
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b) Bass Museum of Brewing (Burton-upon-Trent)
c) Big Pit Mining Museum (near Blaenavon, Wales)
d) Body Shop Visitor Centre (Toddington near Littlehampton)
e) Cheddar Gorge Cheese Company (Cheddar near Bridgewater, Somerset)
f) Costune Museum and Lace Centre (Castle road, Nottingham)
g) Design Museum (Southwark district in London)
h) Industrial Museum (Wapping Road, Bristol)
i) Middle Farm and English Farm Cider Centre (Glynde near Eastbourne)
j) Museum of Cider (Bartonyard station Road, Hereford)
k) Museum of Clock and Watchmaking (Prescot, St. Helens)
l) Museum of Science and industry (Liverpool road, Manchester)
m) Museum of Scottish Lead Mining (Wanlockhead, South Lanarkshire)
n) National Coal Mining Museum of England (Overton near Thornhill)
o) Silk Museum and Paradise Mill (Macclesfield, Manchester)
p) The Furs Museum and Art Gallery (Brampton road, Stoke on Trent)
q) Toy and Doll Museum (Grosvenor Road, Chester)
r) Toy Museum (Westgate, Lincoln)
s) Wedgewood Visitor Center (Wedgewood drive, near Stoke-on-Trent)
t) Welsh Woolen Industry Museum (Drefach, Carmarthen)
u) Wensleydale Cheese Visitor Centre (Hawes, Yorkshire)
v) Whisky Heritage Centre (Lawnmarket street, Edinburgh)
w) Wilton Carpet Factory Shop (Wilton, Wiltonshire)
L. Do you have high hopes or expectations for the incoming year?
Listen and learn the poem of Emily Dickinson by heart.
“Hope is a thing with feathers I’ve heard it in the chilliest land
That perches in the soul And on the strangest Sea
And sings the tune without words Yet, never, in Extremity,
And never stops at all It asked a crumb of Me.”
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GRAMMAR
MODALS: PRESENT DEDUCTION
A. Pre-reading task. Choose the correct modal verb and place it in
the correct tense. What is the difference between them?
1) I’d like ______ to play the piano.
2) I ______ wear glasses for reading.
3) I was feeling sick yesterday. I _______ eat anything.
4) It’s a great film. You ______ see it. You’ll really like it.
5) Janine owns a big car and a yacht. She _____ be incredibly rich.
6) When people are driving, they _____ keep their eyes on the road.
7) When we arrived at the gate, we ______ show our passports.
8) Our lecturer was sick so we ______ leave school early yesterday.
9) I’m really putting on weight. I _____ do some exercise.
10) We didn’t expect that having a rabbit as a pet _____ cause problems.
B. Read the theory material about modal verbs.
Modal verbs indicate the attitude of the speaker. Modal verbs are
‘defective’ because they are used with a bare infinitive, i.e. without ‘to’ (You
must to* pay now), without auxiliaries in questions or negatives (We don’t
must* be late) and without ‘–s’ ending in the third person singular (He cans*
speak English). There are 12 modal verbs in English: 1. CAN (physical/mental
ability), 2. COULD (theoretical possibility), 3. MUST (obligation), 4. HAVE
TO (external rules), 5. MAY (possibility), 6. MIGHT (unreal possibility), 7.
WOULD (imaginary situation), 8. SHOULD (general advice), 9. OUGHT TO
(obligation), 10. NEED (speaker’s necessity), 11. DARE (challenge), 12. BE TO
(expected formal event). Verbs DARE, NEED and USED TO are also called
marginal semi-modals because they function to some extent like modal verbs in
the way they form negative and interrogative constructions: We needn’t hurry. /
We don’t need to hurry.
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Modal verb CAN is used to say that there is the general physical or mental
ability: My grandfather could speak five languages. BE ABLE TO is used to
indicate single achievement: She swam strongly and was able to cross the river
easily. Similarly, MANAGED TO is used to describe success in doing
something difficult: Somehow, he'd managed to persuade Kay to buy one for
him. We use BE ABLE TO when there are more than two verbs in the predicate:
Applicants for the job must be able to speak two foreign languages. We use
COULD to talk about possible actions in the future, especially to make mild
suggestions: This is a wonderful place. I could stay here forever. We use
COULD for theoretical possibility: The cave was so small I could nearly touch
the ceiling. We also use COULD to show annoyance: To buy a fur coat? You
could have lived a year on the money!
Modal verb MUST is used to express information about formal rules,
regulations and warnings: Dogs must be carried. In spoken English MUST is
used to say that the obligation comes from the person speaking, when we remind
ourselves to do something: I must phone Steve when I get home. We use HAVE
TO (HAVE GOT TO) for external obligations: I have to wear uniform at school.
The negative obligation is MUSTN’T (DON’T HAVE TO). Strong negative
probability is expressed by negative affixes or pronouns: She must have
FAILED TO recognize you. You must have MISunderstood me! They must
have been UNattentive.
Modal verb MAY is used for asking the permission: May I ask a few
questions? MAY/MIGHT is used for possible events in the past, present or
future: I might paint the kitchen purple. We use ‘MIGHT/COULD HAVE’ to
criticize someone because they didn’t do something we think they should have:
She’s gone without us. She might/could have waited!
When NEED is a modal verb, it is most commonly used in negative
sentences with verbs bother, concern, fear, panic, worry: I’ve already cleaned
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the car, so you needn’t bother to do it. When the speaker decides what is not
necessary, we prefer NEEDN’T: You needn’t whisper. Nobody can hear.
We can use either SHOUD/OUGHT TO to talk about obligations and
recommendations although in general SHOULD is used more frequently. We
prefer SHOULD when we say what an outside authority recommends. We use
SHOULD + have + Past Participle for something that didn’t happen in the past
and we are sorry that it didn’t: You should have put more sugar in the pie. It is
not sweet enough. In spoken English we can use HAD BETTER instead of
SHOULD to say that we think it is a good idea to do something, to express
particular urgency in demands and threats: There’s someone moving about
downstairs. We’d better call the police, quickly.
We use WOULD for imaginary situations. We use WOULD HAVE for
imaginary situations in the past: I would have phoned Alex, but I didn’t have
her number. Sometimes ‘would’ is not a modal auxiliary, but simple auxiliary:
Ann promised that she wouldn’t be late.
C. Answer the questions:
1) How many modal verbs do you know? What are they used for?
2) What do you know about semi-modals? Give your examples of their usage.
3) Why modal verbs are called ‘defective’? Give your examples.
4) What is the difference in use between modals ‘can’ and ‘be able to’?
5) What expression is used to describe success in doing something difficult?
6) In what three cases do we use ‘could’? Give your examples.
7) What is the difference in use between ‘must’ and ‘have to’? Give examples.
8) How can we express strong negative probability? Exemplify your point.
9) Is there a difference in use between ‘may’, ‘might’ and ‘might have’?
10) When do we use ‘should’ and ‘had better’? Give your examples.
D. Complete the conversation with your friend using modals ‘can’,
‘can’t, ‘could’ and ‘have to’.
Nolan: Now, just a minute, just a minute.
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Ramon: There’s no way we’re going to accept it.
Nolan: _____ (1) I just…
Ramon: They ______ (2) make English the official company language.
Nolan: _____ (3) I just…
Ramon: In seems that we’re going to speak English from now on…
Nolan: _____ (4) I just finish what I was saying?
Ramon: Frankly it’s bad enough that we ____ (5) speak English in these
meetings.
Nolan: Please, let me finish. No one is suggesting we ____ (6) speak our own
language.
Ramon: But that is exactly what they are suggesting!
Susan: ____ (7) I just say something?
Nolan: Go ahead.
Susan: Well, as I understand it, this is only a proposal at this stage.
Nolan: That’s precisely what I was trying to say before I was interrupted.
Ramon: Now, hang on a second.
Susan: If I _____ (8) just finish. The idea is to introduce English gradually over
the next two years.
Ramon: Oh, no. Not while I’m in charge of human resources.
Nolan: Yes, well. That brings us all to item two on the agenda: restructuring the
human resources department.
E. FAQ is an abbreviation for a frequently asked question. Read
some FAQs for setting up a broadband connection and wireless
network in your home, choose the correct words in italics.
My wireless network is very slow and sometimes it doesn’t work. What
can I do to improve it? – The most important thing is the position of your router
(the machine that sends out the wireless signals). You are allowed/have to (1)
put it in the centre of the house. And it mustn’t /cannot (2) be next to a TV or
computer as they may interrupt the signals.
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I’ve only got one phone line. Do I have to/Must (3) I have a second line
for a broadband connection? – No, you don’t have to/mustn’t (4) have a
separate phone line, you can use one line.
I don’t have a phone line in my house but my neighbor’s phone line runs
across the front of my house. Am I allowed/have I got (5) to use his line for my
Internet connection? – No. You don’t have to/aren’t allowed (6) to use
somebody else’s phone line: it’s illegal! In any case, it wouldn’t work. You will
must/have to (7) get your own phone line, I'm afraid.
Is it true that you have to/it must (8) to set up a special password? – No,
you haven’t got/don’t have to (9) set up a password for your router, but it is a
good idea to do so, as it will prevent other people using your connection.
F. Insert ‘need’ or ‘have to’ in the necessary tense form.
Donald: I’d like to join the sports club.
Receptionist: Right. You ______ (1) fill in this form. Then, after you have
processed the form, you ______ (2) make an appointment for a health check.
Each new member _______ (3) have a health check before using the equipment.
Donald: Oh. I _______ (4) do that at my previous club.
Receptionist: Well, we have a very strict policy here. But don’t worry, it’s only
an interview. You ______ (5) see a doctor or anything like that.
Quentin: Here’s my camera. I’d like to make some prints made.
Assistant: Oh, you ______ (6) brought the camera. All we _____ (7) is the
memory card.
Quentin: And I want to take some more photos. ______ (8) to buy more film?
Assistant: No, you ______ (9) to do that. It’s a digital camera. You just delete
the pictures and use the space on the memory card for your new photos.
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UNIT 8. EDUCATION
READING
A. Pre-reading task. What is education? Read different sayings and
give your opinion.
 Education is not the filling of a pail, but the lighting of a fire.
 The whole purpose of education is to turn mirrors into windows.
 Marriage can wait, education cannot.
 Formal education will make you a living; self-
education will make you a fortune.
 Education is knowledge. Knowledge is power.
Power is respect. Respect is happiness.
 The task of education is not to cut down jungles but to irrigate deserts.
 Education is the ability to listen to almost everything without losing your
temper or self-confidence.
Question him/her, let him/her ask a mate he/she likes best (worst)
and so on. Is your group mate a good student? And you?
1) Should all people go to university? Why (not)?
2) Have you developed your method of study (revising for an exam)?
3) Which do you think is fairer – exams or continuous assessment?
4) What can be done to combat truancy in your institute?
5) What sort of things do students at university often complain about?
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6) Have you ever played truant? Why? What was you teacher’s reaction?
7) Do you agree that a room without a book is like a body without a soul?
8) What age does primary, secondary education start? Are these ages correct?
9) Do people who have degrees have a better chance in life? And at interview?
10) If education isn’t important, what is the most important thing for you?
D. Read the text «If You Want to Be a Film Director».
I f you want to be a film director,

should know that not every
school offers what you need; you
you
film
need a
director school, one that will focus on
your particular needs as a film
director. Most film schools can teach
you the ins and outs and technical skills
of working in film, but you need more than that as a film director. You need a
different type of training, one that will equip you with the skills you need in
order to lead. A film director doesn’t just need to know the technical skills of
filmmaking. A film director has to be a leader, a networker, a motivator, a
problem solver – and above all else, a storyteller. A director has to be intuitive
enough to be able to tell a captivating story by capturing the right footage on
camera. A director has to know how to think on his/her feet, having the ability to
adapt to rapidly changing situations. A director also has to have connections
within the industry, to be able to get things done.
Perhaps the very best way to learn how to be a film director is to work
with a film director – in other words, to become an apprentice (extern). There’s
no better way to learn the finer points of directing than to be mentored one-on-
one by someone who does it for a living. This is the best “director school” you
could ever have, for three important reasons:
 You’ll learn more effectively one-on-one than you ever would in a
classroom.
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 You’ll gain valuable on-the-job experience, which gives you more
“street cred” than any film school could give you.
 You’ll form powerful industry connections that can advance your
career, which you’d never be able to do in a college setting.
Since film directors seldom follow a traditional career path, there are no
firm education requirements. However, many gain experience through degree
programs in film as well as through independent projects. Continuing education
programs offer a way to keep up with new developments in the industry.
Bachelor of Fine Arts in Film
Film degree programs often confer a Bachelor of Fine Arts (BFA), and
these programs teach students about filmmaking through four years of
education. Several schools offer programs which focus on film direction.
Students learn filmmaking history and techniques. Their education often focuses
on the elements of successful filmmaking, including plot, character development
and style. Film criticism is also covered, usually through reading and discussing
the works of acknowledged experts in the field. Common courses include
screenwriting, cinematic storytelling, film language, film history and movie
editing principles.
Master of Fine Arts in Film Directing
Advanced directing programs, such as a Master of Fine Arts (MFA) in
Film Directing, offer students the opportunity to take part in several aspects of
film production. This includes everything from editing to cinematography, as
well as digital and sound effects.
Career Development
With relatively inexpensive modern digital cameras and editing software
available on home computers, filmmaking and directing has never been more
accessible to a wide audience. Most directors must work their way up,
sometimes by directing commercials or music videos for local bands. Others
seek out financing for independent films and submit their works to festivals,
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hoping to generate positive industry word of mouth. Since it is often said that,
'it's not what you know, but who you know,' continuing education can also offer
valuable contacts which can help directors grow their careers.
1) Is it true that in order to be a director you need leadership skills?
2) A film director has to master several professions. Innumerate them.
3) What traits does a director need to tell a captivating story?
4) What qualities are essential for a director in our rapidly changing world?
5) Do you agree that directors do not need to apprentice with great masters?
6) Describe a convincing command of the urban style and culture in two words.
7) What degree do continuing education programmes offer?
8) What topics are covered by the four-year filmmaking course?
9) What does it mean ‘to work one’s way up’ for a director?
10) What role do contacts play in developing a successful director’s career?
are they? Complete the word families:
№ verb noun (person) noun (thing, adjective
concept)
1 training
2 successful
3 connections
4 valuable
5 criticism
6 traditional
7 capture
8 master
9 editing
10 generate
G. Complete the following sentences with words from the table above.
1) Spielberg is America’s most commercially ______ maker of cinematic
melodramas.
2) Companies tend to favour the director who ______ with a good studio.
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3) By making this visual ______ Scorsese reminds us that either Travis is a
good guy, or that Harry is a villain, depending upon which way you view it.
4) That Mr. Universe contest marked a ______ moment for Arnold
Schwarzenegger.
5) Burton’s tales are ______ because they create community and give people a
reason to act and believe.
6) Ray proves he is willing to give up his own life; he screams and makes noise
until the alien _______ him too.
7) Kubrick is a _______ of the cinematic sound track, and his use of “Paint It
Black” is a masterstroke.
8) Angie did, however, portray herself as a ______ parent.
9) We will explore how Spielberg’s use of cinematic language, the aesthetics of
shot, _______ , and mise-en-scène.
10) Arnold comments in his Web site that he did all his own stunts in this
movie, but in the future it would be easier to just use a computer ______
version of him.
H. Classroom activity. Are you good at comparing? Think of a pair of
famous actors, for example Emma Stone and Emma Watson.
Work in pairs to compare them. Identify one mistake in every
statement. Change adjectives where necessary (handsome > cute).
a) FILM HISTORIAN: There is a dramatic difference between them. One isn’t
so handsome as another. / AMATEUR CINEMAGOER: The difference
between two actors is manual. I can hardly tell them apart.
b) DIRECTOR: Companion shows that these actors choose similar genres. /
ASSISTANT DIRECTOR: Justaposition shows that either actor has a
different manner.
c) CAMERAMAN: The first is almost ironical to the second in his powerful
performance. / ASSISTANT CAMERAMAN: The first actor’s play isn’t
such interesting as that of the second.
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d) CASTING DIRECTOR: One slightly resents another in his comic slant. /
STUNTMAN: One actor plays likable characters, the second, in contract,
plays baddies.
e) COSTUME DESIGNER: One is almost as creditable in his play as another. /
PROPERTY MAN: The first actor’s performance is fewer natural than that
of the second.
f) CROWD ARTIST: I don’t know if one is more believable in his play, it
looks allowed to me. / SUPPORTING ACTOR: One actor is more
amateurish between comparison with another.
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g) PROJECTIONIST: The popularity of one actor rewinds me that of another
actor in many ways. / BOX-OFFICE CLERK: The first actor has a more rich
filmography than the second.
h) SCRIPT WRITER: While one actor is well-known, another, on the other
chance, is unknown. / FILM PRODUCER: Bother are the most interesting
and talented actors I’ve known.
i) SOUND DIRECTOR: Both actors dislike sing very well. / VOICE ACTOR:
The first actor is musically gifted, the second, by contradiction, is stone-deaf.
I. Look at cinematic professions from task H. Can you think of
more? Create names of jobs and professions using suffixes -er, -or,
man, -ian, -ist, -ive, -ant, -maker, -ess.
Account, administer, ambulance, art, assist, bar, book, camera, conduct, deal,
decorate, dental, design, detect, direct, draught, electricity, engine, execute,
fire, garden, history, inspect, instruct, journal, lecture, manage, music,
optical, photograph, police, post, produce, program, projection, sail, sale,
stunt, style, supervise, survey, telephone, tool, wait, write.
J. Here are some words connected with education. Use a dictionary
to help you check that you understand what they all mean.
vocational designed enrolled deducted

assignment warm-up stiffer attend mess suspended
1. Fifteen immigrant women have attended a _____ training course on cooking.

2. I stayed up late last night to complete a task ______ .
3. The pupil had points ______ for arguing with the teacher.
4. Some colleges have ______ entry requirements than others.
5. I made a real _____ of my final exams.
6. My teacher always starts a lesson with a _____ exercise.
7. He was ______ several times from his school for being high on drugs.
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8. They also _____ regular classes in the usual school subjects and many of
them later go to university or college.
9. A total of 25 students ______ for the course in photography.
10. The course is ______ to give students a grounding in filmmaking.
K. Translate an experienced student’s reflections on the system of
modern education using words in brackets. Do you agree with
him? Why (not)?
Все согласны, что ученье – свет. Для этого необходимо четкое
понимание требований института и того, что вы получите взамен, а также
умение преподнести свои идеи в выгодном свете. Некоторые студенты
предлагают не то, что требует преподаватель, другие предлагают мало или
копируют чужие мысли, выдавая их за свои. Честный обмен, вот что
требуется от студента. (getting a degree, get in return, a feel for, sell your
inspirations, lecturer, submit as their own, honest exchange)
Поскольку для одних преподавателей чтение лекций – неприятная
помеха в их исследовательской деятельности, им работы нужно
преподносить особо – они должны свидетельствовать о том, что вы читали
литературу и постигли основные моменты изучаемого предмета. Здесь не
требуется «разрушение памятников». (unwelcome interruption, to
deliberately pitch an essay, to appear as an evidence, key points, to pull down
monuments)
Есть и такие, кто любит преподавать и обсуждать новые идеи. Им
требуется что-то новое, вдохновляющее, революционное. Для них нужно
так представить свои работы, чтобы показать, что вы знакомы с
предметом. Но тут требуется не только «ворошить старое». Учет характера
преподавателя помогает уменьшить промахи и получить разумную оценку.
(enjoy teaching, different, inspirational, iconoclastic, ad something more to the
issue, to rake over familiar ground, blunder, reasonable grade)
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Разумеется, прочитать все из рекомендуемых списков – свыше
студенческих сил, однако есть легкие способы. Справочники, дайджесты
печатных изданий, хрестоматии избавляют от необходимости
перечитывать пыльные оригиналы. Пролистывайте книгу, читайте
введение, заключение, рассматривайте диаграммы, просматривайте
предметный указатель. Собирайте необходимое, но не зацикливайтесь.
(reading list, shortcuts, reference books, selected readings, collections of journal
articles, flick through, introduction, summary, index, pluck out what is needed)
Готовясь к экзаменам, отбрасывайте то, то твердо знаете.
Составляйте краткие заметки по теме на листе А4. Ближе к экзамену
концентрируйтесь на ваших заметках, тренируйте память, чтобы
«вытащить» нужный факт в нужный момент. Будьте спонтанными и
непредвзятыми. Не позволяйте заранее подготовленным выводам
«затуманить» ваши суждения. (revise for, make condensed notes, to drag out
the detail, when needed, open-minded, pre-formed ideas, to cloud your vision)
L. Pre-debate reading. Read Eric McKinley’s story.
There is a famous pop-song of the 1990s called Another Brick In the
Wall, which was sung by the British pop-group Pink Floyd. The song, which
was number one in the UK and abroad, was an attack on school and education
and it had the famous tune: ‘We don’t need no education, we don’t need no
thought control. Hey, teacher! Leave those kids alone!’ The chorus was sung by
pupils from a London school. It is no exaggeration to say that the song had
influenced many teenagers of the time, directed then towards dangerous paths of
self-denial. Eric McKinley, 40, was one of the children who sang in tune with
the record. He said: ‘Now I don’t agree that “We don’t need no education.”
Education is so important. I really regret that I didn’t study at school. I would
like to go to university now and get a degree. But work gets in the way when
you get older. Sometimes I say to my nieces, “You must study harder because
you’ll never get the second chance to get what you must get.”
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M.Debate. Should all young people go to university? Discuss the
question in pairs using role- and mission tips. Then voice your
final solution with reasons for or against it. Then evaluate your
debate using questions from the next task.
Role: “Shirker” Role: “Chairperson”
(a distrustful ‘false skeptic’ (a responsible ‘go-getter’ who
who asks irrelevant questions takes action and inspires relevant to
to side-track the conversation) contribution to the discussion)
Mission: rebel and covertly attack. Mission: talks must go on.
– Why me? – Let’s get started!
– Seriously? – Keep to the point
– How should I know? – Let’s sort this thing out.
– What’s wrong with it? – I make the decisions here.
– Who told you that? – If anyone has an idea, speak up!
– Whose bright idea was it? – Tell it in your own words.
– That’s news to me! – Rules are rules.
– Can I take it on trust? – Don’t make me laugh!
– How can you prove it? – Watch your language!
– What are you driving at? – You’ll do anything to get noticed.
– You are in a funny mood today. – Are there any other suggestions?
– What’s the point of discussing it? – Wake up and smell the coffee!
– Can we stop for a minute? – Don’t get smart with me.
– My pen won’t write. – You are asking for trouble!
– I’ve got a frog in my throat. – I can see right through you.
– Excuse me, I just can’t stop yawning. – Things can’t carry on like this.
– I don’t know what you see in it. – Any more pearls of wisdom?
N. Evaluate your performance in four aspects: a) grammar &
vocabulary: Was the vocabulary range wide? Was the use of
grammar accurate? b) discourse management: Were ideas
27
organized logically? Were the answers of suitable length? c)
pronunciation: Was the speech highlighted by intonation? Were
individual sounds clear? d) interactive communication: Did
speakers take turns in conversation? Was the speech fluent?
O. What is the weather like today? Listen and learn the poem of
Emily Dickinson by heart.
“The sky is low, the clouds are mean. A narrow wind complains all day
A travelling flake of snow How someone treated him
Across a barn or through a rut Nature, like us is sometimes caught
Debates if it will go. Without her diadem.”
GRAMMAR
DEFINING AND NON-DEFINING RELATIVE CLAUSES
A. Pre-reading task. Choose the relative pronoun which, what,
that, where, whose, whom, who, why. If you can omit a pronoun,
explain why.
1) What’s the name of the film ______ you’re going to see?
2) Tell me ______ you want and I’ll try to get it for you.
3) Why do you blame me for everything ____ goes wrong?
4) I met somebody _______ mother writes detective stories.
5) Is there a shop near here ______ I can buy some postcards?
6) What was the name of the person to ______ you spoke on the phone?
7) He received a low mark for his essay, _____ was only one page long.
8) The couple _____ live next to us have sixteen grandchildren.
9) I think the reason _____ we get on so well is that we both enjoy talking.
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10) I am grateful to Alan Mackie, from ______ book on the history of the
bicycle this information comes from.
B. Read the theory material about Relative clauses.
In grammar, a relative clause is a subordinate clause which specifies or
gives information about things, ideas, places, time and possessions. Relative
clauses come after a noun or pronoun and, in English, often begin with a relative
pronoun such as WHO, WHICH or THAT. When pronouns WHO, THAT,
WHICH are subjects (подлежащее) of a sentence, we cannot leave them out:
The woman who lives next door is a doctor. However, when pronouns WHO,
THAT, WHICH are objects (дополнение) of a sentence, we can leave them out:
The woman who I wanted to see was away on holiday > The woman I wanted to
see was away on holiday.
We begin relative clauses with WHEN referring to time and WHERE
referring to place: This was the place where we first met. In formal English a
phrase with preposition + WHICH is used instead: Dead zone is a place in
which nothing happens.
Interrogative pronoun WHO takes a singular verb: Who is there?
However, if the pronoun denotes more than one person or thing a plural verb is
used: Who are walking in the garden? Who have agreed to act? Subject clauses
introduced by pronouns WHO/WHAT may be followed by either a singular or
plural verb: What I say and what I think is/are my own affair.
We use the pronoun WHOSE mostly for people: A widow is a woman
whose husband is dead. It is possible to use the pronoun WHOM instead of
WHO when it is the object of the verb in the relative clause: The woman
who/whom I wanted to see was away. However, we don’t often use the pronoun
WHOM in spoken English, we prefer pronouns WHO/THAT or nothing at all.
Non-defining clause gives extra, non-essential information about
something in the main clause: My sister, who lives in Scotland, is coming to visit
me at the weekend. In this example the speaker has one sister and since this
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piece of information is not essential and can be omitted, it is marked by
commas. Relative clauses help to identify or define something in the main
clause: My sister who lives in Scotland is coming to visit me at the weekend. We
don’t know anything about speaker’s family or the number of his sisters and the
information identifying one of the sisters is quite essential. Essential information
in defining clauses cannot be omitted and is not separated by commas. We don’t
use THAT in non-defining relative clauses. We use WHO or WHICH instead:
The course, which was also started by Professor Smith, is ending next year.
We use relative clauses beginning with the relative pronoun WHOSE +
noun particularly in written English: She was taking care of a rabbit whose ears
were badly damaged in a fight with a cat. However, we generally avoid using
WHOSE to talk about something which is associated with a thing. Yet, we
sometimes use WHOSE when we talk about towns, countries or organizations:
The film was made in Botswana, whose wildlife parks are larger than those in
Kenya. After ‘all, both, each, many, most, neither, none, part, some, a number’
we use ‘OF WHICH/OF WHOSE’: Lottie was able to switch between German
and Russian, both of which she spoke fluently.
It is more natural to put the preposition at the end of the clause in less
formal contexts and in spoken English. In formal, mainly written English
WHOSE can come after preposition: I now turn to Freud, from whose work the
following quotation is taken. After the preposition we usually use WHOM rather
than WHO. In less formal English we usually put the preposition later in the
relative clause rather than at the beginning: The playground wasn’t used by
children who it was built for.
1) What is a relative clause in English grammar? Give your examples.
2) How many relative pronouns do you know? Which of them do you use most?
3) In what cases can we leave out relative pronouns? Give your examples.
4) Explain the difference in use between WHEN and IN WHICH.
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5) Can a plural verb be used after the pronoun WHO? Give your examples.
6) Do we often use the relative pronoun WHOM in spoken English?
7) Explain the difference between defining and non-defining clauses.
8) Identify defining/non-defining clauses: John wants to change his name,
which is ridiculous./Archibald wants to change his name which is ridiculous.
9) Where do we place the preposition in relative clauses?
10) Do we use WHOM or WHO after the preposition?
D. Choose the correct words in italics.
a) Agatha Christie is the writer who / whose invented Miss Marple.
b) Is this one of the DVDs that / whom you’ve already seen?
c) Mike’s the man who / whose wife writes detective novels.
d) What’s the name of the hotel which / that you visited last summer?
e) Carol’s the teacher whose / who will be taking over our class next term.
f) I prefer books that / which have a happy ending.
g) I could never live in a house that / what doesn’t have a nice garden.
h) A whale is an animal who / that breathes air but lives underwater.
i) I’m afraid it’s by an author that / whose name I can’t remember.
E. Write in the correct relative pronouns. Find two sentences (I-
VII) that have six missing commas. Explain the punctuation.
I. The nineteenth century ______ (1) was the golden age of Russian literature
produced the world-famous novelists Leo Tolstoy and Fyodor Dostoevsky, the
poet Alexander Pushkin and the playwright Anton Chekhov. II. Tolstoy’s novel
War and Peace ______ (2) was written in 1869 is often considered to be the
greatest novel of the nineteenth century. III. Russian literature continued to
flourish in the twentieth century. IV. Internationally, the two Russian novelists
who were most successful were Boris Pasternak and Vladimir Nabokov. V.
Nabokov _____ (3) spent much of his life in the United States also wrote novels
in English. VI. Pasternak was the author of Doctor Zhivago, ______ (4) was
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made into a hugely successful film in 1965. VII. He was awarded the Nobel
prize in 1958 but refused to accept it.
F. Find six relative pronouns in the text that can be left out. Say
which line of the text they are in.
1) For over a hundred years detective stories have been one of the most
2) popular forms of writing. The books that they appear in are often called
3) ‘whodunits’. In many cases the detectives in these novels are professional
4) police officers. A typical example is inspector Morse, the famous Oxford
5) detective who was created by the writer Colin Dexter.
6) But many of these characters are private detectives who help the clients who
7) they work for. Perhaps the best known is Philip Marlowe – a private detective
8) invented by the author Raymond Chandler in a novel which he wrote in 1939.
9) Of course, not all detectives in fiction are professionals, many are amateurs.
10) One of the most famous of these is Miss Marple, a character that Agatha
11) Christie invented in 1927. In more recent years, scientists and psychologists
12) have taken over the role of detectives in popular fiction. This is due to the
13) increasingly important role which science plays in modern police work. One
14) of the best-known of these ’detectives’ is Dr Kay Scarp Etta – the invention
15) of American crime writer Patricia Cornwell. Cornwell introduced Scarp
16) Etta to the world in Postmortem, a book which she published in 1990.
G. Fill the gaps of the song «The Windmills of Your Mind».
Like a circle of a sparrow, like a wheel within a wheel
Never ending or beginning on an ever-spinning reel.
Like a snowball down the mountain or a carnival balloon,
Like a carousel it’s turning running rings around the moon.
Like a clock _____ (1) sand is sweeping past the minutes of its face,
And the world is like an apple rolling silently in space,
Like the circles _____ (2) you find in the windmills of your mind.
Like a tunnel that you follow to a tunnel of its own,
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Down a hollow to a cavern ______ (3) the sun has never shone.
Like a doll that keeps revolving in a half-forgotten dream,
Or the ripples from the pebble someone tosses in a stream.
Like a clock _____ (4) hands are sweeping past the minutes of its face,
And the world is like an apple rolling silently in space,
Like the circles ______ (5) you find in the windmills of your mind.
Keys that jingle in your pocket, Words that jangle in your head.
Why did summer go so quickly? Was it something that you said?
Lovers walk along the shore and leave their footprints in the sand,
There’s the sound of distant drumming, just the fingers of your hand.
Pictures hanging in the hallway and the fragment of the sun,
Half-remembered names and faces but to ______ (6) do they belong?
When you knew ______ (7) it was over you were suddenly aware
That the autumn leaves were turning to the colour of your hair.
UNIT 9. ENGINEERING
READING
A. Pre-reading task. What is engineering? Read different sayings and
give your opinion.
o Engineering is achieving function while avoiding error.
o Engineering is the closest thing to magic that exists in the world.
o To the optimist the glass is half full. To the
pessimist the glass is half empty. To the engineer
the glass is twice as big as it needs to be.
o Art without engineering is dreaming.
Engineering without art is calculating.
o At its heart engineering is about using science to find creative practical
solutions. It is a noble profession.
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o Your family members will not consider you an engineer unless you don’t
repair any of home appliances.
o Engineering is not only study of 45 subjects but it is a moral study of
intellectual life.
and so on. Will your group mate make a good engineer? And you?
1) What do engineers do? Would you like to be an engineer? Why (not)?
2) Why do you think there are fewer female engineers today?
3) Do you think that technology is capable of anything?
4) Do you object to animals being used in experiments?
5) Do you think it will be possible to buy the perfect body?
6) Do you think technology will enable us to live forever one day?
7) Which things do you feel are dangerous engineering developments?
8) If money and time were not a problem, what large structure would you like to
design and why? Tell about size, location, purpose, materials, safety.
9) Do you agree that as machines get more and more like men, men become
more and more like machines?
10) Which is the greatest engineering achievement in household, transport,
health, entertainment, construction?
D. Read the text “Engineering and Filmmaking”.
E ngineering and filmmaking are

integrated. The two have been
34
already
from the
start, as the film industry was born from engineering accomplishments starting
day one, with the creation of the first motion picture camera. Camera
technology, then audio technology, animation, lighting, special effects rigs,
animatronics... All is engineering, for the purpose of creating films in whole or
in part.
Filmmaker and director Walt Disney took notice of this relationship
between filmmaking and engineering and tried to apply it to other areas, notably
amusement park technology. He created teams of artists and engineers who
would work together and called them "imagineers." Thanks to their creative
efforts we learned the thrill of going on hair-raising rides at amusement parks
and got acquainted with stunning three-dimensional effects.
Filmmaker and director James Cameron was trained as an engineer, and
like many major directors (including Lucas, Spielberg, Henson, Jackson,
Kubrik, and many more) his films have an intimate relationship with
engineering, both exploiting and driving the latest technologies.
Engineers are as prevalent on film sets and in studios as are actors and
artists. Walk around one of the great studios like Warner Bros. or Paramount
and you see engineering everywhere... Machine shops, warehouses of raw
supplies, blueprints, hard hats, heavy machinery, these places are playgrounds
for artists and engineers alike, and are great fun to visit. Massive electrical
plants, huge water tanks, it's an infrastructure which has as much in common
with NASA than a theatre stage. In fact, when I walk around NASA's facilities
in Florida I am struck by the similarity to both film lots and the experimental
physical infrastructure you find at some universities.
Today, with much film making requiring specialized computing,
engineers are still at the cutting edge of filmmaking, only now we have software
engineers in the mix alongside the mechanical, industrial, electric etc.
specializations. Those machine shops in the great studios are now next to data
35
centers and communication hubs. There are many different ways engineers
contribute to the filmmaking industry. Here are some exciting examples:
 Computer Software Engineers
For every computer-animated film, there is a team of engineers at work.
Developing new software, maintaining the software, and creating innovative
new tools for the design and creation of animated movies, these scientists work
in a job that strikes a balance between science and art.
 Mechanical Engineers
Props and special effects take a lot of work and creativity to make.
Robots, mechanical rigs, and set infrastructure are all used to make new worlds
and new creatures take shape. Mechanical engineers work tirelessly to create fun
sets, props and more.
 Chemical Engineers
Many action movies have incredible explosions and fires. In order to
incorporate these stunning displays of pyrotechnics, engineers are involved in
the setup to make stunts and scenes look realistic while keeping the actors and
staff safe. To become involved with the pyrotechnics of any movie, an
understanding of physics and chemistry is vital.
 Light and Sound Engineers
Operating the lighting and sound equipment found on any movie set requires
a comprehensive understanding of electronics. Without a base in how electrical
systems work, light and sound engineers wouldn’t be able to effectively operate
the equipment that collects the elaborate stories filmmakers are telling.
1) From what accomplishments the film industry was born?
2) Innumerate cinematic fields where engineering can be applied.
3) Who were Walt Disney’s ‘imagineers’? How art and engineering relate?
4) Give seven names of famous directors. Who was an engineer by training?
5) What engineering features can you see on film sets?
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6) Which engineers are at the cutting edge of filmmaking?
7) Give four examples of engineers who contribute to the filmmaking industry.
8) How does the engineering job strike a right balance between science and art?
9) What do mechanical engineers create?
10) Do you think some supporting professions (best boy, cable puller, cutter,
gaffer, grip, stage hand) have any relation to engineering?
1. lighting a. the basic structure of a system
2. warehouse b. the programs used by a computer
3. blueprint c. a large building where goods are stored
4. infrastructure d. supplying artificial light effects to a film
5. software e. a plan that shows how it is expected to work
***
6. innovative f. a portable object or costume used on the set
7. props g. featuring new methods; advanced and original
8. explosion h. the art of making or displaying fireworks
9. pyrotechnics i. including nearly all aspects of something
10. comprehensive j. a sudden, violent burst of energy
G. Complete the following sentences using words from exercise F.
a) Angie has been ______ outmaneuvered by Brad, who seems to be the more
stable, responsible and hands-on parent.
b) Depp often liked to describe his Jack Sparrow as so odd, so _____ , that the
studio executives often get nervous.
c) Cowboy brawls must be staged with breakaway furniture and most stage
_____ are supposed to break apart easily.
d) The screensaver program running on a monitor is nothing more than ______
instructions firing in binary code through a micro-processor.
37
e) Reviews of Arnold’s films complained less about his acting or his speech and
concentrated on the quality and quantity of ______ and weapons.
f) The _______ , from hotels to transport, is old and decrepit.
g) His writing contains more ______ energy, more colour and action.
h) Scorsese emulates Francois Truffaut’s style, using still images, jump cutting,
moving camera, animation and _____ effects to dazzling effect.
i) Kubrick’s images are indelibly imprinted on the pop-cultural unconscious
like the creepy mannequin _______ of Killer’s Kiss.
j) The documents contain a ______ for a nuclear device.
H. Find and translate the underlined expressions from the text. Then
find one incorrect collocation in every set.
born free / over a lucky star / of obsession / criminal / loser
apply for other areas / for the job / oneself / varnish to smth.
trained as an engineer / seals / eye / nurse / user / personal
prevalent in society / at film sets / among younger women
relationship with smb. / within people / by marriage / manager
much in common / will have more / worth / of a muchness
similarity to smb. / law / for appearance / or dissimilarity
cutting edge / knife / teeth / nippers / a long story short / angel
contribute for charity / food for the victims / a million / greatly
involved story / at a situation / up to one’s neck / with smb.
I. Take expressions from exercise H and use them in these sentences:
1) They named her Angelina after Marche’s Quebec-____ grandmother, Marie-
Louise Angelina.
2) A _____ psychologist would be interested, but Depp’s responses do not tell
us much about what has driven him to so many extremes throughout his life.
3) It is almost as if De Niro is working as a historian, ______ his extensive
research to his particular film medium.
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4) This leads him to understand one of the ______ forms of pastiche, the
“nostalgia film”.
5) The movie is an oddball attempt to be self-conscious about the ______
between movies and reality.
6) Scorsese points out the ______ to racist Ethan Edwards’ search for his
‘soiled’ niece in The Searchers.
7) Culturally, they have much in ______ with their neighbours just across the
border.
8) Brad was present throughout, ______ the umbilical cord as baby Shiloh
Nouvel Jolie-Pitt, who weighed in at seven pounds, made a safe arrival.
9) In 1991 Schwarzenegger ______ himself in yet another effort to provide
guidance and training to America’s youth.
10) The story is slow and lacks drama, and the camerawork, dialogue, and
directing ______ little to the story.
J. Look at groups of six words below. In each case the words are all
parts of an everyday object. Decide which an object is.
a) dial receiver cradle hook cord mouthpiece
b) frame bell pedals chain valve handlebars
c) lens shutter flash meter zoom viewfinder
d) knob aerial screen switch remote set-top box
e) hands winder face strap stones wheel
f) keys ribbon golf ball space bar bell shift key
g) neck top cork label sediment opener
h) wing tail nose fuselage aileron cockpit
i) boot clutch gears break ignition windscreen
j) lid handle spout brim whistle trivet
K. Engineers know that size, strength and capacity of things can be
measured in many different ways. Complete the following
sentences with an appropriate word or phrase of measurement.
39
1) Jim bought himself a new 750 _____ Ford.
2) Our old Dodge Ram van has a maximum _____ of just over 60 _____ .
3) Granny really needs another 100-______ bulb for the kitchen.
4) It’s below 20 _____ Celsius today. It’s really freezing cold.
5) The yacht was travelling at an average speed of 27 _____ .
6) The recent earthquake gave a reading of point 6 on the Richter _____ .
7) Hong Kong has the highest ______ of population.
8) The tower of Pisa leans at an ______ of several degrees to the vertical.
9) Parts of the Pacific are known to be well over 30,000 feet in _____ .
10) Military rank can be indicated by the number of _____ on one’s sleeve.
L. Engineers know chemical elements well. Even if chemistry lessons
are a thing of the distant past for you, see if you can say which
elements, metals and gases these symbols stand for. Each one has a
simple clue beside it to help you.
1. Ag a twenty-fifth wedding anniversary s….r
2. Au an olympic winner g..d
3. Al light to carry and silvery to look at a......m
4. U named after a seventh planet u……m
5. Ca think of your teeth c…..m
6. S think of matches s…..r
7. CO breathe out c….n d…..e
8. Fe the most widely used metal of all f….m
9. Pt describes a particular type of blond hair p……m
10. H think of the bomb h……n
11. P gives out light in the dark p……..s
12. Ni an American coin n….l
13. O life-supporting o….n
14. N 80% of the air n……n
15. Cu maybe the first metal used by man c….r
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M.Engineers are keen on instruments and gadgets that measure
things for us. Give their names if you can. What is it that tells you:
a) how fast you’re driving in a car?
b) which way you’re travelling in the desert?
c) how much electricity you’ve used this month?
41
d) how long you run the hundred metres?
e) about the atmospheric pressure?
f) how many degrees there are in an angle?
g) how much air you need to pump into your tyres?
h) what your or atmospheric temperature is?
i) how heavy you are or how much weight you should lose?
j) how many centimeters you are round the waist?
N. Engineers are good with figures. What about you? Complete the
table and pronounce these numerals:
Percentages Fractions Decimals

1 150% ______ (1) 1.5
2 75% 3/4 ______ (2)
3 ______ (3) 1/2 0.5
4 33.3% ______ (4) 0.33
5 25% 1/4 ______ (5)
6 ______ (6) 1/5 0.2
7 12 1/2% 1/8 ______ (7)
8 10% ______ (8) 0.1
O. Translate the text «Technology Rage».

Удивительно, но технологии стали одновременно нашим союзником
и «козлом отпущения». Бытовая жестокость по отношению к
персональным компьютерам стала предметом многочисленных ироничных
шуток. Причем шутки эти у непрофессионалов окрашены ноткой отчаяния,
а у компьютерных профи носят оттенок возмущения по адресу
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некомпетентных любителей. (both ally and scapegoat, daily hostility, note of
desperation, computer nerd, shade of indignation, towards inept amateurs)
Большинство из нас может припомнить пару ужасных историй о
компьютерном вандализме. Поломанные компьютерные мыши, разбитые
вдребезги мониторы и получившие вмятины системные блоки – все это
побочные эффекты недовольcтва пользователей. Этому явлению дали имя
«технологическая ярость». Объяснением ему – банальный страх
неизвестного и страх показаться глупцом. (horror story, abusive act towards
PC, broken mice, shattered monitors, kicked-in central processing unit (CPU),
by-product, technology rage, trivial fear of the unknown)
Естественно, что люди, которые только приступают к овладению
компьютерной грамотностью, испытывают неловкость и страх. Именно эта
аура незнакомого и пугающего легко способна ретранслировать страх в
гнев. (computer literacy, feel intimidated, foreign and intimidating aura,
translate fear into anger)
Оправданны ли эти амбивалентные отношения человека с его
электронного слуги? Отчасти да, потому, что компьютерные обновления
занимают неоправданно много времени, лишают нас привычного
интерфейса и зачастую предлагают нам не такие уж жизненно важные
функции и возможности. В итоге мы имеем превышение бюджета и
полный хаос на рабочем столе. (love-hate relationship, be justified, updates
take unreasonably long time, deprive of, familiar interface, offer ‘not-so-crucial’
features, run over-budget, chaos on the desktop)
В такой ситуации достаточного одного логического шага, чтобы
обвинить во всем компьютерщиков, обслуживающих оборудование.
Многим эти парни представляются как высшие божества, хранящие секрет
огня от простых смертных. Технари, в свою очередь, сопротивляются,
сравнивая пользователей с «человеческим программным обеспечением»,
которое невосприимчиво к новому и страдает технофобией. (one mental
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hop, IT people, servicing hard- and software, superiour gods, earthly mortals,
fight back, wetware, resistant to change, suffer from technophobia)
Обучение чему-то замысловатому требует огромной концентрации
внимания, а неспециалисты часто не желают потратить на это время.
Неудивительно, что взаимные обвинения подогревают недовольство
технологиями и отправляют клавиатуры «в полет». А ваш компьютер
добавил бы вас в друзья? (laymen, invest time and effort, something
complicated, demand tremendous amount of focus, mutual charges, fuel
irritation, set the keyboards flying, add to the friends list)
GRAMMAR
THE PASSIVE. THE ARTICLE
A. Pre-reading task. Choose the correct verb form. Identify their
Voice and tense forms. What’s the difference between them?
1) The information _______ (give) to the police.
2) I _______ (offer) the job, but I refused it.
3) You ______ (give) plenty of time to decide.
4) Have you heard? The concert _______ (cancel).
5) The liquid _______ (heat) to 60 degrees and then _______ (filter).
6) He was a mystery man. Very little _______ (know) about him.
7) The car is three years old but _______ (use) very much.
8) There’s somebody walking behind us. I think we ______ (follow).
9) The vegetables didn’t taste very good. They _________ (cook) too long.
10) The new computer system _______ (install) next month.
B. Read the theory material about the Passive Voice.
There are different ways to speak about an action. We could say: Jane
froze a lot of peas from the garden. If we are not interested in who froze them,
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we could say: A lot of peas were frozen. The Passive Voice is formed using ‘be’
and the Past Participle of a verb: are/is+V3 (-ed). The subject of a passive clause
does not perform the action expressed by the verb but is affected by it. Verbs
which do not take an object (intransitive) do not have passive forms: She was
fainted*. Moreover, in English there are several hundred ergative verbs (fuse,
boil) which are used intransitively, that is without the original performer being
mentioned: Suddenly the door opened. The porridge is boiling. The aircraft’s
taxiing pace had slowed.
There are six Voices in English. Besides the Active and the Passive Voice
there are other voices that embrace a very limited number of verbs: reflexive
voice: She even reads his letters to herself; reciprocal voice: Teenagers and
parents rarely agree with each other; medial voice: The cotton washes well,
The book sells well; causative: The teacher made me read the book.
The Passive Voice is used:
1. When the agent is not known/not important: My handbag has been stolen.
2. In historical passive: The bridge was built in the 19th century.
3. In scientific passive to say how things are made: Paper is made from wood.
4. To describe unexpected events with ‘got’: He got hit by a car.
5. In service passive constructions: He had a tooth taken out.
We use ‘get’ instead of ‘be’ in informal English to say that something
happened suddenly to someone or that an action is more forceful or more
important: My car got stolen at the weekend. I’m disappointed. I didn’t get
picked for the team again. We use ‘have something done’ to say that we arrange
for somebody else to do something for us (the have blood pressure checked; to
have one’s hair cut; to have a car serviced; to have trousers ironed). In this
construction the Past Participle of the meaningful verb goes after the object: I'll
have the letters posted. I had my watch repaired.
Choosing the passive often allows us to put a comment on the topic not at
the end, but at the beginning of a sentence: All the equipment was
45
manufactured by the Boron Group in Germany. Using passives allows us to put
long subjects at the end of a sentence, which is more natural: I was surprised by
Don’s decision to give up his job and move to Sydney.
THE ARTICLE
Articles identify exactly what or who the noun refers to. The behaviour of
English articles is as complex as opening a can of worms, they usually say.
There are three questions which might help define which article to use:
1. Are you introducing a person, thing, idea for the first time? Do you want to
indicate what category someone belongs to or what job or role someone has?
The idea of NOVELTY is rendered by indefinite article ‘a/an’: A girl was
standing on the opposite side. He’s a liar!
2. Are you talking about abstract idea, a whole class of things? Are you
referring to something generally? The SHIFT IN MEANING is rendered by
‘zero article’ Ø: They say red wine is good for your heart. Computers are
getting cheaper and cheaper.
3. Are you talking about a specific individual member of a group? Are you
referring to something that you have already mentioned? Is it obvious which
thing, idea, person you are referring to? The idea of THINGNESS is rendered
by definite article ‘the’: Did you lock the front door?
1) Is there the only one way to speak about an action?
2) How do we form the Passive voice? Give your examples.
3) Does the subject of the passive clause perform the action?
4) Which verbs do not have passive forms? Can you give an example?
5) What do you know about ergative verbs? Exemplify your point.
6) How many voices are there in English? Give your examples.
7) In what cases do we use the Passive Voice?
8) Can we use ‘get’ instead of ‘be’ in the Passive Voice? What for?
9) What is the main advantage of choosing the Passive Voice?
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10) Is the Passive Voice extensively used in the Russian language?
D. Use verbs in brackets in necessary tense and Passive Voice form.
Take a look around the room. How many people are wearing Nike?
Millions of items of Nike sportswear _______ (sell) (1) every year and the
company is now the world’s biggest sportswear manufacturer. The company,
whose name _____ (pronounce) (2) [ˈnʌɪki], has come a long way from its small
origins in the US state of Oregon. The company _____ (name) (3) after the
Greek goddess of victory and made its first shoes back in the 1970s. Nowadays
Nike ______ (know) (4) for its clever advertising campaigns using the world’s
best-known sportsmen and women. In the 80s and 90s basketball legend
Michael Jordan made a series of adverts for the company and in 1997 gold star
Tiger Woods _____ (pay) (5) $40m to star in another series of adverts. A sign of
the company’s fame is that the word does not appear on the company’s products.
The famous Nike ‘tick’ _____ (recognize) (6) all over the world. It ____ (create)
(7) by designer who received just $35 for the idea.
E. Read the news report. Choose the correct words in italics.
And the news headlines again. At the Ford car plant negotiations have
broken down again and it was thought/is thought (1) that the strike will begin
tomorrow. New evidence has come to light concerning the death of the President
Rodriguez last month. It is now believed/is our belief (2) that the President has
been murdered/was murdered (3) although it is not clear by whom. Peter
Mindelton, the minister for Administrative Affairs has resigned. The Prime
Minister accepted his letter of resignation yesterday. It was known/is known (4)
that the minister had accepted bribes. After the military coup last week there are
rumors concerning the exact location of king Gustavo. It was understood/is
understood (5) that he has left the country and he was thought/is thought (6) to
be hiding in a neighboring state. And finally there are signs that the marriage
between the Hollywood actors Bob and Harriet Plackton is finally over. In fact it
47
is being said/has been said (7) that the couple have secretly divorced although
this rumor must not yet/cannot yet (8) be confirmed.
F. Complete the conversation with ‘the’, ‘a’ or ‘zero article Ø’.
Officer McClain: __ (1) doors and windows were all locked, they obviously had
__ (2) key.
Officer Jones: Yes, I think we can be sure of that.
Officer McClain: I wonder though why they didn’t take anything from __ (3)
living-room.
Officer Jones: Everything is in __ (4) mess and yet nothing is missing here: __
(5) TV set, __ (6) DVD player, __ (7) stereo – they’re all here!
Officer McClain: And even __ (8) silverware which would’ve been easy to steal
is untouched.
Officer Jones: Well, we haven’t looked at __ (9) bedrooms yet. Perhaps they
found what they were looking for in one of __ (10) bedrooms?
Officer McClain: But __ (11) owner said no ___ (12) cash or ___ (13) jewellery
has been taken. And there isn’t anything else that is valuable in __ (14) house.
Officer Jones: But what about __ (15) children’s rooms? Maybe there was
something there that the burglar was interested in?
Officer McClain: Perhaps, though I can’t imagine what it might be.
Officer Jones: And it doesn’t look like anyone interrupted them. They must
have been here at least __ (16) hour. They had all __ (17) time in __ (18) world
to take whatever they wanted and run.
G. Complete the song of Etta James «The Love You Save Tonight».
I’m talking to all the lovers in the house tonight. Now, listen, you know, I want
you to find out what’s wrong and get it right. Or you should leave love alone
because love you save, it might be your own.
People, I ______ (mislead) (1) and I ______ (be afraid) (2),
I ______ (hit) (3) in the head, oh, and left for dead,
I ______ (abuse) (4), oh, and I ______ (accuse) (5).
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I _____(refuse) (6) a piece of bread.
But I’ve never in my life before seen so many love-affairs go wrong as I do
today. I want you to stop, find out what’s wrong, get it right or leave love alone
Because love you saved today may very well be your own.
I ______ (push) (7) around, oh, yaeh, I _______ (lose and find) (8),
Given till sundown to get out of town.
I ______ (take) (9) outside, oh, and I ______ (brutalize) (10),
I had to always be the one to smile and apologise.
But I’ve never in my life before seen so many love-affairs go wrong as I do
today. I want you to stop, find out what’s wrong, get it right or leave love alone
Because love you saved today may very well be your own.
UNIT 10. TRENDS

READING
A. Pre-reading task. What is a trend? Read different sayings and give
your opinion.
 Trendy is the last stage before tacky.
 Fashion is a trend, style is within a person.
 Honesty is the best policy, even when it’s not the trend.
 Things get much easier if one jumps on the
bandwagon of existing trends.
 A wacky, trendy outfit on a guy over 40
indicates he’s got big issues.
 Classics never make a comeback. They wait
for that perfect moment to take the spotlight from overdone, tired trends.
 How come I don’t follow trends? I’ve got my own vision.
 Don’t be into trends. Don’t make fashion own you.
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and so on. Will your group mate be a trendsetter? And you?
1) Which are current trends in your country? Think about environment, health,
retiring, entertainment and marriage habits.
2) Which sites, channels or newspapers are the first to notice new trends?
3) Are there new trends you not going to be influenced by? Why?
4) How do you personally discover which trends are becoming popular?
5) Do you agree that every form of addiction, alcohol or idealism, is bad?
6) What makes trends start? What people are trendsetters? Do you know any?
7) Who decides what is in/out? Why is it green one year and blue the next?
8) Do you try to have the same lifestyle and possessions as your neighbours?
9) What is the retirement age in your country? Who is the oldest working
person in your family? Would you like to live to 100?
10) Do you think with growing popularity of fast food, convenience food and
junk food we are losing forever the art of fine cooking?
D. Read the text «Where Do Movie Trends Come From?»
N obody knows exactly

happen or how they
People perceive them to be as
why they
occur.
changeable as the weather. But what we

can definitely observe, is how certain
trends quickly gain traction.
Filmmakers know that. So new trends are
adopted rapidly to satisfy the desires of the audience. But how will the process
50
of film production change through new trends and innovations? These are the
most important film trends.
 Teal and Orange Color Grading
Have you ever noticed this major new Hollywood trend already? Movie
makers limit the range of colors to orange and blue. In specialist jargon this
color scheme is called “orange and teal” or “amber and teal”. Remember in
preschool, when our teachers taught us about “complementary” colors? These
“opposite” color pairs produce a greater contrast when paired together. Film
producers recognized this opportunity when making movies and noticed that
color grading had a noticeable effect on the audience.
 Drone Cinematography
You’ve probably seen tons of videos filmed with the help of drones. One
can imagine a drone as kind of robot controlled by human beings. But how is
this technology compatible with filmmaking? Creatives simply attached cameras
to their drones. This idea opened up the possibility to film in areas where they
did not even have to be present. Drone cinematography is a wonderful way to
show the world from new angles.
 Time Lapse Cinematography
This is a technique used to show motion at a very accelerated rate. You
can observe a naturally slow process like the sunrise, cloud-pattern development
or the blossoming of flowers at an exponentially quicker pace.
 Shorter, please!
We are all fast drivers on the information superhighway, aka “The
Internet”. You share everything you like and would like others to see. But, you
need to keep in mind that the attention span of the common audience is short.
Viewers want videos to be brief, yet feature the same high-quality content that
attracts them to videos in the first place.
 Mocap – Tracking Physical Activity
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Broken down, motion capturing (mocap) is the practice of recording the
movement of objects or people. When utilizing mocap, producers want to
illuminate the complex motion of the performer’s whole appearance and transfer
it to an animated character.
 Virtual Reality Filmmaking
You hear a lot about virtual reality, but what’s behind it all? Basically, it
is a technology that replicates an environment – real or imagined – in which the
user finds him/herself and then has the ability to interact with it. It is also called
computer-simulated reality. Virtual reality gives rise to a sensory experience.
This can include a sight of 360 degrees, touching, hearing and smelling.
1) Do you have an idea how movie trends start?
2) Are international movie trends adopted rapidly in your country?
3) What colors do movie makers limit the range of colors to?
4) How is the “orange and blue” color scheme called in specialist jargon?
5) Give examples of scenes shot with the help of drones.
6) Why is Time Lapse Cinematography interesting for filmmakers?
7) Does the Internet have a strong influence on viewers’ preferences?
8) How is motion capturing used in the modern film-making?
9) What technology replicates an environment?
10) What does virtual reality give rise to?
are they? Match them with corresponding antonyms:
1. innovation a. to get support for the proposal
2. jargon b. the introduction of new ideas or methods
3. changeable c. different but making a good combination
4. gain traction d. irregular; inconstant
5. complementary e. special words used by a particular profession
***
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6. compatible f. easily seen or noticed; clear or apparent
7. noticeable g. able to exist together without conflict
8. sensory h. to shine light on smth. to make more visible
9. illuminate i. transmitted or perceived by the senses
10. accelerated j. increase in amount, extent or speed rate
1) He is aware of the latest ______ in computer technology.
2) The color of fall is around us, reminding us of the _____ nature of all things.
3) Avoid _____ , emotional language and charity-speak.
4) It has expanded its partner network to _____ in new markets overseas and
has a presence in more than 40 countries.
5) ______ technical expertise and shared values are core to a successful
relationship.
6) The visitors will be the protagonists of the different ecosystem settings in a
______ experience resulting from the realism of the exhibition recreated with
sounds, birdcalls, humidity and even fog.
7) The improvement process needed to be ______ .
8) The black sky was _____ by forked lightning.
9) There has been a _____ improvement in his film directing.
10) These measures do not appear to be ______ with the objective of
achieving a better balance between the various forms of transport.
H. Take a look at underlined words in the text. What meaning do
they carry? Choose the most suitable variant corresponding the
original text meaning:
1. People perceive them to be as changeable as the weather. Nevertheless /
Besides / On the contrary what we can observe, is how trends gain traction.
2. Filmmakers know that. Furthermore / Consequently / Even though new trends
are adopted rapidly.
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3. But how will the process of film production change in the same way as / by
means of / in spite of new trends and innovations?
4. Film producers recognized this opportunity before / since / during making
movies.
5.You’ve probably seen tons of videos filmed instead of / with the purpose of /
thanks to drones.
6. One can imagine a drone as kind of robot. Finally / Yet / Moreover how is this
technology compatible with filmmaking?
7. You can observe a naturally slow process such as / during / after the sunrise
at an exponentially quicker pace.
8. Viewers want videos to be brief, therefore / and at the same time / in the
same way feature the same high-quality content.
9. While / Apart from / Before utilizing mocap, producers want to illuminate the
complex motion.
10. As a matter of fact / Alternatively / Obviously, it is a technology that
replicates an environment.
I. Classroom Activity: Four Corners Debate. In small groups choose
a film industry invention and ask your group mates’ reaction
according to one of four categories: “strongly agree”, “agree”,
“disagree” and “strongly disagree”. Those who disagree most must
present their invention.
 Teenagers should be obliged to shoot shorts for school graduation exams.
 A message of the film is a matter of taste and must not be discussed.
 Documentaries should be shown for free in all movie theatres.
 Actresses shouldn’t have equal education as actors.
 A country gets the movie industry it deserves.
 All studios should be owned by the state.
 Actors work better if they are paid less.
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J. A word by which a person or thing is known is his or her name. Do
you have a trendy name or nickname? Who gave it to you? Choose
names from the list below and match them with the corresponding
sentences.
a) Claudia, Cornelia, Octavia f) Tonya, Misha, Boris, Sasha
b) Dakota, Montana, Georgia g) Ed, Arnie, Bob, Peggie
c) Fire Thunder, Little Coyote h) AnnMarie, AnnaLisa, MaryJane
d) Mario, Jose, Tabitha, Laila i) Thermas, Luvit, Evol, Essence
e) Solomon, Malaika, Latisha j) JFK
1. African Americans prefer biblical names like _____ and neologisms: _____ .
2. Anglo-Saxon names usually take form of pet names _____ .
3. Fancy names like ______ were very popular among Native Americans.
4. Grandmothers of French origin tend to give noble binominals ______ .
5. In ancient Rome girls ________ were named after their fathers.
6. In the 1990s Russian names like _____ were trendy with the middle classes.
7 John Fitzgerald Kennedy, 35th President of the US is known as ______ .
8. Latin American onomastics is quite traditional: ______ .
9. Quite often American citizens name their kids after the US States _____ .
10. Some up-to-date parents indulge in risky word coinage: _____ .
K. Take a look at the list of names below and try to give full variants.
Sign ♂ denotes a male name, sign ♀ is a female one.
♂ ________ (Sandy) ♀ ________ (Tina) ♀ _______ (Becky)
♀ ________ (Elsie) ♀ ________ (Dolly) ♂ _______ (Dick)
♀ ________ (Nancy) ♂ ________ (Jim) ♂ _______ (Robin)
♀ ________ (Bab) ♂ ________ (Jack) ♀ ____ (Sadie, Sally)
♀ ________ (Biddy) ♀ ________ (Judy) ♂ _______ (Teddy)
♀ ________ (Carrie) ♀ ________ (Lolly) ♀ _______ (Terry)
♀ ________ (Lottie) ♀ ________ (Peggy)
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L. There is a modern trend to use the language carefully so that you
do not insult anyone. Do you think this trend will catch on?
Substitute italicized expressions with the correct word (bachelor,
blind, fat, handicapped, illiterate, lazy, poor, retarded, thieves,
wife):
a) The defendant is too economically disadvantaged to afford a lawyer.
b) Society should care for the needs of differently abled children.
c) Edison was accused of being mentally challenged and expelled from school.
d) A seeing-eye dog is trained to lead a visually impaired person.
e) Instantly, the nutritionally challenged woman in the front seat was asleep.
f) Motivationally dispossessed and incompetent students let the class down.
g) He always denied the fact that his parents were alternatively schooled.
h) He was the most eligible single man in the college.
i) He’s been feeling very down since his non-paid domestic worker went away.
j) The non-traditional shoppers snatched the camera and ran away.
M.Translate the text about trendy modern addictions:
Хотя слово «пристрастившийся» в наши дни вызывает ассоциации с
алкоголем, современность дарит нам новые типы пристрастий. Навязчивые
поведенческие пристрастия отличаются от химических. Люди с
презрением относятся к курящим и алкоголикам, но, в тоже время, сами
проводят по три часа на форумах, в шопинг-центрах, кондитерских, казино
и соляриях. (addict, call to mind, new breed, compulsive behavioral addiction,
substance dependence, to look down on smb, chat room, sun bed)
В наши суматошные дни люди обращаются к успокаивающим
привычкам, чтобы хотя бы временно избежать стресса и одиночества. Это
может повлечь за собой зависимость, какой бы безобидной не казалась нам
привычка. Все потому, что невинные пристрастия с таким же успехом
могут разрушить нашу жизнь и привести к одержимости, долгам и разрыву
отношений. (stressful fast-paced life, comforting habits, temporarily,
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loneliness, lead into dependency, seem harmless, potential of wrecking our lives,
lead to obsession, debt, relation breakdown)
Потрясающие сайты с массой полезных советов и обратной связью
заманчиво привлекательны. Молодые люди не проводят и дня без того,
чтобы не поболтать с новыми друзьями в сети интернет. День вне её и вот
они уже раздражены и напряжены. Сетевые друзья кажутся более
реальными и готовыми прийти на помощь, чем родные, хотя это
самообман. (amazing sites, lively feedback, online friends, cross their mind, be
addictive, edgy and tense, real and supportive, self-deception)
Навязчивая страсть к дизайнерской одежде заходит так далеко, что
девушки бегут в бутики даже в обеденный перерыв, причем аксессуары
так и остаются на вешалке в шкафу. И все это происходит от недостатка
реального общения. Самый яркий пример – пристрастие к альтруизму,
редкая форма поведенческого расстройства у тех, кто помогает в надежде
на похвалу. А вы ничего за собой не подмечали? (get out of hand,
compulsive spending, items remain unused, heavy debts, altruistic disorder)
N. Pre-debate reading. Read the story of a «Candlelight Couple».
Did you know that in the UK there is an elderly «Candlelight Couple»
who lived all their life without electricity? Ron and Marge Payne, aged 74 and
72, brought up their family in their farmhouse without any modern appliances.
Mrs Payne said that she does not feel that she has missed much by not having
electricity. ‘It would have been nice to have been able to do the ironing or to
have a vacuum cleaner instead of having to sweep the floor, but we got by,’ she
said. The couple have mostly lived off the land, growing vegetables in the
garden. Without a fridge or freezer in the three-bedroom house, milk is delivered
every other day and fresh meat is bought as needed. Water comes directly from
a well. Mrs Payne used to wash clothes by hand. She believes that not having
electricity may have been a good thing for her children while they were growing
up. They played together and used to make up games or read books. Neither of
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them had ever been seriously ill and they all rarely got a cough or cold – it was a
very healthy way to live.
O. Debate. Would you be able to life without modern conveniences?
Do you agree that people who grew up without electricity are
healthier and cleverer? Discuss the questions in pairs using role-
and mission tips. Give your solution with reasons for or against it.
Then evaluate your debate using the next task.
Role: “Live Wire” Role: “Highbrow”
(an energetic, curious and risky (a thorough, focused and scrupulous
resource investigator who states procrastinator who must have
what he/she thinks directly) the last word in a discussion)
Mission: everything for a thrill! Mission: exactness above all.
– OK, people, let’s get things rolling! – Let’s clear up a couple of points.
– Come on, make up your mind. – Let’s discuss everything in detail.
– Shape up or ship out. – Let me refresh your memory.
– Keep it simple. – Let’s speak like rational humans.
– Come down to earth! – That’s a tricky problem.
– I get the picture. – There’s a world of difference.
– That’s cool! – The answer is yes and no.
– Wow! Sounds great! – You opened a can of worms here.
– It’s quite something. – We are back where we started.
– That’s the idea! – Can you be a bit more precise?
– Give me five! – Words have multiple meanings.
– Now you are talking! – It’s unrealistic.
– Oh, come on! – You’re twisting the facts.
– Nothing of the kind! – You oversimplify the problem.
– You are kidding me! – It’s as clear as 2 and 2 make 4.
– I’m fed up with it! – You are sadly mistaken.
– That’s the limit! – You contradict yourself.
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– Oh, very big deal! – Nothing is further from the truth.
P. Evaluate your performance in four aspects: a) grammar &
Q. Listen and learn the poem of Emily Dickinson by heart.
“The Heart asks Pleasure first And then to go to sleep
And then Excuse from Pain And then if it should be
And then those little Anodynes The will of its Inquisitor
That deaden suffering. The privilege to die.”
GRAMMAR
EXPRESSIONS OF QUANTITY;
INFINITIVES WITH –ING FORMS
A. Pre-reading task. Choose the correct tense form. What’s the
difference between them?
1) I wouldn’t dare tell / to tell him.
2) You must watch the chef make / making a dish from beginning to end.
3) ‘This phone doesn’t work.’ ‘Try to turn / turning it on!’
4) Have you enjoyed take / taking part in this cookery class?
5) It all happened so fast – I saw the car burst / bursting into flames.
6) We need to change our routine. We can’t go on living / to live like this.
7) I’ve given up to try / trying to lose weight – it’s impossible.
8) Suddenly everybody stopped talking / to talk. There was silence.
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9) Karl noticed someone watch / watching him from an upstairs window.
10) Our neighbour threatened to call / calling the police if we didn’t stop the
noise.
B. Read the theory material about Infinitives and -ing forms:
Non-finite (неличные) verb forms are not limited by tense, person, or
number. In English there are 4 non-finite forms: the Infinitive (to take), the
Gerund (taking), Participle I (taking) and Participle II (taken). Both Gerund and
Participle I are also called -Ing forms.
Gerunds are special because these are verb forms which function as
nouns. Gerunds can be used with sporting or leisure activities (angling,
blackberrying, shoplifting, sightseeing, window-shopping, yachting): They are
going skiing.
The main difference between the Infinitive and the Participle I is that the
Infinitive emphasizes the fact of an action being completed: I watched him
climb through the window, and then called the police. Participle I signifies an
incomplete process, i.e. observed not from start to finish: I saw the car stopping.
The basic rule concerning -Ing verb forms is that when we use two verbs
together, the second verb is always in the -Ing form. We can innumerate verbs,
preceding -Ing forms because they have special meanings:
-Ing forms of the verb are used:
1. after verbs of (dis-)likes (like, love, hate, can’t stand, (not) mind, prefer): I
enjoy not doing anything sometimes.
2. after verbs expressing ideas and opinions (admit, consider, imagine,
recommend, suggest): He suggested paying by credit card.
3. after verbs of beginning, continuing or ending (begin, continue, delay, give
up, start, stop, finish, keep on, practice): I spent two hours preparing this
meal.
4. after some other verbs (avoid, can’t help, deny, involve, mention, miss, risk):
You can’t risk losing your job over a silly argument.
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5. after verbs with adverbs or prepositions (look forward to, think of): I’m
looking forward to seeing you again.
There is a difference in the way we use the verb ‘try’. We say: I tried to
move the table, but it was too heavy to describe an attempt or an effort. But
when we do something as an experiment or test, we use ‘try+-Ing’: I tried
moving the table to the other side of the room but changed my mind.
There is a difference in the way we use verbs ‘love, like, hate’. I like to do
the dishes means that I think it is a good thing to do, but I don’t necessarily
enjoy it. I like doing yoga means that I enjoy it.
There is a difference in the way we use verbs ‘remember’ and ‘regret’. If
we ‘remember doing something’ we did it in the past: I remember promising
that I would try; She did not regret accepting his offer, but if we ‘remember to
do something’ we do it now: She must remember to get the wood under cover; I
regret to say rents went up.
There is a difference in the way we use verbs ‘make’ and ‘let’. Usually
they have the structure ‘verb + object + Infinitive’: Hot weather makes me feel
tired. The passive is ‘to be made to do smth.’: We were made to wait an hour.
There is a difference between negative Infinitive forms: We decided not
to go to Paris after all. But: The people didn’t decide to go to war, it was their
political leaders.
The so-called SPLIT INFINITIVE is used to give special emphasis on the
verb: She doesn’t want to even see me.
The so-called PERFECT INFINITIVE is used to show that there is a gap
between the certain action and the resulting state: She is proud to have grown
such a son.
The so-called BARE INFINITIVE is used with modal verbs: You needn’t
worry; with verbs of sense perception: I felt somebody touch me; with verbs of
inducement ‘let, make’: Let me help you; with ‘but’ phrases: Did you do
anything but ask questions?; with ‘Why not’ questions: Why not begin now?
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After the verb ‘help’ the bare infinitive typically is used: She helped find
it. It’s because ‘help’ can take two objects: Can you help me to move this table?
1) How many non-finite verb forms do you know? Which are called -Ing forms?
2) Why Gerunds are special? Give your examples of Gerunds.
3) Explain the main difference between the Infinitive and the Participle I.
4) Innumerate five cases when -Ing verb forms are typically used.
5) What is the difference in the way we use the verb ‘try’? Give your example.
6) Is there a difference in the way we use verbs ‘love, like, hate’?
7) Can you tell a difference in the way we use verbs ‘remember’ and ‘regret’?
8) What difference is there in the way we use verbs ‘make’ and ‘let’?
9) Give your examples of the difference between negative Infinitive forms.
10) Speak about Infinitive and its special uses that you know of.
D. Complete the sentences using the -Ing form of the verbs in
brackets. Use the perfect or passive form of them in some cases.
1. Did your secretary mentioned _____ (send) the package to me?
2. We’re really looking forward to _____ (have) two weeks off work in the
summer.
3. I don’t mind ____ (not watch) Spotlight if you want to see that film on Film 4.
4. _____ (spend) too much time on their own often makes people depressed.
5. I can’t imagine _______ (offer) a job like that.
6. The students admitted ______ (copy) their essays from the Internet.
7. I hate _____ (work) here. I can’t stand _____ (be told) what to do all the time.
E. Use -Ing verbs to complete the conversation (try, tell, canoe,
play, not be, make, go, do, camp, call):
Josh: I’ve got some information about that new club. Listen, it says: ‘For young
people who love ______ (1) new things and who enjoy _______ (2) new friends.
We offer a lot of activities, so if you like ______ (3) team sports and ______ (4)
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martial arts like judo and karate, this is the club for you. In the summer, we also
expect to go ______ (5) and _____ (6).’
Noel: Oh, Ok. That sounds good. I love all of those things.
Josh: Me too. I really missed ____ (7) to the sports centre since it closed down.
Noel: Yes. Well, at least we’ve still got the bowling alley – can you imagine
______ (8) to go there with everyone on a Saturday evening?
Josh: No, I can’t. It would be awful. This new place opens next week. What do
you think about ______ (9) the others and ______ (10) them about it?
Noel: Yes! Let’s do that!
F. Make sentences with different sounds (screech, bang, hoot,
crash, click, splash, buzz, slurp, snore, rattle, tick, crunch,
creek, hum, tap, slam, sniff, roar, drip, hiss):
1. I heard the kitchen door ______ in the draught.
2. She heard a bee _____ between window panes.
3. A thief overheard the clock _____ in the still of the night.
4. We heard granny’s car _____ in the garage door.
5. At midnight I perceived the door ______ on unoiled hinges.
6. Tutors often hear students ______ apples and crisps loudly.
7. Prisoner listened to the tap _____ day in day out.
8. From the living-room he discerned the teakettle _____ on the stove.
9. I heard a car horn _____ four times.
10. We caught him ______ a merry little tune under his nose.
11. Tom heard small coins _____ in the piggybank.
12. He heard the lion _____ in its cage.
13. She heard the car wheels _____ over the wet ground.
14. We made out someone ______ the door angrily.
15. She heard the guest ______ noisily from a coffee mug.
16. Then I heard someone ______ loudly behind my back.
17. He listened to the passenger ______ all night.
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18. We heard someone ______ into the canal.
19. Students heard the teacher ______ a pencil on the table.
20. He listened to a grandfather clock ______ in a corner.
G. Complete the recipe with the necessary pronouns.
Another idea for a healthy dish is a Spanish omelet. It’s very easy to make
and absolutely delicious. You will need: 4 eggs, a red pepper, 4 mushrooms, a
red onion, a clove of garlic, half a cup of cream, _____ (1) salt and pepper, a
______ (2) olive oil, ______ (3) grated cheese, 1 sausage optional, _____ (4)
parsley for decoration. Now, here’s what you do: slice the vegetables and
sausage if you’re using it. Beat the eggs and cream together and then add the
vegetables, sausage and cheese to the egg mixture. Add ______ (5) salt and
pepper. Oil a small oven dish and pour the ingredients into it and bake for 30
minutes in a medium oven. Serve this omelet with the salad.
UNIT 11. ARTS AND MEDIA

READING
A. Pre-reading task. What is art? Read different sayings and give
your opinion.
 The aim of art is to represent not the outward
appearance of things, but their inward
significance.
 Art is a lie that makes us realize truth.
 Art should comfort the disturbed and disturb
the comfortable.
 Art washes away from the soul the dust of everyday life.
 Art is the only way to run away without leaving home.
 Art is not what you see but what you make others see.
 The enemy of art is the absence of limitations.
 Art is an attempt to bring order out of chaos.
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and so on. Are most of your group mates artistic people? And you?
Why (not)?
1) Do you think celebrities have the right to a private life?
2) Which books, songs and films do you think are masterpieces?
3) What rumors about media celebrities have you heard recently?
4) What are the most popular quality newspapers in your country?
5) Talk about a film which made you want to go to the place it was made.
6) What type of TV and radio programmes, books, music and films do you like?
7) Do you agree that in the future everyone will be famous for 15 minutes?
8) Do you think that news about violent crime and disasters should be
censored?
9) Would you agree that action thrillers lead impressionable youth to crime?
10) Do you agree that there is a degree of escapism involved in watching
films? Why might people want to escape from reality?
D. Read the an abstract from L. Evans’s novel «Their Finest Hour
and a Half»:
T idying the office was a

term, since apart from
and the crusted cups Catrin was
relative
ashtrays
not
allowed to touch anything on either
man’s desk, nor was she allowed to
65
move any pieces of paper that were lying on the floor, since it had been
impressed upon her that it was not so much floor as a two-dimensional filing
cabinet. She was not allowed to open the window to release the smoke of a
million cigarettes in case a draught disorganized the exquisite arrangement on
the floor. She was not even allowed to empty the waste bin, because the waste
bin was merely a holding bay for pieces of paper that weren’t needed at the
moment but which might, at some future point, be frantically searched for,
pounced upon with a cry of triumph, smoothed out and declared to be far, far
better version of scene 27 than the rewrite they had been slaving over for three
days.
The longest wall, however, was entirely taken up with row upon row of
small cards. On each of them was written a brief scene description, and if read
sequentially they built into the entire storyline of what was still known, for
administrative purposes, as Dunkirk Film. Three month ago, Catrin had watched
its slow construction.
‘Right,’ Buckley had said, standing in front of the blank wall. ‘We know
what comes in the middle.’ He wrote ‘Boat arrives at French coast’ on a card
and stuck it at the centre of the wall. ‘We know what comes towards the end.’
‘Engine fails. Uncle mends it while under fire’ took its place a foot or so above
the skirting board. And we know what happens about half an hour in.’ ‘Boat sets
out from England’ joined the other cards.
‘What’s the very first scene?’ he asked, turning to Catrin. ‘Come on.’
‘The twins Rose and Lily listening to the wireless – learning about the
evacuation?’
‘Hear that noise?’ asked Buckley, cocking his head. ‘It’s your audience
muttering they thought they’d paid to see a war film and instead they’re looking
at two tarts in armchairs.’
‘France?’
‘France. Set the scene. Who’s in France?’ he asked Catrin.
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‘The fiancé.’
‘Give him a name.’
‘Eric.’
‘Hear that noise? It’s your audience sniggering at a hero called Eric. Try
something more manly.’
‘John.’
‘Dull.’
‘Johnnie?’
‘Better. Who else do we meet in France?’
‘The dog,’ said Parfitt.
‘That’s right. Because audiences love dogs more than they love people.
So…’ He thought for a moment and then wrote something on a card, and stuck it
at the very top of the wall. ‘British army pinned down in France. Stray dog
hanging around.’
Over a week or two weeks, the scenes had gradually accumulated – had
been shuffled, swapped, combined so many times that they were covered in
thumbprints and almost illegible – had acquired detail, and finally coalesced into
a single story. A few more days of tweaks, meetings with the producer, of
transported cards and scribbled amendments, and then Buckley had sat down,
and typed the words
Treatment for
DUNKIRK FILM
and had begun to write, at immense speed and with an intensity that had
rendered him deaf to all around, a thirty-page prose version of the film that read
like a racy novelette. (From L. Evans’s novel «Their Finest Hour and a Half»)
1) Who are the main characters of the story? What are their names?
2) Why Catrin was not allowed to sweep the floor and open the window?
3) What was the longest wall of the office used for?
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4) What is known about the British Expeditionary Force evacuation in 1940?
5) Who are the main characters of the film-to-be?
6) Give reasons why dogs are so much loved by cinemagoers.
7) How did the script coalesce into a single story?
8) Who decides on amendments to the script?
9) Do you know anything about modern methods of scriptwriting?
10) Why storyboards and lookbooks are popular among scriptwriters?
1. filing cabinet a. conducted in a hurried, disorganized way
2. arrangement b. sequence of continuous action in a film
3. frantically c. a piece of office furniture with drawers
4. slave over d. a thing composed of various ordered parts
5. scene e. work excessively hard
***
6. sequentially f. the plot and the way in which it develops
7. storyline g. come together and form a larger group or system
8. coalesce h. preliminary presentation of the script
9. treatment i. a minor change, addition designed to improve a text
10. amendment j. in logical series, one after another
You can change the word form where necessary.
a) Many of Depp’s better ______ and bits of dialogue were dropped on the
cutting room floor during the editing process.
b) Laser disc technology is about to make the ______ obsolete.
c) Schwarzenegger has been quoted as favoring “domestic partnership” _____ .
d) When his phone was switched off, Angie ______ called almost everyone.
e) Local area networks allow simultaneous processing of tasks that would have
been performed ______ in traditional systems.
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f) The proposed Hatch ______ made eligible for the Office of the President any
person who has been a citizen for 20 years.
g) The basic idea behind the Amistad was that God made us equal, investing us
with the right not to ______ any man.
h) Ed Wood films used cheesy sets, visual clichés, some of the worst acting
ever recorded on film, and wacky ______ .
i) Homer’s Odyssey offers a very tender _____ of the father-son relationship.
j) Separate townships have _______ into a single, sprawling colony.
H. Match each title with the most appropriate kind of film genre:
1. Finding Nemo a) western
2. Magnificent Seven b) romantic comedy
3. The Marsian c) disaster movie
4. Twin Towers d) science fiction movie
5. Bridget Jones’s Diary e) cartoon
***
6. Schindler’s List f) thriller
7. La La Land g) horror film
8. Jurassic Park h) war film
9. Lethal Weapon i) action comics
10. Suicide Squad j) musical
I. Classroom activity: Mysterious Actor. A student thinks of a
famous film star, others ask questions strictly following the order.
1. Who are you – a woman or a man?
2. Are you a star or a megastar?
3. When were you born?
4. Do you wear glasses?
5. What country are you from?
6. What color is your eyes – hazel, grey, green or blue?
7. Are you blond, brunette, ginger-haired or grey-haired?
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8. Is your hair short, shoulder-length or long?
9. Do you wear a beard or moustache?
10.Are you white-skinned or dark-skinned?
11.Did you have a funny nickname?
12.Do you have actors in the family?
13.Are your partners or spouses famous too?
14.Did you have problems with drugs or alcohol?
15.Do you have any awards – a Golden Globe, an Oscar?
16.Are you a comic or a dramatic actor?
17.Who did you play in tandem with?
18.Who was your partner in your most famous film?
19.In what genre of films do you play?
20.What is the most famous film in your filmography?
J. Translate the questionnaire based on Myers-Briggs personality
test. Find the most natural for you four-letter combination:
1. Как вы ориентированы (outwardly/inwardly focused)? «E» или «I»:
 Если вы разговорчивы, общительны, любите быстроменяющуюся
обстановку, принимаете решения, проговаривая их с другими, думаете
вслух, обожаете быть центром внимания – вы экстравертивный тип «E».
(talkative, outgoing, fast-paced, work out ideas, think aloud, extravert)
 Если вы сдержанный и закрытый, предпочитаете размеренный ритм и
время для размышлений, обдумываете задачи про себя, скорее
наблюдатель, чем центр внимания – вы интравертивный тип «I».
(reserved, private, slow pace, contemplation, think things through, intravert)
2. Как вы получаете информацию (take information)? «S» или «N»:
 Если вы фокусируетесь на реальности, конкретных фактах и деталях,
предпочитаете идеи, имеющие практическое применение, описываете
вещи конкретно, буквально – вы перцептивный тип «S».
(focus on reality, concrete facts, practical application, literally, sensing)
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 Если вы мысленно рисуете возможное, картинку в целом, в ее
взаимосвязях, любите отвлеченные идеи и понятия, описываете вещи
фигурально, поэтически – вы интуитивный тип «N».
(imagine possibilities, big picture, connections, figurative, poetic, intuition)
3. Как вы принимаете решения? (make decisions) «T» или «F»:
 Если вы принимаете решения беспристрастно, рассуждая логически,
цените справедливость и честность, радуетесь, обнаруживая недостатки
аргументации, разумны и уравновешенны – вы рациональный тип «T».
(impersonal, logical, justice, fairness, flaws, level-headed, thinking)
 Если вы базируете решения на личных ценностях и том, как это
повлияет на ближних, цените гармонию и всепрощение, видите лучшее
в людях, рады услужить, отзывчивы – вы эмоциональный тип «F».
(personal values, harmony, forgiveness, see the best, empathetic, feeling)
4. Как вы строите свою жизнь? (live your outer life) «J» или «P»:
 Если вы предпочитаете улаживать все вопросы, уважаете правила и
сроки, любите детальные, пошаговые инструкции, строите планы и
хотите знать во что ввязываетесь – вы рассудительный тип «J».
(have matters settled, respect deadlines, step-by-step, make plans, judging)
 Если оставляете вопросы открытыми, полагаете, что правила и сроки –
понятия растяжимые, импровизируете на ходу, спонтанны, обожаете
сюрпризы и новые ситуации – вы восприимчивый тип «P».
(leave options open, flexible, improvise, as you go, spontaneous, perceiving)
Now look at you motto and your movie industry prospects:
ISTJ «Take your time and do it right» (Lord, help me to begin relaxing about
little details tomorrow at 11:41:32 AM.); engineering technician, efficiency
analyst, electrician, accountant, manager, administrator
ISFJ «On my honour, to do my duty» (Lord, help me to be more laid back and
help me to do it exactly right!); box office clerk, clapperboard technician, floor
manager, prompter, propman, gaffer, grip
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ESTJ «If you can’t stand the heat – get out of the kitchen!» (God, help me to
try not to run everything.); project manager, site administrator, crew supervisor,
food service manager, insurance consultant
ESFJ «What can I do for you?» (Lord, give me patience, and I mean right
now!); meeting planner, PA, stunt manager, security manager, talent agent
ISTP «Doing the best with what I’ve got» (God, help me to consider people’s
feelings even if they are hypersensitive!); cameraman, gaffer, computer
specialist, visual effects designer, site engineer, security
ISFP «Winning is everything!» (Lord, help me to stand up for my rights, if you
don’t mind my asking.); showman, storyteller, talk show host, comic, DJ,
conjurer, fashion designer, make-up artist
ESTP «It’s the thrill of the chase!» (God, help me take responsibility for my
actions though they’re not my fault!); action man, stuntman, stunt coordinator,
firefighter, promoter, film marketing professional
ESFP «Don’t worry, be happy!» (God, help me to take things more seriously,
especially parties and dancing!); promoter, fund-raiser, film producer, master of
ceremonies, secretary, location manager
INFJ «An inspiration to others» (Lord, help me not to be a perfectionist. Did I
spell that correctly?); playwright, editor, HR, casting director, drama teacher,
music director, costume designer
INFP «Reality is fantasy!» (Lord, help me finish everything I sta...); author,
graphic designer, animator, composer, editor, reporter, fine artist, entertainer
ENFP «Giving life an extra squeeze» (God, help me keep my mind on one
th… Look, a bird! …ing at a time.); art director, journalist, character actor,
photographer, musician, drama teacher
ENFJ «Carrying the world on my shoulders!» (God, help me to do only what I
can and trust you for the rest.); journalist, writer, actor, entertainer, PR
specialist, psychologist, art director, consultant
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INTJ «There’s room for improvement everywhere!» (Lord, keep me open to
other’s ideas wrong as they may be!); strategic development planner, chemical
engineer, management consultant, IT nerd
INTP «Accuracy above all!» (Lord, help me be less independent but let me do
it my way.); programmer, financial planner, multimedia artist, photographer
ENTP «One exciting challenge after another!» (God, help me follow the rules
today, maybe I’ll settle for a few minutes); media tycoon, marketing manager,
advertising director, newscaster, reporter, promoter
ENTJ «Hate me, but I know what’s best for us!» (God, help me to slow down
andnotrushineverythingIdoAmen!); producer, film market analyst, franchise
owner, business consultant, computer professional
GRAMMAR
REPORTED SPEECH: STATEMENTS AND COMMANDS
A. Pre-reading task. Write sentences. What tenses must be used in
the Reported Speech? How do we change time adverbials?
1) ‘Lisa, I don’t have any money!’ said I. >
2) ‘Let’s leave the city tomorrow,’ decided they. >
3) She said: ‘I’m going away for a few days. >
4) They said: ‘We will all miss you.’ >
5) ‘Do you have any photos of your holiday?’ asked Alex. >
6) Jackie asked me: ‘Don’t tell anybody about what happened’. >
7) ‘She is very young and ignorant of what life really is’, said mother. >
8) ‘Carol is the best person for the job!’ argued she. >
9) ‘I have to go.’ said Paul and left the room suddenly. >
10) Paul said: ‘I woke up feeling ill and didn’t go to work’. >
B. Read the theory material about the Reported Speech.
Reported speech (also called Indirect Speech) is the speech which tells
you what someone said. Structurally the Reported Speech consists of two parts.
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One part is the Reporting Clause (придаточное изъяснительное) which
contains the reporting verb: I told him …. The other part is the Reported Clause
(придаточное дополнительное): … that nothing was going to happen to me.
Generally, speaker’s words reported in subordinate clauses are governed
by a reporting verb, with the required changes of person and tense: “Will you
go?” asked he. > He asked me whether I would go. However, in ordinary
conversation we use report structures (косвенная речь) much more often than
quote structures (кавычки, цитирование). We usually cannot remember the
exact words that someone said and convey what was meant rather than repeating
the exact words. There are many reasons why we do not quote a person’s exact
words: it might be unimportant or even dangerous because people can take
offence.
There is a difference between ‘say’ and ‘tell’. We tell somebody
something: What did you tell the police?; we say something to somebody: Ann
said goodbye to me and left.
When reporting, we need to change adjuncts of time such as
‘today/yesterday/next week’: Jill said she would come the next (following) day.
Other expressions that may change include: here > there, this > that, come > go,
bring > take, ago > before, now > immediately, today > that day, yesterday > the
day before (the previous day), last week > the week before.
Modal verb ‘must’ in Reported Speech changes to ‘had to’, but ‘mustn’t’
stays the same: You mustn’t touch it. > She said that I mustn’t touch it.
If we are reporting a finished situation (OUT-OF-DATE REPORTING),
in which there is a difference between what was said and what is really true, we
must use a past verb: I didn’t expect to see you, Joe. Sonya said you were in
hospital. But it is not always necessary to change the verb if we report the
permanent, habitual situation which hasn’t changed and is still true (UP-TO-
DATE REPORTING): Helen told me that she wants to go to New York next
year. (Helen still wants to go there). Besides, we do not change the verb if we
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report a law of nature or general truth: I never realized that our Solar system is a
tiny speck in the Infinite Universe; The teacher said that Malta is an island.
When the direct question begins with an auxiliary (be, do, have) or a
modal verb then the reported speech is introduced with conjunctions ‘if’ or
‘whether’: Are there any oranges left? > He asked me if/whether there were
any oranges left. It is important that the usual word order in the ‘Wh-, If- and
Whether-’ clause is direct, i.e. used in a sentence: Where do you live? > She
asked me where I lived. But if the original question begins with ‘What’, ‘Which’
or ‘Who’ followed by ‘be + complement’, we can put the complement either
before or after ‘be’: I asked who the winner was. / I asked who was the winner.
There is a difference in the use of conjunctions ‘if’ and ‘whether’. We use
‘if’ to suggest one possibility, which may not be true: A woman asked if I knew
her name. We use ‘whether’ to suggest several other possibilities. In this case
the alternative possibility is represented by ‘or not’: The barman didn’t ask
whether or not they were over eighteen.
We should know that real-life Reporting is very different from grammar
regulations. People use the construction ‘pronoun + like + direct speech’: ‘And I
met him and I went like, let’s go to the pub, and he like, oh, no, I’ve got a job to
do and I like what a bore you are!’
In fiction, as you can see from an abstract of a book by Walter Kirn,
reported structure is not observed in crucial moments of the plot. “I flew on a
Bombardier prop jet, a flying soda can that barely clears the weather as it cruises
and sets down cockeyed and skipping on the runway, sounding like it’s lost at
least one tire and prompting a cabin-wide exchange of looks that said I don’t
know you, stranger, but I love you, so just hold on, we’re going to paradise.”
1) What do you know about the Reported Speech? What parts does it have?
2) Give the general rule governing Reported speech transformations.
3) Why do we use reported sentences more often than direct citation?
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4) Is there a difference in the usage of ‘say’ and ‘tell’ in Reporting?
5) Give your own reporting sentence with a modified time adjunct.
6) What happens when ‘mustn’t’ is used in the Reported Speech?
7) Explain the difference between out-of-date and up-to-date reporting.
8) In what cases ‘if/whether’ is used in the Reported Speech? Give examples.
9) What is the difference between ‘if’ and ‘whether’? Give your examples.
10) Do you know what happens in case of real-life Reporting?
D. Complete the story of mistaken identity with correct verbs.
I was in a restaurant with my wife one evening. And I couldn’t help
noticing that couple are waving to me from a different table. Eventually the man
came over. He said: ‘Hello!’ and started talking about something I _____
(know) (1) nothing about. He then said: ‘Good-bye, Pablo!’ and sat back down
at his table. We finished our meal and I asked for the bill. The waiter _____
(tell) (2) us that the man on the other table, who’d since left, _____ (pay) (3) it
for us. I’m absolutely certain I’d never met him in my life.
E. Report the spoken words using the verbs in brackets.
a) ‘Ok, Dad. I did take £5 from your wallet, but it was to buy Mum a birthday
card’. > The boy _____ _____ (admit) (1) £5 from his father’s wallet.
b) ‘Would you like me to open the windows?’ > The woman _____ ____
(offer) (2) the windows.
c) ‘In answer to your question, the club accepts member of all ages.’ > The
assistant _____ (reply) (3) that the club _____ members of all ages.
d) ‘I really am the best electrician in the area.’ > He ____ (claim) ____ (4) the
best electrician in the area.
e) ‘Please, try one of my cakes – they are delicious. You will? Good.’ > My
friend _____ (persuade) (5) me _____ one of her cakes.
f) ‘We didn’t tell the reporter about the company’s financial problems.’ > The
manager _____ (admit) (6) that they ____ the reporter about company’s
financial problems.
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F. Complete the reported requests, advice and orders using ‘tell,
ask, warn and advise’ + personal pronoun.
1) ‘Don’t talk in the library.’ > The librarian ___ ___ not to talk in the library.
2) ‘I’d take some food for the journey, if I were you.’ > My mother ___ __ to
take some food for the journey.
3) ‘Please have your tickets ready.’ > The clerk ___ __ to have our tickets ready.
4) ‘Don’t go in the sea – it’s dangerous.’ > The lifeguard ____ ___ not to go in
the sea.
5) ‘It’s best if you take the first train that arrives.’ > The guard ____ ___ to take
the first train that arrived.
6) ‘Pick your rubbish up.’ > The police officer ____ ___ to pick our rubbish up.
G. Render speech fragments of the ABBA song «On and On and
On» into the Reported Speech. Do you think it is always
necessary in conversation?
I was at the party and this fellow said to me:
‘Something bad is > _______ happening. I’m > _____ sure you do agree.
People care > ______ for nothing, no respect for human rights.
We deserve > _______ it coming, we’re > ______ in for darker night.’
I said: ‘Who are > ______ you to talk about impending doom?’
He got kind of wary as he looked around the room.
He said: ‘I’m > _____ a minister, a big shot in the state.’
I said: ‘I just can’t > _______ believe it, boy, I think > _____ it’s > _____ great!
Brother, can > ____ you tell me what is > ____ right and what is > ___ wrong?’
He said: ‘Keep on rocking, baby, till the night is > _____ gone!’
Chorus: On and on and on, keep on rocking, baby, till the night is gone.
On and on and on, till the night is gone.
Over in the corner I could see this other guy.
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He was kind of flirty, he was giving me the eye.
So I took advantage of the fact that I’m a star,
Shook my hair and took a casual stroll up to the bar.
And as sure as hell this guy was coming up to me.
He said: ‘Who am > ____ I? And who are > ___ you? And who are > ____ we?
What’s > _____ our situation? Do > _____ we have some time for us?’
I said I was not exactly waiting for the bus.
He said: ‘If you’re > _____ going somewhere can > ______ I came along?’
I said: ‘Keep on rocking, baby, till the night is > _____ gone!’
UNIT 12. CRIME

READING
A. Pre-reading task. What is crime? Read different sayings and give
your opinion.
 Crime is naught but misdirected energy.
 Poverty is the parent of revolution and crime.
 Politics, war, marriage, crime, adultery.
Everything that exists in the world has
something to do with money.
 Crime is the price society pays for
abandoning character.
 Tolerance becomes crime when applied to evil.
 Society prepares the crime, the criminal commits it.
 We are often deterred from crime by the disgrace of others.
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and so on. Are your group mates law-abiding citizens? And you?
1) Are you a ‘wild child’ or do you prefer to play it safe?
2) Is the saying ‘once a criminal, always a criminal’ true?
3) Do you agree that most criminals are either greedy or lazy?
4) Have you ever had an encounter with the police, a mishap?
5) Is there such a thing as perfect crime? Is punishment inevitable?
6) Do you agree that anti-social parents produce anti-social children?
7) At what age do you think people are responsible for their actions?
8) Do all criminals think carefully before they choose a criminal path?
9) Who must teach a child right from wrong – parents, society, school?
10) What is serious/petty crime? Do petty crimes lead to serious crimes? Can
surveillance increase public safety?
D. Read the text «TV and Film Privacy: Threatening an Industry?»
P iracy refers to
unauthorized duplication of
copyrighted content that is then
the
sold at
substantially lower prices in the 'grey'
market. The ease of access to
technology has meant that over the years,
piracy has become more rampant.
Film piracy is no longer a hot topic; it has been around long enough to
cool down a little. That has not, however, prevented it from continuing to cause
a lot of problems for the film industry. Dodgy DVDs and increasingly, illegal
downloads, cost the film industry massive amounts of revenue every year. The
movie industry is not without clout however and it is responding to this threat
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with both with hard legal measures and also by raising awareness of the
consequences of piracy.
There are different ways to combat piracy. In the UK the film industry
and government are working together, and they have implemented measures to
reduce or even stop piracy. It is the UK’s holistic approach to protecting
intellectual property and confronting piracy – with the assistance of the film
industry – that truly makes the UK a positive creative environment.
The first key step is education. Some users are intentionally and some are
inadvertently engaged in copyright infringement. So, there is now a task force to
coordinate efforts from all creative industries and the movie industry is taking a
central role in this must-do first step by boosting consumer awareness of the
wide array of legitimate online content services through directly mailing end-
user infringers. It is very important to change people's attitudes to piracy and
win over strong community support against movie piracy.
Also the UK has formed a police unit dedicated to IP crimes. PIPCU has a
central role in the ‘follow the money’ initiatives with brands to remove all
advertising revenues from sites with illegal activity. The piracy players don’t
directly make money from the downloads. They make it through the ads they
host on the sites – more traffic would mean more clicks.
In the UK courts issue injunctions (initiated by rights holders such as the
film studios) forcing service providers to block specific sites. This has been one
of the most effective tools anywhere in the world and is amazingly effective. To
date, access has been blocked to over 100 pirate sites that are focused on
infringing copyright for commercial gain. There is also film industry support
and claim that search engines should remove sites from their search listings
when those sites are subject to court site blocking injunctions.
The other initiative to take is to develop legitimate streaming services.
The rise of streaming video content hubs like Netflix and Amazon has, to a
certain extent, recaptured some users that may have resorted to piracy because in
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previous years there was no other way to find an instant feed of a movie or show
without resorting to piracy. Some experts think that this phenomenon may not
slow the rate of piracy through, for example, hard copy DVD distribution in
overseas flea markets, but it may be a positive factor domestically.
Unfortunately, the moral calculus around piracy often has strong patriotic
overtones. US pressure on the Russian government related to IP and trade issues
is widely viewed by consumers as commercial imperialism—a form of
aggression rather than an assertion of universally shared rights. The intellectual
property of foreign corporations, in this context, circulates at a moral discount
and raises fewer concerns about the impact of piracy. Many of informants
believed, in this context, that domestically produced Russian music and film are
pirated less voraciously than foreign material.
Following pressure from Russian and international media companies, the
Russian government introduced its anti-piracy law on August 1, 2013. The law
initially provided copyright protection solely to movies uploaded on data and
telecom networks — including the Internet — by blocking websites offering
access to pirated video content. The law also provides sanctions for repeated
violations by allowing for the website owner to be blocked permanently.
Infringement will be considered to be "repeated" if there is an effective prior
decision of Moscow City Court against the same website owner at the request of
the same rights-holder. The new law also enables rights-holders to send take-
down notices directly to the website owner — without having to go to court.
1) What is piracy?
2) What problems does film piracy cause for the film industry?
3) How is film industry responding to the threats?
4) What does the abbreviation “PIPCU” mean?
5) Why are streaming video content hubs expected to change the situation?
6) May streaming video content hubs slow the rate of piracy?
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7) Why are Russian films pirated less than foreign material?
8) When was the anti-piracy law introduced in Russia?
9) How does the anti-piracy law provide copyright protection?
10) When is infringement considered to be "repeated"?
1. unauthorized a. getting worse quickly in an uncontrolled way
1. rampant b. calm; moderate
2. cool down c. without someone's official permission
3. download d. from other countries
5. overseas e. the act of copying information into a computer
***
6. infringement f. to try to stop something harmful from happen
7. clout g. something that is suggested, but is not clearly
8. combat h. power and influence over other people
9. boost i. to improve or increase something
10. overtone j. an action that breaks a rule, law
G. Complete the following sentences using words from exercise E.
a) Disease is _____ in the overcrowded city.
b) The Queen may have privilege but she has no real political _____ .
c) There was an ______ of regret in his farewell speech.
d) Even minor ______ of the law will be severely punished.
e) The compliments she received after the presentation ______ her self-esteem.
f) If parents lose their temper, they can tell the child they made a mistake and
next time they will try to _____ _____ first.
g) What is the best way to _____ climate change?
h) The state offers a range of support to facilitate the arrival of _____
companies.
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i) Click here to _____ a free copy if you don't already have it installed.
j) This includes points of access available to individuals having legitimate
access as well as those who seek to obtain ______ entry.
H. Complete the missing slots of the table. Give sentences of your
own to exemplify each case.
Crime Definition Criminal Verb
deliberately killing smb. murder
shoplifter shoplift
taking smth. illegally into smuggle

another country
forgery forger
stealing from smb.’s pocket pickpocket
mugging attacking someone on the streets
assault attacker,
assailant
the crime of starting a fire in arsonist

order to destroy smth.
terrorism terrorist
the crime of trafficking drugs buy/sell

drugs
I. Here are some words connected with crime. Use a dictionary to

help you check that you understand what they all mean.
vandalism traitor manslaughter assassination looted

perjury trespass murder bigamist slander thief accomplice
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1. He denies ____ but admits _____ on the grounds of diminished
responsibility.
2. A person giving testimony on the stand during a court case who tells a lie
may be charged with _____.
3. In modern law the word _____ is used most commonly to describe the
intentional and wrongful invasion of another's real property.
4. She regarded his comment as a ______ on her good reputation.
5. Having two wives at the same time, he was accused of being a ______ .
6. The ______ broke into the office while his ______ stalled off the security
guard.
7. Cutting down the old forest was an act of ______.
8. During the riot shops were _____ and cars damaged or set on fire.
9. The Chinese Communist Party branded Mr Gorbachev "a _____ to
socialism".
10.The ______ of the Archduke Ferdinand started off the first World War.
J. Pre-debate reading. Read the story «Marriage of Convenience».
From a legal point of view you can leave home and get married in
England at sixteen if your parents agree. Paul and I got married over the
broomstick when we were 16. Now I’m an insurance agent, a stressful job, but I
have promotions. Paul is an electrician. Our daughter’s arrival put a strain on
our finances so I had to learn to bite my tongue so as not to seem ungrateful.
Still, I have become secretly envious of my friends, who can rely on their
husbands as the breadwinners. I noticed that my best friend Catrin has a higher
standard of living: her husband is a ministry official and Catrin is spending a
week in Los Angeles with her husband and a weekend in Paris with her
daughter. I’m sick with envy. I believe that there’s more to life than being good
parents. I know many people who can’t take a holiday at all, but I mix with
people who have no mortgages, work part-time, can afford private education and
have four holidays a year. Paul tells our girl that they can achieve anything and I
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agree, but when she starts dating, I’ll try to direct her secretly towards men who
can give her the sort of life I’ve never had.
K. Debate. Do you agree that love match should be made illegal
because children in such families are financially deprived? Do
you think marriage of convenience should be made obligatory?
Discuss the question in pairs using role- and mission tips. Then
voice your final solution with reasons for or against it. Then
evaluate your debate using questions from the next task.
Role: “Busybody” Role: “Grumbler”
(a punctual, impatient, mobile (a nervous, irritated, fault-finding
completer-finisher and clock-watcher narrow specialist who rebels
who can cut corners for the sake of time) against inefficiency and complains)
Mission: time is money. Mission: challenge everything.
– Let’s get down to business! – It’s not fair, that’s a dig at me!
– Every minute counts. – I keep on telling you but …
– We haven’t got all day. – How can I get through to you?
– Life’s too short. – I’m sick and tired of it!
– Just give me straight yes or no. – You’ve spoilt everything!
– Let’s kill two birds with one stone! – You are twisting my words.
– Skip it! Drop it! – Don’t treat me like a child.
– Make a long story short! – Did you do this on purpose?
– It’s a complete waste of time! – What do you take me for?
– Do you know what time it is? – I’ve heard it all before!
– Give me a break! – I have no patience with you.
– I promised to be home by five. – I knew it right from the start.
– My train leaves at nine. – You are going to regret this.
– Let’s just forget the whole thing. – That was my thought!
– Let’s call it a day. – Why do you always win?
– Let’s draw the line here. – Must you have the last word?!
85
– Don’t think twice of it! – Some day you’ll be sorry.
L. Evaluate your performance in four aspects: a) grammar &
M. Here’s the text of the song «Too Many Parties and Too Many
Pals» by Jim Reeves. Try to guess which words are missing.
Too many parties and too many pals
May break your heart some day.
Too many boyfriends and sociable girls
May drive your sweetheart away.
‘Gentlemen of the j . . y (1)’ , the j….’s (2) speech began;

The scene was a crowded c . . . . . . . m (3) and the judge a stern old man.
‘This p……r (4) here before you is a s . . . . l e . . . y (5),
A lady of the evening and you know the p . . . . . y (6).
Her eyes reflect the nightlife, her cheeks are red with paint.
But I knew her mother, gentlemen. Why, her mother was a saint.
Now I know that she’s not like her yet she might have been.
If it hadn’t been for p . . . . . g (7) parties, cigarettes and gin.
We took the nightlife off the streets and brought it in our own homes.
While girls beguiled with lipstick danced to saxophones.
We opened up the u . . . . . . . . d (8) to the ones we loved so well.
So tell me, gentlemen, is it right to send her to a c . . l (9)?
86
If she drinks, well, you taught her and if she smokes you showed her how.
So, gentlemen, do you think it’s right to c . . . . . n (10) her now?
And when you’re in that j . . y r . . m (11) just remember there and then
That for every fallen woman there’s a hundred fallen men.
And before you render a v . . . . . t (12) on what this girl has done
Just remember there’s a man to blame and that man might be your son.
Now, gentleman, that’s my story. My t . . . . . . . y (13) stands.
This girl is my own daughter and the c . . e (14) is in your hands’.
GRAMMAR:
THIRD CONDITIONAL
A. Pre-reading task. In each sentence choose the correct form.
What is the difference between them?
1) If I had known / knew about the meeting, I would have gone.
2) If I hadn’t gone to the party, I wouldn’t have met / meet my wife.
3) You wouldn’t have been / be late if you had got up earlier.
4) We would have arrived at 6.00 if we hadn’t got / didn’t get lost.
5) If I hadn’t loved you, I would have left / leave you now.
6) If I had known / knew how difficult the job was, I wouldn’t have taken it.
7) If he had told me about the problems, I would have helped / help him.
8) If you hadn’t woken / didn’t wake me up, I would have been in bed now.
9) If I hadn’t been working, I would have gone / should have gone shopping.
10) If he had been arguing / argued with the boss all morning, he wouldn’t
look so relaxed.
87
B. Read the theory material about the Unreal Conditionals.
A conditional clause is a subordinate clause which refers to a situation
which may exist or whose possible consequences you are considering. Most
conditional clauses begin with `if' or `unless'. To talk about a hypothetical
imaginary situation in the present or future and its consequence we use the
Second Conditional: If I had more money, I’d buy a more powerful laptop.
Instead of a modal ‘would’ we can use other modals: If the North sea froze in
winter, you could walk from London to Oslo.
Many people think that grammar always gives a single answer to any
question. But it doesn’t because it moves with the times. Some people believe
that the English “were” in sentences: If Trump were a president, he would ban
illegal immigration is slightly formal, a bit tricky and not universally observed.
On the contrary, sentences like: If the ocean was transparent, we would see the
sunken ships feel less stilted, less distant from reality.
To talk about imaginary situations which are contrary to facts in the
present and therefore are unlikely to happen in the present or future, we do not
always stick to the Second Conditional pattern.
Instead, we can use these constructions:
1. ‘suppose / supposing’: Suppose / Supposing you were offered the position,
what would you do?
2. ‘wish / if only’: I wish / if only I lived in my own flat.
3. ‘would rather’: I would rather you invited the Smiths.
4. ‘as if / as though’: John acts as if / as though he knew everything.
5. ‘it’s (about) high time’: It’s about high time you threw that junk away.
We use the Third Conditional to talk about a hypothetical, imaginary
situation in the past which didn’t happen and its consequence. There is a shade
of regret in sentences with ‘if + had happened’. For example, imagine, that last
month Gary was in hospital for a few days. Rachel didn’t know this so she
88
didn’t go to visit him. They met a few days ago and Rachel said: If I had known
you were in hospital, I would have gone to see you.
Mixed conditionals are often used in conversation. We can talk about a
present result of an imaginary past action: If you hadn’t had the operation, you
could be really ill now; If I hadn’t drunk bad milk, I would be fine now. We can
also use mixed conditionals to talk about an imaginary past result of the present
action: If I didn’t believe you, I would have left you.
Unreal conditionals are generally preferred only in formal contexts.
Because of this shade of formality normal patterns of tense in conditional
clauses are slightly different from grammar rules. To talk about imaginary past
actions and situations we do not always stick to the Third Conditional pattern.
Instead, we can use these constructions:
1. ‘suppose / supposing’: Suppose / supposing you had seen him taking the
bracelet, would you have said anything?
2. ‘wish / if only’: I wish / if only I hadn’t caused such a fuss.
3. ‘would rather’: I’d rather you had not told me what you thought about him.
4. ‘as if / as though’: Catrin didn’t know anything about art, but she spoke
about Rembrandt as though / as if he had been a personal friend.
1) What construction do we use to talk about an imaginary situation in the
present or future and its consequence?
2) What modals can we use instead of ‘would’?
3) How can we talk about two possibilities? Give your examples.
4) Why do we use ‘wish’ in Unreal Conditionals? Give examples.
5) Which is more up-to-date: If X were … or If X was…?
6) In what cases do we use the Third Conditional? Give examples.
7) Is there a shade of regret about the Third Conditional? Exemplify it.
8) In what registers do we use Mixed Conditionals – formal or informal?
9) Talk about the normal patterns of tense in conditional sentences.
89
10) When would you normally use Unreal Conditionals in your life?
D. Complete conversations with correct form of verbs in brackets.
1. Paul: Well, what did you think?
Bob: Absolute disaster. I couldn’t answer a single question.
Paul: Me neither.
Bob: I wish we _______ (go) (1) there last night.
Paul: Me too. Too late now.
2. Wife: I wish you _______ (call) (2) me that.
Husband: What?
Wife: Dear.
Husband: I thought you liked it, dear.
Wife: No, I’ve told you lots of times I hate it.
Husband: Sorry, dear, I thought you liked it.
Wife: You’ve just said it again!
3. Tim: Look! Over there! Just going into that shop!
Judy: Where? Who was it?
Tim: It was… You know. What’s his name? The actor. The one whose
girlfriend left him.
Judy: Hugh Grant?
Tim: No, I wish I ________ (remember) (3) his name!
4. Brother: You’re going out with Dick? You’re joking!
Sister: No, I’m serious!
Brother: But he’s awful!
Sister: No, he’s not! He’s nice!
Brother: I don’t believe it. Dick! He’s a nerd!
Sister: Oh, I wish I ________ (never tell) (4) you!
5. Assistant: Is it Wednesday or Thursday today?
Boss: Wednesday.
Assistant: Are you sure? I thought it was Thursday.
90
Boss: No, it’s definitely Wednesday.
Assistant: I wish it ____ (be) (5) Friday.
Boss: Yeah. Me too.
E. Choose the right verb form.
So, Winston Churchill was known to be a little outspoken at times. And
he certainly didn’t suffer fools gladly. One evening at a dinner party he’d been
particularly scathing about the fairer sex. When one of the women present
decided she could take it no longer.
‘So, Winston!’ she said, ‘If I were / was (1) your wife, I’d put / have put
(2) poison in your tea!’
Without stopping to take breath the great man turned to her and said:
‘My dear lady, if I were / had been (3) your husband, I’d drink / ’d have
drunk (4) it.’
F. Complete the gaps in the song of Sam Cooke «Wonderful
World»:
Don’t know much about history,
Don’t know much biology,
Don’t know much about science book,
Don’t know much about the French I took,
But I do know that I love you,
And I know that if you _____ (love) (1) me too,
What a wonderful world this ______ (2) be.
Don’t know much about geography,

Don’t know much trigonometry,
Don’t know much about algebra,
Don’t know what the Slide rule is for,
But I do know that this boy is true,
And if this boy ______ (3) be with you
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What a wonderful world this _____ (4) be.
Now, I don’t claim to be an ace doodles,

But I’m trying to be. For maybe by being
An ace-doodling baby
I could win your love for me.
G. Listen and learn the poem of Emily Dickinson by heart.
“Have you got a brook in your little heart, And nobody knows, so still it flows,
Where bashful flowers blow, That any brook is there;
And blushing birds go down to drink, And yet your little draught of life
And shadows tremble so? Is daily drunken there.”
CONCLUSION
This is a book devoted to the conversational and grammar practice of

first-year students of Saint-Petersburg Institute of Cinema and Television. It
combines effective up-to-date exercises with intelligible, easy-to-understand
texts explaining some essential grammar aspects – modals, defining and non-
defining clauses, the passive voice, infinitives, gerunds, reported speech and the
third conditional. Besides topics, listed in the contents (design, education, trends,
arts, media and crime), all units are accompanied by modern informative texts
«Animation: Design Inspiration», «If You Want to Be a Film Director»,
«Engineering and Filmmaking», «Where Do Movie Trends Come From?», «TV
and Film Piracy: Threatening an Industry?». This book was written with
students’ needs and interests in mind. Therefore, the authors hope that everyone
92
who opens it will find it quite useful as a guide to the world of such popular and
influential medium of culture as cinematography.
The authors also hope, that the book will allow students to become more
proficient in everyday communication. In its section aimed at developing public
speaking skills, our book deals with such contemporary topics as: Should all
young people go to university? (Unit 8); Could we live without modern
conveniences? (Unit 10); Should love match become illegal? (Unit 12). The
book is carefully designed and expertly illustrated by a tandem of experienced
lecturers of Saint-Petersburg Institute of Cinema and Television S. Pankratova
and K. Vyalyak. Structurally the book is supplemented by the conclusion,
summarizing main achievements, keys to exercises and the bibliography.
Numerous exercises help develop lexical awareness, practice collocations,
synonymic choice, word-formation and some essential aspects of grammar.
Authors hope that learners of English will become more competent in the field
of cinematography with the help of this interesting edition.
KEYS TO EXERCISES
PART II
UNIT 7. DESIGN
Task F.
1.d, 2.c, 3.b, 4.e, 5.a, 6.g, 7.f, 8.i, 9.h, 10.j
Task G.
a) visible, b) powerfully, c) imaginative, d) rapidly, e) glowing, f) sparkly, g)
curve, h) trendy, i) appeal, j) wavy
Task H.
1) with, 2) to, 3) up, 4) over, 5) of, 6) on, 7) from, 8) at, 9) away, 10) along
Task I.
93
inimitable, powerless, disappear, faultless, weightless, senseless (nonsense),
dissimilar, unfold, pointless, disconnect, useless, unfriendly (friendless) ,
impractical, colourless, rearrange, unwrap.
UNIT 7. GRAMMAR
Task A.
1) to be able, 2) have to, 3) couldn’t, 4) should, 5) must, 6) should, 7) had to, 8)
were allowed to, 9) need to, 10) would
Task D.
(1) Could, (2) can’t, (3) Could, (4) Could, (5) have to, (6) can’t, (7) can, (8)
could
Task E.
(1) have to, (2) mustn’t, (3) do I have to, (4) don’t have to, (5) Am I allowed, (6)
aren’t allowed, (7) have to, (8) have to, (9) don’t have to
Task F.
(1) need to, (2) ‘ll need to, (3) needs to, (4) didn’t need to, (5) don’t have to, (6)
needn’t have, (7) need, (8) Do I need, (9) won’t need
UNIT 8. EDUCATION
Task F.
№ verb noun (person) noun (thing, adjective
concept)
1 train trainer training training
2 succeed successor success successful
3 connect connection connections connecting
4 value evaluator value valuable
5 criticize critic criticism critical
6 traditionalize traditionalist tradition traditional
7 capturing captor capture captivating
8 master master mastership masterful
9 edit editor edition, editing edited
10 generate generator generation generating
Task G.
94
1) successful, 2) has trained, 3) connection, 4) critical, 5) valuable, 6) captures,
7) master, 8) traditional, 9) editing, 10) generated
Task H.
a) as / minimal, b) comparison / juxtaposition, c) identical / as, d) resembles /
contrast, e) credible / less, f) alike / by, g) reminds / richer, h) hand / both, i)
alike / comparison
Task I.
Accountant, administrator, ambulance man, artist, assistant, barman, bookmaker,
cameraman, conductor, dealer, decorator, dentist, designer, detective, director,
draughtsman, electrician, engineer, executive, fireman, gardener, historian,
inspector, instructor, journalist, lecturer, manager, musician, optician,
photographer, policeman, postman, producer, programmer, projectionist, sailor,
salesman, stuntman, stylist, supervisor, surveyor, telephonist, toolmaker,
waitress, writer. + best boy, cable puller, cutter, gaffer, grip, stage hand
Task J.
1. vocational, 2. assignment 3. deducted 4. stiffer 5. mess 6. warm-up 7.
suspended 8. attend 9. enrolled 10. designed
UNIT 8. GRAMMAR
Task A.
1) that/which, 2) what, 3) that, 4) whose, 5) where, 6) whom, 7) which, 8) who,
9) why, 10) whose
Task D.
a) who, b) that, c) whose, d) which/that, e) who, f) that/which, g) that, h) that, i)
whose
Task E.
(1) which, (2) which, (3) who, (4) which; I …century, which was the golden age
of Russian literature, produced…; II …Peace, which was written in 1869, is…:
V …Nabokov, who spent much of his life in the United States, also… .
95
Task F.
2) that, 6) who, 8) which, 10) that, 13) which, 16) which
Task G.
(1) that, (2) that, (3) where, (4) that, (5) that, (6) whom, (7) that
UNIT 9. ENGINEERING
Task F.
1. d, 2. c, 3. e, 4. a, 5. b, 6. g, 7. f, 8. j, 9. h, 10. i
Task G.
a) comprehensively, b) innovative, c) props, d) software, e) explosions, f)
infrastructure, g) pyrotechnic, h) lighting, i) warehouse, j) blueprint
Task H.
sell born under a lucky star, apply to other areas, trained personnel, prevalent on
film sets, relationship with people, much worse, similarity in appearance, cutting
angle, contribute to charity, involved in a situation
Task I.
1) born, 2) trained, 3) applying, 4) prevalent, 5) relationship, 6) similarity, 7)
common, 8) cutting, 9) involved, 10) contribute
Task J.
a) telephone, b) bike, c) camera, d) television, e) watch, f) typewriter, g) wine
bottle, h) airplane, i) car, j) kettle
Task K.
1) c.c. cubic capacity, 2) speed, metres per hour, 3) watt, 4) degrees, 5) knots, 6)
scale, 7) density, 8) angle, 9) depth, 10) stripes
Task L.
1. silver, 2. gold, 3. aluminum, 4. uranium, 5. calcium, 6. sulphur, 7. carbon
dioxide, 8. iron, 9. platinum, 10. hydrogen, 11. phosphorus, 12. nickel, 13.
oxygen, 14. nitrogen, 15. copper
Task M.
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a) speedometer, b) compass, c) meter, d) stopwatch, e) barometer, f) protractor,
g) pressure gauge, h) thermometer, i) scales, j) tape measure
Task N.
Percentages Fractions Decimals
1 one hundred and fifty one and a half (1) one point five
percent
2 seventy-five percent three quarters nought point seven five
(2)
3 fifty percent (3) a half nought point five
4 thirty-three point three a third (4) nought point three three
percent
5 twenty-five percent a quarter nought point two five
(5)
6 twenty percent (6) a fifth nought point two
7 twelve and a half an eighth nought point one two
percent five (7)
8 ten percent a tenth (8) nought point one
UNIT 9. GRAMMAR
Task A.
1) was given, 2) was offered, 3) will be given, 4) has been cancelled, 5) is
heated, filtered, 6) was known, 7) hadn’t been used, 8) are being followed, 9)
had been cooked, 10) will be installed
Task D.
(1) are sold, (2) is pronounced, (3) was named, (4) is known, (5) was paid, (6) is
recognized, (7) was created
Task E.
(1) is thought, (2) is now believed, (3) was murdered, (4) was known, (5) is
understood, (6) is thought, (7) is being said, (8) cannot yet
Task F.
(1) the, (2) a, (3) the, (4) a, (5) the, (6) the, (7) the, (8) the, (9) the, (10) the, (11)
the, (12) Ø, (13) Ø, (14) the, (15) the, (16) an, (17) the, (18) the
97
Task G.
(1) ’ve been misled, (2) ’ve been afraid, (3) ’ve been hit, (4) ’ve been abused, (5)
’ve been accused, (6) ’ve been refused, (7) ’ve been pushed, (8) ’ve been lost
and found, (9) ’ve been taken, (10) ’ve been brutalized
UNIT 10. TRENDS

Task F.
1. b, 2. e, 3. d, 4. a, 5. c, 6. g, 7. f, 8. i, 9. h, 10. j
Task G.
a) innovations, b) changeable, c) jargon d) gain traction, e) complementary f)
sensory g) accelerated, h) illuminated, i) noticeable, j) compatible
Task H.
1. but=nevertheless, 2. so=consequently, 3. through=by means of, 4.
when=during, 5. with the help of=thanks to, 6. but=yet, 7. like=such as, 8.
yet=and at the same time, 9. when=while, 10. basically=as a matter of fact
Task J.
1 e), 2 g), 3 c), 4 h), 5 a), 6 f), 7 j), 8 d), 9 b), 10 i)
Task K.
♂ Alexander (Sandy) ♀ Christina (Tina) ♀ Rebecca (Becky)
♀ Alice (Elsie) ♀ Dorothy (Dolly) ♂ Richard (Dick)
♀ Ann (Nancy) ♂ James (Jim, Jimmy) ♂ Robert (Robin)
♀ Barbara (Bab) ♂ John (Jack) ♀ Sarah (Sadie, Sally)
♀ Bridget (Biddy) ♀ Judith (Judy) ♂ Theodore (Teddy)
♀ Caroline (Carrie) ♀ Laura (Lolly) ♀ Theresa (Terry)
♀ Charlotte (Lottie) ♀ Margaret (Peggy)
fact
Task L.
a) poor, b) handicapped, c) retarded, d) blind, e) fat, f) lazy, g) illiterate, h)
bachelor, i) wife, j) thieves
98
UNIT 10. GRAMMAR
Task A.
1) dare tell / to tell, 2) make, 3) turning, 4) taking, 5) burst, 6) living,7) trying,
8) watching, 9) to call
Task D.
1. having sent, 2. having, 3. not watching, 4. Spending, 5. being offered, 6.
having copied, 7. working; being told
Task E.
(1) trying, (2) making, (3) playing, (4) doing, (5) camping, (6) canoeing, (7)
going, (8) not being able, (9) calling, (10) telling
Task F.
1. bang, 2. buzzing, 3. clicking, 4. crash, 5. creek, 6. crunching, 7. drip, 8.
hissing, 9. hoot, 10. humming, 11. rattle, 12. roar, 13. screech, 14. slam, 15.
slurping, 16. sniff, 17. snoring, 18. splash, 19. tap, 20. Ticking
Task G.
(1) some, (2) little, (3) some, (4) some, (5) some
UNIT 11. ARTS AND MEDIA

Task F.
1. c, 2. d, 3. a, 4. e, 5. b, 6. j, 7. f, 8. g, 9. h, 10. i
Task G.
a) scenes, b) filing cabinet, c) arrangements, d) frantically, e) sequentially, f)
amendment, g) slave over, h) storylines, i) treatment, j) coalesced
Task H.
1. e), 2) a), 3. d), 4. c), 5. b), 6. h), 7. j), 8. g), 9. f), 10. i)
UNIT 11. GRAMMAR

Task A.
99
1) I told Lisa that I didn’t have any money; 2) We decided to leave the city the
next day; 3) She said that she was going away for a few days; 4) They said they
would all miss us; 5) Alex wanted to know if/whether we had any photos of our
holiday; 6) Jackie asked me not to tell anybody what had happened; 7) She was
very young and ignorant of what life really is; 8) She argued that Carol is/was
the best person for the job; 9) Paul left the room suddenly. He said he had to go;
10) Paul said he had woken up feeling ill, so he hadn’t gone to work.
Task D.
(1) knew, (2) told, (3) had paid
Task E.
a) admitted taking, b) offered to open, c) replied, accepted, d) claimed to be, e)
persuaded, to try, f) admitted, hadn’t told
Task F.
1) told us, 2) advised me, 3) asked us, 4) warned us, 5) advised us, 6) told us
UNIT 12. CRIME

Task F.
1. c, 2.a, 3.b, 4.e, 5. d, 6. j, 7. h, 8. f, 9. i, 10. g
Task G.
a) rampant, b) clout, c) overtone, d)infringements, e) boosted, f) cool down, g)
combat, h) overseas, i) download, j) unauthorized
Task H.
Crime Definition Criminal Verb
murder deliberately killing smb. murderer murder
shoplifting stealing smth. from shops shoplifter shoplift
smuggling taking smth. illegally into smuggler smuggle

another country
100
forgery the crime of making illegal forger forge
copies of a document, painting
pickpocketin stealing from smb.’s pocket pickpocket pickpocket

g
mugging attacking someone on the streets
assault the crime of attacking smb. attacker, assault

violently assailant
arson the crime of starting a fire in arsonist set fire to

order to destroy smth.
terrorism violent action for political terrorist terrorize

purposes
drug- the crime of trafficking drugs drug- buy/sell

trafficking trafficker drugs
Task I.
1. murder, manslaughter 2. perjury 3. trespass 4. slander 5. bigamist 6. thief,
accomplice 7. vandalism 8. looted 9. traitor 10. assassination
Task M.
(1) jury, (2) judge’s, (3) courtroom, (4) prisoner, (5) social enemy, (6) penalty,
(7) petting, (8) underworld, (9) cell, (10) condemn, (11) jury room, (12) verdict,
(13) testimony, (14) case
UNIT 12. GRAMMAR

Task A.
1) had known, 2) have met, 3) have been, 4) hadn’t got, 5) have left, 6) known,
7) have helped, 8) hadn’t woken, 9) would have gone, 10) had been
101
Task D.
1. hadn’t gone, 2. wouldn’t call, 3. could remember, 4. had never told, 5. was
Task E.
(1) were, (2) ’d put, (3) were, (4) ’d drink
Task F.
(1) loved, (2) would, (3) could, (4) would
BIBLIOGRAPHY
1 Collins Cobild English Grammar. Harper publishers. Fulham, London
1990. – 486 p.
2 Cutting Edge Intermediate. Cunningham S., Moor P. Pearson Education
Limited. Edinburgh Gate, Harlow, Essex, England, 2005. – 175 p.
3 Eckler A.Ross, Names and games. Onomastics and recreational language.
An anthology of 99 articles. London, 1986.
4 Evans L. Their Finest Hour and a Half. Transworld Publishers. A Random
House Group Company. London, 2009. – 399p.
5 Heineman ELT English. Macmillan Heinemann English Language
Teaching. Oxford, Macmillan Publishers Limited, 20011. – 266p.
6 Heilman R.M. Creativity and the brain. – New York and Hove,
Psychology press, 2005. – 203 p.
7 Kirn W. Up in the Air. John Murray Publishers, Hachetthe, UK, London,
2010. – 303 p.
8 Longman Dictionary of Contemporary English. Pearson Education
limited. – Harlow, England, 2001.
9 Macmillan English Dictionary for advanced learners. Oxford, 2007. –
1748 p.
102
10 Oxford Advanced Learner’s Dictionary of current English by A.S.
Hornby. Oxford university press, 2010. – 1780 p.
11 http://www.mygrammarlab.org/
12 http://www.learnenglish.de/jokes/joke54.html/
13 http://healthresearchfunding.org/walt-disney-personality-traits/
14 https://codemyui.com/tag/text-animation/page 7/
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Рекомендовано к изданию Методическим советом СПбГИКиТ в качестве

Панкратова С.А., Вяльяк К.Э.

Учебное пособие разработано в соответствии с требованиями

© Панкратова С.А., Вяльяк К.Э., 2017

Unit 8. Education ………………………………………………..………….… 18

Unit 9. Engineering ………………………………………….……..………… 33

Unit 10. Trends …………………………………………………………...…... 48

Unit 11. Arts and media ………………………………………….………….... 63

Unit 12. Crime ……………..…………………………………………………. 77

As a social skill communication comes first in the history of humanity, it

H ave you ever made

their nerves? Or imitated a monkey at

I f you want to be a film director,

vocational designed enrolled deducted

1. Fifteen immigrant women have attended a _____ training course on cooking.

E ngineering and filmmaking are

Percentages Fractions Decimals

O. Translate the text «Technology Rage».

UNIT 10. TRENDS

N obody knows exactly

changeable as the weather. But what we

UNIT 11. ARTS AND MEDIA

T idying the office was a

Over in the corner I could see this other guy.

UNIT 12. CRIME

Crime Definition Criminal Verb

deliberately killing smb. murder

taking smth. illegally into smuggle

stealing from smb.’s pocket pickpocket

mugging attacking someone on the streets

the crime of starting a fire in arsonist

the crime of trafficking drugs buy/sell

I. Here are some words connected with crime. Use a dictionary to

vandalism traitor manslaughter assassination looted

‘Gentlemen of the j . . y (1)’ , the j….’s (2) speech began;

Don’t know much about geography,

Now, I don’t claim to be an ace doodles,

This is a book devoted to the conversational and grammar practice of

UNIT 10. TRENDS

UNIT 11. ARTS AND MEDIA

UNIT 11. GRAMMAR

UNIT 12. CRIME

Crime Definition Criminal Verb

murder deliberately killing smb. murderer murder

shoplifting stealing smth. from shops shoplifter shoplift

smuggling taking smth. illegally into smuggler smuggle

pickpocketin stealing from smb.’s pocket pickpocket pickpocket

mugging attacking someone on the streets

assault the crime of attacking smb. attacker, assault

arson the crime of starting a fire in arsonist set fire to

terrorism violent action for political terrorist terrorize

drug- the crime of trafficking drugs drug- buy/sell

UNIT 12. GRAMMAR

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