Table Of ContentМИНИСТЕРСТВО ПРОСВЕЩЕНИЯ
РОССИЙСКОЙ ФЕДЕРАЦИИ
ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ
ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ
ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
«ВОРОНЕЖСКИЙ ГОСУДАРСТВЕННЫЙ
ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ»
Т.Р. Аникеева, Л.В. Дорохова, Г.Ю. Соломатина
LET’S WATCH AND LISTEN
(Посмотрим и послушаем)
Учебно-методическое пособие для студентов 3 курса факультета
иностранных языков очной формы обучения, обучающихся по направлению
44.03.05 Педагогическое образование (с двумя профилями подготовки),
профили «Английский язык», «Немецкий язык»; «Английский язык»,
«Французский язык», 3 курса заочной формы обучения, обучающихся
по направлению 44.03.01 Педагогическое образование,
профиль «Английский язык»
Воронеж
Воронежский государственный педагогический университет
2021
1
УДК 811.111-26 Издано по решению
ББК Ш1 Учебно-методического совета ВГПУ
А67 Протокол №7 от 15 апреля 2021 г.
Рецензенты:
кандидат филологических наук,
доцент кафедры англ. языка ФГБОУ ВО ВГПУ И.А. Бахметьева;
кандидат филологических наук,
доцент кафедры англ. языка ФГБОУ ВО ВГПУ А.С. Трущинская
Аникеева Т.Р.
А67 Let‟s watch and listen (Посмотрим и послушаем) : учебно-
методическое пособие для студентов 3 курса факультета
иностранных языков очной формы обучения, обучающихся по
направлению 44.03.05 Педагогическое образование (с двумя
профилями подготовки), профили «Английский язык», «Немецкий
язык»; «Английский язык», «Французский язык», 3 курса заочной
формы обучения, обучающихся по направлению 44.03.01
Педагогическое образование, профиль «Английский язык» /
Т.Р. Аникеева, Л.В. Дорохова, Г.Ю. Соломатина – Воронеж:
Воронежский государственный педагогический университет,
2021. – 36 с.
Пособие содержит задания к аутентичным аудио и видео
материалам по шести темам изучаемых курсов. Направлено на развитие
устной иноязычной коммуникативной компетенции студентов в
процессе освоения курса и включает актуальные задания для
совершенствования умений аудирования и говорения обучающихся.
УДК 811.111-26
ББК Ш1
© Аникеева Т.Р., Дорохова Л.В., Соломатина Г.Ю., 2021
© Воронежский государственный педагогический университет,
редакционно-издательская обработка, 2021
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CINEMA
Audio
Task 1. Listen to the podcast Horror Films
(https://learnenglish.britishcouncil.org/audio-zone/horror-films) and
do the task given.
Task 2. Listen to the conversation on Martin‟s favourite movies
(http://www.elllo.org/english/0601/T630-Marting-Movies.htm) and do
the task (quiz) given.
Task 3. Listen to the conversattion about horr movies
(http://www.elllo.org/english/0451/477-Akane-Horror.htm) and do the
task (quiz) given.
Task 4. Listen to some film review
(https://learnenglish.britishcouncil.org/upper-intermediate-b2-
listening/film-reviews) and do the tasks given.
Task 5. Listen to two people discussing films they have recently
seen and answer the questions below.
a. What is being discussed?
b. List all the facts that you learn about the films.
c. What words and expressions do the speakers use to make
their feelings clear?
Video
Task 1. Watch the film Autumn Sonata by Ingmar Bergman and
answer the following questions:
1) What features of Bergman‟s style can you trace in the movie?
2) When you were watching the film, did anything work directly
on your emotions?
3) Whose acting did you like best? Why?
4) What is the conflict of the story depected in the film?
5) Are you on the mother‟s or the daughter‟s side? Why?
Task 2. Watch the interview with Ingmar Bergman
(https://www.youtube.com/watch?v=CLVLKQ8Nh_A&list=RDQMz
ybAmOxKyP0&start_radio=1) and say what you have learned about
him, his life and work.
Task 3. Choose one of the recommended screen versions and be
ready to discuss it according to the questions of ex III of Part 4 (Unit
I) from Moving On:
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1) Alice in Wonderland by Tim Burton, 2010.
2) Sense and Sensibility by Ang Lee, 1995.
3) The Painted Veil by John Curran, 2006.
Task 4. Watch the TED-Ed video on the historical basis of the
Game of Thrones (https://www.youtube.com/watch?v=-
VjO55pKuBo4) and comment on the connection between the real
events and the famous film story.
Task 5. Watch the interview with Benedict Cumberbatch on his
playing Hamlet (https://www.youtube.com/watch?v=l0ky_tQxwgo).
Answer the questions:
1) Why did B/C/ take up the role of Hamlet?
2) What were his comments on the monologue “To be or not ot
be”?
3) Where is the pitch of Hamlet‟s madness according to B/C/?
4) Why does B/C/ say that Hamlet is a role that fits any avtor as
you think?
5) Why is the play Hamlet universal?
6) Why does the story have to be retold according to B/C/?
7) What do you think about B/C/ as an actor? Why?
Task 6. Watch the following video - Andrey Tarkovsky. Poetic
Harmony. The Cinema Cartography (https://www.youtube.com-
/watch?v=ak6rI-j07QU).
Comment on the following statements: “The main goal of any art
is to find a personal means of expression, a language with which to
express what’s inside of you” A. Tarkovsky
“Cinema is a mosaic made with time”A. Tarkovsky
Follow the tasks below and be ready to discuss the video.
Film Study Questions for an Informational Documentary
Read the questions before you watch the film so that you will
know what to look for while you watch. Complete the assignment by
answering each question in paragraph form. Answers need to be
complete and comprehensive, demonstrating that you paid attention to
the film and thought about what was shown on the screen. Be sure that
the topic sentence of your first paragraph uses key words from the
question.
1. State the title of the film and the year it was released. Then
briefly describe what the film is about.
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2. Identify the people, places, events, or aspects of people,
society, or nature that are the focus of this film. Describe and clarify
the significance of each.
3. List some facts described in the film that impressed you and
explain how each fact relates to the film‟s premise or theme.
4. Nonfiction can enrich viewers in several important ways.
Describe an aspect of the film that showed you something you hadn‟t
seen before, caused you to think in a new way, or helped you
understand something more thoroughly than before. In addition,
describe how it changed your thinking.
5. Was there anything that you saw or heard in the film that was
unconvincing or which seemed out of place?
6. What particularly appealed to you in the cinematic presentation
of the film, such as the way in which particular scenes, images, or
sounds were presented?
7. If the filmmakers were to ask you how the film could be
improved, what would you tell them? Describe the changes you
would suggest in detail and the reasons for your suggestions.
8. If someone asked you whether you would recommend this film,
how would you respond? Fully explain your reasons.
9. Use the vocabulary from the film to answer the above
questions:
Haunting, hypnotic, serene, surreal, to become instantly
recognizable, masterful spellbinding imaginary, oozing atmosphere of
the pause, to spring up to mind, cinematic philosophy, to use a single
image to express a universal massage, uniquely cinematic techniques,
tactile world, to intensify the emotion inside the image, to remain in
the mind of the viewer, tangible ingredient, to create anticipation
through silence, a juxtaposing technique, to analyze from a purely
intellectual perspective, cinematic stream of consciousness, ambiguity
of the moment, to symbolize the hectic nature of the world, coagulate
dream and reality, to emphasize the fleeting nature of time, to feel the
drabness of time, sequential show of events, to elevate its powerful
atmosphere, to conjure the emotion.
Task 7. Watch the following video -Woody Allen on Ingmar
Bergman (https://www.youtube.com/watch?v=npHqAO3hj54).
Use the vocabulary from the video to talk about Woody Allen‟s
appreciation of Ingmar Bergman‟s films. Go deeper in presenting your
personal assumptions and ideas on the filmmaker‟s artistic tools.
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to propel in the forefront of the international cinema; rigorous
exploration of faith philosophy and death; a feature filmmaker;
longstanding and deeply felt admiration for sb//sth; to be superior to
other movies; to be profound on a human level; first and foremost; to
be bored stiff; thematic similarity; existential questions; legendary
representation of sth; to make an archetypal movie about sth;
theatricality; the minute the film starts you never take a breath till it’s
over; to be life-affirming; you never come away depressed but with an
exhilarating feeling; to be in the presence of a fulfilling art ; lingering
close-ups; to express inner states of anxiety in a way to make them
kinetic; to travel in deep abysses with the film; a novice
Task 8. THE RED BALLOON (French: Le ballon rouge) is a
1956 French fantasy comedy-drama featurette written, produced, and
directed by Albert Lamorisse – A boy one day finds a special red
balloon in the outskirts of Paris, France, and soon realizes that his new
toy has a mind of its own.
Watch the film (https://www.youtube.com/watch?v-
=V12H2mteniE).
Answer the questions:
1. How is The Red Balloon similar to Charlie Chaplin's, The Kid?
(https://www.youtube.com/watch?v=LQE0c1Zugx8)
2. Describe the use of mise-en-scene in the film. Give specific
examples.
3. In the flea market scene, Pascal comes face-to-face with an
antique, nearly life-size painting of an isolated girl, while the balloon
confronts itself in a mirror. What do you think the filmmaker was
trying to show/say?
4. Describe the adults in the film and their relationship with the
red balloon. How does it compare to Pascal‟s? What was the intention
of the filmmaker?
5. How does the film demonstrate the tension of how delicate the
new toy, the red balloon, is?
6. What does the red balloon symbolize? Describe what the
symbolism might mean during the chase of the red balloon?
7. What do you think the last sequence of the film means?
Task 9. Film Study Questions for a Feature Film
Read the questions before you watch the film so that you will
know what to look for while you watch. Answers need to be complete
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and comprehensive, demonstrating that you paid attention to the film
and thought about what was shown on the screen.
1. Identify the movie by its title, the year it was released, the
name of the director, where the story take place.
2. Who is the protagonist and what is he or she like?
3. Who or what is the antagonist and what is he, she, or it like?
4. What is the conflict that is driving the protagonist to act?
5. Is there another less important conflict, often referred to as a
subplot, which helps drive the story? If so, describe that conflict and
who is involved in it?
6. Describe the three actions that the protagonist takes in order to
try to resolve the conflict.
7. What is the climax or moment of highest tension?
8. How is the conflict resolved?
9. What aspects of the protagonist‟s character lead to the
resolution of the conflict? Support your conclusion.
10. What lessons from this film can viewers apply to their lives?
Name the three and, for each describe the lesson. If you can recall
some dialogues that relates to any of the lessons, describe what was
said.
11. Identify two devices of fiction, such as motif, symbol,
flashback, foil, opposition, irony, or language choice that are used in
the story and describe how they affect plot progression, assist in
character development or convey meaning.
12. Music and lighting are part of the way that the moviemakers
communicate their message. Go deeper than that. Give two specific
examples of how other elements of the cinematic art, such as shot
framing, camera angles, camera movement, color, editing choice, or
length of take were used by the filmmakers to get their point across.
Recommended movies:
1) Fanny and Alexander by Ingmar Bergman (1982);
2) The Artist by Michel Hazanavicius (2011);
3) What Dreams May Come by Vincent Ward (1998);
4) Good Will Hunting by Gus Van Sant (1997);
5) Schindler‟s List by Steven Spielberg (1993);
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EDUCATION
Audio
Task 1. Listen to a girl talking about her boarding school
experience (http://www.elllo.org/english/0301/338-Eli-Boarding-
School.htm) and do the quiz given.
Task 2. You are going to hear three people presenting the case for
these points of view:
1. Schoolchildren are tested too much.
2. Children do not spend enough time at school.
3. All education should be free.
What arguments do you think they might make in favour of these
points of view? What objections might they raise to them?
Listen to the three speakers. For each speaker, note down the
main arguments. Note also the points against these arguments made
by other speakers.
Would you vote for or against each of the three points of view?
Give reasons for your answers.
Task 3. You will hear a mother talking about educating her son at
home. For questions 1-7 choose the best answer (A, B or C).
1. What did the mother initially think about teaching Tom at
home?
A. She thought it was a crazy idea.
B. She was unsure about the idea.
C. She was confident it was a good idea.
2. What kind of person is Tom?
A. shy
B. talkative
C. sociable
3. Which sports is Tom interested in?
A. none at all
B. football
C. swimming
4. How was secondary school different for Tom?
A. He had fewer female friends.
B. The teachers were sympathetic.
C. The school was much bigger.
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5. Tom’s parents took him out of school because
A. the teaching wasn‟t satisfactory.
B. he was treated badly by other students.
C. he wasn‟t communicating with them.
6. How has teaching Tom at home affected the family?
A. They don‟t have any holidays.
B. They are not so well-off.
C. The parents have given up their careers.
7. What does Tom’s mother think about his home teaching?
A. He has had a good all-round education.
B. He has learned the same as any other teenager.
C. He has missed out on some important skills.
What do you think of home teaching? List as many advantages
and disadvantages as you can.
Video
Task 1. Watch the movie Dead Poets‟ Society by Peter Weir and
be ready to answer the questions:
A.
1. In what year does the story take place?
2. Which of the following were the four pillars of the school?
What do these four qualities tell you about the school?
a. loyaltyсtraditione. disciplineg. excellence
b. honourd. fair-playf. knowledge
3. What type of school was it?
4. Who said to the students 'Seize the day!” What is the meaning
of the saying? Why did it become the class‟s motto?
5. Circle the true statements and correct the false ones.
a. The boys were seventeen years old
b. Neil was chosen lo play Oberon.
c. The play was Shakespeare's 'Midsummer Night's Dream."
d. The meeting was held in a cave
e. There were sixboys at the first meeting.
f. Tod got a desk set for his birthday.
6. Who said "I stand on my desk to remind myself that we must
constantly look at things in a different way"? What does he mean by
that?
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7. At one point in the film a teacher punishes a student corporally.
What are your feelings about this incident? What kind of punishment
should students receive if they break the school regulations?
8. Go through the following items and say which in your opinion
the film is most concerned with:
a. showing the true meaning of education
b. stressing the importance of friendship
c. emphasising the need to understand ourselves and our needs
d. doing away with corporal punishment at school
e. making parents realise that they must let their children decide
on their career
g. changing the way sublets are taught at school
h. telling the story of an original revolutionary teacher
i. telling the story of a group of school friends in the 50‟s
showing the relationship between parents and their children
j. suggesting that teachers can help form a student‟s personality
9. Tick any of the following. What I was really impressed by in
this film is ... the photography, the atmosphere, the plot, the message,
the acting, the music, the end.
B.
1) What methods did the literature teacher use to teach his
subject?
2) In what way did the boys from the society seize the day?
3) Who is to blame for the tragedy at the end of the film?
4) Was it the only way out for Neil?
Task 2. Watch the video about British schools from Anglophenia
(https://www.youtube.com/watch?v=osY8Ynk7DOM) and say what
additional facts you learned about their education?
Task 3. Watch the video Window on Britain about their schools
(https://www.youtube.com/watch?v=NIozkxsvSys). Answer the
questions:
1) How many subjects are studied by those students who prefer to
stay at school for two more years at the age of 16?
2) How many school leavers go to university in Britain?
3) How many days a week do secondary school pupils usually
study?
4) How many pupils do they have in a secondary-school class?
What about a primary school one?
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