Галузь підготовки 02. 03 Гуманітарні науки напрям 020303 Українська мова і література

2. What is samba most closely associated with?

3. What kind of musical instrument dominates in samba?

4. Do you know the origin of the word ‘samba’?

5. Who distinguished samba from marcha and maxixe?

6. What is the traditional form of the samba de morro?

7. How many forms of samba do you know?

8. What song launched samba of praise?

9. Can you describe the style of samba?

10. Is it popular in our country?

2. 
   Make a plan to the text.
   
3. 
   Retell the text according to your plan.
   

One day you feel good and the next you feel bad, and between those two poles are compressed all the joys of heaven and the anguish of hell. The events that prompt feelings, the justification for the feelings, even the reality of the perceptions that lead to them are all unimportant. It is the feeling that counts.

Despite its importance, there is an incredible amount of confusion about feelings and emotions in both the minds of the public and the attention of the "experts". "Emotion" is the general term which encompasses the feeling tone, the biophysiological state, and even the chemical changes we are beginning to understand underline the sensations we experience; "feeling" is our subjective awareness of our own emotional state. It is that which we experience; that which we know about our current emotional condition.

Feelings, particularly the complex and subtle range of feelings in human beings, are testament to our capacity for choice and learning. Feelings are the instruments of rationality, not as some – would have it – alternatives to it. Because we are intelligent creatures, we are capable of, and dependent on, using rational choice to decide our futures. Feelings become guides to that choice. We are just passive responders, as some lower life forms are, to that which the environment offers us. We can avoid certain conditions, select out others, and anticipate both and, moreover, via anticipate can even modify the nature of the environment. Feelings are fine tunings directing the ways in which we will meet and manipulate our environment.

Feelings of anxiety, boredom, tension and agitation alert us the sense of something wrong, and, more importantly, by the subtle distinctions of their messages they indicate something of the nature of the impending danger and direct us to specific kinds of adaptive maneuvers to avoid, prevent, or change the incipient threat. Feelings of guilt allow us to model our behaviour against certain ideals and register when we have moved away from these ideals, or have not yet achieved them. If there is a common ingredient to the various sources and forms of pleasure, the only one that can be identified is that they all seem to contribute to an enhanced sense of self Pleasurable events either intensify our sense of ourselves or enlarge our view of ourselves. Joy stems from an altered sense of self and, in turn, alters our view of our world and the way we are viewed.

1. Answer the following questions:

1. How do you understand the statement "it is the feeling that counts"?

2. Why is it difficult to classify sensations and what terms are suggested in this article?

3. How does "emotion" differ from "feeling"?

4. Do you agree that feelings are "the instruments of rationality, not alternatives to it"?

5. How do feelings of anxiety, boredom, tension and agitation serve adoptive purposes?

6. Of what importance are feelings of guilt?

7. What do the positive feelings have in common?

8. How do pleasurable events affect our feelings?

2. 
   Make up the plan to the text.
   
3. 
   Give the summary of the text according to the plan.
   

Anna became a tall, awkward girl... She was sent to a young ladies school in Nottingham.

And at this period she was absorbed in becoming a young lady. She was intelligent enough, but not interested in learning. At first, she thought all the girls at school were ladylike and wonderful, and she wanted to be like them. She came to a speedy disillusion: they failed and maddened her, they were petty and mean. After the loose, generous atmosphere of her home, where little things did not count, she was always uneasy in the world, that would snap and bite at every trifle.

A quick change came over her. She mistrusted herself, she mistrusted the outer world. She did not want to go on, she did not want to go out into it, she wanted to go no further.

"What do I care about that lot of girls? " she would say to her father, contemptuously, "they are nobody."

The trouble was that the girls would not accept Anna at her measure. They would have her according to themselves or not at all.

So Anna was only easy at home, where the common sense and ³ supreme relation between her parents produced a freer standard of being than she could find outside.

At school, or in the world, she was usually at fault, she felt usually that she ought to be slinking in disgrace. She never felt quite sure in herself, whether she were wrong or whether the others were wrong. She had not done her lessons: well, she did not see reason why she should do her lessons, if she did not want to.

Was there some occult reason why she should? Were these people, schoolmistresses, representatives of some mystic Right, some Higher Good? They seemed to think so themselves. But she could not for her life see why a woman should bully and insult her because she did not know thirty lines of "As You Like It". After all, what did it matter if she knew them or not. Nothing could persuade her that it was of the slightest importance. Because she despised inwardly the coarsely working nature of the mistress. The fore she was always at outs with authority. From constant she came almost to believe in her own badness, her own intrinsic inferiority. She felt that she ought always to be in a state of slinky disgrace, if she fulfilled what was expected of her. But she rebelled She never really believed in her own badness. At the bottom of her heart she despised the other people, who carped and were lоud over trifles. She despised them, and wanted revenge on them. She hated them whilst they had power over her.

Still she kept an ideal: a free, proud lady absolved from the petty ties, existing beyond petty considerations. She would see such ladies in pictures: Alexandra, Princess of Wales, was one of her models. This lady was proud and royal, and stepped indifferently over small, mean desires: so thought Anna, in her heart. And the girl did up her hair high under a little slanting hat, her skirts were fashionably bunched up, she wore an elegant, skin-fitting coat.

She was seventeen, touchy, full of spirits, and very moody: quick to flush, and always uneasy, uncertain. For some reason or other, she turned to her father, she felt almost flashes of hatred for her mother. Her mother's dark muzzle and curiously insidious ways, her mother's utter surety and confidence, her strange satisfaction, even triumph, her mother's way of laughing at things and her mother's silent overriding of vexatious propositions, most of all her mother's triumphant power maddened the girl.

She became sudden and incalculable ... the whole house continued to be disturbed. She had a pathetic, baffled appeal. She was hostile to her parents, even whilst she lived entirely with them within their spell.

(From "The Rainbow" by D.H. Lawrence)

1. Answer the following questions:

1. What do we learn about Anna's relationship to the girls at school in Nottingham?

2. In what kind of environment did girl grow up? How did it contribute to her personal development?

3. Was Anna a disciplined and hard-working pupil at school? How can you account for her lack of interest in learning?

4. What do think is an essential conflict in the girl's character? What made her mistrust the outside world?

5. Was the girl entirely or partially right when despising her schoolmistresses, "who carped were loud over trifles"?

6. Why did she turn to a royal ideal to satisfy her ego?

7. How did Anna's attitude to her parents change at the age of seventeen? What do you think are the reasons it?

8. What were the most remarkable traits of Anna's character at made her unlike the girls of her age?

9. How can you apply the formation you obtained from the story to the problems which you are facing or will have to face as a future parent (a teacher)?

Anna Brangwen was not what we call a "problem" child, but a child who was just having problems like most young people of her age. Try and preserve the wording of the original. Add your arguments as well.

When Cristina Sanchez told her parents that she wanted to become a bullfighter instead of a hairdresser, they weren't too pleased. But when she was eighteen her parents realized that she was serious and sent her to a bullfighting school in Madrid, where she trained with professionals.

Since last July, Sanchez has been the most successful novice in Spain and is very popular with the crowds. After brilliant performances in Latin America and Spain earlier this year, Sanchez has decided that she is ready to take the test to become a matador de toros. Out of the ring, Sanchez does not look like a matador. She is casually elegant, very feminine and wears her long blond hair loose. She seems to move much more like a dancer than an athlete, but in the ring she is all power.

When she was fourteen, Sanchez's father warned her that the world of bullfighting was hard enough for a man and even harder for a woman. It seems he is right. "It really is a tough world for a woman," says Sanchez. "You start with the door shut in your face. A man has to prove himself only once, whereas I have had to do it ten times just to get my foot in the door."

In perhaps the world's most masculine profession, it would seem strange if Sanchez had not met problems. But even though Spanish women won the legal right to fight bulls on equal terms with men in 1974, there are still matadors like Jesulin de Ubrique who refuse to fight in the same ring as her, Sanchez lives with her family in Parla, south of Madrid. Her family is everything to her and is the main support in her life. "My sisters don't like bullfighting, they don't even watch it on TV, and my mother would be the happiest person in the world if I gave it up. But we get on well. Mum's like my best friend." When Sanchez is not fighting she has a tough fitness routine – running, working out in the gym and practicing with her father in the afternoon. By nine she is home for supper, and by eleven she is in bed. She doesn't drink, smoke or socialize. "You have to give up a lot," says Sanchez. "It's difficult to meet people, but it doesn't worry me – love does not arrive because 37 you look for it."

Sanchez spends most of the year travelling: in summer to Spanish and French bullfights and in winter to Latin America. Her mother dislikes watching Sanchez fight, but goes to the ring when she can. If not, she waits at home next to the telephone. Her husband has had to ring three times to say that their daughter had been injured, twice lightly in the leg and once seriously in the stomach. After she has been wounded, the only thing Sanchez thinks about is how quickly she can get back to the ring. "It damages your confidence," she says "but it also makes you mature. It's just unprofessional to be injured. You cannot let it happen." Sanchez is managed by Simon Casas, who says, "At the moment there is no limit to where she can go. She has a champion's mentality, as well as courage and technique."

a) felt a little pleased.

b) thought she was too young.

c) thought she had a good sense of humour.

d) were initially opposed to the idea.

2) Sanchez thinks that …

a) living in today's world is difficult for a woman.

b) bullfighting is a difficult career for women.

c) it is almost impossible to succeed as a female bullfighter.

d) women have to demonstrate their skills as much as male bullfighters do.

3) Sanchez's mother …

a) is everything to the family.

b) prefers to watch her daughter on TV.

c) supports her more than the rest of her family.

d) would prefer Cristina to leave the ring.

4) What does "it" refer to?

a) the fitness routine

b) not socializing

c) giving up

d) smoking

5) Sanchez doesn't socialize often because …

a) she doesn't like cigarettes and alcohol.

b) her work takes up most of her time.

c) she is worried about meeting people.

d) it's too difficult to look for friends.

6) What does Sanchez think about after being injured?

a) her next chance to fight bulls

b) her abilities

c) her development

d) her skills

2. 
   Make up the plan to the text.
   
3. 
   Give the summary of the text according to the plan.
   

Life is a continual struggle. If you don't want to be lost, you'll struggle. Life is difficult and it isn't very easy to achieve success. At first you should find the aim in your life and then work on it, remembering that only tedious work can give good results. Besides, you should work at your professional level, trying to be an ace at the sphere you have chosen.

Never break your promise otherwise you will loose people's trust. Be a man of culture with such person's values as intelligence, responsibility, kindness, generosity. Learn to rejoice with somebody and also share his grief. A person is like a mirror: if you smile, all the world will give your smile back to you. So don't knit your brows. Learn to see beauty, learn to get pleasure of the life, love your life because life is beautiful. Of course, there is no ideal life. Each person has their problems to be solved. Work hard to get a good result, succeed in your own life.

II

Each of us tries to succeed in life. But everyone does it in their own way according to their style of life, wishes, skills of communication, work. Some people believe that everything depends on their destiny and they can do nothing about it, others are sure that 'to live long it is necessary to live slowly'. But I don't belong to any of them. In my life f try to follow such a proverb: 'Your destiny is in your hands'. And I am sure if I keep it, I will be successful.

Achieving specific targets and objectives will give you a sense that you are really making progress. Exude an aura of confidence, even if you feel unsure, broadcast your success. The main rule is: don't be idle! Never put off till tomorrow what you can do today. Work on yourself: if you want to be successful, you have to develop your skills, enrich your knowledge, create new ideas, always move on.

Also, remember: communication is one of the most important sides of people's life, and being friendly you get more chances to make people appreciate you.

Becoming successful is not difficult, you just have to believe in yourself and never give way to despair.

III

There is no recipe for success, it's different for every person. I think that a successful man must first of all have a good education.

1. 
   Explain the statements using the information from the texts above.
   

2. The greatest discovery of my generation is that human beings can alter their lives by altering their attitude of mind.

3. A successful man is one who can lay a firm foundation with the bricks others have thrown at him.

Athletes, if they want to reach the top of their chosen sport, have to train hard for hours every day. Their commitment to the sport and their achievements certainly deserve praise.

The opening ceremonies and most of the wheelchair basketball games were sold out long before the start of I the Atlanta Games.

More and more sports are being added to the Paralympic Games as the range of the athletes' skills and abilities becomes known. Sailing had not been a Paralympic sport before, but Andrew Cassell, the captain of the British sailing team, helped it to be included. He was born with the lower part of both his legs missing, but he never let this get in his way.

a. What are the Paralympic Games and who takes part in them?

b. How many and what kind of Paralympic events are mentioned in the text?

c. How were Paralympic athletes helped to participate in the Games by the IOC?

d. How are disabled/handicapped people treated in our society? Talk about this in terms of education, mobility and employment.

3. Match the following words and word combinations:

а) досягнення 1. to reach the top

b) неспроможний 2. achievements

c) мати можливість 3. interested in

d) змінювати сприйняття 4. disabled

e) зацікавлений 5. promote

f) досягати вершин 6. to have a chance

g) просувати 7. the range of skills and

abilities

h) нація, що розвивається 8. to catch public eye

i) перелік навичок та здібностей 9. to change perceptions

j) звертати увагу суспільства 10. developing nation

– strong desire;

– devoted attitude to smth;

– public admiration and approval;

– be taught the skills of a particular job or activity;

– very unusual or surprising.

Sending one's children to boarding school used to be the most acceptable way of educating them, but over the past few years people's opinions have begun to change.

(1) … however, sending one's children away to school can be extremely beneficial for them in later life.

(2) … children who go to boarding school learn at a young age to become independent and to live without their parents. This means that they are better prepared to live on their own when the time comes for them to go to university or start work after leaving school.

(3) … boarding school teaches young people how to get along better with others, since they live with their classmates twenty four hours a day. This can help them later on in life to cooperate with colleagues at work and with people around them in general.

(4) … boarding schools are bad for children because children need to be able to spend time with their parents on a daily basis. It is said that this is especially true for younger children, who may feel that their parents have abandoned them by sending them away.

(5) … I feel that boarding schools have a lot to offer. This is shown by the fact that children who have been to boarding school are often far better equipped for life than those who have not.